Varona LR, Columbié WM, López BY, Lamoth WI

Language: Spanish
References: 16
Page: 374-385
PDF size: 574.06 Kb.

ABSTRACT

Introduction: the quality of the resident's education is a social requirement. Objective: to design a way to favor the appropriation of laparoscopic diagnosis (DL) by the resident of gastroenterology (RG) from the perspective of professional skill. Method: a qualitative study was conducted at the Faculty of Medicine of Guantánamo during the 2018-2019 academic year. Theoretical methods were used (analytic-synthetic and inductive-deductive, modeling); empirical (documentary analysis, the survey, criteria of specialists) and statistical mathematicians (calculation of percentages). Results: 100% of the professors surveyed acknowledged that insufficiencies were manifested in the preparation of the GR for the realization of DL, which was influenced by the limited perception of laparoscopic diagnosis (DL) as a skill for the gastroenterologist. The development of the laparoscopic diagnostic skill was theoretically modeled and 100% of the professors consulted considered that it could be instrumented in the pedagogical practice. Conclusions: the preparation of the resident was modeled didactically for laparoscopic diagnosis, which can contribute to a qualitatively superior didactic-methodological change in the teaching-learning process in the specialization in Gastroenterology.

REFERENCES

1. Castillo CO, Soriano AC. Educación médica continuada en gastroenterología y recertificación del especialista en el Perú. Rev Gastroenterol Perú [en línea]. 2017 [citado 05/02/2019]; 37(3):279-86. Disponible en: http://www.scielo.org.pe/pdf/rgp/v37n3/a17v37n3.pdf [ Links ]

2. Rose S, Shah BJ, Onken J, Decross AJ, Davis MH, Jain R, et al. Introducing the Gastroenterologist Accountable Professionalism in Practice pathway. Gastroenterology. [en línea]. 2015 [citado 05/02/2019]; 149(6):1609-26. DOI: 10.1053/j.gastro.2015.08.009 [ Links ]

3. Piscoya A. Programas de entrenamiento en gastroenterología. Rev Gastroenterol Perú [en línea]. 2013 [citado 05/02/2019]; 33(4):291-2. Disponible en: http://www.scielo.org.pe/pdf/rgp/v33n4/a01v33n4.pdf [ Links ]

4. Soriano C. Ética y bioética en gastroenterología y el alto desarrollo tecnológico. Rev Gastroenterol Perú [en línea]. 2015 [citado 05/02/2019]; 35(2):125-6. Disponible en: http://www.scielo.org.pe/pdf/rgp/v35n2/a01v35n2.pdf [ Links ]

5. Lester S. Professional standards, competence and capability. Higher Edu Skills Work-based Learning [en línea]. 2015 [citado 05/02/2019]; 4(1):31-43. DOI: http://dx.doi.org/10.1108/HESWBL-04-2013-0005 [ Links ]

6. Gardiner S, Coffey F, O'Byrne J, Boland F. Simulated patients versus real patients as learning resources in the clinical skill training of medical residents. BMJ [en línea]. 2014 [citado 05/02/2019]; 1:A23. Disponible en: http://stel.bmj.com/content/1/Suppl_1.toc [ Links ]

7. Véliz MP, Oramas GR, Jorna CA, Berra SE. Modelo del especialista en Medicina Intensiva y Emergencias por competencias profesionales Edu Med Sup [en línea]. 2017 [citado 05/02/2019]; 31(3):[aprox. 28 p.]. Disponible en: http://www.ems.sld.cu/index.php/ems/article/view/1053/542 [ Links ]

8. Olmos Vega FM, Bonilla Ramirez AJ. How to approach the discussion in terms of competency based education. Rev Colom Anesth [en línea]. 2017 [citado 16/06/2019]; 45(2):128-131. DOI: https://doi.org/10.1016/j.rca.2016.11.004 [ Links ]

9. Ramos HR, Díaz DA, Valcárcel IN. Modelo de competencias profesionales específicas para la formación del especialista en medicina general integral. Rev Ciencias Ped Innov [en línea]. 2017 [citado 05/02/2019]; 5(3):38-51. DOI: http://dx.doi.org/10.26423/rcpi.v5i3.208 [ Links ]

10. Ginoris QO, Fernández AF, Turcáz MJ. Curso de Didáctica General. Material básico de la Maestría en Educación. La Habana: Instituto Pedagógico Latinoamericano y del Caribe; 2006. [ Links ]

11. Mendoza A, Acevedo D, Tejada CN. Teoría de la formación por etapas de las acciones mentales en la enseñanza y aprendizaje del concepto de valencia Química. Form Univ [en línea]. 2016 [citado 05/02/2019]; 19(1):71-76. DOI: http://dx.doi.org/10.4067/S0718-50062016000100008 [ Links ]

12. Villalón FP. El método clínico para la preparación del estudiante de Estomatología. Rev Inf Cient [en línea]. 2018 [citado 05/02/2019]; 97(2):466-475. Disponible en: http://www.revinfcientifica.sld.cu/index.php/ric/article/view/1857/3657 [ Links ]

13. Cuba. Ministerio de Salud Pública. Programa de la residencia en Gastroenterología. La Habana: Universidad de Ciencias Médicas; 2015. [ Links ]

14. García E, Jorge M, García L, Pérez J. Hiperentorno educativo para el aprendizaje de la Gastroenterología Pediátrica. Educ Méd Sup [en línea]. 2015 [citado 05/02/2019]; 29(2):220-232. Disponible en: http://scielo.sld.cu/pdf/ems/v29n2/ems03215.pdf [ Links ]

15. Dubé C, Rostom A. Acquiring and maintaining competency in gastrointestinal endoscopy. Best Pract Res Clin Gastroenterol [en línea]. 2016 [citado 05/02/2019]; 30(3):339-47. DOI: http://www.doi:10.1016/j.bpg.2016.05.004 [ Links ]

16. Walsh CM. Intraining gastrointestinal endoscopy competency assessment tools: types of tools, validation and impact. Best Pract Res Clin Gastroenterol [en línea]. 2016 [citado 05/02/2019]; 30(3):357-74. Disponible en: http://www.ncbi.nlm.nih.gov/pubmed/27345645 [ Links ]