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      El desempeño académico previo como predictor del examen nacional de medicina: un estudio transversal en Perú Translated title: Past academic achievement as a predictor of the national exam of medicine: a cross-sectional study from Peru

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          Abstract

          Introducción. El examen nacional de medicina (ENAM) es un examen de licenciamiento para ejercer la profesión médica en Perú. Su objetivo es asegurar un perfil de calidad en el egresado peruano y brindar ventajas competitivas en la adjudicación del servicio rural y de la postulación a especialidades médicas. Todos estos aspectos ponen al ENAM como un hito en la carrera profesional. Nuestro objetivo fue determinar la correlación entre el promedio ponderado universitario y el ENAM en estudiantes de una universidad del Perú, así como identificar predictores de rendimiento para el examen. Materiales y métodos. Se realizó un estudio transversal y analítico. Resultados. De 46 estudiantes, sólo se incluyó a 45. La media de la puntuación obtenida fue de 12,4. Los factores con mayor correlación fueron el promedio ponderado universitario (r = 0,64) y el desempeño del examen de progreso tomado en la misma universidad (r = 0,64); en el análisis multivariado, un promedio ponderado universitario mayor de 13 tuvo una odds ratio de 0,62 para obtener una nota aprobatoria en el ENAM. Conclusiones. El desempeño académico durante el pregrado es el mayor predictor de un desempeño favorable en el ENAM.

          Translated abstract

          Introduction. The national examination of medicine (ENAM) is a licensing exam taken in Peru to practice medicine. Its main goal is to ensure quality of care from medical doctors in Peru. It provides competitive advantages in the awarding of rural service and postulation to medical specialties depending on performance. All these aspects set the ENAM as a milestone in the professional career. Our objective was to determine the correlation between the weighted university average and the ENAM in students at a Peruvian university, as well as to identify predictors of performance for the exam. Materials and methods. An analytical, cross-sectional study was carried out. Results. Of the 46 students, only 45 were included, the mean score obtained was 12.4. The factors with the highest correlation were university weighted average (r = 0.64) and progress exam performance taken at the same university (r = 0.64); in the multivariate analysis a university weighted average above 13 had an odds ratio of 0.62 to obtain a passing grade in the ENAM. Conclusions. Academic performance during undergraduate is the strongest predictor of favorable performance on the ENAM.

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          Most cited references20

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          Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: guidelines for reporting observational studies.

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            Appraising the quality of medical education research methods: the Medical Education Research Study Quality Instrument and the Newcastle-Ottawa Scale-Education.

            The Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E) were developed to appraise methodological quality in medical education research. The study objective was to evaluate the interrater reliability, normative scores, and between-instrument correlation for these two instruments.
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              The CanMEDS initiative: implementing an outcomes-based framework of physician competencies.

              Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada. We developed a framework of physician competencies organized around seven physician "Roles": Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional. A systematic implementation plan involved: the development of standards for curriculum and assessment, faculty development, educational research and resources, and outreach. Implementing this competency framework has resulted in successes, challenges, resistance to change, and a list of essential ingredients for outcomes-based medical education. A multifaceted implementation strategy has enabled this large-scale curriculum change for outcomes-based education.
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                Author and article information

                Journal
                fem
                FEM: Revista de la Fundación Educación Médica
                FEM (Ed. impresa)
                Fundación Educación Médica y Viguera Editores, S.L. (Barcelona, Barcelona, Spain )
                2014-9832
                2014-9840
                2022
                : 25
                : 6
                : 243-247
                Affiliations
                [2] Lima Lima orgnameUniversidad Peruana Cayetano Heredia Peru
                [1] Lima Lima orgnameUniversidad Peruana Cayetano Heredia orgdiv1Usamedic SCRL Peru
                [3] Tacna Tacna orgnameUniversidad Privada de Tacna orgdiv1Red EsSalud Tacna Peru
                [4] Tacna Tacna orgnameUniversidad Privada de Tacna Peru
                Article
                S2014-98322022000600003 S2014-9832(22)02500600003
                10.33588/fem.256.1244
                6d64904e-03a6-4e0c-875a-31230008859c

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

                History
                : 03 October 2022
                : 18 November 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 20, Pages: 5
                Product

                SciELO Spain

                Categories
                Originales

                Evaluación,Examen de licenciamiento,Perú,Assessment,ENAM,Licensing examination,Medical education,Medical students,Peru,Estudiantes de Medicina,Educación médica

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