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Vol. 66. Issue 1.
Pages 94-101 (January - February 2024)
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Vol. 66. Issue 1.
Pages 94-101 (January - February 2024)
Serie: The challenges in undergraduate radiology education
Undergraduate radiodiagnostic professors
Los profesores de radiodiagnóstico en pregrado
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J.M. Carreira Villamora,
Corresponding author
josemartin.carreira@usc.es

Corresponding author.
, M.A. Zabalza Berazab
a Servicio de Radiodiagnóstico, Facultad de Medicina, Hospital Clínico Universitario, Santiago de Compostela, Spain
b Facultad de Ciencias de la Educación, Universidad de Santiago, Santiago de Compostela, Spain
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Table 1. Face-to-face and non-face-to-face teaching aspects including an ECTS credit.
Abstract

The international literature on university teaching, has insisted on the need to combine a double component in the professional profile of teachers: content knowledge and pedagogical content knowledge.

Regarding the content, the area of knowledge of radiology and physical medicine is made up of different medical specialties, among which are radiodiagnosis, nuclear medicine, radiation oncology, physical medicine and rehabilitation. On the other hand, the pedagogical content knowledge is framed by framework that the Bologna Declaration (1999).

Focusing on radiodiagnosis, the ideal candidates must be professionals in this medical specialty, vocational teachers and people who find in the undergraduate teaching process an opportunity to transmit their knowledge, experiences and values in an entertaining and understandable way for students who are incorporated into medical knowledge.

Keywords:
Teaching
Professor
Radiodiagnosis
Medical degree
Resumen

La literatura internacional plantea un doble componente en el perfil profesional del profesor universitario: el conocimiento del contenido (content knowledge) y el conocimiento didáctico del contenido (pedagogical content knowledge).

En cuanto al contenido, el área de conocimiento de radiología y medicina física está compuesta por diferentes especialidades médicas entre las que se encuentran radiodiagnóstico, medicina nuclear, oncología radioterápica, medicina física y rehabilitación. Por su parte, el conocimiento didáctico del contenido está enmarcado por todo lo que ha significado la Declaración de Bolonia (1999).

Centrándonos en el radiodiagnóstico, los candidatos idóneos deben ser profesionales de esta especialidad médica, vocacionales y que hallen en el proceso docente de pregrado una oportunidad de transmitir sus conocimientos, experiencias y valores de una forma amena y comprensible para alumnos que se incorporan al conocimiento médico.

Palabras clave:
Docencia
Profesor
Radiodiagnóstico
Grado de Medicina

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