Educacion Medica最新文献

英文中文

The Simcup Morocco: Exploration of the concept, innovative pedagogical relevance, and perspectives

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101019

Mohamed El Mouhajir , Yahaya Maijimaa Tourey , Majdouline Obtel , Mohammed Mouhaoui

Introduction

The Simcup is a leading national event in the medical field, with clinical competition in terms of simulation. Here, groups of medical students from different faculties in the country participate in patient simulation scenarios, particularly in the field of emergency and disaster medicine. Our aim is to present SIMCUP Morocco in a comprehensive way. This involves describing the participation process, strategies for success, elucidating the format, stages, and timetable. In addition, we aim to provide an impartial assessment of its importance, its educational value for medical students, and its influence on their training.

Materials and methods

We developed a questionnaire covering 7 key areas to assess the effectiveness of the Simcup: Teamwork, communication, debriefing, psychological aspects, overall perspectives, areas for improvement, and a bonus category. We collected responses from 120 medical students representing various faculties in Morocco.

Results

A total of 120 participated in our study, with an average age between 25 and 26 years. The participation rate of virtual staff varied, with a majority indicating their presence at 47.5%. Notably, 81% of students strongly agreed with the importance of implementing simulation as an assessment modality within faculties. These results argue in favor of the relevance of Simcup and underline the superiority of simulation-based learning over traditional clinical teaching, both as a teaching method and for the evaluation of learning outcomes.

Conclusion

Despite the limited number of studies investigating the comparative effectiveness of simulation-based learning versus traditional clinical teaching, our results highlight the value of simulation-based approaches in medical education.

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引用次数: 0

Conocimientos, práctica y actitudes hacia la salud oral entre matronas de España

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101021

Yolanda Martínez-Beneyto , Andrea Poza Pascual , Cristina Carazo , Clara Serna-Muñoz , Amparo Pérez-Silva , Antonio José Ortiz-Ruiz

Introduction

Oral health is crucial for overall health, particularly during pregnancy, a period of high vulnerability due to physiological changes. Although there are specific oral health programs for pregnant women in Spain, only 15% of women attend dental check-ups during pregnancy. This study aims to evaluate the knowledge, attitudes, and practices of Spanish midwives regarding oral health in pregnant women following an educational intervention.

Methodology

A descriptive, observational, and cross-sectional study was conducted with active midwives in the Community of Murcia and Vizcaya. An initial questionnaire was administered to assess their knowledge and attitudes about oral health, followed by a lecture given by a dentist. Subsequently, a post-test was applied to measure the level of knowledge acquired.

Results

A total of 146 midwives participated, with an average age of 41.4 years and an average professional experience of 15 years. A total of 146 midwives participated in the study, with an average age of 41.4 years and an average of 15 years of professional experience. The study showed a significant improvement in knowledge about periodontal complications, the use of chlorhexidine and fluoride during pregnancy, and the relationship between breastfeeding and the baby's oral health after the lecture. A negative correlation was observed between years of professional experience and the level of knowledge in oral health.

Conclusions

Midwives had moderate knowledge about oral health during pregnancy and in infants, which improved significantly after the educational intervention. It is necessary to improve interprofessional education to optimize oral health during pregnancy.

{"title":"Conocimientos, práctica y actitudes hacia la salud oral entre matronas de España","authors":"Yolanda Martínez-Beneyto , Andrea Poza Pascual , Cristina Carazo , Clara Serna-Muñoz , Amparo Pérez-Silva , Antonio José Ortiz-Ruiz","doi":"10.1016/j.edumed.2024.101021","DOIUrl":"10.1016/j.edumed.2024.101021","url":null,"abstract":"<div><h3>Introduction</h3><div>Oral health is crucial for overall health, particularly during pregnancy, a period of high vulnerability due to physiological changes. Although there are specific oral health programs for pregnant women in Spain, only 15% of women attend dental check-ups during pregnancy. This study aims to evaluate the knowledge, attitudes, and practices of Spanish midwives regarding oral health in pregnant women following an educational intervention.</div></div><div><h3>Methodology</h3><div>A descriptive, observational, and cross-sectional study was conducted with active midwives in the Community of Murcia and Vizcaya. An initial questionnaire was administered to assess their knowledge and attitudes about oral health, followed by a lecture given by a dentist. Subsequently, a post-test was applied to measure the level of knowledge acquired.</div></div><div><h3>Results</h3><div>A total of 146 midwives participated, with an average age of 41.4 years and an average professional experience of 15 years. A total of 146 midwives participated in the study, with an average age of 41.4 years and an average of 15 years of professional experience. The study showed a significant improvement in knowledge about periodontal complications, the use of chlorhexidine and fluoride during pregnancy, and the relationship between breastfeeding and the baby's oral health after the lecture. A negative correlation was observed between years of professional experience and the level of knowledge in oral health.</div></div><div><h3>Conclusions</h3><div>Midwives had moderate knowledge about oral health during pregnancy and in infants, which improved significantly after the educational intervention. It is necessary to improve interprofessional education to optimize oral health during pregnancy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101021"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165622","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}

引用次数: 0

Actitud del profesional de la salud ante la muerte de un paciente por error médico

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101017

Ana Anaya Bernardo , Mónica Regalado Chamorro , Aldo Medina Gamero

引用次数: 0

Validación y adaptación cultural al español de la Rúbrica de retroalimentación del desempeño quirúrgico (SPR)

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101022

Jaime Andrés Leal , Daniela Gutiérrez Zúñiga , Stephanie Renza , Felipe Valbuena

Introduction

The training of medical professionals has shifted towards a competency-based model. In this context, the evaluation of surgical competencies is crucial to ensure standards of quality and competence. However, there is still a lack of standardized and validated tools for effective evaluation in our setting. The “Surgical Procedure Feedback Rubric” (SPR) was developed for this purpose but has not been adapted to Spanish. This study aims to translate, validate, and culturally adapt the SPR for use in surgical specialty programs in Latin America.

Methods

A prospective observational study of cross-cultural adaptation and psychometric validation of the SPR was conducted from May 2020 to September 2021. The linguistic validation included forward and backward translation, review by an expert committee, and comprehension testing. The psychometric validation assessed face, content, convergent validity, internal consistency, and reproducibility.

Results

A total of 160 evaluations using the SPR were conducted, of which 129 were suitable for analysis. Cronbach's alpha was 0,9; indicating high reliability. Factor analysis revealed three latent factors related to pre-surgical care, collaboration and communication, and surgical techniques. No significant differences were found in evaluations based on the year of residency or surgical role.

Conclusions

The Spanish adaptation of the SPR is a valid and reliable tool for the formative assessment of surgical residents. Its implementation supports the standardization of surgical competency evaluation in Spanish-speaking settings, facilitating effective and precise feedback in surgical training.

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引用次数: 0

Percepciones y satisfacción sobre una prueba de progreso en estudiantes de medicina

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-08 DOI: 10.1016/j.edumed.2024.101020

Alejandra Pachas-Mu, Bruno Bouroncle-Derteano, Franco Romaní-Romaní

Introduction

Progress tests have a positive impact on medical students' learning. The longer the year of study, the better students perceive and the more satisfied they are with this assessment. Our objective was to evaluate the trend of perceptions and level of satisfaction with respect to a progress test at a university in Lima, Peru.

Methods

We conducted an analytical cross-sectional study on all second- to sixth-year students exposed to a progress test who participated voluntarily. The self-administered questionnaire assessed three variables “Perceptions about the progress test”, “Perceptions about preparation for the progress test” and “Satisfaction” with items on a 5-category Likert scale, from strongly disagree/very dissatisfied/ (1 point) to strongly agree/very satisfied (5 points). We performed a descriptive analysis of the items and evaluated changes in scores between study years.

Results

263 students participated, 142 were women (54.0%). We found that the favorable perception on progress tests decreases from the fourth year compared to the second year (H Kruskal-Wallis = 36.2, p < 0.001). Regarding satisfaction, we only found a difference in the score between the sixth and second year (H Kruskal-Wallis = 36.2, p < 0.001).

Conclusion

In medical students, the favorable perception decreases the more tests performed. The trend in satisfaction is not clear. Students report that the length of the test generates fatigue, however, they value the subject matter and the evaluation of the questions in a clinical context.

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引用次数: 0

Estudio sobre salud mental y motivación en estudiantes del grado de Medicina de la Facultad de Medicina de la Universidad de Málaga

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-08 DOI: 10.1016/j.edumed.2024.101011

Dina Akrouh Ettaghadouini , Paloma Gallego-Fuentes , Alejandro Chica-Villa , Andrés Fontalba-Navas , Lucia Pérez-Costillas , Mario Gutiérrez-Bedmar , Natalia García-Casares

Introduction

The objective of the study was to analyze the mental health of students in the Medicine Degree program at the Faculty of Medicine of the University of Málaga through the evaluation of symptoms consistent with depression, anxiety, stress, as well as their motivation for studying medicine.

Methods

This descriptive observational study was performed on medical students of University of Málaga from first to sixth year, using a self-administered survey in virtual format. Data regarding general variables are collected through questions answered using Likert scale ratings. Additionally, two validated scales are utilized: the MEM-12 (Motivations for Studying Medicine) and DASS-21 (Depression, Anxiety, and Stress Scale).

Results

This study obtained 189 responses for the analysis, with 65.1% being female, and 36.5% aged between 17 to 20 years old. The motivations for choosing to study the Medicine Degree have been altruistic, with the majority indicating that it is because they can help others. However, more than half of the respondents have considered dropping out of their medical studies at some point. The percentages of symptoms consistent with depression, anxiety, and stress, ranging from moderate to extremely severe, have been 46.5, 56.6, and 57%, respectively. Additionally, a significant percentage of suicidal ideation has been recorded, corresponding to 14.3%.

Conclusions

Medical students, who are often among the top academically from a young age, face significant pressure and self-demand, which can impact their psychosocial well-being. Further research on the mental health of medical students in Spain is needed to understand and address these difficulties.

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引用次数: 0

Comparison of the effect of role-playing and team-based learning on interpersonal communication skills of emergency medical personnels

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-07 DOI: 10.1016/j.edumed.2024.101012

Mohsen Sayahi , Reza Nabi Amjad , Mahmoud Kohan

Introduction

Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.

Material and methods

This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.'s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at P < .05.

Results

The 2 groups had similar demographic characteristics (P > .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (P = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (P = .001).

Conclusion

The study shows role-playing and team-based learning enhance medical emergency staff's communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.

{"title":"Comparison of the effect of role-playing and team-based learning on interpersonal communication skills of emergency medical personnels","authors":"Mohsen Sayahi , Reza Nabi Amjad , Mahmoud Kohan","doi":"10.1016/j.edumed.2024.101012","DOIUrl":"10.1016/j.edumed.2024.101012","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.</div></div><div><h3>Material and methods</h3><div>This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.'s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at <em>P</em> < .05.</div></div><div><h3>Results</h3><div>The 2 groups had similar demographic characteristics (<em>P</em> > .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (<em>P</em> = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (<em>P</em> = .001).</div></div><div><h3>Conclusion</h3><div>The study shows role-playing and team-based learning enhance medical emergency staff's communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101012"},"PeriodicalIF":0.0,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169574","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}

引用次数: 0

Impacto de la gamificación en el aprendizaje y satisfacción de estudiantes de odontología de una universidad peruana

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-07 DOI: 10.1016/j.edumed.2024.101018

Sheila Trigo-Cano , Peggy Griselda Coa-Serrano , Sonia Caroll Macedo-Valdivia , Fernando Amilcar Chávez-Fernandez

Introduction

Gamification through escape rooms is an active teaching-learning methodology widely used in the training of health professionals with positive results. However, there is little evidence of its application in dental students, so the present study investigated its effectiveness in learning and satisfaction of this population.

Material and methods

Face-to-face escape rooms were designed in which 65 dental students participated. The intervention was structured in phases: planning, development and execution, with activities integrated into the theoretical content previously taught in class. Learning was evaluated through a pre- and post-test of knowledge based on 20 points, and satisfaction and experience with gamification in education (EGAMEDU) were measured after the intervention.

Results

There was a statistically significant difference (p < 0.001) between the pre- and post-test scores, with an increase from 9.6 to 16.8 points after gamification. The level of student satisfaction was also high, with an average higher than 3.5. Similarly, the perception of the gamified experience was positive, with an average of over 4, stating that students had fun while learning during the game, and that frustration or stress were minimally perceived.

Conclusions

Gamification, in general, and escape rooms, in particular, have been shown to have a positive impact on the learning and satisfaction of dentistry students, so they should be considered as a complementary tool to traditional teaching methods.

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引用次数: 0

Impacto en la producción científica de estudiantes y docentes universitarios antes y durante la pandemia COVID-19

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-01 DOI: 10.1016/j.edumed.2024.101007

Alisson Melissa Salazar Villavicencio

引用次数: 0

Adaptación, validación e invarianza factorial de una escala para evaluar la calidad de los cursos virtuales desarrollados para estudiantes peruanos de ciencias de la salud durante la pandemia por la COVID-19

Q2 Social Sciences

Educacion Medica

Pub Date : 2024-12-30 DOI: 10.1016/j.edumed.2024.101008

Claudio Intimayta-Escalante , Rubí Plasencia-Dueñas , Janeth N. Nuñez-Lupaca , Kevin Flores-Lovon , Nancy Ramirez-Bernuy , Giancarlo Pares-Ballasco , Natalia Barrientos-Odias , Ronald Castillo-Blanco

Objective

To adapt, validate and evaluate the factorial invariance of a scale that assess the quality of virtual courses (QVC) among health sciences students (HSS).

Methods

Cross-sectional study developed with virtual surveys to HSS to assess the QVC of the 2020 academic year, as well as sociodemographic and educational characteristics. Content-based validity was estimated with V_Aiken. Validity based on internal structure was assessed with the Goodness of Fit Indices (GFI) in the Confirmatory Factor Analysis (CFA), considering adequate the comparative fit index (CFI) and the Tucker-Lewis index (TLI) greater than 0.90, as well as values of the standardized root mean square residual (SRMR) and root mean square error of approximation (RMSEA) less than 0.08. Factor invariance was considered adequate when the ΔCFI ≤ 0.010 and the ΔRMSEA ≤ 0.015 between models at different levels. Reliability was assessed with the alpha and omega index.

Results

Of the 629 HSS included, 62.96% were women, 49.76% studied human medicine and 316 other health areas. The V_Aiken was 0.86 on the instrument. The CFA showed adequate GFI (CFI = 0.956, TLI = 0.950, RMSEA = 0.073 and SRMR = 0.044). The ΔCFI (≤ 0.002) and ΔRMSEA (≤ 0.004) between models were estimated for the characteristics evaluated (sex, place of residence, study career, stage of training and type of university management). Reliability indices were greater than 0.85 in the domains.

Conclusion

The 30-item scale and six domains to assess QVC developed for HSS in Peru showed adequate evidence of validity and reliability. In addition, it showed adequate factorial invariance in different sociodemographic and educational contexts of HSS.

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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