Introducción. La adaptación a la vida universitaria es un proceso multidimensional en el que se llevan a cabo conjuntamente diversas transiciones y desafíos a los que se enfrenta el estudiante. Las medidas de inducción adoptadas por las universidades se centran en un perfil generalizado del estudiantado y dejan fuera los aspectos particulares, como es el caso de los indígenas de zonas rurales. Objetivo. Analizar los factores asociados a la adaptación a la vida universitaria desde la perspectiva del estudiante indígena de comunas rurales del Norte Grande de Chile. Sujetos y métodos. La metodología de este estudio es cualitativa mediante la teoría fundamentada. Se realizaron entrevistas semiestructuradas a siete participantes estudiantes indígenas de pregrado y se presentan los resultados relacionales hasta la etapa de codificación axial. Resultados. Los resultados muestran factores condicionantes, como el cambio cultural, la separación familiar y las demandas académicas; y factores de éxito en la adaptación y el apoyo social, y en mejoras de las estrategias de aprendizaje y comunicativas, y estos dos elementos son esenciales para generar una sensación de superación. Conclusión. Los estudiantes que se adaptan exitosamente al ambiente educativo universitario integran un círculo social en el que pueden transmitir ideas e inquietudes; en el contexto académico aprenden y colaboran con el resto; y en un ambiente social descubren y conocen la vida urbana.

Introduction. The adaptation to university life is a multidimensional process in which various transitions and challenges are collectively undertaken by the students. The induction measures adopted by universities focus on a generalized profile of the student body, leaving out particular aspects such as indigenous students from rural areas. Aim. To analyze the factors associated with adaptation to university life from the perspective of indigenous students from rural communities in the Northern region of Chile. Subjects and methods. This study is qualitative, using Grounded Theory, and semi-structured interviews were conducted with seven indigenous undergraduate participants. The relational results up to the axial coding stage are presented. Results. The results show conditioning factors such as cultural change, separation from family, and academic demands. Success factors in adaptation include social support in improving learning and communication strategies, which are two essential elements for generating a sense of achievement. Conclusion. A student who successfully adapts to the university educational environment integrates into a social circle where they can convey ideas and concerns, learns and collaborates with others in an academic context, and discovers and learns about urban life in a social environment.

This work is a bibliographical review of the challenges of professionalism in medical training. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. By virtue of the changes in the practice of medicine during the last years, professionalism values emerge as qualities that should reshape medicine. Several medical associations are redefining professionalism and insist that this issue should be included in the training curriculum. Thus, several medical education institutions are pursuing strategies to teach and assess professionalism. Modeling is still relevant as a learning strategy, but it must be tutored and directed. Also, timely and formative feedback appears as the most frequently suggested evaluative action. Both processes incorporate a personal reflective practice. Several recent studies suggest that a reflective experience is relevant for the formation of a professional identity. Narrative Medicine methodology emerges as an innovative strategy to address this issue, as it seeks to deliver valuable learning experiences to the students through reflection and the search for a new paradigm for medical practice.

Abstract The challenges that Latin America faces in health are deeply related to others, such as access to clean water, the right to education, and housing. Health professionals that work in an environment where the population faces constant barriers to accessing care in the public health system or has limited resources to pay for it in a private sector will face an ethical dilemma, the question of how to honor the call to care for patients when there is not enough support system or infrastructure to do so. Within the schools of medicine and health sciences, the question is how to train students to face or resolve these conflicts. The social responsibility approach is a proposal that allows the alignment of education for health professionals and health systems to contribute to the creation of an effective, equitable, and sustainable system. The present article aims to discuss this problem from the importance of training health professionals, ethical and committed to their communities, that have the skills and attitudes to implement a patient-centered vision. The involvement of universities and training institutions of the next generation of health professionals cannot be postponed.

Resumo Os desafios que a América Latina enfrenta em matéria de saúde estão profundamente relacionados a outros, como o acesso à água limpa, o direito à educação e à moradia. Os profissionais de saúde que trabalham em um ambiente onde a população enfrenta constantes barreiras ao acesso aos cuidados no sistema público de saúde ou tem recursos limitados para pagá-los em um setor privado enfrentarão um dilema ético, a questão de como honrar o chamado para cuidar dos pacientes quando não há sistema de apoio ou infraestrutura suficiente para fazê-lo. Dentro das escolas de medicina e ciências da saúde, a questão é como treinar os estudantes para enfrentar ou resolver estes conflitos. A abordagem da responsabilidade social é uma proposta que permite o alinhamento da educação dos profissionais de saúde e dos sistemas de saúde para contribuir para a criação de um sistema eficaz, equitativo e sustentável. O presente artigo visa discutir este problema a partir da importância de formar profissionais de saúde, éticos e comprometidos com suas comunidades, que tenham as habilidades e atitudes necessárias para implementar uma visão centrada no paciente. O envolvimento de universidades e instituições de treinamento da próxima geração de profissionais de saúde não pode ser adiado.

Resumo Os desafios que a América Latina enfrenta em matéria de saúde estão profundamente relacionados a outros, como o acesso à água limpa, o direito à educação e à moradia. Os profissionais de saúde que trabalham em um ambiente onde a população enfrenta constantes barreiras ao acesso aos cuidados no sistema público de saúde ou tem recursos limitados para pagá-los em um setor privado enfrentarão um dilema ético, a questão de como honrar o chamado para cuidar dos pacientes quando não há sistema de apoio ou infraestrutura suficiente para fazê-lo. Dentro das escolas de medicina e ciências da saúde, a questão é como treinar os estudantes para enfrentar ou resolver estes conflitos. A abordagem da responsabilidade social é uma proposta que permite o alinhamento da educação dos profissionais de saúde e dos sistemas de saúde para contribuir para a criação de um sistema eficaz, equitativo e sustentável. O presente artigo visa discutir este problema a partir da importância de formar profissionais de saúde, éticos e comprometidos com suas comunidades, que tenham as habilidades e atitudes necessárias para implementar uma visão centrada no paciente. O envolvimento de universidades e instituições de treinamento da próxima geração de profissionais de saúde não pode ser adiado.

Abstract The challenges that Latin America faces in health are deeply related to others, such as access to clean water, the right to education, and housing. Health professionals that work in an environment where the population faces constant barriers to accessing care in the public health system or has limited resources to pay for it in a private sector will face an ethical dilemma, the question of how to honor the call to care for patients when there is not enough support system or infrastructure to do so. Within the schools of medicine and health sciences, the question is how to train students to face or resolve these conflicts. The social responsibility approach is a proposal that allows the alignment of education for health professionals and health systems to contribute to the creation of an effective, equitable, and sustainable system. The present article aims to discuss this problem from the importance of training health professionals, ethical and committed to their communities, that have the skills and attitudes to implement a patient-centered vision. The involvement of universities and training institutions of the next generation of health professionals cannot be postponed.

Abstract Environmental enrichment is a contextual combination of stimuli that facilitate sensory, motor, cognitive, and socioemotional skills. This neuroscientific paradigm enhances experience-dependent neural plasticity, validating it as an intervention model applicable to the educational and neuropsychiatric area in users with intellectual disabilities. The aim is to characterize the neurocognitive effects of environmental enrichment interventions in children and adolescents with intellectual disabilities. A systematic review was conducted according to the guidelines of the PRISMA statement. The search was conducted in Web of Science, Scopus, EBSCOhost, and PubMed databases between 2000 and 2020. Seven studies were selected. Improvements in self-determination, intellectual capacity, social cognition, speech coherence, motor skills, and behavioral regulation were evidenced. The design and execution of the selected protocols are heterogeneous. The application of environmental enrichment protocols in children and adolescents with intellectual disabilities leads to a positive impact on neurocognitive variables.

Resumen El enriquecimiento ambiental es una combinación contextual de estímulos que facilitan las habilidades sensoriales, motoras, cognitivas y socioemocionales. Este paradigma neurocientífico potencia la plasticidad neuronal dependiente de la experiencia, validándola como modelo de intervención aplicable al área educativa y neuropsiquiátrica en usuarios con discapacidad intelectual. El objetivo fue caracterizar los efectos neurocognitivos de las intervenciones de enriquecimiento ambiental en niños y adolescentes con discapacidad intelectual. Se realizó una revisión sistemática de acuerdo con los lineamientos de la declaración PRISMA. La búsqueda se realizó en las bases de datos Web of Science, Scopus, EBSCOhost y PubMed entre 2000 y 2020. Se seleccionaron siete estudios. Se evidenciaron mejoras en la autodeterminación, la capacidad intelectual, la cognición social, la coherencia del habla, las habilidades motoras y la regulación del comportamiento. El diseño y ejecución de los protocolos seleccionados son heterogéneos. La aplicación de protocolos de enriquecimiento ambiental en niños y adolescentes con discapacidad intelectual conlleva un impacto positivo en las variables neurocognitivas.

Introducción. La confianza es un componente inherente a la relación entre el médico y su paciente. Aunque se han examinado en la literatura los factores que influyen en ella, así como las consecuencias que pueden tener para la salud del paciente, apenas se ha reflexionado sobre el propósito de educar a los profesionales sanitarios para que se impliquen como constructores activos de este valor. Esto es fundamental, si se hace hincapié en una anamnesis y una exploración física más exhaustivas, en procedimientos diagnósticos consentidos y en que el paciente confíe en las decisiones terapéuticas sugeridas y elaboradas junto con el médico. Métodos. Esta revisión narrativa es un análisis de la bibliografía sobre el tema. Resultados. Esta revisión narrativa ilustra algunos de los factores que influyen en la confianza, como el estilo de comunicación, el índice de masa corporal y la información mostrada en las redes sociales por el médico. También aborda algunas de las consecuencias que pueden aparecer y que son relevantes para la práctica clínica y la salud del paciente, como la adhesión al tratamiento, la continuidad de la atención con el médico y los cambios en el funcionamiento físico tras las terapias intensivas. Conclusiones. Como conclusión, se destaca el peso de los factores que influyen en la confianza y se establece que existe desconocimiento sobre el tema. La mayoría de los datos son de países desarrollados y sobre el papel de las redes sociales como elemento de referencia a la hora de elegir un médico para ser consultado.

Introduction. Trust is an inherent component of the physician-patient relationship. Although the factors that influence it have been examined in the literature, as well as the consequences that they may have for the patient’s health, there has been scant reflection towards the purpose of educating health professionals so that they become involved as active builders of this value. This is essential, since it emphasizes a more exhaustive anamnesis and physical examination, consented diagnosis procedures and patient trust in treatment decisions suggested and worked out together with the physician. Methods. This narrative review is an analysis of the literature on the subject. Results. This narrative review illustrates some of the factors that influence trust, such as communication style, body mass index, and information displayed on social networks by the physician. It also deals with some of the consequences that may appear and that are relevant to clinical practice and patient’s health, such as adherence to treatment, continuity of care with the physician, and changes in physical functioning after intensive therapies. Conclusions. In conclusion, the weight of the factors that influence trust is highlighted and it is established that there is lack of knowledge about the subject. Most of the data are from developed countries and about the role of the social networks as a reference element when choosing a physician to be consulted.

Introducción. La confianza en el médico se asocia con el cumplimiento del tratamiento, la permanencia del médico tratante, la disposición a recomendar al médico, la disminución de las disputas, la percepción de una mayor eficacia de la atención y la mejora de la autopercepción de la salud. Métodos. La presente revisión narrativa explora los factores que la literatura científica relaciona con la confianza en el médico y los organiza en los asociados a las características de los pacientes y los asociados a las del médico. El primer grupo incluye los antecedentes sociodemográficos del paciente, el estado de salud, la selección del médico, la experiencia en el sistema, la satisfacción y la simetría de perspectivas. El segundo grupo incluye las características sociodemográficas del médico, su apariencia física, la información en línea, la comunicación, la inteligencia emocional y la humildad. Resultados. A partir de esta revisión, los autores sintetizan cinco consejos de los médicos para mejorar la confianza de los pacientes: a) ser amable con la información en línea; b) cuidar el aspecto personal; c) mostrar empatía, honestidad y competencia; d) incluir activamente a los pacientes en la toma de decisiones; y e) aceptar que todos cometemos errores.

Introduction. Trust in physicians is associated with the observance of treatment, keeping the treating physician, willingness to recommend the physician, fewer disputes, perception of greater effectiveness of care, and improvement in health self-perception. Methods. The present narrative review explores factors that scientific literature relates to trust in physicians and organize them into those associated with patients' characteristics and those associated to physician's ones. The first group includes the patient's sociodemographic antecedents, health condition, selection of the physician, experience in the system, satisfaction, and symmetry of perspectives. The second group includes physician's sociodemographic characteristics, online information, physical appearance, communication, emotional intelligence, and humility. Results. From this revision, authors synthesize five bits of advice for physicians to improve patients' trust: a) be friendly to online information; b) take care of your personal aspect; c) show empathy, honesty, and competence; d) actively include patients in decision-making; and e) accept that we all make mistakes.

Background: Education is a continuous, critical, holistic process that not only intends to transmit knowledge, abilities, and skills, but also permeates attitudes, values and dispositions, becoming a decisive element to fight inequality in all its nuances. Aim: To characterize the type of power that is established in relation to gender, between teachers and students, from the perspective of students and medical teachers from two Chilean universities. Material and Methods: Qualitative study, according to Grounded Theory. Nine medical teachers were interviewed, and a focus group was conducted with ten medical students. Open coding was performed for the analysis. Results: The presence of five types of power and the gender of the receivers of such expressions was described. Power was expressed also as fair or unfair treatment, pressure, and sexual harassment. Conclusions: Power exercised by teachers over their students is differentiated according to the gender of students. The ways in which that power is exercised do not go unnoticed when they become arbitrary obstacles or benefits for the students and their learning process. It also affects the way in which they subsequently relate with their environment.

Resumen Introducción: Las disfunciones del piso pélvico impactan la función sexual de mujeres que la padecen. En un estudio chileno un 74% de las mujeres presentó disfunción sexual sin tener un instrumento validado para esta población. Objetivo: Evaluar las propiedades psicométricas del Pelvic Organ Prolapse Urinary Incontinence Sexual Questionnaire (PISQ-12) para medir la función sexual en mujeres chilenas con disfunciones del piso pélvico. Métodos: Estudio transversal psicométrico de 217 mujeres con disfunción del piso pélvico, igual /mayor a 18 años, sexualmente activas (últimos 6 meses). Muestreo no probabilístico de conveniencia. Cuestionario: PISQ-12. Se realizó juicio de expertos para validez de contenido, análisis factorial confirmatorio para validez de constructo y el α de Cronbach para confiabilidad y capacidad discriminativa con Pearson y ω de McDonald. Resultados: Población principalmente perimenopáusica, alta escolaridad sin ingresos y con Incontinencia Urinaria (89.4%). El análisis psicométrico apoyó una estructura de tres factores: respuesta sexual, limitaciones sexuales femeninas y limitaciones sexuales masculinas, con confiabilidad buena (α= 0.85) aceptable (α= 0.73) y pobre (α= 0.63), respectivamente, aunque el ω de McDonald mostró valores aceptables para los tres. Éstos se relacionaron con edad (rs: -0.33), escolaridad (0.36), número de embarazos (-0.18) y partos vaginales (-0.25). Conclusiones: El PISQ-12 es válido y confiable, midiendo la dimensión sexual y limitaciones sexuales. La edad, escolaridad, número de embarazos y partos vaginales se correlaciona con la respuesta sexual en intensidad moderada.

Abstract Introduction: Pelvic floor dysfunctions have an impact on women’s sexual function. A Chilean study found that 74% of women have pelvic floor dysfunctions, but there is no validated tool for them. Objective: To evaluate the psychometric properties of the Pelvic Organ Prolapse/Urinary Incontinence Sexual Questionnaire (PISQ-12) for assessing sexual function in Chilean women with pelvic floor dysfunctions. Methods: Cross-sectional study of psychometrics in 217 women with pelvic floor dysfunction, age 18 or older, and sexually active (last 6 months). Non-probability, convenience sampling. Tool: PISQ-12. Experts checked content validity, construct validity with confirmatory factor analysis, reliability with Cronbach’s alpha, and discriminating capacity with Pearson and McDonald’s omega. Results: Population is mainly perimenopausal, highly educated with no income and with urinary incontinence (89.4%). Psychometric analysis supports a three-factor structure: sexual response, female sexual problems, and male sexual problems, with a good (α= 0.85), acceptable (α= 0.73), and poor (α= 0.63) reliability, respectively, but McDonald’s omega was acceptable for all three. These were related to age (rs: -0.33), education (rs: 0.36), number of pregnancies (rs: -0.18) and vaginal births (rs: -0.25). Conclusions: PISQ-12 is valid and reliable for measuring sexual dimension and problems. Age, education, and number of pregnancies and vaginal births are moderately correlated to sexual response.

Abstract After finishing their initial education, physicians can enter post-graduate training programs. In Chile, there are multiple medical specialties options. This review synthesizes the factors associated with the choice of specialty, according to international publications. Students coming from rural areas or small towns would tend to choose Family Medicine. Men prefer specialties such as Surgery. Having relatives in the medical profession, specializing in a specific field, also influence the choice. Concerning interests and preferences, these are linked to personal traits and some biological variables. The inclination towards clinical or surgical fields could be predicted. Academically, the curriculum, good learning experiences and teacher models favor choice, while the harassment suffered could contribute to avoidance. Besides, both prestige and economic prospects are influential factors in the choice and specialties such as Surgery are preferred. The choice of specialty must reach a balance between the students’ interests and public health needs. Identifying these factors would allow a better understanding of the present shortfall (or surplus) in certain fields and contribute to the definition of policies and decision-making.

Concluida su formación, los médicos pueden acceder a programas de formación de postgrado; en Chile existen múltiples opciones de especialización médica. Esta revisión narrativa busca sintetizar los diversos factores asociados con la elección de especialidad médica según la literatura internacional. Entre los resultados se observa que los alumnos provenientes de zonas rurales o ciudades pequeñas tenderían a elegir Medicina Familiar. Los hombres tendrían mayor predilección por especialidades como Cirugía. También influiría ser hijos de médicos especialistas en un área específica. En cuanto a los intereses y preferencias, éstas se conjugan con rasgos de personalidad y algunas variables biológicas, que podrían predecir la elección de especialidades hacia el tipo clínico o quirúrgico. En lo académico, el curriculum, una buena experiencia y modelos docentes favorecen la elección, mientras el maltrato sufrido podría contribuir al descarte. Además, tanto el prestigio como el potencial económico de ciertas especialidades ha sido un factor influyente en la elección: se prefieren especialidades como Cirugía. La elección de especialidad debería encontrar un equilibrio entre los intereses del estudiante y las necesidades de salud pública. Identificar todos estos factores, permitiría una mejor comprensión de la actual escasez o sobrecarga en determinados campos, y contribuiría en la construcción de políticas y toma de decisiones, con el fin de mejorar el reclutamiento de estudiantes.

Background: Medical students have a higher prevalence of mental health problems and are more likely to drop out their studies as a result. Aim: To comprehend the academic experiences of medical students who dropped out medical studies in a university that experienced an increase in drop out by medical students and consultations to mental health services. Material and Methods: A qualitative study with a phenomenological design, in which in-depth interviews were conducted with eight medical students who dropped out studies. The analysis was carried out by means of the constant comparison method up to the level of open coding. Results: Two categories were identified, namely experiences prior to interrupting studies, which comprised the subcategories of academic and social experiences, and motives that lead to drop-out, which considered the subcategories related to vocation, mental health and pursuing other projects. Conclusions: These results identified the challenges faced by students prior to stopping-out, that are related to academic aspects, peer relations and student-teacher relationship. The main motives for drop-out reported by students were mental health problems.

ABSTRACT Introduction: Professors’ pedagogical practices in debriefing are important to ensure better learning outcomes in clinical simulation-based education. Objective: To assess the factorial structure of an adapted version of the Debriefing Evaluation Scale for health simulation in Nursing students. Methods: A methodological quantitative study was carried out with 159 Nursing students from a private university in Concepción, Chile, chosen through nonprobabilistic sampling for accessibility. They answered the adapted version of the Debriefing Evaluation Scale for health simulation and a sociodemographic questionnaire, with prior informed consent. An exploratory factor analysis of this adapted version was carried out, the reliability of the factor found was assessed using Cronbach's alpha, and then a descriptive analysis of these elements was carried out. Results: Only one factor was identified, which allows assessing the quality of debriefing in clinical simulation. The analysis of the reliability of the identified factor showed a Cronbach's alpha of 0.97, a reason why it was classified as excellent, according to the ranges suggested by George and Mallery. Conclusions: The results present psychometric evidence that supports the validity and reliability of the adapted version of the Debriefing Evaluation Scale for health simulation, to be used for assessing the quality of debriefing in clinical simulation in the Nursing major. However, it is assumed that its use must be complementary and not exclusive, with a qualitative approach to this phenomenon.

RESUMEN Introducción: Las prácticas pedagógicas del docente en el debriefing son importantes para asegurar mejores resultados de aprendizaje en la educación basada en simulación clínica. Objetivo: Evaluar la estructura factorial de una versión adaptada de la escala de evaluación del debriefing para simulación en salud en estudiantes de Enfermería. Métodos: Estudio cuantitativo metodológico. Fueron elegidos 159 estudiantes de la carrera de Enfermería de una universidad privada de Concepción (Chile) mediante muestreo no probabilístico por accesibilidad. Estos respondieron la versión adaptada de la escala de evaluación del debriefing para simulación en salud más un cuestionario sociodemográfico, previo consentimiento informado. Se realizó un análisis factorial exploratorio de esta versión adaptada, se evaluó la confiabilidad del factor encontrado a través de alfa de Cronbach y luego se condujo un análisis descriptivo de estos. Resultados: Solo un factor fue identificado, el cual permite evaluar la calidad del debriefing en simulación clínica. El análisis de la confiabilidad del factor identificado mostró un alfa de Cronbach de 0,97, por lo que se clasificó como excelente, según los tramos sugeridos por George y Mallery. Conclusiones: Los resultados presentan evidencia psicométrica que apoya la validez y confiabilidad de la versión adaptada de la escala de evaluación del debriefing para simulación en salud, para emplearla en la evaluación de la calidad del debriefing en simulación clínica en la carrera de Enfermería. No obstante, se asume que su uso debe ser complementario y no excluyente, con un abordaje cualitativo de este fenómeno.

Abstract: This article explores a new teaching strategy that seeks to merge the initial stages of industrial design students’ individual work by allowing them to socialize and obtain reference material together. The results of individual work are traditionally shared in exhibition sheets. In this proposal these results are represented, and put together through collaborative work into a physical design volume. Students were grouped in teams to conduct a field study assessing craft industry presence in the city of Concepcion (Chile). Then, students integrated their findings in a shared proposal: a physical volumetric diagram of Concepción. A perception survey was applied. The results showed that student acknowledge the relevance of working together towards a common objective. However, competitiveness prevailed over collaboration. In conclusion, this suggests that collaborative strategies should start by grouping all students with the aim of reaching a consensus for joint decisions and actions.

Resumen: El presente artículo explora una nueva estrategia didáctica que busca integrar la etapa inicial de trabajo individual del estudiante de diseño industrial, cuyos resultados tradicionalmente se comparten en láminas expositivas. En esta propuesta dichos resultados se representan en un volumen de diseño físico a través de trabajo colaborativo, permitiéndoles sociabilizar y obtener un material de consulta. Los estudiantes se agruparon en equipos, los cuales realizaron un estudio de campo respecto de la presencia del rubro artesanal en la ciudad de Concepción (Chile), integrándose luego en una apuesta en común: un mapa diagrama físico volumétrico de Concepción. Se aplicó una encuesta de percepción, destacándose entre los resultados la comprensión por parte de los estudiantes sobre la relevancia de trabajar por un objetivo común; sin embargo, los hallazgos evidencian que el espíritu de competencia primó por sobre la colaboración. En conclusión, esto hace suponer que la estrategia colaborativa debe iniciarse con la integración de todos los estudiantes, apuntando decisiones y acciones conjuntas como producto del consenso.

Background: Alarms about mistreatment in medical education have been raised for almost 30 years. Aim: To describe the frequency of abuse reports among medical students at a university in Chile, investigating their association with age, sex, and educational level. Material and Methods: The Mistreatment by Teachers Questionnaire was applied to 264 first to seventh year medical students (54% males). An exploratory factorial analysis of the instrument was performed, a descriptive analysis was made and its relationship with age, sex and level of training were evaluated. Results: Ninety eight percent of respondents reported having been mistreated at least once. Mistreatment was grouped into three factors with a confidence ranging between α = 0.79 and 0.93, namely demoralization, deregulated demands and physical aggression. The first two were associated with age and level of education. There were no differences by sex. Conclusions: Mistreatment is common in undergraduate medical education, as it has been found in other universities around the world.

Abstract: The objective of the research was to describe the relationships between the institutional and contextual elements associated with the improvement of pedagogical practices in teachers of private subsidiezed schools of basic and secondary education from the Puente Alto, Chile. The research is qualitative and with a theoretical-methodological approach of Grounded Theory; therefore, it includes interviews whit teachers classified in expert section II, according to teacher evaluation. The results are presented at a descriptive and relational axial level, highlighting the importance that teachers consider on the guidelines that schools provide to promote the improvement of their pedagogical practices, which in turn, are usually driven by ministerial or contextual demands. The researchers find it relevant to generate an explanatory model about the relationships between the institutional variables associated with the improvement of pedagogical practices from the perspective of teachers.

Resumen: El objetivo de la investigación fue describir las relaciones entre los elementos institucionales y contextuales asociados al mejoramiento de las prácticas pedagógicas en docentes de establecimientos particulares subvencionados de educación básica y media; de la comuna de Puente Alto, Chile. La investigación es cualitativa y con enfoque teórico-metodológico de Teoría Fundamentada; por lo que contempló la realización de entrevistas a docentes clasificados en tramo experto II según evaluación docente. Los resultados se presentan a nivel descriptivo y relacional axial, destacando la importancia que los y las docentes consideran sobre los lineamientos que las escuelas entregan para propiciar la mejora de sus prácticas pedagógicas, las cuales, a su vez, suelen ser impulsados por exigencias ministeriales o contextuales. Sumado a esto, a los y las investigadores(as) les parece relevante la generación de un modelo explicativo sobre las relaciones entre las diversas variables institucionales y contextuales asociadas al mejoramiento de las prácticas pedagógicas desde la perspectiva de profesores y profesoras.