Olave P Guisela, Pérez V Cristhian, Fasce H Eduardo, Ortiz M Liliana, Bastías V Nancy, Márquez U Carolina, Parra P Paula, Ibáñez G Pilar
Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile,
Rev Med Chil. 2016 Oct;144(10):1343-1350. doi: 10.4067/S0034-98872016001000015.
Educational environment has an important effect on the quality of learning and student satisfaction in medicine. Most of previous studies have been conducted using questionnaires that assess the phenomenon considering overall dimensions, without paying attention to the specific manifestations of this topic, especially those aspects that are related to the protagonists of the learning process: teachers and students.
To describe factors that affect the educational environment in the preclinical Medical formation, according to Medical teachers in Concepción, Chile.
Qualitative study, using the Grounded theory method. Semi-structured interviews were performed to 10 medical teachers in Concepcion, Chile. They were selected by theoretical sampling. Data were analyzed using open coding.
Four emerging categories about the factors that affect the learning environment were identified: Personal factors of students, academic factors of students, personal factors of teachers and academic factors of teachers.
According to interviewed teachers, both personal factors in teachers and students that promote a positive learning environment are related with an attitude oriented towards others and communication skills. Academic factors are related with the responsible exercise of student and teacher roles and with the promotion of participation in the educational process.
教育环境对医学学习质量和学生满意度有重要影响。以往大多数研究使用问卷调查来评估这一现象，从整体维度进行考量，而未关注该主题的具体表现，尤其是那些与学习过程的主角——教师和学生相关的方面。
根据智利康塞普西翁的医学教师的观点，描述影响临床前医学教育环境的因素。
采用扎根理论方法进行定性研究。对智利康塞普西翁的10名医学教师进行了半结构化访谈。通过理论抽样选取教师。使用开放编码对数据进行分析。
确定了关于影响学习环境的因素的四个新出现的类别：学生的个人因素、学生的学术因素、教师的个人因素和教师的学术因素。
根据受访教师的观点，教师和学生中促进积极学习环境的个人因素都与面向他人的态度和沟通技巧有关。学术因素与学生和教师角色的尽责履行以及促进参与教育过程有关。
