Vivencias y percepciones de los estudiantes y docentes de odontología respecto a la tutoría clínica en pregrado
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2024
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Universidad Finis Terrae (Chile) Facultad de Medicina
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Antecedentes: La tutoría clínica es esencial en la formación de profesionales relacionados con las Ciencias de la Salud. La tutoría se desarrolla en un ambiente complejo, en particular en la educación odontológica. La literatura reporta que el ambiente no es el más adecuado y que no favorece el desarrollo personal y humano de los estudiantes, además del papel fundamental del tutor en el clima de aprendizaje. Dada la relevancia y complejidad de esta experiencia se hace necesario explorarla de manera abierta y reflexiva a través de estudio cualitativo basado en la fenomenología descriptiva.
Objetivo: Describir las vivencias y percepciones de estudiantes y docentes respecto a la tutoría clínica y de esta manera develar el rol del tutor en la experiencia de aprendizaje.
Metodología: La información se obtuvo a través de entrevistas semiestructuradas a ocho estudiantes y siete docentes que participaron en el ciclo clínico de odontología. Para el análisis y reducción de los datos se utilizó la metodología de Colaizzi y el programa Dedoose.
Resultados: Del análisis temático se identificaron cuatro categorías: la percepción del ambiente de aprendizaje clínico, aspectos negativos y factores perjudiciales, aspectos positivos y factores protectores; y tutor clínico ideal versus tutor clínico real.
Discusión y conclusiones: Se encontró una amplia variedad de experiencias respecto a la tutoría clínica, lo que refleja la complejidad y diversidad de este entorno educativo. El ambiente de aprendizaje es positivo si se desarrolla en grupos pequeños y con un tutor que acompaña y retroalimenta. Las diferencias de criterio clínico entre tutores es un factor perjudicial en cambio, las pautas de evaluación claras, alineación de equipos de docentes y el modelaje son factores protectores de la experiencia de aprendizaje. El tutor ideal se reconoce por sus habilidades sociales, vocación y acompañamiento. Representa el modelo a seguir la guía en el logro de competencias. El vínculo relacional tutor- estudiante
es determinante en el bienestar emocional de la comunidad educativa y en la experiencia de aprendizaje tutorial.
Background: Clinical mentoring is essential in the training of professionals related to Health Sciences. Mentoring takes place in a complex environment, particularly in dental education. The literature reports that the environment is not the most appropriate and that it does not favor the personal and human development of the students, in addition to the fundamental role of the tutor in the learning climate. Given the relevance and complexity of this experience, it is necessary to explore it in an open and reflective manner through a qualitative study based on descriptive phenomenology. Objective: Describe the experiences and perceptions of students and teachers regarding clinical tutoring and in this way reveal the role of the tutor in the learning experience. Methodology: The information was obtained through semi-structured interviews with 8 students and 7 teachers who participated in the dental clinical cycle. For the analysis and reduction of the data, the Colaizzi methodology and the Dedoose program were used. Results: From the thematic analysis, four categories were identified: the perception of the clinical learning environment, negative aspects and harmful factors, positive aspects and protective factors; and ideal clinical tutor versus real clinical tutor. Discussion and conclusions: A wide variety of experiences was found regarding clinical tutoring, reflecting the complexity and diversity of this educational environment. The learning environment is positive if it takes place in small groups and with a tutor who accompanies and provides feedback. The differences in clinical judgment between tutors is a detrimental factor, clear evaluation guidelines, alignment of teaching teams and modeling are protective factors of the learning experience. The tutor-student relational bond is decisive in the emotional well-being of the educational community and in the tutorial learning experience.
Background: Clinical mentoring is essential in the training of professionals related to Health Sciences. Mentoring takes place in a complex environment, particularly in dental education. The literature reports that the environment is not the most appropriate and that it does not favor the personal and human development of the students, in addition to the fundamental role of the tutor in the learning climate. Given the relevance and complexity of this experience, it is necessary to explore it in an open and reflective manner through a qualitative study based on descriptive phenomenology. Objective: Describe the experiences and perceptions of students and teachers regarding clinical tutoring and in this way reveal the role of the tutor in the learning experience. Methodology: The information was obtained through semi-structured interviews with 8 students and 7 teachers who participated in the dental clinical cycle. For the analysis and reduction of the data, the Colaizzi methodology and the Dedoose program were used. Results: From the thematic analysis, four categories were identified: the perception of the clinical learning environment, negative aspects and harmful factors, positive aspects and protective factors; and ideal clinical tutor versus real clinical tutor. Discussion and conclusions: A wide variety of experiences was found regarding clinical tutoring, reflecting the complexity and diversity of this educational environment. The learning environment is positive if it takes place in small groups and with a tutor who accompanies and provides feedback. The differences in clinical judgment between tutors is a detrimental factor, clear evaluation guidelines, alignment of teaching teams and modeling are protective factors of the learning experience. The tutor-student relational bond is decisive in the emotional well-being of the educational community and in the tutorial learning experience.
Descripción
Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2024
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Santiago, Chile
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Palabras clave
TUTORÍA, ESTUDIANTES DE ODONTOLOGÍA -- FORMACIÓN PROFESIONAL, ODONTOLOGÍA -- ENSEÑANZA
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)