Educacion Medica最新文献

Teaching that sticks: Leveraging bingo-based gamification for deep engagement and long-term retention in medical physiology 坚持教学：利用基于宾果游戏化的医学生理学深度参与和长期留存

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-12-12 DOI: 10.1016/j.edumed.2025.101141

Akash Tomar , Chinmay Suryavanshi , Kirtana Raghurama Nayak

Background

Competency-based medical education (CBME) emphasizes learner-centered, interactive strategies to enhance engagement and knowledge retention. Gamification can transform passive lectures into active learning experiences. This study evaluated the effectiveness of a Bingo-based quiz in improving student engagement, performance and long-term retention.

Methods

A prospective study was conducted among 250 first-year MBBS students. The students were divided into a lecture-only group and a Bingo group. A 15-item validated multiple-choice question test mapped to Bloom's taxonomy was administered post-session and again after six months. The quantitative data were analyzed via t-tests, whereas the qualitative perceptions via a validated questionnaire and thematic analysis.

Results

A total of 192 students completed the short-term post-test. The Bingo group achieved higher mean (14.08 vs. 13.79) and median scores (15.0 vs. 14.0) than did the Lecture group, with a greater proportion achieving perfect scores (54.2% vs. 42.3%) and ≥ 90% (84.4% vs. 75.7%), although these differences were not statistically significant (p = 0.209). Among 134 students who completed both assessments, the Bingo group showed small but significant long-term gains (13.59 ± 2.06–14.16 ± 1.33, p = 0.0066), whereas the Lecture group showed a smaller, nonsignificant improvement (+ 0.40, p = 0.105). Student perceptions were strongly positive, with high Likert-scale ratings (mean 4.23–4.70) and thematic analysis highlighting engagement, improved retention, confidence, and preference for similar activities.

Conclusion

Integrating Bingo-based gamification into physiology lectures supports a trend toward improved engagement and significant long-term gains. Such strategies represent a low-barrier, effective complement to traditional teaching, aligning with the CBME goals of active, student-centered learning.

以能力为基础的医学教育（CBME）强调以学习者为中心的互动策略，以提高参与和知识保留。游戏化可以将被动的讲座转变为主动的学习体验。本研究评估了宾果游戏测试在提高学生参与度、表现和长期记忆方面的有效性。方法对250名MBBS一年级学生进行前瞻性研究。学生们被分成听课组和宾果组。在治疗结束后和六个月后分别进行了一项15项有效的多项选择题测试，该测试与布鲁姆的分类法相吻合。定量数据通过t检验进行分析，而定性感知通过有效的问卷调查和专题分析。结果192名学生完成短期后测。Bingo组的平均得分（14.08比13.79）和中位数得分（15.0比14.0）高于Lecture组，获得满分的比例更高（54.2%比42.3%）和≥90%(84.4%比75.7%)，尽管这些差异无统计学意义（p = 0.209）。在完成两项评估的134名学生中，Bingo组显示出小但显著的长期收益（13.59 ± 2.06-14.16 ± 1.33,p = 0.0066），而Lecture组显示出较小的，不显著的改善（+ 0.40,p = 0.105）。学生的看法非常积极，李克特量表评分很高（平均4.23-4.70），主题分析突出了参与度，提高了保留率，信心和对类似活动的偏好。将宾果游戏化融入生理学讲座有助于提高学生的粘性和显著的长期收益。这种策略是对传统教学的一种低障碍、有效的补充，符合CBME积极、以学生为中心的学习目标。

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引用次数: 0

Producción científica del Examen Clínico Objetivo Estructurado (ECOE) en Iberoamérica y el Caribe 1990–2025 1990 - 2025年在伊比利亚美洲和加勒比开展的结构化目标临床检查的科学工作

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-12-11 DOI: 10.1016/j.edumed.2025.101139

Jehison Enmanuel Corporán-Domínguez , Gregorio González-Alcaide , José-Manuel Ramos-Rincón

Introduction

The Objective Structured Clinical Examination is a proven strategy for the assessment of competencies in health science education. However, many countries in Latin America and the Caribbean present limitations in its implementation.

Methods

A bibliometric study was conducted with the aim of analyzing the scientific production on the Objective Structured Clinical Examination in Latin America and the Caribbean. Based on the search equation and the inclusion criteria, 250 original articles and reviews were selected from the Scopus database and analyzed using quantitative metrics.

Results

The annual average of publications was 7,1 documents, with an absolute distribution of 16 (1990–2004), 35 (2005–2014), and 199 (2015–2025), respectively. Spain generated the largest number of scientific works (n = 77), and of the 12 countries with the highest article production, 8 were South American. Chile showed a collaboration network that included 13 countries. The journals BMC Medical Education (n = 18) and Educación Médica (n = 17) were identified as those that published the most research. Martínez-González was the researcher with the largest number of publications (n = 10).

Conclusion

The results demonstrate a gradual and constant increase in research on the Objective Structured Clinical Examination, highlighting a significant participation from Spain and some South American countries, which could be the focal point to boost research on this topic in the region.

前言：客观结构化临床考试是健康科学教育能力评估的一种行之有效的策略。然而，拉丁美洲和加勒比的许多国家在其执行方面存在限制。方法采用文献计量学方法，对拉丁美洲和加勒比地区《客观结构化临床检查》的科学成果进行分析。根据检索方程和纳入标准，从Scopus数据库中选取250篇原创文章和综述，采用定量指标进行分析。结果年平均发表文献71,1篇，绝对分布分别为16篇（1990-2004年）、35篇（2005-2014年）和199篇（2015-2025年）。西班牙产生了最多的科学作品（n = 77），在12个文章产量最高的国家中，有8个是南美国家。智利展示了一个包括13个国家的合作网络。《BMC医学教育》（n = 18）和《Educación msamadica》（n = 17）被确定为发表研究最多的期刊。发表论文最多的研究者为Martínez-González （n = 10）。结论研究结果表明，客观结构化临床检查的研究逐渐增加，西班牙和一些南美国家的参与程度显著提高，可能成为该地区推动该主题研究的重点。

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引用次数: 0

Bridging the gap between ethics education and clinical practice: Assessing determinants of ethical awareness among Nigerian nursing students 弥合道德教育和临床实践之间的差距：评估尼日利亚护理学生道德意识的决定因素

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-12-05 DOI: 10.1016/j.edumed.2025.101136

Adewoyin Osonuga PhD , Ayokunle Osonuga MBChB, MRCGP, FRCP (London) , Deborah Tamaratare Iyalagha BSc , Gloria Okoye MBChB, MSc, MACTM , Odusoga Osonuga MBBS, FRCP Edinburgh , Ayotunde Osonuga MBChB , Ademola Onakoya MBChB, MSc, MBA, MRCGP , Temitope Dipeolu MBChB, MRCGP

Introduction

Ethical awareness is fundamental to nursing and midwifery practice, influencing how students recognize and respond to ethical dilemmas in clinical settings. While ethics is well covered in nursing curricula, gaps often remain between theoretical knowledge and practical application. This study aimed to assess the levels of ethical knowledge, perception, and awareness among undergraduate nursing and midwifery students at Babcock University, Nigeria, and to examine the relationships among these constructs.

Materials and methods

A descriptive cross-sectional design was employed. A total of 206 undergraduate nursing and midwifery students were surveyed using a structured, self-administered questionnaire. Data were analyzed using descriptive statistics, correlation analysis, and regression models to determine associations between ethical knowledge, perception, and awareness.

Results

Most students demonstrated high knowledge of general ethical principles, with nearly all respondents familiar with patient rights and informed consent. Positive perceptions of ethics were more strongly correlated with ethical awareness (r = 0.42, p < .001) than knowledge alone (r = 0.29, p < .001). Regression analysis confirmed perception as a stronger predictor of ethical awareness. Furthermore, senior-level students with greater clinical exposure had significantly higher ethical awareness. While gender was reported in the demographics (87.4% female, 12.6% male), no statistical test demonstrated gender as a determinant of awareness.

Conclusion

The findings highlight that while factual knowledge of ethics is strong, students' perceptions and experiential learning play a more decisive role in shaping ethical awareness. Ethics education should therefore emphasize reflective, practice-based, and culturally sensitive approaches to better prepare students for complex clinical decision-making.

伦理意识是护理和助产实践的基础，影响学生在临床环境中如何认识和应对伦理困境。虽然伦理学在护理课程中被很好地涵盖，但理论知识和实际应用之间往往存在差距。本研究旨在评估尼日利亚巴布科克大学护理学和助产学本科生的伦理知识、感知和意识水平，并研究这些构念之间的关系。材料与方法采用描述性横断面设计。共有206名护理和助产学本科学生使用结构化的自我管理问卷进行了调查。使用描述性统计、相关分析和回归模型对数据进行分析，以确定伦理知识、感知和意识之间的关联。结果大多数学生表现出对一般伦理原则的高度了解，几乎所有受访者都熟悉患者权利和知情同意。积极的道德观念与道德意识的相关性（r = 0.42, p < .001）比知识本身（r = 0.29, p < .001）更强。回归分析证实知觉是道德意识的更强预测因子。此外，高水平学生的临床暴露程度越高，其伦理意识也越强。虽然人口统计学中报告了性别（女性占87.4%，男性占12.6%），但没有统计检验表明性别是意识的决定因素。结论研究结果表明，虽然事实性的伦理知识很强，但学生的感知和体验式学习在塑造伦理意识方面起着更决定性的作用。因此，伦理教育应强调反思性、实践性和文化敏感性的方法，以使学生更好地为复杂的临床决策做好准备。

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引用次数: 0

Evaluación de la práctica clínica en el estudiantado de Patología General mediante un Examen Clínico Objetivo Estructurado (ECOE) 通过结构化目标临床检查（ECOE）对普通病理学学生的临床实践进行评估

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-12-05 DOI: 10.1016/j.edumed.2025.101137

José-Manuel Ramos-Rincón , María-Teresa Sempere-Selva , Sergio Javaloy-Ballestero , Julio Ramos-Martínez , Juan Jorge Peris García , Mónica Romero Nieto , Sergio Reus Bañuls , Reyes Pascual-Pérez

Introduction

The Objective Structured Clinical Examination (OSCE) is a tool specifically designed to objectively assess clinical competencies and student attitudes in simulated scenarios. This study aims to describe the organization and implementation of the OSCE in the General Pathology subject, analyze student performance and its correlation with theoretical assessment, and evaluate student satisfaction.

Methods

A descriptive, observational, cross-sectional study was conducted in the General Pathology subject. A single 12-min OSCE station with a standardized patient was designed to assess three core competencies: history taking, physical examination, and communication skills.

Results

A total of 137 students participated. History taking was the most represented competency (76.7% of items; 65.4% of points). The overall mean score was 69.4%, with history taking showing the lowest performance (60.2%) and physical examination (88.3%) and communication (85.4%) the highest. No significant differences were observed across testing shifts (p > 0.05). The correlation between OSCE and theoretical exam scores was low (r = 0.130). Overall satisfaction was high: students rated the OSCE positively as a learning tool and expressed interest in receiving feedback.

Conclusions

Implementing an OSCE in the second year of medical school is a feasible, objective, and well-received strategy for assessing basic clinical competencies, and it promotes early and meaningful clinical learning.

客观结构化临床考试（OSCE）是一种专门设计的工具，用于在模拟场景中客观评估临床能力和学生态度。本研究旨在描述OSCE在普通病理学科目中的组织与实施，分析学生表现及其与理论评估的相关性，并评估学生满意度。方法采用描述性、观察性、横断面研究方法对普通病理学科进行研究。对一名标准化患者设计一个12分钟的OSCE站，以评估三个核心能力：病史记录、体格检查和沟通技巧。结果共137名学生参与。历史学习是最具代表性的能力（76.7%的项目；65.4%的分数）。整体平均分为69.4%，其中历史成绩最低（60.2%），体检（88.3%）和沟通（85.4%）成绩最高。各测试班次间无显著差异（p > 0.05）。OSCE与理论考试成绩的相关性较低（r = 0.130）。总体满意度很高：学生积极评价欧安组织作为一种学习工具，并表示有兴趣获得反馈。结论在医学院二年级实施OSCE是一种可行、客观且广受欢迎的评估基本临床能力的策略，它促进了早期和有意义的临床学习。

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引用次数: 0

Reflection on the teaching reform of parasitology experiment course for foreign students under the background of the belt and road “一带一路”背景下留学生寄生虫学实验课教学改革的思考

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-12-05 DOI: 10.1016/j.edumed.2025.101138

Yuting Ma , Afito Luciano , Yu Zhang , Fanming Meng

Parasitic diseases remain a significant public health issue in underdeveloped countries and regions along “the Belt and Road”. Parasitology laboratory courses offered by domestic medical colleges and universities are crucial for international medical students to understand and master the identification and diagnosis of parasites and related diseases. Therefore, ensuring the learning outcomes of international students and improving their comprehensive understanding and practical skills are the primary considerations in developing the experimental teaching of parasitology. This paper conducts an in-depth analysis and discussion on this topic and provides a reference for related educational reforms.

寄生虫病仍是欠发达国家和“一带一路”沿线地区的重大公共卫生问题。国内医学院校开设的寄生虫学实验课程，对于国际医学生了解和掌握寄生虫及相关疾病的鉴别诊断至关重要。因此，确保留学生的学习成果，提高学生的综合理解能力和实践能力，是开展寄生虫学实验教学的首要考虑。本文对这一问题进行了深入的分析和探讨，为相关的教育改革提供参考。

引用次数: 0

Trastorno de déficit de atención e hiperactividad en estudiantes de Medicina del occidente de México 西墨西哥医科学生的注意缺陷/多动障碍

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-25 DOI: 10.1016/j.edumed.2025.101122

María de los Ángeles Covarrubias-Bermúdez , Alexander Joeshua Ávalos-David , Selene Hernández-García , Joselin Monserrat Pérez-Carrillo , Sofía Rebeca Gutiérrez-Hernández , Marco Antonio Zavala-González , José Carlos Ramírez Cruz

Introduction

Attention deficit hyperactivity disorder (ADHD) affects the teaching-learning process. The positivity rate of the ASRS-v1.1 and its associated factors in medical students of the CUT-UDG during the 2024. A school year were measured.

Material and methods

Cross-sectional study in N = 763 medical students from first to sixth semester, probabilistic sample (n = 164), stratified randomized sampling by tombola technique with substitution. Adults of either sex with current enrollment were included. The long version of the Adult Self-Report Scale (ASRS-v1.1) of the World Health Organization was applied (α = 0.862). The data were systematized with Google Forms© and analyzed with Epi Info©. Descriptive statistics, OR with CI 95% and logistic regression were obtained. Research without risk.

Results

The positive rate for ASRS-v1.1 was 78%. Frequency of exposure to hygienic-dietary factors that aggravate the disease was 100%. Statistically significant association with “regular consumption of products with phenylalanine” (OR = 3.54; CI 95%: 1.05–11.88). Statistically significant interactions between “ASRS-v1.1 positivity * no regular consumption of phenylalanine * general average achievement < 94/100” (OR = 0.25; 95% CI 0.07–0.92), and “ASRS-v1.1 positivity*regular consumption of phenylalanine * exposure to devices with screen ≥ 7 h/day” (OR = 0.04; (95% CI: 0.00–0.90).

Conclusion

The ASRS-v1.1 positivity was significantly high compared to the references consulted.

注意缺陷多动障碍（ADHD）影响教学过程。2024年CUT-UDG医学生ASRS-v1.1阳性率及其相关因素分析对一个学年进行了测量。材料与方法横断面研究N = 763名医学生一至六学期，概率样本（N = 164），分层随机抽样与代入的tombola技术。纳入了当前登记的任何性别的成年人。采用世界卫生组织长版成人自我报告量表（ASRS-v1.1）（α = 0.862）。数据采用谷歌Forms©整理，Epi Info©分析。描述性统计，OR, CI 95%， logistic回归。无风险的研究。结果ASRS-v1.1阳性率为78%。暴露于加重疾病的卫生-饮食因素的频率为100%。与“经常食用含有苯丙氨酸的产品”有统计学意义的关联（OR = 3.54;CI 95%: 1.05-11.88）。统计学意义”之间的交互ASRS-v1.1积极性 * 没有定期食用苯丙氨酸 * 共同海损成就& lt; 94/100”(或 = 0.25;95%可信区间0.07 - -0.92),和“ASRS-v1.1积极性*经常食用的苯丙氨酸 * 接触设备屏幕≥7 h /日”(或 = 0.04;(95%置信区间:0.00—-0.90)。结论与参考文献相比，ASRS-v1.1的阳性率明显增高。

{"title":"Trastorno de déficit de atención e hiperactividad en estudiantes de Medicina del occidente de México","authors":"María de los Ángeles Covarrubias-Bermúdez , Alexander Joeshua Ávalos-David , Selene Hernández-García , Joselin Monserrat Pérez-Carrillo , Sofía Rebeca Gutiérrez-Hernández , Marco Antonio Zavala-González , José Carlos Ramírez Cruz","doi":"10.1016/j.edumed.2025.101122","DOIUrl":"10.1016/j.edumed.2025.101122","url":null,"abstract":"<div><h3>Introduction</h3><div>Attention deficit hyperactivity disorder (ADHD) affects the teaching-learning process. The positivity rate of the ASRS-v1.1 and its associated factors in medical students of the CUT-UDG during the 2024. A school year were measured.</div></div><div><h3>Material and methods</h3><div>Cross-sectional study in <em>N</em> = 763 medical students from first to sixth semester, probabilistic sample (<em>n</em> = 164), stratified randomized sampling by tombola technique with substitution. Adults of either sex with current enrollment were included. The long version of the Adult Self-Report Scale (ASRS-v1.1) of the World Health Organization was applied (<em>α</em> = 0.862). The data were systematized with Google Forms© and analyzed with Epi Info©. Descriptive statistics, OR with CI 95% and logistic regression were obtained. Research without risk.</div></div><div><h3>Results</h3><div>The positive rate for ASRS-v1.1 was 78%. Frequency of exposure to hygienic-dietary factors that aggravate the disease was 100%. Statistically significant association with “regular consumption of products with phenylalanine” (OR = 3.54; CI 95%: 1.05–11.88). Statistically significant interactions between “ASRS-v1.1 positivity * no regular consumption of phenylalanine * general average achievement <94/100” (OR = 0.25; 95% CI 0.07–0.92), and “ASRS-v1.1 positivity*regular consumption of phenylalanine * exposure to devices with screen ≥7 h/day” (OR = 0.04; (95% CI: 0.00–0.90).</div></div><div><h3>Conclusion</h3><div>The ASRS-v1.1 positivity was significantly high compared to the references consulted.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101122"},"PeriodicalIF":0.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614262","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}

引用次数: 0

De la ciencia al aula: la investigación traslacional como motor de innovación y sostenibilidad curricular en medicina 从科学到课堂：转化研究作为创新和医学课程可持续性的驱动力

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-25 DOI: 10.1016/j.edumed.2025.101129

Emma Gladis Tufiño Blas , Manuel Urrutia Flores

引用次数: 0

El espectro del burnout: un análisis de perfiles latentes en médicos residentes peruanos 倦怠的幽灵：对秘鲁住院医生的潜在概况分析

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-21 DOI: 10.1016/j.edumed.2025.101119

Javier A. Flores-Cohaila , Cielo A. Estela-Fernandez , Brayan Miranda-Chavez , Javier P. Flores-Arocutipa , Julio C. Lujan-Minaya , Jeff Huarcaya-Victoria , Cesar Copaja-Corzo

Objective

To identify latent profiles of burnout and depressive symptoms in Peruvian medical residents.

Materials and methods

A secondary analysis of the ENSUSALUD 2016 survey. A latent profile analysis was conducted using the dimensions of the MBI and the PHQ-2.

Results

Four profiles were identified: Resilient (36.6%), Mild Burnout (16.0%), Moderate Burnout (39.9%), and Severe Burnout (7.6%). Only the severe profile presented with depression (64%). The profiles differed in work-life balance, family support, and workplace violence (p < 0.001).

Conclusion

Burnout in Peruvian residents presents as a heterogeneous spectrum where only the severe profile develops comorbid depression.

目的了解秘鲁住院医师职业倦怠和抑郁症状的潜在特征。材料与方法：对2016年协和大学医学院调查进行二次分析。使用MBI和PHQ-2的维度进行潜在剖面分析。结果发现了4种类型：弹性型（36.6%）、轻度职业倦怠（16.0%）、中度职业倦怠（39.9%）和重度职业倦怠（7.6%）。只有重度患者表现为抑郁症（64%）。在工作-生活平衡、家庭支持和工作场所暴力方面存在差异（p <； 0.001）。结论秘鲁居民的职业倦怠表现为异质性谱，只有严重的人才会并发抑郁症。

引用次数: 0

Análisis de la influencia del baremo en la prueba para médico interno residente (MIR) e impacto de su modificación 分析比例尺对住院医师测试的影响及其修改的影响

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-20 DOI: 10.1016/j.edumed.2025.101132

Jose Curbelo , Diana Monge Martín , Emilio Cervera Barba , Santiago Álvarez Montero , Cristina García de Leonardo , María Carnero González , Francisco Campos Lucas , Juan Vega Villar , Fernando Caballero Martínez

Introduction

Currently, the academic score accounts for 10% of the final result in the Spanish MIR (Medical Residency Entrance Exam). This study aims to analyze the relationship between academic score and exam performance, and to evaluate the impact of modifying the weight of the academic score to 0%, 25%, or 50%.

Methods

Official results from the 2020/2021 and 2021/2022 MIR exams were analyzed. Net scores were assessed in relation to academic scores adjusted for country of origin, and the changes in ranking positions were calculated for scenarios where the academic score weight was set at 0%, 25%, and 50%.

Results

A strong correlation was found between net scores and academic performance (0.65 and 0.64 for the 2020–2021 and 2021–2022 MIR exams, respectively), which increased when analyzing only Spanish candidates. Across all academic score ranges, Spanish candidates achieved higher net scores than foreign candidates. Assigning a 0% weight to the academic score led to a median worsening in ranking of 4 positions for Spaniards and 17 positions for foreigners in the 2020–2021 exam (p < 0.001). Conversely, increasing the academic score weight to 50% resulted in a median worsening of 21 positions for Spaniards and an improvement of 97 positions for foreigners (p < 0.001). Similar results were observed for the 2021–2022 cohort.

Conclusions

A high academic score is associated with better MIR exam performance, particularly among Spanish candidates. Increasing the weight of the academic score does not benefit Spanish applicants.

目前，学术成绩占西班牙医学住院医师入学考试最终成绩的10%。本研究旨在分析学业成绩与考试成绩之间的关系，并评估将学业成绩的权重调整为0%、25%或50%的影响。方法对2020/2021年和2021/2022年MIR考试的官方结果进行分析。净分数与根据原籍国调整的学术分数进行了评估，并计算了学术分数权重设置为0%、25%和50%的情况下排名位置的变化。结果发现净分数与学业成绩之间存在很强的相关性（2020-2021年和2021-2022年MIR考试分别为0.65和0.64），仅分析西班牙考生时，这一相关性增加。在所有学术分数范围内，西班牙候选人的净分数高于外国候选人。在2020-2021年的考试中，学术分数的权重为0%，导致西班牙人排名中位数下降4位，外国人排名中位数下降17位（p < 0.001）。相反，将学术分数权重增加到50%，导致西班牙人的排名中位数下降了21位，而外国人的排名中位数提高了97位（p < 0.001）。在2021-2022年队列中观察到类似的结果。结论学业成绩越高，MIR考试成绩越好，尤其是在西班牙语考生中。提高学术分数的权重对西班牙申请人没有好处。

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引用次数: 0

Evaluación oral mediante casos clínicos: una apuesta formativa en sintonía con el razonamiento clínico 以临床病例为基础的口头评估：与临床推理相一致的一种教育方法

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-19 DOI: 10.1016/j.edumed.2025.101130

Manuel Millán-Hernández , Daniela Francelia Albarrán Pérez

引用次数: 0