Evaluación del desempeño docente en los cursos de especializaciones médicas de la Facultad de Medicina de la UNAM en el Hospital General “Dr. Manuel Gea González”

Assessment of Teaching Performance in UNAM Faculty of Medicine Specialty Programs at Hospital General "Dr. Manuel Gea González"
Adrián Martínez-Gonzáleza, Octavio Sierra-Martínezb, Rocío García Duránc, Alberto Salazar Valadezd,Sara Morales Lópeze, Rita Valenzuela Romerof, Melchor Sánchez Mendiolag, h

a Jefe del Departamento de Evaluación Educativa. Secretaría de Educación Médica. Facultad de Medicina, UNAM. Profesor de Carrera Titular "A" del Departamento de Salud Pública, Facultad de Medicina, UNAM.
b Director de Enseñanza e Investigación. Hospital General Dr. "Manuel Gea González".
c Técnico Académico. Secretaría de Educación Médica. Facultad de Medicina, UNAM.
d Subdirector de Enseñanza. Hospital General Dr. "Manuel Gea González".
e Jefa del Departamento de Integración de Ciencias Médicas. Facultad de Medicina, UNAM.
f Jefa de la División de Posgrado. Hospital General Dr. "Manuel Gea González".
g Secretario de Educación Médica. Facultad de Medicina, UNAM.
h Profesor de Carrera Titular "A" de la División de Estudios de Posgrado. Facultad de Medicina, UNAM.

Recepción 13 de octubre de 2011; aceptación 8 de noviembre de 2011

Palabras Clave

Educación médica; Evaluación; Desempeño docente; opinión del residente; Posgrado.

Keywords

Medical education; Assessment; Teaching performance; Residents' opinion; Postgraduate.

Abstract

Introduction: Clinicians and researchers are not necessarily good teachers by virtue of their disciplinary expertise. In addition to being an expert in a field, other functions and duties
that may be evaluated are needed, among them the teaching competences that show different
degrees of performance and that are required to enhance the educational process.

Objective: To assess teaching performance by residents’ opinion at “Dr. Manuel Gea González” Hospital in Mexico City.

Methods: The study population consisted of UNAM Faculty of Medicine residency courses’ in the abovementioned hospital. Variables considered were age, gender, year of residency, and specialty type classified as Medical or Surgical. The anonymous questionnaire to assess teaching performance by residents’ opinion has evidence of validity and reliability; it is composed of 37 items and 5 dimensions with a Likert scale.

Results: Twenty-five teachers from 13 specialties were evaluated by 281 residents who stated that teaching performance is acceptable, with an average of 4.25 for medical courses, and
excellent with an average of 4.70 for the surgical courses. The best valued dimension was “Knowledge of the course” with an average of 4.32 in contrast to the “Assessment” dimension with 3.84. It should be noted that the scores of the surgical specialties were statistically higher in 4 of the 5 dimensions as compared to medical ones (ANOVA) with the exception of dimension I corresponding to the “Teacher-resident relation and motivation”.

Conclusions: Teaching performance by residents’ opinion was macceptable. Different degrees of teaching performance ranging from fair to excellent were found. Surgical specialties were
rated higher than medical specialties.