\documentclass[11pt,twoside]{article}\makeatletter \IfFileExists{xcolor.sty}% {\RequirePackage{xcolor}}% {\RequirePackage{color}} \usepackage{colortbl} \usepackage{wrapfig} \usepackage{ifxetex} \ifxetex \usepackage{fontspec} \usepackage{xunicode} \catcode`⃥=\active \def⃥{\textbackslash} \catcode`❴=\active \def❴{\{} \catcode`❵=\active \def❵{\}} \def\textJapanese{\fontspec{Noto Sans CJK JP}} \def\textChinese{\fontspec{Noto Sans CJK SC}} \def\textKorean{\fontspec{Noto Sans CJK KR}} \setmonofont{DejaVu Sans Mono} \else \IfFileExists{utf8x.def}% {\usepackage[utf8x]{inputenc} \PrerenderUnicode{–} }% {\usepackage[utf8]{inputenc}} \usepackage[english]{babel} \usepackage[T1]{fontenc} \usepackage{float} \usepackage[]{ucs} \uc@dclc{8421}{default}{\textbackslash } \uc@dclc{10100}{default}{\{} \uc@dclc{10101}{default}{\}} \uc@dclc{8491}{default}{\AA{}} \uc@dclc{8239}{default}{\,} \uc@dclc{20154}{default}{ } \uc@dclc{10148}{default}{>} \def\textschwa{\rotatebox{-90}{e}} \def\textJapanese{} \def\textChinese{} \IfFileExists{tipa.sty}{\usepackage{tipa}}{} \fi \def\exampleFont{\ttfamily\small} \DeclareTextSymbol{\textpi}{OML}{25} \usepackage{relsize} \RequirePackage{array} \def\@testpach{\@chclass \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else \ifnum \@lastchclass=7 5 \else \ifnum \@lastchclass=8 \tw@ \else \ifnum \@lastchclass=9 \thr@@ \else \z@ \ifnum \@lastchclass = 10 \else \edef\@nextchar{\expandafter\string\@nextchar}% \@chnum \if \@nextchar c\z@ \else \if \@nextchar l\@ne \else \if \@nextchar r\tw@ \else \z@ \@chclass \if\@nextchar |\@ne \else \if \@nextchar !6 \else \if \@nextchar @7 \else \if \@nextchar (8 \else \if \@nextchar )9 \else 10 \@chnum \if \@nextchar m\thr@@\else \if \@nextchar p4 \else \if \@nextchar b5 \else \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi \fi} \gdef\arraybackslash{\let\\=\@arraycr} \def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}} \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \def\abbr{} \def\corr{} \def\expan{} \def\gap{} \def\orig{} \def\reg{} \def\ref{} \def\sic{} \def\persName{}\def\name{} \def\placeName{} \def\orgName{} \def\textcal#1{{\fontspec{Lucida Calligraphy}#1}} \def\textgothic#1{{\fontspec{Lucida Blackletter}#1}} \def\textlarge#1{{\large #1}} \def\textoverbar#1{\ensuremath{\overline{#1}}} \def\textquoted#1{‘#1’} \def\textsmall#1{{\small #1}} \def\textsubscript#1{\@textsubscript{\selectfont#1}} \def\textxi{\ensuremath{\xi}} \def\titlem{\itshape} \newenvironment{biblfree}{}{\ifvmode\par\fi } \newenvironment{bibl}{}{} \newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par } \newenvironment{citbibl}{}{\ifvmode\par\fi } \newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi } \newenvironment{docDate}{}{\ifvmode\par\fi } \newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi } \newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par } \newenvironment{msHead}{\vskip 6pt}{\par} \newenvironment{msItem}{\vskip 6pt}{\par} \newenvironment{rubric}{}{} \newenvironment{titlePart}{}{\par } \newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}} \newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}} \newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}} \newcolumntype{P}[1]{){\arraybackslash}p{#1}} \newcolumntype{B}[1]{){\arraybackslash}b{#1}} \newcolumntype{M}[1]{){\arraybackslash}m{#1}} \definecolor{label}{gray}{0.75} \def\unusedattribute#1{\sout{\textcolor{label}{#1}}} \DeclareRobustCommand*{\xref}{\hyper@normalise\xref@} \def\xref@#1#2{\hyper@linkurl{#2}{#1}} \begingroup \catcode`\_=\active \gdef_#1{\ensuremath{\sb{\mathrm{#1}}}} \endgroup \mathcode`\_=\string"8000 \catcode`\_=12\relax \usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry} \usepackage{framed} \definecolor{shadecolor}{gray}{0.95} \usepackage{longtable} \usepackage[normalem]{ulem} \usepackage{fancyvrb} \usepackage{fancyhdr} \usepackage{graphicx} \usepackage{marginnote} \renewcommand{\@cite}[1]{#1} \renewcommand*{\marginfont}{\itshape\footnotesize} \def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif} \pagestyle{fancy} \usepackage[pdftitle={Global Journal of HUMAN-SOCIAL SCIENCE: A Arts \& Humanities -Psychology}, pdfauthor={}]{hyperref} \hyperbaseurl{} \paperwidth210mm \paperheight297mm \def\@pnumwidth{1.55em} \def\@tocrmarg {2.55em} \def\@dotsep{4.5} \setcounter{tocdepth}{3} \clubpenalty=8000 \emergencystretch 3em \hbadness=4000 \hyphenpenalty=400 \pretolerance=750 \tolerance=2000 \vbadness=4000 \widowpenalty=10000 \renewcommand\section{\@startsection {section}{1}{\z@}% {-1.75ex \@plus -0.5ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large\bfseries}} \renewcommand\subsection{\@startsection{subsection}{2}{\z@}% {-1.75ex\@plus -0.5ex \@minus- .2ex}% {0.5ex \@plus .2ex}% {\reset@font\Large}} \renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}% {-1.5ex\@plus -0.35ex \@minus -.2ex}% {0.5ex \@plus .2ex}% {\reset@font\large}} \renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}% {-1ex \@plus-0.35ex \@minus -0.2ex}% {0.5ex \@plus .2ex}% {\reset@font\normalsize}} \renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}% {1.5ex \@plus1ex \@minus .2ex}% {-1em}% {\reset@font\normalsize\bfseries}} \def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt} \@tempdima 1.5em \begingroup \parindent \z@ \rightskip \@pnumwidth \parfillskip -\@pnumwidth \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par \endgroup} \def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}} \def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}} \def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}} \def\l@subparagraph{\@dottedtocline{5}{10em}{5em}} \@ifundefined{c@section}{\newcounter{section}}{} \@ifundefined{c@chapter}{\newcounter{chapter}}{} \newif\if@mainmatter \@mainmattertrue \def\chaptername{Chapter} \def\frontmatter{% \pagenumbering{roman} \def\thechapter{\@roman\c@chapter} \def\theHchapter{\roman{chapter}} \def\thesection{\@roman\c@section} \def\theHsection{\roman{section}} \def\@chapapp{}% } \def\mainmatter{% \cleardoublepage \def\thechapter{\@arabic\c@chapter} \setcounter{chapter}{0} \setcounter{section}{0} \pagenumbering{arabic} \setcounter{secnumdepth}{6} \def\@chapapp{\chaptername}% \def\theHchapter{\arabic{chapter}} \def\thesection{\@arabic\c@section} \def\theHsection{\arabic{section}} } \def\backmatter{% \cleardoublepage \setcounter{chapter}{0} \setcounter{section}{0} \setcounter{secnumdepth}{2} \def\@chapapp{\appendixname}% \def\thechapter{\@Alph\c@chapter} \def\theHchapter{\Alph{chapter}} \appendix } \newenvironment{bibitemlist}[1]{% \list{\@biblabel{\@arabic\c@enumiv}}% {\settowidth\labelwidth{\@biblabel{#1}}% \leftmargin\labelwidth \advance\leftmargin\labelsep \@openbib@code \usecounter{enumiv}% \let\p@enumiv\@empty \renewcommand\theenumiv{\@arabic\c@enumiv}% }% \sloppy \clubpenalty4000 \@clubpenalty \clubpenalty \widowpenalty4000% \sfcode`\.\@m}% {\def\@noitemerr {\@latex@warning{Empty `bibitemlist' environment}}% \endlist} \def\tableofcontents{\section*{\contentsname}\@starttoc{toc}} \parskip0pt \parindent1em \def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}} \newenvironment{reflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemsep}{0pt}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\itshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{sansreflist}{% \begin{raggedright}\begin{list}{} {% \setlength{\topsep}{0pt}% \setlength{\rightmargin}{0.25in}% \setlength{\itemindent}{0pt}% \setlength{\parskip}{0pt}% \setlength{\itemsep}{0pt}% \setlength{\parsep}{2pt}% \def\makelabel##1{\upshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{specHead}[2]% {\vspace{20pt}\hrule\vspace{10pt}% \phantomsection\label{#1}\markright{#2}% \pdfbookmark[2]{#2}{#1}% \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}% }{} \def\TheFullDate{2018-01-15 (revised: 15 January 2018)} \def\TheID{\makeatother } \def\TheDate{2018-01-15} \title{Global Journal of HUMAN-SOCIAL SCIENCE: A Arts \& Humanities -Psychology} \author{}\makeatletter \makeatletter \newcommand*{\cleartoleftpage}{% \clearpage \if@twoside \ifodd\c@page \hbox{}\newpage \if@twocolumn \hbox{}\newpage \fi \fi \fi } \makeatother \makeatletter \thispagestyle{empty} \markright{\@title}\markboth{\@title}{\@author} \renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@ \belowdisplayskip \abovedisplayskip \abovedisplayshortskip \z@ plus2\p@ \belowdisplayshortskip 4\p@ plus2\p@ minus2\p@ \def\@listi{\leftmargin\leftmargini \topsep 2\p@ plus1\p@ minus1\p@ \parsep 2\p@ plus\p@ minus\p@ \itemsep 1pt} } \makeatother \fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm} \fancyhf{} \setlength{\headheight}{14pt} \fancyhead[LE]{\bfseries\leftmark} \fancyhead[RO]{\bfseries\rightmark} \fancyfoot[RO]{} \fancyfoot[CO]{\thepage} \fancyfoot[LO]{\TheID} \fancyfoot[LE]{} \fancyfoot[CE]{\thepage} \fancyfoot[RE]{\TheID} \hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true} \fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}} \date{} \usepackage{authblk} \providecommand{\keywords}[1] { \footnotesize \textbf{\textit{Index terms---}} #1 } \usepackage{graphicx,xcolor} \definecolor{GJBlue}{HTML}{273B81} \definecolor{GJLightBlue}{HTML}{0A9DD9} \definecolor{GJMediumGrey}{HTML}{6D6E70} \definecolor{GJLightGrey}{HTML}{929497} \renewenvironment{abstract}{% \setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{Jesus Cuellar Alvarez} \author[2]{Maydell Perez Inerarity} \author[3]{Annia Vizcaíno Escobar} \affil[1]{ Central University} \renewcommand\Authands{ and } \date{\small \em Received: 14 December 2017 Accepted: 4 January 2018 Published: 15 January 2018} \maketitle \begin{abstract} Background: The learning developer guarantees in the student the active appropriation and creator of the knowledge and prepares it to solve the problems that are presented in its professional practice. Objective: To design didactic actions guided to achieve a learning developer in university students. Methods: Was carried out a traverse descriptive study in the understood period of October 2017 to October 2018 it was applied a not structured interview and a questionnaire to students of Medicine and it was used mathematical methods for the absolute and relative values. Results: It was verified that in the process teaching learning from the first year in the career of Medicine features of the teaching memoristic are used. Conclusions: The students recognized not to know how to identify the essential of the content; they have difficulties to still apply it before new situations with the books of texts \end{abstract} \keywords{developing learning; medical studies; communication; didactic.} \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{Introduction}]{Introduction}\par ou presuppose the present-day teaching to the student like active seeker of its acquaintance, capable from developing his cognoscitive independence, to mobilize the logical processes of the thought and applying his knowledge in front of new situations.\par The conception of the process teaching learning that comes into question, that involves besides, an integral vision that you recognize, not only his structural components, but also how they manifest these. In learning, the one that you know places itself in relation to what's cognoscible, and you get engaged with it. \hyperref[b0]{1} Learning has been defined of several manners and these change according to focus or the theory from where the definition come. Scholars 2 of the matter coincide in than learning the developer represents an indispensable tool for the professors' daily work, and therefore, a theoretic foundation metodológico and pilot to plan, to organize, to direct, to develop and to evaluate his professional practice. But to achieve it constitute a present-day challenge of the medical education focused in a telling teaching process.\par In this way they evidence various obstacles that hinder the constructive essence in the telling process, and they find the semantic barrier during the expression with double sense within them, and when the attention is limited, listen to, or if not speak him of a physiological barrier, without forgetting that the psychological becomes manifest in front of a physical imposing appearance, when interrupting the other ones when they talk or they have simply gone on and on intervening, expressed at a position of hierarchy. \hyperref[b2]{3} The science the fact that you go into the teaching educational process receives the name of didactics, that is, than in the meantime Pedagogy goes into every kind of formative process in his different manifestations, the didactics attends only to the most systemic, organized and efficient process, that it is executed on theoretic foundations and for professional specialized staff: Professors. \hyperref[b3]{4} Medicina's own race, she is not exempt of this problems: The authors through his teaching experiences could have verified that students repeat the contentses of the unaccomplished textbook the requisite analysis, do not do the teacher questions of essential contentses, limitations in logical processes of thought have, fundamentally in the elaboration of concepts, tendency has the execution of teaching tasks of reproductive form without having understood their requirements at full length, they do not accomplish self-control of his works and they worry about learning the complete unspecified book the esencialidades of the contents.\par As from such situation, the authors presented themselves like general objective of present it investigation: Proposing didactic actions for a learning of contentses in university students. \section[{II.}]{II.} \section[{Materials and Methods}]{Materials and Methods}\par José Ramón León Acosta in Santa Clara developed a descriptive transverse study in the period understood between October 2017 and October 2018 in the teaching poly-clinician for the sake of proposing didactic actions for alearning of contentses in university students. The universe was conformed for students' totality that they take a course in the first year of the race of medicine in the semiannual mode being the sign of 40 students selected by aleatory simple sampling. The following variables as from the obtained data were utilized: Learning of contentses and teaching communication. \section[{c) Picking up of the information}]{c) Picking up of the information}\par They utilized to students for the purpose of obtaining enlarged information like techniques the not structured interview and the questionnaire for the realization of investigation. \section[{Statistical processing:}]{Statistical processing:}\par The information stored in a data file in SPSS version itself 21, 0 and it presents graphics itself. The information was summarized by means of the calculation of the arithmetical mean, standard deviation, absolute frequencies and percents. \section[{III.}]{III.} \section[{Results}]{Results}\par Source: Own elaboration.\par When applying the students the questionnaire, it became verified that 78 \% of these do not know how to identify the heart of the matter of the contents or invariantes of knowledge and they tend to learn it by heart, aspect this that does not love one another with the present-day tendencies that you abstain of the learning acquired by memory in the students.\par 78 \% of the students referred that they do not learn from active way, that only they listen to the professor's explanations and have difficulty applying the knowledge in front of new learning situations.\par A 72 \% intercedes than when they confront the contents they try to memorize it or to reproduce it mechanically. A teaching with these characteristics cannot guarantee an adequate learning and you drive repeaters that little can operate with what they have learned to students. This bears to that they not acquire the competitions required like professionals, because the poor person development of the abilities to confront and to give solution to the problems, you impede successes in my whole life social and labor.\par On the other hand, the 64 \% presents that it is difficult for them to establish relations between the contentses and selling off the resúmenes, they copy the contentses of the textbook textually.\par IV. \section[{Discussion}]{Discussion}\par According to the bibliographic realized revision, several investigators discuss this subject matter related with learning developer. For example: García Batista 5 presents ten beginnings to have in account for the creation of tuitional situations and learning developers they meet between: The possibility to learn through challenging activities that the intrinsic motivations arouse; Participation and solution in real problems, contextualizados, that they allow exploring, discovering and trying to change the reality; The transformation of the student of recipient in investigator and producer of When bearing in mind that the set of knowledge, abilities, habits and moral values incorporated gradually to culture and the fact that they conform an enormous volume of information constitute contentses, the more important task of teaching is to provide the pupils the experience systematized and organized of humanity, means and methods to take possession of the contentses in order to attain competitions socially determined and to perform efficiently in practice professional. information; The promotion of auto-knowledge, of the self-appraisal and of the reflection about the process of learning and the valuing of auto-directivity and autoeducation like goal.\par The fact that the competitions do not know some to achieve in the subject of study, the main characters of their learning not take a seat, not always verified itself in the students' opinions they know how to solve problems it be necessary in the application of it learned and the unspecified textbook's all epigraphs tend to want to learn the necessary esencialidades and enough of the contents for his level of formation. Deficiencies in the reasoning of the problems exist, his capabilities of analysis, synthesis, abstraction and generalization, which is why his active participation is not produced of spontaneous way, are banked which forces the teacher to look for new learning styles in dependence of the groups or individual characteristics of the pupils constantly.\par In learning developer the student is and the main character of the process take a seat and he does not show up like passive recipient of information, trigger an intense mental activity from a creative perspective; Learning constitutes for him a constant process of quest of significances, of constant contradictions; The pupil is responsible for his own learning auto dirigiéndolo as from the commitment with oneself and he sets himself goals and periods to achieve them; It is able to assimilate his errors, capabilities, weaknesses and fortresses, you perceive the effort like a prime factor in his results and you confer a great value to the act to learn like something primary for the personal growth and the affective realization.\par Learning the developer is an ample and generalizing concept whose end is the development they learn of. \hyperref[b5]{6} In another investigation according to refer Rodríguez López et to the \hyperref[b6]{7} process teaching learning at the universities of medical sciences presents fissures in each one of the three moments of the teaching activity, students the actions do not execute a number enough of times in order that these may happen in abilities in the majority of the occasions, and that way guaranteeing his adequate acquisition.\par The author agrees with others 8,9 that the fact that today the basic quality of learning of the area constitutes a worry for the clinical teachers of the area presents ; therefore, you are important from the tender age of Medicine's race to teach how to the students to reason, like preamble of the application of the clinical method that they must utilize in superior years and in practice professional, since the clinic and his method incur in a still bigger value today than in the past and it is the professors' duty to educate his disciples, with the example and the word, in the debugged utilization and with excellence of the clinical method.\par That way, in order to teach how to the pupils to reason it is necessary for them to give the contentses of the study programs with the action's adequate guiding base, the author agrees with Escobar et to the \hyperref[b10]{10} , the that they affirm that the lecture is the ideal space to do it.\par The difficulties verified in the applied methods are similar to give them another scenes, what teachers' worry has been and the place has opened into the realization of investigations on this subject matter. 11 Didactic self-regulating actions to develop for the teacher:\par ? Planning the process teaching learning from a perspective developer, in the one that execute a guiding role in order that the pupil strengthen his cognoscitive autonomy. ? Planning the guiding lecture that you give the esencialidades of the contents in and offering roads in order that pupils achieve his learning through the independent work. The authors of investigation, based in his scientific preparation metodológica and his vocational experience, they consider that it is obvious than be prevailing in the aspect on the learning of contentses didactic self-regulating actions that you contribute to a learning of contentses in students of medicine propose the paper of the professor in the activity of orientation of the independent work based in teaching tasks with the use of the didactic guides and in his place. the reliability of his contentses for the correct realization of the tasks.\par ? Establishing linkages between the previous knowledge and the present-day. ? Answering for reflexive form professor's questions.\par ? Distinguishing in the textbook the concepts that the professor and to examine them offers of critical form. V. \section[{Conclussions}]{Conclussions}\par It became verified than in the process teaching still the teaching's acquired by memory features, the pupils utilize learning from the first year of Medicine's race themselves they acknowledged not to not knowing how to identify the heart of the matter of the contents or invariantes of knowledge, difficulties to apply it in front of new situations have, it is difficult for them to establish relations between the contentses and they copy the contentses of the text book, which is why didactic actions to achieve a learning proposed developer in agreement with the contemporary educational superior tendencies from Medicine's race themselves textually. \section[{Conflicts of interest:}]{Conflicts of interest:}\par The authors declare that they have no conflicts of interest.\begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-2.png} \caption{\label{fig_0}Ya)}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par \caption{\label{tab_1}?}\end{figure} \backmatter \begin{bibitemlist}{1} \bibitem[ Dic ()]{b7}\label{b7} \textit{}, \url{http://scielo.sld.cu/scielo.php?script=sci\textunderscore arttext\&pi} \textit{Dic} 2015. 13 (1) p. . (aprox. 10 p.) \bibitem[Morchio and Fresque]{b1}\label{b1} \textit{Aprender en la universidad. Rev Brasileira de Educação}, I L Morchio , A M Fresque . (Internet) \bibitem[Didáctica ()]{b3}\label{b3} \textit{Diccionario de la lengua española (avance de la vigésima tercera edición), Real Academia Española}, Didáctica . 2014. \bibitem[Maimó et al. ()]{b4}\label{b4} \textit{Fundamentos conceptuales y metodológicos para una enseñanza-aprendizaje desarrolladora de la disciplina Morfofisiología Humana}, Chi Maimó , A , Pita García , A , Sánchez González , M . aprox.13. 2011. 2015. 25. (citado 12 Dic) \bibitem[Herrera and Santovenia ()]{b2}\label{b2} Linares Herrera , MP , Díaz Santovenia , JR . \textit{Buenas prácticas: comunicar e informar}, (La Habana) 2012. Editorial Academia. p. . \bibitem[Hernández et al.]{b9}\label{b9} \textit{Importancia del Método Clínico. Rev Cubana Salud Pública}, Cruz Hernández , J , Hernández García , P , Abraham Marcel , E , Dueñas Gobel , N , Salvato Dueñas , A . (Internet) \bibitem[López et al. ()]{b6}\label{b6} \textit{La adquisición de habilidades de razonamiento clínico en estudiantes de la carrera de Medicina}, Rodríguez López , AJ , Valdés De La Rosa , C , Salillas Brínguez , J . 2013. p. 26. (citado) \bibitem[Tovar Gálvez and Puyo ()]{b5}\label{b5} \textit{La importancia de la formación estratégica en la formación por competencias: evaluación de las estrategias de acción para la solución de problemas}, J C Tovar Gálvez , Cárdenas Puyo , N . 2012. 2015. 14. (REDIE [Internet. citado 14 Dic. aprox) \bibitem[Carmona et al. ()]{b10}\label{b10} \textit{Organización didáctico-metodológica de la conferencia como sistema integrado en la unidad curricular de Morfofisiología Humana I}, Escobar Carmona , E , Madiedo Albolatrachs , M , Puga García , A , Fardales Macía , V , Pérez Mateo , A . \url{http://scielo.sld.cu/scielo.php?script=sci\textunderscore arttext\&pid=S086421412013000300003\&lng=es\&nrm=iso\&tlng=es} 2013. 27. (citado 22 Dic 2015. aprox. 13 p.]. Disponible en) \bibitem[Fortoul-Van Der Goes et al. ()]{b8}\label{b8} ‘Retención de los conocimientos básicos en cinco generaciones de alumnos que terminaron los dos primeros años del plan único de la carrera de médico cirujano en la Facultad de Medicina, UNAM’. T I Fortoul-Van Der Goes , S Morales-López , A Muñoz-Comonfort , A Jacobo-Méndez , M Varela-Ruiz , Rodríguez-Lara , V . Investigación Educ Médica 2007-2011. (Internet) \bibitem[Wompner and Montt ()]{b0}\label{b0} \textit{Un método valioso para la educación superior. Rev Observatorio de la Economía Latin-American [Internet}, F Wompner , Fernández Montt , R . \url{Disponibleen:www.eumed.net/cursecon/ecolat/cl/} 2007. (Aprender a aprender. citado 12 Dic 2015]; (72. aprox. 4 p.) \end{bibitemlist} \end{document}