Pub Date : 2025-12-29DOI: 10.1016/j.edumed.2025.101142
Marco Antonio Zavala-González , María de los Ángeles Covarrubias-Bermúdez , Leonardo Rafael Jiménez-García , Jaramar Martínez-Armas , José Carlos Ramírez-Cruz
Introduction
SPIKES is an internationally recognized protocol for communicating bad medical news. However, there are no existing instruments to evaluate its practical application by health professionals. Consequently, the objective of this study was to develop and validate an Instrument for Assessing the Application of the SPIKES Protocol (IVAP-SPIKES, its Spanish acronym).
Material and methods
This was a cross-sectional study conducted on a purposive sample of n = 200 medical students from the University Center of Tonala, University of Guadalajara during 2024. A checklist based on the SPIKES protocol was designed and modified based on its reliability. Internal and external consistency, construct validity, and intra- and inter-observer variability were determined with 95% confidence (p ≤ 0.05) using IBM SPSS Statistics 26.
Results
Four versions of the checklist were developed. The fourth version consisted of 18 items divided into six dimensions, designed to be administered in a maximum of 15 min. Its reliability coefficient was α = 0.778, the correlation between the two halves was ρ = 0.703, its K-S coefficient was Z = 0.144, and the test–retest correlation was ρ = 0.292. The median score of experts was higher than that of laypersons, U = 46.5. There were no inter- or intra-observer differences. All statistics were significant (p ≤ 0,05).
Conclusions
The IVAP-SPIKES instrument objectively measures the ability of health professionals to communicate bad medical news. Its use is encouraged for evaluating training programs. Its application in different contexts is suggested to determine potential adaptation needs.
{"title":"Construcción y validación de un instrumento en español para evaluar la práctica de comunicar malas noticias médicas en México","authors":"Marco Antonio Zavala-González , María de los Ángeles Covarrubias-Bermúdez , Leonardo Rafael Jiménez-García , Jaramar Martínez-Armas , José Carlos Ramírez-Cruz","doi":"10.1016/j.edumed.2025.101142","DOIUrl":"10.1016/j.edumed.2025.101142","url":null,"abstract":"<div><h3>Introduction</h3><div>SPIKES is an internationally recognized protocol for communicating bad medical news. However, there are no existing instruments to evaluate its practical application by health professionals. Consequently, the objective of this study was to develop and validate an Instrument for Assessing the Application of the SPIKES Protocol (IVAP-SPIKES, its Spanish acronym).</div></div><div><h3>Material and methods</h3><div>This was a cross-sectional study conducted on a purposive sample of <em>n</em> = 200 medical students from the University Center of Tonala, University of Guadalajara during 2024. A checklist based on the SPIKES protocol was designed and modified based on its reliability. Internal and external consistency, construct validity, and intra- and inter-observer variability were determined with 95% confidence (p ≤ 0.05) using IBM SPSS Statistics 26.</div></div><div><h3>Results</h3><div>Four versions of the checklist were developed. The fourth version consisted of 18 items divided into six dimensions, designed to be administered in a maximum of 15 min. Its reliability coefficient was α = 0.778, the correlation between the two halves was ρ = 0.703, its K-S coefficient was Z = 0.144, and the test–retest correlation was ρ = 0.292. The median score of experts was higher than that of laypersons, U = 46.5. There were no inter- or intra-observer differences. All statistics were significant (p ≤ 0,05).</div></div><div><h3>Conclusions</h3><div>The IVAP-SPIKES instrument objectively measures the ability of health professionals to communicate bad medical news. Its use is encouraged for evaluating training programs. Its application in different contexts is suggested to determine potential adaptation needs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101142"},"PeriodicalIF":0.0,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883679","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}
Doctor-patient communication, patient-centered care, and empathy are all crucial in health care. These topics should be addressed throughout the undergraduate medical curriculum, but this is not always feasible due to the significant resources required. Micro-level interventions are more feasible; however, the effects on students and the means of achieving them are unknown. Therefore, this study focuses on a micro-level, theory-based communication training intervention to help medical students understand the importance of patient-centered care and empathy.
Methods
We conducted a design-based research study. We implemented a three-hour, role-playing-based communication seminar for forty-six fifth-year medical students at the Universitat Autònoma de Barcelona, applying cognitive apprenticeship principles. The following qualitative data were collected: students' written reflections, interviews with students and teachers, and seminar observations.
Results
The written reflections indicated that students believe patient-centered care and empathy are not merely skills and attitudes to possess but values inherent to the medical profession. The interviews show that involvement in role plays, teacher guidance, and a positive learning atmosphere were essential to the intervention.
Conclusion
The intervention helped improve students' awareness and their attitude, allowed them to practice skills related to patient-centered care and empathy, and see them as values of the profession.
{"title":"How can a micro-level communication training intervention help medical students learn about patient-centered care and empathy? Qualitative results of a design-based research","authors":"Carme Nogueras , Daniëlle Verstegen , Cinthya Landa , Yolanda López , Miriam Moreno , Helena Manjón , Vanesa Oropeza , Ramón Miralles","doi":"10.1016/j.edumed.2025.101135","DOIUrl":"10.1016/j.edumed.2025.101135","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctor-patient communication, patient-centered care, and empathy are all crucial in health care. These topics should be addressed throughout the undergraduate medical curriculum, but this is not always feasible due to the significant resources required. Micro-level interventions are more feasible; however, the effects on students and the means of achieving them are unknown. Therefore, this study focuses on a micro-level, theory-based communication training intervention to help medical students understand the importance of patient-centered care and empathy.</div></div><div><h3>Methods</h3><div>We conducted a design-based research study. We implemented a three-hour, role-playing-based communication seminar for forty-six fifth-year medical students at the Universitat Autònoma de Barcelona, applying cognitive apprenticeship principles. The following qualitative data were collected: students' written reflections, interviews with students and teachers, and seminar observations.</div></div><div><h3>Results</h3><div>The written reflections indicated that students believe patient-centered care and empathy are not merely skills and attitudes to possess but values inherent to the medical profession. The interviews show that involvement in role plays, teacher guidance, and a positive learning atmosphere were essential to the intervention.</div></div><div><h3>Conclusion</h3><div>The intervention helped improve students' awareness and their attitude, allowed them to practice skills related to patient-centered care and empathy, and see them as values of the profession.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101135"},"PeriodicalIF":0.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789741","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}
Pub Date : 2025-12-13DOI: 10.1016/j.edumed.2025.101134
Paul Martín Herrera-Plasencia , Oscar Mamani-Benito , Josué Edison Turpo-Chaparro
Introduction
The quality of training for qualified human resources in stomatology depends on the motivations of university students. However, in the Peruvian context, there are few studies that validly and reliably assess these motivations.
Methods
Cross-sectional instrumental study, in which 627 male and female students enrolled in the dentistry program at a university in Peru voluntarily participated. The instrument validated was the scale of motivations for studying dentistry validated in Cuban students. It consists of seven items distributed across two dimensions. To determine content validity, Aiken’s V coefficient was used; construct validity was determined using confirmatory factor analysis (CFA); reliability was determined using Cronbach’s alpha coefficient; and measurement invariance was determined according to gender.
Results
All items received a favorable evaluation from the judges (V > 0.70). The CFA managed to corroborate the original model of 2 factors. In this case, the goodness of fit indexes was adequate: χ2(2) = 29.294, p = 0.004, CFI = 0.902, RMSEA = 0.048 and SRMR = 0.020. The configurational invariance resulted in an acceptable adjustment χ2(10) = 27.62, p = 0.00, CFI = 0.986, RMSEA = 0.059, SRMR = 0.045. Finally, the reliability of each dimension was very good (α > 0.80).
Conclusions
The MEEP-7 scale showed adequate reliability and validity in Peruvian dentistry students. This makes it a valuable tool for selection, training, and professional evaluation processes in the field of dentistry.
{"title":"Adaptación y validación de la escala MEEP-7 para evaluar las motivaciones para estudiar estomatología en una población peruana","authors":"Paul Martín Herrera-Plasencia , Oscar Mamani-Benito , Josué Edison Turpo-Chaparro","doi":"10.1016/j.edumed.2025.101134","DOIUrl":"10.1016/j.edumed.2025.101134","url":null,"abstract":"<div><h3>Introduction</h3><div>The quality of training for qualified human resources in stomatology depends on the motivations of university students. However, in the Peruvian context, there are few studies that validly and reliably assess these motivations.</div></div><div><h3>Methods</h3><div>Cross-sectional instrumental study, in which 627 male and female students enrolled in the dentistry program at a university in Peru voluntarily participated. The instrument validated was the scale of motivations for studying dentistry validated in Cuban students. It consists of seven items distributed across two dimensions. To determine content validity, Aiken’s V coefficient was used; construct validity was determined using confirmatory factor analysis (CFA); reliability was determined using Cronbach’s alpha coefficient; and measurement invariance was determined according to gender.</div></div><div><h3>Results</h3><div>All items received a favorable evaluation from the judges (<em>V</em> > 0.70). The CFA managed to corroborate the original model of 2 factors. In this case, the goodness of fit indexes was adequate: <em>χ</em><sup>2</sup>(2) = 29.294, <em>p</em> = 0.004, CFI = 0.902, RMSEA = 0.048 and SRMR = 0.020. The configurational invariance resulted in an acceptable adjustment <em>χ</em><sup>2</sup>(10) = 27.62, <em>p</em> = 0.00, CFI = 0.986, RMSEA = 0.059, SRMR = 0.045. Finally, the reliability of each dimension was very good (<em>α</em> > 0.80).</div></div><div><h3>Conclusions</h3><div>The MEEP-7 scale showed adequate reliability and validity in Peruvian dentistry students. This makes it a valuable tool for selection, training, and professional evaluation processes in the field of dentistry.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101134"},"PeriodicalIF":0.0,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789742","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}
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.
{"title":"Teaching that sticks: Leveraging bingo-based gamification for deep engagement and long-term retention in medical physiology","authors":"Akash Tomar , Chinmay Suryavanshi , Kirtana Raghurama Nayak","doi":"10.1016/j.edumed.2025.101141","DOIUrl":"10.1016/j.edumed.2025.101141","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Methods</h3><div>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 <em>t</em>-tests, whereas the qualitative perceptions via a validated questionnaire and thematic analysis.</div></div><div><h3>Results</h3><div>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 (<em>p</em> = 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, <em>p</em> = 0.0066), whereas the Lecture group showed a smaller, nonsignificant improvement (+<!--> <!-->0.40, <em>p</em> = 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101141"},"PeriodicalIF":0.0,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736199","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}
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.
{"title":"Producción científica del Examen Clínico Objetivo Estructurado (ECOE) en Iberoamérica y el Caribe 1990–2025","authors":"Jehison Enmanuel Corporán-Domínguez , Gregorio González-Alcaide , José-Manuel Ramos-Rincón","doi":"10.1016/j.edumed.2025.101139","DOIUrl":"10.1016/j.edumed.2025.101139","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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 (<em>n</em> = 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 <em>BMC Medical Education</em> (<em>n</em> = 18) and <em>Educación Médica</em> (<em>n</em> = 17) were identified as those that published the most research. Martínez-González was the researcher with the largest number of publications (<em>n</em> = 10).</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101139"},"PeriodicalIF":0.0,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736197","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}
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。
{"title":"Bridging the gap between ethics education and clinical practice: Assessing determinants of ethical awareness among Nigerian nursing students","authors":"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","doi":"10.1016/j.edumed.2025.101136","DOIUrl":"10.1016/j.edumed.2025.101136","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Materials and methods</h3><div>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.</div></div><div><h3>Results</h3><div>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 (<em>r</em> <!-->=<!--> <!-->0.42, <em>p</em> <!--><<!--> <!-->.001) than knowledge alone (<em>r</em> <!-->=<!--> <!-->0.29, <em>p</em> <!--><<!--> <!-->.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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101136"},"PeriodicalIF":0.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681177","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}
Pub Date : 2025-12-05DOI: 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.
{"title":"Evaluación de la práctica clínica en el estudiantado de Patología General mediante un Examen Clínico Objetivo Estructurado (ECOE)","authors":"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","doi":"10.1016/j.edumed.2025.101137","DOIUrl":"10.1016/j.edumed.2025.101137","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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 (<em>p</em> <!-->><!--> <!-->0.05). The correlation between OSCE and theoretical exam scores was low (<em>r</em> <!-->=<!--> <!-->0.130). Overall satisfaction was high: students rated the OSCE positively as a learning tool and expressed interest in receiving feedback.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101137"},"PeriodicalIF":0.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681288","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}
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.
{"title":"Reflection on the teaching reform of parasitology experiment course for foreign students under the background of the belt and road","authors":"Yuting Ma , Afito Luciano , Yu Zhang , Fanming Meng","doi":"10.1016/j.edumed.2025.101138","DOIUrl":"10.1016/j.edumed.2025.101138","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101138"},"PeriodicalIF":0.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681287","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}
Pub Date : 2025-11-25DOI: 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.
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.
Pub Date : 2025-11-25DOI: 10.1016/j.edumed.2025.101129
Emma Gladis Tufiño Blas , Manuel Urrutia Flores
{"title":"De la ciencia al aula: la investigación traslacional como motor de innovación y sostenibilidad curricular en medicina","authors":"Emma Gladis Tufiño Blas , Manuel Urrutia Flores","doi":"10.1016/j.edumed.2025.101129","DOIUrl":"10.1016/j.edumed.2025.101129","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101129"},"PeriodicalIF":0.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614698","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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