Formación clínica en carreras de la salud: ¿dónde se incluye la diversidad? / The inclusion of diversity in clinical training

Background Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers' training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim To describe how diversity is integrated into health care training in a clinical context. Material and Methods qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.

Percepción del proceso evaluativo en la práctica clínica durante el internado de estudiantes de Medicina / Medical Students' Perception of the Evaluation Process of Clinical Practice in the Internship

Introducción: La evaluación es un eje rector del proceso enseñanza-aprendizaje, que permite coadyuvar a la formación y valorar la adquisición en los educandos de las competencias profesionales. Objetivo: Indagar en las características del docente clínico y en los factores que intervienen en el proceso evaluativo en los estudiantes de 6to año de Medicina. Métodos: Estudio cualitativo e intrínseco de casos de una muestra no probabilística de 29 estudiantes, intencionada por conveniencia y con previa firma del consentimiento informado. Los datos se obtuvieron mediante los grupos focales y el análisis se hizo a través de reducción de datos con el programa Atlas Ti. La rigurosidad científica fue cautelada por criterios de credibilidad, transferibilidad, dependencia y confirmabilidad. Resultados: Se identificaron 467 unidades de significado. Se originaron 42 categorías descriptivas y emergieron seis macrocategorías: "Características docente clínico", "Factores que dificultan evaluación clínica", "Evaluación de competencias genéricas", "Factores que facilitan evaluación clínica", "Evaluación de competencias disciplinares", "Utilización de instrumentos de evaluación" y dos dominios cualitativos: 1) Aportes del estudiantado al proceso evaluativo de la docencia clínica y 2) Significado del proceso evaluativo de la práctica clínica. Conclusiones: Los estudiantes valoraron que los docentes clínicos debían tener formación docente, motivación y experiencia clínica, además utilizar instrumentos de evaluación objetivos que permitieran la retroalimentación e interacción(AU)

Introduction: Evaluation is a key factor within the teaching-learning process, also contributing to the training and the assessment of student acquisition of professional competences. Objective: To characterize the clinical professor and the factors involved in the evaluation process of medical students from the sixth academic year. Methods: Qualitative and intrinsic case study with a non-probabilistic sample of 29 students, intended by convenience and with prior signature of informed consent. The data were obtained through focus groups and the analysis was obtained through data reduction with the program Atlas Ti. Scientific rigor was protected by credibility, transferability, dependence and confirmability criteria. Results: We identified 467 units of meaning. Fourty-two descriptive categories appeared and six macrocategories emerged ("clinical teaching characteristics", "factors that obstruct clinical evaluation", "evaluation of generic competences", "factors that facilitate clinical evaluation", "evaluation of disciplinary competences", "usage of tools for the evaluation"), as well as two qualitative domains (students' contributions to the evaluation process of clinical teaching and meaning of the evaluation process of clinical practice). Conclusions: The students considered that clinical professors should have teaching training, motivation and clinical experience, in addition to using objective evaluation tools that allow feedback and interaction(AU)

Factores que facilitan u obstaculizan el aprendizaje basado en problemas en grupo pequeño, vistos por los estudiantes de la Facultad de Medicina de la Universidad de La Frontera, Temuco, Chile / Fatores que facilitam ou dificultam a aprendizagem baseada em problema no pequeno grupo, visto pelos alunos da Faculdade de Medicina da Universidad de la Frontera, Temuco, Chile / Factors that facilitate or make difficult the problembased learning in small groups, as seen by students at the Faculty of Medicine, University of La Frontera, Temuco, Chile

El objetivo del presente estudio fue develar factores que facilitan u obstaculizan el proceso tutorial del aprendizaje basado en problemas (ABP) en grupo pequeño, según los destacan los estudiantes de la Facultad de Medicina de la Universidad de La Frontera. Se desarrolló la investigación bajo el paradigma cualitativo mediante un estudio de caso. La muestra estuvo constituida por 15 estudiantes informantes claves de los dos últimos niveles curriculares. La información se obtuvo mediante seis entrevistas y un grupo focal. Se hizo triangulación por investigador, juicio de experto y comprobación con participantes en el estudio. Se identificaron 574 unidades de significado, de las cuales 542 se agruparon en 22 categorías. Se destacan entre ellas: Desarrollo del tutorial, Tutor experto en la metodología, Manejo del grupo, Características personales del estudiante y Responsabilidad del estudiante. Emergieron cuatro macro categorías: Competencias propias del tutor, Relaciones humanas y ambiente de aprendizaje, Características y participación de los estudiantes y Aspectos organizacionales. Los estudiantes consideraron relevantes en el proceso tutorial las características del tutor y su experiencia y responsabilidad; también le dieron importancia a las características personales, la experiencia en la metodología, el trabajo colaborativo, las relaciones interpersonales y el ambiente de aprendizaje. Asimismo, a los aspectos administrativos y de gestión que influyen en el desarrollo del ABP...

The objective of the study was to explore factors that facilitate or make difficult the tutorial process in problem-based learning (PBL) in small groups, atthe Faculty of Medicine, University of La Frontera. Research was done under the qualitative paradigm through a case study. The sample consisted of 15 key informant students of the last two curricular levels. Information was collected through six interviews and a focus group. Triangulation was conducted by researcher, expert judgment and verification with study participants. We identified 574 meaning units, out of which 542 were grouped in 22 categories, among them: Tutorial group development, Tutor as an expert in methodology, Group management, Personal characteristics of the student, and Student responsibility. Four macro-categories emerged, namely: Competences of the tutor, Human relationships and learning environment, Characteristics and participation of the students and Organizational aspects. Students considered that the characteristics of the tutor and his/her experience and responsibility are relevant in the tutorial process. They also emphasized on collaborative work, interpersonal relationships, learning environment, and the administrative aspects that may influence the development of PBL...

O objetivo do presente estudo foi detectar os fatores que facilitam ou dificultam o processo tutorial de aprendizagem baseada em problemas (ABP) em pequeño grupo, de acordó com o suporte aos alunos da Faculdade de Medicina da Universidad de la Frontera. A pesquisa é desenvolvimento no âmbito do paradigma qualitativo por meio de um estudo de caso. A amostra constituiu-se de 15 alunos informanteschave no último dois níveis curriculares. As informaçõesb foram obtidas através de seis entrevistas e um focus group. Triangulação foi feita pelo pesquisador, o julgamento dos peritos e os testes com os participantes do estudo. Foram identificados 574 unidades de significado, das quais 542 foram agrupados em 22 categorias. Se destaca estre elas: Desenvolvimento do tutorial, especialista tutor da metodologia, a gestão do grupo, características pessoais do aluno e a responsabilidade do aluno. Quatro macrocategorias surgiram: competências próprias do tutor, relações humanas, e um ambiente de aprendizagem, características e a participação dos alunos e os aspectos organizacionais. Os Estudantes considerados relevantes no proceso tutor características e sua experiência eresponsabilidade; também deram importância para as características pessoais, a experiência da metodologia,trabalho colaborativo, o relacionamento interpessoal e o ambiente de aprendizagem. Além disso,aspectos administrativos e gerenciais que influenciam o desenvolvimento da ABP...

Concepción de estudiantes y docentes del buen profesor universitario: Facultad de Medicina de la Universidad de La Frontera / Thinking of students and teachers of good university teacher: Faculty of Medicine Universidad de La Frontera

Actualmente la calidad del Profesor Universitario pasa por los nuevos roles que debe asumir acorde al paradigma educativo de centrar el proceso enseñanza-aprendizaje en el estudiante. Es por ello que el presente estudio busca explorar la representación que estudiantes y docentes de la Facultad de Medicina de la Universidad de La Frontera tienen en relación al concepto "Buen Profesor Universitario". El estudio se enmarca en una investigación cualitativa permitiendo acceder al mundo conceptual de los individuos y a las redes de significados utilizando la técnica de Redes Semánticas Naturales. Se aplicó la encuesta a 104 docentes de diferentes profesiones y 293 estudiantes del último año curricular. Cada uno de ellos expresó con diez palabras la representación del concepto y la jerarquización según la importancia que ellos le asignaron. A los participantes del estudio se les solicitó su consentimiento, garantizando el anonimato y la confidencialidad de los datos. Emergieron de los docentes 228 palabras definidoras del concepto y de los estudiantes 248. Los docentes dan mayor peso semántico a "Responsabilidad" (100 por ciento), "Empatía" (97,6 por ciento) y "Conocimiento" (60,3 por ciento). Y los estudiantes priorizaron la "Responsable" (100 por ciento), "Respetuoso" (89,4 por ciento) y "Empático" (71 por ciento) como principales atributos del Buen Profesor Universitario. En segundo nivel los docentes destacan aspectos relacionados con la cognición y los saberes, conocimiento 60,3 por ciento, comprometido 49,4 por ciento, actualizado 48,4, estudioso 43,3 por ciento y los estudiantes con los aspectos de inteligente 47 por ciento, puntual 42,7 por ciento, compromiso 37,9 por ciento y motivador 36 por ciento. Se destaca la importancia que tanto para docente como estudiantes tiene la responsabilidad y la empatía relacionadas con competencias del saber ser y saber convivir. Para los académicos la segunda área de importancia lo constituyen las competencias del saber...

Currently the quality of a University Professor is heavily influenced by the new roles to be undertaken according to focus educational process on the students. This study aims to explore the representation that students and teachers of the Faculty of Medicine at the Universidad de La Frontera have in relation to the concept "good university professor". The study is based on qualitative research by allowing access to the conceptual world of individuals and networks of meanings using the technique of natural semantic networks. The survey was administered to 104 professors from various careers and 293 senior students. Each of them expressed in ten words their representation of the concept and ranked it according to the importance they assigned. The participants were asked for their consent, assuring anonymity and confidentiality of data. From the instructors emerged 228 words defining the concept, and 248 from the students. Instructors assign more semantic weight to "Responsibility" (100 percent), "Empathy" (97.6 percent), and "Knowledge" (60.3 percent). Students gave priority to "Responsible" (100 percent), "Respectful" (89.4 percent), and "Empathetic" (71 percent) as major attributes of the Good University Professor. On second level instructors include aspects of cognition and knowledge (60.3 percent knowledge, 49.4 percent committed 48.4 updated, 43.3 percent studious) and students include aspects of (intelligent 47 percent, punctual 42.7 percent, commitment 37.9 percent, motivating 36 percent). The importance that both teachers and students assign to responsibility and empathy (which are related to skills of knowing how to be and knowing how to relate) is highlighted. For professors a second area of importance is given to knowledge's competences, thus giving value to a continuous formation, unlike students for whom this aspect is of no major significance.

[Problem based learning from the perspective of tutors]. / Aprendizaje basado en problemas multiprofesional: Estudio cualitativo desde la perspectiva de los tutores.

BACKGROUND: Problem based learning is a student centered learning technique that develops deductive, constructive and reasoning capacities among the students. Teachers must adapt to this paradigm of constructing rather than transmitting knowledge. AIM: To interpret the importance of tutors in problem based learning during a module of Health research and management given to medical, nursing, physical therapy, midwifery, technology and nutrition students. MATERIAL AND METHODS: Eight teachers that participated in a module using problem based learning accepted to participate in an in depth interview. The qualitative analysis of the textual information recorded, was performed using the ATLAS software. RESULTS: We identified 662 meaning units, grouped in 29 descriptive categories, with eight emerging meta categories. The sequential and cross-generated qualitative analysis generated four domains: competence among students, competence of teachers, student-centered learning and evaluation process. CONCLUSIONS: Multiprofessional problem based learning contributes to the development of generic competences among future health professionals, such as multidisciplinary work, critical capacity and social skills. Teachers must shelter the students in the context of their problems and social situation.

Conceptualización de los estudiantes sobre el buen profesor universitario en las carreras de la salud de la Universidad de La Frontera - Chile / Concept of good university teacher in students of health careers, of the Universidad de La Frontera - Chile

La tendencia educativa de centrar los procesos en el estudiante, implica un cambio de rol en el profesorado y desarrollo de nuevas competencias; indagarlas resulta relevante. Para ello se planteó un estudio cualitativo con el propósito de conocer la representación del concepto "Buen profesor universitario", que tienen los estudiantes de primer año de las Carreras de la Salud de la Facultad de Medicina de la Universidad de La Frontera, en base a la técnica de redes semánticas naturales. La muestra estuvo constituida por 277 estudiantes de las carreras de Enfermería (43), Kinesiología (38), Medicina (53), Nutrición (30), Odontología (57), Obstetricia (24) y Tecnología Médica (32). En el análisis de datos se obtuvieron los valores J, M, Conjunto SAM y FMG propios de la técnica mencionada. Se identificaron en el núcleo de la red semántica, tres grupos de palabras que corresponden a conceptos relacionados con atributos valóricos, de relaciones interpersonales, de responsabilidad y de cómo el profesorado desarrolla y enfrenta la práctica educativa. Los estudiantes valoran principalmente el desarrollo de competencias genéricas y actitudes personales que se relacionan con el deber ser y ®saber convivir¼ en el profesorado, lo que implica para el docente el reconocerlas, valorarlas y desarrollarlas para enfrentar de mejor forma los cambios educativos, contribuyendo a una formación integral de los futuros profesionales de la salud.

The educational tendency to focus processes on the student, implies a change in teacher’s role, as well as the development of new competences, so research on the subject becomes relevant. With this need in mind, a qualitative study was proposed, in oidei to know how the students of first year of health careers of Facultad de Medicina de la Universidad de La Frontera represent the concept "Good university teacher" using the natural semantic networks technique. The sample were 277 students of careers of Nursing (43), Kinesiology (38), Medicine (53), Nutrition (30), Odontology (57), Midwifery (24) and Medical Technology (32). At analyzing data, the characteristic values of J, M, SAM set, and FMG were found. In the semantic network core three groups of word were identified, corresponding to concepts related to personal value attributes: interpersonal relationships, reliability, and how the teachers develop and face educational praxis. Students give a high value to the development of generic competences and personal attitudes related to how the teachers should be, how teachers should relate to others. For teachers, this means identify them, give them value, and develop them in order to face in a better way the changes in education, so contributing to the integral development of future health professionals.