Acceso usuarios
Sonia Arza Fernández, Jorge Ortiz, Miguel Franco, Jorge Flores
Resumen Introducción el estudio tuvo como objetivo verificar el avance de implementación del modelo pedagógico orientado a competencias en posgrados de una facultad de Medicina, ya que la misma implementó una nueva malla curricular desde el año 2016, lográndose una primera cohorte de egresados, quienes buscarán consolidar su formación en subespecialidades que oferta la unidad académica. Métodos estudio cualitativo con enfoque hermenéutico, interpretativo, con docentes y residentes de último año de posgrados seleccionados. Los datos fueron obtenidos mediante entrevistas semiestructuradas y grupos focales. Se analizaron los programas formativos. El modelo pedagógico orientado a competencias en posgrado fue la categoría principal que orientó los interrogantes, siendo analizadas las siguientes dimensiones: gestión académica, ejercicio docente, aprendizaje del profesional estudiante y estructura curricular. La recolección de datos concluyó una vez obtenida la saturación teórica. Resultados analizando 22 entrevistas a docentes y grupos focales a 16 residentes de último año de posgrado, se identificó que el modelo pedagógico actualmente implementado, es mayoritariamente por contenidos, con innovaciones insuficientemente desarrolladas. Docentes con heterogénea formación e involucramiento en educación superior e implementación del nuevo modelo. Residentes de especialidades percibidos como espectadores, no involucrados en el proceso formativo que debió integrarse en posgrado para asegurar las competencias necesarias señaladas. Conclusión en el ámbito de posgrado prevalece el modelo pedagógico por contenidos, sin que la orientación por competencias haya tenido continuidad, verificándose la necesidad de intervenciones en formación docente, involucramiento discente, mejoramiento de infraestructura y aseguramiento de la calidad educativa, para saturar los objetivos del plan estratégico institucional. Introduction The objective of the study was to verify the progress of implementation of the pedagogical model oriented to postgraduate competencies of a medical school, since it implemented a new curricular framework since 2016, achieving a first cohort of graduates, who will seek to consolidate their training in subspecialties offered by the academic unit. Methods Qualitative study with a hermeneutic, interpretive approach with teachers and final year residents of selected postgraduate courses. The data were obtained through semi-structured interviews and focus groups. The training programs were analyzed. The pedagogical model oriented to postgraduate competencies was the main category that guided the questions, the following dimensions being analyzed: academic management, teaching practice, professional student learning and curricular structure. Data collection concluded once theoretical saturation was obtained. Results Analyzing 22 interviews with teachers and focus groups with 16 final-year postgraduate residents, it was identified that the pedagogical model currently implemented is mostly content-based, with insufficiently developed innovations. Teachers with heterogeneous training and involvement in higher education and implementation of the new model. Residents of specialties perceived as spectators, not involved in the training process that should have been integrated into the postgraduate degree to ensure the necessary competencies indicated. Conclusion In the postgraduate field, the pedagogical model by content prevails, without the orientation by competencies having had continuity, verifying the need for interventions in teacher training, student involvement, improvement of infrastructure and assurance of educational quality, to saturate the objectives of the plan institutional strategic.
The objective of the study was to verify the progress of implementation of the pedagogical model oriented to postgraduate competencies of a medical school, since it implemented a new curricular framework since 2016, achieving a first cohort of graduates, who will seek to consolidate their training in subspecialties offered by the academic unit.
Methods: Qualitative study with a hermeneutic, interpretive approach with teachers and final year residents of selected postgraduate courses. The data were obtained through semistructured interviews and focus groups. The training programs were analyzed. The pedagogical model oriented to postgraduate competencies was the main category that guided the questions, the following dimensions being analyzed: academic management, teaching practice, professional student learning and curricular structure. Data collection concluded once theoretical saturation was obtained.
Results: Analyzing 22 interviews with teachers and focus groups with 16 final-year postgraduate residents, it was identified that the pedagogical model currently implemented is mostly content-based, with insufficiently developed innovations. Teachers with heterogeneous training and involvement in higher education and implementation of the new model. Residents of specialties perceived as spectators, not involved in the training process that should have been integrated into the postgraduate degree to ensure the necessary competencies indicated.
Conclusion: In the postgraduate field, the pedagogical model by content prevails, without the orientation by competencies having had continuity, verifying the need for interventions in teacher training, student involvement, improvement of infrastructure and assurance of educational quality, to saturate the objectives of the plan institutional strategic.
