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Background: The AO entrance examination for the Medical Course at Kochi Medical School aims to select candidates who are not only knowledgeable but also exhibit strong interpersonal and presentation skills. This study sought to determine the impact of the AO exam’s group work and presentation components on students’ success post-graduation.Methods: Clinical training supervisors’ evaluations of interpersonal and presentation abilities were compared between AO entrance exam candidates and other selected candidates.Results: AO entrants showed superior performance in establishing patient-physician relationships, participating in team medicine, and delivering case presentations compared to their counterparts.Discussion: The AO entrance examination at Kochi Medical School proves to be an effective tool for assessing candidates’ interpersonal and presentation skills, which are essential for medical practitioners.
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The Professionalism subcommittee of Japan Society for Medical Education has been examining a diverse range of issues related to medical professionalism education for approximately the past 20 years. In July 2015, the committee formulated and presented a draft on “ The Attributes and Competencies of Physicians: An Exploration of Professionalism” Based on this, we have been conducting educational activities on professionalism education, but we had not documented this draft. We are now re-presenting the draft here with minor lexical corrections and additional notes. The professionalism of physicians is delineated in seven attributes and competencies :1. Sense of mission and responsibility towards society2. Practice of patient-centered health care3. Demonstration of integrity and justice4. Acceptance of diverse values and sharing of fundamental values5. Fulfilling roles as leaders/members in organizations and teams6. Pursuit of excellence and lifelong learning7. Self-management and career developmentThis document is presented with the expectation that it will contribute to future discussions on professionalism education.
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Introducción: El cambio general en la concepción de los sistemas de salud de los hospitales como instituciones ha evolucionado a lo largo de los siglos, a tono con los grandes cambios de la humanidad. Objetivos: Evaluar el estado de la gestión organizacional en los servicios hospitalarios, para brindar atención centrada en los adolescentes según sus expectativas, determinar la preparación de médicos y enfermeros y describir la estructura hospitalaria. Métodos: Se realizó una investigación descriptiva y transversal en 1845 adolescentes ingresados en el Hospital Infantil Docente Sur Dr. Antonio María Béguez César, de Santiago de Cuba, del 1 de enero de 2019 al 30 de junio de 2020. Se aplicaron encuestas a los adolescentes hospitalizados, para conocer las preferencias y prioridades en relación con diversos aspectos que pudieran mejorar la satisfacción durante su estancia hospitalaria, y sobre la estructura de las salas. Se evaluaron las habilidades de médicos y enfermeros mediante guías de observación. Resultados: Entre los aspectos analizados, la amabilidad del personal sanitario (83,5 %), la comunicación dialógica (81,6 %) y la visita de amigos (53,7 %) resultaron muy importantes para los adolescentes, al igual que la importancia de la estructura hospitalaria. En relación con la atención a los adolescentes, la mayoría de los profesionales mostró completamente las habilidades. Conclusiones: La investigación mostró insuficiencias en la gestión hospitalaria para la atención centrada en la persona.
Introduction: The general change in the conception of health systems of hospitals as institutions has evolved over the centuries, in tune with the great changes of humanity. Objectives: To evaluate the state of organizational management in hospital services, to provide adolescent-centered care according to their expectations, determine the training of doctors and nurses, and describe the hospital structure. Methods: A descriptive and cross-sectional investigation was carried out on 1,845 adolescents admitted to the Southern Teaching Children's Hospital Dr. Antonio María Béguez César, in Santiago de Cuba, from January 1, 2019 to June 30, 2020. Surveys were applied to hospitalized adolescents to find out the preferences and priorities in relation to various aspects that could improve satisfaction during their hospital stay and with respect to the structure of the wards. The skills of doctors and nurses were evaluated using observation guides. Results: Among the aspect analyzed the friendliness of health personnel (83.5 %), dialogic communication (81.6 %) and the visit of friends (53.7 %) were very important for adolescents, as it was the importance of the hospital structure. In relation to adolescents care, most professionals fully showed the skills Conclusions: The research showed inadequacies in hospital management for person-centered care.
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La evaluación, como categoría didáctica en el proceso de enseñanza-aprendizaje de la carrera Licenciatura en Cultura Física y Deporte, enfrenta desafíos que obligan a los diferentes colectivos pedagógicos a proyectar acciones que le permitan una visión contextualizada e integral de la misma. La unidad del sistema de influencias educativas es una necesidad para la evaluación formativa, compartida, personalizada, centrada en evidencias de conocimiento, de producto y de desempeño en la formación y desarrollo de competencias en esta Carrera. El objetivo del trabajo es valorar el proceso evaluativo integrador de las competencias, en los estudiantes de la Práctica Laboral Investigativa de tercer año, de la Carrera de licenciatura en Cultura Física y Deporte, a través de la disciplina principal integradora Formación Laboral Investigativa. Para ello, se aplicaron métodos de investigación empíricos, como el análisis de documentos, la entrevista y la observación. Los resultados permitieron fundamentar una propuesta metodológica que potencie la evaluación integradora, sobre la base el enfoque integral físico-educativo, en el proceso de estudio. El diseño de los resultados fue de tipo experimental, en su variante pre-experimento. La aplicación parcial de la propuesta validó su pertinencia y contribuyó de forma favorable al mejoramiento del desempeño profesional y humano de los que participan.
A avaliação, como categoria didática no processo de ensino-aprendizagem do curso de Bacharelado em Cultura Física e Esporte, enfrenta desafios que obrigam os diferentes coletivos pedagógicos a planejar ações que permitam uma visão contextualizada e integral da mesma. A unidade do sistema de influências educacionais é uma necessidade para a avaliação formativa, compartilhada e personalizada, focada na evidência de conhecimento, produto e desempenho na formação e no desenvolvimento de competências nesse curso de graduação. O objetivo do estudo é avaliar o processo de avaliação integrativa das competências dos alunos do terceiro ano do Estágio de Pesquisa no Bacharelado em Cultura Física e Esporte, por meio da principal disciplina integrativa do Estágio de Pesquisa. Para isso, foram aplicados métodos de pesquisa empírica, como análise de documentos, entrevista e observação. Os resultados permitiram fundamentar uma proposta metodológica que aprimora a avaliação integrativa, com base na abordagem físico-educacional integral, no processo de estudo. O desenho dos resultados foi experimental, em sua variante pré-experimental. A aplicação parcial da proposta validou sua relevância e contribuiu favoravelmente para a melhoria do desempenho profissional e humano dos envolvidos.
Evaluation, as a didactic category in the teaching-learning process of the Bachelor's Degree in Physical Culture and Sports, faces challenges that force the different pedagogical groups to project actions that allow a contextualized and comprehensive vision of it. The unity of the system of educational influences is a necessity for formative, shared, personalized evaluation, focused on evidence of knowledge, product and performance in the training and development of competencies in this Career. The objective of the work is to assess the integrative evaluative process of the competencies, in the students of the third-year Investigative Work Practice, of the Bachelor's Degree in Physical Culture and Sports, through the main integrative discipline Investigative Work Training. To achieve this, empirical research methods were applied, such as document analysis, interviews and observation. The results allowed to base a methodological proposal that enhances the integrative evaluation, based on the comprehensive physical-educational approach, in the study process. The design of the results was experimental, in its pre-experiment variant. The partial application of the proposal validated its relevance and contributed favorably to the improvement of the professional and human performance of those who participate.
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La Educación Física está presente en los currículos de los sistemas educativos en casi todos los países y reporta reconocidos beneficios a la educación integral de los estudiantes, pues en las visiones actuales está al servicio del desarrollo humano; sin embargo, los enfoques de enseñanza-aprendizaje predominantes obvian los postulados fundamentales de la Educación para el Desarrollo Sostenible y enfatizan solo en la dimensión ambiental. De ahí que este artículo tuvo como objetivo realizar una aproximación a la relación entre la Educación Física y la Educación para el Desarrollo Sostenible, desde las diferentes tendencias, las aportaciones a los Objetivos de Desarrollo Sostenible y el vínculo competencial entre ambas. Se empleó el análisis documental, en particular el análisis de contenido, en función de conformar la estructura interna de la información desde la inferencia, a partir de datos no cuantificables y se emplearon métodos complementarios como el análisis, la síntesis, deducción-inducción, el análisis histórico lógico y la educación comparada. Entre los resultados obtenidos estuvieron la determinación de una nueva tendencia de la Educación Física, asociada a la Educación para el Desarrollo Sostenible, se identificó el marco legal que fundamenta la relación entre ambas áreas, se determinaron las concepciones de la Educación Física, desde la Educación para el Desarrollo Sostenible y se encontraron metas específicas, potencialmente pedagógicas de los Objetivos de Desarrollo Sostenible que vinculan las competencias entre ellas.
A Educação Física está presente nos currículos dos sistemas educacionais de quase todos os países e traz benefícios reconhecidos à formação integral dos alunos, pois nas visões atuais está a serviço do desenvolvimento humano; Contudo, as abordagens de ensino-aprendizagem predominantes ignoram os postulados fundamentais da Educação para o Desenvolvimento Sustentável e enfatizam apenas a dimensão ambiental. Assim, este artigo teve como objetivo fazer uma abordagem sobre a relação entre Educação Física e Educação para o Desenvolvimento Sustentável, a partir das diferentes tendências, das contribuições para os Objetivos de Desenvolvimento Sustentável e do vínculo de competências entre ambas. Utilizou-se a análise documental, em especial a análise de conteúdo, para formar a estrutura interna das informações oriundas da inferência, com base em dados não quantificáveis, e foram utilizados métodos complementares como análise, síntese, dedução-indução, análise histórica lógica e comparativa. Educação. Entre os resultados obtidos estiveram a determinação de uma nova tendência na Educação Física, associada à Educação para o Desenvolvimento Sustentável, foi identificado o quadro legal que fundamenta a relação entre ambas as áreas, foram determinadas as concepções de Educação Física, desde a Educação para o Desenvolvimento Sustentável e específicas, foram encontradas metas potencialmente pedagógicas dos Objetivos de Desenvolvimento Sustentável que vinculam as competências entre eles.
Physical Education is present in the curricula of educational systems in almost all countries and brings recognized benefits to the comprehensive education of students, since in current visions it is at the service of human development; however, the predominant teaching-learning approaches ignore the fundamental postulates of Education for Sustainable Development and emphasize only the environmental dimension. Hence, this article aimed to make an approach to the relationship between Physical Education and Education for Sustainable Development, from the different trends, the contributions to the Sustainable Development Goals and the competency link between both. Documentary analysis was applied, in particular content analysis, in order to form the internal structure of the information from inference, based on non-quantifiable data and complementary methods were used such as analysis, synthesis, deduction-induction, historical analysis logic and comparative education. Among the results obtained were the determination of a new trend in Physical Education, associated with Education for Sustainable Development, the legal framework that bases the relationship between both areas was identified, the conceptions of Physical Education were determined, from Education for Sustainable Development and specific, potentially pedagogical goals of the Sustainable Development Goals were found that link the competencies between them.
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Introducción/objetivo: Las competencias socioemocionales median la gestión emocional y el ajuste social, son relevantes para el aprendizaje, el desempeño profesional, la salud mental y el bienestar entre otras. El objetivo de este estudio es analizar las propiedades psicométricas del Cuestionario de Competencias Socioemocionales SEC-Q en estudiantes universitarios chilenos. Método: Los participantes fueron 699 estudiantes universitarios, 493 mujeres y 206 varones. La estructura interna se analizó mediante validación cruzada, aplicando análisis factorial exploratorio y confirmatorio. La validez convergente y discriminante fue evaluada mediante correlaciones de Pearson entre las subescalas del SEC-Q con: la Escala Autoeficacia Percibida Especifica de Situaciones Académicas, Satisfacción con la vida e Inventario de Burnout de Maslach. Resultados: El cuestionario evidencia adecuadas propiedades psicométricas y los cuatro componentes del instrumento original: autoconciencia, autogestión, conciencia social y toma de decisiones; se presentan de acuerdo con lo esperado, una relación directa con autoeficacia y satisfacción con la vida, e inversa con el estrés. La conciencia social presentó diferencias según el género, siendo mayor en mujeres que en hombres. Conclusión: El SEC-Q es un instrumento confiable y válido para utilizar con estudiantes universitarios chilenos.
Introduction/objective: Socio-emotional competencies are skills that mediate between emotional management and social adjustment. These skills are relevant for: learning, professional performance, mental health, and well-being. The objective is to analyze the psychometric properties of the Social and emotional Competencies Questionnaire SEC-Q in Chilean university students. Method: The sample included 699 university students, 493 women and 206 men. The internal structure was analyzed through cross validation, an exploratory and confirmatory factorial analysis. Convergent and discriminant validity were determined using the Pearson correlation coefficient between the subscales of the SEC-Q with the Scale of Perceived Self-Efficacy Specific to Academic Situations, Life Satisfaction and Maslach Burnout Inventory. Results: adequate psychometric properties in the questionnaire, observing the four components proposed by the structure of the original instrument - self-awareness, self-management, social awareness and decision-making. These competencies showed, as expected, a positive relationship with self-efficacy and life satisfaction, and an inverse relationship with stress. Also, social awareness presented differences according to gender, being higher in women than in men. Conclusion: The SEC-Q is a reliable and valid instrument for the evaluation of Chilean university students.
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Humanos , Educação Baseada em Competências , ChileRESUMO
La formación permanente de los egresados de la Licenciatura en Cultura Física y el Deporte en todo el país constituye una necesidad determinada por el desarrollo de la ciencia y la técnica, los cambios que se operan en el sistema educativo cubano, como expresión de la Tercera Revolución Educacional, y las propias necesidades de los egresados en aras de lograr su crecimiento en lo profesional y lo humano. En la investigación, se parte de diagnosticar las insuficiencias que presenta la formación continua de los profesores de Educación Física de la Educación Superior (EFS) egresados de la Facultad de Cultura Física de la Isla de la Juventud durante la etapa del adiestramiento laboral, factor que repercute en su desempeño laboral. La presente investigación tiene como objetivo diseñar acciones para la formación continua por competencias profesionales en los profesores de Educación Física de la Educación Superior. En aras de dar cumplimiento al objetivo, se emplearon métodos del nivel teórico, empírico y estadístico-matemático. Los fundamentos teóricos y metodológicos analizados permitieron determinar y adaptar las acciones para favorecer el desarrollo de competencias profesionales; estas acciones, se ofrecen como resultado para la formación por competencias profesionales de los profesores de Educación Física de la Educación Superior, en la Isla de la Juventud.
SÍNTESE A formação contínua dos diplomados da Licenciatura em Cultura Física e Desporto em todo o país é uma necessidade determinada pelo desenvolvimento da ciência e da tecnologia, pelas mudanças que ocorrem no sistema educativo cubano como expressão da Terceira Revolução Educativa, e pelas necessidades dos próprios diplomados para alcançar o seu crescimento profissional e humano. A investigação baseia-se num diagnóstico das insuficiências da formação contínua dos professores de Educação Física no Ensino Superior (EFS) diplomados da Faculdade de Cultura Física da Ilha da Juventude durante a fase de formação profissional, um factor que tem repercussões no seu desempenho profissional. O objectivo desta investigação é conceber acções para a formação contínua por competências profissionais dos professores de Educação Física no Ensino Superior. A fim de alcançar este objectivo, foram utilizados métodos teóricos, empíricos e matemáticos-estatísticos. Os fundamentos teóricos e metodológicos analisados permitiram determinar e adaptar as acções para favorecer o desenvolvimento das competências profissionais; estas acções são oferecidas como resultado para a formação por competências profissionais de professores de Educação Física no Ensino Superior na Ilha da Juventude.
The permanent formation of the graduates of the Degree in Physical Culture and Sports throughout the country constitutes a need determined by the development of science and technology, the changes that are taking place in the Cuban educational system, as an expression of the Third Educational Revolution, and the own needs of the graduates in order to achieve their growth in the professional and the human. In the research, it is started with diagnosing the insufficiencies presented by the continuous training of Physical Education teachers of Higher Education (EFS) graduated from the Faculty of Physical Culture of the La Isla de la Juventud during the job training stage, a factor that affects their job performance. The objective of this research is to design actions for continuous training by professional competencies in Physical Education teachers of Higher Education. In order to fulfill the objective, methods of the theoretical, empirical and statistical-mathematical level were used. The theoretical and methodological foundations analyzed allowed determining and adapting the actions to favor the development of professional skills; these actions are offered as a result for the training by professional competencies of Physical Education teachers of Higher Education, on the La Isla de la Juventud.
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@#The study aimed to assess the spiritual nursing care competencies of BSN students in Region 1 through the utilization of a descriptive-correlational research design involving the 424 Levels 2 - 4 BSN students and 125 clinical instructors from 14 selected higher education institutions. Data were gathered through questionnaires and were analyzed using frequency percentage, mean, and Pearson Correlation Coefficient. Findings revealed that the extent of the spiritual nursing care competencies of BSN students in Region 1 is moderate (spiritual nursing knowledge: x ̄ = 11.18; spiritual values: x ̄ = 3.77; and spiritual nursing skills: x ̄ = 2.76). There is a very weak positive, statistically significant correlation between the students' year level and spiritual values (r = 0.135, SD = 0.63, p < 0.01) and spiritual nursing skills (r = 0.153, SD = 0.62, p < 0.01). Furthermore, a very weak inverse significant relationship was revealed between the school category (r = -0.113, SD = 0.62, p < 0.05) and the level of accreditation (r = -0.101, SD = 0.62, p < 0.05) to their spiritual nursing skills. The BSN students in Region 1 are reasonably competent in rendering spiritual nursing care. Their year level, school category, and school accreditation are important factors to better spiritual nursing skills. As they advance in the year level, they are likely to assimilate spiritual values that are indispensable in delivering spiritual nursing care. However, amidst this favorable competence, clinical instructors still see the students as work in progress, capable of excelling. Thus, the utilization of the training module, which is an output of this endeavor, can help the nurse educators mold BSN students to advance their spiritual nursing care competence.
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EspiritualidadeRESUMO
Introduction@#During the COVID-19 pandemic, medical schools shifted to blended learning. This study aimed to determine the demographic and level of confidence of a private medical school’s clinical clerks of School Year 2021-2022 on general competencies and skills. @*Methods@#The study aimed to identify the skills that exhibited the highest and lowest levels of confidence among a group of 139 clinical clerks. Additionally, it sought to examine whether there were significant differences in confidence levels based on sex and prior clinical experience. An analytical cross-sectional study design was employed using a Google Form as the data collection tool.@*Results@#The clerks were most confident in handwashing, and least in NGT insertion, performing digital rectal examination (DRE), and suturing. Females were more confident in history taking of obstetric and gynecologic, surgical, and medical patients, physical examination of pediatric patients, and preparing a discharge summary, while males were more confident in performing digital rectal examination. Clerks with prior medical experience were significantly more confident in foley catheter insertion, intravenous insertion, blood extraction, suturing, and performing essential intrapartum and newborn care (EINC) than those without. The results aligned with previous studies since clerks with prior experience were able to practice the skills in a psychomotor sense.@*Conclusion@#The study revealed significant differences in the confidence level on the competencies and skills for medical practice between sex and prior medical experience.
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Competência ClínicaRESUMO
Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.
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Introducción: la investigación formativa se presenta como un elemento primordial para la generación de conocimientos, razón por la cual las instituciones de educación superior fomentan la participación de estudiantes en proyectos de investigación. Objetivo: descubrir las barreras percibidas por estudiantes de enfermería con relación a la investigación formativa en una universidad chilena. Método: investigación cualitativa, exploratoria, mediante un estudio intrínseco de caso. La muestra no probabilística de casos por criterio se conformó con 12 informantes clave; criterios de inclusión: ser estudiante de cuarto año de la carrera y aprobar por primera vez la asignatura Tesis II. Los datos se recolectaron mediante entrevista semiestructurada. Se usó la metodología de Jefferson para transcribir los datos verbales y se cumplió con los criterios de rigor y éticos. Resultados: emergieron cinco metacategorías: Modulo evaluativo, Centros en convenio, Apoyo de las enfermeras, Conocimientos de los docentes, Estudiantes: trabajo interno, ordenadas en rango de importancia; de ellas surgieron a su vez categorías medianas: Pánico escénico, dificultades en los centros en convenio, poca disposición de enfermeros, déficit en competencias docentes, obstáculos en el trabajo en equipo por parte de los estudiantes, entre otros. Conclusiones: como barreras para la investigación se identificó: pánico escénico en la evaluación, y exposición de esta; falta de apoyo y compromiso de parte de enfermeros e instituciones en convenio a la hora de desarrollar las investigaciones, debilidades en la formación investigativa por parte de sus docentes y dificultades en trabajo en equipo y la falta de motivación por parte de los estudiantes.
Introduction: Formative research is an essential element for knowledge generation, which is why higher education institutions encourage students' participation in research projects. Objective: To discover the barriers that nursing students perceive concerning formative research in a Chilean university. M e t h o d : Qualitative, exploratory research using an intrinsic case study. The non-probabilistic sample of cases, selected through criterion sampling, comprised 12 key informants. For inclusion in the study, students must be in their fourth year of undergraduate studies and have passed the subject Thesis II for the first time. Data were collected by conducting semi-structured interviews. Jefferson's transcription method was used to transcribe verbal data, and rigor and ethical criteria were met. Results: Five meta-categories emerged, listed in order of importance: evaluation module, centers under agreement, nurses' support, teacher's knowledge, and students' internal work. From these, medium-sized categories emerged: stage fright, difficulties in the centers under agreement, lack of willingness on the part of nurses, a deficit in teaching skills, and obstacles to students' teamwork, among others. Conclusions: The research barriers identified were stage fright during evaluations and exposure to it, nurses and institutions' lack of support and commitment when developing research, teachers' weaknesses in research training, teamwork difficulties, and students' lack of motivation
Introdução: a pesquisa formativa apresenta-se como um elemento fundamental para a geração de conhecimento, razão pela qual as instituições de ensino superior incentivam a participação dos alunos em projetos de pesquisa. Objetivo: descobrir as barreiras percebidas pelos estudantes de enfermagem em relação à pesquisa formativa em uma universidade chilena. Método: pesquisa qualitativa, exploratória, por meio de um estudo de caso intrínseco. A amostra não probabilística de casos por critério foi composta por 12 informantes-chave; Critérios de inclusão: ser aluno do quarto ano do curso e ser aprovado pela primeira vez na disciplina de Dissertação II. Os dados foram coletados por meio de entrevista semiestruturada. Utilizou-se a metodologia de Jefferson para transcrever os dados verbais e foram atendidos os critérios éticos e de rigor. Resultados: Emergiram cinco meta-categorias: Módulo de avaliação, Centros em Convênio, Apoio dos enfermeiros, Conhecimentos dos docentes, Alunos: trabalho interno, ordenados por ordem de importância; Delas emergiram categorias médias: medo do palco, dificuldades nos centros de acordo, pouca disposição de enfermeiros, déficit nas competências docentes, obstáculos no trabalho em equipe por parte dos alunos, entre outros. Conclusões: identificaram-se como barreiras na pesquisa: o medo do palco na avaliação e sua exposição; falta de apoio e comprometimento por parte dos enfermeiros e instituições em convênio no desenvolvimento de pesquisas, fragilidades na formação em pesquisa por parte de seus docentes e dificuldades no trabalho em equipe e falta de motivação por parte dos alunos
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Antecedentes: La evaluación de los perfiles de egreso es uno de los aspectos centrales en la acreditación de carreras en Chile, por cuanto su formulación y aplicación en los procesos formativos influyen en sus niveles de pertinencia y calidad. Objetivo: Evidenciar las fortalezas y debilidades del diseño y aplicación de los perfiles de egreso de las carreras de Nutrición y Dietética en Chile, a partir de los resultados de sus procesos de acreditación. Materiales y métodos: Estudio transversal, descriptivo, cualitativo. Se identificaron, en las resoluciones de acreditación entre los años 2004 y 2016, las fortalezas y debilidades de los perfiles de egreso y las contradicciones entre lo declarado y lo ejecutado por los programas. Las carreras se ordenaron en dos grupos según el tiempo de acreditación: i) de dos a cuatro años y ii) de 5 o más años. Usando el software Atlas.ti 7.0 se determinaron los patrones y diferencias conceptuales en los juicios evaluativos de los perfiles de egreso. Resultados: Existe una alta variabilidad entre carreras en los contenidos y aplicación de los perfiles de egreso. Ella se asocia a las capacidades instaladas en las instituciones y a los tiempos de acreditación de la carrera. Existen carreras con déficit en el cumplimiento de competencias, conocimientos y habilidades. Conclusiones: Los contenidos y aplicación de perfiles de egreso son muy heterogéneos y su aplicación se asocia al tiempo de acreditación de la carrera. Es necesario limitar la alta dependencia a la demanda y estimular mayores compromisos institucionales.
Background: Assessment of the graduate profiles is one of the key aspects of program accreditation in Chile, therefore, their development and application in training processes have an impact on their relevance and quality. Objective: To demonstrate the strengths and weaknesses of the design and application of graduate profiles of Nutrition and Dietetics degree programs in Chile, on the basis of the outcomes of their accreditation processes. Materials and methods: Cross-sectional, descriptive, qualitative study. Strengths and weaknesses of graduate profiles, and inconsistencies between what was stated and what was actually implemented in the programs were identified in the accreditation resolutions issued between 2004 and 2016. Degree programs were classified in two groups, according to accreditation years: i) two to four years, and ii) five or more years The Atlas.ti 7.0 software was used to determine patterns and conceptual differences in the evaluative judgement of graduate profiles. Results: There was a high variability in the content and application of graduate profiles between degree programs. This was associated with the institutions' installed capacities and with accreditation years awarded to the program. Some programs were not compliant with the required competencies, knowledge and skills. Conclusions: The content and application of graduate profiles are highly heterogeneous, and its application is associated to accreditation years of the program. It is necessary to limit high dependency on demand to encourage stronger institutional commitments.
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As competências socioemocionais têm despertado a atenção de pesquisadores pela sua relevância teórica e aplicabilidade. O objetivo principal desta pesquisa foi a construção, busca de evidências de validade eprodução de normas para uma escala de competências socioemocionais. Foram realizados dois estudos com um total de 696 participantes. O primeiro estudo consistiu na elaboração de itens, análise de juízes e análise fatorial exploratória do instrumento. O segundo estudo consistiu na realização da análise fatorial confirmatória e produção de normas para fins de diagnóstico. Os resultados exploratórios apresentaram um instrumento inicial com 28 itens. Esta análise revelou cinco fatores que apresentaram agrupamentos de itens teoricamente consistentes com as definições do modelo hipotético utilizado. A análise fatorial confirmatória apresentou um modelo com bons índices de ajustes e com os mesmos fatorese itens encontrados na análise exploratória. Concluiu-se que a escala apresentou boas propriedades psicométricas(AU)
The socio-emotional competencies have attracted the attention of researchers due to their theoretical relevance and applicability. The main objective of this research was to build, search for evidence of validity and production of norms for a scale of socio-emotional competencies. Foram carried out two studies with atotal of 696 subjects. The first study consisted of the elaboration of items, analysis by judges and exploratory factor analysis of the instrument. The second study consisted of carrying out confirmatory factor analysis and producing norms for diagnostic purposes. The exploratory results presented an initial instrument with 28 items. This analysis revealed five factors that presented clusters of items theoretically consistent with the definitions of the hypothetical model used. A confirmatory factor analysis revealed a model with good fit indices and the same factors and items found in the exploratory analysis. It was concluded that the scale presented good psychometric properties(AU)
Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Adulto , Educação Baseada em Competências/estatística & dados numéricos , Habilidades Sociais , Autogestão/psicologia , Psicometria/organização & administração , Análise Fatorial , Inteligência Emocional , Escala de Avaliação ComportamentalRESUMO
Resumen: Objetivo: Analizar la autoevaluación de las competencias profesionales de enfermería, en un hospital público de tercer nivel de atención, relacionadas con sus características laborales. Material y Métodos: Estudio cuantitativo, descriptivo correlacional, en 162 profesionales de enfermería de los servicios de hospitalización de un hospital público de tercer nivel de atención, se utilizó el instrumento validado "Competencias profesionales para licenciados en enfermería", con una confiabilidad de Alfa de Cronbach de 0.97, el estudio se apegó a lo estipulado en el Reglamento de la Ley General de Salud en Materia de Investigación. Resultados: De los profesionales de enfermería evaluados el 77.2% corresponde al sexo femenino; el rango de edad que predominó fue de 41- 45 años con 50.6%, en su mayoría casados (44.4 %). Destaca la antigüedad laboral de 11 a 14 años (48.1%) y el grado académico de Licenciatura (49.4%). El nivel global de competencias profesionales se ubicó en 164.8 (DE=11.4) de una puntuación máxima de 200, el indicador de ética destaca con una media de 33.85 (DE=2.88), seguido del indicador de atención integral con una media de 33.33 (DE=3.22). No se encontró relación estadísticamente significativa, entre las competencias profesionales del personal de enfermería y las características laborales. Conclusiones: El personal de enfermería, se percibe competente para brindar atención integral con apego ético; no obstante, se demanda fortalecer dimensiones como la educación, investigación y gestión, que contribuyan a la mejora continua de la calidad y seguridad en la atención.
Abstract: Objective: Analyze the self-assessment of the professional competencies of nurses in a tertiary care public hospital related to their work characteristics. Material and Methods: Quantitative, descriptive correlational study of 162 nursing professionals in the hospitalization services of a tertiary care public hospital, using the validated instrument "Professional competencies for nursing graduates", with a Cronbach's Alpha reliability of 0.97, the study complied with the stipulations of the Regulations of the General Law of Health on Research. Results: Of the nursing professionals evaluated, 77.2% were female; the predominant age range was 41-45 years with 50.6%, mostly married (44.4%). The most outstanding characteristics were seniority of 11 to 14 years (48.1 %) and a bachelor's degree (49.4 %). The overall level of professional competencies was 164.8 (SD=11.4) out of a maximum score of 200, the ethics indicator stands out with a mean of 33.85 (SD=2.88), followed by the comprehensive care indicator with a mean of 33.33 (SD=3.22). No statistically significant relationship was found between the professional competencies of the nursing staff and the work characteristics. Conclusions: The nursing staff is perceived as competent to provide comprehensive care with ethical attachment; however, there is a demand to strengthen dimensions such as education, research and management that contribute to the continuous improvement of quality and safety in care.
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Resumen A nivel internacional, se han elaborado modelos e instrumentos de evaluación de competencias genéricas y específicas; sin embargo, en Argentina los desarrollos han sido menores. Un relevamiento de psicoterapeutas locales concluye que al menos siete competencias clínicas básicas y cinco indicadores asociados a su desarrollo serían esenciales para desempeñarse como terapeutas (Crocamo, 2019). El objetivo de este trabajo fue construir un instrumento para su evaluación, denominado Escala de Competencias Clínicas Básicas para Psicoterapeutas (ECCBP). Para ello, se utilizó un diseño no experimental, transversal de tipo exploratorio en cuatro fases: (1) elaboración del sistema de evaluación; (2) redacción de ítems; (3) revisión de la versión preliminar; y (4) desarrollo del instrumento definitivo. Se aplicó el instrumento a 534 psicoterapeutas argentinos con título de grado de psicólogo. La versión definitiva quedó conformada por 122 ítems y para completarlo se requirieren aproximadamente 45 minutos. La elaboración de un instrumento local favorece el estudio sistemático del área y permite valorar de manera confiable la efectividad de los programas de entrenamiento.
Abstract At the international level, models and instruments for the evaluation of generic and specific competences have been developed; however, in Argentina the developments have been fewer. A survey of local psychotherapists concludes that at least seven basic clinical competencies would be essential to perform as therapists: diagnostic process and design, interventions and techniques, therapeutic bond, professional role, contextual variables and diversity, interview management and evaluation and completion of the process. Furthermore, five activities and experiences would be linked to their training, called associated indicators: basic training and updating, personal development and work on oneself, belonging to institutions and network of professionals, supervision, and personal and professional experience (Crocamo, 2019). Therefore, the objective of this work was to construct an instrument for its evaluation called Basic Clinical Competences Scale for Psychotherapists (BCCSP). To do this, a non-experimental, cross-sectional exploratory design was used in four phases: (1) development of the evaluation system; (2) writing of items; (3) review of the preliminary version; and (4) development of the final instrument. The instrument was applied to 534 Argentine psychotherapists with a degree in psychology. To attend to the particularity of each phase, three samples were used. The first one was composed of three psychotherapists summoned to participate in the selection of the different methodologies to evaluate each competence and indicator. For the second one, reviewers of the instrument made up of five therapists with different levels of professional experience summoned to assess the preliminary version of the instrument. And the third, to study the psychometric properties of the BCCSP, a snowball sample was used composed of 534 psychotherapists from 19 provinces of Argentina. As a result, different evaluation formats were incorporated in order to favor the effective evaluation of the variables, clinical vignettes, self-evaluation of perception of competences and questionnaire. A systematized procedure was carried out to review and refine the pilot version. The percentage of agreement between the reviewers of the instrument (Herrera Rojas, 1993) and the Aiken's V coefficient were calculated using software called Basic Visual Program for Aiken's V, developed by Merino Soto and Livia Segovia (2009). The final version was made up of 122 items and it takes approximately 45 minutes to complete it. The first part is composed of three vignettes which offer clinical descriptions with 15 questions for each situation. Finally, the responses are scored as correct / complete (2 points), correct / partial (1 point) or incorrect (0 points). Next, the self-assessment scale presents the following Cronbach's alpha coefficients Therapeutic link α = .833; Professional role α = .715; Contextual variables and diversity α = .853; Interview management α = .845; Evaluation and completion of the process α = .845 and Design, interventions and techniques II α = .797. Finally, the questionnaire was made up of 22 items: basic training and updating (5 items), personal and professional experience (5 items), personal development and work on oneself (4 items), supervision (4 items), membership in institutions and professional network (5 items). The answers collected will allow to obtain qualitative information on experiences or activities associated with the development of clinical competencies for psychotherapy. In the first place, it should be noted that the BCCSP is an instrument specially constructed for the local population and the study area that can be generalizable to other similar sociocultural contexts since the vast majority of evaluation models and studies have been developed in Anglo-Saxon countries. At the same time, due to the lack of local evaluation instruments, the BCCSP could become a valuable tool, both to be used in research activities and in training programs and educational monitoring.
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Para el desarrollo de esta investigación se revisaron conceptos como biologicismo en salud, tradicionalmente en occidente asumido como el eje que da respuesta a las necesidades en salud. Objetivo: El estudio tuvo como objetivo realizar a partir del análisis de contenidos curriculares de programas de formación en salud, aportes desde la interculturalidad crítica para la formación y la construcción curricular de programas académicos en fisioterapia y enfermería en Colombia. Materiales y Métodos: Se hizo una revisión de las mallas curriculares y perfiles profesionales de programas acreditados, según el sistema de información del Ministerio de Educación Nacional de Colombia siendo en total, 15 universidades del programa de fisioterapia y 26 universidades del programa de enfermería; Resultados: La revisión del material arrojó como resultado que, del contenido curricular de los programas revisados, en solo el tres por ciento (3%) del contenido de los 15 programas de fisioterapia se presentan elementos curriculares en clave intercultural y el cinco por ciento (5%) de los 26 programas de enfermería abordan este componente. Conclusiones: Las Instituciones de Educación Superior deben estar en la capacidad de incluir dentro de sus currículos no solo asignaturas aisladas que aborden conceptos efímeros vistos de la diversidad cultural; deben proponer currículos que desde la transversalidad aborden la interculturalidad crítica en cada una las asignaturas desde la atención a la población, para que el ejercicio profesional cobre una real significancia en el contexto pluriétnico colombiano(AU)
For the development of this research, concepts as biologicism in health, traditionally in the West assumed as the axis that responds to health needs. Objective: The study had as an objective to carry out from the analysis of curricular contents of health training programs, contributions from critical interculturality to training and curricular construction of academic programs in physiotherapy and nursing in Colombia. Materials and Methods: a review of the curriculum and professional profiles of programs accredited, according to the information system of the Ministry of Education National of Colombia being in total, 15 universities of the program of physiotherapy and 26 universities of the nursing program; Results: the review of the material showed as a result that the curricular content of the reviewed programs, in only three percent (3%) of the content of the 15 physiotherapy programs curricular elements are presented in key intercultural and five percent (5%) of the 26 nursing programs address this component. Conclusions: Educational Institutions Superior must be able to include in their resumes not only isolated subjects that deal with ephemeral concepts seen in diversity cultural; should propose curricula that, from a transversal perspective, address the critical interculturality in each of the subjects from attention to population, so that professional practice gains real significance in the Colombian multiethnic context(AU)
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Prática Profissional , Modalidades de Fisioterapia , Currículo , Educação em Enfermagem , Pesquisa , Universidades , Educação em Saúde , Educação Baseada em CompetênciasRESUMO
Background: The World Health Organization (WHO) recommends promotion of nurturing care for early childhood development (NCECD) by focusing on five essential components viz., good health, adequate nutrition, promotion of early childhood learning, responsive caregiving, and safety and security. Indian medical graduates and pediatricians are the keys to successful delivery and propagation of NC-ECD in the community. Their training therefore needs to include skills and knowledge needed to promote and practice ECD. Objective: To evaluate the existing undergraduate (UG) and postgraduate (PG) curricula of pediatrics for components related to early childhood development, assess gaps in the training essential to practice and promote ECD, and suggest recommendations to incorporate NC-ECD in the UG and PG curricula. Process: Indian Academy of Pediatrics created a task force to review the UG/PG medical curricula, consisting of experts from pediatrics and medical education. The task force deliberated on 20 March, 2021 and identified the gaps in current curricula and provided suggestions to strengthen it. The recommendations of the task force are presented here. Recommendations: Taskforce identified that the UG/PG medical curricula are lacking training for propagating early childhood learning, responsive caregiving, caregiver support, and ensuring safety and security of children. The taskforce provided a list of competencies related to ECD that need to be included in both UG and PG curriculum. NC-ECD should also be included in topics for integrated teaching. Postgraduates also need to be exposed to hands-on-training at anganwadis, creches, and in domestic setting.
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Introducción: En los últimos años, la formación por competencias transita hacia las actividades profesionales encomendables, enfoque que facilita su operativización y evaluación. Objetivo: Actualizar los conceptos y metodologías del enfoque de actividades profesionales encomendables. Material y Métodos: Se realizó una revisión de alcance en la que se consultaron las bases de datos: SciELO, LILACS y PubMed. Se usó el término de búsqueda: "entrustable profesional activities", tanto en español, como en inglés, desde el año 2005 al 2021. Se encontraron 1 011 artículos en total, se revisaron 290, de los cuales se seleccionaron finalmente 43, todos relacionados con aspectos conceptuales y metodológicos de las actividades profesionales encomendables. Desarrollo: Se explica el concepto de actividades profesionales encomendables, sus características, usos, descripción y diferencias con el término "competencia". Se mencionan los pasos para desarrollarlas según Taylor, y se mencionan algunos desafíos de su aplicación. Conclusiones: Las actividades profesionales encomendables constituyen un novedoso enfoque en la educación médica contemporánea, que no siempre es bien comprendido. Aplicable no solo a pregrado, sino también a posgrado, especialidades médicas-quirúrgicas, tecnologías de la salud, enfermería y otras. Se ofrece información actualizada sobre su descripción y se reflexiona sobre su aplicación e implementación en el contexto nacional y regional(AU)
ABSTRACT Introduction: In recent years, competency training has moved towards training with entrustable professional activities, an approach that facilitates its operationalization and evaluation. Objective: To update the conceptual and methodological aspects of the entrustable professional activities approach. Material and Methods: Databases such as Scielo, LILACS and PubMed were used to collect information. The search term: "entrustable professional activities" was used in both Spanish and English. The review was undertaken during the period from 2005 to 2021. A total of 1 011 articles were found; 290 were read, and 37 were selected. All selected articles were related to conceptual and methodological aspects of entrustable professional activities. Development: The concept of entrustable professional activities is defined, as well as its characteristics, uses, and differences with the term "competence". The steps to develop entrustable professional activities according to Taylor are mentioned. Some challenges for its application in the national context are also mentioned. Conclusions: The entrustable professional activities constitute a novel approach to contemporary medical education, which is not always well understood. The e ntrustable professional activities are applicable not only to undergraduate but also to postgraduate education, medical-surgical specialties, health technologies, nursing, and others. Updated information on entrustable professional activities, their description, and reflections on their application and implementation in national and regional contexts are provided(AU)
Assuntos
HumanosRESUMO
Organizations have shown an interest in socio-emotional competencies due to the current knowledge that they are as important as technical competencies for the best personal and professional development. However, there is no consensus in the literature regarding the conceptual definition of these competencies. Accordingly, this narrative review aimed at characterizing the concept of socio-emotional competencies and the instruments used in Brazilian and international studies in the context of organizations and work. The Scopus, Web of Science, Google Scholar and Biblioteca Brasileira de Teses e Dissertações databases were consulted, resulting in 26 articles composing the sample. The results show that there is a myriad of concepts about socio-emotional competencies, and that the instruments used evaluate mainly emotional intelligence, personality and other more consolidated constructs in the literature. The impacts of the multiple possibilities of conceptualizing and measuring socio-emotional competences are discussed (AU).
As organizações têm demonstrado interesse nas competências socioemocionais devido ao conhecimento atual de que são tão importantes quanto as competências técnicas para o melhor desenvolvimento pessoal e profissional. No entanto, não há consenso na literatura sobre a definição conceitual dessas competências. Nesse sentido, esta revisão narrativa teve como objetivo caracterizar o conceito de competências socioemocionais e os instrumentos utilizados nos estudos brasileiros e internacionais no contexto das organizações e trabalho. Foram consultadas as bases de dados Scopus, Web of Science, Google Scholar e Biblioteca Brasileira de Teses e Dissertações, resultando em 26 artigos compondo a amostra. Os resultados indicam uma miríade de conceitos sobre competências socioemocionais e que os instrumentos utilizados avaliam principalmente inteligência emocional, personalidade e outros construtos mais consolidados na literatura. Os impactos das múltiplas possibilidades de conceituar e mensurar competências socioemocionais são discutidos (AU).
Las organizaciones han mostrado interés en las habilidades socioemocionales debido al conocimiento actual de que son tan importantes como las habilidades técnicas para un mejor desarrollo personal y profesional. Sin embargo, no hay consenso en la literatura sobre la definición conceptual de estas competencias. En consecuencia, esta revisión narrativa tuvo como objetivo caracterizar el concepto de competencias socioemocionales y los instrumentos utilizados en los estudios brasileños e internacionales en el contexto de las organizaciones y del trabajo. Se consultaron las bases Scopus, Web of Science, Google Scholar y Biblioteca Digital Brasileña de Tesis y Disertaciones, lo que resultó en 26 artículos que componen la muestra. Los resultados indican una gran cantidad de conceptos sobre las competencias socioemocionales y que los instrumentos empleados evalúan principalmente la inteligencia emocional, la personalidad y otros constructos más consolidados en la literatura. Se discuten los impactos de las múltiples posibilidades de conceptualizar y medir las competencias socioemocionales (AU).
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Trabalho/psicologia , Organizações , Inteligência Emocional , Habilidades Sociais , Bases de Dados como AssuntoRESUMO
Objective:To explore the mediating effect of nurses′ self-efficacy in palliative care between the past behavioral experience of end-of-life care and core competence, and provide theoretical reference for improving the core competence of clinical nurses in palliative care.Methods:579 clinical nurses from 2 tertiary general hospitals in Shandong Province were investigated by convenience sampling method using general information questionnaire, nurses′ self-efficacy questionnaire for palliative care and palliative care nurses′ core competency questionnaire. The data were analyzed by SPSS 25.0.Results:The total score of core competence of hospice care of 579 nurses was (71.41 ± 22.74), nurses′ self-efficacy of palliative care was positively correlated with their core competence ( r = 0.648, P<0.01), past behavior experience was positively correlated with self-efficacy ( r = 0.479, P<0.01), positively correlated with core competence ( r = 0.427, P<0.01). Nurses′ self-efficacy of palliative care played a partial mediating role between the pastbehavioral experience and core competence, which accounted for 64.67% of the total effect. Conclusions:The past behavioral experience of end-stage nursing can directly or indirectly affect the core competence of nurses in palliative care through self-efficacy. It can improve the core competence of palliative care by taking active measures to enrich the past behavioral experience of end-of-life care and improve self-efficacy.