Percepción del ambiente educacional de postgrado en residentes de especialidades médicas de universidades chilenas / Perception of the educational environment in residents of medical specialties in Chilean universities
Rev. méd. Chile
; 150(3): 381-390, mar. 2022. graf, tab, ilus
Article
em Es
| LILACS
| ID: biblio-1409811
Biblioteca responsável:
CL126.2
ABSTRACT
BACKGROUND:
The Learning Environment (LE) influences the performance of students, learning, social life, mental health, and the future of work.Aim:
To assess the learning environment (LE) among medical residents of 64 specialties. MATERIAL ANDMETHODS:
Two validated instruments "Postgraduate Hospital Education Environment Measure" (PHEEM) and "Ambulatory Care Learning Educational Environment" (ACLEEM), and open questions were answered online by 1259 residents from 15 universities. A descriptive and analytical statistical analysis and semantic deductive-inductive analyses of open questions were performed.Results:
LE was positive rather than negative (PHEEM of 100.5 points (79-116) and ACLEEM of 138.5 points (120-157)). An age over 32 years, male sex, studying in a private university, being in first year of residence and being in a non-surgical specialty were associated with a better PHEEM score (p < 0.05). For ACLEEM, the first year of specialty, a non-surgical specialty and studying in a private university were associated with better scores (p < 0.05). Two programs had excellent LE (Pathological Anatomy and Ophthalmology) and no specialty had a very poor performance or many problems. Aspects of teaching, clinical activities, and teachers were strengths reported by students. Aspects to improve were teaching, protected times and clinical activities.CONCLUSIONS:
LE among medical specialties had more positive than negative features, but with areas that should be improved.Palavras-chave
Texto completo:
1
Base de dados:
LILACS
Assunto principal:
Internato e Residência
/
Medicina
Limite:
Adult
/
Humans
/
Male
País como assunto:
America do sul
/
Chile
Idioma:
Es
Ano de publicação:
2022
Tipo de documento:
Article