<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572021000300025</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.39.21344</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de los residentes como docentes clínicos utilizando el Maastricht Clinical Teaching Questionnaire]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of residents as teachers using the Maastricht Clinical Teaching Questionnaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ladenheim]]></surname>
<given-names><![CDATA[Roberta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giannasi]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durante]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Universitario del Hospital Italiano de Buenos Aires Departamento de Posgrado ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitario del Hospital Italiano de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Universitario del Hospital Italiano de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Universitario Hospital Italiano de Buenos Aires Centro de Investigación en Educación de Profesionales de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>39</numero>
<fpage>25</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000300025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000300025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000300025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La docencia clínica en las residencias se realiza en forma simultánea por médicos de planta y residentes de años superiores. A pesar de su relevancia como docentes, la mayoría de las veces los residentes no poseen formación específica para este rol. La manera en que los residentes se desempeñan como docentes clínicos no está extensamente estudiada.  Objetivo:  Describir las características de los residentes como docentes clínicos de otros residentes y alumnos de grado en medicina Interna en un hospital Universitario.  Método:  Se realizó un estudio descriptivo de corte transversal utilizando el Maastricht Clinical Teaching Questionnaire (MCTQ) para describir a los residentes como docentes de otros residentes y alumnos. Se comparó a los residentes como docentes con los médicos de planta y a los residentes de los primeros años con los que se encontraban avanzados en sus programas.  Resultados:  36 residentes fueron evaluados. El desempeño fue satisfactorio en el modelo de rol (media 4.00 DS 0.81) y clima de aprendizaje (media 4.36 DS 0.84), pero los residentes no dieron consistentemente retroalimentación (media 3.67 DS 1.15), incentivaron a los alumnos a explorar sus debilidades y fortalezas (media 3.40 DS 1.08), ni fomentaron que los alumnos formularan (media 3.57 DS 1.05) y cumplieran (media 3.58 DS 1.10) sus objetivos de aprendizaje. Los residentes se desempeñaron peor que los médicos de planta. La manera en que desarrollan la docencia se modificó a medida que avanzaron en su programa.  Conclusiones:  Los residentes como docentes clínicos presentaron buen desempeño como modelo de rol y en la creación de un clima de aprendizaje propicio, pero mostraron un desempeño que podría ser mejorado en otros roles del buen docente clínico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Clinical supervision in medical residencies is conducted simultaneously by staff doctors and senior years residents. Despite their relevance as teachers of other residents and students, most of the time residents as teachers do not have specific training for this purpose. Residents´ performance as clinical teachers is not described adequately.  Objective:  Describing the characteristics of residents as clinical teachers of other residents and undergraduate students in Internal Medicine at a University Hospital.  Method:  A descriptive cross-sectional study was carriedout using the Maastricht Clinical Teaching Questionnaire (MCTQ) to describe residents as teachers. Residents were compared to staff physicians. Residents of the first years were compared with those who were more advanced in their programs.  Results:  36 residents were evaluated as teachers using the MCTQ instrument. Performance was satisfactory in the role model (mean 4.00 DS 0.81) and learning environment domains (mean 4.36 DS 0.84), but residents didn´t consistently provide feedback (mean 3.67 DS 1.15), encourage students to explore their strengths and weaknesses (mean 3.40 DS 1.08) or encourage students to formulate (mean 3.57 DS 1.05) and meet (mean 3.58 DS 1.10) their learning objectives. Residents as clinical teachers were outperformed by staff physicians. As they progressed in their residency program, they changed the way they conducted clinical supervision.  Conclusions:  Residents as teachers showed good performance as a role model and in the creation of a safe learning environment, but their performance could be improved in other clinical teacher roles.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica de posgrado]]></kwd>
<kwd lng="es"><![CDATA[médico residente como docente]]></kwd>
<kwd lng="es"><![CDATA[enseñanza clínica]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate medical education]]></kwd>
<kwd lng="en"><![CDATA[Residents as teachers]]></kwd>
<kwd lng="en"><![CDATA[clinical teaching]]></kwd>
</kwd-group>
</article-meta>
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