Relación entre formación del docente y desarrollo de aptitud clínica en alumnos de Medicina Familiar

Abstract

IntroductionAs a measure of impact on the course of specialization in family medicine for general practitioners, are considered the progress of students in its decisions to care for patients. Objective: To estimate differences in the development of clinical aptitude of students according to the teacher training (TT). Material and methodCohort study in seven academic venues, with 53 students who responded baseline assessments and end with an instrument of 10 clinical cases and 277statements, validated by rounds of experts, with an internal consistency by alpha of Cronbach = 0.89 and KR20 = 0.94. The venues were grouped according to the training of teachers in null, low, medium and advanced. ResultsThere was no development of clinical aptitude for TT null, low, and medium groups; the students of advanced TT group had significant changes in five cases and the highest overall score (p < 0.0001). The weighted increase is similar in TT null, low, and medium groups, below the TT advanced group (p < 0.0001); 72% of the students of the group advanced positioned themselves in the high level of clinical competence. Correlation between the average of the University examination and clinical aptitude score (Spearman’s Rho = 0.432, p = 0.0019). ConclusionsStudents of the venues TT null, low and medium groups did not develop clinical aptitude, which reveals limitations of academic type and need to modify educational strategies with the aim of overcoming the deficiencies detected. The students of the advanced teacher training group developed a high level of clinical aptitude, this change seems to be associated with the formation of the teacher, quite possibly this strength is the way to improve the educational process in the graduate.