Teaching Practices in The Training of Specialists in Traumatology and Orthopedics: Voices of Residents and Graduates
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Medical specialization programs must safeguard quality training processes capable of responding to the clinical demands of the community and the requirements of national quality assurance systems. The objective of the study was to analyze the pedagogical practices implemented in a specialization program from the perspective of residents and graduates, also considering consistency with its regulatory documents. A single instrumental case study was developed that included semi-structured interviews with five residents and four graduates belonging to a specialization program in traumatology and orthopedics in Chile. The findings show that the training process is characterized by a student-centered approach, highlighting supervised clinical practice, progressive autonomy in decision-making, the link between teaching and research, and a dialogical relationship between teachers and residents. Consistency was found between testimonies and regulatory documents. The study provides qualitative evidence on effective pedagogical practices in medical specialization, relevant for reflection and strengthening of similar programs. Practical implications are provided for academic management, teaching, and continuous improvement at this level of training.
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