Educacion Medica最新文献

{"title":"Design, development, and validation of a low-cost laparoscopic simulator for surgical training","authors":"Botswana Hinojosa Pérez ,&nbsp;Sergio Trujillo López ,&nbsp;María Elena Reguera Torres ,&nbsp;Aziel Alejandro Peralta Ramírez ,&nbsp;Eliezer Emmanuel Preciado Gocobachi ,&nbsp;Carlos Eduardo Astorga Haro ,&nbsp;Jared Rolando Laborin Domínguez ,&nbsp;Martin Pérez Nava","doi":"10.1016/j.edumed.2025.101127","DOIUrl":"10.1016/j.edumed.2025.101127","url":null,"abstract":"<div><h3>Introduction</h3><div>Laparoscopic surgery has transformed surgical practice by reducing complications and recovery times. However, training remains limited due to restricted access to high-fidelity simulators, especially in resource-limited settings. Low-cost simulators have emerged as a feasible alternative to develop essential technical skills. The aim of this study was to design, develop, and validate a low-cost laparoscopic simulator for surgical training.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 24 general surgery residents. The simulator, built from medium-density fiberboard (MDF) and equipped with ports and a digital camera, was validated by a panel of 10 experts and assessed through the GOALS scale during a peg transfer task. Descriptive statistics and the Kruskal–Wallis test were applied to compare performance according to year of residency.</div></div><div><h3>Results</h3><div>Experts reported high content and face validity (Aiken's V ≥ 0.75), highlighting its pedagogical relevance and functionality. Among residents, significant differences were found in performance across training levels (<em>H</em> = 8.70; <em>p</em> = 0.034), particularly between first- and fourth-year residents. The simulator showed discriminative capacity and educational usefulness.</div></div><div><h3>Discussion</h3><div>The validated simulator represents an accessible and reproducible tool that facilitates training in minimally invasive surgery. Its low cost and effectiveness make it a strategic resource for institutions with budget limitations, supporting progressive and safe skill acquisition while enhancing surgical competence and patient safety.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101127"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519415","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":"La formación en simulación clínica y su aporte a la cognición situada para fisioterapeutas","authors":"Cyndi Yacira Meneses Castaño ,&nbsp;Isabel Jimenez Becerra","doi":"10.1016/j.edumed.2025.101099","DOIUrl":"10.1016/j.edumed.2025.101099","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical simulation has emerged as a valuable pedagogical tool in health education. Its integration with the theory of situated cognition has proven to be effective in offering authentic and challenging experiences that replicate conditions of professional practice.</div></div><div><h3>Material and methods</h3><div>In accordance with the purpose of the research, a mixed approach was used, this interest was due to the use of diverse techniques and instruments, used in the design phase, from which it was possible to decipher and recognize the thinking of the participants: students, graduates, teachers and directors, to operationalize this research a multiple case study design was assumed, in universities that train in physiotherapy with incorporation of high, medium and low clinical simulation. A textual narrative analysis of the findings was performed.</div></div><div><h3>Results</h3><div>The participants consider that clinical simulation should be a central methodology from the first semesters, not only as a complement, but also as a strategy that increases interest and motivation for learning, thus developing situated cognition. Likewise, they state that, by making use of technology, simulation allows some of the clinical processes to be more dynamic, without losing their scientific rigor, which generates a contribution in the improvement of physiotherapeutic criteria.</div></div><div><h3>Conclusion</h3><div>The need to transform curricula to incorporate situated cognition as a transversal pedagogical strategy is identified. This implies promoting the use of technologies as learning mediators, oriented to the development of integral human capacities in future physiotherapists.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101099"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019180","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":"Formación en investigación durante la residencia: Reflexiones sobre una oportunidad","authors":"Ismael Buño ,&nbsp;Constancio Medrano","doi":"10.1016/j.edumed.2025.101144","DOIUrl":"10.1016/j.edumed.2025.101144","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101144"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690392","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":"Mixed methods evaluation of megacode simulation training to enhance clinical reasoning and decision making in critical care nursing","authors":"Rudena A. Madayag ,&nbsp;Christian Leandro Monieno ,&nbsp;Jonel Mallari ,&nbsp;Angela Apostol ,&nbsp;Evangeline Bautista ,&nbsp;Rei Angelo Mangibin ,&nbsp;Dennison Jose Punsalan ,&nbsp;Isabelito Nabong","doi":"10.1016/j.edumed.2025.101094","DOIUrl":"10.1016/j.edumed.2025.101094","url":null,"abstract":"<div><h3>Background</h3><div>Effective clinical judgment is essential for critical care nursing, yet few studies have comprehensively examined how simulation training impacts both technical and cognitive development. This study evaluated the effectiveness of megacode simulation training, coupled with structured debriefing, in enhancing clinical reasoning and decision-making among fourth-year Bachelor of Science in Nursing (BSN) students.</div></div><div><h3>Materials and methods</h3><div>A convergent parallel mixed methods design was employed. Quantitatively, 150 BSN students completed pre- and post-tests using the Lasater Clinical Judgment Rubric (LCJR), analyzed with non-parametric tests. Qualitatively, ten focus groups and 20 interviews were thematically analyzed under a constructivist paradigm. Findings were integrated through data triangulation.</div></div><div><h3>Results</h3><div>Quantitative findings demonstrated significant improvements across all LCJR domains (p &lt; .001), with large effect sizes (Cohen's d ≥ 1.01), particularly in prioritizing data and skillful intervention. Qualitative analysis revealed six themes, including growth from chaos to clarity, increased confidence under pressure, improved communication, and enhanced critical thinking. Students described transformative learning experiences that bridged the gap between theoretical knowledge and clinical application. Integration of findings confirmed that megacode simulations foster both technical proficiency and cognitive-emotional development.</div></div><div><h3>Conclusion</h3><div>Megacode simulation training significantly enhances students' clinical judgment, critical thinking, and teamwork. Despite limitations in sampling and short-term outcome evaluation, the findings affirm the value of experiential, reflective simulation learning. Systematic integration of simulation across nursing curricula and longitudinal follow-up studies are recommended to maximize and sustain clinical competence development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101094"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157327","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":"Los profesionales de la medicina como agentes clave en la innovación educativa: gamificación y microlearning para la enseñanza de la reanimación cardiopulmonar en escolares. Proyecto CPR-CHILDREN","authors":"Ana Carrasco Cáliz ,&nbsp;Ángel Estella García ,&nbsp;José Miguel Pérez Villares ,&nbsp;Francisco Parrilla Ruiz ,&nbsp;Antonio Cárdenas Cruz","doi":"10.1016/j.edumed.2025.101108","DOIUrl":"10.1016/j.edumed.2025.101108","url":null,"abstract":"<div><h3>Introduction</h3><div>Cardiopulmonary arrest (CPR) is a serious health problem. Early initiation of cardiopulmonary resuscitation (CPR) improves the prognosis of patients, hence the importance of CPR training for the general population and its initiation in children.</div></div><div><h3>Methods</h3><div>A pilot study was conducted within the CPR-CHILDREN research project with 416 primary school students from a public school in Granada. Using new methodological resources (gamification and microlearning), we designed a unit based on practical CPR training and subsequent assessment using an educational game program inspired by traditional childhood games.</div></div><div><h3>Results</h3><div>The grades that showed satisfactory CPR assessment were 3rd grade (59.1%; <em>n</em> = 39), 4th grade (57.1%; <em>n</em> = 40), and 6th grade (54.9%; <em>n</em> = 39). In contrast, the grades with the lowest CPR evaluations were 1st grade (89.4%; <em>n</em> = 59), 2nd grade (70.4%; <em>n</em> = 50), and 5th grade (59.7%; <em>n</em> = 43). Significant differences were observed between the different evaluations (<em>p</em> &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Schoolchildren are capable of learning and maintaining basic CPR skills over time, so the implementation of training plans at these ages is possible and should be encouraged by Public Health.</div><div>It is also important to highlight the impact that new educational technologies, especially microlearning and gamification, have on the development of the CPR teaching and learning process for primary school students<em>.</em></div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101108"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145324525","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":"Formative assessment and hybrid modality in the Bachelor's Degree in Optometry: An analysis of the learning unit on Binocular Vision Anomalies","authors":"L. Mandujano-Ferrer ,&nbsp;M.M. Tapia-Arandia ,&nbsp;D. Alemán-González-Duhart","doi":"10.1016/j.edumed.2025.101112","DOIUrl":"10.1016/j.edumed.2025.101112","url":null,"abstract":"<div><h3>Introduction</h3><div>The COVID-19 pandemic significantly transformed higher education, accelerating the adoption of hybrid learning models. These models combine face-to-face and virtual instruction, posing both opportunities and challenges for teaching and assessment. In the context of optometry education, this study explored how formative assessment strategies are perceived and implemented within a hybrid modality in the “Binocular Vision Anomalies” Learning Unit at the National Polytechnic Institute.</div></div><div><h3>Material and methods</h3><div>A non-experimental, descriptive-correlational study was conducted with 73 optometry students enrolled in the evening shift. A Likert-type questionnaire, adapted and validated from a prior study, was administered through Google Forms. The instrument included 14 closed items and 2 open-ended questions. Descriptive statistics and Spearman's Rho correlation coefficient were used to analyze the relationship between students' perceptions of hybrid education and formative assessment.</div></div><div><h3>Results</h3><div>The analysis revealed a moderate positive correlation (Spearman's Rho = +<!--> <!-->0.65) between the hybrid modality and the perceived effectiveness of formative assessment. Students reported favorable views of hybrid learning, particularly in terms of curricular planning and use of technological resources. Clinical case analysis was identified as the most effective assessment strategy, while alignment with learning styles and teaching methodology were key factors in students' preferences.</div></div><div><h3>Conclusion</h3><div>The findings suggest that hybrid education facilitates effective formative assessment, supporting active learning and personalized feedback. However, the moderate correlation also indicates the influence of additional variables. These results underscore the need to optimize formative assessment strategies tailored to hybrid contexts, integrating digital tools while maintaining coherence with pedagogical objectives.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101112"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361878","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":"Evaluación de competencias en farmacología: desarrollo y validación de una rúbrica para discusión de casos clínicos en estudiantes de una escuela de medicina humana","authors":"Maritza D. Placencia-Medina ,&nbsp;Jenny Torres Malca ,&nbsp;Julián Villarreal Valerio ,&nbsp;Javier Silva-Valencia ,&nbsp;María Muñoz Zambrano ,&nbsp;Carlos H. Contreras-Pizarro ,&nbsp;Sebastian Hurtado-Muñoz ,&nbsp;Victor Vera Ponce","doi":"10.1016/j.edumed.2025.101084","DOIUrl":"10.1016/j.edumed.2025.101084","url":null,"abstract":"<div><h3>Introduction</h3><div>The rubric is a tool that comprehensively evaluates the competencies that a student must achieve in a given area. The understanding and application of pharmacology are essential for establishing an appropriate therapeutic plan. Therefore, the objective of this study is to analyze the evidence of validity and reliability of a competency-based assessment rubric for clinical case discussions in pharmacology.</div></div><div><h3>Methods</h3><div>Descriptive cross-sectional serial study. Content validation was carried out by a panel of 16 experts. The rubric was applied to 137 medical students from the National University of San Marcos (Lima, Peru) who were taking the Pharmacology course. Internal consistency was assessed using Cronbach's alpha coefficient, and inter-rater reliability was evaluated using the intraclass correlation coefficient (ICC). Scores were compared using the paired Student's <em>t</em>-test.</div></div><div><h3>Results</h3><div>A high degree of agreement was found among the experts (Aiken's V = 0.91), adequate internal consistency scores (<em>α</em> = 0.767), and inter-rater reliability (ICC = 0.765). A significant increase in scores was observed as the Pharmacology course progressed (first half of the course = 13.99 ± 0.14; second half = 14.32 ± 0.18; <em>p</em> = 0.005).</div></div><div><h3>Conclusion</h3><div>The data support the validity of the rubric for assessing competencies in clinical case discussions in pharmacology. It is essential to continue developing validated assessment tools, especially as pharmacology advances toward a competency-based approach.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101084"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780817","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":"Puntajes en pruebas de progreso como predictores del desempeño en el Examen Nacional de Medicina del Perú","authors":"Franco Romaní,&nbsp;César Gutiérrez","doi":"10.1016/j.edumed.2025.101092","DOIUrl":"10.1016/j.edumed.2025.101092","url":null,"abstract":"<div><h3>Introduction</h3><div>Progress tests are summative assessments used to monitor the evolution of learning in medical students. Their use as predictors of performance on national licensing exams has been mainly studied in U.S. universities. This study evaluated whether performance and score trajectories in multiple progress tests predict outcomes on the Peruvian National Medical Exam (ENAM).</div></div><div><h3>Methods</h3><div>We conducted a retrospective cohort study using data from medical students at a school in Lima, Peru. We analyzed cohorts that entered in 2017 and 2018 and took the ENAM in 2023 and 2024. Predictor variables included progress test scores, sixth-year GPA, number of progress tests taken, and sex. We applied generalized linear models (GLMs) to predict ENAM scores.</div></div><div><h3>Results</h3><div>We analyzed data from 51 students. The average score of the first five progress tests showed a positive linear correlation with ENAM performance (r = 0.544; 95% CI: 0.316 to 0.713). Additionally, the GPA was correlated with ENAM scores (r = 0.551; 95% CI: 0.325 to 0.718). For each one-point increase in the average of the first five progress tests, the ENAM score increased by 0.51 points (95% CI: 0.29 to 0.73).</div></div><div><h3>Conclusion</h3><div>Performance on progress tests in a Peruvian medical school is a significant positive predictor of ENAM scores.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101092"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780818","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":"Evaluation of pharmacy students' experience toward internship practices in community pharmacy: A cross-sectional study from Türkiye","authors":"Inci Kayin ,&nbsp;Anmar Al-Taie ,&nbsp;Jouwana Elmasri","doi":"10.1016/j.edumed.2025.101098","DOIUrl":"10.1016/j.edumed.2025.101098","url":null,"abstract":"<div><h3>Introduction</h3><div>Community pharmacy settings are considered the front line to provide effective patient care and safe use of medicines. A pharmacy internship program imposes considerable responsibility on pharmacy students to prioritize their education and training to become patient-centered healthcare providers and to support their further professional development. The aim of this study was to explore the perceptions and the experience of undergraduate pharmacy students who had their training practices in community pharmacies and to identify the related barriers during the internship training program in Türkiye.</div></div><div><h3>Materials and methods</h3><div>A cross-sectional study was conducted among pharmacy students who had received their training in community pharmacy settings in Istanbul, Türkiye. The study was conducted using validated online questionnaires consisting of five sections during the period from March to October 2024.</div></div><div><h3>Results</h3><div>A total of 231 pharmacy students responded to the questionnaires with a mean age of 22 ± 2.66 years. The majority of the students reported that the community pharmacy offered a practical setting that facilitates students' communication with patients (82.7%, mean 4 ± 0.86, <em>p</em> &lt; 0.0001), the community pharmacy had the necessary resources for drug information (92.2%, mean 4 ± 0.75, <em>p</em> &lt; 0.0001), their internship experience had increased their involvement in the pharmacy profession (92.2%, mean 4 ± 0.71, <em>p</em> &lt; 0.0001), and 87.4% (mean 4 ± 0.77, <em>p</em> &lt; 0.0001) showed that the pharmacy internship program alleviates the stress of direct patient contact. However, most of the trainees reported that there were difficulties in finding a pharmacy for internship training (53.7%, mean 4 ± 1.4, <em>p</em> &lt; 0.0001).</div></div><div><h3>Conclusion</h3><div>The current study revealed that the pharmacy students acquired experience and knowledge during their internship and were equipped with the skills they needed to practice their future pharmacy profession effectively and efficiently. The learning outcomes related to these skills should be addressed during pharmacy degree courses and to implement structured preparation programs before the start of the internship or systematic training for preceptors in community pharmacies that could develop their skills required for the internship process.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101098"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988695","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":"Percepción de la gamificación en la educación médica: un estudio en estudiantes de Medicina en Paraguay","authors":"Nelson Gabriel López Esquivel ,&nbsp;Esther León-Castelao ,&nbsp;Telmo Raul Aveiro-Róbalo","doi":"10.1016/j.edumed.2025.101104","DOIUrl":"10.1016/j.edumed.2025.101104","url":null,"abstract":"<div><h3>Introduction</h3><div>Gamification, understood as the application of game dynamics in non-game environments, emerges as an innovative educational strategy to enhance student motivation and engagement. In medical education, this approach is particularly useful given the high academic demands and the need to meaningfully integrate theoretical and practical knowledge.</div></div><div><h3>Objective</h3><div>To analyze medical students' perceptions of gamification in their educational process.</div></div><div><h3>Method</h3><div>A cross-sectional quantitative study was conducted with 331 medical students from the Universidad del Pacífico, Paraguay, using specific questionnaires on player profile, PAMLES, and a survey on gamified experiences in the Medical Skills Training Workshop.</div></div><div><h3>Results</h3><div>Most students valued gamification positively, highlighting motivational and learning benefits. Some negative perceptions included difficulties with teamwork and a feeling of wasted time.</div></div><div><h3>Discussion</h3><div>Gamification represents a valuable pedagogical tool in medical education, with the potential to personalize teaching and increase student engagement. Its application should consider player profiles, institutional context, and potential resistance.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101104"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218948","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}