Educacion Medica最新文献

{"title":"Formación médica y desafíos del dengue: una atención primaria","authors":"Aldo Medina Gamero","doi":"10.1016/j.edumed.2025.101118","DOIUrl":"10.1016/j.edumed.2025.101118","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101118"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415672","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":"Correlación de competencias evaluadas en una evaluación clínica objetiva estructurada, un test de opción múltiple y un examen de casos clínicos por ordenador en estudiantes de último curso de Medicina","authors":"Emilio Cervera-Barba ,&nbsp;Sophia Denizon-Arranz ,&nbsp;Raúl Castañeda-Vozmediano ,&nbsp;José Manuel Blanco-Canseco ,&nbsp;M. Isabel Gámez-Cabero ,&nbsp;Irene Salinas-Gabiña","doi":"10.1016/j.edumed.2025.101113","DOIUrl":"10.1016/j.edumed.2025.101113","url":null,"abstract":"<div><h3>Background</h3><div>Final-year medical students are required to complete a summative assessment through an OSCE (Objective Structured Clinical Examination). In some faculties, as an adaptation during the pandemic, a computer-based Cases Test (CCT) was introduced. This test was intended to assess competencies similar to those evaluated in the OSCE and is weighted as part of the final grade alongside the OSCE. In 2023, we compared an OSCE, a CCT, and a multiple-choice question (MCQ) exam, with the aim of analysing the concordance of overall and competency-specific results. Our hypothesis was that the CCT assesses a construct more closely related to the MCQ than to the OSCE.</div></div><div><h3>Methods</h3><div>A total of 108 students participated. They completed a 21-station OSCE, a CCT consisting of 10 computer-based clinical cases, and a 150-question MCQ exam based on 26 clinical scenarios aligned with the other two assessments. Five shared competencies were evaluated: history taking, physical examination, clinical reasoning, prevention/promotion, and professionalism. Internal consistency was analysed using Cronbach's alpha, and correlations between assessments were calculated using Spearman's rho coefficient.</div></div><div><h3>Results</h3><div>Scores were lowest in the MCQ. The OSCE and CCT coincided only in overall scores, not by individual competencies. The strongest correlation was observed between the MCQ and CCT (rho = 0.49), and the weakest between the OSCE and CCT (rho = 0.27). Significant correlations were found only in clinical reasoning and physical examination between the MCQ and the other assessments. The OSCE showed the highest internal consistency (α = 0.754).</div></div><div><h3>Conclusion</h3><div>The three assessments evaluate different dimensions. The CCT measures a construct more closely aligned with the MCQ. Competencies assessed by the OSCE and the CCT do not correlate.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101113"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361449","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":"Desarrollo de habilidades clínicas en pediatría utilizando aprendizaje basado en casos: evaluación de su impacto en la enseñanza de pregrado","authors":"Daniel Lozano-Moreno,&nbsp;Carlos Torres-Salinas,&nbsp;Kensey Solórzano-Quispe,&nbsp;Diego J. Castro","doi":"10.1016/j.edumed.2025.101128","DOIUrl":"10.1016/j.edumed.2025.101128","url":null,"abstract":"<div><h3>Introduction</h3><div>Learning in health sciences requires constant updating and active methodologies; infrastructure, curriculum, and teacher training influence academic performance. Case-Based Learning (CBL) links theory and practice, fostering critical analysis and decision-making. This study evaluates the relationship between the development of clinical skills using CBL and academic performance in pediatrics, providing key evidence for medical education in Latin America.</div></div><div><h3>Methodology</h3><div>An observational, cross-sectional study was conducted among 117 students in a clinical skills development program with seven simulated pediatric case sessions. The relationship between attendance and academic performance was evaluated. Low, medium, and high attendance groups were compared using the Kruskal-Wallis test, with a p-value less than 0.05 considered statistical significance.</div></div><div><h3>Results</h3><div>A positive correlation was found between the number of attendances to clinical skills (CS) and academic performance: final exam (FE); <em>r</em> = 0.412, <em>p</em> &lt; 0.001 and final grade (FG); <em>r</em> = 0.536, <em>p</em> &lt; 0.001. While the analysis by attendance groups showed significant differences in FE (<em>H</em> = 21.84, <em>p</em> &lt; 0.001) and FG (<em>H</em> = 30.99, <em>p</em> &lt; 0.001), highlighting better performance with greater attendance at sessions CS.</div></div><div><h3>Discussion</h3><div>The findings suggest that greater participation in clinical skills development sessions using ABC is associated with better academic performance. Furthermore, the significant difference between groups reinforces the importance of practical implementation strategies in clinical skills development. These results support the importance of integrating ABC into medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101128"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568390","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":"Aprendizaje estratégico de bioestadística en enfermería mediante talleres","authors":"Kléber Dionicio Orellana Suárez,&nbsp;Julio César Pino Tarragó,&nbsp;Dunia Lisbet Domínguez Gálvez,&nbsp;Na Gyun Yoon García","doi":"10.1016/j.edumed.2025.101114","DOIUrl":"10.1016/j.edumed.2025.101114","url":null,"abstract":"<div><h3>Introduction</h3><div>Teaching Biostatistics in health education faces challenges related to abstract content, low student motivation, and limited clinical applicability. This study proposes a pedagogical intervention through methodological workshops to enhance strategic learning in the Biostatistics course of the Nursing program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador.</div></div><div><h3>Material and methods</h3><div>A mixed-methods design was used: qualitative-descriptive with elements of action research, and pre-experimental quantitative with pretest–posttest comparison. The study involved 28 students and 2 instructors during the PII 2024 academic term. Data collection included Likert-scale questionnaires, semi-structured interviews, and focus groups assessing confidence, autonomy, and applicability.</div></div><div><h3>Results</h3><div>Findings showed significant improvements in students' confidence, autonomy, and perception of statistical applicability in clinical practice. Statistically relevant differences were found between pretest and posttest results (<em>p</em> &lt; 0.05), confirming the effectiveness of the intervention.</div></div><div><h3>Conclusion</h3><div>Methodological workshops are a replicable and effective strategy to strengthen Biostatistics instruction in nursing education, fostering strategic learning that connects cognitive and metacognitive skills with professional practice.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101114"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415673","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":"Trastorno de déficit de atención e hiperactividad en estudiantes de Medicina del occidente de México","authors":"María de los Ángeles Covarrubias-Bermúdez ,&nbsp;Alexander Joeshua Ávalos-David ,&nbsp;Selene Hernández-García ,&nbsp;Joselin Monserrat Pérez-Carrillo ,&nbsp;Sofía Rebeca Gutiérrez-Hernández ,&nbsp;Marco Antonio Zavala-González ,&nbsp;José Carlos Ramírez Cruz","doi":"10.1016/j.edumed.2025.101122","DOIUrl":"10.1016/j.edumed.2025.101122","url":null,"abstract":"<div><h3>Introduction</h3><div>Attention deficit hyperactivity disorder (ADHD) affects the teaching-learning process. The positivity rate of the ASRS-v1.1 and its associated factors in medical students of the CUT-UDG during the 2024. A school year were measured.</div></div><div><h3>Material and methods</h3><div>Cross-sectional study in <em>N</em> = 763 medical students from first to sixth semester, probabilistic sample (<em>n</em> = 164), stratified randomized sampling by tombola technique with substitution. Adults of either sex with current enrollment were included. The long version of the Adult Self-Report Scale (ASRS-v1.1) of the World Health Organization was applied (<em>α</em> = 0.862). The data were systematized with Google Forms© and analyzed with Epi Info©. Descriptive statistics, OR with CI 95% and logistic regression were obtained. Research without risk.</div></div><div><h3>Results</h3><div>The positive rate for ASRS-v1.1 was 78%. Frequency of exposure to hygienic-dietary factors that aggravate the disease was 100%. Statistically significant association with “regular consumption of products with phenylalanine” (OR = 3.54; CI 95%: 1.05–11.88). Statistically significant interactions between “ASRS-v1.1 positivity * no regular consumption of phenylalanine * general average achievement &lt;<!--> <!-->94/100” (OR = 0.25; 95% CI 0.07–0.92), and “ASRS-v1.1 positivity*regular consumption of phenylalanine * exposure to devices with screen ≥<!--> <!-->7 h/day” (OR = 0.04; (95% CI: 0.00–0.90).</div></div><div><h3>Conclusion</h3><div>The ASRS-v1.1 positivity was significantly high compared to the references consulted.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101122"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614262","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 del aprendizaje y desempeño profesional","authors":"","doi":"10.1016/j.edumed.2026.101173","DOIUrl":"10.1016/j.edumed.2026.101173","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101173"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394411","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":"Proposal for a framework for the use of secondary data in health education","authors":"Francisco Winter dos Santos Figueiredo ,&nbsp;Bhárbara Karolline Rodrigues Silva ,&nbsp;Fernando Rodrigues Peixoto Quaresma ,&nbsp;Erika da Silva Maciel","doi":"10.1016/j.edumed.2025.101107","DOIUrl":"10.1016/j.edumed.2025.101107","url":null,"abstract":"<div><div>In health education, the use of real data to understand the health situation of the population enables the transfer of knowledge and reveals the local reality and the spread of diseases. The aim of this study was to describe the major sources of secondary data in healthcare and develop a framework for using these data in teaching. A narrative literature search was conducted in PubMed, Scopus and the Virtual Health Library using descriptors related to teaching, secondary data, and health in Portuguese, English and Spanish. In addition, through the meeting of experts and based on the articles found in the review, a unified framework of these data in teaching is created. A total of 79 studies were found, of which 14 were included after meeting the eligibility criteria. The main databases found were from the Ministry of Education, the SUS Department of Information Technology, and other sources (Institute of Health Metrics and Evaluation and Institute of Applied Economic Research) which were included after a meeting with experts. The developed framework consists of three phases and 11 elements, including planning, searching, and extracting data, adapting for teaching, and incorporating data for health teaching. There are a few data sources that can be used for health education, but those proposed are used in this framework, and it is possible to transform the data into knowledge that can be transferred to teaching, considering teachers' knowledge of indicators. Technologies and innovations are considered in teaching.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101107"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415670","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 un método de aprendizaje basado en problemas aplicado en ciencias básicas con un enfoque integrador en la formación médica","authors":"Antonio Ordóñez Fernández,&nbsp;Elena Aguado-Domínguez,&nbsp;Esther Quintana-Gallego,&nbsp;Irene Méndez Santos,&nbsp;Antonio León-Justel,&nbsp;Carmen Campos-Silva","doi":"10.1016/j.edumed.2025.101115","DOIUrl":"10.1016/j.edumed.2025.101115","url":null,"abstract":"<div><h3>Introduction</h3><div>In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians.</div><div>However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students' ability to link theoretical knowledge with real-world application.</div></div><div><h3>Methods</h3><div>This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects.</div></div><div><h3>Results</h3><div>As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed.</div></div><div><h3>Conclusion</h3><div>Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101115"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415676","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":"Exploring the geriatrics curriculum in Peruvian medical schools: An analysis of course characteristics and topics covered","authors":"José F. Parodi ,&nbsp;Fabian A. Chavez-Ecos ,&nbsp;Rodrigo Chavez-Ecos ,&nbsp;Wagner Rios-Garcia ,&nbsp;Martin Montenegro-Guerra ,&nbsp;Javier A. Flores-Cohaila ,&nbsp;Fernando M. Runzer-Colmenares","doi":"10.1016/j.edumed.2025.101109","DOIUrl":"10.1016/j.edumed.2025.101109","url":null,"abstract":"<div><h3>Introduction</h3><div>This study aimed to analyze the current status of the geriatrics curricula in Peruvian faculties, identifying gaps and challenges for improving medical education in this specialty.</div></div><div><h3>Material and methods</h3><div>This observational study evaluated the geriatric course syllabi of undergraduate medical programs of Peruvian-licensed universities authorized by the National University Higher Education (SUNEDU). Data on course characteristics, including whether the course was stand-alone or attached to another course, were collected and evaluated. Competencies were evaluated using the 5M framework.</div></div><div><h3>Results</h3><div>Of the 44 universities selected, 27 offered a geriatrics course, the majority being private institutions. This course was mostly taken in the fifth year, and in 70.37% (<em>n</em> = 19 universities), it was considered a single course. None of the courses fully complied with the 5M framework, demonstrating deficiencies in teaching. Additionally, the study detected a shortage of geriatricians and a lack of standardization in training among institutions.</div></div><div><h3>Conclusions</h3><div>There continue to be critical opportunities for bettering the geriatric curricula of Peruvian medical schools and undergraduate medical programs must be optimized to respond to the needs of older people as one of the main users of medical services. It is crucial to address these deficiencies by aligning university curricula with the epidemiological and demographic reality, equity and efficiency in providing services, and international recommendations on competencies in geriatrics and gerontology.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101109"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415674","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":"MED-IA: modelo educativo digital para la formación médica de especialidades clínicas, basado en inteligencia artificial","authors":"Nelson Iván Chávez Mostajo","doi":"10.1016/j.edumed.2025.101116","DOIUrl":"10.1016/j.edumed.2025.101116","url":null,"abstract":"<div><h3>Introduction</h3><div>The digitalization of medical education demands instructional models capable of personalizing clinical tutoring. The pedagogical model MED-IA proposes integrates generative artificial intelligence (AI) to support medical residents.</div></div><div><h3>Methods</h3><div>A mixed-method, longitudinal, action-research study was conducted. Twenty-seven residents from the clinical area of a tertiary hospital in Bolivia participated. A didactic program was designed and implemented, centered on a personalized virtual tutor named Guard IA, powered by GPT-4o, and operated over eight weeks. Academic performance was measured through summative evaluation scores, and user perceptions were assessed using Likert scales. Statistical analysis included Wilcoxon tests and Spearman correlations. Based on this program, the theoretical foundations for the MED-IA pedagogical model were established.</div></div><div><h3>Results</h3><div>The average score increased from 65.5<!--> <!-->±<!--> <!-->6.8 to 88.0<!--> <!-->±<!--> <!-->5.4 (p<!--> <!-->&lt;<!--> <!-->0.001) among users of the virtual tutor. A total of 84% of users improved their performance, compared to 33% of non-users; usage frequency correlated with score improvement (r<!--> <!-->=<!--> <!-->0.54). Additionally, 91% of participants reported high satisfaction, and 76% would recommend the tutor.</div></div><div><h3>Conclusion</h3><div>The model demonstrated pedagogical effectiveness and user acceptance, offering adaptive support that strengthens clinical reasoning and learning autonomy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101116"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361413","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}