Educacion Medica最新文献

ECOE virtual de radiología en el metaverso Second Life®: comparación de estudiantes de tercer y sexto curso Second Life®虚拟放射学ECOE：三年级和六年级学生比较

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-03-09 DOI: 10.1016/j.edumed.2026.101167

Francisco Sendra-Portero , Alba Virtudes Pérez-Baena , Teodoro Rudolphi-Solero , Rocío Lorenzo-Álvarez , Dolores Domínguez-Pinos , Miguel José Ruiz-Gómez

{"title":"ECOE virtual de radiología en el metaverso Second Life®: comparación de estudiantes de tercer y sexto curso","authors":"Francisco Sendra-Portero , Alba Virtudes Pérez-Baena , Teodoro Rudolphi-Solero , Rocío Lorenzo-Álvarez , Dolores Domínguez-Pinos , Miguel José Ruiz-Gómez","doi":"10.1016/j.edumed.2026.101167","DOIUrl":"10.1016/j.edumed.2026.101167","url":null,"abstract":"<div><h3>Introduction</h3><div>This study presents a formative virtual Objective Structured Clinical Examination (OSCE) in Radiology, conducted in the Second Life® metaverse, aimed at comparing the performance and perception of third- and sixth-year medical students and to analyze its integration into undergraduate medical education.</div></div><div><h3>Methods</h3><div>Four virtual rooms were designed, each with six clinical stations based on radiology cases commonly encountered in primary care. A total of 151 third-year and 159 sixth-year medical students participated during the 2023–2024 academic year. Each student completed six cases, with nine minutes per station. Responses were assessed using specific checklists. After the activity, students received individual feedback and completed a questionnaire on general perception, cognitive load, and overall experience.</div></div><div><h3>Results</h3><div>Sixth-year students scored significantly higher than third-year students (3.8 ± 1.1 vs. 2.4 ± 1.1; <em>p</em> < 0.001). No significant differences were found in the general perception scale (5-point Likert); however, third-year students reported lower cognitive load related to using Second Life®. Both groups rated the experience above 7/10, although sixth-year students rated project organization, the virtual OSCE environment, its usefulness for their training, and peer interaction significantly higher (<em>p</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>The virtual OSCE in Second Life® is a viable, efficient, and well-received formative strategy among undergraduate students. The results of this experience support its integration into the medical curriculum and its potential to develop new clinical simulation approaches.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101167"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing medical student preparedness for the clinical phase: perspectives of clinical faculty across specialties and medical school types in Indonesia 评估医学生临床阶段的准备：印度尼西亚跨专业和医学院类型的临床教师的观点

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-18 DOI: 10.1016/j.edumed.2026.101165

Wienta Diarsvitri , Jo Hart

{"title":"Assessing medical student preparedness for the clinical phase: perspectives of clinical faculty across specialties and medical school types in Indonesia","authors":"Wienta Diarsvitri , Jo Hart","doi":"10.1016/j.edumed.2026.101165","DOIUrl":"10.1016/j.edumed.2026.101165","url":null,"abstract":"<div><h3>Background</h3><div>Evidence indicates that medical students often enter their clinical phase of undergraduate medical education without adequate preparation, which can affect their learning and patient safety. This study aimed to compare the preparedness of medical students to begin their clinical phase at public and private medical schools in Indonesia during and before the COVID-19 pandemic, based on the perspectives of clinical faculty.</div></div><div><h3>Methods</h3><div>This study employed a mixed-methods approach with an explanatory sequential design. Quantitative data were collected from 48 clinical faculty members across eight Indonesian medical schools using a validated Indonesian version of the 39-item Student Readiness for Clerkship Survey, with each item measuring a specific competency. Qualitative data were obtained through focus group discussions. Descriptive and inferential statistics were employed to analyze survey data, and thematic analysis was conducted to extract key themes from the qualitative responses.</div></div><div><h3>Results</h3><div>The clinical faculty from public institutions rated students significantly higher in 35 out of 39 competency areas compared to their counterparts in private institutions. These survey findings were reinforced by the FGD findings, which revealed four key factors influencing medical students' preparedness: a strong clinical education system, competent clinical faculty, qualified medical students, and robust institutional support.</div></div><div><h3>Conclusion</h3><div>This study reports perceived differences in clinical preparedness between public and private medical students in Indonesia and highlights institutional and educational factors that may contribute to these differences, informing efforts to strengthen the clinical education system.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101165"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Efectividad de un programa educativo basado en mindfulness para reducir el estrés académico en estudiantes de Odontología 以正念为基础的教育方案在减轻牙科学生学业压力方面的效果

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-04-25 DOI: 10.1016/j.edumed.2026.101185

Paul Martín Herrera-Plasencia , Carlos Alberto Cherre Antón

{"title":"Efectividad de un programa educativo basado en mindfulness para reducir el estrés académico en estudiantes de Odontología","authors":"Paul Martín Herrera-Plasencia , Carlos Alberto Cherre Antón","doi":"10.1016/j.edumed.2026.101185","DOIUrl":"10.1016/j.edumed.2026.101185","url":null,"abstract":"<div><h3>Introduction</h3><div>Academic stress is common among dental students due to the heavy academic workload and clinical demands, which is why strategies to strengthen emotional self-regulation are needed. The aim of the study was to evaluate the effectiveness of a mindfulness-based educational program in reducing academic stress in dental students.</div></div><div><h3>Materials and methods</h3><div>A quasi-experimental longitudinal study was conducted. Sixty-three male and female students enrolled in the dentistry program at a university in Peru voluntarily participated. An experimental group (<em>n</em> = 33) and a control group (<em>n</em> = 30) were formed. Academic stress was assessed before and after the intervention using an adapted version of the SISCO-SV-21 Inventory for the context of dental education. The intervention consisted of fifteen structured educational sessions focused on two components of mindfulness: concentration and relaxation.</div></div><div><h3>Results</h3><div>In the pretest evaluation, both groups showed high and comparable levels of academic stress (<em>p</em> = 0.698). After the intervention, the experimental group showed a significant reduction in the posttest (<em>p</em> < 0.001; <em>d</em> = 1.55), while the control group showed a minimal effect (<em>d</em> = −0.17). The mixed ANOVA confirmed a significant group × time interaction (<em>p</em> < 0.001), showing a differential change between groups.</div></div><div><h3>Conclusion</h3><div>The implementation of a structured mindfulness program was associated with a significant and clinically relevant reduction in academic stress among dental students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101185"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147797825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Procrastinación académica como expresión de malestar psicológico en la formación médica 作为医学教育中心理不安的一种表现形式的学业拖延

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101156

Edwin Gustavo Estrada-Araoz

引用次数: 0

Actividades profesionales a confiar para la educación de profesionales de la salud en Paraguay 为巴拉圭保健专业人员教育开展的专业活动

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101157

Juan Manuel Invernizzi Prats , Telmo Raul Aveiro-Róbalo

引用次数: 0

Investigación durante la residencia y su sentido formativo 住院期间的研究及其形成意义

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-18 DOI: 10.1016/j.edumed.2026.101164

Edwin Gustavo Estrada-Araoz

引用次数: 0

Competencias en enfermería y práctica clínica 护理技能和临床实践

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-23 DOI: 10.1016/j.edumed.2026.101151

Jessica Godoy-Pozo , Mónica Illesca-Pretty , Carola Rosas , Teresa Botigué

{"title":"Competencias en enfermería y práctica clínica","authors":"Jessica Godoy-Pozo , Mónica Illesca-Pretty , Carola Rosas , Teresa Botigué","doi":"10.1016/j.edumed.2026.101151","DOIUrl":"10.1016/j.edumed.2026.101151","url":null,"abstract":"<div><h3>Introduction</h3><div>The practical component occupies a central place in the nursing curriculum by promoting meaningful learning and the development of competencies through contact with real situations. However, various factors can influence the development of competencies. This study explores Nursing students' perceptions of the development of generic competencies in clinical practice within the context of the learner-centered educational model.</div></div><div><h3>Methods</h3><div>A descriptive, qualitative study using an intrinsic case study. Purposive theoretical sampling based on criteria and convenience was used. Three focus groups and qualitative content analysis were conducted.</div></div><div><h3>Results</h3><div>The central theme emerging was “Nursing students' perceptions of the development of generic competencies in clinical practice within the context of the Learning-Centered Educational Model”. The theme was divided into five categories: instrumental competencies enhanced in clinical practice, interpersonal competencies enhanced in clinical practice, systemic competencies enhanced in clinical practice, factors facilitating the development of generic competencies, and factors hindering the development of generic competencies.</div></div><div><h3>Conclusion</h3><div>Clinical practice is a key opportunity for developing generic competencies. Its effectiveness depends on the environment of the healthcare centers, the dynamics of the team members, the support of Faculty and clinical tutors, their characteristics, interpersonal skills, values, and training, as well as on the students' academic and emotional preparation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101151"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

La enseñanza de la metodología científica y la investigación aplicada en el grado de Medicina en España 在西班牙医学学位中教授科学方法和应用研究

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-03-09 DOI: 10.1016/j.edumed.2026.101168

Natalia Lobera-García , Isabel Belinchón-Romero , Gregorio González-Alcaide , Antonio F. Compañ Rosique , José Manuel Ramos-Rincón

{"title":"La enseñanza de la metodología científica y la investigación aplicada en el grado de Medicina en España","authors":"Natalia Lobera-García , Isabel Belinchón-Romero , Gregorio González-Alcaide , Antonio F. Compañ Rosique , José Manuel Ramos-Rincón","doi":"10.1016/j.edumed.2026.101168","DOIUrl":"10.1016/j.edumed.2026.101168","url":null,"abstract":"<div><h3>Introduction</h3><div>The integration of the scientific method and research training into the undergraduate medical curriculum is essential for evidence-based clinical practice and adaptation to scientific advances. The aim of this study was to review the teaching of scientific methodology and research in undergraduate medical curricula in Spain.</div></div><div><h3>Materials and methods</h3><div>Descriptive study of the curricula of the 52 Spanish universities offering Medicine, identifying through their official websites the courses related to “scientific method” and “research”.</div></div><div><h3>Results</h3><div>Forty-one universities (78.8%) included at least one such course, with a higher presence in public (77.8%) than private institutions (71.3%); 11 (21.2%) offered none. Most universities (61%) had only one course, while 39% offered two or more. A total of 64 courses were identified: 30 (46.9%) focused exclusively on research and 34 (53.1%) combined with other disciplines, mainly epidemiology (29.4%) and biostatistics (26.5%). Mandatory courses predominated (73.4%; median 6 ECTS) compared to electives (26.6%; median 3 ECTS; <em>p</em> < 0.001).</div></div><div><h3>Conclusions</h3><div>Training in scientific methodology and research is widely integrated into undergraduate medical curricula in Spain, although with variability among universities in the number of subjects, credit load, and content. This heterogeneity suggests relevant differences in students' exposure to research during medical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101168"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring scientific reasoning in medical students via Lawson's test 通过劳森测试探索医学生的科学推理能力

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-17 DOI: 10.1016/j.edumed.2026.101163

Francisco Estrada-Rojo , Alejandro Hernández-Chávez , Armando Muñoz-Comonfort , Gustavo López-Toledo , Laura Gómez-Virgilio , Francisco Estrada-Bernal , Raúl Sampieri-Cabrera

{"title":"Exploring scientific reasoning in medical students via Lawson's test","authors":"Francisco Estrada-Rojo , Alejandro Hernández-Chávez , Armando Muñoz-Comonfort , Gustavo López-Toledo , Laura Gómez-Virgilio , Francisco Estrada-Bernal , Raúl Sampieri-Cabrera","doi":"10.1016/j.edumed.2026.101163","DOIUrl":"10.1016/j.edumed.2026.101163","url":null,"abstract":"<div><h3>Introduction</h3><div>Scientific reasoning is an essential skill for medical students, helping them to formulate hypotheses, design experiments, and interpret data effectively. This cross-sectional observational study aimed to evaluate scientific reasoning levels among 113 medical students from both a public university and a military university in Mexico, using the Lawson Classroom Scientific Reasoning Test.</div></div><div><h3>Methods</h3><div>The test included 12 items, each requiring justification of the response. Data analysis involved normality tests (Kolmogorov–Smirnov and Shapiro–Wilk) and an ANOVA with Tukey's post-hoc comparisons.</div></div><div><h3>Results</h3><div>The findings showed that 67.26% of students demonstrated concrete reasoning, 31.86% were at the transitional formal stage, and only 0.88% attained the post-formal level. No significant differences were observed between the two groups.</div></div><div><h3>Conclusion</h3><div>These results highlight the importance of enhancing scientific reasoning in medical education. While the Lawson Test is a useful assessment tool, it should be complemented by broader educational strategies to cultivate deeper critical thinking skills during medical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101163"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inteligencia artificial y salud mental en la formación médica 医学教育中的人工智能和心理健康

Educacion Medica Pub Date : 2026-05-01 Epub Date: 2026-02-16 DOI: 10.1016/j.edumed.2026.101155

Edwin Gustavo Estrada-Araoz

引用次数: 0