Axiological Training of the Internal Medicine Resident from a Cultural Dimension of Humanist Praxis

Abstract

The axiological training of the Internal Medicine resident, guided by an educational model and grounded in the theoretical assumptions derived from the life history of a symbolic figure, enables the necessary transformations for a paradigm shift. This shift entails moving towards a comprehensive, cultural, and developmental axiological training inherent to the process of medical specialization. The purpose of this model, individualized through a humanist cultural framework, is to promote in the future specialist not only the acquisition of skills and technical performance but also the development of critical consciousness and a human commitment to the profession, the social fabric, and culture. The research was based on the Configurational Holistic approach, employing theoretical methods such as historical-logical, holistic-dialectical, hermeneutic-dialectical, and modeling, which allowed for the theoretical construction of the dimension. This dimensional synthesis overcomes the fragmentation between science and social ethics, highlighting the systematization of the foundational values of professional identity, the ethical-cultural appropriation of professional praxis, and the apprehension as a revolutionary physician—a dialectical triad that distinguishes moral excellence as both educator and physician. This results in an axiological construction within cultural and humanist reflection in postgraduate education. The life history operates as an empirical core and primary pedagogical tool; its trajectory exemplifies the fusion of humanism and scientific rigor and offers a concrete identity mirror. By analyzing the subject's decisions, achievements, and social commitment, the resident can project their own axiological identity, internalizing an ideal of a competent and humanly committed physician.