Motivational affective training and personal growth of health technologists, role of tutors

Abstract

Introduction: cuban health shows comparable indicators with those of developed countries, the comprehensive training of technologists, who respond to the needs of society, stands out. Continuing and raising these quality budgets is currently a challenge for the medical university, which faces a student who lacks personal and psychological tools to manage his favorable transit through the institution. Objective: to reflect on the need for motivational affective training in the university educational context for the personal growth of health technologists. Methodology: methods of the theoretical level were used: the analytical-synthetic and the historical-logical; that allowed the approach to the theoretical foundations that support the process of motivational affective training in the educational context for the sake of personal growth of students; as well as the compression of its components and dimensions with the adoption of postures. Results: the necessary articulation between the motivational affective and personal growth is recognized in comprehensive training, teachers must assume it as a planned, dynamic and multifactorial process, in such a way that their practice is effective and achieves personal and professional transformation. of students from the intra and extracurricular. Conclusions: the teacher must plan, guide and conduct the motivational affective training, as a component in the comprehensive training of health technologists for the sake of their personal growth, always based on the individual and collective needs of the students, considering the context in which it develops.