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Introduction: Information Systems play a role of priority as a tool to support the accomplishment of planning, organization, execution and control processes. The appropriate accessibility of effective information and its management to make decisions relevant to each involved activity in the process; using this tool it is possible to achieve levels of efficiency and productivity according to the demands of the community. Objective: to develop the information architecture of the health information management processes in the Coordination Center for Medical Emergencies in Pinar del Rio for the organization of information and medical decision making. Method: a technological development research was carried out that responds to the study in the Coordination Center for Medical Emergencies in Pinar del Rio. Results: the information architecture for the reception of the management of demands processes was obtained in the coordinating center, with the analysis of the production under examination and the design of the system, providing the programmer with a prototype of interface of users very useful to develop the software for the management of information, enabling the organization and centralization of the corresponding information in a database. Conclusions: the basis was created for the computerization of the process of management for the reception of demands in the Coordination Center for Medical Emergencies. The system will allow the collection, analysis and interpretation of information to detect, disseminate and timely act on the morbidity of the demands of emergencies, providing statistics to draw strategies, and calculate indicators.

Introduction: the main research results of the authors about the study of literary competence are addressed and explained how to develop it from workshops from the university extension. Objective: to recommend a system of workshops for professors and students in the university extension activities to contribute to the development of literary competence. Method: a descriptive study was conducted from a bibliographic review, and from the theoretical point of view the following methods were used: historical-logical, modelling and systemic-structural, which allowed the analysis of conceptions from different approaches and arriving at a new contextualized definition of literary competence, as well as the determination of the components of the workshop system, its relations and dynamics. Results: concepts and relevant theories about literary competence are systematized in the article, aimed at professors and students of Medicine specialty. Conclusion: the incorporation within the study of medical studies is intended, as an approach from the university extension. This approach is necessary since the student of medical sciences, in social interaction, not only demonstrates knowledge of the specialty, but also, in the social order, the student needs a training providing access to all types of literature, not only scientific, but also artistic-literary , which will contribute to the student’s training as a competent professional.

Introduction: the main results of different authors are addressed in relation to the vocabulary as a unit of language. The peculiarities of the pedagogical terminology are established and the pertinence of it is established in the training process of medical students. Objective: to analyze epistemologically the main theoretical references that are addressed both in the national and international literature in relation to the pedagogical terminology and its importance in the training of medical students. Method: the documentary analysis and the systematization were used as theoretical methods, which allowed organizing and extracting the relevant information, from the literature review made on the theme, which favored the arguments on the role of the process of training of the pedagogical terminology and reaching a contextualized definition of this process. Results: the pedagogical terminology is defined, and contextualized to the medical studies from the correspondence with the professional model, the integration of the training processes, and the enhancement of the cognitive and affective development of the student. Conclusions: it is considered that the pedagogical terminology is an important component in the act of pedagogical communication, as it is the structure of the specialized expression, both oral and writing which reflecting the knowledge related to the profession, as well as the specific historical environment in which it spreads out, unifying the cognitive and the social aspects.