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Introdução:A formação de professores é um processo dinâmico que deve ser composto por experiências práticas e teóricas no preparodo discente ao magistério. Desse modo, a compreensão das reflexões relativas ao estágio em docência assistida no âmbito do ensino superior é de suma importância para enriquecer os debates e discussões acerca do papel do estágio em docência como ferramenta formativa do professor universitário. Objetivo:Refletir sobreas experiências vivenciadas durante atividades desenvolvidas noestágio de docência assistidaea importância para a formação pedagógica no ensino superior. Metodologia:Trata-se de um relato de experiênciado estágio emdocência decorrido no segundo semestre de 2022, na disciplina de Fundamentos em epidemiologia e saúde pública do curso de Graduação em Fisioterapia da Universidade Federal do Rio Grande do Norte.Resultados: No presente estudo, foram descritas e analisadas as etapas da experiência do estágio em docência, enfocando as perspectivas, aprendizados e aspirações sob a ótica da literatura científica sobre o papel formativo do estágio para o professor universitário. Os resultados obtidos evidenciam a significânciadas contribuições dessa vivência para o crescimento acadêmico e profissional dos mestrandos. No entanto, salienta-se a necessidade de incorporar ou revisar elementos curriculares, visando promover uma integração mais aprofundada entre as dimensões teóricas e práticas no preparo dos alunos para a docência no ensino superior. Conclusões: O estágio de docência assistida representa uma ferramenta formativa de suma importância, singular e enriquecedora na construção das experiências profissionais e pessoais na formação de professores (AU).
Introduction: Teacher education is a dynamic process that must be composed of practical and theoretical experiences in preparing students to teach. Thus, understanding the reflections related to the internship in assisted teaching in higher education is of paramount importance to enrich the debates and discussions about the role of the internship in teaching as a training tool for university professors.Objective: To reflect on the experiences lived during activities developed in the assisted teaching internship and the importance for pedagogical training in higher education. Methodology: This is an experience report of the teaching internship that took place in the second half of 2022, in the subject of Fundamentals in epidemiology and public health of the Graduation course in Physiotherapy at the Federal University of Rio Grande do Norte.Results: In this study, we described and analyzed the stages of the teaching practicum experience, focusing on perspectives, learnings, and aspirations from the perspective of the scientific literature on the formative role of the teaching practicum for university professors. The obtained results highlight the significance of the contributions of this experience for the academic and professional growth of the participants. However, it is emphasized the need to incorporate or revise curriculum elements to promote a more profound integration of theoretical and practical dimensions in preparing students for teaching in higher education.Conclusions: The supervised teaching practicum represents a valuable, unique, and enriching formative tool in the development of professional and personal experiences in teacher education (AU).
Introducción: La formación docente es un proceso dinámico que debe estar compuesto de experiencias prácticas y teóricas en la preparación de los estudiantes para enseñar. Por lo tanto, comprender las reflexiones relacionadas con la pasantía en la docencia asistida en laeducación superior es de suma importancia para enriquecer los debates y discusiones sobre el papel de la pasantía en la docencia como herramienta de formación de profesores universitarios. Objetivo: Reflexionar sobre las experiencias vividas durante las actividades desarrolladas en el internado docente asistido y la importancia para la formación pedagógica en la educación superior.Metodología: Se trata de un relato de experiencia de la pasantía docente que tuvo lugar en el segundo semestre de 2022, en la asignatura de Fundamentos en epidemiología y salud pública del curso de Graduación en Fisioterapia de la Universidad Federal de Rio Grande do Norte.Resultados: En este estudio, describimos y analizamos las etapas de la experiencia de práctica docente, enfocando perspectivas, aprendizajes y aspiraciones desde la perspectiva de la literatura científica sobre el papel formativo de la práctica docente para profesoresuniversitarios. Los resultados obtenidos destacan la importancia de los aportes de esta experiencia para el crecimiento académico y profesional de los participantes. Sin embargo, se enfatiza la necesidad de incorporar o revisar elementos curriculares parapromover una integración más profunda de las dimensiones teóricas y prácticas en la preparación de los estudiantes para la docencia en la educación superior. Conclusiones: La práctica docente supervisada representa una herramienta formativa valiosa, únicay enriquecedora en el desarrollo de experiencias profesionales y personales en la formación docente (AU).
Sujets)
Soutien financier à la formation , Techniques de physiothérapie , Enseignement supérieur , Formation des enseignants/méthodes , Enseignement/enseignement et éducation , Corps enseignant/enseignement et éducationRésumé
Objective:The present study was designed to strengthen the education of research integrity, and to improve the awareness of academic misconduct and academic literacy of medical post-graduate students.Methods:A questionnaire survey was conducted with master post-graduate students of a university affiliated hospital, and statistical analysis on the education of research integrity and the perception of academic misconduct among the survey respondents was performed.Results:Academic master post-graduate students′ cognitions of the misconduct in scientific research process and overall academic misconduct were better than that of professional master post-graduate students, and there were significant differences ( P<0.05). The more times of participation in research integrity training, the better cognition of misconduct of scientific research process, research results publication process, and overall academic misconduct, with significant differences ( P<0.05). Conclusions:The education on scientific research integrity of medical post-graduates should be carried out systematically, while the content should be improved and the form should be enriched for scientific research integrity education, so that the medical post-graduates can have a deeper understanding of the code of academic practices, and an education model of scientific research integrity for medical post-graduate which is suitable for China′s national conditions can be gradually developed.
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Objective:To investigate and analyze the status quo of death cognition and hospice care attitude of clinical medical graduate students, to compare the differences between the two groups, and to explore the correlation between death cognition and hospice care attitude, so as to provide the reference for the reform and construction of death cognition and hospice care education in medical colleges and universities in China.Methods:A survey was carried out on 496 doctoral and postgraduate students majoring in clinical medicine by using the "Questionnaire of General Sociology Survey", the Chinese version of the "Death Attitude Profile Revised Scale", and the Chinese version of the "Frommelt Attitudes Toward Care of the Dying Scale Form B (FATCOD-B)" to investigate the death cognition and hospice care attitude of 496 doctoral and postgraduate students majoring in clinical medicine, and classified and compared the survey results of the two groups. The results of this study were statistically analyzed by t-test, Pearson correlation analysis and other statistical methods. Results:A total of 469 valid questionnaires were recovered after excluding 27 unqualified questionnaires. Statistical analysis showed that the scores of each dimension in the death attitude description scale of doctoral students were ranked as follows: approach acceptance (4.28±0.53), neutral acceptance (3.99±0.41), death avoidance (2.74±0.63), fear of death (2.65±0.57) and escape acceptance (2.47±0.69) the scores of postgraduates were ranked as neutral acceptance (3.96±0.52), approach acceptance (2.84±0.61), fear of death (2.78±0.65), death escape (2.62±0.73), escape acceptance (2.39±0.77). At the same time, the scores of hospice care attitude in the doctoral group were higher than those in the master group [(110.63±8.96) vs. (106.78±6.52)], and the difference was statistically significant ( P<0.001). In addition, the scores of "fear of death" and the scores of hospice care attitudes were negatively correlated with the scores of doctoral and master students ( r=-0.25, r=-0.21), while the scores of hospice care attitudes were positively correlated with the scores of "neutral acceptance" in death cognition ( r=0.50, r=0.32). However, the hospice care attitude scores of doctoral students were negatively correlated with the "death avoidance" scores in death cognition ( r=-0.27). Conclusion:Doctoral and postgraduate students have a certain awareness of hospice care, while their death cognition and hospice care attitude still need to be improved and strengthened from sociology, psychology, ethics and other perspectives. The above will promote the harmony between doctors and patients while meeting the needs of an aging society in China.
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Objective:To explore the application effect of modified direct observation of procedural skills (DOPS) as a formative assessment tool in clinical skills training of professional graduate students.Methods:A total of 130 professional graduate students of Batch 2019 were selected as the experimental group, and 127 graduate students of Batch 2018 were selected as the control group. Two groups of students received clinical general skills training after enrollment, the control group adopted the traditional skills teaching method, and the experimental group added DOPS as formative assessment on the basis of traditional teaching. The teaching effect of DOPS was evaluated by means of scores analysis and student self-assessment. SPSS 23.0 was used for t-test. Results:The score of the experimental group (84.35±3.41) was higher than that of the control group (77.58±2.68), which showed a statistically significant difference ( t=2.63, P<0.05). The scores of "skill operation ability" and "communication ability" were the lowest single indexes in the assessment of DOPS. The results of self-assessment showed that the scores of autonomous learning ability, clinical thinking ability, clinical practice ability and professional accomplishment of students in the experimental group were all higher than those in the control group ( P<0.05). Conclusion:Modified DOPS is helpful to improve clinical core ability, which is worth promoting for application.
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Objective:To explore the construction and implementation effect of clinical-thinking patterned curriculum for parallel graduate students with "running through clinical diagnosis and treatment process."Methods:In this study, 94 Batch 2016-2017 graduate students with clinical medical professional degree in Shanxi Provincial People's Hospital were selected as the research subjects. Among them, 48 Batch 2017 parallel graduate students were selected as the experimental group. The curriculum of clinical-thinking patterned training of "running through the clinical diagnosis and treatment process" was used. In addition to participating in the degree courses and residency courses, a series of training to improve the clinical-thinking ability were introduced. And 46 Batch 2016 parallel graduate students were divided in the control group, using a traditional curriculum and only participating in degree courses and residency courses. The differences among mini-clinical evaluation exercise (Mini-CEX) scores, direct observation of procedural skills (DOPS) scores, objective structured clinical examination (OSCE) scores and students' satisfaction were compared by t test, chi-square test and repeated measures analysis of variance. Results:The Mini-CEX scores showed the average scores of other aspects except humanistic care were higher than those of the control group, and the score of communication skills was significantly higher than that of the control group [(6.55±0.98) vs. (5.77 ±1.12)], with significant differences ( t=3.62, P<0.001). In the DOPS scores, except for the skills of communication with patients, ability to consider patient's feelings and practice of occupational literacy, the average scores of other aspects of the experimental group were higher than those of the control group, and the real operation-ability score of clinical skills was significantly higher than that of the control group [(6.38 ± 1.38) vs. (5.53±1.23)], with a significant difference ( t=3.12, P=0.002). In terms of the outpatient receiving station, the emergency treatment station, the clinical thinking station①, the clinical thinking station②, the specialist skill station, the auxiliary examination station and the case writing station, their OSCE scores at different stages in the experimental group were higher than those in the control group, and in terms of clinical thinking station①, the score of the experimental group was significantly higher than that of the control group, with a significant difference ( F=6.51, P=0.012). The satisfaction rate of the experimental group in terms of curriculum was higher than that in the control group except for the future career development, and in improving logical-thinking ability, the score of the experimental group was significantly higher than that of the control group, with a significant difference ( χ2=19.18, P<0.001). Conclusion:The curriculum of clinical-thinking ability with "running through the clinical diagnosis and treatment process" can enhance the clinical practical ability of parallel graduate students, making them meet the residential academic standards as soon as possible and effectively promoting the training quality of the students.
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【Objective】 To explore the relationship of graduate students’ psychological stress and perceived stress with their mental health, and analyze the mediating effect of perceived stress. 【Methods】 We investigated 705 graduate students by Chinese College Student Mental Health Scale (CCSMHS), Chinese College Student Psychological Stress Scale (CCSPSS), and Perceived Stress Scale-10 (PSS). Correlation and structural equation model analysis was made. 【Results】 The graduate students’ psychological stress and perceived stress had significant correlation with their mental health. SEM analysis showed that perceived stress served as a partial mediation variable between psychological stress and mental health. Psychological stress had direct effects (0.216) for mental health and indirect effects (0.126) through perceived stress. 【Conclusion】 Graduate students’ psychological stress can influence their mental health directly, and can also reduce mental health level by increasing perceived stress. Perceived stress has partial mediating effect between psychological stress and mental health.
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Objective:To explore the teaching reform of internal medicine graduate students based on the concept of outcomes-based education (OBE).Methods:A total of 86 graduate students who studied in the Teaching and Research Section of Internal Medicine in the First Affiliated Hospital of Xinjiang Medical University from January 2019 to August 2020 were randomly divided into control group ( n=43) and observation group ( n=43). The control group adopted traditional teaching, and the observation group adopted the teaching based on the OBE concept. The evaluation of the academic performance of the two groups of graduate students and the recognition of the teaching mode by the graduate students were compared, and the improvement of the personal ability of the graduate students was evaluated. Meanwhile, the effect of teaching satisfaction and the improvement of learning ability of the graduate students was evaluated. SPSS 22.0 was used for t-test and Chi-square test. Results:The theoretical scores, general head and neck test scores, heart test scores, lung test scores, abdominal test scores, spinal and limb nervous system test scores, operation scores and total scores of graduate students in the observation group were higher than those in the control group ( P<0.05); students in the observation group believed that the teaching could improve their learning interest, improve the self-learning ability, improve communication and expression ability, improve teamwork ability, improve understanding and memory ability, improve internal medicine thinking ability, improve generalization ability, and improve clinical practice ability. All the above aspects were higher in observation group than control group ( P<0.05); the students in the observation group had 97.67% (42/43) recognition of teaching, which was higher than 83.72% (36/43) in the control group. Conclusion:Internal medicine teaching based on the concept of OBE can improve the academic performance and enhance the personal ability of graduate students, and the students are more satisfied with this teaching method.
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ObjectiveTo design and evaluate the ideological and political teaching in the Medical Statistics as a public basic course for postgraduates in a medical school. MethodsThrough expert consultation， literature review， investigation， we designed the main points in the ideological and political teaching for the Medical Statistics. Students' satisfaction and demand of ideological and political teaching were investigated by a questionnaire. Furthermore， effect of ideological and political teaching was evaluated. ResultsA total of 178 out of 201 graduate students in Grade 2020 in a medical university completed the survey， accounting for 88.56%， with a response rate of 100%. Among them， 84.27% of the students believed it was necessary to implement ideological and political teaching for the Medical Statistics， and 90.45% expected that ideological and political teaching could be combined with case studies. The comparison before and after class showed that the students’ correct understanding of data acquisition has been greatly improved from 78.65% to 100%. In addition， the proportion of those who were dedicated to studying increased from 89.88% to 97.75%. ConclusionThe ideological and political teaching for Medical Statistics can be implemented in combination with case studies. Ideological and political teaching may improve the courses with practical operation of knowledge and skills.
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Objective:To investigate and analyze the differences of PhD student scientific research ability, employment and development among types of postgraduate students that admitted by various of doctoral admissions under the perspective of medical students to assess and optimize the existing applications-audit system (AAS).Methods:A self-compiled questionnaire was used to investigate the opinions of medical students at different grades and types on the AAS related issues. Excel and SPSS were used to perform frequency statistics, chi-square test and independent sample t-test. Results:The PhD enrolled from AAS tended to complete the paper-publication at first and second year (38.71%, 12/31; 35.48%, 11/31), while unified enrollment (UE) tended to complete in the second year (33.33%, 10/30) and seven-year degree (SYD) in the third year (40.54%, 15/37) ( P=0.021). In terms of the value of the materials required in the application stage to the doctoral research, 74.19%(23/31) of AAS students and 48.65%(18/37) of SYD students believed that scientific research results were the most helpful to the doctoral research process, while UE believed that English helped the most (26.67%, 8/30), with significant differences among groups ( P=0.002). In terms of fair recognition of enrollment in the application system, 71.53% (304/425) of graduate students believed that AAS for doctoral enrollment was fair. The institution ( P=0.001) and type of master's degree ( P=0.001) significantly affected graduate students' recognition of the fairness of AAS. Conclusion:The degree and speed of dissertation completion of the AAS PhD are prior, reflecting the advantages of AAS in the cultivation of medical doctors' scientific academic ability and achievements. The AAS plays a significant role in enhancing the reserve of high-level scientific researchers in China, and has a high recognition and influence in medical students. In the future, the application examination system will be optimized to create the most suitable way for doctoral enrollment in China.
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AIM: To analyze the effect of the new "dual track integration" training policy on graduate students of master's degree in hematology. METHODS: The graduate students of master's degree majoring in hematology from January, 2013, to September, 2018 at the First Affiliated Hospital of Wannan Medical College were retrospectively analyzed. They were divided into the "dual track integration" training group and "non-dual track integration" training group. Their health care ethics, basic knowledge in hematology, clinical skills, medical research capabilities, and employment were compared and analyzed. RESULTS: There were no significant differences with regard to the health care ethics, and employment by class A tertiary referral hospitals of the dual track group relative to those from the non-dual track group (P>0.05); However, the dual track training group scored much higher on their basic medical knowledge, clinical skills and reasoning than that of the non-dual track training group (P<0.05); The dual track training group published fewer papers than the non-dual track group (P<0.05). CONCLUSION: The dual track training system enhances significantly clinical skills and basic medical knowledge of graduate students of master's degree. However, more attention needs to be paid to improve their research capabilities.
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At present,the standardized training of neurosurgery resident is in the primary stage in our country,and the master's degree postgraduates of Neurosurgery major are the main part of the students of neurosurgery planning training in our department.At present,a systematic and sound training system and teaching mechanism hasn't been formed in the standardized training of postgraduates in Neurosurgery.It is imperative to explore the training mode of postgraduates majoring in neurosurgery to keep pace with the times and meet the needs of the society.Based on the problems in the current training mode of neurosurgery in the First Affiliated Hospital of Heavy Medicine and combined with the existing problems,this paper focuses on the cultivation of professional basic theoretical knowledge,clinical practice ability,clinical thinking and innovative ability and aims to establish professional assessment team,so as to boost the education development of postgraduates with neurosurgery degree and improve the quality of standardized training.
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The core of standardized training for residents is the cultivation of clinical practice ability,which is also the main content of the professional degree graduate training.With the integration of professional degree graduate training and standardized training of residents,the evaluation system of professional degree graduate tutors should be included in the quality index of graduate clinical skills training.Through the methods of document retrieval and expert consultation,the index structure,the examination content and the weight were set up,and the detailed rules for the evaluation of the professional degree graduate tutors were established to guide them strengthen the training of clinical skills for graduates and improve the cultivation quality of professional degree graduates.
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Background and objectives Hemolysis, elevated liver enzymes and low platelets (HELLP) syndrome is a dangerous and life threatening complication in severe preeclampsia. It remains as an important cause of maternal and perinatal morbidity and mortality globally. The objective of this study was to find out the incidence of HELLP syndrome in pregnancies complicated by severe pre eclampsia and to assess the maternal and perinatal morbidity and mortality in women with HELLPsyndrome secondary to severe pre eclampsia. Methodology A one year Cross sectional study was conducted in the labour room of KLE Academy of Higher Education and Research (KAHER), Belagavi for the period of one year from January 2016 to December 2016. Ethical clearance was obtained from the JNMC Institutional Ethics committee. The primary objective was to determine the incidence of severe pre eclampsia and HELLPsyndrome in patients of severe pre eclampsia. The secondary objective was to study the associated maternal and perinatal morbidity and mortality. Results During the study period, a total of 6236 number of deliveries were conducted in the hospital. Among them, 312 (5%) pregnant women developed severe preeclampsia and 33 women developed HELLPsyndrome(10.57%). The mean age was 25.18±3.81 years. Labour was induced in 21.21% of the women. Majority (66.67%) of the women had vaginal delivery, while the rest had caesarean section (33%) . The most common indication for LSCS was HELLP 81.82%. Majority (84.85%) of the women had complications of HELLP alone while 9.09% of the women had HELLP syndrome associated with abruption. The mean birth weight was 2.27±0.69 Kgs. All cases had live births. The requirement of NICU admission was noted in 18.18% and the most common cause of NICU admission was Meconium aspiration syndrome with fetal distress (50%). The perinatal mortality rate was 16.67%. Conclusion and interpretation HELLPsyndrome is one of the rare complications of severe pre eclampsia. This study shows 5% incidence of severe preeclampsia and incidence of HELLP syndrome in pregnancy complicated by severe preeclampsia as 10.57%. The incidence in our study is high as our hospital is a tertiary care centre that receives referral cases (high risk with poor prognosis) from North Karnataka for further management.
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Objective By analyzing the characteristics of PI system in the US,especially its advantages,to learn the ways and means in the cultivation of postgraduates' innovative ability.Combined with the current situation of medical postgraduate training in China,some countermeasures in line with the actual situation of our country and the cultivation characteristics of medical graduate students' innovative ability were proposed.Methods Conducting literature review by using the CNKI and logging on to the official website of relevant agencies to collect and summarize related research data.Results Concrete suggestions from four aspects were proposed:Encourage medical graduate students to participate in scientific and technological research,well-planning of scientific research resources,optimizing and perfecting the mentor-mentee system and constructing a reasonable mechanism for achievement distribution.Conclusions The PI system in American scientific research field can be used for reference in the form and content of cultivating the innovative ability of medical postgraduates in China.
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Objective To investigate the feasibility and realistic significance of different teaching methods in professional and scientific degree graduate students.Methods Twenty six graduate students (scientific 12,professional 14) were randomly selected as research object from Sep.2014 to Apr.2017,and the relationship between clinical or research outcome and type of degree,clinical or experiment time were analyzed.Results The experiment time of scientific degree graduate students was significantly longer than that of professional degree graduate students [(21.0 ± 1.6) vs.(11.0 ± 3.5) months],and professional degree graduate students paid more attention to clinical work,there was statistic difference between the two groups [(20.0 ±2.1) vs.(12.0 ±2.4) months,both P＜0.05].The qualification rate of basic clinical manipulation in the professional group was higher than that in the scientific group (85.7％ vs.75.0％,P ＜ 0.05).Conclusion Different type of teaching methods based on the type of student degree were feasible and proper for graduate students in surgery,and the terminal object of our teaching should be focus on the resolution of clinical problems.
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In recent years,with the continuous expansion of graduates enrollment,the problem of graduates employment has attracted wide attention from all walks of life.As medical graduate students with favorable employment situation in the past,the pressure of employment now is increasing year by year,and the employment contradiction become more and more severe.In this paper,a survey of the graduates employment in the past five years in Medical University of Chongqing was conducted,and based on the analysis of the medical graduates employment situation and the characteristics of medical graduates training,six kinds of methods to improve employability for medical graduates were explored in order to achieve better employment of medical graduates.
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Objective To explore the current sources of stress for medical graduates, their personality characteris-tics and social support. Methods 208 postgraduates of Peking Union Medical College were surveyed by question-naire with the Graduate Student Stressor Scale, Symptom Checking List ( SCL-90) , NEO Five-Factor Inventory and Perceived Social Support Scale ( PSSS) . Results According to the five common stressors such as academic, economic, employment, physical and mental health, and tutor relationship, single-factor analysis of variance ( ANOVA) showed that there were significant differences in the composition of pressure sources between different sexes and grades. Univariate correlation analysis showed that all five dimensions of stressors had a significant posi-tive correlation with anxiety and depression symptom. There was a positive correlation between stressor and neurotic personality, and significant negative correlation with extroversion and rigorous personality. Furthermore, the stressors were significant negative correlation with perceived social support. Conclusions Medical graduate students are under various pressures at present. It is necessary to pay more attention to the education and training in the fu-ture and adopt diversified measures to rationalize them.
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Targeting the common fact that colleges and universities of traditional Chinese medicine neglect management post practice,are lack of cutting-edge,cross-disciplinary and methodological courses,fail to reflect the traditional Chinese medicine's singularity and update courses slowly during the process of cultivating their graduate students,Heilongjiang University of Chinese Medicine innovates its culture system of graduate student in related major.It is also devoted to developing problem-based learning,introducing bitutor system,reforming course system,which may hopefully improve their graduate students' innovative thoughts and abilities,strengthen their innovative knowledge theory system to finally discover an appropriate reform model for the culture system which can be perfectly replicable.
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Objective Through investigating the current situation of scientific research in medicine graduate students, we can provide scientific basis for training postgraduates effectively and reference for graduate education reform. Methods A total of 243 medicine graduate students in Drum Tower Hospital were surveyed and asked to complete the designed questionnaires which included general situation, the objective to study, the situation of participation projects, the management of student, and achievements. Results 33.74％ (82) of students' purpose was confusion, 51.44％ of (125) graduate students engaged in clinical and basic research, the scientific research graduate students and doctoral students participated in the tutor research project more than the professional type graduate students and Postgraduate student (P<0.05). There were significant differences in the number of SCI related papers published by the postgraduates who differ in their ways of training and in different degrees (P<0.05). Conclusion Graduate students are an important part of high-level talents in China. They are the successors of future scientific research. The effectiveness of training postgraduates' scientific research ability will directly affect the future scientific research level of the country. So we should strengthen the cultivation of graduate students' scientific research accomplishment, construct a scientific training model, set up scientific training mode and supervision mech-anism, in order to promote the research level of medical graduate students.
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La percepción actual de una atención médica deshumanizada y de baja calidad ha cuestionado la capacidad empática y ética de los profesionales de la salud. Las investigaciones en este campo reportan fluctuaciones en estos atributos a lo largo de la formación de los médicos. Objetivo: explorar los niveles globales de empatía y ética profesional, así como los niveles de cada componente de ambos atributos, en una muestra de candidatos a subespecialidad médica. Metodología: Se incluyeron 65 residentes que solicitaron cursar subespecialidad en una unidad médica de alta especialidad. Como parte del proceso de solicitud, respondieron el Test de Empatía Cognitiva y Afectiva y la Escala de Actitudes Éticas Profesionales. Resultados:Las puntuaciones promedio de la muestra calificaron como media en empatía y como óptimas en ética profesional. La comparación por género, especialidad y competencias mostró menor empatía afectiva y mejor competencia ética en las mujeres; mayor empatía cognitiva en subespecialidades quirúrgicas; y ausencia de correlación entre las dos variables en general, y en particular por competencia. Conclusiones: Se resalta la importancia de medir las competencias particulares de cada atributo dado que la variación en competenciasespecíficas repercute en diferentes aspectos de la formación del médico, como la elección de especialidad, la selección de candidatos, la elaboración de programas académicos y el adecuado aprendizaje sobre la construcción de una efectiva relación médico-paciente
The current perception of a dehumanized medical attention and its low quality has questioned the empathic capacity and ethics of the health professionals. The research in this field reports variations in this attributes along the doctors' education. Objective: to explore the global levels of empathy and professional ethics, as well as the levels of each component of both attributes in a sample of applicants to a medical graduate program. Methodology: 65 residents that applied for graduation studies in a very specialized medical unit were included. As part of the application process, they answered the Cognitive and Affective Empathy Test and the Professional Ethical Attitudes Scale. Results: The average scores of the sample got Average in empathy and Optimal in professional ethics. The comparison by gender, specialty and competences showed less affective and better ethical competence in women, more cognitive empathy in surgical specialties, and in general an absence of correlation between the two variables and specifically by competence. Conclusions: The importance of measuring the specific competences of each attribute is highlighted given that the variation in specific competences impact in different aspects the doctor's education, as the specialty choice, the student selection, the development of academic programs and the adequate learning about the construction of an effective relation doctor-patient.