Educacion Medica最新文献

{"title":"Actividad física, calidad de sueño y salud mental durante la pandemia por la COVID-19","authors":"Carlos Milton Manrique Rabelo","doi":"10.1016/j.edumed.2025.101068","DOIUrl":"10.1016/j.edumed.2025.101068","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101068"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243036","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}

{"title":"Programa Kay como estrategia para favorecer la implementación del cambio de paradigma en la Escuela de Enfermería de la Universidad Nacional de Córdoba, Argentina","authors":"Soledad de la Riva ,&nbsp;Pedro Peyser ,&nbsp;Sandra Cevilán ,&nbsp;Malén Gautes Alcaraz ,&nbsp;Fernanda Montenegro","doi":"10.1016/j.edumed.2025.101063","DOIUrl":"10.1016/j.edumed.2025.101063","url":null,"abstract":"<div><h3>Introduction</h3><div>Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.</div></div><div><h3>Material and methods</h3><div>Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.</div></div><div><h3>Results</h3><div>The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.</div></div><div><h3>Conclusion</h3><div>We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101063"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243003","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}

{"title":"Validación de una encuesta de opinión sobre la eficacia de la simulación para participantes","authors":"Aida Camps-Gómez ,&nbsp;Anna González-Fernández ,&nbsp;Jennifer Morata-Serrano ,&nbsp;Katherina M. Faundez-Inostroza ,&nbsp;Carmen Gomar-Sancho ,&nbsp;Marina Mateu-Capell","doi":"10.1016/j.edumed.2025.101064","DOIUrl":"10.1016/j.edumed.2025.101064","url":null,"abstract":"<div><h3>Introduction</h3><div>The participant's self-perception of a training is indicative of the achievement of its objectives, but the functionality and applicability of the instrument used to evaluate it must be submitted to a process of qualitative and quantitative analysis. Simulation is an experiential and collaborative training methodology, generally multidimensional and costly, which requires reliable instruments to assess its effectiveness. This study describes the process to create and validate a survey to assess the opinion of participants in a learning activity with simulation methodology.</div></div><div><h3>Method</h3><div>The process included a qualitative phase with two stages for obtaining content evidence, responses from an internal (<em>n</em> = 6) and external (<em>n</em> = 15) expert committee, and administration of the instrument to participants on three occasions (<em>n</em> = 10; <em>n</em> = 104; <em>n</em> = 446), as well as analysis in a focus group of participants (<em>n</em> = 35) regarding the structure, comprehension, and content. This phase also included a quantitative phase with psychometric analysis for the adjustment and measurement of the instrument.</div></div><div><h3>Results</h3><div>After the process, a final survey was obtained with 24 questions with answers from 4 ordinal categorical categories, which shows a unidimensional internal structure of 71.1% of the total variance. The model fit indices were χ² = 123.936 (<em>p</em> &lt; 0.001), d.f. = 48.67; RMSEA = 0.00; CFI = 1.00; TLI =<!--> <!-->1.00. It showed correlation with other variables (r = 0.7) and reliability of α<!--> <!-->= 0,963 (0.957–0.967); ω = 0.963 (0.955–0.970).</div></div><div><h3>Conclusion</h3><div>The combination of qualitative and quantitative methods made it possible to refine the instrument and detect method errors to readjust the instrument without affecting its representativeness. The survey is valid for students and professionals to assess the effectiveness of training simulation sessions, and to detect opportunities for improve them.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101064"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243002","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}

{"title":"Overconfidence of medical residents to perform entrustable professional activities in a General Surgery Residency Program","authors":"Leonardo Salviano da Fonseca Rezende ,&nbsp;Aleida Nazareth Soares ,&nbsp;Rosa Malena Delbone ,&nbsp;Marcus Vinícius Melo de Andrade ,&nbsp;Alexandre Sampaio Moura","doi":"10.1016/j.edumed.2025.101066","DOIUrl":"10.1016/j.edumed.2025.101066","url":null,"abstract":"<div><h3>Introduction</h3><div>Competency-based medical education (CBME) has been implemented in postgraduate medical education, and Entrustable Professional Activities (EPAs) seem appropriate for operationalizing it. However, the association between residents´ self-perceived confidence in performing EPAs and entrustment levels assigned by a Clinical Competence Committee (CCC) must be better understood. We aimed to compare general surgery residents' self-assessment of confidence to perform EPAs and entrustment levels assigned by a CCC.</div></div><div><h3>Material and methods</h3><div>Cross-sectional study conducted in the General Surgery Residency Program at Santa Casa BH Hospital between March and May 2023. Residents self-assessed their confidence to perform 16 EPAs using a 5-point entrustment scale. Confidence levels were compared to entrustment levels assigned by the CCC. A comparison was performed separately for each EPA and by EPA characteristics (clinical surgical vs. procedural and simple x complex).</div></div><div><h3>Results</h3><div>There was a significant difference between the self-assessed confidence levels and the autonomy levels assigned by the CCC in nine of the 16 EPAs. Residents' self-assessment levels were higher than those assigned by the CCC for clinical surgical EPAs (4.3 ± 0.8 vs. 3.2 ± 1.4, respectively; p &lt; 0.001) and simple EPAs (2.8 ± 1.0 vs. 2.2 ± 0.8, respectively; p = 0.023). In procedural and complex EPAs, this difference was not statistically significant (p &gt; 0.05).</div></div><div><h3>Conclusion</h3><div>Residents tended to overestimate their level of autonomy, especially for clinical-surgical EPAs and simpler EPAs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101066"},"PeriodicalIF":0.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243035","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}

{"title":"Potenciando la competencia en reanimación cardiopulmonar: evaluación del impacto de la realidad virtual en la formación de estudiantes de Medicina","authors":"María Camila Arango-Granados ,&nbsp;María Teresa Gómez Lozano","doi":"10.1016/j.edumed.2025.101062","DOIUrl":"10.1016/j.edumed.2025.101062","url":null,"abstract":"<div><h3>Introduction</h3><div>The impact of virtual reality (VR) on cardiopulmonary resuscitation (CPR) training for students at Universidad Icesi was investigated, based on the principles of constructivism and deliberate practice.</div></div><div><h3>Methods</h3><div>This research-action study included resource validation through the UNE standards, performance rubrics, and focus groups. Qualitative data were analyzed using ATLAS.ti and triangulated with predefined categories. For quantitative data, measures of central tendency and dispersion were calculated according to their distribution. A Student’s <em>t</em>-test was used to compare means, and an ANOVA was performed for students with three attempts, with significance set at <em>p</em> &lt; 0.05.</div></div><div><h3>Results</h3><div>The resource received an overall rating of 93.48%, exceeding the minimum validation criteria. Students improved their scores on the evaluation rubric, with a 33% increase (95% CI: 29–37%; <em>p</em> = 0.00) after immediate repetition and an 18% increase (SD 13%) at two months. In the subgroup with three attempts, ANOVA revealed significant differences in scores (<em>p</em> = 0.00), with consistently significant <em>post hoc</em> comparisons between each pair of attempts. Students highlighted VR’s interactivity and realism as key factors in enhancing their motivation.</div></div><div><h3>Conclusion</h3><div>VR improved student performance following immediate repetition and suggests that skill retention occurs in the medium term. The interactivity and realism of VR increased student motivation and engagement, reinforcing their learning. The potential of VR as a complement to traditional teaching methodologies is emphasized to optimize training in critical areas such as CPR.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101062"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231968","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}

{"title":"Exploring technological advancements in the instruction of clinical nursing skills: A scoping review","authors":"Nasim Talebiazar ,&nbsp;Babak Choobi Anzali ,&nbsp;Ehsan Salimi ,&nbsp;Kani Jahangiri","doi":"10.1016/j.edumed.2025.101069","DOIUrl":"10.1016/j.edumed.2025.101069","url":null,"abstract":"<div><div>This scoping review aims to explore the current utilization of technologies in teaching clinical nursing skills, identifying the employed technologies and technological features in nursing education. Following the Arksey and O'Malley framework, this review systematically identified and analyzed relevant literature across various databases, including MEDLINE, EMBASE, Scopus, and CINAHL. The search strategy encompassed articles published from 1995 to August 2023, with a focus on educational technologies in nursing clinical education. The review adhered to the PRISMA-ScR checklist and the Joanna Briggs Institute Reviewers' Manual. A total of 58 studies were included, spanning from 1995 to 2023, with a geographical distribution across multiple countries. The majority of studies involved nursing students, with a variety of methodologies and data collection methods employed. The review identified several types of technology used, such as social media, online web-based courses, mobile applications, educational videos, virtual reality, serious games, and e-simulation. These technologies were applied in diverse areas of nursing education, including premature infant care, stroke patient care, airway care, and basic nursing skills. This scoping review provides a comprehensive overview of the technological landscape in nursing clinical education, informing educators, policymakers, and practitioners about the available resources and their potential to improve nursing education and patient care.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101069"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205759","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}

{"title":"Is online pathology education an effective and equitable approach for medical students?","authors":"Chaturaka Rodrigo ,&nbsp;Simone L. Van Es ,&nbsp;Karim Burkhardt ,&nbsp;Sophia Champion ,&nbsp;Stephanie Dowdell ,&nbsp;John Pimanda ,&nbsp;Gary Velan ,&nbsp;Martin Weber","doi":"10.1016/j.edumed.2025.101065","DOIUrl":"10.1016/j.edumed.2025.101065","url":null,"abstract":"<div><h3>Introduction</h3><div>We assessed the performance of two cohorts of Australian medical students who were taught Pathology practical classes online or face-to-face, to see if online teaching creates an inequity in learning.</div></div><div><h3>Methods</h3><div>All medical students enrolled at the University of New South Wales in 2023 and 2024 were invited. The third-year Pathology practical classes for main campus students were taught face-to-face while students in rural campuses were taught online by the same teachers. All students sat a formative assessment after completing a course with 4 practical classes.</div></div><div><h3>Results and discussion</h3><div>A total of 328 students (out of 621, 53%) completed the formative assessments of whom 49 (15%) were rural students. There was no statistically significant difference in the average assessment score between the two groups (67% vs. 61.25%, <em>p</em> = 0.073). The learning resources developed by the Pathology Department of the University of New South Wales had likely reduced the inequity of online teaching.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101065"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205758","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}

{"title":"Investigación traslacional en el currículo de medicina: una propuesta de reforma desde la práctica docente. Reflexiones sobre la reforma curricular","authors":"Manuel Latorre Quintana ,&nbsp;Álvaro Andrés Rivera ,&nbsp;Diego Alejandro Vivas","doi":"10.1016/j.edumed.2025.101051","DOIUrl":"10.1016/j.edumed.2025.101051","url":null,"abstract":"<div><div>Translational medicine or research is a new branch of medicine that encourages scientific progress through the close link between basic, preclinical, and clinical research. This has led to important advances in addressing emerging health issues. This new area in medical curricula is being considered to strengthen the integration of knowledge and allow undergraduates to gain skills and expertise in research, which responds to the growing demand for leaders in clinical trials and other health-focused scientific initiatives.</div><div>Considering the structure of current medical programs, a cross-cutting inclusion is proposed, shaped by new teaching practices led by educators. These educators are key agents of change, working on connecting and reflective initiatives that inspire students to think critically and develop research projects and bridge gaps in various fields by addressing recognized health needs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101051"},"PeriodicalIF":0.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144154797","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}

{"title":"Interculturalidad en salud en los currículos de formación médica y de profesionales sanitarios para un desempeño profesional efectivo","authors":"Alberto Torres Belma","doi":"10.1016/j.edumed.2025.101060","DOIUrl":"10.1016/j.edumed.2025.101060","url":null,"abstract":"<div><div>This article reflects on the importance of comprehensive undergraduate training in the health professions, highlighting the biopsychosocial model and interculturality in health—with its various levels of application—conceived as the interaction between the health professional and the patient, their family, and the community. It values the sociocultural understanding of these actors in the processes of health and disease, ensuring therapeutic adherence. However, interculturality in undergraduate training, in addition to being linked to interaction, must be recognized as a socio-health component in public health research.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101060"},"PeriodicalIF":0.0,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138680","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}

{"title":"Eficacia de la formación ITLS (international trauma life support) en el manejo del paciente con trauma grave en un servicio de urgencias: creación de herramientas de mejora","authors":"Jerónima Vicens Ferrer ,&nbsp;María Fiorella Sarubbo ,&nbsp;David Salomón Sánchez Cuadrado Olea ,&nbsp;Miguel González de Cabo ,&nbsp;Miguel Agudo García ,&nbsp;Ana Estremera Rodrigo","doi":"10.1016/j.edumed.2025.101056","DOIUrl":"10.1016/j.edumed.2025.101056","url":null,"abstract":"<div><h3>Introduction</h3><div>In the emergency department, providing care to patient who are victims of severe trauma presents a challenge due to the potential severity of their condition. There are accepted guidelines for trauma management, such as those from the International Trauma Life Support (ITLS). However, the heterogeneity of emergency services (ES) does not always allow for their proper application.</div></div><div><h3>Methodology</h3><div>A pre- and post-intervention descriptive study was conducted to evaluate the effectiveness of structured training in the management of severe trauma in an ES of a secondary level hospital. The study was carried out in three phases: (1) Training of ES professionals through a course based on the ITLS methodology; (2) Review of medical records from the pre- and post-training periods for patients classified as \"severe trauma,\" assessing the collected information according to the training specifications. A retrospective review of 182 medical records was conducted, including 117 from the pre-training period and 65 from the post-training period. Inclusion criteria were: patients who underwent a whole-body computed tomography (CT) scan for the diagnosis of severe trauma, adults of both sexes; (3) Compilation of a list of detected information gaps and the creation of an improvement tool for the assessment and management of severe trauma by the involved professionals.</div></div><div><h3>Results and conclusion</h3><div>In the pre-training period, deficiencies in information collection and structured assessment were identified, which improved in the post-training period. However, specific information gaps were still detected after the training, leading to the proposal of a tool called the \"Polytrauma Patient checklist.\"</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101056"},"PeriodicalIF":0.0,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124953","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}