Integration of the substantive functions of Higher Education in the medical career
Abstract
Introduction. The substantive functions of the university: teaching, research, and outreach at the Catholic University of Santiago de Guayaquil must be integrated to strengthen medical training. In the medical program, how this integration affects professional training has not been explored.
Objective. To describe the perceptions of faculty and students regarding the integration of substantive functions in medical training.
Methods. A cross-sectional, descriptive, observational study was conducted between October 2024 and March 2025. A validated questionnaire was administered to 122 faculty members and 148 students, collecting sociodemographic data and scales on the integration of teaching, research, and outreach. Descriptive analysis was performed using SPSS v27.
Results. The overall perception was favorable, with a higher appreciation for teaching. Gaps were identified, especially in outreach and research.
Discussion. The results reflect a generally positive perception, consistent with previous studies at the same university. Functional integration favors a more comprehensive educational process, although there are gaps in outreach and research that could be related to limited participation in community and research activities. Teaching, with improved recognition, can serve as a basis for promoting more balanced integration, strengthening interinstitutional collaboration and an interdisciplinary approach. Consolidating these functions is key to training physicians capable of responding to current social and scientific demands.
Conclusions. There is a favorable perception of the integration of substantive functions; strengthening mechanisms that articulate each one is recommended to improve training quality.
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