Psychomotor skills in anesthesia
reports of students in two curricula
DOI:
https://doi.org/10.22491/2357-9730.125266Keywords:
Medical education, medical evaluation, skills, undergraduate medical courseAbstract
OBJECTIVE: Since 1990, the Evaluation Program for Undergraduate Medical Teaching
at Universidade Federal do Rio Grande do Sul has been conducting a systematic survey to establish the opportunities granted to students to develop psychomotor skills in
several areas. For this purpose, the students answer questionnaires at the beginning
and at the end of clinical rotating internships. The aim of the present work was to
assess the reports of students concerning the development of such skills during the
anesthesia internship before and after a curriculum reform.
MATERIALS AND METHODS: We documented 18 basic tasks performed by students
during the anesthesia internship. We compared the answers of 7th semester trainees
(1991, old curriculum) with the answers of 10th semester trainees (1996, new curriculum).
The questionnaires were applied on the first and on the last day of internship.
RESULTS: Out of 18 tasks, 13 were not statistically different between the groups; in 4
(blood loss estimation, installation of IVs, intravenous administration of fluids, and
transportation of unconscious patients), the old curriculum group reported significantly
higher exposure prior to the internship; in one skill the reference to previous exposure
to these tasks was higher in the new curriculum.
CONCLUSIONS: The present results suggest that the perception of students concerning
their previous experience with the psychomotor skills required for the tasks under analysis
tended to make them overestimate their technical skills. In 10th semester new curriculum
students, this attitude changed significantly: students referred less to previous
experience, and seemed more motivated to develop activities that were specifically
related to anesthesia during the internship.
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