el examen mir, su cambio como una opción estratégica the mir examination, the change as a strategic option
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2008
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Abstract
El examen MIR es un punto estratégico capaz de promover cambios en cascada en su entorno, con repercusiones tanto en la etapa de licenciatura como en la de especialización. Actualmente, la implantación de un nuevo currículo basado en competencias y las nuevas metodologías de entrenamiento y evaluación, aconsejan adecuar el examen MIR a las necesidades actuales. El rediseño del examen MIR requiere incrementar el número de preguntas y apoyarlas con iconografía, y relacionarlas con competencias predeterminadas, a la vez que se incorpora la evaluación objetiva de habilidades. Este cambio requiere más tiempo para realizar los exámenes, una gestión más ágil, equipos multidisciplinares de diseño y centros acreditados. El soporte informático debe dar cobertura al 100% de las actividades del examen MIR. La equidad, la transparencia y la accesibilidad deben ser los valores del examen MIR.
The MIR examination constitutes a strategic point which is capable of promoting cascading changes in its environment with repercussions at both the undergraduate and specialisation stages. At present, the implementation of a new skills-based syllabus and new training and evaluation methodologies make it necessary to adapt the MIR examination to current needs. The redesign of the MIR examination requires an increase in the number of questions; these must be supported with iconography and related to predetermined competences along with the incorporation of objective skills evaluation. This change requires more examination time, more efficient management, multi-disciplinary design teams and accredited centres. Information technology support must provide 100% cover to the MIR examination activities. Equity, transparency and accessibility must be the values of the MIR examination.
The MIR examination constitutes a strategic point which is capable of promoting cascading changes in its environment with repercussions at both the undergraduate and specialisation stages. At present, the implementation of a new skills-based syllabus and new training and evaluation methodologies make it necessary to adapt the MIR examination to current needs. The redesign of the MIR examination requires an increase in the number of questions; these must be supported with iconography and related to predetermined competences along with the incorporation of objective skills evaluation. This change requires more examination time, more efficient management, multi-disciplinary design teams and accredited centres. Information technology support must provide 100% cover to the MIR examination activities. Equity, transparency and accessibility must be the values of the MIR examination.
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vzquez2008educacinel
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| Authors | ;G. Vázquez;F. Murillo-Cabezas;J. Gómez;C. Martín;J. Chaves;J.L. Peinado |
| Journal | inventions |
| Year | 2008 |
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