Los atributos de un tutor clínico de excelencia: una revisión sistemática
Author
dc.contributor.author
Rodríguez Cabello, Jonathan
Author
dc.contributor.author
Ortiz López, Nicolás
Author
dc.contributor.author
Olea Gangas, Carolina
Author
dc.contributor.author
Cortés Chau, Felipe
Author
dc.contributor.author
Jerez Yáñez, Óscar
Admission date
dc.date.accessioned
2021-06-22T19:46:28Z
Available date
dc.date.available
2021-06-22T19:46:28Z
Publication date
dc.date.issued
2020
Cita de ítem
dc.identifier.citation
Rev Med Chile 2020; 148: 1339-1349
es_ES
Identifier
dc.identifier.issn
0034-9887
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/180203
Abstract
dc.description.abstract
Knowing what characterizes an excellent teacher is relevant to guide training,
evaluation, and continuous improvement of the clinical teacher. We performed a
systematic review using the PRISMA protocol, aiming to identify the attributes
of an excellent clinical teacher. MEDLINE, ERIC, ScienceDirect, and Scopus
databases were searched for articles published in English and Spanish, between
2007 and 2019. Two independent reviewers extracted and synthesized data from
articles that met the PRISMA pre-established criteria. Twelve studies met the
inclusion criteria. Of the 106 attributes reported by the studies, 49 (46,2%) were
generic. The most frequently mentioned attribute was respectfulness. Forty-six
attributes (43,3%) were pedagogical. Feedback and planning were those most
frequently mentioned. Eleven attributes (10,3%) were disciplinary and clinical
skills was the most mentioned. We conclude that generic and pedagogical
dimensions had a greater representation in the literature, in comparison with
the disciplinary dimension. This could be explained, considering that having
adequate clinical skills is the minimal necessary requisite to become a clinical
teacher, but does not make a difference in how their performance is perceived,
contrary to the generic and pedagogical dimensions.