Martínez-González A, Lifshitz-Guinzberg A, Trejo-Mejía JA, Torruco-García U, Fortoul-van der Goes TI, Flores-Hernández F, Peña-Balderas J, Martínez-Franco AI, Hernández-Nava A, Elena-González D, Sánchez-Mendiola M

Language: Spanish
References: 35
Page: 6-15
PDF size: 112.04 Kb.

ABSTRACT

Introduction: Research on diagnostic and formative assessment competencies during undergraduate medical training is scarce in Latin America. Objective: To assess the level of clinical competence of students at the beginning of their medical internship in a new curriculum. Methods: This was an observational cross-sectional study in UNAM Faculty of Medicine students in Mexico City: a formative assessment of the second class of Curriculum 2010 students as part of the integral evaluation of the program. The assessment had two components: theoretical and practical. Results: We assessed 577 students (65.5%) of the 880 total population that finished the 9th semester of Curriculum 2010. The written exam consisted of 232 items, with a mean of 61.0 ± 19.6, a difficulty index of 0.61, and Cronbach’s alpha of 0.89. The mean of the objective structured clinical examination (OSCE) was 62.2 ± 16.8, with a mean Cronbach’s alpha of 0.51. Results were analyzed by knowledge area and exam stations. Conclusions: The overall results provide evidence that students achieve sufficiently the competencies established in the curriculum at the beginning of the internship, that they have the necessary foundation for learning new and more complex information, and integrate it with existing knowledge to achieve significant learning and continue their training.

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