Liderazgo docente, motivación y satisfacción académica en residentes médicos: un análisis integrador desde la perspectiva del alumno

MARIA NALLELI TORRES GUTIERREZ

Authors

MARIA NALLELI TORRES GUTIERREZ IMSS/UPAEP https://orcid.org/0000-0002-8426-135X

Keywords:

Teaching leadership, Motivation, Academic satisfaction

Abstract

Introduction. Teaching leadership, academic satisfaction, and the educational environment influence residents’ formative experiences. Objective. To analyze the relationship between perceived teaching leadership and the educational experience by integrating quantitative and qualitative findings. Method. A mixed-methods, analytical-relational study with an epistemic qualitative design was conducted. A total of 158 medical residents from different specialties participated. Likert-type scales were applied to assess teaching leadership, academic satisfaction, and perception of the educational environment, along with open-ended questions exploring formative experiences. Quantitative analysis included descriptive and inferential statistics, while qualitative data were examined through thematic analysis. Results. The instruments demonstrated high internal consistency (α > .90). Significant positive correlations were identified between academic satisfaction and educational environment (r=.846; p<.001), satisfaction and teaching leadership (r=.865; p<.001), and teaching leadership and educational environment (r=.914; p<.001). Qualitative findings highlighted the importance of faculty support and institutional conditions. Conclusion. Teaching leadership was identified as a relevant factor in residents’ clinical formative experience.

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