Educacion Medica最新文献_第10页

Perceptions of students, professors, and simulated patients with a periodontology OSCE station in dentistry 欧安组织牙周病站的学生、教授和模拟患者的感知

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-04-07 DOI: 10.1016/j.edumed.2025.101047

Gema Cidoncha, Marta Muñoz-Corcuera, Virginia Sánchez, María Jesús Pardo Monedero, Ana Antoranz, Aurora Saiz Rodríguez

Background

The OSCE, or objective structured clinical examination, is a practical assessment used worldwide to evaluate students' competencies in health science degrees. It consists of stations, where different clinical situations can be replicated. Sometimes, the settings can introduce actors who perform the role of standardised patients. This study is aimed to determine the perception of students, teachers, and actresses involved in a periodontology OSCE station with a standardised patient.

Methods

In April 2023, 112 fifth-year dentistry students, 6 teachers, and 21 actresses participated in the study. The teachers responsible for the station design created three online questionnaires, distributed to all participants. The questionnaires consisted of a perception survey about the periodontology OSCE station in order to find out teachers, students and actresses` opinions about the station. The questions were divided by general demographics data (age, gender, and qualifications), 5 specific questions about the periodontology station and one open-ended question to express any consideration not mentioned previously.

Results

The results showed that most students handled the patient situation well (58.03%), found it realistic (83.92%), and appreciated the presence of a standardised patient (57.14%). Similarly, the teachers were satisfied (66.66%) or very satisfied (33.33%) with the exam, while the standardised patients generally felt satisfied (71.42%) or very satisfied (19.04%) with their role. Some patients experienced difficulties with evaluating and interpreting the checklist (57.14%).

Discussion

Overall, the organisation, explanations, and information provided for the stations were deemed accurate and satisfactory.

欧安组织，或客观结构化临床检查，是世界范围内用于评估学生健康科学学位能力的实用评估。它由多个站点组成，可以复制不同的临床情况。有时，设置可以引入演员来扮演标准化患者的角色。本研究旨在确定学生、教师和女演员在一个标准化患者的牙周病OSCE站的感知。方法于2023年4月对112名牙科五年级学生、6名教师、21名女演员进行调查。负责车站设计的老师制作了三份在线问卷，分发给所有参与者。问卷包括对欧安组织牙周病站的认知调查，以了解教师、学生和女演员对该站的看法。问题分为一般人口统计数据（年龄，性别和资格），5个关于牙周病站的具体问题和一个开放式问题，以表达之前未提及的任何考虑。结果绝大多数学生对患者情况处理良好（58.03%），认为患者情况符合实际（83.92%），对规范化患者的存在表示赞赏（57.14%）。教师对考试满意（66.66%）或非常满意（33.33%），规范化患者对自己的角色总体满意（71.42%）或非常满意（19.04%）。一些患者在评估和解释检查表方面有困难（57.14%）。总的来说，组织、解释和提供给电台的信息被认为是准确和令人满意的。

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引用次数: 0

Conocimientos, actitudes y prácticas sobre el cambio climático y el dengue en estudiantes de Medicina de la Universidad Continental, Huancayo, 2024 2024年万卡约大陆大学医学院学生关于气候变化和登革热的知识、态度和做法

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-04-07 DOI: 10.1016/j.edumed.2025.101048

Luis Arellan-Bravo , Angie Romina Contreras Tovar , Valeria Evita Zevallos-Guerra , Gianella D. Vera-Gonzales , Grees D. Quispe Ochoa , Alfonso Gutiérrez-Aguado

Introduction

Climate change and dengue fever pose interconnected challenges to global public health. In Peru, the incidence of dengue has been increasing since 1990, reaching a historical peak in 2024. Despite the availability of treatment, it is essential to strengthen primary care by integrating knowledge and preventive attitudes into university education. This study analyzes the level of knowledge, attitudes, and preventive practices related to dengue and climate change among medical students.

Methods

A cross-sectional study was conducted between May and June 2024, surveying 172 randomly selected medical students from a total of 300. A validated questionnaire was used to collect sociodemographic information, as well as data on knowledge, attitudes, and preventive practices. Participants who scored above 80% of the total score were considered to have an adequate level in each evaluated category.

Results

Among the respondents, 58% were women, with an average age of 20.45 years. A total of 64.53% demonstrated an adequate level of knowledge about dengue, while 99.42% had sufficient knowledge about climate change. Although 65.70% exhibited favorable attitudes toward prevention, only 29.07% engaged in adequate preventive practices. A significant association was found between a good level of knowledge about dengue and the adoption of preventive practices (p < 0.05).

Conclusions

Medical students have a good knowledge and attitude related to dengue and climate change but apply few preventive measures. It is essential to improve their training with workshops and practical activities. Policies in Peru have prioritized vector control, information campaigns and vaccination, but there are still challenges in terms of resources and sustainability. A multisectoral approach is required that includes sanitation and climate adaptation, aligning medical training with these challenges.

气候变化和登革热对全球公共卫生构成相互关联的挑战。在秘鲁，登革热发病率自1990年以来一直在增加，并于2024年达到历史高峰。尽管可以获得治疗，但必须通过将知识和预防态度纳入大学教育来加强初级保健。本研究分析医学生对登革热和气候变化的知识、态度和预防措施的水平。方法采用横断面研究方法，于2024年5 - 6月，从300名医学生中随机抽取172名进行调查。使用一份有效的问卷来收集社会人口统计信息，以及知识、态度和预防措施方面的数据。得分超过总分80%的参与者被认为在每个评估类别中都有足够的水平。结果受访者中女性占58%，平均年龄20.45岁。64.53%的人对登革热有足够的知识，99.42%的人对气候变化有足够的知识。虽然65.70%的人对预防有良好的态度，但只有29.07%的人采取了适当的预防措施。发现良好的登革热知识水平与采取预防措施之间存在显著关联(p <；0.05)。结论医学生对登革热与气候变化的相关知识和态度较好，但采取的预防措施较少。必须通过讲习班和实践活动来改进他们的培训。秘鲁的政策优先考虑了病媒控制、宣传运动和疫苗接种，但在资源和可持续性方面仍存在挑战。需要采取包括环境卫生和气候适应在内的多部门办法，使医疗培训适应这些挑战。

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引用次数: 0

A survey on the perception of health degree students on the use of Instagram and TikTok as learning tools 关于健康专业学生对使用Instagram和TikTok作为学习工具的看法的调查

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-04-05 DOI: 10.1016/j.edumed.2025.101044

Silvia Garrido , Beatriz Losa , María Caballero , Alexandra Alvarez , Genny Raffaeli , Giacomo Cavallaro , Maria-Lorella Gianni , Felipe Garrido

Introduction

Limited academic literature has reviewed the usefulness of Instagram and TikTok, which degree students extensively use. Considering this gap, our research group has undertaken a study aimed at elucidating the perspectives of health sciences university students regarding the referred social media as learning tools.

Methods

An online 23-question survey was distributed to undergraduate health sciences degree students across three Spanish universities. The questions were primarily related to the general usage of social media within the university educational environment, but they focused on Instagram and TikTok.

Results

Students identified Instagram (68%) and YouTube (39%) as the most comfortable social networks for learning. Seventy-five percent of students indicated that they followed Instagram accounts about medicine or nursing, with 47% of these accounts lacking apparent university affiliations. One in three students followed TikTok accounts associated with medicine or nursing, with 63% of these accounts appearing to be non-university affiliated.

Conclusions

Medical and nursing students are interested in seeking practical supplementary learning content from non-academic sources, particularly on the newest social networks like Instagram and TikTok. Improving the understanding of such content by university faculty can improve the guidance offered to students of such information.

引言对大学生广泛使用的 Instagram 和 TikTok 的实用性进行研究的学术文献十分有限。考虑到这一空白，我们的研究小组开展了一项研究，旨在阐明健康科学专业大学生对社交媒体作为学习工具的看法。这些问题主要涉及社交媒体在大学教育环境中的一般使用情况，但重点关注 Instagram 和 TikTok。75%的学生表示他们关注了有关医学或护理的 Instagram 账户，其中 47% 的账户没有明显的大学隶属关系。每三名学生中就有一人关注了与医学或护理相关的 TikTok 帐户，其中 63% 的帐户似乎与大学无关。结论医学和护理专业的学生有兴趣从非学术来源寻求实用的补充学习内容，尤其是在 Instagram 和 TikTok 等最新的社交网络上。提高大学教师对此类内容的理解，可以改善为学生提供的此类信息指导。

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引用次数: 0

Active methodologies and didactic techniques in medical education: A systematic review 医学教育中的积极方法和教学技术：系统回顾

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-24 DOI: 10.1016/j.edumed.2025.101040

Susan Peña , Carlos Martinez-Santander , Veronica Cantos-Reyes , Mireya Frausto Rojas

Introduction

For the teaching-learning process in medicine, knowing the effectiveness of active methods and didactic techniques is important to improve and guarantee competent professionals in their field.

Materials and methods

The PRISMA 2020 guide was used to carry out this systematic review, identifying and analyzing the active methodologies used in the teaching-learning process of the different subjects in the medical sciences.

Results

After searching scientific databases, 18 studies that met the research objectives were selected, allowing the active methodologies used in the teaching-learning process to be identified.

Discussion

Active methodologies complement the traditional methodology, allowing more dynamic learning with long-term knowledge retention, thus significantly improving grades and motivating students and teachers to commit to this process.

Conclusions and future work

In the effective teaching of medicine, using active and traditional methodologies is important because they promote the active participation of students and teachers, resulting in long-term and significant learning. A detailed analysis of active methods and their effective integration with traditional methods is needed.

在医学教学过程中，了解积极方法和教学技巧的有效性对于提高和保证专业人才的能力是非常重要的。材料和方法采用PRISMA 2020指南进行系统审查，确定和分析医学学科不同学科教学过程中使用的主动方法。结果在检索科学数据库后，选择了18项符合研究目标的研究，从而确定了教学过程中使用的主动方法。积极的方法补充了传统的方法，允许更动态的学习和长期的知识保留，从而显著提高成绩，激励学生和教师致力于这一过程。在有效的医学教学中，使用积极和传统的方法是重要的，因为它们促进了学生和教师的积极参与，从而产生长期和有意义的学习。需要对主动方法及其与传统方法的有效结合进行详细的分析。

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引用次数: 0

Suicidal ideation and mental health instability: A silent crisis in medical students 自杀意念与心理健康不稳定：医学生的无声危机

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-22 DOI: 10.1016/j.edumed.2025.101042

Diana Matías-Pérez, Iván Antonio García-Montalvo

引用次数: 0

Discriminación y maltrato psicológico en la universidad: la autoestima como recurso para afrontarlos 大学中的歧视和心理虐待：以自尊为应对之道

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-22 DOI: 10.1016/j.edumed.2025.101038

Carlos Milton Manrique Rabelo

引用次数: 0

Análisis cuantitativo de las competencias de comunicación y seguridad del paciente incluidas en un programa de simulación clínica del grado de Medicina 医学级临床模拟程序中患者沟通和安全能力的定量分析

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-22 DOI: 10.1016/j.edumed.2025.101041

María Martínez-García , Griselda Gonzalez-Caminal , Carmen Gomar-Sancho

Introduction

Patient safety (PS) and communication are transversal competencies to be acquired by medical students. International guidelines and consensus define communication and PS competences. The aim of this study was to detect the communication and PS skills taught in the clinical simulation sessions of the different subjects in the Medicine degree at the University of Vic – University of Central Catalonia (UVic-UCC), Spain.

Methodology

The guides of the clinical simulation sessions of the 6 courses of the degree of the academic year 2023–2024 were reviewed. The present components of PS and communication dictated in the WHO Curriculum Guide for Medical Schools and in the Latin American, Portuguese and Spanish consensus on a core communication curriculum for undergraduate medical education were identified en the simulation guides. Their review was carried out independently by two reviewers. Descriptive statistics were performed.

Results

The guides of 79 simulation sessions were analyzed. Communication competencies are frequently taught focused in patients and families. Patient safety competencies are scarce, the most frequent being medication related. Competencies are distributed throughout the degree years but are concentrated in the last three clinical years.

Conclusions

Communication competencies are acceptably present in the simulation program, but not the PS which need to be improved. This study analyses only the clinical simulation program and does not represent the full exposure of students to these transversal competences through other teaching methodologies.

病人安全（PS）和沟通能力是医学生需要获得的横向能力。国际准则和共识定义了沟通和PS能力。本研究的目的是检测西班牙维克大学-中加泰罗尼亚大学（UVic-UCC）医学学位不同科目临床模拟课程中所教授的沟通和社交技能。方法回顾2023-2024学年度6门学位课程临床模拟教学指导。《世卫组织医学院课程指南》和拉丁美洲、葡萄牙语和西班牙语关于本科医学教育核心传播课程的共识中所规定的个人交往和传播的现有组成部分在模拟指南中得到确定。他们的审查是由两名审稿人独立进行的。进行描述性统计。结果对79个模拟环节的指导进行了分析。沟通能力的教学通常集中在患者和家属身上。患者安全能力缺乏，最常见的是与药物有关。能力分布在整个学位年，但集中在最后三个临床年。结论在模拟程序中，沟通能力是可以接受的，但PS需要改进。本研究仅分析临床模拟程序，并不代表学生通过其他教学方法全面接触这些横向能力。

{"title":"Análisis cuantitativo de las competencias de comunicación y seguridad del paciente incluidas en un programa de simulación clínica del grado de Medicina","authors":"María Martínez-García , Griselda Gonzalez-Caminal , Carmen Gomar-Sancho","doi":"10.1016/j.edumed.2025.101041","DOIUrl":"10.1016/j.edumed.2025.101041","url":null,"abstract":"<div><h3>Introduction</h3><div>Patient safety (PS) and communication are transversal competencies to be acquired by medical students. International guidelines and consensus define communication and PS competences. The aim of this study was to detect the communication and PS skills taught in the clinical simulation sessions of the different subjects in the Medicine degree at the University of Vic – University of Central Catalonia (UVic-UCC), Spain.</div></div><div><h3>Methodology</h3><div>The guides of the clinical simulation sessions of the 6 courses of the degree of the academic year 2023–2024 were reviewed. The present components of PS and communication dictated in the <em>WHO Curriculum Guide for Medical Schools</em> and in the <em>Latin American, Portuguese and Spanish consensus on a core communication curriculum for undergraduate medical education</em> were identified en the simulation guides. Their review was carried out independently by two reviewers. Descriptive statistics were performed.</div></div><div><h3>Results</h3><div>The guides of 79 simulation sessions were analyzed. Communication competencies are frequently taught focused in patients and families. Patient safety competencies are scarce, the most frequent being medication related. Competencies are distributed throughout the degree years but are concentrated in the last three clinical years.</div></div><div><h3>Conclusions</h3><div>Communication competencies are acceptably present in the simulation program, but not the PS which need to be improved. This study analyses only the clinical simulation program and does not represent the full exposure of students to these transversal competences through other teaching methodologies.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101041"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687740","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

Research training: Validating a key questionnaire on systematic reviews and meta-analysis for medical genetics residents in Mexico 研究培训：验证墨西哥医学遗传学居民系统评价和荟萃分析的关键问卷

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-20 DOI: 10.1016/j.edumed.2025.101039

Luis Felipe León Madero , Valentina Martínez Montoya , Franahid Josefina D'silva Signe

Introduction

Systematic reviews and meta-analyses are critical in Evidence-Based Medicine, representing the highest level of scientific evidence. Despite the inclusion of Research Methodology and Statistics in medical curricula, the publication rate among residents remains low. This study focuses on residents in the Medical Genetics specialty in Mexico City, illustrating challenges faced in a developing country.

Methods

Using both qualitative and quantitative methods, from the perspective of the Curriculum Action Research movement, the study surveyed 25 residents from eight hospitals in Mexico City. The information was collected using the proposed evaluation instrument, which was modified for validation.

Results

In this study, we showed that 64% had published work, but only 12.5% had completed systematic reviews. A significant proportion perceived not receiving formal training in Research Methodology (4%) or Statistics (52%). Key barriers identified were lack of time (56%), insufficient research experience (46%), cost or lack of resources (44%), and the administrative procedures required being very complicated (44%). The study developed and validated a questionnaire to assess knowledge, which demonstrated good reliability and construct validity with a Cronbach’s alpha of 0.85, a Kaiser-Meyer-Olkin (KMO) measure of 0.505 and a significant Bartlett's test of sphericity (p < 0.0001).

Conclusions

The findings highlight substantial gaps in practical research skills and suggest that the current curriculum inadequately integrates Research Methodology and Statistics. This underscores the need for more effective incorporation of these subjects into training programs to enhance residents' research capabilities. Addressing these gaps could improve publication rates and overall research output among medical residents.

系统评价和荟萃分析在循证医学中至关重要，代表了最高水平的科学证据。尽管医学课程中包括了《研究方法和统计学》，但在居民中的出版率仍然很低。本研究的重点是墨西哥城医学遗传学专业的居民，说明了发展中国家面临的挑战。方法采用定性和定量相结合的方法，从课程行动研究运动的角度，对墨西哥城8家医院的25名居民进行了调查。使用建议的评价工具收集信息，并对其进行修改以进行验证。结果在本研究中，我们发现64%的人发表了论文，但只有12.5%的人完成了系统评价。很大一部分人认为没有接受过研究方法学（4%）或统计学（52%）方面的正式培训。确定的主要障碍是缺乏时间（56%），研究经验不足（46%），成本或缺乏资源（44%），以及所需的行政程序非常复杂（44%）。本研究开发并验证了一份知识评估问卷，该问卷具有良好的信度和结构效度，Cronbach 's alpha为0.85,Kaiser-Meyer-Olkin （KMO）测量值为0.505,Bartlett's球形检验(p <；0.0001)。研究结果突出了在实际研究技能方面的巨大差距，并表明目前的课程没有充分整合研究方法和统计学。这强调需要更有效地将这些科目纳入培训计划，以提高住院医师的研究能力。解决这些差距可以提高医疗住院医师的发表率和总体研究产出。

{"title":"Research training: Validating a key questionnaire on systematic reviews and meta-analysis for medical genetics residents in Mexico","authors":"Luis Felipe León Madero , Valentina Martínez Montoya , Franahid Josefina D'silva Signe","doi":"10.1016/j.edumed.2025.101039","DOIUrl":"10.1016/j.edumed.2025.101039","url":null,"abstract":"<div><h3>Introduction</h3><div>Systematic reviews and meta-analyses are critical in Evidence-Based Medicine, representing the highest level of scientific evidence. Despite the inclusion of Research Methodology and Statistics in medical curricula, the publication rate among residents remains low. This study focuses on residents in the Medical Genetics specialty in Mexico City, illustrating challenges faced in a developing country.</div></div><div><h3>Methods</h3><div>Using both qualitative and quantitative methods, from the perspective of the Curriculum Action Research movement, the study surveyed 25 residents from eight hospitals in Mexico City. The information was collected using the proposed evaluation instrument, which was modified for validation.</div></div><div><h3>Results</h3><div>In this study, we showed that 64% had published work, but only 12.5% had completed systematic reviews. A significant proportion perceived not receiving formal training in Research Methodology (4%) or Statistics (52%). Key barriers identified were lack of time (56%), insufficient research experience (46%), cost or lack of resources (44%), and the administrative procedures required being very complicated (44%). The study developed and validated a questionnaire to assess knowledge, which demonstrated good reliability and construct validity with a Cronbach’s alpha of 0.85, a Kaiser-Meyer-Olkin (KMO) measure of 0.505 and a significant Bartlett's test of sphericity (p<0.0001).</div></div><div><h3>Conclusions</h3><div>The findings highlight substantial gaps in practical research skills and suggest that the current curriculum inadequately integrates Research Methodology and Statistics. This underscores the need for more effective incorporation of these subjects into training programs to enhance residents' research capabilities. Addressing these gaps could improve publication rates and overall research output among medical residents.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101039"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687739","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

Factores motivacionales asociados a la satisfacción académica en estudiantes de primer año de Medicina 与一年级医科学生学业满意度相关的激励因素

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-03-14 DOI: 10.1016/j.edumed.2025.101030

Alberto Guevara Tirado

Introduction

Medical students' academic satisfaction may be affected by preconceived expectations and emotional projections about the career. The objective was to analyze the motivational factors associated with academic satisfaction with the human medicine career in Argentine students in their first year of study.

Material and methods

Analytical and cross-sectional study of the national survey of medical students, Argentina, which included 1.141 first-year medical students. Averages were compared and the decision tree was used using chi-square automatic interaction detector (CHAID), diagnostic performance tests, Cramer's V coefficient and Odds Ratio.

Results

The CHAID tree detected the main variable associated with low academic satisfaction: fulfilling your dreams. The association between motivation to fulfill their dreams and academic satisfaction was moderate (V = 1.39; p < 0.001). Students without motivation to fulfill their dreams had low academic satisfaction 2.02 times more often than students with motivation to fulfill their dreams (OR = 2.02; IC 95 % = 1.47–2.78). Specificity 79 % and negative predictive value 83 %. According to the positive likelihood test, students who were not motivated to fulfill their dreams had a 1.98 times greater probability of low academic satisfaction than students who were motivated (LR + = 1.98; IC 95 % = 1.74–2.07).

Conclusion

Low motivation to fulfill their dreams was associated with low academic satisfaction in first-year medical students. It is necessary to reinforce vocational programs in the school stage, raising students' awareness about the appropriate aptitudes and motivations to pursue the medical profession.

医学生的学业满意度可能受到对职业的先入为主的期望和情绪预测的影响。目的是分析阿根廷学生在第一年学习中对人类医学职业的学术满意度相关的动机因素。材料与方法对阿根廷全国医学生调查进行分析和横断面研究，其中包括1141名一年级医学生。比较平均值，并使用卡方自动交互检测器（CHAID）、诊断性能测试、Cramer's V系数和优势比使用决策树。结果CHAID树检测出与学业满意度低相关的主要变量：实现你的梦想。实现梦想的动机与学业满意度的相关性为中等(V = 1.39；p & lt; 0.001)。没有实现梦想动力的学生学业满意度较低的比例是有实现梦想动力学生的2.02倍(OR = 2.02；IC 95 % = 1.47 - -2.78)。特异性79 %，阴性预测值83 %。根据正似然检验，没有实现梦想动力的学生学业满意度低的概率比有实现梦想动力的学生高1.98倍(LR + = 1.98；IC 95 % = 1.74 - -2.07)。结论医学生实现梦想的动机低与学业满意度低相关。有必要在学校阶段加强职业课程，提高学生对追求医学专业的适当能力和动机的认识。

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引用次数: 0

Learning strategies in nursing sciences: Analysis of gender disparities in a Moroccan educational context 护理科学的学习策略：摩洛哥教育背景下的性别差异分析

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.

2013年摩洛哥护理教育体系改革，引入了执照-硕士-博士框架，并建立了护理专业和卫生技术高等学院（ISPITS），旨在使高等教育现代化，加强护理实践。考虑到摩洛哥的文化特殊性，本研究考察了护理学生在学习策略方面的性别差异。研究对象和方法在2022-2023学年的第一学期，对马拉喀什-萨菲地区三个ISPITS的625名一年级学生进行了一项探索性研究。数据的收集使用了“Mes Outils de Travail Intellectuel”调查问卷，根据摩洛哥的情况进行了调整。统计分析采用非参数检验，包括用于性别比较的Mann-Whitney U检验，以及用于控制混杂变量（如原籍机构和研究领域）的广义线性模型。结果两性在认知、元认知和情感工具的使用上总体上具有同质性，在“结构-重组”维度上差异有统计学意义，但差异微弱（p = 0.044，效应量小）。结论本研究强调了学习策略的普遍公平性，挑战了性别刻板印象。然而，样本中女性的比例过高（78.2%）限制了对男性行为的分析。这些研究结果强调，需要根据地方特点量身定制的包容性教学法和混合方法，以进一步探索社会文化和教育动态。

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引用次数: 0