SciELO - Scientific Electronic Library Online

 
vol.16 número2Desempeño académico en el primer año de medicina: relación con intereses vocacionales, actitud ante el estudio y fuerza de motivación índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


FEM: Revista de la Fundación Educación Médica

versión On-line ISSN 2014-9840versión impresa ISSN 2014-9832

Resumen

MILLAN NUNEZ-CORTES, Jesús  y  GUTIERREZ-FUENTES, José Antonio. Teaching how to be a doctor: an analysis of the opinions of doctors involved in the teaching of clinical practice (II). A quantitative analysis of the opinions of doctors involved in the teaching of clinical practice. FEM (Ed. impresa) [online]. 2013, vol.16, n.2, pp.119-124. ISSN 2014-9840.  http://dx.doi.org/10.4321/S2014-98322013000200011.

In a previous study a qualitative analysis was used to produce a structured survey in order to find out the opinions of members of teaching staff involved in teaching clinical practice. This survey was applied to a significant sample of 435 people involved in teaching within the clinical setting. These respondents were university professors, tenured university lecturers, associate health science lecturers, healthcare personnel with no link to teaching and medical residents, all belonging to three hospitals affiliated to the Universidad Complutense of Madrid. Two thirds of those who answered the survey rated the teaching of medicine overall as favourable. This was not so, however, in the case of practical teaching, rated as good or very good by less than 50% of respondents. An analysis was performed of the factors that members of teaching staff see as favourable and unfavourable with regard to practical teaching, together with their opinion about the teaching of different areas of competence. Likewise, the factors that are considered key elements for practical teaching and for the successful integration of students into clinical services are also evaluated, since they are considered a limiting element. The setting that is considered to be the most appropriate is one in which the student is fully integrated, with a good number of hours, specific functions and long stays in the different services.

Palabras clave : Clinical practice; Students' opinions; Teachers' opinions.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons