Educacion Medica最新文献

{"title":"Use of clinical and surgical videos to support teaching in the subject of human anatomy","authors":"Arturo Cruz Cidoncha ,&nbsp;Jaime Ruíz-Tovar ,&nbsp;Pablo Tutor de Ureta ,&nbsp;Juan Alberto Herrero Payo ,&nbsp;María Rosa Alonso Melero","doi":"10.1016/j.edumed.2024.100890","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100890","url":null,"abstract":"<div><h3>Introduction</h3><p>Innovation in medical teaching in recent years has undergone major changes. Traditionally, the teacher used to rely exclusively on words, the blackboard, and anatomical dissection. Nowadays, classes are supported by numerous tools with the help of the computer.</p></div><div><h3>Methods</h3><p>In the Department of Human Anatomy of the Faculty of Medicine of our University, during the first 4-month period of the course, we introduced in the classes the projection of 13 short videos with an average duration of 2.33 min, from laparoscopic and open surgical interventions, endoscopic and radiological studies. We surveyed at the end of the first 4 months period to evaluate the student´s opinions of the videos shown.</p></div><div><h3>Results</h3><p>Regarding the usefulness of the video projection, 82.8% considered the projection very useful and 17.2% considered them somewhat useful. None of the students considered the projection of the videos to be useless for their learning. As for the duration of the videos, 97.3% considered the duration to be adequate. In the survey, the students freely expressed diverse opinions. Among others, they stated that they help to understand the real anatomy of the structures studied in 3 dimensions and that they help to review and consolidate theoretical knowledge of what has already been explained. They also said that they help with motivation in preclinical subjects. Others felt that the videos help to raise awareness of the practical usefulness of the subject in the context of the practice of medicine.</p></div><div><h3>Conclusion</h3><p>We can assure that the projection of short prepared videos, taking sequences of open or laparoscopic surgical interventions and endoscopic or radiological studies, is very useful for improving the understanding of the subject of human anatomy, helping to clarify concepts and consolidating knowledge and increasing the student's motivation, as well as the performance in the study.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000056/pdfft?md5=e97dd1abd9bfbe351691d883082c56e0&pid=1-s2.0-S1575181324000056-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139738773","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 cualitativo de múltiples fuentes de programas de residencia en Medicina de Urgencia en Chile: un estudio de caso","authors":"Sofía Basauri ,&nbsp;Gillian M. Scanlan ,&nbsp;Fiona Muir","doi":"10.1016/j.edumed.2023.100885","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100885","url":null,"abstract":"<div><h3>Background</h3><p>Emergency medicine (EM) is a developing specialty worldwide. In Chile, it has been developing for 25 years, however, there is a need for further progress.</p></div><div><h3>Aim</h3><p>We aimed to explore the current postgraduate curriculum in Chile and identify ways to standardise and improve it.</p></div><div><h3>Methods</h3><p>A qualitative case study approach was used to explore perspectives on EM curriculum development via interviewing residents, graduates and programme directors and documentary analysis of academic and governmental guidelines. Both data sets were evaluated through thematic analysis.</p></div><div><h3>Results</h3><p>Four documents were analyzed, and eight interviews were conducted. Four main themes emerged: curricular structure, influence of context, expectations of an emergency physician, EM perspectives. Current programs focus on workplace learning and protected time for learning; however, they differ in clinical exposure and quality of training. Collaboration was identified as a priority, emphasizing the need for programs to work together to ensure quality.</p></div><div><h3>Conclusion</h3><p>This study identifies the state of curriculum development of EM in Chile. It identifies similarities and differences between programs and areas for improvement. There is agreement on the need for a standardized curriculum, considering local context and societal needs.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323001043/pdfft?md5=8d6f544137a3db6ff5f4451dcfb6430b&pid=1-s2.0-S1575181323001043-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139419435","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":"Aceptabilidad de un modelo de formulación diagnóstica de casos clínicos como estrategia educativa en una residencia de psiquiatría del niño y del adolescente","authors":"Felipe Cifuentes R ,&nbsp;Bernardo Pacheco P ,&nbsp;Paula Bedregal ,&nbsp;Francisca Lubi","doi":"10.1016/j.edumed.2023.100876","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100876","url":null,"abstract":"<div><h3>Introduction</h3><p>The aim of the study is to analyze the acceptability of an Integrative and Multidimensional Case Formulation Model implemented as an educational strategy in the first year of a child and adolescent psychiatry residency by a clinical supervisor within a one-way mirror room.</p></div><div><h3>Materials and methods</h3><p>A qualitative methodology is used through content analysis of interviews conducted with residents of the program who had participated consecutively in clinical supervision between 2018 and 2021. For the analysis, 5 theoretical constructs derived from the Theory of Planned Behavior and Fazio's MODE Model are used: attitudes, subjective norm, perceived behavioral control, motivation and opportunity.</p></div><div><h3>Results</h3><p>Twenty-six thematic codes that influence acceptability emerged from the analysis: 8 attitudinal codes (e.g. acceptability is favored by the usefulness of the Model to gain theoretical insight of the cases but with a high amount of time required); 4 normative codes (e.g. the approval or disapproval of the model by scholars outside the clinical supervision); 7 perceived behavioral control codes (e.g. the perceived self-efficacy increases over time); 4 motivational codes (e.g. the desire to learn) and 3 opportunity codes (e.g. joint deliberation with peers).</p></div><div><h3>Conclusion</h3><p>The results show valuable information for the development of educational strategies in the specialty residency program by approaching significant cognitive and affective factors which influence learning during the training periods. Aspects of the strategy that stand out as favoring the educational process are identified, along with other aspects that can be improved for better acceptability of the educational strategy.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000955/pdfft?md5=9016287a73e7edcd3d36b574a8a2692d&pid=1-s2.0-S1575181323000955-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139419436","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":"Nuevos retos en la formación sanitaria especializada relacionados con competencias en telemedicina y tecnologías de la información y comunicación","authors":"Julián Rodríguez Suárez ,&nbsp;Corsino Rey Galán ,&nbsp;Isolina Riaño Galán ,&nbsp;Juan José Díaz Martín ,&nbsp;Laura Muñoz Fernández ,&nbsp;César Bazó Canelón","doi":"10.1016/j.edumed.2023.100878","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100878","url":null,"abstract":"<div><p>In this article we will take a brief tour of the use, terminology and resources available in the field of digital health (focused on telemedicine and video consultations) and how we can approach the incorporation of digital competence in the training of residents through of an organized approach.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000979/pdfft?md5=6e3a82a8d07ee2ba515d7f42a81b814c&pid=1-s2.0-S1575181323000979-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139406393","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":"Cuidando al profesorado: resultados de un programa a distancia de autocuidado para educadores de profesiones de la salud","authors":"Denisse Zúñiga ,&nbsp;Guadalupe Echeverría ,&nbsp;Pía Nitsche ,&nbsp;Nuria Pedrals ,&nbsp;Attilio Rigotti ,&nbsp;Marisol Sirhan ,&nbsp;Klaus Puschel ,&nbsp;Marcela Bitran","doi":"10.1016/j.edumed.2023.100871","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100871","url":null,"abstract":"<div><h3>Introduction</h3><p>There is evidence of burnout experienced by faculty due to the overload involved in combining the academic and research roles and the practice with patients. It is interesting to generate knowledge on initiatives that favor learning individual and institutional self-care strategies. The study aims to examine the implementation of the program \"Scientific Basis of Well-Being and Self-Care Tools for Health Professionals\" through burnout and well-being indicators.</p></div><div><h3>Material and methods</h3><p>One hundred twenty participants from two cohorts completed questionnaires. Burnout, Mindfulness, Psychosocial Well-being, Vitality, and Affectivity indicators were measured. The quantitative study compared the measurements in two moments. Change t1-t2 was analyzed with W Wilcoxon-test and U Mann-Whitney-test. Cronbach's and McDonald's tests were used to analyze the instruments’ reliability.</p></div><div><h3>Results</h3><p>A five-week online program was implemented in the Moodle platform. Asynchronous individual activities and learning assessments were incorporated. Six tutors were trained in well-being and self-compassion. Levels of wellbeing and burnout changed post-program favorably (p-value &lt; 0.01). The change is maintained when analyzing the variables separated by sex, profession, and cohort, except the depersonalization, personal accomplishment, and positive affectivity variables. Questionnaires achieved reliability &gt; 0.7.</p></div><div><h3>Conclusion</h3><p>A five-week self-care online program effectively reduced emotional exhaustion and promoted strategies that enhanced dispositional mindfulness and self-regulation. Short online courses that encourage learning self-care strategies could be part of programs that develop teaching competencies in health professionals.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000815/pdfft?md5=d644c4be52fbd2d2ee9d23b57c2d7f8f&pid=1-s2.0-S1575181323000815-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140536942","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":"Volumen 25 de Educación Médica: “bodas de plata”","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2024.100909","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100909","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S157518132400024X/pdfft?md5=5766a9f2da4869c54acabe4fbfa9e888&pid=1-s2.0-S157518132400024X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140536941","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":"AulaGinecología.com: una nueva herramienta formativa en ginecología y obstetricia","authors":"Gala Melgar Hernández-Sampelayo ,&nbsp;Juan Modesto Caballero ,&nbsp;Txanton Martínez-Astorquiza Corral ,&nbsp;Carlos Santiago Piñel Pérez","doi":"10.1016/j.edumed.2023.100884","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100884","url":null,"abstract":"<div><p><span>AulaGinecologia.com</span><svg><path></path></svg> is a free online educational tool aimed at providing education in the field of obstetrics and gynecology. The platform was created to address the challenges in training in this specialty, including the breadth of content, the reduced study time due to work overload and the lack of access to updated resources. <span>AulaGinecologia.com</span><svg><path></path></svg> offers training through videos, podcasts, PDF documents and self-assessment questions. The platform also has social media profiles to disseminate its content. To date, it has been well-received by professionals, with a high number of subscribers, opinions and material views. The free accessibility and combination of different media are considered key factors for the platform's success. Quantitative and qualitative results indicate a positive response from users, although potential improvements and expansions are being considered for the future. In conclusion, <span>AulaGinecologia.com</span><svg><path></path></svg> is presented as an entertaining, modern and accessible educational tool that provides updated and summarized scientific content, contributing to facilitate and improve training in obstetrics and gynecology.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323001031/pdfft?md5=44e11a96ce4462b349d96f93d2dba526&pid=1-s2.0-S1575181323001031-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139100478","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":"Ejercicio docente y buen trato al usuario en el encuentro clínico de enfermería","authors":"Angelina Dois,&nbsp;Paulina Bravo","doi":"10.1016/j.edumed.2023.100875","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100875","url":null,"abstract":"<div><h3>Introduction</h3><p>The nurse-patient relationship recognizes the dignity of people and their right to respectful care during health care. The preceptor is essential in the formation of nurses, is a model and guide in the processes of approximation to the professional work, facilitates learning and is a link between theory and practice. The manuscript describes the competences of the nursing preceptor for the training of students who promote respectful care in health care.</p></div><div><h3>Material and method</h3><p>Qualitative descriptive study with focal groups with nursing preceptor. Data analysis according to Kyngäs.</p></div><div><h3>Results</h3><p>The analysis allowed to distinguish 4 categories relatives to Clinical teaching competence: a) Course development, b) Creation of safe learning environments, c) Patient-centered care, and d) Interpersonal relational skills.</p></div><div><h3>Conclusion</h3><p>It is the responsibility of the institutions to train clinical preceptor in respectful care according to values and professional profile.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000943/pdfft?md5=5b32fdca4fd955a3fbbe75c8e8adb681&pid=1-s2.0-S1575181323000943-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138838426","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":"Motivation for continuing education in nursing","authors":"Argyro Tsirigoti ,&nbsp;Carmen León-Mantero ,&nbsp;Noelia Jiménez-Fanjul","doi":"10.1016/j.edumed.2023.100877","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100877","url":null,"abstract":"<div><h3>Introduction</h3><p>The importance of Continuing Professional Education is emphasized internationally due to the widespread changes in different domains. The nursing profession plays an important role in healthcare due to the influence of nurses on patients’ and community health status. Thus, it is crucial to understand the motives for participation in Continuing Professional Education programs. This study seeks to recognize the motivational factors that affect nurses to choose Continuing Nursing Education.</p></div><div><h3>Material and methods</h3><p>Data was collected through a self-completed questionnaire, sent in electronic form to Hellenic Nurses Associations and Institutions. The Kolmogorov—Smirnov test was used for normality analysis of the quantitative variables. Unifactorial analyses were made by using the Mann–Whitney <em>t</em>-test, Kruskal–Wallis test, and Spearman’s correlation coefficients to analyze the relation between the outcome variables (PRS subscales questionnaires) and the quantitative, qualitative demographic characteristics respectively.</p></div><div><h3>Results</h3><p>The results of this study have shown that all factors explored within the 4 dimensions by Participation Reason Scale (PRS), have generated a positive response. Factors improving professional skills and patients’ services were the most common factors that affect nurses’ participation in Continuing Education. Certain demographic variables are associated with specific motivational factors, specifically with higher levels of motivation for both improving professional skills and patient services, as well as professional commitment among nurses.</p></div><div><h3>Conclusion</h3><p>It is crucial to investigate the incentives for Continuing education in Nursing and recognize their actual training needs. When individuals' continuing education and training needs are acknowledged, it will become possible to develop training plans, promotion, and strategies that are aligned with their specific needs and objectives.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000967/pdfft?md5=bd27b1844ac8252ceccff78a0f9eabeb&pid=1-s2.0-S1575181323000967-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138838427","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":"Undergraduate dental students’ perceptions of team-teaching: A Malaysian experience on cross-professional preclinical education","authors":"Galvin Sim Siang Lin ,&nbsp;Kah Hoay Chua","doi":"10.1016/j.edumed.2023.100874","DOIUrl":"https://doi.org/10.1016/j.edumed.2023.100874","url":null,"abstract":"<div><h3>Introduction</h3><p>Limited research has been conducted to determine how undergraduate dental students perceive team-teaching, especially when involving teachers from other allied dental professions. Therefore, the current study aimed to determine students’ perceptions of team-teaching in a preclinical dental materials science course.</p></div><div><h3>Methods</h3><p>The current laboratory dental materials practical session was carried out for the second-year undergraduate dental students. The session was conducted solely by a dental technology lecturer in the dental technology laboratory. Students attended lectures on commonly used laboratory-based dental materials before the session comprising seven teaching and learning stations. 19 close-ended questions using 5-point Likert Scales to assess 4 domains (perception of learning, teacher, learning environment, and preference of learning) including 2 open-ended questions were administered at the end of the session. Mean scores for each questionnaire item were analysed, whereas content analysis was performed for open-ended responses.</p></div><div><h3>Result</h3><p>The respondent rate was 100% (<em>n</em> = 68). Mean scores for domains 1, 2, 3, and 4 ranged from 4.35–4.69, 4.63–4.87, 4.53–4.69, and 2.93–3.74, respectively. Cronbach’s alpha value for all the questionnaire items was 0.85, while confirmatory factor analysis scores for all domains were &gt;<!--> <!-->0.7, with 2 items being removed. Based on the open-ended responses, students enjoyed the communication between the teacher and students and wished to have more hands-on activity.</p></div><div><h3>Conclusion</h3><p>Students generally showed positive perceptions towards their learning, teacher, and learning environment, despite showing mixed preference towards team-teaching. Additional research is required to evaluate teachers’ and policymakers’ perspectives as well as the impact of team-teaching on students' academic performance.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181323000931/pdfft?md5=cbc006e0732b19bc37e1cd1e46d9a917&pid=1-s2.0-S1575181323000931-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138838447","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}