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Profesores como aprendices: Desarrollo de un nuevo currículo de desarrollo docente que utiliza a profesores adjuntos
Heather A Brown1, Stanley Hassinger1
1Emergency Medicine, Prisma Health Richland Hospital, Columbia, South Carolina, 29203, USA.
MedEdPublish (2016)
|January 30, 2026
Resumen
Los profesores adjuntos jóvenes desarrollaron eficazmente un currículo de desarrollo docente de emergencias. Este enfoque es rentable, sostenible y mejora el intercambio de conocimientos sobre educación médica.
Área de la Ciencia:
- Educación Médica
- Desarrollo Docente
- Medicina Académica
Sus antecedentes:
- Los programas de desarrollo docente varían en eficacia y alcance.
- Los profesores adjuntos jóvenes se benefician más del desarrollo, pero a menudo se les excluye de la creación del currículo.
- El desarrollo docente oportuno y específico de la especialidad es crucial para el apoyo académico a principios de la carrera.
Objetivo del estudio:
- Crear e implementar un currículo eficaz de desarrollo docente para profesores adjuntos jóvenes de emergencias (EM).
- Utilizar a profesores adjuntos jóvenes como autores principales para el desarrollo curricular a través del aprendizaje experiencial.
Principales métodos:
- Los profesores adjuntos experimentados identificaron temas de alto rendimiento; se asignó a los profesores adjuntos jóvenes como autores principales con mentores expertos.
- Los temas se presentaron y discutieron en una sesión de revisión por pares que involucró a todos los participantes.
- Una encuesta electrónica con preguntas de escala Likert evaluó la eficacia del currículo, logrando una tasa de respuesta del 86%.
Principales resultados:
- Los resultados de la encuesta indicaron que el desarrollo docente es una brecha académica, lo que confirma la importancia y eficacia del currículo.
- Tanto los profesores adjuntos jóvenes como los mayores informaron de un mayor conocimiento a partir de la creación de módulos y la revisión por pares.
- Todos los encuestados coincidieron en que los temas eran importantes y deberían ser obligatorios para los nuevos profesores académicos.
Conclusiones:
- Utilizar a profesores adjuntos jóvenes como autores principales es un método eficaz, rentable y sostenible para desarrollar currículos específicos de la especialidad.
- Este enfoque fomenta una comunidad de práctica para compartir conocimientos y habilidades de educación médica.
- El marco generalizable se puede adaptar para el desarrollo curricular en cualquier programa de posgrado médico.
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