Educacion Medica最新文献

{"title":"Tele-education in evidence-based medicine applied to pharmaceutical care for community pharmacists","authors":"Gladys M. Delgado-Perez ,&nbsp;Cristopher E. Dávila-Espinoza ,&nbsp;Anthony G. Bermejo-Cabanillas ,&nbsp;Guido Sardón-Beltrán ,&nbsp;Xavier Munayco-Ortiz ,&nbsp;Lady Villanera-Munguia ,&nbsp;José Salvador-Carrillo","doi":"10.1016/j.edumed.2024.100927","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100927","url":null,"abstract":"<div><h3>Introduction</h3><p>Evidence-based medicine (EBM) training for pharmacists has been shown to improve information search and analysis skills.</p></div><div><h3>Methods</h3><p>We developed a virtual course-workshop for community pharmacists (CPs) and used an online questionnaire to assess self-perceived of knowledge and clinical practices related to EBM.</p></div><div><h3>Results</h3><p>Twenty-three participants completed the course-workshop. There was an increase in the adequate formulation of the PICO strategy at the end of the course-workshop (52.17%, <em>n</em> <!-->=<!--> <!-->12 vs 8.70%, <em>n</em> <!-->=<!--> <!-->2; <em>p</em> <!-->&lt;<!--> <!-->.0019). While, in self-reported clinical practice, there was an increase in consultation of specialized databases (86.5%, <em>n</em> <!-->=<!--> <!-->45 vs 57.69%, <em>n</em> <!-->=<!--> <!-->30; <em>p</em> <!-->&lt;<!--> <!-->.001).</p></div><div><h3>Discussion</h3><p>The tele-education program was successful in improving self-perceived knowledge on the formulation of a PICO question and clinical practice related to EBM in pharmaceutical care.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 5","pages":"Article 100927"},"PeriodicalIF":0.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000421/pdfft?md5=21f3a7a217b9b87c0d1e5a73470b3012&pid=1-s2.0-S1575181324000421-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242561","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":"Propuesta de un modelo de integración de la Atención Primaria en el grado de Medicina de la Universidad Pompeu Fabra de Barcelona basado en la mentoría de estudiantes","authors":"Yoseba Cánovas Zaldua ,&nbsp;Judit Pertíñez ,&nbsp;Manel Anoro ,&nbsp;Joaquim Gea ,&nbsp;Joan-Ramon Masclans ,&nbsp;Alba Blanch","doi":"10.1016/j.edumed.2024.100923","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100923","url":null,"abstract":"<div><p>Family and community medicine brings together many of the elements and values that characterize the medical practice. This means that it can provide solid, useful and lasting foundations to the medical student, whatever specialty they choose in the future. It is necessary to train professionals capable of seeing the patient from a holistic point of view in their personal and social context, as well as understanding the determining factors of individual and community health. And also understanding the patient and their suffering, and that they empathize, to accompany them during their illness process. We are also faced with the challenge of placing Primary Care at the center of the health system and facing a growing demand for doctors specializing in Family and Community Medicine.</p><p>To achieve these objectives, it is strictly necessary to integrate Primary Care into the university curricula, with the intervention of family doctors in different subjects, providing a more transversal and holistic vision in the approach to different pathologies and with more presence in teaching activities and practices.</p><p>The model proposed by the Pompeu Fabra University is inspired by the mentoring methodology in which the student will be assigned a family doctor as a mentor throughout their undergraduate training, and this will accompany them during their stays at the Primary Care center and in activities related to different subjects and will ensure compliance with the training objectives. They will also participate in evaluation at the end of each course. This model aims to improve the quality of activities linked to clinical care and practices, and will facilitate knowledge of Primary Care and the profession of physician with an early and maintained contact with Primary Care.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 4","pages":"Article 100923"},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S157518132400038X/pdfft?md5=2794cd148ce25a7c0608906c0753bbc3&pid=1-s2.0-S157518132400038X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141089851","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":"Ansiedad y mecanismos de adaptación en los residentes de un hospital de Madrid","authors":"Diego Gayoso Cantero ,&nbsp;Paula García Duque ,&nbsp;Patricia Serrano de la Fuente ,&nbsp;José Carlos Peláez Álvarez","doi":"10.1016/j.edumed.2024.100933","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100933","url":null,"abstract":"<div><h3>Introduction</h3><p>The mental health of healthcare professionals is a constant concern. Studies show high rates of anxiety, linked to factors such as workload and psychosocial environment.</p></div><div><h3>Materials and methods</h3><p>A cross-sectional study was conducted among residents of the Alcorcón Foundation University Hospital (HUFA). An anonymous and voluntary form containing epidemiological data, the State-Trait Anxiety Inventory (STAI), the Psychosocial Risks Assessment Questionnaire at Work, and the Coping Strategies Inventory (CSI) was sent through institutional email. The objective was to assess the anxiety levels among residents and their coping strategies, comparing them based on gender, specialty, year of residency and perceived psychosocial risk.</p></div><div><h3>Results</h3><p>Sixty residents (65.93%) completed the form. STAI scores were higher in women, those who dedicated more free time to work (<em>p</em> <!-->=<!--> <!-->0.02), and those with an unfavorable score on the psychosocial risk scale (<em>p</em> <!-->=<!--> <!-->0.007). There was more selfcriticism among women (<em>p</em> <!-->=<!--> <!-->0.013), more social support in younger residents (<em>p</em> <!-->=<!--> <!-->0.045), more self-criticism in those with higher psychosocial risk (<em>p</em> <!-->=<!--> <!-->0.017), and among residents who dedicate more free time to work (<em>p</em> <!-->=<!--> <!-->0.025).</p></div><div><h3>Conclusion</h3><p>Anxiety rates are high among residents with identifiable risk factors for employing maladaptive coping strategies. We propose psychological interventions and support programs for trainees.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 4","pages":"Article 100933"},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000482/pdfft?md5=9343763470b39e18d48e82b48bb8b314&pid=1-s2.0-S1575181324000482-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141094920","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":"Identificación de competencias para la medicina de urgencia en Chile: técnica Delphi modificada","authors":"Sofía Basauri Savelli ,&nbsp;Manuela Brinkmann Bizama ,&nbsp;Marcela Garrido Valdebenito ,&nbsp;Loreto Acuña Roberts ,&nbsp;Francisco Pinto Espinosa","doi":"10.1016/j.edumed.2024.100935","DOIUrl":"https://doi.org/10.1016/j.edumed.2024.100935","url":null,"abstract":"<div><p>Emergency Medicine (EM) in Latin America and other Spanish-speaking regions is in a stage of development, especially in Latin America and other Spanish speaker populations. Among challenges for further consolidation are the development of specialized scientific societies, research in the area and training of specialists according to local needs, aligned with international standards. In Chile, there are 14 EM training programmes that follow guidelines based on national and international documents, but there is no clear consensus regarding the minimum competencies that specialists in this discipline should achieve during their training programme.</p></div><div><h3>Objective</h3><p>This study seeks to reach a consensus, through a panel of experts, on the minimum competencies that should be included in an EM curriculum in Chile.</p></div><div><h3>Method</h3><p>A modified Delphi technique was used, selecting a panel of experts who were sent an online questionnaire on a list of minimum competences organized into 7 roles, based on international standards.</p></div><div><h3>Results</h3><p>2 rounds of questionnaires were carried out, with a response rate of 45.2% and 34.5% respectively, obtaining consensus on 197 out of 204 competencies.</p></div><div><h3>Conclusions</h3><p>This consensus can serve as a basis for the development of training programmes in the country and can be adapted for other Spanish-speaking countries, serving as an impulse for the academic development of the EM in these regions.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 4","pages":"Article 100935"},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000500/pdfft?md5=418ba0e9bd13cc17a7186a7049ae4976&pid=1-s2.0-S1575181324000500-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066967","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":"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":"25 4","pages":"Article 100932"},"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":"25 4","pages":"Article 100934"},"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":"25 4","pages":"Article 100928"},"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":"25 4","pages":"Article 100930"},"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":"25 4","pages":"Article 100924"},"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":"25 4","pages":"Article 100916"},"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}