Administrative conditions that propose the socioformative performance of internal physicians

Abstract

This article exposes the research carried out to show how and to what extent the administrative actions affect the social-formative professional performance of the Medical Interns of Undergraduate (MIP). It was carried out with quantitative methodology and qualitative approaches; through a descriptive-correlational study. The information was obtained through a questionnaire (centesimal scale), previously validated with a Cronbach’s alpha of 0.95. The sample was of 144 MIP of the Faculty of Medicine and Biomedical Science of the UACH, who constitute the first generation of graduates under the new curriculum social-formative and by competitions (competences). The information was processed and analyzed with descriptive and inferential statistics, with a level of significance of 0.01. The results showed both limitations in the educational administration of the curriculum, as well as achievements and development of competences, observed in the performance of the MIP. The ethical values, promoted by the social-formative approach, can be seen in the attitude with which the MIP treats the patient. The results allow us to infer that implementing a curriculum is not enough; an educational administration is required for the change.