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2019, Number 3

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Rev Acta Médica 2019; 20 (3)

Identification of transversal skill in undergraduate medical education

López RR, Cruz PPO
Full text How to cite this article

Language: Spanish
References: 9
Page: 1-8
PDF size: 231.95 Kb.


Key words:

transversal skills, soft skills, job competencies.

ABSTRACT

Introduction: Any position profile involves transversal competencies; these are part of the area of behavior and reflect personality traits, they are also an indispensable requirement in most jobs.
Objective: To identify the transversal skills present in resident physicians in their work performance.
Methods: An observational, descriptive, and qualitative-quantitative study was carried out. The sample consisted of 20 resident physicians who answered anonymously to a written survey. Each question was given a score, and the answers were evaluated as good, fair and bad.
Results: 55% of respondents do not know about transversal skills; 60% believe that the combination and interrelation of knowledge between technical and transversal skills are useful; the skills with the best position were responsibility, with 96.6%; and creativity, with 92%. On the other hand, those with the greatest weakness were ethics, with 21.6%; working under pressure, with 21%; and resilience, with 19%.
Conclusions: The knowledge about transversal skills is fair. There is a preference for the interrelation of technical and transversal skills; they are creative and responsible, while ethics, resilience and working under pressure were the most difficult skills in performance.


REFERENCES

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  2. Singer M, Guzmán R, Donoso P. Entrenando competencias blandas en jóvenes. Escuela de Administración, Pontificia Universidad Católica de Chile. 2009.

  3. Prada MF, Rucci G. Instrumentos para la medición de las habilidades de la fuerza de trabajo. Banco Interamericano de desarrollo. 2016 jul. Reporte nr: IDB-TN-1070.

  4. Véliz Martínez PL, Jorna Calixto AR, Berra Socarrás EM. Consideraciones sobre los enfoques, definiciones y tendencias de las competencias profesionales. Educ Méd Super. 2016;30(2).

  5. Véliz Martínez PL, Jorna Calixto AR, Berra Socarrás EM. Identificación y normalización de las competencias profesionales específicas del especialista en Medicina Intensiva y Emergencia. Educ Méd Super. 2015 [citado 3 mar 2018];29(2). Disponible en: http://ems.sld.cu/index.php/ems/article/view/582

  6. Rodríguez Weber FL, Ramírez Arias JL. ¿Tenemos claro lo que es una residencia médica? Acta Med Grupo Ángeles. 2016;14(3):183-4.

  7. Sanz JE. La formación ética y valores en las facultades de medicina. Fundación educ médica. 2014;17 (supl 1):1-47.

  8. Rodríguez Weber FL. ¿Cómo enseñar y cómo aprender en las residencias médicas? Med Int Mex. 2012;28(1):65-6.

  9. Matus O, Gutiérrez A. Habilidades blandas: una ventaja competitiva en la formación tecnológica. GINT Journal Industrial Neo-Technologies. 2015;2(1):32-40.




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Rev Acta Médica. 2019;20