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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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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spelling	oai:scielo:S0034-988720130009000042014-09-02Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médicaHerrera,Cristian ANiklitschek,IanPizarro,MargaritaSolís,NancyOlivos,TrinidadRojas,VivianaEtcheberry,LorenaRivera,HoracioMuñoz,EstrellaBitran,MarcelaPadilla,OslandoRiquelme,Arnoldo Education medical graduate Educational measurement Questionnaires 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.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.141 n.9 20132013-09-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872013000900004es10.4067/S0034-98872013000900004
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education medical graduate Educational measurement Questionnaires
spellingShingle	Education medical graduate Educational measurement Questionnaires 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 Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
description	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.
author	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
author_facet	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
author_sort	Herrera,Cristian A
title	Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
title_short	Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
title_full	Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
title_fullStr	Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
title_full_unstemmed	Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
title_sort	identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica
publisher	Sociedad Médica de Santiago
publishDate	2013
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872013000900004
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Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

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