Didactic definition of the skill of imaging diagnosis in Family Medicine
Keywords:
Diagnostic imaging; education medical; clinical skill, clinical competence; Family Practice; definition; residency training.Abstract
Background: The teaching of imaging diagnosis in Family Medicine residency is limited, generating a conceptual gap in the definition of the skill.
Objective: To delimit the diagnostic imaging skills in Family Medicine through a definition definition that integrates cognitive, procedural, and attitudinal dimensions, with a didactic approach oriented to the residency program.
Development: A documentary analysis was conducted with specialized searches in Google Scholar and the PubMed, Scopus, and SciELO databases, covering the period 2020–2025. Thirty-one studies were selected after screening 158 records and fully reading 45 articles. The information was organized through thematic grouping, from which three axes emerged: the formative contradiction, the limitations of existing conceptualizations of the skill, and reported educational experiences. Likewise, psychopedagogical foundations that supports the proposal were also examined.
Conclusions: The results show a contradiction between the clinical relevance of the skill and its limited curricular presence. Based on these findings and historical-cultural theory, a definition was established that articulates six structural components with progressive achievement levels for the three years of Family Medicine residency. Therefore, this definition offers a reference for guiding the teaching and evaluation of the skill.
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Copyright (c) 2026 Miguel Angel Amaró Garrido, Carlos Lázaro Jiménez Puerto, David Morales Herrera, Marisely Casanova Cruz
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