[Coping Strategies in Response to Perceived Barriers to Good Teaching Practices in Medical Specialization Programs]

In clinical teaching within medical specialization programs, hierarchical relationships, institutional culture, and role modeling strongly influence professional training. Despite policies promoting Good Teaching Practices (GTP), barriers persist that hinder their effective implementation.

To analyze coping strategies in response to perceived barriers to the institutionalization of GTP, based on testimonies from students and faculty of the Faculty of Medicine, University of Chile.

A sociocritical qualitative study was conducted through group interviews with clinical teachers and students. A semi-structured guide, validated by experts and aligned with institutional policies, was applied. Thematic analysis involved initial semantic coding and inductive construction of categories. Ethical approval was obtained from the institutional committee.

Two main categories emerged: (1) coping strategies at the individual (personal resilience), collective (support networks), and institutional (demand for clear regulations) levels; and (2) perceptions of GTP effectiveness, valued for their positive impact on the educational climate but constrained by organizational ambiguity and perceptions of symbolic measures. Students highlighted the gap between discourse and practice, whereas teachers emphasized the need for structural change. Both groups expressed willingness to transform the educational environment.

Coping strategies illustrate individual and collective efforts to sustain good practices in adverse contexts, but their scope remains limited without sustained institutional commitment. Findings underscore the urgency of clear regulations, transparent processes, and active participation of students and teachers to advance toward a respectful and transformative teaching culture. This study provides evidence to inform institutional policies that strengthen specialized medical training.