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Background: decision-making as a professional skill in the training of the Pediatrics specialist is an aspect that requires attention from the didactic point of view. Objective: to present a didactic strategy for decision making as a professional skill in the Pediatrics specialist training, as well as an approach to its implementation. Methods: Qualitative research methods and techniques such as observation and group discussion through workshops were used to describe the results presented in the article. Results: methodological actions carried out through the execution of a socialization workshop, the record of practical activities with teachers/tutors and residents in different teaching-assistance scenarios are offered. The results of the implementation of the actions of the didactic strategy are shown, as well as the premises and stages that were determined during its construction process. The main regularities are described. Conclusions: the proposed didactic strategy, and its flexible nature, allow its articulation during the three years of Pediatrics residency, to the benefit of decision-making as a professional skill and assuming the principle of education at work as the main way of teaching the pediatrician training specialist. [ABSTRACT FROM AUTHOR]

The training of the Cuban pediatrician has gone through different moments through the years. The objective of this article is to characterize the teaching of Cuban pediatrics in the different stages: colony, neo-colony and Revolution in power, in which the teaching went from a biologists and expository character to linking theory with practice. The pediatrics specialty program expresses the system of skills and knowledge that the student must develop in each module, stay or subject. Three types of assessment are applied: assessment in the course of residency, per year, end-of-year assessment, and state examination. New times face challenges that require a comprehensive pediatrician with a high degree of training, autonomy and good decisions, which require didactic intentionality in their orientation, development and assessment. [ABSTRACT FROM AUTHOR]