RESUMO
Partiendo de las limitaciones identificadas en el accionar del especialista en medicina general integral para la integración de los procesos sustantivos en la formación del estudiante de Medicina, se determinó diseñar una estrategia de gestión académica, la cual connota los referentes epistémicos que la sustentan, sus propósitos y etapas. En este artículo se exponen los métodos teóricos empleados para la concepción de dicha estrategia, así como las técnicas usadas para su ejecución y las etapas en que se estructuró. Asimismo, se confirma su validez y pertinencia luego de aplicada y el grado de satisfacción de los docentes con ella. Finalmente, se identifican los principales impactos revelados de su implementación, en los órdenes social, científico y educativo.
Based on the limitations identified in the actions of the specialist in comprehensive general medicine for the integration of fundamental processes in the medical student training, it was determined to design an academic management strategy, which connotes the epistemic referents that support it, as well as its purposes and stages. The theoretical methods used for the conception of such a strategy, as well as the techniques used for its implementation and the stages in which it was structured are presented in this work. Likewise, its validity and relevance after its application and the degree of professors' satisfaction with it are confirmed. Finally, the main revealed impacts of its implementation are identified, in social, scientific and educational orders.
Assuntos
Capacitação Profissional , Atenção Primária à SaúdeRESUMO
Globally, the COVID-19 pandemic has forced medical education toward more "online education" approaches, causing specific implications to arise for medical educators and learners. Considering an unprecedented and highly threatening, constrained, and confusing social and educational environment caused by the COVID-19 pandemic, we decided to shift the traditional focus of the Cognitive Load Theory (CLT) from students to instructors. In this process, we considered recent suggestions to acknowledge the psychological environment in which learning happens. According to this fundamental fact, "Learning and instructional procedures do not occur in a situational vacuum." Following this assertion, we adapted and implemented principles of CLT to reduce the extraneous load for our faculty to facilitate continued scholarly activity and support the overall wellbeing of our faculty during these trying times. The adoption of these principles enabled our team to cultivate attitudes and skills across multiple domains, such as online presentation technologies, implementing and maintaining a "classroom atmosphere" in a virtual environment, encouraging discussion among large online groups of students, facilitating group work, providing virtual office hours, and proactively planning for subsequent sessions.
RESUMO
Se estudió la gestión académica y administrativa de 16 programas posgraduales según percepción de las autoridades académicas y el personal administrativo, aplicando trece variables de la Guía de Evaluación y Acreditación de Programas de Posgrado en Bolivia del CEUB. La investigación investigó el estado actual dentro el último trimestre de la gestión 2020. Fue de tipo transeccional descriptivo, no experimental en el que participaron seis autoridades académicas y 18 personas con contrato administrativo, todos respondieron una encuesta cuestionario aprobada. Los resultados determinaron la existencia de cinco variables equivalente al 38% en las que no existe percepción favorable, siendo: 1. Coordinador académico a tiempo completo, 2. Seguimiento de titulados o graduados de manera permanente, 3. Coordinador académico con experiencia y formación similar al programa regentado, 4. Seguimiento al número de admitidos y titulados por versión, y 5. Sistema de registro, transcripción, control y certificación de las calificaciones, mismas que menoscabaron el estado actual de la gestión a ocho variables equivalente al 62% con percepción favorable. Solamente dos variables relacionadas al seguimiento de los titulados o graduados son susceptibles de corrección interna, empero no así las otras tres debido a que se encuentran directamente relacionadas con normativa, autofinanciamiento, incompatibilidad de carga horaria, ley financial y cumplimiento de reglamentación de Congreso. Las ocho variables favorables de la norma universitaria propenderían a la acreditación de los programas posgraduales estudiados y ejecutados en el cuarto trimestre de la gestión 2020, bajo cumplimiento de los requisitos mínimos de acreditación (RMA)
The academic and administrative management of 16 postgraduate programs was studied according to the perception of the academic authorities and administrative staff, applying thirteen variables from the Guide for Evaluation and Accreditation of Postgraduate Programs in Bolivia - CEUB. The research investigated the current state within the last quarter of the 2020 administration. It was descriptive, non-experimental, in which six academic authorities and 18 people with administrative contracts participated, all of whom responded to an approved questionnaire survey. The results determined the existence of five variables equivalent to 38% in which there is no favorable perception, being: 1. Full-time academic coordinator, 2. Permanent monitoring of graduates, 3. Academic coordinator with similar experience and training to the managed program, 4. Monitoring the number of admitted and graduates by version, and 5. System of registration, transcription, control and certification of qualifications, which undermined the current state of management to eight variables equivalent to 62% with perception favorable. Only two variables related to the monitoring of graduates or graduates are susceptible to internal correction, but not the other three because they are directly related to regulations, self-financing, incompatibility of workload, financial law and compliance with Congress regulations. The eight favorable variables of the university norm would tend to the accreditation of the postgraduate programs studied and executed in the fourth quarter of the 2020 term, under compliance with the minimum accreditation requirements (RMA)
Assuntos
Acreditação de Programas , Universidades , Programas de Pós-Graduação em SaúdeRESUMO
The purpose was to analyze the psychological changes of teaching staff in the academic management of local colleges, and briefly explore the role of teaching staff in the development of the social economy and colleges. In the environment of artificial intelligence and human-computer interaction (HCI), first, the relevant theories of teaching staffs' psychological status and the characteristics of teaching staff in college academic management were analyzed and expounded. Next, the way of the questionnaire was selected to analyze the psychology of teaching staff in college academic management at different ages, professional titles, academic qualifications, disciplines, and teaching years. The results showed that the mental health level of college teachers was lower than the current national adult standard; the mental health level of female teachers in colleges was higher than that of male teachers; the p value of mental health of college teachers with different ages, professional titles, education, disciplines, and teaching years was greater than 0.05, indicating that there was no significant difference; the p-value of professional academic and mental health was less than 0.01, indicating that there was a significant correlation, that was, teachers' professional academic exerted a significant impact on teachers' mental health. In short, under the background of artificial intelligence and HCI's rapid development, higher education was moving forward with high quality, and more attention should be paid to the psychological changes of college teaching staff.
RESUMO
Introducción: La vigilancia permanente de la calidad constituye un requerimiento ético y un compromiso de las universidades actuales, como garantía de la formación de profesionales con elevada sensibilidad social. Objetivo: Desarrollar un modelo de gestión de calidad en la educación a distancia, idóneo para la maestría de Gerencia en Salud para el Desarrollo Local, basado en las necesidades detectadas por los estudiantes y en las experiencias de buenas prácticas en esta modalidad. Métodos: Se realizó una investigación acción, con adaptación parcial de la metodología del marco lógico, en un posgrado administrado en la modalidad a distancia en la Universidad Técnica Particular de Loja, Ecuador. La experiencia se desarrolló mediante un diagnóstico de las debilidades académicas y administrativas de la maestría, a partir del cual se diseñó, implementó y evaluó un modelo de gestión de calidad, basado en las necesidades detectadas por los estudiantes, y en la revisión de estándares y experiencias de calidad. Asimismo, con un nivel de confianza de 95 por ciento, una precisión de 3 por ciento y una proporción de 5 por ciento, se calculó el tamaño muestral de 108 informantes, seleccionados al azar de una población de 230 estudiantes. Resultados: Los resultados indicaron que todos los elementos incluidos en el modelo fueron útiles para mejorar la calidad del programa. Sin embargo, se necesita continuar fortaleciendo la calidad de atención tutorial, especialmente en cuanto a los tiempos de respuesta, la afectividad de los mensajes y la empatía demostrada en los procesos de realimentación. Conclusiones: Es prioritario mejorar los aspectos administrativos implicados en las actividades presenciales, así como dar seguimiento continuo a los elementos del modelo mediante la ampliación de otros aspectos considerados en las teorías educativas y en los estándares de calidad nacional e internacional(AU)
Introduction: Permanent quality monitoring constitutes an ethical requirement and a commitment of universities nowadays, as a guarantee for the training of professionals with high social sensitivity. Objective: To develop a quality management model in distance education, suitable for the master's degree course in Health Management for Local Development, based on the needs detected by the students and experiences of good practices in this modality. Methods: An action research was carried out, with partial adaptation of the logical framework methodology, in a postgraduate course administered in the distance modality at Particular Technical University of Loja, Ecuador. The experience was developed through diagnosis of the academic and administrative weaknesses of the master's degree course, from which a quality management model was designed, implemented and evaluated, based on the needs detected by the students as well as the revision of quality standards and experiences. Likewise, with a confidence level of 95 percent, an accuracy of 3 percent, and a proportion of 5 percent, we calculated the sample size of 108 informants, randomly selected from a population of 230 students. Results: The results indicated that all the elements included in the model were useful to improve the quality of the program. However, it is necessary to continue strengthening the quality of tutorial attention, especially in terms of response times, the affectivity of messages, and the empathy demonstrated in the feedback processes. Conclusions: It is a priority to improve the administrative aspects involved in face-to-face activities, as well as to monitor continuously the elements of the model by expanding other aspects considered in educational theories and in national and international quality standards(AU)
Assuntos
Humanos , Educação a Distância , Gestão da Qualidade Total , Gestão em Saúde , Metodologia como AssuntoRESUMO
La sociedad moderna está obligada a competir dentro de un mercado cuya dinámica está pautada fundamentalmente por el desarrollo vertiginoso de la ciencia y la técnica. La clave de una gestión acertada en las organizaciones educacionales, fundamentalmente en los sistemas de salud está en las personas que participan en ella; en la actualidad los altos niveles de competitividad exigen nuevas formas de compromiso, de ver los hechos, de decidir y dirigir, de pensar y sentir, así como de gestionar las relaciones humanas en las organizaciones de una forma más efectiva. Los estudios del capital humano en la gestión académica cada vez cobran mayor importancia y están encaminados a hacer más eficientes los sistemas y procesos de gestión, ya que de esta forma se impulsa el rendimiento y desarrollo de la organización educacional. Por lo antes expuesto, es que este trabajo tiene el objetivo de reflexionar sobre el papel que desempeña el capital humano en la gestión académica para el desarrollo de la organización. Se concluye que la gestión del capital humano para el desarrollo organizacional en educación médica es necesario en busca del logro de una mayor calidad y pertinencia de los procesos que lleva a cabo la institución, lo que se convierte en condición indispensable en el mundo actual. En estos tiempos cambiantes en que los valores evolucionan rápidamente y los recursos se vuelven escasos, cada vez es más necesario comprender aquello que influye sobre el rendimiento de las personas en el trabajo
Modern society is obliged to compete in a market which dynamics is mainly ruled by the vertiginous development of Science and Technology. The key of a relevant management in educational organization, mainly in health systems, is that of those people who participate in it. At present, the high levels of competitiveness demand new commitment forms, observe facts, take decisions, decide and manage, think and dress, as well as manage human relations in the organizations in a most effective way. The studies on human capital in academic management have grown in importance and are designed to make management processes and systems more efficient. This way, the development and performance of an educational organization is promoted. Because of the above explanation, this work aims at reflecting on the role of human capital in academic management for the development of the organization. It is concluded that management of human capital for organizational development in medical education is necessary for the achievement of a greater quality and pertinence of the processes that the institution carries out, what becomes an indispensable condition in the present world. In these changing times in which the values evolve rapidly and the resources become scarce, it is absolutely necessary to understand everything that influences on people's capacity for work
Assuntos
Humanos , Fortalecimento Institucional , Instituições Acadêmicas , Inovação OrganizacionalRESUMO
Relata-se a experiência do Grupo de Avaliação de Programa, instituído pelo curso de Medicina da UFSCar por este considerar a avaliação uma atividade permanente e constituinte do processo de ensino-aprendizagem. O grupo tem por finalidade acompanhar o processo de implementação do curso, tornando visíveis avanços e dificuldades, visando à promoção de ações para melhorar processos, produtos e resultados do currículo. Assim, a avaliação constitui um poderoso instrumento de gestão acadêmica. Neste caso, a avaliação de programa é composta prioritariamente pela avaliação sistemática e sistematizada das unidades educacionais e do desempenho de professores e preceptores do curso. Todos os instrumentos aplicados aos estudantes, professores e preceptores são analisados pelo grupo, que produz relatórios de avaliação e, em alguns casos, pesquisas de avaliação que se ancoram na triangulação de métodos.
This article reports on the experience by the Program Evaluation Group established by the UFSCar School of Medicine, where evaluation is considered an on-going process and an integral part of the teaching-learning process. The group aims to monitor the course implementation process, highlighting the gains and difficulties, in order to implement measures to improve the curriculum's processes, products, and results. Evaluation thus becomes a powerful academic management tool. In this case, the program evaluation consists mainly of systematic and systematized evaluation of the academic departments and the course faculty and preceptors' performance. All the instruments applied to students, faculty, and preceptors are analyzed by the group, which produces evaluation reports and in some cases evaluation studies based on methodological triangulation, recommending linkage between multiple perspectives, information sources, and methods.
