Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction: Hypertension is one of the most common disorders in pregnancy, for that reason in the Center for Teaching and Certification of Medical Aptitudes (CECAM) of the UNAM´s Faculty of Medicine, a simulation scenario is performed so in that way, the medical intern has a patient with this pathology to get ready for the professional practice.Objective: Collect information about the perception of the medical intern with respect to the learning activity by simulation for Hypertensive Diseases of Pregnancy, to assess its effectiveness.Method: A descriptive cross-sectional study was carried out in which the interns, after participating in 3 simulation scenarios to confront standardized patients and thus strengthen and put into practice the subject of Hypertensive Diseases of Pregnancy, evaluated the activity through a survey with a Likert-type scale.Results: The evaluation instrument obtained an Alpha of Cronbach of 0.884. The standardized patients, the teamwork during the simulation and the logistics of the activity obtained favorable answers in the evaluation, assigning mostly “Completely agree” and “Agree” to the items answered based on the survey´s scale. As an area of opportunity, it was identified that it is necessary to improve material resources to increase realism.Conclusions: The activity had favorable responses, and its areas of strength and opportunity were identified. By showing the results, the Center’s experiences are reflected, which can be used in other institutions where they intend to implement similar activities.

Introduction: The current demands of society towards medical professionals have led to the reformulation of curricula in medical schools. In order to be successful, the restructuring of academic programs must take into account how professors think and assimilate certain aspects regarding the teaching/learning process. The Sociocontructivist Model of Implicit Theories is one of the approaches in the study of the conceptions of teachers regarding teaching and learning.Objective: To explore the implicit theories regarding the teaching/learning process of faculty members of the Microbiology and Parasitology Department of the School of Medicine of the National Autonomous University of Mexico.Method: The “Professor`s Implicit Theories of Teaching Questionnaire” was administered to a sample of faculty members (n = 40) responsible for the Microbiology and Parasitology course from the medical surgeon bachelor program. The participants were selected through a stratified sampling process that guaranteed the participation of 25% of the student population registered in the given course. Results: Different levels of acceptance were observed in each of the implicit theories about teaching. Statistically significant differences were found through a Friedman test in the typicality of the implicit theories of teaching (χ2 [4, n = 40] = 90.388, p < 0.001), the interpretive theory was the most accepted and the emancipatory theory the one that was most rejected by faculty members.Conclusion: Generally speaking, participants’ implicit theories regarding the teaching/learning process are proximal to current thought regarding education, however, a more detailed look at specific elements of faculty members’ conceptions illustrate the persistence of contradictory beliefs, this can make the transition towards new educational models difficult.

Introduction: In defensive medicine the doctor loses reliability and confidence in himself, modifies his practice due to fear of being sued. Therefore, the knowledge of medical science must be complemented with the border knowledge that becomes necessary by virtue of the fact that social transformations have modified the doctor-patient relationship.Objective: It exposes the need that the doctors have to empower themselves through knowledge in the areas of communication and law to communicate assertively with the patient, knowing in a broad way the legal framework that regulates the right to health, including not only their obligations as professionals but also their rights and legal guidelines on which to guide their actions.Method: A qualitative study was carried out with a purposive and intentional sampling with the in-depth interview technique. Participated 30 physicians from different specialties who practice in public and / or private consultation in Monterrey city.Results: The investigation yielded 23 subcategories of analysis that allow to understand more deeply the defensive medical practice and its related factors. Among these stand out: the lack of sufficient legal knowledge regarding the medical act that the doctor recognizes as necessary, as well as the need to develop a communicative competence in the doctor that positively impacts the doctor-patient relationship.Conclusions: As a result of this investigation, it was known that doctors express a need to receive training in these two disciplines, law and communication, which converge in the doctor-patient relationship and the desire that they have for receive this instruction not only to future doctors but also to graduated doctors, through continuous training courses. The inclusion of this knowledge as complementary to the training of the physicians can be a factor that reduces the incidence towards defensive medical practice.

Introduction: Academic performance depends on several factors that affect it. The digital skills on line modality, the sociodemographics characteristics and other variables must be known to look for intervention measures that favor academic success.Objective: Determine the relationship between sociodemographics characteristics, academic variables and digital skills with academic performance in students of a technical career in medical emergencies in on line modality.Method: An instrument of 20 questions was designed to obtain sociodemographic, academic, work and digital skills data about of the students. A pilot test was applied and evidence of validity of the instrument was determined. It was applied to 126 students enrolled in the program of the career of Advanced University Technician in Medical Emergencies at the Open and Distance University of Mexico through the Internet using Google Forms. The correlation between the variables obtained and the general averages of the students that were provided by the University was obtained. A multiple linear regression model was used to obtain the prediction of academic performance.Results: The personal variables: sex (rS = 0.085), age (rS = 0.073) and place of residence (rS = –0.040); the labor variables: labor activity (rS = –0.144) and seniority (rS = –0.132); technology disposition variable (rS = 0.055) and digital skills (rP = 0.080) had no correlation with academic performance. The academic variables “semester of the course” (rS = 0.450) and “subjects not accredited” (rS = –0.294) were related to academic performance (p < 0.005) and predicted by 23% (adjusted square R = 0.230, gl = 1, p < 0.05).Conclusions: The academic performance of students is directly related to their progress in the program and inversely to the number of subjects that they failed. It is suggested that the institution carry out retention interventions for students that encourage them to remain active and advance their academic trajectory.

Introduction: In the National Health Plan 2013-2018 it was specified that all health personnel must be trained to carry out health promotion and prevention actions, so it is necessary to train medical students in the skills that these activities require and, ideally, should include those that facilitate the connection and understanding among them and the target population, in order to achieve permeability of the SPP messages, especially in those vulnerable populations, as stipulated by national health strategies, which for this case of study are children from a rural habitat.Objective: Present the implementation structure of a proposal to rate the CC level of domain in medical students, who bring activities of prevention of parasitosis and health promotion (PPHP) to children of a rural population, in order to identify the necessary CC they must develop to significantly influence them.Method: It was a qualitative research, from a socio-critical paradigm, wirh an ethnographic method, and the used techniques were observation and semi-structured interviews. The sample was a 24 medical students population from the Vasco de Quiroga University, who carried out a PPHP activity aimed to children from a rural basic education school.Results: Based on the results, deficiencies were observed in the dimensions in which the communicative competence was evaluated, mainly in the handling of information, language and knowledge of the environment, a proposal of indicators is made for the competencies to be developed.Conclusion: The main conclusion of the study is that it is necessary to develop the CC in order of a good accomplish of PPHP activities focused in vulnerable communities.

Introduction: Low enrolment in online courses promoted by the IMSS for primary care level physicians in 2014, where only 23% of them enrolled in a course online, and of these only 30% ended the course.Objective: Identify the primary care medical personnel’s perceived barriers for registering to courses on line in Queretaro’s delegation.Method: Phenomenological study which involved 11 primary care level physicians. The procedure used was interview and analysis with triangulation technique.Results: 4 categories were identified with 18 subcategories. In the personal barriers category two subcategories were predominant: the time management (81%) and personal preference (72%); in the employment barriers category: lack of dissemination (81%) and workload (72%); in the technological barriers category: problems with the institutional education platform (45%); and finally in the educational barriers category: the course planning (72%). Conclusions: The barriers perceived most often primary care level doctors were: time management, the lack of dissemination, preference, workload, and planning of the course.

In order to articulate appropriate inferences based on the scores obtained from learning assessments in the health sciences, the collection of validity evidence to support decisions made on the basis of these assessments is of central importance. The concept of validity is key in educational assessment, since it is used in all kinds of learning evaluation strategies: summative, diagnostic, and formative. In the last decades, new frameworks which modify and enhance the traditional concept of validity have emerged. In this paper, we explore the perspectives of Messick and Kane. Regarding the first one, we describe the sources of validity evidence and how to obtain them; and in regard to Kane’s arguments, we explain the steps needed to state an argument of use that justifies the interpretations of the scores obtained from the assessments. This overview describes the current perspective to approach validity in educative assessment, useful for health sciences educators.

Los estudiantes de medicina están expuestos a un sin fin de trastornos mentales (TM) a causa de las exigencias propias de la carrera, entre los trastornos más resaltantes tenemos: ansiedad y depresión, cuyos valores son superiores a los encontrados en la población general.

Introduction: Most of the victims of sudden cardiac arrest in an out-of-hospital setting do not receive cardiopulmonary resuscitation; it is necessary to raise awareness about the importance of this skill and to train the population. Objective: To evaluate the acquisition of skills in CPR and application of AED with the use of educational resources in undergraduate medical students.Method: Longitudinal study in which 3 evaluations were made to third-year undergraduate medical students, during 2017 and 2018, using a 27-item checklist. The participants were divided into a group A, to whom educational resources were provided, and group B, to whom they were not provided. Between the first and second evaluation, the students had deliberate practice with low fidelity simulators, guided by facilitators, in which they learned CPR and use of AED; there was another reinforcing practice between the second and the third evaluation.Results: In the first evaluation there were 84 participants in group A, who obtained a score of 25.01% of the evaluation, while group B had 86 participants with 11.20%; 8 weeks later they had the second evaluation, in it 65 participants from Group A and 80 from B remained, with a score of 68.97% and 66.27%, without significant difference (p=0.546) using the Wilcoxon signed-rank test.In the following school year the last evaluation was applied: the sample was reduced to 19 and 38 participants for group A and group B, with a score of 80.52% and 79.28%, without significant difference (p = 0.968).Conclusions: Educational resources did not make a significant difference in the acquisition of skills, but reinforcing the deliberate practice improved them. To ensure the progress of the students' skills and provide timely feedback for improvement, it is necessary to evaluate and monitoring

Introduction: Measurement of the educational environment has become of key importance in medical curriculum evaluation. The DREEM has been developed for this purpose. However, a number of studies have identified issues with the psychometric properties of the DREEM. The internal consistency of the 5 domains is rather variable and, in some cases, the reliability is low. Since information obtained from the DREEM can be used to change the curriculum in our context, it is necessary to validate this instrument.Objective: To validate the DREEM in Colombian Spanish considering an integrated curriculum.Method: Quantitative, non-experimental, exploratory, cross-sectional study. 12 experts in education validated the DREEM content. 308 medical students participated. Exploratory Factorial Analysis (EFA) and Cronbach’s α determined construct validity and reliability.Results: Syntactic and semantic adaptations were made to the items. Seven items were mobilized from one domain to another. Although the total DREEM score had an excellent reliability level (α = 0.91), domain analysis showed 2 questionable domains. The analysis indicated that 26 items may be enough for measuring the educational climate. Domain V items and item 17 were excluded.Conclusions: The adapted DREEM to Colombian Spanish is reliable and valid. However, some of the domains were questionable. Findings suggest the original theory of the DREEM domains embodies debatable assumptions. Excluding the independent analysis of the domains may harden scores understanding, which in turn may obstruct decision making in specific areas of the curriculum. Therefore, A new theory of the educational climate domains is needed.