Publication: El “residente como docente”: estudio fenomenográfico sobrelas experiencias docentes en residentes de MedicinaFamiliar de una Universidad en Chía, Colombia
Authors
Rincón Salazar, Adriana Marcela ; Lamus Lemus, Francisco ; Reinoso Chávez, Natalia ; Jaimes Peñuela, Claudia Liliana
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Publisher
Centro de Estudios en Educación Médica de la Universidad de Murcia (CeuEM) y Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.488911
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info:eu-repo/semantics/article
Description
Abstract
Los residentes médicos tienen un rol fundamental en el proceso de formación deestudiantes, internos y co-residentes, con labores implícitas de docencia en sus obligaciones comoestudiantes de posgrado y sin ningún tipo de formación para ello. Previo a la implementación deprogramas de “residente como docente”, resulta útil indagar sobre las experiencias docentes de losresidentes para el desarrollo de un currículo acorde a las características y necesidades del medio.Este estudio cualitativo con enfoque fenomenográfico realizado en 15 residentes de MedicinaFamiliar de una Universidad colombiana buscó identificar las variaciones en las experienciasdocentes de los residentes. Tras el análisis de los datos, se identificaron 5 categorías de descripciónrelacionadas de manera jerárquica y determinadas a partir de 7 dimensiones de variación. Lasformas identificadas de experimentar el rol del “residente como docente” fueron el “transmisorpasivo impuesto”, el “facilitador del conocimiento”, el “facilitador de la práctica clínica”, el “rolemodel” y el “lifelong learner”. Estas categorías se encuentran interconectadas y cuentan elpotencial de avanzar hacia las categorías de mayor comprensión del rol con los estímulos yrecursos adecuados. Lo anterior puede ser utilizado como sustrato para el desarrollo de unprograma de “residente como docente”; situación deseable en el contexto latinoamericano donde losresidentes tienen diversas responsabilidades docentes.
Medical residents have a fundamental role in the training process of students, internsand peer-residents, with implicit teaching tasks in their obligations as postgraduate students andwithout any type of training for it. Prior to the implementation of a “resident as teacher” program, itis useful to inquire about the teaching experiences of residents for the development of acurriculum according to the characteristics and needs of the environment. This qualitative studywith a phenomenographic approach carried out in 15 Family Medicine residents from aColombian University sought to identify the variations in the teaching experiences of theresidents. After the data analysis, 5 categories of description related in a hierarchical way anddetermined from 7 dimensions of variation were identified. The identified ways of experiencingthe role of the “resident as teacher” were the “imposed passive transmitter”, the “knowledgefacilitator”, the “clinical practice facilitator”, the “role model” and the “lifelong learner”. These categories are interconnected and have the potential to advance towards the categories of greaterunderstanding of the role with the appropriate stimuli and resources. The foregoing can be usedas a substrate for the development of a "resident as teacher" program; a desirable situation in theLatin American context where residents have diverse teaching responsibilities.
Medical residents have a fundamental role in the training process of students, internsand peer-residents, with implicit teaching tasks in their obligations as postgraduate students andwithout any type of training for it. Prior to the implementation of a “resident as teacher” program, itis useful to inquire about the teaching experiences of residents for the development of acurriculum according to the characteristics and needs of the environment. This qualitative studywith a phenomenographic approach carried out in 15 Family Medicine residents from aColombian University sought to identify the variations in the teaching experiences of theresidents. After the data analysis, 5 categories of description related in a hierarchical way anddetermined from 7 dimensions of variation were identified. The identified ways of experiencingthe role of the “resident as teacher” were the “imposed passive transmitter”, the “knowledgefacilitator”, the “clinical practice facilitator”, the “role model” and the “lifelong learner”. These categories are interconnected and have the potential to advance towards the categories of greaterunderstanding of the role with the appropriate stimuli and resources. The foregoing can be usedas a substrate for the development of a "resident as teacher" program; a desirable situation in theLatin American context where residents have diverse teaching responsibilities.
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Citation
Revista Española de Educación Médica, Vol. 2, Núm. 3 (2021)
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