Interprofessional ethics education seminar for undergraduate health science students: A pilot study.

To prepare for the modern collaborative healthcare system, health science academia is charged with educating future professionals to be competent members of the interprofessional team. The purpose of this pilot study was to assess self-efficacy for interprofessional education (IPE) in medical laboratory technology, dental hygiene, and nursing students before and after an IPE session. The specific topic of ethics was the focus of the session. The interprofessional seminar was designed to compare the codes of ethics from each programme through discussion and a case-based approach. The Self-Efficacy for Interprofessional Experiential Learning scale was used to collect quantitative data. A total of 75 participants rated self-efficacy for IPE before and after the educational offering. A paired sample t-test was used to analyse data. Significant results were found in students' pre- and post-test scores that indicated increased levels of self-efficacy related to working as a collaborative team for the benefit of the patient. Overall, there was an increase in participants' self-efficacy after collaborating with students from different health professions programmes. Healthcare students that learn together are more confident in their abilities to implement a team-structured approach, and understand that doing so will foster optimal patient wellbeing.

Experiencia en la evaluación de la actividad asistencial de los médicos residentes en un servicio de urgencias de un hospital universitario / Assessment of resident physicians’ performance in a university hospital’s emergency department

Objetivo: Describir la experiencia obtenida en un servicio de urgencias (SU) de un hospital universitario de tercer nivel en términos de evaluación de residentes así como la correlación de los resultados obtenidos por las herramientas utilizadas entre sí mismas y con el número de acceso a la plaza de médico interno residente (MIR). Método: Estudio retrospectivo observacional. Se realizaron dos pruebas escritas a lo largo del periodo lectivo 2013-2014, y evaluaciones subjetivas por los supervisores durante las jornadas de atención continuada y se solicitó una autoevaluación de conocimientos teóricos, prácticos y de disposición al trabajo en urgencias. Los resultados de estas herramientas se exponen independientemente y se investiga si existe correlación entre ellos. Resultados: El número MIR se correlacionó inversamente con los resultados de las pruebas escritas de conocimientos y con los resultados de las evaluaciones durante las jornadas de atención continuada. Los resultados de las evaluaciones escritas mostraron una correlación directa con las evaluaciones durante las jornadas de atención continuada. En términos generales, la autoevaluación presentó una distribución normal reflejando una escasa utilidad y ninguna correlación con las formas de evaluación por terceros. Conclusión: Las pruebas escritas consiguen una correlación aceptable con la evaluación subjetiva de competencias prácticas de los MIR en el SU y viceversa. Los esfuerzos orientados a preparar estrategias de evaluación de residentes en la actividad en urgencias serán de interés en el futuro, cuando exista la especialidad la Medicina de Urgencias (AU)

Objective: To describe an experience with the evaluation of resident physicians doing rotations in a tertiary-care hospital emergency department and to analyze the correlation between results on the various assessment tools and the resident’s rank on Spain’s standardized selection examination for admission to residency programs. Methods: The residents took 2 written examinations in 2013 and 2014, and rotation supervisors wrote subjective evaluations of the residents’ clinical performance in the workplace. The residents also provided self-assessments of theoretical and practical knowledge and their aptitude for emergency department work. The results on these assessment tools were tabulated independently, and it was investigated if there were correlations between them. Results: We observed an inverse correlation between the residents’ rank on the standardized selection examination and their scores on the written examinations of knowledge and the supervisors’ workplace assessments. The written examination scores after the rotation correlated positively with workplace assessments. Self-assessments were distributed normally, suggesting they were of scarce value, and they did not correlate with the results of the other assessment tools. Conclusions: Written examinations are acceptably correlated with subjective workplace assessments of practical competencies, whereas ranking on the residency program admissions examination is not acceptably correlated with emergency department workplace performance. We believe that efforts to prepare ways to evaluate residents’ emergency department performance will be of interest in the future, once a specialization in emergency medicine is approved (AU)

[Assessment of resident physicians' performance in a university hospital's emergency department]. / Experiencia en la evaluación de la actividad asistencial de los médicos residentes en un servicio de urgencias de un hospital universitario.

OBJECTIVES: To describe an experience with the evaluation of resident physicians doing rotations in a tertiary-care hospital emergency department and to analyze the correlation between results on the various assessment tools and the resident's rank on Spain's standardized selection examination for admission to residency programs. MATERIAL AND METHODS: The residents took 2 written examinations in 2013 and 2014, and rotation supervisors wrote subjective evaluations of the residents' clinical performance in the workplace. The residents also provided self-assessments of theoretical and practical knowledge and their aptitude for emergency department work. The results on these assessment tools were tabulated independently, and it was investigated if there were correlations between them. RESULTS: We observed an inverse correlation between the residents' rank on the standardized selection examination and their scores on the written examinations of knowledge and the supervisors' workplace assessments. The written examination scores after the rotation correlated positively with workplace assessments. Self-assessments were distributed normally, suggesting they were of scarce value, and they did not correlate with the results of the other assessment tools. CONCLUSION: Written examinations are acceptably correlated with subjective workplace assessments of practical competencies, whereas ranking on the residency program admissions examination is not acceptably correlated with emergency department workplace performance. We believe that efforts to prepare ways to evaluate residents' emergency department performance will be of interest in the future, once a specialization in emergency medicine is approved.

OBJETIVO: Describir la experiencia obtenida en un servicio de urgencias (SU) de un hospital universitario de tercer nivel en términos de evaluación de residentes así como la correlación de los resultados obtenidos por las herramientas utilizadas entre si mismas y con el número de acceso a la plaza de médico interno residente (MIR). METODO: Estudio retrospectivo observacional. Se realizaron dos pruebas escritas a lo largo del periodo lectivo 2013- 2014, y evaluaciones subjetivas por los supervisores durante las jornadas de atención continuada y se solicitó una autoevaluación de conocimientos teóricos, prácticos y de disposición al trabajo en urgencias. Los resultados de estas herramientas se exponen independientemente y se investiga si existe correlación entre ellos. RESULTADOS: El número MIR se correlacionó inversamente con los resultados de las pruebas escritas de conocimientos y con los resultados de las evaluaciones durante las jornadas de atención continuada. Los resultados de las evaluaciones escritas mostraron una correlación directa con las evaluaciones durante las jornadas de atención continuada. En términos generales, la autoevaluación presentó una distribución normal reflejando una escasa utilidad y ninguna correlación con las formas de evaluación por terceros. CONCLUSIONES: Las pruebas escritas consiguen una correlación aceptable con la evaluación subjetiva de competencias prácticas de los MIR en el SU y viceversa. Los esfuerzos orientados a preparar estrategias de evaluación de residentes en la actividad en urgencias serán de interés en el futuro, cuando exista la especialidad la Medicina de Urgencias.