Mostrar el registro sencillo del ítem
El modelo de rol para la enseñanza de las humanidades en la formación médica
dc.contributor.advisor | Chacon, Claudia | spa |
dc.contributor.author | Quintero Beltrán, Oscar Andrés | |
dc.coverage.spatial | Calle 100 | spa |
dc.date.accessioned | 2019-03-26T16:41:47Z | |
dc.date.accessioned | 2019-12-30T17:17:40Z | |
dc.date.available | 2019-03-26T16:41:47Z | |
dc.date.available | 2019-12-30T17:17:40Z | |
dc.date.issued | 2018-11-25 | |
dc.identifier.uri | http://hdl.handle.net/10654/20726 | |
dc.description.abstract | Desde hace siglos la medicina se separo de las Ciencias Humanas y entro a formar parte de las Ciencias Naturales, esta separación llevo a olvidar el rol que tienes las Humanidades dentro de la educación medica y puede ser una explicación para el momento actual de deshumanización que vive la medicina, esto viéndose reflejado en las continuas quejas de los pacientes que solicitan tratos mas humanos al mismo tiempo que exigen ser escuchados y que se tengan en cuenta al momento de tomar decisiones; adicionalmente se evidencia esto en el aumento del “burn out” por parte de médicos y estudiantes acompañado de una desilusión con la educación medica. Teniendo en cuenta que gran parte del desarrollo de la educación medica se da a partir de un currículo oculto, que muchas veces esta en discordancia con los objetivos curriculares y la misión de las instituciones hospitalarias, una forma de retornar al camino de la humanización en la formación medica puede ser el dominio y reestructuración del currículo oculto a través de la enseñanza por modelos de roles; estos modelos pueden aprovechar la gran cantidad de tiempo que permanecen los estudiantes bajo su tutoría, generando un ambiente de reflexión y critica en los estudiantes para reconciliar la medicina y el humanismo | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.language.iso | spa | spa |
dc.publisher | Universidad Militar Nueva Granada | spa |
dc.rights | Derechos Reservados - Universidad Militar Nueva Granada, 2018 | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/2.5/co/ | spa |
dc.title | El modelo de rol para la enseñanza de las humanidades en la formación médica | spa |
dc.type | info:eu-repo/semantics/bachelorThesis | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.subject.lemb | HUMANISMO | spa |
dc.subject.lemb | CURRICULO | spa |
dc.subject.lemb | MEDICINA - ENSEÑANZA | spa |
dc.publisher.department | Facultad de Educación | spa |
dc.type.local | Trabajo de grado | spa |
dc.description.abstractenglish | Medicine has been separated from the Human Sciences for centuries and became part of the Natural Sciences, this separation led to forget the role that the Humanities have within medical education and can be an explanation for the current dehumanization that lives medicine, this being reflected in the continuous complaints of patients who request more human treatment at the same time they demand to be heard and taken into account when making decisions; additionally, this is evidenced in the increase in "burn out" by doctors and students accompanied by a disappointment with medical education. Bearing in mind that much of the development of medical education occurs from a hidden curriculum, which is often in disagreement with the curricular objectives and the mission of the hospital institutions, a way to return to the path of humanization in the medical training can be the domain and restructuring of the hidden curriculum through role models; these models can take advantage of the large amount of time that students remain under their tutoring, generating an atmosphere of reflection and criticism in students to reconcile medicine and humanism. | eng |
dc.title.translated | Role modeling and teaching of humanities in medical education | spa |
dc.subject.keywords | Humanism | spa |
dc.subject.keywords | Curriculum | spa |
dc.subject.keywords | Hidden curriculum | spa |
dc.subject.keywords | Medical education | spa |
dc.subject.keywords | Role modeling | spa |
dc.publisher.program | Especialización en Docencia Universitaria | spa |
dc.creator.degreename | Especialista en Docencia Universitaria | spa |
dc.description.degreelevel | Especialización | spa |
dc.publisher.faculty | Educación y Humanidades - Especialización en Docencia Universitaria | spa |
dc.type.dcmi-type-vocabulary | Text | spa |
dc.type.version | info:eu-repo/semantics/acceptedVersion | spa |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas | spa |
dc.relation.references | A, B. (2015 Dec;36(4)). Seven Types of Ambiguity in Evaluating the Impact of Humanities Provision in Undergraduate Medicine Curricula. J Med Humanit., 337-57. | spa |
dc.relation.references | Balmer D, S. J. ( 2007;7). Learning behind the scenes: Perceptions and observations of role modeling in pediatric residents’ continuity experience. Ambul Pediatr., 176–181. | spa |
dc.relation.references | Chou CM, K. K. (2014 Sep;89(9)). Attitudes and habits of highly humanistic physicians. Acad Med., 1252-8. | spa |
dc.relation.references | Cohen LG, S. Y. (2014 Aug;36(8)). Twelve tips on teaching and learning humanism in medical education. Med Teach., 680-4. | spa |
dc.relation.references | Cruess SR, C. R. (2008;336). Role modelling—making the most of a powerful teaching strategy. BMJ, 718–721. | spa |
dc.relation.references | Dennhardt S, A. T. (2016 Mar;50(3)). Rethinking research in the medical humanities: a scoping review and narrative synthesis of quantitative outcome studies. Med Educ, 285-99. | spa |
dc.relation.references | Facultad de Medicina Pontfica Universidad Javeriana. (n.d.). Retrieved from https://medicina.javeriana.edu.co/estudiantes/medicina | spa |
dc.relation.references | Facultad de Medicina Universidad de los Andes. (n.d.). Retrieved from https://medicina.uniandes.edu.co/index.php/es/facultad | spa |
dc.relation.references | Facultad de Medicina Universidad del Rosario. (n.d.). Retrieved from http://www.urosario.edu.co/Programa-de-Medicina/Perfiles/ | spa |
dc.relation.references | Facultad de Medicina Universidad Militar Nueva Granada. (n.d.). Retrieved from http://www.umng.edu.co/programas-academicos/facultad-medicina | spa |
dc.relation.references | J. Donald Boudreau, A. F. (2015 Dec;36(4)). The Humanities in Medical Education: Ways of Knowing, Doing and Being. J Med Humanit., 321-36. | spa |
dc.relation.references | J., M. (2000 Jun;26(1)). The humanities in medical education: context, outcomes and structures. Med Humanit., 23-30 | spa |
dc.relation.references | Jangland E, G. L. (2009 May;75(2)). Patient's and relative's complaints about encounters and communication in health care : evidence for quality improvement . Patient Educ Couns., 199-204. | spa |
dc.relation.references | King JD, v. D. ( 2017 Mar;5(2)). Patient Complaints Emphasize Non-Technical Aspects of Care at a Tertiary Referral Hospital. Arch Bone Jt Surg, 74-81. | spa |
dc.relation.references | Kravet SJ, C. C. (2011;3). The intersection between clinical excellence and role modeling in medicine. J Grad Med Educ, 465–468. | spa |
dc.relation.references | M. Padilla, E. S.-M.-J. ( 2014 16 (4)). Percepciones de pacientes y familiares sobre la comunicación con los profesionales de la salud. Revista de Salud Pública,, 585-596 | spa |
dc.relation.references | Martimianakis MA, H. F. (2016 Mar;50(3)). Exploring the interstitial space between the ideal and the practised: humanism and the hidden curriculum of system reform. Med Educ, 278-80. | spa |
dc.relation.references | Mattarozzi K, S. F. (2017 Feb 1;29(1)). What patients' complaints and praise tell the health practitioner: implications for health care quality. A qualitative research study. Int J Qual Health Care, 83-89. | spa |
dc.relation.references | Miller S, S. H. (1999 (74)). The habit of humanism: A framework for making humanistic care a reflexive clinical skill. Acad Med, 800–803. | spa |
dc.relation.references | Ousager J, J. H. (2010;85). Humanities in undergraduate medical education: a literature review. Acad Med, 988–98. | spa |
dc.relation.references | Perry M, M. N. ( 2011;45 (2)). The effectiveness of arts-based interventions in medical education: a literature review. Med Educ , 141–8. | spa |
dc.relation.references | Pronovost, P. (2015, octubre). U.S. News. Retrieved from https://health.usnews.com/health-news/patient-advice/articles/2015/10/15/the-patient-wish-list | spa |
dc.relation.references | Schwartz AW, A. J. ( 2009;76). Evaluating the impact of the humanities in medical education. Mt Sinai J Med, 372–80. | spa |
dc.relation.references | Skär L, S. S. ( 2018 Feb 26;5(2). Patient's complaints regarding healthcare encounters and communication. Nurs Open, 224-232 | spa |
dc.relation.references | Weissmann PF, B. W. (2006 Jul;81(7)). Role modeling humanistic behavior: learning bedside manner from the experts. Acad Med. , 661-7. | spa |
dc.subject.proposal | Humanismo | spa |
dc.subject.proposal | Currículo | spa |
dc.subject.proposal | Currículo oculto | spa |
dc.subject.proposal | Educación médica | spa |
dc.subject.proposal | Modelo de rol | spa |
Archivos en el ítem
Este ítem aparece en la(s) siguiente(s) colección(ones)
-
Docencia Universitaria [691]