Hamui-Sutton A, Lavalle-Montalvo C, Díaz-Villanueva A, Gómez-Lamont DS, Carrasco-Rojas JA, Pelayo Vilar-Puig P

Language: Spanish
References: 27
Page: 26-42
PDF size: 0. Kb.

ABSTRACT

Introduction: The aim is to describe the teaching activities in the clinical context from the residents´ perspective.
Objectives: 1) To determine how frequently clinical professors perform teaching activities in the four areas: teaching, supervision, organization and interpersonal relationships, 2) to distinguish professors’ performance by specialty 3) To inquire differences in the evaluation of professors according the residents´ academic year.
Materials and methods: The “Survey among PUEM’s Students 2010” included 13 frequency questions and 2 of valuation in the section of teaching performance. Teaching activities from the four previously mentioned areas in ten specialties were considered. The sample was 1816 cases; significant associations (p ‹0.05) among variables were assessed.
Results: In the answer choices: “always” and “almost always”, interpersonal relationships obtained the highest score (›80%), the regular organization of academic and healthcare activities was mentioned in more than 2/3 of the answers. The frequency of teaching activities related to the curricular structure, and supervision were situated below average. The highest scores were for family medicine professors and the lowest for orthopedia. By academic grade, first and fifth year residents considered that teaching activities were more constant; while second year students considered them the least constant.
Discussion: Personal relationships between clinical professors and residents are adequate. Students perceive themselves integrated to their wards; however the fulfillment of academic programs and supervision are not frequent enough.

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