Educacion Medica最新文献

{"title":"Use of a systematic literature review to support problem-based learning and clinical professional skills at a public medical university in the Brazilian Amazon","authors":"Rita de Cássia Silva de Oliveira ,&nbsp;Sérgio Behnken","doi":"10.1016/j.edumed.2024.100932","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100932","url":null,"abstract":"<div><h3>Introduction</h3><p>The systematic review critically evaluates the evidence available in the literature on a given topic. It is extremely useful in the practice of evidence-based medicine. When it comes to teaching medical sciences, based on a guiding question, a structured literature review can be used to identify, compile, and analyze the available evidence, helping the teaching–learning process in healthcare. In this context, the medical schools in the Brazilian Amazon have been undergoing changes in the way their pedagogical policy projects are constructed, as a result of the need to respond to the health demands of the local community, allowing them to open up to teaching–learning methodologies that are more focused on the student. Therefore, this study aimed to verify the impact of using systematic literature research to support problem-based learning (PBL) and the teaching of clinical professional skills (CPS) in the healthcare axis of the medical course at a university in the Brazilian Amazon.</p></div><div><h3>Materials and methods</h3><p>Eight groups from different semesters of the medical course took part in the study. The students were instructed on the guidelines for systematic literature research according to preferred reporting items for systematic reviews and meta-analyses of studies.</p></div><div><h3>Results</h3><p>The systematic literature review proved to be an excellent tool for articulating the different medical sciences, since the students were able to construct their own learning using a relational approach of the knowledge acquired actively through PBL and CPS with the evidence from the scientific literature <em>versus</em> the regional reality of the health-disease process. The results of the different literature reviews within the healthcare axis were published in the form of scientific articles.</p></div><div><h3>Conclusion</h3><p>The systematic literature review showed the applicability of evidence-based medicine by students at a public university in the Brazilian Amazon region, who became more motivated and aware of the teaching–learning process applied to healthcare focused on the reality of the region in which they live.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000470/pdfft?md5=78170b03fe843a25f2b878d43e291060&pid=1-s2.0-S1575181324000470-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066923","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":"Is neurological differential diagnosis training included in predominantly theoretical teaching?","authors":"Virgilio Hernando-Requejo ,&nbsp;Marta Ochoa Mulas","doi":"10.1016/j.edumed.2024.100934","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100934","url":null,"abstract":"<div><h3>Introduction</h3><p>We evaluated whether an eminently theoretical undergraduate teaching of neurology includes adequate training to perform neurological differential diagnoses.</p></div><div><h3>Methods</h3><p>In 2023, 165 students received theoretical and practical hospital classes. They had the option of continuous evaluation, and as part of it, the final exercise, conducted after the theoretical exam, involved creating a list of differential diagnoses for a patient presenting with dysphagia<!--> <!-->+<!--> <!-->dysarthria<!--> <!-->+<!--> <!-->diplopia. The responses were evaluated by comparing them with a \"gold-standard” (the result of the same exercise performed by 5 experienced neurologists), and these results were compared with the theoretical grade.</p></div><div><h3>Results</h3><p>61 students participated. To analyze the relationship between the exercise grade and the theoretical exam, we used the Pearson correlation coefficient, which yielded a result of 0.052 (<em>p</em> <!-->=<!--> <!-->.690).</p></div><div><h3>Conclusion</h3><p>Our data suggest that an eminently theoretical undergraduate education may not be adequate for acquiring skills in neurological differential diagnosis.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000494/pdfft?md5=6b70c0759a84e7b7f1f56977a1b50629&pid=1-s2.0-S1575181324000494-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948660","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":"Participación activa y colaborativa en los profesionales de la salud","authors":"Mónica Regalado Chamorro ,&nbsp;Aldo Medina Gamero","doi":"10.1016/j.edumed.2024.100928","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100928","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000433/pdfft?md5=b2cd47380aa25c668283307204d5c9a5&pid=1-s2.0-S1575181324000433-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948661","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":"Exploring the potential of ChatGPT to create multiple-choice question exams","authors":"Cristian N. Rivera-Rosas,&nbsp;J.R. Tadeo Calleja-López,&nbsp;Enrique Ruibal-Tavares,&nbsp;Arturo Villanueva-Neri,&nbsp;Cinthya M. Flores-Felix,&nbsp;Sergio Trujillo-López","doi":"10.1016/j.edumed.2024.100930","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100930","url":null,"abstract":"<div><h3>Introduction</h3><p>This study aims to describe our experience using ChatGPT to create exam multiple-choice questions (MCQs) and describe the students' opinions.</p></div><div><h3>Material and methods</h3><p>We used ChatGPT to create 55 MCQ. Furthermore, we conducted a questionnaire to evaluate students' perceptions.</p></div><div><h3>Results</h3><p>89% of the students considered the questions concise and comprehensible; 91% mentioned language was clear; 76% described it as “simple”.</p></div><div><h3>Conclusion</h3><p>ChatGPT has the potential to support teachers in generating MCQ and students´ perception of the test of syntactic comprehension of the exam was positive.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000457/pdfft?md5=ffa91f18787f7d9d217a5110546cc1b8&pid=1-s2.0-S1575181324000457-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948659","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":"Los retos sobre el diseño del proceso de enseñanza-aprendizaje para un desarrollo profesional reflexivo","authors":"Hugo González Aguilar","doi":"10.1016/j.edumed.2024.100924","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100924","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000391/pdfft?md5=18dfcc99434f0e2895ba77538d5e58d9&pid=1-s2.0-S1575181324000391-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910140","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":"Impact of stress factors on an ophthalmic simulation-based surgical program","authors":"Júlia Angrill-Valls ,&nbsp;Jordi Bañeras ,&nbsp;Yann Bertolani-Fournier ,&nbsp;Alejandro Pardo-Aranda ,&nbsp;Natàlia Anglada-Masferrer ,&nbsp;Liliana Gutuleac ,&nbsp;Sofía Contreras ,&nbsp;David Oliver-Gutiérrez ,&nbsp;Ignasi Maspons ,&nbsp;Ines Pazos ,&nbsp;Mónica Rodríguez-Carballeira ,&nbsp;Miguel Ángel Zapata-Victori","doi":"10.1016/j.edumed.2024.100916","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100916","url":null,"abstract":"<div><h3>Introduction</h3><p>Stress factors influence surgical procedures. This study aims to assess the impact of stress factors on surgical performance in ophthalmology simulation. Specifically, the study aims to identify which exercises are most affected by stress and to examine the relationship between stress levels, surgical complexity, and technical skills.</p></div><div><h3>Material and methods</h3><p>A prospective study of a cohort of 13 ophthalmology residents, at Vall Hebron University Hospital. All study participants received basic training before the study to become familiar with the simulator and surgical maneuvers. Once completed, the participants were invited to perform 3 defined exercises (E1, E2, and E3, increasing difficulty level from 1 to 3) in relaxed conditions. Afterwards, the same exercises were performed again under a stressful environment. The stress was created introducing physical, auditory, and interruptions factors. The results in technical skills were evaluated through the relaxation and stress scores, as well as the time required to complete the exercises under relaxation and stress conditions. A detailed metric was used to assess the variables in relation to stress situations, including physical stress, haste, the presence of background music, and scheduled interruptions.</p><p>The results are expressed by median and interquartile range. To compare them, Wilcoxon test for paired samples and the Whitney <em>U</em> Test were performed. The results were stratified by year of residence (1–2 years vs 3–4 years).</p></div><div><h3>Results</h3><p>The stress score was significantly lower in the 3 exercises compared to the relax score (75 vs 86, 52 vs 90, 55 vs 61, respectively, <em>p</em> <!-->&gt;<!--> <!-->.05). Time to perform the exercises was less predictable and was even lower in stressful situations with no statistical differences. Under stress, both younger and older residents scored worse on the more complex exercises.</p></div><div><h3>Conclusion</h3><p>Stress affects surgery with simulators. The most difficult exercises are the most likely to be affected by stress. These results suggest that through ophthalmic simulators ophthalmologists have the opportunity to train surgical stress and therefore improving patient safety.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000317/pdfft?md5=1e428d6a4a3a011c20eed892061c9499&pid=1-s2.0-S1575181324000317-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140824466","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":"¿Humanidades en los planes de estudio?","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2024.100956","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100956","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000718/pdfft?md5=95c8d0d8cddccf9000bad9ada5272650&pid=1-s2.0-S1575181324000718-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141439211","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":"Active recall y spaced repetition: herramientas para estudiantes de Medicina","authors":"Elvira G. Zamora-Huaringa","doi":"10.1016/j.edumed.2024.100919","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100919","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000342/pdfft?md5=c4e6f3dd49e6c48569b08bec26231aca&pid=1-s2.0-S1575181324000342-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140644248","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 y la modelización didáctica en ciencias para la salud","authors":"Jorge Norvery Álvarez Ríos,&nbsp;Oscar Felipe Erazo Martínez","doi":"10.1016/j.edumed.2024.100922","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100922","url":null,"abstract":"<div><h3>Introduction</h3><p>The needs of the area of knowledge, technological advances for learning and knowledge, current learning outcomes and modern didactic techniques imply modeling by teachers. In the health sciences, techniques have emerged that enable the development of skills and learning in students; these require training and a metadidactic process on the part of the teacher that leads him/her to reflect and adjust the didactic model. The objective is to describe the didactic modeling carried out in health sciences teachers after an intervention that intentionally addresses the clinical simulation technique.</p></div><div><h3>Materials and methods</h3><p>Qualitative study with descriptive scope with the participation of 11 teachers of nursing and medicine programs. It used techniques such as questionnaires and in-depth interviews that led to the analysis of discourse segments through a methodological triangulation.</p></div><div><h3>Results</h3><p>The teachers incorporate clinical simulation especially in a discovery model, distancing themselves from the transmission-reception model and the conceptual change model; they focused mainly on previous knowledge, active learning and the incorporation of knowledge in a cognitive network previously developed by the student.</p></div><div><h3>Conclusion</h3><p>Training in clinical simulation allows didactic modeling in health sciences teachers, includes an opening to a teaching centered on student learning and the development of skills.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000378/pdfft?md5=880430f0641ac98baa156821cda6b4ed&pid=1-s2.0-S1575181324000378-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140618025","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":"Nuevas generaciones, nuevos retos: innovando la educación en medicina de urgencias a través de la tecnología","authors":"María Camila Arango-Granados ,&nbsp;Valentina Muñoz Patiño ,&nbsp;Ángela María Guzmán ,&nbsp;Jose Gabriel Barrios Diez ,&nbsp;María Isabel González ,&nbsp;Henry Arley Táquez","doi":"10.1016/j.edumed.2024.100921","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100921","url":null,"abstract":"<div><h3>Introduction</h3><p>This study examines the unique educational challenges encountered in emergency medicine, which arise from a wide variety of cases and the unpredictability of the emergency setting. We introduce a Digital Learning Resource (DLR) that uses virtual simulation to complement and enhance traditional educational methods.</p></div><div><h3>Methods</h3><p>We conducted a descriptive study of systematization of experiences, where the DLR design was evaluated on the basis of a questionnaire applied to a group of students and focus groups with students and teachers.</p></div><div><h3>Results</h3><p>Of the 59 students who participated, 72.8% completed the assessment, resulting in an overall rating for the DLR of 87.11%. The technology and educational content were highly rated (87.3% and 86.3%, respectively), and accessibility was also rated favorably at 85.8%. Feedback from the focus group indicated that students valued the integration of theory and clinical practice in the DLR, but they also suggested improvements in areas such as consistent access and better adaptation for mobile devices.</p></div><div><h3>Conclusion</h3><p>The DLR has proven to be a valuable educational tool, with a satisfaction rate of 87%, and meets the validation requirements of the UNE standards set by the Spanish Standardization Association. The findings point to the necessity for ongoing development and adaptation of the resource to further its educational impact in emergency medicine and to determine its suitability for use in various educational contexts. Future studies should investigate the long-term educational effects and clinical applicability of the DLR.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000366/pdfft?md5=a965cc78a935aab22c7906d4e1bd8e49&pid=1-s2.0-S1575181324000366-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140604859","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}