Educacion Medica最新文献

{"title":"Carga digital y bienestar emocional en la educación médica","authors":"Edwin Gustavo Estrada-Araoz","doi":"10.1016/j.edumed.2026.101158","DOIUrl":"10.1016/j.edumed.2026.101158","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101158"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching that sticks: Leveraging bingo-based gamification for deep engagement and long-term retention in medical physiology","authors":"Akash Tomar ,&nbsp;Chinmay Suryavanshi ,&nbsp;Kirtana Raghurama Nayak","doi":"10.1016/j.edumed.2025.101141","DOIUrl":"10.1016/j.edumed.2025.101141","url":null,"abstract":"<div><h3>Background</h3><div>Competency-based medical education (CBME) emphasizes learner-centered, interactive strategies to enhance engagement and knowledge retention. Gamification can transform passive lectures into active learning experiences. This study evaluated the effectiveness of a Bingo-based quiz in improving student engagement, performance and long-term retention.</div></div><div><h3>Methods</h3><div>A prospective study was conducted among 250 first-year MBBS students. The students were divided into a lecture-only group and a Bingo group. A 15-item validated multiple-choice question test mapped to Bloom's taxonomy was administered post-session and again after six months. The quantitative data were analyzed via <em>t</em>-tests, whereas the qualitative perceptions via a validated questionnaire and thematic analysis.</div></div><div><h3>Results</h3><div>A total of 192 students completed the short-term post-test. The Bingo group achieved higher mean (14.08 vs. 13.79) and median scores (15.0 vs. 14.0) than did the Lecture group, with a greater proportion achieving perfect scores (54.2% vs. 42.3%) and ≥<!--> <!-->90% (84.4% vs. 75.7%), although these differences were not statistically significant (<em>p</em> = 0.209). Among 134 students who completed both assessments, the Bingo group showed small but significant long-term gains (13.59 ± 2.06–14.16 ± 1.33, <em>p</em> = 0.0066), whereas the Lecture group showed a smaller, nonsignificant improvement (+<!--> <!-->0.40, <em>p</em> = 0.105). Student perceptions were strongly positive, with high Likert-scale ratings (mean 4.23–4.70) and thematic analysis highlighting engagement, improved retention, confidence, and preference for similar activities.</div></div><div><h3>Conclusion</h3><div>Integrating Bingo-based gamification into physiology lectures supports a trend toward improved engagement and significant long-term gains. Such strategies represent a low-barrier, effective complement to traditional teaching, aligning with the CBME goals of active, student-centered learning.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101141"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Análisis de la percepción del alumnado sobre la gamificación como estrategia docente en estudiantes de Medicina de la Universidad de Granada","authors":"Marta Justicia-Vico ,&nbsp;Manuel Sánchez-Díaz ,&nbsp;Trinidad Montero-Vílchez ,&nbsp;Salvador Arias-Santiago ,&nbsp;Agustín Buendía-Eisman ,&nbsp;María de la Sierra Girón-Prieto","doi":"10.1016/j.edumed.2025.101147","DOIUrl":"10.1016/j.edumed.2025.101147","url":null,"abstract":"<div><h3>Introduction</h3><div>Gamification is defined as ‘the application of game characteristics and benefits to real-world processes or problems’ and is a teaching model used in many universities offering medical degrees. Advantages such as greater student participation have been described, as well as disadvantages such as the lack of budgets or time for its proper implementation in classrooms. The aim of this study was to evaluate the degree of satisfaction of medical students at the University of Granada (UGR) with the implementation of different gamification strategies in the classroom and clinical cases as a teaching tool.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted during the 2024–2025 academic year. The population selected consisted of second-, third-, fourth-, fifth- and sixth-year medical students at the University of Granada, as well as master's students. Data were collected through an anonymous survey.</div></div><div><h3>Results</h3><div>A total of 329 medical students from the University of Granada and 22 master's students participated in the study. A higher percentage of women believe that gamification is a resource that motivates them in their studies and learning (91.1%, <em>p</em> = 0.012) and that it is also fun (96%, <em>p</em> = 0.008). Lower-year students disagree with the need to present more clinical cases during theory classes, in contrast to fifth-year, sixth-year and master's students, who are mostly in favor of this measure (<em>p</em> = 0.033). However, the latter do not consider that this activity brings significant benefits to assessments (<em>p</em> = 0.025).</div></div><div><h3>Conclusion</h3><div>In conclusion, UGR medical students have a very positive opinion of teaching innovation and gamification strategies, stating that they should have a greater presence in the degree curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101147"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Construcción y validación de un instrumento en español para evaluar la práctica de comunicar malas noticias médicas en México","authors":"Marco Antonio Zavala-González ,&nbsp;María de los Ángeles Covarrubias-Bermúdez ,&nbsp;Leonardo Rafael Jiménez-García ,&nbsp;Jaramar Martínez-Armas ,&nbsp;José Carlos Ramírez-Cruz","doi":"10.1016/j.edumed.2025.101142","DOIUrl":"10.1016/j.edumed.2025.101142","url":null,"abstract":"<div><h3>Introduction</h3><div>SPIKES is an internationally recognized protocol for communicating bad medical news. However, there are no existing instruments to evaluate its practical application by health professionals. Consequently, the objective of this study was to develop and validate an Instrument for Assessing the Application of the SPIKES Protocol (IVAP-SPIKES, its Spanish acronym).</div></div><div><h3>Material and methods</h3><div>This was a cross-sectional study conducted on a purposive sample of <em>n</em> = 200 medical students from the University Center of Tonala, University of Guadalajara during 2024. A checklist based on the SPIKES protocol was designed and modified based on its reliability. Internal and external consistency, construct validity, and intra- and inter-observer variability were determined with 95% confidence (p ≤ 0.05) using IBM SPSS Statistics 26.</div></div><div><h3>Results</h3><div>Four versions of the checklist were developed. The fourth version consisted of 18 items divided into six dimensions, designed to be administered in a maximum of 15 min. Its reliability coefficient was α = 0.778, the correlation between the two halves was ρ = 0.703, its K-S coefficient was Z = 0.144, and the test–retest correlation was ρ = 0.292. The median score of experts was higher than that of laypersons, U = 46.5. There were no inter- or intra-observer differences. All statistics were significant (p ≤ 0,05).</div></div><div><h3>Conclusions</h3><div>The IVAP-SPIKES instrument objectively measures the ability of health professionals to communicate bad medical news. Its use is encouraged for evaluating training programs. Its application in different contexts is suggested to determine potential adaptation needs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101142"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación de la práctica clínica en el estudiantado de Patología General mediante un Examen Clínico Objetivo Estructurado (ECOE)","authors":"José-Manuel Ramos-Rincón ,&nbsp;María-Teresa Sempere-Selva ,&nbsp;Sergio Javaloy-Ballestero ,&nbsp;Julio Ramos-Martínez ,&nbsp;Juan Jorge Peris García ,&nbsp;Mónica Romero Nieto ,&nbsp;Sergio Reus Bañuls ,&nbsp;Reyes Pascual-Pérez","doi":"10.1016/j.edumed.2025.101137","DOIUrl":"10.1016/j.edumed.2025.101137","url":null,"abstract":"<div><h3>Introduction</h3><div>The Objective Structured Clinical Examination (OSCE) is a tool specifically designed to objectively assess clinical competencies and student attitudes in simulated scenarios. This study aims to describe the organization and implementation of the OSCE in the General Pathology subject, analyze student performance and its correlation with theoretical assessment, and evaluate student satisfaction.</div></div><div><h3>Methods</h3><div>A descriptive, observational, cross-sectional study was conducted in the General Pathology subject. A single 12-min OSCE station with a standardized patient was designed to assess three core competencies: history taking, physical examination, and communication skills.</div></div><div><h3>Results</h3><div>A total of 137 students participated. History taking was the most represented competency (76.7% of items; 65.4% of points). The overall mean score was 69.4%, with history taking showing the lowest performance (60.2%) and physical examination (88.3%) and communication (85.4%) the highest. No significant differences were observed across testing shifts (<em>p</em> <!-->&gt;<!--> <!-->0.05). The correlation between OSCE and theoretical exam scores was low (<em>r</em> <!-->=<!--> <!-->0.130). Overall satisfaction was high: students rated the OSCE positively as a learning tool and expressed interest in receiving feedback.</div></div><div><h3>Conclusions</h3><div>Implementing an OSCE in the second year of medical school is a feasible, objective, and well-received strategy for assessing basic clinical competencies, and it promotes early and meaningful clinical learning.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101137"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integración de analíticas de aprendizaje e inteligencia artificial en una aplicación web para la enseñanza de neurociencias: evaluación de su impacto","authors":"Omar Robayo Avendaño","doi":"10.1016/j.edumed.2025.101148","DOIUrl":"10.1016/j.edumed.2025.101148","url":null,"abstract":"<div><h3>Introduction</h3><div>Teaching neuroscience in medical education faces the challenge of complex content and the phenomenon of “neurophobia”. Digital technologies supported by artificial intelligence (AI) and learning analytics represent an opportunity to enhance understanding, promote student engagement, and foster self-regulation. This study aimed to assess whether AI-based educational tools help instructors create interactive resources tailored to their students and to analyze how their use relates to academic performance.</div></div><div><h3>Material and methods</h3><div>An interactive web application focused on neuroanatomy was developed. Its AI-assisted design reduced the need for advanced technical knowledge and integrated learning analytics through xAPI to automatically record interactions and provide progress-based feedback. A retrospective observational study was conducted with 42 medical students, analyzing usage frequency, temporal patterns, and their relationship with academic performance using Student’s t-tests and simple linear regression (<em>p</em> &lt; 0.05).</div></div><div><h3>Results</h3><div>Students performed 30,964 interactions across 544 sessions mostly concentrated before assessments and during nighttime hours, with marked interindividual variability. A positive and significant linear association was found between the number of interactions and academic performance (R² = 0.31; β = 0.56; <em>p</em> &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Educational applications supported by AI and learning analytics facilitate the understanding of complex content and enable instructors to design and evaluate resources according to students’ study patterns. Their implementation fosters pedagogical innovation and can provide objective data to guide teaching practices in medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101148"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación oral mediante casos clínicos: una apuesta formativa en sintonía con el razonamiento clínico","authors":"Manuel Millán-Hernández ,&nbsp;Daniela Francelia Albarrán Pérez","doi":"10.1016/j.edumed.2025.101130","DOIUrl":"10.1016/j.edumed.2025.101130","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101130"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deconstrucción de prejuicios en la formación en salud mediante la escritura reflexiva: estudio cualitativo","authors":"Andrea Velásquez Muñoz ,&nbsp;Alejandro Águila Zúñiga ,&nbsp;Susana Paisil Paisil","doi":"10.1016/j.edumed.2026.101160","DOIUrl":"10.1016/j.edumed.2026.101160","url":null,"abstract":"<div><h3>Introduction</h3><div>Prejudices and stereotypes during the training of health sciences students pose a significant risk to the quality, equity, and ethics of clinical care. This interpretative qualitative study explores the written reflections of second-year university students before beginning their preclinical placements, aiming to identify implicit biases, understand their sociocultural origins, and analyze their ethical readiness for change.</div></div><div><h3>Materials and Methods</h3><div>Ninety-six written reflections were analyzed from a formative activity conducted at a public university in southern Chile. Thematic content analysis was applied to examine responses to three open-ended questions regarding existing stereotypes, sources of learning, and strategies to overcome them.</div></div><div><h3>Results</h3><div>Seven main categories of prejudice were identified: towards people with obesity, migrants, pregnant adolescents, older adults, LGBTIQ+ individuals, people with an “unkempt” appearance, and expressions of machismo. Students attributed these biases to family socialization, mass media, and social networks. They also highlighted a willingness to act ethically and pursue further education on diversity and inclusion.</div></div><div><h3>Conclusion</h3><div>Guided reflective writing emerges as an effective pedagogical tool for making stereotypes visible and challenging them from early stages of professional training. The inclusion of lesser-studied biases—such as rejection based on hygiene or physical appearance—underscores the need to systematically integrate critical educational approaches that foster clinical practice grounded in equity and human dignity.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101160"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"De la ciencia al aula: la investigación traslacional como motor de innovación y sostenibilidad curricular en medicina","authors":"Emma Gladis Tufiño Blas ,&nbsp;Manuel Urrutia Flores","doi":"10.1016/j.edumed.2025.101129","DOIUrl":"10.1016/j.edumed.2025.101129","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101129"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"De la alfabetización digital a la alfabetización ética en educación médica: apuntes para una premisa","authors":"Alexis Alejandro Garcia-Rivero,&nbsp;Aarón Domínguez López","doi":"10.1016/j.edumed.2026.101152","DOIUrl":"10.1016/j.edumed.2026.101152","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101152"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}