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Investigación en educación médica
versão On-line ISSN 2007-5057
Resumo
MONTERO, Luz et al. Perception of academics of the teaching role of the doctor. Investigación educ. médica [online]. 2017, vol.6, n.23, pp.198-205. ISSN 2007-5057. https://doi.org/10.1016/j.riem.2017.01.001.
Introduction
Medical education is currently going through many changes, and Medical Schools must adapt in order to survive. These have to fulfil multiple roles and tasks, with research, teaching, and clinical care as a bottom line. Furthermore, and in many cases, these also include, management, community work, and continuing education courses. Previous studies show that not all of these roles are valued similarly.
Objective
The objective of this study was to examine the value of teaching perceived by academics from some Medical schools in Chile.
Method
Semi-structured interviews were conducted with twelve faculty members, all of whom have an active role in teaching. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analysed using open, axial and selective coding. Finally the information was triangulated with literature ad-hoc.
Results
Three categories emerged from the analysis. First, the “multiple roles and tasks” performed by the faculties. The second is the “personal value of teaching”, and the third, the “institutional value of teaching”. The problem is that, even though teaching is valued, there are other activities, such as research and patient care, that are valued more,.
Conclusions
These results are multifactorial and they provide evidence that faculties perceive that teaching is relevant, but other activities, like research and clinical work, are valued more The results are similar to those found in the literature, and encourage us to pursue initiatives to rescue and promote the value of teaching, such as protected time for teaching, mentoring, promotion of innovation and excellence, etc.
Palavras-chave : Teaching; Medical education; Education higher; Social desirability; Qualitative research.