Importancia de las competencias y utilidad de las actividades de aprendizaje en el desempeño de los residentes de medicina

RESUMEN Antecedentes. El Consejo de Acreditacion para Educacion Medica de Graduados(ACGME) requiere que los residentes sean educados en seis competencias que se consideran importantes para la practica medica independiente. Objetivo. Entender como los residentes perciben su aprendizaje de las competencias ACGME y determinar que actividades educativas fueron utiles en el aprendizaje. Metodo. Estudio descriptivo transversal tipo encuesta a residentes (N° total=93; R1=72, R2=21), tutores (n=32) y directivos (n=10) del Programa de Segunda Especializacion de Universidad Privada Antenor Orrego de Trujillo(UPAO), Peru. Cada item se clasifico en una escala Likert de 5 puntos y se considero relevante cuando los encuestados calificaron un item con un puntaje promedio igual o mayor de 4 (lo que indico una actitud positiva). Resultados. En total, 135 de los 136 participantes (99%) respondieron a la encuesta y 93/93 (100%) residentes, 32/33 (99%) tutores y 10/10 (100%) directivos. La mayoria de residentes declaro que su aprendizaje de las 6 competencias ACGME era “adecuada”. No se encontro diferencia significativa entre residentes,tutores y directivos con relacion a la importancia de las competencias. Actividades de atencion al paciente y observacion de los medicos asistentes y companeros fueron catalogadas por los residentes como las dos actividades de aprendizaje mas utiles en adquirir estas seis competencias. Conclusion. Enfatizamos la importancia de aprender de modelos a seguir durante las actividades de atencion al paciente y la heterogeneidad de las actividades de aprendizaje necesarias para la adquisicion de estas seis competencias. Palabras clave: Evaluacion, competencias, posgrado, educacion medica. ABSTRACT Background. The Accreditation Council for Graduate Medical Education (ACGME)requires physicians in training to be educated in 6 competencies considered importantfor independent medical practice. There is little information about the experiences thatresidents feel contribute most to the acquisition of the competencies. Objective. To understand how residents perceive their learning of the ACGMEcompetencies and to determine which educational activities were most helpful inacquiring these competencies. Method. Cross-sectional study in which a survey was to sent to residents (ntotal=93;. R1=72, R2=21), mentors (n=32) and executives (n=10) of the Program of Second Specialization at the Antenor Orrego University, Trujillo (UPAO), Peru.Each item was rated on a Likert scale of 5 points, and was considered relevant whenrespondents rated an item with an equal or higher average score of 4 (which indicateda positive attitude). Results. A total 135 of the 136 participants (99%) responded to the survey: 93/93(100%) residents, 32/33 (99%) mentors and 10/10 (100%) executives. Mostresidents stated that their learning of the 6 ACGME competencies was “adequate”.No significant difference was found between residents, mentors and executivesregarding the importance of skills. Patient care activities and observation ofattending physicians and peers were listed by residents as the 2 most helpful learningactivities for acquiring the 6 competencies. Conclusion. Our findings reinforce the importance of learning from role modelsduring patient care activities and the heterogeneity of learning activities needed foracquiring all 6 competencies. Key words: Evaluation, competencies, posgraduate, medical education.