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

Introduction: Self-directed learning is a student’s skill that allows them to achieve greater academic performance through putting into practice their metacognitive, motivational and behavioral abilities focused on goals of acquisition of knowledge and skills.Objective: The association of the level of self-directed learning with sociodemographic and academic characteristics of medical students was determined.Method: A comparative cross-sectional survey was conducted in medical students through the application of the Self-Directed Learning Self-Assessment Scale and a structured questionnaire to collect sociodemographic and academic characteristics. Analyses were carried out with descriptive statistics, correlation, inferential and association tests.Results: Included in the study were 247 medical students aged 21.3 ± 1.9 years, 147 (51.4%) were female. The self-directed learning score was moderate in 116 (47.0%) students and those who had an average above 9 achieved a score of 120.1 ± 12.4 compared to 114.5 ± 12.5 of those with a school average of 8.00 to 8.99 and 110.7 ± 12.1 with those from 7.00 to 7.99 (p <0.001), r = 0.230. Average below 7, obtained OR 2.3, 95% CI (1.01 - 5.27) for low self-directed learning competence. There was no difference between academic grades (p > 0.05).Conclusions: Medical students present medium or semi-structured development of self-directed learning that was associated with academic status and school average but not with sociodemographic characteristics or academic degree.

Introduction: The Human Rights-based Health Approach (HRHA) claims that health programs can violate the human rights of people. This approach considers that respecting human rights plays a key role to improve the health of the population. Therefore, elaborating tools instruments is relevant to know whether or not medical residents are fully enjoying their resident physicians.Objective: Develop and analyze the internal structure of a research instrument to seek the views of resident physicians on enjoying their right to education and decent work.Methods: A research instrument was developed according to the definition of the right to education and decent work provided by the International Covenant on Economic, Social and Cultural Rights. The instrument was conducted among 605 resident physicians. A factorial analysis was performed using the unweighted least squares with the Promin oblique rotation. Then, reliability was analyzed.Results: The 17-item final structure was divided into two factors: perceived obstacles to the full enjoyment of human rights and perceived benefits to the full enjoyment of human rights. Favorable indicators were obtained in reliability of scores (α> .70) and the construct (ω> .70).Conclusion: The proposed research instrument offers appropriate evidence of validity regarding its internal structure and reliability. Also, it is useful to seek the enjoyment of human rights by resident physicians.

Introduction: According to international institutions, Primary Health Care (PHC) strategy is the central axis to improve the population’s health. In this regard, Chile ascribes to promote medical education guided toward primary care. However, the facts show ME with a hospital-centered focus and oriented to specialty. The effects of formative instances about and in PHC on medical students are unknown.Objective: To explore from a phenomenological perspective the intern’s perception regarding the changes that occur during the PHC internship and the assessment of the experience as a change factor of their job expectation or the professional exercise view.Method: Qualitative research with phenomenological approach. 15 semi-structured interviews were performed to interns who approved PCH internship and recently graduated physicians working in primary care centers. Therefore, information was analyzed with investigator triangulation strategy using NVivo software. Results: The opinions presented by the participants coincide with the literature showing the presence of hidden curriculum and role modeling which reproduces the prevailing paradigm. A series of variables that promote the practice in primary care perception as a transition to the specialty are described, including the invisibility of family medicine as a specialty. Conclusions: Even though the PHC internship does not change the long-term professional expectations, it could influence the short-term expectations. Besides, it allows to generate critical thinking about the ongoing guidelines on medical education and the PHC strategy, being these essential promoters for a paradigm change.

Introduction: Four revisions have been made to the self-assessment instrument used in the accreditation of medical education in Mexico. The update of the standards in 2018 generated reflections in medical schools, which gave relevance to the following question: do the standards for evaluating the quality of medical education in Mexico have structural congruence in the 2018 self-assessment instrument used by the Mexican Council for the Accreditation of Medical Education (COMAEM)?Objective: Analyze the structural congruence between the standards used to evaluate the quality of medical education in Mexico by COMAEM.Method: A qualitative and documentary study was carried out, from the interpretive approach based on Gadamerian hermeneutics and the Morganov-Heredia technique. 4 stages were carried out. Binary matrices and the corresponding graph of the 7 sections of the self-assessment instrument and the 74 basic accreditation standards were constructed. The study analysis categories were: institutional orientation, study plan, students, teachers, evaluation, institutional linkage, administration and resources.Results: The inter-section congruence analysis showed section 1 as the source section and sections 5, 6 and 7 as top sections; at this level of analysis the inter-section congruence was 100%. In the intra-section analysis, 9 (12.16%) isolated standards, 14 (18.92%) source standards, 37 intermediate standards (50%), 14 (18.92%) top standards and 183 antecedent-consequent sequences were identified. 2 complete graphs and 11 subgraphs were constructed that formed 3 connected graphs (sections 2, 5 and 7) and 2 unconnected graphs (sections 1 and 4). The intra-section congruence was 87.84%.Conclusions: The standards used by COMAEM are structurally consistent in the 2018 self-assessment instrument to assess the quality of medical education.

Introduction: In the context of the pandemic generated by SARS-CoV-2, clinical teaching has undergone important changes, from the cancellation of learning activities and reduction of rotations in the services, to the implementation of measures that allow students to continue learning.Objective: To gain knowledge on the perception of patients, evaluators and first-year resident physicians in the specialty of family medicine, when performing a Web-ECOE.Methods: Qualitative analysis. Population: four standardized patients, four trained evaluators and 20 resident physicians from 10 academic sites.Results: Patients expressed that this modality of medical care is adequate and the feedback experience was positive, the evaluators commented that it’s an area of opportunity for them and the residents, and that medical care could be granted under this online concept, the residents perceived this strategy as adequate for their assesment, however, they agree on the limitation of the physical examination.