Educacion Medica最新文献

{"title":"Profesionalismo, Ética, Bioética y Humanismo","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2026.101263","DOIUrl":"10.1016/j.edumed.2026.101263","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101263"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149211220","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":"Clinical reasoning education in undergraduate medicine: a mixed-methods study","authors":"Francisco Villalón,&nbsp;María Ivonne Moreno,&nbsp;Robinson Torres,&nbsp;Jacqueline Segovia,&nbsp;Alejandra Álvarez,&nbsp;Gustavo Montaldo","doi":"10.1016/j.edumed.2026.101236","DOIUrl":"10.1016/j.edumed.2026.101236","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical reasoning is a core competency in medical education, yet its development depends on instructional, curricular, and institutional factors that are rarely evaluated simultaneously. This study aimed to assess clinical reasoning competencies and to explore the educational and institutional conditions that may influence their development.</div></div><div><h3>Materials and methods</h3><div>An explanatory sequential mixed-methods study was conducted in a medical school in Chile. Twenty-two sixth-year medical students completed the Practicum Script assessment evaluating hypothesis generation, hypothesis argumentation, and knowledge application. Additionally, 106 students and faculty completed the Factors for Clinical Reasoning Teaching and Learning Scale (FEARC), assessing educational strategies, institutional/curricular factors, and microsystem learning conditions. Semi-structured interviews explored contextual influences on clinical reasoning education.</div></div><div><h3>Results</h3><div>Students demonstrated high concordance with expert benchmarks in hypothesis generation (75.8%) and knowledge application (98.5%), but descriptively lower performance in hypothesis argumentation (38.7%). Exploratory factor analysis suggested a three-factor solution within the FEARC instrument explaining 58.8% of variance. Faculty rated educational strategies and microsystem conditions more positively than students, whereas students rated institutional/curricular factors more favorably. Qualitative findings highlighted curriculum integration, faculty development, structured feedback, psychological safety, and authentic clinical experiences as key influences on clinical reasoning development.</div></div><div><h3>Conclusion</h3><div>Students showed lower performance in hypothesis argumentation than in hypothesis generation and knowledge application. Clinical reasoning education was influenced by interactions among instructional strategies, curricular organization, faculty development, and supportive learning environments. These findings support multilevel institutional approaches that integrate competency assessment with evaluation of the educational conditions shaping clinical reasoning development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101236"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952020","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":"Rúbricas y razonamiento terapéutico: hacia una evaluación auténtica en farmacología","authors":"Manuel Millán-Hernández,&nbsp;Daniela Francelia Albarrán-Pérez","doi":"10.1016/j.edumed.2026.101228","DOIUrl":"10.1016/j.edumed.2026.101228","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101228"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952023","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":"Inteligencia artificial en medicina: una guía ética y práctica para la asistencia sanitaria, la investigación y la docencia","authors":"Imanol Pinto López,&nbsp;Mikel Galar Idoate","doi":"10.1016/j.edumed.2025.101143","DOIUrl":"10.1016/j.edumed.2025.101143","url":null,"abstract":"<div><div>Artificial Intelligence (AI) is rapidly becoming an essential tool in the health sciences, with growing influence not only on clinical practice but also on research and education. This article provides an ethical and practical framework for understanding this evolving landscape, addressing AI from two complementary perspectives: clinical practice, shaped by an ethical and regulatory imperative that requires competent human oversight; and research, where emerging tools such as large language models and reasoning systems create new opportunities while raising challenges for scientific integrity. This paper outlines the core components of applied AI—data and models—alongside the fundamental ethical principles that should guide their use, and introduces a comprehensive curriculum designed to foster AI literacy among future healthcare professionals. The primary goal is to enable clinicians and researchers to critically assess evidence, apply AI tools safely and responsibly, and promote an informed, innovative, and ethical use of AI across all areas of healthcare.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101143"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149211221","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":"Consenso sobre la metodología docente en el grado en Medicina: un estudio Delphi","authors":"Elisabet Sarri,&nbsp;Núria Roger,&nbsp;Josep Roma,&nbsp;Joan Manuel Díaz,&nbsp;Roberto Elosua,&nbsp;Joan Carles Trullàs","doi":"10.1016/j.edumed.2026.101239","DOIUrl":"10.1016/j.edumed.2026.101239","url":null,"abstract":"<div><h3>Introduction</h3><div>The increasing use of innovative teaching methodologies in higher education and the need to adapt them to new generations of students make it essential to reach a consensus on their implementation. The aim of this study was to determine the degree of consensus among expert faculty members regarding the teaching methodologies used in a Faculty of Medicine.</div></div><div><h3>Materials and methods</h3><div>A Delphi study was conducted by inviting 43 expert faculty members to complete a questionnaire comprising 27 items related to different teaching methodologies. In the first round, all 27 items were assessed, whereas in the second round only the 15 items that had not reached consensus in the first round were re-evaluated. Consensus was defined as an agreement level of ≥<!--> <!-->70%.</div></div><div><h3>Results</h3><div>Thirty-nine of the 43 invited faculty members participated (91%). After the two Delphi rounds, consensus was reached on 19 of the 27 items. Although consensus was not achieved for the remaining eight items, five showed a high level of agreement (58–60%). Regarding case-based learning, consensus was reached on promoting this methodology, the need for faculty development, and an optimal group size of 5–15 students. For workshops, an optimal group size of 10–30 students was agreed upon. Simulation, clinical practice sessions, and traditional lectures were all considered to add value to learning. With respect to assessment, consensus was reached both on the approach to knowledge assessment and on having the same faculty member assess competencies within the case-based learning methodology.</div></div><div><h3>Conclusion</h3><div>There is a high level of consensus among faculty regarding most aspects of the methodology employed. An improvement plan will be required for areas where consensus was not achieved.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 5","pages":"Article 101239"},"PeriodicalIF":0.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148952021","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":"Los estudios de Ciencias de la Salud en el Sistema Universitario Español. (II). Profesorado. Hechos según las cifras","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2026.101226","DOIUrl":"10.1016/j.edumed.2026.101226","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101226"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148634705","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":"Modelo integrado de decisión clínica, bayesiana, ética y de aprendizaje por refuerzo para la estrategia de observar y esperar frente a la cirugía en cáncer de recto","authors":"Joaquín Losada,&nbsp;Aingeru Sarriugarte,&nbsp;Inés Losada","doi":"10.1016/j.edumed.2026.101205","DOIUrl":"10.1016/j.edumed.2026.101205","url":null,"abstract":"<div><div>Clinical decision-making in locally advanced rectal cancer following neoadjuvant therapy represents a significant challenge, particularly when considering strategies such as watch and wait versus surgery. In this context, a conceptual model was developed that integrates Bayesian inference, ethical evaluation, and reinforcement learning with human feedback, with the aim of improving both decision-making and its educational value. Applied to a clinical case, the model is organized into phases that include probabilistic estimation, ethical analysis, and iterative simulation. Its implementation enabled the structuring of clinical reasoning and the creation of a dynamic learning environment, with progressive improvements observed in decision accuracy, better probabilistic calibration, and greater incorporation of ethical principles. Overall, this approach is presented as a useful educational tool for training clinical decision-making under conditions of uncertainty through simulated environments.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101205"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148553894","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":"Mapping the thematic structure of health professions education research (2019–2023): a bibliometric analysis and the SANDI five-layer framework","authors":"Javier Alejandro Flores-Cohaila,&nbsp;Ahmed Lateef Mohammed,&nbsp;Starry Chow,&nbsp;Sarina Zare,&nbsp;Bibek Shrestha,&nbsp;Khondkar Rashkih Tasnim,&nbsp;Sreenidhi Prakash,&nbsp;Grace Nicole Huertas-Vilca,&nbsp;Cesar Copaja-Corzo","doi":"10.1016/j.edumed.2026.101212","DOIUrl":"10.1016/j.edumed.2026.101212","url":null,"abstract":"<div><div>Health professions education (HPE) research has grown rapidly, yet lacks a framework that organises its thematic structure hierarchically; prior classifications relied on keyword approaches and lacked qualitative verification. We aimed to identify this structure through bibliographic coupling, enrich it through directed extraction, and organise it hierarchically. We conducted a bibliometric analysis of 13,189 papers published between 2019 and 2023 across 25 HPE journals indexed in Web of Science. Bibliographic coupling using VOSviewer identified 15 clusters within a network of 2000 papers meeting the ≥<!--> <!-->10-citation threshold; directed extraction of 450 high-impact papers characterised each cluster, and keyword co-occurrence provided a complementary lens. Data interpretation followed the sensemaking approach (scanning, sensing, and substantiating). Fourteen clusters were organised into the SANDI framework: Scholarly Foundations, Architecture of Competency, Nucleus of Educational Process, Delivery Systems, and Issues; one cluster was excluded as an artefact. Scholarly Foundations emerged as the most intellectually central cluster, a finding without precedent; Layers 1–4 constituted a structurally stable replicated core, while Layer 5 exhibited a maturity gradient from consolidated systemic forces to emerging themes. The SANDI framework offers the first empirically derived, hierarchical taxonomy for organising HPE research.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101212"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148554017","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":"Competencias en ecografía clínica para el grado en Medicina en España: consenso nacional mediante un estudio Delphi modificado","authors":"Manuel Ángel Gracia Romero,&nbsp;Gonzalo García de Casasola Sánchez,&nbsp;José Luis Almenara Abellán,&nbsp;Alicia Gutiérrez Misis,&nbsp;Erick Mejía Camarena,&nbsp;Purificación Pérez Terán,&nbsp;Iria María Bello Viruega,&nbsp;Xavier Martinez Regada,&nbsp;Alfredo Díaz Gómez,&nbsp;Manuel Ferreiro Gómez,&nbsp;Iván García Suarez,&nbsp;Ana María Cubo Nava,&nbsp;Davide Luordo,&nbsp;Julio Oteiza Olaso,&nbsp;Yale Tung Chen,&nbsp;Fernando Clau Terré,&nbsp;Belén Romero Gómez,&nbsp;Francisco M. Parrilla Ruiz,&nbsp;César Henríquez Camacho,&nbsp;Javier Campos Martínez,&nbsp;Tomás Villén Villegas","doi":"10.1016/j.edumed.2026.101211","DOIUrl":"10.1016/j.edumed.2026.101211","url":null,"abstract":"<div><h3>Introduction</h3><div>Point-of-Care Ultrasound (POCUS) has become an essential diagnostic tool in contemporary medical practice. However, its integration into medical degree curricula in Spain is uneven and lacks a standardized competency framework.</div></div><div><h3>Objective</h3><div>To define, by expert consensus, the cross-cutting competencies in clinical ultrasound that medical students in Spain should acquire during their undergraduate training.</div></div><div><h3>Material and methods</h3><div>A modified Delphi study was conducted, coordinated by the Interuniversity Working Group on Clinical Ultrasound of the Spanish Society for Medical Education (GTEC-SEDEM). Thirty expert teachers from 20 Spanish universities participated. Eighty-nine statements distributed across 14 thematic blocks were evaluated using a 1- to 9-point Likert scale. Consensus was established following the RAND/UCLA criteria in two rounds conducted between October and December 2025.</div></div><div><h3>Results</h3><div>Eighty-five competencies were validated (81 with strong consensus and 4 with moderate consensus). The consensus supports a longitudinal curriculum model, beginning with basic sciences and culminating in supervised clinical application. The technical management of the ultrasound machine, the application of the ALARA principle, ethics and confidentiality, and the systematic examination of organs and systems were identified as core competencies. Invasive procedures in patients and applications specific to the postgraduate field were excluded; simulation training for basic skills was maintained.</div></div><div><h3>Conclusion</h3><div>This study provides a nationally agreed competency framework for POCUS teaching in Spanish undergraduate medical education, amenable to local adaptation and future updates.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101211"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539369","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":"Artificial intelligence in health professions education: Bridging ethical frameworks and faculty readiness in emerging contexts","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Joy Grace P. Doctor","doi":"10.1016/j.edumed.2026.101213","DOIUrl":"10.1016/j.edumed.2026.101213","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101213"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148553893","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}