Abstract:
The educational paradigm follows the evolution of the scientific paradigm, thus, the importance of studying such evolution. This study seeks to portray the epistemological basis in the transition from the Traditional Educational Paradigm (TEP) to the lnnovative Educational Paradigm (IEP) and its impact on lnnovative Medical Training (IMT). A theoretical study was conducted on the process undergone by the scientific and educational paradigms. The TEP, resulting from the cartesian paradigm, is characterized by rote and subject-based learning, which hinders more global knowledge. ln medical education, this paradigm is expressed in the concept of man as a machine isolated from society and the biologic vision of hospital-based teaching. Changes in science beginning in the 19th century facilitated the emergence of complex conceptualization of processes and the holistic, progressive, and problem-based approaches. The holistic view transcends specialized knowledge and includes ethical knowledge in the curriculum. The essence of the progressive approach is dialogue between faculty, students, and the overall academic community as a source of collective, critical and reflexive learning. Problem-based learning reduces the proportion of theoretical classes as a function of knowledge output. These changes in IMT are expressed in reflexive, generalist, and preventive training reclaiming the individual’s ethical human, and social values.
Key-words:
Education, Higher; Education, Medical