RESUMO
En el contexto de la pandemia de COVID 19 durante el año 2020 y hasta la fecha se diseñó un formato de evaluación para nuestros alumnos de pre y posgrado bajo el alero de los exámenes clínicos objetivos estructurados (ECOE) en un formato remoto. Se revisó la literatura al respecto y se diseñó un instrumento que diera cuenta en forma oportuna y estandarizada del desempeño de nuestros alumnos y residentes. Estas experiencias están siendo evaluadas en estudios con metodología mixta. Sin embargo, decidimos compartir esta experiencia, por su impacto en el desarrollo docente de las ciencias de la salud.
In the context of the COVID-19 pandemic during 2020 and to date, an evaluation format has been designed for our undergraduate and graduate students under the design of the objective structured clinical examinations (OSCE) in a remote format. The literature was reviewed, and an instrument was designed to account for the performance of our students and residents in a timely and standardized manner. These experiences are being evaluated in studies with mixed methodology. However, we wanted to convey this experience due to its impact on the educational development of health sciences.
RESUMO
Las habilidades comunicacionales efectivas forman parte de la competencia clínica de un buen médico, por lo que han sido incluidas en los programas de las escuelas de medicina de la mayoría de las universidades, tanto a nivel de docentes como de alumnos. El aprendizaje de las habilidades comunicacionales se optimiza cuando se enseñan de manera experiencial, observando a los estudiantes mientras interactúan con los pacientes, para luego entregarles un feedback constructivo. Estas habilidades pueden ser objeto de medición si se utilizan instrumentos que cuenten con las propiedades psicométricas adecuadas. Su evaluación, sin embargo, representa un desafío.
Communication skills are part of the clinical competency skills of a good doctor, and so have been included in the curriculum of the majority of medical schools, both in teaching and evaluation. There exists a large body of evidence that defines the essential communication skills. Communication skills are best learnt when the teaching is experiential and includes observation of the students with patients, and constructive feedback. The measurement of communication skills using instruments with adequate psychometric properties remains a challenge in evaluation.
Assuntos
Aptidão , Comunicação , Educação MédicaRESUMO
BB-83698, a potent and selective inhibitor of peptide deformylase, was the first compound of this novel antibacterial class to progress to clinical trials. Single- and/or multiple-dose studies with doses ranging from 10 to 50 mg of BB-83698/kg of body weight were done with mice, rats, and dogs. Intravenous pharmacokinetics were characterized by low to moderate clearances and moderate volumes of distribution for all species. In dogs, but not in rodents, central nervous system (CNS) effects were dose limiting for intravenously administered BB-83698 and were suspected to be related to a high maximum concentration of the agent in plasma (Cmax) rather than to total systemic exposure. Controlled infusion studies with dogs demonstrated that CNS effects could be avoided without compromising systemic exposure by reducing the Cmax. A randomized, double-blind, placebo-controlled, five-way-crossover, single-dose-escalation, phase I study to explore the safety, tolerability, and pharmacokinetics of intravenous BB-83698 at doses ranging from 10 to 475 mg was performed with healthy male volunteers. Systemic exposures were generally in linear relationships with administered doses in animals and humans. Pharmacokinetics were consistent, predictable, and exhibited good allometric scaling among all species (r2 >0.98). Moreover, BB-83698 dosing in humans proceeded to a predicted efficacious exposure (the area under the concentration-time curve/MIC ratio, up to 184) without any clinically significant adverse effects.