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2007
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| |  | Marinopoulos, S. S. | Effectiveness of continuing medical education read moreAbstract: OBJECTIVES: Despite the broad range of continuing medical education (CME) offerings aimed at educating practicing physicians through the provision of up-to-date clinical information, physicians commonly overuse, under-use, and misuse therapeutic and diagnostic interventions. It has been suggested that the ineffective nature of CME either accounts for the discrepancy between evidence and practice or at a minimum contributes to this gap. Understanding what CME tools and techniques are most effective in disseminating and retaining medical knowledge is critical to improving CME and thus diminishing the gap between evidence and practice. The purpose of this review was to comprehensively and systematically synthesize evidence regarding the effectiveness of CME and differing instructional designs in terms of knowledge, attitudes, skills, practice behavior, and clinical practice outcomes. REVIEW METHODS: We formulated specific questions with input from external experts and representatives of the Agency for Healthcare Research and Quality (AHRQ) and the American College of Chest Physicians (ACCP) which nominated this topic. We systematically searched the literature using specific eligibility criteria, hand searching of selected journals, and electronic databases including: MEDLINE, EMBASE, the Cochrane Database of Systematic Reviews, The Cochrane Central Register of Controlled Trials (CENTRAL), the Cochrane Database of Abstracts of Reviews of Effects (DARE), PsycINFO, and the Educational Resource Information Center (ERIC). Two independent reviewers conducted title scans, abstract reviews, and then full article reviews to identify eligible articles. Each eligible article underwent double review for data abstraction and assessment of study quality. RESULTS: Of the 68,000 citations identified by literature searching, 136 articles and 9 systematic reviews ultimately met our eligibility criteria. The overall quality of the literature was low and consequently firm conclusions were not possible. Despite this, the literature overall supported the concept that CME was effective, at least to some degree, in achieving and maintaining the objectives studied, including knowledge (22 of 28 studies), attitudes (22 of 26), skills (12 of 15), practice behavior (61 of 105), and clinical practice outcomes (14 of 33). Common themes included that live media was more effective than print, multimedia was more effective than single media interventions, and multiple exposures were more effective than a single exposure. The number of articles that addressed internal and/or external characteristics of CME activities was too small and the studies too heterogeneous to determine if any of these are crucial for CME success. Evidence was limited on the reliability and validity of the tools that have been used to assess CME effectiveness. Based on previous reviews, the evidence indicates that simulation methods in medical education are effective in the dissemination of psychomotor and procedural skills. CONCLUSIONS: Despite the low quality of the evidence, CME appears to be effective at the acquisition and retention of knowledge, attitudes, skills, behaviors and clinical outcomes. More research is needed to determine with any degree of certainty which types of media, techniques, and exposure volumes as well as what internal and external audience characteristics are associated with improvements in outcomes. | 2007 |
| | | García, J. C. | Juan César García entrevista Juan César García read moreAbstract: Sorry no abstract available for this article | 2007 |
| | | Catsicaris, Cristina | La persona del médico residente y el síndrome de desgaste profesional (burn-out). Un modelo de prevención en la formación médica. read moreAbstract: Sorry no abstract available for this article | 2007 |
| | | Cumplido-Hernández, Gustavo | Significado de las relaciones laborales-interpersonales en médicos residentes read moreAbstract: Sorry no abstract available for this article | 2007 |
| | | Bustos, Mariel | Examen clínico estructurado objetivo para residentes de pediatría. Presentación de una experiencia. read moreAbstract: Introducción. El objetivo del Sistema de Residencia es la adquisición de competencias profesionales. El examen clínico estructurado objetivo (ECEO) constituye una valiosa herramienta de evaluación. Para optimizar la evaluación de las competencias
clínicas de los médicos residentes implementamos un ECEO, experiencia que se describe. Población, material y métodos. Implementamos un ECEO con
7 estaciones en 25 residentes de 1 año de Pediatría. Se estimó mediana y percentilos de puntaje total y cada estación. Se realizó encuesta de satisfacción de usuario. Resultados. Sobre un puntaje total de 100, la mediana obtenida fue de 50,6 (rango intercuartílico: 45-59). La estación “Pautas madurativas” mostró el mayor puntaje y “Caso interactivo” el menor. En la encuesta de satisfacción, 22 residentes consideraron que esta metodología permitió identificar puntos débiles
en su formación. Conclusiones. El ECEO es una metodología de evaluación aplicable en nuestro medio. Los residentes consideran que les permite identificar puntos débiles en su formación. Palabras clave: competencia profesional, evaluación. | 2007 |
| | | Ratnapalan, Savithiri | Needs Assessment in Postgraduate Medical Education: A Review read moreAbstract: Although the concept of needs assessment in continuing medical education is well accepted, there is limited information on needs assessment in postgraduate medical education. We discuss the learning needs of postgraduate trainees and review the various methods of needs assessment such as: questionnaire surveys, interviews, focus groups, chart audits, chart-stimulated recall, standardized patients, and environmental scans in the context of post graduate medical education. | 2007 |
| | | Vidal Ledo, María | Investigación-acción read moreAbstract: Sorry no abstract available for this article | 2007 |
| | | | La evaluación de la formación especializada como garantía de la calidad del sistema de salud read moreAbstract: Sorry no abstract available for this article | 2007 |
2006
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| | | Rodriguez, P. | La evaluación en la Residencia y en la Concurrencia: hacia la construcción de criterios comunes read moreAbstract: Sorry no abstract available for this article | 2006 |
| | | Harden, R. M. | Trends and the future of postgraduate medical education read moreAbstract: Where is the present flurry of activity in medical education leading and what sort of future is envisaged? This paper looks at trends in postgraduate medical education. Four themes and two trends for each theme have been identified. The themes are: the postgraduate medical curriculum, the application of learning technologies, assessment of competence, and professionalism in medical education. The trends are: outcome based education and a unitary approach to medical education; the use of simulators and e-learning; competency and performance based assessment, and portfolios and self assessment; and training the trainer and best evidence medical education. Any limitations in implementing change will likely result from a lack of imagination in those planning postgraduate medical education and their ability to bring about the necessary changes. To avoid a growing gap developing between what is possible educationally and what is delivered, it is clear that we need a new paradigm for postgraduate medical education. | 2006 |
| | | Davis, D. A. | Accuracy of physician self-assessment compared with observed measures of competence: a systematic review read moreAbstract: CONTEXT: Core physician activities of lifelong learning, continuing medical education credit, relicensure, specialty recertification, and clinical competence are linked to the abilities of physicians to assess their own learning needs and choose educational activities that meet these needs. OBJECTIVE: To determine how accurately physicians self-assess compared with external observations of their competence. DATA SOURCES: The electronic databases MEDLINE (1966-July 2006), EMBASE (1980-July 2006), CINAHL (1982-July 2006), PsycINFO (1967-July 2006), the Research and Development Resource Base in CME (1978-July 2006), and proprietary search engines were searched using terms related to self-directed learning, self-assessment, and self-reflection. STUDY SELECTION: Studies were included if they compared physicians self-rated assessments with external observations, used quantifiable and replicable measures, included a study population of at least 50% practicing physicians, residents, or similar health professionals, and were conducted in the United Kingdom, Canada, United States, Australia, or New Zealand. Studies were excluded if they were comparisons of self-reports, studies of medical students, assessed physician beliefs about patient status, described the development of self-assessment measures, or were self-assessment programs of specialty societies. Studies conducted in the context of an educational or quality improvement intervention were included only if comparative data were obtained before the intervention. DATA EXTRACTION: Study population, content area and self-assessment domain of the study, methods used to measure the self-assessment of study participants and those used to measure their competence or performance, existence and use of statistical tests, study outcomes, and explanatory comparative data were extracted. DATA SYNTHESIS: The search yielded 725 articles, of which 17 met all inclusion criteria. The studies included a wide range of domains, comparisons, measures, and methodological rigor. Of the 20 comparisons between self- and external assessment, 13 demonstrated little, no, or an inverse relationship and 7 demonstrated positive associations. A number of studies found the worst accuracy in self-assessment among physicians who were the least skilled and those who were the most confident. These results are consistent with those found in other professions. CONCLUSIONS: While suboptimal in quality, the preponderance of evidence suggests that physicians have a limited ability to accurately self-assess. The processes currently used to undertake professional development and evaluate competence may need to focus more on external assessment. | 2006 |
| | | Enríquez Clavero, José O. | Educación superior: tendencias y desafíos read moreAbstract: Asumiendo como fundamento que en el actual siglo la educación superior constituye un importante medio con que cuenta un país para promover su desarrollo y fortalecer su identidad nacional y autodeterminación, se hace una revisión y análisis de las actuales tendencias y desafíos de la misma en los países en desarrollo -especialmente en los de América Latina- que permita responder las siguientes preguntas:
¿A quién debe servir el proceso de transformación de la educación superior?
¿Cuáles deben ser los sectores sociales beneficiados con una educación pertinente y de mayor calidad?
| 2006 |
| | | M, Patiño T. | Perspectiva de la educación médica de posgrado de medicina en Venezuela read moreAbstract: Sorry no abstract available for this article | 2006 |
2005
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| | | Hennington, Élida A. | Acolhimento como prática interdisciplinar num programa de extensão universitária read moreAbstract: This article discusses the Interdisciplinary Health Promotion and Health Care Program at Vale do Rio dos Sinos University in Brazil. Beginning with an exploratory process, the study aims to analyze and comprehend the role of this community-oriented program in the education of students from different health-related disciplines at the University, as well as the program's health care role in the city of São Leopoldo, Rio Grande do Sul State, Brazil. The central concept is that of "acolhimento" ("refuge" or "shelter"). The program involves internship grants and services to the community and aims to enhance health-related practices in various fields such as Psychology, Nutrition, Nursing, Physical Education, and Collective Health, besides interfaces with Social Service, Law, and Medicine. | 2005 |
| | | Borrell, M. R. | La educación médica de postgrado en la Argentina: el desafío de una nueva práctica educativa read moreAbstract: Sorry no abstract available for this article | 2005 |
| | | Lorenzo, Di F. | Internal Medicine Training in the Inpatient Setting read moreAbstract: PURPOSE
Although the inpatient setting has served as the predominant educational site of internal medicine training programs, many changes and factors are currently affecting education in this setting. As a result, many educational organizations are calling for reforms in inpatient training. This report reviews the available literature on specific internal medicine inpatient educational interventions and proposes recommendations for improving internal medicine training in this setting.
METHOD
We searched Medline for articles published between 1966 and August 2004 which focused on internal medicine training interventions in the inpatient setting; bibliographies of Medline-identified articles, as well as articles suggested by experts in the field provided additional citations. We then reviewed, classified, and abstracted only articles where an assessment of learner outcomes was included.
RESULTS
Thirteen studies of inpatient internal medicine educational interventions were found that included an outcome assessment. All were single institution studies. The majority of these studies was of poor methodological quality and focused on specific content areas of internal medicine. None assessed the effectiveness or impact of internal medicine core inpatient experiences or curriculum.
CONCLUSION
This review identifies significant gaps in our understanding of what constitutes effective inpatient education. The paucity of high quality research in the internal medicine inpatient setting highlights the urgent need to formally define and study what constitutes an effective “core” inpatient curriculum.
| 2005 |
| | | Calveras, A. C. | Nuevos planteamientos didácticos: ¿Al mejorar en docencia, mejoramos el aprendizaje? read moreAbstract: Sorry no abstract available for this article | 2005 |
| | | Barman, A. | Critiques on the Objective Structured Clinical Examination read moreAbstract: INTRODUCTION: The main aim of medical education is to foster the development of clinical competence in students at all levels. Differences in experiences, methods of instruction and ambiguous forms of assessment are obstacles to attaining this goal. Dissatisfaction with the conventional methods of clinical assessment on the part of teachers and students led assessors to search for appropriate alternatives and in 1975, Harden and his colleagues introduced the objective structured clinical examination (OSCE). It is nearly impossible to have a test that satisfies all the criteria of a good test. Sometimes, a compromise has to be made between the available resources (in terms of man, money and time), and the method and quality of assessment (in terms of reliability, validity, objectivity and practicability). METHODS: This critique on the OSCE is based on the published findings of researchers from its inception in 1975 to 2004. RESULTS: The reliability, validity, objectivity and practicability or feasibility of this examination are based on the number of stations, construction of stations, method of scoring (checklists and/ or global scoring) and number of students assessed. For a comprehensive assessment of clinical competence, other methods should be used in conjunction with the OSCE. CONCLUSION: The OSCE can be a reasonably reliable, valid and objective method of assessment, but its main drawback is that it is resource-intensive. | 2005 |
| | | Brisson, M. | Conferencia Argentina de Educación Médica: agendas, aportes y temas Emergentes read moreAbstract: Sorry no abstract available for this article | 2005 |
| | | Cash, Richard | Ethical issues in health workforce development read moreAbstract: Increasing the numbers of health workers and improving their skills requires that countries confront a number of ethical dilemmas. The ethical considerations in answering five important questions on enabling health workers to deal appropriately with the circumstances in which they must work are described. These include the problems of the standards of training and practice required in countries with differing levels of socioeconomic development and different priority diseases; how a society can be assured that health practitioners are properly trained; how a health system can support its workers; diversion of health workers and training institutions; and the teaching of ethical principles to student health workers. The ethics of setting standards for the skills and care provided by traditional health-care practitioners are also discussed. | 2005 |
2004
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| | | Ortiz, Z. | El rol de la Epidemiología en la Educación Médica read moreAbstract: Objetivos: describir dispositivos pedagógicos necesarios para planificar la capacitación en
epidemiología y reflexionar sobre la enseñanza de epidemiología dentro de la educación médica en nuestro país.
Revisión: Las teorías y evidencias del campo de la educación muestran que hay modelos que producen aprendizaje significativo sobre todo los que promueven un estudiante activo. La investigación sobre las experiencias de grado y la enseñanza de epidemiología es limitada. Respecto a los postgrados la evidencia describe que la epidemiología es enseñada a través de cursos y talleres sobre apreciación crítica. La educación en epidemiología aparece hoy fragmentada,
descontextualizada y basada en conferencias con poco nexo a la práctica.
Las carreras de pregrado siguen mayoritariamente adscriptas a un modelo basado en disciplinas. La
epidemiología es enseñada durante un año de la carrera y nunca más se vuelve a revisar. Son excepciones la Universidad Nacional de Rosario, la de Cuyo, la Universidad Nacional del Sur y la de Tucumán, a las que se suman algunas Universidades privadas.
Conclusiones: La gradualidad, texto unificado, integración en el desarrollo curricular, fomento de
autoaprendizaje, aprendizaje contextual y reflexión en acción son instrumentos claves para planificar la enseñanza en epidemiología y deberían incorporarse a la mayoría de los programas. | 2004 |
| | | Albanesi de Nasetta, Susana | Residencias médicas argentinas y calidad de vida read moreAbstract: Sorry no abstract available for this article | 2004 |
| | | Yavich, Natalia | Los inicios del sistema de residencias de salud en Argentina read moreAbstract: Sorry no abstract available for this article | 2004 |
| | | Carrera, Larisa I. | La atención primaria de la salud y la especialización médica: ¿Categorías opuestas o complementarias? read moreAbstract: Sorry no abstract available for this article | 2004 |
2003
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| | | Farrow, Richard | ABC of learning and teaching in medicine: Creating teaching materials read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Hutchinson, Linda | ABC of learning and teaching in medicine: Educational environment read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Jaques, David | ABC of learning and teaching in medicine: Teaching small groups read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Prideaux, David | ABC of learning and teaching in medicine: Curriculum design read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Morrison, Jill | ABC of learning and teaching in medicine: Evaluation read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Smee, Sydney | ABC of learning and teaching in medicine: Skill based assessment read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Spencer, John | ABC of learning and teaching in medicine: Learning and teaching in the clinical environment read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | McKimm, Judy | ABC of learning and teaching in medicine: Web based learning read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Wood, Diana F. | ABC of learning and teaching in medicine: Problem based learning read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Gordon, Jill | ABC of learning and teaching in medicine: One to one teaching and feedback read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Kaufman, David M. | ABC of learning and teaching in medicine: Applying educational theory in practice read moreAbstract: Sorry no abstract available for this article | 2003 |
| | | Cantillon, Peter | ABC of learning and teaching in medicine: Teaching large groups read moreAbstract: Sorry no abstract available for this article | 2003 |
2002
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| | | | Las residencias del equipo de salud: desafíos en el contexto actual read moreAbstract: Sorry no abstract available for this article | 2002 |
2001
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| | | Brailovsky, Carlos A. | Educación médica, evaluación de las competencias read moreAbstract: Sorry no abstract available for this article | 2001 |
| | | | Aportes para un cambio curricular en Argentina 2001 read moreAbstract: Sorry no abstract available for this article | 2001 |
2000
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| | | Carrera, L. | La atención primaria de la salud y la especilización médica: ¿categorías opuestas o complementarias? read moreAbstract: Fundamentos y Objetivos: Las conclusiones de Juan César García sobre especialización a fines de los 60s condujeron a describir aspectos actuales de la especialización; ampliarlos y cotejarlos con aquéllas e indagar las expectativas de los alumnos por ejercer o no en niveles de la Atención Primaria de la Salud - APS-) y su porqué. Material y Métodos: Para ello, fueron combinados métodos cualitativos y cuantitativos en ingresantes, alumnos avanzados y médicos. Resultados y Discusión: Entre ambas épocas, aumentó la intención por especializarse para el sistema de atención vigente (de 52 a 74 % en los ingresantes y de 66 a 100 % en los alumnos avanzados). En contraste, disminuyó el interés por ser médico/a general de 26% en los 60s a cerca del 7 % en el 2001. Los ingresantes ignoraban el significado de la APS y sólo 0.5 % de los del ciclo clínico se orientaba hacia ella. La inclinación por especializarse precedía al ingreso, la decisión ocurría en el ciclo clínico (con influencia taxativa de los especialistas) y la elección definitiva acontecía en éste y concluida la carrera, también. Los motivos pueden ser múltiples y cambiantes entre grupos. Las modificaciones contextuales, un sistema de atención anárquico y uno de educación discutible podrían influir. Conclusiones: Valorando a los currículos como coadyuvantes y a las decisiones políticas como determinantes, se infiere que un sistema integral de salud y una formación médica compatible podrían proveer salud para todos en un marco de equidad y hacer de la APS y de la especialización categorías complementarias antes que opuestas, como son percibidas actualmente. | 2000 |
| | | West, D. C. | Critical thinking in graduate medical education: A role for concept mapping assessment? read moreAbstract: CONTEXT: Tools to assess the evolving conceptual framework of physicians-in-training are limited, despite their critical importance to physicians evolving clinical expertise. Concept mapping assessment (CMA) enables teachers to view students organization of their knowledge at various points in training. OBJECTIVE: To assess whether CMA reflects expected differences and changes in the conceptual framework of resident physicians, whether concept maps can be scored reliably, and how well CMA scores relate to the results of standard in-training examination. DESIGN, SETTING, AND PARTICIPANTS: A group of 21 resident physicians (9 first-year and 12 second- and third-year residents) from a university-based pediatric training program underwent concept map training, drew a preinstruction concept map about seizures, completed an education course on seizures, and then drew a postinstruction map. Maps were scored independently by 3 raters using a standardized method. The study was conducted in May and June 1999. MAIN OUTCOME MEASURES: Preinstruction map total scores and subscores in 4 categories compared with postinstruction map scores; map scores of second- and third-year residents compared with first-year residents; and interrater correlation of map scores. RESULTS: Total CMA scores increased after instruction from a mean (SD) preinstruction map score of 429 (119) to a mean postinstruction map score of 516 (196) (P =.03). Second- and third-year residents scored significantly higher than first-year residents before instruction (mean [SD] score of 472 [116] vs 371 [102], respectively; P =.04), but not after instruction (mean [SD] scores, 561 [203] vs 456 [179], respectively; P =.16). Second- and third-year residents had greater preinstruction map complexity as measured by cross-link score (P =.01) than first-year residents. The CMA score had a weak to no correlation with the American Board of Pediatrics In-training Examination score (r = 0.10-0.54). Interrater correlation of map scoring ranged from weak to moderate for the preinstruction map (r = 0.51-0.69) and moderate to strong for the postinstruction map (r = 0.74-0.88). CONCLUSIONS: Our data provide preliminary evidence that concept mapping assessment reflects expected differences and change in the conceptual framework of resident physicians. Concept mapping assessment and standardized testing may measure different cognitive domains. JAMA. 2000;284:1105-1110 | 2000 |
| | | SERVICIOS, S. Y. | La Organización Panamericana de la Salud y la Educación a Distancia read moreAbstract: Sorry no abstract available for this article | 2000 |
| | | Carraccio, C. | The objective structured clinical examination: a step in the direction of competency-based evaluation read moreAbstract: BACKGROUND: The Accreditation Council for Graduate Medical Education is embarking on the major task of a paradigm shift in graduate education in the direction of competency-based medical education and evaluation of outcomes. The Objective Structured Clinical Examination (OSCE), a measure of clinical competence that focuses on outcomes via observable behaviors, is gaining national recognition. OBJECTIVE: To review the pediatric literature relevant to the OSCE. METHOD: A MEDLINE search from the date of the original report of the OSCE (1975) to the present was performed. All English-language studies regarding the use of the OSCE in pediatric education published in the United States and Great Britain were reviewed. MAIN OUTCOME MEASURES: Reliability and validity of the OSCE were examined. Use of standardized pediatric patients was discussed. RESULTS: A greater number of stations and similarity between tasks at different stations increased the reliability of the OSCE. A greater number of stations increased sampling of material and content validity. Correlation between the OSCE and precertification examinations ranged between 0.59 and 0.71, with P< or =.01. Correlation between the OSCE and monthly clinical evaluations was much lower (0.39-0.57), but still statistically significant at P< or =.05. Gaps between expected and actual performance were documented. Overall, the experience of being a standardized patient was viewed as positive by children and their parents. CONCLUSIONS: With appropriate attention to design, acceptable reliability and validity can be achieved for the OSCE. Significant correlations between the OSCE and precertification examinations as well as monthly clinical evaluations were found, the former being stronger than the latter. We conclude that the combination of the OSCE, standardized board examinations, and direct observation in the clinical setting has the potential to become the gold standard for measuring physician competence. | 2000 |
1999
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| | | Wilkes, M. | Evaluating educational interventions read moreAbstract: Sorry no abstract available for this article | 1999 |
| | | Sui, Daniel Z. | The Message is the Medium: Geographic Education in the Age of the Internet read moreAbstract: When McLuhan and Fiore (1967) boldly declared that “the medium
is the message,” they were calling our attention to the subtle and complex
roles of the medium in shaping our thoughts and behaviors. Today,
people seem to be unable to discuss anything without mentioning the
Internet-the latest electronic medium for communication. The Internet’s
explosive growth during the past five years has raised numerous
issues regarding fundamental geographic concepts such as space, place,
and time (Adams and Warf 1997, Brunn 1998). As more geography
departments offer virtual field trips, on-line courses, and even on-line
degree programs, the Internet is also changing the way we teach geography
(0 Tuathail and McCormack 1998). Similar to previous technical
advances, the current episode has generated both enormous enthusiasm
and serious concerns (Hiltz 1994, Talbott 1995, Rochlin 1996, Tapscott
1998). This special issue addresses conceptual, cognitive, and pedagogic
issues in the age of the Internet, and this introduction situates the current
transformation and its implications for geography and geographic
education in a broader historical and conceptual context. We hope to
provoke geographers to think beyond technical issues and stimulate
further discussion about how the Internet will transform traditional
geographic concepts and how cognitive and pedagogical theories can be
incorporated into the e-merging virtual geography department. | 1999 |
| | | Almeida, M. | A educação dos profissionais de saúde na América Latina: teoria e prática de um movimento de mudança read moreAbstract: Sorry no abstract available for this article | 1999 |
1998
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| | | Holmboe, E. S. | Methods for evaluating the clinical competence of residents in internal medicine: a review read moreAbstract: This paper reviews methods commonly used to assess the clinical competence of residents in internal medicine, including the In-Training Examination, medical record audits, rating scales, clinical evaluation exercises, and the use of standardized patients. Studies were identified through a MEDLINE search (1966 to present) and from the bibliographies of relevant articles and were selected for inclusion according to consensus between the authors. Whenever possible, original studies were chosen over reviews and editorials. No single assessment method can successfully evaluate the clinical competence of residents in internal medicine, and educators need to be cognizant of the most appropriate applications and the advantages and disadvantages of the available evaluation tools. A combination of assessment tools provides the best opportunity to evaluate and educate physicians-in-training. | 1998 |
| | | Sanjuán, J. A. | Formación en comunicación y consentimiento informado en nuestro sistema de residencia: ¿qué información puede y debe dar un residente? read moreAbstract: Sorry no abstract available for this article | 1998 |
1995
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| | | | Educación permanente en salud en América Latina: Raíces y trayectoria read moreAbstract: Sorry no abstract available for this article | 1995 |
| | | Pujol, R. | Evaluación de la competencia clínica de una población de médicos especialistas formados por el sistema MIR read moreAbstract: Sorry no abstract available for this article | 1995 |
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