2 research outputs found
Medical Evaluation Processes in Clinical settings. Qualitative Analysis through the Experience of Teachers and Students
Evaluation processes in clinical practice havenot been well, being their study focused on the technical issues concerning these processes.This study tried an approach to the evaluationprocesses through the analysis of perceptionsfrom teachers and students about the methodologyof evaluation considering the teachinglearningprocesses performed in a clinicalpractice of the Medicine Program 鈥揢niversidadEl Bosque from Bogota. With this purpose weconducted interviews with teachers and studentssearching the manner in which the evaluative,learning and teaching processes are done; thenwe analyzed the perception from both agentsconcerning the way these processes are related.The interviews were categorized bath deductivelyand inductively, and then contrasted withsome current theories of learning, teaching andevaluation in medicine. The study showed thatnowadays the evaluation and, in general, theeducative processes are affected by several factorswhich are associated to the manner theprofessional practice is developed, and the educativeprocess of the current teachers. We concludedthere is no congrency between theapproach of the evaluation, mainly conductivist,and the learning and teaching strategiesmainly constructivist. This fact cause dissent inteachers and students
Procesos de evaluaci贸n m茅dica en el 谩rea cl铆nica. An谩lisis cualitativo a trav茅s de la experiencia de docentes y estudiantes
Evaluation processes in clinical practice have not been well, being their study focused on the technical issues concerning these processes. This study tried an approach to the evaluation processes through the analysis of perceptions from teachers and students about the methodology of evaluation considering the teachinglearning processes performed in a clinical practice of the Medicine Program 鈥揢niversidad El Bosque from Bogota. With this purpose we conducted interviews with teachers and students searching the manner in which the evaluative, learning and teaching processes are done; then we analyzed the perception from both agents concerning the way these processes are related. The interviews were categorized bath deductively and inductively, and then contrasted with some current theories of learning, teaching and evaluation in medicine. The study showed that nowadays the evaluation and, in general, the educative processes are affected by several factors which are associated to the manner the professional practice is developed, and the educative process of the current teachers. We concluded there is no congrency between the approach of the evaluation, mainly conductivist, and the learning and teaching strategies mainly constructivist. This fact cause dissent in teachers and students.Los procesos de evaluaci贸n en la pr谩ctica cl铆nica m茅dica han sido poco investigados, perfil谩ndose su estudio a la manera t茅cnica de realizarlos. Este estudio busc贸 realizar una aproximaci贸n a los procesos de evaluaci贸n cl铆nica en medicina mediante la valoraci贸n de las percepciones de docentes y estudiantes acerca de los m茅todos de evaluaci贸n a la luz de los procesos de ense帽anza y aprendizaje llevados a cabo en una rotaci贸n cl铆nica del programa de Medicina de la Universidad El Bosque en Bogot谩. Con este fin se realizaron entrevistas a docentes y estudiantes, indagando sobre la manera como se dan los procesos de evaluaci贸n, ense帽anza y aprendizaje; posteriormente, se analiz贸 la percepci贸n de ambos agentes sobre la forma como se relacionan dichos procesos. Estas entrevistas fueron categorizadas de manera deductiva e inductiva y contrastadas con las diferentes teor铆as existentes en ense帽anza, aprendizaje y evaluaci贸n m茅dicas. Se evidenci贸 que en la actualidad, la evaluaci贸n y en general el proceso educativo son afectados por factores asociados a c贸mo se desarrolla el ejercicio profesional y por la forma en que se desarroll贸 el proceso educativo de los actuales docentes. Se concluy贸 que hay incoherencia frente al enfoque de la evaluaci贸n primordialmente conductista, en relaci贸n con las estrategias de ense帽anza y aprendizaje utilizadas enmarcadas en el constructivismo, lo cual se manifiesta en inconformidad de docentes y estudiantes