Pedagogical conception of the professional development process in Contactology

Abstract

Introduction: professional development constitutes a pedagogical process of postgraduate studies, which also enables exchanges among health professionals, generating future collaborations and inter-institutional networks.
Objective: to develop a pedagogical conception that perfects the professional development process in Contactology for Optometry and Optics graduates in the province of Pinar del Río, based on its systemic, contextualized, and integrative character.
Methods: the research was conducted using a dialectical approach, with the general dialectical and historical materialist method as the basis of the entire process. Theoretical methods such as historical-logical, modeling, analysis and synthesis, induction and deduction, and the systems approach were used to obtain and process information. Empirical methods such as document analysis, interviews, and scientific observation were also employed. In addition, the expert criterion (Delphy) and the pre-experiment as an experimental design model for its validation.
Results: a pedagogical conception was established and structured, that favors this process based on a new systemic, contextualized, and integrative approach, enabling the incorporation and coordination of Contactology through different levels of care within the National Health System.
Conclusions: the systemic, contextualized, and integrative character constitutes new qualities for the professional development process in Contactology. These are expressed in the pedagogical conception proposed through a system of ideas, which in turn served as an organizing framework for perfecting the process, leading to comprehensive technical and professional development within the specific conditions of the contact lens service.