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dc.contributor.authorHurtado, Amelia [Univ Mayor, Santiago, Chile]es_CL
dc.contributor.authorGiaconi, Elisa [Univ Mayor, Santiago, Chile]es_CL
dc.contributor.authorBehrens, Claudiaes_CL
dc.contributor.authorMorales, Veronicaes_CL
dc.contributor.authorParra, Paulaes_CL
dc.contributor.authorFernández, Rosarioes_CL
dc.date.accessioned2020-04-08T14:11:55Z
dc.date.accessioned2020-04-13T18:12:50Z
dc.date.available2020-04-08T14:11:55Z
dc.date.available2020-04-13T18:12:50Z
dc.date.issued2018es_CL
dc.identifier.citationBhrens, C., Morales, V., Parra, P., Hurtado, A., Fernandez, R., Giaconi, E., ... & Furman, G. (2018). A standardized objective structured clinical examination to assess clinical competencies in medical students. Revista medica de Chile, 146(10), 1197-1204.es_CL
dc.identifier.issn0034-9887es_CL
dc.identifier.issn0717-6163es_CL
dc.identifier.urihttp://dx.doi.org/10.4067/S0034-98872018001001197es_CL
dc.identifier.urihttp://repositorio.umayor.cl/xmlui/handle/sibum/6252
dc.description.abstractBackground: Outcomes-based education is a trend in medical education and its assessment is one of the main challenges. The Objective Structured Clinical Examination (OSCE) is one of the tools used to assess clinical competencies. Although Chilean medical schools have used OSCEs for 18 years, there is a vast variability in the way these examinations are administered. Aim: To design and implement an integrated OSCE to assess clinical competencies at the end of the medical program in Chilean medical schools, aiming to reduce variability between these schools. Material and Methods: Seven medical schools, supported by experts from the National Board of Medical Examiners, designed a 12 station OSCE to measure clinical outcomes at the end of the seventh year of medical training. Unlike traditional OSCEs, this new examination incorporated the assessment of clinical reasoning and communication skills, evaluated from patients' perspective. Results: One hundred twenty-five volunteers took the same exam at five different venues. The internal consistency was 0.62. Following a compensatory approach, 85% of students passed the exam. Communication assessment showed poorer results than those reported in the literature. Conclusions: Among Chilean medical students, the assessment of clinical outcomes in a collaborative way, through a valid and reliable exam, is feasible. A consensus on how to teach and assess clinical reasoning across the medical curriculum is required. The assessment of students' communication skills requires further development.es_CL
dc.language.isoeses_CL
dc.publisherSOC MEDICA SANTIAGOes_CL
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile
dc.sourceRev. Medica Chile, DIC 2018. 146(10): p. 1197-1204
dc.subjectMedicine, General & Internales_CL
dc.titleA standardized objective structured clinical examination to assess clinical competencies in medical studentses_CL
dc.title.alternativeDiseño e implementación de OSCE para evaluar competencias de egreso en estudiantes de medicina en un consorcio de universidades chilenasen_CL
dc.typeArtículoes_CL
umayor.facultadCIENCIASes_CL
umayor.politicas.sherpa/romeoBronze, Other Goldes_CL
umayor.indexadoSCIELOes_CL
umayor.indexadoWOS:000455732100014es_CL
umayor.indexadoPMID: 30724985es_CL
dc.identifier.doiDOI: 10.4067/S0034-98872018001001197es_CL]
umayor.indicadores.wos-(cuartil)Q4es_CL
umayor.indicadores.scopus-(scimago-sjr)SCIMAGO/ INDICE H: 34 Hes_CL


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