Papers by Melchor Sánchez-Mendiola
Critical Care Medicine, 1999
BMC Medical Education, 2010
Background: The role of residents as educators is increasingly recognized, since it impacts resid... more Background: The role of residents as educators is increasingly recognized, since it impacts residents, interns, medical students and other healthcare professionals. A widespread implementation of resident-as-teacher courses in developed countries' medical schools has occurred, with variable results. There is a dearth of information about this theme in developing countries. The National Autonomous University of Mexico (UNAM) Faculty of Medicine has more than 50% of the residency programs' physician population in Mexico. This report describes a needs assessment survey for a resident as teacher program at our institution. Methods: A cross-sectional descriptive survey was developed based on a review of the available literature and discussion by an expert multidisciplinary committee. The goal was to identify the residents' attitudes, academic needs and preferred educational strategies regarding resident-as-teacher activities throughout the residency. The survey was piloted and modified accordingly. The paper anonymous survey was sent to 7,685 residents, the total population of medical residents in UNAM programs in the country. Results: There was a 65.7% return rate (5,186 questionnaires), a broad and representative sample of the student population. The residents felt they had knowledge and were competent in medical education, but the majority felt a need to improve their knowledge and skills in this discipline. Most residents (92.5%) felt that their role as educators of medical students, interns and other residents was important/very important. They estimated that 45.5% of their learning came from other residents. Ninety percent stated that it was necessary to be trained in teaching skills. The themes identified to include in the educational intervention were mostly clinically oriented. The educational strategies in order of preference were interactive lectures with a professor, small groups with a moderator, material available in a website for self-learning, printed material for self-study and homework, and small group web-based learning.
Background: The role of residents as educators is increasingly recognized, since it impacts resid... more Background: The role of residents as educators is increasingly recognized, since it impacts residents, interns, medical students and other healthcare professionals. A widespread implementation of resident-as-teacher courses in developed countries' medical schools has occurred, with variable results. There is a dearth of information about this theme in developing countries. The National Autonomous University of Mexico (UNAM) Faculty of Medicine has more than 50% of the residency programs' physician population in Mexico. This report describes a needs assessment survey for a resident as teacher program at our institution. Methods: A cross-sectional descriptive survey was developed based on a review of the available literature and discussion by an expert multidisciplinary committee. The goal was to identify the residents' attitudes, academic needs and preferred educational strategies regarding resident-as-teacher activities throughout the residency. The survey was piloted and modified accordingly. The paper anonymous survey was sent to 7,685 residents, the total population of medical residents in UNAM programs in the country. Results: There was a 65.7% return rate (5,186 questionnaires), a broad and representative sample of the student population. The residents felt they had knowledge and were competent in medical education, but the majority felt a need to improve their knowledge and skills in this discipline. Most residents (92.5%) felt that their role as educators of medical students, interns and other residents was important/very important. They estimated that 45.5% of their learning came from other residents. Ninety percent stated that it was necessary to be trained in teaching skills. The themes identified to include in the educational intervention were mostly clinically oriented. The educational strategies in order of preference were interactive lectures with a professor, small groups with a moderator, material available in a website for self-learning, printed material for self-study and homework, and small group web-based learning.
Evidence-based Child Health: A Cochrane Review Journal, 2006
This is a commentary on a Cochrane review, published in this issue of EBCH, first published as: K... more This is a commentary on a Cochrane review, published in this issue of EBCH, first published as: Kabra SK, Lodha R, Pandey RM. Antibiotics for community acquired pneumonia in children. Cochrane Database of Systematic Reviews 2006, Issue 3. Art. No.: CD004874. DOI: 10.1002/14651858.CD004874.pub2.Further information for this Cochrane review is available in this issue of EBCH in the accompanying EBCH Summary and Characteristics and Key Findings Tables articles. Copyright © 2006 John Wiley & Sons, Ltd.
The concept of evidence-based health care has had an important impact in the academic, educationa... more The concept of evidence-based health care has had an important impact in the academic, educational, and health care delivery settings in several countries around the world, mainly Canada, the United Kingdom, and the United States of America. The process of Evidence-Based Medicine requires the participation of several factors and actors for its use to result in better medical care, some factors more important than others. The recent socioeconomic changes and their impact on traditional medical practice are reviewed, processes that promote different schemes of medical care, which in turn are determinant of the need to base health care on the best available scientific evidence. The arguments that promote the dissemination, practice and implementation of this model of professional continuous development and scientific evidence-based health care in countries like ours are reviewed, analyzing the pros and cons of this methodology, and the economical, educative and behavioral barriers that impede the health provider to effectively acquire the skills, educational and cognitive abilities to practice Evidence-Based Medicine.
Critical Care Medicine, 1998
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Papers by Melchor Sánchez-Mendiola