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Percepción del ambiente educacional de postgrado en residentes de especialidades médicas de universidades chilenas

dc.contributor.authorGonzález, Carolina
dc.contributor.authorAhtamon, Alina
dc.contributor.authorBrokering, Walter
dc.contributor.authorBudge, María Catalina
dc.contributor.authorCadagan, María José
dc.contributor.authorJofre, Pamela
dc.contributor.authorMuñoz, Nadia
dc.contributor.authorOcampo, Ximena
dc.contributor.authorPizarro, Felipe
dc.contributor.authorReyes, Nakita
dc.contributor.authorSan-Martín, Pamela
dc.contributor.authorSilva, María Paz
dc.contributor.authorUgarte, María Gabriela
dc.contributor.authorVega, Ernesto
dc.contributor.authorVergara, Loreto
dc.contributor.authorYuri, Francisca
dc.contributor.authorKleinsteuber, Karin
dc.contributor.authorAvaria, María de Los Ángeles
dc.contributor.authorRiquelme, Arnoldo
dc.date.accessioned2022-10-25T19:43:02Z
dc.date.available2022-10-25T19:43:02Z
dc.date.issued2022
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/4128
dc.description.abstractBackground: The Learning Environment (LE) influences the performance of students, learning, social life, mental health, and the future of work. Aim: To assess the learning environment (LE) among medical residents of 64 specialties. Material and Methods: Two validated instruments “Postgraduate Hospital Education Environment Measure” (PHEEM) and “Ambulatory Care Learning Educational Environment” (ACLEEM), and open questions were answered online by 1259 residents from 15 universities. A descriptive and analytical statistical analysis and semantic deductive-inductive analyses of open questions were performed. Results: LE was positive rather than negative (PHEEM of 100.5 points (79-116) and ACLEEM of 138.5 points (120-157)). An age over 32 years, male sex, studying in a private university, being in first year of residence and being in a non-surgical specialty were associated with a better PHEEM score (p < 0.05). For ACLEEM, the first year of specialty, a non-surgical specialty and studying in a private university were associated with better scores (p < 0.05). Two programs had excellent LE (Pathological Anatomy and Ophthalmology) and no specialty had a very poor performance or many problems. Aspects of teaching, clinical activities, and teachers were strengths reported by students. Aspects to improve were teaching, protected times and clinical activities. Conclusions: LE among medical specialties had more positive than negative features, but with areas that should be improved.es_CL
dc.language.isoeses_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceRevista Médica de Chile, 150(3), 381-390es_CL
dc.subjectEducational Measurementes_CL
dc.subjectEducationes_CL
dc.subjectMedicales_CL
dc.subjectGraduatees_CL
dc.subjectInternship and Residencyes_CL
dc.subjectSurveys and Questionnaireses_CL
dc.titlePercepción del ambiente educacional de postgrado en residentes de especialidades médicas de universidades chilenases_CL
dc.title.alternativePerception of the educational environment in residents of medical specialties in Chilean universitieses_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Medicinaes_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.indexacionIsies_CL
dc.ucm.indexacionScieloes_CL
dc.ucm.uriwww.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872022000300381&lng=en&nrm=iso&tlng=enes_CL
dc.ucm.doidoi.org/10.4067/S0034-98872022000300381 es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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