Bibliographic Details
| Title: |
Could Entrustable Professional Activities mediate community-based teaching in care integration services? |
| Alternate Title: |
¿Podrían las actividades profesionales confiables mediar servicios de integración docente asistencial en la comunidad? |
| Authors: |
Francischetti, Ieda1 iedafster@googlemail.com, Bitu Moreno, José1, Peters, Harm2 |
| Source: |
Revista Facultad de Medicina de la Universidad Nacional de Colombia. abr-jun2021, Vol. 69 Issue 2, p1-5. 5p. |
| Subjects: |
UNITED States. Environmental Protection Agency, PHYSICIANS, MEDICAL care, GRADUATE medical education, PRIMARY care, MEDICAL education |
| Abstract (English): |
Competency-based medical education (CBME) is currently the most common type of curriculum used worldwide. However, its limitations include fragmented learning and difficulties to use properly the knowledge, skills, and attitudes acquired using this educational model. Having this in mind, Entrustable Professional Activities (EPA) emerge as a tool to mediate the transfer of the competency-based curriculum into physicians' professional practice in graduate medical education. Therefore, based on a narrative review of the existing literature on EPA and the authors' experience in teaching community-based health care integration services, the aim of this paper is to reflect on the possible use of these activities in undergraduate medical education for the development of a CBME model integrated with primary health care and community medicine. The reflections presented here allow suggesting that, although it is a challenging process, incorporating EPA into undergraduate medical education is appropriate to improve the provision of primary health care to individuals, families, and communities in general. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En la actualidad, la educación médica basada en competencias (EMBC) es el diseño curricular más utilizado en el mundo. Sin embargo, sus limitaciones incluyen la construcción fragmentada del aprendizaje y dificultades para lograr el uso adecuado de los conocimientos, habilidades y actitudes adquiridos mediante este modelo pedagógico. Considerando lo anterior, las actividades profesionales confiables (APROC) emergen como una herramienta para mediar la transposición del currículo basado en competencias a la práctica profesional en educación médica de posgrado. Por lo tanto, con base en una revisión narrativa de la literatura existente sobre APROC y la experiencia docente de los autores en la integración de la educación y los servicios de salud basados en la comunidad, el propósito de este estudio es reflexionar sobre el posible uso de estas actividades en la formación médica de pregrado para el desarrollo de un modelo de EMBC integrado con la atención primaria de salud y la medicina comunitaria. Las reflexiones presentadas aquí permiten sugerir que, aunque se trate de un proceso desafiante, la adopción de las APROC en la formación de pregrado en medicina es apropiada para lograr una mejor prestación de atención primaria en salud a personas, familias y comunidades en general. [ABSTRACT FROM AUTHOR] |
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| Database: |
MedicLatina |
