Latin American framework for faculty development in health education.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2024-12-13 DOI:10.1080/0142159X.2024.2438786

Oscar Jerez, Marcela Antúnez, Marioly Müller, Ulrike Kemmerling, Boris Marinkovic

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引用次数: 0

Abstract

Purpose: This study aims to develop and establish a comprehensive framework for faculty development in health sciences in Latin America. This initiative enhances teaching methodologies and elevates the quality of learning experiences.

Materials and methods: The methodology included a qualitative approach using an initial questionnaire, interviews, and group discussions. 1836 professionals from 16 Latin American countries participated, providing a broad and diverse perspective.

Results: Five key dimensions were defined: learning facilitation, evaluation and feedback, innovation and research, managing educational processes, and empathetic and socioemotional pedagogical relationships. The framework identifies seven progressive levels of teacher development, emphasizing 'catalytic performances' as critical drivers for continuous improvement and reciprocal influence within the educational system.

Conclusions: The Latin American framework offers a detailed structure adapted to the region's particularities, highlighting the importance of advanced pedagogical competencies and teacher-student relationships. Its holistic and progressive approach is relevant and applicable in the Latin American context, providing a guide for professional development in health sciences.

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.