Educational Intervention in Undergraduate Medical Interns on Semiology of the Respiratory System

Abstract

Objective: To evaluate the effect of an educational intervention of the semiology in the respiratory system on the level of knowledge of undergraduate medical interns. Methods: quasi-experimental study, 43 undergraduate medical interns participated, divided into an intervention group and three control groups, the educational strategy consisted of a course-workshop on semiology of the respiratory system. A test validated by experts was applied before and after the intervention. Student’s t-test and anova were used to compare the scores before and after the intervention. Results: the mean initial grade of the intervention group was 6.01, of the control group 6.05 (p= 0.90), after the intervention the average grade of the intervention group was 7.47, and of the control group 6.10 (p= 0.001). Students, included in the educational strategy, were more likely to obtain a better grade (or: 7.25, ci: 1.43-36.6, χ²: 4.45, p= 0.01). Conclusion: the level of knowledge about respiratory semiology in undergraduate medical interns was low, the educational strategy increased the level of knowledge about respiratory semiology in the intervention group.