RESUMO
No disponible
No disponible
Assuntos
Docentes/organização & administração , Docentes/normas , Docentes de Medicina/organização & administração , Docentes de Medicina/normas , Internato e Residência/métodos , Internato e Residência/organização & administração , Especialização/legislação & jurisprudência , Especialização/tendências , Serviços de Integração Docente-Assistencial/normas , Especialização/estatística & dados numéricos , Especialização/normasRESUMO
La propuesta de un modelo centrado en la persona que aprende y el desarrollo de estrategias de aprender a aprender se persigue que los estudiantes sean más reflexivos y más autónomos en su propio proceso de aprendizaje y que se conviertan en los protagonistas de dicho proceso. Se trata, en definitiva, de dar los elementos necesarios a los estudiantes para que puedan autogestionar un proceso de aprendizaje permanente a lo largo de toda su vida profesional, una cuestión crucial en un contexto de evolución constante de los conocimientos. El feedback sería el retorno de informaicón sobre su proceso de aprendizaje de acuerdo con unos objetivos preestablecidos. El feedback presenta información y no juicio, a diferencia de la evaluación, en consecuencia siempre es formativo. El feedback no es un fin en sí mismo sino un instrumento que informa al estudiante sobre su proceso de aprendizaje y facilita los cambio necesarios. El feedback estructurado y centrado en quien aprende se caracteriza por: autoreflexivo del estudiante, centrado en quien aprende, preparación previa y relación de confianza tutor-residente (AU)
The proposal of a learner-centered model and the development of strategies for learning to learn, intends that students are more reflective and more independent in their own learning process and that they become the protagonists of this process. It really tries to give the students the necessary elements so that they can self-manage a process of permanent learning throughout their professional life, a crucial question in a context of constant evolution on the knowledge. The return of information on the process of learning, in agreement with pre-established objectives. Feedback presents/displays information and is non-judgemental, unlike the evaluation. Feedback always is formative. Feedback is not an aim in itself, but and instrument that informs the student on its process of learning and facilitates the necessary changes. Structured and centered learning feedback is characterized by: student self reflection, centered in the learning person, previously prepared and a confident relationship between tutor and student (AU)
Assuntos
Humanos , Educação Médica/normas , Ensino/métodos , Análise e Desempenho de TarefasRESUMO
The CRONICAT program is developing a Project for the Control of Hypertension in three areas of central Catalonia. In the analysis of the blood pressure data of the registry of patients from this project, carried out 18 months after its beginning, it was found that a high proportion of blood pressure (BP) readings showed 0 or 5 as the terminal digit (57.3% and 16.6% in diastolic BP, and 66.6% and 11.8% in systolic BP, respectively). To improve the quality of the reading two continuing education activities were carried out; a seminar where a practical session of blood pressure measurement was developed, using a videotape with 12 BP recordings permitting to see the interobserver and intraobserver variability, and discussion meetings with all the primary care teams which participate in the Project. 36 months after the beginning a new analysis of data was carried out, and it was found that the preference for 0 and 5 had decreased to 41.1% and 7.5% for diastolic BP and to 51.3% and 8.2% for had decreased to 41.1% and 7.5% for diastolic BP and to 51.3% and 8.2% for systolic BP, respectively. A higher preference for terminal digits was maintained in systolic BP, although the results obtained in the practical session with the videotape showed a greater dispersion of results in diastolic BP.
