Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá

Introducción: La enseñanza hace parte fundamental del ejercicio de la medicina. Durante la especialidad médica es frecuente que los residentes se encuentren, interactúen e incluso guíen a personal en salud en estados más tempranos de su formación médica, como estudiantes de medicina, internos e incl...

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Autores:
Escobar López, Oriana
Tipo de recurso:
https://purl.org/coar/resource_type/c_7a1f
Fecha de publicación:
2025
Institución:
Universidad El Bosque
Repositorio:
Repositorio U. El Bosque
Idioma:
spa
OAI Identifier:
oai:repositorio.unbosque.edu.co:20.500.12495/17823
Acceso en línea:
https://hdl.handle.net/20.500.12495/17823
Palabra clave:
Educación médica
Residentes
Enseñanza
Retroalimentación
Medical Education
Teaching
Residents
Feedback
WO 200
Rights
License
Atribución-NoComercial-CompartirIgual 4.0 Internacional
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dc.title.none.fl_str_mv Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
dc.title.translated.none.fl_str_mv Learning How to Teach: A pilot intervention to boost anesthesia residents' confidence in their teaching skills
title Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
spellingShingle Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
Educación médica
Residentes
Enseñanza
Retroalimentación
Medical Education
Teaching
Residents
Feedback
WO 200
title_short Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
title_full Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
title_fullStr Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
title_full_unstemmed Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
title_sort Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de Bogotá
dc.creator.fl_str_mv Escobar López, Oriana
dc.contributor.advisor.none.fl_str_mv Delgadillo Borja, Ana Laura
Obando Rondón, Andrés Mauricio
Delgadillo Borja, Ana Laura
dc.contributor.author.none.fl_str_mv Escobar López, Oriana
dc.subject.none.fl_str_mv Educación médica
Residentes
Enseñanza
Retroalimentación
topic Educación médica
Residentes
Enseñanza
Retroalimentación
Medical Education
Teaching
Residents
Feedback
WO 200
dc.subject.keywords.none.fl_str_mv Medical Education
Teaching
Residents
Feedback
dc.subject.nlm.none.fl_str_mv WO 200
description Introducción: La enseñanza hace parte fundamental del ejercicio de la medicina. Durante la especialidad médica es frecuente que los residentes se encuentren, interactúen e incluso guíen a personal en salud en estados más tempranos de su formación médica, como estudiantes de medicina, internos e incluso otros residentes. Igualmente, es probable que esos mismos residentes asuman roles educativos una vez se convierten en especialistas, sin necesariamente contar con el entrenamiento requerido para enseñar y transmitir de manera efectiva su conocimiento. Objetivo: El propósito de este estudio es realizar un ensayo piloto del programa de entrenamiento en docencia médica aplicado a los residentes institucionales de anestesiología en la fundación Santa Fe de Bogotá. Diseño, Materiales y Métodos: La metodología se dividió en dos partes: en primer lugar, se diseñó la estrategia a partir de una revisión de la literatura que fundamentó cada una de las sesiones. En segundo lugar, se realizó un piloto con los residentes de anestesiología implementando la estrategia diseñada. Se llevó a cabo un ensayo de un solo brazo tipo pre - post para evaluar la autopercepción de las habilidades docentes de los residentes antes y después del programa de entrenamiento realizado. Todos los residentes de Anestesiología de la Fundación Santa Fe de Bogotá durante el año 2025 fueron invitados a participar. El desenlace primario es el cambio en la evaluación de cada uno de los ítems de la encuesta diseñada para evaluar la autopercepción de los residentes sobre sus habilidades educativas. Dentro de los desenlaces secundarios se buscó evaluar la percepción de los residentes sobre la relevancia de recibir entrenamiento en docencia médica y su opinión sobre la pertinencia y calidad de la estrategia implementada. Resultados Se diseñó un programa de 3 sesiones en el cual se abordaron los siguientes temas: 1) Principios básicos del aprendizaje en adultos, 2) Cómo proveer una retroalimentación adecuada y 3) Cómo enseñar una habilidad manual. El programa resultó en un aumento de la percepción de los residentes de anestesiología sobre sus habilidades en educación médica que fue estadísticamente significativo en 6 de los 8 dominios evaluados. Conclusión El programa Aprendiendo a Enseñar generó un impacto positivo en la percepción de los residentes de anestesiología sobre sus habilidades educativas. Los participantes evaluaron el programa de manera positiva y manifestaron que fue una experiencia valiosa que contribuye al desarrollo de sus actividades profesionales actuales y futuras.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-08-25T14:00:45Z
dc.date.available.none.fl_str_mv 2025-08-25T14:00:45Z
dc.date.issued.none.fl_str_mv 2025-07
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Especialización
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16. Morrison EH, Hafler JP. Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000. Pediatrics. 2000 Jan 1;105(Supplement_2):238–41.
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18. Reid P, Miloslavsky EM, Dua A. Teacher training for rheumatology fellows: a national needs assessment of fellows and program directors. Clin Rheumatol [Internet]. 2020 Mar 1 [cited 2024 Oct 9];39(3):673–80. Available from: https://link.springer.com/article/10.1007/s10067-019-04829-2
19. Chokshi BD, Schumacher HK, Reese K, Bhansali P, Kern JR, Simmens SJ, et al. A “resident-as-Teacher” Curriculum Using a Flipped Classroom Approach: Can a Model Designed for Efficiency Also Be Effective? Academic Medicine [Internet]. 2017 Apr 1 [cited 2024 Oct 9];92(4):511–4. Available from: https://journals.lww.com/academicmedicine/fulltext/2017/04000/a__resident_as_teacher__cu rriculum_using_a_flipped.42.aspx
20. Habboush Y, Stoner A, Torres C, Beidas S. Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity. BMC Med Educ [Internet]. 2019 Dec 11 [cited 2024 Nov 6];19(1):1–12. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1888-0
21. Peets AD, Coderre S, Wright B, Jenkins D, Burak K, Leskosky S, et al. Involvement in teaching improves learning in medical students: A randomized cross-over study. BMC MedEduc [Internet]. 2009 Aug 25 [cited 2024 Nov 5];9(1):1–5. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-9-55
22. Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach [Internet]. 2007 Jul [cited 2024 Nov 5];29(6):558–65. Available from: https://www.tandfonline.com/doi/abs/10.1080/01421590701477449
23. Kohli A, Benson M, Mieczkowski A, Spagnoletti C, Rubio D, McNeil M, et al. Does Formal Training in Medical Education and Professional Development Lead to Better Career Outcomes for Clinician Educators? South Med J. 2020 May 1;113(5):205–10.
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38. Hardavella G, Aamli-Gaagnat A, Saad N, Rousalova I, Sreter KB. How to give and receive feedback effectively. Breathe [Internet]. 2017 Dec 1 [cited 2024 Nov 14];13(4):327. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC5709796/
39. Voyer S, Cuncic C, Butler DL, MacNeil K, Watling C, Hatala R. Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme. Med Educ [Internet]. 2016 Sep 1 [cited 2024 Nov 15];50(9):943–54. Available from: https://pubmed.ncbi.nlm.nih.gov/27562894/
40. Hewson MG, Little ML. Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med [Internet]. 1998 [cited 2024 Nov 15];13(2):111–6. Available from: https://pubmed.ncbi.nlm.nih.gov/9502371/
41. Burgess A, van Diggele C, Roberts C, Mellis C. Tips for teaching procedural skills. BMC Med Educ [Internet]. 2020 Dec 1 [cited 2024 Nov 15];20(2):1–6. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02284-1
42. George JH, Doto FX. A simple five-step method for teaching clinical skills - PubMed. Fam Med [Internet]. 2001 [cited 2024 Nov 16];33(8):577–8. Available from: https://pubmed.ncbi.nlm.nih.gov/11573712/
43. Reed S, Shell R, Kassis K, Tartaglia K, Wallihan R, Smith K, et al. Applying Adult Learning Practices in Medical Education. Curr Probl Pediatr Adolesc Health Care. 2014 Jul 1;44(6):170–81.
44. Fullerton PD, Sarkar M, Haque S, McKenzie W. Culture and understanding the role of feedback for health professions students: realist synthesis protocol. BMJ Open [Internet]. 2022 Feb 1 [cited 2024 Nov 14];12(2):e049462. Available from: https://bmjopen.bmj.com/content/12/2/e049462
45. Wolcott MD, Kornegay EC, Brame JL. Piloting a first-year resident-as-teacher workshop to foster evidence-based teaching. J Dent Educ [Internet]. 2021 Jan 1 [cited 2025 Jun 14];85(1):16–22. Available from: /doi/pdf/10.1002/jdd.12396
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spelling Delgadillo Borja, Ana LauraObando Rondón, Andrés MauricioDelgadillo Borja, Ana LauraEscobar López, Oriana2025-08-25T14:00:45Z2025-08-25T14:00:45Z2025-07https://hdl.handle.net/20.500.12495/17823instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coIntroducción: La enseñanza hace parte fundamental del ejercicio de la medicina. Durante la especialidad médica es frecuente que los residentes se encuentren, interactúen e incluso guíen a personal en salud en estados más tempranos de su formación médica, como estudiantes de medicina, internos e incluso otros residentes. Igualmente, es probable que esos mismos residentes asuman roles educativos una vez se convierten en especialistas, sin necesariamente contar con el entrenamiento requerido para enseñar y transmitir de manera efectiva su conocimiento. Objetivo: El propósito de este estudio es realizar un ensayo piloto del programa de entrenamiento en docencia médica aplicado a los residentes institucionales de anestesiología en la fundación Santa Fe de Bogotá. Diseño, Materiales y Métodos: La metodología se dividió en dos partes: en primer lugar, se diseñó la estrategia a partir de una revisión de la literatura que fundamentó cada una de las sesiones. En segundo lugar, se realizó un piloto con los residentes de anestesiología implementando la estrategia diseñada. Se llevó a cabo un ensayo de un solo brazo tipo pre - post para evaluar la autopercepción de las habilidades docentes de los residentes antes y después del programa de entrenamiento realizado. Todos los residentes de Anestesiología de la Fundación Santa Fe de Bogotá durante el año 2025 fueron invitados a participar. El desenlace primario es el cambio en la evaluación de cada uno de los ítems de la encuesta diseñada para evaluar la autopercepción de los residentes sobre sus habilidades educativas. Dentro de los desenlaces secundarios se buscó evaluar la percepción de los residentes sobre la relevancia de recibir entrenamiento en docencia médica y su opinión sobre la pertinencia y calidad de la estrategia implementada. Resultados Se diseñó un programa de 3 sesiones en el cual se abordaron los siguientes temas: 1) Principios básicos del aprendizaje en adultos, 2) Cómo proveer una retroalimentación adecuada y 3) Cómo enseñar una habilidad manual. El programa resultó en un aumento de la percepción de los residentes de anestesiología sobre sus habilidades en educación médica que fue estadísticamente significativo en 6 de los 8 dominios evaluados. Conclusión El programa Aprendiendo a Enseñar generó un impacto positivo en la percepción de los residentes de anestesiología sobre sus habilidades educativas. Los participantes evaluaron el programa de manera positiva y manifestaron que fue una experiencia valiosa que contribuye al desarrollo de sus actividades profesionales actuales y futuras.Especialista en AnestesiologíaEspecializaciónIntroduction: Teaching is a fundamental part of medical practice. During their medical training, residents frequently encounter, interact with, and even mentor healthcare professionals at earlier stages of their medical training, such as medical students, interns, and even other residents. Likewise, these same residents are likely to assume educational roles once they become attending physicians, without necessarily having the skills required to effectively teach and transmit knowledge. Objective: The purpose of this study is to conduct a pilot trial of a medical teaching training program (Learning how to Teach) applied to anesthesiology residents at the Hospital Universitario Fundación Santa Fe de Bogotá. Design, Materials, and Methods: The methodology was divided into two parts: first, the training program was designed based on a literature review that informed each session. Second, a pilot study was conducted with anesthesiology residents implementing the designed program. A single-arm pre-post trial was conducted to evaluate residents' self-assessment of their teaching skills before and after the training program. All Anesthesiology residents at the Fundación Santa Fe de Bogotá during the year 2025 were invited to participate. The primary outcome was the change in the evaluation of each of the items on the survey designed to assess residents' self-perception of their teaching skills. Secondary outcomes sought to assess residents' insights on the relevance of receiving training in medical teaching and their opinions on the quality of the implemented program. Results A 3-session program was designed to address the following topics: 1) Basic principles of adult learning, 2) How to provide appropriate feedback, and 3) How to teach a manual skill. The program resulted in statistically significant increases in anesthesiology residents' perceptions of their medical education skills in 6 of the 8 domains assessed. Conclusion The Learning How to Teach program had a positive impact on anesthesiology residents' perceptions of their teaching skills. Participants evaluated the program positively and stated that it was a valuable experience that contributes to the development of their current and future professional activities.application/pdfAtribución-NoComercial-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttp:/purl.org/coar/access_right/c_abf2/http://purl.org/coar/access_right/c_abf2Educación médicaResidentesEnseñanzaRetroalimentaciónMedical EducationTeachingResidentsFeedbackWO 200Aprendiendo a enseñar: desarrollo y piloto de una intervención para mejorar las habilidades educativas de residentes institucionales de anestesiología de la Fundación Santa Fe de BogotáLearning How to Teach: A pilot intervention to boost anesthesia residents' confidence in their teaching skillsEspecialización en AnestesiologíaUniversidad El BosqueFacultad de MedicinaTesis/Trabajo de grado - Monografía - Especializaciónhttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aa1. 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