Autoevaluación diagnóstica en enfermería / Diagnostic self-assessment in nursing / Autoavaliação diagnóstica em enfermagem

Resumen Introducción La evaluación educativa en enfermería que se realiza en la ENEO, ha representado múltiples esfuerzos de proyectos institucionales de carácter formativo. A más de dos décadas de experiencia, se requiere realizar un diagnóstico que permita identificar fortalezas y debilidades en tres componentes: planes de estudios, docencia y evaluación de los alumnos por exámenes. Objetivo Implementar la autoevaluación colegiada para identificar las fortalezas y debilidades de planes de estudio, docencia y exámenes, para valorar el aprovechamiento escolar de los alumnos del sistema escolarizado. Método El método fue exploratorio, con muestreo no probabilístico. Participaron 27 docentes en total, 25 mujeres y dos hombres, todos profesores de tiempo completo durante 14 sesiones totales, cuatro para cada uno de los grupos y sus objetos de evaluación y dos sesiones plenarias, una al inicio y otra al final. Se diseñó la autoevaluación estructurada de acuerdo con el Modelo Contexto, Insumo, Proceso y Producto (CIPP), para cada objeto de evaluación (plan de estudios, docencia y exámenes), se conformaron tres grupos durante cuatro sesiones de dos horas cada una y dos plenarias. Resultados En los tres componentes, el mayor promedio se ubica en las dificultades de los resultados institucionales y la mayor fortaleza se ubicó para planes de estudios, las debilidades se orientaron al bajo impacto de los exámenes. Conclusiones La evaluación educativa en enfermería sigue un modelo unilateral que limita la calidad y la toma de decisiones; para la mejora de las licenciaturas se requiere la presencia de otros actores a fin de fortalecerlas.

Abstract Introduction The assessment of nursing education at the National School of Nursing and Obstetrics has reflected diverse efforts from institutional projects. After two decades of experiences, it becomes necessary to carry out a diagnosis which can identify strengths and weaknesses related to three major components: study plans, teaching, and evaluation of students by means of exams. Objective To implement a collegiate self-assessment to identify strengths and weaknesses related to the study plans, the teaching process, and the given exams, to estimate the school performance of students within the in-situ system. Method This is an exploratory study with non-probabilistic sampling. There were 27 participants, 25 female and 2 male, all full-time professors, 4 for each one of the groups and its evaluation objects, and 2 plenary sessions, one at the beginning and the other at the end. A structured self-assessment was designed following the Context, Supply, Process and Product Model for each object of assessment (study plan, teaching, and exams). Results In the three components, the highest average concerns the difficulties of the institutional results, while the greatest strength were on the study plans, and the weaknesses were on the low impact of the exams. Conclusions Education assessment in nursing follows a unilateral model which limits the quality and decision making. In order to improve the undergraduate programs, it is necessary to include other corresponding actors and stakeholders.

Resumo Introdução A avaliação educacional em enfermagem que é realizada na ENEO, tem representado múltiplos esforços de projetos institucionais de natureza formativa. Com mais de duas décadas de experiência, um diagnóstico é necessário para identificar pontos fortes e fracos em três componentes: currículos, ensino e avaliação dos alunos por meio de exames. Objetivo: Implementar a autoavaliação colegiada para identificar os pontos fortes e fracos dos planos de estudo, ensino e exames, para avaliar o desempenho escolar dos alunos no sistema escolar. Método O método foi exploratório, com amostragem não probabilística. Um total de 27 professores participaram, 25 mulheres e dois homens, todos professores em tempo integral para 14 sessões no total, quatro para cada um dos grupos e seus objetos de avaliação e duas sessões plenárias, uma no início e uma no final. A auto-avaliação estruturada foi elaborada de acordo com o Contexto, Insumo, Processo e Modelo de Produto (CIPP), para cada objeto de avaliação (programa, ensino e exames), três grupos foram formados durante quatro sessões de duas horas cada e dois plenárias. Resultados Nos três componentes, a maior média está localizada nas dificuldades dos resultados institucionais e a maior força foi colocada nos planos de estudo, as fragilidades foram orientadas para o baixo impacto dos exames. Conclusões A avaliação educacional em enfermagem segue um modelo unilateral que limita qualidade e tomada de decisão; para a melhoria dos graus, é necessária a presença de outros atores para fortalecê-los.

Students' self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education / 한국의학교육

PURPOSE: This study was designed to allow a student at School of Medicine, Kyungpook National University (KNUSOM) to self-assess how well they had achieved competency and to analyze the differences and trends of the scores by year. Furthermore, students are asked to evaluate the need for curriculum improvement by competency, the tendency of the score is analyzed by year, and the results are reflected in the improvement of the curriculum. METHODS: We conducted a questionnaire survey for fourth-year students of KNUSOM who took medical education classes from 2015 to 2018. Questionnaire items were evaluated on the basis of their current achievement of 30 subordinate competencies of competency and the degree of necessity with respect to revising the curriculum. One-way analysis of variance was performed for the yearly difference analysis. RESULTS: The students' scores on the graduation competency were 2.03 to 4.06. In the yearly difference analysis, there was no significant difference in the average of 30 total competencies, but 16 of the sub-competencies showed significant year-to-year differences. The scores for the 30 graduation competencies were different for each year, but the competencies showing high scores and low scores were found to be similar each year. CONCLUSION: We found that the achievement level of the students was approximately 60% to 70%. We were able to confirm the contents of the education that the students continuously demand. The curriculum trend graphs for each year showed that the students' scores improved when the curriculum was being revised. We found that it is necessary to accept the students' self-evaluation reliable as the students indicated that the contents of the curriculum should be added to the areas where the contents were lacking in the present curriculum.

¿El rediseño curricular sin evaluación curricular es científico? / Is curriculum redesigning without previous curricular assessment scientific?

Se presentó un análisis de las bases teórico-metodológicas de la evaluación curricular, como proceso que posibilitó sustentar científicamente el perfeccionamiento y rediseño curricular en la educación médica de pregrado y posgrado, como tema para el debate científico-pedagógico de los claustros docentes en la universidad de Ciencias Médicas de La Habana. La evaluación curricular es una actividad social, y no puede ser simplificada a un enfoque tecnicista y conductual; pues su base determinante es socioeconómica. El modelo evaluativo que se empleó fue participativo e incorporó a todos los elementos involucrados en el currículo académico. La evaluación curricular se estructura en cuatro fases: Evaluación interna, externa, del impacto y su resultante general. Se profundizó en cada una de ellas. Se debe considerar a la evaluación curricular como un proceso de investigación-acción colaborativa, percibirla como algo natural y propio de la profesión docente y necesaria como base científica del rediseño o perfeccionamiento curricular de cualquier programa de estudio.

An analysis of the theoretical and methodological foundations of curricular assessment was presented, as a process that permitted to scientifically support curriculum development and redesign in undergraduate and postgraduate medical education and as a subject for scientific-pedagogical debate by academic faculties at the University of Medical Sciences of Havana. Curriculum assessment is a social activity and cannot be simplified to a technical and behavioral approach, because its determinant base is a socioeconomic one. The evaluation model used was participatory and incorporated all the elements involved in the academic curriculum. Curriculum assessment is divided into four stages: internal assessment, external assessment, impact assessment and overall result. We went into details about each of them. Curriculum assessment must be considered as a process of collaborative action-research, perceived as something natural and proper and necessary for the teaching profession, and as a scientific basis for curricular redesigning or the improvement of any syllabus.

The New Duke University Curriculum: Innovation and the Future in Medical Education / 医学教育

The curriculum of the Duke University School of Medicine is unique and innovative because it starts clinical clerkships in the 2nd year and has introduced research fellowships in the 3rd year. New external pressures require innovations. The innovations of the Duke curriculum are as follows: greater integration of clinical and basic-science education, continuous early clinical exposure in clinics and hospitals, a stronger structure for clinical educational programs, monitoring of each student's performance and of the effectiveness of programs, and extensive program evaluation by surveying directors of graduates.