medigraphic.com
ISSN 2007-5057 (Impreso)
Investigación en Educación Médica

2022, Número 42

<< Anterior Siguiente >>

Inv Ed Med 2022; 11 (42)


Examen clínico objetivo estructurado en línea (Web-ECOE): percepción de los pacientes, evaluadores y residentes

Rivero-López CA, Pompa-Mansilla M, Trejo-Mejía JA, Martínez-González A

Idioma: Español
Referencias bibliográficas: 33
Paginas: 9-18
Archivo PDF: 462.22 Kb.


RESUMEN

Introducción: En el marco de la pandemia generada por el SARS-CoV-2, la enseñanza clínica ha sufrido cambios importantes, desde la cancelación de actividades de aprendizaje y reducción de las rotaciones en los servicios, hasta la implementación de medidas que permiten continuar con el aprendizaje de los estudiantes.
Objetivo: Analizar la percepción de los pacientes, evaluadores y médicos residentes de primer año de la especialidad de medicina familiar al realizar un Web-ECOE.
Método: Análisis cualitativo. Población: 4 pacientes estandarizados, 4 evaluadores capacitados y 20 médicos residentes de 10 sedes académicas.
Resultados: Los pacientes expresaron que esta modalidad de atención médica es adecuada; y la experiencia


REFERENCIAS (EN ESTE ARTÍCULO)

  1. Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national crosssectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378. DOI: 10.1136/bmjopen-2020-042378

  2. Hodges C, Moore S, Lockee B, Trust T, Bond A. The Di- fference Between Emergency Remote Teaching and Online Learning. Educause. [Internet]. [citado el 12 de julio de 2021]. Disponible en: https://er.educause.edu/articles/2020/3/ the-difference-between-emergency-remote-teaching-andonline- learning

  3. Portillo-Peñuelas SA, Castellanos-Pierra LI, Reynoso-González OU, Gavotto-Nogales O. Enseñanza remota de emergencia ante la pandemia COVID-19 en Educación Media Superior y Educación Superior. Propósitos y Representaciones. 2020;8(SPE3): 589. DOI: http://dx.doi.org/10.20511/pyr2020.v8nSPE3.589

  4. Sánchez-Mendiola M. Educación en línea y la pandemia: ¡no más onfaloskepsis! Inv Ed Med. 2020;9(36):5-7. DOI: https:// doi.org/10.22201/fm.20075057e.2020.36.20320

  5. Hall AK, Nousiainen MT, Campisi P, Dagnone JD, Frank JR, Kroeker KI, et al. Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic. Med Teach. 2020;42(7):756-761. DOI: 10.1080/0142159X.2020.1766669

  6. Chandra S, Laoteppitaks C, Mingioni N, Papanagnou D. Zooming out COVID19: Virtual clinical experiences in an emergency medicine clerkship. Med Educ. 2020;54(12):1182- 1183. DOI: 10.1111/medu.14266

  7. Hopwood J, Myers G, Sturrock A. Twelve tips for conducting a virtual OSCE. Med Teach. 2020;43(6):633-636. DOI: 10.1080/0142159X.2020.1830961

  8. Palmer RT, Biagioli FE, Mujcic J, Schneider BN, Spires L, Dodson LG. The feasibility and acceptability of administering a telemedicine objective structured clinical exam as a solution for providing equivalent education to remote and rural learners. Rural Remote Health. 2015;15(4):3399. PMCID: PMC4763875 https://doi.org/10.22605/rrh3399

  9. Hannon P, Lappe K, Griffin C, Roussel D, Colbert-Getz J. An objective structured clinical examination: From examination room to Zoom breakout room. Med Educ. 2020;54(9):861- 861. DOI: 10.1111/medu.14241

  10. Itow RC. Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners. ILS. 2020;121(5/6):443- 452. DOI: https://doi.org/10.1108/ILS-04-2020-0106

  11. Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. [Internet]. [Citado el 12 de julio de 2020]. Disponible en: https://iite.unesco.org/wp-content/ uploads/2020/03/Handbook-on-Facilitating-Flexible-Learningin- COVID-19-Outbreak-SLIBNU-V1.2-20200315.pdf

  12. Hytönen H, Näpänkangas R, Karaharju-Suvanto T, Eväsoja T, Kallio A, Kokkari A, et al. Modification of national OSCE due to COVID-19 – Implementation and students’ feedback. Eur J Dent Educ. 2021; eje.12646. DOI: https://doi. org/10.1111/eje.12646

  13. Majumder MAA, Kumar A, Krishnamurthy K, Ojeh N, Adams OP, Sa B. An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Adv Med Educ Pract. 2019. 5;10:387-397. DOI: 10.2147/AMEP.S197275

  14. Lim AS, Lee SWH, Karunaratne N, Caliph S. Students’ Perceptions of a New Learning Tool for Objective Structured Clinical Examination (OSCE) Virtual Experience. AJPE. 2020;ajpe7920. DOI: https://doi.org/10.5688/ajpe7920

  15. Elsalem L, Al-Azzam N, Jum’ah AA, Obeidat N, Sindiani AM, Kheirallah KA. Stress and behavioral changes with remote E-exams during the COVID-19 pandemic: A crosssectional study among undergraduates of medical sciences. Ann Med Surg (Lond). 2020;60:271-279. DOI: 10.1016/j. amsu.2020.10.058

  16. Harden RM, Liley P, Patricio M. The definitive Guide to the OSCE: The objective Structured Clinical Examination as a performance assessment. Edinburgh. Elsevier. 2016.

  17. Trejo-Mejía J, Blee-Sánchez G, Peña-Balderas J. Elaboración de estaciones para el examen clínico objetivo estructurado (ECOE). Inv Ed Med. 2014;3(9):56-59. DOI: 10.1016/S2007- 5057(14)72725-5

  18. Martínez-González A, Ponce-Rosas RE, Jiménez-Galván I, Yap-Campos K, Vega-Rodríguez MF, Rivero-López CA. La evaluación de la competencia clínica a través de un Web-ECOE: una experiencia de aplicación. Inv Ed Med. 2021;10(38):68-75. DOI: https://doi.org/10.22201/fm.20075057e.2021.38.21341

  19. Satriano C, Moscoloni N. Importancia del Análisis Textual como Herramienta para el Análisis del Discurso. Cinta de Moebio [Internet]. 2000;9:287-306. Disponible en: https:// www.redalyc.org/articulo.oa?id=10100905

  20. Jiménez EG, Gómez GR, Flores JG. Análisis de respuestas libres en los cuestionarios: El método de las especificaciones. RIE. 1996;14(1):129-148. Disponible en: https://revistas. um.es/rie/article/view/141212/127062

  21. Hannan TA, Umar SY, Rob Z, Choudhury RR. Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example. Med Teach. 2021; 43(6):651-655. DOI: 10.1080/0142159X.2021.1887836

  22. Fouad S, Gouda E, Nasser AA, Kamal D. Perception of Students, Staff and Simulated Patients towards Objective Structured Clinical Examination (OSCE). EIMJ. 2019;11(2): 27-42. DOI: https://doi.org/10.21315/eimj2019.11.2.4

  23. Shankar PR, Dwivedi NN. Standardized patient’s views about their role in the teaching-learning process of undergraduate basic science medical students. J Clin Diagn Res. 2016;10(6):JC01. DOI: 10.7860/JCDR/2016/18827.7944

  24. Archibald MM, Ambagtsheer RC, Casey MG, Lawless M. Using Zoom videoconferencing for qualitative data collection: perceptions and experiences of researchers and participants. International Journal of Qualitative Methods. 2019;(18):1-8. DOI: https://doi.org/10.1177/1609406919874596

  25. Kakadia R, Chen E, Ohyama H. Implementing an online OSCE during the COVID-19 pandemic. J Dent Educ. 2020; 10.1002/jdd.12323. DOI: https://doi.org/10.1002/jdd.12323

  26. Khalaf K, El-Kishawi M, Adel-Moufti M, Al-Kawas S. Introducing a comprehensive high-stake online exam to final-year dental students during the COVID-19 pandemic and evaluation of its effectiveness. Med Educ Online. 2020; 25(1):1826861. DOI: 10.1080/10872981.2020.1826861

  27. Robinson P, Morton L, Haran H, Manton R. Mock OSCEs Improve Medical Students’ Confidence and Reduce Anxiety Related to Summative Examinations. Education in Medicine Journal. 2017;9(2):41-45. DOI: https://doi.org/10.21315/ eimj2017.9.2.4

  28. Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. The benefits of a peer-assisted mock OSCE. Clin Teach. 2014;11(3):214-218. DOI: 10.1111/tct.12112

  29. Van Der Want AC, Bloemendaal PM, Van Der Hage JA. Examiners’ Perceptions in Surgical Education: The Blind Spot in the Assessment of OSCEs. J Surg Educ. 2021;78(2):590-596. DOI: 10.1016/j.jsurg.2020.07.024

  30. Jasim WM, Hassan ZA. A Comparative Study Between Nineveh and Tikrit Medical School Teachers Perceptions regarding the Effectiveness of OSCE in Clinical Examination. IJFMT. 2020; 15(1):1976-1983. DOI: https://doi.org/10.37506/ ijfmt.v15i1.13700

  31. Langenau E, Kachur E, Horber D. Web-based objective structured clinical examination with remote standardized patients and Skype: resident experience. Patient Educ Couns. 2014;96(1):55-62. DOI: 10.1016/j.pec.2014.04.016

  32. Sartori DJ, Olsen S, Weinshel E, Zabar SS. Preparing trainees for telemedicine: a virtual OSCE pilot. Med Educ. 2019;53(5): 517-518. DOI: 10.1111/medu.13851

  33. Craig C, Kasana N, Mosi A. Virtual OSCE Delivery – the way of the future? Med Educ. 2020;54(12):1185-1186. DOI: 10.1111/medu.14286




2020     |     www.medigraphic.com