[Experiences in the implementation of a faculty development program for teching for professors of a university of medicine in Chile].

Objectives: To describe the experience and results of the implementation of a faculty development program for professors of Medicine in the Medical Education Certificate program developed at the School of Medicine, Pontificia Uniersidad Catolica de Chile.

Materials And Methods: This was a descriptive, cross-sectional, quantitative and qualitative study. The population consisted of all graduates of the program until 2011.

[Impact beyond the objectives: a qualitative study of a faculty development program in medical education].

Background: In medical education there has been increasing emphasis on faculty development programs aimed at the professionalization of teaching and increasing students' learning. However, these programs have been shown to have an impact beyond improvement in teaching skills. The medical school of the Pontificia Universidad Católica de Chile (EMUC) has been running a faculty development program (DEM) since 2000.

[Barriers for faculty development in medical education: a qualitative study].

Background: Since 2000, the medical school of the Catholic University of Chile (EMUC) has offered courses for its faculty as part of a Diploma in Medical Education (DEM). However by 2009, 41% of faculty had never taken any courses.

Aim: To explore the reasons why faculty choose not to participate in these courses.

Effect of emotionally complex roles on HIV-related simulated patients.

Simulated patients (SPs) have participated successfully in nursing and medical education. The SPs portraying stressful situations may have psychological or physiological effects for several days after their performance; however, long-term effects have not been well documented in the literature. The purpose of this study is to investigate the impact of interpreting roles related to HIV among SPs.

[Narrative and faculty development: results of a five years experience with a creative writing workshop].

Background: Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Católica de Chile.

[Evaluation of a faculty development program in curriculum development for program directors of medical specialties].

Background: Few medical teaching institutions provide faculty development in curriculum development to program directors of medical specialties (PD), despite the increased demand for renewal of residency programs and the evaluation of outcomes.

Aim: To describe and evaluate a training program in curriculum development for PD developed in 2008 and 2009.

Material And Methods: Thirty PD attended an on campus course of fifteen hours.

[Impact of a diploma on medical education in a medical school in Chile].

Background: The medical school of the Pontificia Universidad Católica de Chile offers a Diploma on Medical Education (DME) for its faculty since 2000. However its impact had never been evaluated.

Aim: To determine the perception of the graduates of the impact of DME, using the Kirkpatrick model for evaluation of educational outcomes.

Analysis of a learning assessment system for pediatric internship based upon objective structured clinical examination, clinical practice observation and written examination.

Objective: To describe and analyze three tools used in the assessment system applied to the pediatric internship over a 7-year period at the School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile.

Methods: Retrospective observational research design for the assessment modalities implemented in the pediatric internship from 2001 through 2007. The tools were as follows: objective structured clinical examination (OSCE), written examination and daily clinical practice observation guidelines (DCPOG).

[Faculty development for clinicaI teachers in medicine].

Effective clinical teaching is an imperative of medical education. Clinical teachers and faculty development initiatives as well as Medical Schools, need to focus their efforts to pursue common outcomes: effective learning in students, future competent physicians and healthy patients. Excellence in quality of teaching needs scholars in education.

[Application of Objective Structured Clinical Examination (OSCE) for pediatric internship assessment in two schools of medicine].

Background: The Objective Structured Clinical Examination (OSCE) has become a respected and widely used tool for the assessment of clinical competence in medical education.

Aim: To describe the first experience of an OSCE as a summative assessment in undergraduate Pediatric Internship, in two universities.

Material And Methods: The OSCE was structured by a committee of faculty members of the 5 campi of University of Chile and I campus of the Catholic University.