Vivencias y percepciones de los estudiantes y docentes de odontología respecto a la tutoría clínica en pregrado

• Zapata Casanova, Isabel Margarita

• Tutoría

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.

Tesina (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2024