ABSTRACT Higher medical education and especially the training of physicians are facing important challenges and face the challenge of assuming numerous changes to guarantee the quality required in their training processes, satisfy the growing demands and fulfill their social commitment. In an increasingly complex scene, marked by the effects of the COVID-19 pandemic, the importance of preparing university professors to meet the proposed objectives is evident. It is the purpose of the authors to share experiences on the improvement of teachers in current educational contexts, communicate the deficiencies in the psycho-pedagogical preparation of university professors of medical education found in the research carried out and propose the use of a psycho-pedagogical professional improvement program for teachers of the Medicine degree, prepared as a result of the aforementioned investigation.

RESUMEN La educación médica superior, y en especial la formación de médicos, se encuentran ante importantes desafíos y enfrentan el reto de asumir numerosos cambios para garantizar la calidad requerida en sus procesos, dar satisfacción a las crecientes demandas y cumplir su encargo social. En un escenario cada vez más complejo, marcado por las afectaciones de la pandemia de la COVID-19, se evidencia la importancia de la preparación de los profesores universitarios para cumplimentar los objetivos propuestos. Es propósito de los autores compartir experiencias sobre la superación de los docentes en los contextos educativos actuales, comunicar las deficiencias en la preparación psicopedagógica de profesores universitarios de la educación médica encontradas en investigación realizada y proponer la utilización de un programa de superación profesional psicopedagógica para los docentes de la carrera de Medicina, elaborado como salida de la referida investigación.

The systematic preparation of the teacher in the scientific-technical, didactic, philosophical, political-ideological and computing aspects is an indispensable condition to undertake the teaching function. To comply with this demand, professors not only must master and be updated in the content of their scientific disciplines, but also they must possess a correct pedagogical preparation. In its editions, the EDUMECENTRO magazine has contributed to the permanent preparation of medical sciences professors, so in this article an updated review of its pages is made, which manifests its effectiveness as a reference material at the disposal of the university professionals to improve the quality of training processes.

La preparación sistemática del profesor en los aspectos científico-técnico, didáctico, filosófico, político-ideológico e informáticos es condición indispensable para emprender la función docente. Para cumplir con esta demanda, no solo debe dominar y estar actualizado en el contenido de su disciplina científica, sino que debe poseer una correcta preparación pedagógica para cumplir satisfactoriamente con sus funciones. En sus ediciones, la revista EDUMECENTRO ha contribuido a la preparación permanente de los docentes de las ciencias médicas, por lo que en el presente artículo se realiza una actualizada revisión de cómo, desde sus páginas, esta publicación seriada ha jugado un papel trascendental en la calidad de los procesos formativos en las ciencias médicas teniendo como premisa fundamental la preparación del profesor.

Background: the Medical University has the responsibility to educate reflective, creative and ethical professionals, who also have a high standard of scientific and technical training, in order to contribute to the development and progress of their social environment. Objective: devising a methodology for influencing positively those students with educational needs related with sexual education, on the basis of the diagnosis made. Methods: in the 2008-2009 academic year, a descriptive research was done by using a quantitative methodology at the Villa Clara Medical Sciences University. The population was the first year students from the five faculties of the university, and the sample was made up of 184 students intentionally selected. Methods of theoretical level were applied to interpret the essential qualities of this area of discussion, and empirical methods were also applied, among them, observation, survey and documentary analysis. Results: insufficiencies were detected in the students´ knowledge about sexuality, and also in the teachers and guides who interact with them. It was evident the need to apply a methodology to work jointly on the level of knowledge around diverse issues of sexual education, such as: diversity, social behavior, impact in the sexual health of individuals, gender identity and sexual preferences and practices. Conclusions: specialists have the opinion that the designed methodology constitutes a system of training that satisfies the needs that were assessed, and is aimed at the attention of diversity, and the formation and development of contents that provide a responsible sexual health in the students.

Fundamentación: la universidad médica tiene la responsabilidad de formar profesionales reflexivos, creativos, éticos, y con una elevada preparación científico-técnica, a fin de contribuir al desarrollo y progreso transformador de su entorno social. Objetivo: elaborar una metodología para incidir favorablemente en los estudiantes con necesidades educativas relacionadas con la educación sexual. Métodos: se efectuó una investigación descriptiva utilizando una metodología cualitativa en la Universidad de Ciencias Médicas de Villa Clara en el curso 2008-2009; el universo lo constituyen los estudiantes de primer año de las cinco carreras, y la muestra 184 alumnos seleccionados intencionalmente, Se emplearon métodos del nivel teórico para interpretar las cualidades esenciales del tema de estudio; y empíricos, entre ellos: la observación, encuesta y análisis documental. Resultados: se detectaron insuficiencias en el conocimiento de los estudiantes en relación con la sexualidad, y en los docentes y guías que interactúan con ellos; se evidenció la necesidad de la aplicación de una metodología para actuar de conjunto sobre el nivel de conocimientos en torno a la educación sexual en temas como: diversidad, comportamientos sexuales, impacto en la salud sexual de los sujetos, la identidad de género y la identidad sexual, las prácticas y preferencias sexuales. Conclusiones: los especialistas opinan que la metodología elaborada constituye un sistema de preparación que satisface las necesidades constatadas, se enfoca hacia la atención a la diversidad, e intenciona la formación y desarrollo de contenidos que proporcionen una salud sexual responsable en los estudiantes.

The objective of this work is to identify the factors that are related to the activity of the tutors of the final works in the Integral General Medicine Specialty, in Remedios municipality during the academic year 2010_2011. The universe of this research work is composed by 18 tutors and 34 residents of this specialty. Theoretical methods were used, for instance, analysis and synthesis for the review of documents and scientific literature, empirical methods were also used, for example, the interview and a survey was applied to the tutors and residents of this specialty. Difficulties were identified in relation to the insufficient methodological and pedagogical preparation as well as in the planning of the tutor´s work and in the distribution of their working hours.

Con el objetivo de identificar los factores relacionados con la labor del tutor de trabajos de terminación de la especialidad Medicina General Integral (MGI) en el municipio Remedios durante el curso 2010-2011, se realizó una investigación con el universo: 18 tutores y 34 residentes de la mencionada especialidad .Se aplicaron métodos teóricos de análisis y síntesis para la revisión de documentos y la literatura científica, y métodos empíricos como la encuesta a tutores y residentes y se efectuó una entrevista a informantes clave. Se identifican dificultades relacionadas con la insuficiente preparación pedagógica y metodológica y otras vinculadas a la planificación del contenido de trabajo del tutor y la distribución de su fondo de tiempo laboral.

INTRODUCTION: One reason given by the South African government for establishing a physician training agreement with Cuba is that the ethical, humanistic and solidarity principles promoted in Cuban medical education are difficult to acquire in other settings. However, Cuba's general medical training program does not provide all skills needed by a general practitioner in South Africa: other competencies are required, such as management of general and gynecological or obstetrical surgical emergencies, administration of anesthesia and nursing procedures. As long as the desired humanistic values were assured, South African authorities have preferred to complement these competencies. Thus, since 2003, the Medical University of Villa Clara has applied a curricular strategy of 12 complementary courses to develop the requested additional skills, but results have not met expectations. OBJECTIVE: Determine why the complementary curricular strategy has not been entirely successful and identify possible courses of action for improvement. METHODS: A document review was conducted of the curricular strategy applied and of minutes of meetings between Cuban and South African counterparts to identify correspondence between requested professional skills and actions to develop them. In addition, South African students were surveyed and Cuban professors were interviewed in depth. Senior university administrators and key informants were also interviewed. Variables assessed were course quality and satisfaction of students and professors. RESULTS: Some actions originally included in the curricular strategy were not implemented and there were structural weaknesses in complementary courses, primarily in objectives, teaching strategy and evaluation. Students reported insufficient practical activities and lack of relationship between content and the health situation in South Africa. Professors were dissatisfied with student levels of motivation and ability to manage their own learning. Other influencing factors were insufficient academic management and professors' lack of knowledge about the context where these future professionals would eventually practice. CONCLUSIONS: Curricular strategy deficiencies detected are primarily in academic management; overcoming them could facilitate action in specific directions identified to improve the requested skill levels.