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Intención y desarrollo de competencias en Investigación clínica en programas de postítulo de médico especialista en Chile

dc.contributorEste estudio fue financiado por el Consejo Superior de Educación (CSE).es-ES
dc.creatorConcha, Miguel; PhD, Director Escuela de Graduados, Facultad de Medicina;Universidad Austral de Chile, Valdivia, CHILE.
dc.creatorMiranda J, Christian; PhD, Instituto de Filosofía y Estudios Educacionales, Facultad de Filosofía y HumanidadesUniversidad Austral de Chile, Valdivia, CHILE.
dc.creatorVergara, Gastón; cMg, Instituto de Estadística, Facultad de Ciencias Económicas y Administrativas;Universidad Austral de Chile, Valdivia, CHILE.
dc.creatorIbarra, Humberto; Profesor Titular de Medicina. Universidad Austral de Chile, Valdivia, CHILE.
dc.date2012-01-26
dc.date.accessioned2019-11-11T18:28:04Z
dc.date.available2019-11-11T18:28:04Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/1439
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/111422
dc.descriptionCOMMITMENT AND DEVELOPMENT OF COMPETENCES IN CLINICAL RESEARCH IN RESIDENCY TRAINING PROGRAMS IN CHILEBackground: In Chile, Residency Training Programs (RTP) take place in a stimulating academic environment for the promotion of clinical research skills. However, research is not a frequent curricular outcome. Accreditation of these programs by the National Accreditation Commission (NAC) is an opportunity to improve the trainee’s research competences. Aim: To analyze in the RTP curricula, the explicit intention to carry out clinical research and its correlation with the scientific productivity of professors and residents. Material and methods: Fifty six training study programs corresponding to six primary specialties and six derived specialties, offered by seven universities holding accreditation tenure for RTP from the Chilean Association of Medicine Faculties (ASOFAMECH) up to 2005, were analyzed. The analysis included each academic program, courses and/or rotations and professors and residents’ productivity, measured as publications accredited in the Institute for Scientific Information (ISI), between 1999 and 2007. Results:  RTP are based on a tutorial educational model, where the close relationship between professors and residents is essential for the expected final outcome. Simultaneously, the programs’ curricula revealed a high intentionality towards clinical research. However, professors’ publications of ISI indexed articles showed a low and irregular scientific productivity. Conclusions: The gap between the declared training in clinical research and the effective ISI productivity is an awareness call with respect to the contribution that RTP could provide to accreditation, to professors and residents, and in general to health improvement in the country.es-ES
dc.languagees
dc.publisherRevista Médica de Chilees-ES
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2296
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2297
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2298
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2299
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2300
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2301
dc.relationhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/downloadSuppFile/1439/2302
dc.sourceRevista Médica de Chile; Vol. 140, núm. 3 (2012): MARZO 2012es-ES
dc.source0034-9887
dc.subjectClinical medicine; Internship and Residency; Peer review, researches-ES
dc.titleIntención y desarrollo de competencias en Investigación clínica en programas de postítulo de médico especialista en Chilees-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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