Perception of academics of the teaching role of the doctor

Percepción de los académicos del rol docente del médico
Luz Monteroa, Ximena Triviñob, Angelina Doisc, Marisol Sirhanb,c,d, Loreto Leivae

a Departamento de Medicina Familiar, Pontificia Universidad Católica de Chile, Santiago, Chile
b Centro de Educación Médica, Pontificia Universidad Católica de Chile, Santiago, Chile
c Departamento de Salud de Adulto y Senescente, Escuela de Enfermería, Pontificia Universidad Católica de Chile, Santiago, Chile
d Departamento de Gastroenterología, Pontificia Universidad Católica de Chile, Santiago, Chile
e Departamento de Psicología, Universidad de Chile, Santiago, Chile

Recibido 03 noviembre 2016, Aceptado 05 enero 2017

Palabras Clave

Enseñanza, Educación médica, Educación superior, Valoración social, Investigación cualitativa

Keywords

Teaching, Medical education, Education higher, Social desirability, Qualitative research


Abstract

Introduction: Medical education is currently going through many changes, and Medical Schools must adapt in order to survive. These have to fulfil multiple roles and tasks, with research, teaching, and clinical care as a bottom line. Furthermore, and in many cases, these also include, management, community work, and continuing education courses. Previous studies show that not all of these roles are valued similarly.

Objective: The objective of this study was to examine the value of teaching perceived by academics from some Medical schools in Chile.

Method: Semi-structured interviews were conducted with twelve faculty members, all of whom have an active role in teaching. The sampling was intentional and guided by theory. Based on Grounded theory, the data was analysed using open, axial and selective coding. Finally the information was triangulated with literature ad-hoc.

Results: Three categories emerged from the analysis. First, the “multiple roles and tasks” performed by the faculties. The second is the “personal value of teaching”, and the third, the “institutional value of teaching”. The problem is that, even though teaching is valued, there are other activities, such as research and patient care, that are valued more,.

Conclusions: These results are multifactorial and they provide evidence that faculties perceive that teaching is relevant, but other activities, like research and clinical work, are valued more The results are similar to those found in the literature, and encourage us to pursue initiatives to rescue and promote the value of teaching, such as protected time for teaching, mentoring, promotion of innovation and excellence, etc.