ABSTRACT
Durante la última década las escuelas de medicina han incorporado herramientas de educación a distancia, existiendo numerosas áreas de intervención. El razonamiento clínico es un área que requiere una ejercitación continua y una retroalimentación efectiva. Dado esto se plantea la interrogante de la recepción de una herramienta de aprendizaje lúdico del razonamiento clínico médico que entregue la retroalimentación efectiva con fines de estimulación del aprendizaje. Para ello se desarrolló una herramienta multiplataforma compatible con dispositivos de escritorio y móviles basada en Ren'Py, la cual fue distribuida a estudiantes de cuarto y quinto año. Posteriormente, se aplicó una encuesta de percepción para evaluar la recepción de la herramienta. Dentro de los puntos evaluados destaca ser una forma motivante de reforzar los estudios, con entrega de información atingente y facilidad de uso. Permite además reconocer debilidades y es considerada un aporte a la formación por parte de los estudiantes. A raíz de esta implementación se pudo confirmar utilidad de la retroalimentación efectiva entregada de forma instantánea dentro de casos clínicos estructurados, abriendo nuevas posibilidades al abanico de herramientas disponibles en educación superior.
Over the last decade, medical schools have incorporated distance learning tools, with numerous intervention areas available. Clinical reasoning is an area that requires continuous training and effective feedback. Given this, arises the question about the reception of a gamified learning tool for medical clinical reasoning that delivers effective feedback intended for the stimulation of learning. For this, a multiplatform tool compatible with desktop and mobile devices was developed based on Ren'Py, which was distributed to fourth and fifth year students. Subsequently, a perception survey was applied to evaluate the reception of the tool. Among the points evaluated, it stands out to be a motivating way of reinforcing the studies, with delivery of pertinent information and ease of use. It also allows the recognition of weaknesses and is considered a contribution to training by the students. As a result of this implementation, it was possible to confirm the usefulness of the effective feedback delivered instantly within structured clinical cases, opening new possibilities to the range of tools available in higher education.
Subject(s)
Humans , Aptitude , Learning , Surveys and Questionnaires , Clinical Competence , Feedback , Clinical Reasoning , GamificationABSTRACT
Actualmente, uno de los objetivos de la educación médica es proporcionar a los estudiantes la oportunidad de desarrollar habilidades clínicas y competencias profesionales. Por lo cual el docente tutor generador de aprendizaje debe poseer las herramientas necesarias para ello. La tutoría clínica, es una estrategia fundamental en la enseñanza de los saberes de las ciencias médicas. Considerada como educación "no formal" en contraste con la educación tradicional de las aulas, la enseñanza en los ambientes clínicos tiene su propia estructura o formas de enseñanza. En este sentido, el docente tutor debe reconocer cuáles son las funciones de la tutoría clínica, para así, establecer objetivos claros que respondan al programa de formación de un profesional y que permita la conducción de la tutoría de manera óptima, generando en el estudiante aprendizaje significativo. Esta revisión tiene por objetivo entregar información actualizada respecto al abordaje actual de la tutoría clínica en las carreras del área de salud y describir las competencias pedagógicas que debe tener un tutor clínico.
Currently, one of the goals of medical education is to provide students with the opportunity to development clinical skills and professional competencies. Therefore, the tutor generator learning must have the necessary tools to do. Clinical tutoring is a fundamental strategy in the teaching of knowledge of medical sciences. Considered as "non-formal" instruction in contrast to traditional classroom instruction, teaching in clinical settings has its own structure or forms of teaching. Therefore, the tutor teacher must recognize what are the functions of clinical tutoring, in order to establish clear objectives that respond to the training program of a professional and that allow the conductivity of the tutoring in an optimal way, generating meaningful learning in the student. This review aims to provide updated information regarding the current approach to clinical tutoring in health careers and to describe the pedagogical competencies that should have a clinical tutor.
Subject(s)
Humans , Mentors , Education, Medical , Mentoring , Clinical Competence , LearningABSTRACT
La guía de autorregulación del aprendizaje es un instrumento de aprendizaje y evaluación cuya estructura de planificación, ejecución y reflexión permite trabajar en función de los resultados de aprendizaje esperados en una unidad del programa de un curso. El objetivo del estudio compara el rendimiento académico de estudiantes de 4to año, de nutrición y dietética de la asignatura de Dietoterapia en patologías complejas durante el año 2019 con otro grupo que no utilizó guías de autorregulación en el mismo curso durante el año 2018. La muestra fue de tipo no probabilística discrecional n=51 estudiantes (2018), n=49 estudiantes (2019). Se evaluó la percepción de los estudiantes mediante un instrumento de valoración, tipo Likert y se contrastaron las calificaciones obtenidas mediante T Student. Los resultados obtenidos mostraron una mejora significativa en las calificaciones de los estudiantes que utilizaron guías de autorregulación. Logrando un promedio más alto en comparación con estudiantes que trabajaron con metodología tradicional (p> 0,05). La percepción de los estudiantes indicó que la guía de autorregulación del aprendizaje es una herramienta que permite mejorar sus calificaciones y planificar sus tiempos de estudios.
The learning self-regulation guide is a learning and evaluation instrument whose planning, execution and reflection structure allows working according to the expected learning outcomes in a unit of a course program. The objective of the study compares the academic performance of 4th year students, nutrition and dietetics of the subject of Dietotherapy in complex pathologies during the year 2019 with another group that did not use self-regulation guidelines in the same course during the year 2018. The sample It was discretionary non-probabilistic n = 51 students (2018), n = 49 students (2019). The perception of the students was evaluated by means of a Likert-type assessment instrument and the grades obtained by T Student were contrasted. The results obtained a significant improvement in the grades of the students who used self-regulation guides. Achieving a higher average compared to students who worked with traditional methodology (p > 0.05). The perception of students indicates that the self-regulation learning guide is a tool that allows them to improve their grades and plan their study times.
Subject(s)
Humans , Female , Pregnancy , Adult , Students, Health Occupations/psychology , Teaching , Self-Control , Academic Performance , Perception , Educational Measurement , Nutritional Sciences , LearningABSTRACT
Background: Training of health care students at universities is a great challenge for Medical Education Offices. Our office made clear and explained the teaching-learning process from the perspective of teachers, programs, and students. Aim: To report a ten years' analysis of a Medical Education Office (MEO) work, describing the different processes and systematized decisions aimed to improve the quality of the programs and learning results. Material and Methods: A 10 years retrospective analysis of the Medical Education Office processes directed to Medicine, Nursing, Physical Therapy, and Nutrition careers of a Faculty of Medicine. Flunks between 2013 and 2017 were compared. Results: A progressive reduction in flunks was observed in the four careers. Specifically, the proportion of flunks in Nutrition decreased from 30 to 9%. When comparing flunks using a Chi-square test of homogeneity in the four careers, a significant decrease in four of six courses was observed. This led to a sustained increase in number of students who completed their career and obtained their title. Specifically, in Medicine there was a 7.5-fold increase in these figures. The Diploma course trained 90% of the teachers in charge of courses of the four careers. The master's degree generated research that allowed to increase the productivity in health sciences education. Conclusions: The Office of Medical Education created knowledge and management models for the education of health sciences students, enhancing the quality of training and learning processes.
ABSTRACT
Background During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students. Aim To inquire about interests and needs during the daily work of clinical tutors. Material and Methods A qualitative study inserted in the Grounded Theory, based on the description of the meanings, in which ten clinical tutors responded to an interview in their own workplace. After obtaining consent, the responses were recorded and transcribed using Georgi's method for analysis. Results Teachers feel that there is a gap between the theoretical basis of tutorial teaching and the reality. They are especially interested in a teaching process based on values. They recognize that their pedagogical skills should be improved to improve their communication with students. They also feel that they require more skills to transfer theoretical knowledge to clinical situations. Conclusions A personal satisfaction for educating and training, the transmission of experiences, empathy and being assertive are emerging values that motivate tutors to deliver a quality education, above remunerations or contractual ties. However, the skills to transfer clinical knowledge to students should be improved.
Subject(s)
Medicine , TeachingABSTRACT
RESUMEN Uno de los objetivos de la enseñanza tutorial en la carrera de Nutrición y Dietética, es proporcionar a los estudiantes un espacio de aprendizaje para desarrollar habilidades clínicas y competencias profesionales. El propósito del estudio fue evaluar un programa de capacitación en tutoría clínica dirigido a tutores clínicos nutricionistas y su efecto en las percepciones de los estudiantes de práctica clínica y su desempeño profesional. Se desarrolló una intervención antes y después de capacitación en tutoría clínica en nutrición, con una muestra no probabilística (n=8 nutricionistas tutores clínicos; n='6 estudiantes). Se hizo un análisis cualitativo de codificación temática y se contrastaron las calificaciones obtenidas mediante T Student. Una vez realizada la intervención los docentes adquirieron herramientas para conducir la tutoría clínica y los estudiantes tuvieron mejores experiencias clínicas. Si bien, el rendimiento académico no mejoró (5,9±0,3; v/s 6,'±0,4; p= 0,4), los docentes percibieron mejoría en el aprendizaje. Se puede concluir que la formación de nutricionistas competentes, responsables de brindar bienestar y cuidado integral a los pacientes depende de la excelencia en la formación del cuerpo docente, que sea centrada en el estudiante y con una enseñanza de calidad que promueva el aprendizaje efectivo.
ABSTRACT One of the objectives of clinical tutoring in the Nutrition and Dietetics major is to provide students with a learning space to develop clinical skills and professional competencies. The aim of the study was to evaluate a training program in clinical tutoring aimed at clinical nutritionist tutors. The effect on students' perceptions of clinical practice and professional performance was evaluated. A pre- and post-intervention test was administered in a non-probabilistic sample (n= 8 nutritionists clinical tutors, n= 16 students). A qualitative analysis of thematic coding was done and the Student t-test was used to compare pre- posttests. Once the intervention was done, the teachers acquired tools to conduct clinical tutoring and students had better clinical experiences. Although academic performance did not improve (5.9±0.3, versus 6.1±0.4, p= 0.4), teachers perceived an improvement in learning. We can conclude that the training of competent nutritionists, responsible for providing well-being and comprehensive care to patients depends on the excellence of the teaching staff, student-centered teaching and a quality education that promotes effective learning.
Subject(s)
Professional Practice , Students, Health Occupations , Professional Training , Faculty , Diet, Food, and Nutrition , MentoringABSTRACT
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: Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning. Aim: To assess the impact of a self-directed teaching methodology on the academic performance of medical students in cellular biology and biochemistry. Materials and Methods: During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups. Results: The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students. Conclusions: This study confirms that academic performance improves with a self-directed teaching approach.
Subject(s)
Humans , Male , Female , Young Adult , Students, Medical , Teaching , Education, Medical/methods , Educational Measurement/methods , Educational Status , Self-Directed Learning as TopicABSTRACT
Background: Since 2010, the Faculty of Medicine at Finis Terrae University implemented a training program aiming to train health professionals in effective educational practices. Aim: To evaluate the effect of training in teachers who are in charge of planning courses, conducting classes and learning assessment. Material and Methods: Quality of planning, lecture performance and academic performance of students were evaluated in 55 teachers prior and after attending the training course on teaching methodologies and in 47 teachers not attending the course. Results: The percentage of trained teachers complying with the aforementioned indicators was significantly higher than those without training (p < 0.01). There were significant differences in favor of the group of teachers who attended and passed the Diploma. Trained teachers had significantly higher students’ approval rate. (Odds ratio 4.5, p < 0.01). Conclusions: The teaching Diploma in Health Sciences improved the planning, teaching and academic performance of teachers.
Subject(s)
Humans , Education, Medical, Undergraduate/methods , Faculty, Medical , Program Evaluation/standards , Teaching/methods , Educational Measurement/methods , Non-Randomized Controlled Trials as Topic , Planning Techniques , Retrospective StudiesABSTRACT
Background: In health sciences, the predominant teaching methodology is traditional and emphasizes conveying knowledge. Nonetheless, new abilities must be taught now. This change shifts the prominence from professor to student and incorporates a concept called self-regulated learning, which involves the professor as a mediator and incorporates guidelines that facilitate learning diverse skills. Aim: To compare the effects of two teaching methodologies on the learning of key scientific concepts among health science students. Material and Methods: Two subgroups of equally complex concepts were randomly chosen to be taught either using traditional or self-regulation methodology. For the self-regulation methodology, two groups were formed. One learned only through self-regulation guidelines and the other learned through classes where the professor was a mediator. One hundred thirty seven freshman students from medicine, physical therapy, and nursing careers participated voluntarily in the study. Results: Self-regulation methodology impacted the learning process of scientific concepts in a positive way and showed significant differences with traditional teaching. The sole use of self-regulation guidelines alone generated similar results, compared to those obtained by students who attended lectures. Conclusions: Self-regulated learning would improve in learning efficiency and would reduce face-to-face class time.
Subject(s)
Adolescent , Adult , Female , Humans , Male , Young Adult , Learning , Students, Health Occupations , Teaching/methodsABSTRACT
Background: A significant number of students in health careers do not have the knowledge to approve basic courses. Therefore, educational programs to level off knowledge have been developed. Aim: To associate the results of a leveling program with the academic performance in cell biology (CB) and biochemistry (BC) of first year medical students. Material and Methods: We applied a test to first year medical students at the beginning and end of the leveling program (control test). The results obtained at the end of the leveling program were correlated with the results obtained in CB and BC. Results: Fifty seven of89 (64%) first year medical students met the study entry criteria (54% female). Students who completed the leveling program had a significantly higher approval rate in CB (93% versus 75%, P = 0.024), and in BC (95% versus 69%, P = 0.001). After completing the leveling program, the risk of failing CB and BC, decreased by 72 and 84% respectively Conclusions: This study shows that medical students who participate in the leveling program decrease the chances of failing in CB and BC.
Subject(s)
Female , Humans , Male , Education, Medical, Undergraduate , Educational Measurement , Students, Medical , Biochemistry , Cell Biology , Chile , Curriculum , Urban PopulationABSTRACT
Se presenta un programa de información de profesionales de educación básica orientado a estimular proyectos de educación sexual con carácter preventivo, entre otros