Comunicación interpersonal de médicos-docentes en las prácticas formativas de un pregrado de medicina

Introducción: La comunicación es una competencia esencial en los currículos médicos, y es fundamental en modelos de atención centrados en el paciente. Las prácticas clínicas, eje en la formación médica, son escenarios de interacciones docente-estudiantes-pacientes; en ellas, los estudiantes aprenden a comunicarse con el paciente de la mano de sus profesores. El objetivo del estudio fue comprender la comunicación de médicos-docentes en prácticas clínicas de un pregrado de medicina. Metodología: Investigación cualitativa desde el marco interpretativo del interaccionismo simbólico y el análisis bajo los lineamientos de la teoría fundamentada. Se entrevistaron quince médicos docentes de cursos clínicos. Las entrevistas se grabaron, transcribieron y codificaron por unidades de sentido. Resultados: Del análisis emergen diferentes visiones del estudiante e interés por los elementos comunicativos con este y el paciente y la reflexión de la práctica docente. Los docentes son conscientes del rol de modelaje para el aprendizaje de los estudiantes; consideran a los pacientes como seres vulnerables, generosos, agradecidos, que representan el recurso más valioso para la enseñanza; con ellos desarrollan su doble misión de resolver problemas de salud y enseñar. Conclusiones: Los docentes, en la interacción con los estudiantes y pacientes, transforman una práctica más instruccional y disciplinar a una centrada en los sujetos y sus necesidades. La regulación del currículo y la normativa de las instituciones de salud genera tensiones a los docentes entre el quehacer médico y el deseo de enseñar.

Introduction: Communication is an essential skill in medical curricula and crucial in patient-centered care models. Resident experience is fundamental in medical training. These experiences offer teacher-student-patient interactions where students learn about doctor-patient communication directly from their preceptors. The objective of the study was to understand doctor-teacher communication during clinical practices in an undergraduate medical program. Methodology: Qualitative research undertaken from the interpretive framework of Symbolic Interactionism andanalysis under Grounded Theory guidelines. Fifteen (15) clinical-course medical doctors were interviewed. The interviews were recorded, transcribed, and coded by meaning units. Results: Different student views emerged, including student interest in student-patient communicative aspects as well as their own thoughts on teaching. Teachers are aware of their role as models in student learning; they see patients as vulnerable, generous, grateful people that represent the most valuable asset in their teaching endeavor; with them, teachers develop their dual mission, that is, solving health-related problems and teaching. Discussion and conclusions: During their interaction with students and patients, teachers transform an essentially instructional and disciplined practice into one centered on the patient and their needs. The stress doctors face when addressing the medical task itself versus their desire to teach is compounded by curriculum guidelines and health agency norms. This is, in fact, part of the hidden curriculum that influences student learning

Research attitude and practices of medical teachers

Background: The present study was conducted on medical teachers to evaluate their attitudes and practices towards research.Methods: This study was conducted at Srinivas Institute of Medical Sciences and Research Centre, Mangaluru, Karnataka India. In a cross-sectional study, randomly, 50 medical teachers were selected for evaluation and assessment of attitudes and practices towards research amongst the medical teachers.Results: In this study, 44 (88%) of faculties were interested in research. 36(72%) of faculties said that they were using internet for research regularly while 14(28%) of faculties said that they were using internet for research sometimes. 36(72%) of faculties had attended state conferences, 18(36%) of faculties had attended national conferences while 5(10%) of faculties had attended international conferences. 6(12%) of faculties presented 1-2 papers in Conferences, 8(16%) of faculties presented 3-4 papers in Conferences while 36(72%) of faculties presented 1-2 papers in Conferences. 11(22%) of faculties were involved in research with the aim of purely research.19(38%) of faculties felt that resources are inadequate, 17(34%) of faculties felt that reference material is inadequate, 16(32%) of faculties felt that hospital records were inadequate,Conclusions: In this study, the attitude towards the research was quite healthy. There was a lack of utilization of research facilities and less research output like poster/ paper presentation in academic meets and research publications in the journals by medical faculties.

Comparison and Enlightenment of the Professional Ethics Norm between Chinese and British Medical Teachers / 中国医学伦理学

This paper compared and analyzed the professional ethics norm of medical teachers in Britain and China, and found that the two were basically the same in aspects of respecting teachers'occupations, attaching importance to teachers' professional development and fairness and justice, and there were differences in aspects of conceptual expression, point of view and specialization. Therefore, to construct professional ethics of medical teachers in China need to clarify hierarchy, highlight the professionalism and reflect the practicality.

Educação permanente: uma estratégia metodológica para os professores da saúde / Continuing education: a methodological strategy for health teachers

Apresenta-se a discussão do "Grupo de Educação Permanente" do curso de Medicina da Universidade do Planalto Catarinense (Uniplac/Lages-SC) acerca da experiência que desenvolve na capacitação dos professores da saúde. As principais reflexões se voltam à estratégia metodológica de trabalho adotada pelo grupo, que tem como desafio desenvolver a capacidade de aprender a aprender, cujo processo se refere às aprendizagens que o indivíduo realiza por si mesmo, nas quais está ausente a transmissão de conhecimentos. Esta mudança paradigmática diz respeito à busca de uma educação fundamentada na autonomia, no respeito à diferença e na construção de vínculos. As informações aqui registradas permitem analisar a evolução desse trabalho em vários aspectos e constituem fonte de pesquisa e reflexão para a continuidade de nossa proposta de educação permanente.

This article presents a discussion of the "Permanent Education Group" of the medical course of the Planalto Catarinense University (Uniplac/Lages-SC), about its experience in the qualification of medical teachers. The main reflections are focused on the methodological strategy adopted by the group, whose biggest challenge proved to be the development of the capacity of learning to learn, i.e. the learning process used by the individual itself, without transmission of knowledge. These paradigmatic change aims at education based on autonomy, respect for the differences and construction of links. The information here registered, allows analyzing the evolution of this work, and constitutes a basis for research and reflections about the continuation of our proposal of continuing education.

Developing and Emphasizing Harmonious Relationship between Teaching and Learning in Clinical Medical School / 中华医学教育探索杂志

In clinical medical school,disharmony between teaching and learning has been existing which affects the teaching quantity as well as the cultivation of talents.Personal suggestions about the ways to deal with these problems are given in this paper.

Reform of Training Mode-the Key of Medical Teacher Professionalization / 中华医学教育探索杂志

The article discusses the following problems such as the imperfectness of medical teacher training system in China,the lack of systematization,continuity and basic standards,the lowness of permission of qualifications for medical teachers,the low level of teacher professionalization and puts forward the countermeasures.

The Application of Micro-Teaching in Teaching Language Skills in Medical Colleges / 中华医学教育探索杂志

Objective: To improve the language teaching ability of teachers.Method: The teachers younger than 35-year-old youth from the Premedical courses were selected for observation of teaching,and they were divided into control and experimental classes in teaching language classes for quantitative evaluation skills.Result: The distribution of scores of the classes focused on the 80 to 95 between classes and the scores were mostly concentrated in between 65 to 80.P

Study on Cognitive Characteristics of Medical Ethics Education from the Perspective of Medical Teachers & Students / 中国医学伦理学

By investigating the perspectives of medical scholars, experts, personnel and students, this paper makes an investigation on the present cognition of medical ethics education in the medical department. By studying and comparing the respective opinions of medical teachers and students on the current medical ethics education, analysis on the application of medical ethics in clinical practice and medical research, and cognitive characteristics of the ethical expectation on medical treatment from the general public have been carried out, pointing out some specific problems affecting the actual effect in current medical and ethics education on teachers' and students' sides, and bringing forward some suggestions.