Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina

Background: As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. Aim: To assess teacher and students' views about the strengths and weaknesses of real and simulated patient int...

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Autores principales:	Leiva R,Isabel, Bitran C,Marcela, Saldías P,Fernando
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2012
Materias:	Ambulatory care Education, medical Primary health care Students, medical
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000500009
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spelling	oai:scielo:S0034-988720120005000092013-11-06Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de MedicinaLeiva R,IsabelBitran C,MarcelaSaldías P,Fernando Ambulatory care Education, medical Primary health care Students, medical Background: As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. Aim: To assess teacher and students' views about the strengths and weaknesses of real and simulated patient interactions for teaching undergraduate students clinical skills in the ambulatory setting. Material and Methods: Fourth-year medical students were exposed in a systematic way, during two weeks, to real and simulated patients in an outpatient clinic, who presented common respiratory problems, such as asthma, chronic obstructive pulmonary disease, smoking and sleep apnea syndrome. After the clinical interview, students received feedback from the tutor and their peers. The module was assessed interviewing the teachers and evaluating the results qualitatively. Students evaluated the contents and quality of teaching at the end of the rotation. Results: Tutors identified the factors that facilitate ambulatory teaching. These depended on the module design, resources and patient care, of characteristics of students and their participation, leadership and interaction with professors. They also identified factors that hamper teaching activities such as availability of resources, student motivation and academic recognition. Most students evaluated favorably the interaction with real and simulated patients in the ambulatory setting. Conclusions: Teaching in the ambulatory setting was well evaluated by students and teachers. The use of qualitative methodology allowed contrasting the opinions of teachers and students.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.140 n.5 20122012-05-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000500009es10.4067/S0034-98872012000500009
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Ambulatory care Education, medical Primary health care Students, medical
spellingShingle	Ambulatory care Education, medical Primary health care Students, medical Leiva R,Isabel Bitran C,Marcela Saldías P,Fernando Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
description	Background: As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. Aim: To assess teacher and students' views about the strengths and weaknesses of real and simulated patient interactions for teaching undergraduate students clinical skills in the ambulatory setting. Material and Methods: Fourth-year medical students were exposed in a systematic way, during two weeks, to real and simulated patients in an outpatient clinic, who presented common respiratory problems, such as asthma, chronic obstructive pulmonary disease, smoking and sleep apnea syndrome. After the clinical interview, students received feedback from the tutor and their peers. The module was assessed interviewing the teachers and evaluating the results qualitatively. Students evaluated the contents and quality of teaching at the end of the rotation. Results: Tutors identified the factors that facilitate ambulatory teaching. These depended on the module design, resources and patient care, of characteristics of students and their participation, leadership and interaction with professors. They also identified factors that hamper teaching activities such as availability of resources, student motivation and academic recognition. Most students evaluated favorably the interaction with real and simulated patients in the ambulatory setting. Conclusions: Teaching in the ambulatory setting was well evaluated by students and teachers. The use of qualitative methodology allowed contrasting the opinions of teachers and students.
author	Leiva R,Isabel Bitran C,Marcela Saldías P,Fernando
author_facet	Leiva R,Isabel Bitran C,Marcela Saldías P,Fernando
author_sort	Leiva R,Isabel
title	Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
title_short	Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
title_full	Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
title_fullStr	Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
title_full_unstemmed	Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina
title_sort	evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de medicina
publisher	Sociedad Médica de Santiago
publishDate	2012
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872012000500009
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Evaluación de un módulo de docencia ambulatoria de enfermedades respiratorias en el currículo de pregrado de Medicina

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