Teaching experiences with clinical semiology, confronted with the minimum essential global requirements of the WHO, in Hispanic American medical schools

Abstract

The current globalization requires reviewing the training of physicians in order to ensure that everyone receives quality medical care, regardless of the school where the physician has been trained. This poses a challenge for educational management, which must undergo international accreditation based on the 60 Global Minimum Essential Requirements (GEMR) of the WFME and the WHO. In order to meet this challenge, educational managers will require information from previous experiences. This work focused on the teaching experience developing the competence to perform a correct physical and mental examination. The paper aims to conduct a systematic review of the literature to extract and present the challenges faced and lessons learned. For this purpose, the phases of identification, screening, choice and inclusion of the PRISMA guide were applied. Through this process, 20 publications were systematized, 62% addressed Simulation-Based Medical Education (SBE), 23% experiences with assessment tools and 15% strategies for professionalization practices. The main lessons learned indicate: 1- The need for medical education to take place in a constructivist environment, 2- That it be managed systematically, and 3- That implementation decisions be made in the face of results.