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Vol. 219. Issue 2.
Pages 61-106 (March 2019)
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Vol. 219. Issue 2.
Pages 61-106 (March 2019)
Original article
DOI: 10.1016/j.rceng.2018.06.007
Getting to know internal medicine mentors: New training requirements
Conociendo a los tutores de Medicina Interna: nuevas necesidades para la formación
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J. Moreno Díaza,
Corresponding author
javimorenomdr@hotmail.com

Corresponding author.
, M. Aranda Sánchezb, A. González Munerac, P. Demelo Rodríguezc, D. Martín Iglesiasd, C. Macía Rodígueze, C. Muñoz Muñozf, G. Ortiz Llauradób, M. Lorenzo López Reboirog, F. Salgado Ordóñezh,i
a Medicina Interna, Hospital Universitario Miguel Servet, Zaragoza, Spain
b Medicina Interna, Consorcio Sanitario de Terrassa, Barcelona, Spain
c Medicina Interna, Hospital General Universitario Gregorio Marañón, Madrid, Spain
d Medicina Interna, Hospital de Cruces, Baracaldo, Vizcaya, Spain
e Medicina Interna, Hospital POVISA, Vigo, Spain
f Medicina Interna, Hospital General de Cataluña, Barcelona, Spain
g Medicina Interna, Hospital de Monforte de Lemos, Lugo, Spain
h Medicina Interna, Hospital Regional Universitario, Málaga, Spain
i Grupo de Formación de SEMI, Spain
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Tables (2)
Table 1. Opinion on the number of residents in each hospital center and autonomous community.
Table 2. Duration of each rotation type in internal medicine.
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Additional material (1)
Abstract
Introduction and objectives

Mentors are responsible for planning the residents’ learning. The aim of this study was to determine the situation of internal medicine mentors in Spain and detect areas of improvement that can facilitate their work.

Material and methods

Online surveys were sent to internal medicine mentors from May to July 2017, the results of which were subsequently analyzed.

Results

A total of 110 mentors from 13 autonomous communities and from hospitals of all levels with courses in internal medicine responded to the survey. Of these mentors, 63 were men (57.3%), and the mean age was 48 years. The mean experience as mentors was 8.5 years. Some 88.2% of the cases had a ratio of 5 residents to 1 mentor; 46% of the mentors believed this ratio should be decreased to optimize their work.

A third of the mentors were chosen by the heads of the department, and 30% had not previously taken courses on training.

The mentor-resident interview was used by most mentors (96.4%) as a communication tool.

A quarter of the rotations were not planned by the mentors, and only half had contact with the centers where the residents performed the external rotations.

Sixty-one percent of the mentors were of the opinion that resident assessments were not conducted properly, with very little use of the new assessment tools.

Conclusions

Reducing the mentor-resident ratio and adding training in assessment techniques and learning development could improve the quality of the mentoring.

Keywords:
Mentor
Resident
Planning of training
Teaching
Resumen
Introducción y objetivos

Los tutores son los responsables de planificar el aprendizaje de los residentes. El objetivo de este trabajo es conocer la situación de los tutores de Medicina Interna en España y detectar áreas de mejora que puedan facilitar su trabajo.

Material y métodos

Encuestas online a tutores de Medicina Interna de mayo a julio de 2017 con análisis posterior de los datos.

Resultados

Respondieron 110 tutores, de 13 comunidades autónomas y hospitales de todos los niveles con docencia en Medicina Interna. Sesenta y tres fueron hombres (57,3%), la media de edad fue de 48 años y tenían una experiencia como tutores de 8,5 años. En el 88,2% de los casos se respeta la ratio de cinco residentes por tutor; un 46% piensa que debería disminuirse esta ratio para optimizar su labor.

Un tercio había sido elegido por el responsable del servicio y el 30% nunca ha realizado cursos sobre formación.

La entrevista tutor-residentes es utilizada por la mayoría de los tutores (96,4%) como herramienta de comunicación.

En relación a las rotaciones, la cuarta parte no son planificadas por los tutores y, solo la mitad, contacta con los centros donde los residentes realizan las rotaciones externas.

El 61% cree que no se realiza bien la evaluación de residentes, con muy escasa utilización de las nuevas herramientas de evaluación.

Conclusiones

Disminuir la ratio tutor/residente y la formación en técnicas de evaluación y desarrollo del aprendizaje podría mejorar la calidad de la tutorización.

Palabras clave:
Tutor
Residente
Planificación de formación
Docencia

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