Ancestral and Intercultural knowledge in the professional practices of Medical students at UNFLEP, Estelí

Abstract

Ancestral and intercultural knowledge is fundamental to medical training for inclusive care in socioculturally diverse contexts. The objective of this study, which employed a quantitative approach and an exploratory cross-sectional design, was to analyze the integration of ancestral and intercultural knowledge into the professional training of medical students at the Francisco Luis Espinoza Pineda National University, based on faculty perceptions of their knowledge, incorporation, and associated factors in the teaching process. The sample comprised 25 medical faculty members selected through purposive sampling. Data were collected via survey and analyzed using descriptive statistics and Pearson correlation. The results indicate a medium-to-high level of integration (64 %). The highest scores corresponded to the holistic body-nature perspective and healing nutrition (mean 3.88), while the lowest scores were for practical engagement with community actors such as midwives (3.29) and healers (3.08). A positive and statistically significant correlation was identified between teacher knowledge and practical integration (r = 0.632; p < 0.001), suggesting that theoretical mastery is the main factor associated with intercultural practice. Although facilitating factors, such as respect for diversity, received high ratings (92 %), epistemological obstacles and resistance to the non-biomedical approach persist (3.20). It is concluded that, to move from theoretical to operational integration, it is imperative to strengthen teachers' technical training and promote immersion in the field, guaranteeing medical training with social relevance and health sovereignty.