DIAGNÓSTICO DE ESTÁNDARES DE CALIDAD INTERNACIONALES EN LABORATORIOS DE DOCENCIA DE UNA UNIVERSIDAD ECUATORIANA

Introducción: El Laboratorio de Docencia es un sitio donde el estudiante puede acceder a ella en su proceso de aprendizaje, al igual que el Laboratorio Clínico, están ligados a normas que se deben de cumplir para poder funcionar como sitio de enseñanza, un sistema de gestión de calidad son actividades coordinas para dirigir y controlar una organización con respecto a la calidad, están definidas por la Organización Internacional de Normalización (ISO), los indicadores estándar son aplicados de manera internacional y adaptables a cualquier tipo de laboratorio. Objetivo: diagnosticar los estándares de calidad internacionales en laboratorios de docencia una universidad ecuatoriana. Métodos: diseño de estudio descriptivo y analítico de corte transversal, se utilizaron fuentes bibliográficas basadas en fuentes primarias, secundarias y terciarias, el universo total fue de 4 laboratorios de docencia; para la recolección de información de utilizaron dos instrumentos validados por la OPS/HSP/HSE y el MSP del Ecuador. Resultados: Se encontró que, del total de indicadores de la primera encuesta, el 52,6% equivalente a 20 parámetros se cumplen, mientras que el 47,4% (n:18) no lo hace; en la segunda encuesta el 53,3% (n:16) cumple con lo requerido, mientras que el 46,7% (n:14) no lo hace. Conclusiones: los indicadores estándares son importantes a la hora de la pedagogía en los laboratorios de docencia de la Carrera de Laboratorio Clínico de la UNESUM. Palabras clave: Gestión de la calidad, Normas ISO 15189, Laboratorio de Docencia, Calidad ABSTRACT Introduction: The Teaching Laboratory is a site where the student can access it in their learning process, like the Clinical Laboratory, they are linked to standards that must be met in order to function as a teaching site, a management system Quality are coordinated activities to direct and control an organization with respect to quality, they are defined by the International Organization for Standardization (ISO), the standard indicators are applied internationally and adaptable to any type of laboratory. Objective: diagnose international quality standards in teaching laboratories an Ecuadorian university. Methods: descriptive and analytical cross-sectional study design, bibliographic sources based on primary, secondary and tertiary sources were used, the total universe was 4 teaching laboratories; Two instruments validated by PAHO / HSP / HSE and the MSP of Ecuador were used to collect information. Results: It was found that, of the total of indicators from the first survey, 52.6% equivalent to 20 parameters are met, while 47.4% (n:18) do not; in the second survey, 53.3% (n: 16) met the requirements, while 46.7% (n:14) did not. Conclusions: the standard indicators are important when it comes to pedagogy in the teaching laboratories of the Clinical Laboratory Career of UNESUM. Keywords: Quality management, ISO 15189 Standards, Teaching Laboratory, Quality

57. The power of power: Comparative evaluations of medical residency training across teaching sites and programs at the University of Torontos

To meet accountability and accreditation requirements, teaching partners and the faculty postgraduate office required more robust and integrated feedback on teaching and assessment. The web-based evaluation system known as POstgraduate Web Evaluation and Registration (POWER) was implemented in 2004/05 by most residency training programs, using their existing forms and scoring scales. At start up, over 250 different evaluation forms and 85 varying scoring scales were in operation across programs for the In-Training Evaluation Reports (ITERs) and resident-completed evaluations for Rotation Evaluation Scores (RES) and Teaching Effectiveness Scores (TES). The POWER Evaluation Working Group was formed to develop a methodology to gather and consolidate evaluations to report on medical residents, their teachers, and rotations in a clear, consistent user-friendly format, map general questions against CanMEDS roles and Family Medicine principles, and convert all scoring scales to a consistent 5 point Likert scale. A standardized naming protocol was developed to map rotation services to individual teaching sites. The 2004/05 analysis of these evaluations (2004/05 Annual POWER Report: Lessons Learned) provide baseline data to begin monitoring trends in resident and faculty performance, assess the quality of programs and identify areas for improvement by CanMEDS standards and CFPC principles. Mean scores, standard deviations and number of evaluations were presented by teaching site and program. Consolidation of evaluations by program and teaching site provides valuable feedback to hospitals and programs wishing to standardize and improve their assessment systems, and to postgraduate medical offices who must maintain evaluation standards and illustrate trends for accreditation purposes. Future activities include: standardizing evaluation forms starting July 2007, improving scoring consistency and accuracy, improve participation rates and timeliness of responses, develop a procedure/case log tracking system, and trend analysis. Afrin LB, Arana GW, Medio FJ, Ybarra AF, Clarke HS Jr. Improving oversight of the graduate medical education enterprise: one institution’s strategies and tools. Academic Medicine 2006 (May); 81(5):419-25. Benjamin S, Robbins LI, Kung S. Online Sources for assessment and evaluation. Academic Psychiatry 2006 (Nov-Dec); 30(6):498-504. Rosenberg ME, Watson K, Paul J Miller W, Harris I, Valdivia TD. Development and Implementation of a web-based evaluation system for an internal medicine residency program. Academic Medicine 2001 (Jan); 76(1):92-5.