Los atributos de un tutor clínico de excelencia: una revisión sistemática

Knowing what characterizes an excellent teacher is relevant to guide training, evaluation, and continuous improvement of the clinical teacher. We performed a systematic review using the PRISMA protocol, aiming to identify the attributes of an excellent clinical teacher. MEDLINE, ERIC, ScienceDirect,...

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Autores principales:	Rodríguez-Cabello,Jonathan, Ortiz-López,Nicolás, Olea-Gangas,Carolina, Cortés-Chau,Felipe, Jerez Yáñez,Óscar
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2020
Materias:	Education, Medical Mentoring Preceptorship Teaching
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000901339
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spelling	oai:scielo:S0034-988720200009013392020-12-26Los atributos de un tutor clínico de excelencia: una revisión sistemáticaRodríguez-Cabello,JonathanOrtiz-López,NicolásOlea-Gangas,CarolinaCortés-Chau,FelipeJerez Yáñez,Óscar Education, Medical Mentoring Preceptorship Teaching Knowing what characterizes an excellent teacher is relevant to guide training, evaluation, and continuous improvement of the clinical teacher. We performed a systematic review using the PRISMA protocol, aiming to identify the attributes of an excellent clinical teacher. MEDLINE, ERIC, ScienceDirect, and Scopus databases were searched for articles published in English and Spanish, between 2007 and 2019. Two independent reviewers extracted and synthesized data from articles that met the PRISMA pre-established criteria. Twelve studies met the inclusion criteria. Of the 106 attributes reported by the studies, 49 (46,2%) were generic. The most frequently mentioned attribute was respectfulness. Forty-six attributes (43,3%) were pedagogical. Feedback and planning were those most frequently mentioned. Eleven attributes (10,3%) were disciplinary and clinical skills was the most mentioned. We conclude that generic and pedagogical dimensions had a greater representation in the literature, in comparison with the disciplinary dimension. This could be explained, considering that having adequate clinical skills is the minimal necessary requisite to become a clinical teacher, but does not make a difference in how their performance is perceived, contrary to the generic and pedagogical dimensions.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.148 n.9 20202020-09-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000901339es10.4067/S0034-98872020000901339
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, Medical Mentoring Preceptorship Teaching
spellingShingle	Education, Medical Mentoring Preceptorship Teaching Rodríguez-Cabello,Jonathan Ortiz-López,Nicolás Olea-Gangas,Carolina Cortés-Chau,Felipe Jerez Yáñez,Óscar Los atributos de un tutor clínico de excelencia: una revisión sistemática
description	Knowing what characterizes an excellent teacher is relevant to guide training, evaluation, and continuous improvement of the clinical teacher. We performed a systematic review using the PRISMA protocol, aiming to identify the attributes of an excellent clinical teacher. MEDLINE, ERIC, ScienceDirect, and Scopus databases were searched for articles published in English and Spanish, between 2007 and 2019. Two independent reviewers extracted and synthesized data from articles that met the PRISMA pre-established criteria. Twelve studies met the inclusion criteria. Of the 106 attributes reported by the studies, 49 (46,2%) were generic. The most frequently mentioned attribute was respectfulness. Forty-six attributes (43,3%) were pedagogical. Feedback and planning were those most frequently mentioned. Eleven attributes (10,3%) were disciplinary and clinical skills was the most mentioned. We conclude that generic and pedagogical dimensions had a greater representation in the literature, in comparison with the disciplinary dimension. This could be explained, considering that having adequate clinical skills is the minimal necessary requisite to become a clinical teacher, but does not make a difference in how their performance is perceived, contrary to the generic and pedagogical dimensions.
author	Rodríguez-Cabello,Jonathan Ortiz-López,Nicolás Olea-Gangas,Carolina Cortés-Chau,Felipe Jerez Yáñez,Óscar
author_facet	Rodríguez-Cabello,Jonathan Ortiz-López,Nicolás Olea-Gangas,Carolina Cortés-Chau,Felipe Jerez Yáñez,Óscar
author_sort	Rodríguez-Cabello,Jonathan
title	Los atributos de un tutor clínico de excelencia: una revisión sistemática
title_short	Los atributos de un tutor clínico de excelencia: una revisión sistemática
title_full	Los atributos de un tutor clínico de excelencia: una revisión sistemática
title_fullStr	Los atributos de un tutor clínico de excelencia: una revisión sistemática
title_full_unstemmed	Los atributos de un tutor clínico de excelencia: una revisión sistemática
title_sort	los atributos de un tutor clínico de excelencia: una revisión sistemática
publisher	Sociedad Médica de Santiago
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000901339
work_keys_str_mv	AT rodriguezcabellojonathan losatributosdeuntutorclinicodeexcelenciaunarevisionsistematica AT ortizlopeznicolas losatributosdeuntutorclinicodeexcelenciaunarevisionsistematica AT oleagangascarolina losatributosdeuntutorclinicodeexcelenciaunarevisionsistematica AT corteschaufelipe losatributosdeuntutorclinicodeexcelenciaunarevisionsistematica AT jerezyanezoscar losatributosdeuntutorclinicodeexcelenciaunarevisionsistematica
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Los atributos de un tutor clínico de excelencia: una revisión sistemática

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