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

2019, Number 32

<< Back Next >>

Inv Ed Med 2019; 8 (32)

The structured objective clinical evaluation from the area of general medical training

Gómez PL, Dávalos ELG, Rodríguez PPF, Blanco ZE, Viera HRV, Rocha CIC

Language: Spanish
References: 16
Page: 40-50
PDF size: 539.66 Kb.


ABSTRACT

Introduction: For a few years, education has witnessed changes in training. We try to go from a training based on the passive acquisition of theoretical knowledge to another more active, dynamic and reflective formation. The ideal way to assess professional ability is to observe what the doctor does in the usual situations in his or her practice. As this involves great technical difficulties, instruments that closely approximate reality have been designed, such as Structured Objective Clinical Evaluation.
Objective: The objective was to apply a structured obdad sociejective clinical evaluation to assess the clinical skills of fifth-semester students.
Method: A test committee was formed by four teachers from the general medical training area. A table of specifications of clinical skills was made to evaluate students with planned clinical cases, including anamnesis, physical examination, clinical judgment, anatophysiological diagnosis, imaging skills and therapeutic communication. Four stations were designed, their content was validated through expert judgment and the predictive validity of the checklists was calculated. The test was applied to 17 students, the instrument was validated, results of the descriptive statistics were obtained and the Cronbach’s alpha was calculated.
Results: The analysis of agreement of the evaluation instrument according to the experts was acceptable because the condition of essential exceeded 80%; Predictive validity and Cronbach’s alpha in three of the stations was significant, chagasic heart disease was the best evaluated with 97.5 and the general Cronbach’s alpha was 0.507
Conclusions: The instruments used in structured objective clinical evaluation have sufficient validity and reliability to be applied in the research context and improve the quality of clinical evaluations, making them more objective and with greater possibilities of feedback in the learning process.


REFERENCES

  1. Palés Agullós JL, Gomar Sánchez C. El uso de las simulaciones en Educación Médica. TESI. 2010 Julio;11(2).

  2. Patrício MF, Juliao M, Fareleira F, Carneiro AV. Is the OSCE a feasible tool to assess competencies in undergraduate medical education? Med Teach. 2013 Junio;35(6).

  3. Khan KZ, Ramachandran S, Gaunt K, Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective. Med Teach. 2013 Septiembre;35(9).

  4. Vicenc T. El País. Salud. [Online].; 2002 [cited 2018 Julio 1]. Disponible en: https://elpais.com/diario/2002/10/22/salud/ 1035237606_850215.html.

  5. Romero S. ECOE: Evaluación Clínica Objetiva Estructurada. Medicina de Familia (And). 2002 Mayo;3(2).

  6. Urrutia EM, Barrios AS, Gutiérrez NM, Mayorga CM. Métodos óptimos para determinar validez de contenido. Rev Educ Med Super. 2014;28(3).

  7. Gamboa Salcedo T, Martínez Viniegra N, Peña Alonso YR, Pacheco Ríos A, García Duran R, Sánchez Medina J. Examen Clínico Objetivo Estructurado como instrumento para evaluar la competencia clínica en Pediatría. Estudio piloto. Boletín Médico del Hospital Infantil de México. 2011 Mayo- Junio; 68(3).

  8. 8 Bosch M. Médicos sin fronteras. [Online]; 2017 [cited 2018 Julio 1. Disponible en: from:https://www.msf.es/actualidad/ bolivia/bolivia-nuestra-experiencia-chagas-y-luchar-susilencio.

  9. 9 Jaramillo Jaramillo LI, Martínez Sánchez LM, Gaviria García JR. Neumonía adquirida en comunidad: Adherencia a las guías terapéuticas, importante eslabón en el desenlace clínico del paciente. Rev Cient Cienc Méd. 2015 Junio;18(1).

  10. Flores Sivila MR, Vargas Barrera GF, Silvestre Flores LL. Plan de Estudios de Medicina. Santa Cruz de la Sierra: Universidad Privada Franz Tamayo, Medicina; 2017.

  11. García Puig J, Vara Pinedo F, Vargas Nuñez JA. Implantación del Examen Clínico Objetivo Estructurado en la Facultad de Medicina de la Universidad Autónoma de Madrid. Edu Méd. 2018 Mayo - Junio;19(3).

  12. Trejo Mejía JA, Martínez González A, Méndez Ramírez I, Morales López S, Ruiz Pérez LC, Sánchez Mendiola M. Evaluación de la competencia clínica con el examen clínico objetivo estructurado en el internado médico de la Universidad Nacional Autónoma de México. Gac Méd Méx. 2014;150(1).

  13. Valencia Castro JL, Tapia Vallejo S, Olivares Olivares SL. La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina. Investigación en Educación Médica. 2016 Julio-Septiembre.

  14. Hernández Gutiérrez LS, JA Trejo, Marín Campos Y. Diseño de un ECOE para evaluar habilidades clínicas en neurología en estudiantes de quinto año. Investigación en Educación Médica. 2017 Octubre - Diciembre;6(24).

  15. Pinto S. Teaching in the form of research as an educational action. Investigación en Educación Médica. 2018 Abril-Junio; 7(26).

  16. Baté o Pé. [YouTube].; 2018 [cited 2018 Julio 1. Available from: https://www.youtube.com/watch?v=D57fhGRMBYI.




2020     |     www.medigraphic.com