Education in the donation-transplant process in undergraduate medical training
Marisa Cobos1, Natalia Lausada1, Roberto Tanús1, JClemente Raimondi1.
1Cátedra de Trasplante, Facultad de Ciencias Médicas - UNLP, La Plata, Argentina
Introduction: Training in transplants of organs, tissues and cells, as a therapeutic modality of multiple pathologies, is essential in undergraduate education. The future doctor cannot ignore the general aspects of the donation-transplant process, from different perspectives. On the other hand, the procurement and transplantation process provide a pedagogical scenario for the integration of medical knowledge, given its interdisciplinary nature, which covers all the subjects of the Medical Career. The medical aspects, typical of the theme, are associated with the ethical, legal, religious and philosophical, giving a holistic view of the process. We present a teaching model of the donation-transplant process with 15 years of experience
Materials and Methods: The subject Organ, Tissue and Cell Transplants began its activities in 2008. It is an elective, annual subject, included in the last year of the Medical Career. Since its inception, it has established a continuous teaching methodology with a global approach to the donation and transplantation process. Its development is presented in 27 modules that are grouped into 2 themes: Donation and transplantation. The activities derived from them develop the modalities of seminars, workshops, practical activities in the room and critical units, specialized external office, operating room and a final integrative workshop. In this way, the teaching objectives of addressing the cognitive, psychomotor and affective areas with a concept of integration of knowledge in a vertical and transversal way are met. The continuous evaluation is carried out in each face-to-face activity, 1 partial evaluation on donation, 1 partial evaluation on transplantation and a final evaluation.
Results: During the 15 years and until the moment of the presentation, 1057 students have registered for the subject, el 80.6% (852) completed the requirements of approval of the course, presented to the final evaluation 79.9% of the students (681), 96.4% (654) of the students passed the final assessment. The average final grade calculated was equal to 6.53 ± 2.9 points, out of a total of 10; 205 students (19.4%) still need to comply with the final evaluative instance. At the end of the subject some students have joined the basic and translational research team, others have developed their Doctoral Thesis in the subject of Transplantation and others integrate transplant teams from our country.
Discussion and Conclusion: The subject allows the advanced student in medicine to be educated in a subject little explored in other pedagogical instances, provides a framework for the integration of all the subjects of the career and instructs about the ethical and legal responsibilities to future professionals. In the available literature there are different training modalities, but none resembles the model presented. Finally, it is concluded that, during these fifteen years, the pedagogical expectations and in the training of human resources have been exceeded.
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