- -

Valoración del profesorado en Ciencias de la Salud

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Valoración del profesorado en Ciencias de la Salud

Mostrar el registro sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: Fenoll-Brunet - ...
Tamaño: 415.6Kb
Formato: PDF
Descripción: Versión editorial
Abrir
dc.contributor.author Fenoll-Brunet, Maria Rosa es_ES
dc.date.accessioned 2022-01-05T10:51:59Z
dc.date.available 2022-01-05T10:51:59Z
dc.date.issued 2021-12-30
dc.identifier.uri http://hdl.handle.net/10251/179302
dc.description.abstract [EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country” es_ES
dc.description.abstract [ES] Los profesores de ciencias de la salud son fundamentales para garantizar la salud de la población y la formación continuamente actualizada de los profesionales sanitarios. Sin embargo, en algunos países, el profesorado clínico asume individualmente la responsabilidad docente en base a su competencia profesional, sin existir una formación pedagógica reglada para docentes clínicos, específica y reconocida en la carrera profesional de las profesiones sanitarias.Este manuscrito resume el contexto educativo de las profesiones sanitarias, ¿Qué desafíos afrontan los profesores de ciencias de la salud?, ¿Qué competencias docentes deben tener?, ¿Cómo se convierten los profesionales sanitarios en profesores?, ¿Cómo se puede valorar al profesorado de ciencias de la salud?, ¿Cómo se puede promover la innovación y la excelencia en la enseñanza médica, dental y veterinaria?Compartir experiencias y modelos existentes a nivel internacional podría ser de utilidad para dar a conocer cómo algunos países han implementado y reconocen la trayectoria profesional docente de sus profesionales sanitarios y cómo regulan integralmente las enseñanzas de las ciencias de la salud a lo largo de toda la vida, desde la formación básica hasta la de postgrado y desarrollo profesional continuo. El objetivo de este manuscrito es aportar una visión integral de la docencia en el ámbito de las ciencias de la salud, algunas reflexiones y una selección de referencias de interés.“La salud es uno de los desafíos mundiales por ello la formación de profesorado en ciencias de la salud debería considerarse una prioridad para cualquier país” es_ES
dc.language Español es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Teacher evaluation es_ES
dc.subject Medical education es_ES
dc.subject Health professions educators es_ES
dc.subject Clinical teaching es_ES
dc.subject Teaching skills es_ES
dc.subject Curricular development es_ES
dc.subject Reference standards es_ES
dc.subject Clinician-educator es_ES
dc.subject Evaluación profesorado es_ES
dc.subject Educación médica es_ES
dc.subject Ciencias de la salud es_ES
dc.subject Formación sanitaria es_ES
dc.subject Enseñanza clínica es_ES
dc.subject Competencias docentes es_ES
dc.subject Desarrollo curricular es_ES
dc.subject Estándares de referencia es_ES
dc.title Valoración del profesorado en Ciencias de la Salud es_ES
dc.title.alternative Assessment of the teaching staff in Health Sciences es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2021.16018
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Fenoll-Brunet, MR. (2021). Valoración del profesorado en Ciencias de la Salud. REDU. Revista de Docencia Universitaria. 19(2):33-48. https://doi.org/10.4995/redu.2021.16018 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2021.16018 es_ES
dc.description.upvformatpinicio 33 es_ES
dc.description.upvformatpfin 48 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 19 es_ES
dc.description.issue 2 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\16018 es_ES
dc.description.references Aguayo-Albasini, J. L., Atucha, N. M., & García-Estañ, J. (2021). Las unidades de educación médica en las facultades de Medicina y de Ciencias de la Salud en España. ¿Son necesarias? Educacion Medica, 22, 48-54. https://doi.org/10.1016/j.edumed.2020.09.001 es_ES
dc.description.references Chen, H. C., Wamsley, M. A., Azzam, A., Julian, K., Irby, D. M., O'sullivan, P. S., & Chen, C. H. C. (2017). The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators learners participated in the Pathway. Program evaluations, graduate surveys, and web-based searches revealed positive impacts on learner career. Teach Learn Med, 29(2), 216-227. https://doi.org/10.1080/10401334.2016.1230500 es_ES
dc.description.references Davis, M. H., Karunathilake, I., & Harden, R. M. (2005). AMEE Education Guide no. 28: The development and role of departments of medical education. Medical Teacher, 27(8), 665-675. https://doi.org/10.1080/01421590500398788 es_ES
dc.description.references De Gagne, J. C., Yamane, S. S., & Conklin, J. L. (2016). Evidence-based strategies to create a culture of cybercivility in health professions education. Nurse Education Today, 45, 138-141. https://doi.org/10.1016/j.nedt.2016.07.007 es_ES
dc.description.references Delgado-García, M., & Boza Carreño, Á. (2016). La importancia de «aprender a enseñar» en la titulación de enfermería. Reflexiones biográficas de un médico con alma de educador. Educacion Medica, 17(4), 170-179. https://doi.org/10.1016/j.edumed.2016.04.005 es_ES
dc.description.references Eaton, D. M., Redmond, A., & Bax, N. (2011). Training healthcare professionals for the future: internationalism and effective inclusion of global health training. Medical Teacher, 33, 562-569. https://doi.org/10.3109/0142159X.2011.578470 es_ES
dc.description.references Engbers, R., Fluit, C. R. M. G., Bolhuis, S., de Visser, M., & Laan, R. F. J. M. (2017). Implementing medical teaching policy in university hospitals. Advances in Health Sciences Education, 22(4), 985-1009. https://doi.org/10.1007/s10459-016-9737-y es_ES
dc.description.references Fenoll-Brunet, MR; Harden, R. M. (2015). La excelencia en educación médica: ASPIRE. Educación Médica, 16(2), 109-115. https://doi.org/10.1016/j.edumed.2015.09.010 es_ES
dc.description.references Fenoll-Brunet, M. R. (2016). El concepto de internacionalización en enseñnanza superior universitaria y sus marcos de referencia en educación médica. Educacion Medica, 17(3), 119-127. https://doi.org/10.1016/j.edumed.2016.07.002 es_ES
dc.description.references Friedman, K., Lester, J., & Young, J. Q. (2019). Clinician-Educator Tracks for Trainees in Graduate Medical Education: A Scoping Review. Academic Medicine, 94(10), 1599-1609. https://doi.org/10.1097/ACM.0000000000002814 es_ES
dc.description.references Gafas González, C., Herrera Molina, A., Brossard Peña, E., Roque Herrera, Y., & Ferrera Larramendi, R. (2018). Higher education in the health sciences. The Ecuador context. Educacion Medica, 19(1), 34-38. https://doi.org/10.1016/j.edumed.2016.08.006 es_ES
dc.description.references García-Jiménez, E. (2016). Concepto de excelencia en enseñanza superior universitaria. Educacion Medica, 17(3), 83-87. https://doi.org/10.1016/j.edumed.2016.06.003 es_ES
dc.description.references Görlitz, A., Ebert, T., Bauer, D., Grasl, M., Hofer, M., Lammerding-Köppel, M., & Fabry, G. (2015). Core competencies for medical teachers (KLM) - A position paper of the gma committee on personal and organizational development in teaching. GMS Zeitschrift Fur Medizinische Ausbildung, 32(2), 1-14. https://doi.org/10.3205/zma000965, es_ES
dc.description.references Griewatz, J., Simon, M., & Lammerding-Koeppel, M. (2017). Competency-based teacher training: A systematic revision of a proven programme in medical didactics. GMS Journal for Medical Education, 34(4), Doc44. https://doi.org/10.3205/zma001121 es_ES
dc.description.references Harden, R. M., & Crosby, J. (2000). AMEE guide no 20: The good teacher is more than a lecturer - The twelve roles of the teacher. Medical Teacher, 22(4), 334-347. https://doi.org/10.1080/014215900409429 es_ES
dc.description.references Harden, R. M., Grant, J., Buckley, G., & Hart, I. R. (1999). BEME Guide No. 1: Best evidence medical education. Medical Teacher, 21(6), 553-562. https://doi.org/10.1080/01421599978960 es_ES
dc.description.references Harden, Ronald M. (2011). Looking back to the future: A message for a new generation of medical educators. Medical Education, 45(8), 777-784. https://doi.org/10.1111/j.1365-2923.2011.03934.x es_ES
dc.description.references Hasan, T., Bani, I., Ageely, H., & Fauzi, M. (2011). An Ideal Medical Teacher. Education in Medicine Journal, 3(1), 54-59. https://doi.org/10.5959/eimj.3.1.2011.spc1 es_ES
dc.description.references Lara, J. P., Compañ, A., Vargas-Núñez, J. A., Cardellach, F., Fernández-González, S., López-Muñiz, A., & Álvarez-Sala, J. L. (2019). Evolución previsible en el número de profesores permanentes de Medicina del 2017 al 2026. La formación de los futuros médicos en situación crítica. Revista Clinica Espanola, 219(2), 84-89. https://doi.org/10.1016/j.rce.2018.04.015 es_ES
dc.description.references Little-Wienert, K., & Mazziotti, M. (2017, January 2). Twelve tips for creating an academic teaching portfolio. Medical Teacher, 40(1), 1-5. https://doi.org/10.1080/0142159X.2017.1364356 es_ES
dc.description.references Mandel, J. (2020). Career Development Strategies for the Clinical Educator. ATS Scholar, 1(2), 101-109. https://doi.org/10.34197/ats-scholar.2020-0005PS es_ES
dc.description.references McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: yesterday, today and tomorrow. Medical Teacher, 30(6), 555-584. https://doi.org/10.1080/01421590802109834 es_ES
dc.description.references Miles, S., Swift, L., & Leinster, S. J. (2012). The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Medical Teacher, 34(9), e620-e634. https://doi.org/10.3109/0142159X.2012.668625 es_ES
dc.description.references Millan Núñez-Cortés, J. (2018). La educación médica en el mundo académico. Educación Médica, 19(2), 71. https://doi.org/10.1016/j.edumed.2018.04.006 es_ES
dc.description.references Millan Núñez-Cortés, J. (2019). Profesorado clínico. Educación Médica, 20(S1), 1-2. https://doi.org/10.1016/j.edumed.2019.02.002 es_ES
dc.description.references Millan Núñez-Cortés, J., y Reussi, R. (2021). Hacia una enseñanza de la medicina centrada en el paciente: Declaración fundacional de principios del Foro Iberoamericano de Educación Médica. Educación Médica, 22(1), 42-43. https://doi.org/10.1016/j.edumed.2021.01.002 es_ES
dc.description.references Molenaar, W. M., Zanting, A., Van Beukelen, P., De Grave, W., Baane, J. A., Bustraan, J. A., Engbers, R., Fick, T. E., Jacobs, J. C. G., & Vervoorn, J. M. (2009). A framework of teaching competencies across the medical education continuum. Medical Teacher, 31(5), 390-396. https://doi.org/10.1080/01421590902845881 es_ES
dc.description.references Morán-Barrios, J. (2016). Assessment of clinical performance. Part 1: Principles and methods, advantages and disadvantages. Educacion Medica, 17(4), 130-139. https://doi.org/10.1016/j.edumed.2016.07.001 es_ES
dc.description.references Morán-Barrios, J. (2017). Assessment of clinical performance. Part 2. Questionaire, design, errors. Principles and assessment planning (blueprint). Educacion Medica, 18(1), 2-12. https://doi.org/10.1016/j.edumed.2016.09.003 es_ES
dc.description.references Napier, J., & Khogali, S. E. (2019). Developing and Recognising Undergraduate Medical Educators in a UK Medical School - A Case Study. MedEdPublish, 8(3). https://doi.org/10.15694/mep.2019.000155.1 es_ES
dc.description.references Opazo Morales, E. I., Rojo, E., & Maestre, J. M. (2017). Modalidades de formación de instructores en simulación clínica: el papel de una estancia o pasantía. Educacion Medica, 18(1), 22-29. https://doi.org/10.1016/j.edumed.2016.07.008 es_ES
dc.description.references Palau, P., Domínguez, E., Llueca, A., Núñez, J., Bertomeu-González, V., Sánchez, J. V., & Pallarés, V. (2019). Los desafíos del profesorado clínico en la educación médica. Educacion Medica, 20, 37-41. https://doi.org/10.1016/j.edumed.2017.09.001 es_ES
dc.description.references Passi, V., Johnson, S., Peile, E., Wright, S., Hafferty, F., & Johnson, N. (2013). Doctor role modelling in medical education: BEME Guide No. 27. Medical Teacher, 35(27), e1422-36. https://doi.org/10.3109/0142159X.2013.806982 es_ES
dc.description.references Philibert, I., Konopasek, L., & Riddle, J. (2019). The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. Journal of Graduate Medical Education, 11(4), 47-63. https://doi.org/10.4300/JGME-D-19-00174 es_ES
dc.description.references Prediger, S., & Harendza, S. (2016). Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - A case study. GMS Journal for Medical Education, 33(5), 1-15. https://doi.org/10.3205/zma001070 es_ES
dc.description.references Ramani, S. (2006). Twelve tips to promote excellence in medical teaching. Medical Teacher, 28(1), 19-23. https://doi.org/10.1080/01421590500441786 es_ES
dc.description.references Ramani, S., & Leinster, S. (2008). AMEE guide no. 34: Teaching in the clinical environment. Medical Teacher, 30(4), 347-364. https://doi.org/10.1080/01421590802061613 es_ES
dc.description.references Reussi, R. (2018). Pre and post-graduate education in Latin America. Educacion Medica, 19, 1-3. https://doi.org/10.1016/j.edumed.2018.03.001 es_ES
dc.description.references Sherbino, J., Snell, L., Dath, D., Dojeiji, S., Abbott, C., & Frank, J. R. (2010). A national clinician-educator program: a model of an effective community of practice. Medical Education Online, 15, 1-8. https://doi.org/10.3402/meo.v15i0.5356 es_ES
dc.description.references Sonntag, U., Peters, H., Schnabel, K. P., & Breckwoldt, J. (2017). 10 years of didactic training for novices in medical education at Charité. GMS Journal for Medical Education, 34(4), Doc39. https://doi.org/10.3205/zma001116 es_ES
dc.description.references Steinert, Y. (2013). Understanding Medical Education: Evidence, Theory and Practice. Chapter 32: Developing medical educators: A journey, not a destination (pp. 455-471). London: John Wiley & Sons, Second Edition. https://doi.org/10.1002/9781118472361 es_ES
dc.description.references Steinert, Y. (2020). Faculty development: From rubies to oak. Medical Teacher, 42(4), 429-435. https://doi.org/10.1080/0142159X.2019.1688769 es_ES
dc.description.references Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., y Prideaux, D. (2006). BEME Guide nº 8: A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education. Medical Teacher,28(6), 497-526. https://doi.org/10.1080/01421590600902976 es_ES
dc.description.references Steinert, Y., O'Sullivan, P. S., y Irby, D. M. (2019). Strengthening Teachers' Professional Identities through faculty development. Academic Medicine, 94(7), 963-968. https://doi.org/10.1097/ACM.0000000000002695 es_ES
dc.description.references Ten Cate, O., Chen, H. C., Hoff, R. G., Peters, H., Bok, H., & Van Der Schaaf, M. (2015). Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Medical Teacher, 37(11), 983-1002. https://doi.org/10.3109/0142159X.2015.1060308 es_ES
dc.description.references Torales, J., Kunzle-Elizeche, H. G., Barrios, I., Rios-González, C. M., Barrail, A. R., González-Urbieta, I., & Real, R. (2018). Los "doce roles del docente de medicina": un estudio piloto de tres universidades públicas de Paraguay. Memorias Del Instituto de Investigaciones En Ciencias de La Salud, 16(2), 55-64. https://doi.org/10.18004/mem.iics/1812-9528/2018.016(02)55-064 es_ES
dc.description.references van Lankveld, T., Thampy, H., Cantillon, P., Horsburgh, J., & Kluijtmans, M. (2021). Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher, 43(2), 124-136. https://doi.org/10.1080/0142159X.2020.1838463 es_ES
dc.description.references Vogt, A., & Wang, S. (2017). Twelve tips for medical teaching in low-resource settings. Medical Teacher, 39(10), 1029-1032. https://doi.org/10.1080/0142159X.2017.1327041 es_ES
dc.description.references Walsh, A., Koppula, S., Antao, V., Bethune, C., Cameron, S., Cavett, T., Clavet, D., & Dove, M. (2017, January 2). Preparing teachers for competency-based medical education: Fundamental teaching activities. Medical Teacher, 40(1), 1-6. https://doi.org/10.1080/0142159X.2017.1394998 es_ES
dc.description.references Zaldívar Acosta, M., & Lorenzo Quiles, O. (2021). Perception of teaching competences in university professors of Health Sciences. Educacion Medica, 22(2), 2-5. https://doi.org/10.1016/j.edumed.2021.02.002 es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem