El “residente como docente”: estudio fenomenográfico sobre las experiencias docentes en residentes de Medicina Familiar de una Universidad en Chía, Colombia
Abstract
medical residents represent a fundamental role in the training process of students, interns and peer-residents, with implicit teaching obligations as postgraduate students and without any type of training for it. Prior to the implementation of a “resident as teacher” program, it is useful to inquire about teaching experiences in context, in order to develop programs according to the characteristics and needs of the environment. This study sought to identify the variations in the teaching experiences in Family Medicine residents in a Colombian University. This is a qualitative research with a phenomenographic approach. Fifteen residents from different years of training responded a semi-structures interview. We identified 5 categories of description related in a hierarchical way by 7 dimensions of variation. The ways of experiencing the “resident as teacher” role are the imposed passive transmitter, the facilitator of knowledge, the facilitator of clinical practice, the role model and the “lifelong learner”. Variations in experiences of "resident as teacher" are determined by the interaction of personal and contextual factors. It is necessary to emphasize that the description categories are interconnected, with the potential to advance to the next category. The above can be used as a platform for the development of a "resident as teacher" program aimed to promote functional academic transformations towards the description categories with deeper understanding of the teacher role, a desirable situation in the Latin American context where residents have diverse teaching responsabilities.
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