Construction of competency meshes in a physiology course

  • Arturo G. Rillo
  • Beatriz Elina Martínez-Carrillo
  • Luis Guillermo de Hoyos Martinez
  • Mario E. Arceo Guzman
  • Victor Manuel Elizalde Valdés
  • Javier Jaimes García

Abstract

Introduction: Competency-based medical training requires building mesh competency courses to develop preclinical subjects, such as physiology.

Objective: The study was conducted with the purpose of developing the mesh competency for the physiology course that includes tasks and knowledge, skills, attitudes and values that the medical student should achieve.

Method: A qualitative study from the interpretive approach using the Lakatos research projects methodology in three stages: context analysis, empirical integration, heuristic consistency.

Results: The mesh allows anticipating competency learning outcomes. In preparing the system the following categories were identified; basic knowledge of physiology, professionalism, knowledge transfer into clinical practice, analytical thinking, communication skills, knowledge management and lifelong learning, personal and professional development. Eight firm cores (thematic areas) that synthesize theoretical and practical knowledge of a scientific nature and clinical function of the human body were identified, giving direction towards specific skills (protective belt) developed by the student during the physiology course. Methods that the student learns are (heuristic coherence): scientific method, statistical method, epidemiological method, clinical method, and deliberative method of bioethics. The mesh built competency for physiology course includes professional profile competencies in the following areas: meostasis and body fluids, cardiovascular, digestive, respiratory, renal, endocrine system, reproductive system, and nervous system.

Conclusion: The construction of mesh competencies is methodologically complex. Medical training in physiology has "strong core" and "protective belt" linking descriptive knowledge, skills (conceptual, methodological and procedural), attitudes and values. The competencies of physiology are of an initial nature and need to include learning activities based on clinical laboratory skills and clinical fields.

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Author Biographies

Arturo G. Rillo

Cuerpo Académico de Humanidades Médicas, Universidad Autónoma del Estado de México, Toluca, Estado de México, México

Beatriz Elina Martínez-Carrillo

Laboratorio de Investigación en Nutrición, Facultad de Medicina, Universidad Autónoma del Estado de México,
Toluca, Estado de México, México

Luis Guillermo de Hoyos Martinez

Academia de Pediatría, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, Estado de México, México

Mario E. Arceo Guzman

Cuerpo Académico de Humanidades Médicas, Universidad Autónoma del Estado de México, Toluca, Estado de México, México

Victor Manuel Elizalde Valdés

Academia de Ginecología y Obstetricia, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, Estado de México, México

Javier Jaimes García

Laboratorio de Farmacología, Facultad de Medicina, Universidad Autónoma del Estado de México, Toluca, Estado de México, México

Published
01-04-2015
How to Cite
Rillo, A., Martínez-Carrillo, B., de Hoyos Martinez, L., Arceo Guzman, M., Elizalde Valdés, V., & Jaimes García, J. (2015). Construction of competency meshes in a physiology course. Medical Education Research Journal, 4(14), 88-98. https://doi.org/10.22201/fm.20075057e.2015.14.00007

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