Los atributos de un tutor clínico de excelencia: una revisión sistemática

Abstract

A systematic review about the most important attributes of clinical teachersKnowing what characterizes an excellent teacher is relevant to guide training, evaluation, and continuous improvement of the clinical teacher. We performed a systematic review using the PRISMA protocol, aiming to identify the attributes of an excellent clinical teacher. MEDLINE, ERIC, ScienceDirect, and Scopus databases were searched for articles published in English and Spanish, between 2007 and 2019. Two independent reviewers extracted and synthesized data from articles that met the PRISMA pre-established criteria. Twelve studies met the inclusion criteria. Of the 106 attributes reported by the studies, 49 (46,2%) were generic. The most frequently mentioned attribute was respectfulness. Forty-six attributes (43,3%) were pedagogical. Feedback and planning were those most frequently mentioned. Eleven attributes (10,3%) were disciplinary and clinical skills was the most mentioned. We conclude that generic and pedagogical dimensions had a greater representation in the literature, in comparison with the disciplinary dimension. This could be explained, considering that having adequate clinical skills is the minimal necessary requisite to become a clinical teacher, but does not make a difference in how their performance is perceived, contrary to the generic and pedagogical dimensions.

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey

“…The efforts made at the institutional culture level and in promoting respect and diversity have shown improved health students’ attitudes towards LGBTIQ + patients [ 46 ]. Additionally, clinical educators must understand the impact they make through their role models and seek to deliver training and care without prejudice [ 47 , 48 ]. Finally, medical school administrators and faculty can contribute by creating an identity-affirming environment that not only helps LGBTIQ + students feel more included, but also extends this inclusivity to LGBTIQ + faculty and university employees, thereby reducing implicit biases among all members of the academic community, including those not part of sexual minorities [ 49 – 51 ].…”

Impacto y eficacia de la responsabilidad social universitaria desde enfoques inclusivos: Una revisión sistemática de la literatura

“…Para llevar a cabo esta revisión sistemática se siguió el protocolo PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) (Rodríguez-Cabello et al, 2020). Este protocolo es ampliamente reconocido y utilizado en revisiones sistemáticas o meta investigaciones.…”