Aprenentatge basat en problemes en l'ensenyament de la semiologia mèdica

Experiència d'aplicació de la metodologia de l'aprenentatge basat en problemes (ABP) en l'ensenyament de la semiologia mèdica en alumnes de segon de medicin

Skills in clinical communication: are we correctly assessing them at undergraduate level ?

Communicating with the patient in clinical practice refers to the way in which the doctor and the patient interact both verbally and nonverbally, in order to achieve a shared understanding of problems and solutions. Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of professional practice. Problem Based Learning (PBL) has been put forward as an alternative to the mere reproduction of knowledge and pre-established patterns, enabling students to develop their own learning strategies to overcome problems in their future professional practice. The challenge is to determine how to assess the acquisition of clinical communication skills. The authors have recommended a summative assessment of clinical communication skills based on the combination of different methods. It highlights the importance of feedback-based formative assessment. This raises the need to develop and validate assessment scales in clinical communication at an undergraduate level. Based on this work, the authors put forward a fanned out assessment in terms of clinical communication skills in Medicine degrees, with the use of different instruments in a spiraled manner, where the greater the contact with clinical practice in the various degree and integral courses, the greater difficulty experienced, with the participation of all the stakeholders involved (self, hetero and peer assessment) without precluding the involvement of patients (real or simulated) in the design of assessment instrument

Effects of stratification on flow and dispersion around obstacles in turbulent boundary layers

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Skills in clinical communication: Are we correctly assessing them at undergraduate level?

Communicating with the patient in clinical practice refers to the way in which the doctor and the patient interact both verbally and nonverbally, in order to achieve a shared understanding of problems and solutions. Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of professional practice. Problem Based Learning (PBL) has been put forward as an alternative to the mere reproduction of knowledge and pre-established patterns, enabling students to develop their own learning strategies to overcome problems in their future professional practice. The challenge is to determine how to assess the acquisition of clinical communication skills. The authors have recommended a summative assessment of clinical communication skills based on the combination of different methods. It highlights the importance of feedback-based formative assessment. This raises the need to develop and validate assessment scales in clinical communication at an undergraduate level. Based on this work, the authors put forward a "fanned out" assessment in terms of clinical communication skills in Medicine degrees, with the use of different instruments in a "spiraled" manner, where the greater the contact with clinical practice in the various degree and integral courses, the greater difficulty experienced, with the participation of all the stakeholders involved (self, hetero and peer assessment) without precluding the involvement of patients (real or simulated) in the design of assessment instruments

¿Evaluamos correctamente la competencia en comunicación clínica?

Comunicarse con el paciente en la práctica clínica hace referencia a la forma en que el médico y el paciente se relacionan mediante el lenguaje verbal y no verbal con el objeto de alcanzar una comprensión compartida de problemas y soluciones. El gran reto es determinar cómo evaluar el grado de adquisición de competencias en comunicación clínica. Los autores del presente trabajo proponen una evaluación sumativa de las competencias en comunicación clínica basado en la combinación de diferentes métodos. Se destaca la importancia de la evaluación formativa mediante feed-back. Se plantea la necesidad de desarrollar y validar escalas de evaluación en comunicación clínica en el ámbito de pre-grad

¿Evaluamos correctamente la competencia en comunicación clínica?

Comunicarse con el paciente en la práctica clínica hace referencia a la forma en que el médico y el paciente se relacionan mediante el lenguaje verbal y no verbal con el objeto de alcanzar una comprensión compartida de problemas y soluciones. El gran reto es determinar cómo evaluar el grado de adquisición de competencias en comunicación clínica. Los autores del presente trabajo proponen una evaluación sumativa de las competencias en comunicación clínica basado en la combinación de diferentes métodos. Se destaca la importancia de la evaluación formativa mediante feed-back. Se plantea la necesidad de desarrollar y validar escalas de evaluación en comunicación clínica en el ámbito de pre-grad

Learning Clinical Communication

Problem statement: Clinician-patient communication is a basic skill that medical students should learn as part of their training process. Communication skills curriculums aim to develop effective communication with patients, carers, and colleagues by working on both verbal and non-verbal skills. These include being able to take a history and share information, and particularly explaining procedures and discussing treatment options and their effects. Students taking the Communication, interview and clinical history module are asked to follow a simulated-patient clinical interview, which is recorded and then self and tutor- assessed using standardized questionnaires. Purpose of study: The aim of this study is to conduct a pilot test to compare questionnaire results for self and tutor-assessed video-recorded clinical interviews. Methods: The results of students’ self-assessment questionnaires within the Communication, interview and clinical history module (second year of the medical degree) were compared with those of their tutors. The questionnaire used was a shortened version of the 17-itemCICCA-D (Conectar-Identificar-Comprender-Acordar-Ayudar – Connect-Identify-Understand-Agree- Help) instrument (score of 2, 1 or 0 for each item), based on patient-centred interviews. The assessments were carried out independently from one another, with no previous training, after watching the clinical interview video recording. Results: A total of 47 student and tutor assessments were carried out. Differences in the global average scores were statistically significant (p-value < 0.05). The students’ mean self-assessment score was 13 (SD = 5), while the tutors’ was 15 (SD = 5). A weak direct and statistically significant correlation was observed in the global questionnaire score between both self and tutor assessment (n = 47): with an ICC of 0.41 (confidence interval [CI] 95%, (0.09 – 0.66). Conclusions: Pilot test results show that tutors consider students having better communication skills than students themselves. Lack of previous training in the use of the questionnaire could be relevant. Further research is needed to confirm these preliminary result