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El papel de la reflexividad en la exploración de la exclusión en la formación de médicos generales: un estudio

Frances Wedgwood¹, Simon Bailey², Nagina Khan³

¹NHS England, 60 Caversham Road, United Kingdom f.wedgwood@nhs.net.

|August 22, 2025

Resumen

Los educadores de atención primaria están explorando la reflexividad para comprender y abordar la exclusión, especialmente para los graduados médicos internacionales. El estudio destaca la necesidad de reflexión organizativa y herramientas de aprendizaje creativas para fomentar la inclusión en la formación médica.

Área de la Ciencia:

Investigación en educación médica
Investigación cualitativa en salud
Capacitación para la atención primaria

Sus antecedentes:

La reflexividad es poco investigada en la educación de atención primaria, sin capacitación formal para los educadores.
La evidencia sugiere que la reflexividad puede mejorar la seguridad del paciente y la inclusión en la capacitación médica.

Objetivo del estudio:

Examinar la aplicación de la reflexividad en la formación de médicos generales.
Explorar cómo la reflexividad puede abordar las experiencias de exclusión dentro de la educación médica.

Principales métodos:

Análisis cualitativo de las perspectivas de 14 educadores de médicos generales en Londres y el sureste de Inglaterra.
Se llevaron a cabo grupos focales y entrevistas semiestructuradas y se analizaron temáticamente.
Exploración de la autorreflexión de los educadores y los alumnos y de la reflexión de los profesores.

Principales resultados:

Surgieron tres temas clave: el valor de la reflexividad, la revelación de la injusticia a través de la reflexividad y la diferenciación entre la reflexión simbólica y la reflexividad creativa.
Los educadores de GP reconocieron el impacto potencial de la reflexividad en los estudiantes, a pesar de la falta de familiaridad con el concepto.
La práctica reflexiva iluminó los problemas de diversidad, inclusión y exclusión, que afectan particularmente a los graduados médicos internacionales.

Conclusiones:

Los educadores de médicos generales están interesados en utilizar la reflexividad para mejorar las experiencias de los estudiantes y abordar la exclusión.
La falta de reflexividad organizacional fue identificada como una barrera para la inclusión y el logro equitativo.
Las recomendaciones incluyen promover el liderazgo diverso, ir más allá de la reflexión simbólica y desarrollar herramientas de aprendizaje más creativas y reflexivas.

Palabras clave:

Formación del médico de cabecera exclusión Práctica general Educación de posgrado reflectividad

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