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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
1
Qualitative Original Article
Teaching-learning of radiological clinic and professional skills of the
graduate in Medical Imaging and Radiophysics
Enseñanza aprendizaje de clínica radiológica y habilidades profesionales
del licenciado en Imagenología y Radiofísica Médica
Enseignement-apprentissage de la clinique radiologique et les
compétences professionnelles du diplômé en Imagerie et Radiophysique
Médicale
Authors: Autores: Luis Urbano García-Ferrer,1 Armando Domingo González-Perez2
1Graduate in Health Technology Specializing in Imaging. Hospital Clínico Quirúrgico Freyre de Andrade. Havana, Cuba. Email:
luisgferrer16@gmail.com Orcid Code: http://orcid.org/0000-0002-5384-3381
2Graduate in Health Technology Specializing in Imaging. Master's Degree in Image Sciences. Facultad de Ciencias Médicas
Calixto García. Universidad de Ciencias Médicas de la Habana. Havana, Cuba. Email: armandoglez@infomed.sld.cu Orcid
Code: http://orcid.org/0000-0002-3977-9555
ABSTRACT
Introduction: The challenges of Higher
Education in the 21st century in Cuba outline
the need for a new educational process based
on the principles of excellence, quality and
relevance in the preparation of professionals
with knowledge, skills, and abilities that give
answers to the scientific-technological
advances, characterized by integrating
education into medical care processes.
Objective: To expose the development of
professional skills from the teaching-learning
process of the Radiological Clinic to the future
Graduate. Methods: From the theoretical
level: historical-logical, analysis and synthesis,
inductive-deductive, systematization, and
documentary analysis. Results: In
professional training, higher education and in
particular medical education hard work for the
educational and training work is systematic,
comprehensive, and inclusive with specific
professional skills for a mastery performance.
For the educational work, the essence of the
problem from the curricular dimension lies in
evaluating how the Radiological Clinic subject
contributes to the educational purposes that,
in its integration, develop new qualities
foreseen in the objectives. Undoubtedly,
teaching aids are necessary, including the
basic textbook, since it groups knowledge and
teaches skills that guarantee comprehensive
modes of action in the search for better
practical skills, knowledge, and necessary
attitudes in the development of professional
activity. Conclusions: The teaching-learning
process of the Radiological Clinic is aimed at
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
2
the development of the cognitive activity,
mastery of content, fulfillment of objectives
and development of skills oriented towards
professional performance.
Keywords: teaching-learning process,
professional skills, radiological clinic, visual
memory.
RESUMEN
Introducción: los retos de la Educación Superior en el siglo XXI en Cuba, esbozan la necesidad de
un nuevo proceso educativo, fundamentado en los principios de excelencia, calidad y pertinencia en
la preparación de profesionales con conocimientos, habilidades y capacidades que den respuestas a
los avances científicos-tecnológicos, caracterizado por integrar la educación a los procesos de
atención médica. Objetivo: exponer el desarrollo de habilidades profesionales a partir del proceso
de enseñanza aprendizaje de Clínica Radiológica del futuro Licenciado. Métodos: del nivel teórico:
histórico-lógico, análisis y síntesis, inductivo-deductivo, sistematización y análisis documental.
Resultados: en la formación del profesional, la educación superior y en particular la educación
médica, desarrollan una ardua labor para que el trabajo educativo y formativo sea sistemático,
integral e inclusivo con presencia de habilidades profesionales específicas que brinden una actuación
con maestría. Para la labor educativa, la esencia del problema desde la dimensión curricular radica
en evaluar cómo la asignatura Clínica Radiológica contribuye a los propósitos educativos que en su
integración desarrollan nuevas cualidades previstas en los objetivos. Sin dudas los medios de
enseñanza son necesarios, entre ellos el libro de texto básico, ya que agrupa conocimientos y enseña
habilidades que garantizan modos de actuación integral en la búsqueda de mejores capacidades
prácticas, el saber y las actitudes necesarias en el desarrollo de la actividad profesional.
Conclusiones: el proceso enseñanza-aprendizaje de Clínica Radiológica está encaminado al
desarrollo de la actividad cognoscitiva, dominio de los contenidos, cumplimiento de los objetivos y
desarrollo de habilidades orientadas al desempeño profesional.
Palabras claves: proceso de enseñanza-aprendizaje, habilidades profesionales, clínica radiológica,
memoria visual.
RÉSUMÉ
Introduction: les défis de l'enseignement supérieur au XXIe siècle à Cuba, soulignent la nécessité
d'un nouveau processus éducatif, basé sur les principes d'excellence, de qualité et de pertinence
dans la préparation de professionnels dotés de connaissances, de compétences et d'aptitudes qui
répondent aux exigences scientifiques -les progrès technologiques, caractérisés par l'intégration de
l'éducation dans les processus de soins médicaux. Objectif: exposer le développement des
compétences professionnelles issues du processus d'enseignement-apprentissage de la Clinique
Radiologique du futur Diplômé. Méthodes: du niveau théorique: historique-logique, analyse et
synthèse, inductif-déductif, systématisation et analyse documentaire. Résultats: dans la formation
professionnelle, l'enseignement supérieur et en particulier l'enseignement médical, ils effectuent un
travail acharné pour que le travail d'éducation et de formation soit systématique, complet et inclusif
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
3
avec la présence de compétences professionnelles spécifiques qui assurent une performance avec
maîtrise. Pour le travail pédagogique, l'essence du problème de la dimension curriculaire réside dans
l'évaluation de la contribution du sujet de Clinique Radiologique aux finalités pédagogiques qui, dans
son intégration, développent de nouvelles qualités prévues dans les objectifs. Sans aucun doute, les
supports pédagogiques sont nécessaires, y compris le manuel de base, car il regroupe des
connaissances et enseigne des compétences qui garantissent des modes d'action complets dans la
recherche de meilleures compétences pratiques, connaissances et attitudes nécessaires au
développement de l'activité professionnelle. Conclusion: le processus d'enseignement-
apprentissage de Clinique Radiologique vise le développement de l'activité cognitive, la maîtrise du
contenu, la réalisation des objectifs et le développement des compétences orientées vers la
performance professionnelle.
Mots clés: processus d'enseignement-apprentissage, compétences professionnelles, clinique
radiologique, mémoire visuelle.
INTRODUCTION
Since the beginning of modern medicine, the doctor has had the need to corroborate the clinical
diagnosis with the use of different types of complementary tests. A fact that has been facilitated
since the end of the last century with scientific-technological development, by exerting great
influence on Medical Sciences; because it humanizes and makes both diagnostic and therapeutic
procedures less invasive, with new modalities, more exact and with greater possibilities,1 by allowing
the improvement of the quality of life of the population. This translates into an increase in health
indicators; but to maintain them, prepared professionals are needed, capable of assimilating and
assuming new technologies.
José Martí, a great Cuban thinker, envisioned in the 19th century the need to achieve quality training
processes at the level of existing scientific development so that student graduates with the necessary
knowledge to facilitate their professional growth. It is essential to have curricular designs that take
into account development trends with the priority of including in the different disciplines the
necessary knowledge so that the student upon graduation does not find that his preparation is below
the actual development.2
In the 21st century in Cuba, Higher Education has a new educational process based on the principles
of excellence, quality, and relevance in the preparation of professionals with cognitive, procedural,
and attitudinal capacities in correspondence with scientific and technological development that
respond to the health needs of the population. The training must guarantee knowledge, skills, habits,
and capacities through viable and flexible study plans and programs with current times; that provide
tools for professional performance that guarantee quality within the teaching-learning process.
Education is integrated into the processes of medical assistance in the services.
The triumph of the Revolution in Cuba marks an important change in the training of technical health
personnel that was empirical. In 1960 began an organized way of study plans and programs. In
1989, in the interest of increasing the quality of human resources and as a consequence of the
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
4
technological development achieved, the training of Graduates in Health Technology began
experimentally in five profiles at the Higher Institute of Medical Sciences of Havana "Victoria de
Girón". With the objective of giving a social response and raising the quality of professional action in
solving basic and general problems within the profile of each technical specialty.3
In 2003, with the programs of the Revolution in the Battle of Ideas, the Health Technology Degree
began with a new pedagogical model: three training cycles (basic, technical, and professional) that
covered all the technical specialties and included twenty-one profiles.
In 2010, a new structure was designed on the basis of study plans, Plan D, which began the career
of Medical Imaging and Radiophysics integrated into the same profile based on the training of
professionals with a broad profile, prepared to work in the field of technological processes in health.
The governing discipline Integrated Technical Fundamentals is organized into 14 subjects and
includes Radiological Clinic, which is the fourth subject. It is taught in the first semester of the third
year, the result of the integration of medical clinic, conventional radiology I, II, and special radiology
I, II; in previous curricular designs they were independent subjects.4
In 2020, a new curricular design arises, Plan E, with the aim of achieving better quality and
integration in the areas of knowledge in accordance with technological scientific development and its
reflection on professional performance. This design maintains Integrated Technical Foundations as
the governing discipline with Radiological Clinic; but now more up-to-date, made up of nine units
where it groups aspects of clinical medicine and radiological semiology integrated by systems, as
well as special radiology procedures.5
This integration facilitates a better treatment of the content in the teaching-learning process, and a
better articulation and organization of theory with practice for the student, by mediating the
mobilization of their knowledge in the development of professional training. With the aim of making
them work in an articulated and harmonious way, in order to provide tools for professional
performance and comprehensive humanist training that allow academic leadership in the exercise of
the profession. 5
The Ministry of Public Health has outlined strategies and policies aimed at strengthening
undergraduate and postgraduate education in human resources since the development of
professional skills is considered one of the main quality indicators. This makes the task of learning
possible, promoting knowledge and know-how; so that university education plays a fundamental role
in the effective preparation to learn the different knowledge of professional training and throughout
life.4,5
In Cuba, Medical Education has a social responsibility, aimed at satisfying health demands. What is
necessary is to encourage a series of qualities that should characterize the professional's personality
such as convictions, attitudes, moral and character traits, ideals and aesthetic tastes, respect,
responsibility, and punctuality, as well as other modes of conduct.6 These are professionals
committed to meeting health needs with solid scientific-technical preparation, where active teaching
models encourage the student to be the object and subject of their own learning with the capacity
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
5
for self-preparation directed towards the acquisition and permanent improvement of knowledge for
a higher deployment in professional activity.7
This capacity will allow them to learn and develop knowledge, habits, abilities, and skills,7 that allow
the future professional to solve problems in radiological practice. During the teaching-learning
process of the Radiological Clinic, the necessary tools are provided for the development of conscious,
reflective thinking, with the ability to work independently for the development of high professional
skills. Therefore, the main objective of this work is to analyze the development of professional skills
from the teaching-learning process of the Radiological Clinic of the student of Medical Imaging and
Radiophysics.
METHODS
The logic of the research was framed in the qualitative paradigm, starting from a dialectical
materialist approach; and in particular, investigations of the theoretical and empirical level were
used.
Historical - Logical: for the analysis of the historical development of the teaching-learning process
and its reflection in the professional skills of the Graduate in Medical Imaging and Radiophysics.
Analysis and synthesis: for the partial study of the development of the teaching-learning process
in the Degree in Medical Imaging and Radiophysics.
Inductive - Deductive: to study the characteristics of the teaching-learning process in the Degree
in Medical Imaging and Radiophysics.
Systematization: for the analysis of the theoretical referents and antecedents of the teaching-
learning process of the Radiological Clinic subject, in the development of the professional skills of the
Graduate in Medical Imaging and Radiophysics.
Documentary Analysis: for the assessment of the information collected on the teaching-learning
process of the Radiological Clinic subject in the Degree in Medical Imaging and Radiophysics.
ANALYSIS AND DISCUSSION OF RESULTS
Teaching-learning process in Radiological Clinic
Teaching and learning integrate a single process: the teaching-learning process, which par excellence
must be a developer to achieve significant learning. It pursues as its purpose, the formation of
sufficient skills for the profession; and constitutes the essential integrating path in the appropriation
of knowledge, skills, habits, relationship norms, behaviors, and values bequeathed by humanity.
These values are expressed in the teaching content closely linked to the rest of the teaching and
extra-teaching activities carried out by the student,8-9 aimed at achieving the training of professionals
with autonomy and sufficient tools in the search for knowledge that facilitates effective learning and
continuous throughout his professional life with the ability to apply them actively for the benefit of
society.10
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
6
Maciel de Olivera11 in the book Educational Planning: Profiles and Configurations, states that the task
of teachers lies in conducting teaching and learning in the field of education, where planning seeks
to make it possible in an organized manner and where learning is the raison d'être of teaching.
The learning activity needs well-designed and planned strategies, integrated into the educational
teaching process with actions aimed at building knowledge for the acquisition and development of
habits, skills, and attitudes; where the teacher is the facilitator who guides and directs the process;
while the student occupies an active position as he creates his own knowledge, learning to learn.12
In a pedagogical sense, the teaching-learning process of the Radiological Clinic aims at exposing
knowledge in an organized manner and by levels of complexity adjusted to the study program, whose
action is to transmit knowledge in order to stimulate active learning and with it raise the level of
instruction and education that builds knowledge and transforms realities. But in order to organize
and carry out the sequences of the contents to be worked on, previous knowledge must be taken
into account, since learning must be a significant activity for the learner with the corresponding
relationship between the new knowledge and that which they already possess.6
It is necessary that the teaching-learning process of the Radiological Clinic be a developer, allowing
the student to discover their own knowledge with the ability to apply it in practical situations in
continuous promotion and ascent in the quality of the different studies carried out. It achieves this
by promoting the training of professionals capable of continuing to learn independently throughout
their lives, which involves the formation of needs and motivations for learning, a positive attitude
towards study, and volitional qualities that sustain this performance.
Teaching and learning in Radiological Clinic is a process that has an interactive and communicative
character,13 it presents fundamental aspects such as bilateral, intentional, planned, regulated,
multifaceted, and dialectical character that as a system all its components are concatenated in the
achievement of a quality educational process. Its purpose is to educate, teach and instruct.8
Instructional planning begins by developing the design for the intervention that answers first: What
is it intended to teach? Or what do you want the student to learn? This planning groups the acts
carried out by the teacher with the intention of providing the student with the possibilities of efficient
learning. It presents its own characteristics or components that the teacher must master, such as
objectives, contents, methods, teaching means, forms of organization, and evaluation.
Objectives: the governing category of the teaching process, guides and directs the activity of the
teacher and students by expressing the goals, aspirations, or purposes and the transformations that
are intended to be achieved in the personality of each student, responds to the question: why is this
taught and learned?
Content: it determines what the student must learn to fulfill the objective.14 The knowledge, skills,
and values accumulated by humanity, historically enriched and transmitted as truths. It is specified
in the subjects of the study plan, programs, textbooks, and other teaching materials that establish
the level of depth in which work will be done in a logical sequence and concatenated with the content
that precedes and follows. It is the answer to the question: what to teach – learn?
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Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
7
Method: the way that the teacher follows the educational process to facilitate the teaching of the
contents. It is characterized by a successive sequence of actions or a set of logical and conscious
procedures that regulates the activity of the teacher and students; aimed at achieving the result in
correspondence with the objectives set and type of content. According to the organization of the
teaching process, they are classified as active15 or productive and passive or reproductive. Also
according to the nature of the activities they are classified as explanatory-illustrative, reproductive
and problematic. It is the answer to the question: how to teach and learn?
Teaching and learning means: They constitute the material support of the methods, they are
determined by the objectives and content. They enable the achievement of objectives by facilitating
the transmission of a greater amount of information in less time in teaching, making the educational
teaching process more effective by activating intellectual functions and facilitating the understanding
and assimilation of the content that is taught since they increase motivation by the class, increase
the concentration of attention and memorization. They answer the question, with what means to
teach and with what means to learn?
Form of organization: the way in which the components of the teaching-learning process are
arranged and interact with the objectives, they constitute the integrating component of this process.
The most frequent forms of organization of teaching are conferences, seminars, practical classes,
theoretical-practical classes, meeting classes, workshop classes, teacher consultation, and
independent work, among others. It is the answer to the question: how do I organize and integrate
the components of the teaching-learning process?
Evaluation: the instrument of control and verification of the quality of the educational process when
evaluating the results of the work of professors and students in the fulfillment of the objectives. It
determines efficiency since it values the knowledge, habits, skills, and ways of acting that the
students have acquired during the development of this process when verifying the degree to which
the proposed objectives are achieved. It is the answer to the question: has it been possible to teach
what was planned? Among the forms of evaluation are: preliminary control, control during the
teaching-learning process, and deferred control.16-17
The teaching-learning process of Radiological Clinic complies with the fundamental principles of
didactics; which expresses the regularities and essential features that characterize this process, as
it is important to have well-defined objectives pursued by the teaching activity, using updated
teaching methods and procedures to make teaching dynamic, active and problematic in the
development of the content of discipline. What is achieved by organizing it from a conception that
facilitates a better articulation of theory with practice, where the mobilization of knowledge in the
development of professional training is mediated, with the aim of making them work in a more
articulated and harmonious way depending on to provide tools for action and humanist training.18
Within the educational structure, learning is an important concept that must be facilitated by the
presence of didactic means that bring knowledge closer, aimed at a better achievement of the
objectives, enhancing the development of skills. In Radiological Clinics, simple and contrasted
radiological studies, digitized and/or conventional, and the textbook are frequently used as teaching
aids.
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
8
The main forms of organization of the teaching process in this discipline are conferences, seminars,
and practical classes; with the purpose that the student systematically receives the level of
knowledge for the achievement of practical skills. Therefore, the main role in professional
performance implies that the teaching-learning process is directed so that the knowledge and skills
of the profession last. It interrelates the knowledge of conventional and special radiology, medical
clinic and radiological semiology, for the good development and mastery of professional skills. Its
objectives are aimed at developing the ability to explain the generalities of radiology, based on the
identification of concepts, medical terminologies, techniques, and equipment most used in the
specialty; with the corresponding association, identification, and description of clinical symptoms and
radiological signs.
The teaching-learning process in the Radiological Clinic offers a guide that leads the activity and
integrates the instructional, educational, and developer; promoting knowledge from the perspective
of continuous improvement of pedagogical practice, constituting the essential way for the
appropriation of knowledge, skills, habits, relationship norms, behaviors and values bequeathed by
humanity.
Professional skills
Rubinstein, mentioned by Ortiz19 “ ...approaches the term ability from a methodological level, and
associates it with the conscious mastery of acts that enable man to apply certain methods of action
to solve the problems that social practice poses, he admits also the need to train these methods in
the context of an educational process.”
In the context of initial professional training, there is a close relationship between the teaching-
learning process and the development of professional skills, since they are formed by acquiring and
integrating knowledge into modes of action and procedures in the form of interventions, executions,
and specific actions to a profession being necessary once formed to exercise them to achieve
perfection.20 Professional skills are then defined as the content showing the professional the way of
acting in a branch of knowledge and are considered as an interdisciplinary knowledge system that
leads to the achievement of a specific purpose, which guarantees success with high quality in the
execution of the activity.
Professional skills as a component of the teaching-learning process in a Radiological Clinic constitute
its content. Their learning is integrated into the topics taught; with the need to strengthen themselves
in practical activities, seminars, and pre-professional practice. For the student to obtain the
knowledge and apply it in the mastery of the methods and working techniques that sustain the
technological process; in addition to knowing how to establish links in the context, which facilitates
solving the problems that may arise in the realization of the different technological imaging
procedures.
In Education, images have a preponderant role because they are a visual communication support
that materializes a fragment of the perceiving universe, serving as a vehicle for the transmission of
knowledge; they contain messages that are read into previous experiences or knowledge.21
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
9
The visual language frequently has difficulties in terms of interpretation; which constitutes a
challenge as this is a source of useful information for education.22 The foregoing indicates the
importance of educating with the image and for the image, that is, using it as a support that facilitates
the teaching of content and prepares the student for the development of practical skills such as
identifying, pointing, and describing; all of this is very useful in medical imaging diagnosis. Visual
discrimination helps to identify similarities and differences in shapes and location, paying attention
to details and appreciating small differences between objects and images and their characteristics.23
When starting from the conception and criteria of didactic or teaching means, it must be kept in mind
that in the Radiological Clinic, it is important to educate and develop visual or iconic memory. It is
important to remember that memory is the ability of the mind to receive and retain information
through the senses and encode, store, and later recall when the clinical situation requires it.
Keep in mind the maxim that says: he who does not know what he is looking for will not find it even
if he passes by, because he can look without seeing. In order to see, in addition to learning and
knowing, and mastering the content, it is necessary to have good training in the development of
visual memory that allows sufficient sensitivity to recognize and identify radiological signs each time
they appear.
It is essential to see, to observe with competence and a critical gaze in order to access the specific
visual language of the radiological image shown, with the capacity for identification and analysis,
interpretation, and description. While in the text of the subject, the concatenation of images and
their sequential insertion, support the learning process and endow the contents with meaning and
pedagogical structure; making them easier to understand, since well-conceived images play an
informative and significant teaching role that facilitates the educational process.
Visual memory is a complex and essential cognitive function in the acquisition of knowledge that
allows the learning of logical sequences and the visualization and interpretation of contents expressed
in medical images such as radiological signs, and codes that must be translated by students.
The development of visual memory as a constructive and active process is a requirement in
Radiological Clinic learning and implies education for the progress of a comprehensive, analytical,
and reflective visual reading of radiological images in unity with the text. It is a powerful vehicle for
intellectual communication whose fundamental objective is to achieve the harmonious development
of professional skills.
In Radiological Clinic, visualization and representation in mental images must interact with each
other, so that students achieve a better understanding of the contents and can identify each time it
occurs in radiological studies, the different signs that indicate changes or alterations. In addition,
visualization is a very useful tool that helps students build their own knowledge to correctly relate
symbolic registers, better acquiring the knowledge that they later use in the practical exercise of the
profession.
Visual memory has a significant impact on student learning24 because it facilitates the development
of the ability to identify, interpret and describe the images present in teaching media such as sheets,
photographs, retro-transparencies, simple and contrasted radiological studies, and in the own
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
10
textbook. With a sample of images and typical descriptions of the radiological signs in relation to the
medical clinic of the nosological entity under study.
With the effective use of adequate teaching means, a didactic process is established in which the
exchange and transmission of information generates an unprecedented flow of knowledge; where
the student improves his sensory and perceptual skills with tools that allow him to identify and detail
normal radiographic anatomy and its variants, as well as the radiological signs of entities. All this, to
recognize and identify the pathological alterations of the area explored in the image, based on the
corresponding detailed description of its characteristics that include the analysis of the regularity or
irregularity of its edges, densities, location, definition of its contours and relationship with
neighboring structures, size, shape, topographic location; in addition to the ability to associate these
radiological signs with the clinical signs of the specific entity, using the appropriate technical language
required by the subject.
CONCLUSIONS
The teaching-learning process at Radiological Clinic is aimed at enhancing cognitive activity, content
mastery, and compliance with the objectives set forth in the curricular design; which facilitate the
development of visual memory and with it the ability to identify, analyze and interpret, and then
describe the alterations seen in radiological studies, for the growth and development of the Graduate
in Medical Imaging and Radiophysics in professional performance with a master's degree.
CONFLICT OF INTEREST
No conflicts of interest are declared.
BIBLIOGRAPHIC REFERENCE
1. Zamora SJ. Programa de entrenamiento en la técnica de ultrasonido articular para los
Licenciados de Imagenología y Radiofísica Medica [Tesis de Maestría en Ciencia en Tecnología
de las Imágenes]. Universidad de Ciencias Médicas de la Habana: Facultad de Tecnología de
la Salud; 2019.
2. González AD. Las tecnologías de la información y las comunicaciones aplicadas al proceso
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* Corresponding author: Luis Urbano García Ferrer. Email: luisferrer@infomed.sld.cu
Received: May 9, 2023. Accepted: Jun 28, 2023.
Rev. CMV. 2023;1(1-3):e016 e-ISSN: 2958-9533 - ISSN impresa: 2960-2696
2
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ARTÍCULO ORIGINAL EDITORIAL
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Title of the article: Teaching-learning of radiological clinic and professional skills of the
graduate in Medical Imaging and Radiophysics.
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Date: 5/5/23
