Prioritizing Clinical Expertise over Didactics: The Commitment of Supervised Professional Practice (SPP) in University Health Education, 2024.

Abstract

Supervised Professional Practice (SPP) is the essential link between academic training and the development of practical competencies in the health field. However, a critical gap persists in its effective implementation in the Paraguayan university context. This study aimed to analyze structural deficiencies in the teaching-learning process of SPP in Paraguayan universities and propose pedagogical optimization strategies. A concurrent, parallel, mixed-methods design (triangulation), non-experimental, cross-sectional, and descriptive approach was used. This approach allowed to contrast the quantitative perceptions of (N=329) among students (319), PPS coordinators (5) and technical teachers (5) with the qualitative interpretations on the structural causes of the gaps, achieving a holistic understanding of the phenomenon. The results demonstrate significant limitations in institutional management, infrastructure, and, crucially, in the pedagogical training of instructors. 30.7% of students rated the PPS as "mediocre" or deficient, and 33.0% perceived little institutional interest in improving these processes. The qualitative analysis triangulated these data, revealing that the PPS is compromised by prioritizing the instructor's clinical expertise over their didactic competence. This gap impedes the effective implementation of the Competency-Based Training (CBT) model. It is concluded that the quality of the PPS is directly linked to the implementation of policies that require and certify the pedagogical competence of health professionals who act as supervisors.