Medical Evaluation Processes in Clinical settings. Qualitative Analysis through the Experience of Teachers and Studens

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 teachinglearning 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.

Teoría de restricciones aplicada a la dirección administrativa y financiera de la escuela de medicina y ciencias de la salud de la universidad del rosario

La creación de la Escuela de Medicina y Ciencias de la Salud en la Universidad del Rosario el 1 de julio de 2009 generó la necesidad de apoyar un mayor número de profesores e investigadores en temas administrativos, financieros y jurídicos. Para ello fue necesaria la contratación de una coordinadora administrativa y una coordinadora financiera para que la gestión de la Dirección Administrativa y Financiera pudiera cumplir con el apoyo a la Academia. Sin embargo, la gestión jurídica que soporta los proyectos de Investigación, Asesoría y Consultoría de la Escuela de Medicina y Ciencias de la Salud no era lo suficientemente ágil frente a las necesidades de respuesta a los patrocinadores externos. Por lo tanto, por medio de la aplicación de la Teoría de Restricciones, construcción de nubes de conflictos, encuestas a los investigadores y desarrollo de un formulario como herramienta en el Sistema de Información SAP, se agilizó el proceso de la Oficina Jurídica no solo para los procesos de la Escuela de Medicina y Ciencias de la Salid sino para todas la facultades y dependencias de la Universidad del Rosario

Work-family conflict, burnout and work engagement among teachers: The moderating effect of job and personal resources

The present study contributes to the literature on the Job Demands-resources model in the italian school context. the aim of this paper is to examine how the interaction between work-family conflict (i.e., a typical job demand) and opportunities to learn and to develop and self-efficacy (i.e., typical job and personal resources, respectively) affect the core dimensions of burnout (exhaustion and depersonalization) and work engagement (vigor and dedication). Hypotheses were tested with a cross-sectional design among 143 teachers of a junior high school in the north of Italy. Results of moderated multiple regression analysis partially supported the hypotheses as the opportunities to learn and to develop buffered against the aversive effects of work-family conflict on depersonalization, whereas self-efficacy moderated the relationship between work-family conflict and vigor. From a practical viewpoint, our findings suggest that opportunities to learn and to develop and self-efficacy are important re- sources that help teachers to reduce the negative effects related to work-family conflict.