Evaluation processes in clinical practice have not been well, being their study focused on the technical issues concerning these processes. This study tried an approach to the evaluation processes through the analysis of perceptions from teachers and students about the methodology of evaluation considering the teaching-learning processes performed in a clinical practice of the Medicine Program -Universidad El Bosque from Bogota. With this purpose we conducted interviews with teachers and students searching the manner in which the evaluative, learning and teaching processes are done; then we analyzed the perception from both agents concerning the way these processes are related. The interviews were categorized bath deductively and inductively, and then contrasted with some current theories of learning, teaching and evaluation in medicine. The study showed that nowadays the evaluation and, in general, the educative processes are affected by several factors which are associated to the manner the professional practice is developed, and the educative process of the current teachers. We concluded there is no congrency between the approach of the evaluation, mainly conductivist, and the learning and teaching strategies mainly constructivist. This fact cause dissent in teachers and students.
|Título traducido de la contribución||Medical evaluation processes in clinical settings. Qualitative analysis through the experience of teachers and students|
|Número de páginas||10|
|Publicación||Revista ciencias de la salud|
|Estado||Publicada - 2007|
Áreas temáticas de ASJC Scopus
- Medicina (miscelánea)
- Sanidad (ciencias sociales)