ABSTRACT
Background: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. Aim: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. Material and Methods: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. Results: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. Conclusions: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.
Subject(s)
Humans , Male , Female , Students, Medical , Clinical Competence/standards , Academic Performance/standards , Physician-Patient Relations , Professional Practice , Reference Values , Chile , Communication , Education, Medical, Graduate/standardsABSTRACT
Background: Medical education should prepare students to face a dynamic environment, through competencies that allow them to learn independently. Aim: To evaluate the relationship between self-directed learning and value profile of undergraduate first year students in a medical school in Chile. Material and Methods: Self-Directed Learning Scale and Schwartz's Values Questionnaire were applied to 235 medical students from the University of Concepción, Chile. Results: Self-direction and Security are value types that correlate directly and significantly with the overall scale and with the five subscales of Self-Directed Learning. Conclusions: In first year medical students ofUniversity of Concepcion, Chile, Self-direction and Security are values that facilitate Self-directed Learning.
Subject(s)
Adolescent , Adult , Female , Humans , Male , Young Adult , Competency-Based Education/methods , Education, Medical, Undergraduate/methods , Learning , Self-Assessment , Students, Medical/statistics & numerical data , Chile , Competency-Based Education/standards , Cross-Sectional Studies , Linear Models , Students, Medical/psychologyABSTRACT
Criatórios de avestruz têm se tornado comuns no Brasil, mas por se tratar de espécie exótica, as informações sobre as doenças desses animais no nosso ambiente são escassas. Um avestruz de cinco meses de idade apresentou tosse, anorexia, perda de peso, dispnéia discreta, temperatura corporal normal e morreu oito dias após o início dos sinais clínicos. Macroscopicamente foram observados nódulos múltiplos no pulmão e nos sacos aéreos. Histolopatogicamente, observou-se pneumonia granulomatosa e necrosante multifocal com hifas ramificadas e septadas intralesionais com características morfológicas de Aspergillus sp. Nos sacos aéreos, além das hifas e processo inflamatório adjacente haviam vários micélios com conidióforos na superfície interna. Foi isolado Aspergillus fumigatus dos tecidos afetados. De acordo com os achados histopatológicos e micológicos firmou-se o diagnóstico de pneumonia e aerossaculite micótica severa causada por Aspergillus fumigatus. Com base nas informações disponíveis na literatura, esse é o primeiro caso de aspergilose em avestruz documentado no Brasil.