Competency learning assessment model: Clinical area of the Medicine degree, UNAN- Managua

Abstract

Higher education institutions must direct their efforts to meet the demands of today's society, the need to train human beings capable of responding to them. In this process, it is valuable to have a competency-based teaching curriculum, in which the graduation profile is clearly defined and that has techniques and assessment instruments relevant to the dimension of the competences to be assessed.

In this sense, the present research was carried out that aimed to: design a model of evaluation of competency learning for the degree of Medicine, for which a mixed study was developed, with which a sequential intermethod multiple triangulation was carried out (quali-quanti-quali) and qualitative intra-method of the information obtained from a semi-structure interview and discussion group with students and teachers of IV, V and VI year of Medicine, as well as the Delphi method and content analysis.

The main conclusions led to the identification that the current teaching evaluation practices are basically behavioral, the variability in the different competencies that are evaluated at the discretion of the professor of the different teaching assistance units and with a small variety of evaluation techniques and instruments was evidenced. The research process ended with an evaluation proposal, based on the CEFIMM (by its acronym in Spanish Context, Evaluator / Evaluated, Purpose, Moments, Methodology) model in which the evaluation is viewed as holistic and includes the assessment of the deferred phase.

Keywords: evaluation model, competencies, medical degree, Medicine.