摘要：Main objective To evaluate the level of satisfaction and progression of the knowledge acquired after conducting a research methodology course, and to describe the socio-occupational profile of the Tutors who chose to graduate in this competency. Design Descriptive observational study. Sitting Multiprofessional Teaching Unit of Family and Community Care, Primary Care. Participants Medicine and Nursing Family and Community Tutors attending the course. Selection criteria: To be a Senior Tutor for the period 2015-2016 and attend 75% of the course. Main measurements Level of satisfaction measured using a questionnaire completed and collected after the course, as well as the level of knowledge using a before and after test. Other variables collected were, age, years of tutoring, gender, health areas, and profession. Results A total of 21 Tutors fulfilled inclusion criteria. The median years of tutoring was 4 years (1-9). The most represented age group was older than 50 years (57.1%).Overall course satisfaction was 4.21 ± 0.23 out of 5. The number of those who passed in the previous knowledge test was 9 (47.36%), with 15 (88.23%) at the end of course. The variable that was significantly associated with participating in the course was: years of tutoring (<5 years), with an OR of 3.46 (95% CI; 1.14 - 10.55, P =.025). Conclusions The results obtained show a high level of satisfaction and increased knowledge in research. The incorporation of contents of research into tutor training plans could be key to the implementation of activities by the teams of the teaching centres.
关键词：Research ; Tutors ; Mentors ; Primary Health Care ; Education ; Continuing (Decs)
