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Colegio de Medicina Interna de México.

2022, Number 6

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Med Int Mex 2022; 38 (6)

Teaching evaluation and academic practices in medical specializations

Hamui-Sutton L

Language: Spanish
References: 16
Page: 1141-1146
PDF size: 178.73 Kb.


Text Extraction

No abstract.


REFERENCES

  1. Hamui L, Alpuche A, Ortiz A, Chavolla R, Heinze G, FajardoG. Relationship between teaching performance andresident’s academic achievement. Cartel presentado en elCongreso AMEE 2019. Viena, Austria. Elaborado en México:Facultad de Medicina, UNAM; 2019.

  2. Hamui-Sutton L. Contextos y tendencias de la evaluacióndocente en Medicina. En: Hamui-Sutton L, Ortiz-MontalvoA, Gatica-Lara F, editores. Evaluación de las competenciasdocentes en las ciencias de la salud. 1ª Ed. México: ManualModerno-UNAM, 2019; 1-9.

  3. Isba R, Boor K. Creating learning environment. En: DornanT, Mann K, Scherpbier A, Spencer J, editors. Medical Education.Theory and Practice. Elsevier. 2011; 99-114. DOI:10.1016/B978-0-7020-3522-7.00007-3.

  4. Harden RM, Crosby J. AMEE Guide No 20: The good teacheris more than a lecturer-the twelve roles of the teacher.Medical Teacher 2000; 22: 334-347.

  5. Hamui-Sutton A, Vives-Varela T, Gutiérrez-Barreto S,Castro-Ramírez S, Lavalle–Montalvo C, Sánchez-MendiolaM. Cultura organizacional y clima: el aprendizajesituado en las residencias médicas. Inv Ed Med 2014;3 (10): 74-84.

  6. Genn JM. AMEE Medical Education Guide No. 23 (parte 1y 2) Curriculum, environment, climate, quality and changein medical education – a unifying perspective. MedicalTeacher 2001; 23 (4): 337- 344 y 445-454.

  7. Osascoaga AC, Ticse-Aguirre R, Caballero-López J. Evaluaciónde docentes en programas de posgrado. Ars Médica.Revista de Ciencias Médicas 2021; 46 (4): 44-50.

  8. Simpson D, Hafler J, Brown D, Wilkerson L. Documentationsystems for educators seeking academic promotionin U.S. medical schools. Acad Med 2004: 79: 7. DOI:10.1097/00001888-200408000-00014.

  9. Stalmeijer RE, Dolmans DH, Wolfhagen IH, Peters WG, vanCoppenolle L, Scherpbier AJ. Combined student ratingsand self-assessment provide useful feedback for clinicalteachers. Adv Health Sci Educ Theory Pract 2010; 15: 315-328. doi: 10.1007/s10459-009-9199-6.

  10. Arah OA, Hoekstra JBL, Bos AP, Lombarts K. New toolsfor systematic evaluation of teaching qualities of medicalfaculty: results of an ongoing multi-center survey. PLoSONE 6, 2011; e25983: 83-790. doi: 10.1371/journal.pone.0025983.

  11. Finn K, Chiappa V, Puig A, Hunt D. How to become abetter clinical teacher: A collaborative peer observationprocess. Med Teach 2011; 33: 151-155. doi:10.3109/0142159X.2010.541534.

  12. Hamui-Sutton L, Enríquez-López P, Hernández-Becerril C,Lavalle-Montalvo C, Vilar-Puig P. ¿Qué opinan los residentessobre sus profesores? Un enfoque cualitativo. EducaciónMédica 2018; 19 (1): 9-18. https://doi.org/10.1016/j.edumed.2016.11.003.

  13. Durán-García VD, Millán-Hernández M. La ética en laevaluación docente. En: Hamui-Sutton L, Ortiz-MontalvoA, Gatica-Lara F, editores. Evaluación de las competenciasdocentes en las ciencias de la salud. 1ª ed. México: ManualModerno-UNAM, 2019; 39-48.

  14. Van-Roermund T, Tromp F, Scherpbier A, Bottema B,Bueving H. Teachers’ ideas versus experts’ descriptionsof ‘the good teacher’ in postgraduate medical education:implications for implementation. A qualitative study. BMCMed Educ 2011; 11: 42-50. https://doi.org/10.1186/1472-6920-11-42.

  15. Vives-Varela T, Varela-Ruiz M. Realimentación efectiva.Investig Educ Med 2013; 2 (6): 112-114.

  16. Fuller A, Unwin L. Learning as apprentices in the contemporaryUK workplace: creating and managing expansiveand restrictive participation. J Educ Work 2003; 16 (4):407-426. https://doi.org/10.1080/1363908032000093012.




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