Características y estructura de pensamiento de los profesionales considerados buenos razonadores clínicos
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Fecha
2014
Profesor/a Guía
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Se planificó un estudio cualitativo descriptivo con énfasis fenomenológico, con el
propósito de acercarnos a la forma en que piensan aquellos profesionales considerados como
Buenos Razonadores Clínicos al momento de enfrentarse a un desafío diagnóstico.
Para esto se aplicó una encuesta de Redes Semánticas a 113 alumnos de las carreras de
Medicina, Odontología y Enfermería de las universidades de Valparaíso y Andrés Bello, que nos
permitió conocer la representación del concepto “Buen Razonador Clínico” y además obtener el
nombre de los docentes más relacionados con dicho concepto. Las palabras EMPATÍA y
CONOCIMIENTO obtuvieron el mayor peso semántico (valor M) para este instrumento.
Posteriormente, se aplicó una matriz de Entrevista Semiestructurada a seis docentes. La
valoración que los estudiantes dieron a las palabras de mayor valor M, fue reforzada con
conceptos extraídos de las entrevistas y que dicen relación con la provocación que dichos
profesionales hacen a sus alumnos, apelando a lo afectivo, social y vivencial.
De este modo se puede establecer que el Razonamiento Clínico es más que un proceso
basado en la objetividad y racionalidad pura, sino que además debe contextualizar al alumno en
una relación tratante-paciente que considere el componente emocional.
A qualitative descriptive study was planned with a phenomenological emphasis in order to approach the way in which professionals, consider " Good Clinical Reasoners" think when faced with a diagnostic challenge. A survey was taken of a 113 students from the Semantic network, who belong to the carrers of Medicine, Dentistry and Nursing from the universities of Valparaiso and Andres Bello, which allowed us to determine the representation of the concept of "Good Clinical Reasoning" and discover which teachers were more related to the concept. The words KNOWLEDGE and EMPATHY had the highest semantic weight (M value). Subsequently, an array of Semi-structured interviews were applied to 6 teachers. The assessment that students gave to the words of greater (value M) was reinforced with concepts drawn from interviews, and related to how these professionals provoke their students by appealing to affective, social and experiential factors. Therefore, we can determine that Clinical Reasoning is more than a process based on pure objectivity and rationality, but must also contextualize that students in a patient/doctor relationship also consider the emotional component.
A qualitative descriptive study was planned with a phenomenological emphasis in order to approach the way in which professionals, consider " Good Clinical Reasoners" think when faced with a diagnostic challenge. A survey was taken of a 113 students from the Semantic network, who belong to the carrers of Medicine, Dentistry and Nursing from the universities of Valparaiso and Andres Bello, which allowed us to determine the representation of the concept of "Good Clinical Reasoning" and discover which teachers were more related to the concept. The words KNOWLEDGE and EMPATHY had the highest semantic weight (M value). Subsequently, an array of Semi-structured interviews were applied to 6 teachers. The assessment that students gave to the words of greater (value M) was reinforced with concepts drawn from interviews, and related to how these professionals provoke their students by appealing to affective, social and experiential factors. Therefore, we can determine that Clinical Reasoning is more than a process based on pure objectivity and rationality, but must also contextualize that students in a patient/doctor relationship also consider the emotional component.
Notas
Tesis (Magíster en Docencia para la Educación Superior.)
Palabras clave
Estudiantes del Área de la Salud, Diagnóstico Clínico, Razonamiento, Enseñanza Efectiva