Pérez Campos José Pascual, Aguilar Mejía Estela, Viniegra Velázquez Leonardo
Hospital de Cardiología, Centro Médico Nacional (IMSS) Siglo XXI.
Rev Invest Clin. 2002 Jan-Feb;54(1):29-35.
The study deals theoretical aspects of evaluation and the importance of consider one as part of a research process. The diverse theoretical trends in the field of education are synthesized in two main tendencies: the participating and passive education perspectives. The influences of these two tendencies in selection the subjects for evaluation are also discussed in order to explore the gammagraphic interpretation aptitude in residents of nuclear medicine.
An evaluation instrument developed by us to explore aptitudes result of a long validation process. It consists of 90 questions was applied to the whole sample (19 residents in two IMSS courses) in one single session. We also applied other instrument of multiple choice (90 questions too) within the passive tendency of education (control instrument).
Scores obtained by three groups of residents in nuclear medicine in the aptitudes instrument, showed difference in accordance with the respective time of experience: first year obtained the lowest scores (31.5) second year showed intermediate scores (36) 3rd the highest (43) (p = 0.03 between 1st and 3rd). The scores obtained by the control instrument, was not clear difference: the 2nd year of residents was found better (score of 56) than 3rd year residents (score 52.5) The aptitude instrument is better than the control instrument in order to explored, discriminated and estratificated by time of formative experience in medical courses.
We believe that the aptitude instrument is capable of detecting learning dependent on the time of clinical experience. Some considerations on the advantages and scope of this instrument, as compared to other current instruments, which are also intended to measure clinical aptitudes, are done. The theoretical superiority of the clinical aptitudes instrument in relation the others are discussed.
本研究探讨评估的理论方面以及将其视为研究过程一部分的重要性。教育领域的各种理论趋势被综合为两种主要倾向：参与式教育视角和被动式教育视角。还讨论了这两种倾向对评估对象选择的影响，以探究核医学住院医师的γ射线造影解释能力。
我们开发的一种评估工具经过了长期的验证过程。它由90个问题组成，在一次测试中应用于整个样本（两个IMSS课程中的19名住院医师）。我们还在被动式教育倾向下应用了另一种多项选择题工具（同样90个问题）作为对照工具。
核医学三组住院医师在能力测试工具上获得的分数，根据各自的经验时间显示出差异：第一年得分最低（31.5分），第二年为中等分数（36分），第三年最高（43分）（第一年和第三年之间p = 0.03）。对照工具获得的分数没有明显差异：发现第二年住院医师表现更好（得分56分），优于第三年住院医师（得分52.5分）。能力测试工具在根据医学课程中的形成性经验时间进行探索、区分和分层方面优于对照工具。
我们认为能力测试工具能够检测出依赖于临床经验时间的学习情况。对该工具与其他当前也旨在测量临床能力的工具相比的优势和适用范围进行了一些思考。讨论了临床能力测试工具相对于其他工具的理论优越性。
