S. Rubín

Universidad Popular Autónoma de México (MEXICO)
Focusing on the educational context, in a particular way, on the constructivist models of learning, it is necessary to develop the competences issues in the academic programs to help the students to run better their learning process. The students need to take the knowledge by their own, and finally to transfer it to the reality life. In that perspective, the teacher will try to improve the students’ skills between the medical competences and the thought development.
The constructivist approach let us talk about the ability to carry out new tasks either the formation for integral persons with ethical commitments, experiences of self-realization, social contribution, entrepreneurship, and of course, the learning across different subjects and disciplines.
From this point of view, the course of "Thinking skills development" takes place in the program of the Pre-Medical students with a very clear objective: the transfer of knowledge discipline through the writing ability.
It should be noted that "Thinking skills development" subject is a remedial one. That means that the course is thought to develop contents and skills in a parallel way to the requirements of different Pre-Medical subjects as Introduction to Morphology, Physiology, and Biology. The analysis of the students’ context is an elementary element to reach the goal of “TSD”: the impulse of the thinking through writing skills for a disciplinary necessity.
According to the demands of the discipline and the performance of the Medicine Degree Course, the remedial subject offers a regularization for the student, who will work so hard because the final products are jointly evaluated: by the tutor of the subject (teacher from the Language and Critical Thinking area) and a doctor (teacher from the Medicine Degree Area), respectively.
The design of the subject program, allows a pedagogical intervention from the teacher to develop different kind of skills: study, writing communication and thinking methodology ones, which are focused on general competencies required to a regular student for academic life. The distribution and organization of the material is divided into four units:

1-medical etymologies and eponyms,
2-graphic organizers of information as a study methodology,
3- how to take and process medical notes,
4-preparation for oral presentations.