Educacion Medica最新文献

{"title":"La Red Iberófona para la Responsabilidad Social en Salud (RIRSS): tejiendo puentes entre ciencia, conciencia y comunidad","authors":"M. Teresa Alfonso Roca,&nbsp;Leonardo Ríos Osorio,&nbsp;Vicente Xavier Silva Castillo,&nbsp;Nahum García","doi":"10.1016/j.edumed.2026.101150","DOIUrl":"10.1016/j.edumed.2026.101150","url":null,"abstract":"<div><div>The Iberophone Network for Social Responsibility in Health (RIRSS) emerges as a collective initiative that invites us to experience health through coherence between knowledge, awareness, and community within the Iberophone sphere. In response to the fragmentation of knowledge and the disconnection between science, professional practice, and citizenship, the RIRSS presents itself as a living network that integrates values, understandings, and actions to transform the way we perceive and practice health.</div><div>Social responsibility—understood as the capacity to act with awareness, integrity, and care, generating a positive impact on oneself, on others, and on the environment—constitutes the ethical foundation that guides all actions of the network. Composed of universities, healthcare institutions, research centers, enterprises, and engaged citizens, the RIRSS structures its work around three strategic axes: awakening a new consciousness in health; transforming care, education, and research through social responsibility; and weaving alliances for collective evolution.</div><div>Within the cultural and linguistic context of the iberophony, the RIRSS stands as a space where knowledge, values, and action are interwoven, and where genuine excellence arises from coherence between thought, awareness, and relationship.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101150"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148634706","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 use of physical examination in medical education: A scoping review","authors":"Bruno Bertoli Esmanhotto,&nbsp;Camila Moraes Marques,&nbsp;Pedro Henrique Gunha Basilio,&nbsp;Gerson Alves Pereira Junior","doi":"10.1016/j.edumed.2026.101210","DOIUrl":"10.1016/j.edumed.2026.101210","url":null,"abstract":"<div><div>Physical examination (PE) constitutes a cornerstone clinical skill in medical practice, reinforcing the physician-patient relationship, ensuring patient safety, and enhancing treatment efficiency. Nevertheless, research indicates that graduating medical students exhibit significant deficits in this competency, prompting inquiries into its diagnostic utility and the efficacy of current instructional methodologies. The objective of this scoping review was to map the existing literature regarding evidence-based physical examination instruction within undergraduate medical curricula, with a specific focus on pedagogical strategies and knowledge gain. A comprehensive search was performed across PubMed, LILACS, and Scopus in June 2025, employing descriptors pertaining to medical students, physical examination, and evidence-based medicine. The analysis demonstrated that active learning methodologies — such as the Objective Structured Clinical Examination (OSCE), clinical simulations, and standardized patients—are effective in fostering practical skills. Hypothesis-driven physical examination and the integration of structured feedback also emerged as promising approaches. Nevertheless, challenges persist, including inter-observer variability, the necessity for standardization, and skill decay over time. Physical examination instruction in undergraduate medical education demands integrated approaches combining supervised practice, clinical reasoning, and Evidence-Based Medicine. The implementation of innovative methodologies and faculty development is pivotal to ensuring high-quality medical education, oriented toward patient safety and clinical excellence.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101210"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148553892","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":"Rethinking internationalization at home through COIL in health professions education","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Ronald U. Wacas,&nbsp;Mathew Jun P. Mariani,&nbsp;James S. Guidangen,&nbsp;Joy Grace P. Doctor,&nbsp;John John C. Venus","doi":"10.1016/j.edumed.2026.101218","DOIUrl":"10.1016/j.edumed.2026.101218","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101218"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539367","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":"Realidad virtual y autenticidad clínica: más allá de la inmersión tecnológica en la formación médica","authors":"Manuel Millán-Hernández,&nbsp;Daniela Francelia Albarrán-Pérez","doi":"10.1016/j.edumed.2026.101217","DOIUrl":"10.1016/j.edumed.2026.101217","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101217"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539368","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":"Valores profesionales y profesionalismo médico en Cataluña: análisis transversal","authors":"Jaume Duran,&nbsp;Montse Esquerda,&nbsp;Magda Campins,&nbsp;José Manuel Menchon,&nbsp;Elvira Bisbe,&nbsp;Lluis Esteve,&nbsp;Anna Mitjans,&nbsp;Jaume Padrós","doi":"10.1016/j.edumed.2026.101221","DOIUrl":"10.1016/j.edumed.2026.101221","url":null,"abstract":"<div><h3>Introduction</h3><div>Medical professionalism is grounded in a set of values and attitudes that guide clinical practice beyond technical competence. In a context of social and generational change, it is relevant to explore which values physicians currently consider essential to the practice of their profession.</div></div><div><h3>Patients and methods</h3><div>A cross-sectional study was conducted using a self-administered survey distributed to a sample of licensed physicians in Catalonia between 2024 and 2025. The questionnaire included 26 professional values previously agreed upon by deontological commissions, rated on a Likert scale (1–4), as well as the selection of the five values considered most representative of professionalism. Sociodemographic and professional variables were collected. Descriptive and comparative analyses were performed according to age, sex, healthcare setting, specialty, and place of medical training.</div></div><div><h3>Results</h3><div>A total of 1,082 physicians responded (57% women; mean age 54.1 years, SD 14.6). The values with the highest mean scores were responsibility, respect, confidentiality, honesty, and integrity. The lowest-rated values were altruism, generosity, compassion, and simplicity. Significant differences were observed by age (younger physicians rated compassion higher, whereas older physicians rated loyalty, simplicity, and effort higher), sex (women systematically assigned higher scores than men for most values, except dedication), and place of training (physicians trained outside Spain assigned higher scores to compassion, generosity, and prudence). In multivariable analyses, training outside Spain and female gender were independently associated with higher scores for altruism and compassion.</div></div><div><h3>Discussion</h3><div>Responsibility, respect, honesty, and integrity emerge as the current pillars of medical professionalism in Catalonia. Although these findings align with the classical values of the profession, generational and gender-related nuances reflect the evolving role of the physician. The lower weighting assigned to altruism and generosity may reflect changes in how traditional professional values are prioritized in the context of contemporary practice challenges.</div><div>This study confirms that physicians in Catalonia maintain a stable core of professional values centered on responsibility and ethics, albeit modulated by sociodemographic differences. These findings underscore the need to strengthen collective reflection on the transmission and ongoing renewal of professionalism in both medical education and clinical practice.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101221"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539370","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":"Aprendizaje del instrumental quirúrgico mediante realidad virtual inmersiva en enfermería: estudio piloto","authors":"Iñigo Alzaga Manso,&nbsp;Verónica Tíscar-González,&nbsp;Ane Arcaraz Arnaiz,&nbsp;Laura Amella López,&nbsp;Nora Carmen Pedrosa Uriarte,&nbsp;Ana Cruz Eguizabal","doi":"10.1016/j.edumed.2026.101214","DOIUrl":"10.1016/j.edumed.2026.101214","url":null,"abstract":"<div><h3>Introduction</h3><div>Virtual reality (VR) has become an emerging tool in hospital settings, capable of generating immersive environments that safely and reliably reproduce clinical situations that are difficult to recreate in real practice. In nursing education, VR is contributing to improve training outcomes and is associated with higher levels of motivation and engagement compared with traditional teaching methods.</div></div><div><h3>Material and methods</h3><div>A prospective observational pilot study was conducted at Basurto University Hospital to evaluate the applicability, usability, and satisfaction regarding an immersive virtual environment designed for the identification and selection of surgical instruments. Users’ interaction with the technology was analyzed, and users’ satisfaction with the technology was assessed through a structured questionnaire.</div></div><div><h3>Results</h3><div>Twenty professionals with no prior VR experience participated in the study and rated the simulation as highly realistic, with no relevant technical issues reported. Questionnaire results indicated that the technology was user-friendly, featuring clear and intuitive interfaces. The vast majority (90%) strongly agreed that this interactive technology promotes new knowledge acquisition.</div></div><div><h3>Conclusions</h3><div>Traditional education is evolving toward scenario-based didactic learning models, where users acquire and consolidate knowledge through direct practical application.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101214"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539808","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":"Content validation of a psychosocial self-management intervention to reduce depressive symptoms in older adults with type 2 diabetes mellitus","authors":"Arantxa Ortiz-Hernández,&nbsp;Aarón González-Palacios,&nbsp;Roxana Michel Márquez-Herrera,&nbsp;Felisardo Corona-Ruíz","doi":"10.1016/j.edumed.2026.101215","DOIUrl":"10.1016/j.edumed.2026.101215","url":null,"abstract":"<div><h3>Introduction</h3><div>Type 2 diabetes mellitus (T2DM) in older adults is frequently associated with depressive symptoms that hinder effective self-management and worsen health outcomes. Psychosocial interventions integrating emotional and educational components are needed, and their content validity must be established to ensure relevance, clarity, and theoretical coherence.</div></div><div><h3>Materials and methods</h3><div>A mixed-methods approach was used, incorporating expert judgment from nine healthcare professionals with expertise in diabetes education and intervention. The content validity was assessed using a Likert-type rubric and the Program Fit Assessment Tool, focusing on clarity, relevance, pertinence, coherence, alignment with community context, and theoretical framework.</div></div><div><h3>Results</h3><div>The intervention demonstrated overall adequate content validity, although specific areas for improvement were identified, particularly regarding certain session topics and time management. Experts recommended strengthening the emotional components of the intervention and improving clarity in communication.</div></div><div><h3>Conclusion</h3><div>The intervention was deemed appropriate for older adults with T2DM, aligning with their needs. This validation process contributes to the development of more effective and culturally sensitive psychosocial strategies, potentially improving self-care and mental health outcomes in this population.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101215"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539807","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":"Validation of the Interprofessional Collaboration Intensity Questionnaire among undergraduate health sciences students in Chile","authors":"Oriana Rozas Maureira,&nbsp;Claudia Cañete Hernández,&nbsp;Manuel Fernández Cruz","doi":"10.1016/j.edumed.2026.101223","DOIUrl":"10.1016/j.edumed.2026.101223","url":null,"abstract":"<div><h3>Introduction</h3><div>Interprofessional education is essential for preparing health professionals to work collaboratively in clinical settings. However, there is limited availability of validated instruments to assess the intensity of interprofessional collaboration among undergraduate students, particularly in Latin American contexts.</div></div><div><h3>Methods</h3><div>A cross-sectional validation study was conducted between March and July 2024 with 161 final-year undergraduate students from nursing, physiotherapy, speech therapy, nutrition and dietetics, and psychology at the University of Chile. Participants completed the adapted Interprofessional Collaboration Intensity Questionnaire online. Internal consistency was assessed using Cronbach's alpha and item–total correlations. Construct validity was examined through exploratory factor analysis using principal axis factoring with oblimin rotation.</div></div><div><h3>Results</h3><div>The instrument demonstrated high internal consistency (Cronbach's <em>α</em> = 0.93) and adequate construct validity. Sampling adequacy was confirmed (KMO = 0.937; Bartlett's test of sphericity <em>χ</em>²(120) = 1739.23; <em>p</em> &lt; 0.001). Exploratory factor analysis identified a two-factor structure that integrated the four original theoretical dimensions into broader constructs within this undergraduate student population.</div></div><div><h3>Conclusion</h3><div>The adapted Interprofessional Collaboration Intensity Questionnaire demonstrated adequate construct validity and high internal consistency among undergraduate health sciences students. A generally high perception of interprofessional collaboration was observed, with significantly higher scores among Physical Therapy and Speech Therapy students. The instrument may be useful for assessing interprofessional collaboration in clinical training settings.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101223"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539805","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":"Tutoría entre pares: un puente entre el aprendizaje y el bienestar en la formación médica","authors":"Edwin Gustavo Estrada-Araoz","doi":"10.1016/j.edumed.2026.101222","DOIUrl":"10.1016/j.edumed.2026.101222","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101222"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148553891","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 la educación médica: potencial y limitaciones del modelo MED-IA","authors":"Nil Roman","doi":"10.1016/j.edumed.2026.101216","DOIUrl":"10.1016/j.edumed.2026.101216","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 4","pages":"Article 101216"},"PeriodicalIF":0.7,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539806","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}