Matus B Olga, Ortega B Javiera, Parra P Paula, Ortiz M Liliana, Márquez U Carolina, Stotz R Melita, Fasce H Eduardo
Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile.
Rev Med Chil. 2017 Jul;145(7):926-933. doi: 10.4067/s0034-98872017000700926.
There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed.
To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university.
Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software.
Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program.
Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.
在健康科学领域，临床教师与非临床教师的教育背景存在差异。因此，应分析这两种教育场景在教学方法和反思方面的特点。
描述智利一所大学健康科学领域教育背景中教学角色实践的条件。
采用基于施特劳斯和科尔宾扎根理论的定性研究。根据帕顿的最大差异标准，从六个健康科学项目中选取了31名教师，并在获得知情同意后与他们进行了个人联系。进行了半结构化访谈和焦点小组讨论，通过开放编码，使用持续比较法，借助Atlas-ti 7.5.2软件进行分析。
出现了六种能够支持这些职业教学角色的教育背景条件。即适合患者护理和教学的临床领域、为新教育模式设计的教室、教室和临床环境中的学生数量、教师培训的入职计划、教师协调以及项目的经济资源。
健康科学项目是在复杂的教育背景下开展的，必须整合各种要素来培养专业人员。因此，了解有利于教学角色实践的教育背景条件至关重要，从而改善教学过程。
