Factors associated of the domain Teaching and Research in faculties of medicine
Keywords:
basic research, universities, learning.Abstract
Introduction: Undergraduate research has become an integral part of medical education which has transformed health education, and has historically followed a static model with a hospital orientation.Objective: To determine the factors associated to the domain teaching and research in the curricula of the faculties of human medicine of Peruvian universities.
Methods: Cross-sectional study where the curricula of the faculties of human medicine existing in Peru by the year 2022 were analyzed. Subjects that met the characteristics corresponding to the Teaching and Research domain were selected as established in the Technical Document of the Ministry of health. Likewise, variables such as the type of university, location, year of creation were evaluated; Variables related to research were also collected, such as SIR IBER 2022 ranking, number of general publications in Scopus, number of medical publications in Scopus, Scopus H index and number of researchers.
Results: Of 40 faculties of human medicine, the average number of Teaching and Research domain courses was 6,5. It was found that the type of university had a significant association with the frequency of courses corresponding to the Teaching and Research domain, with a mean number of courses in private universities higher than the mean reported in public universities (?= 7,5 vs. ?= 5,5; p= 0,023).
Conclusions: The factor associated to the Teaching and Research domain was the type of university, it was found an average of courses in private universities higher than that reported in public universities.
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References
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25. Nakandakari MD. Apreciación estudiantil de la investigación médica en pregrado. Estudio multicéntrico en 19 universidades. Rev Fac Med Hum. 2019 [acceso: 17/09/2022]; 19(4):23-7. Disponible en: http://www.scielo.org.pe/pdf/rfmh/v19n4/a12v19n4.pdf
2. Bai H. Modernizing Medical Education through Leadership Development. Yale J Biol Med. 2020 [acceso: 06/07/2023]; 93(3):433-9. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7448395/
3. Meid AD. Teaching reproducible research for medical students and postgraduate pharmaceutical scientists. BMC Res Notes. 2021 [acceso: 06/07/2023]; 14(1):445. Disponible en: https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-021-05862-8
4. Thomas LA. Future Frontiers in Medical Education. Acad Psychiatry. 2022 [acceso: 06/07/2023]; 46(3):281-2. Disponible en: https://link.springer.com/article/10.1007/s40596-022-01655-8
5. Williams AA, Ntiri SO. An Online, Self-Directed Curriculum of Core Research Concepts and Skills. MedEdPORTAL. 2018 [acceso: 06/09/2022]; 14:10732. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6346278/
6. Coates WC, Yarris LM, Clarke SO, Runde D, Kurth J, Fowlkes E, Jordan J. Research Pioneers in Emergency Medicine-Reflections on Their Paths to Success and Advice to Aspiring Researchers: A Qualitative Study. Ann Emerg Med. 2019 [acceso: 06/09/2022]; 73(6):555-64. Disponible en: https://www.sciencedirect.com/science/article/abs/pii/S0196064418314215
7. van Diggele C, Burgess A, Roberts C, Mellis C. Leadership in healthcare education. BMC Med Educ. 2020 [acceso: 06/09/2022]; 20(2):456. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02288-x
8. El Achi D, Al Hakim L, Makki M, Mokaddem M, Khalil PA, Kaafarani BR, Tamim H. Perception, attitude, practice and barriers towards medical research among undergraduate students. BMC Med Educ. 2020 [acceso: 06/09/2022]; 20(1):195. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02104-6
9. Kumar J, Memon A, Kumar A, Kumari R, Kumar B, Fareed S. Barriers Experienced by Medical Students in Conducting Research at Undergraduate Level. Cureus. 2019 [acceso: 06/09/2022]; 11(4):e4452. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6561510/
10. Ministerio de Salud del Perú. Documento Técnico Perfil de competencias esenciales que orientan la formación de los profesionales de la salud. Primera fase: Médico y Enfermero peruano. Resolución Ministerial No 960-2020. Lima: MINSA. 2020. [acceso: 06/09/2022]. Disponible en: https://cdn.www.gob.pe/uploads/document/file/1464482/RM%20960-2020-MINSA.PDF.PDF
11. Borkan JM, Hammoud MM, Nelson E, Oyler J, Lawson L, Starr SR, Gonzalo JD. Health systems science education: The new post-Flexner professionalism for the 21st century. Med Teach. 2021 [acceso: 12/09/2022]; 43(2):S25-S31. Disponible en: https://www.tandfonline.com/doi/full/10.1080/0142159X.2021.1924366
12. Zegarra-Rojas O. Modelo de licenciamiento de los programas de pregrado de Medicina en el Perú. Acta Med. 2019 [acceso: 23/08/2023]; 36(4): 301-8. Disponible en: http://www.scielo.org.pe/scielo.php?pid=S1728-59172019000400010&script=sci_abstract
13. Moya-Anegon F, Herrán-Páez E, Bustos-González A, Corera-Álvarez E. SIR Iber 2021. Ranking Iberoamericano de Instituciones de Educación Superior 2021. Scimago. 2021; 1-34. Disponible en: https://www.researchgate.net/publication/351474301_SIR_Iber_2021_Ranking_Iber-oamericano_de_Instituciones_de_Educacion_Superior_2021
14. Consejo Nacional de Ciencia, Tecnología e Innovación Tecnológica. Reglamento de Calificación, Clasificación y Registro de los investigadores del Sistema Nacional de Ciencia, Tecnología e Innovación Tecnológica - Reglamento RENACYT. Lima: CONCYTEC; 2021 [acceso: 12/09/2022]. Disponible en: https://cdn.www.gob.pe/uploads/document/file/2149905/1-Reglamento-de-Calificacion-Clasificacion-y-Registro-de-los-Investigadores-Renacyt.pdf.pdf?v=1630602954
15. Adrogué C, Corengia A, García A, Pita-Carranza M. La investigación en las universidades privadas de la Argentina. Cambios tras las políticas de aseguramiento de la calidad y financiamiento competitivo. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2014 [acceso: 12/09/2022]; 12(3):73-91. Disponible en: https://revistas.uam.es/reice/article/view/2849
16. Suhaemi ME, Aedi N. A Management Strategy for the Improvement of Private Universities Lecturers' Professional Competences. Int Ed Studies. 2015 [acceso: 12/09/2022];8(12): 241-54. Disponible en: https://ccsenet.org/journal/index.php/ies/article/view/55214
17. Muscio A, Quaglione D, Vallanti G. Does government funding complement or substitute private research funding to universities? Research Policy. 2013 [acceso: 12/09/2022];42(1):63-75. Disponible en: https://www.sciencedirect.com/science/article/abs/pii/S0048733312001199
18. Grant J, Buxton MJ. Economic returns to medical research funding. BMJ Open. 2018 [acceso: 04/08/2023]; 8(9):e022131. Disponible en: https://bmjopen.bmj.com/content/8/9/e022131
19. De la Cruz-Vargas JA, Rodríguez-Chávez E. La investigación: Más allá del ranking de las universidades. Rev Fac Med Hum. 2019 [acceso: 17/09/2022];19(1):7-12. Disponible en: https://inicib.urp.edu.pe/cgi/viewcontent.cgi?article=1082&context=rfmh
20. Catacora-Marca L, Mayta-Huiza D. La investigación en el marco del proceso de licenciamiento institucional de universidades. Revista Ciencia y Tecnología para el desarrollo-UJCM. 2018 [acceso: 17/09/2022];4(7):5-8. Disponible en: https://revistas.ujcm.edu.pe/index.php/rctd/article/view/96
21. Campbell N, Kumar K. Importance of research higher degree training availability in rural and remote regions. Aust J Rural Health. 2021 [acceso: 17/09/2022];29(2):306-10. Disponible en: https://onlinelibrary.wiley.com/doi/10.1111/ajr.12710
22. Philibert I, Blouin D. Responsiveness to societal needs in postgraduate medical education: the role of accreditation. BMC Med Educ. 2020 [acceso: 04/08/2023]; 20(1):309. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02125-1
23. Carberry C, McCombe G, Tobin H, Stokes D, Last J, Bury G, et al. Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review. BMC Med Educ. 2021 [acceso: 17/09/2022]; 21:312. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02754-0#citeas
24. Quintero GA. Perspectivas sobre la educación médica en América Latina. Rev Chil Cir. 2014 [acceso: 14/09/2022]; 66(5): 412-13. Disponible en: https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-40262014000500001
25. Nakandakari MD. Apreciación estudiantil de la investigación médica en pregrado. Estudio multicéntrico en 19 universidades. Rev Fac Med Hum. 2019 [acceso: 17/09/2022]; 19(4):23-7. Disponible en: http://www.scielo.org.pe/pdf/rfmh/v19n4/a12v19n4.pdf
Published
2023-10-19
How to Cite
1.
Hernández-Yépez PJ, Valladares Garrido M, Inga-Berrospi F. Factors associated of the domain Teaching and Research in faculties of medicine. Rev Cubana Med Milit [Internet]. 2023 Oct. 19 [cited 2025 Feb. 20];52(4):e02308614. Available from: https://revmedmilitar.sld.cu/index.php/mil/article/view/8614
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