Objetive:

To show improvement in teaching-specific self-esteem and comprehensive knowledge on Bloom’s cognitive domains, among participants in 2CeQ® Course, estimated through increase and comparative analysis of pre- and post-course scores obtained from Rosenberg’s Self-esteem Scale (RSS) and evaluation-tests.

Design, methodology and approximation:

Transversal, analytic and comparative study of pre- and post-course values from data corresponding to RSS and evaluation tests scores, answered by participants. Statistics: Occurrence relative frequency, dispersion calculations, and t test (p<0.05 statistically significant).

Results:

21 individuals were included. A significant improvement in surgical-teaching self-esteem from RSS (16.3±5 [7-25] vs 20.9±5.2 [13-30]; p=0.003) and a statistically significant difference between pre- and postcourse test’s scores (38.5±14.3 [10.3-70.6] vs 72.4±17 [29.4-88.2]; p=0.006 were observed).

Limitations and implications of study:

Unicentric series and a limited sample, avoiding the validation of results.

Originality or value:

Study on national surgical education epistemology, one of a kind.

Findings and conclusion:

Participation in “2CeQ” Course increases specific self-esteem for teaching and technical ability to develop teaching and learning process, helping to optimize the quality of educational programs.

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