Several pedagogical elements are combined in the elaboration of this Continuing Education Program, all of them are relevant with the final goal of developing a pedagogical tool that is useful to the Colombian Medical Body and in general, the Network.

Like this, you can understood CONTINUING EDUCATION as a combination of formative activities oriented to renew and to update knowledge, competencies and aptitudes (requalification) for both the working professionals and professionals in formation. In addition, it is based on the necessity of continuous learning through the life of a Physician; a process that does not finish with the education in the faculty. It is then, a process of informal education, not leading to a title nor does it have qualifications, which does not imply that, in the future, it will not have an evaluative system that we will be developing throughout time; for example, with the definition of complex Cases according to the correct answers that are given by Asynchronous Chats (e-mails) or Synchronous Chats (Forums in Real time) and Online Exams.

The THEORY Of LEARNING in which the Course is based on is Constructivism, both Piaget´s Genetic and Vigotsky´s Social, can be summarized in which the individual makes their own construction of their knowledge, as a result of their interaction with the environment; their knowledge is not a copy of the reality (Behaviorism) but of their own construction that they make. Like this, as opposed to new information, the student (in our case the Physician enrolled in Continuing Education at Uniendoscopia.com) refreshes, updates or constructs their knowledge, starting off with their reality and previous knowledge, so that their knowledge is not a linear route and a simple transmission, internalization and accumulation of contents but it is rather an active process of construction in a new stage of knowledge from experience and information that is going to be received from our Clinical Cases.

The DIDACTICS of our Clinical Cases are based on the Barrows´ (1986) and Harden M-David M (1998) Model of Problem-Based Learning (PBL), who worked on the Taxonomy of this didactic model, being able to say that for our Course, we will use 3 of the 11 schemes set by Harden-David:

- Based Learning Centered on Problems
- Problem-Based Learning
- Task-Based Learning

The Didactics also aims to give an incentive, according to the structuring and the presentation of each Clinical Case, the development of Competences (Who we ARE, What to KNOW - Basic Science, What to DO - Promote y Prevention, Diagnostic, Treatment-Rehabilitation-Management and How to Communicate) interlacing them with Specific Categories (Elderly and Child Health Care, Legal-Medical Actions, Public Health and Environment, Administrative Actions and Bio-Ethics) according to the orientation of the Core Curriculum for Medicine established by ASCOFAME.

A large part of the Clinical Cases will have an interrogative form of EVALUATION, through the elaboration of Multiple Choice Questions with a single answer, according to the structure of ECAES exam for Medicine.

The VIRTUAL PLATFORM is a realistic technological means for Education. Our Course reflects a VIRTUAL CLASSROOM, where the role of the student (their role as an updating Physician) is completely active, it does not have limitations as far as a place to access, hour or time of consultation, subjects to review, not to mention their chronological age and your age as a professional. On the other hand, my role as a Professor no longer requires my physical presence and I am even more of a helper, a guide and a consultant for your doubts as a student.

Regarding this clear pedagogical and methodological foundation (always improvable and in order to develop new educative technologies) is outlined in this Course, to which You will accede and I hope, you will enjoy, registering in our page.

Contact us: cblanco@uniendoscopia.com

Sincerely,

Dr. CAMILO BLANCO AVELLANEDA
Specialist in University Teaching
Specialist in Digestive Endoscopy and Gastrointestinal Surgery