El residente como evaluador del desempe?o docente en las especialidades médicas

摘要

Introduction Clinical teacher performance evaluation, and above all the evaluation of teaching skills and clinical competences among medical teachers are of the utmost importance for medical residents. A number of different tools have been proposed in order to obtain a reasonable assessment of teacher performance. Nonetheless, resident? appraisal is currenlty the most simple and complete measurement tool available. Objective To evaluate clinical tutor performance through the opinion of residents using a validated and reliable questionnaire. Method Observational and cross-sectional study conducted in a secondary care hospital. The following specialties were included: internal medicine, general surgery, pathology, ophthalmology, ear, nose and throat, traumatology, radiology, anaesthesiology, and gynaecology. All medical teachers and residents were included. A standardised questionnaire, developed by Martínez-González et al., was completed anonymously by. Results The study included 160 teachers and 100 residents, with 703 questionnaires being answered. The dimension means were: teacher-resident relationship and motivation 4.66 ± 0.78, methodology 4.58 ± 0.88, evaluation 4.61 ± 0.85, problem solving capacity 4.68 ± 0.81, and subject knowledge 4.68 ± 0.78. Mean overall assessment was 4.64 ± 0.80. Methodology was the dimension with lowest scores. Residents with highest grades evaluated the teacher with higher scores ( P = .02). Surgical residents had lower scores than medical residents (4.60 ± 0.84 vs 4.82 ± 0.45, P Conclusion Medical teachers obtained a good overall evaluation by the students, although there are areas like methodology and assessment that need improvement. It is recommended to eliminate demographic variables from the evaluation tool, as well allowing to add free comments for each evaluation.