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 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.
Introduction: As part of the training framework for medical specialities, it is vital to provide an agreed list of the type and number of practices involved in the professional work of a given specialty. Thus, the purpose of this study is to define a list of minimum procedures to ensure competence in Gastrointestinal Endoscopy based on a structured and agreed upon process, as well as to explore the opinions of experts in gastrointestinal endoscopy on the training of endoscopy physicians in Argentina and the need to certify competencies.Materials and Methods: a mixed-method prospective study was carried out using the Delphi method as a qualitative group research technique, followed by the implementation of a structured survey.Results: The final consolidated list included 17 procedures considered essential for certification of competence in gastrointestinal endoscopy. Median was used given the range in the minimum number of procedures required to achieve competence. In the case of upper gastrointestinal endoscopy, the minimum number of procedures agreed was 200, while in the case of colonoscopy it was 150.Conclusion: This list is a fundamental element to develop a national training framework in gastrointestinal endoscopy, as well as a competence certification program.
Actitud y habilidades del médico residente de pediatría en la enseñanza de los médicos internos de pregrado, experiencia en hospitales públicos y privados al noroeste de México
Abstract:Healthcare professionals' education is evolving to meet people's needs towards a more comprehensive, collaborative and interdisciplinary training. In medical education in Argentina, in the context of international discussions around competence-based education (CBE), competence frameworks are being developed for undergraduate and postgraduate education, constituting agreed criteria that lead to the design of training programs and work as key tools to ensure educational quality. The Tuning Project and other international frameworks account for this process towards a common definition of standards beyond geographic and disciplinary boundaries. Generic competences (GCs) have acquired increased relevance in CBE discussions, whereas in medical education they involve key skills for patient safety -yet clarity in their implementation still has to be accomplished. In competence-based medical education (CBME), some changes are being hindered by the absence of a common language as well as diverging ideologies and theories. The purpose of this work was to explore conceptions and the terms used when referring to GCs by people in charge of educational planning and design of Human Resources (HR) training policies in Argentina. A qualitative
Introducción: La pandemia por COVID-19 limitó la presentación de trabajos finales y tesis para la finalización de especializaciones, maestrías y doctorado en forma presencial.
Objetivo: Describir la experiencia en presentaciones a distancia de trabajos finales integradores y tesis.
Materiales y métodos: Estudio cuali-cuantitativo de corte transversal. Se exploraron las percepciones de los graduados y jurados mediante un cuestionario.
Resultados: Se incluyeron 54 presentaciones: 53,7% especializaciones, 40,7% maestrías y 5,6% doctorados. El promedio de audiencia fue de 34 personas y la distancia a la universidad fue 273,6 km. Respondieron 116 profesionales: graduados 28,4% y jurados 71,6%. Entre ellos 51,5% y 36,1% eran de género femenino, respectivamente. El 100% de los graduados y el 96,3% de los jurados opinaron que pudieron exponer los resultados de la investigación y solo el 3% y 7,3% respectivamente expresó que existieron dificultades técnicas. Los aspectos positivos identificados por los graduados fueron mayor comodidad (45,5%) y mayor número de audiencia (36,4%); mientras que los jurados identificaron evitar traslados (37,8%) y aprovechamiento de tecnologías (35,4%). Los graduados identificaron como aspectos negativos la invisibilidad de la audiencia (33,3%) y potenciales dificultades técnicas (27,3%); mientras que los jurados no identificaron ninguno (31,7%) y potenciales de dificultades técnicas (20,7%).
Conclusión: La modalidad de presentaciones a distancia fue satisfactoria tanto para los graduados como para los jurados y permitió dar continuidad y completar el proceso educativo de las carreras de posgrado.
La educación de profesionales de la salud ha evolucionado de un enfoque con énfasis en la adquisición de
contenidos a uno vinculado al alcance de resultados predeterminados, constituidos por el desarrollo de
competencias por parte de los alumnos. En este contexto, surge el concepto de Actividades profesionales
confiables (APROC) como una manera de vincular las competencias a la práctica profesional cotidiana y
ofrecer una herramienta que permite operativizarlas facilitando la planificación de la enseñanza. El
desarrollo gradual de la competencia implica que los alumnos requieren supervisión decreciente,
constituyéndose la evaluación de la práctica en una herramienta fundamental para decidir qué tan apto se
encuentra un estudiante para llevar adelante una tarea determinada en un contexto concreto y con qué grado
de supervisión. Las APROCs ofrecen un modelo concreto de niveles de supervisión que permiten
acompañar a los alumnos en el desarrollo de su autonomía minimizando los riesgos para los pacientes.
Actitud y habilidades del médico residente de pediatría en la enseñanza de los médicos internos de pregrado, experiencia en hospitales públicos y privados al noroeste de México
Actitud y habilidades del médico residente de pediatría en la enseñanza de los médicos internos de pregrado, experiencia en hospitales públicos y privados al noroeste de México
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