[Clinical problem solving as a measurement instrument in a diploma course for respiratory technicians]

We undertook this study to consider the gaps in the training of clinical respiratory insufficiency as relates to students enrolled in a technical professional course in respiratory therapy.

An instrument was constructed and validated to evaluate clinical aptitude, integrated by four clinical cases of respiratory insufficiency. Six indicators were defined and 140 statements were elaborated, after two rounds with five technicians in respiratory therapy with experience in the care of patients with respiratory insufficiency in intensive care units, 90 statements remained. The instrument was applied in a pilot group of 31 students using Kuder Richardson formula 21 and the consistency was (0.80). Clinical aptitude of students was described on an ordinal scale from very low to very high. Categories were established from qualifications calculated for the expected chance effects.

On comparing initial and final qualifications, there were statistically significant differences (p <0.005).

Clinical aptitude was developed in most students enrolled in the training course. Although a promotional educational participation strategy was not planned, we are in agreement that education and training of the coordinating professors contributed to achieving the goals.