Educacion Medica最新文献

{"title":"Cutting through the noise: unravelling the web of misinformation in surgical social networks","authors":"Santiago A. Suárez-Gómez ,&nbsp;Valentina Velasco-Muñoz ,&nbsp;Sara Restrepo-Vivas ,&nbsp;Luis Felipe Cabrera ,&nbsp;Lilian Torregrosa","doi":"10.1016/j.edumed.2024.100969","DOIUrl":"10.1016/j.edumed.2024.100969","url":null,"abstract":"<div><h3>Introduction</h3><div>Social media, a pervasive platform for real-time communication, harbours both the potential for rapid information dissemination and the risk of spreading misinformation. While it has become an indispensable platform for global communication, concerns arise regarding its role in disseminating healthcare information. This study examines the impact of healthcare-related information on social media, particularly focusing on influential surgical accounts. It investigates the quality of content shared by these accounts and compares it with current scientific evidence.</div></div><div><h3>Materials and methods</h3><div>A retrospective study was conducted to evaluate the accuracy of information presented on platforms of influential surgical accounts on social media, including YouTube, TikTok, and Instagram. A sample of surgical influencers, encompassing general surgery and subspecialties, was examined. Their content was retrospectively compared against current scientific evidence related to their respective surgical topics.</div></div><div><h3>Results</h3><div>The evaluation reveals a diverse landscape regarding the accuracy of healthcare information shared by surgical influencers on social media. While some content aligns with evidence-based practices, there is a notable presence of misinformation and inaccuracies. This highlights the potential consequences of social media on healthcare information dissemination, emphasizing the importance of accurate and evidence-based content.</div></div><div><h3>Conclusion</h3><div>The study acknowledges the significant influence of these accounts, especially among young people, and underscores the need for responsible information sharing in the medical field due to the potential impact of inaccurate content on healthcare decision-making. Surgical influencers often neglect to provide references of evidence-based information and instead rely on personal experience, posing risks of misinformation and ethical concerns on social media platforms.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100969"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525971","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":"Tendencias y perfil de la producción científica sobre el uso del examen clínico objetivo estructurado en áreas de ciencias de la salud","authors":"John Barja-Ore ,&nbsp;Brandon E. Guillen-Calle ,&nbsp;Elia Ku-Chung ,&nbsp;Miriam Yoana Correa-Lopez","doi":"10.1016/j.edumed.2024.100983","DOIUrl":"10.1016/j.edumed.2024.100983","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective structured clinical examination (OSCE) has positioned itself as a key tool to assess skills optimally and reliably. This study sought to analyze the trends and profile of the scientific production on its use in health sciences.</div></div><div><h3>Materials and methods</h3><div>A descriptive and cross-sectional study was carried out on bibliometric data. We included 844 articles on OSCE published in journals indexed in Scopus between 2018 and 2022. A descriptive and cross-sectional analysis was performed to bibliometric data with the Scival tool.</div></div><div><h3>Results</h3><div>The number of publications has increased from 2018 to 2022, most of these are in high impact scientific journals. Most articles had national collaboration (42.4%) and international collaboration presented more citations per publication (6.5). The institution with the highest scientific activity was Harvard University, in addition to being the one with the highest impact. The journals Currents in Pharmacy Teaching and Learning and Medical Science Educator have more publications, but the Journal of Educational Evaluation for Health Professions (1,744) has a higher normalized impact. Zabar Sondra leads in scientific output, but MacArio Alex (0.91) has a higher weighted impact.</div></div><div><h3>Conclusions</h3><div>Research has increased, mainly in scientific journals of greater prestige and impact, and with more frequent national collaboration; in addition, there is greater participation of authors and institutions from North America.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100983"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525975","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":"Experiencia de uso de una herramienta para evaluar el realismo en simulaciones clínicas","authors":"Judit Sánchez Gómez ,&nbsp;Gleyvis Coro-Montanet ,&nbsp;Helena Wagner Porto Rocha ,&nbsp;Esther García García ,&nbsp;Óscar Oliva Fernández","doi":"10.1016/j.edumed.2024.100981","DOIUrl":"10.1016/j.edumed.2024.100981","url":null,"abstract":"<div><h3>Introduction</h3><div>Measuring realism in clinical simulation poses a complex challenge due to its subjective and multidimensional nature. ProRealSim, a realism measurement tool developed by researchers from Universidad Europea de Madrid, is based on a theoretical framework that categorizes realism into three dimensions: simulated participant, scenography, and simulator.</div></div><div><h3>Materials and methods</h3><div>The study aimed to comprehend the perception of clinical experts regarding the ProRealSim tool. A focus group, comprising four clinical experts (three nurses and one doctor) with extensive experience in cardiopulmonary resuscitation (CPR) simulations, was conducted through a semi-structured interview.</div></div><div><h3>Results</h3><div>The study revealed that the experts held a positive view of the ProRealSim website, emphasizing its user-friendliness and the clarity of the indicators. However, they also identified potential improvements, such as optimizing the version for mobile devices. Regarding the tool's content, experts found the indicators suitable and easily understandable. Nevertheless, they highlighted certain aspects for improvement, including the relevance of certain indicators that may not apply to all simulations and the inherent subjectivity of the evaluation, recommending the involvement of more than one evaluator in the assessment.</div></div><div><h3>Conclusions</h3><div>Overall, the study results provide valuable insights for conducting assessments with the ProRealSim tool. The inherent complexity in assessing realism in simulations was highlighted, and strategies such as pre-training, identifying relevant variables for each simulation, and objectivity in such assessments were suggested.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100981"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525972","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":"Disparidades en el acceso y conocimiento de Tecnologías de la Información y Comunicación (TIC) entre estudiantes de Ciencias de la Salud en Perú: Encuesta Nacional de Hogares sobre Condiciones de Vida y Pobreza (ENAHO) 2022","authors":"Katiuska Muñoz-Espinoza,&nbsp;Alfonso Gutiérrez-Aguado,&nbsp;Anabell Caballero-Montes,&nbsp;Mariuccia Angeles-Donayre","doi":"10.1016/j.edumed.2024.100976","DOIUrl":"10.1016/j.edumed.2024.100976","url":null,"abstract":"<div><h3>Introduction</h3><div>In the current context, Information and Communication Technologies (ICT) play a crucial role in all areas of society, including the field of education. Especially in health sciences, access to and knowledge of ICT have become fundamental for the training and development of future healthcare professionals in Peru. However, disparities persist in access to and acquisition of digital skills among health science students in the country.</div></div><div><h3>Methods</h3><div>An analytical cross-sectional study was conducted using secondary data from the National Household Survey on Living Conditions and Poverty (ENAHO) 2022, conducted by the National Institute of Statistics and Informatics (INEI). For the present study, a subsample of participants from health science students was considered, by taking in consideration inclusion and exclusion criteria with a statistical power of 81% (p301, p301A, p301B, and p316C) was considered.</div></div><div><h3>Results</h3><div>Of a total of 600 students, 41.2% were from public universities and 58.8% were from private universities. The majority of the participants were female (78%). In terms of age, we found that 290 students belonged to the age group of 17–20 years (40.7%); 222 students were from 21 to 25 years old (36%), and 148 students were over 25 years old (23.45%). Likewise, the majority were between the 1st and 3rd year of study (54.7%).</div><div>There were significant differences in access to ICT among health sciences students from public and private universities according to the following categorical variables: having equipment (<em>p</em> = 0.014) and having the necessary infrastructure (<em>p</em> = 0.019). However, there were no differences in relation to teacher instruction (p = 0.662), use of the Internet for training activities (<em>p</em> = 0.539), or in relation to computer activities, such as the use of programming languages; for instance, 90.6% have not used it.</div></div><div><h3>Conclusion</h3><div>This study highlights the existence of disparities in access to ICT. These findings suggest the need to strengthen investments in technology in public institutions to ensure equitable and quality education. Additionally, the results indicate a gap in knowledge and experience in the use of programming languages, such as AI, among health science students, which may require further attention and promotion of digital skills in the educational curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100976"},"PeriodicalIF":0.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525974","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":"Enhancing anatomy learning: A concept map-based approach for first-term MBBS students","authors":"Vidya Chikkarahalli Srikantaiah ,&nbsp;Ravishankar Mathada Vamadevaiah ,&nbsp;Vidya Gowdappa Doddawad","doi":"10.1016/j.edumed.2024.100980","DOIUrl":"10.1016/j.edumed.2024.100980","url":null,"abstract":"<div><h3>Background</h3><div>The complexity of the subject content, and its 3D orientation in anatomy makes students difficult to learn, assimilate, and recapitulate the topics. There is a need for innovative teaching methods in anatomy for better understanding of the subject and improved performance of students. In this context, an attempt is made to use concept maps as a tool for learning anatomy.</div></div><div><h3>Material and methods</h3><div>After obtaining ethical committee approval and informed consent, 128 first-term MBBS students were divided into 2 groups, 64 in the study and the control group. After the lecture on each topic from anatomy (radial nerve, median nerve, and ulnar nerve), a pre-test was conducted on 128 MBBS students. Post-test multiple-choice questions-based assessment was conducted for both groups after 1 week of each lecture. Difference in knowledge by comparing the assessment scores of the study group and control group. A feedback form with a 5-point Likert scale was administered to all students at the end of 3 sessions. Mann–Whitney <em>U</em>-test and Wilcoxon signed-rank test were applied to check the significance (<em>p</em> <!-->≤<!--> <!-->.01) of the results.</div></div><div><h3>Results</h3><div>There was a statistically significant difference between the 2 groups during the pre-test for cognition, and total scores and the post-test for recall, cognition, and total scores. 98% of students perceived that the concept map-based approach helped better retain the topic.</div></div><div><h3>Conclusions</h3><div>Concept maps promote comprehensive learning and applying knowledge in new situations<strong>.</strong> From this study, we recommend that concept mapping can be a pedagogical tool in Anatomy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100980"},"PeriodicalIF":0.0,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525973","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":"Comparison of the effect of team-based learning and seminar-based learning on the knowledge of caring for patients with chronic obstructive pulmonary disease in nursing students","authors":"Mohammad Reza Faramarzi ,&nbsp;Parkhideh Hassani ,&nbsp;Somayeh Soltani Nejad ,&nbsp;Behnam Babamiri ,&nbsp;Milad Ahangarzadeh ,&nbsp;Loghman Shahidi ,&nbsp;Rasoul Goli ,&nbsp;Navid Faraji","doi":"10.1016/j.edumed.2024.100982","DOIUrl":"10.1016/j.edumed.2024.100982","url":null,"abstract":"<div><h3>Introduction</h3><div>Learning encompasses both traditional and active methodologies, with active methods involving students taking on an engaged role and actively participating in class discussions. This study aims to compare the impact of 2 learning methods, team-based learning (TBL) and seminar-based learning (SBL), on nursing students' knowledge of caring for patients with chronic obstructive pulmonary disease (COPD) at the Islamic Azad University, Mahabad Branch.</div></div><div><h3>Methods</h3><div>This semi-experimental study involved 60 nursing students divided into 2 groups. The TBL group received educational pamphlets 7 days before the workshop and participated in an Individual Readiness Assurance Test followed by a Team Readiness Assurance Test. The SBL group engaged in seminar presentations and discussions. Data were collected using a questionnaire with 2 sections: demographic information and a 24-question section on COPD care, with 20 questions approved after review by professors. Reliability was confirmed with a Cronbach's alpha of 0.86. Statistical analysis was conducted using SPSS 16 software.</div></div><div><h3>Results</h3><div>Pre-intervention, both groups had comparable knowledge levels. Post-intervention, the TBL group showed significantly higher knowledge levels than the SBL group. However, 1 month later, both methods had similar effects on long-term learning.</div></div><div><h3>Conclusion</h3><div>The TBL method was more effective than SBL in improving short-term knowledge of COPD care among nursing students, although both methods were effective for long-term learning. This study underscores the importance of active learning methodologies in nursing education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100982"},"PeriodicalIF":0.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445618","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":"Proceso creativo en la construcción de un simulador artesanal para el desarrollo de destrezas en la colocación de una sonda endopleural. Constructivismo quirúrgico","authors":"Iris Parrao-Alcántara ,&nbsp;Rogelio Campos-Rosas ,&nbsp;Jorge García-Arroyo ,&nbsp;Elda Benítez-Venegas ,&nbsp;Luis Olmos-Mendoza ,&nbsp;Ana Ramírez-Ocampo ,&nbsp;Iría Yanet-Zúñiga ,&nbsp;Jesús Alberto Sansón Riofrio","doi":"10.1016/j.edumed.2024.100974","DOIUrl":"10.1016/j.edumed.2024.100974","url":null,"abstract":"<div><h3>Introduction</h3><div>Currently, the surgical mentor faces significant challenges depending on their context and competencies. Most of these challenges can be addressed when the surgeon adopts a metacognitive approach to their teaching, meaning they are capable of self-regulating their learning for problem-solving, utilizing creative thinking to their advantage.</div></div><div><h3>Objective</h3><div>To analyze the constructivist mental process of the teacher in problem-solving; that is, how the teacher applies the “problem-based learning” strategies they promote and teach to address their andragogical challenges. This metacognitive analysis includes a step-by-step breakdown of the creative process involved in designing and constructing a handmade simulator focused on surgical needs, and how this process can be replicated for other procedures.</div></div><div><h3>Methods</h3><div>We present the creative process of a teaching surgeon from Nayarit, Mexico, who developed a proposal for a low-cost handmade simulator, to enhance the competency of first-year surgical residents in placing a chest tube. This “creative process”, is embedded in the educational framework of problem-based learning. Was accompanied by a Likert scale survey, to gather user feedback on the simulator trial experience.</div></div><div><h3>Results</h3><div>The creation and development of a low-cost simulator have proven useful as a complement to the education of medical students and first-year surgical residents. It has progressed to the verification phase and requires several steps for scientific validation.</div></div><div><h3>Conclusion</h3><div>The Chest Tube Trainer fulfills all its didactic objectives, including providing feedback to students and serving as an alternative when commercial simulators are not financially feasible. Emphasized is how emulation of critical steps is crucial for achieving “insight” into the creative process of a surgical simulator, replicable for constructing other simulators based on teaching needs. In this work, the teaching surgeon not only identifies strategies to face obstacles and adapt them to similar issues but also teaches by example. Lastly, it encourages educators and students alike to develop metacognition.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100974"},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416786","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":"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":"26 1","pages":"Article 100979"},"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":"26 1","pages":"Article 100977"},"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":"26 1","pages":"Article 100975"},"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}