The vast majority of our teachers have a self-training as teachers and their selection is given by different mechanisms, their expositions in courses and conferences is done in a way that we could call traditional. In no age of humanity, information and knowledge have been available to all as in the present time with the possibility of updating us in practically all fields of knowledge. We have multiple options, many of them online and free; what gives the teacher the non-exclusivity of knowledge, which generates new challenges for their interventions to be attractive and impact among their students, especially when this process is carried out among peers.
Teachers must have enough elements to approach the issues with a new approach; they require a different profile to the one used in the last decades, we must expand our vision, find interdisciplinary forms within the contents we teach.
Just ask ourselves: Who of our teachers has formal training in Andragogy? On the other hand, teacher self-education, although it responds directly to the interests of teachers, is a complex resource, but it is no longer necessary to expect our educational institutions to generate courses, diploma courses and other training activities in order to update them.
A useful teaching strategy is the approach of current issues of common interest, confined to reality and of immediate applicability in the professional field; but developing or strengthening competences at the same time to the real groups of work, that is to say interdisciplinary, in this new world context, this approach of the academic contents has become a necessity, otherwise our human teams will not be prepared to perform in an environment that is increasingly complex. The student himself naturally identifies him, which is why he is very successful with the implementation of workshops and simulations in his daily performance areas. Today in the area of gynecology and especially obstetrics,
Distance and mass training is no longer the future, it is part of the present; It can be said that this teaching-learning modality requires not only technological support and interconnectivity, but also teaching materials and a permanent teaching update that allows teachers to develop special skills to successfully teach this type of teaching.
It is always good to remember that the objective of our interventions as teachers is the acquisition of sustained knowledge, skills, abilities and competences that generate a change in professional behavior, of their environment and that ultimately impact on the care and well-being of our Latin American women.
Dr. Paulo Meade Treviño Coordinator of the Mother Health Committee FLASOG