Twelve Tips for using Learning Curves in Health Professions Education Research.

Learning curves can be used to design, implement, and evaluate educational interventions. Attention to key aspects of the method can improve the fidelity of this representation of learning as well as its suitability for education and research purposes. This paper addresses when to use a learning curve, which graphical properties to consider, how to use learning curves quantitatively, and how to use observed thresholds to communicate meaning. We also address the associated ethics and policy considerations. We conclude with a best practices checklist for both educators and researchers seeking to use learning curves in their work.

Al término de la primera implementación de la malla curricular innovada 2015. Cohorte de médicos egresados (2017-2023). FCM-UNA. Historia, fortalezas, debilidades y nuevos desafíos / At the end of the first implementation of the innovated 2015 curriculum cohort of graduating physicians (2017-2023). FCM-UNA. History, strengths, weaknesses and new challenges

En la Facultad de Ciencias Médicas egresó en el año 2023 la primera cohorte de médicos formados con el nuevo currículum, implementado desde del 2017 como resultado del Proyecto de Innovación Curricular (PIC) desarrollado en los 5 años previos. La finalidad fue transitar de un currículum tradicional a uno orientado a competencias, integrado, pertinente a las necesidades sanitarias del entorno, incorporando la semestralidad, los créditos académicos y el Rotatorio Clínico preprofesional supervisado. La integración curricular es uno de los referentes más importantes de esta innovación. Se pretende aquí iniciar una narrativa que pase el testimonio histórico de esta transformación y reconozca el compromiso colectivo demostrado con la formación de profesionales médicos de excelencia. Se incluye el marco histórico, las fases del PIC, los criterios curriculares implicados, los equipos humanos participantes, la estructura organizacional para la implementación, el resumen de la evaluación de medio término y el escenario actual, donde de la evaluación de la implementación es fundamental para retroalimentar el proceso y generar la mejora continua.

The Faculty of Medical Sciences graduated in 2023 the first cohort of physicians trained with the new curriculum, implemented since 2017 as a result of the Curricular Innovation Project (CIP) developed in the previous 5 years. The purpose was to transition from a traditional curriculum to one that is competency-oriented, integrated, relevant to the health needs of the environment, incorporating the semester, academic credits and the supervised pre-professional Clinical Rotation. Curricular integration is one of the most important references of this innovation. It is intended here to initiate a narrative that passes the historical testimony of this transformation and recognizes the collective commitment demonstrated with the formation of medical professionals of excellence. It includes the historical framework, the phases of the CIP, the curricular criteria involved, the human teams involved, the organizational structure for the implementation, the summary of the mid-term evaluation and the current scenario, where the evaluation of the implementation is fundamental to feed back the process and generate continuous improvement.

Impact of A Required, Longitudinal Scholarly Project in Medical School: A Content Analysis of Medical Students' Reflections.

INTRODUCTION: Medical schools increasingly require students to complete scholarly projects. Scholarly project programs that are required and longitudinal require considerable resources to implement. It is necessary to understand medical students' perspectives on the impact of such programs. Students at the University of Pittsburgh School of Medicine participate in a required, longitudinal research program (LRP) throughout all years of medical school training. Authors studied students' perceptions of this program. METHODS: Fourth-year medical students submit a written report in which they reflect on their experience with the LRP. Qualitative analysis of students' written reflections was performed on 120 reports submitted 2012-2017. Content analysis was performed using an inductive approach in which investigators coded information and searched for emerging themes. RESULTS: Four themes were identified. First, students described engaging in many steps of the research process, with many participating in projects from conception to completion. Second, students reported the LRP provided opportunities for leadership and independence, and many found this to be meaningful. Third, students developed appreciation for the difficulty of the research process through challenges encountered and practiced problem solving. Fourth, students acquired skills useful across multiple career paths, including critical appraisal of scientific literature, teamwork, and communication. DISCUSSION: Through participation in a required, longitudinal research program, medical students reported gaining valuable skills in leadership, problem solving, critical thinking, and communication. Students found that the longitudinal nature of the program enabled meaningful research experiences. These educational impacts may be worth the effort of implementing and maintaining longitudinal research experiences for medical students. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01319-6.

Percepción de egresados de medicina de una universidad de Chile sobre el cumplimiento de objetivos curriculares del plan de estudios / Perception of medicine graduates of a Chilean university on the compliance of curricular objectives of the study plan

Introducción: Como parte del programa de retroalimentación curricular de la unidad de educación médica de la carrera de medicina de la Universidad de Antofagasta, se aplicó una encuesta a la cohorte recién egresada de médicos cirujanos correspondiente a 2018. Objetivo: Conocer su percepción respecto al cumplimiento de los objetivos curriculares del plan de estudios de la carrera de medicina. Sujetos y métodos: Estudio cuantitativo descriptivo que consideró un censo a los egresados del período 2018 aprobados en el Examen Único Nacional de Conocimientos de Medicina. El instrumento midió los grados de acuerdo y desacuerdo respecto a los objetivos curriculares (enunciados) plasmados en el plan de estudios de la carrera. Resultados: Los objetivos curriculares sobre formación biopsicosocial, respeto a la dignidad de las personas, formación en prevención y promoción de la salud, y formación de un profesional con sentido ético obtienen alta cantidad de frecuencias, concentradas en los grados de acuerdo. Se aprecian frecuencias negativas más altas (aunque no mayoritarias) en dos objetivos curriculares: formación biopsicosocial, y prevención y promoción en salud. Conclusiones: Existe una valoración positiva del cumplimiento de los objetivos curriculares del plan de estudios de la carrera de medicina; no obstante, deben reforzarse los que obtienen frecuencias absolutas más altas en grados de desacuerdo, a través de actividades que revelen aspectos biopsicosociales en formación.(AU)

Introduction: As part of the curricular feedback program of the Medical Education Unit of the Medical School of the University of Antofagasta, a survey was applied to the recently graduated cohort of surgeons corresponding to the year 2018. Aim: To know their perception regarding the fulfillment of the curricular objectives of the study plan of the medicine career. Subjects and methods: Quantitative-descriptive study, which considered a census of the graduates of the 2018 period approved in the Single National Examination of Medicine Knowledge. The instrument measured the degrees of agreement and disagreement with respect to the curricular objectives (statements) set out in the study plan of the degree. Results: The curricular objectives on biopsychosocial training, respect for the dignity of people, training in prevention and health promotion, training of a professional with an ethical sense, obtain a high number of frequencies, concentrated in degrees of agreement. Higher negative frequencies (although not majority) are seen in two curricular objectives: biopsychosocial training and prevention and promotion in health.Conclusions: There is a positive assessment of the fulfillment of the curricular objectives of the study plan of the medicine career, however, those that obtain higher absolute frequencies in degrees of disagreement should be reinforced, through activities that reveal biopsychosocial aspects in training.(AU)

A Process and Rubric for a Group to Review the Quality of a Medical Education Course/Clerkship.

Introduction: Reviewing elements of a curriculum, such as courses and clerkships in medical school, is an essential part of the quality improvement process. Yet there is a gap in the literature in terms of actual rubrics for evaluating course quality in medical schools. Methods: This resource describes a course review process and rubric to evaluate course quality: A subcommittee of faculty members and students evaluates goals, content and delivery, assessment, feedback to students, grading, and student feedback for each course with the rubric. Course directors, Curriculum Committee members, and Curriculum Evaluation Subcommittee members were surveyed on their perception of the process. Results: A large majority of Curriculum Committee and Curriculum Evaluation Subcommittee members agreed that the review process was objective (100%), provided an evaluation of course quality (>95%), helped identify areas of improvement/strengths (>91%) and issues/concerns in the curriculum (>95%), helped them become more familiar with the curriculum (>90%), and was a catalyst for changes in a course (>77%). Course/clerkship directors had less agreement that the course review process was a catalyst for curriculum changes (46%) and that the process helped identify areas of improvement for a course (62%). Discussion: This curriculum evaluation process provides a resource for other institutions to use and/or modify for their own course evaluation process. All stakeholders in the review process agreed that the evaluation process was successful in identifying areas that worked and did not work in courses.

Evaluación curricular interna de un curso propio del plan de estudios D de la carrera de medicina / Curricular evaluation of an own course of the curriculum D of the career of Medicine

Introducción: En el curso académico 2014-2015 se aplicó el plan de estudio D perfeccionado en la carrera de medicina y se imparte el curso propio de reanimación cardiopulmonar cerebral básica. Objetivos: Describir los resultados de la evaluación curricular interna o autoevaluación del curso propio impartido y proponer modificaciones al programa institucional acreditado. Métodos: Se realizó una investigación cualitativa y cuantitativa de corte transversal, en el periodo comprendido de septiembre a diciembre del año 2017. Se aplicó el cuestionario de evaluación del currículo, elaborado por el autor y validado sobre la base de criterios de expertos. En el instrumento, los estudiantes respondieron a 38 afirmaciones en relación a distintos aspectos del programa de estudio del curso que culminaron (pertinencia, objetivos, contenidos, actividades del proceso docente educativo, la evaluación, distribución del tiempo, recursos, coordinación interna, cumplimiento de objetivos y sobre el equipo docente). Resultados: El cuestionario aplicado mostró alta satisfacción con la asignatura, sus objetivos, los contenidos, las clases prácticas y el trabajo de los profesores. Los alumnos evaluados consideran pertinente la inserción temprana de la temática en el plan de estudio de la carrera y proponen su reevaluación en años posteriores. Los estudiantes valoraron como insuficiencias, la distribución del tiempo y la aplicación del seminario integrador final propuesto en la evaluación certificativa del curso. Conclusiones: Los resultados respaldaron la necesidad de efectuar cambios y mejoras en el diseño curricular y el programa institucional acreditado(AU)

Introduction: In the academic year 2014-2015, the study program D was started in the medical career and the basic course of basic cardiopulmonary cerebral resuscitation is taught. Objectives: To describe the results of the internal curricular evaluation or self-evaluation of the own course taught and to propose modifications to the accredited institutional program. Methods: Qualitative and quantitative cross-sectional research was carried out in the period from September to December 2017. The curriculum evaluation questionnaire was applied, prepared by the author and validated based on expert criteria. In the instrument, students responded to 38 affirmations in relation to different aspects of the study program of the course that culminated (relevance, objectives, contents, activities of the educational teaching process, evaluation, distribution of time, resources, internal coordination, compliance with objectives and about the teaching team). Results: The applied questionnaire showed high satisfaction with the subject, its objectives, contents, practical classes and the work of the teachers. The evaluated students consider the early insertion of the subject into the career study program and propose its re-evaluation in later years. The students assessed as insufficiencies, the distribution of time and the application of the final integrating seminar proposed in the course's certification evaluation. Conclusions: The results supported the need to make changes and improvements in the curricular design and the accredited institutional program(AU)

Evaluación del perfil profesional en Sistemas de Información, Bibliotecología y Archivística de la Universidad de La Salle, Colombia, desde la perspectiva de los egresados / Evaluation of the professional profile in Information Systems, Library Science and Archival Science at the University of La Salle, Colombia, from the perspective of graduates

El objetivo de este artículo es evaluar el perfil del profesional en Sistemas de Información, Bibliotecología y Archivística, declarado en el diseño curricular del programa del mismo nombre, perteneciente a la Universidad de La Salle, de Bogotá, Colombia. Los referentes teóricos en los cuales se fundamenta el estudio asumen que la evaluación de los perfiles profesionales es uno de los componentes estratégicos en la identificación de la pertinencia del currículo, sobre cuya base deben proponerse ajustes y cambios para alinear las ofertas formativas a las necesidades impuestas por las tendencias de los campos de conocimientos y las demandas de los mercados laborales, en los cuales los egresados han logrado acumular información valiosa que retroalimentan dichos perfiles. El enfoque cualitativo y la técnica del grupo focal fueron los elementos esenciales de la metodología. Participaron diez egresados del Programa, que ocupaban cargos directivos y de coordinación, al momento de la ejecución de la investigación. Los principales resultados reconocen los siguientes aspectos como de alta pertinencia en la formación: gerencia de proyectos, gestión presupuestal, innovación, gestión de calidad, gestión del conocimiento, planeación de proyectos de tecnologías aplicadas a la gestión documental, gestión digital de contenidos y conservación preventiva del patrimonio documental en formatos físicos y digitales. Las conclusiones señalan que la evaluación del perfil profesional debe ser una tarea permanente, teniendo en cuenta los cambios constantes que se producen, para lograr sincronizar las ofertas curriculares de las instituciones formadoras con las demandas de los sectores socioproductivos y el avance de la ciencia y la tecnología(AU)

The objective of the present study is to evaluate the professional profile in Information Systems, Library Science and Archival Science declared in the curricular design of the corresponding program at the University of La Salle in Bogotá, Colombia. The study is based on theoretical criteria according to which evaluation of professional profiles is a strategic component in the identification of curricular relevance, on the basis of which adjustments and changes must be proposed aimed at aligning the training offers to the needs imposed by trends in the fields of knowledge and the demands of the labor markets where graduates have accumulated valuable information serving as feedback for those profiles. The qualitative approach and the focal group technique were the essential elements in the methodology. Ten graduates from the Program participated, all of whom held managerial and coordination posts when the study was performed. According to the main results obtained, the following aspects are all highly relevant to the training: project management, budget management, innovation, quality management, knowledge management, planning of projects related to technologies applied to document management, digital management of contents, and preventive conservation of the document heritage in physical and digital formats. It is concluded that professional profile evaluation should be a permanent task which takes account of the constant changes that occur, so as to synchronize the curricular offers of training institutions to the demands of socio-productive sectors and the advancement of science and technology(AU)

Evaluación del diseño curricular del plan de estudios de la Licenciatura en Bioanálisis Clínico / Curriculum design evaluation of the syllabus in the Bioanalysis Clinical Degree

Se realizó el análisis curricular de los planes de estudios D y modificados D1 y D2 y el análisis cuantitativo de las mallas curriculares o plan del proceso docente a partir de la organización de las asignaturas por ciclos, distribución de los componentes académico y laboral, frondosidad y quantum de flexibilidad del currículo. El objetivo de la investigación es evaluar el diseño curricular del plan de estudios de la carrera de Bioanálisis Clínico. Se concluye que hay deficiencias en el nuevo plan al no definirse los aspectos que deben integrarse en el macro, meso y micro currículo de una carrera universitaria, no están diseñadas las estrategias curriculares, los programas de las disciplinas ni el plan de la bibliografía básica, lo cual atenta contra la planificación y organización del proceso docente educativo, una asimilación consciente y por ende una correcta formación de conocimientos y habilidades que permitan solucionar exitosamente los problemas profesionales.

The curriculum analysis of the syllabus D, D1 and D2 were performedas well as the quantitative analysis of the curricular nets or plan of the teaching process from the organization of the subjects by cycles, distribution of academic and labour components, luxuriance and quantum of flexibility within the curriculum. The objective of the research is to evaluate the curriculum design of the syllabus for the Bioanalysis Clinical Degree. It is concluded that there are lacks in the new plan as the aspects that should be integrated in the macro, meso and micro curriculum of a college degree are not well defined, the curricular strategies are not designed neither the disciplines programs nor the plan of the basic bibliography, which infringes on the planning and organization of the educational teaching process. A conscious assimilation and therefore a correct formation of knowledge and skills that allow to solve successfully the professional problems.

Avaliação curricular na educação superior em odontologia: discutindo as mudanças curriculares na formação em saúde no Brasil / Curricular evaluation of higher education in dentistry: a discussion about the effects of curriculum changes on health care training in Brazil

O objetivo do estudo foi analisar o desenvolvimento do processo de mudanças curriculares na formação superior em Odontologia em uma Universidade Federal no Sul do Brasil. O método de investigação foi predominantemente qualitativo (estudo de caso). Foram convidados a participar do estudo todos os estudantes do 1º ao 10º semestre do curso. A coleta de dados envolveu a análise de documentos e aplicação de questionário semiestruturado. Os dados objetivos foram analisados pelo software estatístico SPSS versão 18.0 e os relatos foram interpretados por meio da análise de conteúdo. Participaram do estudo 360 estudantes (taxa de resposta 88,5%), sendo a maioria mulheres (69,2%), jovens (58,1% com idade entre 17 a 22 anos), solteiros (96,4%) e sem filhos (98,3%). Grande parte dos estudantes acredita estar recebendo uma sólida formação para atuar no mercado de trabalho e mostrou-se satisfeito com o curso. Como potencialidades, os estudantes destacaram o atual currículo que enfatiza a humanização da saúde e os ganhos na formação com o período dos estágios curriculares supervisionados no Sistema Único de Saúde. Fragilidades foram apontadas em alguns aspectos da integração curricular e em relação ao processo de avaliação das aprendizagens. Recomenda-se a avaliação do currículo, de modo contínuo e formador, permitindo sua transformação/reconstrução no curso de seu desenvolvimento (AU).

The aim of this study was to analyze the effects of the process of curricular change implemented in the dental school of a federal university in southern Brazil. The research method was mostly qualitative (case study). All students from the 1st to the 10th semester were invited to participate. Data collection involved analysis of documents and application of a semi-structured questionnaire. Data were analyzed using SPSS 18.0 statistical software, and the reports were interpreted by content analysis. A total of 360 students participated in the study (88.5% response rate), most of whom were females (69.2%), young adults (58.1% aged 17 to 22 years), single (96.4%) and without children (98.3%). A significant part of the students think that they are receiving a sound education that will allow them to enter the job market and are satisfied with their course. Among the potential benefits, students highlighted the current curriculum that emphasizes the humanization of healthcare and improvements in their training as a result of supervised internships in the Public Health System. Some weaknesses were identified in respect to parts of the curricular integration and also to the process of student performance assessment. Continuous and integrated evaluation of the institution's curriculum is recommended to allow it to be transformed and reconstructed as it is developed (AU).

El aprendizaje de estudiantes de Medicina durante su internado en tres hospitales en Nayarit, México / Learning acquired by medical students during their internship in three hospitals in Nayarit, Mexico

Con el objetivo de comparar el aprendizaje de habilidades clínicas en estudiantes de la Universidad Autónoma de Nayarit que desarrollaron su internado de pregrado en tres instituciones hospitalarias del Sistema Nacional de Salud, se realizaron pruebas objetivas al inicio y fin del periodo y cuestionario con preguntas abiertas y semicerradas. Se efectuaron análisis no paramétricos para comparación de grupos y análisis discriminante para identificar las variables más útiles para diferenciar las instituciones en relación al ambiente. Se obtuvo diferencia en al menos una de las comparaciones entre instituciones; la mayoría de los estudiantes en las tres instituciones percibió que sus tutores tuvieron de regular a mala disposición para la enseñanza o para permitirles participar en las actividades académicas y fue el jefe de enseñanza el encargado de coordinar las sesiones académicas. El análisis discriminante demostró que las variables más influyentes en la discriminación resultaron el papel del coordinador y la calidad de las actividades académicas, las horas de sueño y el tamaño de los grupos de internos asignados a las guardias. En las tres instituciones existió un incremento significativo del aprendizaje de habilidades clínicas entre el inicio y el fin del internado, con un nivel mayor en el aprendizaje en la sede del IMSS

A comparative study of the learning of clinical skills was carried out in Universidad Autónoma de Nayarit in Mexico. The participating students, who developed their undergraduate internship in three different hospitals of the national health care system of that country, answered a questionnaire including open and semi-close questions. The non-parametric analysis compared the groups whereas the discriminating analysis identified the most useful variables, differentiated the institutions with respect to the environment and revealed the opinions of the medical students about the undergraduate internship period. Some differences were noted at least in one of the comparisons among the institutions; the majority of students from the three institutions perceived that their tutors´willingness to teach them or to allow them participate in the academic activities was not good in general, so it is the head of education who is in charge of coordinating the academic sessions. The most influential variables in the discriminatory analysis were the role of the coordinator and the quality of the academic activities, the sleeping hours and the size of the groups of interns assigned to the medical calls. Significant rise of the clinical skill learning was observed in the three institutions when comparing the results from the beginning to the end of the internship period, being the level of learning higher in the Instituto Mexicano del Seguro Social (IMSS)

Análisis Histórico-Comparativo del Currículum Médico en dos Facultades Mexicanas de Medicina / Historical Comparative Analysis of the Medical Curriculum in Two Mexican Schools of Medicine

Introducción. La Facultad de Medicina de la Universidad Autónoma del Estado de México (FM-UAEM), ha desarrollado siete planes de estudio en sus 50 años de vida, en respuesta a las exigencias educativas y de salud de las pasadas décadas, por lo que el presente estudio se centra en el análisis del currículo 1985 de la Licenciatura de Médico Cirujano de la FM-UAEM y los curricula 1985 y 1995 de la Facultad de Medicina de la Universidad Nacional Autónoma de México (FM-UNAM). Material y métodos. Se realizó un estudio analítico, documental, histórico, transversal y comparativo. Las categorías de análisis fueron: objetivo de la carrera, modelo curricular y plan de estudios. En este último, se analiza la distribución de los créditos académicos así como de horas/semana. Resultados. Los resultados muestran que no existen diferencias en términos del objetivo de la carrera. El modelo curricular es rígido y con predominancia del enfoque flexneriano. No se observa diferencia importante en el total de créditos, sin embargo, la diferencia en el total de horas/semana entre ambas instituciones es significativa. Independientemente de las asignaturas, el estudio hace evidente que el currículo de la FM-UAEM se encuentra proporcionalmente distribuido en torno a créditos académicos y horas/semana por grado escolar. Conclusión. El plan de estudios de 1985 de la FM-UAEM carece de una carga académica eficiente, ofreciendo al alumno múltiples actividades académicas escolarizadas, lo que no responde a las tendencias actuales de la enseñanza de la medicina.

Introduction. The Faculty of Medicine of the Mexico State Autonomous University (FM-UAEM) has developed seven syllabuses along its 50 years of existence to face the educational and health demands of past decades. The present study focuses on analyzing the 1985 curriculum of the Undergraduate Course of Medical Surgeon of the FM-UAEM and the 1985 and 1995 curricula of the Faculty of Medicine of the National Autonomous University of Mexico (FM-UNAM). Material and methods. A historical comparative study was carried out to analyze the following categories: objective of the career, curricular model, and syllabus, in which the distribution of academic credits and hours / week is as well examined. Results. Results showed similarities concerning the objective of the career, a rigid curricular pattern, and a predominance of Flexner view. There are no important differences in the total of credits; however, there is a significant difference in the total of hours / week between institutions. Regardless of the subjects, the study showed that the curriculum of FM-UAEM is proportionally distributed concerning the academic credits and hours / week per school grade. Conclusion. The 1985 syllabus of the FM-UAEM lacks of an efficiently academic significance, offering the student multiple academic activities and ignoring the current trends of medical teaching.

Reflexiones acerca del perfeccionamiento del plan de estudio de la Licenciatura en Enfermería / Reflexions on the improvement of the curriculum of Nursing Baccalaureate

A partir de la información obtenida en el curso académico 2003-2004 en la evaluación curricular realizada a la aplicación del plan de estudio de la Licenciatura en Enfermería correspondiente al nuevo modelo pedagógico, el análisis del currículo y de los documentos que establecen los requisitos para los planes de estudio "D", así como de la recogida de información de interés con informantes clave, se elaboró un listado de los principales problemas por resolver para lograr una adecuada pertinencia del plan de estudio y de los programas de la Licenciatura en Enfermería para su transformación en plan de estudio "D". Los resultados sugirieron la necesidad de desarrollar un amplio e intenso proceso participativo que, al mismo tiempo que lleve adelante las transformaciones del diseño curricular, siente las bases para lograr un compromiso efectivo de los profesores y de las autoridades de las instituciones docente-asistenciales con la formación de los futuros profesionales bajo las condiciones establecidas por el nuevo modelo pedagógico y los planes de estudio "D"

Starting from the information obtained in the academic course 2003-2004 in the curricular evaluation of the application of the Nursing Baccalaureate curriculum corresponding to the new pedagogical model, the analysis of the curriculum, the documents establishing the requisites for the curricula "D", and the collection of information of interest with key informants, it was made a list of the main problems pending of solution to attain an adequate pertinence of the curriculum and of the syllabuses of Nursing Baccalaureate for their transformation into curriculum D. The results suggested the necessity to develop a broad and intensive participative process that go ahead with the transformations of the curricular design and lay down the foundations to achieve an effective commitment of the professors of the teaching assistance institutions with the training of the future professionals under the conditions established by the new pedagogical model and the curricula "D".