The Mirror Class as a method for the internationalization of the curriculum in higher medical education: An analysis of an experience between Ecuador and Bolivia
DOI:
https://doi.org/10.56294/saludcyt20251264Keywords:
Mirror Class, internationalization, higher medical educationAbstract
Introduction: Internationalization in higher education is a key strategy for institutional development, facilitating research, international cooperation, and academic exchange. Mirror classes, which gained popularity during the COVID-19 pandemic, are a learning modality that connects students and teachers from different universities through synchronous sessions supported by Information and Communication Technologies (ICT). Objective: The article aims to share the experience and reflections on the implementation of a Mirror Class between the Universidad San Gregorio de Portoviejo (USGP) in Ecuador and the Universidad Privada Domingo Savio (UPDS) in Bolivia in the Pharmacology course, as a modality for the internationalization of the academic curriculum in higher medical education. Methods: A descriptive, non-experimental research with a qualitative approach was employed. The theoretical modeling method and the empirical-analytical methodology, based on argumentation and observation, were used. Voluntary testimonies from students and teachers were collected from the conclusions of the activity and documented in recordings of the Mirror Class. Results: The Mirror Class was implemented in the Pharmacology course between USGP and UPDS, with theoretical and practical activities. Students worked together through virtual platforms to solve clinical cases, promoting collaborative learning. Despite challenges such as differences in students' training levels and connectivity issues, the results were positive, with notable strengthening of competencies and participants' motivation. Conclusions: The Mirror Class proved to be an effective modality for the internationalization of the curriculum, benefiting all participants and allowing the development of global competencies in future health professionals. It is crucial to continue implementing this methodology in different courses to promote the formation of homogeneous profiles with global perspectives in medical education.
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