Knowledge about Chagas Disease among Family and Community Medicine Residents in a Non-Endemic Region: A Cross-Sectional Study.

Chagas disease (CD) is a parasitic disease endemic to continental Latin America that has globalized in recent years. The most relevant mechanisms of transmission of CD in non-endemic countries are transfusion with infected blood and mother-to-child transmission. There is limited information regarding practicing physicians' knowledge of CD transmission, clinical presentation, and treatment in non-endemic countries, including Spain. Our objective was to analyze the level of knowledge about CD in family and community medicine residents and how it has evolved over the last 5 years. A cross-sectional study was performed in the framework of the training program for family and community medicine specialists in Alicante, Spain. Convenience sampling was used to enroll 214 fourth-year family and community medicine residents from 2016 to 2020. Participants completed the validated Chagas Level of Knowledge Scale questionnaire prior to attending the seminar "Health Care for the Immigrant Population." The mean score on the scale was 7.1/10 points. Only 12 participants (5.6%) answered all questions correctly. Resident physicians who reported having received prior information on CD scored better than those who were not informed (mean, 7.2 versus 6.1 points). Participants from Latin America had scores similar to those of the rest of the participants. Over the 5-year study period, questionnaire scores tended to increase. Knowledge about CD among family and community medicine residents has improved in recent years, although it is still not optimal. Specific training on CD during specialized health care training is warranted.

Desarrollo de la competencia de atención comunitaria para residentes de Enfermería Familiar y Comunitaria en una Unidad Docente Multiprofesional provincial. Tres años de experiencia / Community health training for Family and Community Health Nursing residents in a Multiprofessional Teaching Unit. Three years of experience

Objetivo: Conocer el grado el interés de los residentes en áreas formativas transversales de Enfermería Familiar y Comunitaria (EFyC) al inicio de su formación. Valorar el desarrollo de actividades comunitarias en los centros de salud y determinar el grado de satisfacción de los residentes con la formación recibida y actividades realizadas. Método: Se presenta una experiencia sobre metodología docente en salud pública y comunitaria en los residentes de EFyC desde el 2014 hasta el 2017. La formación se dividió en 3módulos formativos de 21h y se completó con 2actividades de campo: un programa de Educación para la Salud (EpS) y un mapeo de activos en la zona básica de salud (ZBS). Se cumplimentó un cuestionario de satisfacción del curso y de las actividades realizadas. Resultado: Durante este período se formaron 27 residentes. El 86,9% consideró la formación en atención comunitaria como muy necesaria. Se realizaron 26 programas de EpS y 17 mapeos de activos de sus ZBS. Con respecto a la satisfacción de la formación, se obtuvo una media global de 4,5 ± 0,1 sobre 5. Conclusiones: Los resultados evidencian un alto grado de interés en atención comunitaria, así como una valoración muy alta sobre las actividades realizadas y la formación recibida. La formación en salud comunitaria durante el período de residencia es un elemento esencial para integrar estas competencias en el rol profesional. Resulta imprescindible la dedicación por parte de las Unidades Docentes en el impulso en esta competencia, capacitando a los residentes en la integración del abordaje biopsicosocial, la orientación comunitaria y el trabajo en equipo en Atención Primaria

Objective: To determine the interest of nursing residents in the training areas of Family and Community Nursing (EFyC) at the beginning of their training, to evaluate community activities in health centres and to determine satisfaction with the training received and activities carried out. Method: We present the experience of training in the public and community health competencies of EFyC Nursing from 2014 to 2017 in a multiprofessional teaching unit. The training was divided into 3 theoretical modules. The training was completed with 2 activities: the design and development of a health education programme and an asset mapping in the basic health area. A questionnaire was completed on satisfaction with the course and the activities carried out. Result: During this period, 27 residents received training. As part of the training process, 26 health education programmes and 17 asset mappings were conducted in accredited health centres. The areas of intervention addressed were: lifestyles, life transitions and health problems. The overall satisfaction with the course was 4.5 ±.1 out of 5. Conclusions: The results show a high degree of interest in this area, as well as high evaluation of the activities carried out and the training received. Training in community health and health education during the period of residence is essential to include these competencies in the professional role. The dedication and involvement of the multiprofessional teaching units is essential in the development of these competences, training the residents through the integration of a biopsychosocial approach, community health and teamwork in primary care

Community health training for Family and Community Health Nursing residents in a Multiprofessional Teaching Unit. Three years of experience. / Desarrollo de la competencia de atención comunitaria para residentes de Enfermería Familiar y Comunitaria en una Unidad Docente Multiprofesional provincial. Tres años de experiencia.

OBJECTIVE: To determine the interest of nursing residents in the training areas of Family and Community Nursing (EFyC) at the beginning of their training, to evaluate community activities in health centres and to determine satisfaction with the training received and activities carried out. METHOD: We present the experience of training in the public and community health competencies of EFyC Nursing from 2014 to 2017 in a multiprofessional teaching unit. The training was divided into 3theoretical modules. The training was completed with 2activities: the design and development of a health education programme and an asset mapping in the basic health area. A questionnaire was completed on satisfaction with the course and the activities carried out. RESULT: During this period, 27 residents received training. As part of the training process, 26 health education programmes and 17 asset mappings were conducted in accredited health centres. The areas of intervention addressed were: lifestyles, life transitions and health problems. The overall satisfaction with the course was 4.5 ±.1 out of 5. CONCLUSIONS: The results show a high degree of interest in this area, as well as high evaluation of the activities carried out and the training received. Training in community health and health education during the period of residence is essential to include these competencies in the professional role. The dedication and involvement of the multiprofessional teaching units is essential in the development of these competences, training the residents through the integration of a biopsychosocial approach, community health and teamwork in primary care.

Formación en investigación para tutores y tutoras de una Unidad Docente Multiprofesional provincial de Atención Familiar y Comunitaria / Research training for tutors of a Provincial Multiprofessional Teaching Unit for Family and Community Care

OBJETIVO PRINCIPAL: Evaluar el grado de satisfacción y la progresión de los conocimientos adquiridos tras la realización del curso de metodología de la investigación y describir el perfil socio laboral de los tutores que eligen formarse en esta competencia. DISEÑO: Estudio observacional descriptivo. EMPLAZAMIENTO: Unidad Docente Multiprofesional provincial de Atención Familiar y Comunitaria, Atención Primaria. PARTICIPANTES: Tutores de Medicina y Enfermería Familiar y Comunitaria asistentes al curso. Criterios de selección: ser tutor de residentes de último año durante el periodo 2015-2016 y asistir al 75% del curso. MEDICIONES PRINCIPALES: Grado de satisfacción mediante un cuestionario de satisfacción recogido tras el curso, nivel de conocimientos mediante un test antes y después. Variables sociolaborales: edad, años de tutorización, sexo, áreas sanitarias y profesión. RESULTADOS: Veintiún tutores cumplieron criterios de inclusión. La mediana de años de tutorización fue 4 años (1-9). El grupo de edad más representado fue mayor de 50 años (57,1%). La satisfacción global de curso fue 4,21±0,23 sobre 5. El número de aprobados en el test de conocimientos previos fue 9 (47,36%) y al finalizar el curso 15 (88,23%). La variable que se asoció de forma significativa con participar en el curso fue: años de tutoría (< 5 años) con una OR de 3,46 (1,14-10,55) y una p = 0,025. CONCLUSIONES: Los resultados obtenidos muestran alta satisfacción e incremento de conocimientos en investigación. La incorporación de contenidos en investigación en los planes de formación de los tutores podría ser clave para la implementación de actividades por parte de los equipos de los centros docentes

MAIN OBJECTIVE: To evaluate the level of satisfaction and progression of the knowledge acquired after conducting a research methodology course, and to describe the socio-occupational profile of the Tutors who chose to graduate in this competency. DESIGN: Descriptive observational study. SITTING: Multiprofessional Teaching Unit of Family and Community Care, Primary Care. PARTICIPANTS: Medicine and Nursing Family and Community Tutors attending the course. Selection criteria: To be a Senior Tutor for the period 2015-2016 and attend 75% of the course. MAIN MEASUREMENTS: Level of satisfaction measured using a questionnaire completed and collected after the course, as well as the level of knowledge using a before and after test. Other variables collected were, age, years of tutoring, gender, health areas, and profession. RESULTS: A total of 21 Tutors fulfilled inclusion criteria. The median years of tutoring was 4 years (1-9). The most represented age group was older than 50 years (57.1%). Overall course satisfaction was 4.21±0.23 out of 5. The number of those who passed in the previous knowledge test was 9 (47.36%), with 15 (88.23%) at the end of course. The variable that was significantly associated with participating in the course was: years of tutoring (<5 years), with an OR of 3.46 (95% CI; 1.14 - 10.55, P=.025). CONCLUSIONS: The results obtained show a high level of satisfaction and increased knowledge in research. The incorporation of contents of research into tutor training plans could be key to the implementation of activities by the teams of the teaching centres