Background:

Medical specialization training has traditionally focused on the formal teaching roles of physicians, overlooking the contribution of nurses as informal educators.

Objective:

To explore and understand key actors' perceptions of the physician-nurse relationship and the educational role of nursing staff in medical training.

Methods:

A qualitative, interpretative study with a hermeneutic approach based on grounded theory was conducted. Data were collected through focus groups with graduates from four primary specialties (Pediatrics, Internal Medicine, General Surgery, and Nursing) and an in-depth interview in Gynecology. Atlas.ti software was used for thematic coding and analysis.

Results:

Three main categories emerged: communication, teamwork, and teaching. A significant finding was the recognition of a “hidden educator” role played by nurses. Participants reported that nurses provided practical teaching and emotional support, especially during early residency, fostering a nearly familial bond and enhancing clinical competency development.

Conclusion:

Nurses contribute significantly to medical education through informal teaching, a role often overlooked in formal curricula. Recognizing and integrating this hidden dimension may improve training strategies and strengthen interdisciplinary collaboration.

        · resumen en Español     · texto en Español     · Español ( pdf )