From the course taken, in the Faculty of Medicine of the Uvic-UCC has been able to march a singular and pioneer ‘Preparation Program for the MIR Exam’ which is an integral part of the first course up to the sixth. The program has as main objectives to train in the technique of the exam, to confide in the students at the hour to confront the demanding medical test and to work with real questions of MIR related to the current curriculum.
Irene Veganzones, Specialist in Family and Community Medicine and responsible for the implementation and management of the Program, with more than 7 years of experience as a preparer of the MIR exam, at the AMIR Academy, explains Redacción Médica the ‘secrets’ that already have this new proposition.
What are the motives behind the impulse to carry out this program?
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“The essence of the MIR exam is changing. Each one has more value than the clinical juicing and reasoning ability of the students” |
The Creation of the Program of Preparation for the MIR is a grant from the Faculty of Medicine of the University of Vic-Universitat Central de Catalunya (UVic-UCC)
and respond to the main motives.
In the first place, more than 95 percent of our alumni will be presented with the MIR exam to access a specialty placement, so we can say that we will cover six years of graduating degree in this reality. We hope that our students will progressively familiarize themselves with the ‘MIR’ type questions and will be confident and confident in being able to read the moment of preparation exclusively for the opposition.
Secondly, because the essence of the MIR exam is changing, there is more value in the ability of clinical juicing and reasoning of students, even though it is totally aligned with our methodology.
How did you end the process of putting this program on the UVic-UCC market?
From the faculty’s initiative, our patron insisted on the need to put in place a program of these characteristics. Before my incorporation I hicieron some intentions with respect that, finally, he could crystallize this course. The MIR preparation program has received satisfactory form throughout the monastery and has been integrated into the transversal form in the study plan. There is a commission that will take care of velar for its application and good functioning, adapting the implementation means convenient for each course.
What is the main objective of the program? What benefits do you find in comparing alumni with a specialized academy?
The main objective is to be familiar and each has more ease to interpret the “MIR” type questions.
The program that will be followed by our alumni will not support the specialized academy. The difference with the alumni of other universities is that they tend to have more abilities when it comes to asking multiple choice questions (test type). The ‘first flight’ of the academies suele tener as objective ‘contact’ with the type of MIR exams and practice the exam technique. This is the highest level of education during the year, as it is possible to spend more time and effort on the part of retention of memories and memory in the short term.
How did we change the MIR test in the last few years? What are the ‘disabilities’ of the test that were detected?
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“I have raised questions about materials such as biotechnology, family medicine, geriatrics, emergencies, and palliative care” |
In the last few years, the MIR exam has introduced the introduction of visual and visual questions, the ‘clinical vignettes’, as well as the increase in questions about materials such as biotechnology, family medicine, geriatrics, emergencies, and palliative care.
In fact, there are more questions designed with the intention of evaluating other cognitive aspects, in addition to the retention of knowledge as well as the clinical reasoning and the scope of decisions. Obviously, all aspects of learning and competencies are indispensable, as can communication, which is difficult to evaluate with a multiple choice exam.
For the same reasoning, we use a complete evaluation system that includes a variety of tools: multiple choice questions, short answers with short courses and evaluation of other activities like the practices, the ECCOE learning simulations (learning). Clinical Objective Structured Evaluation) in three of the six courses.
With this evaluative plant environment, we can value all the competencies and abilities of our alumni, as long as we incorporate feedback with the goal of identifying strengths and weaknesses and motivations in the learning process.
What do you need for this preparation program? What is it that pioneered?
The program is based on two pillars. For a fee, the MIR questions are reviewed in various teacher activities of all subjects assigned according to their convenience and adequacy in each case.
And on the other hand, we use, among other teacher resources, the questions with the ‘clinical window’ of the MIR for the analysis of clinical cases. Instructors will detect key information, practice competencies such as clinical reasoning and the range of decisions, the manner in which we apply anamnesis, physical exploration and interpretation of complementary tests with real clinical cases.
Therefore, our objective is not exclusively focused on the preparation of the MIR, it will be used as a resource that supports our teaching and evaluative methodology.
The nerves and tension can play a bad role. How does the emotional plane work?
It is believed that the day of the MIR is decisive and you play a lot in their 4h. For that, it is fundamental that the day of the exam exams with security and confidence. Although they have been engaged for many years, this type of test will have solid results and will convince you that you are prepared to take an exam with which you will be very familiar.
The goal is for them to have one more exam of the many he has. We are concerned about the emotional well-being of our alumni, and we know that the truck will have to have a specialist space long and with long periods. We want stability and that is related to the confidentiality that exists well, not only the day of the MIR, also during all the trayectoria has to read to specialists.
How did the Covid-19 pandemic affect the preparation camp?
Although the UVic-UCC has been able to maintain reduced groups of students and has been involved in the training and use of digital resources, it has facilitated the maintenance of quality education and our pedagogical model.
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