RESUMO
Globalization of health care seems to be irreversible and beyond cultural differences and local realities; consequently, medical education needs to have a common set of core principles or standards that may be applied worldwide. The aim of participating in assessment processes is to guarantee that medical education takes place in a sufficiently rich environment to promote extensive academic purposes. The Medical School of the Pontificia Universidad Católica de Chile (PUC) participated in three assessment processes that included three stages: internal assessment, external assessment, and accreditation judgment. Two of these assessments were voluntarily carried out following the standards set by the Liaison Committee on Medical Education-LCME, and they took place in 1997 and 2007. The other assessment was based on standards set by the Chilean accrediting organism, the National Committee for Undergraduate Program Accreditation (Comité Nacional de Acreditación de Pregrado-CNAP) and took place in the year 2001. In all three experiences, internal assessment was the most enriching stage, stimulating refections among students and teachers in order to recognize areas of strengths and weaknesses. External assessment processes, especially those based on international standards, are very important for the institutional and program development of Medical Schools. The PUC Medical School on its whole learnt how to carry out an assessment process and was able to improve several weaknesses without pressure, moving from quality assurance to quality enhancement. The present paper analyzes the major challenges involved in an external assessment process.
Assuntos
Acreditação/métodos , Educação Médica/normas , Faculdades de Medicina/normas , Chile , Humanos , Controle de QualidadeRESUMO
Globalization of health care seems to be irreversible and beyond cultural differences and local realities; consequently, medical education needs to have a common set of core principles or standards that may be applied worldwide. The aim of participating in assessment processes is to guarantee that medical education takes place in a sufficiently rich environment to promote extensive academic purposes. The Medical School of the Pontificia Universidad Católica de Chile (PUC) participated in three assessment processes that included three stages: internal assessment, external assessment, and accreditation judgment. Two of these assessments were voluntarily carried out following the standards set by the Liaison Committee on Medical Education-LCME, and they took place in 1997 and 2007. The other assessment was based on standards set by the Chilean accrediting organism, the National Committee for Undergraduate Program Accreditation (Comité Nacional de Acreditación de Pregrado-CNAP) and took place in the year 2001. In all three experiences, internal assessment was the most enriching stage, stimulating refections among students and teachers in order to recognize areas of strengths and weaknesses. External assessment processes, especially those based on international standards, are very important for the institutional and program development of Medical Schools. The PUC Medical School on its whole learnt how to carry out an assessment process and was able to improve several weaknesses without pressure, moving from quality assurance to quality enhancement. The present paper analyzes the major challenges involved in an external assessment process.
Assuntos
Humanos , Acreditação/métodos , Educação Médica/normas , Faculdades de Medicina/normas , Chile , Controle de QualidadeRESUMO
Spirometry, the most used test to evaluate pulmonary function, is only occasionally measured in field epidemiological studies. Our aim was to determine which of the following factors in the Platino study can be associated low quality spirometries in the first session: sex, age, socioeconomic level, educational level, body mass index, cold chill, smoking, operating technician, date and subject's previous spirometric experience. 1.168 individuals were evaluated with spirometry. Fifteen nurses and 1 midwife were trained according to NIOSCH standards. Easy One NDD spirometers were used. 1.037 subjects (88.8 percent) performed a satisfactory spirometry in the first session, and 131 (11.2 percent) failed to do so. Only two significant predictors of this failure were identified: age and educational level. Causes for test repetition were 1) Non satisfactory acceptability (77.1 percent); 2) lack of reproducibility (67.9 percent); 3) decline of post bronchodilator CVF without concomitant change in VEF1 (36.6 percent). Eighty nine of the 131 subjects accepted to repeat the test. A satisfactory spirometry was obtained in 79 subjects. Hence, at the end of the study 95.5 percent of the subjects attained a satisfactory test. We conclude that personnel without experience, with appropriate training, can perform high quality field spirometries. Acceptability and repoducibility were the most sensitive factors associated with a bad performance of spirometry. Age and schooling were the main factors related with a low quality spirometry. No association was detected regarding technician as a predictor of low quality spirometries carried out in a population setting.
La espirometría es el examen más utilizado para evaluar la función pulmonar y ocasionalmente se usa en estudios epidemiológicos. Evaluamos si las variables: sexo, edad, nivel socioeconómico, escolaridad, IMC, cursar concomitantemente con resfrío, tabaquismo, fecha del examen, haberse efectuado espirometría anteriormente y técnico responsable, se asociaban con la probabilidad de espirometrías insatisfactorias en una primera sesión. Quince enfermeras y una matrona que recibieron capacitación realizaron las espirometrías en 1.168 sujetos empleando un espirómetro Easy One NDD. En la primera sesión 1.037 individuos (88,8 por ciento) efectuaron una espirometría satisfactoria fracasando 131 (11,2 por ciento). Se identificaron dos variables predictoras del fracaso: edad y años de instrucción. Las causas más frecuentes de espirometrías insatisfactorias fueron: 1) No cumplir con criterios de aceptabilidad (77,1 por ciento); 2) Falta de reproducibilidad (67,9 por ciento); 3) Caída de CVF post broncodilatador sin cambio en el VEF1 (36,6 por ciento). De los 131 sujetos cuya espirometría fue insatisfactoria en la primera sesión, ochenta y nueve aceptaron repetirla, lográndose al final del estudio una espirometría satisfactoria en el 95,5 por ciento de la muestra. Personal técnico sin experiencia previa y adecuadamente entrenado, es capaz de lograr espirometrías de buena calidad en un estudio epidemiológico de campo. Las causas más frecuentes de repetición de examen guardan relación con dificultad de alcanzar criterios de aceptabilidad y reproducibilidad de la prueba. Factores gravitantes en la repetición son la edad y el nivel de instrucción de los sujetos examinados. El desempeño de los técnicos no constituyó un factor limitante para obtener una adecuada calidad de la espirometría en terreno.
