[Relationship between occupational commitment and teaching practices among healthcare teachers]. / ¿Enseña diferente un docente comprometido? Relación entre compromiso docente y prácticas pedagógicas en académicos de carreras de la salud.

BACKGROUND: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. AIM: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. MATERIAL AND METHODS: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. RESULTS: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. CONCLUSIONS: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.

¿Enseña diferente un docente comprometido? Relación entre compromiso docente y prácticas pedagógicas en académicos de carreras de la salud / Relationship between occupational commitment and teaching practices among healthcare teachers

Background: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. Aim: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. Material and Methods: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. Results: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. Conclusions: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.

¿Qué hacen los académicos de ciencias de la salud para definir los propósitos de su docencia de pregrado? / How do health sciences faculties define undergraduate teaching purposes?

INTRODUCCIÓN: Los procesos de planificación del aprendizaje son altamente complejos, tanto para estudiantes como para docentes. Para decidir qué hacer en el aula, los docentes deben considerar el perfil de egreso de la carrera y los programas de la asignatura, pero no está claro cómo finalmente definen sus propósitos antes de realizar una clase. OBJETIVO: Analizar el proceso de definición de propósitos desde los cuales el docente planifica las actividades de enseñanza de programas de pregrado de la salud. Sujetos y métodos: Estudio cualitativo, según la teoría fundamentada. Se entrevistó a cuatro expertos en educación médica y a 25 docentes, previo consentimiento informado. Para el análisis se realizó codificación axial. RESULTADOS: Los propósitos de los docentes suelen expresarse en términos afines al modelo por competencias y están arraigados en la concepción de 'qué se suele enseñar', afectado por lo establecido formalmente en el plan de estudios. Su operacionalización está fuertemente influida por las concepciones personales y profesionales y las experiencias del académico. Para el docente, esto aumenta la relevancia de su labor, aunque ello signifique un menor seguimiento de las directrices definidas por su universidad. CONCLUSIÓN: El docente ejerce un rol activo en la definición de los propósitos de enseñanza, lo que es coherente con lo esperado por un docente reflexivo. Sin embargo, queda abierta la discusión de cómo los problemas en la definición de los planes de estudio formales lo llevan a realizar frecuentes adaptaciones personales

INTRODUCTION: Learning processes planning is highly complex, both for students and teachers. Prior to decide what to do in the classroom, teachers should consider graduate profile and courses programs. But it is unclear how they finally define their purposes before taking a class. AIM: To analyze the process of purposes definition that underlies teaching activities election for undergraduate health programs. Subjects and methods.Qualitative study, according to the grounded theory. Four experts in medical education and 25 teachers were interviewed, prior informed consent. For data analysis, axial coding was performed. RESULTS: Teachers' purposes are usually expressed in terms related to competency model. They are rooted in the conception of 'what is usually taught'. It is also affected by what is formally established in the curriculum. But its operationalization is strongly affected by personal and professional conceptions and teachers' experiences. For teachers, this increases the relevance of their work, although the guidelines defined by his university are less used. CONCLUSION: Teachers showed an active role in teaching purposes definition, which is consistent with what is expected by a reflexive teacher. However, the discussion of what problems in formal curricula leads him to make frequent personal adaptations remains open

Aproximaciones bioéticas al caso de Charlie Gard / Aproximações bioéticas ao caso de Charlie Gard / Bioethical approximations to the case of Charlie Gard

Resumen: El litigio que enfrentó a los padres del niño Charlie Gard contra el Great Ormond Street Hospital de Londres, primero, y contra el propio Reino Unido, después, generó efectos mediáticos a nivel mundial pero escaso debate desde la perspectiva bioética. En el presente artículo se resumen algunos aspectos relevantes de la controversia que permiten analizar tres de las lecciones formuladas por Wilkinson y Savulescu al respecto. Se plantean además dos reflexiones bioéticas: la primera en relación a la dificultad en la aplicación de principios para examinar el caso, y la segunda referida a la interdisciplinariedad requerida para su análisis.

Resumo: O litigio que enfrentou os pais do menino Charlie Gard contra o Great Ormond Street Hospital de Londres, primeiro contra o próprio Reino Unido, gerou depois efeitos midiáticos mundiais porém escasso debate sob uma perspectiva bioética. No presente artigo se resume alguns aspectos relevantes da controvérsia, que permitem analisar três das lições formuladas por Wilkinson e Savulescu a respeito. Além disto, se propõe duas reflexões bioéticas: a primeira em relação à dificuldade na aplicação de princípios para examinar o caso e a segunda no que se refere à interdisciplinaridade requerida para sua análise.

Abstract: The litigation that confronted the parents of the child Charlie Gard against the Great Ormond Street Hospital in London, first, and against the United Kingdom itself, later, generated media effects worldwide but little debate from a bioethical perspective. This article summarizes some relevant aspects of the controversy that allow analyzing three of the lessons formulated by Wilkinson and Savulescu in this regard. Two bioethical reflections are also proposed: the first in relation to the difficulty in the application of principles to examine the case, and the second referred to the interdisciplinarity required for its analysis.