Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

Training of postgraduate medical specialty program managers (PMSPM) is essential for the proper development of their programs. Aim: To identify the main training needs of PMSPM at a medical school. Material and Methods: A mixed-methodology approach was implemented including focus group/interviews an...

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Detalles Bibliográficos
Autores principales: Herrera,Cristian A, Niklitschek,Ian, Pizarro,Margarita, Solís,Nancy, Olivos,Trinidad, Rojas,Viviana, Etcheberry,Lorena, Rivera,Horacio, Muñoz,Estrella, Bitran,Marcela, Padilla,Oslando, Riquelme,Arnoldo
Lenguaje:Spanish / Castilian
Publicado: Sociedad Médica de Santiago 2013
Materias:
Education
medical
graduate
Educational measurement
Questionnaires
Acceso en línea:http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872013000900004
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Sumario:Training of postgraduate medical specialty program managers (PMSPM) is essential for the proper development of their programs. Aim: To identify the main training needs of PMSPM at a medical school. Material and Methods: A mixed-methodology approach was implemented including focus group/interviews and the administration of the Program Managers Training Needs Assessment Questionnaire (PROMANAQ) developed by an expert panel with 59 items (with two sections: relevance/performance-self-perception). Higher priority was assigned to items with high relevance and low performance. Results: Forty five PMSPM completed the PROMANAQ (81.8% response rate). Both sections of PROMANAQ were highly reliable (Cronbach alpha of 0.95/0.97 for relevance/performance-self-perception, respectively). The items with higher priority value were evaluation of clinical educators, evaluation of teaching programs and accreditation of programs. Ten PMSPM were included in the focus group (18.2% of the universe). The findings of the qualitative component were concordant with the areas explored in the questionnaire. Conclusions: The PROMANAQ is valid and reliable to identify the training needs of PMSPM. The views of PMSPM must be taken into account for faculty development planning.

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