A posible change in undergraduated teaching of surgery

Abstract

Background: the reading of the works of Miller and Montesinos among others, encouraged us to initiate changes in our academic unit. Better definition of clinical skills, and adequate teaching and assessment.
Objectives: to communicate a teaching experience of continuous shared formative evaluation.
Materials and methods: we analyze our experience with: 1) a checklist of the 5 competencies of the MiniCEX for Permanent Formative Shared Assessment with feedback, 2) an elementary program of Critical Reading of Scientific Works, 3) a clinical exercise presented by students, 4) conferences recorded with voice in the Educational Environment available for students, 5) a free Ebook 3rd edition 2016, and 6) simulation of simple practices in Clinical Simulation Hospital (HoSiC). Finally, we did a computerized survey of satisfaction to the students that took in 2016 with Google Forms® as approximate reference of the impact.
Results: we obtained 46 responses of 67, students considered as good or very good: 1) Practical Works 69%, 2) Theoretical Engravings 90%, 3) The Ebook 90%, 4) Clinical Exercises 100%, 5) Critical Reading 85 %, 6) Theorists Brief 58% and 7) Complete Course 90%. The specific survey for Simulation showed that: a) 67% had never done these practices, b) 100% considered it Very Good and c) 65% of the stu- dents improved the time and quality of execution of the practice when repeating it.
Conclusions: although the surveys speak little about the Teaching-Learning process; Satisfaction corre- lates directly with motivation, which is essential when it comes to learning and teaching.