EXPERIENCIAS E INTERACCIÓN ENTRE ALUMNOS Y DOCENTES MÉDICOS Y NO
MÉDICOS.
1. Lovell B. What do we know about coaching in medical education? A literature
review. Med Educ. 2018;52(4):376–90. 2. Lien K, Sommer JK, Bite A, Ladha Z, Roeper R, Costa A. The Role of Non- Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses The Role of Non-Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses. J Reg Med Campuses. 2018;1(1). 3. Hamui-Sutton A, Enríquez-López P, Hernández-Becerril C, Lavalle-Montalvo C, Vilar-Puig P. What do residents think about their tutors? A qualitative approach. Educ Medica [Internet]. 2018;19(1):9–18. Available from: http://dx.doi.org/10.1016/j.edumed.2016.11.003 4. Gonzalez CMR. Percepción del ambiente educativo en estudiantes de medicina. Cienc e Investig Médica Estud Latinoam. 2016;21(2):38–42. 5. Rojas-Bolivar D, Arroyo-Ramírez FA, Santos J, Moruquilca C, Valdivia C. Percepción del ambiente educacional de los estudiantes de medicina de una universidad pública peruana en el año 2014. Educ Medica [Internet]. 2018;(2014). Available from: https://doi.org/10.1016/j.edumed.2017.10.018 6. Montero L, Triviño X, Dois A, Sirhan M, Leiva L. Percepción de los académicos del rol docente del médico. Investig en Educ Médica [Internet]. 2017;6(23):198–205. Available from: http://linkinghub.elsevier.com/retrieve/pii/S2007505717300017 7. Riesenberg L.A., Little B.W., Wright V. Nonphysician Medical Educators: A Literature Review and Job Description Resource. Acad Med [Internet]. 2009;84(8):1078–88. Available from: http://www.embase.com/search/results?subaction=viewrecord&from=export &id=L355126525%5Cnhttp://dx.doi.org/10.1097/ACM.0b013e3181ad1a05 8. Richard Mejia Álvarez C, Dante Manuel Quiñones Laveriano I, Jhosselyn Isela Chacón Mostacero I, Edwards Adrian Aguirre Valenzuela I, Armando Luis Miñan Tapia I, Ana María Rosas Varillas V. Médicos investigadores: Percepción de estudiantes de medicina y factores asociados a la posibilidad de serlo Scholar physicians: Perception by medical students and factors associated with the possibility of becoming one. 2017;31(3):53–63. Available from: http://scielo.sld.cu 9. Haidet, Paul, Dains, Joyce E., Paterniti, Debora A., Hechtel, Laura, Chang, Tai, Tseng, Ellen, et al. Medical Student Attitudes Toward the Doctor-Patient Relationship. Med Educ [Internet]. 2002;36:568–74. Available from: http://onlinelibrary.wiley.com/store/10.1046/j.1365- 2923.2002.01233.x/asset/j.1365- 2923.2002.01233.x.pdf?v=1&t=hci9clkd&s=62abef771903c04c4d47f425c609f 3dbcc4caeb4 10. Prentice D, Engel J, Taplay K, Stobbe K. Interprofessional Collaboration. Glob Qual Nurs Res [Internet]. 2015;2:233339361456056. Available from: http://journals.sagepub.com/doi/10.1177/2333393614560566 11. Beber S, Antao V, Telner D, Krueger P, Peranson J, Meaney C, et al. Examining the teaching roles and experiences of non-physician health care providers in family medicine education: A qualitative study. BMC Med Educ. 2015;15(1):1–7. 12. Navarro H. N, Zamora S. J. Evaluación del rol del tutor: comparación de percepción de estudiantes de las carreras de la salud. Investig en Educ Médica [Internet]. 2017;(xx):1–8. Available from: http://linkinghub.elsevier.com/retrieve/pii/S2007505717301485 13. Shea JA. Commentary : The Work of Nonphysician and Evidence. Acad Med. 2009;84(8):982–4.
MARCO TEÓRICO CONSTRUCTIVISTA.
14. Lauckner H, Paterson M, Krupa T. The Qualitative Report Using Constructivist
Case Study Methodology to Understand Community Development Processes: Proposed Methodological Questions to Guide the Research Process. Qual Rep [Internet]. 2012;17(13):1–22. Available from: http://nsuworks.nova.edu/tqr 15. Johnson J, Yasugi S, Sugino Y, Pranata S, Shen S. Person re-identification with fusion of hand-crafted and deep pose-based body region features. Int J High Educ [Internet]. 2017;6(5):26–41. Available from: http://arxiv.org/abs/1803.10630 16. Thanh NC and Thanh TTL. The Interconnection Between Interpretivist Paradigm and Qualitative Methods in Education. Am J Educ Sci [Internet]. 2015;1(2):2–27. Available from: http://www.cecc.com.au/programs/resource_manager/accounts/seaanz_pape rs/78HamidOthmanSelematMastor.pdf%0Ahttp://www.springerreference.com /index/doi/10.1007/SpringerReference_11623%0Awww.ijern.com%0Ahttp:// xa.yimg.com/kq/groups/24019306/564129146/name/Inte 17. Lee CJG. Reconsidering Constructivism in Qualitative Research. Educ Philos Theory. 2012;44(4):403–12. 18. Mertens DM. Research and evaluation in education and psychology: integrating diversity ... [Internet]. 2009. 527 p. Available from: http://books.google.com/books?id=m0N3tcIVds8C&pgis=1 19. Agudelo ME, Estrada P. Constructivismo y construccionismo social: algunos puntos comunes y algunas divergencias de estas corrientes teóricas. Prospectiva. 2012;(17):353–78.