[Study Plan 2016 of the licentiate of medical surgery of the faculty of higher studies iztacala]. / Plan de Estudios 2016 de la Licenciatura de Médico Cirujano de la Facultad de Estudios Superiores Iztacala.

The 2016 undergraduate medical degree curriculum at the Facultad de Estudios Superiores Iztacala of the Universidad Nacional Autónoma de México (UNAM) is presented. It is the result of a long institutional reflection and academic dialog process of approximately three years, which culminated in its approval by UNAM's Academic Council for the Biology, Chemistry, and Health Sciences areas on January 25, 2016. Its most relevant characteristics are: modular organization, four knowledge areas (biomedical, methodological, socio-psychological, and humanistic and medical practice), and new modules such as Seminar of socio-psycho-biological integration; Genetics and molecular biology; Biochemistry and cellular biology; Pharmacological basis of therapeutics; Infectious diseases, microbiology and parasitology; Medical ethics; Public health; and Evidence-based medicine - clinical epidemiology. To achieve a more flexible curriculum, optional modules were included. To make possible the curricular change, improving the teaching strategies, innovating the learning assessment methods, supporting the training and updating of the teaching staff, and establishing a curriculum development committee for following up and evaluating the program, are necessary. Curricular changes are difficult and complex processes; they suppose challenges and opportunities. It is mandatory to plan them carefully and sensitively to allow a successful transition and avoid conflicts for the students, the teachers and the institution.

[Medical students' pleasure for participating in peer assessment]. / Agrado de los estudiantes de medicina con la evaluación por pares.

OBJECTIVE: to explore the agreement of medical students (MS) with the statement "I liked participating in my peers' assessment" and the explanations why. METHODS: the peer assessment of 411 MS who participated consisted in assessing audiovisual lectures presented by their classmates using rubrics. Then, they classified their grade of agreement with the statement "I liked participating in my peers' assessment" and briefly explained why. An analysis of content was performed, response categories were classified, and a simple count of the number of responses in each category was done. RESULTS: most of the MS (68 %) liked participating in peer assessment completely or partially. The major negative explanations were the concern that affective considerations would influence the grades (18 %), and the perception of unfair assessments (12.2 %). The positive ones were the perception of a more fair assessment (11 %), and the idea that it provides feedback for improvement (9.5 %). CONCLUSIONS: knowing the explanations given by the MS to support their agreement with the pleasure for participating in peer assessment allows a more adequate approach to conflicts.

[Academic performance and problem-based learning acceptance in medical students]. / Desempeño académico y aceptación del aprendizaje basado en problemas en estudiantes de medicina.

OBJECTIVE: To measure the acceptance of problem based learning (PBL), to find out if they consider that spending extra-time is worthy, how they perceive their own learning, and how it correlated with other learning parameters. METHODS: After exposure to PBL during one semester, a cross sectional survey based on Likert-type scale was conducted to measure the students' opinion about PBL acceptance and perception of their own learning. The sample was 268 (65%) females and 143 (35%) males from the 3rd semester of the medical school. The Spearman's correlation was used for analysis. RESULTS: PBL was considered to be useful or very useful for their learning to 89% of the students. The PBL used longer time working after the classroom activities. The extra-time spent in the course was considered worthy by 77%. Perception of their own learning correlated with the marks that they obtained (rho=0.202, p<0.0001), and with the acceptance of PBL (rho=0.291, p<0.0001). CONCLUSIONS: Students' acceptance of PBL was corroborated. Perception of a better learning correlated with higher marks and, with better acceptance of PBL and with the perception that the additional time spent was worth while.

[Feasibility of implementing a learning based problem solving and peer evaluation approach among medical students in Mexico]. / Aceptación del aprendizaje basado en problemas y de la evaluación entre pares por los estudiantes de medicina.

OBJECTIVE: Assess the degree to which medical students accept and consider useful the techniques of problem based learning (PBL) and evaluation among peers. Analyze the association between the number of PBL clinical cases reviewed and the students' perception about their own learning in a basic course. METHODS: A questionnaire was administered to 334 students enrolled in the third semester of medical school (Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México). Questions included acceptability of PBL, peer evaluation, and their perception about the usefulness of these techniques after having used them during the school year. We used a Likert scale to measure opinions on the degree of usefulness of the PBL, perception of their own learning, and the acceptance of the notion that evaluation activities evaluation among peers promote justice and favor the student's character formation. We measured the association of these variables with the number of clinical cases studied using Spearman's rank correlation coefficient. RESULTS: Most of the students considered that PBL method is useful (82%) and that evaluation activities among peers promote justice and character formation (70%). Students who reviewed more PBL cases considered the PBL activities more useful (rho = 0.489, p < 0.0001), and perceived that they achieved a better learning experience (rho = 0.200, p < 0.0001). CONCLUSIONS: Results show a fair acceptance by the students of the PBL method and activities of peer evaluation. The number of clinical cases reviewed during the course correlated with considering the PBL to be a useful method and perceiving a better learning experience. Our results support the inclusion of PBL and peer evaluation in the medical school curricula.

Aceptación del aprendizaje basado en problemas y de la evaluación entre pares por los estudiantes de medicina / Feasibility of implementing a learning based problem solving and peer evaluation approach among medical students in Mexico

Objetivo: Conocer el grado en el que los estudiantes aceptan y consideran útiles las técnicas de aprendizaje basado en problemas (ABP) y de evaluación entre pares. Analizar la asociación entre el número de casos clínicos de ABP revisados en el curso con la percepción de los estudiantes acerca de su aprendizaje, en un módulo de los ciclos básicos de la carrera de médico cirujano. Métodos: Se aplicó un cuestionario en forma anónima y voluntaria a 334 estudiantes de 12 grupos que cursaron un módulo predominantemente teórico del tercer ciclo de la carrera de médico cirujano en la Facultad de Estudios Superiores Iztacala, para evaluar su aceptación y percepción de la utilidad del ABP y de la evaluación entre pares, después de haber usado estas técnicas durante el curso semestral. La opinión sobre el grado de utilidad del ABP, la percepción del propio aprendizaje y el grado de aceptación de la noción de que las actividades de evaluación entre pares son justas y formativas se midieron mediante escalas ordinales tipo Likert; la asociación de estas variables con el número de casos clínicos revisados en el semestre se analizó mediante el coeficiente de correlación por rangos de Spearman. Resultados: La mayoría de los estudiantes consideró que el método de ABP es útil (82%) y que las actividades de evaluación entre pares son justas y formativas (70%). Los estudiantes que revisaron un número mayor de casos de ABP consideraron más útiles las actividades de ABP (rho = 0.489, p < 0.0001) y percibieron que habían tenido un mejor aprendizaje sobre inmunología (rho = 0.200, p < 0.0001). Conclusiones: Los resultados muestran una buena aceptación del método de ABP y de la evaluación entre pares por parte de los estudiantes. El número de casos de ABP revisados durante el semestre correlacionó con que se consideraran útiles las actividades de ABP y con la percepción de un mejor aprendizaje. Los resultados apoyan la aplicación de las técnicas de ABP y evaluación entre pares en cursos futuros.

OBJECTIVE: Assess the degree to which medical students accept and consider useful the techniques of problem based learning (PBL) and evaluation among peers. Analyze the association between the number of PBL clinical cases reviewed and the students' perception about their own learning in a basic course. METHODS: A questionnaire was administered to 334 students enrolled in the third semester of medical school (Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México). Questions included acceptability of PBL, peer evaluation, and their perception about the usefulness of these techniques after having used them during the school year. We used a Likert scale to measure opinions on the degree of usefulness of the PBL, perception of their own learning, and the acceptance of the notion that evaluation activities evaluation among peers promote justice and favor the student's character formation. We measured the association of these variables with the number of clinical cases studied using Spearman's rank correlation coefficient. RESULTS: Most of the students considered that PBL method is useful (82%) and that evaluation activities among peers promote justice and character formation (70%). Students who reviewed more PBL cases considered the PBL activities more useful (rho = 0.489, p < 0.0001), and perceived that they achieved a better learning experience (rho = 0.200, p < 0.0001). CONCLUSIONS: Results show a fair acceptance by the students of the PBL method and activities of peer evaluation. The number of clinical cases reviewed during the course correlated with considering the PBL to be a useful method and perceiving a better learning experience. Our results support the inclusion of PBL and peer evaluation in the medical school curricula.

Diagnóstico de egreso y letalidad en adolescentes atendidos en un hospital de tercer nivel / The diagnostics done children hospitalized in Medical Center

Con la finalidad de conocer los diagnósticos de egreso y la letalidad que se registra entre los adolescentes atendidos en un servicio de pediatría médica de un hospital de tercer nivel, se revisaron los expedientes clínicos de los ingresos habidos en dos años (del 1o. de enero de 1990 al 31 de diciembre de 1992). Como principales diagnósticos se encontraron: insuficiencia renal crónica, 254 casos (11.97 por ciento); leucemia 61 casos, (2.85 por ciento); asma bronquial, 61 casos (2.85 por ciento); comunicación interventricular, 55 casos (2.52 por ciento). Como primera causa de letalidad se encontró a la leucemia con 30 casos (30.0 por ciento); en el segudo lugar estuvo la insuficiencia renal crónica, 11 casos (8.8 por ciento); el lupus eritematoso sistémico se observó en nueve casos (7.2 por ciento); insuficiencia renal aguda, ocho casos (6.4 por ciento) y traumatismo craneoencefálico seis casos (4.8 por ciento). Se comentan los hallazgos haciendo notar el predominio de los padecimientos crónicos.

Necesidades de enseñanza de metodología de la investigación en la carrera de médico cirujano / The need to teach research methodology as part of the medical doctor and surgeon degree program

Se aplicó una encuesta sobre la investigación médica a 310 personas: deseo de dedicarse a ella, dedicación actual o previa a labores de investigación y opinión sobre la necesidad de un curso de investigación en el currículum de la carrera de médico cirujano. Los participantes se dividieron en siete grupos de conformidad con su labor principal: profesores, administrativos, médicos de primer, segundo y tercer nivel de atención, residentes y estudiantes de medicina. La opinión de los participantes fue favorable a la investigación médica: 93,5% de ellos pensaron que les hubiera sido útil recibir un curso de investigación durante sus estudios de pregrado; 94,8% que es necesario un curso de introducción a la investigación científica en el currículum de licenciatura, aunque 23,5% de los administrativos (cifra significativamente diferente de la del resto de los grupos, p < 0,05), opinaron que el curso es innecesario. Por los datos obtenidos, los autores consideran que debe incluirse un curso de introdución a la investigación científica en el plan de estudios de la carrera de médico cirujano