Perception of clinical tutors from family health centers inChile regarding the barriers to clinical teaching in primary care
Abstract
Abstract: Introduction: Clinical practice with real patients is essential in the training of health professionals, allowing the consolidation of competencies through the practice of procedures, skills, and processes. However, clinical teaching faces several barriers to its proper development. The aim of this study was to describe the perception of barriers to clinical teaching from the perspective of health professionals working as clinical tutors in Primary Health Care in Chile. Materials and Methods: A cross-sectional descriptive quantitative study was conducted with professionals from family health centers in the Metropolitan Region of Chile. The sample included 166 participants who met specific criteria, such as at least one year of experience in primary care and experience in clinical teaching. A validated survey through expert judgment, was applied. Results: The majority of respondents considered the lack of time, incentives, and adequate physical space as the main barriers to clinical teaching. Other factors, such as the lack of teaching competencies, were also mentioned, although with less consensus. Gender differences were minimal in the results. Conclusions: The results of this study reveal that clinical teaching faces several significant barriers. These limitations demonstrate the need for a review of the current conditions under which clinical teaching takes place to ensure appropriate teaching processes for students.
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