Sahagún-Pille I, Uribe-Ravell J, Romero LH

Language: Spanish
References: 0
Page: 122-132
PDF size: 750.14 Kb.

ABSTRACT

lntroduction. A nationwide assessment of academic programs including residents in the specialty of oral and maxillofacial surgery, follows the traditionall in e taking into account: the area of cognition, psychomotor and affective domain area, with a passive receptive power of education and decoupling theory and practice, where the patagonic paper is Professor, efforts are di rected to teach ing and not learning. Objective. To design and validate an instrument to explore, assess and evaluate the clinical judgment development in three clinical seats. Material and methods. An observational transversal, comparative and open trial was made. The questionnaire was composed by three real clinical case files of patients with oral and maxillofacial trauma who received surgical care. Validity of contents was obtained by consensus of 5 experts in oral surgery and maxillofacial. A try out was realized in 1O students. lt has reached a consistency of 0.8 w ith the 20 Kuder Richardson formula. 22 features were considered for notes expected at random. The final version was of 130 questions, it was applied to 15, 18 and 8 medical residents of maxillofacial surgery, they all with experience in the trauma field, placed in th ree seats by natural groups. Statistical, no parametrical proofs were used. Results. Six ranks were considered in a scale from "random" to "very high", the seat 1 N = 15, places 4 medical residents in the "random" level (≤ 22), 4 medical residents in "very low" level (23 44), and 3 in "low" (45 66). The seat 2 N = 18, places 4 in "very low" and 9 in " low". The seat 3 N = 81, places 1 in "random", 2 in "very low" and 4 in " low". By comparing the three seats, it was obtai ned P = 0.055 with Kruskar Wall is proof. The seat 1 with 3 P = 0.804 and the seat 2 w ith 3 P = 0.084. Conclusions. By comparing the three seats, any significant difference exists and the reached percentages do not exceed the " low" leve!, which could direct us to think about the traditional education method, and the limited development of el inical abi lities, being deficient in evaluations.