Administración y Medicina, los estudiantes de postgrado entre dos mundos

Contexto: es limitada la información disponible en la literatura respecto a la forma en que los estudiantes de postgrados médicos adquieren competencias en Gestión Administrativa (GA) en los lugares de práctica y rara vez sus experiencias son contempladas en el diseño de estrategias de transformació...

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Fecha de publicación:: 2022

Institución:: Universidad del Rosario

Repositorio:: Repositorio EdocUR - U. Rosario

Idioma:: spa

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dc.title.es.fl_str_mv	Administración y Medicina, los estudiantes de postgrado entre dos mundos
dc.title.TranslatedTitle.es.fl_str_mv	Medical residents: navigating between two worlds
title	Administración y Medicina, los estudiantes de postgrado entre dos mundos
spellingShingle	Administración y Medicina, los estudiantes de postgrado entre dos mundos Estudiantes de postgrados médicos Competencias en Gestión Administrativa para médicos Profesionales de la salud y competencias administrativas Promoción de salud Figured worlds Qualitative research Constructivist grounded theory Management Medical residents Medical graduate students Management Skills administrative for doctors Health professionals and administrative powers
title_short	Administración y Medicina, los estudiantes de postgrado entre dos mundos
title_full	Administración y Medicina, los estudiantes de postgrado entre dos mundos
title_fullStr	Administración y Medicina, los estudiantes de postgrado entre dos mundos
title_full_unstemmed	Administración y Medicina, los estudiantes de postgrado entre dos mundos
title_sort	Administración y Medicina, los estudiantes de postgrado entre dos mundos
dc.contributor.advisor.none.fl_str_mv	Olmos-Vega, Francisco
dc.subject.es.fl_str_mv	Estudiantes de postgrados médicos Competencias en Gestión Administrativa para médicos Profesionales de la salud y competencias administrativas
topic	Estudiantes de postgrados médicos Competencias en Gestión Administrativa para médicos Profesionales de la salud y competencias administrativas Promoción de salud Figured worlds Qualitative research Constructivist grounded theory Management Medical residents Medical graduate students Management Skills administrative for doctors Health professionals and administrative powers
dc.subject.ddc.es.fl_str_mv	Promoción de salud
dc.subject.keyword.es.fl_str_mv	Figured worlds Qualitative research Constructivist grounded theory Management Medical residents Medical graduate students Management Skills administrative for doctors Health professionals and administrative powers
description	Contexto: es limitada la información disponible en la literatura respecto a la forma en que los estudiantes de postgrados médicos adquieren competencias en Gestión Administrativa (GA) en los lugares de práctica y rara vez sus experiencias son contempladas en el diseño de estrategias de transformación educativa en el área, a pesar de ocupar un rol protagónico en la ejecución del día a día de las labores administrativas en las instituciones sanitarias. Objetivo: diseñamos una investigación que exploró los Mundos Figurados de los médicos residentes y cómo sus experiencias en el lugar de trabajo incidieron en la adquisición de competencias en GA. Metodología: desarrollamos una investigación cualitativa de Teoría Fundamentada Constructivista, con grupos focales y entrevistas semiestructuradas en 22 residentes médicos de la Pontificia Universidad Javeriana, de diferentes niveles formativos y disciplinas, rotantes en el Hospital Universitario San Ignacio, en la ciudad de Bogotá, Colombia. Resultados: La adquisición de competencias en GA en residentes médicos se enmarca en dos mundos figurados opuestos. Uno de ellos constituido por vivencias negativas y poco formativas, y, en contraposición, un mundo enriquecido por estrategias de transformación cultural y apropiación de la GA como parte del acto médico. Conclusiones: Los médicos, sin duda, debemos adquirir competencias administrativas en beneficio de una mejor calidad, seguridad en la atención y un uso eficiente de los recursos sanitarios; para lograrlo, se requiere una profunda transformación cultural de la comunidad educativa, partiendo de los profesores quienes deben afianzar sus conocimientos en GA y mejorar su integración a la práctica clínica.
publishDate	2022
dc.date.created.none.fl_str_mv	2022-12-13
dc.date.accessioned.none.fl_str_mv	2023-01-12T21:58:22Z
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dc.format.extent.es.fl_str_mv	27 pp
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dc.publisher.none.fl_str_mv	Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.department.none.fl_str_mv	Escuela de Medicina y Ciencias de la Salud
dc.publisher.program.none.fl_str_mv	Maestría en Educación para Profesionales de la Salud
publisher.none.fl_str_mv	Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina
institution	Universidad del Rosario
dc.source.bibliographicCitation.es.fl_str_mv	Algahtani, A. (2014). Are Leadership and Management Different? A Review. Journal of Management Policies and Practices, 2(3), 71-82. DOI: 10.15640/jmpp.v2n3a4 Bergin, C, Horgan, M and Dornan, T (2017) Possibility andagency in Figured Worlds: Becoming a ‘good doctor’. Medical Education,51 (3). pp. 248-257 Carmichael, T., & Cunningham, N. (2017): “Theoretical Data Collection and Data Analysis with Gerunds in a Constructivist Grounded Theory Study”, The Electronic Journal of Business Research Methods, 15(2), pp. 59–73. Chaffee, R., & Gupta, P. (2018). Accessing the elite figured world of science. Cultural studies of science education, 13(3), 797–805. https://doi.org/10.1007/s11422-018-9858-0 Charmaz, K. (2014). Constructing Grounded Theory. 2nd edition. The Sage publications, pp.1-746. ISBN 978-0-85702-9133. Corbin, J., & Strauss, A.L. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: SAGE Publications. Gentles SJ, Jack SM, Nicholas DB, McKibbon K. 2014. A critical approach to reflexivity in grounded theory. Qual Rep. 19(44):1–14. Guest, G., Bunce, A. & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1):59-82. Holland, D., Lachicotte, W., Skinner, D., & Cain,'C. (1998). Agency and identity in cultural worlds. Cambridge, MA: Harvard University Press. Hopwood, N. (2014). Four essential dimensions of workplace learning. Journal of Workplace Learning, 26(6), 349-363. https://doi.org/10.1108/JWL-09-2013-0069 Kamberelis, G., Dimitriadis, G. & Welker, A. (2018). Focus Group Research and/in Figured Worlds. En N. K. Denzin y Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 692- 716). Thousand Oaks, CA: Sage Publications. Kaur, N., & Singh, T. (2013). Teaching healthcare management to medical students: an early experience. The National medical journal of India, 26(3), 166–168. Myers, C.G., & Pronovost, P.J. (2017). Making Management Skills a Core Component of Medical Education. Academic medicine: journal of the Association of American Medical Colleges, 92(5), 582–584. https://doi.org/10.1097/ACM.0000000000001627 Olmos-Vega, F., Stalmeijer, R.E., Varpio, L. & Kahlke, R. (2022). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical teacher, 1–11. Advance online publication. https://doi.org/10.1080/0142159X.2022.2057287 Popovici, V. (2012). Similarities and differences between management and leadership. Annals-Economy Series, 2, 126-135. https://EconPapers.repec.org/RePEc:cbu:jrnlec:y:2012:v:2:p:126-135 Quince, T., Abbas, M., Murugesu, S., Crawley, F., Hyde, S., Wood, D., & Benson, J. (2014). Leadership and management in the undergraduate medical curriculum: a qualitative study of students' attitudes and opinions at one UK medical school. BMJ open, 4(6), e005353. https://doi.org/10.1136/bmjopen-2014-005353 Robinson C. (2007). Figured World of History Learning in a Social Studies Methods Classroom. The Urban Review, 39(2), 191-216. Rotenstein, L. S., Huckman, R. S., & Cassel, C. K. (2021). Making Doctors Effective Managers and Leaders: A Matter of Health and Well-Being. Academic medicine : journal of the Association of American Medical Colleges, 96(5), 652–654. https://doi.org/10.1097/ACM.0000000000003887 Souza, P., Ros, M. and Zeferino, A. (2012) The Brazilian public healthcare system and its participation in medical training. Health, 4, 500-505. doi: 10.4236/health.2012.48080. Stalmeijer, R. E., Mcnaughton, N., & Van Mook, W. N. K. A. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36(11), 923–939. https://doi-org.ezproxy.javeriana.edu.co/10.3109/0142159X.2014.917165 Stubbing, E., Helmich, E., & Cleland, J. (2018). Authoring the identity of learner before doctor in the figured world of medical school. Perspectives on medical education, 7(1), 40–46. https://doi.org/10.1007/s40037-017-0399-0 Thomassen, A. O., & Jørgensen, K. M. (2021). John Dewey and Continuing Management Education: Problem-Based Learning for Organizational Sustainability. Journal of Workplace Learning, 33(3), 229–242. Thornberg, R. and Charmaz, K. (2012). Grounded Theory. In S. Lapan, M. Quartaroli, and F. Riemer Eds: Qualitative research: An introduction to methods and designs (pp.41-67), San Fancisco: Jossey-Bass. Wahat, N.W.A, Krauss, S.E. & Othman, J. (2020). Leadership development through workplace learning in Malaysian organizations. Asian Social Science, 9(5), 298. DOI:10.5539/ass. v9n5p298 Wajdi, B. N. (2017). The differences between management and leadership. Sinergi: Jurnal Ilmiah Ilmu Manajemen, 7(1). https://doi.org/10.25139/sng.v7i1.31 Watling, C., & Lingard, L. A. (2012). Grounded theory in medical education research: AMEE Guide No.70. Medical Teacher, 34, 850–861. Wiese, A., Kilty, C., Bergin, C., Flood, P., Fu, N., Horgan, M., Higgins, A., et al. (2017). Protocol for a realist review of workplace learning in postgraduate medical education and training. Syst Rev 6, 10. https://doi.org/10.1186/s13643-017-0415-9 Young, M., & Dulewicz, V. (2008). Similarities and differences between leadership and management: High-performance competencies in the British Royal Navy. British Journal of Management, 19(1), 17–32. https://doi.org/10.1111/j.1467-8551.2007.00534.x
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spelling	Olmos-Vega, Franciscob91854e1-3248-4205-8bff-50edd692eb06600Delgadillo Sánchez, Vivian PaolaAluja Jaramillo, FelipeMagister en Educación para Profesionales de la SaludVirtual3df39d4c-63a3-4e87-9be4-a89703fb124660056e97e56-f1d3-4666-8542-02eb48c07f016002023-01-12T21:58:22Z2023-01-12T21:58:22Z2022-12-13info:eu-repo/date/embargoEnd/2023-02-12Contexto: es limitada la información disponible en la literatura respecto a la forma en que los estudiantes de postgrados médicos adquieren competencias en Gestión Administrativa (GA) en los lugares de práctica y rara vez sus experiencias son contempladas en el diseño de estrategias de transformación educativa en el área, a pesar de ocupar un rol protagónico en la ejecución del día a día de las labores administrativas en las instituciones sanitarias. Objetivo: diseñamos una investigación que exploró los Mundos Figurados de los médicos residentes y cómo sus experiencias en el lugar de trabajo incidieron en la adquisición de competencias en GA. Metodología: desarrollamos una investigación cualitativa de Teoría Fundamentada Constructivista, con grupos focales y entrevistas semiestructuradas en 22 residentes médicos de la Pontificia Universidad Javeriana, de diferentes niveles formativos y disciplinas, rotantes en el Hospital Universitario San Ignacio, en la ciudad de Bogotá, Colombia. Resultados: La adquisición de competencias en GA en residentes médicos se enmarca en dos mundos figurados opuestos. Uno de ellos constituido por vivencias negativas y poco formativas, y, en contraposición, un mundo enriquecido por estrategias de transformación cultural y apropiación de la GA como parte del acto médico. Conclusiones: Los médicos, sin duda, debemos adquirir competencias administrativas en beneficio de una mejor calidad, seguridad en la atención y un uso eficiente de los recursos sanitarios; para lograrlo, se requiere una profunda transformación cultural de la comunidad educativa, partiendo de los profesores quienes deben afianzar sus conocimientos en GA y mejorar su integración a la práctica clínica.Introduction: Administrative tasks have historically been part of the care burden of medical residents, who are forced to assume them often without prior preparation (Myers & Provonost, 2017). However, healthcare management (HCM) competencies are relevant to provide efficient and high-quality patient care (Souza, Ros & Zeferino, 2012). Limited information in the literature explains how postgraduate medical students acquire competencies in HCM in the workplace. Their experiences are rarely considered in designing educational transformation strategies in this area despite occupying a leading role in the day-to-day execution of administrative tasks in health organizations. In this study, we explore how residents’ experiences in the workplace influenced the acquisition of HCM competencies using the Figured World theory as the theoretical framework. Methods: We designed a constructivist grounded theory study. We conducted focal groups and semi-structured interviews with 22 medical residents of the Pontificia Universidad Javeriana from different learning levels and disciplines, rotating at the San Ignacio University Hospital in Bogotá, Colombia. We constructed the final results using iterative data collection and analysis, constant comparison methods, and theoretical sampling. Results: We constructed two opposite figured worlds that represent residents' experience with the acquisition of HCM competencies: The non-managing physician and the physician-as-administrator. The former is characterized by a discourse that deliberately underscores the role of the HCM tasks as part of residents' training, is full of negative interactions with the healthcare team, and limits residents' agency. This world is heavily influenced and perpetuated by an established hierarchy and supervisors that uphold the discourse. In contrast, the physician-as-administrator world is enriched by strategies that incorporate the HCM tasks as part of the medical act. In this world, residents collaborate and learn from other healthcare team members, have supervisors who model how to incorporate HCM tasks into their daily activities and demonstrate an expanded sense of agency. Residents either align with one or the other, developing their professional identity according to the world they are being introduced to. Discussion and Conclusion: Educational leaders must understand that the traditional non-managerial physician figured world gives residents a feeling of uprooting and discomfort when carrying out this type of tasks. It could also generate clinical safety risks and financial losses. To transform this world into the physician-as-administrator, it is necessary to reconfigure some workplace hierarchies, consolidate interprofessional collaborations and change the discourse perpetuated by influential role models. Supervisors must also strengthen their knowledge of HCM and improve its integration into clinical practice. Any effort to train residents on HCM competencies could be lost if the workplace underscores their value in patient care.2023-01-12 17:05:01: Script de automatizacion de embargos. Correo enviado12ene2023: Respetada Vivian Paola, reciba un cordial saludo, Hemos realizado la publicación de su documento: Administración y Medicina, los estudiantes de postgrado entre dos mundos, el cual puede consultar en el siguiente enlace: https://repository.urosario.edu.co/handle/10336/37867 Identificamos que ha marcado como restringido en el formulario, pero no realizo la notificación al correo edocur@urosario.edu.co, justificando la medida restrictiva al acceso del texto completo de su obra, frente a lo cual, el documento ha quedado embargado solo por un mes hasta el 12 de febrero de 2023 en concordancia con las Políticas de Acceso Abierto de la Universidad. Si usted desea dejarlo con acceso abierto antes de finalizar dicho periodo o si por el contrario desea extender el embargo al finalizar este tiempo, puede enviar un correo a esta misma dirección realizando la solicitud. Tenga en cuenta que los documentos en acceso abierto propician una mayor visibilidad de su producción académica. De otra parte, si desea publicar su obra en una revista de prestigio, queremos invitarla a tomar una asesoría con nuestros asesores de información del CRAI, quienes podrán brindarle orientación en la identificación de una revista adecuada para su obra y acompañamiento en la edición para publicación. La solicitud de asesoría puede agendarla en el siguiente link: https://n9.cl/agendamiento_servicios_crai27 ppapplication/pdfhttps://doi.org/10.48713/10336_37867https://repository.urosario.edu.co/handle/10336/37867spaUniversidad del RosarioPontificia Universidad Javeriana. Facultad de MedicinaEscuela de Medicina y Ciencias de la SaludMaestría en Educación para Profesionales de la SaludAtribución-NoComercial-SinDerivadas 2.5 ColombiaRestringido (Temporalmente bloqueado)http://creativecommons.org/licenses/by-nc-nd/2.5/co/http://purl.org/coar/access_right/c_f1cfAlgahtani, A. (2014). Are Leadership and Management Different? A Review. Journal of Management Policies and Practices, 2(3), 71-82. DOI: 10.15640/jmpp.v2n3a4Bergin, C, Horgan, M and Dornan, T (2017) Possibility andagency in Figured Worlds: Becoming a ‘good doctor’. Medical Education,51 (3). pp. 248-257Carmichael, T., & Cunningham, N. (2017): “Theoretical Data Collection and Data Analysis with Gerunds in a Constructivist Grounded Theory Study”, The Electronic Journal of Business Research Methods, 15(2), pp. 59–73.Chaffee, R., & Gupta, P. (2018). Accessing the elite figured world of science. Cultural studies of science education, 13(3), 797–805. https://doi.org/10.1007/s11422-018-9858-0Charmaz, K. (2014). Constructing Grounded Theory. 2nd edition. The Sage publications, pp.1-746. ISBN 978-0-85702-9133.Corbin, J., & Strauss, A.L. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: SAGE Publications.Gentles SJ, Jack SM, Nicholas DB, McKibbon K. 2014. A critical approach to reflexivity in grounded theory. Qual Rep. 19(44):1–14.Guest, G., Bunce, A. & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1):59-82.Holland, D., Lachicotte, W., Skinner, D., & Cain,'C. (1998). Agency and identity in cultural worlds. Cambridge, MA: Harvard University Press.Hopwood, N. (2014). Four essential dimensions of workplace learning. Journal of Workplace Learning, 26(6), 349-363. https://doi.org/10.1108/JWL-09-2013-0069Kamberelis, G., Dimitriadis, G. & Welker, A. (2018). Focus Group Research and/in Figured Worlds. En N. K. Denzin y Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 692- 716). Thousand Oaks, CA: Sage Publications.Kaur, N., & Singh, T. (2013). Teaching healthcare management to medical students: an early experience. The National medical journal of India, 26(3), 166–168.Myers, C.G., & Pronovost, P.J. (2017). Making Management Skills a Core Component of Medical Education. Academic medicine: journal of the Association of American Medical Colleges, 92(5), 582–584. https://doi.org/10.1097/ACM.0000000000001627Olmos-Vega, F., Stalmeijer, R.E., Varpio, L. & Kahlke, R. (2022). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical teacher, 1–11. Advance online publication. https://doi.org/10.1080/0142159X.2022.2057287Popovici, V. (2012). Similarities and differences between management and leadership. Annals-Economy Series, 2, 126-135. https://EconPapers.repec.org/RePEc:cbu:jrnlec:y:2012:v:2:p:126-135Quince, T., Abbas, M., Murugesu, S., Crawley, F., Hyde, S., Wood, D., & Benson, J. (2014). Leadership and management in the undergraduate medical curriculum: a qualitative study of students' attitudes and opinions at one UK medical school. BMJ open, 4(6), e005353. https://doi.org/10.1136/bmjopen-2014-005353Robinson C. (2007). Figured World of History Learning in a Social Studies Methods Classroom. The Urban Review, 39(2), 191-216.Rotenstein, L. S., Huckman, R. S., & Cassel, C. K. (2021). Making Doctors Effective Managers and Leaders: A Matter of Health and Well-Being. Academic medicine : journal of the Association of American Medical Colleges, 96(5), 652–654. https://doi.org/10.1097/ACM.0000000000003887Souza, P., Ros, M. and Zeferino, A. (2012) The Brazilian public healthcare system and its participation in medical training. Health, 4, 500-505. doi: 10.4236/health.2012.48080.Stalmeijer, R. E., Mcnaughton, N., & Van Mook, W. N. K. A. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36(11), 923–939. https://doi-org.ezproxy.javeriana.edu.co/10.3109/0142159X.2014.917165Stubbing, E., Helmich, E., & Cleland, J. (2018). Authoring the identity of learner before doctor in the figured world of medical school. Perspectives on medical education, 7(1), 40–46. https://doi.org/10.1007/s40037-017-0399-0Thomassen, A. O., & Jørgensen, K. M. (2021). John Dewey and Continuing Management Education: Problem-Based Learning for Organizational Sustainability. Journal of Workplace Learning, 33(3), 229–242.Thornberg, R. and Charmaz, K. (2012). Grounded Theory. In S. Lapan, M. Quartaroli, and F. Riemer Eds: Qualitative research: An introduction to methods and designs (pp.41-67), San Fancisco: Jossey-Bass.Wahat, N.W.A, Krauss, S.E. & Othman, J. (2020). Leadership development through workplace learning in Malaysian organizations. Asian Social Science, 9(5), 298. DOI:10.5539/ass. v9n5p298Wajdi, B. N. (2017). The differences between management and leadership. Sinergi: Jurnal Ilmiah Ilmu Manajemen, 7(1). https://doi.org/10.25139/sng.v7i1.31Watling, C., & Lingard, L. A. (2012). Grounded theory in medical education research: AMEE Guide No.70. Medical Teacher, 34, 850–861.Wiese, A., Kilty, C., Bergin, C., Flood, P., Fu, N., Horgan, M., Higgins, A., et al. (2017). Protocol for a realist review of workplace learning in postgraduate medical education and training. Syst Rev 6, 10. https://doi.org/10.1186/s13643-017-0415-9Young, M., & Dulewicz, V. (2008). Similarities and differences between leadership and management: High-performance competencies in the British Royal Navy. 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Administración y Medicina, los estudiantes de postgrado entre dos mundos

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