Educacion Medica最新文献_第7页

Prevención primaria del riesgo suicida: una necesidad en la formación médica 初级预防自杀风险：医学培训的必要性

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101153

Edwin Gustavo Estrada-Araoz

引用次数: 0

Recomendaciones internacionales sobre el uso de la simulación en procedimientos obstétricos avanzados 关于在高级产科程序中使用模拟的国际建议

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-01-20 DOI: 10.1016/j.edumed.2025.101140

Andrea Solé Mayoral , Rut Bernardo Vega , Sara Tameish , Óscar Martínez Pérez

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How can a micro-level communication training intervention help medical students learn about patient-centered care and empathy? Qualitative results of a design-based research 微观层面的沟通训练干预如何帮助医学生学习以病人为中心的护理和同理心？基于设计的研究的定性结果

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2025-12-19 DOI: 10.1016/j.edumed.2025.101135

Carme Nogueras , Daniëlle Verstegen , Cinthya Landa , Yolanda López , Miriam Moreno , Helena Manjón , Vanesa Oropeza , Ramón Miralles

{"title":"How can a micro-level communication training intervention help medical students learn about patient-centered care and empathy? Qualitative results of a design-based research","authors":"Carme Nogueras , Daniëlle Verstegen , Cinthya Landa , Yolanda López , Miriam Moreno , Helena Manjón , Vanesa Oropeza , Ramón Miralles","doi":"10.1016/j.edumed.2025.101135","DOIUrl":"10.1016/j.edumed.2025.101135","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctor-patient communication, patient-centered care, and empathy are all crucial in health care. These topics should be addressed throughout the undergraduate medical curriculum, but this is not always feasible due to the significant resources required. Micro-level interventions are more feasible; however, the effects on students and the means of achieving them are unknown. Therefore, this study focuses on a micro-level, theory-based communication training intervention to help medical students understand the importance of patient-centered care and empathy.</div></div><div><h3>Methods</h3><div>We conducted a design-based research study. We implemented a three-hour, role-playing-based communication seminar for forty-six fifth-year medical students at the Universitat Autònoma de Barcelona, applying cognitive apprenticeship principles. The following qualitative data were collected: students' written reflections, interviews with students and teachers, and seminar observations.</div></div><div><h3>Results</h3><div>The written reflections indicated that students believe patient-centered care and empathy are not merely skills and attitudes to possess but values inherent to the medical profession. The interviews show that involvement in role plays, teacher guidance, and a positive learning atmosphere were essential to the intervention.</div></div><div><h3>Conclusion</h3><div>The intervention helped improve students' awareness and their attitude, allowed them to practice skills related to patient-centered care and empathy, and see them as values of the profession.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101135"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789741","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}

引用次数: 0

Nos vendrían bien unos nudges en educación médica 我们可以使用一些推动医学教育。

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-04-22 DOI: 10.1016/j.edumed.2026.101193

Jesús Millán Núñez-Cortés , Joaquín Garcia-Estañ

引用次数: 0

Análisis de la influencia del baremo en la prueba para médico interno residente (MIR) e impacto de su modificación 分析比例尺对住院医师测试的影响及其修改的影响

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2025-11-20 DOI: 10.1016/j.edumed.2025.101132

Jose Curbelo , Diana Monge Martín , Emilio Cervera Barba , Santiago Álvarez Montero , Cristina García de Leonardo , María Carnero González , Francisco Campos Lucas , Juan Vega Villar , Fernando Caballero Martínez

{"title":"Análisis de la influencia del baremo en la prueba para médico interno residente (MIR) e impacto de su modificación","authors":"Jose Curbelo , Diana Monge Martín , Emilio Cervera Barba , Santiago Álvarez Montero , Cristina García de Leonardo , María Carnero González , Francisco Campos Lucas , Juan Vega Villar , Fernando Caballero Martínez","doi":"10.1016/j.edumed.2025.101132","DOIUrl":"10.1016/j.edumed.2025.101132","url":null,"abstract":"<div><h3>Introduction</h3><div>Currently, the academic score accounts for 10% of the final result in the Spanish MIR (Medical Residency Entrance Exam). This study aims to analyze the relationship between academic score and exam performance, and to evaluate the impact of modifying the weight of the academic score to 0%, 25%, or 50%.</div></div><div><h3>Methods</h3><div>Official results from the 2020/2021 and 2021/2022 MIR exams were analyzed. Net scores were assessed in relation to academic scores adjusted for country of origin, and the changes in ranking positions were calculated for scenarios where the academic score weight was set at 0%, 25%, and 50%.</div></div><div><h3>Results</h3><div>A strong correlation was found between net scores and academic performance (0.65 and 0.64 for the 2020–2021 and 2021–2022 MIR exams, respectively), which increased when analyzing only Spanish candidates. Across all academic score ranges, Spanish candidates achieved higher net scores than foreign candidates. Assigning a 0% weight to the academic score led to a median worsening in ranking of 4 positions for Spaniards and 17 positions for foreigners in the 2020–2021 exam (<em>p</em> < 0.001). Conversely, increasing the academic score weight to 50% resulted in a median worsening of 21 positions for Spaniards and an improvement of 97 positions for foreigners (<em>p</em> < 0.001). Similar results were observed for the 2021–2022 cohort.</div></div><div><h3>Conclusions</h3><div>A high academic score is associated with better MIR exam performance, particularly among Spanish candidates. Increasing the weight of the academic score does not benefit Spanish applicants.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101132"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569134","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}

引用次数: 0

La importancia de la fisiología comparada en las titulaciones en ciencias de la salud y de la vida 比较生理学在健康和生命科学学位中的重要性

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-02-17 DOI: 10.1016/j.edumed.2026.101154

Daniel Cabello-Rivera, María del Nogal Avila

引用次数: 0

Impact of the large language model and prompt specificity in generating psychiatric multiple-choice questions 大语言模型和提示特异性在生成精神病学多项选择题中的影响

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-02-17 DOI: 10.1016/j.edumed.2026.101161

Luis Miguel Rojo-Bofill , Gràcia Ribes Jordán , Llanos Monedero Carrasco , Juan Pablo Carrasco Picazo , Vicent Balanzá-Martínez , Lucas Giner , Eduardo Jesús Aguilar García-Iturrospe , Yavuz Selim Kiyak

{"title":"Impact of the large language model and prompt specificity in generating psychiatric multiple-choice questions","authors":"Luis Miguel Rojo-Bofill , Gràcia Ribes Jordán , Llanos Monedero Carrasco , Juan Pablo Carrasco Picazo , Vicent Balanzá-Martínez , Lucas Giner , Eduardo Jesús Aguilar García-Iturrospe , Yavuz Selim Kiyak","doi":"10.1016/j.edumed.2026.101161","DOIUrl":"10.1016/j.edumed.2026.101161","url":null,"abstract":"<div><h3>Introduction</h3><div>The use of large language models (LLMs) can assist in creating Multiple-Choice Questions (MCQs) for enhancing psychiatric education. This study evaluates the performance of LLMs in generating psychiatry case-based MCQs, focusing on the influence of the model used and the specificity of the prompt.</div></div><div><h3>Material and methods</h3><div>Two experiments were carried out. In Experiment 1, ChatGPT-3.5 and ChatGPT-4 were used with a general-purpose prompt. In Experiment 2, ChatGPT-4o was used to compare the generic prompt with a psychiatry-specific version. A total of 90 questions were generated in each experiment (45 per condition), balanced across low, moderate, and high difficulty levels. A panel of psychiatry professors assessed the questions for diagnostic accuracy and difficulty.</div></div><div><h3>Results</h3><div>In Experiment 1, both ChatGPT-3.5 and ChatGPT-4 showed high diagnostic agreement with experts (<em>κ</em> = 0.889 and <em>κ</em> = 0.703), but little correlation with intended difficulty (<em>ρ</em> = 0.104, <em>p</em> = .496; <em>ρ</em> = −0.087, <em>p</em> = .57). In Experiment 2, the psychiatry-specific prompt with ChatGPT-4o yielded more accurate MCQs (<em>κ</em> = 0.731 and <em>κ</em> = 0.624) and stronger correlations between intended and expert-rated difficulty (<em>ρ</em> = 0.630, <em>p</em> < .001; <em>ρ</em> = 0.436, <em>p</em> < .001). It also improved the inclusion of relevant clinical information and diagnostic diversity.</div></div><div><h3>Conclusion</h3><div>LLMs can effectively generate psychiatry MCQs, especially when guided by domain-specific prompts. The psychiatry-specific prompt developed in this study is a useful tool for supporting medical education through high-quality, clinically relevant assessments.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101161"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394586","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}

引用次数: 0

Teaching oxygen pharmacology before and after the COVID-19 pandemic in the Faculty of Medicine at a public University in Peru 秘鲁一所公立大学医学院在COVID-19大流行前后教授氧气药理学

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI: 10.1016/j.edumed.2026.101149

Javier Tovar-Brandan, Daisy Flores-Cortez, Juan Rodriguez-Tafur Davila, Eduardo Villalobos Pacheco, Max Aliaga Chávez

{"title":"Teaching oxygen pharmacology before and after the COVID-19 pandemic in the Faculty of Medicine at a public University in Peru","authors":"Javier Tovar-Brandan, Daisy Flores-Cortez, Juan Rodriguez-Tafur Davila, Eduardo Villalobos Pacheco, Max Aliaga Chávez","doi":"10.1016/j.edumed.2026.101149","DOIUrl":"10.1016/j.edumed.2026.101149","url":null,"abstract":"<div><h3>Introduction</h3><div>In 2020, the COVID-19 pandemic underscored the critical role of medicinal oxygen as a primary therapeutic resource to reduce morbidity and mortality. Despite its clinical relevance, it remains unclear whether undergraduate education at the Faculty of Medicine of the Universidad Nacional Mayor de San Marcos (UNMSM) adequately addresses the pharmacological aspects of oxygen. This study aims to analyze the inclusion of oxygen pharmacology in curricula and syllabus before and after the COVID-19 pandemic across various health professional schools at UNMSM.</div></div><div><h3>Material and methods</h3><div>This descriptive, cross-sectional, retrospective study was conducted in the Pharmacology Section of the Department of Dynamic Sciences, Faculty of Medicine. Pharmacology syllabus from the professional schools of Medicine, Nursing, Obstetrics, Nutrition, Medical Technology, and Clinical Toxicology were evaluated for the academic years 2016–2020 (pre-pandemic) and 2020–2025 (post-pandemic). The inclusion of topics directly or indirectly related to oxygen pharmacology was assessed through the search for key terms concerning pharmacodynamics, pharmacokinetics, adverse drug reactions (ADRs), and interactions. A descriptive approach, including percentage analysis, was employed for data analysis.</div></div><div><h3>Results</h3><div>The document analysis revealed that none of the reviewed syllabi included specific content related to oxygen pharmacology. This represents a significant educational gap, particularly in the post-pandemic context where medicinal oxygen has proven to be a critical component in patient care.</div></div><div><h3>Conclusion</h3><div>The findings demonstrate a clear deficiency in the training of future health professionals regarding their knowledge and competencies in oxygen pharmacology.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101149"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394094","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}

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Reflection on the teaching reform of parasitology experiment course for foreign students under the background of the belt and road “一带一路”背景下留学生寄生虫学实验课教学改革的思考

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2025-12-05 DOI: 10.1016/j.edumed.2025.101138

Yuting Ma , Afito Luciano , Yu Zhang , Fanming Meng

引用次数: 0

Propuesta de un modelo integrado de identidad médica 拟议的医疗身份综合模式

Educacion Medica Pub Date : 2026-03-01 Epub Date: 2025-10-10 DOI: 10.1016/j.edumed.2025.101093

Javier de la Maza Guzmán , Pedro Eliseo Esteves

引用次数: 0