학술논문
Medical education from the point of view of medical students: Results from four participatory Delphi panels in Quito, Ecuador.
Document Type
Academic Journal
Author
Estrella Porter PD; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Health Research Group USFQ, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Ayala Mullo JF; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Barba Carrera DA; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Barros Castro AX; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Cabascango Vasquez ES; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Del Castillo Arellano JC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Condo Espinel PX; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Eid Arellano EG; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Estrella Porter JA; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Health Research Group USFQ, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Falconi Paez AC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Fierro Valle MC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Gallegos Miranda PJ; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Guerra Velastegui AR; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Guevara Baez DC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Jara Santamaria BD; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Lopez Diaz JA; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Mejia Viana JC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Moya Quitto GF; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Muenala PM; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Muenala TC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Nicolalde López BI; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Oquendo Carrera AD; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Ordoñez Paz AL; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Ortiz Duque EF; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Palacios Granda MC; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Pantoja Borja NS; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Puga Martinez SE; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Rueda Ordoñez CJ; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Soto Gutierrez LP; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Tixi Tapia GE; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Torres Moscoso MB; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Vaca Porras MA; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Viteri Suárez MI; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Guillemot JR; Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador.; Health Research Group USFQ, Universidad San Francisco de Quito USFQ, Quito, Ecuador.
Source
Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE
Subject
Language
English
Abstract
Background: Medical curricula have historically been designed in a top-down approach, usually excluding students. While Delphi panels have been used as a tool for medical education curricula design, none have been conducted in Ecuador. In addition, no such approach has ever included students both as panelists and researchers.
Material and Methods: Four Delphi panels were developed and conducted using a participatory approach that allowed medical students to take part both as expert panelists and researchers: specifically, students developed the questionnaire and conducted a qualitative synthesis. Questionnaire responses were anonymized and dispatched online to panelists. The information was organized and collected to develop the qualitative syntheses and prepare the final statements.
Results: Thirty-two medical students participated between February and May 2018. A total of 32 questions were developed, corresponding to five different categories. For some questions, consensus was reached; for other questions, general statements were obtained. Discussion and conclusion: Developing the questionnaire, responding to it and analyzing the answers allowed students to raise significant concerns regarding medical education topics proposing relevant policy and curricula change. Participatory Delphi panels can be an efficient tool to obtain organized feedback, improve student class involvement, and promote research skills.
Material and Methods: Four Delphi panels were developed and conducted using a participatory approach that allowed medical students to take part both as expert panelists and researchers: specifically, students developed the questionnaire and conducted a qualitative synthesis. Questionnaire responses were anonymized and dispatched online to panelists. The information was organized and collected to develop the qualitative syntheses and prepare the final statements.
Results: Thirty-two medical students participated between February and May 2018. A total of 32 questions were developed, corresponding to five different categories. For some questions, consensus was reached; for other questions, general statements were obtained. Discussion and conclusion: Developing the questionnaire, responding to it and analyzing the answers allowed students to raise significant concerns regarding medical education topics proposing relevant policy and curricula change. Participatory Delphi panels can be an efficient tool to obtain organized feedback, improve student class involvement, and promote research skills.