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It is reported that the thesis section is available, to publish abstracts of postgraduate theses in the disciplinary field. Who submits your thesis, must present the title, abstract, key words (include Occupational Therapy), and a summary of 2 to 3 pages of your thesis. And `present it in Spanish, English and / or Portuguese.

DISCURSIVE PRACTICES OF STUDENTS AT THE FIFTH YEAR, OF THE OCCUPATIONAL THERAPY PROGRAM, UNIVERSITY OF CHILE, ABOUT OF CLINICAL TEACHING AND COMPETENCY-BASED EDUCATION

Authors

  • Vivian Villarroel Departamento de Terapia Ocupacional y Ciencia de la Ocupación, Facultad de Medicina Universidad de Chile
  • Juan Bustos Troncoso Departamento de Terapia Ocupacional y Ciencia de la Ocupación, Facultad de Medicina Universidad de Chile
  • Alejandra Gonzalez Departamento de Terapia Ocupacional y Ciencia de la Ocupación, Facultad de Medicina Universidad de Chile
  • Sebastian Gallegos B. Departamento de Terapia Ocupacional y Ciencia de la Ocupación, Facultad de Medicina Universidad de Chile
Vol. 18 No. 2 (2018): Diciembre
https://doi.org/10.5354/0719-5346.2018.52005

Abstract

Background. The present research is an exploratory study on clinical teaching and competency-based education in the discursive practices ofthe fifth-level students of the Occupational Therapy program at the University of Chile Purpose. Describe and analyze the assessment made by students regarding the clinical teachings they receive in their professional practices. Methods. This work, from the theoretical and methodological points of view, assumes the critical analysis of the discourse, specifically, of thediscursive practices that arise from the professional practices carried out by the students of the first innovated cohort, in 2017, of occupational therapy in the clinical fields. It is based in a file body, which the students complete according to three periods during the academic year. Therefore, an analysis of the discursive practices is followed, which transcends the pure act of numerical and qualitative scores, to acquire allits subjective dimension as recognition of a multiplicity of meanings, which value and challenge the conditions of its own formative course. Results. Data and valuations are presented, where the scores mark repeatedly a positive evaluation of the teaching practice. For example,compliance with the agreements and established deadlines (84%); a respectful treatment with the student is maintained (77.8%); the necessarytime is used to support and supervise the practice (92.9%); it is encouraged and generates spaces for the discussion of topics related to professional practice; the student is encouraged to work as a team (86.9%); among other things. Likewise, the students identify a series of topics, such as autonomy / autonomous work; feedback; teamwork; facilitation of teaching work, and, critical points in the teaching-learning process, such as participation; the administrative work of the teacher of practice and the lack of spaces for discussion. However, the different learning contexts in the different clinical fields are valued in a relevant way: conditions are facilitated to participate in various activities such as team meetings, home visits, instances of group and individual intervention, all of a practical nature; raining focused on student learning, the issue of decision making and effective participation of the student community are not visualized according to the relevance that merits in the paradigm shift as a challenge.

Keywords:

Clinical teaching, Competency-based education, Education learning, Discursive practices, Participation, Occupational Therapy.

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How to Cite
Villarroel, V., Bustos Troncoso, J., Gonzalez, A., & Gallegos B., S. (2018). DISCURSIVE PRACTICES OF STUDENTS AT THE FIFTH YEAR, OF THE OCCUPATIONAL THERAPY PROGRAM, UNIVERSITY OF CHILE, ABOUT OF CLINICAL TEACHING AND COMPETENCY-BASED EDUCATION. Revista Chilena De Terapia Ocupacional, 18(2), 133–145. https://doi.org/10.5354/0719-5346.2018.52005
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Revista Chilena de Terapia Ocupacional
Facultad de Medicina
Universidad de Chile
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