RESUMO
La redacción de artículos científicos es una de las competencias necesarias y solicitadas por los profesionales de la salud. Existen distintos formatos de cursos para adquirirlas, pero no siempre se evalúa objetivamente su impacto. Con un diseño experimental abierto y no aleatorizado, el estudio SCRIU-B pretende evaluar la adquisición de competencias en redacción científica tras la realización de cursos de formación específicos (presenciales y en línea), así como la satisfacción de los participantes. Se incluye un grupo control con alumnado de otras actividades formativas no relacionadas con la escritura científica. Mediante distintos cuestionarios de evaluación de conocimientos, actitudes y habilidades, se evaluará y comparará la mejora en competencias en redacción científica. Los resultados del estudio permitirán valorar la utilidad de los cursos y optimizar su formato e implementación. (AU)
Scientific writing is one of the competences required and requested by health professionals. There are several course formats designed for acquiring these competences, although the improvement after taking part in these courses is not always demonstrated. Through an open and non-randomized experimental design, the SCRIU-B study aims to evaluate the acquisition of competencies in scientific writing after specific training courses (face-to-face and online) as well as the satisfaction of the participants with these courses. A control group with participants from other training workshops not related to scientific writing is included. Through different questionnaires about knowledge, attitudes and skills we will evaluate and compare the improvement of their scientific writing skills. The results of the study will allow us to assess the usefulness of these courses and improve their format and implementation. (AU)
Assuntos
Humanos , Educação Médica Continuada , Publicações Científicas e Técnicas , Redação , Satisfação Pessoal , Inquéritos e Questionários , Estudos de Intervenção , Conhecimentos, Atitudes e Prática em SaúdeRESUMO
Scientific writing is one of the competences required and requested by health professionals. There are several course formats designed for acquiring these competences, although the improvement after taking part in these courses is not always demonstrated. Through an open and non-randomized experimental design, the SCRIU-B study aims to evaluate the acquisition of competencies in scientific writing after specific training courses (face-to-face and online) as well as the satisfaction of the participants with these courses. A control group with participants from other training workshops not related to scientific writing is included. Through different questionnaires about knowledge, attitudes and skills we will evaluate and compare the improvement of their scientific writing skills. The results of the study will allow us to assess the usefulness of these courses and improve their format and implementation.
Assuntos
Pessoal de Saúde , Redação , Atitude , Humanos , Inquéritos e QuestionáriosRESUMO
RESUMEN Objetivo: revisar los conceptos que subyacen al trabajo de parto con feto en presentación pelviana, su semiología y las maniobras obstétricas que facilitan un resultado materno perinatal exitoso. Materiales y métodos: a partir de un caso hipotético que ambienta de manera práctica el tema, se crea un documento explicativo construido a partir de una revisión narrativa, en donde se examinan los preceptos relacionados con el diagnóstico, el mecanismo del parto en presentación pelviana y el manejo intraparto de la gestante, con énfasis en la adecuada ejecución de las maniobras que facilitan la extracción fetal. Resultados: el parto en presentación pelviana debe ser atendido por vía vaginal cuando se encuentra en periodo expulsivo con encajamiento cumplido. Para su diagnóstico y atención es esencial hacer una adecuada identificación de la presentación, así como conocer su fisiología, la indicación y adecuada ejecución de las maniobras obstétricas que facilitan un parto sin complicaciones. Conclusiones: el mecanismo del parto en presentación pelviana es complejo y requiere, cuando no hay otra alternativa para la atención, que tanto el obstetra como el médico general conozcan su fisiología y las múltiples maniobras obstétricas que facilitan obtener buen resultado materno perinatal.
ABSTRACT Objective: To review the concepts underlying breech presentation delivery as well as the semiology and the obstetric maneuvers contributing to a successful perinatal maternal outcome. Materials and methods: Based on a hypothetical scenario to set the stage for a practical approach to the topic, an explanatory paper built on a narrative review is created in order to examine the principles related to diagnosis, mechanism of delivery and maternal care, emphasizing maneuvers to ease fetal extraction. Results: Breech presentation delivery must be managed through the vaginal canal when already in the expulsion phase with fetal engagement. For diagnosis and care, it is essential to know the unique semiology and physiology of this condition as well as the obstetric maneuvers to facilitate an uncomplicated delivery. Conclusions: The mechanism of childbirth in breech presentation is complex and requires knowledge of its physiology and multiple obstetric maneuvers on the part of the obstetrician as well as the general practitioner, in order to ensure adequate care when there is no other option.
Assuntos
Humanos , Gravidez , Recém-Nascido , Complicações do Trabalho de Parto , Apresentação Pélvica , Distocia , Educação Médica ContinuadaRESUMO
The Spanish Paediatric Association (AEP) has, among its objectives, to develop activities aimed at the training of its members. Thus, in 2013, it began its most ambitious training project, the virtual platform, «Continuum¼. Now it presents a new section aimed at Internal Medicine Residents (MIR) in Paediatrics and their tutors: «I Prepare My Rotation By¼ (PMRP), which has as objectives to reduce the variation in MIR training, to help the tutors in their teaching function, to facilitate collaborative and skill-based learning, reflective training, and the resolving of the particular problems of the professional profile of each paediatric speciality. PMRP is split into three main sections: «From where do we start¼ (with the sub-sections: self-assessment questionnaire and learning agreement), «Situations to resolve¼ (where the clinical scenarios that have been selected in the learning agreement are broken down), and «To where have we got¼ (which includes again the sub-sections at the beginning of the rotation in order to check if the expected objectives have been reached, and the assessment report). It also has other resources: prior knowledge, portfolio, and discussion forum. Five features of the proposed training model should be highlighted: the clinical scenario as a starting point; skill-based learning (based on the Global Paediatric Educational Consortium); the assessment as a training stimulus; the power of collaborative learning, and the participation of the different specialist societies of the AEP in the development of its contents.
Assuntos
Educação Baseada em Competências , Internato e Residência , Pediatria/educação , Criança , Competência Clínica , Currículo , Avaliação Educacional , Humanos , Sociedades Médicas , Espanha , EspecializaçãoRESUMO
Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum.
Assuntos
Educação Baseada em Competências , Educação Continuada , Pediatria/educação , Currículo , Educação a Distância , HumanosRESUMO
Antecedentes: los servidos de salud deben buscar siempre el mejoramiento de la calidad de la atención en salud. Una de las formas de lograrlo es colocando a disposición de los médicos mecanismos de educación continuada. El conocimiento actualizado es un factor esencial cuando se quiere lograr la excelencia en el acto médico y la educación continuada es parte de la solución al problema. La práctica médica requiere profesionales permanentemente actualizados. Objetivos: evaluar una estrategia de intervención en educación médica continuada (EMC) para los médicos generales de primer nivel de atención de la red del sur occidente de la Secretaría Distrital de Salud. Población y metodología: se evaluaron 82 de 140 médicos para definir las necesidades en EMC y definir los contenidos de un curso de actualización. Antes y después del curso se evaluaron conocimientos con un examen y desempeño mediante la auditoría de una muestra de historias clínicas (n = 234). Resultados: de los 140 médicos de la red. el 60% son hombres y el 40% mujeres con un promedio de edad de 32.5 años. Realizando el año de servicio social obligatorio hay 20.6%. Se inscribieron 98 médicos (88% del total de 140) y asistieron al curso 54 (49.4%). Al menos al 50% del curso asistieron 54 médicos (55%), 30 hombres (56%) y 24 mujeres (44%). La evaluación del curso por los participantes fue: contenidos, 4.36; cumplimiento, 4.43, y materiales, 3.92. El promedio en los exámenes previos fue de 2.27/5.0 (DS 0.90) y posteriores fue de 2.90 (DS 0.55). Se hicieron auditorías a 122 historias clínicas de control prenatal de primera vez (78 antes y 44 después de la intervención) que mostraron, antes del curso, pobres resultados en los aspectos relacionados con el diagnóstico y las intervenciones, y mejoraría significativa entre los asistentes en los aspectos administrativos, de anamnesis y de diagnóstico, y a 112 historias de control de crecimiento y desarrollo en pediatría (76 antes y 36 después de la intervención) que en la evaluación pre-intervención mostraron pobres resultados en la anamnesis e intervenciones y mejoría significativa entre los asistentes en los aspectos administrativos. Conclusiones y recomendaciones: los médicos generales confirmaron la necesidad de EMC y su satisfacción al realizarla. Sin embargo, el impacto de un curso corto con múltiples temas es limitado y por ello es recomendable considerar la realización de cursos específicos y de mayor profundidad. Se sugiere añadir a la evaluación de conocimientos el uso de nuevas estrategias como la auditoría de las historias clínicas, para así establecer el impacto de la EMC en la atención de los pacientes.
Background: Health services should always seek to improve the quality of health care. One of the ways to achieve this is by making continuing education mechanisms available to physicians. Up-to-date knowledge is an essential factor in achieving excellence in medical practice and continuing education is part of the solution to the problem. Medical practice requires permanently updated professionals. Objectives: to evaluate an intervention strategy in continuing medical education (CME) for general practitioners at the first level of care of the southwestern network of the District Health Secretariat. Population and methodology: 82 out of 140 physicians were evaluated to define the needs in CME and to define the contents of a refresher course. Before and after the course, knowledge was evaluated with a test and performance was assessed by auditing a sample of medical records (n = 234). Results: of the 140 physicians in the network, 60% were men and 40% women with an average age of 32.5 years. There are 20.6% performing the year of compulsory social service. Ninety-eight physicians registered (88% of the total 140) and 54 (49.4%) attended the course. At least 50% of the course was attended by 54 physicians (55%), 30 men (56%) and 24 women (44%). The evaluation of the course by the participants was: contents, 4.36; compliance, 4.43, and materials, 3.92. The average pre-test score was 2.27/5.0 (SD 0.90) and post-test score was 2.90 (SD 0.55). We audited 122 first-time prenatal care records (78 before and 44 after the intervention) that showed, before the course, poor results in aspects related to diagnosis and interventions, and significant improvement among attendees in administrative, anamnesis and diagnostic aspects, and 112 pediatric growth and development records (76 before and 36 after the intervention) that in the pre-intervention evaluation showed poor results in anamnesis and interventions and significant improvement among attendees in administrative aspects. Conclusions and recommendations: the general practitioners confirmed the need for CME and their satisfaction with it. However, the impact of a short course with multiple topics is limited and therefore it is advisable to consider specific and more in-depth courses. It is suggested to add to the evaluation of knowledge the use of new strategies such as the audit of medical records, in order to establish the impact of the CME on patient care.
