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P5.03 Teaching the new medical specialties: Transplant, the challenge of accompanying scientific progress from education.

Abstract

Teaching the new medical specialties: transplant, the challenge of accompanying scientific progress from education

Maria Del Carmen Bacque1, Sabrina S. Fioretti1, Alberto A. Domenech1, Alejandro A. Bertolotti1, Pablo P. Rafaelle1.

1Transplant, U.S.A.L, Ciudad Autónoma de Buenos Aires, Argentina

Introduction: The shortage of organs continues being a sanitary problem, one of the main causes is the lack of knowledge of the health team. The teaching of the “Transplant” subject” in the medical career allows to integrate knowledge from different disciplines  (medical, ethical, legal and surgical), it promotes reflection on ethical values: dignity, solidarity, accessibility and donation awareness.

Method: In 2007, “Transplant” was incorporated as an optional subject in the medical career during the last year, with a total of 40 hours: 32 theoretical (T) and 8 practical (P). The content (T) covers three units: ethical-legal, medical procurement and transplant. While (P) is completed with an internship in the procurement organism. The evaluation was carried out as a multiple choice exam. Qualified: Very good (VG):  8 or more; Good (G): 6 and 7; Regular (R): 5 and 4, and  Bad (B): 3 or less; and  a group monograph. The adherence of the students to the subject on an annual basis, the academic performance and the degree of satisfaction of the students were analyzed through a voluntary survey.

Results: 259 pupils (P) were evaluated from 2007 to 2024 (X=18 P per year). The grade of 234 (P) was (MB) and 25 (P) was (B). All of them had good predisposition to group work and the compliance with the internship was 100%. The evaluation of the chair carried out by 183 (P) revealed two predominant aspects: 1- Satisfaction with the contents and the quality of the theoretical classes and 2- The incorporation of the importance of donation and the proposal of including the subject as compulsory (30%).

Conclusion: The incorporation of the “Transplant” subject constituted a positive experience as a teaching strategy for the integration of knowledge. It allowed (P) to become aware of the importance of donation and gave them knowledge about a new specialty of medicine.

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