Teaching guides for independent work in the Nervous, Endocrine and Reproductive System subject

Abstract

Introduction: The medical university demands a teaching-learning process where students acquire autonomy and
cognitive independence. In this sense, the didactic guide becomes a basic resource with great meaning and functionality
since it guides the student how to carry out independent work, which became relevant in times of Covid -19. Objective:
To evaluate the usefulness of the didactic guides for the orientation of independent work to favor the systematization of
the essentials of the content in the Nervous, Endocrine and Reproductive System subject that contributes to adequate
professional performance. Materials and Methods: Methods such as: analysis-synthesis, induction-deduction and
documentary review and survey in the form of a student questionnaire were used. Results: The students appropriated in
a logical and orderly way all the necessary knowledge to understand the functioning of the endocrine system from the
morphofunctional point of view, establishing an interrelationship between the subjects. Discussion: García Hernández
et al. (2014) state that the didactic guide conceptually distinguishes the guiding nature of teaching in relation to mental
development, considering learning as a source of that progress. By taking learning styles into account, it allows them to be developed on the basis of knowledge of the weaknesses and strengths of each student through the language
of teaching tasks, favoring their comprehensive training. Conclusions: The use of the didactic guides in the Nervous,
Endocrine and Reproductive System subject was valued as positive when directing students in the self-management of
knowledge; contributing to significant, creative learning and the strengthening of moral values.