Fundamentals | Cursos Fundamentals – Cursos
Tacit learning

The EviMed pedagogical model seeks to achieve the interference of the participants in their own learning, and this is achieved through instances such as the discussion forum offered in each learning module and the learning path, individual consultation tool throughout the course. The intention is to create the conditions so that the tacit knowledge of health professionals, built into their daily lives and work, is integrated into a more explicit knowledge and can be codified within a defined conceptual framework. Discussion forums are the space where the process of social conversion of knowledge occurs, in which knowledge expands and grows, both in quality and quantity.

Learning by discovery

At EviMed we are inspired by this learning theory, by proposing the interactive clinical simulation tool, in which a clinical case with multiple successive options of interpretation and intervention is presented, in such a way that the participant goes through his own discovery process when making choices. Self-assessment activities can also be established, where participants discover their own advancement and gain of knowledge, as well as the areas of knowledge that still require their attention to achieve the objectives of the course.

Situated learning

In EviMed courses we implement strategies to make situated learning explicit, which commits participants to their own work and social context based on new learning, such as the Commitment to Change that is carried out individually at the end of each course and the projects of institutional intervention, which can be created by a group of colleagues who perform in the same context, referring to both management and the creation of protocols and guides, or direct clinical intervention.

Communities of practice

At EviMed we conceive learning as a process of social participation, and we provide the spaces for this to happen, in a logic of community of practice. this occurs through tools such as the general forums, which are open to the creation of discussions on various topics by participants, and in the space for comments that exists on the virtual campus below each item and material of the course. There is also the possibility to work on the Wiki format, which is a collaborative tool for creating reports, models, schematics or projects by a heterogeneous group involved in the task. On the other hand, these community bonds of practice are also strengthened in activities such as the approach of real clinical experiences by the participants, with the possibility that their colleagues will push their proposals through intervention suggestions, reality readings or explanatory models that enrich the whole group.


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