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PERSONAL , FAMILY AND SOCIAL PROFILE STUDENT OF MEDICINE University of Manizales

Perfil Personal, Familiar Y Social Del Estudiante De Medicina De La Universidad De Manizales




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Páez Cala, M. L., & Castaño Castrillón, J. J. (2007). PERSONAL , FAMILY AND SOCIAL PROFILE STUDENT OF MEDICINE University of Manizales. Archivos De Medicina (Manizales), 14, 18-30. https://doi.org/10.30554/archmed.14.0.1392.2007
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Páez Cala, M. L., & Castaño Castrillón, J. J. (2007). PERSONAL , FAMILY AND SOCIAL PROFILE STUDENT OF MEDICINE University of Manizales. Archivos De Medicina (Manizales), 14, 18-30. https://doi.org/10.30554/archmed.14.0.1392.2007

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Martha Luz Páez Cala
José Jaime Castaño Castrillón

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Introduction: The personal, family and social profile of the Universidad de Manizales medicine student is established, so that identifying some of their personal and social characteristics will become an inset for the integral formative programs and at the same time it contributes to the curriculum reflection, by analysing how the motivations and imaginaries about the profession and it’s exercise in the actual context of the students
evolve during the acquired formation. Materials and methods: Descriptive study, with a representative sample of 284 students
from the total of 492 that are enrolled between the first and tenth semester of the second academic period from the year 2004. Results: Homogeneous Population: mature very young, with feminine predominance, parent’s dependent, of Catholic religion, with origin in their majority of outside of Manizales, with very low rural origin. Nuclear families stand out, with good function according to the Family Apgar. Parents have very diverse occupations, in their majority teaching; the medical profession has a low frequency in the fathers, none mother has
this occupation. The life of the students turns exclusively around the study, dedicating a minimum time to other important activities, as feeding, rest and recreation. Their main motivations are centred in the clinical-assistance exercise. In their great majority identified with their career, fairly with the university.
Conclusions: In general the students evidence a high degree of satisfaction with the received formation, their motivational imaginaries that persist along the educational
process assume the profession as a social service, centred exclusively in the clinicalassistance exercise and distant from the formative profile that the faculty stands, like in the necessity of forming integral doctors, with social and investigative commitment, necessity that comes from the effective legislation and the current demands for theexercise of the profession.

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