Vaillard JE

Language: Spanish
References: 13
Page: 1287-1290
PDF size: 2145.93 Kb.

ABSTRACT

Introduction. Teaching clinical environments represents an importan! element in medical sciences Actual trends is a complementation with previous proctices on robotics simulators for ovoid risks for iotrogenic. lts demands an evaluativa process sui generis for identified theorelical integration for builds clinical criterio available inside a practica. lt's necessoryto create an integral evoluative method of clinioal competentes capable to recognize objedives already dominated, and breaks among components, forms of teaching things, interpretation by student and complete expression in building of clinical criterio during conformotion of a clinical case whose must shows an evident knowledge, take of decisions and applied oftechnics and proceedings making under quality stondards CIS a whole. Main. To analyze limitations inside assessment process of dinical compelences based in evidences. Method. Were consulted bCises of dates searcning inforrnation of las! six years according with key words: Dental education, clinical environments, evidence-based dentistry, leaming styles, compelences evaluation, Bioethics alsa in Spanish. 150 articles hove so me ofthe keywords. Only 52 were wright in Spanish by authors of medical sciences. From athers fountoins on educativa research were obtained 11 connect compelences, evalualion and learning. Specialized issues in medical and dental education, deal evo luation of clinical learning with a perspectiva af structured check list of specific actions for moke in a pre-established arder for guorontee proceeding opplication previously carry on simulators. Conclusion. Evaluation of a clinical educativa process, musito design ex profeso as a whole forrn with sociologist tools for completing to psychometrics of knowledge, into o social oantext of parlicipants ofa clinical, didactic process.

REFERENCES

1. 1.-Hassain-Bassir, S., Sadr-Eshkevari, P., Amirikhorhah, S., Karimbux, N. Problam-based laaming in danlal adu

2. 2.-Eslami, E., Hossein-8assir, S., Sadr-Eshkevari, P. Curren! state ol the elledi.eness ol problembased leaming in prasthodontia. A systematic review. Joumal ol dental eduoation. 2014; 8(51:723-734.

3. 3.-Graham, R., Zubiaurre, L., Moore-Mensah, F., Andersan, O. Denlal student perc:eption ol the edu

4. 4.-Horst, J., Clark, M., Lee, A. Observation, assisting, apprentic:e.ship: Cyc:les ol visual and kinesthetic leaming in dental education.Joumal of dental education. 2009: 73(8):919-933.

5. 5.-Kilistoll, A, Mackenzie, L., D'Eon, M., Trinder, K. Efficacy ol step-by-step carving technique for dentalstudenm.Journal o! dental education. 2013: 77(1):63-67.

6. 6.-Girija, C. "How Learning Techniques lnHiate Simulation ol Human Mind." Edu

7. 7.-Donovan, L., Green, T., & Masan, C. &amining !he 21 st century dassroam: Developing an innovation configuration map. J. Educational Computing ,.earc:h.2014;50(2): 161-178.

8. 8.-Nunez, D., Taleghani, M., Wathen, W., and Abdellatif, H. "Typodont versus Li.e Palien!: l'nldicting Denlal Students'Ciinical Perfonmance. • Joumal Dental Education. 2012 Apr; 76(4):407-13.

9. 9.-Palés-Argull6s, J., Nolla-Damenj6, M., Orioi-Bosch, A., Gual, A. Proc:eso de Bolonio (1): educaci6n orientada a competencias. Educ.Med. 201 O; 13(3): 127-135.

10. 10.-Guzmán-lbarra, l., Marfn-Uribe, R. La competencia y las competencias docentes: reflexiones sobre el concepto y la evaluación. REIFOP2011; 14(1 ): 151-163.

11. 11.-Tobán-Tobón, S., Pimienla-Prieta, J., Garc:fa-Fraile, J. Secuencias didádicas: Aprandimje y evaluación de competencias. Naucalpan de Juáraz: Pearson Educación de México, SA. de C.V:201 O. 216 p.

12. 12.-Manlaya-Vacadiez, D. Mitos y realidades sobre le objeción de conciencia en le pruxis médica. Revista Ciencieo de le Salud 20J.4;12(3):435-49.doi.

13. 13.-Couceiro, A La enoeñenza prádica de le bioética: Objetivos, diseño curriculer y materigles docentes. Revista deeduceci6n en ciencias de lg oelud 2012; 9(2):69-80