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Creación de un marco de desarrollo para la formación de la identidad profesional de los alumnos

Natalie Kennie-Kaulbach¹, Janet Cooley², Heidi Anksorus³

¹College of Pharmacy, Faculty of Health, Dalhousie University, Halifax Nova Scotia, Canada.

American journal of pharmaceutical education

|September 6, 2025

Resumen

Este resumen es generado por máquina.

Este estudio desarrolló un marco para capacitar a los preceptores, mejorando sus habilidades para apoyar la formación de la identidad profesional del alumno (PIF) a través de la educación experiencial (EE). El marco da prioridad a la reflexión del preceptor y a la orientación eficaz para el desarrollo del alumno.

Palabras clave:

Educación por la experiencia el precepto desarrollo del preceptor Formación de la identidad profesional

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Área de la Ciencia:

Educación por experiencia
Desarrollo profesional de la salud
Formación de la identidad profesional del alumno

Sus antecedentes:

El desarrollo del preceptor es crucial para una educación experiencial efectiva.
El apoyo a la formación de la identidad profesional del aprendiz (PIF) es una necesidad en evolución en la formación sanitaria.
Los marcos existentes suelen centrarse más en la competencia que en el PIF.

Objetivo del estudio:

Explorar las percepciones de los expertos sobre las prioridades de desarrollo de los preceptores para apoyar el PIF del alumno.
Crear un nuevo marco para los programas de desarrollo de preceptores.
Informar a las futuras iniciativas de formación en educación experimental.

Principales métodos:

Grupos focales virtuales con expertos en educación experiencial y desarrollo de preceptores.
Técnica de grupo nominal modificada (NGT) para priorizar las necesidades de desarrollo.
Análisis del contenido de las transcripciones para identificar temas y puntos de vista clave.

Principales resultados:

Participaron veinte expertos que aportaron cinco ideas clave para el programa.
Áreas de contenido prioritarias identificadas para el aprendizaje de los preceptores, incluida la autorreflexión y el precepting centrado en el PIF.
Desarrolló un marco con elementos de diseño de contenidos y programas para apoyar al aprendiz PIF.

Conclusiones:

El estudio proporciona un nuevo marco para el desarrollo de receptores centrados en PIF.
Este marco prepara a los educadores para fomentar mejor la identidad profesional de los alumnos.
Mejora los modelos existentes mediante la integración del apoyo del FIP en la educación experiencial.