La docencia clínica en ciencias de la rehabilitación: percepciones de educadores clínicos sobre su efectividad y competencias docentes.

Carlos S.Mancilla; Matias Causa; Silvina Justianovich; Jeosselinee Castro-Perez; Paulina Muñoz-Albarrán; Ezequiel Martinez-Rojas; Constanza Figueroa-Reyes

doi:10.6018/edumed.677231

Autores/as

Carlos S.Mancilla Carrera de Kinesiología. Facultad de Ciencias de la Salud de la Universidad Arturo Prat, Sede Victoria
Matias Causa Facultad de Ciencias Humanas, Universidad Nacional de la Plata https://orcid.org/0000-0002-6561-8368
Silvina Justianovich Facultad de Ciencias Humanas, Universidad Nacional de la Plata.
Jeosselinee Castro-Perez Carrera de Kinesiología Facultad de Ciencias de la Salud, Universidad Arturo Prat.
Paulina Muñoz-Albarrán Carrera de Kinesiología Facultad de Ciencias de la Salud. Universidad Arturo Prat.
Ezequiel Martinez-Rojas Vicerrectoría de Investigación e Innovación. Universidad Arturo Prat. https://orcid.org/0000-0002-0914-951X
Constanza Figueroa-Reyes Carrera de Terapia Ocupacional, Facultad de Ciencias de la Rehabilitación y Calidad de Vida. Universidad San Sebastián,

DOI: https://doi.org/10.6018/edumed.677231

Palabras clave: Educación superior, Docencia clínica, Competencias docentes, Educadores clínicos, Ciencias de la rehabilitación

Resumen

Introducción: La docencia clínica y su efectividad constituye un componente esencial en la formación de profesionales de la rehabilitación, ya que integra la práctica en contextos reales con el desarrollo de competencias profesionales y pedagógicas. Por lo que la efectividad y las competencias docentes de los educadores clínicos es relevante a considerar para el desarrollo integral del estudiante. Objetivo: analizar la efectividad de la docencia clínica asociado al reporte de las habilidades y competencias docentes consideradas relevantes por educadores clínicos de carreras de ciencias de la rehabilitación. Metodología: diseño mixto con enfoque explicativo secuencial. En la primera fase, participaron 45 profesionales en total, correspondientes a las áreas de kinesiología, terapia ocupacional y fonoaudiología, quienes respondieron el Clinical Teaching Effectiveness Questionnaire adaptado. En la segunda fase, un subgrupo fue seleccionado para entrevistas semiestructuradas en modalidad de grupos focales. Resultados: Los docentes clínicos reportaron altos niveles de efectividad en planificación de experiencias de aprendizaje (93,3 %), adaptación a estilos de aprendizaje (86,7 %) y retroalimentación constructiva (100 %). Se identificaron debilidades en la participación de los estudiantes en la planificación (42,2 % de acuerdo con no esperar su colaboración), en la atención a estudiantes con rendimiento excepcional y en la rigidez de instrumentos evaluativos institucionales. Los hallazgos cualitativos subrayaron la importancia de la adaptabilidad pedagógica, la inteligencia emocional y la comunicación asertiva. Conclusión: La docencia clínica se percibe efectiva en su dimensión formativa, aunque requiere fortalecer la preparación pedagógica de los docentes clínicos y otorgar mayor autonomía en procesos de evaluación.

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