A multifactorial community intervention programme in people >or=70 years did not reduce the number of falls at 2 years, but a tendency to reduce their consequences was observed, and could be integrated within routine care activities.
When assessing the utility of CRONIGICAT, we believe that progress has been made mainly in its implantation, which has acted as a catalyst for a self-directed shift to a better chronic care model and has identified areas for improvement. We believe that the CRONIGICAT is viable and sustainable, since its actions and projects are integrated within routine clinical practice.
In both groups the prevalence of people who had fallen coincided with most other studies. Nor were there relevant differences concerning the main features of the falls and the lesions occasioned.
Traditonal learning and assessment systems are overwhelmed when it comes to addressing the complex and mult-dimensional problems of clinical communicaton and professional practce. This paper shows results of a training program in clinical communicaton under Problem Based Learning (PBL) methodology and correlaton between student self-assessment and teachers assessment. This involves a qualitatve-quanttatve cross-sectonal study in usual practce in the 2nd year of the degree in Medicine. Teaching methodology is PBL, including 15 associate professors and 90 students. Educatonal tools for learning: PBL cases and seminars (video recorded, theoretcal-practcal lectures). Assessment tools: Tutorials on those cases worked on PBL (40%), knowledge test (30%), assessment of a case with PBL methodology (20%) and video recording report (10%). Communicaton skills are evidenced by CICCA-D scale (Connect-Understand-Identfy-Agree-Help-Decision). Variables: academic performance, score on CICCA-D and academic methodological assessment. The analysis is carried out using descriptve statstcs, calculatng the intra-class correlaton coefcients and weighted Kappa index with quadratc weights. 92.2% of students passed the course on the frst round. In a range between 0 and 34 points students' self-assessment scored 13 (SD ± 5) points and teachers' 16 (SD ±7). A weak (21%-41%) or poor (< 20%) correlaton was obtained between teachers and students for all questons on CICCA-D. The authors suggest a summatve assessment using diferent instruments and techniques to assess clinical communicaton skills from the frst year onwards, and highlight the key role of self-assessment, peer assessment and the use of video recording techniques along with feedback in formatve assessment.
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