Between education and healthcare. Pedagogical role in the change of healthcare paradigm
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INTRODUCTION. Clinical care involves applying techno scientific health research knowledge in clinical diagnosis and treatment. However, in both cases we find the need to incorporate elements of other disciplines from human and social approaches. Among these elements, the understanding of a clinical relationship stands out, marked by a clear pedagogical component. This research aims to promote reflection on the clinical relationship and the role of pedagogy in this phenomenon. METHOD. Through a narrative review and the argumentative analysis typical of research in Educational Theory, three aspects are investigated: (1) the educational possibilities of the clinical environment, (2) the elements of the clinical relationships and (3) the characteristics of health pedagogy. RESULTS. First of all, clinical pedagogy allows us to understand, rethink and consider human and social problems in clinical treatment and diagnosis, identifying their limits and overcoming medicalization through new approaches. The
clinical relationship thus becomes a fundamental factor in the care of the disease through three elements: clinical experience, the clinical process and its agents. Finally, health pedagogy involves a paradigm transition, extending the therapeutic approach towards a pedagogicaltherapeutic approach. DISCUSSION. The paradigm shift requires rethinking clinical structures, generating a change in the clinical expectations of both professionals and users and new clinical evaluation methods that consider the educational dimension in a complementary way.
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