La consulta como didáctica de la rotación de atención primaria en residentes de medicina familiar.
Pereira Pardo, María Gabriela
Ruiz Mendoza, Olga Liliana
Simancas Roca, María Angélica
Especialista en Docencia Universitaria
DegreeEspecialista en Docencia Universitaria
Rodríguez Muñoz, Carlos Eduardo
ProgramEspecialización en Docencia Universitaria
Universidad El Bosque
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Physicians work as teachers contributing to train students and medical residents in clinical practice rotations in the majority of primary health care institutions in Colombia. However, the majority of physicians don’t have formal teaching training and thus perform this task solely based on practical experience. This fact generates the following questions: what is the didactic strategy that could be implemented during medical consultation in primary care? How is teaching being carried out during consultation in primary care? Finally, how do residents perceive the teaching-learning process in this rotation? The goal of asking these questions is identifying the didactic strategies to achieve meaningful learning in primary care consultation development. The following is a qualitative study with a population of 27 medical specialists and 26 residents in a primary care institution in Bogotá. A sample of 5 medical teachers were interviewed in depth and 14 Family Medicine residents answered a Likert scale questionnaire. The data collected from the two instruments and the theoretical referents were analyzed; then, it was concluded that the primary care rotation is an adequate scenario for meaningful learning and the doctor is perceived as a teacher, even if he/she may not handle teaching didactic strategies in the development of the consult. With this study, a syllabus is proposed to improve the consult in primary care so that it becomes a didactic strategy that can be included in the learning experience for residents in the rotation of Primary Care in Family Medicine.
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