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      Efectividad de una intervención educativa semipresencial para la formación docente en el área de salud pública Translated title: Effectiveness of a blended learning education intervention for the teaching training in the Public Health area

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          Abstract

          Introducción: La formación docente debe orientarse a la actualización en contenidos específicos de una asignatura y en aspectos pedagógicos según los cambios educativos globales. En la Facultad de Medicina de la UNAM se imparten cursos dirigidos a estudiantes de pregrado que se formarán como docentes. El objetivo de este estudio fue diseñar, implementar y evaluar un curso-taller semipresencial de formación docente, dirigido a estudiantes con interés en profesionalizarse en una materia de salud pública. Sujetos y métodos: Ejes del curso: fundamentos de la asignatura y bases pedagógicas (impartido en 60 horas, 40 presenciales y 20 en línea). Se evaluó el avance con un test pre-postintervención, un instrumento de escenarios simulados y una rúbrica de presentación frente a grupo. Se calcularon medidas de resumen, pruebas de diferencias de medianas y dos modelos MANOVA para las calificaciones pre-post. Resultados: 49 participantes; un 73% concluyó el curso. La mediana de edad fue de 20 años, y la razón hombre-mujer, de 0,65. Medianas de calificaciones: preintervención, 4,53; postintervención, 7,24 (p < 0,05); bases pedagógicas, 9; presentación frente a grupo, 8,8. En ambos modelos MANOVA se observó que pertenecer a años avanzados de la carrera se relaciona con mayores puntuaciones (p < 0,05). El 16% de los participantes fueron seleccionados como docentes en formación para formar parte de la plantilla académica de la institución. Conclusiones: Este estudio puede considerarse como un referente para propiciar el reporte detallado de otros cursos, considerando el diseño instruccional, la evaluación de su impacto y su éxito en la incorporación temprana de estudiantes como profesores.

          Translated abstract

          Introduction: Teacher training must focus on updating specific contents of a subject and on pedagogical aspects according to global educational changes. At the Faculty of Medicine in UNAM there are courses addressed to undergraduate students who will be trained as teachers. The aim of the study was to design, implement and assess a blended learning course-workshop in teacher training for medical students with an interest in specializing in Public Health subject. Subjects and methods: Course's axes: subject's foundations and pedagogical basis (taught in 60 hours, 40 on-site class and 20 online). The advancement was assessed with a pre- and post-test, a simulated scenario tool and a rubric for in front of a group presentation. Summary measurements were calculated, median differences tests and two MANOVA models for pre- and post-test grades. Results: 49 participants; 73% concluded the course. The age range was 20 years old and the male-female ratio was 0.65. Grades' median: pre-intervention, 4.53; post-intervention, 7.24 (p < 0.05); pedagogical bases, 9; in front of a group presentation, 8.8. In both MANOVA models it was observed that being at advanced levels of the career was related with higher scores (p < 0.05). Sixteen percent of the participants were chosen as 'teachers in training' to conform the academic board of our institution. Conclusions: This study may be considered as a referent to promote a detained report of other teacher training courses for students, considering the instructional design, the impact of its assessment and the success in an early incorporation of students as teachers.

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          Why medical students should learn how to teach.

          We reviewed the medical-education literature in order to explore the significance and importance of teaching medical students about education principles and teaching skills. To discuss reasons why formal initiatives aimed at improving teaching skills should be part of the training of all physicians, and how it could begin at the medical-student level. In this article, we propose several reasons that support formal undergraduate medical training in education principles: (1) medical students are future residents and faculty members and will have teaching roles; (2) medical students may become more effective communicators as a result of such training, as teaching is an essential aspect of physician-patient interaction; and (3) medical students with a better understanding of teaching and learning principles may become better learners. We suggest that exposure to teaching principles, skills, and techniques should be done in a sequential manner during the education of a physician, starting in medical school and continuing through postgraduate education and into practice. We outline learning objectives, teaching strategies, and evaluation methods for medical-education components in an undergraduate curriculum. Medical students' informal teaching activities accompany, facilitate, and complement many important aspects of their medical education. Formally developing medical students' knowledge, skills, and attitudes in education may further stimulate these aspects.
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            Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools.

            A number of U.S. medical schools started offering formal students-as-teachers (SAT) training programs to assist medical students in their roles as future teachers. The authors report results of a national survey of such programs in the United States. In 2008, a 23-item survey was sent to 130 MD-granting U.S. schools. Responses to selective choice questions were quantitatively analyzed. Open-ended questions about benefits and barriers to SAT programs were given qualitative analyses. Ninety-nine U.S. schools responded. All used their medical students as teachers, but only 44% offered a formal SAT program. Most (95%) offered formal programs in the senior year. Common teaching strategies included small-group work, lectures, role-playing, and direct observation. Common learning content areas were small-group facilitation, feedback, adult learning principles, and clinical skills teaching. Assessment methods included evaluations from student-learners (72%) and direct observation/videotaping (59%). From the qualitative analysis, benefit themes included development of future physician-educators, enhancement of learning, and teaching assistance for faculty. Obstacles were competition with other educational demands, difficulty in faculty recruitment/retention, and difficulty in convincing others of program value. Formal SAT programs exist for 43 of 99 U.S. medical school respondents. Such programs should be instituted in all schools that use their students as teachers. National teaching competencies, best curriculum methods, and best methods to conduct skills reinforcement need to be determined. Finally, the SAT programs' impacts on patient care, on selection decisions of residency directors, and on residents' teaching effectiveness are areas for future research.
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              Diagnóstico de necesidades y estrategias de formación docente en las universidades

              El artículo aborda la importancia del diagnóstico de necesidades como punto de partida del diseño de estrategias de formación docente en la universidad. Argumenta la concepción de la formación docente como proceso educativo dirigido a potenciar el desarrollo profesional del profesorado en una práctica educativa centrada en la reflexión crítica y el compromiso del profesorado con la calidad de su desempeño. Comenta la necesidad de diseñar estrategias de formación docente flexibles, contextualizadas y que vinculen la teoría y la práctica profesional en ambientes de colaboración e intercambio.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2017
                : 20
                : 6
                : 273-278
                Affiliations
                [1] Ciudad de México orgnameUniversidad Nacional Autónoma de México orgdiv1División de Investigación Mexico
                [2] Ciudad de México orgnameUniversidad Nacional Autónoma de México orgdiv1Facultad de Medicina orgdiv2Departamento de Salud Pública Mexico
                Article
                S2014-98322017000600004 S2014-9832(17)02000600004
                10.33588/fem.206.917
                89f61e05-565a-483e-9fed-10b2a2c95c10

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 International License.

                History
                : 03 April 2017
                : 08 June 2017
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 22, Pages: 6
                Product

                SciELO Spain

                Categories
                Original

                Public health,Program evaluation,Medical students,Educational and training program,Salud pública,Programa educativo y de capacitación,Evaluación de programas,Estudiantes de pregrado,Estudiantes de medicina,Undergraduate

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