Perception of the academics of the Department of Medical Sciences on the importance of the roles of the medicine teacher, from the perspective of Harden and Crosby

Abstract

The teaching-learning processes require that medical teachers assume the role of learning facilitators and have specific characteristics, such as those proposed by Harden and Crosby in the field of medical education. The objective of the research was to know the perception of the academics of the Department of Medical Sciences of the University of Antofagasta about the importance of the roles of the Medicine teacher. A quantitative and descriptive study was developed. The sample corresponded to 27 academics out of a total of 47. An online questionnaire was applied through which considered the different roles of the medicine teacher proposed by Harden and Crosby as dimensions. Most of the medical faculty roles obtain a high degree of importance in the first two response categories (“A lot” and “Considerable”). The roles with the least degree of importance for academics are: curriculum evaluator, assessment planner, course organizer, curriculum planner and resource developer. Most of the roles of the medicine teacher are evaluated positively from the perspective of Harden and Crosby, especially those related to classroom work and clinical practice. The roles with the lowest value are those that require greater pedagogical expertise. It is recommended to strengthen training processes in pedagogical skills.