RESUMO
Multiple interprofessional integrated modules (MIIM) 1 and 2 are two required, cross-curricular courses developed by a team of health professions faculty, as well as experts in education, within the Faculty of Medicine of the University of Chile. MIIM 1 focused on virtual cases requiring team decision-making in real time. MIIM 2 focused on a team-based community project. The evaluation of MIIM included student, teacher, and coordinator perspectives. To explore the perceptions of this interprofessional experience quantitative data in the form of standardised course evaluations regarding teaching methodology, interpersonal relations and the course organisation and logistics were gathered. In addition, qualitative perceptions were collected from student focus groups and meetings with tutors and coordinators. Between 2010 and 2014, 881 students enrolled in MIIM. Their evaluation scores rated interpersonal relations most highly, followed by organisation and logistics, and then teaching methodology. A key result was the learning related to interprofessional team work by the teaching coordinators, as well as the participating faculty. The strengths of this experience included student integration and construction of new knowledge, skill development in making decisions, and collective self-learning. Challenges included additional time management and tutors' role. This work requires valuation of an alternative way of learning, which is critical for the performance of future health professionals.
Assuntos
Docentes/organização & administração , Ocupações em Saúde/educação , Relações Interprofissionais , Estudantes de Ciências da Saúde/psicologia , Atitude do Pessoal de Saúde , Chile , Tomada de Decisão Clínica , Humanos , Equipe de Assistência ao Paciente , PercepçãoRESUMO
We herein describe the conceptual dimension of the curricular innovation process carried out in the Faculty of Medicine of the University of Chile. We describe the context of innovation. The theoretical pertinence and relevance of a competence driven curriculum for health care professionals is discussed. The epistemological, ontological and didactic dimensions of the curricular innovation are examined. A main issue is the notion of competence and its significance in professional training. The curriculum is essentially considered as a moral endeavor, especially for health care professionals and their quest to improve the quality of life of the population.
Assuntos
Humanos , Faculdades de Medicina/normas , Educação Baseada em Competências/métodos , Educação Baseada em Competências/normas , Educação Médica/métodos , Chile , Conhecimento , AprendizagemRESUMO
We herein describe the conceptual dimension of the curricular innovation process carried out in the Faculty of Medicine of the University of Chile. We describe the context of innovation. The theoretical pertinence and relevance of a competence driven curriculum for health care professionals is discussed. The epistemological, ontological and didactic dimensions of the curricular innovation are examined. A main issue is the notion of competence and its significance in professional training. The curriculum is essentially considered as a moral endeavor, especially for health care professionals and their quest to improve the quality of life of the population.
Assuntos
Educação Baseada em Competências/métodos , Educação Baseada em Competências/normas , Educação Médica/métodos , Faculdades de Medicina , Chile , Humanos , Conhecimento , Aprendizagem , Faculdades de Medicina/normasRESUMO
El objetivo de investigación es conocer el nivel de orientación empática en los docentes kinesiólogos de la carrera de Kinesiología de la Universidad de Chile, durante el año 2007. El diseño de este estudio es de tipo descriptivo de corte transversal. De un total de 69 docentes kinesiólogos, 60 participaron en el estudio. Se aplicó la Escala de Empatía Médica de Jefferson. Se usó el programa computacional SPSS 15.0 y el análisis de los datos se realizó mediante las pruebas U no paramétrica de Wilcoxon-Mann-Whitney y la prueba no paramétrica de Kruskal-Wallis.Los resultados obtenidos en la Escala de Empatía Médica de Jefferson se encuentran entre 96 y 140 puntos. La diferencia observada entre los puntajes obtenidos por los docentes kinesiólogos de aula y práctica clínica no fue estadísticamente significativa. Sin embargo, las mujeres obtienen puntajes mayores que los hombres, con una mediana de 128 y 121 respectivamente, siendo esta diferencia estadísticamente significativa (p
The objective research is to explore the empathetic orientation in the physical therapist teachers of Physical Therapy program from the Universidad de Chile in the year 2007. The is an analytic, descriptive and cross-sectional study. 60 out of 69 physical therapist teachers participated in this study. The Jefferson Scale of Physician Empathy was applied. SSPS 15.0 version software was used for the statistical analysis, through the U-non parametric Wilcoxon-Mann-Whitney Test and non parametric Kruskal-Wallis Test. Results scores from The Jefferson Scale of Physician Empathy are between 96 and 140. The difference between the scores obtained by classroom physical therapist teachers and clinical physical therapist teachers weren't statistically significant. However, women' s scores were higher than men's, with a median of 128 and 121 respectively, being statistically significant (p<0,05).In conclusion, there aren't statistically significant differences between Classroom and Clinical physical therapist teachers. Thus, empathetic orientation is not affected by the area of teacher performance.
