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

Introduction: Sleep quality and Insomnia symptoms could affect abilities like work or learning. Medicine curricula involves a lot of theoretical and memory content. Sleep disorders can disrupt academic performance. Tobacco, alcohol, drugs, age, obesity, hormones and others biological, mental, environmental and social factors are related to increase poor sleep quality and insomnia symptoms incidence. University students are a vulnerable population to develop sleep disorders Objective: The goal was to relate sleep quality and insomnia symptoms with academic performance of first year students of surgeon medical career in Yucatan. Method: A cross-sectional study was developed, which included 118 first year regular students from Medicine School of the Autonomous University of Yucatan, Mexico. Participants completed the Pittsburgh Sleep Quality Index (PSQI), Insomnia Severity Index (ISI), AUDIT test and epidemiological data. Academic performance was assessed by grades earned on written exams and approved courses. Results: 65 men (19.15 ± 1.60 years) and 53 women (18.98 ± 1.23 years) were included. 98.11% of women and 90.76% of men perceived poor sleep quality. No association was found between sleep quality and academic performance. 73% of women and 66% of men were classified with insomnia symptoms. 50.94% of women and 44.61% of men had poor academic performance. Poor academic performance was related with mild (p = 0.0035) and moderate (p = 0.031) insomnia symptoms only in women. In men, insomnia symptoms was related to body mass index and living out of a family home. Conclusions: A great majority of students perceived poor sleep quality and insomnia symptoms. In women, insomnia symptoms adversely affect academic performance.

Introduction: The evaluation of teaching competences is related to the improvement of the educational activity which is oriented towards personal and formative development. There are no high-fidelity evaluations in our specific setting. The aim was to obtain sources of evidence of validity for the Objective & Structured Teaching Examination (OSTE) to evaluate the teaching competencies.  Method: A quantitative study was carried out in three phases: 1) Planning phase: analysis of the competence model, validation by judges, validation of content by student instructors, and workshop with experts for the creation of the stations. 2) Pilot phase: to obtain the degree of concordance among evaluators, validation and internal structure of the stations (discriminant analysis, Cronbach’s alpha, means and standard deviation), 3) Final phase: Application to a non-random sample formed by 20 professors of the Department of Biomedical Informatics at the Faculty of Medicine of UNAM. Results: An item discrimination analysis of eight stations was carried out. We observed that two stations have five items that discriminate .05, seven had acceptable factorial loads and explained 88.35% of the variance with a Cronbach’s alpha of .68. The average of teaching performance in the OSTE was 73.23 with a standard deviation of 8.4. The best-evaluated station was learning strategies (85 ± 16.98), and the lowest was discussion guidance (67.48 ± 15.62). Confirmatory evidence was obtained with similar examinations used in the Faculty of Medicine, the objectives set for the creation of this instrument were met, an OSTE pre-evaluation mean was detected, and the teachers got feedback on their performance for training purposes.  Discussion and Conclusions: The OSTE assessment is proposed as an instrument with sufficient evidence of validity that can be used in the evaluation of the degree of teaching competencies. We aim to create teaching evaluation instruments that follow good practices in the development of instruments based on the chain of evidence of validity.

Introduction: In Problem Based Learning (PBL), the quality of the problems is essential for the acquisition and integration of knowledge. Nevertheless, there is a lack of instruments with validity evidence to measure it. Objective: To develop a questionnaire to evaluate the quality of the problems of the PBL, obtaining its evidence of validity. Method: The questionnaire was developed upon revising literature. Validity evidences were obtained according to the Standards for Educational and Psychological Testing, specifically sources of content validity evidence, response process, internal structure and assessment consequences.The questionnaire was submitted to evaluation by a jury and it was calculated according to the level of agreement related to the Fleiss’ Kappa Test. In order to know the psychometric characteristics of the questionnaire, discrimination analysis of items was performed using Student’s t test; looking to identify the internal structure of the test, an exploratory factorial analysis was performed and the Cronbach’s Alpha was calculated as statistic of internal consistency. Results: The obtained Kappa index for the 24 items was of 0.45 to 1. The Student’s t test got values of bilateral significance of 0.000. The exploratory factorial analysis with a Varimax rotation extracted six factors that showed an explained variance of 83.08%. The instrument final version was constituted by 20 items with a total Cronbach’s Alpha in the scale of 0.97. Conclusion: This questionnaire has enough validity evidence as to be used to assess the quality of the problems in PBL. Besides, the six factors described amplify the measuring extent of the existing instruments and allowing us to detect the strengths and weaknesses and provide suggestions from the perspective of learners and professors.

Objective: Determining the scope of an educational intervention that promotes participation, implemented by a urology resident physician-fifth year with regard to the development of clinical aptitude of urology resident physicians in the attention of the four most common urological disorders in a tertiary medical care. Methods: We performed an interventional study in resident physicians of second (n = 7) and third year (n = 6) of urology at National Medical Center “La Raza”, Mexico City, Mexico, period: November to December 2017. An instrument was designed to evaluate the variable “clinical aptitude” of medical residents of second and third years including four urological conditions, the conceptual validity, content and reliability was assessed by four medical specialists in urology, with experience in teaching and educational research. The educational intervention was implemented by an urology resident of fifth-year. The educational intervention was in the form of seminars, which were performed twice a week Monday and Friday), duration per session: two hours; total duration of the educational intervention: 16 sessions. The measuring instrument was applied at the beginning (1st lession) and at the end of the educational intervention (16th session). Results: In the R2 and R3 progress was noted in all indicators of clinical skills and the overall rating, which was expressed with statistically significant differences, the R2, the global score (initial measurement vs final) showed the following median: 44 and110 (p 0018), the R3, the overall rating was: 52.5 and 128 (p 0.027). Conclusions: A Participatory educational intervention implemented by an urology resident of the fifth year, it can be associated with the development of clinical aptitude R2 and R3 of the same specialty.

Introduction: The public health school of Mexico plays an important role in the development of human resources in health, this situation indicates the importance of analyze the characteristics of the students who attend in their programs. Objective: The characteristics of accepted candidates in master degree programs at the School of Public Health of México were analyzed from 2004 to 2014.  Method: A descriptive cross-sectional study. The information of 2113 accepted candidates in the Master in Science and Professional Master programs was used. Results: There was a decrease in the admission median age, higher participation of women and a higher average in women’s grades in their bachelor’s degree studies (8.7 vs 8.5) (p < 0.00). In the National Admission Exam III (EXANI III in Spanish) men had a higher average score (1050 vs 1040) (p < 0.00). In addition, an average increase of 9.6 points per year was found in all the students who took the exam. The face-to-face modality concentrated younger students than the online and executive modalities. There was a lower  participation of students with medical training and a predominance of students from other disciplines. Conclusion: We identified changes in the characteristics of the students, as well as diversification in their previous professional education throughout the decade studied.More research is needed in order to analyze student’s educational trajectory and institutional factors that influence their performance are required.

Introduction: The variety of activities that can be performed by a physiotherapist includes: health care, research, management, teaching and implementation of health policies. Unfortunately, the physicians´ knowledge about the involvement of the physiotherapist in these activities is precarious and therefore, so is the interdisciplinary teamwork. Objective: To describe the knowledge and perception that the medical residents of a third level hospital have about the activities and importance of interdisciplinary teamwork with physiotherapy. Method: This was an observational, descriptive and crosssectional study. A questionnaire of 12 items of multiple choice was built and applied to the pediatrics medical residents, medical genetics and pediatric fellowships, whom had to respond at least 80% of the questionnaire. The medical residents whose patients always received physiotherapy consult where excluded. Results: A total of 158 medical residents were included and the majority (77.8%) only knew about the health care activities of the physiotherapist. The 68% referred from 1 to 4 consultations per month to this professional. The majority of doctors acknowledged the capacity and independence of the physiotherapist to establish functional diagnosis but not treatments on their own (68%). More than a half (66.7%) of the medical residents pointed the necessity of patient rounds and clinical sessions with the physiotherapist as ways of learning. Conclusions: It would be advisable to increase the curriculum of the medical residents about the work field of the physiotherapist and the benefits of interdisciplinary teamwork.

Introduction: The conflicts are inherent situations in the relationships; in the interaction between teachers and students, conflicts happen by different reasons. In the medical training occur since first years.  Objective: To report the conflicts reasons between teachers and students in the first years of medical training in a public medical school from the student’s perspective. Method: The conceptual referent was the conflicts from Galtung´s about three elements that interact when a conflict occurs: contradiction, attitude and behavior. This investigation reports that contradiction is the source of conflictive behavior and attitude. This was a qualitative approach by critical incidents analysis; the incidents were collected with a format for the students of the 2016 class.The analysis of 160 critical incidents was done through the modified grounded theory.  Results: Eight categories were defined that originated the conflicts: negative attitude, low efficiency and scarce teacher´s commitment or unfair evaluation. This matches with previous studies during the clinical clerkships and in others disciplinary areas.Conclusions: According to student’s testimonials, the conflict occurs mainly because of the teachers’ poor socioaffective competences. These findings allow us to know how students initiate the construction of their professional identity when interacting with teachers.

Introduction: Creating learning communities has direct impact on all its members and their performance. Nowadays, medical school students are immersed in collaboration networks. Objective: The objective of this study was to assess the impact of the participation on a learning community in social network, particularly in the perception of medical students when finishing their participation in the class. Method: The study was performed with a sample of 80 third-year medical students in a undergraduate physiopathology class on a private university. A descriptive and cross-sectional study was implemented, using an instrument to assess the implementation. Results: The results show that students developed competencies such as interaction and connectivity between its members (49%), impact in learning (52%), motivation for learning (46%), and challenging activities (44%). The highest participation was registered in Facebook (64%). The images and forum participation was also used the most (71%). Conclusions: The use of learning communities favors the development of skills: analysis, multiperspective reasoning and self-directed learning, which are the bases of lifelong learning.

En el contexto actual es inevitable reflexionar sobre lo que le está ocurriendo a la comunidad académica internacional, cada vez más presionada por una cadena de decisiones y eventos que, de forma directa o indirecta, están afectando su labor y credibilidad ante la sociedad en general.

Introduction: Evaluating performance in a competencybased education model requires the clarification of the evaluation criteria, as a guide to improving the formative process. In this sense, in the state of the art the rubric is identified as an evaluation instrument that allows a more objective and transparent process, which facilitates the evaluation of competencies and from the perspective of students, improves their performance. Objective: To analyze the impact on the assessments that students give to the use of a rubric to evaluate presentations of clinical cases. Method: A study of mixed approach was conducted through the application of a questionnaire with closed and open-ended questions, aimed to students of the second semester of dentistry, with comparisons by shift and gender. Results: The students positively appreciated the use of the rubric in their learning (most of the morning shift: 62.5% and female gender: 62%); in their evaluation (mainly of the morning shift: 63.8% and without significant difference between the female gender: 56.3% and male: 55.3%); and in the accomplishment of the task (mostly of the morning shift: 63.8% and female gender: 62%). Likewise, the majority of the students of both shifts highlighted as beneficial that the rubric provided transparency in the evaluation, since it allowed it to be more objective and helped to understand the qualities that the work should have. Conclusions: The evaluation through the rubric clarifies the evaluation criteria, and according to the opinion of the students, it guides the quality in their performance. Given that the professional training of the dentist requires to a large extent the demonstration of practical skills, it is important to use the rubric in the evaluation since it promotes the improvement of performance and promotes self-assessment and self-regulation.