• By admin
  • 22 January, 2021

Training Challenges

Training Challenges

Training Challenges 720 250 admin


The vast majority of our teachers have self-training as teachers and their selection is given by different mechanisms, their presentations in courses and conferences are done in a way that we could call traditional. At no time in humanity has information and knowledge been available to everyone as in the present time with the possibility of updating us in practically all fields of knowledge. We have multiple options, many of them online and free; which gives the teacher the non-exclusivity of knowledge, which creates new challenges for their interventions to be attractive and impactful among their students, especially when this process is carried out among peers.

Teachers must have sufficient elements to approach the topics with a new approach; require a different profile than the one used in recent decades, we must expand our vision, find interdisciplinary ways within the content we teach.

Let’s just ask ourselves, who of our teaching staff has formal training in Andragogy? On the other hand, teacher self-training, although it responds directly to the interests of teachers, is a complex resource but it is no longer necessary to wait for our educational institutions to generate courses, diplomas and other training actions in order to update ourselves.

A useful teaching strategy is the approach to current issues of common interest, confined to reality and of immediate applicability in the professional work environment; but developing or strengthening competencies at the same time to the real work groups, that is to say interdisciplinary, in this new world context, this approach to academic content has become a necessity, otherwise our human teams will not be prepared to perform in an environment that is increasingly complex. The student himself naturally identifies it, which is why the great success that is had with the implementation of workshops and drills in their daily areas of performance. Today in the area of ​​gynecology and especially obstetrics,

Distance and mass training is no longer the future, it is part of the present; It can be affirmed that this teaching-learning modality requires not only technological support and interconnectivity, but also suitable didactic materials and a permanent teaching update that allows teachers to develop special skills to successfully teach this type of teaching.

It is always good to remember that the objective of our interventions as teachers is the acquisition of sustained knowledge, skills, abilities, and competencies that generate a change in professional behavior, in their environment, and ultimately impact the care and well-being of our Latin American women.

Dr. Paulo Meade Treviño Coordinator of the FLASOG Maternal Health Committee