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1.
Rev. Hosp. Ital. B. Aires (2004) ; 40(3): 132-139, sept. 2020. ilus, tab
Artigo em Espanhol | LILACS | ID: biblio-1129139

RESUMO

Introducción: en 2014, tras más de 10 años de comenzada la Carrera de Medicina en el Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), en la comunidad educativa se comenzó a plantear la necesidad de realizar un cambio curricular con el objetivo de lograr la enseñanza de habilidades complejas en forma integrada para generar un aprendizaje significativo y un mayor desarrollo de competencias. El cambio curricular comenzó a implementarse en 2018. Propósitos: describir la experiencia de diseño de las actividades de enseñanza en un currículo integrado. Desarrollo: para el diseño de las actividades de cada módulo (de un cuatrimestre de duración) se conformaron grupos planificadores multidisciplinarios. El objetivo principal de la planificación fue que los estudiantes comenzaran a desarrollar las habilidades necesarias para poder llevar adelante las actividades profesionales (EPAs: Entrustable Professional Activities) al final de la carrera. Los escenarios donde transcurren las actividades del Ciclo Inicial son las sesiones de aprendizaje basado en problemas, los laboratorios para el desarrollo de habilidades, las charlas plenarias y la atención primaria orientada a la comunidad. Fueron definidas EPAs para desarrollarse en el Ciclo Inicial, que guiaron la planificación en diálogo con los contenidos seleccionados para el cuatrimestre. Para poder realizar un diseño integrado se estableció la relación de cada actividad con las de los módulos precedentes, retomando y complejizando los contenidos para que el diseño fuera espiralado. Conclusiones: el mayor desafío de esta experiencia radicó en que debimos sumergirnos en un nuevo paradigma. El principal logro como grupo planificador fue hacer propia esta nueva forma de enseñanza: basada en el alumno, en problemas, integrada, espiralada. Evaluaremos los resultados tras su implementación y rediseñaremos las actividades, de ser necesario. (AU)


Introduction: in 2014, after 10 years of the establishment of the School of Medicine at the Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), the educational community identified the need to make a curricular change to teach complex skills in an integrated way to generate meaningful learning and further development of skills. The new curriculum was implemented in 2018. Purposes: to describe our experience in designing teaching activities for an integrated curriculum. Development: multidisciplinary planning groups were formed to design the activities of each four-month module. The main objective was for students to develop the skills necessary to carry out professional activities (EPAs: Entrustable Professional Activities) by the time of graduation. The "Initial Cycle" activities took place in four scenarios: (i) problem-based learning; (ii) skills lab (iii) forum discussions; and (iv) communityoriented education. The EPAs that would be acquired in the Initial Cycle were selected. Those EPAs, together with the contents selected for the semester guided the planning groups. To ensure an integrated design, the relationships of each module with the preceding one were established. We adopted a spiral design where we returned to the same topics at a deeper level and with more complexity. Conclusions: the greatest challenge was that this experience involved a paradigm change. Our main achievement was to adopt a new form of teaching that was student and problem based, within an integrated and spiral curriculum. We plan to evaluate the results after implementation and redesign the activities, if necessary. (AU)


Assuntos
Humanos , Ensino/educação , Aprendizagem Baseada em Problemas/métodos , Argentina , Atenção Primária à Saúde , Faculdades de Medicina/tendências , Estudantes de Medicina , Ensino/tendências , Universidades/tendências , Técnicas de Planejamento , Competência Clínica , Aprendizagem Baseada em Problemas/tendências , Currículo/tendências , Capacitação Profissional
2.
Rev. colomb. anestesiol ; 48(3): 145-154, July-Sept. 2020. tab, graf
Artigo em Inglês | LILACS-Express | LILACS | ID: biblio-1126296

RESUMO

Abstract Introduction: Anesthesiology requires procedure fulfillment, problem, and real-time crisis resolution, problem, and complications forecast, among others; therefore, the evaluation of its learning should center around how students achieve competence rather than solely focusing on knowledge acquisition. Literature shows that despite the existence of numerous evaluation strategies, these are still underrated in most cases due to unawareness. Objective: The present article aims to explain the process of competency-based anesthesiology assessment, in addition to suggesting a brief description of the learning domains evaluated, theories of knowledge, instruments, and assessment systems in the area; and finally, to show some of the most relevant results regarding assessment systems in Colombia. Methodology: The results obtained in "Characteristics of the evaluation systems used by anesthesiology residency programs in Colombia" showed a certain degree of unawareness by stakeholders in the educational process, a fact that motivated the publishing of this discussion around the topic of competency-based assessment in anesthesiology. Following a bibliography search with the keywords through PubMed, OVID, ERIC, DIALNET, and REDALYC, 110 articles were reviewed and 75 were established as relevant for the research's theoretical framework. Results and conclusion: Anesthesiology assessment should be conceived from the competency's multidimensionality; it must be longitudinal and focused on the learning objectives.


Resumen Introducción: La anestesiología requiere la realización de procedimientos, resolución de problemas y crisis en tiempo real, previsión de problemas y complicaciones, entre otros, por lo tanto, la evaluación de su aprendizaje debería centrarse en cómo el estudiante alcanza la competencia y no solo en la adquisición de conocimientos. La literatura muestra que, a pesar de existir numerosas estrategias de evaluación, estas continúan siendo subvaloradas en muchos casos por desconocimiento. Objetivo: Este artículo pretende dar a conocer el proceso de evaluación en la anestesiología desde la competencia, además de sugerir una breve descripción de los dominios y teorías de aprendizaje, instrumentos y sistemas de evaluación en esta área y, finalmente, mostrar algunos de los resultados más relevantes sobre los sistemas de evaluación en Colombia. Metodología: Tras una búsqueda bibliográfica en PubMed, OVID, ERIC, DIALNET, REDALYC, con las palabras clave, se revisaron 110 artículos de los cuales 75 fueron considerados relevantes para elaborar el marco teórico de la investigación. Resultados y conclusiones: La evaluación en anestesiología debe ser concebida desde la multidimensionalidad de la competencia, ser longitudinal y enfocada en los objetivos de aprendizaje.

3.
Arch. argent. pediatr ; 118(2): 125-: I-129, I, abr. 2020. tab
Artigo em Inglês, Espanhol | LILACS, BINACIS | ID: biblio-1100167

RESUMO

Introducción. Investigadores canadienses desarrollaron un cuestionario autoadministrado para indagar sobre la intención de los participantes de actividades de desarrollo profesional continuo (DPC) de transferir los conocimientos adquiridos en ámbitos áulicos a la práctica clínica. Su uso podría facilitar los procesos de mejora de la calidad en dichas actividades de DPC.Objetivo. Realizar la traducción y adaptación transcultural y validación del cuestionario REACTION (A theoRy-basEd instrument to assess the impACT of continuing profesional development activities on profesional behavIOr chaNge) para su uso en la Argentina, a partir de la versión original en inglés.Población y métodos. Se realizó la traducción y adaptación transcultural de los 12 ítems del instrumento, con un proceso de cinco pasos. La validez de constructo se exploró mediante el análisis factorial exploratorio, y la confiabilidad, a través del coeficiente de Cronbach y el coeficiente G.Resultados. La versión final del cuestionario se aplicó a una muestra de 133 médicos asistentes a 9 actividades presenciales de DPC de un hospital universitario de la Ciudad de Buenos Aires (edad promedio: 38 años; el 23,3 %, hombres; el 76 %, médicos de familia). El análisis factorial exploratorio arrojó 3 factores (influencia social, confianza en las capacidades propias y criterio ético). El coeficiente de Cronbach fue 0,82 y el coeficiente G fue 0,72.Conclusiones. Se realizó la adaptación y validación de la versión argentina del instrumento REACTION para evaluar el impacto del DPC enfocado en el entrenamiento de habilidades clínicas en la intención de los médicos de implementarlo en su práctica.


Introduction. Canadian researchers developed a self-administered questionnaire to ask participants of continuing professional development (CPD) activities about their intention to translate the knowledge acquired in the classroom into clinical practice. The questionnaire may facilitate quality improvement processes in such CPD activities.Objective. To translate, cross-culturally adapt and validate the original English REACTION questionnaire (A theoRy-basEd instrument to assess the impACT of continuing professional development activities on professional behavIOr chaNge) for its use in Argentina.Population and methods. The 12 questionnaire items were translated and cross-culturally adapted using a five-step process. The construct validity was assessed using an exploratory factor analysis, whereas reliability, with Cronbach's coefficient and the G coefficient.Results. The final questionnaire version was administered to a sample of 133 physicians who attended 9 CPD activities at a teaching hospital in the Autonomous City of Buenos Aires (average age: 38 years; 23.3 %, men; 76 %, family physicians). The exploratory factor analysis showed 3 factors (social influence, confidence in one's abilities, and ethical judgment). Cronbach's coefficient was 0.82 and the G coefficient, 0.72.Conclusions. The Argentine version of the REACTION questionnaire was adapted and validated to assess the impact of CPD centered on clinical skills training on physicians' intention to implement it in their practice


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Médicos/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Educação Médica Continuada , Tradução , Atitude do Pessoal de Saúde , Coleta de Dados , Inquéritos e Questionários , Reprodutibilidade dos Testes , Adaptação
4.
Arch Argent Pediatr ; 118(2): 125-129, 2020 04.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-32199047

RESUMO

INTRODUCTION: Canadian researchers developed a self-administered questionnaire to ask participants of continuing professional development (CPD) activities about their intention to translate the knowledge acquired in the classroom into clinical practice. The questionnaire may facilitate quality improvement processes in such CPD activities. OBJECTIVE: To translate, cross-culturally adapt and validate the original English REACTION questionnaire (A theoRy-basEd instrument to assess the impACT of continuing professional development activities on professional behavIOr chaNge) for its use in Argentina. POPULATION AND METHODS: The 12 questionnaire items were translated and cross-culturally adapted using a five-step process. The construct validity was assessed using an exploratory factor analysis, whereas reliability, with Cronbach's coefficient and the G coefficient. RESULTS: The final questionnaire version was administered to a sample of 133 physicians who attended 9 CPD activities at a teaching hospital in the Autonomous City of Buenos Aires (average age: 38 years; 23.3 %, men; 76 %, family physicians). The exploratory factor analysis showed 3 factors (social influence, confidence in one's abilities, and ethical judgment). Cronbach's coefficient was 0.82 and the G coefficient, 0.72. CONCLUSIONS: The Argentine version of the REACTION questionnaire was adapted and validated to assess the impact of CPD centered on clinical skills training on physicians' intention to implement it in their practice.

5.
J Adv Med Educ Prof ; 8(1): 25-31, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-32039270

RESUMO

Introduction: The multiple mini-interview (MMI) model can be useful to evaluate non-cognitive domains and guide the selection process in medical residency programs. The aim of this study was to evaluate the reliability and acceptability of the MMI model for the selection of residents in a cardiology residency program. Methods: We conducted an observational and prospective study. It was performed in a tertiary-care center specialized in cardiology and included candidates for the cardiology residency program in March 2018. Ten stations were developed to evaluate different non-cognitive domains. Reliability was evaluated by the generalizability G coefficient. Candidates and interviewers were surveyed to evaluate the acceptability of the MMI model. Results: Nine faculty members were trained and 22 candidates were evaluated. The G study showed a relative G coefficient between 0.56 and 0.73, according to the design. 91% of the candidates stated that they preferred MMI over other types of interviews as a selection method for admission to the residency program, and all the interviewers considered they had enough time to evaluate the candidates and their strengths as future residents. Conclusion: The MMI is a reliable model to evaluate candidates for a residency program in cardiology with high acceptability among residents and observers.

6.
Arch. argent. pediatr ; 117(4): 425-432, ago. 2019. ilus, tab
Artigo em Espanhol | LILACS, BINACIS | ID: biblio-1054950

RESUMO

La evaluación del desempeño del docente clínico permite proporcionar feedback para motivarlo a mejorar sus habilidades docentes. Se realizó la validación transcultural del Cuestionario de Enseñanza Clínica de Maastricht, mediante la guía internacional para la adaptación de los cuestionarios. Se investigó validez de contenido, proceso de respuesta, constructo y confiabilidad. Luego de la adaptación, residentes de dos hospitales universitarios evaluaron a 187 docentes clínicos. La validación del contenido y del proceso de respuesta fue adecuada. En el análisis factorial confirmatorio, todos los índices y criterios se ajustaron bien con el modelo de 5 factores y 14 ítems. El alfa de Cronbach fue de 0,80. El coeficiente G fue > 0,70, con bajos valores de varianza del error absoluto. Fueron necesarias 6 evaluaciones por docente para una evaluación confiable en cada dominio y en el desempeño global. La versión en castellano del Cuestionario es válida y confiable para evaluar a los docentes.


The evaluation of the clinical teacher's performance provides feedback to motivate them to improve their teaching skills. To perform the cross-cultural adaptation of the Maastricht Clinical Teaching Questionnaire, the International Guide for the Adaptation of the Questionnaires was followed. The validity of content, response process, construct and reliability were investigated. After cross-cultural adaption, residents of two University hospitals evaluated 187 clinical teachers. Content and answering process were validated. In the confirmatory factor analysis, all indexes and criteria for a good fit suited the 5 factors and 14 items model. The Cronbach's alpha coefficient was 0.80. The G coefficient was > 0.70, with low variance of the absolute error. Every clinical teacher should receive at least 6 evaluations to achieve a reliable evaluation of every domain and of their global performance. The Spanish version of the questionnaire is a valid, reliable instrument for medical residents to evaluate teachers.


Assuntos
Humanos , Comparação Transcultural , Inquéritos e Questionários , Reprodutibilidade dos Testes , Adaptação , Educação Médica
7.
Arch Argent Pediatr ; 117(4): e425-e432, 2019 08 01.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-31339289

RESUMO

The evaluation of the clinical teacher's performance provides feedback to motivate them to improve their teaching skills. To perform the cross-cultural adaptation of the Maastricht Clinical Teaching Questionnaire, the International Guide for the Adaptation of the Questionnaires was followed. The validity of content, response process, construct and reliability were investigated. After cross-cultural adaption, residents of two University hospitals evaluated 187 clinical teachers. Content and answering process were validated. In the confirmatory factor analysis, all indexes and criteria for a good fit suited the 5 factors and 14 items model. The Cronbach's alpha coefficient was 0.80. The G coefficient was > 0.70, with low variance of the absolute error. Every clinical teacher should receive at least 6 evaluations to achieve a reliable evaluation of every domain and of their global performance. The Spanish version of the questionnaire is a valid, reliable instrument for medical residents to evaluate teachers.


Assuntos
Características Culturais , Educação de Pós-Graduação em Medicina/normas , Docentes de Medicina , Competência Profissional , Inquéritos e Questionários , Humanos , Reprodutibilidade dos Testes
8.
Arch. argent. pediatr ; 117(3): 309-313, jun. 2019. graf, tab
Artigo em Espanhol | LILACS, BINACIS | ID: biblio-1038459

RESUMO

Los problemas de oído, nariz y garganta son un motivo frecuente de consulta en Atención Primaria. Numerosos estudios han reportado que los médicos de Atención Primaria perciben una capacitación insuficiente en el manejo de estos problemas. El objetivo de este estudio fue evaluar las competencias en el diagnóstico y tratamiento de problemas prevalentes de Otorrinolaringología de médicos residentes de Atención Primaria en un hospital universitario, en Buenos Aires, Argentina, mediante la implementación de un examen clínico objetivo estructurado. Participaron 25 residentes, de Pediatría (7), de Medicina Interna (10) y de Medicina Familiar (8). Los de Medicina Familiar y Pediatría tuvieron mejor desempeño que los de Medicina Interna. Los residentes de Atención Primaria demostraron competencias disímiles en el manejo de problemas prevalentes de Otorrinolaringología. Se detectaron áreas de oportunidad de mejora comunes para los tres grupos, que proporcionaron dirección y motivación en futuros aprendizajes, tanto en conocimientos como en habilidades.


Ear, nose and throat problems are very common in Primary Care settings. Numerous studies have reported that Primary Care physicians feel dissatisfied with their performance and insufficient training to diagnose and manage these problems. The objective of this study was to assess the competency in diagnosis and management of prevalent ear, nose and throat problems in medical residents of Family Medicine, Internal Medicine and Pediatrics at a University Hospital in Buenos Aires, Argentina, using an Objective Structured Clinical Examination. The participants were 25 residents of Pediatrics (7), Internal Medicine (10) and Family Medicine (8). Residents of Family Medicine and Pediatrics showed better performance than residents of Internal Medicine. Residents of Primary Care demonstrated dissimilar competencies in the management of prevalent ear, nose and throat problems. Areas of common improvement opportunities were detected for the three groups, which provided direction and motivation in future learnings in both knowledge and skills.


Assuntos
Humanos , Otolaringologia , Atenção Primária à Saúde , Competência Clínica , Educação Médica , Corpo Clínico Hospitalar
9.
Arch Argent Pediatr ; 117(3): e309-e313, 2019 06 01.
Artigo em Espanhol | MEDLINE | ID: mdl-31063324

RESUMO

Ear, nose and throat problems are very common in Primary Care settings. Numerous studies have reported that Primary Care physicians feel dissatisfied with their performance and insufficient training to diagnose and manage these problems. The objective of this study was to assess the competency in diagnosis and management of prevalent ear, nose and throat problems in medical residents of Family Medicine, Internal Medicine and Pediatrics at a University Hospital in Buenos Aires, Argentina, using an Objective Structured Clinical Examination. The participants were 25 residents of Pediatrics (7), Internal Medicine (10) and Family Medicine (8). Residents of Family Medicine and Pediatrics showed better performance than residents of Internal Medicine. Residents of Primary Care demonstrated dissimilar competencies in the management of prevalent ear, nose and throat problems. Areas of common improvement opportunities were detected for the three groups, which provided direction and motivation in future learnings in both knowledge and skills.


Assuntos
Internato e Residência , Otorrinolaringopatias/terapia , Médicos de Atenção Primária/educação , Atenção Primária à Saúde/normas , Adulto , Argentina , Competência Clínica , Avaliação Educacional , Feminino , Hospitais Universitários , Humanos , Masculino , Otorrinolaringopatias/diagnóstico , Médicos de Atenção Primária/normas
10.
Evid. actual. práct. ambul ; 22(1): e002004, abr. 2019. ilus
Artigo em Espanhol | LILACS | ID: biblio-1015041

RESUMO

En este artículo, los autores explican el origen y el uso actual del término mentoría y describen algunos marcos teóricosque ayudan a comprender los procesos y la repercusión de la mentoría en investigación: el del aprendizaje cognitivo, eldel aprendizaje no formal, el del aprendizaje sociocultural en el contexto de comunidades de práctica, el de la mentoríacomo una forma de acumulación de capital social, el de la mentoría como un medio para el desarrollo de la identidadcomo científico, y las miradas desde la teoría social y cognitiva de la carrera.(AU)


In this article, the authors explain the origin and the current use of the term mentoring and describe some theoreticalframeworks that help to understand the processes and impact of mentoring in research: cognitive learning, non-formallearning, sociocultural learning in the context of communities of practice, mentoring as a form of social capital accumulation,mentoring as a way to develope the identity as a scientist, and the views from the social and cognitive theory of the career.(AU)


Assuntos
Humanos , Masculino , Feminino , Mentores/educação , Aprendizado Social , Práticas Interdisciplinares/métodos , Capital Social Cognitivo/educação , Mentores/classificação , Cognição , Aprendizagem Baseada em Problemas/métodos , Capital Social Cognitivo/métodos , Capital Social Cognitivo/tendências , Aprendizagem/classificação
11.
Evid. actual. práct. ambul ; 22(4): e002007, 2019. tab.
Artigo em Espanhol | LILACS | ID: biblio-1052728

RESUMO

En esta segunda entrega de EVIDENCIA describiremos: 1) las diferentes conceptualizaciones de mentoría propuestas por Chopra (mentor tradicional, el coach, el espónsor y el conector); 2) la evidencia con la que contamos respecto de la utilidad de la mentoría (en general y en las ciencias de la salud en particular); 3) las características de una buena mentoría y diferentes perfiles de malas mentorías. (AU)


In this second article in EVIDENCE we will describe: 1) the different mentoring conceptualizations proposed by Chopra(traditional mentor, coach, sponsor and connector); 2) the evidence we have regarding the usefulness of mentoring (ingeneral and in health sciences); 3) the characteristics of a good mentoring and different profiles of bad mentoring. (AU)


Assuntos
Humanos , Mentores/estatística & dados numéricos , Ciências da Saúde/educação , Pesquisa/educação , Mentores/classificação , Mentores/educação , Mentores/psicologia , Avaliação Educacional , Capacitação Profissional
12.
Educ. med. (Ed. impr.) ; 18(4): 262-266, oct.-dic. 2017. tab
Artigo em Espanhol | IBECS | ID: ibc-194533

RESUMO

OBJETIVO: Explorar de forma pragmática si existen diferencias en la competencia diagnóstica de médicos de atención primaria utilizando diferentes técnicas de imagen. MÉTODOS: Estudio observacional de corte transversal incluyendo 10 médicos residentes (RMF) y 10 médicos posresidentes del servicio de medicina familiar (PRMF) y 16 médicos residentes del servicio de diagnóstico por imágenes (RDI). Los participantes evaluaron 7 casos clínicos de atención primaria con sus respectivas radiografías. Se utilizaron radiografías impresas y digitales. Cada radiografía presentaba un hallazgo principal y varios hallazgos sutiles, definidos por un especialista en diagnóstico por imágenes. Se calculó el acuerdo intraindividuo e intragrupo. RESULTADOS: Se decidió considerar a los participantes del grupo como un único observador para estimar un kappa global. Para RMF fue de 0,48 (IC 95%: 0,35-0,61), para PRMF de 0,48 (IC 95%: 0,35-0,61) sin encontrarse diferencias significativas entre ambos grupos. Para los RDI el kappa fue de 0,58 (IC 95%: 0,48-0,69). La puntuación de la descripción de cada pregunta podía variar 0 y 10. El promedio de puntuación obtenido para método impreso y digital respectivamente fue: 4,15 y 4,15 para RMF; 4,2 y 3,77 para PRMF y 7,03 y 7,04 para RDI. CONCLUSIÓN: No se encontraron diferencias significativas en el uso de ambas técnicas para los 3 subgrupos, aunque existe una tendencia a mejor desempeño con método el digital entre los médicos residentes. El desempeño de los RMF fue significativamente menor que los RDI


OBJECTIVE: A study was designed to assess whether there were differences in the diagnostic skills of Primary Care Physicians using different diagnostic techniques. METHODS: A cross-sectional observational study was conducted that included 10 Family Medicine Residents (FMR), 10 Specialists in Family Medicine (SFM), and 16 Radiology Residents (RR) as a control group. The participants evaluated 7 real Primary Care cases with their respective printed and digital X-rays. Each radiograph had a main finding and several subtle findings, defined by specialist in diagnostic imaging. The intra- and extra-individual agreement was calculated. It was decided to consider the participants of a group as a single observer to calculate an overall Kappa. RESULTS: The overall Kappa coefficients between film and screen X- rays for FMR was 0.48 (95% CI; 0.35-0.61), for SFM 0.48 (95% CI; 0.35-0.61), and for the RR Group, 0.58 (95% CI; 0.48-0.69. The mean score (range from 0 to 10) obtained for the printed and digital method was 4.15 and 4.15 for the FMR, 4.2 and 3.77 for SFM, and 7.03 and 7.04 for RR, respectively. CONCLUSION: No significant differences were found in radiological diagnostic skills for the 3 groups in the use of both techniques, although there was a tendency of a better performance with the digital method among medical residents


Assuntos
Humanos , Interpretação de Imagem Radiográfica Assistida por Computador/métodos , Sistemas de Informação em Radiologia/estatística & dados numéricos , Tecnologia Radiológica/educação , Competência Profissional/estatística & dados numéricos , Educação Médica/tendências , Diagnóstico por Imagem/métodos , Atenção Primária à Saúde/estatística & dados numéricos , Estudos Transversais
14.
Educ. med. (Ed. impr.) ; 18(1): 56-60, ene.-mar. 2017. tab
Artigo em Espanhol | IBECS | ID: ibc-192809

RESUMO

INTRODUCCIÓN: La opinión de los diferentes actores es fundamental para el diseño curricular. El aporte de los docentes es especialmente desafiante para la definición del perfil del egresado en el nuevo currículo en nuestra facultad de medicina. MÉTODOS: Se desarrolló un dispositivo de 2 etapas para generar una lista de características del egresado que asegurara un alto consenso entre los docentes de la institución combinando sucesivamente la técnica nominal de grupo (dirigida a recabar todas las ideas que circulan entre los profesores sobre el perfil del egresado de la carrera de medicina) y de la técnica de Delphi (orientada a acordar y priorizar esas ideas). Fueron invitados a participar los 340 docentes a través de un mensaje electrónico. RESULTADOS: En la técnica nominal de grupo participaron 82 docentes repartidos en grupos de 10 participantes. Fueron generadas 553 ideas que fueron sintetizadas en 3 categorías con un total de 32 definiciones sobre las características del egresado. Del método Delphi participaron alrededor de 100 docentes en la primera ronda y unos 60 en la segunda. Según los criterios de acuerdo, luego de las 2 rondas quedaron incluidos 24 ítems y 9 fueron eliminados. Se elaboró una definición narrativa del perfil que se hizo circular entre toda la comunidad académica. CONCLUSIONES: Este proceso de 2 etapas permitió que, de una manera eficiente, se alcanzara la posibilidad de que todos los docentes de la institución universitaria pudieran participar de manera voluntaria y que se alcanzara un alto grado de acuerdo entre los que participaron efectivamente del proceso


INTRODUCTION: The input of the different stakeholders is fundamental for curriculum DESIGN: Faculty input is especially challenging for the definition of professional characteristics. METHODS: A 2-step process was designed to create a list of professional characteristics in order to ensure a high degree of consensus among faculties, combining nominal group technique (aimed to collect the Faculty ideas about professional characteristics¿ definition) and Delphi method (aimed to create consensus and set priorities in those ideas). All 340 faculties were invited to participate by an electronic message. RESULTS: In the nominal group technique, 82 faculties in 10 groups participated. More than 500 ideas were collected and synthesised in 3 categories with 32 ideas in each. In the Delphi method, 100 faculties in the first round and 60 in the second round participated. According to the agreement criteria, after the 2 rounds, 24 items were included and 9 were rejected. A narrative definition of the professional characteristics was composed and published to the academic community. CONCLUSIONS: This 2-step process efficiently allowed the voluntary participation of the Faculty and a major level of consensus was reached


Assuntos
Humanos , Docentes de Medicina , Educação Médica , Currículo
15.
Rev. méd. Urug ; 31(4): 272-281, dic. 2015. tab
Artigo em Espanhol | LILACS | ID: lil-778614

RESUMO

Introducción: el clima educativo (CE) desfavorable crea estrés en estudiantes de Medicina y médicos en formación. En ambos grupos es frecuente el síndrome de burnout (BO). El objetivo de este trabajo fue evaluar la correlación entre el CE y BO en una cohorte de estudiantes de Medicina que cursaron el ciclo Internado Obligatorio anual rotatorio durante el año 2013 en la Facultad de Medicina de la Universidad de la República del Uruguay. Material y método: se evaluaron 145 practicantes internos que contestaron el cuestionario PHEEM, que mide clima educacional, y el MBI, que mide burnout. Además, se registró edad, especialidad por la que rotaron, sexo y convivencia. Resultados: el 14,7% de los internos presentó BO. La media del CE total fue de 105,2. Para el grupo con BO la media fue de 92,3 y para el grupo sin BO fue de 107,6. La diferencia entre ambas medias fue estadísticamente significativa (p = 0,04). Se demostró una correlación negativa entre CE total con agotamiento emocional y con despersonalización, y positiva con realización personal. Las correlaciones de autonomía con agotamiento emocional (r = -0,45) y de soporte social con agotamiento emocional (r = -0,48) fueron significativas y de similar magnitud. Conclusiones: existe correlación significativa entre CE y BO entre los estudiantes del ciclo Internado Obligatorio. El grupo con BO percibe peor ambiente educacional, lo que sugiere que un deterioro de este último favorece el desarrollo del síndrome. Medir el CE puede contribuir a mejorar la calidad de la formación médica.


Abstract Introduction: unfavourable educational environments result in stressed medical students and doctors while they receive training. Both groups usually evidence cases of burn-out syndrome. This study aims to assess the correlation between the educational environment and the burn-out syndrome in a medical students' cohort who were attending the mandatory annual rotating internship during 2013 at the School of Medicine of the Republic of Uruguay. Method: one hundred and forty five medical interns were assessed through a questionnaire they were asked to answer (PHEEM), which measured the educational environments and BMI, which measure burn-out. Also, the age was recorded, as well as the area of specialization, sex and the effects of sharing a space to live. Results: 14,7% of medical interns evidenced burn- out syndrome. Average was 105.2 for the educational environment. The group with burn-out syndrome averaged 92.3 and the group without burn-out syndrome averaged 107.6. The difference between both averages was statistically significant (p = 0,04). A negative correlation was demonstrated between educational environment and emotional exhaustion and loss of personalization, and a positive one with self-realization. Correlations between autonomy and emotional exhaustion (r = 0,45) and social support and emotional exhaustion (r = -0,48) were significant and represented similar figures. Conclusions: there is significant correlation between the educational environments and burn-out syndrome in medical students during their mandatory residence programs. The group with burn-out syndrome noticed a worse educational environment, which suggests that the deterioration of the latter favored the onset of the syndrome. Measuring the educational context may contribute to improving the quality of medical training.


Resumo Introdução: o clima educativo (CE) desfavorável gera estresse nos estudantes de Medicina e médicos em formação. Em ambos os grupos é frequente a síndrome de burnout (BO). O objetivo deste trabalho foi avaliar a correlação entre o CE e o BO em uma coorte de estudantes de Medicina que fizeram o Internado obrigatório anual rotativo durante 2013 na Faculdade de Medicina da Universidad de la República del Uruguay. Material e método: foram avaliados 145 internos que responderam o questionário PHEEM, que mede clima educacional, e o BMI, que mede burnout. Foram registrados também dados como idade, as especialidades pelas quais passaram, sexo e convivência. Resultados: 14,7% dos internos apresentou BO. A média de CE total foi de 105,2. Para o grupo com BO a média foi de 92,3 e para o grupo sem BO foi de 107,6. A diferença entre ambas medias foi estatisticamente significativa (p = 0,04). Se demostró una correlación negativa entre CE total com esgotamento emocional e com despersonalização, e positiva com realização pessoal. As correlações de autonomia com esgotamento emocional (r = 0,45) e de apoio social com esgotamento emocional (r = -0,48) foram significativas com similar magnitude. Conclusoes: existe uma correlação significativa entre CE e BO entre os estudantes do ciclo Internado Obrigatório. O grupo com BO tem uma percepção pior do ambiente educacional, o que sugere que quando este se deteriora favorece o desenvolvimento da síndrome. Avaliar o CE pode contribuir a melhorar a qualidade da formação médica.


Assuntos
Humanos , Estudantes de Medicina , Esgotamento Profissional , Internato e Residência
16.
Arch. argent. pediatr ; 112(2): 119-123, abr. 2014. tab
Artigo em Espanhol | LILACS | ID: lil-708476

RESUMO

Objetivo. Evaluar la percepción de la calidad de la comunicación en el pase de guardia en las áreas de cuidados intensivos. Materiales y métodos. Estudio de corte transversal en un hospital universitario. Se evaluó la percepción de la calidad de la información sobre los pacientes recibida en el pase de guardia y la posibilidad de confundir la información de un paciente con la de otro, en los médicos que realizan guardias en las áreas de cuidados intensivos. Resultados. La información fue percibida como de "buena" calidad si el pase de guardia se desarrollaba en las áreas pediátricas (85,7%), en un ámbito tranquilo (74,4%), siguiendo una sistemática de presentación de pacientes (82,9%), si el médico estaba a cargo de menos de 17 pacientes (91%) y si había recibido formación para comunicarse en los pases de guardia (87,5%). No se observó una asociación significativa con las otras variables analizadas. La posibilidad de confundir la información de un paciente con la de otro fue percibida como "baja" si el pase se realizaba en áreas pediátricas (95,2%), se seguía una sistemática de presentación (80%), no existían más de tres interrupciones (84,6%), el médico estaba a cargo de menos de 17 pacientes (90,9%), había recibido formación para comunicar en el pase de guardia (91,7%) y era médico de planta (77,1%). Conclusiones. La percepción de la calidad de la información recibida en el pase de guardia y la posibilidad de confundir la información de un paciente con la de otro se asociaron con aspectos ambientales, organizativos y educacionales potencialmente mejorables.


Objective. To assess how the quality of communication is perceived during patient handoff in areas of intensive care. Materials and Methods. Cross-sectional study conducted at a university hospital. The study assessed the perception of the quality of information received during patient handoff and the chance of physicians working on-call shifts in intensive care areas mistaking the information of one patient with that of another one. Results. Information was perceived as being "good" quality when patient handoff took place in pediatric areas (85.7%), it was conducted in a calm environment (74.4%), it was performed according to a case presentation system (82.9%), the physician was responsible for less than 17 patients (91%), and training on handoff communication had been provided (87.5%). No significant association with the rest of the analyzed outcome measures was observed. The chance of mistaking information of one patient with that of another one was perceived as "low" when handoff took place in pediatric areas (95.2%), it was performed according to a case presentation system (80%), there were not more than three interruptions (84.6%), the physician was responsible for less than 17 patients (90.9%), training on handoff communication had been provided (91.7%), and the physician was a staff doctor (77.1%). Conclusions. The quality of information received during patient handoff and the chance of mistaking the information of one patient with that of another one were associated with environmental, organizational and educational aspects that can potentially be improved.


Assuntos
Humanos , Comunicação , Unidades de Terapia Intensiva , Transferência da Responsabilidade pelo Paciente , Atitude do Pessoal de Saúde , Estudos Transversais , Hospitais Universitários , Corpo Clínico Hospitalar
17.
Arch. argent. pediatr ; 112(2): 119-123, abr. 2014. tab
Artigo em Espanhol | BINACIS | ID: bin-132007

RESUMO

Objetivo. Evaluar la percepción de la calidad de la comunicación en el pase de guardia en las áreas de cuidados intensivos. Materiales y métodos. Estudio de corte transversal en un hospital universitario. Se evaluó la percepción de la calidad de la información sobre los pacientes recibida en el pase de guardia y la posibilidad de confundir la información de un paciente con la de otro, en los médicos que realizan guardias en las áreas de cuidados intensivos. Resultados. La información fue percibida como de "buena" calidad si el pase de guardia se desarrollaba en las áreas pediátricas (85,7%), en un ámbito tranquilo (74,4%), siguiendo una sistemática de presentación de pacientes (82,9%), si el médico estaba a cargo de menos de 17 pacientes (91%) y si había recibido formación para comunicarse en los pases de guardia (87,5%). No se observó una asociación significativa con las otras variables analizadas. La posibilidad de confundir la información de un paciente con la de otro fue percibida como "baja" si el pase se realizaba en áreas pediátricas (95,2%), se seguía una sistemática de presentación (80%), no existían más de tres interrupciones (84,6%), el médico estaba a cargo de menos de 17 pacientes (90,9%), había recibido formación para comunicar en el pase de guardia (91,7%) y era médico de planta (77,1%). Conclusiones. La percepción de la calidad de la información recibida en el pase de guardia y la posibilidad de confundir la información de un paciente con la de otro se asociaron con aspectos ambientales, organizativos y educacionales potencialmente mejorables.(AU)


Objective. To assess how the quality of communication is perceived during patient handoff in areas of intensive care. Materials and Methods. Cross-sectional study conducted at a university hospital. The study assessed the perception of the quality of information received during patient handoff and the chance of physicians working on-call shifts in intensive care areas mistaking the information of one patient with that of another one. Results. Information was perceived as being "good" quality when patient handoff took place in pediatric areas (85.7%), it was conducted in a calm environment (74.4%), it was performed according to a case presentation system (82.9%), the physician was responsible for less than 17 patients (91%), and training on handoff communication had been provided (87.5%). No significant association with the rest of the analyzed outcome measures was observed. The chance of mistaking information of one patient with that of another one was perceived as "low" when handoff took place in pediatric areas (95.2%), it was performed according to a case presentation system (80%), there were not more than three interruptions (84.6%), the physician was responsible for less than 17 patients (90.9%), training on handoff communication had been provided (91.7%), and the physician was a staff doctor (77.1%). Conclusions. The quality of information received during patient handoff and the chance of mistaking the information of one patient with that of another one were associated with environmental, organizational and educational aspects that can potentially be improved.(AU)

18.
Arch Argent Pediatr ; 112(2): 119-23, 2014 Apr.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-24584785

RESUMO

OBJECTIVE: To assess how the quality of communication is perceived during patient handoff in areas of intensive care. MATERIALS AND METHODS: Cross-sectional study conducted at a university hospital. The study assessed the perception of the quality of information received during patient handoff and the chance of physicians working on-call shifts in intensive care areas mistaking the information of one patient with that of another one. RESULTS: Information was perceived as being "good" quality when patient handoff took place in pediatric areas (85.7%), it was conducted in a calm environment (74.4%), it was performed according to a case presentation system (82.9%), the physician was responsible for less than 17 patients (91%), and training on handoff communication had been provided (87.5%). No significant association with the rest of the analyzed outcome measures was observed. The chance of mistaking information of one patient with that of another one was perceived as "low" when handoff took place in pediatric areas (95.2%), it was performed according to a case presentation system (80%), there were not more than three interruptions (84.6%), the physician was responsible for less than 17 patients (90.9%), training on handoff communication had been provided (91.7%), and the physician was a staff doctor (77.1%). CONCLUSIONS: The quality of information received during patient handoff and the chance of mistaking the information of one patient with that of another one were associated with environmental, organizational and educational aspects that can potentially be improved.


Assuntos
Comunicação , Unidades de Terapia Intensiva , Transferência da Responsabilidade pelo Paciente , Atitude do Pessoal de Saúde , Estudos Transversais , Hospitais Universitários , Humanos , Corpo Clínico Hospitalar
19.
Arch Argent Pediatr ; 112(1): 6-11, 2014 Feb.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-24566775

RESUMO

INTRODUCTION: The educational environment (EE) is related to satisfaction and achievement. A high prevalence of professional burnout (BO) syndrome has been reported in the residency. The objective of this study was to evaluate the correlation between EE and the presence of burnout in residency programs at a university hospital. POPULATION AND METHODS: Residents from five programs at Hospital Italiano de Buenos Aires were evaluated. The following items were recorded: specialty, year of residency, sex, nationality and coexistence. The Postgraduate Hospital Education Environment Measure (PHEEM) that evaluates autonomy, teaching and social support, was used to measure EE. Burnout was measured with the Maslach Burnout Inventory (MBI) that evaluates exhaustion, depersonalization, and personal accomplishment. RESULTS: Ninety two residents participated. The mean EE was 106.8 (more positive than negative environment). Out of the evaluated residents, 19.6% showed burnout. There were significant differences in the EE between the populations with and without burnout; mean values: 98.7 vs. 108.8 (p= 0.0056). A negative significant correlation was observed between EE and exhaustion (r= -0.24) and EE and depersonalization (r= -0.35) and a positive significant correlation was found between EE and personal accomplishment (r= 0.44). In the same sense, a greater correlation was observed between burnout and PHEEM autonomy subscale (r= -0.58; -0.41 and 0.46, respectively). CONCLUSIONS: In the residency, a significant correlation was found between the EE and burnout (reverse with exhaustion and depersonalization, and direct with personal accomplishment). This correlation had greater strength and the same sense for items evaluating autonomy.


Assuntos
Esgotamento Profissional/epidemiologia , Internato e Residência , Meio Social , Logro , Esgotamento Profissional/etiologia , Estudos Transversais , Despersonalização , Feminino , Hospitais Universitários , Humanos , Masculino
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