Educacion Medica最新文献

{"title":"Ondas de densidad semántica para el análisis de la argumentación clínica multimodal en la formación de profesionales de la salud","authors":"Giovanni Garcia-Castro ,&nbsp;Francisco Javier Ruiz-Ortega","doi":"10.1016/j.edumed.2025.101045","DOIUrl":"10.1016/j.edumed.2025.101045","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical argumentation is a fundamental competence in medical education, fostering critical reasoning, problem-solving, and decision-making in complex scenarios. However, educational strategies often prioritize practical and instrumental approaches, neglecting the integration of advanced cognitive competencies. This study examines how semantic density, as conceptualized in the Legitimation Code Theory, and the use of multimodal resources contribute to developing argumentative skills in health sciences.</div></div><div><h3>Methods</h3><div>Using a qualitative-comprehensive approach, a case study was conducted with five faculty members from the Adult Medicine department at the Technological University of Pereira. Data collection included class recordings, semantic analyses, questionnaires, and rubrics to evaluate teaching and argumentative strategies. A Specific Translation Device was employed to analyze semantic density, and data were processed using NVivo software<strong>.</strong></div></div><div><h3>Results</h3><div>The analysis revealed that semantic density is enhanced through the intentional use of multimodal resources such as gestures, graphics, and visual language, enabling the integration of complex concepts. The analysis of semantic waves demonstrated a progression in conceptual complexity and argumentative stability, highlighting the positive results of the training process on teachers' and students' ability to construct dense and coherent discourses.</div></div><div><h3>Conclusion</h3><div>The combination of Legitimation Code Theory with a multimodal approach provides an effective framework for evaluating and fostering clinical argumentation in medical education. This methodology strengthens students' cognitive, critical, and argumentative skills, equipping them to address the ethical, social, and clinical challenges of professional practice.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101045"},"PeriodicalIF":0.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143824687","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":"Clinical researchers: The relationship between the final degree project and future prospects for developing research tasks in the clinical setting","authors":"Julia L. Gutierrez-Arroyo ,&nbsp;Alba Loras ,&nbsp;Elvira Carbonell ,&nbsp;Pia Gallego ,&nbsp;Maria Victoria Ibañez ,&nbsp;Maria Angeles Marques-Torrejon ,&nbsp;Conrado Martinez-Cadenas","doi":"10.1016/j.edumed.2025.101046","DOIUrl":"10.1016/j.edumed.2025.101046","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical research is vital for improving individuals' quality of life, yet many medical students find it complex and challenging. Therefore, it is essential to introduce research training programs early in undergraduate medical education to help students develop basic research skills. One example is the final degree project (FDP), which can be either experimental/research-based or a systematic review/clinical protocol. This study investigates medical students' perceptions of research FDPs based on effort and difficulty, as well as the associations between FDP-type election and the graduates' future interest in research.</div></div><div><h3>Methods</h3><div>A cross-sectional analytical study was conducted with 87 medical graduates from Jaume I University of Castellon. Data were collected through surveys, and both descriptive and inferential analyses were performed.</div></div><div><h3>Results</h3><div>A significant relationship was found between research in the graduates' routine and the intention to pursue a doctoral thesis, as well as between the graduates' choice of FDP topic as medical students (experimental or research-based vs. systematic review or clinical protocol) and future engagement in a doctoral thesis. As this is an observational study, we cannot establish causality in this relationship. No significant associations were found between routine research and hospital size, gender, or career motivation, except for a potential significance in the relationship between FDP topic choice and medical specialty.</div></div><div><h3>Conclusions</h3><div>Our main findings suggest that medical graduates' perceptions of the complexity of research FDPs depend on their prior research experience. Therefore, it is crucial to provide more training in this area during undergraduate programs to prevent a lack of training from becoming a barrier to pursuing a research career.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101046"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821426","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":"Identidad profesional diada docente-discente: Implicancias en el proceso de enseñanza-aprendizaje de matronería","authors":"Janet Altamirano-Droguett ,&nbsp;Francisca Araya-Acuña ,&nbsp;Katherine Jorquera-Carrasco ,&nbsp;Amanda Peña-Peña","doi":"10.1016/j.edumed.2025.101043","DOIUrl":"10.1016/j.edumed.2025.101043","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity in midwifery begins in initial training with the support of the teaching staff, who must not only acquire pedagogical tools, but also consolidate their own version of themselves. This work aims to recognize the professional identity of the teacher-student dyad and its implications in the teaching-learning process through the analysis of narratives for continuous improvement in the training of this discipline.</div></div><div><h3>Method</h3><div>The research was qualitative interpretative by means of semi-structured interviews with 17 teachers and 16 students of the university degree of Obstetrics and Childcare of the Universidad de Antofagasta, Chile. The testimonies were analyzed through grounded theory.</div></div><div><h3>Results</h3><div>The interviewees recognized that the combination of theory and practice is fundamental to acquire professional competencies through active strategies. Teacher modeling was identified as a main factor influencing not only academic performance during clinical practice, but also professional identity. The interviewees stated that they did not feel part of the university degree.</div></div><div><h3>Conclusion</h3><div>The findings showed the need to improve social ties in order to acquire a sense of belonging to the profession. Likewise, it is imperative to offer training programs on socioemotional skills, which ensure reflective processes for the construction and reconstruction of identity in the educational dyad. It is also imminent to innovate teaching and evaluation methodologies, and to strengthen research for an improvement in the training of this discipline, which will be reflected in the quality of patient care.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101043"},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785236","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":"Perceptions of students, professors, and simulated patients with a periodontology OSCE station in dentistry","authors":"Gema Cidoncha,&nbsp;Marta Muñoz-Corcuera,&nbsp;Virginia Sánchez,&nbsp;María Jesús Pardo Monedero,&nbsp;Ana Antoranz,&nbsp;Aurora Saiz Rodríguez","doi":"10.1016/j.edumed.2025.101047","DOIUrl":"10.1016/j.edumed.2025.101047","url":null,"abstract":"<div><h3>Background</h3><div>The OSCE, or objective structured clinical examination, is a practical assessment used worldwide to evaluate students' competencies in health science degrees. It consists of stations, where different clinical situations can be replicated. Sometimes, the settings can introduce actors who perform the role of standardised patients. This study is aimed to determine the perception of students, teachers, and actresses involved in a periodontology OSCE station with a standardised patient.</div></div><div><h3>Methods</h3><div>In April 2023, 112 fifth-year dentistry students, 6 teachers, and 21 actresses participated in the study. The teachers responsible for the station design created three online questionnaires, distributed to all participants. The questionnaires consisted of a perception survey about the periodontology OSCE station in order to find out teachers, students and actresses` opinions about the station. The questions were divided by general demographics data (age, gender, and qualifications), 5 specific questions about the periodontology station and one open-ended question to express any consideration not mentioned previously.</div></div><div><h3>Results</h3><div>The results showed that most students handled the patient situation well (58.03%), found it realistic (83.92%), and appreciated the presence of a standardised patient (57.14%). Similarly, the teachers were satisfied (66.66%) or very satisfied (33.33%) with the exam, while the standardised patients generally felt satisfied (71.42%) or very satisfied (19.04%) with their role. Some patients experienced difficulties with evaluating and interpreting the checklist (57.14%).</div></div><div><h3>Discussion</h3><div>Overall, the organisation, explanations, and information provided for the stations were deemed accurate and satisfactory.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101047"},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785756","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":"Conocimientos, actitudes y prácticas sobre el cambio climático y el dengue en estudiantes de Medicina de la Universidad Continental, Huancayo, 2024","authors":"Luis Arellan-Bravo ,&nbsp;Angie Romina Contreras Tovar ,&nbsp;Valeria Evita Zevallos-Guerra ,&nbsp;Gianella D. Vera-Gonzales ,&nbsp;Grees D. Quispe Ochoa ,&nbsp;Alfonso Gutiérrez-Aguado","doi":"10.1016/j.edumed.2025.101048","DOIUrl":"10.1016/j.edumed.2025.101048","url":null,"abstract":"<div><h3>Introduction</h3><div>Climate change and dengue fever pose interconnected challenges to global public health. In Peru, the incidence of dengue has been increasing since 1990, reaching a historical peak in 2024. Despite the availability of treatment, it is essential to strengthen primary care by integrating knowledge and preventive attitudes into university education. This study analyzes the level of knowledge, attitudes, and preventive practices related to dengue and climate change among medical students.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted between May and June 2024, surveying 172 randomly selected medical students from a total of 300. A validated questionnaire was used to collect sociodemographic information, as well as data on knowledge, attitudes, and preventive practices. Participants who scored above 80% of the total score were considered to have an adequate level in each evaluated category.</div></div><div><h3>Results</h3><div>Among the respondents, 58% were women, with an average age of 20.45 years. A total of 64.53% demonstrated an adequate level of knowledge about dengue, while 99.42% had sufficient knowledge about climate change. Although 65.70% exhibited favorable attitudes toward prevention, only 29.07% engaged in adequate preventive practices. A significant association was found between a good level of knowledge about dengue and the adoption of preventive practices (<em>p</em> &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>Medical students have a good knowledge and attitude related to dengue and climate change but apply few preventive measures. It is essential to improve their training with workshops and practical activities. Policies in Peru have prioritized vector control, information campaigns and vaccination, but there are still challenges in terms of resources and sustainability. A multisectoral approach is required that includes sanitation and climate adaptation, aligning medical training with these challenges.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101048"},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785834","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":"A survey on the perception of health degree students on the use of Instagram and TikTok as learning tools","authors":"Silvia Garrido ,&nbsp;Beatriz Losa ,&nbsp;María Caballero ,&nbsp;Alexandra Alvarez ,&nbsp;Genny Raffaeli ,&nbsp;Giacomo Cavallaro ,&nbsp;Maria-Lorella Gianni ,&nbsp;Felipe Garrido","doi":"10.1016/j.edumed.2025.101044","DOIUrl":"10.1016/j.edumed.2025.101044","url":null,"abstract":"<div><h3>Introduction</h3><div>Limited academic literature has reviewed the usefulness of Instagram and TikTok, which degree students extensively use. Considering this gap, our research group has undertaken a study aimed at elucidating the perspectives of health sciences university students regarding the referred social media as learning tools.</div></div><div><h3>Methods</h3><div>An online 23-question survey was distributed to undergraduate health sciences degree students across three Spanish universities. The questions were primarily related to the general usage of social media within the university educational environment, but they focused on Instagram and TikTok.</div></div><div><h3>Results</h3><div>Students identified Instagram (68%) and YouTube (39%) as the most comfortable social networks for learning. Seventy-five percent of students indicated that they followed Instagram accounts about medicine or nursing, with 47% of these accounts lacking apparent university affiliations. One in three students followed TikTok accounts associated with medicine or nursing, with 63% of these accounts appearing to be non-university affiliated.</div></div><div><h3>Conclusions</h3><div>Medical and nursing students are interested in seeking practical supplementary learning content from non-academic sources, particularly on the newest social networks like Instagram and TikTok. Improving the understanding of such content by university faculty can improve the guidance offered to students of such information.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101044"},"PeriodicalIF":0.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776658","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":"Active methodologies and didactic techniques in medical education: A systematic review","authors":"Susan Peña ,&nbsp;Carlos Martinez-Santander ,&nbsp;Veronica Cantos-Reyes ,&nbsp;Mireya Frausto Rojas","doi":"10.1016/j.edumed.2025.101040","DOIUrl":"10.1016/j.edumed.2025.101040","url":null,"abstract":"<div><h3>Introduction</h3><div>For the teaching-learning process in medicine, knowing the effectiveness of active methods and didactic techniques is important to improve and guarantee competent professionals in their field.</div></div><div><h3>Materials and methods</h3><div>The PRISMA 2020 guide was used to carry out this systematic review, identifying and analyzing the active methodologies used in the teaching-learning process of the different subjects in the medical sciences.</div></div><div><h3>Results</h3><div>After searching scientific databases, 18 studies that met the research objectives were selected, allowing the active methodologies used in the teaching-learning process to be identified.</div></div><div><h3>Discussion</h3><div>Active methodologies complement the traditional methodology, allowing more dynamic learning with long-term knowledge retention, thus significantly improving grades and motivating students and teachers to commit to this process.</div></div><div><h3>Conclusions and future work</h3><div>In the effective teaching of medicine, using active and traditional methodologies is important because they promote the active participation of students and teachers, resulting in long-term and significant learning. A detailed analysis of active methods and their effective integration with traditional methods is needed.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101040"},"PeriodicalIF":0.0,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687741","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":"Suicidal ideation and mental health instability: A silent crisis in medical students","authors":"Diana Matías-Pérez,&nbsp;Iván Antonio García-Montalvo","doi":"10.1016/j.edumed.2025.101042","DOIUrl":"10.1016/j.edumed.2025.101042","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101042"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687731","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":"Discriminación y maltrato psicológico en la universidad: la autoestima como recurso para afrontarlos","authors":"Carlos Milton Manrique Rabelo","doi":"10.1016/j.edumed.2025.101038","DOIUrl":"10.1016/j.edumed.2025.101038","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101038"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687738","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":"Análisis cuantitativo de las competencias de comunicación y seguridad del paciente incluidas en un programa de simulación clínica del grado de Medicina","authors":"María Martínez-García ,&nbsp;Griselda Gonzalez-Caminal ,&nbsp;Carmen Gomar-Sancho","doi":"10.1016/j.edumed.2025.101041","DOIUrl":"10.1016/j.edumed.2025.101041","url":null,"abstract":"<div><h3>Introduction</h3><div>Patient safety (PS) and communication are transversal competencies to be acquired by medical students. International guidelines and consensus define communication and PS competences. The aim of this study was to detect the communication and PS skills taught in the clinical simulation sessions of the different subjects in the Medicine degree at the University of Vic – University of Central Catalonia (UVic-UCC), Spain.</div></div><div><h3>Methodology</h3><div>The guides of the clinical simulation sessions of the 6 courses of the degree of the academic year 2023–2024 were reviewed. The present components of PS and communication dictated in the <em>WHO Curriculum Guide for Medical Schools</em> and in the <em>Latin American, Portuguese and Spanish consensus on a core communication curriculum for undergraduate medical education</em> were identified en the simulation guides. Their review was carried out independently by two reviewers. Descriptive statistics were performed.</div></div><div><h3>Results</h3><div>The guides of 79 simulation sessions were analyzed. Communication competencies are frequently taught focused in patients and families. Patient safety competencies are scarce, the most frequent being medication related. Competencies are distributed throughout the degree years but are concentrated in the last three clinical years.</div></div><div><h3>Conclusions</h3><div>Communication competencies are acceptably present in the simulation program, but not the PS which need to be improved. This study analyses only the clinical simulation program and does not represent the full exposure of students to these transversal competences through other teaching methodologies.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101041"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687740","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}