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El pensamiento crítico en la educación médica de posgrado: ¿Un papel para la evaluación del mapeo de conceptos?

D C West¹, J R Pomeroy, J K Park

¹Department of Pediatrics, University of California, Davis, 2516 Stockton Blvd, Sacramento, CA 95817, USA. dcwest@ucdavis.edu

|September 7, 2000

Resumen

La evaluación de mapeo de conceptos (CMA, por sus siglas en inglés) es prometedora para evaluar la comprensión conceptual de los médicos residentes de temas médicos. Si bien los puntajes de CMA mejoraron después de la instrucción, mostraron una débil correlación con los exámenes estandarizados, lo que sugiere que mide diferentes habilidades cognitivas.

Área de la Ciencia:

Educación Médica Investigación Educación Médica.
La Ciencia Cognitiva en la Medicina
Evaluación de la formación de médicos.

Sus antecedentes:

Existen herramientas limitadas para evaluar el marco conceptual en evolución de los médicos en formación.
La evaluación de mapeo de conceptos (CMA) ofrece un método para visualizar la organización del conocimiento de los estudiantes.
Comprender los cambios conceptuales es fundamental para el desarrollo de la experiencia clínica.

Objetivo del estudio:

Evaluar si la CMA refleja los cambios esperados en el marco conceptual de los médicos residentes.
Para determinar la confiabilidad de los mapas conceptuales de puntuación.
Evaluar la correlación entre las puntuaciones de CMA y los resultados de los exámenes estándar durante la capacitación.

Principales métodos:

21 médicos residentes recibieron capacitación en mapas conceptuales.
Los participantes crearon mapas conceptuales previos y posteriores a la instrucción sobre las convulsiones.
Tres evaluadores independientes calificaron los mapas utilizando un método estandarizado.

Principales resultados:

Las puntuaciones de evaluación de mapeo conceptual aumentaron significativamente después de la instrucción (P=.03).
Los residentes de la tercera edad demostraron una mayor complejidad del mapa de pre-instrucción (P = 0,01).
Las puntuaciones de CMA mostraron una correlación débil o nula con el Examen de Entrenamiento de la Junta Estadounidense de Pediatría.

Conclusiones:

La evaluación del mapeo de conceptos parece reflejar los cambios esperados en los marcos conceptuales de los médicos residentes.
CMA y las pruebas estandarizadas pueden evaluar distintos dominios cognitivos.
La evidencia preliminar apoya la utilidad de CMA en la evaluación de la educación médica.

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