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[The challenge of evaluating clinical competence]
L Viniegra1, J L Jiménez, J R Pérez-Padilla
1División de Estudios de Posgrado e Investigación, Facultad de Medicina, UNAM.
Summary
This study developed an evaluation instrument for clinical competence, revealing low general competence and more commission than omission iatrogenic errors among medical applicants. The tool aids in assessing medical education quality.
Area of Science:
- Medical Education
- Evaluation Methods
- Clinical Competence Assessment
Context:
- The study addresses the need for robust evaluation in medical education, synthesizing theoretical trends in educational approaches.
- It highlights the influence of active-participating versus passive-receptive educational models on evaluation design.
Purpose:
- To present the theoretical underpinnings of evaluation as a research process.
- To introduce and describe a novel instrument for assessing clinical competence, particularly iatrogenic behaviors.
Summary:
- The developed instrument, a true/false/don't know multiple-choice test, was validated on 457 medical specialization applicants (127 foreign).
- Results indicated low overall clinical competence in both Mexican and foreign applicants.
- A significant finding was the higher prevalence of commission iatrogenia compared to omission iatrogenia.
Impact:
- The study contributes a validated tool for evaluating clinical competence and identifying specific areas of deficiency in medical professionals.
- Findings underscore the need for targeted interventions to improve clinical decision-making and reduce iatrogenic errors in medical practice.