ABSTRACT
Background: Alarms about mistreatment in medical education have been raised for almost 30 years. Aim: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. Material and Methods: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. Results: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. Conclusions: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.
Subject(s)
Humans , Male , Female , Students, Medical , Education, Medical, Undergraduate , Perception , Schools, Medical , Social Behavior , Surveys and QuestionnairesABSTRACT
Introducción: Las carreras de la salud se caracterizan por contemplar dos contextos educativos, el aula que abarca casi la totalidad del plan curricular en el ciclo básico y parte importante del pre-clínico; y el contexto de enseñanza clínica que caracteriza el último ciclo de formación profesional en Ciencias de la Salud. Objetivos: Describir los roles docentes que se practican en la actualidad en diversos escenarios educativos de carreras Salud en una Universidad de alta complejidad en Chile. Métodos: Investigación cualitativa, teoría fundamentada de Strauss y Corbin. Se utilizaron dos instrumentos para la recolección de datos, previo consentimiento informado: entrevistas individuales semi-estructuradas y focus group, por muestreo teórico. Los participantes fueron 31 docentes de seis carreras de las Ciencias de la Salud. Se utilizó el método de comparación constante para el análisis de datos y fueron procesados en Atlas ti. Resultados: Se observaron diferencias en el rol que ejerce el docente que realiza enseñanza en aula quien despliega habilidades que le permite tener un mayor control sobre el proceso de enseñanza-aprendizaje y el rol que ejerce en campos clínicos, donde debe desplegar diversas estrategias espontáneas. Conclusiones: Los habilidades docentes le permiten ir adaptándose a los escenarios educativo en lo que enseña, sin embargo, también provoca que éstos ejerzan otro tipo de roles docentes que los que se propone en la teoría(AU)
Introduction: Health-related majors are characterized by contemplating two educational contexts: the classroom, which covers almost the entire curricular plan in the basic cycle and an important part of the pre-clinical cycle; and the clinical teaching context, which characterizes the last cycle of professional training in Health Sciences. Objectives: To describe the teaching roles currently practiced in different educational contexts of health majors in a high-complexity university in Chile. Methods: Qualitative research, grounded theory by Strauss and Corbin. Two instruments were used for data collection, with prior informed consent: semi-structured individual interviews and focus group, by theoretical sampling. The participants were 31 teachers from six Health Sciences majors. The constant comparison method was used for the data analysis. The data were processed in Atlas ti. Results: Differences were observed in the role played by the professor working in the classroom, where skills are displayed permitting greater control over the teaching-learning process, and the role played in clinical fields, where various spontaneous strategies must be deployed. Conclusions: The teaching skills allow the professor to adapt to the educational teaching scenarios; however, it also causes professors to exercise other types of teaching roles than those proposed in the theory(AU)
Subject(s)
Humans , Research , Professional Role , Health Sciences/education , Educational Personnel/psychology , ChileABSTRACT
Background: Training of innovative health professionals is necessary for the development of an effective health system in a limited resources context. However, the professionals underestimate their innovative role and receive sparse training in this issue. Meanwhile, industrial designers are trained to innovate but have a weak knowledge about health issues. Aim: To describe the outcomes of a study based on Challenge-Based Learning (CBL) where health and industrial design students learned about product development aimed to solve health problems. Material and Methods: Twenty industrial design students, seven health care students and nine teachers of both disciplines participated in a User Centered Design workshop. Using the CBL method, they were challenged to develop products to tackle a health problem. At the end of the challenge, teachers and students evaluated the products using a semantic differential method and answered a questionnaire assessing the activity. Results: In the semantic differential method, all participants evaluated usefulness, functionality and organization of the product rather than its originality. The greatest discrepancies in evaluation were found between design and health teachers. Students positively evaluated the challenge, although the weakest point was its coordination. Conclusions: CBL and interdisciplinary work are adequate tools for the development of innovative competences, as well as understanding the central elements of innovation.
Subject(s)
Humans , Students, Health Occupations/psychology , Teaching/education , Equipment Design/methods , Interdisciplinary Placement/methods , Perception , Semantic Differential , Surveys and Questionnaires , Mental CompetencyABSTRACT
Introducción: dentro de todo proceso de rediseño curricular se debe considerar la percepción que tienen los estudiantes de su curriculum para efectuar futuros cambios y mejoras. Objetivo: comparar la evaluación que los estudiantes de los distintos cursos de Fonoaudiología realizan del currículum. Métodos: estudio cuantitativo, no experimental y de corte transversal. Fueron elegidos 220 estudiantes de primero a quinto año, por muestreo probabilístico por cuotas, encuestados con el cuestionario de evaluación del curriculum. Los datos fueron analizados por el paquete estadístico STATA 11.0 S.E. Resultados: la pertinencia del curriculum y metodologías de enseñanza y evaluación fueron evaluadas mejor por primer año que los otros cuatro grupos. La distribución del tiempo fue mejor evaluada por los estudiantes de primer año en relación a los de cuarto. Los objetivos de la asignatura, fueron mejor evaluados por los de primer año que por los de tercero. En el factor objetivos de la carrera, los estudiantes de primero realizaron una evaluación más positiva que los de segundo, tercero y cuarto año. La distribución de actividades, fue mejor evaluada por los alumnos de primer año que los de cuarto y quinto. En el factor equipo docente, los alumnos de quinto año tuvieron una opinión más negativa que los de primer y tercer año. El cumplimiento de objetivos, fue mejor evaluado por los alumnos de quinto año que los otros cuatro niveles. Conclusiones: al avanzar en el plan de estudios empeora la evaluación del curriculum. Los resultados respaldan la necesidad de efectuar cambios y mejoras en el currículum(AU)
Introduction: Any process for redesigning a curriculum must consider the students' perception about their curriculum, before doing future changes and improvements. Objective: Compare the curriculum evaluation by the students of different Phonoaudiology courses. Methods: Quantitative, nonexperimental and cross-sectional study. 220 students of the academic years from first to fifth were chosen through probability quota sampling and conducted a survey with the curriculum evaluation questionnaire. The data were analyzed with the statistical package STATA 11.0 S.E. Results: The pertinence of the curriculum and teaching and evaluation methodologies were assessed better by the first year students than what they were by the rest of the students. Time distribution was assessed better by the first year students than the rest. The subject's objectives were assessed better by the first year students that the third year. In the factor major's objectives, the first year students made a more positive evaluation than the second, third and fourth year students. Activities distribution was better assessed by the first year students than fourth and fifth. The factor teaching staff, the fifth year students had a more negative opinion than first and third years. The fulfillment of the objectives was assessed better by the fifth year students that the rest of the four levels. Conclusions: The more advance in the curriculum, the worst the curriculum assessment. The results support the need for making changes and improvements in the curriculum(AU)