Ramón-Peralta EC

Language: Spanish
References: 14
Page: 45-48
PDF size: 256.01 Kb.

ABSTRACT

Medical residency represents, regardless of the age at which it is undertaken, one of the most demanding stages in the training of healthcare human resources (both professionally and personally), where the academic environment directly influences learning, the individual's mental health, and the quality of care provided to the patient. The educational climate has proven to be a determining factor for the satisfaction and performance of medical residents. However, there are challenges (both longstanding and recent) such as the workload overload of residents, the lack of pedagogical training among attending physicians, punitive hierarchical relationships (not only with attending physicians but also with more senior residents), and the absence of effective feedback mechanisms. From the resident's perspective, it is necessary to propose strategies aimed at promoting overall well-being, faculty development (both for attending physicians and senior residents), systematic evaluation of the educational environment by external parties, and the defense of the human rights of residents. Advancing towards the creation of healthy academic environments in medical residencies (including from undergraduate internship) is an indispensable condition for strengthening the quality of medical training and its social impact.

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