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

Authors

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

Keywords: Higher education, Clinical teaching, Teaching competencies, Clinical educators, Rehabilitation sciences

Abstract

Introduction: Clinical teaching and its effectiveness are essential components in the training of rehabilitation professionals, as they integrate practice in real contexts with the development of professional and pedagogical competencies. Therefore, the effectiveness and teaching competencies of clinical educators are crucial to consider for the student’s comprehensive development. Objective: To analyze the effectiveness of clinical teaching based on the reported teaching skills and competencies considered relevant by clinical educators in rehabilitation sciences programs. Methods: A mixed-methods study with an explanatory sequential design was conducted. In the first phase, 45 professionals in physiotherapy, occupational therapy, and speech therapy completed the adapted Clinical Teaching Effectiveness Questionnaire. In the second phase, a subgroup was selected for semi-structured interviews in focus group format. Results: Clinical educators reported high levels of effectiveness in planning learning experiences (93.3 %), adapting to different learning styles (86.7 %), and providing constructive feedback (100 %). Weaknesses were identified in student participation in planning (42.2 % agreed with not expecting their involvement), in addressing high-performing students, and in the rigidity of institutional evaluation instruments. Qualitative findings emphasized the importance of pedagogical adaptability, emotional intelligence, and assertive communication. Conclusion: Clinical teaching is perceived as effective in its formative dimension, although strengthening the pedagogical preparation of clinical educators and granting greater autonomy in assessment processes remain necessary.

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