Abstract
Objetivos
Pilotar los contenidos, el formato y las posibles estrategias de aplicación del nuevo Libro del Especialista en Formación tipo portafolio (LEF).
Diseño
Descriptivo, transversal.
Emplazamiento
Unidad Docente Provincial de Medicina de Familia.
Participantes
En total, 28 tutores y 36 residentes.
Métodos
Durante 9 meses, los participantes realizaron una evaluación formativa de diferentes áreas competenciales y aportaron tareas durante su trabajo. Los tutores registraron la información referente a la calidad de la reflexión realizada por los residentes y la tarea trabajada mediante el modelo de fichas propuesto en el LEF. Los residentes completaron un cuestionario ad hoc.
Resultados
Se recibieron encuestas de 33 residentes. En total, 21 tutores respondieron y entregaron 67 informes de evaluación (media de 3 informes/tutor). Se trabajaron todas las competencias, pero especialmente las de comunicación, docencia y ética. Las tareas más utilizadas fueron la sesión clínica, el incidente crítico y la videograbación. Tutores y residentes consideran que el nuevo método puede ser útil para reflexionar sobre la práctica, conocer las competencias y fortalecer la relación tutor-residente, especialmente si se tienen en cuenta algunas sugerencias que mejorarían su aplicación y podrían reducir el tiempo y el esfuerzo empleado.
Conclusiones
El nuevo LEF, en su versión actual o con algunas modificaciones, puede ser una herramienta para la evaluación formativa de los residentes que puede ser útil y probablemente bien aceptada en nuestro medio.
Palabras clave: Educación médica, Portafolio, Evaluación formativa, Residentes, Medicina de familia, Tutor
Abstract
Background
The Spanish Family Medicine National Commission is proposing a new portfolio-type Specialist Training Book (STB).
Objective
To pilot its contents, structure, and implementation strategies.
Design
Cross-sectional, descriptive study.
Setting
A Provincial Family Medicine Teaching Unit.
Participants
Twenty-eight tutors and 36 residents.
Methods
For 9 months the participants conducted a training assessment on diverse areas of competence by means of tasks at work. Tutors recorded information on the quality of reflection achieved by residentes and the tasks they performed by means of the card model proposed in the STB. Residents filled in an ad hoc survey. A univariate analysis of quantitative data was conducted.
Results
Thirty-three surveys were received from residents; 21 tutors handed in 67 evaluation reports (average: 3 per tutor). They dealt with all the areas of competence, particularly those of communication, teaching, and ethics. Tasks most used were clinical sessions, critical incidents and video-recording. Both tutors and residents thought that the new method could be useful for reflecting on clinical practice, understanding their own areas of competence better and for strengthening the tutor-trainee relationship, especially if some suggestions to improve its practical use and reduce time and effort involved were taken into account.
Conclusions
The new STB in its current version or with some modifications is a useful tool for residents’ training assessment and is probably accepted well in our ambit.
Key words: Medical education, Portfolio, Training assessment, Residents, Family medicine, Tutor
Footnotes
Propuesto por la Comisión Nacional de la Especialidad de Medicina de Familia como Guía de Práctica Reflexiva.
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