Educacion Medica最新文献_第10页

Insights into nurse educators' use of ChatGPT in active teaching methods: A cross-sectional pilot study 护士教育工作者在主动教学方法中使用ChatGPT的见解：一项横断面试点研究

Educacion Medica Pub Date : 2024-12-27 DOI: 10.1016/j.edumed.2024.101006

Asma Bouriami , Kamal Takhdat , Sana Barkatou , Hajar Chiki , Samia Boussaa , Ahmed Rhassane El Adib

{"title":"Insights into nurse educators' use of ChatGPT in active teaching methods: A cross-sectional pilot study","authors":"Asma Bouriami , Kamal Takhdat , Sana Barkatou , Hajar Chiki , Samia Boussaa , Ahmed Rhassane El Adib","doi":"10.1016/j.edumed.2024.101006","DOIUrl":"10.1016/j.edumed.2024.101006","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence has revolutionized nursing education with the emergence of ChatGPT, which has the potential to transform active teaching methods. Despite this potential, there is still insufficient literature on the use of ChatGPT in nursing education. The aim of this pilot study is to examine nurse educators' knowledge, attitudes, and perceptions of ChatGPT, as well as their experience of using ChatGPT in active teaching methods.</div></div><div><h3>Subjects and methods</h3><div>We conducted a cross-sectional pilot study using a self-administered questionnaire with 104 participants.</div></div><div><h3>Results</h3><div>Although 61.52% of participants have an average level of knowledge about ChatGPT, they are not very familiar with its use, as 59.6% do not use it. In fact, 70.52% expressed indifference or negativity towards the use of ChatGPT by their students. Furthermore, male educators are five times more likely to believe that ChatGPT facilitates students cheating (OR = 5.147 (1.641; 16.141)).</div><div>Despite being aware of the challenges associated with ChatGPT, educators in our sample demonstrate limited awareness of its potential applications in active teaching methods. For instance, only 33.33% use ChatGPT in problem-based learning, while a mere 10% use ChatGPT in simulation-based learning. This reluctance extends to use ChatGPT in teaching activities such as preparing pedagogical content (8.69%) and the design of assessment tools (9.78%).</div></div><div><h3>Conclusion</h3><div>Implementing institutional guidelines and providing nurse educators with training on the potential applications of ChatGPT are essential for promoting positive change in nursing education. This will enable educators to guide their students in the responsible and ethical use of ChatGPT.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101006"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138707","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}

引用次数: 0

Radiografía de la formación médico interno residente (MIR): estudio descriptivo sobre las condiciones laborales y formativas en la provincia de Valencia 住院医师培训放射学：关于瓦伦西亚省工作和培训条件的描述性研究

Educacion Medica Pub Date : 2024-12-27 DOI: 10.1016/j.edumed.2024.100999

Lucía Escabias Criado , Lucía De La Puente , Paula Sala Ivars , Pablo Estrella-Porter , Juan Pablo Carrasco

{"title":"Radiografía de la formación médico interno residente (MIR): estudio descriptivo sobre las condiciones laborales y formativas en la provincia de Valencia","authors":"Lucía Escabias Criado , Lucía De La Puente , Paula Sala Ivars , Pablo Estrella-Porter , Juan Pablo Carrasco","doi":"10.1016/j.edumed.2024.100999","DOIUrl":"10.1016/j.edumed.2024.100999","url":null,"abstract":"<div><h3>Introduction</h3><div>The working conditions of resident physicians have been shown to have a major impact on their health and training. The first studies analysing this reality have been published in recent years. However, there are no studies that analyse the situation longitudinally. The aim of this study is to reflect the reality of the working conditions of resident physicians in the province of Valencia in comparison with data obtained in a previous study in 2020.</div></div><div><h3>Material and methods</h3><div>A descriptive, observational, cross-sectional study was conducted by means of an anonymous online survey in 2023 in the province of Valencia, Spain. A total of 402 responses were obtained. Quantitative variables were analysed comparing hospitals, specialities and data obtained in a study carried out in 2020.</div></div><div><h3>Results</h3><div>62% of the labour rights of MIRs in the province of Valencia are not fulfilled on average. Findings from previous studies on non-compliance with maximum working hours and rest periods are confirmed, with a slight improvement of 20% in on-call leave with respect to the 2020 study. Non-compliance with other labour rights, such as unpaid overtime or the prohibition of training congress days, is exposed for the first time. Differences were observed between hospitals and specialties in the fulfilment of MIR rights.</div></div><div><h3>Conclusion</h3><div>There is evidence of systematic non-compliance with the regulations of the working and training conditions of resident physicians in Valencia. Despite evidence about the negative consequences of work overload, the situation has insufficiently improved in the last 3 years.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100999"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138706","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}

引用次数: 0

Práctica clínica vs. simulación clínica: ¿qué impacto tienen en el aprendizaje de los estudiantes de Medicina? 临床实践与临床模拟：它们对医科学生的学习有什么影响？

Educacion Medica Pub Date : 2024-12-27 DOI: 10.1016/j.edumed.2024.101001

Fernando Martínez , Sandra Montmany , Pere Rebasa , Alexis Luna , Federico Carol , Salvador Navarro

{"title":"Práctica clínica vs. simulación clínica: ¿qué impacto tienen en el aprendizaje de los estudiantes de Medicina?","authors":"Fernando Martínez , Sandra Montmany , Pere Rebasa , Alexis Luna , Federico Carol , Salvador Navarro","doi":"10.1016/j.edumed.2024.101001","DOIUrl":"10.1016/j.edumed.2024.101001","url":null,"abstract":"<div><h3>Introduction</h3><div>Despite advances in traditional learning, we don't demonstrate changes in student's behavior. With simulation, students develop tools that improve attitudes and performance of medical competencies.</div></div><div><h3>Methods</h3><div>This prospective and descriptive study evaluated the medical competencies of 81 medical students by conducting a mini-clinical evaluation exercise (mini-CEX), direct observation evaluation technique composed of 7 domains. All students perform 3 mini-CEX: at the beginning of the course before performing either simulation (SIM) or clinical practice (PC), in the middle of the course after performing simulation or clinical practice, and at the end of the course after performing both.</div></div><div><h3>Results</h3><div>The average ratings were 2.7 in mini-CEX stage 1, 6.2 in stage 2 after SIM, and 2.5 in stage 2 after PC, and 7.2 in stage 3 after both SIM and PC. Approximately 29.6% of students passed the assessment satisfactorily or better in stage 1, 96.3% in stage 2 after SIM, 25.8% in stage 2 after PC, and 97.4% in stage 3.</div><div>Students who initially performed PC throughout the course had average assessment rates of 2.6 in mini-CEX stage 1, 2.5 in stage 2, and 6.4 in stage 3. Students who initially performed SIM, had average assessment rates of 2.8, 6.2 and 7.6 in stage 1, 2, and 3, respectively.</div></div><div><h3>Conclusions</h3><div>Simulation allows a significant improvement in medical skills. Students develop tools through simulation, that applied to real clinical practice achieve an even greater impact on these medical competencies.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101001"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137778","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}

引用次数: 0

La empatía en la práctica médica: ¿esencial en los servicios de salud? 医疗实践中的同理心：对医疗服务至关重要吗？

Educacion Medica Pub Date : 2024-12-19 DOI: 10.1016/j.edumed.2024.101002

Mónica Regalado Chamorro , Aldo Medina Gamero

引用次数: 0

Uso del ChatGPT en el sector salud: ¿es una herramienta fiable? 在卫生部门使用ChatGPT：它是一个可靠的工具吗？

Educacion Medica Pub Date : 2024-12-19 DOI: 10.1016/j.edumed.2024.101003

Aldo Medina Gamero , Mónica Regalado Chamorro

引用次数: 0

La selección y organización de los contenidos en las guías docentes. Relevancia de las dificultades y flexibilidad en el marco de enseñanza 教学指南内容的选择和组织。教育框架中困难和灵活性的相关性

Educacion Medica Pub Date : 2024-12-11 DOI: 10.1016/j.edumed.2024.100996

Daniel Cabello-Rivera , Beatriz Gal

引用次数: 0

Barreras identificadas para el ejercicio de las buenas prácticas docentes en especialidades médicas 在实践医学专业的良好教学做法方面查明的障碍

Educacion Medica Pub Date : 2024-12-11 DOI: 10.1016/j.edumed.2024.100995

Ximena Lee Muñoz , Karin Kleinsteuber Saá , Paula Soto Reyes , Mariela Torrente Avendaño , Christel Hanne Altermatt

{"title":"Barreras identificadas para el ejercicio de las buenas prácticas docentes en especialidades médicas","authors":"Ximena Lee Muñoz , Karin Kleinsteuber Saá , Paula Soto Reyes , Mariela Torrente Avendaño , Christel Hanne Altermatt","doi":"10.1016/j.edumed.2024.100995","DOIUrl":"10.1016/j.edumed.2024.100995","url":null,"abstract":"<div><h3>Introduction</h3><div>The University of Chile seeks to integrate student diversity and teaching quality beyond academic achievement. Facing tensions and inadequate practices, such as mistreatment in the clinical setting, the School of Medicine strives to transform teaching, promoting responsible and quality practices. This article aims to determine how certain barriers affect the implementation of good practices in clinical education, to overcome obstacles in the training of health professionals.</div></div><div><h3>Material and methods</h3><div>The methodology for data collection was through a retrospective and interpretative qualitative content analysis of 442 reports from 308 participants of the continuing education course <em>Good Teaching Practices</em>, whose approach was inspired by the SoTL (Scholarship of Teaching and Learning) approach, to develop and enhance the training process, improving the committed learning outcomes.</div></div><div><h3>Results</h3><div>The interpretative analysis made it possible to distinguish three categories that typify teacher mistreatment: 1) discrimination (by gender, nationality, and appearance), 2) abuse (by work and academic overload, and public humiliation), and 3) poor teaching example (by inadequate teacher modeling).</div></div><div><h3>Conclusion</h3><div>Health educators should be aware of the barriers identified to eradicate the culture of abuse in clinical settings previously seen as effective in medical education. This research provides a solid foundation for the institution to address critical areas in education and guide the community toward practices that reflect superior educational quality and meaningful change in the short and long term.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100995"},"PeriodicalIF":0.0,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138705","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}

引用次数: 0

Propuesta metodológica para la enseñanza de la biomedicina orientada a las herramientas de detección y diagnóstico molecular para estudiantes de Medicina 生物医学教学方法建议，面向医科学生的分子检测和诊断工具

Educacion Medica Pub Date : 2024-12-10 DOI: 10.1016/j.edumed.2024.100998

Gabriela Naranjo , Carolina Tituaña-Puente , Camila Maldonado , Daniela Alejandra Velasco-Uquillas , Grecia Victoria Vivas-Colmenares , José Rubén Ramírez-Iglesias

{"title":"Propuesta metodológica para la enseñanza de la biomedicina orientada a las herramientas de detección y diagnóstico molecular para estudiantes de Medicina","authors":"Gabriela Naranjo , Carolina Tituaña-Puente , Camila Maldonado , Daniela Alejandra Velasco-Uquillas , Grecia Victoria Vivas-Colmenares , José Rubén Ramírez-Iglesias","doi":"10.1016/j.edumed.2024.100998","DOIUrl":"10.1016/j.edumed.2024.100998","url":null,"abstract":"<div><h3>Background</h3><div>Currently, biomedicine has become an indispensable tool for health sciences. However, there is a lack of formal educational proposals focused on teaching this field to medical students. This article presents the design of a methodological proposal for teaching biomedicine oriented to diagnostic tools for infectious diseases, within the context of the medical program at the Universidad Internacional SEK in Ecuador.</div></div><div><h3>Methods</h3><div>The proposed structure is based on the requirements of basic science subjects that students must complete to understand molecular diagnostics. A hybrid problem-based learning methodology is proposed, applied in theory and practice classes. The necessary resources are associated with scientific articles, reagents and equipment for performing molecular tests, biological samples, and the infrastructure for conducting laboratory practices.</div></div><div><h3>Results</h3><div>The proposal begins with a problem based on signs and symptoms of a disease, the need for sensitive and specific tests, and the incorporation of the concepts of One Health, microbiome and dysbiosis. The workflow in the classes is developed with the active participation of the student, through readings, discussions, presentations and laboratories, along with traditional teaching components, as well as oral and written assessments.</div></div><div><h3>Conclusions</h3><div>The proposal presented here is based on a flexible teaching strategy supported by various resources, which seek significant learning, sustained by the student's autonomous work and guidance from the teacher.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100998"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138704","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}

引用次数: 0

Performance evaluation in pediatric cardiopulmonary resuscitation after clinical simulation: A quasi-experimental study 临床模拟后儿科心肺复苏效果评价：一项准实验研究

Educacion Medica Pub Date : 2024-12-09 DOI: 10.1016/j.edumed.2024.100997

Claudia Maria Baroni Fernandes , Eduardo Maranhão Gubert , Izabel Meister Coelho , Rafaella Fadel Friedlaender , Rosiane Guetter Mello

{"title":"Performance evaluation in pediatric cardiopulmonary resuscitation after clinical simulation: A quasi-experimental study","authors":"Claudia Maria Baroni Fernandes , Eduardo Maranhão Gubert , Izabel Meister Coelho , Rafaella Fadel Friedlaender , Rosiane Guetter Mello","doi":"10.1016/j.edumed.2024.100997","DOIUrl":"10.1016/j.edumed.2024.100997","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective is to evaluate the performance of medical and nursing residents on pediatric cardiopulmonary resuscitation (CPR) after training in simulations.</div></div><div><h3>Methods</h3><div>Quantitative, quasi-experimental study, with an exploratory, descriptive approach that evaluates educational intervention. 16 groups of 5–7 professionals: Moment 0 (M0), simulation at the beginning; Moment 1 (M1), after M0 debriefing; Moment 2 (M2), approximately 3 months after M0. The research instrument was a pediatric cardiorespiratory arrest checklist.</div></div><div><h3>Results</h3><div>Invitation to 96 participants, resulting in 85 residents in M0 and M1; 58 residents in M2. In M0, one team got the immediate start of CPR correctly in M1, 50% of the teams got it right, and in M2, 75%. There was a significant difference in M0 and M1. In M0, 68.8% of the classes were icorrect about the compression depth; in M1, 18.8% made mistakes, and in M2, 75%. There was a significant difference in M0 and M1, M1 and M2. In M0, 75% were wrong regarding chest recoil; in M1, 25%, and in M2, still 25%. Statistically, there was a difference. Regarding the 15:2 ratio in compressions and ventilations, 37.5% made mistakes in M0; all scored in M1 (statistically significant difference); and, in M2, 1 group made mistakes. As for compression frequency, in M0 15 did not score, M1 50% errors (significant difference), and 66.7% erros in M2. Alarming data in rhythm check, defibrillation, antiarrhythmic drug, and intravenous access.</div></div><div><h3>Conclusion</h3><div>Simulations at shorter intervals than the average of 129 days seen in the study are recommended.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100997"},"PeriodicalIF":0.0,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138703","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}

引用次数: 0

Gincana para el estudio de la cardiología: un viaje lúdico hacia el aprendizaje significativo en el grado en Medicina 学习心脏病学的 Gymkhana：在医学学位课程中实现有意义学习的游戏之旅

Educacion Medica Pub Date : 2024-11-21 DOI: 10.1016/j.edumed.2024.100994

Sonia Velasco del Castillo , Rodrigo Damián García , Laura Pacios Arcay , Enara Azpitarte Cortés , Susana Romero Yesa , Alberto Ullate de la Torre , Idoia Bravo Martinez , Unai Ortega Mera

{"title":"Gincana para el estudio de la cardiología: un viaje lúdico hacia el aprendizaje significativo en el grado en Medicina","authors":"Sonia Velasco del Castillo , Rodrigo Damián García , Laura Pacios Arcay , Enara Azpitarte Cortés , Susana Romero Yesa , Alberto Ullate de la Torre , Idoia Bravo Martinez , Unai Ortega Mera","doi":"10.1016/j.edumed.2024.100994","DOIUrl":"10.1016/j.edumed.2024.100994","url":null,"abstract":"<div><h3>Introduction</h3><div>Medical education in the 21st century has adopted new strategies focused on developing clinical reasoning skills. The “Gincana for the Study of Cardiology” aimed to design an active learning activity for medical students, promoting deep learning, the development of practical skills, and critical thinking, while offering a motivating and engaging educational experience. Within Miller's pyramid, this practice focused on the “how to do” level.</div></div><div><h3>Materials and methods</h3><div>The method used was based on the University of Deusto Learning Model. The strategy focused on two key phases: active experimentation and evaluation. The activity took place at the DeustoBio simulation facilities, where students, organized into teams, interpreted clinical data and made decisions in a collaborative and dynamic environment.</div></div><div><h3>Results</h3><div>In terms of results, the activity met the expectations of both the students and the faculty, with positive feedback from satisfaction surveys. The results highlighted the effectiveness of the strategy in engaging students and improving their clinical competencies.</div></div><div><h3>Conclusion</h3><div>In conclusion, the “Gincana for the Study of Cardiology” offered numerous benefits, such as strengthening critical reasoning, developing clinical skills, and enhancing the ability to explore differential diagnoses, while also encouraging respectful debate. Its simplicity and adaptability make it a valuable tool for medical education in a variety of university settings.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100994"},"PeriodicalIF":0.0,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142698040","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}

引用次数: 0