O Teaching and learning clinical skills and medical competences

O ensino médico de graduação deve visar o aprendizado não só de conhecimentos mas de habilidades e atitudes Para a formação de um profissional medico mais completo devem ser incorporadas ao ensino algumas tendências da Medicina Contemporânea, como o treinamento em ambulatório, a necessidade de levar em conta os custos nas decisões clínicas, a participação do paciente nas decisões que são tomadas a seu respeito, a abordagem multiprofissional do tratamento de saúde, o papel do médico na manutenção da saúde e prevenção das doenças, a importância dos conhecimentos de Epidemiologia à prática clínica e a valorização dos aspectos psicológicos, sociais e culturais, nas doenças e nos doentes. Existem várias estratégias para o ensino do raciocínio clínico, sendo que uma combinação do reconhecimento de padrões e do raciocínio hipotético-dedutivo tem sido considerada mais adequada para o treinamento dos alunos de Medicina, para sua prática futura como médicos. Uma reflexão sobre essas estratégias tem levado a mudanças no curso de Semiologia Clínica da Faculdade de Medicina da Universidade de São Paulo, e elas são descritas neste artigo. Os autores comentam, ainda, a importância de algumas recomendações atuais, como o contato precoce dos estudantes com pacientes, o ensino em pequenos grupos, o aprendizado baseado em solução de problemas, o desenvolvimento da capacidade de buscar o conhecimento de forma autônoma, e a prática da Medicina baseada em evidências fornecidas pela investigação científica. Discutem também o papel do professor de Medicina que deve ser, ao mesmo tempo, médico competente, supervisor eficiente, provedor de informações, promotor do aprendizado e modelo adequado de atitudes e posturas, frente ao paciente e seus familiares e em relação a outros profissionais.Undergraduate medical educations have to cover not only cognitive aspects but also skills and attitudes. In order to fulfill this objective, new trends have been incorporated into teaching, including training in outpatient clinics, notions of cost-efficiency analysis in clinical decision-making, multiprofessional team approach, the physicians role in health maintenance and prevention of disease, notions of clinical epidemiology and an increased value on psychosocial and cultural aspects related to diseases and patient’s life. There are a number of ways to teach clinical reasoning, including a combination of thought and pattern recognition. These strategies have been taken into consideration to the introduction of changes in the teaching of basic clinical skills at the University of São Paulo Faculty of Medicine, which are briefly described in this paper. The authors also comment on the importance of some current recommendations, such as early student exposition to real patients, small group teaching, problem-based learning and self-learning skills and the practice of evidence-based Medicine. It is particularly stressed the role of medical teachers, who must be competent physicians, efficient supervisors, learning facilitators as well as suitable role models regarding positive attitudes towards the patient, his/her family and colleagues and other members of the health team

‘‘Shadow’’ OSCE examiner. A cross-sectional study comparing the ‘‘shadow’’ examiner with the original OSCE examiner format

OSCEOBJECTIVES: Feedback is a powerful learning tool, but a lack of appropriate feedback is a very common complaint from learners to teachers. To improve opportunities for feedback on objective structured clinical examinations (OSCEs), a modified examiner role, termed the ‘‘shadow’’ examiner, was tested. This study aims to present and analyze comparisons between the ‘‘shadow’’ examiner and the original OSCE examiner format. METHODS: In 2011, experiments were carried out with modifications to the examiner’s role to define the ‘‘shadow’’ examiner format. From February 2012 to May 2014, research was conducted with 415 6th-year medical students. Of these students, 316 were randomly assigned to assessments by both ‘‘shadow’’ and ‘‘fixed’’ examiners. Pearson correlation analysis with linear regression, Student’s t-tests and Bland-Altman plots were the statistical methods used to compare the assessment modes. To strengthen the analysis, checklist items were classified by domain. RESULTS: High correlations between the ‘‘shadow’’ and ‘‘fixed’’ examiners’ global scores were observed. The results of the analysis of specific domains demonstrated higher correlations for cognitive scores and lower correlations for affective scores. No statistically significant differences between the mean examiner global scores were found. The Bland-Altman analysis showed that the ‘‘shadow’’ examiners’ affective scores were significantly higher than those of the ‘‘fixed’’ examiners, but the magnitude of this difference was small. CONCLUSION: The modified examiner role did not lead to any important bias in the students’ scores compared with the original OSCE examiner format. This new strategy may provide important insights for formative assessments of clinical performance