Argumentation in Medical Science Education: A Contribution to Educators’ Initial Training

Un aporte a la formación inicial de educadores

Authors

  • Andrea Catalina Nassar Tobón Neuróloga

DOI:

https://doi.org/10.37467/revedu.v11.5088

Keywords:

Argumentation in science, Specific didactics, Medical discourse, Medical education, Critical thinking, Clinical reasoning, Problem Based Learning

Abstract

The use of argumentation in science education entails many benefits, including fostering critical skills, promoting the spirit of inquiry, enhancing conceptual understanding and academic performance. This reflection supports the training in argumentation for healthcare professionals, exposing some implicit challenges in medical practice. The relevance of integrating argumentation teaching, clinical reasoning, and problem-based learning is proposed. Although there is no ideal model of universal consultation, constructing arguments to support medical perspectives and engaging in critical dialogues with patients are essential medical skills.

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Author Biography

Andrea Catalina Nassar Tobón, Neuróloga

Médica especialista en Neurología Clínica de la Pontificia Universidad Javeriana. Magíster en Educación Para la Salud de la Fundación Universidad Juan N Corpas. Estudiante del Doctorado Interinstitucional en Educación de la Universidad Distrital Francisco José de Caldas. El presente artículo presenta algunas de las reflexiones realizadas a partir del proyecto de investigación doctoral del Énfasis en Lenguaje y Educación, Línea Comunicación – Educación en la Cultura.

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Published

01-09-2023

How to Cite

Nassar Tobón, A. C. (2023). Argumentation in Medical Science Education: A Contribution to Educators’ Initial Training: Un aporte a la formación inicial de educadores. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 11(3), 251–260. https://doi.org/10.37467/revedu.v11.5088

Issue

Vol. 11 No. 3 (2023)

Section

Critical reflection articles

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