CEACLIN, un instrumento en español para identificar estrategias para el aprendizaje de la clínica de estudiantes de medicina: Desarrollo y validación / CEACLIN, an instrument suited to identify medical students´ strategies to learn in pre-clerkship years

Background: Upon the beginning of pre-clerkship years, medical students must develop strategies to learn from experience and to improve their relational skills to communicate with patients. Aim: To develop an instrument to identify the strategies used by medical students to learn in clinical contexts. Material and Methods: Using a Delfi technique to reach consensus, a national panel of students and clinical teachers from 15 Chilean medical schools analyzed an 80-item questionnaire built from perceptions of Chilean students and teachers from one medical school. After two Delfi rounds and a pilot application, a 48-item questionnaire was obtained. Its reliability and construct validity were assessed by Cronbach alpha coefficient and factor analysis, respectively, on the base of an application to 336 medical students. Results: The questionnaire developed, named CEACLIN, is highly reliable (α= 0.84). Its inner structure is made of eleven factors: Autonomy, Solving doubts and problems, Searching and organizing information, Proactivity, Reaching to others, Paying attention and emotions, Searching for trust, Evading burden, Coping with burden, Motivation and Postponing the personal life. All together, these factors account for 47.4 % of the variance. Conclusions: CEACLIN is a valid, reliable and easy to use instrument suited to identify students´ strategies to learn in pre-clerkship years. Many of its items allude to concepts of theories of experiential learning and motivation. We hope that CEACLIN will be of value to medical students and clinical teachers to improve the learning and teaching of clinical reasoning and communication skills.

A new method for the assessment of patient safety competencies during a medical school clerkship using an objective structured clinical examination

INTRODUCTION: Patient safety is seldom assessed using objective evaluations during undergraduate medical education. OBJECTIVE: To evaluate the performance of fifth-year medical students using an objective structured clinical examination focused on patient safety after implementation of an interactive program based on adverse events recognition and disclosure. METHODS: In 2007, a patient safety program was implemented in the internal medicine clerkship of our hospital. The program focused on human error theory, epidemiology of incidents, adverse events, and disclosure. Upon completion of the program, students completed an objective structured clinical examination with five stations and standardized patients. One station focused on patient safety issues, including medical error recognition/disclosure, the patient-physician relationship and humanism issues. A standardized checklist was completed by each standardized patient to assess the performance of each student. The student's global performance at each station and performance in the domains of medical error, the patient-physician relationship and humanism were determined. The correlations between the student performances in these three domains were calculated. RESULTS: A total of 95 students participated in the objective structured clinical examination. The mean global score at the patient safety station was 87.59 ± 1.24 points. Students' performance in the medical error domain was significantly lower than their performance on patient-physician relationship and humanistic issues. Less than 60 percent of students (n = 54) offered the simulated patient an apology after a medical error occurred. A significant correlation was found between scores obtained in the medical error domains and scores related to both the patient-physician relationship and humanistic domains. CONCLUSIONS: An objective structured clinical examination is a useful tool to evaluate patient safety competencies during the medical student clerkship.

Tratamiento del dolor: Norma técnica de salud de la unidad productora de servicios. NTS Nº 062-MINSA/DGSP-V.01 / Pain management: technical standard of health service production unit. NTS No. 062-MINSA/DGSP-V.01

La presente publicación describe los dispositivos legales y normas técnico administrativas para la implementación de las Unidades Productoras de Servicios de tratamiento del dolor en los establecimientos hospitalarios públicos y privados del sector salud

Length of internship influences performance on medical residency exam / Duração do internato influencia o desempenho no exame de residência médica

OBJECTIVES: Medical education encompasses globally diverse context and conditions. The Brazilian scenario seemed a natural environment to study the influence of medical education programs and internship duration on the entrance exam for medical residency. This investigation evaluates some methods used during the entrance exam for medical residency as a means to make a distinction between candidates with longer clerkships. METHODS: Candidates selected for a residency program performed a multiple-choice (MC), an open question (OQ) and OSCE-like tests, an interview and a curriculum analysis for participation in scientific meetings, papers published and voluntary activities. Groups were compared for gender, year of graduation, tests and OSCE scores. RESULTS: Participants were distributed into two groups based on clerkship duration: 2 years or less than 2 years. There was no difference for the MCT score among groups or any of the activities from interview and curriculum analysis. The 2 years clerkship group showed significantly higher OQ (p=0.009) and OSCE-like affective (p=0.025) and knowledge (p=0.002) scores. CONCLUSION: The OSCE test identified some aspects related to competence acquisition and assessed basic skills and attitudes essential to the supervised practice of medicine during residency. OSCE discriminated aspects not perceived by the sole use of knowledge tests.

OBJETIVOS: A educação médica mostra contextos e condições globalmente diversas. O cenário no Brasil pode ser considerado um ambiente natural para se estudar a influência da diversidade dos programas de educação médica bem como a duração do internato no exame de entrada para residência médica. Esta investigação avalia alguns métodos usados no exame de entrada para residência médica como métodos para diferenciar os candidatos com internatos mais longos. MÉTODOS: Candidatos selecionados para um programa de residência executaram um teste múltiplas-escolhas (MCT), teste com perguntas abertas (OQ) e o OSCE, além de uma entrevista e uma análise de currículo para avaliar participações em reuniões científicas, artigos publicados e atividades voluntárias. Foram comparados grupos pelo gênero, ano de graduação, resultados dos testes e do OSCE. RESULTADOS: Os participantes foram distribuídos em dois grupos baseados na duração do internato: 2-anos ou menos de 2 anos. Não houve nenhuma diferença para a pontuação no MCT entre os grupos ou por quaisquer das atividades de entrevista e análise de currículo. O grupo de internato de 2-anos mostrou OQ mais alto (p =0.009) bem como os resultados do OSCE afetivo (p =0.025) e de conhecimento (p =0.002). CONCLUSÃO: O exame OSCE diferenciou alguns aspectos relacionados a aquisição de competências e pode avaliar habilidades básicas e atitudes que seriam essenciais à prática supervisionada de medicina durante residência médica. OSCE separou aspectos não notados pelo uso de testes de conhecimento ou múltiplas escolhas.

Guía de práctica clínica para terapia antitrombótica y trombolítica 2005 / Clinical practice guidelines for antithrombotic and thrombolytic therapy 2005

La enfermedad tromboembólica es un área de creciente interés; un diagnóstico y tratamiento adecuados son imprescindibles para la buena práctica médica, por lo cual requiere certeza en la toma de decisiones. Motivados por la diversidad de opciones del arsenal terapéutico, se decidió actualizar las pautas venezolanas de terapia antitrombótica y trombolítica, a través de la guía 2005. Metodología para el Desarrollo de las Guías de Práctica -Clínica Basadas en Evidencia.

Student self-assessment in a paediatric objective structured clinical examination / Autoevaluación del Estudiante en un Examen Clínico Objetivo Estructurado de Pediatría

OBJECTIVE: The objective structured clinical examination (OSCE) has been recognized not only as a useful assessment tool but also as a valuable method of promoting student learning. Student self-assessment is also seen as a means of helping students recognize their strengths and weaknesses, understand the relevance of core learning objectives and to take more responsibility for each stage of their work The authors sought to evaluate the accuracy of medical student self-assessment of their performance in the paediatric clerkship OSCE and thus obtain preliminary data for use in programme strengthening. DESIGN AND METHODS: A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Students assessed their performance at each station, using a performance rating scale. Performance data were summarized using descriptive and non-parametric tests. Basic statistical analysis of the Likert items was conducted by calculatingfrequencies, means and standard deviations. Regression analysis was used to correlate self-reported rating and actual performance in each station. A p value of < 0.05 was considered significant. Eighty-one students (92) completed the questionnaire. RESULTS: Fifty-eight (72) of the students achieved greater than minimum competence in their overall scores. Significant positive correlation (p < 0.05) between student self-rating and actual score was noted- among the following stations: technical skills, cardiovascular examination, assessment of dysmorphism, dermatology, communication and photographic interpretation stations. Students overestimated their performance in the gastrointestinal examination, radiological and arterial blood gas interpretation. Students underestimated their performance in the following: respiratory system, examination of the head, developmental and nutritional assessment. CONCLUSIONS: The findings highlight the perceived strengths and weaknesses in clinical competence and self-assessment skills and provide direction for programme training needs

Objetivo: El examen clínico objetivo estructurado (ECOE) ha sido reconocido no sólo como una herramienta de evaluación útil, sino también como un valioso método para promover el aprendizaje del estudiante. La auto-evaluación estudiantil es vista también como un medio de ayudar a que los estudiantes reconozcan sus fortalezas y debilidades, entiendan la relevancia de los objetivos de aprendizaje comunes, y tomen más responsabilidad en cada etapa de su trabajo. Los autores buscaron evaluar la exactitud de la auto-evaluación del rendimiento del estudiante de medicina en la estación pediátrica del ECOE, obteniendo de eso modo datos preliminares a ser usados en el fortalecimiento del programa. Diseño y métodos: Una autoencuesta fue completada por grupos sucesivos de estudiantes inmediatamente después del ECOE al final de cada rotación de las estaciones. Los estudiantes evaluaron su rendimiento en cada estación, usando una escala de evaluación del rendimiento. Los datos del rendimiento fueron resumidos utilizando tests descriptivos y no paramétricos. El análisis estadístico básico de los ítems tipo Likert se llevó a cabo calculando las frecuencias, medias y desviaciones estándar. El análisis de regresión fue usado para correlacionar la calificación autoreportada con el desempeño real en cada estación. Un valor de p < 0.05 fue considerado significativo. Ochenta y un estudiantes (92%) respondieron la encuesta. Resultados: Cincuenta y ocho (72%) de los estudiantes lograron un rendimiento por encima del mínimo en sus resultados (puntuaciones) generales. Se observó una correlación positiva significativa (p < 0.05) entre la autocalificación del estudiante y el resultado real en las estaciones siguientes: habilidades técnicas, examen cardiovascular, evaluación del dismorfismo, dermatología, y las estaciones de comunicación e interpretación fotográficas. Los estudiantes encima de-estimaron su actuación en el examen gastrointestinal, la interpretación de gas de sangre radiológica y arterial. Los estudiantes subvaloraron su competencia en las siguientes estaciones: sistema respiratorio, examen de la cabeza, evaluación del desarrollo y la nutrición. Conclusiones: Los hallazgos resaltan las fortalezas y las debilidades percibidas en la competencia clínica y la autoevaluación de las habilidades, a la par que proveen dirección a las necesidades de entrenamiento en los programas.

A comparison of the objective structured clinical examination results across campuses of the University of the West Indies (2001 and 2002) / Una Comparación del Examen Clínico Objetivo Estructurado Resultados en los Campus de la Universidad de West Indies (2001 y 2002)

OBJECTIVE: To compare the performance of medical students in the Objective Structured Clinical Examination (OSCE) of thefinal MBBS Examination across the four campuses of The University of the West Indies, over a two-year period DESIGN AND METHODS: All final examination results of the Medicine and Therapeutics OSCE were collectedfrom the Faculty of Medical Science at the four campuses of The University of the West Indies and analyzed using both parametric (t-tests and ANOVAs) and non-parametric tests (chi-squared tests). RESULTS: Results indicated that students achieved significantly higher mean scores in the 2002 examination than in 2001 (t = 3.85, df = 415, p = 0.000). There were no significant differences between campuses with regards to the mean corrected score in 2001. Also in 2001, in adult stations, all campuses achieved significantly higher scores than Jamaica. However, in Jamaica, mean child health station scores were significantly higher than all other campuses and, the mean score in Trinidad and Tobago was higher than the Bahamas and Barbados. In 2002, all other campuses achieved significantly higher scores than Trinidad and Tobago and females performed significantly better than males with regards to overall mean scores (t = 2.814, df = 189, p = 0.005). Also in 2002, Barbados achieved significantly higher mean corrected scores than Trinidad and Tobago (F = 4.649, df = 3191; p = 0.004) and Barbados and Trinidad and Tobago both obtained significantly higher mean child health station scores than Jamaica. CONCLUSIONS: The important conclusion from this study is that the OSCE scores in Medicine and Therapeutics are generally uniform across the four campuses of the University, thereby confirming the consistency of the approach to teaching and helping to validate the efficacy and veracity of the medical graduate being produced by The University of the West Indies

Objetivo: Comparar el rendimiento académico de los estudiantes de medicina en el examen clínico objetivo estructurado del examen final de MBBS, en los cuatro campus de La Universidad de West Indies, en un período de dos años. Diseño y métodos: Se recopilaron todos los resultados del examen final de ECOE de Medicina y Terapéutica de la Facultad de Ciencias Médicas, en los cuatro campus de la Universidad de West Indies. Los datos fueron analizados usando tanto tests paramétricos (tests t y ANOVAs) como tests no paramétricos (tests de chi-quadrado). Resultados: Los resultados indicaron que los estudiantes alcanzaron puntuaciones significativamente más altas en el examen del 2001 que en el del 2002 (t = 3.85, df = 415, p = .000). No hubo diferencias significativas entre los distintos campus con respecto a los resultados corregidos promedios 2001. También en 2001, en las unidades asistenciales de adultos, todos los campus lograron resultados significativamente más altos que Jamaica. Sin embargo, en Jamaica, los resultados promedios de las unidades pediátricas fueron significativamente más altos que en todos los otros campus, y el resultado promedio en Trinidad y Tobago fue más alto que en Bahamas y Barbados. En 2002, todos los otros campus lograron resultados significativamente más altos que Trinidad y Tobago, y las mujeres obtuvieron rendimientos significativamente mejores que los de los hombres, con respecto a los resultados promedios generales (t = 2.814, df = 189, p = .005). También en 2002, Barbados alcanzó resultados corregidos promedios significativamente más altos que Trinidad y Tobago (F = 4.649, df = 3,191; p = .004), mientras que Barbados así como Trinidad y Tobago, obtuvieron resultados significativamente más altos en la unidades pediátricas, en comparación con Jamaica. Conclusiones: La conclusión principal de este estudio es que los resultados del OSCE en Medicina y Terapéutica son generalmente uniformes en los cuatro campus de la Universidad, confirmando de ese modo la solidez del enfoque de la enseñanza, y contribuyendo a validar la eficacia y calidad del graduado de medicina egresado de la Universidad de West Indies.

Instructivo: establece requisitos básicos para la elaboración de guías clínicas y protocolos del Ministerio de Salud / Instructions: establishes basic requirements for the development of clinical guidelines and protocols of the Ministry of Health

En la última década, particularmente en países industrializados, se ha producido una convergencia de criterio en torno a la importancia de utilizar métodos explícitos para la selección, análisis crítico y síntesis de la literatura científica en la toma de decisiones en salud, y para la generación de consenso entre profesionales. Por su parte, en el marco del proceso de reforma que el sector salud ha emprendido durante el presente gobierno, el Minsal se ha fijado como meta identificar intervenciones, procedimientos y estándares de calidad adecuados para dar respuesta a las necesidades de atención de las enfermedades que ocasionan los problemas de salud prioritarios para la población, y en concordancia con ello, generar protocolos de atención sustentados en evidencias científicas sólidas. A la fecha, sin embargo, no existe al interior del Minsal una definición precisa de los contenidos y condiciones de calidad que deben cumplir este tipo de documentos, para guiar a los grupos técnicos en el proceso de formulación.

Medical students' evaluation of their pathology clerkship experience

As part of a recent trend among faculties in educational institutions to review and upgrade their courses and teaching methods, the Department of Pathology introduced a questionnaire for assessment of the pathology clerkship experience by the medical students. This was to be completed at the end of their rotation. An evaluation of the results of an entire class indicates that, for the most part, the responses were positive with 82 considering the experience to be of great benefit and 17 of reasonable benefit. The responses were generally more favorable to Anatomical Pathology and Haematology than to Chemical Pathology. The study identified areas where modifications in teaching could be considered, and ways to improve the questionnaire, making it more useful for future assessments.