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

Introduction: In Mexico, this inquiry to the best of our knowledge represents the first multicenter work that studies the degree of development of clinical aptitude in four Family Medicine Units of the Health Sector. Therefore, the research question is : What is the degree of development of clinical aptitude in three health institutions? This study will provide knowledge that will allow undertaking researches in which educational strategies that propitiate the development of this aptitude are tested. Objective: To determine the degree of development of clinical aptitude in family medicine residents from four academic sites. Method: Prospective, cross-sectional, observational and multicenter design. The entire enrollment of the 2019-2020 academic year was studied with informed consent. An instrument was constructed that assessed the variable “clinical aptitude” by means of eight indicators and 182 items; conceptual, content and reliability validity was assessed by five family physicians with teaching and educational research experience. Results: Of the four sites, the highest overall scores on the indicators were achieved by the R1 of the Family Medicine Unit # 20 of the Mexican Social Security Institute (UMF20 IMSS), R2 and R3 of the General Zone Hospital # 1 (HGZMF1 IMSS). UMF20 R1s achieved the highest scores on 3/8 indicators. The R2s and R3s of HGZMF1 achieved the highest scores on 2/8 indicators. Differences were estimated between R1s (n = 46), between R2s (n = 47) and between R3s (n = 40) of the four sites by indicator and no significant statistical differences were found in any case. Conclusions: The degree of development of clinical aptitude can be considered medium level in the four academic sites. This can be partly explained by the fact that the instrument explored problematic clinical situations, which required the resident to reflect critically on his previous clinical experience.

Introduction: The COVID-19 pandemic has generated important transformations in society. In higher education, especially in those institutions and tertiary care centers with training programs for medical specialists, the confinement measures generated significant challenges for the continuity of their internal processes and, particularly, in the teaching-teaching processes, and new strategies to preserve medical education were created. Objective: To analyze the perception of graduate students about educational transformations based on the organizational changes that were implemented for virtual education during the COVID-19 pandemic in a tertiary care hospital. Method: Study with a mixed, quantitative and qualitative design, which included 100 medical specialists in training from the National Institute of Cardiology “Ignacio Chávez”. A survey with 151 items was developed, which was applied to the total sample. In addition, 10 in-depth semi-structured interviews with 13 questions were conducted. Qualitative data was analyzed through the MAXQDA version 18 program and quantitative data was analyzed using the R version 3.6.0 program. Results: A type of radical-adaptive change is shown, which materialized with the emergence of new practices and forms of organization linked to information and communication technologies (ICT) in the teaching-learning processes. Conclusions: Due to the pandemic, the implementation of strategies linked to the use of ICT allowed the continuity of the training processes in the specialists. In addition, a type of learning will be presented that allows enriching educational processes, both pedagogical and organizational.

Introduction: The safe environment provided by the simulation fosters high levels of academic achievement. When it comes to evaluating academic performance and how to improve it, the factors that can influence it are analyzed. The literature is scarce regarding the study of academic performance and sociodemographic factors in simulated teaching with nursing students. Objective: To determine the association between academic performance in simulated practices in primary level of health and sociodemographic factors of third-year nursing students at a private university in Chile. Method: Correlational, cross-sectional, descriptive study. The sample was non-probabilistic of 235 students. Sociodemographic data were collected through a structured questionnaire and academic performance was measured by comparing the score of the integrative entrance test and the integrative exit test. Data were analyzed by descriptive statistics and nonparametric U-Mann Whitney and Kruskall Wallis tests. The level of significance adopted was 5%. Results: In terms of academic performance, the students after clinical simulation obtained a better score in the exit test than in the entry test, a statistically significant difference (p < 0.001). Regarding the association between academic performance and sociodemographic characteristics, it is observed that only the variables work, and years of study presented a statistically significant relationship before the simulation activities and better academic performance in students who did not work (p < 0.05) and who had 1 to 3 years of study in nursing (p < 0.01). Conclusions: The academic performance of the students increased after the simulation activities. Therefore, it is necessary to consider within the didactic strategies, in the curriculum the simulated practice before attending the clinical field, since it favors the performance of the students.

Introduction: Multiple-choice assessments are the instrument widely used in science to assess students, however, the recent pandemic required adapting this type of instrument to the virtual environment. This context required evaluating the quality of the instruments through discrimination indices, internal consistency and relating it to academic performance. Objective: Evaluate the evaluation instruments used in online mode during the COVID-19 pandemic and the performance of students in health sciences. Method: The revision of the 5 instruments of the Structure and Function subject formed by 290 banks of random questions was carried out to evaluate each content in first-year students during 2020 in the school of health sciences at the Viña del Mar University. The data obtained from the virtual platform and the indices of discrimination, facility, discriminative efficiency, internal consistency and academic performance were interpreted through a report that was shared with the teachers to identify the parameters of quality and validity. Results: Of the total number of question banks evaluated, 70.2% of the questions presented adequate discrimination and only 5.6% should be eliminated. Contest two obtained the lowest average performance 3.9 ± 0.99, however, it presented the highest internal consistency 81%. When comparing all the instruments, a gradual improvement in the formulation was observed, reflected in the final exam, in which the academic performance also agrees with the average of the semester 4.2 ± 0.92. Conclusions: Academic performance must be weighed in relation to the quality of the formulated instrument, in which, at a lower ease index, there is greater internal consistency, represented by the greater discriminative efficiency of the questions. The design and formulation process must take care of and examine these guidelines to safeguard quality criteria.

Introduction: COVID-19 prompted alternative strategies for teaching clinical skills. Telesimulation uses telecommunication resources to provide learning environments at distant sites. At Westhill University School of Medicine, practices with telesimulation were designed to develop clinical skills in medical students. This study assessed student satisfaction. Objective: To know students’ satisfaction with a telesimulation program to develop clinical skills. Method: This is a descriptive and cross-sectional study. A survey was answered voluntarily and anonymously by medical students who participated in a telesimulation program from September 2020 to September 2021. The survey was designed based on the “Satisfaction with Simulation Experience Scale” and, was sent to 225 medical students through Google FormsTM to measure satisfaction with the program. Results: 143 students answered the survey. On a scale of 1 to 5 (Likert format), the students’ satisfaction was 3.89 ± 1.21. 80% claimed they were able to actively participate in patient care simulation. 76% said that physical examination, presented by multimedia resources and telemedicine, was sufficient to integrate diagnosis. 69% agreed that telesimulation adequately complements clinical rotations in real clinical environments. Conclusions: Students appreciate telesimulation. In the current educational context, telesimulation is an effective tool to develop some clinical skills.

Introduction: The bachelor’s degree in medicine includes subjects such as Cell Biology and Medical Histology (BCeHM) that have a high rate of non-accreditation, especially because of the identification of images. One way to help students to improve their academic performance is to include recreational activities. Objective: To identify the effect of a ludic strategy on academic performance in this subject. Method: The study sample consisted of 520 students from 3 generations of 6 different groups. Three groups received the material we call “pyramid” and how to apply it. Each student in the experimental group was matched with another student in the control groups with the same initial conditions in the diagnostic test score, high school of origin and same sex. Academic performance was determined by the average grades and the percentages of accreditation. Results: The students to whom the ludic strategy was applied had higher average scores in the departmental exams and a higher percentage of accreditation compared to the control group, differences that were statistically significant. Conclusions: The ludic strategy helped the students to have a higher academic performance and a higher passing rate in the BCeHM subject.