Medición de las competencias investigativas en docentes de fisiología: una aproximación empírica

Background. The implementation of the competence-based approach (CBA) in health sciences and medicine in particular has seen a growing interest in recent years. In this regard, current efforts in the field have focused on three aspects: the process of acquiring skills in the management of knowledge by students, the development of technical and scientific capabilities in the future professionals and the inquiry into the competence of teachers for effective teaching according to the current progress of science and technology. Objective. To determine the level of development of investigative competences of Physiology teachers affiliated with schools of Medicine in Bogotá, Colombia. Materials and methods. Cross-sectional study of 30 teachers who answered a self-perception questionnaire focused on measuring investigative competences. Also, participants underwent a semi-structured interview inquiring about concepts surrounding the competency-based in university-level physiology teaching. Results. Results are presented as a descriptive statistical analysis. Our results show a possible relationship between CBA and the performance profile of physiology teachers. Conclusion. The identification of investigative competences in physiology teachers is useful in getting familiar with the strenghts and weaknesses of a discipline in the context of research within the practice of university teaching.