Educacion Medica最新文献

英文中文

Learning strategies in nursing sciences: Analysis of gender disparities in a Moroccan educational context

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-05 DOI: 10.1016/j.edumed.2025.101034

K. Ait Moussa , S. Selmaoui , N. Ouzennou

Introduction

The 2013 reform of the nursing education system in Morocco, which introduced the License-Master-Doctorate framework and the establishment of Higher Institutes of Nursing Professions and Health Techniques (ISPITS), aimed to modernize higher education and enhance nursing practices. This study examines gender differences in learning strategies among nursing students, considering Morocco's cultural specificities.

Subjects and methods

An exploratory study was conducted with 625 first-year students enrolled in three ISPITS in the Marrakech-Safi region during the first semester of the 2022–2023 academic year. Data were collected using the “Mes Outils de Travail Intellectuel” questionnaire, adapted to the Moroccan context. Statistical analyses employed non-parametric tests, including the Mann–Whitney U test for gender comparisons, and a generalized linear model to control for confounding variables such as the institution of origin and field of study.

Results

The findings indicate an overall homogeneity between genders in the use of cognitive, metacognitive, and affective tools, with a statistically significant but weak difference in the “Structuring-Reorganization” dimension (p = 0.044, small effect size).

Conclusion

The study highlights a general equity in learning strategies, challenging gender stereotypes. However, the overrepresentation of women (78.2%) in the sample limits the analysis of male behaviors. These findings emphasize the need for inclusive pedagogies tailored to local specificities and mixed-method approaches to further explore sociocultural and educational dynamics.

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引用次数: 0

Neurofobia en la formación médica: retos y estrategias

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-05 DOI: 10.1016/j.edumed.2025.101031

Mónica Regalado Chamorro , Aldo Medina Gamero

引用次数: 0

Empatía, manejo del estrés y desafíos académicos en la educación médica

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-05 DOI: 10.1016/j.edumed.2025.101032

Aldo Medina Gamero

引用次数: 0

Analizar los rasgos definitorios de un currículo de formación de profesionales de la salud basados en interculturalidad de una facultad de medicina: analizado desde la fenomenografía

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-05 DOI: 10.1016/j.edumed.2025.101033

Claudia Pérez Acuña , José Luis Medina

Introduction

The integration of intercultural competence into the curriculum of health professionals is a crucial element in addressing the diverse health care needs of increasingly multicultural societies. The manuscript analyzes the defining features of a training curriculum for health professionals based on interculturality, highlighting the need for intercultural integration in the education curriculum for health careers.

Method

Qualitative study with a phenomenographic approach. Twenty-seven interviews were carried out with students, teachers and authorities of a medical school, chosen by opinion sampling. Data analysis was carried out using the 7 steps for phenomenographic analysis described by Dahlgren and Fallsberg.

Results

The analysis allowed us to distinguish that the defining traits are made up of 3 categories: a) Intercultural competence in the curriculum, b)Teaching-learning methodologies for intercultural competence and c) Challenges for the implementation of intercultural competence.

Conclusion

The importance of integrating intercultural competence in the training of health professionals, through specific modules, transversal, interdisciplinary approaches and generic competences is fundamental. The implementation of experiential and practical teaching methodologies, as well as the adaptation of institutional structures, are essential to overcome the challenges presented by teaching of this. By taking a comprehensive and proactive view in training students, institutions can help prepare future health professionals for an increasingly diverse world, promoting more inclusive and culturally competent care.

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引用次数: 0

Adaptación y validación de una escala de fuentes de estrés en estudiantes peruanos de odontología

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-05 DOI: 10.1016/j.edumed.2025.101029

Paul Martín Herrera-Plasencia , Juana Rosmeri Salas-Huamaní , Oscar Mamani-Benito , Edison Effer Apaza-Tarqui , Josué Edison Turpo-Chaparro

Introduction

At the higher education level, dental students face various academic, clinical and personal challenges that can generate high levels of stress, affecting their well-being and performance. Therefore, it is important to have validated instruments to identify and evaluate the main sources of stress.

Materials and methods

Instrumental study with the voluntary participation of 173 students of both sexes of the stomatology course of a private university in Peru. The instrument to be validated was the Dental Environment Stress (DES), made up of 30 items distributed in 4 dimensions. Aiken's V coefficient was used to assess content-based validity, confirmatory factor analysis (CFA) to assess internal structure and Cronbach's Alpha coefficient for reliability.

Results

All items received a favorable evaluation by the judges (V > 0.70). When applying the CFA, adequate goodness-of-fit indices were obtained: χ² = 678.314, p < 0.001, gl = 399, χ²/df = 2.42, CFI = 0.991, TLI = 0.990, RMSEA = 0.052 and SRMR = 0.062, from which, it can be deduced that the model obtained a good fit and it fits well with the data. Finally, the reliability of the total scale and its dimensions was very good (ω > 0.80).

Conclusion

The sources of stress scale demonstrate adequate psychometric properties, therefore, it can be useful for the management of the training of qualified human resources in dentistry.

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引用次数: 0

Comparación de indicadores psicométricos en evaluaciones de opción múltiple entre estudiantes de Medicina Humana

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-01 DOI: 10.1016/j.edumed.2025.101025

Adriana Villa Villavicencio, Mariana Gómez Zamalloa, Diana Gabriela Ocsas Pinedo, César Gutiérrez

Introduction

Multiple-choice tests are essential in educational assessment, especially in medicine. Peruvian studies show that 3 and 5 alternatives have similar effectiveness, but the optimal number of alternatives remains debated globally.

Methods

We conducted a cross-sectional study with students from the assignment “Metodología de la Investigación Científica II”, who took assessments with four and five alternatives. Difficulty and discrimination index were calculated using Excel and Jamovi. Kruskal-Wallis test and concordance correlation coefficient where used fot he analysis, and chi-square test was used to compare distributions.

Results

A total of 55 students were included. The difficulty index showed similar medians for both 4 and 5 alternatives (p = 0.824), as did the discrimination index, which also did not identify differences between the medians (p = 0.654). The concordance values for the difficulty index indicated good consistency in both the midterm and final exams, with values of 0.925 (95% CI: 0.866 to 0.959) and 0.889 (95% CI: 0.822 to 0.932), respectively. The concordance for the discrimination index was low, with values of 0.318 (95% CI: −0.009 to 0.585) and −0.006 (95% CI: −0.247 to 0.259) for the midterm and final exams, respectively.

Conclusion

We did not find significant differences in the difficulty and discrimination of questions with 4 and 5 options. We suggest the use of 4 alternative questions in objective exams in research courses.

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引用次数: 0

Adaptación de cuestionario de creencias epistemológicas en carreras de enfermería y nutrición en contexto indígena

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-01 DOI: 10.1016/j.edumed.2025.101027

Fabiola Godoy-Leal , Flavio Muñoz-Troncoso , Enrique Riquelme

Introduction

Epistemological beliefs refer to how knowledge is understood, and in the university educational field, they allow the generation of educational strategies that facilitate the process of professional training in teaching and learning. There are instruments adapted to Western contexts, but not in contexts with indigenous knowledge. The objective is to adapt and validate the questionnaire of epistemological beliefs focused on the discipline of child health, in students and teachers of nursing and nutrition and dietetics in an indigenous context.

Methods

The questionnaire of epistemological beliefs focused on the Hofer discipline was used, which consists of 18 items in four dimensions. In the first instance, it was translated by a native English speaker, followed by a back-translation by experts, through linguistic validation. Reagents on the discipline of teaching child health in an indigenous context were incorporated into the instrument, which were defined by inter-judgments of experts. The instrument had 30 reagents and was applied as a self-administered survey to 258 students and teachers of nursing and nutrition and dietetics from various Universities in the Araucanía Region.

Results

Exploratory Factor Analysis (EFA) was used for adaptation and validation. From the 5 dimensions that existed at the beginning, these were regrouped into 9 dimensions. Maintaining the 4 dimensions proposed by Hofer, 5 dimensions emerged that were specific to the context. Validation was carried out with a Cronbach's alpha of 0.823 and a Kaiser-Meyer-Olkin (KMO) measure of 0.778 and significance of < 0.001.

Conclusion

An adapted and validated instrument of epistemological beliefs is obtained. In this way, an instrument capable of evaluating the epistemological beliefs of students and teachers is developed, which allows improving educational strategies in an indigenous context. These results promote a more socially and culturally inclusive education.

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引用次数: 0

Programa Mentor Clínico: aprendizaje-enseñanza de competencias y habilidades clínicas mediante la colaboración entre estudiantes y docentes de la carrera de Medicina

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-01 DOI: 10.1016/j.edumed.2025.101026

Lourdes Lledó García , Gabriel de Arriba de la Fuente , Manuel Rodríguez Zapata

Introduction

During the academic year 2017–2018, an innovative mentoring program began to be developed in a clinical environment between two groups of students (3rd year compulsory participation and 6th year voluntary participation) and teaching staff, in the healthcare centers of the Faculty of Medicine and Health Sciences of the University of Alcalá. The objective of this work is to present this training program and its results.

Methods

Description of the structure and coordination of the program, and assessment of its development taking into account participation, activities, materials, evaluation and opinion surveys.

Results

The average participation of 6th year students (volunteers) is 71.4%; all the activities and materials proposed in the program have been carried out; the academic results of 3rd year students are excellent, and the opinion surveys of both groups of students indicate a positive assessment of the training project.

Conclusions

The clinical mentor program facilitates the learning of clinical skills and competencies, as well as the integration of 3rd year students in a care environment, and in 6th year students the development of teaching and communication skills.

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引用次数: 0

Effects of attending workshops and using complementary material for home training on the learning of surgical knots by general surgery residents

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-02-26 DOI: 10.1016/j.edumed.2025.101024

Salvador Montoya-Alvarez , Diana Laura García-Carrera , Nadia Sarahí Hernández-Domínguez , Darling Patricia Ortiz-Guzmán , Johan Saul Pérez-Rea , Jesús Tapia-Jurado , Dalia Danely Méndez-Gómez , José Rafael Rodríguez-Bonaparte

Introduction

In the medical field, specifically in surgical specialties, the knot is crucial for suturing tissues or organs, allowing wounds to heal. This study aims to evaluate the effect of having access to different learning tools for continuous practice on learning basic surgical skills.

Materials and methods

A surgical knots workshop was held, and a prospective randomized controlled trial (RTC) was performed. General surgery residents who assisted in the workshop and accepted to participate in the study were divided into two intervention groups (Groups A and B) groups through the block randomization technique. A control group (Group C) was formed with General surgery residents not assisting the workshop. Group A continued their residency activities, participated in the knot workshop, and received complementary teaching material for home training. Group B continued their residency activities and participated in the knot workshop. Group C simply continued their residency activities. The three groups were evaluated with the OSATS scale and a procedure-specific checklist before and after the knot workshop to assess and compare proficiency.

Results

Paired hypothesis testing showed that all groups significantly increased their skills over the study period. Unpaired hypothesis testing indicated that, although all groups showed improvements, Group A obtained statistically higher scores than Groups B and C on the post-training evaluations.

Conclusion

Access to complementary teaching material, in addition to residency activities and workshops, is an important support for surgeons' training.

{"title":"Effects of attending workshops and using complementary material for home training on the learning of surgical knots by general surgery residents","authors":"Salvador Montoya-Alvarez , Diana Laura García-Carrera , Nadia Sarahí Hernández-Domínguez , Darling Patricia Ortiz-Guzmán , Johan Saul Pérez-Rea , Jesús Tapia-Jurado , Dalia Danely Méndez-Gómez , José Rafael Rodríguez-Bonaparte","doi":"10.1016/j.edumed.2025.101024","DOIUrl":"10.1016/j.edumed.2025.101024","url":null,"abstract":"<div><h3>Introduction</h3><div>In the medical field, specifically in surgical specialties, the knot is crucial for suturing tissues or organs, allowing wounds to heal. This study aims to evaluate the effect of having access to different learning tools for continuous practice on learning basic surgical skills.</div></div><div><h3>Materials and methods</h3><div>A surgical knots workshop was held, and a prospective randomized controlled trial (RTC) was performed. General surgery residents who assisted in the workshop and accepted to participate in the study were divided into two intervention groups (Groups A and B) groups through the block randomization technique. A control group (Group C) was formed with General surgery residents not assisting the workshop. Group A continued their residency activities, participated in the knot workshop, and received complementary teaching material for home training. Group B continued their residency activities and participated in the knot workshop. Group C simply continued their residency activities. The three groups were evaluated with the OSATS scale and a procedure-specific checklist before and after the knot workshop to assess and compare proficiency.</div></div><div><h3>Results</h3><div>Paired hypothesis testing showed that all groups significantly increased their skills over the study period. Unpaired hypothesis testing indicated that, although all groups showed improvements, Group A obtained statistically higher scores than Groups B and C on the post-training evaluations.</div></div><div><h3>Conclusion</h3><div>Access to complementary teaching material, in addition to residency activities and workshops, is an important support for surgeons' training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101024"},"PeriodicalIF":0.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487685","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

Taller de injusticias epistémicas: uso de métodos narrativos para el aprendizaje en bioética

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-02-26 DOI: 10.1016/j.edumed.2025.101028

Pamela Jofré , Pía Flores , Rodrigo Valenzuela , Rodrigo Vergara

Introduction

Addressing epistemic injustice in health from a bioethics education perspective can be complex, tedious, and eventually unsuccessful. Narrative practices in medical education can help clarify and reflect on complex, sometimes ambiguous concepts. This article presents an innovative educational experience in bioethics, which involves narrative practices, based on a practical-reflective workshop modality.

Methods

A practical-reflective workshop was implemented, which was mandatory, included in the course Professionalism and Practice of Medicine II, taught in the second year. The general topic to be explored was Epistemic injustices in health. 69 students participated. After brief reading material was provided, the topic was presented in a 20-minute session. Then, in small groups, they read a story selected to illustrate the content, developed some reflective proposals in groups, and finally, it was discussed in a plenary session. Afterwards, illustrative vignettes of the topic were distributed among the participants and simple, reflective questions were provided. The activity was evaluated by means of a feedback survey.

Results

Student participation was active and proactive, generating a rich discussion in small groups and then in plenary. In the surveys, they had a positive evaluation of the activity, highlighting the learning in small groups as very favorable, based on the reflection fostered in different narrative formats.

Conclusion

Narrative methodologies illustrate complex concepts such as epistemic injustice and facilitate understanding issues of bioethics and medical professionalism, motivating deep reflection in students in the first years of medicine.

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