Enseñar competencia intercultural en las facultades de medicina españolas: ¿Qué opinan los docentes de medicina?

Cristina Álvaro Aranda

doi:10.6018/edumed.713681

Autores/as

Cristina Álvaro Aranda Universidad de Alcalá https://orcid.org/0000-0001-7891-1718

DOI: https://doi.org/10.6018/edumed.713681

Palabras clave: competencia intercultural, curriculum medicina, pacientes migrantes, diversidad

Resumen

Mediante cuestionarios anónimos en línea, este estudio exploratorio transversal adopta un enfoque descriptivo para analizar cómo se conceptualiza, enseña y percibe la competencia intercultural (CI) entre 125 docentes de medicina en España. Los resultados indican que la formación reglada en CI es limitada y que muchos docentes recurren al aprendizaje informal o experiencial, lo que genera ambigüedad conceptual y plantea dudas sobre si la CI puede desarrollarse de manera sistemática sin marcos pedagógicos claros. La preparación para enseñar CI también es desigual, lo que da lugar a prácticas docentes inconsistentes y a una integración curricular débil. Aunque aproximadamente la mitad de los participantes incluye contenidos relacionados con la CI, estos no suelen abordarse mediante módulos específicos, sino de forma indirecta. El apoyo institucional se considera insuficiente, señalándose como principales barreras la falta de formación del profesorado, la sobrecarga curricular y la ausencia de prioridades claras. Pese a su relevancia en contextos sanitarios diversos, la colaboración con intérpretes y mediadores interculturales apenas se aborda en la enseñanza. En conjunto, este trabajo subraya la necesidad de marcos conceptuales más claros, diseños curriculares más estructurados y un mayor compromiso institucional con la CI en la formación médica en España, para así garantizar una atención equitativa y adecuada desde un punto de vista cultural.

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