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El fenómeno de “failure to fail” en los posgrados de medicina, una mirada desde la motivación de los docentes

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dc.contributor.advisorOlmos Vega, Francisco Manuel
dc.creatorGarcía Padilla, Paola Karina
dc.creatorCuellar Ríos, Isabel Cristina
dc.creatorSoler Ramírez, Angela María
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2025-01-20T12:39:09Z
dc.date.available2025-01-20T12:39:09Z
dc.date.created2024-11-29
dc.date.embargoEndinfo:eu-repo/date/embargoEnd/2027-01-21
dc.descriptionIntroducción: el "Failure to Fail" es un fenómeno en la educación que ocurre cuando los docentes evitan reprobar a estudiantes de bajo rendimiento, permitiendo que se gradúen sin cumplir con las competencias necesarias. Este estudio explora mediante la Teoría Expectativa-Valor-Costo (TEVC) las motivaciones de los docentes al momento de evaluar, para comprender los factores que perpetúan este fenómeno. Metodología: se realizó un estudio cualitativo bajo el enfoque constructivista de la teoría fundamentada. Se realizaron 12 entrevistas semiestructuradas a docentes de especialidades médico-quirúrgicas. Los hallazgos se construyeron a través de un método iterativo de recolección y análisis de datos, comparación constante y muestreo teórico. Resultados: desde el punto de vista de la expectativa, los docentes expresaron dificultades para realizar evaluaciones justas debido a la falta de formación y la poca claridad en los procesos evaluativos incluyendo el del profesionalismo. Aunque el valor de querer formar profesionales competentes es alto, no compensa los costos asociados a la evaluación, que incluyen la presión de mantener adecuadas relaciones interpersonales, buena reputación, favorecer logros institucionales, además de los costos relacionados con el esfuerzo y tiempo invertido en los estudiantes, así como el impacto psicológico al considerar las implicaciones económicas y emocionales para los estudiantes. Conclusión: los factores motivacionales que influyen en la evaluación incluyen la falta de capacitación docente y los altos costos asociados. Se recomienda implementar procesos de evaluación estructurados y realizar formación docente continua. Abordar estos factores puede reducir el "Failure to Fail" y optimizar la calidad de la educación.
dc.description.abstractIntroduction: Failure to Fail is a phenomenon in education that occurs when teachers avoid failing low-performing students, allowing them to graduate without meeting the necessary competencies. This study explores through the Expectation-Value-Cost Theory (EVCT) the motivations of teachers when evaluating, to understand the factors that perpetuate this phenomenon. Methodology: A qualitative study was conducted under the constructivist approach of grounded theory. Twelve semi-structured interviews were conducted with teachers of medical-surgical specialties. The findings were constructed through an iterative method of data collection and analysis, constant comparison and theoretical sampling. Results: From the point of view of expectation, teachers expressed difficulties in conducting fair evaluations due to lack of training and lack of clarity in evaluative processes including that of professionalism. Although the value of wanting to form competent professionals is high, it does not compensate for the costs associated with evaluation, which include the pressure to maintain adequate interpersonal relationships, good reputation, favoring institutional achievements, in addition to the costs related to the effort and time invested in students, as well as the psychological impact when considering the economic and emotional implications for students. Conclusion: Motivational factors influencing evaluation include the lack of teacher training and the high associated costs. It is recommended that structured evaluation processes and ongoing teacher training be implemented. Addressing these factors can reduce “Failure to Fail” and optimize the quality of education.
dc.format.extent32 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_44737
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/44737
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-ShareAlike 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.accesoRestringido (Temporalmente bloqueado)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectEvaluación
dc.subjectEducación médica
dc.subjectMaltrato
dc.subjectEstudiante posgrado
dc.subjectFracaso al evaluar
dc.subject.keywordFailure to Fail
dc.subject.keywordMotivation
dc.subject.keywordMedical education
dc.subject.keywordPostgraduate students
dc.subject.keywordAssesment
dc.subject.keywordMistreatment
dc.titleEl fenómeno de “failure to fail” en los posgrados de medicina, una mirada desde la motivación de los docentes
dc.title.TranslatedTitleThe phenomenon of "failure to fail" in postgraduate courses in medicine, a view from the motivation of teachers
dc.title.alternative"Failure to fail" en los posgrados de medicina
dc.typebachelorThesis
dc.type.hasVersioninfo:eu-repo/semantics/draft
dc.type.spaTesis
local.department.reportEscuela de Medicina y Ciencias de la Salud
local.regionesBogotá
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