SciELO - Scientific Electronic Library Online

 
vol.140 número5Intereses y perspectiva sobre la carrera de medicina: un contraste entre estudiantes de medicina de primero y séptimo añoParálisis general sifilítica: presentación de 5 casos índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Revista médica de Chile

versión impresa ISSN 0034-9887

Resumen

LEIVA R, Isabel; BITRAN C, Marcela  y  SALDIAS P, Fernando. Evaluation of a teaching ambulatory module of respiratory diseases in the undergraduate medical curriculum. Rev. méd. Chile [online]. 2012, vol.140, n.5, pp. 616-624. ISSN 0034-9887.  http://dx.doi.org/10.4067/S0034-98872012000500009.

Background: As the focus of healthcare provision shifts towards ambulatory care, increasing attention must now be given to develop opportunities for clinical teaching in this setting. Aim: To assess teacher and students' views about the strengths and weaknesses of real and simulated patient interactions for teaching undergraduate students clinical skills in the ambulatory setting. Material and Methods: Fourth-year medical students were exposed in a systematic way, during two weeks, to real and simulated patients in an outpatient clinic, who presented common respiratory problems, such as asthma, chronic obstructive pulmonary disease, smoking and sleep apnea syndrome. After the clinical interview, students received feedback from the tutor and their peers. The module was assessed interviewing the teachers and evaluating the results qualitatively. Students evaluated the contents and quality of teaching at the end of the rotation. Results: Tutors identified the factors that facilitate ambulatory teaching. These depended on the module design, resources and patient care, of characteristics of students and their participation, leadership and interaction with professors. They also identified factors that hamper teaching activities such as availability of resources, student motivation and academic recognition. Most students evaluated favorably the interaction with real and simulated patients in the ambulatory setting. Conclusions: Teaching in the ambulatory setting was well evaluated by students and teachers. The use of qualitative methodology allowed contrasting the opinions of teachers and students.

Palabras llave : Ambulatory care; Education, medical; Primary health care; Students, medical.

        · texto en Español     · pdf en Español