Educacion Medica最新文献

{"title":"Are dental congresses fulfilling their educational mission? Transparency, scientific integrity, and commercial influence in continuing professional development","authors":"Seyed Ali Mosaddad","doi":"10.1016/j.edumed.2026.101237","DOIUrl":"10.1016/j.edumed.2026.101237","url":null,"abstract":"<div><div>Dental congresses support continuing professional development, research dissemination, networking, and technology transfer, but their educational value depends on design and governance. Recent research identifies incomplete dissemination, repeat-speaker concentration in some specialties, concerns about commercial influence, and unequal access. Direct dental evidence is insufficient to establish that social media popularity drives speaker selection, that prestige-driven visibility shapes programs, or that award favoritism occurs; these remain governance concerns requiring study. Drawing on evidence from adult and experiential learning and continuing professional development, this commentary proposes transparent speaker selection, separation of sponsored and scientific content, structured abstract and award review, complication-focused learning, active and hybrid formats, and outcome assessment beyond satisfaction. Implementation should be locally adapted, and comparative research should determine which congress features improve learning, professional development, clinical practice, and patient care.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101237"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952022","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":"Caracterización de habilidades comunicacionales con el paciente mediante realidad virtual en estudiantes de Kinesiología","authors":"Felipe Muñoz-Muñoz,&nbsp;Daniel Sanhueza,&nbsp;Emilio Moreno,&nbsp;Javiera Pastene,&nbsp;Franco Calderón,&nbsp;Gonzalo Hormazábal","doi":"10.1016/j.edumed.2026.101235","DOIUrl":"10.1016/j.edumed.2026.101235","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is a key clinical competency in health professions education; however, the early identification of areas for improvement in communication during undergraduate training remains heterogeneous. Virtual reality (VR) may offer standardized environments for observing communication skills.</div></div><div><h3>Objective</h3><div>To characterize physiotherapy students' patient communication skills through a simulated clinical interview in virtual reality (VR) and explore its usefulness for identifying areas for improvement in communication.</div></div><div><h3>Methods</h3><div>This study used an action research design within the <em>Scholarship of Teaching and Learning</em> (SoTL) framework and was conducted during the second semester of 2025 in the Clinical Semiology course. Each student completed an individual simulated clinical interview in VR using a communication skills training software. Automated descriptive metrics and narrative feedback were collected from the reports generated by the software. The unit of analysis was each valid report/interaction. Descriptive statistics and a descriptive thematic synthesis guided by the Calgary-Cambridge framework were applied.</div></div><div><h3>Results</h3><div>Thirty-five valid reports/interactions were analyzed. Mean duration was 9.6 ± 1.9 min, and the automated global score was 6.6 ± 0.8. The descriptive thematic synthesis identified strengths in greeting, respectful interaction, listening, and initial open-ended questions, as well as areas for improvement in framing, discourse organization, adaptation of technical language, and interview closure.</div></div><div><h3>Conclusion</h3><div>VR may complement the characterization of patient communication skills and help identify areas for improvement, providing input for teaching and curricular decisions in health professions education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101235"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149004521","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":"The leadership competency framework for well-being and health in undergraduate medical education: a qualitative study","authors":"Pablo Rodríguez-Feria,&nbsp;Natalia Giraldo-Noack,&nbsp;Martina Paric,&nbsp;Suzanne Babich,&nbsp;Luis Jorge Hernández-Flórez,&nbsp;Samuel D. Barbosa,&nbsp;Susana Garcia-Arango,&nbsp;Katarzyna Czabanowska","doi":"10.1016/j.edumed.2026.101234","DOIUrl":"10.1016/j.edumed.2026.101234","url":null,"abstract":"<div><h3>Introduction</h3><div>Despite a recognized need to formalize medical and broader leadership education across the Pan American Health Organization Member States (PAHO/MS), a competency framework remains unestablished among member states. This study aims to develop a leadership competency framework for undergraduate medical education (UME), identify pedagogical strategies, and to compare it with existing leadership frameworks.</div></div><div><h3>Material and methods</h3><div>Stakeholders with expertise in UME leadership within PAHO/MS were identified following a WHO guide, research networks, and the snowball technique. Two authors conducted semi-structured interviews in Spanish or English and subsequently translated all transcripts into English for inductive content analysis. After individual pilot coding by two authors, one author completed the coding using ATLAS.TI software, with regular member checking. Finally, two authors independently compared the developed framework with three competency frameworks, assisted by the team to resolve discrepancies.</div></div><div><h3>Results</h3><div>Thirty-four interviews yielded two categories. Firstly, the leadership competency framework for well-being and health comprised 66 competencies structured across five domains: Understanding and leading self, context-dependent leadership within teams, leading change, holistic leadership in well-being and health services, and modeling the professional role. Secondly, the pedagogical strategies for modeling leadership development contained three minor categories. A comparison between frameworks showed that up to 79% of competencies matched our framework.</div></div><div><h3>Conclusions</h3><div>This study developed a leadership competency framework and identified pedagogical strategies that can be used in UME in PAHO/MS. Further testing of the framework is needed. However, an important start has been made to assist PAHO/MS to prioritize and contextualize leadership in UME.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101234"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149004522","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":"Culturally responsive psychosocial supports and flexible learning systems for learner well-being during educational crises","authors":"Pinky Larcelle Lang-ay Gas-ib,&nbsp;Jessie Grace M. Sannadan,&nbsp;Glycel Osia-Reyes","doi":"10.1016/j.edumed.2026.101233","DOIUrl":"10.1016/j.edumed.2026.101233","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101233"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952110","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":"Ethnomedicinal knowledge as a culturally grounded resource for global health education","authors":"Divina A. Balocnit,&nbsp;Imelda C. Agbisit,&nbsp;Maria Cyrila C. Bawer,&nbsp;Juman Kevin Tindo,&nbsp;Gringo S. Serion,&nbsp;Pinky Larcelle L. Gas-ib","doi":"10.1016/j.edumed.2026.101238","DOIUrl":"10.1016/j.edumed.2026.101238","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101238"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952111","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":"Incorporating clinical rotations in Mexican indigenous communities to strengthen cultural competence in medical education","authors":"Iván Antonio García-Montalvo","doi":"10.1016/j.edumed.2026.101240","DOIUrl":"10.1016/j.edumed.2026.101240","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101240"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952109","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":"Artificial intelligence literacy in health professions education: from faculty readiness to culturally responsive AI governance","authors":"Marilou B. Adora,&nbsp;Jemille P. Garica,&nbsp;Christina L. Ammakiw,&nbsp;Nellie B. Apatas,&nbsp;Gringo S. Serion,&nbsp;Pinky Larcelle L. Gas-ib","doi":"10.1016/j.edumed.2026.101231","DOIUrl":"10.1016/j.edumed.2026.101231","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101231"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952169","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":"Exposure to simulators and early surgical practice in medical students: A cross-sectional study","authors":"Emilio J. Vasquez,&nbsp;Esteban Rodas,&nbsp;Iván Peñafiel,&nbsp;Nathalie Castro,&nbsp;Pedro Toledo,&nbsp;Ricardo Pérez","doi":"10.1016/j.edumed.2026.101230","DOIUrl":"10.1016/j.edumed.2026.101230","url":null,"abstract":"<div><h3>Introduction</h3><div>Early surgical exposure and simulators in medical schools are fundamental in the education process. These techniques allow students to practice and subsequently improve their skills in clinical and surgical practice. The aim was to determine early exposure to an active surgical clerkship among medical students and identify their viewpoint to improve surgical education.</div></div><div><h3>Materials and methods</h3><div>This cross-sectional observational study was carried out among medical students (<em>N</em> = 80) in the 5th and 6th year. A 5-item Likert-scale questionnaire assessing surgical exposure, clerkship characteristics, and simulator use was validated via a pilot test (Cronbach's (<em>α</em>) &gt; 0.70). Statistical analyses, including Wilcoxon rank-sum and Fisher's exact tests, were conducted using Stata.</div></div><div><h3>Results</h3><div>A significant difference was observed regarding skill development perceptions (<em>p</em> = 0.008), with Ecuadorian students (<em>n</em> = 63) reporting higher satisfaction than international students (<em>n</em> = 17). No significant differences were found for career motivation (<em>p</em> = 0.298), with 82.4% of international and 66.7% of Ecuadorian students strongly agreeing that hands-on rotations increase surgical interest. Active rotations were fully recommended over observerships by 82.4% of international and 87.3% of Ecuadorian respondents (<em>p</em> = 0.468). Exposure to simulators trended higher among international students (35.3% vs. 15.9%; <em>p</em> = 0.093).</div></div><div><h3>Conclusion</h3><div>Early surgical exposure could help students develop skills during their clinical placements, and students choose to participate in these placements because they achieve learning objectives during their rotations. In addition, simulation and virtual learning were recommended by a large proportion of students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101230"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149050858","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":"Case-based CDIO learning and decision-making performance in undergraduate health sciences education","authors":"Thi Thu Thuy Lai","doi":"10.1016/j.edumed.2026.101229","DOIUrl":"10.1016/j.edumed.2026.101229","url":null,"abstract":"<div><h3>Introduction</h3><div>Innovative teaching approaches are increasingly adopted in health sciences education to support the development of students' decision-making skills. However, evidence regarding the effectiveness of case-based CDIO learning and the role of learner-related factors associated with performance remains limited. This study examined changes in students' decision-making performance following the implementation of case-based CDIO learning and explored the associations of safety awareness and self-confidence with post-intervention performance.</div></div><div><h3>Materials and methods</h3><div>A quasi-experimental pre–post study was conducted with 89 undergraduate students enrolled in a health-related course. Decision-making performance was assessed before and after the intervention using a rubric-based evaluation. Safety awareness and self-confidence were measured using self-report questionnaires. A paired t-test was used to examine changes in performance, and multiple linear regression analysis was conducted to assess the associations of safety awareness and self-confidence with post-intervention decision-making performance while controlling for baseline performance.</div></div><div><h3>Results</h3><div>Decision-making scores increased significantly following the intervention (<em>t</em>(88) = 8.31, <em>p</em> &lt; 0.001). The regression model was statistically significant (<em>F</em>(3, 85) = 15.04, <em>p</em> &lt; 0.001), explaining 34.7% of the variance in post-intervention decision-making performance (<em>R</em>² = 0.347). Baseline performance (<em>β</em> = 0.41, <em>p</em> &lt; 0.001) and self-confidence (<em>β</em> = 0.29, <em>p</em> = 0.004) were significant positive predictors, whereas safety awareness was not significantly associated with performance (<em>p</em> = 0.840).</div></div><div><h3>Conclusion</h3><div>Case-based CDIO learning appears to be a promising instructional approach for supporting the development of students' decision-making performance. Self-confidence was identified as a significant factor associated with performance after controlling for baseline performance, suggesting that learner perceptions may influence how effectively students apply knowledge in practice-oriented contexts.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101229"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952112","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":"From learning analytics to human-centered artificial intelligence in health professions education","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Marilou B. Adora,&nbsp;Jemille P. Garica,&nbsp;Christina L. Ammakiw,&nbsp;Paulino P. Reyes II,&nbsp;Ronald U. Wacas","doi":"10.1016/j.edumed.2026.101232","DOIUrl":"10.1016/j.edumed.2026.101232","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101232"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952170","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}