Educacion Medica最新文献

{"title":"Una breve precisión acerca de las implicaciones educativas del concepto zona de desarrollo próximo","authors":"Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra","doi":"10.1016/j.edumed.2024.100970","DOIUrl":"10.1016/j.edumed.2024.100970","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación de un curso en línea de telemedicina a través de Facebook: un ensayo controlado aleatorizado","authors":"Cender U. Quispe-Juli ,&nbsp;Carlos J. Aragón-Ayala ,&nbsp;Carlos Orellano","doi":"10.1016/j.edumed.2024.100984","DOIUrl":"10.1016/j.edumed.2024.100984","url":null,"abstract":"<div><h3>Background</h3><div>Social media platforms are increasingly used in medical education, but their impact on academic performance compared to educational platforms is still unclear. Our objective was to evaluate a telemedicine course for resident physicians using Facebook compared to one using Moodle.</div></div><div><h3>Methods</h3><div>A randomized, open, parallel-group controlled trial was conducted to compare the efficacy of an educational intervention through Facebook, to that of an intervention through Moodle.</div></div><div><h3>Results</h3><div>The general retention rate was 59.6% (56/94). A significant increase in knowledge was found both in the Facebook group with a mean of 21.40 (SD = 4.04) to 26.97 (SD = 3.82), with <em>p</em> &lt; 0.001 (Cohen's d = 1.44), as well as in the control group of mean 20.12 (SD = 3.82) to 27.35 (SD = 2.91), (Cohen's d = 2.09), with <em>p</em> value &lt;<!--> <!-->0.001. The knowledge gain in telemedicine was greater in the control group than in the Facebook group, although this difference was not significant (<em>p</em> = 0.097) and had a small effect size (Cohen's d = −<!--> <!-->0.45). The median satisfaction scores on the telemedicine course for most of the criteria evaluated was equal to or greater than five (out of seven points) in both groups, with no differences between the two.</div></div><div><h3>Conclusion</h3><div>This study could not demonstrate that an educational intervention through Facebook had a greater gain in knowledge compared to one carried out through a platform for educational purposes such as Moodle.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determinantes sociales de la salud y sociología de la salud: importancia de la formación sociosanitaria en las carreras de Medicina","authors":"Alberto Torres Belma","doi":"10.1016/j.edumed.2024.100966","DOIUrl":"10.1016/j.edumed.2024.100966","url":null,"abstract":"<div><div>This article reflects on socio-health training in medical study plans, which is necessary in the context of the expectations of individuals, families and communities regarding the care received, as well as the familiarization of future doctors with ethical aspects, public health, health sociology and bioethics when establishing effective doctor-patient communication. An important challenge to ensure the effective delivery and transfer of said content in the curriculum subjects is that teaching strategies stimulate meaningful learning contextualized to future medical professional performance.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cutting through the noise: unravelling the web of misinformation in surgical social networks","authors":"Santiago A. Suárez-Gómez ,&nbsp;Valentina Velasco-Muñoz ,&nbsp;Sara Restrepo-Vivas ,&nbsp;Luis Felipe Cabrera ,&nbsp;Lilian Torregrosa","doi":"10.1016/j.edumed.2024.100969","DOIUrl":"10.1016/j.edumed.2024.100969","url":null,"abstract":"<div><h3>Introduction</h3><div>Social media, a pervasive platform for real-time communication, harbours both the potential for rapid information dissemination and the risk of spreading misinformation. While it has become an indispensable platform for global communication, concerns arise regarding its role in disseminating healthcare information. This study examines the impact of healthcare-related information on social media, particularly focusing on influential surgical accounts. It investigates the quality of content shared by these accounts and compares it with current scientific evidence.</div></div><div><h3>Materials and methods</h3><div>A retrospective study was conducted to evaluate the accuracy of information presented on platforms of influential surgical accounts on social media, including YouTube, TikTok, and Instagram. A sample of surgical influencers, encompassing general surgery and subspecialties, was examined. Their content was retrospectively compared against current scientific evidence related to their respective surgical topics.</div></div><div><h3>Results</h3><div>The evaluation reveals a diverse landscape regarding the accuracy of healthcare information shared by surgical influencers on social media. While some content aligns with evidence-based practices, there is a notable presence of misinformation and inaccuracies. This highlights the potential consequences of social media on healthcare information dissemination, emphasizing the importance of accurate and evidence-based content.</div></div><div><h3>Conclusion</h3><div>The study acknowledges the significant influence of these accounts, especially among young people, and underscores the need for responsible information sharing in the medical field due to the potential impact of inaccurate content on healthcare decision-making. Surgical influencers often neglect to provide references of evidence-based information and instead rely on personal experience, posing risks of misinformation and ethical concerns on social media platforms.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tendencias y perfil de la producción científica sobre el uso del examen clínico objetivo estructurado en áreas de ciencias de la salud","authors":"John Barja-Ore ,&nbsp;Brandon E. Guillen-Calle ,&nbsp;Elia Ku-Chung ,&nbsp;Miriam Yoana Correa-Lopez","doi":"10.1016/j.edumed.2024.100983","DOIUrl":"10.1016/j.edumed.2024.100983","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective structured clinical examination (OSCE) has positioned itself as a key tool to assess skills optimally and reliably. This study sought to analyze the trends and profile of the scientific production on its use in health sciences.</div></div><div><h3>Materials and methods</h3><div>A descriptive and cross-sectional study was carried out on bibliometric data. We included 844 articles on OSCE published in journals indexed in Scopus between 2018 and 2022. A descriptive and cross-sectional analysis was performed to bibliometric data with the Scival tool.</div></div><div><h3>Results</h3><div>The number of publications has increased from 2018 to 2022, most of these are in high impact scientific journals. Most articles had national collaboration (42.4%) and international collaboration presented more citations per publication (6.5). The institution with the highest scientific activity was Harvard University, in addition to being the one with the highest impact. The journals Currents in Pharmacy Teaching and Learning and Medical Science Educator have more publications, but the Journal of Educational Evaluation for Health Professions (1,744) has a higher normalized impact. Zabar Sondra leads in scientific output, but MacArio Alex (0.91) has a higher weighted impact.</div></div><div><h3>Conclusions</h3><div>Research has increased, mainly in scientific journals of greater prestige and impact, and with more frequent national collaboration; in addition, there is greater participation of authors and institutions from North America.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiencia de uso de una herramienta para evaluar el realismo en simulaciones clínicas","authors":"Judit Sánchez Gómez ,&nbsp;Gleyvis Coro-Montanet ,&nbsp;Helena Wagner Porto Rocha ,&nbsp;Esther García García ,&nbsp;Óscar Oliva Fernández","doi":"10.1016/j.edumed.2024.100981","DOIUrl":"10.1016/j.edumed.2024.100981","url":null,"abstract":"<div><h3>Introduction</h3><div>Measuring realism in clinical simulation poses a complex challenge due to its subjective and multidimensional nature. ProRealSim, a realism measurement tool developed by researchers from Universidad Europea de Madrid, is based on a theoretical framework that categorizes realism into three dimensions: simulated participant, scenography, and simulator.</div></div><div><h3>Materials and methods</h3><div>The study aimed to comprehend the perception of clinical experts regarding the ProRealSim tool. A focus group, comprising four clinical experts (three nurses and one doctor) with extensive experience in cardiopulmonary resuscitation (CPR) simulations, was conducted through a semi-structured interview.</div></div><div><h3>Results</h3><div>The study revealed that the experts held a positive view of the ProRealSim website, emphasizing its user-friendliness and the clarity of the indicators. However, they also identified potential improvements, such as optimizing the version for mobile devices. Regarding the tool's content, experts found the indicators suitable and easily understandable. Nevertheless, they highlighted certain aspects for improvement, including the relevance of certain indicators that may not apply to all simulations and the inherent subjectivity of the evaluation, recommending the involvement of more than one evaluator in the assessment.</div></div><div><h3>Conclusions</h3><div>Overall, the study results provide valuable insights for conducting assessments with the ProRealSim tool. The inherent complexity in assessing realism in simulations was highlighted, and strategies such as pre-training, identifying relevant variables for each simulation, and objectivity in such assessments were suggested.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disparidades en el acceso y conocimiento de Tecnologías de la Información y Comunicación (TIC) entre estudiantes de Ciencias de la Salud en Perú: Encuesta Nacional de Hogares sobre Condiciones de Vida y Pobreza (ENAHO) 2022","authors":"Katiuska Muñoz-Espinoza,&nbsp;Alfonso Gutiérrez-Aguado,&nbsp;Anabell Caballero-Montes,&nbsp;Mariuccia Angeles-Donayre","doi":"10.1016/j.edumed.2024.100976","DOIUrl":"10.1016/j.edumed.2024.100976","url":null,"abstract":"<div><h3>Introduction</h3><div>In the current context, Information and Communication Technologies (ICT) play a crucial role in all areas of society, including the field of education. Especially in health sciences, access to and knowledge of ICT have become fundamental for the training and development of future healthcare professionals in Peru. However, disparities persist in access to and acquisition of digital skills among health science students in the country.</div></div><div><h3>Methods</h3><div>An analytical cross-sectional study was conducted using secondary data from the National Household Survey on Living Conditions and Poverty (ENAHO) 2022, conducted by the National Institute of Statistics and Informatics (INEI). For the present study, a subsample of participants from health science students was considered, by taking in consideration inclusion and exclusion criteria with a statistical power of 81% (p301, p301A, p301B, and p316C) was considered.</div></div><div><h3>Results</h3><div>Of a total of 600 students, 41.2% were from public universities and 58.8% were from private universities. The majority of the participants were female (78%). In terms of age, we found that 290 students belonged to the age group of 17–20 years (40.7%); 222 students were from 21 to 25 years old (36%), and 148 students were over 25 years old (23.45%). Likewise, the majority were between the 1st and 3rd year of study (54.7%).</div><div>There were significant differences in access to ICT among health sciences students from public and private universities according to the following categorical variables: having equipment (<em>p</em> = 0.014) and having the necessary infrastructure (<em>p</em> = 0.019). However, there were no differences in relation to teacher instruction (p = 0.662), use of the Internet for training activities (<em>p</em> = 0.539), or in relation to computer activities, such as the use of programming languages; for instance, 90.6% have not used it.</div></div><div><h3>Conclusion</h3><div>This study highlights the existence of disparities in access to ICT. These findings suggest the need to strengthen investments in technology in public institutions to ensure equitable and quality education. Additionally, the results indicate a gap in knowledge and experience in the use of programming languages, such as AI, among health science students, which may require further attention and promotion of digital skills in the educational curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing anatomy learning: A concept map-based approach for first-term MBBS students","authors":"Vidya Chikkarahalli Srikantaiah ,&nbsp;Ravishankar Mathada Vamadevaiah ,&nbsp;Vidya Gowdappa Doddawad","doi":"10.1016/j.edumed.2024.100980","DOIUrl":"10.1016/j.edumed.2024.100980","url":null,"abstract":"<div><h3>Background</h3><div>The complexity of the subject content, and its 3D orientation in anatomy makes students difficult to learn, assimilate, and recapitulate the topics. There is a need for innovative teaching methods in anatomy for better understanding of the subject and improved performance of students. In this context, an attempt is made to use concept maps as a tool for learning anatomy.</div></div><div><h3>Material and methods</h3><div>After obtaining ethical committee approval and informed consent, 128 first-term MBBS students were divided into 2 groups, 64 in the study and the control group. After the lecture on each topic from anatomy (radial nerve, median nerve, and ulnar nerve), a pre-test was conducted on 128 MBBS students. Post-test multiple-choice questions-based assessment was conducted for both groups after 1 week of each lecture. Difference in knowledge by comparing the assessment scores of the study group and control group. A feedback form with a 5-point Likert scale was administered to all students at the end of 3 sessions. Mann–Whitney <em>U</em>-test and Wilcoxon signed-rank test were applied to check the significance (<em>p</em> <!-->≤<!--> <!-->.01) of the results.</div></div><div><h3>Results</h3><div>There was a statistically significant difference between the 2 groups during the pre-test for cognition, and total scores and the post-test for recall, cognition, and total scores. 98% of students perceived that the concept map-based approach helped better retain the topic.</div></div><div><h3>Conclusions</h3><div>Concept maps promote comprehensive learning and applying knowledge in new situations<strong>.</strong> From this study, we recommend that concept mapping can be a pedagogical tool in Anatomy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of the effect of team-based learning and seminar-based learning on the knowledge of caring for patients with chronic obstructive pulmonary disease in nursing students","authors":"Mohammad Reza Faramarzi ,&nbsp;Parkhideh Hassani ,&nbsp;Somayeh Soltani Nejad ,&nbsp;Behnam Babamiri ,&nbsp;Milad Ahangarzadeh ,&nbsp;Loghman Shahidi ,&nbsp;Rasoul Goli ,&nbsp;Navid Faraji","doi":"10.1016/j.edumed.2024.100982","DOIUrl":"10.1016/j.edumed.2024.100982","url":null,"abstract":"<div><h3>Introduction</h3><div>Learning encompasses both traditional and active methodologies, with active methods involving students taking on an engaged role and actively participating in class discussions. This study aims to compare the impact of 2 learning methods, team-based learning (TBL) and seminar-based learning (SBL), on nursing students' knowledge of caring for patients with chronic obstructive pulmonary disease (COPD) at the Islamic Azad University, Mahabad Branch.</div></div><div><h3>Methods</h3><div>This semi-experimental study involved 60 nursing students divided into 2 groups. The TBL group received educational pamphlets 7 days before the workshop and participated in an Individual Readiness Assurance Test followed by a Team Readiness Assurance Test. The SBL group engaged in seminar presentations and discussions. Data were collected using a questionnaire with 2 sections: demographic information and a 24-question section on COPD care, with 20 questions approved after review by professors. Reliability was confirmed with a Cronbach's alpha of 0.86. Statistical analysis was conducted using SPSS 16 software.</div></div><div><h3>Results</h3><div>Pre-intervention, both groups had comparable knowledge levels. Post-intervention, the TBL group showed significantly higher knowledge levels than the SBL group. However, 1 month later, both methods had similar effects on long-term learning.</div></div><div><h3>Conclusion</h3><div>The TBL method was more effective than SBL in improving short-term knowledge of COPD care among nursing students, although both methods were effective for long-term learning. This study underscores the importance of active learning methodologies in nursing education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proceso creativo en la construcción de un simulador artesanal para el desarrollo de destrezas en la colocación de una sonda endopleural. Constructivismo quirúrgico","authors":"Iris Parrao-Alcántara ,&nbsp;Rogelio Campos-Rosas ,&nbsp;Jorge García-Arroyo ,&nbsp;Elda Benítez-Venegas ,&nbsp;Luis Olmos-Mendoza ,&nbsp;Ana Ramírez-Ocampo ,&nbsp;Iría Yanet-Zúñiga ,&nbsp;Jesús Alberto Sansón Riofrio","doi":"10.1016/j.edumed.2024.100974","DOIUrl":"10.1016/j.edumed.2024.100974","url":null,"abstract":"<div><h3>Introduction</h3><div>Currently, the surgical mentor faces significant challenges depending on their context and competencies. Most of these challenges can be addressed when the surgeon adopts a metacognitive approach to their teaching, meaning they are capable of self-regulating their learning for problem-solving, utilizing creative thinking to their advantage.</div></div><div><h3>Objective</h3><div>To analyze the constructivist mental process of the teacher in problem-solving; that is, how the teacher applies the “problem-based learning” strategies they promote and teach to address their andragogical challenges. This metacognitive analysis includes a step-by-step breakdown of the creative process involved in designing and constructing a handmade simulator focused on surgical needs, and how this process can be replicated for other procedures.</div></div><div><h3>Methods</h3><div>We present the creative process of a teaching surgeon from Nayarit, Mexico, who developed a proposal for a low-cost handmade simulator, to enhance the competency of first-year surgical residents in placing a chest tube. This “creative process”, is embedded in the educational framework of problem-based learning. Was accompanied by a Likert scale survey, to gather user feedback on the simulator trial experience.</div></div><div><h3>Results</h3><div>The creation and development of a low-cost simulator have proven useful as a complement to the education of medical students and first-year surgical residents. It has progressed to the verification phase and requires several steps for scientific validation.</div></div><div><h3>Conclusion</h3><div>The Chest Tube Trainer fulfills all its didactic objectives, including providing feedback to students and serving as an alternative when commercial simulators are not financially feasible. Emphasized is how emulation of critical steps is crucial for achieving “insight” into the creative process of a surgical simulator, replicable for constructing other simulators based on teaching needs. In this work, the teaching surgeon not only identifies strategies to face obstacles and adapt them to similar issues but also teaches by example. Lastly, it encourages educators and students alike to develop metacognition.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}