Aprendizaje centrado en las perspectivas del paciente: el caso de las escuelas de medicina en México

Olivares, Silvia Lizett Olivares; Martínez, María de los Ángeles Jiménez; Cabrera, Mildred Vanessa López; Elizondo, José Antonio Díaz; Valdez-García, Jorge E.

doi:10.1016/j.edumed.2016.07.006

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Faculty in health sciences require practical training in educational evaluation. Teacher training should encourage a comprehensive, patient-centered education, emphasizing the assessment of clinical competence [ 9 ]. Additionally, a MOOC is an alternative for teacher development since it is delivered on a flexible platform with a personal learning environment designed for autonomous learning [ 10 ].…”

Section: Moocs For Medical Educatorsmentioning

confidence: 99%

MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

et al. 2021

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Section: Moocs For Medical Educatorsmentioning

confidence: 99%

MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

et al. 2021

Self Cite

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“…Additionally, it is associated with better clinical practice and higher patient satisfaction. (Olivares Olivares et al , 2017)…”

Section: Assessment In Medical Educationmentioning

confidence: 99%

Clinical competence assessment: development of a mobile app to enhance patient centerderness

Lucio-Ramírez

Nigenda

García-García

et al. 2019

DLO

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Purpose The current emphasis within education is on collaboration, data-driven decision-making, and assessment driven accountability. Medical education is now being oriented to guarantee patient-centered care. Having appropriate data from student outcomes is crucial for decision making on both educational and health care institutions. This paper describes the development of a mobile app to assess the clinical competencies of medical students for timely and quality feedback. Design The app development included 4 phases. The conceptual model was designed on collaborative and multidisciplinary focus groups with clinicians, information technology professionals, hospital directors, and change managers. The prototype was an app with functional and friendly features to assess students with Patient-Centered Learning perspectives. Innovative features included student profiles, multiple examiners, customizable instruments, and data reports. The pilot started with faculty training and monitoring by information technology professionals. For a broader implementation, detailed rubrics were applied to assess the clinical competencies on bedside (ambulatory care, surgical procedures and emergency skills) and non-bedside learning moments (case discussions and rounds). Findings Non-bedside learning moments had the highest frequency (55.3 vs 28.8 per cent) of the records. Case discussions represented 40.7 per cent of assessments while rounds accounted for 14.6 per cent. In contrast, regarding the bedside learning moments, the emergency department had the lowest figures (3.5 per cent). It seems that faculty prefers to grade students on academic activities rather than complex student patient encounters. Originality Obtaining multiple results from real-time feedback promoted awareness of patient centeredness on medical students. Both the medical school and the hospital now have accountable information for decision making.

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“…El uso de nuevos modelos educativos integrados como el Aprendizaje Basado en Retos (ABR) está orientado a enfocar la enseñanza hacia la solución de retos reales, como una problemática de salud actual 7,8 . El modelo ABR busca integrar conocimientos dentro de una experiencia de aprendizaje coherente y estructurada 9 .…”

Section: Introductionunclassified

¿Cuáles son las habilidades que un estudiante de pregrado en salud puede desarrollar a través de un currículum integrado?

Mendez-Reguera,

Herrera-Padilla,

Carrión

et al. 2023

RMEM

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El desarrollo curricular es crucial para preparar a los estudiantes para enfrentar situaciones profesionales complejas. Con este propósito, se busca que el alumno vaya adquiriendo conocimientos y habilidades propuestas dentro de un currículum integrado, que surge por la necesidad de fomentar el desarrollo de habilidades clínicas desde las primeras etapas del aprendizaje médico básico. El objetivo de este estudio es identificar qué habilidades, dentro de su formación en pregrado, perciben los estudiantes y docentes que se desarrollan en un currículo de este tipo. Mediante una encuesta, se indagó sobre el énfasis que el plan de estudios hace en las habilidades y la percepción de relevancia y énfasis que promueven los docentes bajo la opinión de los estudiantes. Los resultados muestran que los estudiantes dan importancia al pensamiento crítico, mientras que los docentes enfatizan el profesionalismo y la ética. Tanto docentes como estudiantes concuerdan en que la resiliencia y el trabajo en equipo son promovidos por el currículo integrado. Reconocer el desarrollo de habilidades que el currículum integrado promueve asegura la alineación de las habilidades de egreso y la efectividad de los escenarios de enseñanza diseñados con este fin.

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Aprendizaje centrado en las perspectivas del paciente: el caso de las escuelas de medicina en México

Cited by 6 publications

References 16 publications

MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

Clinical competence assessment: development of a mobile app to enhance patient centerderness

¿Cuáles son las habilidades que un estudiante de pregrado en salud puede desarrollar a través de un currículum integrado?

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