Poder y género en las relaciones entre docentes y estudiantes de la carrera de medicina

Background: Education is a continuous, critical, holistic process that not only intends to transmit knowledge, abilities, and skills, but also permeates attitudes, values and dispositions, becoming a decisive element to fight inequality in all its nuances. Aim: To characterize the type of power that is established in relation to gender, between teachers and students, from the perspective of students and medical teachers from two Chilean universities. Material and Methods: Qualitative study, according to Grounded Theory. Nine medical teachers were interviewed, and a focus group was conducted with ten medical students. Open coding was performed for the analysis. Results: The presence of five types of power and the gender of the receivers of such expressions was described. Power was expressed also as fair or unfair treatment, pressure, and sexual harassment. Conclusions: Power exercised by teachers over their students is differentiated according to the gender of students. The ways in which that power is exercised do not go unnoticed when they become arbitrary obstacles or benefits for the students and their learning process. It also affects the way in which they subsequently relate with their environment.

Formación clínica en carreras de la salud: ¿dónde se incluye la diversidad? / The inclusion of diversity in clinical training

Background Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers' training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim To describe how diversity is integrated into health care training in a clinical context. Material and Methods qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.

Roles y habilidades docentes según escenarios educativos en carreras de la Salud / Teaching Roles and Skills According to Educational Scenarios in Health-Related Majors

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)

Educación médica y diversidad cultural en Chile: un diálogo pendiente / Medical education and cultural diversity in Chile: a pending dialogue

Medical education in Chile has a good research productivity. National educators are skilled in complex curricular design processes and in didactic innovation. However, the question of what it means to be doctor in a society that moves towards interculturality, has not been addressed thoroughly. Using the structure of a clinical record, we outline our critical view about the relationship between medical education and diversity. To describe the medical history, we refer to some variables of the training process such as the Hegemonic Model of Medicine, the epistemological beliefs of the students, the hidden curriculum and the educational environment. Then, the empirical evidence of the clinical picture, diagnosis and internationally recommended treatment is described, to end with a local therapeutic proposal.