ABSTRACT
El objetivo del presente trabajo es contribuir con un acercamiento inicial al estudio de los turning points en cuanto temática relevante en la formación de los estudiantes de medicina. Hasta ahora los turning points se han estudiado poco dentro del campo de la educación médica. Se trata de un concepto que pone el acento en una variedad de situaciones y experiencias que tienen impacto significativo en las trayectorias vitales de los estudiantes, pero que no son fácilmente visibles. Los turning points son eventos que cambian la vida de los estudiantes. Sin embargo, muchas veces pasan desapercibidos y sólo se reconocen sus efectos años después del paso por la facultad. En esta colaboración se intenta una aproximación a su delimitación conceptual y a los mecanismos o metodología para identificarlos. De esta forma, surgen nuevos desafíos para el campo de la educación médica tanto desde la captación y la comprensión de un fenómeno difícil de identificar como desde las exigencias que implican su reconocimiento y promoción en el interior de las facultades de Ciencias de la Salud.(AU)
The aim of this paper is to contribute with an initial approach to the study of turning points in medical students training. Until now, there has been few research regarding turning points in the field of medical education. This concept highlights a variety of events and experiences that have a significant impact in life paths. Turning points in education are not easily visible, they often go unnoticed and they are only recognized years after graduation. It is relevant to study turning points in student's life paths in the field of medical education, both in terms of capturing and understanding a phenomenon that is difficult to identify, as well as from the demands that imply its recognition and promotion within the medical school.(AU)
Subject(s)
Humans , Students, Medical , Education, Medical , Health Sciences/education , Medicine , EducationABSTRACT
Se describen las características de la educación médica en Argentina. Se revisa la información demográfica y estadística, y las investigaciones llevadas a cabo por los ministerios de Educación, Salud, y Ciencia y Técnica. Los resultados muestran un crecimiento sostenido del número de carreras de medicina, sin una política establecida acerca del número de médicos necesario. Hay problemas no resueltos, como las altas tasas de deserción y los procesos de admisión. Las escuelas de medicina tienen diferentes perfiles curriculares que responden a unos estándares mínimos de acreditación fijados desde el Ministerio de Educación. El sistema de salud es heterogéneo y diversificado, y la formación profesional de posgrado se realiza en diferentes instituciones, unas académicas y otras asistenciales. La certificación está a cargo de distintas instancias regulatorias. Es necesario reforzar la interacción entre los ministerios y los diferentes grupos de interés con el fin de responder a todos estos temas no resueltos (AU)
We describe the characteristics of medical education in Argentina, and revise available demographic and statistical information, and research conducted by the ministries of education, health and science. There is a sustained growth of the number of medical schools, without a planned policy on the number of physicians that the country requires. Unresolved problems are high attrition rates and admission processes. Medical schools have different curricular profiles, adapted to basic accreditation standards required by the Ministry of Education. Certification depends on different independent regulatory agencies. The health system is heterogeneous and diversified, and postgraduate education takes place at different institutions, some academic some exclusively oriented to healthcare. It is necessary to promote interaction between both ministries and stakeholders to find an answer to these unresolved issues (AU)
Subject(s)
Humans , Cooperative Behavior , Education, Medical/methods , Education, Medical/standards , Schools, Medical/organization & administration , Schools, Medical/standards , Schools, Medical/history , Schools, Medical/statistics & numerical data , Health Systems/organization & administration , Health Systems/standards , Professional Review Organizations/standards , Education, Graduate/history , Education, Graduate/organization & administration , Health Postgraduate Programs , ArgentinaABSTRACT
There are 29 medical schools in Argentina (this number has increased rapidly in the last decade) offering a 6-year curriculum that usually consists of 3 years of basic science, 2 years of clinical sciences, and one internship year. Annually, 5,000 physicians graduate from these programs. Admission requirements vary depending on each university's policy. Some do not have entry requirements; others require a course, usually on the basics of mathematics, biology, chemistry or physics, and some introduction to social and humanistic studies. Each year, there are approximately 12,000 first-year medical students attending the 29 schools, which suffer a high dropout rate during the first years because of vocational problems or inability to adapt to university life. Some schools have massive classes (over 2,000 students), which makes it difficult for the schools to perfect their teaching. The number of full-time faculty members is low, and some of them have appointments at more than one medical school. Residency programs offer an insufficient number of places, and fewer than 50% of the graduates can obtain a residency position because of strict admission requirements. Coordination between the Ministry of Health, representing the health care system, and the Ministry of Education, representing the medical education system, needs to be improved. Despite the problems of medical education in Argentina, the movement to improve the education of health care workers is growing. The author offers two recommendations to help accomplish this goal.
Subject(s)
Education, Medical/trends , Accreditation , Argentina , Education, Medical, Graduate , Faculty, Medical , Government Agencies , Internship and Residency/trends , School Admission Criteria , Students, MedicalABSTRACT
Aunque la educación ha constituido siempre un componente esencial de la profesión médica, su desarrollo explícito y específico sólo se ha iniciado en las últimas décadas. La investigación en educación médica está todavía en una etapa muy inicial de su desarrollo. Las intervenciones educativas son habitualmente complejas y de carácter cualitativo; resulta, por ello, difícil, aunque indispensable, obtener evidencias científicas que avalen tanto los diversos métodos educativos utilizados como los instrumentos de evaluación que se emplean en los diferentes niveles de la formación médica. A partir de la perspectiva y de las estrategias generadas por las metodologías de la medicina basada en la evidencia, ha surgido recientemente la Colaboración EMBE como una red internacional que tiene como objetivo prioritario recoger y promover el despliegue de la mejor evidencia de la cual se pueda disponer sobre el rigor y la calidad de los actuales y de los nuevos métodos educativos y evaluativos en el ámbito de la profesión médica, a fin de optimizar el uso de la extraordinaria inversión que realiza la sociedad en la formación de los profesionales en atención primaria (AU)
Subject(s)
Research , Education, Medical , Evidence-Based MedicineABSTRACT
Mentoring plays a central role in academic life. It is based mainly on mutual respect between mentor and mentee, and requires effort, continuity and consideration for different learning styles. It demands hard work, discipline, rigour, creativity, honesty and integrity. Both mentor and mentee must profit and learn from the process of mentoring in order to fulfil an essential purpose of the university. Their relationship represents the bond between the past and the future.
