ABSTRACT
El presente artículo es el resultado de una investigación orientada a la implantación de un modelo educativo, que sustenta una propuesta para la capacitación de recursos humanos de apoyo técnico en el campo de la salud. Para este propósito se denominaron: Asistentes Dentales a quienes son el personal auxiliar que se desempeña con profesionales que ejercen la odontología en forma privada en México, y que no cuentan con escuelas para su formación, considerando sus diferencias individuales e involucrando las áreas cognoscitiva (conocimientos), psicomotriz (habilidades y destrezas) y afectiva (comportamientos). Los recursos humanos compiten fuertemente por encontrar un espacio de desempeño en un mercado altamente exigente, razón por la cual el eje principal de la investigación se fundamentó en el planteamiento del Consejo Normalizador y Certificador de Competencias Laborales (CONOCER). El modelo fue diseñado durante la formación doctoral, enmarcado en la línea de innovación curricular para la calidad total como consecuencia del interés personal por evaluar las competencias del personal auxiliar que se desempeña apoyando al gremio de la odontología; la población está organizada en un colegio local de profesionales filial a la Asociación Dental Mexicana. Se utilizó el método mixto, y la herramienta para recolección de datos fue la encuesta, misma que aportó información relevante para construir una propuesta denominada modelo Pro-CAD (Programa de Capacitación Asistente Dental), que se incluye brevemente al final de este artículo (AU)
This article is the result of research aimed at the implementation of an educational model, which supports a proposal for the training of human resources of technical support in the field of health. For this purpose they were called: Dental Assistants, who are the auxiliary staff who work with professionals who practice dentistry privately in México, and who do not have schools for their training considering their individual differences and involving the cognitive areas (knowledge), psychomotor (skills and skills), affective (behaviors). Human resources compete strongly to find a performance space in a highly demanding market, which is why the main focus of the research was based on the approach of the Standardizing Council and Labour Skills Certificater (CONOCER). The model was designed during my doctoral training framed in the line of curriculum innovation for total quality as a result of the personal interest in evaluating the work skills of the auxiliary staff who perform supporting the dental guild, the population is organized in a local college of professionals affiliated with the Mexican Dental Association. The mixed method was used, and the data collection tool was the survey, which provided relevant information to build a proposal called the Pro-CAD (Dental Assistant Training Program) model that is briefly included at the end of this article (AU)
Subject(s)
Humans , Male , Female , Models, Educational , Curriculum , Dental Assistants , Dental Assistants/education , Dental Auxiliaries/education , Professional Competence , Schools , Surveys and Questionnaires , MexicoABSTRACT
We used questionnaires to study the present status of undergraduate clinical training at medical schools in Japan in February 1996. Completed questionnaires were returned by 81%(65) of 80 medical schools and approximately 54%(1, 328 clinical departments) of the schools. The results were as follows. Courses for early clinical exposure in the 1st or 2nd year were provided at 83% of the 65 schools; clinical clerkships in the 5th and 6th years were provided at 28%. Specific behavioral objectives for clinical training were clearly shown to students and teaching staff at 75% of schools. Clinical procedures that medical students were permitted to perform were listed and announced to students and teaching staffs at 66% of schools. Patients were informed and gave consent for clinical training of students at 77% of schools. Essential knowledge and skills of students were assessed before the start of clinical training at 40% of schools, and summative assessment was made at the end of the training at 72%. Training of clinical teaching staff for faculty development was conducted at 51% of schools. Eightynine percent of schools reported a shortage of clinical teaching staff. Similar results were obtained in the survey of clinical departments of university hospitals: most departments complained of a shortage of teaching staff, of students not being active, and of students not being competent to enter clinical training courses. To improve clinical training, the introduction of clinical clerkships and cooperation with community facilities outside universities were the main issues.