Barriers for faculty development in medical education: a qualitative study

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dc.contributor.authorMontero, Luz
dc.contributor.authorTrivino, Ximena
dc.contributor.authorSirhan, Marisol
dc.contributor.authorMoore, Philippa
dc.contributor.authorLeiva, Loreto
dc.date.accessioned2024-01-10T13:11:23Z
dc.date.available2024-01-10T13:11:23Z
dc.date.issued2012
dc.description.abstractBackground: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses. Aim: To explore the reasons why faculty choose not to participate in these courses. Material and Methods: Semi-structured interviews to seven faculty members, all of whom have an active role in teaching but who had not taken any DEM courses. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analyzed using open, axial and selective coding. Results: Three categories emerged from the analysis. First, the characteristics of a "good teacher" and what it means to be a good teacher. Second, the current status of teaching. Third, the barriers to participate in courses of DEM. Non-attendance is multifactorial; teaching is seen as a natural skill that is difficult to be trained, teaching has a lower priority than other activities, and there are many barriers perceived for attendance. Conclusions: With these results we developed a model to explain the reasons why faculty choose not to participate in these courses. The lower value of teaching and the multiple roles that teachers have, are highlighted. (Rev Med Chile 2012; 140: 695-702).
dc.fechaingreso.objetodigital2024-05-28
dc.format.extent8 páginas
dc.fuente.origenWOS
dc.identifier.doi10.4067/S0034-98872012000600001
dc.identifier.eissn0717-6163
dc.identifier.issn0034-9887
dc.identifier.pubmedidMEDLINE:23282605
dc.identifier.urihttps://doi.org/10.4067/S0034-98872012000600001
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78040
dc.identifier.wosidWOS:000306679400001
dc.information.autorucMedicina;Montero L;S/I;7455
dc.information.autorucMedicina;Moore P;S/I;100430
dc.information.autorucMedicina;Sirhan M;S/I;78934
dc.information.autorucMedicina;Triviño X;S/I;99826
dc.issue.numero6
dc.language.isoes
dc.nota.accesoContenido completo
dc.pagina.final702
dc.pagina.inicio695
dc.publisherSOC MEDICA SANTIAGO
dc.revistaREVISTA MEDICA DE CHILE
dc.rightsacceso abierto
dc.subjectEducation, medical
dc.subjectFaculty, medical
dc.subjectPerception
dc.subjectQualitative research
dc.subjectTeaching
dc.subjectTEACHING SCHOLARS PROGRAM
dc.subjectGROUNDED-THEORY
dc.subjectTEACHERS
dc.subjectPHYSICIANS
dc.subjectIMPACT
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleBarriers for faculty development in medical education: a qualitative study
dc.typeartículo
dc.volumen140
sipa.codpersvinculados7455
sipa.codpersvinculados100430
sipa.codpersvinculados78934
sipa.codpersvinculados99826
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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