Valoración formativa: experiencia de las unidades docentes de medicina familiar y comunitaria de Cataluña / Formative evaluation: experience of the Catalonian family and community medicine teaching units

El objetivo de este artículo es explicar la experiencia en la evaluación formativa que se ha llevado a cabo en las unidades docentes de medicina familiar y comunitaria de Cataluña en los años 2001 al 2007. Este proyecto de evaluación formativa incluye la utilización de diversos instrumentos de evaluación, como autoauditorías, videograbación, observación estructurada de la práctica clínica, casos por ordenador y pacientes simulados. Han participado en el desarrollo del proyecto diferentes promociones de residentes, los tutores de las unidades docentes y los coordinadores de éstas. Esta experiencia acumulada ha permitido ir evolucionando en el campo de la valoración formativa y adaptar e integrar las actividades que se estaban realizando en un portafolio del residente que, según nuestra opinión, es el mejor instrumento para la evaluación formativa del residente de medicina de familia (AU)

The purpose of this article is to report on the experience in formative evaluation that was carried out in the Catalonian family and community medicine teaching units during the years 2001–2007. This formative evaluation project included the use of several evaluation tools such as, self-listening, video-recording, structured observation of clinical practice, cases by computer and simulated patients. Different resident intakes have participated in the development of the project, as well as their teaching unit tutors and coordinators. This accumulated experience has allowed it to progress into the field of formative evaluation, and to adapt and integrate the activities that were being carried out in a resident portfolio, which in our opinion is the best tool for the formative evaluation of the family medicine resident (AU)

[Formative evaluation: experience of the Catalonian family and community medicine teaching units]. / Valoración formativa: experiencia de las unidades docentes de medicina familiar y comunitaria de Cataluña.

The purpose of this article is to report on the experience in formative evaluation that was carried out in the Catalonian family and community medicine teaching units during the years 2001-2007. This formative evaluation project included the use of several evaluation tools such as, self-listening, video-recording, structured observation of clinical practice, cases by computer and simulated patients. Different resident intakes have participated in the development of the project, as well as their teaching unit tutors and coordinators. This accumulated experience has allowed it to progress into the field of formative evaluation, and to adapt and integrate the activities that were being carried out in a resident portfolio, which in our opinion is the best tool for the formative evaluation of the family medicine resident.

Study protocol of psychometric properties of the Spanish translation of a competence test in evidence based practice: the Fresno test.

BACKGROUND: There are few high-quality instruments for evaluating the effectiveness of Evidence-Based Practice (EBP) curricula with objective outcomes measures. The Fresno test is an instrument that evaluates most of EBP steps with a high reliability and validity in the English original version. The present study has the aims to translate the Fresno questionnaire into Spanish and its subsequent validation to ensure the equivalence of the Spanish version against the English original. METHODS AND DESIGN: The questionnaire will be translated with the back translation technique and tested in Primary Care Teaching Units in Catalonia (PCTU). Participants will be: (a) tutors of Family Medicine residents (expert group); (b) Family Medicine residents in their second year of the Family Medicine training program (novice group), and (c) Family Medicine physicians (intermediate group). The questionnaire will be administered before and after an educational intervention. The educational intervention will be an interactive four half-day sessions designed to develop the knowledge and skills required to EBP. Responsiveness statistics used in the analysis will be the effect size, the standardised response mean and Guyatt's method. For internal consistency reliability, two measures will be used: corrected item-total correlations and Cronbach's alpha. Inter-rater reliability will be tested using Kappa coefficient for qualitative items and intra-class correlation coefficient for quantitative items and the overall score. Construct validity, item difficulty, item discrimination and feasibility will be determined. DISCUSSION: The validation of the Fresno questionnaire into different languages will enable the expansion of the questionnaire, as well as allowing comparison between countries and the evaluation of different teaching models.