Incidence of the training and updating of professors in the training of the student from socioformation

Abstract

Background: The training of physicians according to the challenges of the global context demands innovative professors. Traditional pedagogies need to be replaced by pedagogical models that contribute to the development of competences from socioformation. Objective: To assess how teacher training and updating affects the mediation of learning and the integral formation of the student from socioformation. Method: a Cross-sectional study with a quantitative approach that was carried out by applying two questionnaires to a representative sample of 106 teachers and 171 students. The questionnaires were analyzed using descriptive and inferential statistics with a level of significance of p> 0.001. Results: There is a significant correlation between the variables: professors are updated in the academic model by competences, analyze their pedagogical intervention and recognize the need to develop teaching skills, with the variables: efficiently coordinate the training process of students, contribute to their comprehensive training, encourage students to develop values, work positive emotions and enjoy what they do. It also correlates with the competence of mediation of learning-oriented to propitiate that they rectify problems and be creative and innovative. This indicates that when the training and updating of the teacher incorporate processes of analysis and reflection, it affects the integral formation of the student from socioformation.