Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo

Background During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students. Aim To inqu...

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Autores principales:	PALMA,PATRICIA, WILLIAMS,CAROLINA, SANTELICES,LUCÍA
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2020
Materias:	Grounded Theory Medical Education Perception Qualitative Research
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400535
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spelling	oai:scielo:S0034-988720200004005352020-07-07Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivoPALMA,PATRICIAWILLIAMS,CAROLINASANTELICES,LUCÍA Grounded Theory Medical Education Perception Qualitative Research Background During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students. Aim To inquire about interests and needs during the daily work of clinical tutors. Material and Methods A qualitative study inserted in the Grounded Theory, based on the description of the meanings, in which ten clinical tutors responded to an interview in their own workplace. After obtaining consent, the responses were recorded and transcribed using Georgi’s method for analysis. Results Teachers feel that there is a gap between the theoretical basis of tutorial teaching and the reality. They are especially interested in a teaching process based on values. They recognize that their pedagogical skills should be improved to improve their communication with students. They also feel that they require more skills to transfer theoretical knowledge to clinical situations. Conclusions A personal satisfaction for educating and training, the transmission of experiences, empathy and being assertive are emerging values that motivate tutors to deliver a quality education, above remunerations or contractual ties. However, the skills to transfer clinical knowledge to students should be improved.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.148 n.4 20202020-04-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400535es10.4067/s0034-98872020000400535
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Grounded Theory Medical Education Perception Qualitative Research
spellingShingle	Grounded Theory Medical Education Perception Qualitative Research PALMA,PATRICIA WILLIAMS,CAROLINA SANTELICES,LUCÍA Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
description	Background During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students. Aim To inquire about interests and needs during the daily work of clinical tutors. Material and Methods A qualitative study inserted in the Grounded Theory, based on the description of the meanings, in which ten clinical tutors responded to an interview in their own workplace. After obtaining consent, the responses were recorded and transcribed using Georgi’s method for analysis. Results Teachers feel that there is a gap between the theoretical basis of tutorial teaching and the reality. They are especially interested in a teaching process based on values. They recognize that their pedagogical skills should be improved to improve their communication with students. They also feel that they require more skills to transfer theoretical knowledge to clinical situations. Conclusions A personal satisfaction for educating and training, the transmission of experiences, empathy and being assertive are emerging values that motivate tutors to deliver a quality education, above remunerations or contractual ties. However, the skills to transfer clinical knowledge to students should be improved.
author	PALMA,PATRICIA WILLIAMS,CAROLINA SANTELICES,LUCÍA
author_facet	PALMA,PATRICIA WILLIAMS,CAROLINA SANTELICES,LUCÍA
author_sort	PALMA,PATRICIA
title	Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
title_short	Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
title_full	Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
title_fullStr	Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
title_full_unstemmed	Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
title_sort	las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo
publisher	Sociedad Médica de Santiago
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400535
work_keys_str_mv	AT palmapatricia laspercepcionesdeltutorclinicosobresudesempenodocenteunestudioreflexivo AT williamscarolina laspercepcionesdeltutorclinicosobresudesempenodocenteunestudioreflexivo AT santeliceslucia laspercepcionesdeltutorclinicosobresudesempenodocenteunestudioreflexivo
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Las percepciones del tutor clínico sobre su desempeño docente: un estudio reflexivo

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