Tutoring as a process to strengthen students’ personal development and growth


La tutoría como proceso que fortalece el desarrollo y crecimiento personal del alumno
Elsa Liliana Aguirre Beníteza, Beatriz Roxana Herrera Zamoranob, Ingrid Vargas Huicocheac, Norma Lucila Ramírez Lópezd, Laura Aguilar Vegae, Mónica Beatriz Aburto-Arciniegaf y Rosalinda Guevara-Guzmánf

a Departamento de Embriología, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México
b Secretaría General, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México
c Departamento de Psiquiatría y Salud Mental, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México
d Secretaría de Educación Médica, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México e Departamento de Microbiología y Parasitología, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México
f División de Investigación, Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, México

Recibido el 23 de noviembre de 2016; aceptado el 31 de enero de 2017

Palabras Clave

Tutoría; Desarrollo y crecimiento personal; Competencias

Keywords

Tutoring; Development and personal growth; Competences


Abstract

Introduction: Interaction between tutor and students leads to the students being aware of the progress of their potentialities, which influences their development and growth.

Objective: To analyse the perception of Tutors taking part in the basic cycles of the Tutor Institutional Program on their tutorial activities, in order to comply with Competence number 8 of the 2010 Study Plan of the Faculty of Medicine, Autonomous University of UNAM.

Method: Qualitative methodology was used to analyse the following categories: tutor training, the role of the tutor, and tutoring for ‘‘Personal development and growth’’.

Results: It was concluded that tutors must have training within the health care field. Their role was identified as a counsellor and facilitator, a guide, or companion for students, and for this reason there is the need to choose tutors that meet the Tutor Institutional Program competence. Tutorial activities have an influence on personal growth, and need specific training that must be standardised. Listening skill was perceived as a basic tool to detect the student needs that require attention.

Conclusions: Institutional support is essential for the tutors/teachers and students to know their functions and scope within the 2010 Study Plan. This strengthening could encourage the acquiring of student in order to practice Medicine and, in particular, for the approach to activities that, through the tutoring support of Tutor Institutional Program, may strengthen their personal development and growth.