Educacion Medica最新文献

{"title":"Efectividad de una metodología para contribuir a la habilidad de solucionar problemas en la asignatura Embriología Médica","authors":"Elena Vicenta Hernández Navarro ,&nbsp;Jorge Luis Losada Guerra ,&nbsp;Lizette Elena Leiva Suero ,&nbsp;Marcelo Mantilla-Falcón","doi":"10.1016/j.edumed.2024.100979","DOIUrl":"10.1016/j.edumed.2024.100979","url":null,"abstract":"<div><h3>Introduction</h3><div>Based on the publication of methodology design and validation focused on visualization and problematization to improve the problem-solving skill in Embryology subject, the present study was carried out with the objective of evaluating the effectiveness of the aforementioned methodology in the teaching-learning process.</div></div><div><h3>Method</h3><div>An educational intervention was carried out through a quasi-experiment in Embryology subject of Health Sciences Faculty of Ambato's Technical University, in the academic period from September 2023 to February 2024. Two groups were randomly established: a control group and an experimental group, to measure the relationship between the independent variable (applied methodology) and the dependent variable (problem-solving skill's achievement level).</div></div><div><h3>Results</h3><div>Measurements of the dependent variable in both groups, from the instrument applied before and after the intervention, with a reliability level of α = 0.75, reflect significant favorable differences in all dimensions of the variable in the posttest. Likewise, the dispersion of the variable dimensions' achievement level in the pretest and posttest occurred with a medium positive correlation in the control group (Spearman's Rho = 0.4507) while the experimental group showed a weak positive correlation (Spearman's Rho = 0.1643).</div></div><div><h3>Conclusion</h3><div>The methodology application was effective about the favorable transformation of dimensions and indicators of problem-solving skill, expressed in higher levels of mastery in functional invariants execution of the skill by the students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416783","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":"Nivel de satisfacción de médicos prestadores de servicio social de una universidad pública del sureste mexicano","authors":"Diana Velazco-Guillen,&nbsp;Sergio Quiroz-Gomez,&nbsp;Karla del Socorro Celorio-Méndez,&nbsp;Crystell Guadalupe Guzmán-Priego","doi":"10.1016/j.edumed.2024.100977","DOIUrl":"10.1016/j.edumed.2024.100977","url":null,"abstract":"<div><h3>Introduction</h3><div>Medical social service in Mexico is an essential component of university training, mandatory for medical students. This study focuses on the experience of 135 medical interns at the Juárez Autonomous University of Tabasco (UJAT), exploring their sociodemographic profile, perception of social service and satisfaction with the activities carried out.</div></div><div><h3>Methodology</h3><div>Study design: Observational-descriptive and cross-sectional quantitative study. The voluntary participation of the students was carried out through Microsoft forms®. Participants: where all medical social service providers of the 2023 class were considered, with a total of 135 participants from the Juárez Autonomous University of Tabasco.</div></div><div><h3>Results</h3><div>The results show a diversity in the sociodemographic profile of the intern doctors, with a majority of women and singles. It was found that a significant proportion perceives social service as an opportunity for learning and establishing professional contacts. There was high satisfaction with the activities carried out, responsibility assigned, learning acquired and personal and professional development. However, variability was observed in satisfaction with financial support and working conditions. The majority were satisfied with the unit of assignment and the administrative procedures.</div></div><div><h3>Conclusions</h3><div>The study highlights the importance of social service in medical training, providing an enriching experience for trainees. Areas for improvement were identified in financial support, working conditions and administrative efficiency. Together, these findings underscore the need to optimize the social service experience to ensure comprehensive and satisfactory training of future physicians.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416001","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":"Estrategia didáctica con estudios de casos para el desarrollo del razonamiento clínico en estudiantes de Medicina. Estudio preliminar","authors":"Gilberto Guzmán-Valdivia Gómez ,&nbsp;Alejandro D. Domínguez-González","doi":"10.1016/j.edumed.2024.100975","DOIUrl":"10.1016/j.edumed.2024.100975","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical reasoning is developed by complementing what is learned with theoretical information and what the student experiences with their patients. The present study aims to evaluate whether teaching in clinical case construction enhances the acquisition of clinical reasoning skills in medical students.</div></div><div><h3>Methods</h3><div>Forty-eight medical students were included. All of them were instructed in a theoretical and practical class on how to construct an examination of standardized clinical cases. Subsequently, they were divided into two groups of 24 students, each considering their academic degrees. Group A was instructed to construct five clinical cases, and group B was instructed to analyze five existing clinical cases. A final evaluation was conducted with ten standardized clinical cases prepared by teaching researchers, comparing three criteria: correct answers, grade obtained, and performance.</div><div>Two months later, they were evaluated before clinical case stations with simulated patients, and their performance and clinical reasoning were evaluated. The groups were compared using the student's t-test of independent groups.</div></div><div><h3>Results</h3><div>In group A, in the case exam, a more significant number of correct answers, better grades, and better performance were obtained. About the CR, the students in group A evaluated better diagnostic accuracy, data correlation, organization of information, and diagnostic elaboration.</div></div><div><h3>Conclusion</h3><div>The construction of clinical cases by the student himself helps to develop his clinical reasoning and, therefore, can be used as a teaching strategy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416784","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":"Una herramienta para evaluar la enseñanza basada en simulación en el entrenamiento de habilidades técnicas","authors":"Dolores Latugaye,&nbsp;Carolina Astoul Bonorino","doi":"10.1016/j.edumed.2024.100968","DOIUrl":"10.1016/j.edumed.2024.100968","url":null,"abstract":"<div><h3>Introduction</h3><div>The use of simulation-based education for technical skills training continues to be predominant in Latin America. International recommendations point out the importance of evaluating the quality of clinical simulation using validated instruments. This work aims to construct and validate an instrument to evaluate clinical simulation-based education when teaching technical skills in Argentina.</div></div><div><h3>Methods</h3><div>An observational, cross-sectional study was carried out with the participation of 197 nursing students from a private university in Argentina. The construction of the tool included a review of the literature, a definition of the construct, and the generation of items with their response categories. A group of experts participated for content validity. Finally, the construct validity and internal consistency of the tool were studied.</div></div><div><h3>Results</h3><div>The Kaiser-Meyer-Olkin was 0.811 and Bartlett sphericity test was significant (x² = 1183,287; &lt;<!--> <!-->0.001). The exploratory factor analysis determined the existence of two factors. The model explained 54,66% of the accumulated variance. The instrument presented excellent internal consistency with a McDonald's omega coefficient of 0,817 and a Cronbach's alpha of 0,823.</div></div><div><h3>Conclusión</h3><div>The developed tool presents adequate psychometric properties in nursing students from Argentina. It is a significant contribution to the evaluation of simulation-based education (SBE) for the training of technical skills.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416785","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 factorial exploratorio y confirmatorio de la escala de identidad profesional de Macleod Clark en estudiantes de Medicina de Perú","authors":"Javier A. Flores-Cohaila ,&nbsp;Marina A. Bustamante-Ordoñez ,&nbsp;Ana F. Patiño-Villena ,&nbsp;Renzo Pajuelo-Vasquez ,&nbsp;Jordi Grau-Monge ,&nbsp;Fernando Runzer-Colmenares","doi":"10.1016/j.edumed.2024.100971","DOIUrl":"10.1016/j.edumed.2024.100971","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity is a fundamental concept in medical education, yet there is little research on the topic in Spanish-speaking countries. To close this gap, in this study, we sought to collect evidence of the internal structure validity of the Macleod Clark scale for professional identity.</div></div><div><h3>Methods</h3><div>A cross-sectional observational study was conducted with 364 medical students. The Macleod Clark scale was administered, and an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed, as well as the McDonald's Omega test to assess internal consistency.</div></div><div><h3>Results</h3><div>The EFA suggested a two- or three-factor structure for the 6-item scale and a two-factor structure for the 9-item scale. The CFA showed that the best model was the three-factor model for the 6-item scale: individual self-concept, desire to belong, and social comparison. This model demonstrated adequate internal consistency.</div></div><div><h3>Conclusions</h3><div>This study provides evidence of validity for the use of Macleod Clark's professional identity scale in the Peruvian context. This scale is composed of three factors, not one, as previously described. It is suggested to initiate the use of the Macleod Clark scale for research and educational purposes, given that the development of professional identity has been a little-explored topic in Spanish-speaking medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416787","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":"Formación integral en el currículo de las carreras de medicina","authors":"Alberto Torres Belma,&nbsp;Loreto García Rosas,&nbsp;Camilo Cáceres Espinoza","doi":"10.1016/j.edumed.2024.100972","DOIUrl":"10.1016/j.edumed.2024.100972","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418346","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":"Knowledge of medical students, residents, and professors about costs of exams in medical clinic","authors":"Malu Ribeiro Fernandes Adan,&nbsp;Maria Eduarda Rodrigues de Araújo Dantas de Pinho,&nbsp;Carolina Villa Nova Aguiar,&nbsp;Marta Silva Menezes,&nbsp;Dilton Rodrigues Mendonça","doi":"10.1016/j.edumed.2024.100967","DOIUrl":"10.1016/j.edumed.2024.100967","url":null,"abstract":"<div><h3>Introduction</h3><div>Medicine is inserted in a context in which the quality of healthcare is linked directly with the number of exams and procedures, giving attention to erroneous thoughts of values from the overuse of exams and procedures, consequently; creating an overload on the health system. One of the greatest challenges regarding the cost of medical care is to understand to solve low-quality care rates and impending health management deficits, there needs to be an awareness of professionals about excessive medical care that does not contribute to the health of the population. This study seeks to know if students, residents, and physicians know about the costs of the main medical clinic exams.</div></div><div><h3>Material and methods</h3><div>Empirical cross-sectional study, involving students attending the medical internship, professors of the medical internship, and residents.</div></div><div><h3>Results</h3><div>Of the 263 participants, 66.9% were students, 19.4% were teachers, and 13.7% were residents. It is observed, in this study, most of the participants did not know the values of tests frequently used in medical practice, such as blood count and blood glucose, as well as imaging tests such as chest radiography, ultrasound of the total abdomen, and cranial tomography. There was greater knowledge of exam values among teachers.</div></div><div><h3>Conclusion</h3><div>Students, residents, and physicians demonstrated they were unaware of the cost of the main exams in medical practice. A study like this can improve reflective behavior regarding to the cost-conscious attitude among medical students and doctors.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416782","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":"Blended form of education as an innovative approach in the training of medical students: The experience of Ukraine","authors":"Natalia M. Kalyniuk,&nbsp;Valentyn V. Franchuk,&nbsp;Petro R. Selskyy,&nbsp;Nadiia V. Humenna,&nbsp;Olena I. Hladii","doi":"10.1016/j.edumed.2024.100965","DOIUrl":"10.1016/j.edumed.2024.100965","url":null,"abstract":"<div><h3>Introduction</h3><div>The complex socio-economic challenges faced by the state of Ukraine during the last 2 years and the introduction of martial law in the country made it impossible for students to study, which was accepted in peacetime, and led to new requirements for the organization of students' educational activities in a blended (auditory-distance) manner.</div></div><div><h3>Materials and methods</h3><div>To achieve the goal, a set of methods was applied: theoretical analysis, comparison, justification, generalization, systematization of theoretical and practical material, study of the main international and national legal acts in the context of the relationship between the Bologna Process and the guaranteed right of an individual to education, formation, and systematization of conclusions. Five databases were searched (January 1, 2000–January 1, 2023) for systematic reviews of blended versus no blended learning approaches for healthcare education. The study was designed as a two-armed, prospective, single-blind, randomized trial. The subjects who met the inclusion criteria have the experience of obtaining higher medical education in 3 forms of education: traditional, distance, blended. A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>In medical education, “inverted learning” is actively used: lectures are online, and practical classes are offline. In the absence of the possibility of conducting offline classes, it is advisable to conduct the practical part of educational programs in academic subjects in synchronous and asynchronous modes of online classes.</div></div><div><h3>Conclusion</h3><div>The introduction of a blended form of education in institutions of higher medical education requires the dynamic development of new means and mechanisms for organizing the educational process. This requires all kinds of resources, both intellectual and technological, both from the medical education institution and from the direct participants in the educational process – the teacher and the student. It is a multifaceted work related to the search for the optimal balance between traditions, rich historical experience, and innovation and is combined in a blended form of education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000809/pdfft?md5=de6f28206df0c9042e0007e5a83c18ee&pid=1-s2.0-S1575181324000809-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311747","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":"El error médico: una motivación y una oportunidad formativa para los residentes","authors":"José Saura Llamas","doi":"10.1016/j.edumed.2024.100962","DOIUrl":"10.1016/j.edumed.2024.100962","url":null,"abstract":"<div><p>This article is part of a series of three that detail the relationship that exists between the competency domains of patient safety, clinical communication with specialized health training; as well as pointing out the synergies and the enhancing effect that exists between them through their topical aspects: the clinical error, the difficult patient and the critical incident. This article focuses on medical error, pointing out its motivating effect on the resident and how to use it formatively in real situations when things do not go well in the consultation. Because medical error is a very broad topic, this article focuses on content related to the training and motivation of residents.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000779/pdfft?md5=41769c83c1c218a899c4e3098a2ae9ce&pid=1-s2.0-S1575181324000779-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239949","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":"Enseñar y aprender humanidades médicas. Experiencia en la Universidad Francisco de Vitoria, Madrid, España. Parte 2","authors":"Santiago Álvarez-Montero,&nbsp;Fernando Caballero Martínez,&nbsp;Francisco Javier Rubio Hípola,&nbsp;Javier Crevillen Abril,&nbsp;Valle Coronado Vázquez","doi":"10.1016/j.edumed.2024.100959","DOIUrl":"10.1016/j.edumed.2024.100959","url":null,"abstract":"<div><p>Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the Humanities Training Program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. The first part included the organizational context, the expected learning outcomes and the curricular contents. In this second part, the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process are presented.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000743/pdfft?md5=1cbcdbb3ec14e977b1d542412bd9bd95&pid=1-s2.0-S1575181324000743-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149332","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}