Teaching Professionalization of the Tutor in the First Level of Healthcare

Abstract

Introduction: University teaching is characterized by its high complexity. In the medical major, the training process is aimed at teaching professional skills and acquiring the values necessary for the working profile of the health professional.

Objective: To characterize the teaching professionalization of the tutor in the general practitioner´s training process during 2018.

Methods: A descriptive and cross-sectional study was carried out about undergraduate tutors from Sagua la Grande Municipality. Thirteen specialists in Family Medicine and twelve second-year residents were surveyed. The variables studied were professional and teaching category, academic degree, tutor experience, years of graduate as a specialist, time spent as a tutor, and participation in methodological activities.

Results: Of the 25 family medical offices accredited for undergraduate teaching, thirteen were attended by a first-degree specialist in Family Medicine and 12 were under second-year residents; of which there were only five categorized specialists. 61.54% showed more than five years of experience in care and teaching, but with little methodological preparation.

Conclusions: In Sagua, undergraduate tutoring corresponded to first-degree residents and specialists in Family Medicine, the majority without teaching category. The professional, teaching and research training of the faculty was insufficient. The responsibility of the management of the teaching care units was evidenced in guaranteeing that the accredited teaching family medical offices are run by residents in training or specialists in Family Medicine with teaching category, as a guarantee of the quality of the training process.