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

This paper describes briefly scholastic mediation and its benefits in sensitizing the educational community in the conciliatory resolution of conflicts. It specifies the required characteristics of a successful mediator and delineates ten basic points that must be taken into account in the mediation process

Próximos eventos académicos. Novedades en libros

Introduction: Once having completed their medical internship at the National Autonomous University of Mexico (UNAM) Faculty of Medicine, students start a mandatory community service. Social service locations are available in rural or urban locations and in different health institutions, leading to diversity of experience. Objective: This study sought to determine whether the complex adjustment to the new role, in which MPSSs by themselves perform the medical act as professionals, allows them to meet their expectations and motivations. Methods: In the 2009-2010 academic year, 814 students from the UNAM Faculty of Medicine, performed their social service. A link to access the survey was e-mailed to students and answers were registered online. The instrument contained several sections. Results: More than a third (36.7%) of the MPSS did not feel motivated to perform social service activities, which made the achievement of their purposes difficult. 75.5% of those in urban locations mentioned meeting their expectations while this was stated by fewer of those in rural areas (65.3%). 22.8% from all MPSS had thought about quitting the role they were playing. When asked how they perceived the value of their work, most MPSS (93.9%) felt they had given something to those around. When asked if they enjoyed working at the health unit, more than a quarter (27.5%) of those in rural areas said they were not. Conclusions: Most MPSS (94.2%) were satisfied with the social service and stated their identity had changed. However, about a third of MPSS had problems with motivation, fulfillment of expectations, and academic training opportunities, for all of which an association regarding their location (rural or urban) was found.  

Introduction: Clinicians and researchers are not necessarily good teachers by virtue of their disciplinary expertise. In addition to being an expert in a field, other functions and duties that may be evaluated are needed, among them the teaching competences that show different degrees of performance and that are required to enhance the educational process. Objective: To assess teaching performance by residents’ opinion at “Dr. Manuel Gea González” Hospital in Mexico City. Methods: The study population consisted of UNAM Faculty of Medicine residency courses’ in the abovementioned hospital. Variables considered were age, gender, year of residency, and specialty type classified as Medical or Surgical. The anonymous questionnaire to assess teaching performance by residents’ opinion has evidence of validity and reliability; it is composed of 37 items and 5 dimensions with a Likert scale. Results: Twenty-five teachers from 13 specialties were evaluated by 281 residents who stated that teaching performance is acceptable, with an average of 4.25 for medical courses, and excellent with an average of 4.70 for the surgical courses. The best valued dimension was “Knowledge of the course” with an average of 4.32 in contrast to the “Assessment” dimension with 3.84. It should be noted that the scores of the surgical specialties were statistically higher in 4 of the 5 dimensions as compared to medical ones (ANOVA) with the exception of dimension I corresponding to the “Teacher-resident relation and motivation”. Conclusions: Teaching performance by residents’ opinion was acceptable. Different degrees of teaching performance ranging from fair to excellent were found. Surgical specialties were rated higher than medical specialties.

Background: In forward reasoning, the physician makes inferences according to data obtained during history taking as well as from physical examination findings, strengthening a hypothesis until a diagnosis is reached. Objective: Evaluating the differences in forward clinical reasoning among groups with different levels of clinical experience in pediatrics (students, general practitioners accepted to start residence (GPASR) in pediatrics, and residents) with special interest in the initial diagnostic hypothesis. Methods: Two clinical cases were designed, one depicted an infrequent disease and the other one a frequent disease. Each case had a clinical vignette followed by 5 sequenced multiple choice questions focused on history data, physical exam, complementary studies, diagnosis, and treatment). Each diagnosis had a specific option in each question. The strongest information regarding the correct diagnosis was included as an answer option in the first question. The clinical vignettes were projected followed by the questions. The participants answered the questions immediately on an answering sheet in order to prevent modifications to previously given answers. Results: Clinical cases were answered by 154 participants, including 69 (44.8%) students, 38 (24.7%) GPASR, and 47 (40.5%) pediatric residents from the same hospital. The proportion of correct diagnosis was different between groups for the frequent disease (students vs. GPASR and residents OR = 0.484, 95% CI: 0.235 - 0.997; residents vs. students and GPASR OR = 3.5, 95% CI: 1.67 - 7.29) but not for the rare disease. The proportion of correct diagnosis was higher when the first question was correctly solved in all groups for the rare disease (OR = 62; 95% CI: 19.32 - 198.89) and the frequent disease (OR = 9.96; 95% CI: 4.36 - 22.71). Conclusion: Forward reasoning in pediatrics improved through the academic level, for the common disease but not for the uncommonly seen disease; the main factor associated with the correct diagnosis is the initial diagnostic hypothesis.

Pocos eventos son tan intensos, simbólicos y emotivos como el nacimiento de un ser humano, con esa carga tan fuerte de optimismo, preocupación y la sensación de que el universo tiene sentido. El ser testigo del nacimiento de una nueva revista, como lo es «Investigación en Educación Médica», tiene aunada una mezcla de sentimientos similares a los arriba mencionados. La revista viene a ocupar un vacío importante en el amplio mundo de las publicaciones periódicas en nuestro país y en el mundo de habla hispana, en donde son escasas las iniciativas dedicadas íntegramente al proceso de investigación en educación de las ciencias de la salud. El regocijo de ver culminado el inicio de este proyecto va acompañado de la trepidación que produce la responsabilidad y el abanico de retos intrínsecos a la citada tarea.

AbstractThis paper briefly describes the seven steps to application of method problem-based learning (PBL) designed in the University of Maastricht. Considering the role of the tutor as a substantial part to the successful application of this method, this paper offers some tips to improve tutor performance.

No tengo duda alguna de que la Facultad de Medicina de la UNAM es la más grande e importante del país. Lo es por su historia, no son poca cosa 433 años enseñando medicina; lo es por su participación activa, a lo largo de toda su historia, en la construcción del sistema de salud del país; lo es por sus aportaciones a la investigación y por haber generado, a través de sus profesores e investigadores, institutos de investigación de gran trascendencia nacional e internacional; lo es por sus aportaciones sociales, cuya mejor evidencia es el servicio social en medicina; lo es por el número de egresados con los que hemos ayudado a forjar nuestra nación; lo es por el número y la calidad de alumnos que tenemos y lo es también, por nuestras sedes clínicas y por la fuerza y vitalidad de nuestra planta docente.

Medical Science Educator es una publicación, con revisión por pares, de la Asociación Internacional de Educadores en Ciencias Médicas (IAMSE). Esta publicación ofrece a todos los educadores del área en la atención de la salud, la información más actualizada para el éxito en su actividad, al publicar actividades, opiniones y recursos académicos en educación en ciencias médicas. Los artículos publicados se enfocan en enseñar las ciencias que son el fundamento de la medicina y la salud modernas, e incluyen la educación en ciencia básica, enseñanza clínica, y el uso de las tecnologías modernas en la educación. La revista es un beneficio de la membresía en IAMSE, pero se puede adquirir como suscripción individual o bibliotecaria. 

It is an honour to be given an inaugural editorial in an inaugural issue. The introduction of a medical education journal to represent the issues of medical schools in Latin America fills an important void, for both faculty and medical students