Browsing by Author "Leeuwen, Matthew Van"

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    Perception of procedural competencies for undergraduate medical trainees: a multilevel diagnostic study for curricular intervention
    (2025) Cruz, Enrique; Abedrapo, Sofía; Silva, Felipe; Leeuwen, Matthew Van; Jarry, Cristián; Pérez, Cristhian; Varas, Julián; Abbott, Eduardo F.
    Purpose: Medical education constantly adapts to evolving competencies required by the healthcare system, yet a gap persists in aligning perceived and actual competency requirements. Existing literature suggests that simulation-based medical education could bridge this gap by enhancing skill acquisition and boosting confidence among medical students. This study aims to evaluate the perceptions of medical competencies across different stakeholders of the medical education community in comparison to the standards set by the Association of Chilean Medical Schools (ASOFAMECH). Methods: A cross-sectional study was conducted with participants from a Chilean School of Medicine, including students, interns, graduates, and faculty. Through a dynamic cross-sectional survey, we assessed perceptions of 35 medical competencies, categorized into nursing skills (NS), emergency skills (ES), and gynecology and pediatrics skills (GPS), comparing them to the national standards defined by ASOFAMECH. Non-parametric statistics were employed for data analysis. Results: Out of 287 collected surveys, 244 were fully completed and included in the analysis. Confirmatory factor analysis validated the clustering of skills. Results revealed significant discrepancies between the participants’ perceived competencies and national standards, with a general tendency to overestimate the requirements. However, perception of skills taught through standardized simulation training (SST) did not significantly differ from non-SST skills. Conclusions: We conducted the first comprehensive diagnostic evaluation of competency perceptions and their comparisons with national standards, providing detailed insights into medical training within a specific medical-academic community. This study marks a significant milestone in assessing medical skill development at the undergraduate level in Chile, utilizing validated groups for analysis and a replicable approach to assess both the ASOFAMECH framework and other guidelines. Our findings offer valuable insights for improving curriculum development and assessment, addressing perceived deficiencies and strengths among students, interns, clinicians, and faculty.