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

The study describes the methodology used to construct the script in the Chilean cinema of the last decade. The results come from questionnaires applied to more than sixty filmmakers (screenwriters, directors and producers), and confirm the existence of guidelines or ways of working for writing in the stages of preproduction and editing, noting the coexistence of various creative processes in those involved in the writing, both in the generation of the dramatic idea and in composition. The paths are as varied as filmmakers exist; thus, the script seems to be seen more as a methodology than as a finished text.

Introduction: Professional quality of life (QoPL) is the balance of demand and employment/personal resources. It is important to relate QoPL to the pathological state of professional burnout, a product of the mismatch between demands of the position and personal capabilities. The questionnaires on QoPL and burnout, Spanish version self-administered format have not been validated. Objective: To validate the psychometric properties of the scale, and to perform a factor analysis and construct validity of the Mexican Spanish version of the Professional Quality of Life questionnaires CVP-35 and the Maslach Inventory MBI-HSS using Internet surveys. Method: Observational, prospective, cross-sectional, multicentre, and analytical design. Participants: Medical residents on a national medical specialty or subspecialty course, 2015-2016 at ISSSTE. Those with illness and psychiatric treatment were excluded. All subjects were informed of the study and gave their consent to participate. They received via e-mail with completion and shipping instructions for June-July 2015. Results: Of the 360 responses received from 19 locations nationwide, 17 were excluded due to responding more than once (n = 338). Validation CVP-35: 35 5-point Likert scale items. Reliability: α = .93. Principal component analysis: KMO = .9. Bartlett sphericity test P < .001. Factors: 8 with eigenvalues > 1 explained 62.5% of total variance (job demands, management support, intrinsic motivation, support equipment, institutional feedback, perceived quality of life, physical and personal demands, financial support). Validation MBI-HSS: 22 Likert scale items 7 points, α = .885, KMO = .886. Bartlett sphericity test P < .001. Factors: 3 (emotional exhaustion, personal accomplishment, depersonalisation) with eigenvalues > 1 accounted for 51.17% of total variance. Pearson correlation coefficient was calculated. Significant > .3. Correlations emotional exhaustion of MBI-HSS domains correlated positively with CVP-35 job demands r = .399 (P < .0001) and poorer quality of life perceived r = .409 (P < .0001). Personal accomplishment MBI-HSS correlated with intrinsic motivation of the CVP-35 r = .379 (P < .0001). Conclusions: Both instruments (CVP-35 and MBI-HSS) demonstrated reliability and validity in their online self-administered format in medical residents. 

Introduction: Cardiac arrest is an emergency situation that must be resolved quickly and correctly.Resident physicians rotating into clinical units often face this situation, but there is little opportunity for reflection on the quality of their advanced resuscitation skills in order to identify and correct appropriate areas. Objective: To evaluate the quality of advanced cardiopulmonary resuscitation (CPR) in adults, provided by first year medical residents who have not had formal training using simulation models. Method: An observational, cross-sectional, prospective and descriptive study was conducted by assessing 18 first-year medical residents from Agustin O’Horan General Hospital. Five of the residents were from General Surgery, 5 from Obstetrics and Gynaecology, 5 from Internal Medicine, 2 from General Medicine, and 1 from Trauma. None of them had formal training in CPR. All residents were trained in the use of the simulation equipment before their evaluation. This included the correct spot on the mannequin to make compressions, as well as the use of the electrocardiograph and defibrillator. The same case was presented to all residents, which consisted of a patient that had ventricular fibrillation and remained in the same rhythm during all simulations. The advanced cardiopulmonary resuscitation skill was evaluated using the checklists of the American Heart Association. Results: Ten (56%) of the residents them recognised the problem, 5 (27.7%) gave effective compressions, 3 (17%) recognised and treated a VF, and none of them gave effective ventilations or a quality CPR. Conclusions: Even though more than half of the residents could identify the rhythm, less than a quarter were able to establish an effective treatment. Because of this, it is necessary to improve CPR teaching with simulation models for medical residents who are in first year of a medical residence.

Introduction: Pre-registration medical graduates demonstrate their skills in a hospital as rotation house-officers, which can cause anxiety. The aim of this study is to quantify anxiety (state and trait) in students before starting their pre-registration posts in a public medical school in Mexico, and also to determine if their mean examination grades (GPA) are related to anxiety. Method: A descriptive, cross-sectional study was conducted using the IDARE questionnaire, which assesses Trait anxiety (STAI R) and state (STAI E). It was completed, before starting the pre-registration house officer rotation in 2014, by students of the Faculty of Medicine, UNAM, 2009 course. Statistical analysis was performed using Student t test for independent samples, and Pearson correlation index. Results: Out of a total number of 1,023 students in 2014, the sampled population was 479 (46.82%), of whom 332 (32.45%) were women and 147 (14.36%) were men. There were 105 (21.82%) students with trait anxiety trait, with a GPA of 84.1, 132 (27.55%) with anxiety state, with a GPA of 84.0. There were 374 (78.07%) with no anxiety trait, and 347 (72.44%) with no state anxiety. On comparing state anxiety, the Student t-test p=.3 (95% CI -1474 to 0.494); the Pearson correlation index was -0.009, p=.043. On comparing anxiety state, the Student t-test p=.236 reported (95% CI -1.46 to 0.360); the Pearson correlation index was -0.08, with a p=.047. As for the GPA, there was no difference between the different levels of state and trait anxiety.  Conclusions: The trait anxiety level and state is often greater than that reported in the general population. There was no correlation between the presence of anxiety and mean examination grades (GPA).

Background: In Australia, medical students usually undertake a series of 6---8 weeks long clinical specialty placements, and mainly in urban teaching hospitals. As part of a strategy to increase interest in rural careers, students at some medical schools may instead choose longer, more generalist clinical placements through either rural medical schools or rural clinical schools that are affiliated with urban medical schools. These placements involve varying combinations of rotations for periods up to a whole academic year in more generalist hospital and family practice settings. Models include rural longitudinal integrated clerkships (LICs), rural clinical schools, and rural medical schools. Little is known about the effect of these longer placements on career outcomes in Australia. Method: Student category and placement data from the Medical Student Outcomes Database project was sourced for three categories of medical students commencing in 2008 and 2009: 276 students with at least 700 h (about half an academic year) in rural clinical placements; 772 students at the same medical schools with less than 700 h in rural clinical placements; and 5326 students at 16 medical schools that either did not offer longer rural placements or had very small numbers undertaking them. Data were compared from all three groups using the Chi Square statistic. Results: There were a total of 3483 students in commonwealth supported places without a rural obligation (CSP); 1375 students in CSPs with a rural obligation; 414 in domestic full fee (DFF) places; and 926 in international full fee (IFF) places. CSP students are more likely, and IFF students are less likely to choose an LRP (2 statistic 56.4, P < 0.05). Students choosing a LRP are more likely to have a rural background (2 statistic 124.5, P < 0.05) and a preference for careers outside metropolitan areas, particularly in smaller communities (2 statistic 182.2,P < 0.05). Future specialty preferences of LRP students are similar to other students, except for emergency medicine and rural medicine, but not for family practice (chi-squared statistic 53.4, P < 0.05). Discussion and conclusions: Longer rural placements appear to be associated with stronger preference at graduation for rural careers, and appear to be a valid strategy for enhancing rural workforce outcomes. More research is needed to determine the outcomes of all models of longer rural placements, including a comparison of the different models that include longer rural placements. The relevance to other education systems and national contexts also needs examining.

Introduction: The appropriate preparation of test ítems of an examination constitutes validity evidence in itself. Despite there being a general consensus about item-writing guidelines, several studies report a high incidence of violations of these standards. An instrument is proposed in order to assess the quality of multiple-choice item-writing, describing the validity evidence gathering process. Methods: The validity evidence was gathered on an instrument designed to assess multiple choice ítems features, according to the sources proposed by the Standards for Educational and Psychological Testing, and particularly those related to content, response process, and internal structure. Kappa index (following Fleiss’ model) and point-biserial correlation coefficient were used to measure concordance in the criteria assessed by the instrument. An exploratory factorial analysis was performed to identify the instrument dimensions, and Cronbach’s alpha was calculated as an internal consistency statistic. Results: Concordance between multiple judges was greater than 0.8 (almost perfect agreement) for 12 out of 21 criteria, and 0.19 for Bloom’s taxonomy level. Factorial analysis defined 4 dimensions with Kaiser-Meyer-Olkin (KMO) test =0.666 (p<.01), explained variance of 49.979%, and a Cronbach’s alpha of 0.627. Conclusion: This instrument can be used to assess multiple choice ítems, since it counts with validity evidence related to content, response process and internal structure, and psychometric values appropriated for instrumentation.

Introduction: When students begin studying in a new campus, it involves a process of adjustment in education, performance, and coexistence. Integral education and healthy lifestyles are current issues in academic programs. Adjustment disorders among the student population of the Higher Education Faculty, UNAM, Zaragoza, has increased, with its consequence: depression and risk of suicide. Therefore this study was made in order to prevent these disorders. Objective: To determine the differences in adjustment to an educational environment in a group of new students who performed physical activity during the academic year and a group of students who did not perform any. Method: Two groups of 53 students each answered some questions using a Likert scale with 9 topics related to academic adjustment. One group performed physical activity during the academic year while the other group did not. An intra-group analysis was performed before and after the study. A qualitative analysis of comments written in the questionnaires, and an ordinal quantitative comparison, with application of chi squared for statistical significance, was also performed. Results: Qualitatively, a better adjustment was observed between students who performed physical activity throughout the academic year. In the quantitative results, the study group only had a significant change in the topic: ‘‘campus satisfaction’’ (chi squared; 0.046). The control group had two significant changes: ‘‘campus satisfaction’’ and ‘‘expectation of the career’’ (0.025 and 0.020). The other parameters did not show significant changes. Conclusion: Regular physical activity promotes better adaptation among new students, thus it can prevent depression and serious complication, such as suicide.

Background: The great difficulty in implementing problem-based learning (PBL) in the Universidad Austral Medical School, Chile, was due to inadequate number of teachers wishing to become tutors in this topic. As a result of this, a PBL Peer-Tutoring Program was developed. Objective: To analyze, the peer-tutors’ experience in this program between 2007 and 2014. Method: A qualitative, descriptive and exploratory was conducted using an intrinsic case study of the experience of peer-tutor. The techniques and tools used were a questionnaire with its survey and two focus groups with the same thematic script. A Likert scale was used to assess tutor perceptions on the training received. Performance and personal achievements was used in the survey, and a thematic analysis was carried out on all the notes from the focus groups. Results: A total of 95 students were trained as peer-tutor between 2007 and 2014, of which 85 of them (89.5%) responded to the questionnaire. The results showed that 84.7% of the tutors agreed on the training received, and 84.4% showed total agreement with their performance perception. The personal achievement item showed the highest responses (89.9%) for total agreement. The focus group highlighted that being a tutor is a great contribution to their personal and professional development. Conclusions: Peer-tutoring in PBL promotes the early acquisition and practice of the skills described in the admission profiles of the medical student, using their own self-learning skills, effective communication, and the motivation to teach.

Lectura crítica de investigación en una muestra de residentes en Nuevo León

Como profesores de medicina frecuentemente aplicamos exámenes sorpresa a nuestros estudiantes, generalmente de «bajas consecuencias» (cuentan, pero no mucho, para la calificación final), con el argumento de que siempre tienen que estudiar para la clase o revisar los temas relativos a los pacientes hospitalizados en su servicio.