A curriculum for doctors in Cuba based on political solidarity in the field of health: possible explanation for the work in the “More Doctors” program Abstract
This aim of this article is to study the formal medical curriculum for the education of Cuban physicians to identify possible explanations for some differences in their practices, already identified by different studies on the “More Doctors Program” (PMM)5. To do so, we developed a qualitative, documental and bibliographic exploratory study. Therefore, we defined two reading guide axes for the analysis: (i) the construction of the curriculum and the socio-cultural connection reflected in pedagogical reasoning; (ii) the model of medical education in connection with the health system. We identified characteristics in the curriculum studied that tend towards a decolonial perspective, that is, that the encounter with the “other” is not to dominate, but to support and exchange, from a perspective of political solidarity through health actions, with medical missions. There is a lot of emphasis on comprehensive medicine in the curriculum and it is structured by ethical-humanistic medicine, which is a fundamental perspective for the demands of medical practice in the More Doctors Program.
Keywords curriculum; Cuba; More Doctors program; political solidarity; decolonial