SciELO - Scientific Electronic Library Online

1. McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today and tomorrow. Med Teach 2008; 30: 555-84. [ Links ]

2. Knight AM, Carrese JA, Wright SM. Qualitative assessment of the long-term impact of a faculty development programme in teaching skills. Med Educ 2007; 41: 592-600. [ Links ]

3. MacDougall J, Drummond MJ. The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers. Med Educ 2005; 39:1213-20. [ Links ]

4. Paice E, Heard S, Moss F. How important are role models in making good doctors? BMJ 2002; 325: 707-10. [ Links ]

5. Harden RM, Crosby JR. The good teacher is more than a lecturer: the twelve roles of the teacher. Med Teach 2000; 22: 334-47. [ Links ]

6. Rosenbaum ME, Ferguson K, Lenoch S. A teaching scholars program to improve faculty development. Acad Med 2001; 76: 572-3. [ Links ]

7. Slotnick H B. How doctors learn: education and learning across the medical-school-to-practice trajectory. Acad Med 2001; 76: 1013-26. [ Links ]

8. Rosselot E. Hacia el médico que nuestros países necesitan: énfasis en la comunicación y en la formación de los docentes. Rev Med Chile 2003; 131: 331-7. [ Links ]

9. Sánchez I. La carrera académica del profesor clínico de medicina. Rev Med Chile 2009; 137: 1113-6. [ Links ]

10. Steinert Y, McLeod PJ. From novice to informed educator: the teaching scholars program for educators in the health sciences. Acad Med 2006; 81: 969-74. [ Links ]

11. Lown BA, Newman LR, Hatem CJ. The personal and professional impact of a fellowship in medical education. Acad Med 2009; 84: 1089-97. [ Links ]

12. Triviño X, Sirhan M, Moore P, Reyes C. Formación en educación de los docentes clínicos de medicina. Rev Med Chile 2009; 137: 1516-22. [ Links ]

13. Triviño X, Sirhan M, Moore P, Montero L. Impacto de un programa de formación en docencia en una escuela de medicina. Rev Med Chile 2011; 139: 1527-34. [ Links ]

14. Sirhan M, Triviño X. Capacitación en planificación educacional para directores de programas de formación de especialistas en medicina. Rev Med Chile 2012; 140:530-7. [ Links ]

15. Walker MR, Zúñiga D, Triviño X. Narrativa y formación docente: la experiencia de 5 años de un taller de escritura. Rev Med Chile 2012; 140: 659-66. [ Links ]

16. Skeff KM, Stratos GA, Mygdal W, DeWitt TA, Manfred L, Quirk M, et al. Faculty development. A resource for clinical teachers. J Gen Intern Med 1997; 12: S56-63. [ Links ]

17. Steinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, Macdonald ME. Faculty development: a "field of dreams"? Med Educ 2009; 43: 42-9. [ Links ]

18. Neate S, Dent A, Weiland T, Farish S, Jolly B, Crotty B. Barriers to continuing medical education in Australian prevocational doctors. AHR 2008; 32: 292. [ Links ]

19. Zibrowski EM, Weston WW, Goldszmidt MA. "I don't have time": issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty. Med Educ 2008; 42: 872-8. [ Links ]

20. Foley RP, Gelula MH. Medical teachers' interests in faculty development 20 years ago and today. Med Teach 1997; 19: 293-4. [ Links ]

21. Strauss AI, Corbin J. Basics of Qualitative Research. Techniques and Theory for Developing Grounded Theory. London: Sage Publications; 1998. [ Links ]

22. Patton MQ. Qualitative Evaluation and Research Methods. California, EEUU: Sage Publications; 1990. [ Links ]

23. Glaser B, Strauss A. The Discovery of Grounded Theory: Strategies for Qualitative Research. New Jersey: Aldine Transaction; 2010. [ Links ]

24. Harris I. What does "The discovery of grounded theory" have to say to medical education? Adv Health Sci Educ Theory Pract 2003; 8: 49-61. [ Links ]

25. Flores R. Observando Observadores: una Introducción a las Técnicas Cualitativas de Investigación Social. Santiago: Ediciones PUC; 2009. [ Links ]

26. Kennedy T, Lingard L. Making sense of Grounded Theory in medical education. Med Educ 2006; 40: 101-8. [ Links ]

27. Pontificia Universidad Católica de Chile. Plan de Desarrollo 2008-2013: Facultad de Medicina. Santiago, Chile: Dirección de Extensión de la Facultad de Medicina, 2008. [ Links ]

28. Skeff KM, Bergen MR, Stratos GA. Evaluation of a medical faculty development program: a comparison of traditional pre/post and retrospective pre/post self-assesment ratings. Eval Health Prof 1992; 15: 350-66. [ Links ]

29. Skeff KM, Stratos GA, Berman J, Bergen MR. Improving clinical teaching. Evaluation of a national dissemination program. Arch Intern Med 1992; 152: 1156-61. [ Links ]

30. Steinert Y. Faculty development in the new millenium: key challenges and future directions. Med Teach 2000; 22: 44-50. [ Links ]

31. Baldwin C, Levine H, McCornick D. Meeting the faculty development needs of generalist physicians in academia. Acad Med 1995; 70: S97-103. [ Links ]

32. Morzinski JA, Diehr S, Bower DJ, Simpson DE. A descriptive, cross-sectional study of formal mentoring for faculty. Fam Med 1996; 28: 434-8. [ Links ]