Resumen

URRUTIA-AGUILAR, M. Esther; ABURTO-ARCINIEGA, Mónica B.; ARCE-CEDENO, Angélica  y  GUEVARA-GUZMAN, Rosalinda. Teaching training assessed through mixed-method. FEM (Ed. impresa) [online]. 2015, vol.18, n.5, pp.337-343. ISSN 2014-9840.  https://dx.doi.org/10.4321/S2014-98322015000600008.

Introduction: Medical curricula are currently focusing on the development of professional competences worldwide. In order to accomplish this, it is essential to have teaching training programs that influence on the pedagogical references change of teachers and develop teaching strategies that are addressed to the fulfillment of the graduate's profile. To achieve this, the benefits of mixed-method are particularly evident when new initiatives together with their interactions in medical education research are being studied. Aim: To assess teaching training of a group of teachers attending a workshop through mixed-method. Subjects and methods: The impact of the course was quantitatively assessed according to the pedagogical references changes and qualitatively through focal groups of teachers who had attended the workshop; this allowed the grouping of narratives. Results: The conventional referent after taking the course showed a wide heterogeneity among three strategies (planning, methodology and assessment) opposite to those of learning and teacher-student relationship; the strategies in the alternative referent and teaching technology remained homogenous. Teachers reported that the courses were beneficial for implementing competences but that it was not necessary to emphasize the application of strategies. Conclusion: The quantitative and qualitative analyses showed that the teaching training workshop contributed to the teachers' change in their pedagogical references preference other than the conventional one, which is completely determinant for the appropriate development of a teaching model oriented to competences.

Palabras clave : Mixed-method; Teaching strategies; Teaching training.

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