Validación de la versión en español de un instrumento de evaluación de la comunicación centrada en el paciente en OSCE

ObjectiveThe aim of this study was to validate the Spanish version of the Communication Assessment Tool (CAT) to be used in an Objective Structured Clinical Evaluation (OSCE) to assess communication skills.MethodsData were collected from standardized patients evaluating 125 recent medical school graduates during a 12-station OSCE. A total of 1,500 completed CAT instruments were analyzed. Exploratory and confirmatory factorial analysis were performed and tested the internal consistency of the tool.ResultsWe found a single factor solution in the Spanish version of the instrument, similar to that described by the original author. Cronbach's alpha was high, ranging from 0.93 to 0.97. The overall mean percentage of ‘excellent’ ratings for the recent graduates was 38.07%.ConclusionsThe Spanish version of CAT is a feasible tool to be used in OSCE by standardized patients to assess communication skills in a standardized manner.     

Aceptación de actividades de fomento de la investigación en estudiantes de Grado en Medicina

AimTo present activities for the initiation of research in the medical degree.MethodResearch skills have been included as a compulsory subject with methodological contents (theoretical and practical) and seminars related to scientific discoveries, as well as in three optional subjects in which students perform a scientific project supervised by a tutor.ResultsThe grades of the tasks of the compulsory subject are high (3.7 ± 0.07 out of 4 points), and 43.8% of the enrolled students completed the three optional subjects. Satisfaction with the activities was high (3.46 and 3.9 out of 5 points), which suggests that they contribute to acquiring scientific skills in medical education, and that the work of the tutors is important (4.4 out of 5 points).ConclusionExposure to research tasks in the medical degree is well accepted by the students.     

Interacción multidisciplinaria programada: una estrategia de actualización en medicina de posgrado

Introduction

A multidisciplinary interaction strategy in postgraduate medicine is presented, which has as its aim the academic update and the carrying out of research activities related to paediatric lipidology.

Estrategia colaborativa para la integración de competencias en la formación de grado en enfermería

Objective

Analyse academic results and explore satisfaction of students and professors from the experience of integration of two subjects in second year of Degree in Nursing.

Implantación de una actividad de formación médica continuada y evaluación de su calidad en los Servicios de Urgencias de Atención Primaria (SUAP) de Cantabria

Objective

An evaluation was performed on the introduction of a training activity for professionals of the Primary Care Emergency Services (SUAP) in order to equip them with the necessary tools for the on-site resolution of urgent processes, and with the resources available in each centre.

Relación entre la autopercepción y autoeficacia para el desarrollo de competencias en soporte vital en entornos de simulación clínica de alta fidelidad

Objective

To determine if there is a correlation between self-perception and self- efficacy in the development of learning abilities associated with the care of the critically ill patient in a Clinical Environment of High Fidelity Simulation, as part of the training for nursing students in the field of Life Support.

La participación universitaria directa en la formación de médicos especialistas en México

Introduction

The University of Veracruz implemented the General Study Plan for Medical Specialties in 2013. The courses included in this study plan are mandatory, as they are important to improve specialised medicine skills for medical specialists of the future. Since it is not possible to deliver attendance-based courses, medical education, health services and systems and human development courses were offered online.

La Tabla Periódica de la Equidad en Salud: experiencia de innovación educativa para la construcción colectiva de conocimiento

IntroductionHealth equity is a value linked to the concept of human rights and social justice, which seeks to enable people to develop their highest health potential regardless their social position. In order to articulate specific strategies aimed at health equity for health professionals, it is necessary reform teaching methodology and explore innovations that promote learning, exposing these professionals to community and global health challenges, while promoting understanding and awareness of equity, inequalities and social determinants of health. The overall objective of this paper is to disseminate an experience of educational innovation, which through the construction of collective knowledge, has resulted in a semantic framework around the concept of equity in health.MethodsThe participatory action research methodology was used, mediated by the use of ICTs, framed in the Horizon 2030 recommendations for responsible research and innovation. The data collection instrument was based on the didactic use of metaphor and consisted of a shared document called Periodic Table of Equity in Health.ResultsA sample of 15 students compiled a total of 117 terms related to health equity, grouped under human rights, cultural competence, intercultural mediation and others.ConclusionsIn a health education where the technological rational paradigm continues to prevail, proactive and creative educational innovations are necessary, which should not be articulated unrelated or indifferent to social and civic facets of the practices, especially if they are committed to improvements and transformations that affect people and society.     

Blended learning y predisposición al aprendizaje autodirigido en un programa de especialización dental

IntroductionOne of the challenges in higher education is to train professionals capable of maintaining lifelong learning. Because of it, the incorporation of ICT through strategies that involve online learning is essential. However, the success of its implementation depends on the ability of the student to self-manage their learning process. Therefore, the aim of this study was to relate levels of self-directed learning readiness of a specialization program students at the beginning of a scientific communication course with their satisfaction with the methodology implemented and it effectiveness on developing scientific communication competencies.Materials and methodsThree instruments were applied: Fisher, King & Tague's self-directed learning readiness scale B-learning strategy satisfaction questionnaire and Self-perceived scientific communication skills questionnaire. The relation between self-directed learning readiness and the results of the other questionnaires was evaluated.ResultsPositive correlations were observed between levels of willingness to learn and the dimensions of classroom activities (P<.01), interaction in face-to-face activities (P<.05) and teaching-learning activities (P<.05); between the levels of willingness to learn and the reading dimension of scientific articles (P<.01) and between the levels of self-confidence and the reading dimension of the scientific article (P<.05).ConclusionsSelf-direction in learning played an important role in the implementation of the educational strategy for these particular students.     

Acreditación y resultados de la educación médica en México

Objective

To determine whether the medical education programs recognised for their quality achieve better results in the National Medical Residency Examination.

Historias de aprendizaje del profesionalismo en la formación de los médicos de urgencias en Colombia

IntroductionProfessionalism is a multidimensional competence based on attitudinal and cognitive skills that drives to better performances in medical practice, by stablishing effective interprofessional relationships, and offering a humanized and qualified service to the patient. However, the learning process of this competence particularly relevant in emergency rooms has not been formally developed in postgraduate medical training. The study sought to know the experiences of a group of residents and specialists in Emergency Medicine about learning professionalism during their postgraduate training, knowing the notions related to this concept and inquiring about the role model in learning professionalism during their training. postgraduate.MethodsWe developed a qualitative narrative research, with a total of 7 Emergency physicians (residents and emergency physicians) including the main researcher with his own autoethnographic text. Data collection involved narrative and interactive interviews, and reflective autoethnographic texts. A thematic analysis constructed patterns from the data.ResultsFive main themes emerged around the professionalism learning experience of emergency physicians: 1) role model, 2) anti-role model, 3) unsafe environment as a barrier to learning, 4) teaching of professionalism, 5) metacognition in the learning process.ConclusionsTeacher behavior in clinical settings become a role model to follow related to physician-patient relationship, interprofessional communication and teamwork. On the other hand, neglective behavior, missuses of clinical resources, discrimination, harassment, or bullying become anti-rol model behaviors. However, those unwanted behaviors may be learned even though students intend to act otherwise. It is necessary to design intentional curriculum in emergency postgraduate schools which include stablishing institutional cultural norms that do not tolerate aggression or other unprofessional behavior towards patients or students.     

Integrando el aprendizaje activo de la Microbiología en el Grado de Medicina: evolución de la implicación de los estudiantes

Objective

The aim of this article is the improvement in the quality of the teaching in General Microbiology in the Medical Degree by updating the teaching practices. These practices included inquiry-based learning (IBL) in which students are actively engaged in the learning process for improving the skills to be acquired as part of their integrated training.

Formación de especialistas en Latinoamérica: Argentina

In Argentina there are 36 schools of medicine, 13 of them public, with autonomy and freedom of teaching but that conform to the requirements of accreditation from the National Committee of Evaluation and Accreditation, that guarantees the quality of education through a minimum amount of training and practice. It is divided in 3 cycles: the biomedical cycle, the clinical cycle and the rotary annual boarding school. Around 4,600 and 5,500 medical students graduate annually. The degree from public and private schools of medicine enables graduates to work professionally in all the national territory. The specialty is obtained in different ways (internship, formal or informal supervised training practice, specialization degree, training in scientific societies) being internship the best system of medical training that was started in Argentina in 1946. In the last decade there has been an important increase in the number of vacancies for the internship system which were partially covered. Medical recertification is voluntary and require doctors to retest every 5 years. Different laws and ministry resolutions establish the legal framework for training undergraduates, certifying and recertifying specialists.     

Programa de entrenamiento vacacional en investigación: una propuesta de estudiantes de medicina colombianos

Introduction

Research has become a priority in academic training among medical undergraduate students, and it has been associated with positivism, motivation, and critical thinking. Scientific associations also play a role in the research training for undergraduate students. The objective of this study was to describe the results of a research program during holiday periods proposed by Colombian medical students and to evaluate the importance of promoting them in Latin America.

La acreditación internacional en educación médica a través de la WFME

IntroductionThis paper begins in the context of quality in medical training to conclude with the analysis of the benefits provided by international accreditations in this field.MethodsFor the development of this work the documentary research technique on the quality in medical training is used, which included the collection of information from documents published in journals and presented on web pages, through the search in different bases of international bibliographic data.ResultsThe procedure and evaluation criteria of one of the most relevant international accreditations in this area, the accreditation established by the World Federation for Medical Education (WFME), and its importance in the World University System.ConclusionsThere are many benefits that these accreditations bring to the university centers that get it, such as allowing all its graduates to apply for the Educational Commission for Foreign Medical Graduates (ECFMG) certification from the year 2024.     

Evaluación de la asimilación cognitiva de conceptos básicos de microbiología en alumnos de Bioquímica y Farmacia☆

The aim of this study was to evaluate cognitive assimilation of basic concepts of microbiology in college students of Biochemistry and Pharmacy. Cognitive assimilation was determined applying a cognitive assessment instrument with 19 reagents obtained at the beginning and end of the course General Microbiology. The reagents are based in the recognition of logical structures of scientific discourse by the propositional model analysis. The critical value 0.79 as an indicator of previous conceptions was established. Statistical analysis was performed by test Student's t distribution for each reagent. Differences between means with p < 0.05 were considered as an indicator of cognitive assimilation. P values > 0.05 were considered refractory to cognitive assimilation. Twelve reagents indicated a cognitive assimilation corresponding to 60% for group studied, after the educational intervention. The results show that the method applied was able to assess cognitive cognitive assimilation inducing a change in this group of students.