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Interacciones entre pares en rotaciones periféricas: un estudio cualitativo sobre el aprendizaje en educación médica de posgrado

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dc.contributor.advisorOlmos Vega, Francisco Manuel
dc.creatorJurado Sanabria, Natallie
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2025-07-17T12:47:41Z
dc.date.available2025-07-17T12:47:41Z
dc.date.created2025-07-04
dc.descriptionIntroducción: La educación médica de posgrado en el lugar de trabajo es esencial para la formación clínica, ya que permite la adquisición y aplicación de conocimientos en escenarios reales y fomenta el desarrollo de habilidades clínicas con responsabilidad compartida. El aprendizaje cuando se está en una rotación fuera de la especialidad es complejo y dinámico, está influenciado por el ambiente, la cultura y las interacciones personales. A pesar de su importancia, existe una limitada compresión sobre las interacciones que se producen entre pares en estos contextos y su influencia en el aprendizaje. Objetivo: Explorar cómo influye la variación de pares y sus interacciones personales en el proceso individual de aprendizaje para aquellos que realizan una rotación transitoria fuera de su especialidad. Métodos: estudio cualitativo con enfoque en teoría fundamentada constructivista basado en entrevistas semiestructuradas con residentes de especialidades clínicas que realizaron rotaciones fuera de su especialidad. Resultados: utilizando conceptos sensitivos de cruce de fronteras se identificaron interacciones positivas entre residentes caracterizadas por empatía, comunicación efectiva y retroalimentación constructiva, lo que facilitó el aprendizaje, calidad en la atención de pacientes y el crecimiento profesional. Por el contrario, las interacciones negativas generaron aislamiento y desconfianza. La interacción positiva con residentes de mayor nivel de formación es particularmente valiosa para el aprendizaje y la mentoría. Conclusiones: Las interacciones en rotaciones periféricas son fundamentales para el aprendizaje y el crecimiento profesional de los residentes. Fomentar interacciones positivas y significativas entre residentes puede mejorar la calidad de la formación y el desarrollo profesional en entornos clínicos.
dc.description.abstractIntroduction: Postgraduate medical education in the workplace is essential for clinical training, enabling the acquisition and application of knowledge in real-life settings and fostering the development of clinical skills with shared responsibility. Learning during an out-of-specialty rotation is complex and dynamic, influenced by the environment, culture, and personal interactions. Despite its importance, there is limited understanding of the interactions that occur between peers in these contexts and their influence on learning. Objective: To explore how the variation in peers and their personal interactions influences the individual learning process for those undertaking a transient out-of-specialty rotation. Methods: A qualitative study focused on constructivist grounded theory based on semi-structured interviews with clinical specialty residents who undertook out-of-specialty rotations. Results: Using sensitive concepts of boundary crossing, positive interactions between residents were identified, characterized by empathy, effective communication, and constructive feedback, which facilitated learning, quality patient care, and professional growth. Conversely, negative interactions generated isolation and mistrust. Positive interaction with more highly trained residents is particularly valuable for learning and mentoring. Conclusions: Interactions during peripheral rotations are critical for residents' learning and professional growth. Fostering positive and meaningful interactions between residents can improve the quality of training and professional development in clinical settings.
dc.format.extent33 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_45911
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/45911
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/openAccess
dc.rights.accesoAbierto (Texto Completo)
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.subjectAprendizaje asistido por pares
dc.subjectRelaciones entre pares
dc.subjectEducación médica
dc.subjectEstudiante de posgrado
dc.subjectCruce de fronteras
dc.subject.keywordPeer assisted learning
dc.subject.keywordPeer relationships
dc.subject.keywordMedical education
dc.subject.keywordGraduate student
dc.subject.keywordBoundary crossing
dc.titleInteracciones entre pares en rotaciones periféricas: un estudio cualitativo sobre el aprendizaje en educación médica de posgrado
dc.title.TranslatedTitlePeer interactions in peripheral rotations: A qualitative study of learning in postgraduate medical education
dc.title.alternativeInteracciones entre pares en rotaciones periféricas de posgrado
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.regionesVirtual
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