Abstract

The countries of Latin America and the Caribbean have shown different levels of progress in the implementation of hospital pedagogy. To promote their progress, this article aims to contribute to the design of inclusive public education policies by assessing the state of progress in the implementation of hospital pedagogy in Latin America and the Caribbean. The dimensions of public policy, educational management and professional training were considered to develop a framework of indicators that guided information collection from the 11 countries that constituted the case studies. This exercise made it possible to establish that five key factors account for the progress made by countries in this area: the recognition of hospital pedagogy as an educational modality, a regulatory framework establishing the responsibilities of the actors, a governance model for resource management, guidelines for comprehensive pedagogical practice and training in key competencies. It is concluded that this framework needs to be tested and strengthened based on other countries' experience in implementing hospital pedagogy.