Revista de la Fundación Educación Médica最新文献

{"title":"Currículo opcional: diversidad y desafíos a la formación pregraduada","authors":"R. Pazos, P. Branco, R. Afonso, S. Nunes, I. Palmeirin, A. Marreiros","doi":"10.33588/fem.226.1027","DOIUrl":"https://doi.org/10.33588/fem.226.1027","url":null,"abstract":"espanolIntroduccion. La unidad curricular opcional proporciona al estudiante la oportunidad de profundizar en un area clinica de libre eleccion o en una realidad asistencial diferente, promoviendo un curriculo personalizado. Sujetos y metodos. Estudio descriptivo de los intercambios clinicos en el periodo 2012-2017 del ultimo ano de licenciatura y comparativa entre nacionales e internacionales. Al finalizar el intercambio, el estudiante responde a un formulario onlineque incluye multiples variables: demograficas, de proceso y de resultados, cuyo analisis es el objetivo de este estudio. Resultados. Un total de 253 intercambios realizados por 154 estudiantes, siendo un 55% mujeres, con una edad media de 28 anos. Mas de la mitad (59%) optaron por destinos internacionales, destacando Reino Unido (8,3%) y Brasil (7,5%), y apenas un 11% permanecio en la region. Los centros de destino fueron mayoritariamente hospitales terciarios, desarro-llando actividades clinico-observacionales (66%), y hasta un 47% en areas no abordadas en el curriculo oficial. Las espe-cialidades mas solicitadas globalmente fueron salud internacional y medicina tropical (15%), anestesia (8,3%) y pediatria (8%). La planificacion y los costes son asumidos por el estudiante, con apoyos externos practicamente inexistentes. La autoevaluacion final fue de 4,46 puntos (sobre 5) y el 99% lo recomendaba a sus colegas. Conclusiones. Individualmente, la unidad curricular opcionalpermite al estudiante probar sus competencias y su capaci-dad de adaptacion a otras realidades asistenciales y sociales, confrontandolo con potenciales elecciones profesionales. EnglishIntroduction. ‘Elective’ is an opportunity to deepen clinical competences and/or work in a different assistance reality and promotes personal curriculum. Subjects and methods. A descriptive analysis of the elective internships carried from 2012 to 2017 at the last year of course and compare international and national ones. The students complete an online survey regarding the activities which include demographic, development and outcomes variables. Results. 253 clinical internships carried out by 154 medical students with a mean age of 28 years and 55% were women. The majority (59%) chosen to carry out international internship, particularly United Kingdom (8.3%) and Brazil (7.5%), and only 11% stayed in Algarve region. Half of the internships were carried out in tertiary hospitals being observational-practical (66%). Until half of students (47%) chose medical specialties not included in official curriculumbeing preference areas: international health (15%) and anesthesiology (8.3%). The majority of internships (66%) were observational-practical. The students are responsible for all the necessary arrangements, being external financial support practically no existent). The final internship rank student was 4.46, on a scale of 0-5, and 99% would recommend the experience to their colleagues. Conclusions. The ‘elective’ aims to promote student","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122088453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relación entre pruebas de elección múltiple y de ensayo en los grados de Biología Humana y de Medicina de la Universitat Pompeu Fabra","authors":"M. Girvent, E. Baillés, E. Moyano, J. Pérez","doi":"10.33588/FEM.223.995","DOIUrl":"https://doi.org/10.33588/FEM.223.995","url":null,"abstract":"espanolIntroduccion. En estudios de ciencias de la salud es muy habitual el uso de pruebas de eleccion multiple y pruebas de ensayo, cada una de ellas adecuadas para evaluar diversos niveles de objetivos educativos y ambas con ciertas ventajas e inconvenientes. Objetivos. Determinar la relacion entre resultados en ambas pruebas en estudiantes de los grados de Biologia Humana y de Medicina de la Universitat Pompeu Fabra, indagar posibles diferencias en funcion de la longitud de las pruebas de ensayo y conocer posibles diferencias de rendimiento academico en ambas pruebas. Materiales y metodos. Se seleccionaron las calificaciones en las pruebas de eleccion multiple y en las pruebas de ensayo en 12 asignaturas de los dos grados estudiados y se calcularon los coeficientes de correlacion de Pearson entre ambas calificaciones. Tambien, en cada asignatura, se compararon los resultados en ambos tipos de pruebas. Resultados. En todos los casos se dieron correlaciones positivas y significativas independientemente de la longitud de las pruebas de ensayo. Asi mismo, en siete asignaturas existieron diferencias significativas entre las calificaciones de ambas pruebas, siendo en cinco casos favorables a las pruebas de ensayo. Conclusiones. A pesar de la alta relacion entre las calificaciones en ambas pruebas, se recomienda seguir usando los dos tipos por permitir evaluar niveles cognitivos diferentes. Se destaca la necesidad de una correcta elaboracion de las pruebas. EnglishIntroduction. In health sciences studies, multiple choice and essay questions are habitual and each of them suitable for evaluating different levels of educational objectives and with certain advantages and disadvantages. Aims. To determine the relationship between scores in both tests in students of Human Biology and Medicine degrees of the Pompeu Fabra University, to investigate possible differences depending on the number of the questions, and to know possible differences in academic achievement in both tests. Materials and methods. Scores in the multiple choice questions and the essay questions tests of 12 subjects of the two grades were selected and the Pearson correlation coefficients were calculated between both scores. Also, in each subject, scores in both types of tests were compared. Results. In all cases positive and significant correlations were given regardless of the number of questions of the essay tests. Likewise, in seven subjects there were significant differences between the scores of both tests being in five cases favourable to the essay tests. Conclusions. Despite the high relationship between the scores in the two tests, it is recommended to continue using multiple choice questions and essay questions for allowing assessing different cognitive levels. The need for proper and fair preparation of the tests is recommended.","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126194061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Más allá de la intuición, más allá de la evidencia en educación médica","authors":"J. Palés-Argullós","doi":"10.33588/fem.261.1258","DOIUrl":"https://doi.org/10.33588/fem.261.1258","url":null,"abstract":"","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130247955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planificación y gestión experta de las especialidades en ciencias de la salud","authors":"A. Martín-Zurro","doi":"10.33588/fem.255.1232","DOIUrl":"https://doi.org/10.33588/fem.255.1232","url":null,"abstract":"","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128560057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementación de un modelo de aula invertida para el autoaprendizaje de la ingeniería tisular en el grado de Farmacia","authors":"F. Campos, J. Chato-Astrain, D. Sánchez, O. Garcia-garcia, C. Blanco, D. Durand, Miguel Angel Martin-Piedra, M. C. Sánchez-Quevedo","doi":"10.33588/fem.243.1123","DOIUrl":"https://doi.org/10.33588/fem.243.1123","url":null,"abstract":"espanolIntroduccion. El presente trabajo describe y evalua la implementacion de un modelo de aula invertida en la materia de Histologia para el aprendizaje de ingenieria tisular en el grado de Farmacia con el objetivo de incorporar dichos conocimientos ante su escasa presencia en dicho grado. Sujetos y metodos. El modelo consiste en intercalar en el curso ordinario de Histologia del grado de Farmacia un modulo de autoaprendizaje inverso. Participan 110 alumnos que responden a un cuestionario sobre ambitos conceptuales, procedimentales y actitudinales al comienzo y al final del proceso. Los resultados se analizan estadisticamente. Resultados. Los resultados muestran valores superiores en la evaluacion final con respecto a la evaluacion inicial. Esta diferencia fue estadisticamente significativa (p Conclusion. Los valores mas elevados observados en los componentes actitudinal y procedimental, tras la implementacion del modelo propuesto, ponen de relieve la necesidad de incrementar el componente conceptual en la formacion de la ingenieria tisular en el curriculo de farmacia EnglishIntroduction. This paper describes and evaluates the implementation of a flipped learning model in the discipline of histology for learning tissue engineering contents in the Pharmacy degree, with the aim of incorporating this knowledge for the scarce presence of such matter in that degree. Subjects and methods. The model consists of inserting in the ordinary course of Histology of the pharmacy degree an inverse self-learning module. A questionnaire on conceptual, procedural and attitudinal fields was answered by the 110 students involved in the study at the beginning and end of the process. Results were statistically analysed. Results. The results after the implementation of the flipped learning model show statistically significant higher values (p Conclusion. The highest values observed in the attitudinal and procedural components, after the implementation of the proposed model, highlight the need to increase the conceptual component in the formation of tissue engineering in the pharmacy curriculum","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131296764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artes escénicas como metodología de enseñanza para la comunicación efectiva en estudiantes de Enfermería en la Universidad de La Frontera, Chile","authors":"Gustavo ARANEDA-GUTIÉRREZ, M. Illesca-Pretty, J. Godoy-Pozo, M. Cabezas-González, Camila ALVEAL-BARRA","doi":"10.33588/fem.253.1196","DOIUrl":"https://doi.org/10.33588/fem.253.1196","url":null,"abstract":"Introducción. La capacidad comunicativa es factible de mejorar en sujetos que reciben preparación sociopsicológica. Las escuelas de Enfermería han recurrido a variadas formas de arte, entre ellas las escénicas, como parte de esta instrucción. Los objetivos son: desvelar la vivencia con respecto a los talleres basados en artes escénicas, descubrir los aportes de éstos para la formación y la competencia de comunicación, e indagar aspectos que deben mejorar posterior a la experiencia.","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122332665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiencia de aprendizaje mediante el modelo integral de salud familiar y comunitario: opiniones de estudiantes de Enfermería de Chile","authors":"M. Muñoz-Samaín, M. Illesca-Pretty, J. Gallegos-Soto, M. Cabezas-González, A. Hernández-Díaz, J. Godoy-Pozo","doi":"10.33588/fem.245.1147","DOIUrl":"https://doi.org/10.33588/fem.245.1147","url":null,"abstract":"Introduction. The practice in Health Centers constitutes a fundamental axis in the professional training of nurses, being necessary to promote favorable learning instances. The objective of the study was to explore the perception of fifth-year nursing students at Santo Tomas University, Chile, in relation to their learning experience during their undergraduate training, using the Comprehensive Family and Community Health Model. \u0000Material and method. Qualitative, exploratory, descriptive, interpretive research, through intrinsic study of cases. Sample, non-probabilistic, intentional by criteria and convenience (16 students). A focus group was used; analysis from data reduction. Validity was ensured with rigorous criteria, triangulated by researchers. It was approved by the Scientific Ethics Committee of the Institution; it was considered the signing of the informed consent. \u0000Results. 353 units of meaning were identified, originating four thematic nuclei: ‘Conceptualization of the Model in undergraduate’; ‘Student contributions in the teaching-learning process to internalize it’; ‘Components associated with factors that facilitate and hinder its applicability’ and ‘Qualities acquired by the practice of the Model’. Finally, two qualitative domains emerge: ‘Contributions of the students in the training process’ and ‘Benefits of the Model in the training process for the acquisition of generic competences’. \u0000Conclusions. Students know the meaning of the Comprehensive Family and Community Health Model, mostly identify the curricular structure as an impeding factor, recognize that they learn through student-centered methodologies and describe the generic competencies declared in the Graduate Profile","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127077056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Percepción de los estudiantes de segundo año de la carrera de Medicina de la Universidad de Antofagasta sobre la relevancia y el significado de la asignatura de Sociología en su formación como médicos cirujanos","authors":"J. Fernández-Gallardo, J. Hernández-Montoya, A. Torres-Belma","doi":"10.33588/fem.245.1145","DOIUrl":"https://doi.org/10.33588/fem.245.1145","url":null,"abstract":"Introduction. It is essential to study the role of social sciences in the comprehensive training of health professionals incorporating the psychosocial factors of the health-disease process. Aim. To know the relevance and significance that the medical student attributes to the Sociology subject of the Medical \u0000Career Curriculum in their training as a Surgeon, and to evaluate the teaching strategies, contents and role of Sociology in health processes-disease. \u0000Subjects and methods. Quantitative exploratory-descriptive study, by applying a Likert scale questionnaire. A universe of 61 students participated in the study, taking the subject during 2019. The study design is non-experimental. \u0000Results. The highest degrees of agreement (greater than 40% and less than 60%) are manifested in the Sociology report on the integral formation of the medical student, the teaching strategies used and the usefulness of the concepts and contents covered. Percentages of less agreement are reflected in the approach to the work context and the feedback processes. \u0000Conclusions. The Sociology subject contributes to the comprehensive training of the surgeon; however, some aspects of \u0000instructional design and curricular innovation processes must be strengthened.","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126079782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Importancia de las artes escénicas como estrategia de enseñanza en Ciencias de la Salud","authors":"A. Torres-Belma","doi":"10.33588/fem.256.1241","DOIUrl":"https://doi.org/10.33588/fem.256.1241","url":null,"abstract":"","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133985914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uso de colores en ilustraciones de anatomía para relacionar estructuras, función y patología en el aprendizaje de anatomía humana","authors":"R. Paredes-Orue, O. Moreno-Loaiza, P. Valencia-Paredes, K. Contreras-Alcázar, G. Chuctaya-Huarca","doi":"10.33588/fem.224.1002","DOIUrl":"https://doi.org/10.33588/fem.224.1002","url":null,"abstract":"El conocimiento de la anatomía humana es uno de los ejes fundamentales en la formación de los profesionales médicos. Estos, al efectuar procedimientos diagnósticos y quirúrgicos, requieren un adecuado conocimiento de las estructuras anatómicas, su posición y la relación que entre ellas mantienen [1]. Uso de colores en ilustraciones de anatomía para relacionar estructuras, función y patología en el aprendizaje de anatomía humana","PeriodicalId":131160,"journal":{"name":"Revista de la Fundación Educación Médica","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131181755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}