Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo

Background: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. Aim: To describe the conditions of the educational context in Health Sc...

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Autores principales:	Matus B.,Olga, Ortega B.,Javiera, Parra P.,Paula, Ortiz M.,Liliana, Márquez U.,Carolina, Stotz R.,Melita, Fasce H.,Eduardo
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2017
Materias:	Grounded Theory Health Education Health Educators Qualitative Research
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872017000700926
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spelling	oai:scielo:S0034-988720170007009262017-11-27Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativoMatus B.,OlgaOrtega B.,JavieraParra P.,PaulaOrtiz M.,LilianaMárquez U.,CarolinaStotz R.,MelitaFasce H.,Eduardo Grounded Theory Health Education Health Educators Qualitative Research Background: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. Aim: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. Material and Methods: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. Results: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers’ training, teachers’ coordination and economic resources of the program. Conclusions: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.145 n.7 20172017-07-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872017000700926es10.4067/s0034-98872017000700926
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Grounded Theory Health Education Health Educators Qualitative Research
spellingShingle	Grounded Theory Health Education Health Educators Qualitative Research Matus B.,Olga Ortega B.,Javiera Parra P.,Paula Ortiz M.,Liliana Márquez U.,Carolina Stotz R.,Melita Fasce H.,Eduardo Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
description	Background: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. Aim: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. Material and Methods: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. Results: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers’ training, teachers’ coordination and economic resources of the program. Conclusions: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.
author	Matus B.,Olga Ortega B.,Javiera Parra P.,Paula Ortiz M.,Liliana Márquez U.,Carolina Stotz R.,Melita Fasce H.,Eduardo
author_facet	Matus B.,Olga Ortega B.,Javiera Parra P.,Paula Ortiz M.,Liliana Márquez U.,Carolina Stotz R.,Melita Fasce H.,Eduardo
author_sort	Matus B.,Olga
title	Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
title_short	Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
title_full	Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
title_fullStr	Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
title_full_unstemmed	Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo
title_sort	condiciones del contexto educativo para ejercer el rol docente en ciencias de la salud. un enfoque cualitativo
publisher	Sociedad Médica de Santiago
publishDate	2017
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872017000700926
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Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo

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