Higher Institute of Medical Sciences of Havana.
MEDICC Rev. 2008 Jan;10(1):22-8. doi: 10.37757/MR2008.V10.N1.7.
This paper describes Cuba's experience with the Virtual Health University (VHU) as a strategic project of INFOMED, promoting creation of an open teaching-learning environment for health sciences education, through intensive and creative use of Information and Communication Technologies (ICTs) and a network approach to learning. An analysis of the VHU's main antecedents in its different stages of development provides insight into the strategic reasons that led to the establishment of a virtual university in the national health system during Cuba's so-called Special Period of economic crisis. Using the general objectives of creating, sharing, and collaborating which define the VHU's conceptual-operative framework, the three essential components (subsystems) are described: pedagogical, technological, and managerial, as well as the operative stages of educational design, technological implementation, and teaching-administrative management system. Each component of the model is analyzed in the context of global, modern university trends, towards integration of the face-to-face and distance education approaches and the creation of virtual institutions that assume the technological and pedagogical changes demanded by eLearning.
本文介绍了古巴在虚拟健康大学（VHU）方面的经验，这是 INFOMED 的一个战略项目，通过密集和创造性地利用信息和通信技术（ICT）以及网络学习方法，为卫生科学教育创建一个开放的教与学环境。对 VHU 在其不同发展阶段的主要前因进行分析，深入了解了在古巴所谓的经济危机特殊时期在国家卫生系统中建立虚拟大学的战略原因。利用定义 VHU 概念-操作性框架的创建、共享和协作的一般目标，描述了三个基本组成部分（子系统）：教学、技术和管理，以及教育设计、技术实施和教学-管理系统的操作阶段。在全球、现代大学趋势的背景下分析了该模型的每个组成部分，旨在整合面对面和远程教育方法，并创建虚拟机构，以应对电子学习所要求的技术和教学变革。
