ABSTRACT
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.
Subject(s)
Humans , Schools, Medical/standards , Competency-Based Education/methods , Competency-Based Education/standards , Education, Medical/methods , Chile , Knowledge , LearningABSTRACT
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.