Reliability and acceptability of the multiple mini-interview for selection of residents in cardiology.

INTRODUCTION: The multiple mini-interview (MMI) model can be useful to evaluate non-cognitive domains and guide the selection process in medical residency programs. The aim of this study was to evaluate the reliability and acceptability of the MMI model for the selection of residents in a cardiology residency program. METHODS: We conducted an observational and prospective study. It was performed in a tertiary-care center specialized in cardiology and included candidates for the cardiology residency program in March 2018. Ten stations were developed to evaluate different non-cognitive domains. Reliability was evaluated by the generalizability G coefficient. Candidates and interviewers were surveyed to evaluate the acceptability of the MMI model. RESULTS: Nine faculty members were trained and 22 candidates were evaluated. The G study showed a relative G coefficient between 0.56 and 0.73, according to the design. 91% of the candidates stated that they preferred MMI over other types of interviews as a selection method for admission to the residency program, and all the interviewers considered they had enough time to evaluate the candidates and their strengths as future residents. CONCLUSION: The MMI is a reliable model to evaluate candidates for a residency program in cardiology with high acceptability among residents and observers.

Validation of a Spanish version of a 360° feedback tool for residents' performance: A pilot study.

Background: The 360° feedback tool emerges as one of the most effective techniques for the assessment of humanistic qualities and communication skills of medical trainees, providing effective feedback. A valid Spanish version of this tool has not yet been published. The aim of this study was to evaluate the validity, reliability and feasibility rates of the Mini-peer Assessment Tool (Mini-PAT), a 360° feedback instrument, translated into Spanish applied on a cardiology residency program. Methods: : We translated the Mini-PAT questionnaire into Spanish. The validation sample included all residents in our cardiology program (n = 19). Each resident was evaluated by 8 raters chosen by themselves, through a 4-point Likert scale. Validity was evaluated with factor analysis and reliability by analyzing internal consistency using the Cronbach's alpha coefficient. Feasibility was defined by a minimum of 80% of the raters responding the questionnaire. Results: The factor analysis clearly identified five item groupings, similar to the theoretical attributes predefined in the original questionnaire, providing evidence of the validity of the Spanish version. The Cronbach's alpha coefficient was 0.92, indicating high internal consistency of the items included. All the evaluators proposed completed the electronic form (152 surveys) demonstrating feasibility to implement. Discussion: This study provides evidence of reliability and validity of the Spanish version of the 360° feedback tool Mini-PAT performed in a cardiology residency program to assess global performance and humanistic qualities.

Aortic valve replacement in a patient with Osler-Rendu-Weber disease.

Osler-Rendu-Weber (hereditary hemorrhagic telangiectasia) disease is an uncommon disease characterized by the presence of abnormal telangiectasias and arteriovenous malformations that cause recurrent episodes of bleeding. We present a patient with Osler-Rendu-Weber disease, with a history of multiple major bleeding events and severe aortic valve stenosis, who underwent aortic valve replacement. Unexpectedly, the postoperative course was uneventful, and there was no untoward bleeding in the early or in the late postoperative follow-up.

Learning strategies used by cardiology residents: assessment of learning styles and their correlations.

OBJECTIVE: To identify the learning styles of a group of cardiology residents (R) undergoing a training program at the University of Buenos Aires and to identify correlations of these styles. METHODS: Statistical data were obtained through a 120-question survey developed by Vermunt and colleagues, which identified four different learning styles: construction-directed; reproduction-directed; application-directed; and undirected. Four variables were identified [gender, previous experience as a teaching assistant (TA) in medical school, university final average (FA) and the public or private institution/centre of origin] in order to analyse level of correlation with learning styles (LS). Between April 2001 and April 2002, 149 residents (R) completed the survey. Average age was 29 (+/-2.7) years old; with 63% being men. FINDINGS: The predominant LS were oriented toward knowledge application. In terms of variables, no differences regarding gender were detected; the R with TA showed undirected LS characteristics; those with a low FA registered a tendency towards reproduction-directed LS; and those residents at public/state medical centres indicated construction-directed LS tendencies. CONCLUSION: An application-directed learning style predominates in this group of residents. Information regarding learning styles can provide foundations upon which arguments can be made for changes in education that are traditionally not evidence-based.