"Solo sé que nada sé": un fundamento pedagógico en las ciencias médicas y de la salud.
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| Title: | "Solo sé que nada sé": un fundamento pedagógico en las ciencias médicas y de la salud. |
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| Authors: | Correa, Sebastián A.1 (AUTHOR) sebastian.correa@ubo.cl |
| Source: | Medicina (Buenos Aires). ene/feb2026, Vol. 86 Issue 1, p273-273. 1p. |
| Subjects: | CRITICAL thinking, PROFESSIONAL identity, MEDICAL sciences, MEDICAL education, PROBLEM solving, TEACHING methods, REFLECTIVE learning, INQUIRY-based learning |
| Abstract (English): | The text focuses on the pedagogical reinterpretation of the Socratic statement "I only know that I know nothing" in the training of medical and health science students. This maxim is presented as a starting point for deep learning, especially in general courses such as chemistry, physics, or mathematics, which often generate resistance due to their abstract nature. It is proposed that "not knowing" be seen as an opportunity to develop skills such as critical thinking, problem-solving, and logical reasoning. Furthermore, this perspective fosters a reflective and autonomous attitude, strengthening professional identity by understanding science as a dynamic and critical construction of knowledge. [Extracted from the article] |
| Abstract (Spanish): | El texto se centra en la reinterpretación pedagógica de la afirmación socrática "solo sé que nada sé" en la formación de estudiantes de ciencias médicas y de la salud. Esta máxima se presenta como un punto de partida para un aprendizaje profundo, especialmente en cursos generales como química, física o matemáticas, que suelen generar resistencia debido a su carácter abstracto. Se propone que el "no saber" sea visto como una oportunidad para desarrollar habilidades como el pensamiento crítico, la resolución de problemas y el razonamiento lógico. Además, esta perspectiva fomenta una actitud reflexiva y autónoma, fortaleciendo la identidad profesional al entender la ciencia como una construcción dinámica y crítica del conocimiento. [Extracted from the article] |
| Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
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| Abstract: | The text focuses on the pedagogical reinterpretation of the Socratic statement "I only know that I know nothing" in the training of medical and health science students. This maxim is presented as a starting point for deep learning, especially in general courses such as chemistry, physics, or mathematics, which often generate resistance due to their abstract nature. It is proposed that "not knowing" be seen as an opportunity to develop skills such as critical thinking, problem-solving, and logical reasoning. Furthermore, this perspective fosters a reflective and autonomous attitude, strengthening professional identity by understanding science as a dynamic and critical construction of knowledge. [Extracted from the article] |
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| ISSN: | 00257680 |
