Ximena Triviño

Impacto de un programa de formación en docencia en una escuela de medicina

Background: The medical school of the Pontificia Universidad Catolica de Chile offers a Diploma on Medical Education (DME) for its faculty since 2000. However its impact had never been evaluated. Aim: To determine the perception of the graduates of the impact of DME, using the Kirkpatrick model for evaluation of educational outcomes. Material and Methods: A questionnaire containing closed and pre-post retrospective questions that represented Kirkpatricks four levels of evaluation, was sent to all the graduates in 2009. Results: Eighty two of 91 graduates returned the questionnaire. Ninety one percent had a high level of satisfaction at Kirkpatrick Level 1 (Reaction), and perceived an average of 81.8% completed objectives. Most respondents reported modification of attitudes and perceptions about teaching, at Kirkpatrick Level 2 (Learning). All the differences between the pre and posttest retrospective questionnaire were statistically significant. More than 98% of responded stated that they improved their role as teacher using the skills learned during DME, according to Kirkpatrick Level 3 (Behavior). According to Kirkpatrick Level 4 (Outcomes), 66% stated that the DME contributed to appreciate the value of teaching at an institutional level. Conclusions: According to the perception of the respondents, the DME has had a positive impact at all the levels described in the Kirkpatrick model.

Formación en educación de los docentes clínicos de medicina

Effective clinical teaching is an imperative of medical education. Clinical teachers and faculty development initiatives as well as Medical Schools, need to focus their efforts to pursue common outcomes: effective learning in students, future competent physicians and healthy patients. Excellence in quality of teaching needs scholars in education. To achieve this objective, institutions must recruit a core of medical faculty according to its mission, define the attributes and teaching competences, implement faculty development programs, and finally, support academic vitality. This article describes the three main issues of medical teaching: faculty, faculty development and its organization.

Analysis of a learning assessment system for pediatric internship based upon objective structured clinical examination, clinical practice observation and written examination.

OBJECTIVE To describe and analyze three tools used in the assessment system applied to the pediatric internship over a 7-year period at the School of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile. METHODS Retrospective observational research design for the assessment modalities implemented in the pediatric internship from 2001 through 2007. The tools were as follows: objective structured clinical examination (OSCE), written examination and daily clinical practice observation guidelines (DCPOG). The assessment methods were applied to the sixth-year pediatric internship with a total of 697 students. Statistical analysis included a descriptive assessment, with correlation and simple linear and multiple regressions (ANOVA), Bonferroni test and Cronbachs alpha coefficient. Significance level was set at p < 0.05. RESULTS OSCE success scores were reached in 75.7+/-8%, with a better mean among females (p < 0.001). OSCE scores improved after the third year of implementation. Cronbachs alpha coefficient was 0.11-0.78. Written examination had a mean score of 79.8+/-10% and there were no sex differences. Mean DCPOG score was 97.1+/-3% and the results were better among females (p < 0.005). Correlation between the three assessment methods showed a moderate positive relationship except in the year of 2007, where the correlation was higher (p < 0.001). CONCLUSIONS Analysis of the learning assessment system was performed using OSCE, written examination and DCPOG, which are complementary to each other, and yielded good results.

Toxocarosis en Chile: Serie clínica en un centro de pediatría ambulatoria

Between january and august 1997 a study of toxocarosis by ELISA was done in 364 children which had a hemogram done. Twenty four of them had eosinophilia (range: 400-9135 eos/mm) (6.6%) and 8 patients from this group (8/24) showed a seropositive reaction against somatic antigens of Toxocara.

Evaluación de una experiencia de capacitación en planificación educacional para directores de programas de las especialidades médicas

BACKGROUND Few medical teaching institutions provide faculty development in curriculum development to program directors of medical specialties (PD), despite the increased demand for renewal of residency programs and the evaluation of outcomes. AIM To describe and evaluate a training program in curriculum development for PD developed in 2008 and 2009. MATERIAL AND METHODS Thirty PD attended an on campus course of fifteen hours. Evaluation was done using Kirkpatrick model through an end-of-course questionnaire, a retrospective pre/post self-assessment test of skills, the assessment of learning and the final projects developed by PD. RESULTS All PD finished the course and answered the questionnaire. In level 1 (Reaction), 100% reported high satisfaction and would recommend it highly to others, with perceived mean achievement of course objectives of 81%. In level 2 (Learning), all the differences between the retrospective pre and posttest were statistically significant (p < 0.01), and achievement of learning was in average 82.9%. In level 3 (Behavior), 100% felt they would apply what was learnt and 17 PD (57%) sent projects. CONCLUSIONS This model of faculty development was highly accepted by PD and had a positive evaluation based in high satisfaction, the improvement in pre/posttest assessment, the achievement of learning objectives and the development of projects.Background: Few medical teaching institutions provide faculty development in curriculum development to program directors of medical specialties (PD), despite the increased demand for renewal of residency programs and the evaluation of outcomes. Aim: To describe and evaluate a training program in curriculum development for PD developed in 2008 and 2009. Material and Methods: Thirty PD attended an on campus course of fifteen hours. Evaluation was done using Kirkpatrick model through an end-of-course questionnaire, a retrospective pre/post self-assessment test of skills, the assessment of learning and the final projects developed by PD. Results: All PD finished the course and answered the questionnaire. In level 1 (Reaction), 100% reported high satisfaction and would recommend it highly to others, with perceived mean achievement of course objectives of 81%. In level 2 (Learning), all the differences between the retrospective pre and posttest were statistically significant (p < 0.01), and achievement of learning was in average 82.9%. In level 3 (Behavior), 100% felt they would apply what was learnt and 17 PD (57%) sent projects. Conclusions: This model of faculty development was highly accepted by PD and had a positive evaluation based in high satisfaction, the improvement in pre/posttest assessment, the achievement of learning objectives and the development of projects.

Narrativa y formación docente: la experiencia de 5 años de un taller de escritura

BACKGROUND Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Católica de Chile. AIM To describe the experience and results of the creative writing workshop (2006-2010). MATERIAL AND METHODS Descriptive and retrospective study with a qualitative and quantitative design. Thirty-six teachers of the School of Medicine attended a 12-hour workshop. The Kirkpatrick model for evaluation of educational outcomes was used to report the data obtained in the course evaluation survey and in the stories produced. RESULTS There were positive results at the four levels of Kirkpatrick evaluation model. The learning objectives of the workshop were achieved and 83 stories were created, compiled and published. CONCLUSIONS The creative writing workshop can provide faculty with protected time for reflective practice about academic experiences and produce educational outcomes at different levels of the Kirkpatrick model.Background: Narrative medicine has showed to be a powerful instrument to reinforce relationships, identity, and self-knowledge among health professionals. Subjective issues have been recently recognized as relevant for faculty development in addition to the technical aspects. Since 2006 a creative writing workshop has been included as part of the Diploma in Medical Education at the medical school of the Pontificia Universidad Catolica de Chile. Aim: To describe the experience and results of the creative writing workshop (2006-2010). Material and Methods: Descriptive and retrospective study with a qualitative and quantitative design. Thirty-six teachers of the School of Medicine attended a 12-hour workshop. The Kirkpatrick model for evaluation of educational outcomes was used to report the data obtained in the course evaluation survey and in the stories produced. Results: There were positive results at the four levels of Kirkpatrick evaluation model. The learning objectives of the workshop were achieved and 83 stories were created, compiled and published. Conclusions: The creative writing workshop can provide faculty with protected time for reflective practice about academic experiences and produce educational outcomes at different levels of the Kirkpatrick model.

Evaluación de la docencia clínica del programa de especialidad en pediatría, pontificia universidad católica de chile. resultados de 623 evaluaciones

Introduccion La evaluacion de la docencia clinica es un componente esencial de los programas de postitulo, que informa sobre su cumplimiento y calidad, y facilita la toma de decisiones para perfeccionarlos. El presente estudio actualiza nuestro analisis anterior (julio 2012-junio 2013: 403 encuestas), incorporando nuevas evaluaciones realizadas desde julio 2013 hasta diciembre 2013. Objetivo Determinar la percepcion de los residentes sobre la docencia en las rotaciones clinicas, analizar la consistencia interna del instrumento de evaluacion y calcular la tasa de respuesta. Metodologia Se aplico una encuesta anonima a residentes del Programa de Especialidad en Pediatria al finalizar cada rotacion, desde julio 2012 hasta diciembre 2013. Contiene 11 indicadores: Tiempo estudio personal (horas/semana), Cumplimiento de objetivos (%); Profesores, Metodos, Feedback, Evaluacion, Fuentes de informacion, Organizacion, Campos clinicos/equipamientos, Infraestructura/recursos y Nota global, utilizando una escala de 1-7. Resultados Se analizaron 623 encuestas, de 36 rotaciones (promedio 17 encuestas por rotacion). El tiempo promedio de estudio fue 12.4 horas/semana y el logro de objetivos 85.2%. Las areas mejor evaluadas fueron Profesores (promedio 6.52) y Campos Clinicos/Equipamientos (promedio 6.46), y los peores fueron Feedback (promedio 5.97) y Metodos (promedio 6.06). En el analisis de consistencia interna, la encuesta presento un alfa de Cronbach de 0.900. Respecto a las 9 areas evaluadas, 8 presentan tasa de respuesta mayor a 95%, con excepcion de Feedback (93.6%). Las preguntas “tiempo promedio de estudio” y el “logro de objetivos” presentaron una tasa de respuesta de 81.2% y 70.0%. Conclusiones Los resultados indican que es posible mantener en el tiempo la evaluacion de las rotaciones clinicas mediante este instrumento de adecuada consistencia interna con una alta tasa de respuestas. La metodologia permite identificar las areas de mayor fortaleza y las que requieren mejoras (feedback y metodos).