Representaciones de los residentes y directores de programa de anestesiología en Colombia sobre los métodos de evaluación

dc.contributorCañaveral Londoño, Laura Fernanda
dc.contributorRivera-Largacha, Silvia
dc.creatorWalker-Peña, Eduardo
dc.date.accessioned2018-12-14T15:26:05Z
dc.date.available2018-12-14T15:26:05Z
dc.date.created2018-12-14T15:26:05Z
dc.date.issued2018
dc.identifierhttp://repository.urosario.edu.co/handle/10336/18830
dc.description.abstractObjectives: To describe the views, concerns and mental representations about evaluation methods for different anesthesia training programs from the Residents and program Academic Directors perspective. Design: Qualitative epistemological study, using speech analysis from the program director and residents in two different programs of anesthesia specialization. Results: There exist a difference between an evaluation objectives and how are they interpreted by the evaluator and the resident. Despite theoretical limits for hard and soft skills, in the real-life scenario both of them are evaluated using the same tools, giving a mayor role to the former than the later. Evaluation is used almost exclusively as a grading method, ignoring the other uses of evaluation. Evaluation has academic and non-academic effects on residents and program directors. Conclusion: There exist a lack of medical education literature in Colombia. The evaluation and qualification methods must change and become similar between universities. The state must play a role in those changes.
dc.languagespa
dc.publisherUniversidad del Rosario
dc.publisherEspecialización en Anestesiología FCI
dc.publisherFacultad de Medicina
dc.rightshttp://creativecommons.org/licenses/by-nd/2.5/co/
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.rightsRestringido (Temporalmente bloqueado)
dc.rightsEL AUTOR, manifiesta que la obra objeto de la presente autorización es original y la realizó sin violar o usurpar derechos de autor de terceros, por lo tanto la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA UNIVERSIDAD DEL ROSARIO, para que en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre la materia, utilice y use la obra objeto de la presente autorización. -------------------------------------- POLITICA DE TRATAMIENTO DE DATOS PERSONALES. Declaro que autorizo previa y de forma informada el tratamiento de mis datos personales por parte de LA UNIVERSIDAD DEL ROSARIO para fines académicos y en aplicación de convenios con terceros o servicios conexos con actividades propias de la academia, con estricto cumplimiento de los principios de ley. Para el correcto ejercicio de mi derecho de habeas data cuento con la cuenta de correo habeasdata@urosario.edu.co, donde previa identificación podré solicitar la consulta, corrección y supresión de mis datos.
dc.rightsAtribución-SinDerivadas 2.5 Colombia
dc.sourceColciencias. Índice bibliográfico nacional [Internet]. 2016. Available from: http://scienti.colciencias.gov.co:8084/publindex/EnIbnPublindex/resultados.do
dc.sourceAntioquia U de. Investigación y Educación en enfermería [Internet]. Available from: https://aprendeenlinea.udea.edu.co/revistas/index.php/iee
dc.sourceColciencias. Listado de revistas clasificadas convocatoria 768 2016 [Internet]. 2016. Available from: http://www.colciencias.gov.co/sites/default/files/listado-revistas-por-categoria-conv-768.pdf
dc.sourceRepública C de la. Por la cual se reglamenta la especialidad médica de anestesiología y se dictan otras disposiciones, ley 6 1991 [Internet]. Congreso de la república; 1991 p. Diario Oficial No. 39.631, de enero de 1991. Available from: https://www.minsalud.gov.co/Normatividad_Nuevo/LEY 0006 DE 1991.pdf
dc.sourceRepública C de la. Ley de Educación Superior [Internet]. Congreso de la república; 1992. Available from: https://www.cna.gov.co/1741/articles-186370_ley_3092.pdf
dc.sourceS.C.A.R.E. SC de A y R-. Documento marco del Plan de estudios y Competencias para un Programa de Anestesiología en Colombia. 2017
dc.sourceRoyal College of Anaesthetists T. Training in Anesthesia [Internet]. Website developed by S8080 Digital Media using Drupal. 2018. Available from: https://www.rcoa.ac.uk/careers-and-training/training
dc.sourceBaxter F, Brown R, Carrier J, Girard F, Goyer C, Jaeger M, et al. National Curriculum for Canadian Anesthesia Residency. Manual. 2010.
dc.sourceCanada) (The Royal College of Physicians and Surgeons of. Objectives of Training in the Specialty of Anesthesiology. 2012
dc.sourceLópez TImoneda F, Abengoechea Beisty JM, Aguilera Cerrolio L, NAdal Felipe MÁ, Carlos García R, González Ruiz F, et al. Guía de formación en especialidades: Anestesiología y reanimación. Madrid, Spain: (Ministerio de Sanidad y consumo. Ministerio de Educación y cultura; 1996. p. 46–55
dc.sourceBreuer G, Ahlers O, Beckers S, Breckwoldt J, Böttiger BW, Eichler W, et al. Nationaler Lernzielkatalog „Anästhesiologie“ mit fachspezifischen Aspekten der Bereiche Intensivmedizin, Notfall- und Schmerzmedizin. Anästhesiologie Intensivmed. 2015;56(Oktober):546–58
dc.sourceMiller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep;65(9 Suppl):S63-7
dc.sourceRama C. El complejo futuro de la evaluación universitaria. Educ XX1 [Internet]. 2006;9:135–48. Available from: http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-BBE1A109-2098-090A-A209-D122F3098C3C
dc.sourceEagle C. Anaesthesia and education. Can J Anaesth. 1992 Feb;39(2):158–65
dc.sourceEpstein RM. Assessment in Medical Education. N Engl J Med [Internet]. 2007 Jan 25;356(4):387–96. Available from: http://dx.doi.org/10.1056/NEJMra054784
dc.sourceEagle CJ, Martineau R, Hamilton K. The oral examination in anaesthetic resident evaluation. Can J Anaesth. 1993 Oct;40(10):947–53
dc.sourceVillalonga R, Rovira I, Colomina MJ, Rincon R, Mases A, Borras R, et al. [Specialized training in anesthesiology: the opinions of supervising tutors]. Rev Esp Anestesiol Reanim. 2008;55(6):327–34
dc.sourceWoodworth GE, Chen EM, Horn J-LE, Aziz MF. Efficacy of computer-based video and simulation in ultrasound-guided regional anesthesia training. J Clin Anesth. 2014 May;26(3):212–21
dc.sourceMorgan PJ, Cleave-Hogg D. Evaluation of medical students’ performance using the anaesthesia simulator. Med Educ. 2000 Jan;34(1):42–5
dc.sourceFagerlund K, McShane F. The self-evaluation examination: past, present and future. Vol. 73, AANA journal. United States; 2005. p. 21–3
dc.sourceViets JL, Foster SD. A clinical evaluation system for anesthesiology residents. J Med Educ. 1988 Jun;63(6):463–6
dc.sourceLaker DR, Powell JL. The differences between hard and soft skills and their relative impact on training transfer. Hum Resour Dev Q [Internet]. 2011 Mar 1;22(1):111–22. Available from: http://dx.doi.org/10.1002/hrdq.20063
dc.sourceLeach DC. Competence is a habit. Vol. 287, JAMA. United States; 2002. p. 243–4
dc.sourceEpstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002 Jan;287(2):226–35
dc.sourceMaría Martínez Carretero J. Los métodos de evaluación de la competencia profesional: La evaluación clínica objetiva estructurada (ECOE). Vol. 8, Educación Médica. 2005
dc.sourceSCARE. Observatorio Gremial SCARE [Internet]. 2014. Available from: http://www.anestesiologoscolombia.com/indicadores/0002.aspx?ci=1
dc.sourceWilliams SW. The effectiveness of subject matter experts as technical trainers. Hum Resour Dev Q [Internet]. 2001;12(1):91–7. Available from: http://dx.doi.org/10.1002/1532-1096(200101/02)12:1%3C91::AID-HRDQ7%3E3.0.CO
dc.sourceGoleman D. Emotional intelligence. New York: Bantam Books; 1995
dc.sourceMitchell, Geana W.; Skinner, Leane B.; White BJ. Essential Soft Skills for Success in the Twenty-First Century Workforce as Perceived by Business Educators. Delta Pi Epsil J [Internet]. 2010;52(1):43–53. Available from: https://eric.ed.gov/?id=EJ887222
dc.sourceMorcke AM, Dornan T, Eika B. Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence. Adv Health Sci Educ Theory Pract. 2013 Oct;18(4):851–63.
dc.sourceFernandez N, Dory V, Ste-Marie L-G, Chaput M, Charlin B, Boucher A. Varying conceptions of competence: an analysis of how health sciences educators define competence. Med Educ. 2012 Apr;46(4):357–65.
dc.sourcePaul W. Developing Clinical Competence. 2006th ed. Amsterdam: Erasmus Universiteit Rotterdam; 2006.
dc.sourceHarden J R Crosby M H Davis M Friedman RM. AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes. Med Teach. 1999;21(6):546–52
dc.sourceten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005 Dec;39(12):1176–7
dc.sourceMulder H, Ten Cate O, Daalder R, Berkvens J. Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training. Med Teach. 2010;32(10):e453-9
dc.sourceScheele F, Teunissen P, Van Luijk S, Heineman E, Fluit L, Mulder H, et al. Introducing competency-based postgraduate medical education in the Netherlands. Med Teach. 2008;30(3):248–53
dc.sourceWisman-Zwarter N, van der Schaaf M, Ten Cate O, Jonker G, van Klei WA, Hoff RG. Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: A Delphi study. Eur J Anaesthesiol. 2016 Aug;33(8):559–67
dc.sourceTen Cate O. Formación médica y evaluación basadas en las competencias: ¿de qué se trata y cómo puede relacionarse con la realidad de la práctica clínica? Rev Argent Cardiol [Internet]. 2011 [cited 2016 Aug 21];79(5):405–7. Available from: http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1850-37482011000500003&lng=es&nrm=iso&tlng=es
dc.sourcePotapov AF, Matveev AS, Ignatiev VG, Ivanova AA, Aprosimov LA. SIMULATION OF GENERAL ANESTHESIA ON THE “SIMMAN 3G” AND ITS EFFICIENCY. Wiad Lek. 2015;68(4):565–6.
dc.sourceStrom SL, Anderson CL, Yang L, Canales C, Amin A, Lotfipour S, et al. Correlation of Simulation Examination to Written Test Scores for Advanced Cardiac Life Support Testing: Prospective Cohort Study. West J Emerg Med. 2015 Nov;16(6):907–12.
dc.sourceLee RA, van Zundert TCR V, van Koesveld JJM, van Zundert AAJ, Stolker R-J, Wieringa PA, et al. Evaluation of the Mediseus epidural simulator. Anaesth Intensive Care. 2012 Mar;40(2):311–8.
dc.sourceLucisano KE, Talbot LA. Simulation training for advanced airway management for anesthesia and other healthcare providers: a systematic review. AANA J. 2012 Feb;80(1):25–31
dc.sourceFrederick HJ, Corvetto MA, Hobbs GW, Taekman J. The “Simulation Roulette” game. Simul Healthc. 2011 Aug;6(4):244–9
dc.sourceCanada RC of P and S of. Format of the Comprehensive Objective Examination in Anesthesiology [Internet]. 2017. Available from: http://www.royalcollege.ca/rc/faces/oracle/webcenter/portalapp/pages/viewDocument.jspx;jsessionid=ShHcy0Ot7_a164dz3ZT-slWZNDaabg8yl47oLMorwpUEq2Qd-pXU!1382927334?document_id=TZTEST3RCPSCED002080&_afrLoop=25302809376701680&_afrWindowMode=0&_afrWindowId=nul
dc.sourceAnesthesiology TAB of. Staged Examination Policy Book [Internet]. 2017. Available from: http://www.theaba.org/PDFs/BOI/StagedExaminations-BOI
dc.sourceHD C. How reliable are good oral examinations? Calif J Educ Res. 1962;13:147–53
dc.sourceSavoldelli GL, Naik VN, Joo HS, Houston PL, Graham M, Yee B, et al. Evaluation of patient simulator performance as an adjunct to the oral examination for senior anesthesia residents. Anesthesiology. 2006 Mar;104(3):475–81
dc.sourceSchubert A, Tetzlaff J, Licina M, Mascha E, Smith MP. ORGANIZATION OF A COMPREHENSIVE ANESTHESIOLOGY ORAL PRACTICE EXAMINATION PROGRAM: Planning, Structure, Startup, Administration, Growth and Evaluation. J Educ Perioper Med JEPM [Internet]. 1999 May 1;1(2):E007. Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4803385/
dc.sourceLevine AI, Swartz MH. Standardized patients: the “other” simulation. J Crit Care. 2008 Jun;23(2):179–84.
dc.sourceMorgan PJ, Cleave-Hogg D. Evaluation of medical students’ performances using the anesthesia simulator. Acad Med. 1999 Feb;74(2):202.
dc.sourceBatchelder AJ, Steel A, Mackenzie R, Hormis AP, Daniels TS, Holding N. Simulation as a tool to improve the safety of pre-hospital anaesthesia--a pilot study. Anaesthesia. 2009 Sep;64(9):978–83.
dc.sourceKrage R, Erwteman M. State-of-the-art usage of simulation in anesthesia: skills and teamwork. Curr Opin Anaesthesiol. 2015 Dec;28(6):727–34.
dc.sourceDevitt JH, Kurrek MM, Cohen MM, Cleave-Hogg D. The validity of performance assessments using simulation. Anesthesiology. 2001 Jul;95(1):36–42
dc.sourceLeblanc VR. Review article: simulation in anesthesia: state of the science and looking forward. Can J Anaesth. 2012 Feb;59(2):193–202
dc.sourceHallikainen J, Vaisanen O, Randell T, Tarkkila P, Rosenberg PH, Niemi-Murola L. Teaching anaesthesia induction to medical students: comparison between full-scale simulation and supervised teaching in the operating theatre. Eur J Anaesthesiol. 2009 Feb;26(2):101–4.
dc.sourceBerkenstadt H, Kantor GS, Yusim Y, Gafni N, Perel A, Ezri T, et al. The feasibility of sharing simulation-based evaluation scenarios in anesthesiology. Anesth Analg. 2005 Oct;101(4):1068–74, table of contents
dc.sourceAcevedo F. Ranking hospitales y clínicas america latina. América Económica. 2015;(448)
dc.sourceS.C.A.R.E. SC de A y R-. Página de inicio Sociedad Colombiana de Anestesiología y Reanimación. [Internet]. 2017. Available from: https://www.scare.org.co/
dc.sourceBodgan R, Biklen SK. Qualitative Research for Education: An introduction to Theories and Methods [Internet]. 4th ed. New York: Pearson Education Group; 2003. Available from: http://scholarworks.wmich.edu/books/145
dc.sourceWall D. Evaluation: improving practice, influencing policy. Underst Med Educ Evidence, theory Pract. 2010;336–51
dc.sourceTavakol M, Gruppen LD, Torabi S. Using evaluation research to improve medical education. Clin Teach. 2010 Sep;7(3):192–6
dc.sourceMorrison J. ABC of learning and teaching in medicine: Evaluation. BMJ. 2003 Feb;326(7385):385–7.
dc.sourceBaydar H, Duru LS, Ozkardesler S, Akan M, Meseri RD, Karka G. Evaluation of education, attitude, and practice of the Turkish anesthesiologists in regional block techniques. Anesthesiol pain Med. 2013;2(4):164–9
dc.sourceMariano ER, Harrison TK, Kim TE, Kan J, Shum C, Gaba DM, et al. Evaluation of a Standardized Program for Training Practicing Anesthesiologists in Ultrasound-Guided Regional Anesthesia Skills. J Ultrasound Med. 2015 Oct;34(10):1883–93
dc.sourceBaker K. Clinical teaching improves with resident evaluation and feedback. Anesthesiology. 2010 Sep;113(3):693–703
dc.sourceSivarajan M. Comparing residents’ and faculty’s evaluations of anesthesia lectures at one school. Acad Med. 1992 May;67(5):348–9.
dc.sourceTanaka P, Yanez D, Lemmens H, Djurdjulov A, Scotto L, Borg L, et al. Impact of an Innovative Classroom-Based Lecture Series on Residents’ Evaluations of an Anesthesiology Rotation. Anesthesiol Res Pract. 2016;2016:8543809
dc.sourceEchevarria Moreno M, Prieto Vera C, Martin Telleria A, Neira Reina F, Martin JS, Fernandez Jurado ML, et al. [The objective structured clinical evaluation of teaching in anaesthesiology and resuscitation]. Rev Esp Anestesiol Reanim. 2012 Mar;59(3):134–41.
dc.sourceCohen L, Manion L, Morrison K. Research methods in education. 2007
dc.sourceColbert-Getz JM, Baumann S. Changing medical students’ perception of the evaluation culture: Is it possible? J Educ Eval Health Prof. 2016;13:8
dc.sourceBillings-Gagliardi S, Barrett S V, Mazor KM. Interpreting course evaluation results: insights from thinkaloud interviews with medical students. Med Educ. 2004 Oct;38(10):1061–70
dc.sourceHernández Sampieri R, Fernández Collado C, Baptista Lucio P. Metodología de la investigación. Vol. 707. México: McGraw-Hill; 2003
dc.sourceAbela JA, García-Nieto A, Corbacho AMP. Evolución de la teoría fundamentada como técnica de análisis cualitativo [Internet]. Centro de Investigaciones Sociológicas; 2007. (Cuadernos metodológicos). Available from: https://books.google.com.co/books?id=OuKtxxD64X0C
dc.sourceMiles M, Huberman AM. Qualitative Data Analysis. 1993
dc.sourceRoyer I, Zarlowski P. Research Design. Doing Management Research: A Comprehensive guide. 2001. p. 111–31
dc.sourceShuttleworth M. Qualitative research design. Vol. 10, Retrieved August. 2008. p. 2010
dc.sourceGrinnell R, Unruau Y, Williams M. Research Methods for BSW Students. Authors. B and M by W, editor. Kalamazoo, MI: Pair Bond Publications; 2009.
dc.sourceMertens DM. Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications; 2014
dc.sourceLofland J, Lofland LH. Analyzing social settings. Wadsworth Publishing Company Belmont, CA; 2006.
dc.sourceSchettini P, Cortazzo I. Patricia Análisis de datos cualitativos en la investigación social : procedimientos y herramientas para la interpretación de información cualitativa [Internet]. Social F de T, editor. Universidad Nacional de la Plata; 2015. Available from: https://libros.unlp.edu.ar/index.php/unlp/catalog/book/451
dc.sourceRamani S, Post SE, Könings K, Mann K, Katz JT, van der Vleuten C. “It’s Just Not the Culture”: A Qualitative Study Exploring Residents’ Perceptions of the Impact of Institutional Culture on Feedback. Teach Learn Med [Internet]. 2017 Apr 3;29(2):153–61. Available from: https://doi.org/10.1080/10401334.2016.1244014
dc.sourceJug R, Jiang XS, Bean SM. Giving and Receiving Effective Feedback: A Review Article and How-To Guide. Arch Pathol Lab Med. 2018 Aug
dc.sourcePololi LH, Evans AT, Civian JT, Gibbs BK, Coplit LD, Gillum LH, et al. Faculty Vitality-Surviving the Challenges Facing Academic Health Centers: A National Survey of Medical Faculty. Acad Med. 2015 Jul;90(7):930–6
dc.sourcePololi LH, Evans AT, Civian JT, Shea S, Brennan RT. Assessing the Culture of Residency Using the C - Change Resident Survey: Validity Evidence in 34 U.S. Residency Programs. J Gen Intern Med. 2017 Jul;32(7):783–9
dc.sourcePololi LH, Evans AT, Civian JT, Shea S, Brennan RT. Resident Vitality in 34 Programs at 14 Academic Health Systems: Insights for Educating Physicians and Surgeons for the Future. J Surg Educ. 2018 Jun
dc.sourcePapp KK, Stoller EP, Sage P, Aikens JE, Owens J, Avidan A, et al. The effects of sleep loss and fatigue on resident-physicians: a multi-institutional, mixed-method study. Acad Med. 2004 May;79(5):394–406
dc.sourceCohen-Gadol AA, Piepgras DG, Krishnamurthy S, Fessler RD. Resident duty hours reform: results of a national survey of the program directors and residents in neurosurgery training programs. Neurosurgery. 2005 Feb;56(2):398–403.
dc.sourceKim JJ, Gifford ED, Moazzez A, Sidwell RA, Reeves ME, Hartranft TH, et al. Program Factors That Influence American Board of Surgery In-Training Examination Performance: A Multi-Institutional Study. J Surg Educ. 2015;72(6):e236-42.
dc.sourceGoldhagen BE, Kingsolver K, Stinnett SS, Rosdahl JA. Stress and burnout in residents: impact of mindfulness-based resilience training. Adv Med Educ Pract. 2015;6:525–32
dc.sourceShahid R, Stirling J, Adams W. Promoting wellness and stress management in residents through emotional intelligence training. Adv Med Educ Pract. 2018;9:681–6.
dc.sourceLin DT, Liebert CA, Tran J, Lau JN, Salles A. Emotional Intelligence as a Predictor of Resident Well-Being. J Am Coll Surg. 2016 Aug;223(2):352–8.
dc.sourceAbrahamson. George E miller, MD, 1919-98. Med Educ. 1999 May;33(5):312–4.
dc.sourceinstname:Universidad del Rosario
dc.sourcereponame:Repositorio Institucional EdocUR
dc.subjectEducación Médica
dc.subjectEvaluacion
dc.subjectCalificación
dc.subjectCualitativo
dc.subjectAnestesia
dc.subjectPosgrado
dc.subjectResidencia
dc.titleRepresentaciones de los residentes y directores de programa de anestesiología en Colombia sobre los métodos de evaluación
dc.typemasterThesis


Este ítem pertenece a la siguiente institución