Educacion Medica最新文献

{"title":"Evidencias de validez de las preguntas de opción múltiple diseñadas por Microsoft Bing (Copilot)","authors":"Javier A. Flores-Cohaila ,&nbsp;Ramón Ruesta-Bermejo ,&nbsp;Carlos Gutierrez-Rios ,&nbsp;Carlos Ramos-Godoy ,&nbsp;Brayan Miranda-Chávez ,&nbsp;Cesar Copaja-Corzo","doi":"10.1016/j.edumed.2024.100950","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100950","url":null,"abstract":"<div><h3>Introduction</h3><p>To design multiple-choice questions (MCQs) using Microsoft Bing (Copilot) and evaluate their quality and psychometric indices in medical education.</p></div><div><h3>Materials and methods</h3><p>A 180-question exam was designed using Microsoft Bing. It was evaluated by medical educators in terms of relevance and distractor quality. After administering the exam to students, difficulty and discrimination indices were calculated.</p></div><div><h3>Results</h3><p>Most questions were highly relevant, and the distractors were of high quality. The discrimination and difficulty indices were acceptable for the majority of the questions.</p></div><div><h3>Conclusion</h3><p>Microsoft Bing (Copilot) could be used as a substitute for ChatGPT in designing MCQs, given the evidence of validity collected in the study.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000652/pdfft?md5=191fa1f10f04cd585b5ef4207da533b6&pid=1-s2.0-S1575181324000652-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444682","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":"Diseño y análisis de las propiedades psicométricas del instrumento de competencias de trabajo interprofesional para su uso en la población mexicana (CIP-Mx)","authors":"Juan-Manuel Fraga-Sastrías,&nbsp;Regina Mazatán Orozco,&nbsp;Mariana Alejandra Sierra-Murguía","doi":"10.1016/j.edumed.2024.100948","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100948","url":null,"abstract":"<div><h3>Introduction</h3><p>Interprofessional education includes diverse strategies in order to promote competencies such as communication, ethics, critic reflection and quality processes. It is characterized by simultaneously including diverse discipline participants in the educative process. The assessment of these competencies is essential.</p></div><div><h3>Aim</h3><p>To design an assessment instrument for interprofessional health workers competencies and to measure its psychometric properties.</p></div><div><h3>Method</h3><p>An assessment instrument was designed, it included four competencies (communication, learning and critical reflection, quality and health processes, and ethics and values); in three dimensions (leadership and team work, roles and responsibilities, patient centered care). For content validity assessment, an expert judgement was made. Due to the fact that this instrument can be used as seven separate instruments, or, as well, as the combination of several of them due to intersection of the items between dimensions and competencies; seven exploratory factorial analysis were performed, four by competencies, and three by dimensions. The exploratory factorial analysis used varimax rotation, Bartlett test and KMO.</p><p>For reliability assessment Cronbach´s Alpha was performed for each dimension, for each competency and two general ones (one for dimension assessment and another one for competencies).</p></div><div><h3>Results</h3><p>Psychometric properties of the instrument are described. It shows adequate properties to be used in Mexican population.</p></div><div><h3>Conclusions</h3><p>The instrument is suitable for measuring interprofessional work competencies from different dimensions.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000639/pdfft?md5=ea3872c02d005e89c240bbf561612c97&pid=1-s2.0-S1575181324000639-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444441","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 del feedback dialógico en la adquisición de competencias clínicas: un estudio longitudinal","authors":"Claudia Alejandra Bugueño Araya","doi":"10.1016/j.edumed.2024.100949","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100949","url":null,"abstract":"<div><h3>Introduction</h3><p>There is currently a need to ensure the acquisition of clinical skills among Health Sciences students. Clinical practices are essential for this but are often ineffective. Research suggests that the feedback used in medical education is of little use, implying a need to change focus toward sustainable feedback, therefore this research aims to evaluate the effectiveness of implementing dialogic <em>feedback</em> in acquiring skills among Nutrition and Dietetics students.</p></div><div><h3>Material and methods</h3><p>Longitudinal study with a prospective cohort, follow-up was done on 13 students up for 3 years. Level of clinical skill was evaluated with a rubric on 7 cases, beginning with the Diagnostic in 2016; then in 2017 five cases were carried out with a dialogic feedback process at the end of each of the clinical experiences (Beginning, 3 formative and End), and the following year (2018) with a gap of 4-6 months in the Professional Practice. Each intervention with dialogic feedback lasted 30-45 minutes and encouraged self-assessment based on the evaluation items, ending with consensus on improvement objectives.</p></div><div><h3>Results</h3><p>There are significant differences between the skill level achieved by students in Diagnostic vs. End of clinical experiences and Internship, and between the Beginning and End of clinical experiences. There are also differences in the performance criteria evaluated.</p></div><div><h3>Conclusion</h3><p>Dialogic feedback contributes to acquiring clinical skills. We suggest that this process should be cyclical and motivated by teachers, to develop self-regulation and calibrate students’ evaluative judgment.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000640/pdfft?md5=777c28191b03e7d536a62347743af9eb&pid=1-s2.0-S1575181324000640-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141444680","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 1","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.2024.100947","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100947","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. This first part will include the organisational context, the expected learning outcomes and the curricular contents. A second part will present the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000627/pdfft?md5=79bf72e967c10451536c0f969ffd37fc&pid=1-s2.0-S1575181324000627-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141438899","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":"Low-cost simulation in health professions education: A bibliometric analysis and literature review of 20 years of research","authors":"Javier A. Flores-Cohaila ,&nbsp;Alvaro M. Ñaña-Cordova ,&nbsp;Wagner Rios-Garcia ,&nbsp;Xiomara C. Benavente-Chalco ,&nbsp;Betzy C. Torres-Zegarra ,&nbsp;Marina Atena Bustamante-Ordoñez","doi":"10.1016/j.edumed.2024.100945","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100945","url":null,"abstract":"<div><h3>Introduction</h3><p>Gaining practical experience in health professions education is a significant challenge. Simulation-based training has emerged as a key solution to this issue, but the high costs associated with advanced equipment and software limit accessibility for many institutions. Hence, to close this gap, this study aims to map the research field of low-cost simulation in health professions education through a bibliometric analysis.</p></div><div><h3>Methods</h3><p>Utilizing a bibliometric study design, we analyzed publications from 2003 to 2022 in the Scopus Database, in accordance to Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Publications discussing low-cost simulation in English were included. Data points such as research design, study location, and outcomes were extracted. The Scival Platform and VosViewer were used to analyze publication trends, prolific institutions, authors, journals, and conceptual and intellectual structure.</p></div><div><h3>Results</h3><p>The study found an increase in low-cost simulation research from 2003 to 2022, with significant growth after 2015. Observational studies predominated (68.57%), with general surgery being the most studied specialty. Less than half of the studies reported cost details, and only 2 compared the low-cost model with a standard. The United States led in scientific production, with notable collaboration networks. The keyword co-occurrence and co-citation analyses highlighted 4 main clusters in low-cost simulation research, emphasizing surgical training.</p></div><div><h3>Conclusions</h3><p>This investigation highlights the expanding interest in low-cost simulation to enhance access to hands-on training in health professions education, especially under financial constraints. However, the research field requires further development, particularly in validating these models against their more expensive counterparts. Such validation is crucial for ensuring the effectiveness and comparability of low-cost simulation.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000603/pdfft?md5=4efc1992af52edfda1903f7f0cad5ee2&pid=1-s2.0-S1575181324000603-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141438898","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":"Perception of medical students on the use of Case-Based Collaborative Learning (CBCL) in the human physiology course","authors":"Rafael de Oliveira Carvalho ,&nbsp;Camila Moraes Marques ,&nbsp;Juliana Ollé Mendes ,&nbsp;Henrique Sarubbi Fillmann ,&nbsp;Rosiane Guetter Mello","doi":"10.1016/j.edumed.2024.100946","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100946","url":null,"abstract":"<div><h3>Introduction</h3><p>Medical schools focus on a traditional curriculum in which the student is not the center of the process. This has led to the emergence of active methodologies such as Case-Based Collaborative Learning (CBCL).</p></div><div><h3>Aim</h3><p>The aim of this study was to clarify medical students' perceptions of the use of the CBCL active methodology in the Human Physiology course.</p></div><div><h3>Material and methods</h3><p>This was a qualitative study carried out with 20 medical students studying physiology at a medical school. The students carried out a preliminary study with the material provided by the teacher. In the classroom, they formed small groups and the teacher opened a clinical case on the topic of the lesson and the CBCL session began to discuss it. The whole process was mediated by the teacher. The content analysis proposed by Bardin was used to analyze the information.</p></div><div><h3>Results</h3><p>As a result, it was possible to understand that medical students perceive that active methodologies favor the integration of knowledge, that they are student-centered and that they are a positive experience. Compared to other methodologies, students report better performance and participation, and highlight the difficulty of concentrating when using traditional methodologies.</p></div><div><h3>Conclusion</h3><p>They also point out that the methodology allows for constructive debate, contributing to the development of teamwork and therefore to greater student learning, which are the advantages related to the CBCL's active methodology according to the students. As disadvantages, they highlighted the fear of overload and the lack of commitment of some students.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000615/pdfft?md5=a1f298f50ad46e86103cdb7325906a26&pid=1-s2.0-S1575181324000615-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433807","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":"Simulación clínica pediátrica y encuesta de satisfacción del alumno en el grado de Medicina","authors":"Susana B. Reyes-Domínguez ,&nbsp;Gracia Adánez Martínez ,&nbsp;María Miñambres Rodríguez ,&nbsp;David Gil Ortega ,&nbsp;Eduardo Martínez Salcedo ,&nbsp;Luis García Marcos","doi":"10.1016/j.edumed.2024.100938","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100938","url":null,"abstract":"<div><h3>Introduction</h3><p>Simulation as a teaching tool is expanding in healthcare disciplines and is being implemented in pediatric undergraduate education. This study describes this teaching methodology applied to pediatric patient knowledge and considers student opinions in order to tailor it to their educational needs.</p></div><div><h3>Methods</h3><p>Fourteen sessions of advanced clinical simulation (ACS) in Pediatrics were conducted with 168 sixth-year medical students, featuring scenarios of bronchiolitis, CPR, supraventricular tachycardia, seizure, and primary care examination, during the academic years 2020-2021 and 2021-2022. After the ACS, the students were given the opportunity to respond to a satisfaction survey.</p></div><div><h3>Results</h3><p>103 out of 168 (61,3%) students completed the survey. The average scores ± SD (on a maximum of 5) for the main items were as follows: learning technical skills 4,58 ± 0,59; communication and student motivation in ACS 4,94 ± 0,24. Regarding the structure ACS session, the highest rated average score was for the faculty 4,95 ± 0,26, and the case duration 4,75 ± 0,64. The student assessment of increased practical knowledge in pediatrics was high.</p></div><div><h3>Conclusions</h3><p>ACS with deliberate practice that follows a learning by repetition method is considered useful and motivational learning amongs students. Upon completion of the ACS, 87.4% of the participants felt capable of initially managing a pediatric emergency; 96% felt capable of identifying an unstable patient using the pediatric assessment triangle; and 94% stated that they would be able to provide clear and understandable information to parents.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000536/pdfft?md5=0cf773e9c18d972491142d560f840ebd&pid=1-s2.0-S1575181324000536-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323332","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":"Proyecto U de Universitario: unificando los conocimientos de los futuros médicos","authors":"Marta Costa-Romero ,&nbsp;Aránzazu Martin-Suarez ,&nbsp;Lorena Gallego-López ,&nbsp;Guillermo García-Velasco","doi":"10.1016/j.edumed.2024.100941","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100941","url":null,"abstract":"<div><h3>Introduction</h3><p>The medical training of students in the 6th year rotation of the Degree in Medicine is unequal depending on the rotations they choose. The University U Project allows for the unification of knowledge.</p></div><div><h3>Methods</h3><p>Multidisciplinary prospective project created for students of the 6th year of the Degree of Medicine who were trained in Health Area V of the Principality of Asturias. Practical workshops and sessions were designed using simulation techniques, interactive videos, role-playing and presentations. Attendance and satisfaction were evaluated. This project was certified as a Teaching Innovation Project of the University of Oviedo (July 2023).</p></div><div><h3>Results</h3><p>A high attendance and high achievement was achieved. Average satisfaction was excellent-very satisfactory. The evaluation of the professors ranged between 8 and 10/10 points.</p></div><div><h3>Conclusion</h3><p>The University U Project completes the training of students in the 6th year of the degree of medicine and is a project very well valued by students of health sciences degrees.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000561/pdfft?md5=80359cf697e3aedfa1decb78a702bed4&pid=1-s2.0-S1575181324000561-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314513","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":"Integrating wellbeing and social accountability into medical professionalism self-assessment: A mixed methods approach","authors":"Klaus Puschel ,&nbsp;Isabel Barriga ,&nbsp;Silvia Olivares ,&nbsp;Natalia Mejía ,&nbsp;Karen García ,&nbsp;Cynthia Rojas-Muñoz ,&nbsp;Rayen Cornejo ,&nbsp;Sarah Paz ,&nbsp;Priscila Rodrígues Armijo ,&nbsp;Chandrakhanth Are ,&nbsp;Augusto León","doi":"10.1016/j.edumed.2024.100940","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100940","url":null,"abstract":"<div><h3>Background</h3><p>Medical professionalism is an essential characteristic of excellent physicians and in most need of training. It should involve areas not included in traditional frameworks, such as physicians’ self-care and social accountability. This study aims to develop a comprehensive self-assessment instrument to improve medical professionalism training in medical students.</p></div><div><h3>Methods</h3><p>Mixed-methods design that integrated a scoping review, a qualitative framework method, and a cross-sectional design. The qualitative phase included focus groups with 19 medical students and 9 in-depth interviews with clinician educators. The quantitative phase included descriptive and exploratory factor analysis of 112 interviews to fifth-year medical students at the Catholic University in Chile.</p></div><div><h3>Results</h3><p>In the scoping review, 290 articles were screened. The Professionalism Mini-Evaluation Exercise (P-MEX) instrument was selected as the reference instrument. The qualitative phase generated 188 open codes and 468 quotes, which were analyzed using the Atlas-ti 8.0 software®. Three levels of professional assessment emerged. The micro level included self-reflection and self-care skills; the meso level included doctor–patient relationship, team interaction, and management skills; and the macro level included social accountability skills. The new adapted instrument (P-MEX-LA) contained 30 items and achieved high reliability and internal consistency (Omega 0.86; Cronbach’s alpha 0.82). Self-care and social accountability skills were the areas with the lowest level of achievement by students.</p></div><div><h3>Discussion</h3><p>A Latin American self-assessment version of the P-MEX instrument (P-MEX-LA) that included self-care and social accountability skills achieved high content validity, internal consistency, and reliability. It could contribute to improving medical professionalism training among medical students.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S157518132400055X/pdfft?md5=ab22bdfad45e4470111f51a905952e55&pid=1-s2.0-S157518132400055X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323331","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":"Guía de autorregulación para el desarrollo de habilidades de argumentación en la gestión del cuidado de enfermería: un estudio mixto","authors":"Carla Contreras Valeria ,&nbsp;Carolina Williams Oyarce","doi":"10.1016/j.edumed.2024.100943","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100943","url":null,"abstract":"<div><h3>Introduction</h3><p>Self-regulation of learning and argumentative skills are fundamental competencies for the formation of undergraduate Nursing students, allowing them to manage safe and quality care, favoring the satisfaction of society's demands. Due to this, during the year 2021, in Nursing students of the University of Santiago de Chile who took the subject Management of adult and elderly care I, belonging to the 5th semester, a methodological innovation was carried out by incorporating to their teaching-learning process a semester self-regulation guide, focused on strengthening the argumentation regarding the meta-concept of <em>care management</em>, which was designed respecting the theoretical phases of the process of self-regulation of learning: planning, execution and self-reflection. The objective of the study was to investigate the students' perceptions and their level of satisfaction with respect to the strengthening of the argumentation, and the facilitation of their learning through the development of the guide.</p></div><div><h3>Methods</h3><p>The study was conceived under the interpretive paradigm, justifying a mixed design, descriptive in scope, with a phenomenological approach and using a concurrent embedded design of dominant model, being the qualitative approach predominant.</p></div><div><h3>Results</h3><p>The participants' descriptions of the phenomenon studied were interpreted, highlighting that they perceived the development of the self-regulation guide as favorable for strengthening their argumentative skills and facilitating their learning, while at the same time they valued this experience with a high level of satisfaction.</p></div><div><h3>Conclusions</h3><p>Students perceived the self-regulation guide as a contribution to their professional training.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000585/pdfft?md5=040529a377081d0898cdcee62c2df439&pid=1-s2.0-S1575181324000585-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141307902","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}