Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa

Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in...

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Autores principales:	Montero,Luz, Triviño,Ximena, Sirhan,Marisol, Moore,Philippa, Leiva,Loreto
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2012
Materias:	Education, medical Faculty, medical Perception Qualitative research Teaching
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000600001
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spelling	oai:scielo:S0034-988720120006000012014-03-10Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativaMontero,LuzTriviño,XimenaSirhan,MarisolMoore,PhilippaLeiva,Loreto Education, medical Faculty, medical Perception Qualitative research Teaching Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in these courses. Material and Methods: Semi-structured interviews to seven faculty members, all of whom have an active role in teaching but who had not taken any DEM courses. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analyzed using open, axial and selective coding. Results: Three categories emerged from the analysis. First, the characteristics of a "good teacher" and what it means to be a good teacher. Second, the current status of teaching. Third, the barriers to participate in courses of DEM. Non-attendance is multifactorial; teaching is seen as a natural skill that is difficult to be trained, teaching has a lower priority than other activities, and there are many barriers perceived for attendance. Conclusions: With these results we developed a model to explain the reasons why faculty choose not to participate in these courses. The lower value of teaching and the multiple roles that teachers have, are highlighted.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.140 n.6 20122012-06-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000600001es10.4067/S0034-98872012000600001
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, medical Faculty, medical Perception Qualitative research Teaching
spellingShingle	Education, medical Faculty, medical Perception Qualitative research Teaching Montero,Luz Triviño,Ximena Sirhan,Marisol Moore,Philippa Leiva,Loreto Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
description	Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in these courses. Material and Methods: Semi-structured interviews to seven faculty members, all of whom have an active role in teaching but who had not taken any DEM courses. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analyzed using open, axial and selective coding. Results: Three categories emerged from the analysis. First, the characteristics of a "good teacher" and what it means to be a good teacher. Second, the current status of teaching. Third, the barriers to participate in courses of DEM. Non-attendance is multifactorial; teaching is seen as a natural skill that is difficult to be trained, teaching has a lower priority than other activities, and there are many barriers perceived for attendance. Conclusions: With these results we developed a model to explain the reasons why faculty choose not to participate in these courses. The lower value of teaching and the multiple roles that teachers have, are highlighted.
author	Montero,Luz Triviño,Ximena Sirhan,Marisol Moore,Philippa Leiva,Loreto
author_facet	Montero,Luz Triviño,Ximena Sirhan,Marisol Moore,Philippa Leiva,Loreto
author_sort	Montero,Luz
title	Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
title_short	Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
title_full	Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
title_fullStr	Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
title_full_unstemmed	Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
title_sort	barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa
publisher	Sociedad Médica de Santiago
publishDate	2012
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000600001
work_keys_str_mv	AT monteroluz barrerasparalaformacionendocenciadelosprofesoresdemedicinaunaaproximacioncualitativa AT trivinoximena barrerasparalaformacionendocenciadelosprofesoresdemedicinaunaaproximacioncualitativa AT sirhanmarisol barrerasparalaformacionendocenciadelosprofesoresdemedicinaunaaproximacioncualitativa AT moorephilippa barrerasparalaformacionendocenciadelosprofesoresdemedicinaunaaproximacioncualitativa AT leivaloreto barrerasparalaformacionendocenciadelosprofesoresdemedicinaunaaproximacioncualitativa
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Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa

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