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      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. Translated title: Assessment of generic skills in communication and collaboration through an Objective Structured Clinical Examination in Emergency Radiology in a university residency program in Chile.

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          Abstract

          Resumen: Introducción: La Radiología de Urgencias es una unidad de aprendizaje longitudinal a toda la residencia. En ella los residentes se enfrentan a patología de urgencia en distintas modalidades de imagen. Además del dominio cognitivo, los residentes deben desarrollar habilidades de comunicación y colaboración que les permitan enfrentar adecuadamente los turnos de residencia. Previo a incorporarse a los turnos nocturnos, los residentes deben aprobar un Examen Clínico Objetivo Estructurado (ECOE). Propósito: Evaluar competencias de comunicación y colaboración a través de estaciones de ECOE de Radiología de Urgencias aplicado a residentes de 2º año de residencia. Metodología: Se seleccionaron objetivos específicos a evaluar para las competencias de comunicación y colaboración y contenidos de Radiología Abdominal, Osteoarticular y Pediátrica para diseñar tres estaciones de ECOE, las cuales fueron incorporadas en el instrumento de evaluación aplicado el año 2017. Se calcularon porcentajes de logro por estación y tipo de pauta de evaluación. Para evaluar la implementación de las estaciones, se diseñó y aplicó una encuesta de percepción a los residentes. Resultados: Se diseñaron tres estaciones, dos para el rol Comunicador y una para el rol Colaborador. La validez de contenido se aseguró a través de un panel de expertos. Los porcentajes de logro global en las estaciones fluctuaron entre 74,7% y 95,6%. Las estaciones fueron bien evaluadas por parte de los residentes, quienes valoraron la incorporación de competencias diferentes al dominio cognitivo en el instrumento de evaluación. Conclusión: El ECOE permite certificar habilidades transversales como comunicación y colaboración de manera apropiada

          Translated abstract

          Abstract: Introduction: Emergency radiology (ER) is taught and learned throughout the entire residency. Trainees are exposed to different subspecialties ER cases and through varied imaging techniques. In addition to the “medical expert” domain, residents must develop communication and collaboration skills that will help them during their call schedule. Before they can take night-call, radiology residents must pass an Objective Structured Clinical Examination (OSCE). Purpose: To evaluate communication and collaboration competencies on an ER-OSCE applied to second-year radiology residents. Methods: Specific learning objectives were defined to evaluate communication and collaboration skills in abdominal, musculoskeletal and pediatric ER. Three OSCE stations were designed for this purpose and added to the evaluation instrument in 2017. On each station, resident performance was assessed with a specific template and percentage of goal achievement was calculated. Trainee´s opinion of this new modality was obtained through a perception survey. Results: Three stations were designed, two for the communicator role and one for the collaborator competency. Validity of content confirmed through an expert panel. Percentages of goal achievement on each station varied between 74,7% and 96,6. The new stations were positively evaluated by residents, which valued that competencies other than “medical expert” were being assessed. Conclusion: ER-OSCE allows the appropriate assessment of generic competencies such as communication and collaboration in radiology.

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          The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: an historical and theoretical perspective.

          The Objective Structured Clinical Examination (OSCE) was first described by Harden in 1975 as an alternative to the existing methods of assessing clinical performance (Harden et al. 1975). The OSCE was designed to improve the validity and reliability of assessment of performance, which was previously assessed using the long case and short case examinations. Since then the use of the OSCE has become widespread within both undergraduate and postgraduate clinical education. We recognise that the introduction of the OSCE into an existing assessment programme is a challenging process requiring a considerable amount of theoretical and practical knowledge. The two parts of this Guide are designed to assist all those who intend implementing the OSCE into their assessment systems. Part I addresses the theoretical aspects of the OSCE, exploring its historical development, its place within the range of assessment tools and its core applications. Part II offers more practical information on the process of implementing an OSCE, including guidance on developing OSCE stations, choosing scoring rubrics, training examiners and standardised patients and managing quality assurance processes. Together we hope these two parts will act as a useful resource both for those choosing to implement the OSCE for the first time and also those wishing to quality assure their existing OSCE programme.
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            Toward a definition of competency-based education in medicine: A systematic review of published definitions

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              AMEE Guide No. 14:Outcome-based education:Part 1-An introduction to outcome-based education

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                rchradiol
                Revista chilena de radiología
                Rev. chil. radiol.
                Sociedad Chilena de Radiología (Santiago, , Chile )
                0717-9308
                March 2019
                : 25
                : 1
                : 35-41
                Affiliations
                [5] Santiago Santiago de Chile orgnamePontificia Universidad Católica de Chile orgdiv1Unidad Docente Asociada Complejo Asistencial Dr. Sótero del Río Chile
                [3] Santiago Bío-Bío orgnameUniversidad San Sebastián orgdiv1Dirección Académica de Docencia en Salud Chile
                [4] Santiago orgnameClínica Santa María orgdiv1Departamento de Radiología Chile
                [2] Santiago Santiago de Chile orgnamePontificia Universidad Católica de Chile orgdiv1Facultad de Medicina orgdiv2Centro de Educación Médica y Ciencias de la Salud Chile
                [1] Santiago Santiago de Chile orgnamePontificia Universidad Católica de Chile orgdiv1Escuela de Medicina orgdiv2Departamento de Radiología y Diagnóstico por Imágenes Chile
                Article
                S0717-93082019000100035
                53318988-47f0-46ab-9875-e1750ddecf63

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 31 January 2019
                : 05 February 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 19, Pages: 7
                Product

                SciELO Chile

                Categories
                ARTÍCULOS ORIGINALES

                Colaboración,Comunicación,Educación radiológica,Examen clínico objetivo estructurado,Radiology education,Collaboration,Communication,Emergency radiology,Objective structured clinical examination,Radiología de urgencias

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