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Barreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa.

dc.contributorLa Escuela de Medicina de la Pontificia Universidad Católica de Chile financió la realización de las entrevistas.es-ES
dc.creatorMontero, Luz; Departamento de Medicina Familiar, Pontificia Universidad Católica de Chile, Santiago, Chile.
dc.creatorTriviño, Ximena; Psicóloga, candidata a Doctor en Psicología, Universidad de Chile.
dc.creatorSirhan, Marisol; Centro de Educación Médica, Pontificia Universidad Católica de Chile, Santiago, Chile
dc.creatorMoore, Philippa; Departamento de Medicina Familiar, Pontificia Universidad Católica de Chile, Santiago, Chile
dc.creatorLeiva, Loreto; Psicóloga, candidata a Doctor en Psicología, Universidad de Chile.
dc.date2012-05-23
dc.date.accessioned2019-11-11T18:27:15Z
dc.date.available2019-11-11T18:27:15Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/1357
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/111056
dc.descriptionBARRIERS FOR FACULTY DEVELOPMENT IN MEDICAL EDUCATION: A QUALITATIVE STUDY. Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in these courses. Material and methods: Semi-structured interviews to seven faculty members, all of whom have an active role in teaching but who had not taken any DEM courses. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analyzed using open, axial and selective coding. Results: Three categories emerged from the analysis. First, the characteristics of a “good teacher” and what it means to be a good teacher. Second, the current status of teaching. Third, the barriers to participate in courses of DEM. Non-attendance is multifactorial; teaching is seen as a natural skill that is difficult to be trained, teaching has a lower priority than other activities, and there are many barriers perceived for attendance. Conclusions: With these results we developed a model to explain the reasons why faculty choose not to participate in these courses. The lower value of teaching and the multiple roles that teachers have, are highlighted.es-ES
dc.languagees
dc.publisherRevista Médica de Chilees-ES
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dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1357/4981
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dc.sourceRevista Médica de Chile; Vol. 140, núm. 6 (2012): JUNIO 2012es-ES
dc.source0034-9887
dc.subjectEducation, medical; Faculty, medical; Perception; Qualitative research; Teachinges-ES
dc.titleBarreras para la formación en docencia de los profesores de medicina: una aproximación cualitativa.es-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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