ABSTRACT
Introducción: La formación basada en competencias es uno de los objetivos esenciales de la educación actual y nace como respuesta a las exigencias de lograr una educación de calidad. Esta permite al profesional enfrentar los retos que se le presentan en la vida laboral, a la vez que facilita el desarrollo de habilidades comunicativas, promueven el trabajo en equipo y permiten vincular la teoría con la práctica, entre otros aspectos. Objetivo: Identificar las competencias profesionales específicas en la especialidad de estomatología general integral. Métodos: Se realizó un estudio descriptivo y transversal, desde abril hasta julio de 2017, mediante la utilización de la metodología ECLAS. Este se desarrolló en 2 momentos: en el primero se seleccionaron los expertos y se identificaron las competencias clínicas estomatológica; en el segundo, se efectuó la valoración por parte de los estomatólogos pertenecientes a las 5 unidades docentes seleccionadas. Resultados: En el estudio se identificaron 7 competencias; asimismo, más de 60,0 % de los estomatólogos que las valoraron estuvieron muy de acuerdo y más de 20 % de acuerdo con todas. Solo en las competencias 2, 6 y 7 se encontraron casos aislados en desacuerdo o total desacuerdo. Finalmente, en la valoración general de las 7 competencias por los 113 estomatólogos asistenciales, 71,4 % estuvieron muy de acuerdo y 28,5 % de acuerdo. Conclusiones: Las competencias identificadas son válidas científicamente para el accionar del egresado en estomatología general integral.
Introduction: The training based on competences is one of the essential objectives of current education and is born as a response to the demands of achieving a quality education. This allows the professional to face the challenges that are presented in the working life, at the same time that it facilitates the development of communicative skills, promote team work and allow to link theory with practice, among other aspects. Objective: To identify the specific professional competences in the specialty of comprehensive general stomatology. Methods: A descriptive and cross-sectional study was carried out from April to July, 2017, by means of using ECLAS methodology. It was developed in 2 moments: in the first one the experts were selected and the clinical stomatologic competences were identified; in the second, the stomatologists belonging to the 5 selected teaching units made the valuation. Results: In the study 7 competences were identified; also, more than 60.0 % of the stomatologists that valued them were totally in agreement and more than 20 % were in agreement with all of them. Isolated cases were found in disagreement or total disagreement just in the competences 2, 6 and 7. Finally, in the general valuation of the 7 competences by the 113 assistance stomatologists, 71.4 % were totally in agreement and 28.5 % were in agreement. Conclusions: The identified competences are scientifically valid for the performance of the graduated in Comprehensive General Stomatology.
Subject(s)
Professional Competence , Competency-Based Education , Oral Medicine , Education, MedicalABSTRACT
Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors "educational assessment", "assessment methods", "objective structured clinical examination", "clinical competence", "professional competence", "clinical skills", "student competence", "student skills", "physiotherapy" and the Booleans "OR" and "AND". Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students' clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.
Resumo Introdução: No processo educacional, nem sempre se identificam problemas relacionados às habilidades clínicas dos estudantes, sendo estas observadas quando o futuro profissional está à frente do paciente. Para realizar essa identificação antes das práticas de estágio, foi desenvolvido o Objective Structured Clinical Examination (OSCE). Incluindo uma abordagem problematizadora, o OSCE pode ser usado no ensino de Ciências da Saúde. Contudo, há poucos estudos sobre seu uso na Fisioterapia. Objetivo: Sintetizar evidências acerca do uso do OSCE para avaliação de habilidades clínicas no ensino da Fisioterapia. Método: Foram selecionados artigos publicados no período de 2000 a 2016 e consultadas as bases de dados Biblioteca Virtual em Saúde (BVS), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME), PubMed, Scielo e Web of Science, utilizando os descritores educational assessment, assessment methods, objective structured clinical examination, clinical competence, professional competence, clinical skills, student competence, student skills, physiotherapy, e os booleanos OR e AND. Resultados: O número de publicações identificadas foi de 3.242. Destas, sete foram incluídas nesta revisão. Dois estudos foram desenvolvidos no Brasil, quatro na Austrália e um no Canadá. Os estudos foram pontuados com notas de 7 a 12, relativas à qualidade metodológica, e classificados em 1b e 2b em relação à evidência científica. Conclusão: As habilidades clínicas dos estudantes foram agrupadas em três classes - cognitiva, psicomotora e afetiva -, e quatro estudos descreveram o uso das mesmas categorias. Há uma escassez de evidências sobre o OSCE, e o instrumento colabora na avaliação de habilidades e competências no ensino em Fisioterapia.
Resumen Introducción: En el proceso educativo, ni siempre se identifican problemas relacionados con las habilidades clínicas de los estudiantes. Estas son observadas cuando el futuro profesional está delante del paciente. Para realizar esta identificación antes de las prácticas, se desarrolló la Objective Structured Clinical Examination (OSCE). Incluyendo un abordaje problematizador, OSCE puede usarse en la enseñanza de las ciencias de la salud, pero hay pocos estudios sobre su uso en la Fisioterapia. Objetivos: Sintetizar evidencias acerca del uso del OSCE para evaluación de habilidades clínicas en la enseñanza de la Fisioterapia. Método: Se seleccionaron artículos publicados em el periodo de 2000 a 2016 y consultadas las bases de datos Biblioteca Virtual en Salud (BVS), Centro Latinoamericano y del Caribe de Información en Ciencias de la Salud (BIREME), PubMed, Scielo y Web of Science, utilizando los descriptores educational assessment, assessment methods, objective structured clinical examination, clinical competence, professional competence, clinical skills, student competence, student skills, physiotherapy, y los booleanos OR y AND. Resultados: El número de publicaciones identificadas fue de 3.242. De estos, siete fueron incluidos en esta revisión. Se desarrollaron dos estudios en Brasil, cuatro en Australia y uno en Canadá. Los estudios se calificaron de 7 a 12 con respecto a la calidad metodológica y se clasificaron 1b y 2b en relación con la evidencia científica. Conclusión: Las habilidades clínicas de los estudiantes fueron agrupadas en tres clases, a saber, cognitivo, psicomotor y afectivo, y cuatro estudios describieron el uso de las mismas. Hay una escasez de evidencias sobre el OSCE y el instrumento colabora en la evaluación de habilidades y competencias en la enseñanza en Fisioterapia.
Subject(s)
Clinical Competence , Competency-Based Education , Educational Measurement , Students , Physical Therapy SpecialtyABSTRACT
Se analiza la relación que se ha establecido entre la globalización económica y la Educación universitaria basada en competencias. Igualmente, se presenta una diversidad de usos del término "competencias" en la literatura educativa Se analizan, de igual manera, los atributos del concepto de competencia desde la perspectiva interconductual, y se contrastan las características básicas de la Educación tradicional con la propuesta de la Educación basada en competencias respecto a la vinculación con la situación socioeconómica actual.
The relationship between economic globalization and University Education based on competences is analyzed. A diversity of uses for the term "competence" in the education literature is presented. From an interbehavioral perspective, different attributes for the concept of "competence" are analyzed. A contrast is made between the basic features of traditional-education with a proposal for education based on competences in relation to the present socioeconomic conditions.