Estudio comparativo entre los programas del curso de medicina legal que ofrecen universidades costarricenses
Fecha
2024
Tipo
artículo original
Autores
Flores Sandí, Grettchen
Leiva Gabriel, Kevin
Alvarado Guevara, Ana Teresa
Rodríguez Lara, Andrés Gerardo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
Introducción: Existen factores universitarios curriculares y extracurriculares que pueden afectar los intereses de especialización de los estudiantes de medicina. Se plantea que los planes de estudio pueden ayudar a aumentar la conciencia y la comprensión, y reducir el estigma en relación con especialidades médicas típicamente desiertas.
Objetivo: Comparar el plan de estudios del curso de medicina legal y características en las facultades de medicina para la identificación de factores asociados con la elección de esta especialidad por sus egresados, que sean susceptibles de intervención docente.
Método: Se realizó análisis de documentos como método de investigación cualitativa, de los programas de los cursos de medicina legal de cinco universidades costarricenses. Se consideraron aspectos extracurriculares y curriculares de los cursos. Las variables fueron categorizadas por universidad y se realizó análisis descriptivo de los resultados.
Resultados: Las áreas temáticas de los contenidos y la metodología de evaluación son semejantes. No en todos los programas se establecen requisitos y correquisitos del curso y cuando se incluyen son distintos, el número de horas por semana y el número de semanas de los cursos no siempre es el mismo, los cursos de universidades privadas son unidocentes y la mayoría no incluye prácticas ni rotaciones. Por las particularidades propias de cada universidad, cada una presenta para sus docentes retos diferentes, la mayoría de universidades privadas relacionados con la inclusión de prácticas y rotaciones, que no es una solución en sí misma y requiere adecuada preparación.
Conclusiones: El programa más completo de medicina legal lo tiene la Universidad de Costa Rica en el sentido que incluye además de un componente teórico, variedad de prácticas y rotaciones (en clínica y patología forenses) y por lo tanto promueve una mejor comprensión del quehacer del médico especialista. Sin embargo, existen factores susceptibles de intervención docente en todas las universidades.
Introduction: There are university curricular and extracurricular factors that can affect the specialization interests of medical students in a certain specialty, it is proposed that curriculum can help increase awareness and understanding, and reduce stigma in relation to typically deserted medical specialties. Objective: Compare the curriculum of the undergraduate course in forensic medicine and characteristics in medical schools to identify factors associated with the choice of this specialty by their graduates, which are susceptible to teaching intervention. Method: Document analysis was carried out as a qualitative research method, of the forensic medicine course programs of five Costa Rican universities. Extracurricular and curricular aspects of the courses were considered. The variables were categorized by university and a descriptive analysis of the results was carried out. Results: The thematic areas of the contents and the evaluation methodology are similar. Not all programs establish course requirements and corequisites and when they are included, they are different, the number of hours per week and the number of weeks of the courses is not always the same, private university courses are single teacher and most of them do not include practices or clerkships. Due to the particularities of each university, each one presents different challenges for its teachers, the majority of private universities related to the inclusion of practices or clerkships, which is not a solution in itself, as it requires adequate preparation. Conclusions: The University of Costa Rica has the most complete forensic medicine curriculum in the sense that it includes, in addition to a theoretical component, variety of practices or clerkships (in clinical forensic medicine and forensic pathology) and therefore promotes a better understanding of the work of the specialist forensic doctor. However, there are factors susceptible to teaching intervention in all universities.
Introduction: There are university curricular and extracurricular factors that can affect the specialization interests of medical students in a certain specialty, it is proposed that curriculum can help increase awareness and understanding, and reduce stigma in relation to typically deserted medical specialties. Objective: Compare the curriculum of the undergraduate course in forensic medicine and characteristics in medical schools to identify factors associated with the choice of this specialty by their graduates, which are susceptible to teaching intervention. Method: Document analysis was carried out as a qualitative research method, of the forensic medicine course programs of five Costa Rican universities. Extracurricular and curricular aspects of the courses were considered. The variables were categorized by university and a descriptive analysis of the results was carried out. Results: The thematic areas of the contents and the evaluation methodology are similar. Not all programs establish course requirements and corequisites and when they are included, they are different, the number of hours per week and the number of weeks of the courses is not always the same, private university courses are single teacher and most of them do not include practices or clerkships. Due to the particularities of each university, each one presents different challenges for its teachers, the majority of private universities related to the inclusion of practices or clerkships, which is not a solution in itself, as it requires adequate preparation. Conclusions: The University of Costa Rica has the most complete forensic medicine curriculum in the sense that it includes, in addition to a theoretical component, variety of practices or clerkships (in clinical forensic medicine and forensic pathology) and therefore promotes a better understanding of the work of the specialist forensic doctor. However, there are factors susceptible to teaching intervention in all universities.
Descripción
Palabras clave
MEDICINA LEGAL, EDUCACIÓN MÉDICA, PRÁCTICAS CLÍNICAS, MEDICINA, UNIVERSIDAD