Sistema de procedimientos para la formación interdisciplinar de la habilidad diagnosticar en residentes de dermatología / A System of Procedures for the Interdisciplinary Training of the Dill To Diagnose in Dermatology Residents

Introducción: En las prácticas de laboratorio se adquiere la habilidad que permite corroborar el diagnóstico de las enfermedades de la piel y anejos después de un diagnóstico presuntivo, con la utilización del método clínico. Esto se respalda en las exigencias establecidas en los documentos normativos de ese proceso formativo. Objetivo: Proponer un sistema de procedimientos para la formación interdisciplinar de la habilidad "diagnosticar enfermedades dermatológicas en los residentes de dermatología, a partir de insuficiencias detectadas en el programa de la especialidad. Métodos: La investigación fue cualitativa, con un estudio descriptivo en el Hospital Provincial General Docente Dr. Antonio Luaces Iraola, de Ciego de Ávila, desde 2018 hasta 2022. Se trabajó con toda la población conformada por 16 residentes de primer año en dermatología. Se utilizaron métodos de nivel teórico, empírico y estadístico. Resultados: En el sistema de procedimientos propuesto, se concretan fortalezas y debilidades, objetivo general, orientaciones metodológicas, precisión de los objetivos específicos y sistema de acciones para cada procedimiento, y sistema de control y evaluación de la efectividad de las acciones realizadas. La demostración de la formación de la habilidad diagnosticar, a través de un caso clínico real, reveló como esencial la consecutividad lógica de las acciones del residente desde la atención médica del caso y la formulación del diagnóstico presuntivo hasta el establecimiento del diagnóstico corroborativo en los laboratorios de anatomía patológica, microbiología y parasitología médica. Conclusiones: Se aporta un sistema de procedimientos que posibilita la formación de la habilidad "diagnosticar enfermedades dermatológicas en los residentes, con carácter secuencial, interdisciplinar e investigativo(AU)

Introduction: Laboratory practices provide the ability that allows corroborating the diagnosis of skin and adnexal diseases after a presumptive diagnosis, with the use of the clinical method. This is supported by the requirements established in the standardization documents of this training process. Objective: To propose a system of procedures for the interdisciplinary training of the skill to diagnose dermatological diseases in Dermatology residents, based on insufficiencies detected in the specialty program. Methods: The research was qualitative and consisted in a descriptive study carried out in Hospital General Docente Dr. Antonio Luaces Iraola, of Ciego de Avila, from 2018 to 2022. The work was done with the entire population made up of 16 first-year residents in Dermatology. Theoretical, empirical and statistical methods were used. Results: In the proposed system of procedures, strengths and weaknesses are specified, together with general objective, methodological guidelines, precision of specific objectives and system of actions for each procedure, as well as system of control and evaluation of the effectiveness of the actions. Demonstrating the received formation for the diagnostic skill, through a real clinical case, revealed as essential the logical consecutivity of the resident's actions from the medical attention of the case and the formulation of the presumptive diagnosis to the establishment of the corroborative diagnosis in the laboratories of pathological anatomy, microbiology and medical parasitology. Conclusions: A system of procedures is provided that makes possible the formation of the skill to diagnose dermatological diseases in residents, with sequential, interdisciplinary and investigative character(AU)

Concepción didáctica del proceso formativo interdisciplinar de la habilidad diagnosticar enfermedades para residentes de Dermatología / Didactic Concept of the Interdisciplinary Formation Process of the Diagnostic Ability of Dermatology Residents

Fundamento: El estudio teórico, el diagnóstico realizado y la experiencia de los investigadores, posibilitan formular como problema de la presente investigación: limitaciones en el desarrollo de la habilidad diagnosticar enfermedades dermatológicas en los residentes de la especialidad de Dermatología del Hospital General Provincial Docente "Dr. Antonio Luaces Iraola" de Ciego de Ávila. Objetivo: Elaborar una concepción didáctica del proceso de formación interdisciplinar de la habilidad diagnosticar enfermedades dermatológicas en los residentes de la especialidad de Dermatología, a partir de la caracterización del estado actual de esta habilidad. Metodología: Se realizó una investigación educativa con un componente descriptivo en el Hospital General Provincial Docente "Dr. Antonio Luaces Iraola" de Ciego de Ávila, en los cursos escolares desde 2016 al 2020. La población de estudio fueron los 16 residentes de 1.er año que matricularon la especialidad de Dermatología en el período de estudio. Se emplearon métodos del nivel teórico y empírico. Resultados: La caracterización realizada reveló limitaciones en el desarrollo de la habilidad diagnosticar enfermedades dermatológicas en los laboratorios de Anatomía Patológica, Microbiología y Parasitología Médica, por los residentes (100 %). La concepción didáctica del proceso de formación interdisciplinar de la habilidad diagnosticar orienta el proceso desde las actividades docentes-atencionales y prácticas de laboratorio en una consecutividad lógica y sistematización desde las diferentes formas de enseñanza y tipologías de clase. Integra la interdisciplinariedad y la utilización del método investigativo establecido en las ideas rectoras. Conclusiones: La concepción didáctica como aporte de la investigación resuelve la contradicción dialéctica entre la aplicación del método clínico y los procedimientos en la práctica de laboratorio que se da en ese proceso formativo y constituye un soporte didáctico que respalda las actividades prácticas en los laboratorios para cumplir con los objetivos del Plan de estudio de la especialidad.

Background: The theoretical study, the diagnosis conducted and the experience of the researchers make possible to formulate the problem of the present research: limitations in the development of the ability to diagnose dermatological diseases in residents of the Specialty of Dermatology of the General Provincial Teaching Hospital "Dr. Antonio Luaces Iraola" of Ciego de Avila. Objective: To elaborate a didactic conception of the interdisciplinary training process of the ability to diagnose dermatological diseases in residents of the specialty of Dermatology, based on the characterization of the current state of that ability. Methodology: An educational research with a descriptive component was conducted at the Provincial General Teaching Hospital "Dr. Antonio Luaces Iraola" of Ciego de Avila, in the 2016-2020 school years. The study population consisted of the 16 first-year dermatology residents who enrolled in the specialty during the study period. Results: The characterization conducted showed limitations in the development of the ability to diagnose dermatological diseases in anatomic pathology laboratories, Microbiology and Medical Parasitology, by residents (100%). The didactic conception of the interdisciplinary training process of diagnostic ability focuses on teaching and learning activities and laboratory practices in a logical consecutiveness and systematization from the different forms of teaching and class typologies. It integrates the interdisciplinary and the use of the research method that is established in the guiding ideas. Conclusions: The didactic conception, as a research contribution, resolves the dialectic contradiction between the application of the clinical method and the procedures in laboratory practice that occurs in this formative process which is a didactic support that backs up the practical activities in the laboratories in order to achieve the objectives of the study plan of the specialty.

Baldomero Sommer (1857-1918). Contribución a la capacitación permanente en posgrado en medicina / Baldomero Sommer (1857-1918). Contribution to permanent postgraduate training in medicine

A finales del siglo XIX e inicios del siglo XX, Baldomero Sommer realizó una decisiva contribución al conocimiento médico nacional y a los procesos de enseñanza y aprendizaje de la medicina.

During the end of the XIX century and the beginning of XX century Baldomero Sommer provided a decisive contribution of the medical knowledge national, the teaching and learning processer of medicine.

Devolución facilitadora, la clave de una evaluación formativa en la enseñanza clínica: lo necesario, lo real, lo posible / Facilitating return, the key to a formative evaluation in clinical education: the necessary, the real, the possible

La devolución facilitadora, también conocida como feedback, es una herramienta fundamental de la evaluación formativa, mediante la cual el docente le acerca al alumno información sobre su desempeño con el objetivo de destacar fortalezas, identificar debilidades y planificar cómo superarlas. La forma en la cual se lleva a cabo es fundamental y tiene un impacto directo sobre el resultado del proceso. El objetivo de este trabajo es abordar conceptualizaciones sobre la retroalimentación formativa a partir de un relato autobiográfico de una docente en el ámbito de la salud que involucra la enseñanza clínica en la sala de internación de residentes de Dermatología. El análisis de las experiencias previas de la evaluación formativa a la luz de los conocimientos construidos durante la formación como docente, pone en evidencia que es crucial que se aprenda a educar y a dar feedback para poder contar con herramientas que permitan acompañar a los alumnos en la construcción del conocimiento. (AU)

Formative feedback is considered an important tool of formative evaluation, that allows the teacher to provide information to the students about their performance, in order to highlight their strengths, identify weaknesses and plan how to overcome them. The way in which this is carried out is fundamental and has a direct impact on the outcome of the process. We sought to evaluate the perceptions and ideas on the training feedback loop, based on the autobiographical report of a Senior Faculty whose core activities are directed towards the teaching of Medical Residents and Dermatology trainees. The analysis of past experiences in light of knowledge constructed while becoming a Teacher shows the crucial need and interrelationship of teaching and timely feedback. The latter provide much needed tools for Students during their learning process. (AU)

Elementary lesions in dermatological semiology: literature review

Abstract: Discrepancies in the terminology of elementary lesions persist when texts from Dermatology and Semiology books are compared, which can cause some confusion in both the teaching of undergraduate medical students and the learning acquired by professionals in the field. This review aims to compare and clarify the differences in the description of elementary lesions by many authors, used as references for specialists in dermatology.

Dermatology relevance to graduates from the Universidade Estadual de Campinas Medical School

AbstractBACKGROUND:Some research indicates that physicians do not dominate the expected dermatological content for the proper exercise of the profession. This fact compromises their diagnostic and therapeutic performance, generating unnecessary costs.OBJECTIVE:The aim of this study was to evaluate the relevance of Dermatology and the knowledge acquired in the specialty during the undergraduate course in clinical practice of graduates at the State University of Campinas Medical School (FCM/UNICAMP).METHOD:A questionnaire with 22 closed questions and two open ones was electronically sent to physicians who had graduated more than 10 years ago and others for less than 10 years. In the first group, physicians were trained by the same curriculum and in the second group there were subjects trained by the old and the new curriculum.RESULTS:Of the 126 respondents, 83% had completed a specialization course. Among all, 82% did not study dermatology after graduation. The majority considered that Dermatology has high relevance in clinical practice, regardless of the group. There was a statistically significant difference between non-dermatologist doctors graduated for more than 10 years and those graduated for less than 10 years regarding confidence about lesion diagnosis, diagnostic investigation and treatment of skin diseases. Physicians who have graduated for a longer time feel more insecure in relation to patients with dermatoses. Concerning contributions offered by graduation program completion they prioritized outpatient care, ability to diagnose, knowledge of pathology, research and knowledge of lesions.CONCLUSION:This study has shown that Dermatology is relevant in medical practice and more recent graduates from the FCM/UNICAMP feel less insecure when treating a patient with dermatoses.

Objetos de Aprendizaje en Dermatología: Una bondad de las TIC / Learning Object in Dermatology: A goodness of the ICT

Las Tecnologías de la Información y las Comunicaciones propician nuevas estrategias educativas y permiten al estudiante cada día, jugar un papel más activo en su formación; haciendo del profesor un guía, moderador y facilitador del Proceso de Enseñanza Aprendizaje, lo que no quiere decir que se sustituye al profesor. Las nuevas tecnologías sustentan los Objetos de Aprendizaje, entendidos como una entidad digital, autocontenible y reutilizable, con objetivos definidos; y con tres componentes internos editables: los contenidos, las actividades de aprendizaje y los elementos de contextualización. Ellos ostentan otras características como son los metadatos, que permiten su identificación y localización; la generación de nuevos contenidos; interoperabilidad al poder ser utilizados de una plataforma de trabajo a otra; y que deben ser fácilmente accesibles, dentro de otras muchas. Con este trabajo nos propusimos caracterizar los OA y su utilidad en la especialidad de Dermatología. Se realizó una revisión a través de artículos electrónicos en bases de datos a texto completo en revistas pedagógicas nacionales e internacionales y se pudo arribar a la conclusión de que los OA facilitan la adquisición de conocimientos y habilidades en el aprendizaje y que su aplicación resulta útil en Dermatología(AU)

The information and communication technologies (ICT) have broaden the possibilities of knowledge and information transmission, in which the pupil plays the predominant role, leaving the educator with a second role. The ICT sustain the learning objectives, digital entity, self-sustained and reusable with objectives, constituted by three editable internal components: contents, learning activities and contextualization components. Moreover, the metadata facilitates its identification, storage and localization. Also must be present other characteristics: educability, interoperability accessibility, self-regeneration, flexibility, etc. In this study we put forward the task of characterizing the learning objectives as well as other characteristics of the teaching-learning process in the virtual field. Various reviews were carried out on electronic articles, databases of national and international pedagogical journals. Conclusions: It is important the implement and development of the LO in order for the pupil to develop abilities and strategies at any learning situation, and it´s application in Dermatology is useful(AU)

Consideraciones sobre la historia de la clasificación de las enfermedades dermatológicas / Considerations upon the history of the classification of skin diseases

Este artículo relata la historia de la descripción y clasificación de las enfermedades dermatológicas y el accionar de Baldomero Sommer, quien fue un miembro destacado en la escuela dermatológica de la Facultad de Ciencias Médicas de la Universidad Nacional de Buenos Aires.

This article covers the history of the description and classification of skin diseases and the work of Baldomero Sommer, who was an influential member in the school of dermatology of the school of Medicine of the Buenos Aires University.

Teaching of leprosy: current challenges

In the context of declining leprosy endemicity worldwide, keeping the interest in knowledge and expertise in leprosy alive has been a matter of concern. Approaching the problem only in primary care, without the proper integration with other levels of care in the health system fails to account for the complexity of the disease. Training professionals to work at different levels of health care is a current challenge. The objective of this review was to look for experiences related to the teaching of leprosy both in undergraduate courses in the field of health sciences and in training programs for professionals who work in patient care. We highlight the role of the dermatologist in the management of control programs, diagnosis and treatment of the disease, as well as in the continuous education of other health professionals.

Basic genetics for dermatologists.

During the past few decades, advances in the field of molecular genetics have enriched us in understanding the pathogenesis of diseases, their identification, and appropriate therapeutic interventions. In the last 20 years, genetic basis of more than 350 monogenic skin diseases have been elucidated and is counting. The widespread use of molecular genetics as a tool in diagnosis is not practiced routinely due to genetic heterogenicity, limited access and low sensitivity. In this review, we have presented the very basics of genetics so as to enable dermatologists to have working understanding of medical genetics.