Evaluación de competencias del proceso formativo de los residentes utilizando el portafolio: una revisión de la literatura / Assessment of competencies of the residents' training process using the portfolio: a literature review

In the dynamic process of curricular changes and improvements in the different specialties, knowledge, skills, attitudes and values have been taken into account; that is why new forms of study, supervision and evaluation of doctors in training have to be integrated. Recent experiences in our country try to introduce professional portfolios as assessment- learning tools in specialized postgraduate training. The portfolio is an instrument for evaluating the residents' training process that allows not only evaluating competencies, but fundamentally identifying what we should improve, allowing us to monitor the training media as they advance in the acquisition and development of competencies so that become a tool focused on helping us learn and at the same time provide elements to value the participation of tutors and their influence on learners. In the process of planning, designing and reviewing the portfolios, the training centers find an excellent opportunity to make a self-assessment of the consistency of their curricular structure, the clarity of the competences they seek to form and the evidence they may require in the training of its residents.

Del aprendizaje vicario al aprendizaje reflexivo en la formación profesional de enfermería / From vicarious learning to reflective learning in the training of professional nursing

Resumen:

En las prácticas clínicas se comparte el conocimiento de una enfermera a los estudiantes a partir del modelaje, es decir, primero se observa y después se reproduce de una manera lo más apegada posible al modelo, situación que puede analizarse a partir de la teoría del aprendizaje social, propuesta por Albert Bandura. Es imprescindible promocionar la incorporación del personal clínico de enfermería en la definición y aplicación de al menos dos de las características del estudiantado universitario, como el pensamiento reflexivo y el juicio clínico, recomendablemente desarrollados a partir de la práctica reflexiva.

Abstract:

In clinical practices, the knowledge of a nurse is shared to the students; that is, it is first observed and then it is reproduced the closest possible way to the model, a situation that can be analyzed from the social learning theory, proposed by Albert Bandura. It is essential to promote the incorporation of clinical nurses in the definition and implementation of at least two of the characteristics of college students, such as reflective thinking and clinical judgment, developed from reflective practice.

Reflective learning through distance education: a critical reflection on the possibilities in developing countries

To develop critical thinking skills that are typical of a reflective practitioner is for most students in nursing a difficult process. Not only is it difficult for them to evaluate themselves, but they can find it extremely difficult to evaluate their own colleagues. The process can, however, be simplified. When students are supported by reflective lecturers who are willing to let themselves be evaluated and who encourage the students to evaluate them, the process becomes less threatening. Through this they learn that nobody has all the knowledge that is needed to optimally nurse patients and that there ought to be a continued search for new information and knowledge. Interpersonal contact between lecturers and students is therefore crucial in the development of the students into reflective nurses.Distance education in developing countries is currently viewed as an innovative development. It is in accordance with the concept of lifelong learners. In countries like Africa, and certainly also in other developing countries worldwide, education for persons in rural areas are made accessible through distance education. However, the question that also arises is whether reflective learning through distance education is possible.