Acceso usuarios
Claudia Alejandra Bugüeño Araya
There is currently a need to ensure the acquisition of clinical skills among Health Sciences students. Clinical practices are essential for this but are often ineffective. Research suggests that the feedback used in medical education is of little use, implying a need to change focus toward sustainable feedback, therefore this research aims to evaluate the effectiveness of implementing dialogic feedback in acquiring skills among Nutrition and Dietetics students.
Material and methods: Longitudinal study with a prospective cohort, follow-up was done on 13 students up for 3 years. Level of clinical skill was evaluated with a rubric on 7 cases, beginning with the Diagnostic in 2016; then in 2017 five cases were carried out with a dialogic feedback process at the end of each of the clinical experiences (Beginning, 3 formative and End), and the following year (2018) with a gap of 4-6 months in the Professional Practice. Each intervention with dialogic feedback lasted 30-45 minutes and encouraged self-assessment based on the evaluation items, ending with consensus on improvement objectives.
Results: There are significant differences between the skill level achieved by students in Diagnostic vs. End of clinical experiences and Internship, and between the Beginning and End of clinical experiences. There are also differences in the performance criteria evaluated.
Conclusion: Dialogic feedback contributes to acquiring clinical skills. We suggest that this process should be cyclical and motivated by teachers, to develop self-regulation and calibrate students’ evaluative judgment
Resumen Introducción actualmente existe la necesidad de asegurar la adquisición de competencias clínicas en los estudiantes de Ciencias de la Salud, para lo cual las prácticas clínicas son esenciales, pero muchas veces inefectivas. La investigación sugiere que la retroalimentación utilizada en educación médica es poco útil, necesitando un cambio de enfoque hacia una retroalimentación sostenible, por tanto, esta investigación busca evaluar la efectividad de la implementación de feedback dialógico en la adquisición de competencias de estudiantes de Nutrición y Dietética. Material y métodos estudio longitudinal de cohorte prospectivo, se realizó un seguimiento durante 3 años a 13 estudiantes. El nivel de competencias clínicas se midió con una rúbrica en 7 oportunidades, comenzando con el diagnóstico en 2016; luego en 2017 se realizaron 5 evaluaciones con feedback dialógico al finalizar cada una de las experiencias clínicas (inicial, 3 intermedias formativas y final); y al año siguiente con un desfase de 4-6 meses en la práctica profesional. Cada intervención con feedback dialógico duró 30-45 minutos e incentivó la autoevaluación basada en los ítems de evaluación, finalizando con el consenso de objetivos de mejora. Resultados existen diferencias significativas entre el nivel de competencia alcanzado por los estudiantes en diagnóstico vs. final de experiencias clínicas e internado, y entre inicio y final de experiencias clínicas. También existen diferencias en los criterios de desempeño evaluados. Conclusión el feedback dialógico contribuye a la adquisición de competencias clínicas. Se sugiere que este proceso sea cíclico y motivado por los profesores, para desarrollar la autorregulación y calibrar el juicio evaluativo de los estudiantes. Introduction There is currently a need to ensure the acquisition of clinical skills among Health Sciences students. Clinical practices are essential for this but are often ineffective. Research suggests that the feedback used in medical education is of little use, implying a need to change focus toward sustainable feedback, therefore this research aims to evaluate the effectiveness of implementing dialogic feedback in acquiring skills among Nutrition and Dietetics students. Material and methods Longitudinal study with a prospective cohort, follow-up was done on 13 students up for 3 years. Level of clinical skill was evaluated with a rubric on 7 cases, beginning with the Diagnostic in 2016; then in 2017 five cases were carried out with a dialogic feedback process at the end of each of the clinical experiences (Beginning, 3 formative and End), and the following year (2018) with a gap of 4-6 months in the Professional Practice. Each intervention with dialogic feedback lasted 30-45 minutes and encouraged self-assessment based on the evaluation items, ending with consensus on improvement objectives. Results There are significant differences between the skill level achieved by students in Diagnostic vs. End of clinical experiences and Internship, and between the Beginning and End of clinical experiences. There are also differences in the performance criteria evaluated. Conclusion Dialogic feedback contributes to acquiring clinical skills. We suggest that this process should be cyclical and motivated by teachers, to develop self-regulation and calibrate students’ evaluative judgment.
