Certeza diagnóstica mediante interrogatorio y examen físico en estudiantes de medicina interna / Diagnostic certainty through interrogatory and physical examination in internal medicine students

Introducción: el análisis de los errores cometidos durante el proceso diagnóstico al aplicar el método clínico por los estudiantes de medicina interna, en dos momentos de su rotación, permite mejorar la calidad de la atención médica. Objetivo: analizar si existe relación entre el diagnóstico al ingreso y egreso, y los errores detectados durante el interrogatorio y examen físico en los estudiantes de tercer año al iniciar y finalizar la rotación de medicina interna. Métodos: se realizó un estudio descriptivo de los alumnos de tercer año del Hospital Militar Dr. Carlos J. Finlay en el curso académico 2015-2016. Resultados: los errores son más frecuentes en el interrogatorio, tanto en el primero como en el segundo encuentro médico. La concordancia entre el diagnóstico al ingreso y al egreso, mejoró en un 21,7 por ciento entre el primer y el segundo. Conclusiones: la realización de diagnósticos certeros implica mejoramiento de la atención médica con ahorro de recursos económicos(AU)

Introduction: the analysis of the errors made during the diagnostic process when applying the clinical method by the students of internal medicine, in two moments of its rotation, allows to improve the quality of the medical attention. Objective: to analyze if there is a relationship between the diagnosis at admission and discharge and the errors detected during the interrogation and physical examination in the third year students at the beginning and end of the Internal Medicine rotation. Methods: a descriptive study of the third year students of the Military Hospital Dr. Carlos J. Finlay in the academic year 2015 - 2016. Results: errors are more frequent in the interrogation, both in the first and in the second medical encounter. The agreement between the diagnosis on admission and discharge, improved by 21.7 percent between the first and second medical encounter. Conclusions: the realization of accurate diagnoses implies improvement of medical care with savings of economic resources(AU)

A Follow-up Study of Methods for Selecting Students for the School of Allied Health Sciences at Yamaguchi University / 医学教育

A follow-up study with multivariate analysis examined the relations of methods for selecting students, performance after admission, and scores on the national examinations for medical technologists and for nurse practitioners. The subjects were 247 students who had entered the division of laboratory medicine at the School of Allied Health Sciences, Yamaguchi University, from 1995 through 2000 and 484 students who had entered the division of nursing during the same period. Scores on examinations at the School of Allied Health Sciences and on national professional examinations did not differ between students who had been admitted on the basis of recommendations from high school principals (including an interview) and students who had been admitted on the basis of an open entrance examination (also including an interview). However, questions remained about the legitimacy of the high school records of students admitted on the basis of recommendations from high school principals but not of students admitted on the basis of an open entrance examination. Furthermore, the relevance of the interview during the open entrance examination for medical technologists and nurses was not recognized. In addition, for medical technology students who had been admitted on the basis of open entrance examinations, we found that scores on the national examination were correlated with the scores on the entrance examination and with their grades at the School of Allied Health Sciences.

Student Selection Methods for Medical School and Progress after Admission Follow-up Study at Yamaguchi University. 3. Relation of Interview Evaluation and Progress after Admission / 医学教育

The relation between results of interview evaluation and progress after admission, especially the need to repeat years of school, dropping out, and results of the national examination for medical practitioners, was investigated in 318 students. Among students who had been admitted on the basis of open entrance examination, those who had lower interview evaluations needed to repeat a year of school at least three times more often than did other students. Among students who had been amitted on the basis of recommendations of high school principals, no such difference was observed, probably owing to selection bias. On the other hand, students who repeated a year of school had a significantly higher failure rate on the national examination for madical practitioners than did other students.