DISCURSIVE PRACTICES OF STUDENTS AT THE FIFTH YEAR, OF THE OCCUPATIONAL THERAPY PROGRAM, UNIVERSITY OF CHILE, ABOUT OF CLINICAL TEACHING AND COMPETENCY-BASED EDUCATION

Background. The present research is an exploratory study on clinical teaching and competency-based education in the discursive practices of the fifth-level students of the Occupational Therapy program at the University of Chile Purpose. Describe and analyze the assessment made by students regarding the clinical teachings they receive in their professional practices. Methods. This work, from the theoretical and methodological points of view, assumes the critical analysis of the discourse, specifically, of the discursive practices that arise from the professional practices carried out by the students of the first innovated cohort, in 2017, of occupational oherapy in the clinical fields. It is based in a file body, which the students complete according to three periods during the academic year. Therefore, an analysis of the discursive practices is followed, which transcends the pure act of numerical and qualitative scores, to acquire all its subjective dimension as recognition of a multiplicity of meanings, which value and challenge the conditions of its own formative course. Results. Data and valuations are presented, where the scores mark repeatedly a positive evaluation of the teaching practice. For example, compliance with the agreements and established deadlines (84%); a respectful treatment with the student is maintained (77.8%); the necessary time is used to support and supervise the practice (92.9%); it is encouraged and generates spaces for the discussion of topics related to professional practice; the student is encouraged to work as a team (86.9%); among other things. Likewise, the students identify a series of topics, such as autonomy / autonomous work; feedback; teamwork; facilitation of teaching work, and, critical points in the teaching-learning process, such as participation; the administrative work of the teacher of practice and the lack of spaces for discussion. However, the different learning contexts in the different clinical fields are valued in a relevant way: conditions are facilitated to participate in various activities such as team meetings, home visits, instances of group and individual intervention, all of a practical nature; training focused on student learning, the issue of decision making an