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《Educación Médica》2020,21(2):142-144
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. 相似文献
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Lourdes Lledó Gabriel de Arriba Francisco Javier Burgos Luis Miguel Callol Teresa Rivera Francisco José de Abajo Consuelo Giménez-Pardo Antonio Jiménez Manuel Rodríguez-Zapata 《Educación Médica》2019,20(6):360-367
IntroductionDuring 2015-16 academic implanted the 6th course of medicine degree in the Faculty of Medicine and Health Sciences of the Universidad de Alcalá. Includes clinical practices and master's dissertation. The Faculty of Medicine and Health Sciences wanted the training program to be integral and integrator focused on the acquisition and promotion of clinical skills, communication and research, with a coordination structure that would enable an assessment and continuous detection of deviations, and of course establish an assessment of results in the medium and long term. The objective of this work is to present the developed training programme.Materials and methodsA team of teachers and students was formed to design the course, with a calendar of meetings and a program of actions to be carried out, always trying to that all decisions were consensual, the different took into account scenarios, with common teaching tools and assessment, flexible and adapted to the different environments.ResultsThe course has diversity of environments and teaching activities. Rotations integrated student services and healthcare units. In addition, are cross-cutting innovative activities at the Faculty. A coordination of the program structure is designed and for their evaluation, both of student assessment and program, instruments are varied and complex. Numerous opinion tests that reflect a very high satisfaction and academic results are excellent have been designed.ConclusionsWe have managed to develop a training program comprehensive and inclusive, with a coordination structure and appropriate assessment tools. Academic and opinion indicators are very positive and indicate that the learning objectives are met with success. He has been established very effective coordination to homogenize the teaching in different environments, and facilitates the detection and correction of deficiencies. 相似文献
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María Luisa Gómez-Lus Centelles Luis Alou Cervera José Prieto Prieto 《Educación Médica》2018,19(2):77-81
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.Material and method
This study included 92 Microbiology students in the Second Year of the Medical Degree (Academic Year 2015-2016). The percentage of students who used IBL resources and those that did not use any were calculated and subsequently compared with the student performance in the Microbiology exam. The IBL questions were included that were asked in class in the virtual campus, but with their correct answer. In order to assess the perceived impact of the active learning, the students were asked to fill out a questionnaire evaluating IBL.Results
Students who prepared with IBL scored higher in the examination, thus evaluating IBL positively, considering that this activity can measure learning and improve preparation for exams.Conclusion
The use of the virtual campus together with the updating in the teaching methodology can improve the academic performance of Microbiology students in the Medical Degree, obtaining an increase of the implication and adhesion of the students in the active learning. 相似文献6.
Iván R. Gutiérrez Rojas Hipólito Peralta Benítez Homero C. Fuentes González 《Educación Médica》2019,20(1):49-54
The creation of models that link university research with professional and academic teaching is a crucial process for these institutions and the contributions to which they are committed in their social context. Based on current references on this topic, elements that suggest the evaluation of international experiences are mentioned and precisions are presented because the need to development an intentional management processes that define didactic strategies both in the linkage to the curricula as well as posgraduate levels for the objective to achieve this essential nexus. 相似文献
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Historias de aprendizaje del profesionalismo en la formación de los médicos de urgencias en Colombia
《Educación Médica》2022,23(3):100733
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. 相似文献
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《Educación Médica》2021,22(4):225-230
BackgroundA residency is a professional training system based on supervised clinical practice. The Mini Clinical Evaluation Exercise (Mini-CEX) is a method of assessment through direct observation that enables the design of strategies to improve professional performance.The purpose of this study is to analyze the results of implementing the Mini-CEX to assess pediatric residents during their rotation at the first level of care while exploring differences according to the training site to which they belong.MethodsWe conducted an analytical cross-sectional study that included 2nd-year pediatric residents on rotation at the first level of care in pediatric and general hospitals. Each resident underwent two Mini-CEX encounters for the assessment of 8 domains: history taking, communication skills with patients and with caregivers, physical examination, clinical judgment, clinical management, professionalism, and organization.ResultsThirty-four residents participated in the study. The total overall rating of residents from pediatric hospitals and general hospitals was 4.20 (4.07-4.34) and 4.14 (3.94-4.34), respectively. We found no statistically significant differences in the areas assessed according to the residents’ training site.ConclusionThe Mini-CEX as an assessment tool within the first level of care allowed the detection of strengths and weaknesses in residents’ training. Implementation was affected by limitations inherent to this setting. Standardization of assessors was a key element for criteria unification. 相似文献
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M.L. Martínez-Martín C. Canalejas-Pérez A.I. Parro-Moreno M.L. Cid-Galán A. García-González C. Martín-Salinas 《Educación Médica》2018,19(4):201-207
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.Method
Teaching innovation project carried out for four courses on the population of students of 2nd year of Degree in Nursing, subjects enrolled in Adult Nursing II and Geriatric Nursing. For this purpose, a common teaching practice was designed between the two subjects, from competencies, learning outcomes and shared contents. The methodology used was the collaborative work applied to the resolution of a case.Results
668 students participated in the experience, regarding the overall academic performance, 51.5% students scored remarkable, 35.6% outstanding, 11.5% approved and 1.4% suspense. Regarding satisfaction results from the questionnaires administered to students, they expressed satisfaction with the high level of competence achieved, mainly emphasizing Integrate competences learning of different subjects. Followed by skills practice linking theory, develop reflective thinking and learn autonomously.Conclusions
Depending on the good academic results obtained and the high degree of satisfaction of students and teachers we will work in this direction in future years because this type of education favors an integrated curriculum and better learning outcomes. 相似文献13.
《Educación Médica》2019,20(5):304-308
The educational environment is the set of physical structures and human relationships in which an educational community develops, be it classroom, service, faculty or hospital. The teaching-learning processes are interdependent with the context in which they are developed. The evaluation of educational environments aims to analyze what is happening in a given training environment, and its objective is to provide a complete and systematic picture of what is happening. The quality of the environment is an exponent of the quality of the process, that is, of the curriculum. Dundee Ready Educational Environment Measure is a questionnaire designed to measure the educational environment in health careers. The questionnaire includes 50 items divided into 5 subscales that explore perceptions about learning, teachers, students, the educational climate and students’ social self-perception. It has proven useful in identifying strengths and weaknesses in a given educational environment. The application of the questionnaire allows to generate an institutional profile as it is perceived by the students.Due to clinical environments introduce very specific circumstances, an adaptation was made resulting in Postgraduate Hospital Educational Environment Measure. This consists of forty items grouped in 3 domains: the perception of autonomy, teaching, and social support.The conclusions obtained with these questionnaires can guide the authorities responsible for training in biomedical areas to support the adoption of measures that facilitate learning, reflection, self-criticism and decision-making. 相似文献
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In a majority of countries, medical education is one more medical specialty and presides over academic life in undergraduate, graduate and continuing education. But, the situation in Spain is very improvable. Although there is a growing interest in medical education as a discipline or specialty, most of the Spanish faculties of Medicine do not have a unit or department of medical education, which is in charge of advancing the discipline. Some faculties have arranged a unit, chair, department or study center, attached or independent to the management of the center, sometimes without any organic relationship to the training process. In this article we will describe why we believe these structures are necessary, their usefulness, as well as their functions and the scope of their activities. We will analyze the current situation in Spain with the aim of promoting the creation of these structures in all the faculties of Medicine. We will also review the mechanisms that specialized postgraduate training has been equipped to provide answers to their training needs. 相似文献
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César Ramón Romero Leguizamón 《Educación Médica》2018,19(6):359-368
The situation of health systems in the world is critical. However, in this scenario it is important that education can provide strategies to generate a change.Reflection regarding the training of the medical student must be complemented by the development of people skills, such as communication, the ability to understand others, etc. This could help in the development of clinical judgment and reasoning exercises, without neglecting the human components of kindness, warmth, listening, and fraternity. This article attempts to answer these concerns, reflecting on some situations that affect medical training, and sets out numerous examples of doctors from different periods of history and countries (Europe, Asia and America) who have successfully exercised their profession, as well as in the performing arts, including literature, painting and theatre. Among them can be included, Albert Schweitzer, German national, winner of the Nobel Peace Prize in 1952, and Jorge Drexler, aN Uruguayan who won an Oscar of the Academy of Motion Picture Arts and Sciences of the United States for best soundtrack in 2005. Finally, it should be considered having academic and extra-academic spaces that benefit medical training, complemented by artistic and humanistic skills. 相似文献
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Juan García-Puig Francisco Vara-Pinedo Juan Antonio Vargas-Núñez 《Educación Médica》2018,19(3):178-187
The Objective Structured Clinical Examination (OSCE) evaluates clinical skills of medical students at the end of medical school training. Professional competence is the set of knowledge and clinical skills that helps to solve professional problems with the correct attitude. The Conference of Deans from all 40 Schools of Medicine in Spain agreed that all students completing their medical training in the 2015/16 academic year should take an exam to assess 8 competency areas: medical history, physical examination, communication skills, clinical judgment, diagnosis, management and treatment, prevention and health promotion, inter-professional relationships, and ethical and legal aspects. The Madrid Autonomous University Medical School took part in this national project, and conducted its first OSCE, with 25 tests, for the 197 students that concluded their training in 2016. This paper describes the 7 stages, or essential processes followed in order to establish the OSCE. This experience may be useful for the understanding and implementation of this complex competence evaluation process. 相似文献
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Amador Sevillano Marcos José Ignacio Cantero Santamaría Héctor Alonso-Valle María Carmen Barbero Lago Mario Ruiz Núñez 《Educación Médica》2018,19(5):271-276