ABSTRACT
No disponible
Subject(s)
Humans , Vaccination , Immunologic Deficiency Syndromes , Immunosuppressive Agents/therapeutic use , Immunocompromised Host , Primary Health Care/statistics & numerical dataSubject(s)
Immunocompromised Host , Primary Health Care/statistics & numerical data , Vaccination , Aged , Female , HIV Infections/immunology , Hematologic Neoplasms/immunology , Humans , Immunosuppressive Agents/adverse effects , Inflammation/immunology , Male , Middle Aged , Renal Insufficiency, Chronic/immunology , TransplantationABSTRACT
No disponible
Subject(s)
HIV Infections/epidemiology , Primary Health Care/methods , ComorbiditySubject(s)
HIV Infections/therapy , Hospitals , Humans , Primary Health Care , Surveys and QuestionnairesABSTRACT
OBJECTIVE: To determine the characteristics of Family Medicine mentors' care and teaching work. DESIGN: Transversal, observational study. SETTING: Teaching Health Centres in Valencia province, Spain. PARTICIPANTS: Ninety-one accredited mentors with third-year residents. MAIN MEASUREMENTS: Self-administered questionnaire collecting general data of mentors, characteristics of their care work, organisation of consultations between mentor and residents, teaching dedication, satisfaction and motivation, and proposals for improvement. RESULTS: Sixty-six per cent of the questionnaires sent out were analysed. Mentors had an average 7.1 years experience and 43.2 consultations/day. They devoted 4.4 hours a week solely to teaching, which 68.8% judged insufficient. 24% of mentors did a consultation at the same time as the resident. The satisfaction and motivation levels were high, with more advantages than disadvantages cited. CONCLUSIONS: On the whole, organisational strategies ensuring residents' autonomy were used. Mentors were satisfied and motivated, even though they thought the time devoted was insufficient.
Subject(s)
Family Practice/education , Internship and Residency , Mentors , Primary Health Care , Teaching , Adult , Cross-Over Studies , Female , Humans , Male , Middle Aged , Motivation , Personal Satisfaction , Self Concept , Spain , Surveys and Questionnaires , Time FactorsABSTRACT
Objetivo. Determinar las características del trabajo asistencial y docente del tutor de medicina de familia. Diseño. Transversal, observacional. Emplazamiento. Centros de salud docentes de la provincia de Valencia. Participantes. Participaron 91 tutores acreditados y con residentes de tercer año. Mediciones principales. Cuestionario autoadministrado que recoge los datos generales del tutor, las características del trabajo asistencial, la organización de la consulta entre el tutor y el residente, la dedicación a la docencia, la satisfacción y la motivación, y las propuestas de mejora. Resultados. Se analiza el 66% de los cuestionarios remitidos. Son tutores con una media de 7,1 años de experiencia y Atienden a una media de 43,2 consultas/día. Dedican 4,4 h/semana a la docencia en exclusiva y el 68,8% lo juzga insuficiente. El 24% de los tutores pasa consulta de forma simultánea con el residente. El grado de satisfacción y de motivación es alto, citándose más ventajas que inconvenientes. Conclusiones. Mayoritariamente, se utilizan estrategias organizativas que permiten la autonomía del residente. Los tutores se muestras satisfechos y motivados a pesar de que juzgan insuficiente su dedicación
Objective. To determine the characteristics of Family Medicine mentors' care and teaching work. Design. Transversal, observational study. Setting. Teaching Health Centres in Valencia province, Spain. Participants. Ninety-one accredited mentors with third-year residents. Main Measurements. Self-administered questionnaire collecting general data of mentors, characteristics of their care work, organisation of consultations between mentor and residents, teaching dedication, satisfaction and motivation, and proposals for improvement. Results. Sixty-six per cent of the questionnaires sent out were analysed. Mentors had an average 7.1 years experience and 43.2 consultations/day. They devoted 4.4 hours a week solely to teaching, which 68.8% judged insufficient. 24% of mentors did a consultation at the same time as the resident. The satisfaction and motivation levels were high, with more advantages than disadvantages cited. Conclusions. On the whole, organisational strategies ensuring residents' autonomy were used. Mentors were satisfied and motivated, even though they thought the time devoted was insufficient
