dc.creatorReyes, Carlos
dc.creatorFlorenzano, Pablo
dc.creatorContreras, Alvaro
dc.creatorGonzalez, Alejandro
dc.creatorBeltran, Daniela
dc.creatorAravena, Carlos
dc.creatorGrassi, Bruno
dc.date.accessioned2024-01-10T13:10:50Z
dc.date.available2024-01-10T13:10:50Z
dc.date.created2024-01-10T13:10:50Z
dc.date.issued2012
dc.identifier10.4067/S0034-98872012001100008
dc.identifier0034-9887
dc.identifierMEDLINE:23677189
dc.identifierhttps://doi.org/10.4067/S0034-98872012001100008
dc.identifierhttps://repositorio.uc.cl/handle/11534/77943
dc.identifierWOS:000312626000008
dc.description.abstractA clinical teaching course for residents improves self-perception about preparation to teach Background: Medical doctors need to be competent to teach patients, their families, students, and the health care team. In a previous study we determined that although the residents attach great importance to have teaching skills, they do not feel prepared to meet this role. Aim: To assess self-perception of learning in a formal course of training how to teach for residents. Material and Methods: In 2004 we implemented the course "Residents as Clinical Teachers", based on the Stanford Faculty Development Center for Medical Teachers Model (SFDC), for residents of a Medical School. Residents of all the post graduate programs were invited to take the course as an elective during the period 2004-2011. At the end of the course each resident completed the pre/post Seminar Series Housestaff/student Questionnaire; assessing perceptions of learning, expressed in a Likert scale from 1-5. Results: The implementation of the course in 111 residents significantly improved self-perception of general preparation for teaching and improved self-perception of preparedness in each educational category. The personal goals most commonly established by participants were on feedback (52,2%), control of session (44%) and communication of goals (40%). Barriers for teaching most frequently identified were lack of time to do clinical teaching (51,3%) and environmental limitations (16,2%). The main impact of the course reported by residents were acquisition of teaching skills or tools for teaching (39,6%), enhancing of motivation (14%), and a richer understanding of teaching principles (14%). Conclusions: A clinical teaching course for residents improves their self-perception of preparation to teach and enhances motivation for clinical teaching. (Rev Med Chile 2012; 140: 1431-1436).
dc.languagees
dc.publisherSOC MEDICA SANTIAGO
dc.rightsacceso abierto
dc.subjectEducation, medical, graduate
dc.subjectInternship and Residency
dc.subjectSchools, medical
dc.subjectPREPARING RESIDENTS
dc.subjectFACULTY-DEVELOPMENT
dc.subjectINTERNAL-MEDICINE
dc.subjectSTUDENTS
dc.subjectPROGRAMS
dc.subjectSKILLS
dc.subjectUNDERGRADUATE
dc.subjectCURRICULUM
dc.subjectDOCTORS
dc.subjectROLES
dc.titleA clinical teaching course for residents improves self-perception about preparation to teach
dc.typeartículo


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