Abstract

DIAZ-PLASENCIA, Juan A.; GAMARRA-SANCHEZ, Julio E.  and  VALENCIA-MARINAS, Hugo. Educational impact of a performance based evaluation in residents of the Program of Second Specialization in medicine at the Antenor Orrego Private University, Trujillo, Peru. FEM (Ed. impresa) [online]. 2016, vol.19, n.3, pp.135-145. ISSN 2014-9840.

Aim. To investigate the impact of formative and reflective assessment on performance of residents according the Kirk-patrick's model. Subjects and methods. Cross-sectional study in which a survey was to sent to 93 residents (first year, 72; second year, 21) and 34 mentors of the Program of Second Specialization at the Antenor Orrego Private University. Each item was rated on a Likert scale of five points, and was considered relevant when respondents rated an item with an equal or higher average score of 4 (which indicated a positive attitude) and level 4 was evaluated considering net mortality and intrahospitalary rates in five academic hospitals in Trujillo, Peru, among 2012 and 2014. Results. The components of the corresponding portfolio to reflective and critical incidents and discussion of clinical cases obtained educational impact on levels 1, 2 and 3 in residents. Clinical mentors felt that progress tests, portfolios, Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skill (DOPS) had a positive effect on the performance of residents in levels 1, 2 and 3 of Kirkpatrick. The assessment system had impact on the level 4 of Kirkpatrick. Conclusions. It should encourage case-based discussion, reflective critical incidents and feedback components of virtual portfolio in order to improve the performance of residents and performance-based evaluation would have a positive impact in the level 4 of Kirkpatrick in reducing the rates of net mortality and nosocomial infections in academic hospitals.

Keywords : Competencies; DOPS; Evaluation; Medical education; Mini-CEX; Performance; Portfolios; Training.

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