La aptitud clínica: dos estrategias educativas para su desarrollo en residentes de cardiología. Diseño cuasiexperimental
Journal
Boletín Médico del Hospital Infantil de México
ISSN
0539-6115
Publisher
Publicidad Permanyer, SLU
Date Issued
2026
Author(s)
Leyva-González, Félix A.
Gómez-Arteaga, Gress M.
Lifshitz-Guinzberg, Alberto
Gómez-Clavelina, Francisco J. F.
Degollado-Bardales, Lilia
Almeida-Gutiérrez, Eduardo
Lupercio-Mora, Karina
Verdejo-París, Juan
Manzur-Sandoval, Daniel
Gómez-Álvarez, Enrique
Morales-Portano, Julieta D.
Leyva-Salas, Félix A.
Gómez-Arteaga, Martha A.
Leyva-Salas, Rosalba I.
Ayala-Angulo, Víctor A.
Type
text::journal::journal article
Abstract
Introducción: Esta indagación en nuestro medio representa el primer trabajo multicéntrico en cardiología, mediante el que se pretende determinar los efectos de dos estrategias educativas: participativa vs. tradicional, con respecto al desarrollo de la aptitud clínica en residentes de cardiología de tres sedes académicas. Métodos: Diseño cuasiexperimental, multicéntrico. Se estudió toda la matrícula. Se construyó un instrumento que evaluó la variable aptitud clínica mediante ocho indicadores y 170 ítems; la validez conceptual/de contenido y confiabilidad se valoró por cinco cardiólogos con experiencia docente e investigación educativa. Estrategia educativa participativa: cada sesión se desarrolló en tres fases con guías de discusión estructuradas. Estrategia educativa tradicional: cada sesión se efectúo en dos fases. Las sesiones se realizaron una vez por semana (2 horas). Duración total: 20 sesiones. El instrumento de medida se aplicó en la 1.ª y 20.ª sesión. Resultados: Por año de residencia, en la calificación global de los indicadores se estimaron diferencias estadísticas entre medición inicial y final, resultando significativas en las tres sedes. Por indicador se realizó este mismo análisis y el resultado fue el mismo. Conclusiones: Una estrategia educativa participativa vs. estrategia tradicional tiene mayores efectos en el desarrollo de la aptitud clínica en residentes de cardiología en la sede experimental. ©Los autores ©© 2026 Hospital Infantil de México Federico Gómez.
Background: This investigation represents the first multicenter study in cardiology in our setting, through which it is intended to determine the effects of two educational strategies: participatory vs. traditional, with respect to the development of clinical aptitude in cardiology residents at three academic sites. Methods: Quasi-experimental, multicenter design.The entire enrollment was studied. An instrument was built that assessed the variable “clinical aptitude” by means of eight indicators and 170 items; conceptual/ content validity and reliability were assessed by five cardiologists with teaching and educational research experience. Participatory educational strategy: each session was developed in three phases with structured discussion guides. Traditional educational strategy: each session was conducted in two phases. Sessions were held once a week (2 hours). Total duration: 20 sessions. The measurement instrument was applied in the 1st and 20th session. Results: By year of residency, statistical differences were estimated in the overall rating of the indicators between the initial and final measurements, were found to be significant at all three sites. By indicator, the same analysis was performed and the result was the same. Conclusions: A participatory vs. traditional educational strategy has greater effects on the development of clinical aptitude in cardiology residents at the experimental site. ©The authors © 2026 Hospital Infantil de México Federico Gómez.
Background: This investigation represents the first multicenter study in cardiology in our setting, through which it is intended to determine the effects of two educational strategies: participatory vs. traditional, with respect to the development of clinical aptitude in cardiology residents at three academic sites. Methods: Quasi-experimental, multicenter design.The entire enrollment was studied. An instrument was built that assessed the variable “clinical aptitude” by means of eight indicators and 170 items; conceptual/ content validity and reliability were assessed by five cardiologists with teaching and educational research experience. Participatory educational strategy: each session was developed in three phases with structured discussion guides. Traditional educational strategy: each session was conducted in two phases. Sessions were held once a week (2 hours). Total duration: 20 sessions. The measurement instrument was applied in the 1st and 20th session. Results: By year of residency, statistical differences were estimated in the overall rating of the indicators between the initial and final measurements, were found to be significant at all three sites. By indicator, the same analysis was performed and the result was the same. Conclusions: A participatory vs. traditional educational strategy has greater effects on the development of clinical aptitude in cardiology residents at the experimental site. ©The authors © 2026 Hospital Infantil de México Federico Gómez.
License
Acceso Abierto
URL License
How to cite
10.24875/BMHIM.25000043