Postura ante la educación en médicos con funciones docentes. Alcances de dos diferentes estrategias educativas / Approaches to medical training among physicians who teach; analysis of two different educational strategies

RESUMEN

Objetivo: Comparar el alcance de una estrategia educativa promotora de la participación con el de una tradicional, sobre el desarrollo de postura ante la educación en médicos docentes. Métodos: Estudio cuasiexperimental en el que se empleó un instrumento validado de 72 enunciados que abordan aspectos del quehacer docente en forma de duplas excluyentes a través de tres indicadores. Los grupos naturales se conformaron por siete médicos con actividades docentes cada uno, inscritos en dos diplomados en docencia uno abordado de forma tradicional y otro con una estrategia promotora de la participación. Los instrumentos fueron aplicados previo consentimiento. El análisis estadístico utilizado fue no paramétrico. Resultados: La U de Mann-Whitney inicial no mostró diferencias entre los grupos; la misma prueba tras las intervenciones tuvo diferencia significativa (p≤0.018) a favor del grupo intervenido, principalmente en el indicador de consecuencia. La prueba de Wilcoxon mostró que todo el grupo intervenido incrementó significativamente (p≤0.018) en los tres indicadores; situación no encontrada en el grupo comparativo. Conclusiones: Una estrategia promotora de la participación alcanza mejores logros en el desarrollo de una postura ante la educación.

ABSTRACT

OBJECTIVE: Compare the outreach of a promotional educational strategy that focuses on active participation and compare it with a more traditional approach to medical training. METHODS: A quasi-experimental design was approved by the research committee. We compared the outreach of two different approaches to medical training. We administered a validated instrument that included 72 items that analyze statements used to measure educational tasks in the form of duplets through 3 indicators. A group that included seven physicians that were actively participating in teaching activities was stratified according to teaching approaches. One of the approaches was a traditional one and the other included a promotional strategy aimed at increasing participation. All participants signed informed consent before answering the research instruments. Statistical analysis was done using non-parametric tests. RESULTS: Mann-Whitney results did not show differences among the group in the preliminary analysis. A second analysis with the same test after the interventions found significant differences (p d[quot ] 0.018) in favor of those subjects that had participated in the promotional approach mainly in the indicator measuring [quot ]consequence[quot ]. The Wilcoxon test showed that all participants in the promotional approach increased significantly (pd[quot ] 0.018) in 3 main indicators as compared with the control group. CONCLUSIONS: A promotional strategy aimed at increasing physician participation constitutes a more profitable approach when compared with traditional teaching methods.