Conception of the motivating teacher: perception of students’ from a health career

Concepción del docente motivador: percepción de los estudiantes de una carrera de la salud
Anita Vásquez P.a, Rossana Rojo V. b, Nancy Navarro H.b

aDepartamento Obstetricia y Ginecología, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile. Magíster en Innovación de la Docencia Universitaria en Ciencias de la Salud, Universidad de La Frontera, Chile.

bOficina de Educación en Ciencias de la Salud (OFECS). Departamento Obstetricia y Ginecología, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile.

*Autor para correspondencia: Nancy Navarro H., Dpto. Obstetricia y Ginecología, Facultad de Medicina, Universidad de La Frontera, Casilla 54 D Temuco, Chile. Tel.: 45-2592134.Fax: 45-325710. Correo electrónico: nancy.navarro@ufrontera.cl

Recibido: el 3 de marzo de 2017; Aceptado el 4 de septiembre de 2017.

Palabras Clave

Educación Médica; Motivación; Docente.

Keywords

Medical Education; Motivation; Teacher.


Introduction

Background: The Faculty of Medicine implemented a curricular innovation that involved focusing the training process on the student, this implicitly requires the transformation of the teaching role as facilitator of learning, being one of the relevant characteristics for this motivation.

Objective: To explore the characteristics of the motivational teacher in the health sciences, according to the perception of the students of the Faculty of Medicine of the University of La Frontera.

Methods: We performed a research from the qualitative paradigm utilizing natural semantic networks as an exploratory technique. We applied the instrument to students in their first to fourth year of study during the second term in 2013; and to first year students that were undergoing their first term in 2014. All participants signed and informed consent that guaranteed data protection and their anonymity.

Results: A total of 260 definitory words were obtained, among which the ones with a higher semantic weight for the group under study were Empathic and Responsible, with 100% and 98,4%, respectively. The second group of relevant terms included Happy (53.6%) and Intelligent (31.7%). The concepts definition was similar across all student groups. However, first year students give more emphasis to the concept Support (100%) compared to fourth year students, who in contrast consider Commitment (51.3%) more relevant.

Conclusions: The students from health careers consider interpersonal and attitudinal relationships more relevant when conceptualizing a Motivational Teacher, compared to any other skill associated with knowledge or disciplinary abilities.