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Memorias del Instituto de Investigaciones en Ciencias de la Salud

versión On-line ISSN 1812-9528

Resumen

TORALES, Julio et al. The "twelve roles of the medical teacher": a pilot study of three public universities of Paraguay. Mem. Inst. Investig. Cienc. Salud [online]. 2018, vol.16, n.2, pp.55-64. ISSN 1812-9528.  https://doi.org/10.18004/mem.iics/1812-9528/2018.016(02)55-064.

Recognizing the multiple roles that medical teachers have is important to prepare them for the complex task of teaching medical sciences. The objective of this study was to determine the importance that medicine teachers from three public universities in Paraguay give to the "Twelve roles of a medical teacher" proposed by Harden and Crosby. This was an observational descriptive cross-sectional study with convenience sampling. The participants were teachers of Medicine at the Universidad Nacional de Asunción, Universidad Nacional del Este and Universidad Nacional de Itapúa, with at least 2 years of experience, who completed a questionnaire that measured the importance they give to the twelve roles of the medical teacher. For that purpose, a Spanish version of the Harden and Crosby theory was used and translated with the authorization of its authors. Seventy three teachers participated in the study. The majority perceived its most important role as a provider of information in the clinical rounds or in the clinic (4.68 ± 0.57), as a role model in the workplace (4.53 ± 0.60) and in teaching (4.45 ± 0.67), and as a planner or participant in the student evaluations (4.41 ± 0.62). These results allow us to affirm that the medical teacher of Paraguay sees himself more as an instructor of theoretical classes or clinical practices, but they see themselves as fulfilling many different roles at the same time. Medical teachers can play an important role in conducting pedagogical research studies to improve the practices used for teaching and medicine.

Palabras clave : teaching roles; medicine; medical education.

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