Educacion Medica最新文献

英文中文

ECOE virtual de radiología en el metaverso Second Life®: comparación de estudiantes de tercer y sexto curso Second Life®虚拟放射学ECOE：三年级和六年级学生比较

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-03-09 DOI: 10.1016/j.edumed.2026.101167

Francisco Sendra-Portero , Alba Virtudes Pérez-Baena , Teodoro Rudolphi-Solero , Rocío Lorenzo-Álvarez , Dolores Domínguez-Pinos , Miguel José Ruiz-Gómez

Introduction

This study presents a formative virtual Objective Structured Clinical Examination (OSCE) in Radiology, conducted in the Second Life® metaverse, aimed at comparing the performance and perception of third- and sixth-year medical students and to analyze its integration into undergraduate medical education.

Methods

Four virtual rooms were designed, each with six clinical stations based on radiology cases commonly encountered in primary care. A total of 151 third-year and 159 sixth-year medical students participated during the 2023–2024 academic year. Each student completed six cases, with nine minutes per station. Responses were assessed using specific checklists. After the activity, students received individual feedback and completed a questionnaire on general perception, cognitive load, and overall experience.

Results

Sixth-year students scored significantly higher than third-year students (3.8 ± 1.1 vs. 2.4 ± 1.1; p < 0.001). No significant differences were found in the general perception scale (5-point Likert); however, third-year students reported lower cognitive load related to using Second Life®. Both groups rated the experience above 7/10, although sixth-year students rated project organization, the virtual OSCE environment, its usefulness for their training, and peer interaction significantly higher (p < 0.05).

Conclusion

The virtual OSCE in Second Life® is a viable, efficient, and well-received formative strategy among undergraduate students. The results of this experience support its integration into the medical curriculum and its potential to develop new clinical simulation approaches.

本研究介绍了在第二人生（Second Life®）虚拟世界中进行的放射学形成性虚拟客观结构化临床检查（OSCE），旨在比较三年级和六年级医学生的表现和感知，并分析其与本科医学教育的整合。方法根据初级保健中常见的放射学病例设计4个虚拟房间，每个房间设有6个临床工作站。在2023-2024学年，共有151名三年级学生和159名六年级学生参加了这项研究。每个学生完成6个案例，每站9分钟。使用特定的核对表对反应进行评估。活动结束后，学生获得了个人反馈，并完成了一份关于一般感知、认知负荷和整体体验的问卷。结果六年级学生得分明显高于三年级学生（3.8±1.1比2.4±1.1;p < 0.001）。一般知觉量表（5分Likert）无显著差异；然而，三年级学生报告与使用第二人生®相关的认知负荷较低。两组对体验的评分都在7/10以上，尽管六年级学生对项目组织、虚拟欧安组织环境、其对培训的有用性和同伴互动的评分明显更高（p < 0.05）。结论Second Life®中的虚拟OSCE是一种可行、有效且受大学生欢迎的形成策略。这一经验的结果支持将其纳入医学课程，并具有开发新的临床模拟方法的潜力。

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引用次数: 0

Assessing medical student preparedness for the clinical phase: perspectives of clinical faculty across specialties and medical school types in Indonesia 评估医学生临床阶段的准备：印度尼西亚跨专业和医学院类型的临床教师的观点

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-18 DOI: 10.1016/j.edumed.2026.101165

Wienta Diarsvitri , Jo Hart

Background

Evidence indicates that medical students often enter their clinical phase of undergraduate medical education without adequate preparation, which can affect their learning and patient safety. This study aimed to compare the preparedness of medical students to begin their clinical phase at public and private medical schools in Indonesia during and before the COVID-19 pandemic, based on the perspectives of clinical faculty.

Methods

This study employed a mixed-methods approach with an explanatory sequential design. Quantitative data were collected from 48 clinical faculty members across eight Indonesian medical schools using a validated Indonesian version of the 39-item Student Readiness for Clerkship Survey, with each item measuring a specific competency. Qualitative data were obtained through focus group discussions. Descriptive and inferential statistics were employed to analyze survey data, and thematic analysis was conducted to extract key themes from the qualitative responses.

Results

The clinical faculty from public institutions rated students significantly higher in 35 out of 39 competency areas compared to their counterparts in private institutions. These survey findings were reinforced by the FGD findings, which revealed four key factors influencing medical students' preparedness: a strong clinical education system, competent clinical faculty, qualified medical students, and robust institutional support.

Conclusion

This study reports perceived differences in clinical preparedness between public and private medical students in Indonesia and highlights institutional and educational factors that may contribute to these differences, informing efforts to strengthen the clinical education system.

有证据表明，医学生在进入本科医学教育的临床阶段时，往往没有做好充分的准备，这影响了他们的学习和患者安全。本研究旨在比较印度尼西亚公立和私立医学院医学生在2019冠状病毒病大流行期间和之前开始临床阶段的准备情况，基于临床教师的观点。方法本研究采用解释序列设计的混合方法。定量数据是从8所印度尼西亚医学院的48名临床教员中收集的，使用了经过验证的印度尼西亚版本的39项学生见职准备调查，每个项目测量一个特定的能力。通过焦点小组讨论获得定性数据。采用描述性统计和推理统计对调查数据进行分析，并进行专题分析，从定性回答中提取关键主题。结果公立院校的临床教师在39个能力领域中的35个方面对学生的评价明显高于私立院校的同行。FGD的调查结果进一步证实了这些调查结果，揭示了影响医学生准备的四个关键因素：强大的临床教育体系、称职的临床教师、合格的医学生和强有力的机构支持。结论：本研究报告了印度尼西亚公立和私立医学院学生在临床准备方面的差异，并强调了可能导致这些差异的制度和教育因素，为加强临床教育体系提供了信息。

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引用次数: 0

Procrastinación académica como expresión de malestar psicológico en la formación médica 作为医学教育中心理不安的一种表现形式的学业拖延

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101156

Edwin Gustavo Estrada-Araoz

引用次数: 0

Actividades profesionales a confiar para la educación de profesionales de la salud en Paraguay 为巴拉圭保健专业人员教育开展的专业活动

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101157

Juan Manuel Invernizzi Prats , Telmo Raul Aveiro-Róbalo

引用次数: 0

Investigación durante la residencia y su sentido formativo 住院期间的研究及其形成意义

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-18 DOI: 10.1016/j.edumed.2026.101164

Edwin Gustavo Estrada-Araoz

引用次数: 0

Competencias en enfermería y práctica clínica 护理技能和临床实践

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-23 DOI: 10.1016/j.edumed.2026.101151

Jessica Godoy-Pozo , Mónica Illesca-Pretty , Carola Rosas , Teresa Botigué

Introduction

The practical component occupies a central place in the nursing curriculum by promoting meaningful learning and the development of competencies through contact with real situations. However, various factors can influence the development of competencies. This study explores Nursing students' perceptions of the development of generic competencies in clinical practice within the context of the learner-centered educational model.

Methods

A descriptive, qualitative study using an intrinsic case study. Purposive theoretical sampling based on criteria and convenience was used. Three focus groups and qualitative content analysis were conducted.

Results

The central theme emerging was “Nursing students' perceptions of the development of generic competencies in clinical practice within the context of the Learning-Centered Educational Model”. The theme was divided into five categories: instrumental competencies enhanced in clinical practice, interpersonal competencies enhanced in clinical practice, systemic competencies enhanced in clinical practice, factors facilitating the development of generic competencies, and factors hindering the development of generic competencies.

Conclusion

Clinical practice is a key opportunity for developing generic competencies. Its effectiveness depends on the environment of the healthcare centers, the dynamics of the team members, the support of Faculty and clinical tutors, their characteristics, interpersonal skills, values, and training, as well as on the students' academic and emotional preparation.

通过与实际情况的接触，促进有意义的学习和能力的发展，实践部分在护理课程中占据中心地位。然而，各种因素可以影响能力的发展。本研究探讨护理学生在以学习者为中心的教育模式下对临床实践中通用能力发展的看法。方法采用定性、描述性的案例研究方法。采用基于标准和便利性的目的性理论抽样。进行了三个焦点小组和定性内容分析。结果研究的中心主题是“以学习为中心的教育模式下护理学生对临床实践中通用能力发展的看法”。主题分为五类：临床实践中的工具性能力增强、临床实践中的人际能力增强、临床实践中的系统性能力增强、促进通用能力发展的因素和阻碍通用能力发展的因素。结论临床实践是培养通用能力的重要机会。其有效性取决于医疗中心的环境、团队成员的活力、教师和临床导师的支持、他们的特点、人际交往能力、价值观和培训，以及学生的学术和情感准备。

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引用次数: 0

La enseñanza de la metodología científica y la investigación aplicada en el grado de Medicina en España 在西班牙医学学位中教授科学方法和应用研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-03-09 DOI: 10.1016/j.edumed.2026.101168

Natalia Lobera-García , Isabel Belinchón-Romero , Gregorio González-Alcaide , Antonio F. Compañ Rosique , José Manuel Ramos-Rincón

Introduction

The integration of the scientific method and research training into the undergraduate medical curriculum is essential for evidence-based clinical practice and adaptation to scientific advances. The aim of this study was to review the teaching of scientific methodology and research in undergraduate medical curricula in Spain.

Materials and methods

Descriptive study of the curricula of the 52 Spanish universities offering Medicine, identifying through their official websites the courses related to “scientific method” and “research”.

Results

Forty-one universities (78.8%) included at least one such course, with a higher presence in public (77.8%) than private institutions (71.3%); 11 (21.2%) offered none. Most universities (61%) had only one course, while 39% offered two or more. A total of 64 courses were identified: 30 (46.9%) focused exclusively on research and 34 (53.1%) combined with other disciplines, mainly epidemiology (29.4%) and biostatistics (26.5%). Mandatory courses predominated (73.4%; median 6 ECTS) compared to electives (26.6%; median 3 ECTS; p < 0.001).

Conclusions

Training in scientific methodology and research is widely integrated into undergraduate medical curricula in Spain, although with variability among universities in the number of subjects, credit load, and content. This heterogeneity suggests relevant differences in students' exposure to research during medical training.

将科学方法和研究训练整合到本科医学课程中，对于循证临床实践和适应科学进步至关重要。本研究的目的是审查西班牙本科医学课程中科学方法论和研究的教学。材料和方法对西班牙52所提供医学的大学的课程进行描述性研究，通过其官方网站确定与“科学方法”和“研究”相关的课程。结果41所高校（78.8%）开设了至少一门此类课程，公立院校（77.8%）高于民办院校（71.3%）；11家（21.2%）没有提供。大多数大学（61%）只有一门课程，而39%的大学提供两门或更多课程。共开设64门课程，其中30门（46.9%）专门从事研究，34门（53.1%）与其他学科相结合，主要是流行病学（29.4%）和生物统计学（26.5%）。必修课占主导地位（73.4%；中位数6 ECTS），而选修课占主导地位（26.6%；中位数3 ECTS； p <； 0.001）。结论：尽管各大学在学科数量、学分负荷和内容上存在差异，但在西班牙，科学方法和研究方面的紧张已广泛纳入本科医学课程。这种异质性表明学生在医学培训期间接触研究的相关差异。

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引用次数: 0

Exploring scientific reasoning in medical students via Lawson's test 通过劳森测试探索医学生的科学推理能力

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-17 DOI: 10.1016/j.edumed.2026.101163

Francisco Estrada-Rojo , Alejandro Hernández-Chávez , Armando Muñoz-Comonfort , Gustavo López-Toledo , Laura Gómez-Virgilio , Francisco Estrada-Bernal , Raúl Sampieri-Cabrera

Introduction

Scientific reasoning is an essential skill for medical students, helping them to formulate hypotheses, design experiments, and interpret data effectively. This cross-sectional observational study aimed to evaluate scientific reasoning levels among 113 medical students from both a public university and a military university in Mexico, using the Lawson Classroom Scientific Reasoning Test.

Methods

The test included 12 items, each requiring justification of the response. Data analysis involved normality tests (Kolmogorov–Smirnov and Shapiro–Wilk) and an ANOVA with Tukey's post-hoc comparisons.

Results

The findings showed that 67.26% of students demonstrated concrete reasoning, 31.86% were at the transitional formal stage, and only 0.88% attained the post-formal level. No significant differences were observed between the two groups.

Conclusion

These results highlight the importance of enhancing scientific reasoning in medical education. While the Lawson Test is a useful assessment tool, it should be complemented by broader educational strategies to cultivate deeper critical thinking skills during medical training.

科学推理是医学生的基本技能，帮助他们制定假设，设计实验，并有效地解释数据。本横断面观察性研究旨在评估来自墨西哥一所公立大学和一所军事大学的113名医学生的科学推理水平，采用劳森课堂科学推理测试。方法测试包括12个项目，每个项目要求对回答进行证明。数据分析包括正态性检验（Kolmogorov-Smirnov和Shapiro-Wilk）和Tukey事后比较的方差分析。结果67.26%的学生表现出具体推理能力，31.86%的学生处于过渡正式阶段，仅有0.88%的学生达到后正式水平。两组间无显著差异。结论加强科学推理在医学教育中的重要性。虽然劳森测试是一种有用的评估工具，但在医学培训期间，应该辅之以更广泛的教育策略，以培养更深入的批判性思维技能。

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引用次数: 0

Inteligencia artificial y salud mental en la formación médica 医学教育中的人工智能和心理健康

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-16 DOI: 10.1016/j.edumed.2026.101155

Edwin Gustavo Estrada-Araoz

引用次数: 0

Impacto de la tutoría por pares en el aprendizaje de electrocardiografía en estudiantes de Medicina: un estudio mixto 同侪辅导对医科学生心电图学习的影响：一项混合研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-05-01 Epub Date: 2026-02-25 DOI: 10.1016/j.edumed.2026.101162

Lorena Ruiz , Nataly Vergara , Jaime Pérez , Juan Méndez

Introduction

In Colombia, ischemic heart disease is the leading cause of mortality. The electrocardiogram (ECG) is a non-invasive and highly efficient diagnostic tool. However, its teaching continues to be a major challenge in medical education due to its interpretative complexity. This study explores the impact of peer tutoring as a pedagogical strategy to measure its short- and medium-term effectiveness in ECG learning among medical students.

Material and methods

A mixed-methods study was conducted with a longitudinal quantitative component and complementary qualitative analysis, involving two cohorts of third-semester medical students (2022–1 and 2022–2) from the University of Antioquia (n = 45). Three written tests were applied (pretest, posttest 1, and posttest 2), analyzed using Student's t-tests for paired and independent samples. The qualitative analysis was based on grounded theory and semi-structured interviews.

Results

A significant improvement in academic performance was observed after the intervention, with statistically significant differences between the pretest and posttest 1 (G1: p < 0.01; G2: p < 0.001). No significant differences were found between posttest 1 and posttest 2 (p = 0.097), suggesting knowledge retention over time. The qualitative analysis revealed categories such as meaningful learning, tutor skills and characteristics, tutoring environment, and positive emotions, which reinforced the pedagogical experience.

Conclusion

Peer tutoring proved to be an effective strategy for teaching ECG, with positive effects in both the short and medium term. Students improved their academic performance and reported a more meaningful learning experience.

在哥伦比亚，缺血性心脏病是导致死亡的主要原因。心电图（ECG）是一种无创、高效的诊断工具。然而，由于其解释的复杂性，其教学仍然是医学教育中的一个主要挑战。本研究探讨同伴辅导作为一种教学策略对医学生心电学习的短期和中期效果的影响。材料与方法本研究采用纵向定量成分和互补定性分析相结合的混合方法，纳入两组来自安蒂奥基亚大学的三学期医学生（2022-1和2022-2）（n = 45）。应用了三个书面测试（前测、后测1和后测2），使用配对和独立样本的学生t检验进行分析。定性分析基于扎根理论和半结构化访谈。结果干预后学业成绩均有显著改善，测前与测后比较差异有统计学意义（G1: p <； 0.01;G2: p <； 0.001）。后测1和后测2之间没有显著差异（p = 0.097），表明知识保留随着时间的推移。定性分析揭示了有意义学习、导师技能与特征、辅导环境、积极情绪等类别，强化了教学体验。结论同伴辅导是一种有效的心电教学策略，具有中短期的积极效果。学生们的学习成绩有所提高，学习经历也更有意义。

{"title":"Impacto de la tutoría por pares en el aprendizaje de electrocardiografía en estudiantes de Medicina: un estudio mixto","authors":"Lorena Ruiz , Nataly Vergara , Jaime Pérez , Juan Méndez","doi":"10.1016/j.edumed.2026.101162","DOIUrl":"10.1016/j.edumed.2026.101162","url":null,"abstract":"<div><h3>Introduction</h3><div>In Colombia, ischemic heart disease is the leading cause of mortality. The electrocardiogram (ECG) is a non-invasive and highly efficient diagnostic tool. However, its teaching continues to be a major challenge in medical education due to its interpretative complexity. This study explores the impact of peer tutoring as a pedagogical strategy to measure its short- and medium-term effectiveness in ECG learning among medical students.</div></div><div><h3>Material and methods</h3><div>A mixed-methods study was conducted with a longitudinal quantitative component and complementary qualitative analysis, involving two cohorts of third-semester medical students (2022–1 and 2022–2) from the University of Antioquia (<em>n</em> = 45). Three written tests were applied (pretest, posttest 1, and posttest 2), analyzed using Student's t-tests for paired and independent samples. The qualitative analysis was based on grounded theory and semi-structured interviews.</div></div><div><h3>Results</h3><div>A significant improvement in academic performance was observed after the intervention, with statistically significant differences between the pretest and posttest 1 (G1: <em>p</em> < 0.01; G2: <em>p</em> < 0.001). No significant differences were found between posttest 1 and posttest 2 (<em>p</em> = 0.097), suggesting knowledge retention over time. The qualitative analysis revealed categories such as meaningful learning, tutor skills and characteristics, tutoring environment, and positive emotions, which reinforced the pedagogical experience.</div></div><div><h3>Conclusion</h3><div>Peer tutoring proved to be an effective strategy for teaching ECG, with positive effects in both the short and medium term. Students improved their academic performance and reported a more meaningful learning experience.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101162"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385275","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}

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