Comprehensive Training Strategy for Tutors of Pre-professional Practices in Higher Technology in Medical Emergencies
Published 2026-05-21
Keywords
- tutoring,
- pre-professional internships,
- technical and technological education,
- medical emergencies,
- teacher training
How to Cite
Abstract
Pre-professional internships are an essential component in the training of students in technical and technological programs, especially in the health field, where skills, responsibility, and decision-making in critical contexts are required. In the Higher Technology in Medical Emergencies program, these internships integrate theoretical knowledge with real-world experience, fostering technical, communicational, and ethical competencies that strengthen professional identity. However, tutor accompaniment faces limitations, as many lack structured pedagogical training, which affects the quality of student learning and safety in professional performance.
This study was conducted at the Instituto Superior Tecnológico Comunidad, Riesgos y Emergencias - ISTCRE using a mixed-methods, descriptive, and exploratory approach, involving students from the second to fifth semesters and pre-professional practice tutors. Likert-scale surveys and semi-structured interviews were applied, analyzed through descriptive statistics and thematic coding. Results show that 80% of tutors do not possess formal pedagogical training, leading to student perceptions of regular (30%) or deficient (15%) accompaniment. The main training needs are related to pedagogical competencies (85%), communication (70%), technical skills (60%), and ethics (45%). Based on these findings, a teacher training strategy was designed, including competency diagnosis, training modules, workshops, simulations, and impact evaluation using the Kirkpatrick model.
In conclusion, the lack of pedagogical training negatively influences the quality of tutorial accompaniment during internships. The proposed strategy will strengthen tutor competencies and enhance coherence between theory and practice, improving the overall quality of learning.
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References
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