Hybrid Professional Training: Challenges for Teaching Staff

Abstract

This study aimed to analyze the challenges posed by implementing a hybrid modality for teachers in the Bachelor of General Medicine program. A descriptive hermeneutic-interpretive method was employed. Two questionnaires were utilized: one with closed-ended questions addressing basic digital 2.0 competencies for university students (COBADI 2013, Veytia-Bucheli, 2013), and another with open-ended questions to explore the challenges faced by the teaching staff. The participants included 27 professors from the Bachelor of General Medicine program (15 men and 12 women). The results revealed that faculty members had to undergo training in the use of technological platforms and resources, adapt instructional design to incorporate virtual and in-person activities, and reorganize their time and resources. It was concluded that the teaching staff and the educational institution collaborated to sustain the academic year under the hybrid model. Faculty members adjusted their course organization and planning, rapidly acquiring skills to utilize the relevant technologies and tools, while the administrative team supported this transition by managing platform spaces and internet connectivity. It is recommended that the institution continue providing training focused on digital technologies, assessing their use, and ensuring suitable conditions and equipment. Faculty members are encouraged to adopt a mindset open to continuous change, given the ever-evolving nature of educational technology.