Resumen

MARTINEZ SANCHEZ, Lina María; CONEJO CARRASCO, Francisco  y  RODRIGUEZ SIERRA, Astrid Viviana. Tutorial action as a learning experience for the integral education of Medical students. Rev. Actual. Investig. Educ [online]. 2017, vol.17, n.3, pp.565-588. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v17i3.30099.

Mentoring was used in the past by thinkers as Socrates, Aristotle and Sullivan, allowing breaking barriers between teachers and students, facilitating the exchange of information and positively mediating the teaching-learning and hence the integral formation. The aim of this study it was to analyze how tutoring affects comprehensive training of medical students from a university in the city of Medellin. To achieve the objective, the mixed approach with a qualitative and quantitative approach was used, the participants were students enrolled in the first 4 semesters, during the second academic period of 2014. For data collection, two instruments designed by researchers were used, one for quantitative data and another for the semi-structured interview. For quantitative analysis, ratios were calculated, with the exception of age, where the mean and standard deviation was estimated, qualitative data were analyzed manually by analysis notes to organize and classify the information collected according to categories and subcategories. There were 140 medical students, the average age was 19,1 years (DE 1,1), 65,0% were female, all were single. The main reasons for attending tutoring were: study habits 65% and academic performance 5,4%; For 67,1% of students the tutoring program is satisfactory. Some participants in the study believe that tutoring affects their comprehensive training, but others have opposing views, so it is necessary to establish improvements in the tutoring program to ensure a better perception of the students.

Palabras clave : education; tutoring; university education; teaching activity; academic performance.

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