Evaluación de habilidades transversales de comunicación y colaboración a través de un examen clínico objetivo estructurado de radiología de urgencias para residentes de un programa universitario de especialidad en radiología.

C., Francisco Garrido; B., Ximena Triviño; L., Héctor Henríquez; M., Pablo Cikutovic; U, Raúl Arau; G, Álvaro Huete

doi:10.4067/s0717-93082019000100035

Cited by 2 publications

(3 citation statements)

References 9 publications

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“…Teaching and learning methodologies within residency programs were the most frequent research focus during the ve-year period analyzed, with 18 articles representing almost 60% of the total analyzed (17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34). Nearly eighty percent (15/18) of the teaching and learning methodologies articles described simulation as an educational strategy or assessment tool (17-19, 22-30, 32-34).…”

Section: Collating Summarizing and Reporting The Resultsmentioning

confidence: 99%

“…For instance, using simulated patients to teach and assess communication and collaboration abilities in radiology residency programs within an emergency radiology OSCE provides valuable information that complements traditional cognitive and technical assessments (17). Similarly, the use of simulated patients to teach psychopathology was highly acceptable among psychiatry residents, who appreciated the methodology (32).…”

Section: Collating Summarizing and Reporting The Resultsmentioning

confidence: 99%

“…All the learning assessments described were implemented in simulation settings, using validated instruments to assess non-technical skills (28) or speci c instruments to assess procedural skills (18-19, 22-30, 32-35), or OSCE to assess communication and collaboration (17).…”

Section: Collating Summarizing and Reporting The Resultsmentioning

confidence: 99%

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Educational Research on Medical Residency Programs in Chile: A Scoping Review and Analysis of the Impact of the New Accreditation Policy

Donato,

Armijo-Rivera,

Pérez

et al. 2024

Preprint

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Background Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile. Methods We performed a preliminary bibliometric search to identify the use of the term “resident” in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles. Results Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed. Conclusions Considering the low number of programs with publications in educational research compared to the number of programs reported by the official site of the Ministry of Education, and considering that the articles found only address a few areas of resident training, we can conclude that the new accreditation policies could negatively affect the accreditation of these programs. To mitigate this impact, it is crucial that universities implement strategies to increase productivity in these areas.

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