Abstract:

Introduction:
In the context of a Teaching Innovation project in the Pediatric Clinical Practice Subject, since the academic year 2012-13, an Objective Structured Clinical Examination (OSCE) is performed as student’s evaluation. In addition, a series of improvement proposals were initiated to be implemented based on the marks obtained and implementing them during the following courses.

Objectives:
Analyze the results obtained in each of the competences defined in the Pediatric Clinical Practice Subject by the students over 4 academic courses.
Analyze the results obtained after making changes in the teaching methodology aimed at improving the deficits of competences.

Material and Methods:
After obtaining data from the ECOE carried out in June of the years 2013, 2014, 2015 and 2016, we analyzed the scores obtained by the students in each of the competences evaluated and compared the results on a year-on-year basis. We analyze the variations obtained after some teacher changes introduced in years 2015 and 2016 after detecting competency deficits in the first two years.

Results:
The best results were obtained in technical skills for which we had designed a training program since the beginning of the educational innovation plan and are kept unchanged throughout the courses. In 2013 and 2014, we had worse results in anamnesis, clinical management and physical exploration, so that from the year 2015 specific practical sessions were designed to improve the acquisition of these competencies and we obtained better results in the following years. Communication skills and knowledge with for which there were no changes in teaching programming remained stable over time.

Conclusions:
Analyzing the results by inter-annual competencies has served to detect areas of improvement. After implementing improvement activities through specific practices, a significant competency improvement in the students is objectified.

Keywords:

OSCE, Pediatrics, Competences.