Social representations of teachers and students about integral clinic module of medical school

Abstract

Objective: To compare the social representations of students and teachers on clinical practice regarding insertion clinical fields, function of student, teaching techniques, skills and abilities to perform medical and surgical procedures and assessment of learning.

Method: This was a qualitative study and interpretative displays intentional, involving 32 medical students interviewed individually and 48 teachers who were interviewed as a group (between six to eight doctors per group).

Results: Social representations of teachers and students showed similarities in how was the inclusion of students in clinical fields, the lack of updating of program and educational objectives, the use of exposure as dominant teaching technique and inconsistencies in the assessment model.
On the other hand, disagree regarding the clarification of roles that the student must develop, deficiencies in knowledge, skills and abilities that reach the clinical courses and in supervising and mentoring for clinical skills training and procedures medical and surgical. Therefore, it is imperative that educational bodies make appropriate changes and provide the necessary support to achieve a substantial improvement in clinical education of our students.