La evaluación de residentes en las Unidades Docentes de Atención Familiar y Comunitaria de Madrid: ?qué opinan los residentes y sus tutores?

摘要

Introduction Assessment of residents is a complex process, for which the evaluation tools hardly ever produce certainty about the competence level. Residents’ teaching units have the responsibility of proposing the award of specialist degrees in health sciences, therefore they make a continuous effort to improve the process within the new regulatory framework in Spain. The opinion of tutors and residents were determined in order to address changes in the evaluation model of Primary Care teaching units in Madrid, Spain . Material and methods Cross-sectional study based on an online survey of 841 residents and 832 tutors of Family Medicine and Community Nursing. Results The response rate was 23.8% for residents (n ? = ? 200) and 39.4% for tutors (n ? = ? 328). Most of them conducted four or more mentoring interviews per year, for which the main difficulty stated was the lack of time. They showed high satisfaction with these interviews as they improved the relationship and the quality of mentoring. The residents did not want to replace them by distance methods. The residents did not consider reflective tools useful as critical incidents and reports of self-reflection, despite the high involvement of their tutors in those tools. Most considered that official documents to assess training stays do not reflect the benefit that they provide. They propose the annual report of the tutor as the primary method of summative evaluation. Conclusions Assessment of residents must be based on the tutor and a set of tools, primarily by formative assessment, that lead to reflection and adequate feed-back to continue their education.