Protocolo de evaluación por competencias en la clínica de simulación y robótica

Abstract

bet-ter approach to the domain that each student reaches according to the established postulates. Objective: To apply a rubric of integral evaluation of competences and learning outcomes at the end of the Medical Career with a simulated patient in the Simulation and Robotics Clinic of the Faculty of Medical Sciences of the Central University of Ecuador. Method: Epidemiological, cross-sectional and analytical study to evaluate graduates of the Medical Career of the cohort of September 2017-August 2018 with a population of 250 profes-sionals who passed the Qualification Exam for the Professional Practice of Physicians and the approval of the five cycles of the Rotary Internship (Internal Medicine, Pediatrics of the new-born and children and adolescents, General Surgery, Gynecology-Obstetrics and Community Health). A rubric was designed for prioritized needs according to life cycles for the first level of care; 3 priorities were evaluated per investigated area of the rotary internship cycles; On aver-age, 40 minutes were assigned per rubric according to the pilot model developed, providing 30 days of evaluation in 4-hour days per day by 9 evaluators who are specialized teachers in the different areas evaluated, with experience in clinical simulation, previously trained in the methodology. Results: The applied pilot evaluation of the rubrics of integral evaluation of usual priorities in the first level of care evaluated (hypertension, diabetes, delivery care and vulvovaginitis) showed the need to extend the evaluation of the rubric to 40 minutes, prepare adequately to the phantom and a thorough review of the summary of the case and of a document that is filled out by the assessor where it systematizes the level of knowledge, degree of reflection of the clinical problem and resolution of the case raised, emphasizing the logical order of the clinical history and the counseling points It was evidenced the need to prepare a guide for the application of the evaluation methodology, the training of the group of evaluating teachers to homogenize the process and the development of a printed form (evaluation sheet) that is de-livered immediately to the evaluated one. Conclusions: The rubric of integral evaluation using a simulated patient, designed to be applied in the pilot test of evaluation of competences and results of learning at the end of the Medical Degree, allows the feedback of the acquired domain in the five areas of knowledge related to the resolution of the priority needs of the first level of health care, which bare strengths or weaknesses in the domain of achievements, abilities and skills, values and attitudes, with the learning results that each participant has. As a challenge, the active participation of teachers, teaching technicians and graduates was achieved. The process, successful from all perspectives, will allow for a validated evaluation tool for use in the following cohorts of graduates.