Resumen de Formación clínica en carreras de la salud: ¿dónde se incluye la diversidad?
Olga Matus Betancourt, Javiera Ortega Bastidas, Cristhian E. Pérez-Villalobos, Peter McColl Calvo, Nancy Navarro-Hernández, Verónica Silva-Orrego, Juan Arellano Vega, Ivone Campos Cerda, María José Solís Grant, Mary Jane Schilling Norman, Camila Espinoza Parcet, Sebastián González Brevis
Background Educational inclusion, a concept that has changed over time, is becoming relevant. It initially considered only disability and now contemplates education for all people. Educational inclusion has special relevance in health care workers’ training, who will have direct contact with heterogeneous populations, where diversity-oriented treatments are required. Aim To describe how diversity is integrated into health care training in a clinical context. Material and Methods qualitative study, based on Grounded Theory. Two group interviews and thirteen semi-structured interviews were conducted among 11 teachers and 25 students of health careers. Data was analyzed using Atlas-ti 7.5.2. A constant comparison method, reaching an axial coding level, was used. Results The category of training in health careers in the context of diversity emerged. It is a process that operates in cognitive, affective and behavioral dimensions. It accounts for the diversity of system actors and the model of a health professional and teacher facing diversity. Conclusions These dimensions should be understood during clinical training. Socio-cultural diversity encompassing gender, sex, ethnicity, religion and disability should be considered. Therefore, educational inclusion is an important issue to be considered by universities.
