The challenge of evaluating medicine residents in clinical practices
| Autor: | Mercado Díaz, Mario Andrés |
|---|---|
| Přispěvatelé: | Moreno Ortiz, Juan Carlos |
| Jazyk: | Spanish; Castilian |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Yao, D. C., y Wright, S. M. (2000). National Survey of Internal Medicine Residency Program Directors Regarding Problem Residents. JAMA. 284(9):1099-1104. doi:10.1001/jama.284.9.1099 Holmboe, E. S., Fiebach, N. H., Galaty, L. A., y Huot, S. (2001). Effectiveness of a focused educational intervention on resident evaluations from faculty a randomized controlled trial. Journal of general internal medicine, 16(7), 427-34. Flores, F., Contreras, N., y González, A. (2012). Evaluación del aprendizaje en la educación médica. Revista de la Facultad de Medicina de la UNAM. Vol. 55, N.o 3. 42-48. Royal College of Physicians and Surgeons of Canada. e CANMEDS assessment tools handbook; an introductory guide to assessment methods for the CandMEDS competencies. Canada: CANMEDS; 2006. OCDE. Definition and selection of competencies (DeSeCo) 2007. [Consultado 28 Nov 2009] Disponible en: http://www.oecd.org/doc-ument/17/0,2340, en_2649_ 34515_2669073_1_1_1_1, 00.html Holmboe, E. S., Edgar, L., y Hamstra, S. (2016). The Milestones Guidebook. Recuperado de https://www.acgme.org/Portals/0/MilestonesGuidebook.pdf Elam, S. (1971). Performance-based teacher education: What is the state of the art?. Washington: American Association of Colleges for Teacher Education. Carraccio, C., Wolfstahl, S. D., Englander, R., Ferentz, K., y Martin, C. (2002). Shifting paradigms: from Flexner to competencies. Acad Med.; 77: 361-67. Batalden, P., Leach, D., Swing, S., Dreyfus, H., y Dreyfus, S. (2002). General competencies and accreditation in graduate medical education. An antidote to over specification in the education of medical specialists. Health Affairs. 21: 103-111. Meyers, F. J., Weinberger, S. E, Fitzgibbons, J. P., Glassroth, J., Duffy, F. D., y Clayton, C. P.(2007). Redesigning residency training in internal medicine: the consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force. Acad Med. 82(12):1211-1219. Swing, S. R., Beeson, M. S., Carraccio, C., Coburn, M., Iobst, W., Selden, N. R., Stern, P. J., y Vydareny, K. (2013) Educational milestone development in the first 7 specialties to enter the next accreditation system. Journal of graduate medical education. Mar;5(1):98-106. Holmboe, E. S., Yamazaki, K., Edgar, L., Conforti, L., Yaghmour, N., Miller, R. S., & Hamstra, S. J. (2015). Reflections on the First 2 Years of Milestone Implementation. Journal of graduate medical education, 7(3), 506-11. doi: 10.4300/JGME-07-03-43. Bate, P., & Robert, G. (2006). Experience-based design: from redesigning the system around the patient to co-designing services with the patient. Quality & safety in health care, 15(5), 307-10. doi: 10.1136/qshc.2005.016527 Jardine, D., Deslauriers, J., Kamran, S., Khan, N., Hamstra, S., y Edgar, L. (2017). Milestones Guidebook for Residents and Fellows. Recuperado de https://www.acgme.org/Portals/0/PDFs/Milestones/MilestonesGuidebookforResidentsFellows.pdf Skeff, K. y Stratos, G. (2015). Feedback. Stanford Clinical Teaching Program. Recuperado de http://sfdc.stanford.edu/clinical_teaching.html Nabors, C., Peterson, S. J., Forman, L., Stallings, G. W., Mumtaz, A., Sule, S., Shah, T., Aronow, W., Delorenzo, L., Chandy, D., Lehrman, S. G., Frishman, W. H., y Holmboe, E. (2013). Operationalizing the internal medicine milestones-an early status report. Journal of graduate medical education, 5(1), 130-7. doi: 10.4300%2FJGME-D-12-00130.1 Aagaard, E., Kane, G. C., Conforti, L., Hood, S., Caverzagie, K. J., Smith, C., Chick, D. A., Holmboe, E. S., y Iobst, W. F. (2013). Early feedback on the use of the internal medicine reporting milestones in assessment of resident performance. Journal of graduate medical education, 5(3), 433-8. doi: 10.4300%2FJGME-D-13-00001.1 Angus, S., Moriarty, J., Nardino, R. J., Chmielewski, A., & Rosenblum, M. J. (2015). Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format. Journal of graduate medical education, 7(2), 220-4. |
| DOI: | 10.1001/jama.284.9.1099 |
| Popis: | Los residentes llevan a cabo su proceso de formación en los hospitales con gran carga asistencial y poca supervisión, generando así un proceso de aprendizaje con grandes dificultades en cuanto la adquisición de competencias necesarias para formar un profesional y especialista útil en la sociedad. La evaluación es un proceso integral y trasversal en la educación, y en medicina la educación médica basada en competencias está siendo un paradigma en el proceso de enseñanza. Dentro de estas competencias, para facilitar su interpretación, seguimiento y evaluación, aparecen los hitos (Milestones) como puntos relevantes en el desarrollo de los residentes y los cuales serán el eje central del presente escrito. 1. Resumen 2. Palabras clave 3. Introducción 4. Objetivo 5. Justificación 6. Evaluación educativa 7. Educación médica basada en competencias 8. Hitos (Milestones) 8.1. Relevancia de los hitos 8.2. Rol del residente 8.3. Importancia de la Retroalimentación 8.4. Resultados de la implementación de los hitos 9. Conclusiones 10. Bibliografía The residents carry out their training process in hospitals with a huge healthcare burden and little supervision, thus generating a learning process with great difficulties in terms of acquiring the necessary skills to train a professional and specialist useful in society. Evaluation is an integral and transversal process in education, and in medicine, competency-based medical education has been a paradigm in the teaching process. Within these competences, to facilitate their interpretation, monitoring and evaluation, the milestones appear as relevant points in the development of the residents and which will be the central axis of this writing. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|