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Educación Médica

versión impresa ISSN 1575-1813

Resumen

RETA-DE ROSAS, A.M.; LOPEZ, M.J.; VARGAS, A.L.  y  MONTBRUN, M.C.. Assessment of medical competences in an undergraduate curriculum not designed for developing competences. Educ. méd. [online]. 2008, vol.11, n.4, pp.207-218. ISSN 1575-1813.

Introduction. Six medical competences with 27 components were defined for the undergraduate medical program in 2005. Aims. To evaluate the learning assessment tools that are used through the program, to develop faculty for working out and using reliable and valid assessment tools, in order to control medical competences, and to formulate learning assessment criteria. Materials and methods. In a descriptive, quali-quantitative study, a sample of 17 modules, belonging to four different groups of courses was chosen. Samples of different evaluation tools of those modules were collected and analyzed in terms of validity, reliability and capability to evaluate medical competences. After given back the data to faculty and developed a training program for four modules’ teaching teams, their assessment system considerably improved. Five general criteria were developed to design a valid and reliable system of medical competences assessment. Results and conclusions. a) Many of the learning assessment tools that are used in the program are nor valid neither reliable, particularly those used in clerkships; b) even though many faculty members were part of the medical competences drafting process, a few competences’ compounds are effectively assessed; c) training faculty is enough to have them build up valid, reliable and competence oriented assessment tools; d) the Medical School should set up faculty development programs.

Palabras clave : Assessment; Improvement; Undergraduate medical com-petences; Validity and reliability.

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