Educacion Medica最新文献

{"title":"Habilidades técnicas en suturas evaluadas con OSATS, comparando diferentes métodos de instrucción y acompañamiento","authors":"Marcela Velásquez-Salazar ,&nbsp;María Helena Gaitán-Buitrago ,&nbsp;Diego Alexander Becerra-Cardona","doi":"10.1016/j.edumed.2024.100904","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100904","url":null,"abstract":"<div><h3>Introduction</h3><p>Training students in non-clinical scenarios is necessary to prepare them for their encounters with patients.</p></div><div><h3>Methods</h3><p>An experimental prospective cohort research was conducted, with undergraduate students who performed a pretest, with previous theoretical instruction, then they were randomized into 3 groups, group 1 was accompanied by a surgeon, group 2 was accompanied by scrub nurse and group 3 practiced with videos. Subsequently, they performed a post-test, which was reviewed asyncronically by another surgeon, applying OSATS. In addition, students conducted surveys about their confidence.</p></div><div><h3>Results</h3><p>59 students participated, in the pretest the students behaved homogeneously. In the post-test, there was statistically significant improvement in all groups (p&lt;0.001), with no differences between groups. Confidence in unsupervised suturing, instrument handling, and anxiety improved in all students at the end of the test.</p></div><div><h3>Conclusion</h3><p>It can be evidenced that involving technologies (videos) is equivalent to basic instruction by experts. OSATS is useful in formative assessment.</p><p>In conclusion, the method of instruction with video or accompaniment of experts are equivalent to the final result measured by the OSATS scale, as the perception of confidence of the students.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000196/pdfft?md5=eb940bb31ddabc99405c89264470a1a4&pid=1-s2.0-S1575181324000196-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140145240","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":"Consenso Delphi sobre la formación de grado en medicina paliativa (EDUPAL-Ar)","authors":"Vilma A. Tripodoro ,&nbsp;Marcela Specos ,&nbsp;Eduardo Mutto ,&nbsp;Eduardo L. De Vito ,&nbsp;Gustavo G. De Simone","doi":"10.1016/j.edumed.2024.100903","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100903","url":null,"abstract":"<div><p>Palliative care is an “ethical responsibility of healthcare systems”. The WHO proposes undergraduate and postgraduate medical education as one dimension to assess its development in a country. In Latin America, 15% of medical schools have an undergraduate palliative care course. In Argentina, there is still no consensus on the essential content of undergraduate medical curricula.</p></div><div><h3>Method</h3><p>This study sought to reach a consensus on what an undergraduate curriculum in palliative medicine should look like in Argentina using the Delphi methodology (2019–2020). Sociodemographic data, profession, years of experience, university education, thematic content, pedagogical modality, study plan and hourly load were collected. Quantitative analysis was performed using percentages and mean values to indicate the level of agreement on 5-point scales. Interquartile ranges were calculated to provide indicators of agreement and consensus. Thematic content analysis was carried out.</p></div><div><h3>Results</h3><p>Two hundred fifty experts were convened, of whom 85 responded to two rounds of consultation. A high degree of agreement was reached on ten general, dynamic, and flexible recommendations adapted to different contexts. 98% considered it necessary to teach palliative care transversally and suggested a specific course contextualised to chronic patients and end-of-life situations. However, there was a tension between the traditional training model and competency-based education. Experiential learning is appropriate, but linking theory and practice was recommended.</p></div><div><h3>Conclusion</h3><p>For the first time in Argentina, a consensus of experts was reached, which defined a set of recommendations on content, teaching methodology, academic cycle and competencies in palliative care.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000184/pdfft?md5=5bfdffd01ff9c363737f9424320e0564&pid=1-s2.0-S1575181324000184-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140134152","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":"Programa de apoyo al estudiantado de Medicina","authors":"Irene Veganzones ,&nbsp;Cristina Cruz ,&nbsp;Ramon Pujol Farriols","doi":"10.1016/j.edumed.2024.100896","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100896","url":null,"abstract":"<div><p>The Support Program for Medical Students of the Faculty of Medicine, University of the Vic-Universitat Central de Catalunya (UVic-UCC) offers students support throughout the entire Degree. This program aims to identify and address the student's needs which include any condition that impacts their academic development. As soon as these support needs are identified, they are assessed with a multidimensional approach -academic, psycho-emotional and personal situation- in order to determine an individualized action plan. The services offered by the Support Program for Medical Students include 3 approaches: 1) Optimization of the academic performance: group and individual orientation tutorials (study strategies and exam techniques); 2) Individualized psychological care, whether related to psychological or learning difficulties, or functional diversity; 3) Mentoring: monitoring and guidance in the curricular itinerary and in their personal and professional development. Th program provides information that allows for a much deeper understanding of the reality of the students and makes it possible to implement teaching changes that have an impact on improving learning and, also, mental health of the students.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000111/pdfft?md5=f30ec4d982564537f1b86517f6bd34a5&pid=1-s2.0-S1575181324000111-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121920","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":"Comparing the effectiveness of computer-based teaching versus face-to-face teaching of clinically related courses among newly hired oncology nurses","authors":"Hedaia Al-Awaysheh,&nbsp;Majeda AlRuzzeih,&nbsp;Aladeen Alloubani","doi":"10.1016/j.edumed.2024.100894","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100894","url":null,"abstract":"<div><h3>Introduction</h3><p>The study aimed to compare the effectiveness of computer-based teaching and face-to-face teaching strategies in terms of knowledge of clinically related courses among newly hired oncology nurses.</p></div><div><h3>Material and methods</h3><p>A 2-group pre- and post-test design was performed. The study included 128 participants. The participants were randomly assigned into the study groups (control and experimental groups). Both groups attended a course on the SBAR technique, with one group using face-to-face teaching and the other using computer-based learning.</p></div><div><h3>Results</h3><p>The study included 128 participants. Of them, 36.7% are male (<em>n</em> <!-->=<!--> <!-->47). The total mean age was 22.19 (SD<!--> <!-->=<!--> <!-->0.94). The total mean of the pre-test was 3.81/7 while the post-test was 5.82/7 for the experimental group. The total mean of the pre-test was 3.78/7, while the post-test was 5.51/7 for the control group. The paired <em>t</em>-test results showed that the differences between the pre- and post-test mean for each group were significant. The results showed no significant difference in the pre-test means between the experimental and control groups (<em>p</em>-value<!--> <!-->=<!--> <!-->.913). The difference in post-test mean between the experimental and control groups was significant (<em>p</em>-value<!--> <!-->=<!--> <!-->.04).</p></div><div><h3>Conclusion</h3><p>Our findings suggest that both computer-based and face-to-face teaching strategies effectively increased knowledge levels among newly hired nurses. Importantly, the computer-based teaching approach demonstrated a statistically significant superiority in knowledge retention compared to face-to-face teaching.</p></div><div><h3>Introducción</h3><p>El estudio tuvo como objetivo comparar la efectividad de las estrategias de enseñanza basadas en ordenador y cara a cara en términos de conocimiento de cursos clínicamente relacionados entre enfermeros de oncología recién contratados.</p></div><div><h3>Materiales y métodos</h3><p>Se realizó un diseño de pre y postprueba de dos grupos. El estudio incluyó 128 participantes. Los participantes fueron asignados al azar a los grupos de estudio (grupos de control y experimentales). Ambos grupos asistieron a un curso sobre la técnica SBAR, siendo un grupo instruido mediante enseñanza presencial y el otro a través de aprendizaje basado en ordenador.</p></div><div><h3>Resultados</h3><p>El estudio incluyó 128 participantes. De ellos, el 36.7% eran hombres (n = 47). La edad media total fue de 22.19 (SD = 0.94). La media total de la preprueba fue de 3.81/7, mientras que la de la posprueba fue de 5.82/7 para el grupo experimental. La media total de la preprueba fue de 3.78/7, mientras que la de la posprueba fue de 5.51/7 para el grupo de control. Los resultados de la prueba t pareada mostraron que las diferencias entre la media de la preprueba y la posprueba para cada grupo fueron significativas. L","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000093/pdfft?md5=1d4df7572c481b25690866f4fca22f83&pid=1-s2.0-S1575181324000093-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121921","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":"Toxíndromes. Una propuesta educativa para su identificación en el pregrado","authors":"Irving Omar Sánchez Herrera ,&nbsp;Norma Araceli Chávez Vázquez ,&nbsp;María Adela Anaya Barriguete ,&nbsp;Mirna Selene Torres Leal ,&nbsp;Jessica Guadalupe Cárdenas Gutiérrez ,&nbsp;Lyon Alexander Newton Martín del Campo ,&nbsp;Jorge Armando Medina Legarreta ,&nbsp;Berenice Sánchez Caballero","doi":"10.1016/j.edumed.2024.100900","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100900","url":null,"abstract":"<div><p>Toxicological training has disparities in relation to other areas of medical knowledge, which favors cognitive gaps in health professionals. This document presents an educational proposal for the approach of “major toxidromes” through a scheme that integrates their identification and treatment through clinical simulation scenarios with the use of simulated/standardized patients for the medical undergraduate degree at the Centro Universitario del Sur of the Universidad de Guadalajara, developed during the year 2023.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000159/pdfft?md5=80bd18422cbffc8321de87846b3cc3b3&pid=1-s2.0-S1575181324000159-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121919","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":"Concordancia y calidad de las historias clínicas en los alumnos de Medicina: ¿reflejan la realidad de la consulta?","authors":"Emilio Cervera-Barba ,&nbsp;Sophia Denizon-Arranz ,&nbsp;Alonso Mateos-Rodríguez ,&nbsp;Fernando Neria-Serrano","doi":"10.1016/j.edumed.2024.100907","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100907","url":null,"abstract":"<div><h3>Introduction</h3><p>Writing medical histories (MH) is a basic competence in the physician's training. It is the cornerstone for constructing diagnostic hypotheses and guaranteeing adequate, safe and effective care. In addition, MH has legal, epidemiological and quality of care implications. The aim of this study was to determine the concordance between the information collected from the patient in the consultation room and that recorded in the MH by medical students.</p></div><div><h3>Methods</h3><p>This is a cross-sectional descriptive observational study on a consultation with simulated patients and the subsequently written MH. A total of 112 5th-year medical students participated. The evaluators checked 59 items of anamnesis, anamnesis by organs and apparatus, physical examination and clinical judgment in the MH, contrasting them with the video recordings of the consultations, and classifying the concordance between both.</p></div><div><h3>Results</h3><p>Final population was 109 students (97.3%). The competency area with the highest concordance was clinical judgment (94.1%). All items exceeded 65% agreement. More than 20% of the students had not recorded some items in their MH, although they had collected them in the consultation. Anamnesis by organs and apparatus was the competency area with the most omitted or incorrect items. The only item that no student forgot to collect and record was “personal history of dyslipidemia”. Physical examination was the area where most students recorded findings in the MH without having made them in the interview.</p></div><div><h3>Conclusion</h3><p>The study demonstrates high concordance in the MH with the information collected in the consultation and shows aspects that will allow us to improve the medical semiology training of students.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000226/pdfft?md5=ecf33ec1f768be95c2de53419a50188e&pid=1-s2.0-S1575181324000226-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121832","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":"Experiencia del estudiantado de 2.° grado de Enfermería durante la realización de una evaluación clínica objetiva estructurada (ECOE)","authors":"Antònia Puiggrós-Binefa ,&nbsp;Ester Colillas-Malet ,&nbsp;Montserrat Soler-Sellarès ,&nbsp;Mireia Vilafranca-Cartagena ,&nbsp;Marina Mateu-Capell","doi":"10.1016/j.edumed.2024.100895","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100895","url":null,"abstract":"<div><h3>Introduction</h3><p>The objective structured clinical evaluation (OSCE) in nursing is essential to know the competence level of students, as well as to analyse their experience of this evaluative test. The aim of this study was to describe the experience of 2nd degree nursing students during the performance of a pilot OSCE test.</p></div><div><h3>Method</h3><p>Descriptive study with the participation of 84 students (74.3%) who took the OSCE pilot test. When OSCE was overed, an ad-hoc survey was used to collect data on the students' experience. For each question, the percentages of responses and their 95% confidence intervals were calculated.</p></div><div><h3>Results</h3><p>62.70% (54.25-71.19) showed a favourable opinion of their experience. The 73.80% (66.67-80.98) thought that the stations were representative of the nursing role. Regarding the difficulty of resolution, 42.20% (36.29-48.16) reported having difficulties. At the technical level, 61% (55.27-66.71) said that they understood well the statements of the situations to be solved, and 63.70% (50.02-69.39) thought that the 10 minutes of time was sufficient. A 46.20% (40.88-51.96) of the students reported feeling stress during the OSCE. Regarding the teachers involved in their evaluation, 79% (72.53-85.49) thought that their role was correct.</p></div><div><h3>Conclusions</h3><p>The realization of a pilot test allows to collect the students' experience to be considered in future editions, as well as to test their acquired level in the different areas of competence.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S157518132400010X/pdfft?md5=46dd3f272d0ea536a96dde49101271da&pid=1-s2.0-S157518132400010X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140031589","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":"Evaluando el ambiente de aprendizaje en Medicina: validez y confiabilidad de Jhons Hopkins Learning Enviroment Scale en una población de estudiantes colombianos","authors":"Sebastián Contreras Páez ,&nbsp;Luis Carlos Domínguez ,&nbsp;Jorge Alberto Restrepo ,&nbsp;Álvaro Sanabria","doi":"10.1016/j.edumed.2024.100897","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100897","url":null,"abstract":"<div><h3>Introduction</h3><p>The availability of instruments for measuring the learning environment in Spanish-language medical schools is limited. The Dundy ready environment Educational Measure (DREEM) is the only one available. The aim of this study was to determine the construct validity and internal consistency of the Johns Hopkins Learning Environment Scale (JHLES) in Spanish.</p></div><div><h3>Methods</h3><p>The JHLES instrument was translated into Spanish following the recommendations of the IQola project. Subsequently, it was administered to a cohort of 362 third to seventh-year medical students during the clinical training cycle. An exploratory factor analysis was conducted on the obtained responses. Factor retention was determined by eigenvalue criteria, as well as the researchers' criteria. Finally, a confirmatory factor analysis was conducted to assess the model's fit to the obtained data.</p></div><div><h3>Results</h3><p>After content validation in collaboration with the original instrument's author, exploratory factor analysis allowed the retention of seven factors with eigenvalue criteria greater than 1, consistent with the authors' interpretation criteria. Confirmatory factor analysis demonstrated adequate model fit to the data in the population. The Cronbach's α for the JHLES was 0.91.</p></div><div><h3>Conclusions</h3><p>The JHLES is an instrument that shows adequate content and construct validity in the Spanish language. Further studies are needed on other types of predictive and concurrent validity, as well as comparative studies on measurements in different Spanish-speaking countries.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000123/pdfft?md5=6e3e21adb9fcee0965a45110f971d232&pid=1-s2.0-S1575181324000123-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140031590","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":"Validación del Cuestionario de Experiencia de Curso para un programa de educación médica en línea de Perú","authors":"Javier A. Flores-Cohaila ,&nbsp;Cesar A. Copaja-Corzo ,&nbsp;Brayan Miranda-Chavez ,&nbsp;Marco Rivarola-Hidalgo","doi":"10.1016/j.edumed.2024.100898","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100898","url":null,"abstract":"<div><h3>Introduction</h3><p>The growing number of online medical education programs demands rigorous evaluation. Previous studies have emphasized the importance of student perception in the effectiveness of these programs. Therefore, we aimed to adapt and validate the Course Experience Questionnaire (CEQ) for use in online medical education programs in Peru.</p></div><div><h3>Material and methods</h3><p>An adaptation and validation study of the CEQ was conducted at a preparatory academy for the national medical examination in Peru. The questionnaire items were modified to suit our context and administered to 127 participants anonymously. Exploratory Factor Analysis with oblique rotation and reliability calculations with Cronbach's and McDonald's coefficients were performed. Then, the correlation of the CEQ and its domains with satisfaction and the program's impact was assessed.</p></div><div><h3>Results</h3><p>83 participants responded, mainly sixth-year medical students. The analysis showed the suitability of the CEQ for factor analysis, with three factors identified that explained 59% of the total variance. The CEQ's reliability indices were high, indicating its consistency. The three domains identified were Adequate Teaching, Support, and Negative Program Experiences. Significant positive correlations were found between the total CEQ score, satisfaction measures, and perception of the program's impact.</p></div><div><h3>Conclusion</h3><p>The adapted CEQ showed evidence of validity for evaluating online medical education programs in Peru.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000135/pdfft?md5=9d5fb1c5a967b117ce6ff694a9d91948&pid=1-s2.0-S1575181324000135-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015813","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":"Vigencia de las tradiciones pedagógicas: una dialéctica entre paradigmas de la educación y la pedagogía con la formación médica contemporánea","authors":"Diego Alejandro Vivas","doi":"10.1016/j.edumed.2024.100899","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100899","url":null,"abstract":"<div><p>Western medicine is constantly evolving. Scientific and technological advances have improved the prevention, diagnosis, and treatment of diseases, but have also posed new humanistic challenges. In this context, pedagogy has become a fundamental pillar in the training of health professionals. This pedagogy has a unique purpose, which isthe holistic training of future doctors, who must be professionals capable of responding to contemporary challenges with professionalism, empathy, and passion for what they do. This educational reflection explores the relevance of pedagogical theories in the training of health professionals. It focuses on the approaches of seven works: Platon, Vygotsky, Stone, Masschelein, Herbart, Dewey, Daguaand Obando. These paradigms, although strengthenedin different times and contexts, converge on a fundamental point: to give a purpose to education and pedagogy from different contexts, based on the importance of training competent, empathetic, and ethical health professionals.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000147/pdfft?md5=422fe5e6c522dde5d227b194b0425781&pid=1-s2.0-S1575181324000147-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015814","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}