Avances del Modelo Educativo para Desarrollar Actividades Profesionales Confiables (MEDAPROC)☆

Hamui-Sutton, Alicia; Durán-Pérez, Verónica Daniela; García-Téllez, Sahira Eunice; Varela, Tania Vives; Millán-Hernández, Manuel; Barreto, Samuel Eloy Gutiérrez

doi:10.1016/j.edumed.2018.02.007

Cited by 11 publications

(19 citation statements)

References 4 publications

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“…En años recientes ha surgido otra novedad educativa, que complementa las competencias; se trata de las "actividades profesionales confiables" (APROC), versión latina de las entrustable professional activities (EPA), generadas en Holanda y que para su evaluación ha requerido la creación de aplicaciones digitales para dispositivos móviles, que permitan al profesor realizarla durante el desempeño clínico cotidiano. [32][33][34] Todo esto implica que el proceso de evaluación tiene que ser polifacético, conservando la validez y la confiabilidad. Hasta la fecha, continuamos con las competencias y con la mejora de los nuevos instrumentos de evaluación, que también tienen que estar de acuerdo con las variantes del método educativo y las modalidades instruccionales.…”

Section: Joaquín J López Bárcenaunclassified

Pros y contras de las innovaciones en educación médica

Lifshitz-Guinzberg

Abreu-Hernández

Sepúlveda-Vildósola

et al. 2021

GMM

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La educación médica ha puesto en práctica diversas estrategias innovadoras con el propósito de alcanzar mejores logros de aprendizaje. Se hace una evaluación de las experiencias relacionadas con el enfoque por competencias, las nuevas tecnologías educativas, las alternativas curriculares, la profesionalización de la evaluación y las técnicas educativas a distancia, para ubicarlas en el lugar que les corresponde.

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Section: Joaquín J López Bárcenaunclassified

Pros y contras de las innovaciones en educación médica

Lifshitz-Guinzberg

Abreu-Hernández

Sepúlveda-Vildósola

et al. 2021

GMM

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“…Contextualization of the concept of EPAs as Actividades Profesionales Confiables (APROC) 1. (Hamui-Sutton et al, 2015b). Design of the CARAIPER scheme, an educational strategy for the learning and teaching of clinical 2.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Obstetrics, Health Promotion, Biomedical Informatics, Anatomy, Pharmacology, Surgery and Embryology (Hamui-Sutton et al, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Mapping an EPA-based comprehensive curricular proposal for UME

Hamui-Sutton¹,

Varela²,

Durán-Pérez³

et al. 2019

MedEdPublish

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In medical education, there have been three important reforms: science-based curriculum, problem-based learning, and competency-based education. Currently, the concept of Entrustable Professional Activities (EPA) goes a step beyond competencies. The aim of this paper is twofold: first, to present a proposal for an EPA-based curriculum for undergraduate medical education, and second, to describe its curricular framework, educational model and organization. This curricular proposal integrates EPA-based education with the foundations of the interpretive epistemology, the constructivist paradigm and the health care transformations. Using Actividades Profesionales Confiables (APROC) as a curricular guideline helps the educators define knowledge, skills, and attitudes; teachers can plan activities that link theory to practice; evaluators can assess the student's performance and provide him with feedback, and Faculty leaders and collaborators can implement projects to improve educational quality. The curriculum proposal includes a flexible modular system, the integration of biomedical, socio-medical and clinical sciences, and a close link between theory and practice. This curriculum puts medical education at the forefront, it favors the comprehensive education of future physicians, and it constitutes a true educational revolution.

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“…The following step was translating the abstract ideas of the competencies into concrete current academic programs. The group chose the Gynecology and Obstetrics 4th year course of the 2010 syllabus due both to its complexity (medical and surgical components) and the diversity of possible clinical scenarios [ 17 ]. They discussed the educational model (annex 1), and set its epistemological and pedagogical bases [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

“…They discussed the educational model (annex 1), and set its epistemological and pedagogical bases [ 18 ]. They also proposed a scheme to incorporate the courses’ content [ 17 ] and designed exercises to link practice with theory. The epistemological basis considered experiential theory and situational learning in the exercise of clinical reasoning that goes from inductive to deductive [ 19 ]: this supports active teaching strategies and the role of the educator as a guide for deliberate and reflexive practice from students [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

Specific entrustable professional activities for undergraduate medical internships: a method compatible with the academic curriculum

et al. 2017

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BackgroundCompetency-based education has been considered the most important pedagogical trend in Medicine in the last two decades. In clinical contexts, competencies are implemented through Entrustable Professional Activities (EPAs) which are observable and measurable. The aim of this paper is to describe the methodology used in the design of educational tools to assess students´ competencies in clinical practice during their undergraduate internship (UI). In this paper, we present the construction of specific APROCs (Actividades Profesionales Confiables) in Surgery (S), Gynecology and Obstetrics (GO) and Family Medicine (FM) rotations with three levels of performance.MethodsThe study considered a mixed method exploratory type design, a qualitative phase followed by a quantitative validation exercise. In the first stage data was obtained from three rotations (FM, GO and S) through focus groups about real and expected activities of medical interns. Triangulation with other sources was made to construct benchmarks. In the second stage, narrative descriptions with the three levels were validated by professors who teach the different subjects using the Delphi technique.ResultsThe results may be described both curricular and methodological wise. From the curricular point of view, APROCs were identified in three UI rotations within clinical contexts in Mexico City, benchmarks were developed by levels and validated by experts’ consensus. In regard to methodological issues, this research contributed to the development of a strategy, following six steps, to build APROCs using mixed methods ConclusionsDeveloping benchmarks provides a regular and standardized language that helps to evaluate student’s performance and define educational strategies efficiently and accurately. The university academic program was aligned with APROCs in clinical contexts to assure the acquisition of competencies by students.

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Avances del Modelo Educativo para Desarrollar Actividades Profesionales Confiables (MEDAPROC)☆

Cited by 11 publications

References 4 publications

Pros y contras de las innovaciones en educación médica

Pros y contras de las innovaciones en educación médica

Mapping an EPA-based comprehensive curricular proposal for UME

Specific entrustable professional activities for undergraduate medical internships: a method compatible with the academic curriculum

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