Ambientes clínicos de aprendizaje y estilos de aprendizaje en residentes de medicina familiarestudio preliminar

Résumé

To assess the perception of clinical learning environments and learning styles in residents of Family Medicine Design: Cross-sectional study completed in May 2015 with review of the related literature Data source and selection of studies: Previous studies conducted in the Family Medicine unit and in the Faculty of Medicine of the same University and other international studies found in the databases PUBMED, SCIELO and LILACS were analyzed. Methods for assessing the validity of results: Student’s t was used for the comparison between learning styles and ANOVA to evaluate the association between learning styles and clinical learning environments between groups. Statistical significance was accepted with p <0.05 Results: Nearly half of the students perceived restrictive learning environments. Statistically significant differences were found between students in the third year of residency and those in the first and second years with respect to the perception of interpersonal relationships (p <0.001), educational program and its implementation (p <0.001), institutional culture (p <0.001). ) and service dynamics (p = 0.007), being more satisfactory the evaluations of the residents of the third year of the specialty. Regarding learning styles, the most frequent were: theoretical 20 (39.2%), pragmatic 12 (23.6%) and theoretical-pragmatic 10 (19.6%). Conclusions: No association was found between frequency of learning styles and academic year of the residents. The study of learning styles complements the evaluation of clinical learning environments to implement improvements in educational quality in the training centers of residents