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VALORACIÓN DEL CURRÍCULO POR MÉDICOS INTERNOS DE PREGRADO Y EN SERVICIO SOCIAL.

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Title: VALORACIÓN DEL CURRÍCULO POR MÉDICOS INTERNOS DE PREGRADO Y EN SERVICIO SOCIAL.
Alternate Title: Valued Curriculum by internal undergraduate doctors and students in Social Service.
Authors: Barrientos Gómez, Ma. del Carmen1, Lin Ochoa, Dolores1 dlin@uat.edu.mx, Fermán, Irma Aída Torres1,2 aida_irmata@hotmail.com
Source: Revista Electrónica Medicina, Salud y Sociedad. ene-abr2014, Vol. 4 Issue 2, p178-202. 25p.
Subjects: UNDERGRADUATES, SOCIAL services, MEDICAL students, MEDICAL education, CURRICULUM, CROSS-sectional method
Abstract (English): This is a descriptive cross-sectional study by survey. Objective: To value the Curriculum (2000) through student opinions. The sample was an intentional comprised by 92 students from the School Medicine in University of Tamaulipas (UAT). The Barrientos & cols "Valued curriculum questionnaire" was applied with α = .9178. Results: The 85.4% of the sample established that School Medicine was choose by own vocation and interest, the 66.7% believes is professionally prepared and thinks than the Curriculum is well-grounded to the general medical formation. Similarly, the sample considers that it has been proportionate the tools to resolve the problems of its professional exercise. Meanwhile, there is an underestimation for the different knowledge or skills to other classes as the medical traditional practice, specifically the mathematics, cognitive and social ones. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La facultad de medicina Tampico de la Universidad Autónoma de Tamaulipas (UAT, México) contempla que, el médico interno de pregrado y el de servicio social; forman parte del equipo de salud y su formación terminal, es responsabilidad del sector salud. Ahí reciben una enseñanza tutelar dirigida por personal capacitado y reafirman lo aprendido en las aulas. De ahí, la necesidad de valorar la efectividad de la enseñanza recibida. La pregunta central es: ¿Qué piensan los médicos internos de pregrado y en servicio social de la efectividad del sistema curricular, en su formación profesional? Método: Estudio descriptivo, transversal, mediante encuesta. Objetivo: Valorar el Currículo de la facultad de medicina de la UAT (Siglo XXI) Muestra intencional de 92 Médicos internos de pregrado y en servicio social de la Facultad de Medicina Tampico (UAT). Instrumento. "Cuestionario de evaluación curricular" de Barrientos y Cols instrumento validado. Resultados: El 85.4% señaló que estudió Medicina por vocación e interés, 66.7% considera estar preparado profesionalmente y valora al Currículo como adecuado. Igual porcentaje opina haber recibido herramientas idóneas, para el desempeño de su ejercicio profesional. Un porcentaje importante, manifiesta menosprecio por los conocimientos o habilidades distintas a las de la práctica tradicional médica, sociales, cognitivas y matemáticas. Conclusiones : a) En general la muestra estudiada posee un juicio muy favorable hacia el currículo experimentado, 2) Los contenidos académicos de carácter social, económico, entre otros, obtienen muy poco valor, 3) Un 20% de la muestra manifiesta una falta habilidades prácticas y clínicas. [ABSTRACT FROM AUTHOR]
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Database: MedicLatina
Description
Abstract:This is a descriptive cross-sectional study by survey. Objective: To value the Curriculum (2000) through student opinions. The sample was an intentional comprised by 92 students from the School Medicine in University of Tamaulipas (UAT). The Barrientos & cols "Valued curriculum questionnaire" was applied with α = .9178. Results: The 85.4% of the sample established that School Medicine was choose by own vocation and interest, the 66.7% believes is professionally prepared and thinks than the Curriculum is well-grounded to the general medical formation. Similarly, the sample considers that it has been proportionate the tools to resolve the problems of its professional exercise. Meanwhile, there is an underestimation for the different knowledge or skills to other classes as the medical traditional practice, specifically the mathematics, cognitive and social ones. [ABSTRACT FROM AUTHOR]
ISSN:20072007