Prácticas pedagógicas de la investigación clínica en las residencias médicas: Proceso de enseñanza-aprendizaje desde la teoría fundamentada

Abstract

The understanding of the pedagogical practices of the clinical research explained from interpretation of professor and students in postgraduate medical at residences has a key role at Teaching-learning process of applying scientific evidence to patient care. The theoretical and epistemological fundaments of this research are the qualitative paradigm under the interpretive theoretical perspective and hermeneutic approach. The research method used was the grounded theory. Eleven focus groups with resident doctors and 21 semi-structured interviews to clinical and research professors were conducted, recorded, transcribed verbatim, and line to line analyzed.

During the analysis 12 categories emerged, among which the central categories were Medical Hierarchy and Autonomy. They revolve around these two categories: Previous learnings and Structure of the academic programs as causal conditions; Patient as subject of practice and University Hospital in the context; Clinical professor and Economic situation of students as intervening conditions. The strategies that emerge are Learning from the practical and Pedagogical research of clinical practice. Finally, the consequences are Become a specialist and Research community. From the previous categories and from the analysis of the philosophical and epistemological particularities, it is affirmed that the research is strengthened with the application of a continuum of reflection during the clinical learning at bedside of the patient. Both professors and residents resume preliminary experiences to construct new processes teaching-learning. At this scenario, the hospital context and trust related with pact of care between doctor and patient revive the constant reflection at phronetic pedagogic action that configures and reconfigures medical school.