Postgraduate training at the Universidad de Ciencias Médicas de La Habana

Abstract

Introduction. It is an essential requirement during the teaching process in the postgraduate the continuous scientific updating of the faculty members, both from the thematic and pedagogical point of view. Teachers must have skills to transmit their knowledge to students. The faculty is essential to achieve quality in postgraduate teaching. Objective. To characterize the postgraduate training of the University of Medical Sciences of Havana. Methods. Observational, descriptive, retrospective study, where the specialties, settings and faculty of each of the medical schools and postgraduate training centers of the university were described during the year 2021. The primary source for data collection was the databases of the Postgraduate Department of the UCMH. Results. The study included 11 faculties of Medical Sciences and 4 Postgraduate Centers, with 265 accredited scenarios and training in 69 specialties. In the year 2021, of 6 108 teachers, only 6.4% are consultants, 7.1% are associate profesor and 31.9% assistants. 18.9% of the teachers have a research category and 8.5% are doctors of science (PhD). The tutor/resident ratio was 0.69. The distribution of teachers with higher categories, PhDs in science and teachers with research category shows great variability, depending on the postgraduate training center. Conclusions. During the year 2021, postgraduate training at the UCMH was characterized by its heterogeneity, with 69 specialties, several training centers; where the quality of the faculty depends on the training scenario.