Educacion Medica最新文献

{"title":"Validación y adaptación cultural al español de la Rúbrica de retroalimentación del desempeño quirúrgico (SPR)","authors":"Jaime Andrés Leal ,&nbsp;Daniela Gutiérrez Zúñiga ,&nbsp;Stephanie Renza ,&nbsp;Felipe Valbuena","doi":"10.1016/j.edumed.2024.101022","DOIUrl":"10.1016/j.edumed.2024.101022","url":null,"abstract":"<div><h3>Introduction</h3><div>The training of medical professionals has shifted towards a competency-based model. In this context, the evaluation of surgical competencies is crucial to ensure standards of quality and competence. However, there is still a lack of standardized and validated tools for effective evaluation in our setting. The “Surgical Procedure Feedback Rubric” (SPR) was developed for this purpose but has not been adapted to Spanish. This study aims to translate, validate, and culturally adapt the SPR for use in surgical specialty programs in Latin America.</div></div><div><h3>Methods</h3><div>A prospective observational study of cross-cultural adaptation and psychometric validation of the SPR was conducted from May 2020 to September 2021. The linguistic validation included forward and backward translation, review by an expert committee, and comprehension testing. The psychometric validation assessed face, content, convergent validity, internal consistency, and reproducibility.</div></div><div><h3>Results</h3><div>A total of 160 evaluations using the SPR were conducted, of which 129 were suitable for analysis. Cronbach's alpha was 0,9; indicating high reliability. Factor analysis revealed three latent factors related to pre-surgical care, collaboration and communication, and surgical techniques. No significant differences were found in evaluations based on the year of residency or surgical role.</div></div><div><h3>Conclusions</h3><div>The Spanish adaptation of the SPR is a valid and reliable tool for the formative assessment of surgical residents. Its implementation supports the standardization of surgical competency evaluation in Spanish-speaking settings, facilitating effective and precise feedback in surgical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101022"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165623","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":"Percepciones y satisfacción sobre una prueba de progreso en estudiantes de medicina","authors":"Alejandra Pachas-Mu,&nbsp;Bruno Bouroncle-Derteano,&nbsp;Franco Romaní-Romaní","doi":"10.1016/j.edumed.2024.101020","DOIUrl":"10.1016/j.edumed.2024.101020","url":null,"abstract":"<div><h3>Introduction</h3><div>Progress tests have a positive impact on medical students' learning. The longer the year of study, the better students perceive and the more satisfied they are with this assessment. Our objective was to evaluate the trend of perceptions and level of satisfaction with respect to a progress test at a university in Lima, Peru.</div></div><div><h3>Methods</h3><div>We conducted an analytical cross-sectional study on all second- to sixth-year students exposed to a progress test who participated voluntarily. The self-administered questionnaire assessed three variables “Perceptions about the progress test”, “Perceptions about preparation for the progress test” and “Satisfaction” with items on a 5-category Likert scale, from strongly disagree/very dissatisfied/ (1 point) to strongly agree/very satisfied (5 points). We performed a descriptive analysis of the items and evaluated changes in scores between study years.</div></div><div><h3>Results</h3><div>263 students participated, 142 were women (54.0%). We found that the favorable perception on progress tests decreases from the fourth year compared to the second year (H Kruskal-Wallis = 36.2, <em>p</em> &lt; 0.001). Regarding satisfaction, we only found a difference in the score between the sixth and second year (H Kruskal-Wallis = 36.2, <em>p</em> &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>In medical students, the favorable perception decreases the more tests performed. The trend in satisfaction is not clear. Students report that the length of the test generates fatigue, however, they value the subject matter and the evaluation of the questions in a clinical context.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101020"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169049","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":"Estudio sobre salud mental y motivación en estudiantes del grado de Medicina de la Facultad de Medicina de la Universidad de Málaga","authors":"Dina Akrouh Ettaghadouini ,&nbsp;Paloma Gallego-Fuentes ,&nbsp;Alejandro Chica-Villa ,&nbsp;Andrés Fontalba-Navas ,&nbsp;Lucia Pérez-Costillas ,&nbsp;Mario Gutiérrez-Bedmar ,&nbsp;Natalia García-Casares","doi":"10.1016/j.edumed.2024.101011","DOIUrl":"10.1016/j.edumed.2024.101011","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective of the study was to analyze the mental health of students in the Medicine Degree program at the Faculty of Medicine of the University of Málaga through the evaluation of symptoms consistent with depression, anxiety, stress, as well as their motivation for studying medicine.</div></div><div><h3>Methods</h3><div>This descriptive observational study was performed on medical students of University of Málaga from first to sixth year, using a self-administered survey in virtual format. Data regarding general variables are collected through questions answered using Likert scale ratings. Additionally, two validated scales are utilized: the MEM-12 (Motivations for Studying Medicine) and DASS-21 (Depression, Anxiety, and Stress Scale).</div></div><div><h3>Results</h3><div>This study obtained 189 responses for the analysis, with 65.1% being female, and 36.5% aged between 17 to 20 years old. The motivations for choosing to study the Medicine Degree have been altruistic, with the majority indicating that it is because they can help others. However, more than half of the respondents have considered dropping out of their medical studies at some point. The percentages of symptoms consistent with depression, anxiety, and stress, ranging from moderate to extremely severe, have been 46.5, 56.6, and 57%, respectively. Additionally, a significant percentage of suicidal ideation has been recorded, corresponding to 14.3%.</div></div><div><h3>Conclusions</h3><div>Medical students, who are often among the top academically from a young age, face significant pressure and self-demand, which can impact their psychosocial well-being. Further research on the mental health of medical students in Spain is needed to understand and address these difficulties.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101011"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169573","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 role-playing and team-based learning on interpersonal communication skills of emergency medical personnels","authors":"Mohsen Sayahi ,&nbsp;Reza Nabi Amjad ,&nbsp;Mahmoud Kohan","doi":"10.1016/j.edumed.2024.101012","DOIUrl":"10.1016/j.edumed.2024.101012","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.</div></div><div><h3>Material and methods</h3><div>This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.'s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at <em>P</em> &lt; .05.</div></div><div><h3>Results</h3><div>The 2 groups had similar demographic characteristics (<em>P</em> &gt; .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (<em>P</em> = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (<em>P</em> = .001).</div></div><div><h3>Conclusion</h3><div>The study shows role-playing and team-based learning enhance medical emergency staff's communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101012"},"PeriodicalIF":0.0,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169574","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 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}