Educacion Medica最新文献

{"title":"Impacto de la gamificación en el aprendizaje y satisfacción de estudiantes de odontología de una universidad peruana","authors":"Sheila Trigo-Cano ,&nbsp;Peggy Griselda Coa-Serrano ,&nbsp;Sonia Caroll Macedo-Valdivia ,&nbsp;Fernando Amilcar Chávez-Fernandez","doi":"10.1016/j.edumed.2024.101018","DOIUrl":"10.1016/j.edumed.2024.101018","url":null,"abstract":"<div><h3>Introduction</h3><div>Gamification through escape rooms is an active teaching-learning methodology widely used in the training of health professionals with positive results. However, there is little evidence of its application in dental students, so the present study investigated its effectiveness in learning and satisfaction of this population.</div></div><div><h3>Material and methods</h3><div>Face-to-face escape rooms were designed in which 65 dental students participated. The intervention was structured in phases: planning, development and execution, with activities integrated into the theoretical content previously taught in class. Learning was evaluated through a pre- and post-test of knowledge based on 20 points, and satisfaction and experience with gamification in education (EGAMEDU) were measured after the intervention.</div></div><div><h3>Results</h3><div>There was a statistically significant difference (<em>p</em> &lt; 0.001) between the pre- and post-test scores, with an increase from 9.6 to 16.8 points after gamification. The level of student satisfaction was also high, with an average higher than 3.5. Similarly, the perception of the gamified experience was positive, with an average of over 4, stating that students had fun while learning during the game, and that frustration or stress were minimally perceived.</div></div><div><h3>Conclusions</h3><div>Gamification, in general, and escape rooms, in particular, have been shown to have a positive impact on the learning and satisfaction of dentistry students, so they should be considered as a complementary tool to traditional teaching methods.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101018"},"PeriodicalIF":0.0,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169048","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":"Impacto en la producción científica de estudiantes y docentes universitarios antes y durante la pandemia COVID-19","authors":"Alisson Melissa Salazar Villavicencio","doi":"10.1016/j.edumed.2024.101007","DOIUrl":"10.1016/j.edumed.2024.101007","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 101007"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177535","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":"¿Cuánto de hipocrática tiene la medicina de nuestros días?","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2025.101035","DOIUrl":"10.1016/j.edumed.2025.101035","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 101035"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143436954","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":"Adaptación, validación e invarianza factorial de una escala para evaluar la calidad de los cursos virtuales desarrollados para estudiantes peruanos de ciencias de la salud durante la pandemia por la COVID-19","authors":"Claudio Intimayta-Escalante ,&nbsp;Rubí Plasencia-Dueñas ,&nbsp;Janeth N. Nuñez-Lupaca ,&nbsp;Kevin Flores-Lovon ,&nbsp;Nancy Ramirez-Bernuy ,&nbsp;Giancarlo Pares-Ballasco ,&nbsp;Natalia Barrientos-Odias ,&nbsp;Ronald Castillo-Blanco","doi":"10.1016/j.edumed.2024.101008","DOIUrl":"10.1016/j.edumed.2024.101008","url":null,"abstract":"<div><h3>Objective</h3><div>To adapt, validate and evaluate the factorial invariance of a scale that assess the quality of virtual courses (QVC) among health sciences students (HSS).</div></div><div><h3>Methods</h3><div>Cross-sectional study developed with virtual surveys to HSS to assess the QVC of the 2020 academic year, as well as sociodemographic and educational characteristics. Content-based validity was estimated with V_Aiken. Validity based on internal structure was assessed with the Goodness of Fit Indices (GFI) in the Confirmatory Factor Analysis (CFA), considering adequate the comparative fit index (CFI) and the Tucker-Lewis index (TLI) greater than 0.90, as well as values of the standardized root mean square residual (SRMR) and root mean square error of approximation (RMSEA) less than 0.08. Factor invariance was considered adequate when the ΔCFI<!--> <!-->≤<!--> <!-->0.010 and the ΔRMSEA<!--> <!-->≤<!--> <!-->0.015 between models at different levels. Reliability was assessed with the alpha and omega index.</div></div><div><h3>Results</h3><div>Of the 629 HSS included, 62.96% were women, 49.76% studied human medicine and 316 other health areas. The V_Aiken was 0.86 on the instrument. The CFA showed adequate GFI (CFI = 0.956, TLI = 0.950, RMSEA = 0.073 and SRMR = 0.044). The ΔCFI (≤<!--> <!-->0.002) and ΔRMSEA (≤<!--> <!-->0.004) between models were estimated for the characteristics evaluated (sex, place of residence, study career, stage of training and type of university management). Reliability indices were greater than 0.85 in the domains.</div></div><div><h3>Conclusion</h3><div>The 30-item scale and six domains to assess QVC developed for HSS in Peru showed adequate evidence of validity and reliability. In addition, it showed adequate factorial invariance in different sociodemographic and educational contexts of HSS.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101008"},"PeriodicalIF":0.0,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169572","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":"Validity and network structure of the Nomophobia Questionnaire in Peruvian medical students","authors":"Peter Garcia-Portocarrero ,&nbsp;Deysi A. Saldaña-Amaya ,&nbsp;Brayan Miranda-Chavez ,&nbsp;Javier A. Flores-Cohaila ,&nbsp;Cesar Copaja-Corzo","doi":"10.1016/j.edumed.2024.100989","DOIUrl":"10.1016/j.edumed.2024.100989","url":null,"abstract":"<div><h3>Introduction</h3><div>Nomophobia, an emerging psychological phenomenon that represents anxiety when there is no access to a mobile phone, has a prevalence ranging from 6% to 73% in global studies and is associated with physical and mental health problems. This study aims to validate and expand the assessment of the Nomophobia Questionnaire (NMP-Q) through confirmatory factor analysis (CFA) and network analysis among medical students in Peru.</div></div><div><h3>Methods</h3><div>An observational cross-sectional study was conducted with 3139 medical students from 38 schools in Peru, using the Spanish-adapted NMP-Q. Data were collected through an online survey, promoted via social media and direct contacts. Factorial and network analyses were performed to evaluate the internal structure and dynamics of the questionnaire.</div></div><div><h3>Results</h3><div>CFA showed an excellent fit for the 4-factor model of the NMP-Q, with factor loadings above 0.700 and high fit indices (CFI<!--> <!-->=<!--> <!-->0.996, RMSEA<!--> <!-->=<!--> <!-->0.031, SRMR<!--> <!-->=<!--> <!-->0.041). The reliability of the factors was high (McDonald's omega: 0.87–0.95). Network analysis revealed significant interactions among the items, identifying the most influential nodes, with “Loss of connection” and “Inability to communicate” being the most prominent in terms of centrality. The network showed adequate precision and stability, with stability coefficients above 0.75 for most indices.</div></div><div><h3>Conclusion</h3><div>The NMP-Q proved to be a valid and reliable tool for assessing nomophobia among medical students in Peru.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 100989"},"PeriodicalIF":0.0,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169571","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":"Aprendiendo a notificar. Impulsando la cultura de seguridad en futuras generaciones de profesionales sanitarios","authors":"José Joaquín Mira ,&nbsp;Eva Gil-Hernández ,&nbsp;Irene Carrillo ,&nbsp;en nombre del equipo SAFEST","doi":"10.1016/j.edumed.2024.100987","DOIUrl":"10.1016/j.edumed.2024.100987","url":null,"abstract":"<div><div>Safety incident reporting is crucial for patient safety. However, students of healthcare disciplines often finish their studies without being familiar with these tools. Our aim was to familiarize students with reporting and cause analysis, train them and encourage their reflection to avoid future adverse events.</div><div>An active learning and gamification methodology was used, where those who reported a safety incident received feedback to improve their reporting. 105 students from Latin American universities participated, on a voluntary basis and without affecting their grades. Slides, educational videos and the SAFEST platform for notifications were used, which were evaluated using an agreed rubric. Introductory seminars on patient safety were conducted to build on the same foundation and students reported incidents they witnessed during their clinical placements.</div><div>Seventy medical students registered 101 notifications, reporting 249 incidents, mostly occurring in hospitals. The most frequent causes included confusion, lack of coordination and communication failures. The most recommended preventive measures were double-checking and improving communication.</div><div>Simulation and gamification promoted active learning and participation, enabling the acquisition of practical knowledge in clinical risk management. Fostering a culture of safety from training is essential for future healthcare professionals.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 100987"},"PeriodicalIF":0.0,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169050","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":"Measurement of the enjoyment of human rights in medical interns in the state of Sonora","authors":"Sayil Alejandra DeLaTorre-Othón ,&nbsp;Gonzalo Armando Navarro-Armendáriz ,&nbsp;Aziel Alejandro Peralta-Ramírez ,&nbsp;Lidianys María Lewis-Lujan ,&nbsp;Jesús Alan González-Duarte ,&nbsp;María Paula López-Contreras","doi":"10.1016/j.edumed.2024.101005","DOIUrl":"10.1016/j.edumed.2024.101005","url":null,"abstract":"<div><h3>Introduction</h3><div>The undergraduate medical internship in Mexico is a crucial phase in the education of future physicians, where theoretical knowledge is applied in a real clinical environment, regulated by NOM-033-SSA3–2018. Despite this regulation, there are non-compliances such as inadequate treatment and extended work hours that can affect both the professional development and well-being of interns. The DERIM scale evaluates the respect for human rights during this formative stage, considering aspects such as education and dignified work.</div></div><div><h3>Materials and methods</h3><div>A quantitative and descriptive study was conducted to assess the perception of human rights among 99 undergraduate medical interns from the University of Sonora in 2023, using a digital survey based on the DERIM scale.</div></div><div><h3>Results</h3><div>The results reflected a generally positive perception of the work environment and respect for rights, although specific issues were identified. More than 10% of participants reported experiences of discrimination, health risks, and anxiety about potential sanctions. Additionally, the majority considered the remuneration insufficient and noted that their schedules limited time for recreational activities.</div></div><div><h3>Conclusion</h3><div>Although the majority reported a positive environment, concerns such as discrimination, health risks, insufficient remuneration, and lack of free time were identified. It is concluded that there is a need to improve regulations and working conditions to protect the rights of interns and ensure their professional development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101005"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169568","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 reto de enseñar sobre las alteraciones del polígono de Willis en estudiantes de Ciencias de la Salud: una propuesta innovadora","authors":"Laura Vanessa Rodríguez Mendoza ,&nbsp;Kelly Tatiana Cetina Matallana ,&nbsp;Carlos Duván Páez Mora","doi":"10.1016/j.edumed.2024.101000","DOIUrl":"10.1016/j.edumed.2024.101000","url":null,"abstract":"<div><h3>Introduction</h3><div>Teaching competencies such as therapeutic reasoning in cases of stroke, analyzing the Willis polygon, and relating them to clinical manifestations is a challenge for educators today. This study aimed to an innovative strategy for health sciences students, through music and ICT, promoting learning and therapeutic reasoning about the obstruction of arteries in the Circle of Willis and its manifestations.</div></div><div><h3>Materials and methods</h3><div>Qualitative study of action research with four phases: 1) Evaluation of the previous pedagogical strategy of the class. 2) Design of the new strategy. 3) Qualitative evaluation based on neurosciences and collective health. 4) Evolution and transformation of the strategy.</div></div><div><h3>Results</h3><div>An innovative strategy of participatory construction was developed with students, which facilitated affinity, interest and remembrance of the topic addressed.</div></div><div><h3>Conclusions</h3><div>Learning complex topics in university education can be strengthened with strategies mediated by art, stories and ICT. Health professionals and teachers are invited to work on strategies situated and adapted to the environment in a participatory way.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101000"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169570","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":"Evaluación de ambientes clínicos en las residencias médicas: un análisis a través de la encuesta ACA-UNAM-MEX","authors":"Gabriela Yanet Cortés-Moreno ,&nbsp;Ilicia González-Mundo ,&nbsp;Rosa Paola Figuerola-Escoto ,&nbsp;Sofía Lavaniegos-Appendini ,&nbsp;Roberto Arturo Vázquez-Dávila ,&nbsp;Jorge Alberto Robles-Aviña ,&nbsp;Rodolfo Lehmann-Mendoza","doi":"10.1016/j.edumed.2024.101004","DOIUrl":"10.1016/j.edumed.2024.101004","url":null,"abstract":"<div><h3>Introduction</h3><div>Hospital environments are mainstays in education of medical specialists, providing Clinical Learning Environments (ACA) that are essential for resident's medical training. Evaluating these environments is crucial to ensure excellent medical training.</div></div><div><h3>Methods</h3><div>An observational study was conducted applying ACA-UNAM-MEX to 690 residents from 8 Petróleos Mexicanos hospitals. Four dimensions were evaluated: Interpersonal Relationships (RI), Educational Processes (PE), Institutional Culture (CI), and Service Dynamics (DS). A descriptive analysis was performed, and the impact of gender, type of hospital, type of specialty, and age group on the overall ACA score and each dimension was examined.</div></div><div><h3>Results</h3><div>The overall ACA score from interactions with professors (M = 88.34) and adjunct professors (M = 88.39) were obtained. Female gender had lower scores in RI and PE. Surgical specialties had significantly higher scores in RI, and the age group 40 to 49 years showed significant differences in CI and PE dimensions.</div></div><div><h3>Conclusion</h3><div>The evaluation of ACA in medical residencies highlights the importance of analyzing hospital environments. Female gender had lower scores in RI and PE, surgical specialties had better interpersonal relationships, and age had a significant impact on institutional culture. It is essential to use these instruments to enhance resident's medical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101004"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169569","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":"Insights into nurse educators' use of ChatGPT in active teaching methods: A cross-sectional pilot study","authors":"Asma Bouriami ,&nbsp;Kamal Takhdat ,&nbsp;Sana Barkatou ,&nbsp;Hajar Chiki ,&nbsp;Samia Boussaa ,&nbsp;Ahmed Rhassane El Adib","doi":"10.1016/j.edumed.2024.101006","DOIUrl":"10.1016/j.edumed.2024.101006","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence has revolutionized nursing education with the emergence of ChatGPT, which has the potential to transform active teaching methods. Despite this potential, there is still insufficient literature on the use of ChatGPT in nursing education. The aim of this pilot study is to examine nurse educators' knowledge, attitudes, and perceptions of ChatGPT, as well as their experience of using ChatGPT in active teaching methods.</div></div><div><h3>Subjects and methods</h3><div>We conducted a cross-sectional pilot study using a self-administered questionnaire with 104 participants.</div></div><div><h3>Results</h3><div>Although 61.52% of participants have an average level of knowledge about ChatGPT, they are not very familiar with its use, as 59.6% do not use it. In fact, 70.52% expressed indifference or negativity towards the use of ChatGPT by their students. Furthermore, male educators are five times more likely to believe that ChatGPT facilitates students cheating (OR = 5.147 (1.641; 16.141)).</div><div>Despite being aware of the challenges associated with ChatGPT, educators in our sample demonstrate limited awareness of its potential applications in active teaching methods. For instance, only 33.33% use ChatGPT in problem-based learning, while a mere 10% use ChatGPT in simulation-based learning. This reluctance extends to use ChatGPT in teaching activities such as preparing pedagogical content (8.69%) and the design of assessment tools (9.78%).</div></div><div><h3>Conclusion</h3><div>Implementing institutional guidelines and providing nurse educators with training on the potential applications of ChatGPT are essential for promoting positive change in nursing education. This will enable educators to guide their students in the responsible and ethical use of ChatGPT.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101006"},"PeriodicalIF":0.0,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}