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

Introduction: In view of the need to remotely assess clinical competencies during the COVID-19 pandemic, an online objective structured clinical examination (OSCE) was developed and applied in 2021 to applicants at the end of their medical degree at the National Autonomous University of Mexico, Faculty of Medicine and of incorporated institutions. Objective: To assess the OSCE online 2021 psychometric quality and compare it to a face-to-face OSCE modality in 2020 in a high stakes examination. Method: The OSCE was adjusted from a face-to-face to an online format. The clinical cases and the rubrics used for the online modality were previously designed according to the face-to-face OSCE. In each of the clinical cases, the ability of the physical examination was adjusted and the medical note was replaced to a verbal clinical summary. For this new modality we used the zoom platform; therefore, training courses were given to the assessors and patients to standardize their knowledge and performance on this platform. For the applicants we designed audiovisual resources explaining the process of the examination. We analyzed the applied procedure based on the design, implementation, and grade; also, we used the psychometric analysis to provide the validity evidence related to the internal structure of the test. Results: Both formats of the OSCE were composed of six-20 minutes stations. We examined the 99 items that constitute the total of the six evaluated competencies with a <0.001 discrimination between the high and the low scores. We identified six factors that explain the 60.7% of the variance in the face-to-face OSCE and six factors with five more indicators in the online format that explained the 56.6% of the variance. We calculated a Chronbach Alfa of 0.96 for the face-to-face format and a 0.93 for the online OSCE. Conclusions: Both OSCE formats showed psychometric quality evidence based on the content validity, internal structure of the test, and the response process, these characteristics strengthened both tests. This research showed that the online format is a feasible alternative for the evaluation of the practical phase in the professional examination.

Introduction: Work engagement is a positive, satisfactory and work-related state of mind; characterized by vigor, dedication and absorption. It is related to better patient care and fewer medical errors due to inexperience and/or lack of time. On the other hand, stress is a multifactorial state of mental fatigue, it depends on the perception of specific situations and the ability to cope with them. Resident physicians are subject to multiple stressors detrimental to their performance.Objective: Describe the level of work engagement and perceived stress among residents of Mexico City and the probable relationship between these variables.Method: Quantitative, exploratory, non-experimental, descriptive and cross-sectional study. A total of 248 medical residents of Mexico City were evaluated using the UWES-15 and PSS scales. Descriptive statistical analysis and Pearson’s Chi square test.Results: The mean commitment was 4.5 (± 1.2), and of the dimensions vigor (4.3, SD ± 1.4), dedication (4.6, SD ± 1.3) and absorption (4.4, SD ± 1.3). The total of residents had an average of 38.1 (SD ± 7.6) of perceived stress. According to the association analysis between commitment and perceived stress, it was found that there is a statistically significant negative linear moderate correlation (Spearman r = –0.443, p = 0.000).Conclusions: This study is the first to examine the level of work engagement and perceived stress among medical residents of Mexico City. These variables are common in the medical training of residents, and it was shown that there is a negative correlation between these variables. Improving work engagement is important for both young doctors and patients, as the latter will receive better quality care.

Introduction: The assessment for identification of negative stereotypes are numerous for older people, most of the time they are from other regions and are applied without carrying out an adaptation and validation process.Objective: was to adapt the instrument cuestionario de estereotipos negativos hacia la vejez (CENVE) (translation: questionnaire of negative stereotypes for older people) as applied to mexican medical students.Method: To adapt it we reviewed the terminology and grammatical details of the items, after which the instrument was reviewed by five experts to determine its relevance and appropriateness of each of the items. Once completed this process, the instrument was submitted to the judgment of eleven experts to analyze its content validity. Finally, to evaluate the instrument’s suitability for the target group, the instrument was piloted with thirty-four medical students.Results: The experts supported the relevance and appropriateness of the items, and we incorporated their suggestions improving the final drafting using terms and we incorporated their suggestions improving the final drafting using terms such as social participation, free time, and recreational activities. In the experts’ judgment, all items were validated in content (Aiken’s V >0,75; LV >0,50). The pilot’s group perception in regard to understanding the instructions and items was excellent. The reliability of this application was favorable (Cronbach’s alpha: 0,847; IC at 95%: 0,760 ± 0,913).Conclusions: Adaptation of an instrument to evaluate negative stereotypes towards for old age for the mexican context is shown, with through the validation process was found to have content validity.

Teachers sometimes face the challenge of having their students take the readings assigned pre-class. Perusall is a free online social learning platform to promote the reading and understanding of the contents through the exchange of ideas, problem-solving, and clarification of doubts. It is based on the theory of social constructivism, collaborative learning, the online annotation system, and the student’s commitment to the material in an active, constructive, and interactive way. It promotes the metacognition process of the participants and favors reading comprehension.  This platform allows to share content in various formats such as books from the Perusall catalog, web pages, documents from the computer and Dropbox, videos, and podcasts; this allows the development of activities that promote the active learning of students by reviewing and interacting with the content; also, through analytics generated by the platform, teachers can identify the topics that require greater attention and thus plan the design of their classes.  This article describes the main characteristics of Perusall, the bases and theoretical principles on which it is based; its main functions and tools; the strengths, limitations, and challenges of its use, and the steps and recommendations to follow for effective use of the platform. It is expected that knowing these aspects, health science teachers will incorporate this tool into their teaching practice since it can be very useful in different teaching modalities to improve their students’ reading comprehension.

Introduction: In the context of medical education, surgical education is an area with its own characteristics. Multiple concepts, models and theories have been developed to characterize surgical education; however, most have been reported in isolated manner.Objective: To identify the main concepts and theories used in surgical education and describe them in a sequential and integrated overview.Method: As part of a scoping review of the surgical education literature, the relevant concepts and their potential relationships were identified. The analysis continued as follows: non-traditional models for surgical education, technological strategies for surgical education such as simulation, online learning or use of social networks, and assessment in surgical education including technical and non-technical skills.Results: In this second half of the report, alternatives to the traditional Osler and Halsted apprentice model for surgical education are described. The knowledge and implementation of these models rests on proven theoretical bases in some contexts. The use of technology for surgical education is more feasible when it is consistent with the learning models, integrated into the curricular design, and the multiple available options are considered. There are multiple tools that allow assessment of students’ psychomotor skills as part of a formative assessment strategy. Also, the assessment of non-technical skills is an increasingly important component of surgical education.Conclusions: Directors of surgical education programs should privilege a theoretically grounded approach in the planning and implementation stages. This will allow the definition of goals and strategies for educational achievement, in the context and formality of a structured program, beyond a merely scheduled one.

Introducction: The influence of personality traits on the academic performance of students has been studied, however the results of the various investigations are not conclusive.Objective: To describe the personality profile and academic performance of the first semester´s students of the Physiotherapy Degree of the UNAM Faculty of Medicine.Method: Analytical cross-sectional study of 271 students of physiotherapy. Year of admission, sex, age, type of income, high school final grades, personality profile and final first semester grades, were the variables studied. The information was obtained from the Comprehensive School Administration System, Physiotherapy Coordination.Results: 71.2% of the sample were women. The age range was from 19 to 29 years old. There were no differences between the high school final grades versus the first semester grades, or the personality profile by sex versus personality profile, either the final first semester grades.Conclusions: physiotherapy students obtain a suitable academic performance (8.5 to 10). A profile with adequate characteristics (enthusiastic, creative, with apparent psychological adaptation) was obtained and there is no association between the personality profile and academic performance in the first semester

Introduction: Smoking is one of the main causes of premature death and loss of quality of life related to health. Objective: The purpose of this work was to explore and evaluate the answers formulated to an exam question in the knowledge acquired in myths about tobacco and its demystification after having taught an Epidemiology and Public Health practice to 344 students of 1st year Degree in Medicine (2019-2020). Method: It was carried out in a sample of 344 students of the University of Valencia (2019-2020 academic year), who were given a practice in which some of the most popular myths about tobacco that patients frequently consult were made known. In practice, a myth from a manual was chosen, commented on and presented in pairs by free choice of the students and without repeating those already chosen. The question formulated in the exam was about exposing a myth freely and writing the answer that they would give to their patients. Results: The most widely written group of myths was the one referring to tobacco and health myths, highlighting “quitting smoking makes you fat”. Less than 1% of the students chose the group of myths related to economics.Conclusions: The results indicate that the knowledge about myths presented to the students can be transferred to the rest of society, making it difficult for health professionals to quit smoking. In addition, the majority of students express concern about health and image issues in relation to tobacco consumption.