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1.
Yakugaku Zasshi ; 140(12): 1441-1454, 2020.
Artículo en Japonés | MEDLINE | ID: mdl-33268686

RESUMEN

A requirement, which students must satisfy, for a diploma at the Showa University School of Pharmacy is the ability to "plan, practice, and assess pharmacotherapy". To continuously assess the ability of students to meet this requirement and to provide patients with proper pharmacotherapy during student clinical rotations, we formulated the "Rubric assessment for pharmacotherapy" and evaluated its usefulness in tutorial learning classes. Clinical pharmacy faculty members created the rubric based on the Subjective, Objective, Assessment, and Plan (SOAP) note guidelines of the university. Third- (2016) and fourth-year students (2017) were required to self-assess their SOAP notes to analyze six clinical cases using the rubric. The rubric consists of three domains: (1) Evaluation of patient condition, (2) Proposal of pharmacotherapy, and (3) Plan for an assessment of pharmacotherapy. The rubric comprises 31 subdomains and is evaluated according to four levels of performance. In this study, 978 rubric sheets that were used by students to evaluate their own SOAP notes were analyzed. We found that the students were able to continuously self-assess their performance using the rubric while continuously improving their achievement level (p<0.05). The results of this study suggest that rubric assessments may be used as a tool for supporting students to plan, practice, and assess pharmacotherapy.


Asunto(s)
Curriculum , Quimioterapia , Educación en Farmacia/métodos , Evaluación Educacional/métodos , Estudiantes de Farmacia , Quimioterapia/métodos , Humanos
3.
CBE Life Sci Educ ; 19(4): ar55, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33215972

RESUMEN

For decades, studies have revealed students' decreasing interest in science. Extracurricular learning opportunities-the Science Olympiads being a publicly well-known example-are an important means identified to tackle this challenge and help students further differentiate their interests. Better understanding the underlying constructs and characteristics of Science Olympiad exams can provide several implications not just for Science Olympiads, but also science education more broadly, for example, with regard to how the competitions' international juries defines expectations for high performance in the life sciences. This study analyzes exams set by the International Biology Olympiad (IBO) as an example for a top-tier international competition in the life sciences. The findings extend previous works on test item characteristics toward student competitions and high-performer education. We conducted a systematic analysis of N = 703 closed-ended and laboratory test items from six IBO assessment years across the competition's history. A categorical framework was developed to analyze items according to four areas: formal characteristics, content and practices, cognitive aspects, and the use of representations. Our findings highlight assessment characteristics used to challenge high-performing students. We derive implications for general life sciences education, as well as for further developing the assessments of Science Olympiads.


Asunto(s)
Biología , Evaluación Educacional , Biología/educación , Evaluación Educacional/métodos , Evaluación Educacional/normas , Humanos , Internacionalidad , Aprendizaje
4.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S121-S130, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33229956

RESUMEN

PURPOSE: Efforts to address inequities in medical education are centered on a dialogue of deficits that highlight negative underrepresented in medicine (UIM) learner experiences and lower performance outcomes. An alternative narrative explores perspectives on achievement and equity in assessment. This study sought to understand UIM learner perceptions of successes and equitable assessment practices. METHOD: Using narrative research, investigators selected a purposeful sample of self-identified UIM fourth-year medical students and senior-level residents and conducted semistructured interviews. Questions elicited personal stories of achievement during clinical training, clinical assessment practices that captured achievement, and equity in clinical assessment. Using re-storying and thematic analysis, investigators coded transcripts and synthesized data into themes and representative stories. RESULTS: Twenty UIM learners (6 medical students and 14 residents) were interviewed. Learners often thought about equity during clinical training and provided personal definitions of equity in assessment. Learners shared stories that reflected their achievements in patient care, favorable assessment outcomes, and growth throughout clinical training. Sound assessments that captured achievements included frequent observations with real-time feedback on predefined expectations by supportive, longitudinal clinical supervisors. Finally, equitable assessment systems were characterized as sound assessment systems that also avoided comparison to peers, used narrative assessment, assessed patient care and growth, trained supervisors to avoid bias, and acknowledged learner identity. CONCLUSIONS: UIM learners characterized equitable and sound assessment systems that captured achievements during clinical training. These findings guide future efforts to create an inclusive, fair, and equitable clinical assessment experience.


Asunto(s)
Actitud del Personal de Salud , Evaluación Educacional/normas , Estudiantes de Medicina/psicología , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/normas , Educación de Pregrado en Medicina/estadística & datos numéricos , Evaluación Educacional/métodos , Evaluación Educacional/estadística & datos numéricos , Humanos , Entrevistas como Asunto/métodos , Narración , Investigación Cualitativa , Estudiantes de Medicina/estadística & datos numéricos
5.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S136-S138, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33229957

RESUMEN

Recent data suggest that students from population groups that have been underrepresented in medicine are disproportionately excluded from admission into the national medical honor society, Alpha Omega Alpha (AΩA). This finding, in combination with increasing concerns about bias in medical student assessment, has led some medical schools to reexamine their AΩA selection process and/or their relationship with the organization. The Pritzker School of Medicine at the University of Chicago formed a task force to study the schools process of choosing students for recognition and to make recommendations regarding this issue.


Asunto(s)
Criterios de Admisión Escolar/estadística & datos numéricos , Sesgo de Selección , Sociedades Médicas/normas , Estudiantes de Medicina/estadística & datos numéricos , Evaluación Educacional/métodos , Humanos , Illinois , Mejoramiento de la Calidad , Facultades de Medicina/organización & administración , Facultades de Medicina/normas , Facultades de Medicina/estadística & datos numéricos , Sociedades Médicas/organización & administración , Sociedades Médicas/estadística & datos numéricos
6.
Afr Health Sci ; 20(2): 960-965, 2020 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-33163065

RESUMEN

Introduction: The aim of this study was to assess our use of OSCE from the perception of final year medical students. Materials and methods: This is a cross sectional survey of final year medical students undergoing the final examination in Surgery. All 102 medical students in the class were given the self-administered questionnaire to fill. The data were collated into excel spreadsheets and analysed using the SPSS version 21. Results: A total of 79 completed questionnaires were retrieved (return rate of 78%).All the students knew about and had participated previously in OSCE, 94.9% accorded the OSCE fair. 76(93.2%) wanted the examination as the main method of clinical assessment, 38(46.6%) had adequate preparation.In terms of the OSCE stations not mirroring real clinical scenarios, 38(48.1%) disagreed, and 26(20.5%) strongly disagreed. 34(43%) disagreeing that the logistics was poor. The students rating of the OSCE, on a scale of 1 - 10, gave a mean score of >8 for spread of the OSCE stations, detail of the questions and objectivity of the examination. The nearness to clinical reality was rated as 7.52 with artificiality of the stations rated as 4.12. Conclusion: The OSCE has gained acceptance amongst final year medical students.


Asunto(s)
Competencia Clínica/normas , Educación de Pregrado en Medicina/métodos , Evaluación Educacional/métodos , Estudiantes de Medicina/psicología , Adulto , Educación de Pregrado en Medicina/normas , Evaluación Educacional/normas , Femenino , Humanos , Masculino , Estudiantes de Medicina/estadística & datos numéricos , Encuestas y Cuestionarios
7.
J Med Imaging Radiat Sci ; 51(4): 610-616, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33077414

RESUMEN

INTRODUCTION: Online open book assessment has been a common alternative to a traditional invigilated test or examination during the COVID-19 pandemic. However, its unsupervised nature increases ease of cheating, which is an academic integrity concern. This study's purpose was to evaluate the integrity of two online open book assessments with different formats (1. Tightly time restricted - 50 min for mid-semester and 2. Take home - any 4 h within a 24-h window for end of semester) implemented in a radiologic pathology unit of a Bachelor of Science (Medical Radiation Science) course during the pandemic. METHODS: This was a retrospective study involving a review and analysis of existing information related to the integrity of the two radiologic pathology assessments. Three integrity evaluation approaches were employed. The first approach was to review all the Turnitin plagiarism detection software reports with use of 'seven-words-in-a-row' criterion to identify any potential collusion. The second approach was to search for highly irrelevant assessment answers during marking for detection of other cheating types. Examples of highly irrelevant answers included those not addressing question requirements and stating patients' clinical information not from given patient histories. The third approach was an assessment score statistical analysis through descriptive and inferential statistics to identify any abnormal patterns that might suggest cheating occurred. An abnormal pattern example was high assessment scores. The descriptive statistics used were minimum, maximum, range, first quartile, median, third quartile, interquartile range, mean, standard deviation, fail and full mark rates. T-test was employed to compare mean scores between the two assessments in this year (2020), between the two assessments in the last year (2019), between the two mid-semester assessments in 2019 and 2020, and between this and last years' end of semester assessments. A p-value of less than 0.05 was considered statistically significant. RESULTS: No cheating evidence was found in all Turnitin reports and assessment answers. The mean scores of the end of semester assessments in 2019 (88.2%) and 2020 (90.9%) were similar (p = 0.098). However, the mean score of the online open book mid-semester assessment in 2020 (62.8%) was statistically significantly lower than that of the traditional invigilated mid-semester assessment in 2019 (71.8%) with p < 0.0001. CONCLUSION: This study shows the use of the online open book assessments with tight time restrictions and the take home formats in the radiologic pathology unit did not have any academic integrity issues. Apparently, the strict assessment time limit played an important role in maintaining their integrity.


Asunto(s)
/prevención & control , Educación a Distancia/normas , Educación de Pregrado en Medicina/normas , Evaluación Educacional/normas , Plagio , Radiología/educación , Estudiantes de Medicina/estadística & datos numéricos , Adulto , Australia , Educación a Distancia/métodos , Educación a Distancia/estadística & datos numéricos , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/estadística & datos numéricos , Evaluación Educacional/métodos , Evaluación Educacional/estadística & datos numéricos , Femenino , Humanos , Masculino , Oncología Médica/educación , Pandemias , Estudios Retrospectivos , Programas Informáticos , Factores de Tiempo , Adulto Joven
8.
CBE Life Sci Educ ; 19(4): ar53, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33001766

RESUMEN

To excel in modern science, technology, engineering, and mathematics careers, biology majors need a range of transferable skills, yet competency development is often a relatively underdeveloped facet of the undergraduate curriculum. We have elaborated the Vision and Change core competency framework into a resource called the BioSkills Guide, a set of measurable learning outcomes that can be more readily implemented by faculty. Following an iterative review process including more than 200 educators, we gathered evidence of the BioSkills Guide's content validity using a national survey of more than 400 educators. Rates of respondent support were high (74.3-99.6%) across the 77 outcomes in the final draft. Our national sample during the development and validation phases included college biology educators representing more than 250 institutions, including 73 community colleges, and a range of course levels and biology subdisciplines. Comparison of the BioSkills Guide with other science competency frameworks reveals significant overlap but some gaps and ambiguities. These differences may reflect areas where understandings of competencies are still evolving in the undergraduate biology community, warranting future research. We envision the BioSkills Guide supporting a variety of applications in undergraduate biology, including backward design of individual lessons and courses, competency assessment development, and curriculum mapping and planning.


Asunto(s)
Curriculum , Evaluación Educacional , Universidades , Curriculum/normas , Evaluación Educacional/métodos , Evaluación Educacional/normas , Docentes , Humanos , Aprendizaje , Estudiantes , Universidades/normas
9.
Proc Natl Acad Sci U S A ; 117(45): 27945-27953, 2020 11 10.
Artículo en Inglés | MEDLINE | ID: mdl-33106414

RESUMEN

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child's age and accumulated evidence about the child's skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P = 0.005). We observed no effect on spatial skills. The intervention also positively influenced children's verbal comprehension skills (0.28 SD higher at posttest, P < 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.


Asunto(s)
Educación/métodos , Aprendizaje/fisiología , Enseñanza/organización & administración , Pruebas de Aptitud , Preescolar , Comprensión/fisiología , Educación/tendencias , Evaluación Educacional/métodos , Femenino , Humanos , Masculino , Conceptos Matemáticos , Instituciones Académicas , Estudiantes , Enseñanza/normas
10.
J Postgrad Med ; 66(4): 200-205, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33037168

RESUMEN

With the introduction of competency-based undergraduate curriculum in India, a paradigm shift in the assessment methods and tools will be the need of the hour. Competencies are complex combinations of various attributes, many of which being not assessable by objective methods. Assessment of affective and communication domains has always been neglected for want of objective methods. Areas like professionalism, ethics, altruism, and communication-so vital for being an Indian Medical Graduate, can be assessed longitudinally applying subjective means only. Though subjectivity has often been questioned as being biased, it has been proven time and again that a subjective assessment in expert hands gives comparable results as that of any objective assessment. By insisting on objectivity, we may compromise the validity of the assessment and deprive the students of enriched subjective feedback and judgement also. This review highlights the importance of subjective assessment in competency-based assessment and ways and means of improving the rigor of subjective assessment, with particular emphasis on the development and use of rubrics.


Asunto(s)
Competencia Clínica/normas , Educación Basada en Competencias/organización & administración , Educación de Pregrado en Medicina/métodos , Educación Médica/organización & administración , Evaluación Educacional/métodos , Adulto , Curriculum , Femenino , Humanos , India , Masculino , Profesionalismo , Estudiantes de Medicina
11.
Soins ; 65(846): 32-34, 2020 Jun.
Artículo en Francés | MEDLINE | ID: mdl-33012416

RESUMEN

The 2009 training reference frame was designed in accordance with the development of students' learning capacities and the French health context. As part of this necessary development, nurse training is based on a three-party contract between the student, the trainer and the internship tutor. The portfolio, used as an assessment aid and a tool to monitor learning, makes the progress and the acquisition of skills visible during the three years of training. As it is digitised, information concerning the internship can be shared in real time.


Asunto(s)
Educación en Enfermería/organización & administración , Evaluación Educacional/métodos , Estudiantes de Enfermería/psicología , Humanos , Internado y Residencia , Aprendizaje
12.
Med Educ Online ; 25(1): 1826861, 2020 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33000704

RESUMEN

BACKGROUND: Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student learning environment and improve tutor assessment experience. OBJECTIVE: The aim of this study was to introduce the application of a comprehensive high-stakes online exam to final-year dental students during the COVID-19 pandemic and evaluate its effectiveness. DESIGN: A high-stakes exam was introduced and implemented online to the final-year dental students prior to their graduation. The exam consisted of four components: MEQs, MCQs, OSCE and an oral exam. The exam and invigilation were conducted using Blackboard and MS Teams programs. Stakeholders' views of the exam were obtained using two tailored surveys, one for students and another for faculty; both included closed- and open-ended questions. RESULTS: The exam was run successfully without untoward events. Both students and staff were satisfied with the online exam with the latter being more satisfied than the former. Students with previous experience in online learning system were more satisfied with the online exam compared with those with less experience (p < 0.05). The main issues raised by students' satisfaction with the exam were: inadequacy of time for the MEQ part, prevention of back tracking in the MCQ part and minor technological issues, whereas those raised by faculty members were increased time required to complete the exam setup and grading compared to the paper-based exam and minor technological issues. CONCLUSIONS: A newly introduced, multi-format, online high-stakes exam was implemented successfully to final-year dental students with minor technological issues and good satisfaction by students and staff alike.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación en Odontología/métodos , Educación a Distancia/métodos , Evaluación Educacional/métodos , Neumonía Viral/epidemiología , Betacoronavirus , Educación en Odontología/normas , Educación a Distancia/normas , Evaluación Educacional/normas , Humanos , Pandemias
14.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab
Artículo en Inglés | IBECS | ID: ibc-194191

RESUMEN

OBJECTIVE: Entrustable Professional Activities (EPAs) are a list of professional tasks (with associated competency ratings) that pharmacy educational organizations support, and accreditation organizations require, for assessment by colleges and schools of pharmacy. This manuscript assesses the perceived frequency of performing EPAs in the population health promoter (PHP) domain among pharmacists practicing in North Dakota. METHODS: This survey assessed the self-reported EPA activities (inclusive of the PHP domain) of registered pharmacists living and practicing in North Dakota. There were 990 pharmacists surveyed, and 457 (46.1%) of pharmacists responded. RESULTS: Within the PHP domain, pharmacists reported performing "Minimize adverse drug events and medication errors" most frequently (mean=3.4, SD=2.0), followed by "Ensure that patients have been immunized against vaccine-preventable diseases" (mean=2.3, SD 2.3), "Maximize the appropriate use of medications in a population" (mean=2.2, SD 2.3), and "Identify patients at risk for prevalent diseases in a population" (mean=1.3, SD=1.9). In these Core EPAs PHP domains, the clinical pharmacists reported the highest level, followed by pharmacy managers and staff pharmacists. CONCLUSION: Pharmacists in North Dakota reported that EPAs in the PHP domain are practiced regularly. Thus, EPAs in the PHP domain have potential as a means to assess outcomes in pharmacy education and practice


No disponible


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Persona de Mediana Edad , Evaluación Educacional/métodos , Educación en Farmacia , Servicios Farmacéuticos/normas , Promoción de la Salud/métodos , Estados Unidos , Educación Basada en Competencias , Internado no Médico/métodos , Errores de Medicación/prevención & control
16.
Clin Med (Lond) ; 20(6): e248-e252, 2020 11.
Artículo en Inglés | MEDLINE | ID: mdl-32912965

RESUMEN

COVID-19 has proven to be a potent disruptor of postgraduate training, assessment and learning. In so doing, it has equally proved to be a potent catalyst and has driven innovation. Here we discuss the response of the Federation of the three UK Royal Colleges of Physicians to the challenges presented in these areas by the COVID-19 pandemic.


Asunto(s)
Infecciones por Coronavirus , Educación de Postgrado en Medicina , Evaluación Educacional/métodos , Pandemias , Neumonía Viral , Competencia Clínica , Educación de Postgrado en Medicina/métodos , Educación de Postgrado en Medicina/normas , Humanos , Internet , Médicos , Reino Unido
17.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S131-S135, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-32889929

RESUMEN

In 2018, in response to a news story featuring the Icahn School of Medicine's decision to eliminate its chapter of Alpha Omega Alpha (AOA) due to perceived racial inequities, students at Washington University School of Medicine in St. Louis (WUSM) brought similar concerns to leadership. WUSM leadership evaluated whether students' race, ethnicity, and gender were associated with their receipt of honors in the 6 core clerkships, key determinants of AOA selection. In preliminary analysis of the school's data, statistically significant racial and ethnic disparities were associated with receipt of honors in each clerkship. Leaders shared these findings with the WUSM community along with a clear message that such discrepancies are unacceptable to the school. An effort to further analyze what lay behind the findings as well as to identify steps to resolve the problem was launched. Using a quality improvement framework, data from focus groups and student surveys were analyzed and 2 overarching themes emerged. Students perceived that both assessment and the learning environment impacted racial/ethnic disparities in clerkship grades. In multivariable logistic regression models, shelf exam scores (a part of student assessment) were found to be associated with receipt of honors in each clerkship; in some (but not all) clerkships, shelf exam scores attenuated the effect of race/ethnicity on receipt of honors, so that when the shelf scores were added to the model, the race/ethnicity effect was no longer significant. This case study describes WUSM's process to understand and address bias in clerkship grading and AOA nomination so that other medical schools might benefit from what has been learned.


Asunto(s)
Evaluación Educacional/normas , Racismo/prevención & control , Estudios de Casos y Controles , Prácticas Clínicas/métodos , Prácticas Clínicas/normas , Prácticas Clínicas/estadística & datos numéricos , Competencia Clínica/normas , Competencia Clínica/estadística & datos numéricos , Educación de Postgrado en Medicina/métodos , Educación de Postgrado en Medicina/normas , Evaluación Educacional/métodos , Evaluación Educacional/estadística & datos numéricos , Humanos , Missouri , Racismo/psicología , Racismo/estadística & datos numéricos , Encuestas y Cuestionarios
18.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S98-S108, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-32889943

RESUMEN

Despite a lack of intent to discriminate, physicians educated in U.S. medical schools and residency programs often take actions that systematically disadvantage minority patients. The approach to assessment of learner performance in medical education can similarly disadvantage minority learners. The adoption of holistic admissions strategies to increase the diversity of medical training programs has not been accompanied by increases in diversity in honor societies, selective residency programs, medical specialties, and medical school faculty. These observations prompt justified concerns about structural and interpersonal bias in assessment. This manuscript characterizes equity in assessment as a "wicked problem" with inherent conflicts, uncertainty, dynamic tensions, and susceptibility to contextual influences. The authors review the underlying individual and structural causes of inequity in assessment. Using an organizational model, they propose strategies to achieve equity in assessment and drive institutional and systemic improvement based on clearly articulated principles. This model addresses the culture, systems, and assessment tools necessary to achieve equitable results that reflect stated principles. Three components of equity in assessment that can be measured and evaluated to confirm success include intrinsic equity (selection and design of assessment tools), contextual equity (the learning environment in which assessment occurs), and instrumental equity (uses of assessment data for learner advancement and selection and program evaluation). A research agenda to address these challenges and controversies and demonstrate reduction in bias and discrimination in medical education is presented.


Asunto(s)
Evaluación Educacional/normas , Estudiantes de Medicina/estadística & datos numéricos , Educación Médica/métodos , Educación Médica/tendencias , Evaluación Educacional/métodos , Evaluación Educacional/estadística & datos numéricos , Humanos , Internado y Residencia/métodos
19.
Curr Urol Rep ; 21(10): 36, 2020 Aug 13.
Artículo en Inglés | MEDLINE | ID: mdl-32789759

RESUMEN

PURPOSE OF REVIEW: The objectives of this literature review are to appraise current approaches and assess new technologies that have been utilized for evaluation and feedback of residents, with focus on surgical trainees. RECENT FINDINGS: In 1999, the Accreditation Council for Graduate Medical Education introduced the Milestone system as a tool for summative evaluation. The organization allows individual program autonomy on how evaluation and feedback are performed. In the past, questionnaire evaluations and informal verbal feedback were employed. However, with the advent of technology, they have taken a different shape in the form of crowdsourcing, mobile platforms, and simulation. Limited data is available on new methods but studies show promise citing low cost and positive impact on resident education. No one "best approach" exists for evaluation and feedback. However, it is apparent that a multimodal approach that is based on the ACGME Milestones can be effective and aid in guiding programs.


Asunto(s)
Competencia Clínica/normas , Evaluación Educacional , Internado y Residencia , Urología , Benchmarking , Comunicación , Colaboración de las Masas , Evaluación Educacional/métodos , Evaluación Educacional/normas , Retroalimentación Formativa , Humanos , Internado y Residencia/métodos , Internado y Residencia/normas , Relaciones Interpersonales , Tutoría , Aplicaciones Móviles , Simulación de Paciente , Teléfono Inteligente , Especialidades Quirúrgicas/educación , Especialidades Quirúrgicas/métodos , Especialidades Quirúrgicas/normas , Encuestas y Cuestionarios , Urología/educación , Urología/normas
20.
J Med Internet Res ; 22(8): e17719, 2020 08 21.
Artículo en Inglés | MEDLINE | ID: mdl-32821060

RESUMEN

BACKGROUND: The objective structured clinical examination (OSCE) is a test used throughout Spain to evaluate the clinical competencies, decision making, problem solving, and other skills of sixth-year medical students. OBJECTIVE: The main goal of this study is to explore the possible applications and utility of portable eye-tracking systems in the setting of the OSCE, particularly questions associated with attention and engagement. METHODS: We used a portable Tobii Glasses 2 eye tracker, which allows real-time monitoring of where the students were looking and records the voice and ambient sounds. We then performed a qualitative and a quantitative analysis of the fields of vision and gaze points attracting attention as well as the visual itinerary. RESULTS: Eye-tracking technology was used in the OSCE with no major issues. This portable system was of the greatest value in the patient simulators and mannequin stations, where interaction with the simulated patient or areas of interest in the mannequin can be quantified. This technology proved useful to better identify the areas of interest in the medical images provided. CONCLUSIONS: Portable eye trackers offer the opportunity to improve the objective evaluation of candidates and the self-evaluation of the stations used as well as medical simulations by examiners. We suggest that this technology has enough resolution to identify where a student is looking at and could be useful for developing new approaches for evaluating specific aspects of clinical competencies.


Asunto(s)
Competencia Clínica/normas , Evaluación Educacional/métodos , Simulación de Paciente , Estudiantes de Medicina/estadística & datos numéricos , Femenino , Humanos , Masculino
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