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      Los “doce roles del docente de medicina”: un estudio piloto de tres universidades públicas de Paraguay Translated title: The "twelve roles of the medical teacher": a pilot study of three public universities of Paraguay

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          Abstract

          RESUMEN Reconocer los múltiples roles que tienen los docentes de medicina es importante para prepararlos para la compleja tarea de enseñar la ciencia médica. El objetivo de este trabajo fue determinar la importancia que dan los docentes de medicina de 3 universidades públicas de Paraguay a los “Doce roles de un docente de medicina” planteados por Harden y Crosby. Fue un estudio observacional, descriptivo, de corte transversal, con muestreo por conveniencia. Los participantes fueron docentes de Medicina, de la Universidad Nacional de Asunción, Nacional del Este y Nacional de Itapúa, con al menos 2 años de experiencia, que completaron un cuestionario que midió la importancia que dan a los doce roles del docente de medicina. Para ese fin, se utilizó una versión en español de la teoría de Harden y Crosby, traducida con autorización de sus autores. Participaron del estudio 73 docentes. La mayoría percibió su papel más importante como proveedor de información en las prácticas o en la clínica (4,68±0,57), como modelo de rol en el ámbito laboral (4,53±0,60) y en la enseñanza (4,45±0,67), y como planificador o participante en las evaluaciones del estudiante (4,41±0,62). Estos resultados nos permiten afirmar que el docente de medicina de Paraguay se ve a sí mismo como más que un instructor de clases teóricas o prácticas clínicas, sino cumpliendo muchos diferentes roles al mismo tiempo. Los docentes de medicina pueden desempeñar un papel importante en la realización de estudios de investigación pedagógica que permitan mejorar las prácticas de enseñanza y aprendizaje de la medicina.

          Translated abstract

          ABSTRACT Recognizing the multiple roles that medical teachers have is important to prepare them for the complex task of teaching medical sciences. The objective of this study was to determine the importance that medicine teachers from three public universities in Paraguay give to the "Twelve roles of a medical teacher" proposed by Harden and Crosby. This was an observational descriptive cross-sectional study with convenience sampling. The participants were teachers of Medicine at the Universidad Nacional de Asunción, Universidad Nacional del Este and Universidad Nacional de Itapúa, with at least 2 years of experience, who completed a questionnaire that measured the importance they give to the twelve roles of the medical teacher. For that purpose, a Spanish version of the Harden and Crosby theory was used and translated with the authorization of its authors. Seventy three teachers participated in the study. The majority perceived its most important role as a provider of information in the clinical rounds or in the clinic (4.68 ± 0.57), as a role model in the workplace (4.53 ± 0.60) and in teaching (4.45 ± 0.67), and as a planner or participant in the student evaluations (4.41 ± 0.62). These results allow us to affirm that the medical teacher of Paraguay sees himself more as an instructor of theoretical classes or clinical practices, but they see themselves as fulfilling many different roles at the same time. Medical teachers can play an important role in conducting pedagogical research studies to improve the practices used for teaching and medicine.

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          The new Dundee medical curriculum: a whole that is greater than the sum of the parts.

          The medical undergraduate curriculum at the University of Dundee has evolved in response to changing needs. The new curriculum, introduced in 1995, combines idealism and pragmatism. Underpinning it is the concept that the curriculum is an educational programme where the whole is greater than the sum of the parts. The concepts contributing to this are: the spiral nature of the curriculum, with its three interlocking phases; a body-system-based approach, with themes running through the curriculum, providing a focus for the students' learning; a core curriculum with special study modules or options; the educational strategies adopted, including elements of problem-based and community-based learning and approaches to teaching and learning that encourage the students to take more responsibility for their own learning; an approach to assessment which emphasizes the overall objectives of the course; an organization and management of the curriculum; and an allocation of resources designed to support the educational philosophy.
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            The personal and professional impact of a fellowship in medical education.

            Faculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project. The study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education. Through qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories. Common themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personal development promotes the professional development of the medical educator.
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              Formación en educación de los docentes clínicos de medicina

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                iics
                Memorias del Instituto de Investigaciones en Ciencias de la Salud
                Mem. Inst. Investig. Cienc. Salud
                Instituto de Investigaciones en Ciencias de la Salud (Asunción, , Paraguay )
                1812-9528
                August 2018
                : 16
                : 2
                : 55-64
                Affiliations
                [1] San Lorenzo Asunción orgnameUniversidad Nacional de Asunción orgdiv1Facultad de Ciencias Médicas Paraguay
                [4] Encarnación Itapúa orgnameUniversidad Nacional de Itapúa orgdiv1Facultad de Medicina Paraguay
                [3] Coronel Oviedo orgnameUniversidad Nacional de Caaguazú orgdiv1Facultad de Ciencias Médicas Paraguay
                [2] Minga Guazú Alto Paraná orgnameUniversidad Nacional del Este orgdiv1Facultad de Ciencias de la Salud Paraguay
                Article
                S1812-95282018000200055
                10.18004/mem.iics/1812-9528/2018.016(02)55-064
                f2bf6702-cb30-40dd-8960-2bd1af3b6f5e

                This work is licensed under a Creative Commons Attribution 4.0 International License.

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                Figures: 0, Tables: 0, Equations: 0, References: 22, Pages: 10
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                medicina,roles docentes,educación médica,teaching roles,medicine,medical education

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