Diseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenas

Claudia Bhrens, Verónica Morales, Paula Parra, Amelia Hurtado, Rosario Fernández, Elisa Giaconi, Lucía Santelices, Soledad Armijo, Gail Furman

Resultado de la investigación: Article

Resumen

BACKGROUND: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. AIM: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. MATERIAL AND METHODS: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. RESULTS: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. CONCLUSIONS: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.

Idioma originalSpanish
Páginas (desde-hasta)1197-1204
Número de páginas8
PublicaciónRevista Medica de Chile
Volumen146
N.º10
DOI
EstadoPublished - 1 dic 2018

Huella dactilar

Clinical Competence
Medical Schools
Medical Students
Communication
Outcome Assessment (Health Care)
Students
Coroners and Medical Examiners
Medical Education
Curriculum
Volunteers
Consensus
Education

ASJC Scopus subject areas

  • Medicine(all)

Citar esto

Bhrens, Claudia ; Morales, Verónica ; Parra, Paula ; Hurtado, Amelia ; Fernández, Rosario ; Giaconi, Elisa ; Santelices, Lucía ; Armijo, Soledad ; Furman, Gail. / Diseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenas. En: Revista Medica de Chile. 2018 ; Vol. 146, N.º 10. pp. 1197-1204.
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abstract = "BACKGROUND: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. AIM: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. MATERIAL AND METHODS: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. RESULTS: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85{\%} of students passed the exam. Communication assessment showed poorer results than those reported in the literature. CONCLUSIONS: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.",
author = "Claudia Bhrens and Ver{\'o}nica Morales and Paula Parra and Amelia Hurtado and Rosario Fern{\'a}ndez and Elisa Giaconi and Luc{\'i}a Santelices and Soledad Armijo and Gail Furman",
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Bhrens, C, Morales, V, Parra, P, Hurtado, A, Fernández, R, Giaconi, E, Santelices, L, Armijo, S & Furman, G 2018, 'Diseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenas', Revista Medica de Chile, vol. 146, n.º 10, pp. 1197-1204. https://doi.org/10.4067/S0034-98872018001001197

Diseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenas. / Bhrens, Claudia; Morales, Verónica; Parra, Paula; Hurtado, Amelia; Fernández, Rosario; Giaconi, Elisa; Santelices, Lucía; Armijo, Soledad; Furman, Gail.

En: Revista Medica de Chile, Vol. 146, N.º 10, 01.12.2018, p. 1197-1204.

Resultado de la investigación: Article

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T1 - Diseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenas

AU - Bhrens, Claudia

AU - Morales, Verónica

AU - Parra, Paula

AU - Hurtado, Amelia

AU - Fernández, Rosario

AU - Giaconi, Elisa

AU - Santelices, Lucía

AU - Armijo, Soledad

AU - Furman, Gail

PY - 2018/12/1

Y1 - 2018/12/1

N2 - BACKGROUND: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. AIM: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. MATERIAL AND METHODS: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. RESULTS: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. CONCLUSIONS: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.

AB - BACKGROUND: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. AIM: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. MATERIAL AND METHODS: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. RESULTS: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. CONCLUSIONS: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.

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U2 - 10.4067/S0034-98872018001001197

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