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Percepción de estudiantes y docentes sobre la inteligencia emocional en la clínica de adulto III de la Facultad de Odontología de la Universidad Nacional de Colombia en el periodo 2024-II

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dc.contributor.advisorPerdomo Nuñez, Karin Natalia
dc.creatorRincón Forero, Lina María
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2025-07-11T12:50:36Z
dc.date.available2025-07-11T12:50:36Z
dc.date.created2025-07-04
dc.date.embargoEndinfo:eu-repo/date/embargoEnd/2027-07-12
dc.descriptionLa formación de odontólogos ha trascendido la pura adquisición de destrezas técnicas para incorporar habilidades socioemocionales que potencien la calidad de la atención y el bienestar profesional. La presente investigación busca explorar la inteligencia emocional (IE) durante el proceso formativo de los estudiantes de odontología en la Clínica de Adulto III de la FOUN, según las percepciones de estudiantes y docentes en el periodo 2024-II. Método: Estudio cualitativo de caso intrínseco basado en entrevistas semiestructuradas a 12 docentes, 36 textos reflexivos de estudiantes y 3 grupos focales (19 participantes). Se empleó análisis temático y triangulación de fuentes hasta alcanzar saturación teórica. Para asegurar la calidad de la investigación se usó el método bracketing y la reflexividad como proceso continuo. Resultados: Se establecieron 5 categorías deductivas y una inductiva. Los estudiantes reconocen emociones positivas y negativas en la clínica, pero a menudo las bloquean por miedo al juicio; las emociones influyen en las decisiones clínicas como impulsores o inhibidores, según el contexto y el acompañamiento. Nombrar las propias y las ajenas mejora la empatía y la relación con el paciente. La retroalimentación empática y las redes de apoyo promueven la autorregulación, mientras que su ausencia genera ansiedad y riesgo de burnout. El rol docente, currículo biopsicosocial y comunidad, emergen como facilitadores clave. Conclusión: La inteligencia emocional en odontología es un proceso progresivo condicionado por el entorno educativo: la experiencia clínica, el rol del docente y los espacios de reflexión potencian competencias emocionales que elevan la calidad de la atención y el bienestar estudiantil; estos hallazgos evidencian la necesidad de integrarla en el currículo.
dc.description.abstractThe training of dentists has gone beyond the mere acquisition of technical skills to include socioemotional competencies that enhance both the quality of care and professional well-being. This study aims to explore emotional intelligence (EI) during the educational process of dental students in the Adult Clinic III at the School of Dentistry, National University of Colombia, based on the perceptions of students and teaching staff during the 2024-II term. Method: This is a qualitative intrinsic case study, using semi-structured interviews with 12 faculty members, 36 reflective texts from students, and 3 focus groups (19 participants in total). Thematic analysis and source triangulation were employed until theoretical saturation was achieved. Bracketing and continuous reflexivity were used to ensure research rigor. Results: Five deductive categories and one inductive category emerged. Students recognize both positive and negative emotions in the clinic, though they often suppress them due to fear of judgment. Emotions influence clinical decision-making, acting as drivers or inhibitors depending on context and support. Naming one's own emotions—and those of others—enhances empathy and patient relationships. Empathic feedback and support networks promote emotional self-regulation, while their absence leads to anxiety and risk of burnout. The teaching role, biopsychosocial curriculum, and sense of community emerged as key facilitators. Conclusion: Emotional intelligence in dentistry is a progressive process shaped by the educational environment. Clinical experience, faculty engagement, and spaces for reflection foster emotional competencies that improve both the quality of patient care and student well-being. These findings highlight the need to formally integrate emotional intelligence into the dental curriculum.
dc.format.extent52 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_45837
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/45837
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisherPontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programMaestría en Educación para Profesionales de la Salud
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.accesoRestringido (Temporalmente bloqueado)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectInteligencia emocional
dc.subjectEstudiantes de odontología
dc.subjectEducación médica
dc.subjectHabilidades sociales
dc.subject.keywordEmotional intelligence
dc.subject.keywordDental students
dc.subject.keywordMedical education
dc.subject.keywordSocial skills
dc.titlePercepción de estudiantes y docentes sobre la inteligencia emocional en la clínica de adulto III de la Facultad de Odontología de la Universidad Nacional de Colombia en el periodo 2024-II
dc.title.TranslatedTitleStudents’ and Faculty Perceptions of Emotional Intelligence in Adult Clinic III at the Faculty of Dentistry, National University of Colombia, During the Second Semester of 2024
dc.typemasterThesis
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.spaTesis de maestría
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesBogotá
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