RESUMO
BACKGROUND: There are few instruments to evaluate teachers' performance during medical residency in Spanish. AIM: To determine the validity and reliability of the MEDUC-PG14 instrument to evaluate teaching performance in the medical residency programs of the Faculty of Medicine, Universidad Peruana Cayetano Heredia (UPCH). MATERIAL AND METHODS: An open question about positive aspects that characterize a good teacher was added to the MEDUC-PG14 questionnaire. A pilot test was carried out with 15 residents to assess the correct comprehension of each question and carry out necessary changes. Subsequently, the instrument was sent by email to 366 residents of the UPCH Department of Medical Clinics. The reliability of the instrument was evaluated using Cronbach's Alpha. Construct validity was assessed by factor analysis, and the validity of content by a qualitative analysis of the answers to the open question added. RESULTS: Seventy residents answered the questionnaire evaluating 46 teachers. Each resident evaluated one teacher. The factor analysis showed two dimensions explaining 83% of the variance: the dimension "Teaching and Evaluation" (11 items) and the dimension "Respectful Behavior" (three items). The global Cronbach's Alpha was 0.97 (0.97 for the Teaching Dimension 0.96 and for the Behavioral Dimension). The concept of "professional competence as a medical specialist" was rescued from the responses to the open question. CONCLUSIONS: The MEDUC-PG14 is an instrument with valid and highly reliable results. It is useful and easy to apply to evaluate teaching performance in postgraduate studies. Its use is recommended in residency programs of Spanish-speaking countries. However, the inclusion of an item referring to the professional competence of the teacher is suggested.
Assuntos
Internato e Residência , Humanos , Capacitação em Serviço , Competência Profissional , Reprodutibilidade dos Testes , Inquéritos e Questionários , EnsinoRESUMO
Los profesores son parte fundamental de una escuela de medicina. A nivel de la residencia médica, la evaluación de la docencia clínica es una estrategia de mejoramiento de la educación que permite identificar las deficiencias que existen para superarlas mediante capa-citación, así como reconocer las buenas prácticas docentes. Los modelos de evaluación docente utilizados en distintas facultades de medicina comprenden: la evaluación por pares, la autoevaluación, la evaluación basada en la opinión de los estudiantes y el portafolio docente. Con el fin de mejorar la calidad de la enseñanza y la calidad de los programas formativos en la residencia médica es necesario contar instrumentos de evaluación válidos, confiables, factibles y que cuenten con la aceptación de los profesores y residentes. Esta evaluación debe ser devuelta al docente mediante un proceso de retroalimentación efectiva y conectarse a un plan de desarrollo do-cente, de capacitación y de reconocimiento, enmarcado dentro de la carrera profesional. El sistema de evaluación y desarrollo docente debe partir de la institución universitaria responsable de la formación del médico residente.
Teachers are a substantial part of a medical school. In medical residency, the evaluation of clinical teaching is a strategy for improving education that allows establishing the deficiencies to overcome them through training and also to recognise good teachers. Teaching evaluation models used in different medical schools include peer evaluation, self-evaluation, evaluation based on the opinion of students and the teaching portfolio. To improve the quality of teaching and the quality of training programs in medical residences, it is necessary to have a valid, reliable, feasible teacher evaluation system that has the acceptance of teachers and residents. This evaluation must be returned to the teacher through an effective feedback process and also linked to a faculty development program and a recognition plan framed within the professional career. The teaching assessmente and development system must come from the university responsible for the resident training.
RESUMO
Background: There are few instruments to evaluate teachers' performance during medical residency in Spanish. Aim: To determine the validity and reliability of the MEDUC-PG14 instrument to evaluate teaching performance in the medical residency programs of the Faculty of Medicine, Universidad Peruana Cayetano Heredia (UPCH). Material and Methods: An open question about positive aspects that characterize a good teacher was added to the MEDUC-PG14 questionnaire. A pilot test was carried out with 15 residents to assess the correct comprehension of each question and carry out necessary changes. Subsequently, the instrument was sent by email to 366 residents of the UPCH Department of Medical Clinics. The reliability of the instrument was evaluated using Cronbach's Alpha. Construct validity was assessed by factor analysis, and the validity of content by a qualitative analysis of the answers to the open question added. Results: Seventy residents answered the questionnaire evaluating 46 teachers. Each resident evaluated one teacher. The factor analysis showed two dimensions explaining 83% of the variance: the dimension "Teaching and Evaluation" (11 items) and the dimension "Respectful Behavior" (three items). The global Cronbach's Alpha was 0.97 (0.97 for the Teaching Dimension 0.96 and for the Behavioral Dimension). The concept of "professional competence as a medical specialist" was rescued from the responses to the open question. Conclusions: The MEDUC-PG14 is an instrument with valid and highly reliable results. It is useful and easy to apply to evaluate teaching performance in postgraduate studies. Its use is recommended in residency programs of Spanish-speaking countries. However, the inclusion of an item referring to the professional competence of the teacher is suggested.
Assuntos
Humanos , Internato e Residência , Competência Profissional , Ensino , Inquéritos e Questionários , Reprodutibilidade dos Testes , Capacitação em ServiçoRESUMO
Estimation of pathogen-specific causes of child diarrhea deaths is needed to guide vaccine development and other prevention strategies. We did a systematic review of articles published between 1990 and 2011 reporting at least one of 13 pathogens in children <5 years of age hospitalized with diarrhea. We included 2011 rotavirus data from the Rotavirus Surveillance Network coordinated by WHO. We excluded studies conducted during diarrhea outbreaks that did not discriminate between inpatient and outpatient cases, reporting nosocomial infections, those conducted in special populations, not done with adequate methods, and rotavirus studies in countries where the rotavirus vaccine was used. Age-adjusted median proportions for each pathogen were calculated and applied to 712 000 deaths due to diarrhea in children under 5 years for 2011, assuming that those observed among children hospitalized for diarrhea represent those causing child diarrhea deaths. 163 articles and WHO studies done in 31 countries were selected representing 286 inpatient studies. Studies seeking only one pathogen found higher proportions for some pathogens than studies seeking multiple pathogens (e.g. 39% rotavirus in 180 single-pathogen studies vs. 20% in 24 studies with 5-13 pathogens, p<0.0001). The percentage of episodes for which no pathogen could be identified was estimated to be 34%; the total of all age-adjusted percentages for pathogens and no-pathogen cases was 138%. Adjusting all proportions, including unknowns, to add to 100%, we estimated that rotavirus caused 197 000 [Uncertainty range (UR) 110 000-295 000], enteropathogenic E. coli 79 000 (UR 31 000-146 000), calicivirus 71 000 (UR 39 000-113 000), and enterotoxigenic E. coli 42 000 (UR 20 000-76 000) deaths. Rotavirus, calicivirus, enteropathogenic and enterotoxigenic E. coli cause more than half of all diarrheal deaths in children <5 years in the world.