Search

Background: The Mexican Accreditation Council for Rheumatology certifies trainees (TR) on an annual basis using both a multiple-choice question (MCQ) test and an objective structured clinical examination (OSCE). For 2013 and 2014, the OSCE pass mark (PM) was set by criterion referencing as ≥6 (CPM), whereas overall rating of borderline performance method (BPM) was added for 2015 and 2016 accreditations. We compared OSCE TR performance according to CPM and BPM, and examined whether correlations between MCQ and OSCE were affected by PM., Methods: Forty-three (2015) and 37 (2016) candidates underwent both tests. Altogether, OSCE were integrated by 15 validated stations; one evaluator per station scored TR performance according to a station-tailored check-list and a Likert scale (fail, borderline, above range) of overall performance. A composite OSCE score was derived for each candidate. Appropriate statistics were used., Results: Mean (±standard derivation [SD]) MCQ test scores were 6.6±0.6 (2015) and 6.4±0.6 (2016) with 5 candidates receiving a failing score each year. Mean (±SD) OSCE scores were 7.4±0.6 (2015) and 7.3±0.6 (2016); no candidate received a failing CPM score in either 2015 or 2016 OSCE, although 21 (49%) and 19 (51%) TR, respectively, received a failing BPM score (calculated as 7.3 and 7.4, respectively). Stations for BPM ranged from 4.5 to 9.5; overall, candidates showed better performance in CPM. In all, MCQ correlated with composite OSCE, r=0.67 (2015) and r=0.53 (2016); P≤.001. Trainees with a passing BPM score in OSCE had higher MCQ scores than those with a failing score., Conclusions: Overall, OSCE-PM selection impacted candidates' performance but had a limited affect on correlation between clinical and practical examinations., (Copyright © 2016 Elsevier España, S.L.U. and Sociedad Española de Reumatología y Colegio Mexicano de Reumatología. All rights reserved.)

In Mexico, the career of Doctor of Medicine has been considered as a prerequisite stage to access the specialization. Of course the majority of medical graduates aspire to undertake postgraduate courses in the different institutions that have a university program. The Examen Nacional de Aspirantes a Residencias Médicas (ENARM) (National Evaluation for Medical Residency Applicants) has become for the supporters a gap between the possibility of practicing the profession in a decent way and with a regular remuneration or exercising it in very limited conditions and with low economic income or even without exercising it. For educational institutions, the ENARM and the percentages of selection of their graduates are indicators of efficiency and a source of prestige and even of propaganda among the aspirants to study medicine. In this study, we carried out an analysis of the results of the ENARM in the last 15 years. For this we refer to the reports of the Postgraduate and Continuing Education Committee of the CIFRHS of the Directorate of Health Education of the General Directorate of Quality and Health Education Of the Undersecretariat of Innovation and Quality of the Ministry of Health, from the examination carried out in 2001 to the one carried out in 2016.

Introduction: Objective structured clinical examination is the instrument with more validated evidence to assess the degree of clinical competence of medical students., Objectives: To assess the degree of clinical competence of medical students at the end of their internship; to assess the reliability of the instruments with G theory., Methods: This was an observational, longitudinal, and comparative study. The target population was composed of 5,399 interns of seven generations that finished their internship at the Faculty of Medicine of UNAM, between 2009 and 2015. The instrument used was 18 OSCE stations, three in each subject of the internship., Results: The undergraduate medical interns show a sufficient degree of clinical competence to be general practitioners. The laboratory interpretation and physical examination had the highest scores. The interpretation of imaging studies was the component with the lowest score. The Family Medicine disciplinal area had the highest average score in the OSCE; in contrast, Pediatrics obtained the lowest score on average. The reliability was measured with Generalizability Theory and ranged between 0.81 and 0.93., Conclusions: The clinical competence of undergraduate medical interns is considered sufficient. The results also show the subjects that require educational interventions to improve clinical competence of students.

Background: The University of Chile, backed by its extensive experience in Objective Structured Clinical Examinations (OSCEs), performs the practical exam to graduates of foreign medical school in this format. This test format would give more guarantees of validity and fairness as compared with the previous oral examination that was required for title revalidation., Aim: To compare the performance of graduates of foreign medical schools and last year medical students of the University of Chile in the same internal medicine OSCE., Material and Methods: Seventy-seven last year medical students and thirty-three graduates of foreign medical schools participated in the same Internal Medicine OSCE, but in different moments. At the end of the examination, graduates of foreign medical schools answered a questionnaire about their prior experience with OSCEs and about their perception about this type of examination., Results: The performance of graduates of foreign medical schools was lower than those of our last year medical students in four of the eight stations of the examination. Graduates of foreign medical schools considered the examination objective, fair, and that it assessed skills adequately and that the degree difficulty was homogeneous for all examinees., Conclusions: The possibility of obtaining comparable results in a transparent process makes the OSCE the assessment tool of choice for title revalidation of physicians migrating from foreign countries.

Objective: To assess reliability and validity of the objectively-structured clinical examination (OSCE) applied in postgraduate certification processes by the Mexican Board of Rheumatology., Method: Thirty-two (2013) and 38 (2014) Rheumatology trainees (RTs) underwent an OSCE consisting of 12 and 15 stations respectively, scored according to a validated check-list, as well as 300-multiple-choice 300 question examination (MCQ). Previously, 3 certified rheumatologists underwent a pilot-OSCE. A composite OSCE score was obtained for each participant and its performance examined., Results: In 2013, OSCE mean score was 7.1±0.6 with none RT receiving a failing score while the MCQ score was 6.5±0.6 and 7 (21.9%) RTs receiving a failing (< 6) score. In 2014, the OSCE score was 6.7±0.6, with 3 (7.9%) RTs receiving a failing score (2 of them also failed MCQ) while the MCQ score was 6.4±0.5 and 7 (18.5%) RTs were disqualified (2 of them also failed OSCE). A significant correlation between the MCQ and the OSCE scores was observed in the 2013 (r=0.44; P=0.006). Certified rheumatologists performed better than RTs at both OSCE. Overall, 86% of RTs obtaining an OSCE passing score also obtained a MCQ passing score, while this was only 67% (P=.02) among those who obtained an OSCE failing score. Nine stations were applied at both consecutive years. Their performance was similar in both certification processes, with correlation coefficients ranging from 0.81 to 0.95 (P≤0.01)., Conclusion: The OSCE is a valid and reliable tool to assess the Rheumatology clinical skills in RTs., (Copyright © 2014 Elsevier España, S.L.U. All rights reserved.)

Background: Oral examinations are a useful tool to appraise certain medical skills compared to other examinations. However, they have some disadvantages that might be reduced with standardization., Aim: To compare students' perception comparing a standardized oral exam (SOE) versus a traditional, non-standardized oral exam (NSOE)., Material and Methods: During the first semester of 2013 a NSOE was applied to internal medicine undergraduate students. During the second semester, a SOE was applied. An anonymous and voluntary perception questionnaire, consisting in 10 questions based on a 5-level Likert scale, was answered by these students. Statistical analysis was done using the Mann-Whitney U test., Results: Among the 118 students, 50.8% were evaluated using NSOE and 49.2% using SOE. Questionnaire response rate was 84%. Among respondents, 52% took the SOE and 48%, the NSOE. Students evaluated using SOE perceived that the degree of complexity of clinical cases was similar for all examinees (p < 0.05), that exam duration was standardized (p < 0.05), and that grades obtained were less influenced by the clinical site where the exam was taken (p < 0.05). However, anxiety level remained high in both groups, as well as the overall satisfaction experience., Conclusions: Standardization of an oral examination improves the perception of medical students about levels of difficulty, duration and external influences on the final grade.

The recent publication of guidelines for postgraduate training in anesthesiology, pain, and intensive care issued by the European Board of Anaesthesia (EBA) and the European Union of Medical Specialists (UEMS) (http://www.sedar.es/revistasedar/uems.pdf) specifies directions we must take with our residents. The training section of the Sociedad Española de Anestesiología y Reanimación (SEDAR) has decided to make the guidelines available on the association's website so that the UEMS/EBA proposals can be compared to the training program drafted by the Spanish national board for our specialty. Our aim is to identify points of convergence between the two proposals and to target gaps where improvements can be made so that Spanish residency training in this specialty is in harmony with the European framework.

The objective structured clinical examination (OSCE) has been recognized as an effective evaluation tool in the health area and has been implemented by an important sector of educational institutions, the Faculty of Medicine and School of Nursing. The present article describes the OSCE organized by the Institute of Health Studies in collaboration with the University Schools of Catalan Nursing. Between the years of 2002 and 2009, OSCE annual exams took place with the participation of 1.803 students. The global results remained stable with a median grade of slightly less than 60%, and the competence component that evaluated communicative capacity was the one in which students obtained the best results. The reliability obtained surpassed the minimum recommended by international standards. It's important underline the positive value to the students of all aspects of the test. From this experience it seems evident that it would be useful to take advantage of the OSCE tests in order to show the students their strong points and ways to improve. We should highlight, not only as a goal but also as an opportunity the assessment by competencies that the European space of higher Education provides at the end of studies for a Nursing degree.

Background: The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods., Aim: To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing., Material and Methods: Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal., Results: The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7., Conclusions: In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.

A system of evaluation applied to pediatric residents at the Mexican Institute of Social Security (IMSS) is presented. Historical precedents; deficiencies and modifications of the system are commented. Also institutional system of evaluation is described, with emphasis in education strategies: teaching-attendance-research. Usefulness of knowledge tests, supervision, and assessment of evaluation, are mentioned. Finally extrainstitutional evaluation strategies are considered.

A new, common system for grading medical graduates from the 6 Chilean Schools of Medicine has been agreed by consensus: the National Medical Grading. This was an evident need since up to now each school applied a different criterion to qualify its graduates; the resulting disparity in the scores with which graduates applied for the National calls in postgraduate training programs, general practice positions and the like, elicited uneasiness both among graduates and academic staff. In the new system, the final grade is calculated giving equal relative importance to the marks in licensure (60%), internships (30%) and final clinical examinations (10%). The National Medical Grading has been applied for the first time by the Ministry of Health in the 1989 call, and by the University of Chile and Catholic University's Medical Schools (call for postgraduate training programs). It is hoped that within 2 or 3 years a National Medical Examination will be designed and applied.