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Influencia de un programa de maestría en educación para profesionales de la salud en el desarrollo de su identidad docente

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dc.contributor.advisorOlmos Vega, Francisco Manuel
dc.creatorMoreno Mejia, Vivian Marcela
dc.creatorHenao Méndez, Claudia Ximena
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.creator.degreetypeFull time
dc.date.accessioned2024-01-16T15:26:05Z
dc.date.available2024-01-16T15:26:05Z
dc.date.created2023-11-18
dc.descriptionIntroducción: El desarrollo de la identidad docente se considera un proceso complejo y dinámico que se construye sobre la base de identidades previas. Este proceso puede dar lugar a tensiones, como la fricción entre las identidades, el conflicto de prioridades y la falta de incentivos, generando insatisfacción que podría llevar al abandono de la carrera académica. Este riesgo se reduce en los profesionales que poseen una identidad docente sólida y consolidada. Aunque hay un creciente interés en la investigación de este tema, hay poca información sobre cómo los programas de maestría en educación médica influyen en la formación de la identidad docente. Método: Se utilizó una estrategia de muestreo intencionado de variación máxima y se recolectó información con 8 entrevistas semiestructuras a graduados del programa. Se recopilaron y analizaron datos de manera iterativa hasta lograr la saturación. Se utilizó la teoría de los mundos figurados como una herramienta para entender esta experiencia, y la teoría fundamentada constructivista como metodología. Resultados: La realización de la maestría ayudó a consolidar la identidad docente de los participantes mediante una transformación en la percepción de sí mismos como educadores, les permitió posicionarse en roles de liderazgo y ser reconocidos como referentes en la docencia. Además, han enriquecido su labor docente centrándose en el estudiante, permitiéndoles adoptar el “discurso del buen docente”. A pesar de las barreras dentro de su mundo figurado, los participantes superaron estos desafíos impulsados por el discurso del “salario emocional” y la satisfacción personal. Discusión: Se destaca la importancia de que los programas de maestría en educación médica desarrollen estrategias destinadas a fortalecer la identidad docente; recomendamos la implementación de estrategias de reflexión y actividades de tutoría personalizada en programas de posgrado, ya que estas prácticas fortalecen la identidad docente mejorando la calidad de la educación en el ámbito de la salud.
dc.description.abstractIntroduction: The development of teaching identity is considered a complex and dynamic process built upon prior identities. This process can lead to tensions, such as friction between identities, conflicting priorities, and a lack of incentives, generating dissatisfaction that could result in abandoning an academic career. This risk is reduced in professionals with a solid and consolidated teaching identity. Despite a growing interest in research on this topic, there is limited information on how master's programs in medical education influence the formation of teaching identity. Method: A maximum variation intentional sampling strategy was employed, and information was collected through 8 semi-structured interviews with program graduates. Data were collected and analyzed iteratively until saturation was achieved. The theory of figured worlds was used as a tool to understand this experience, with constructivist grounded theory as the methodology. Results: Completing the master's program helped solidify the participants' teaching identity through a transformation in their perception of themselves as educators. It allowed them to assume leadership roles and be recognized as authorities in teaching. Furthermore, they enhanced their teaching work by focusing on the student, enabling them to adopt the "good teacher" discourse. Despite barriers within their figured world, participants overcame these challenges driven by the discourse of "emotional salary" and personal satisfaction. Discussion: The importance of master's programs in medical education developing strategies to strengthen teaching identity is emphasized. We recommend the implementation of reflection strategies and personalized mentoring activities in postgraduate programs, as these practices strengthen teaching identity, improving the quality of education in the healthcare field.
dc.format.extent19 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_42005
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/42005
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.subjectIdentidad docente
dc.subjectEducación médica
dc.subjectProfesionales de la salud
dc.subjectMaestría en educación
dc.subject.keywordTeaching identity
dc.subject.keywordMedical education
dc.subject.keywordMaster's in education
dc.subject.keywordHealthcare professionals
dc.titleInfluencia de un programa de maestría en educación para profesionales de la salud en el desarrollo de su identidad docente
dc.title.TranslatedTitleInfluence of a master's program in education for healthcare professionals on the development of their teaching identity.
dc.typebachelorThesis
dc.type.documentTesis
dc.type.spaTesis
local.department.reportEscuela de Medicina y Ciencias de la Salud
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