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esquemas de distribución de actividades en ambos programas. Período pre intervención curricular: 2005-2010. Período post intervención curricular: 2011-2013. Feedback: retroalimentación.
Source publication
Background: Assessment for learning is a paradigm that is taking shape in the field of medical education. This approach aims to embed the assessment process within the educational and learning process. Aim: To evaluate the impact of curricular changes, from a focus of assessment of learning to one of assessment for learning, in the perception of un...
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Background
In Ireland, there are currently three educational institutions (recognised institutions- RIs) providing paramedic programmes, accredited by the regulator, the Pre-Hospital Emergency Care Council (PHECC). Each RI assesses their students in-house, and in order to acquire a licence to practice, students must also pass summative assessments...
Background: Assessment for learning is a paradigm that is taking shape in the field of medical education. This approach aims to embed the assessment process within the educational and learning process. Aim: To evaluate the impact of curricular changes, from a focus of assessment of learning to one of assessment for learning, in the perception of un...
The practice of medicine depends on qualified doctors who strive to achieve and maintain appropriate knowledge, skills, and attitude. Competent doctors are the need of the hour and hence tests of clinical competence, which allow a decision to be made about whether or not a doctor is fit to practice are in demand. This demand poses a challenge for a...
![Miller’s framework for clinical assessment [3]](publication/376453176/figure/fig2/AS:11431281211583806@1702437633323/Millers-framework-for-clinical-assessment-3_Q320.jpg)
Background
In Ireland, there are currently three educational institutions (recognised institutions- RIs) providing paramedic programmes, accredited by the regulator, the Pre-Hospital Emergency Care Council (PHECC). Each RI assesses their students in-house, and in order to acquire a licence to practice, students must also pass summative assessments...
Citations
... Desde el 2011 se inició una transición desde un enfoque de evaluación del aprendizaje a uno para el aprendizaje ("evaluación para el aprendizaje"). 8 La intervención contempló el reemplazo de las evaluaciones sumativas de "Tubo digestivo" y "Hepatología" (50% de la nota final cada una) por evaluaciones intermedias (10% de la nota final cada una). Las evaluaciones sumativas son seguidas por sesiones de feedback dirigidas por el profesor a cargo del capítulo, en las que el alumnado puede aclarar dudas respecto a las preguntas de las pruebas u otras interrogantes que hayan surgido a lo largo del capítulo. ...
Background:
The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity.
Aim:
To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020.
Materials and Methods:
The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades.
Results:
Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas “Feedback” (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and “Grades” (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for “Information sources” increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period.
Conclusions:
The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions.
... 12---14 On the other hand, feedback can be extremely useful when making curricular changes or trying new learning methods in a medical school. 15 Students trying out simulated patients after receiving feedback from their instructor, proved to be a much more effective method than conventional education. 16 In addition, the use of feedback can not only be applicable among students, but can improve the skills development at different stages of the physician's educational development. ...
Resumen
Introducción
El cuestionario Cultura de retroalimentación en educación médica es una escala validad que determina la percepción de la cultura de retroalimentación en países de habla inglesa. El objetivo de este trabajo es validar este cuestionario en su versión española en estudiantes de medicina peruanos durante una rotación clínica.
Métodos
Un estudio observacional, analítico de tipo instrumental fue realizado en 139 estudiantes de medicina. La validez de la escala fue determinada por V-de-Aiken e intervalos de confianza. Se realizaron pruebas de análisis factorial y alfa de Cronbach.
Resultados
Todos los valores fueron estadísticamente significativos cuando se evaluaron con el coeficiente V-de-Aiken. Además, la asimetría y curtosis de todos los ítems son adecuados ya que no exceden el rango >± 1.5. La significancia de la prueba de esfericidad de Barlett (1521.8; gl = 120; p = 0.001) y el coeficiente Kaiser Meyer-Olkin (KMO = .953) fueron adecuados y el análisis factorial exploratorio reveló una estructura de dos factores. El coeficiente α de Cronbach de la escala total y sus factores, fue superior a 0,80.
Conclusiones
El cuestionario Cultura de retroalimentación en educación médica en español es una escala válida para evaluar la percepción sobre la cultura de retroalimentación en estudiantes de medicina que están realizando rotación clínica.
... Desde el año 2007, la Escuela de Medicina de la Pontificia Universidad Católica de Chile (EM-PUC) decidió integrar dentro de su currículo de pregrado el portafolio, como método de apoyo al aprendizaje independiente, con el fin de potenciar la participación activa de los estudiantes y trabajo con pares [6][7][8][9] , entregar herramientas básicas en investigación y favorecer la autonomía en su formación profesional 10 . Por otro lado, el proyecto incluyó un cambio de un sistema de "evaluación del aprendizaje" hacia una "evaluación para el aprendizaje", siendo el alumno el eje central de este proceso [11][12][13][14] . ...
Background:
A portfolio is a compilation of academic work that demonstrates student's knowledge, reflection and critical thinking.
Aim:
To describe the development and implementation of an undergraduate portfolio in the School of Medicine at the Pontificia Universidad Católica de Chile, its temporal evolution and its educational impact after 10 years of experience.
Material and methods:
The development and implementation of a portfolio for 4th-year undergraduate medical student was analyzed. Its design, teaching and learning methodologies, results and perceptions of students and teachers were assessed. The educational impact was measured using Kirkpatrick's levels.
Results:
A total of 1,320 students participated between 2007 and 2017, supported by six teachers and 190 assistant-students. The portfolio included clinical cases, narrative medicine, palliative care and evidence-based medicine (EBM). The overall student's perception was positive, highlighting the development of critical analysis, clinical reasoning and professionalism. The delivery of feedback and learning assessment, allowed students to obtain excellent grades. There were only two cases of plagiarism reported. Fifteen EBM articles and two books with 52 narrative medicine essays were published. The greatest organizational impact of this teaching innovation, was that it evolved to become an established and continuous assessment instrument in 10 consecutive years.
Conclusions:
This portfolio is a project with a high educational impact, with a favorable perception by students and tutors, excellent results related to grades, stimulating both scientific writing and reflective practice.
Purpose
Safe perioperative care remains a large public healthcare problem in low- and middle-income countries. Anesthesia care provided by trained professionals is one of the essential determinants to address this situation. This article reports the design and implementation of a focused anesthesia educational program for nurses in Chad.
Method
This program consisted of four full-time courses of one month each, taught in a local hospital. The program included supervised practice in the operating room and post-anesthesia recovery room, skills lab simulation training, high fidelity crisis simulation, theoretical classes, integration sessions, evaluations, and structured feedback sessions.
Results
Seven male nurses, aged 28–40 yr, were accepted and successfully completed the program. The median [interquartile range] students’ global satisfaction with the program was high (86 [85–93]%). Cognitive and skills assessment improved significantly after the program. Students subsequently worked in city and district hospitals performing essential and emergency surgical interventions.
Conclusions
This is a novel south–south academic cooperation program for nurses in Chad. The program evaluation indicated a high level of satisfaction, effective cognitive and skills learning, and changes in clinical behaviour. Addressing the lack of adequate provision of anesthesia care is a task still to be faced, and this program depicts a bridge alternative until formal educational programs are implemented in the country.
