[Teaching of the scientific method in the basic training of the health professional]

In this article the authors explore an innovative methodological proposal for the teaching of research. They begin with an analysis of the overall critical situation, the lack of education and training in that field for health manpower, and the need to develop research as a scientific approach to the solution of problems. They also address the existing need for integrating scientific work with learning experiences in the health services setting, as a contribution to improved care and practices. On this basis, it is proposed that research should be included throughout the learning-teaching process as a dynamic methodological instrument for training people in applying the scientific method, to develop a critical and thoughtful attitude, and to conduct or participate in research projects that may help to improve the quality of life and health of the population. Under this view of professional training in the health area, they discuss some of the principles and characteristics that should be inherent in the teaching of research, which should be used as a unifying axis and be conducted from the outset of the professional training program as an ongoing, progressive, increasingly complex activity intimately bound up with the health services. This comprehensive view requires an interdisciplinary and multidisciplinary approach in the development of studies which will make an important contribution in the quest for solutions to complex problems. For the application of the proposed methodology, a few essential minimum conditions must be present, including: training of the teaching staff to be responsible for conducting the instruction and practice of integrated research at different levels and in both vertical and horizontal directions; and the assimilation of teachers into the research process through practical projects, since the teacher must not be limited to a theoretical knowledge of the subject. However, if this proves impossible when the time comes to start applying the methodology, and teachers are available who could develop this axis, they may assume responsibility, while at the same time training other teachers.