Educacion Medica最新文献_第10页

Does the level of realism of clinical simulators have an influence on empathy in Dentistry students? 临床模拟器的真实性水平对牙科学生的共情能力有影响吗？

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-20 DOI: 10.1016/j.edumed.2025.101072

Begoña Bartolomé Villar , María Fernández-Borque , Ana de la Hoz Calvo , Gleyvis Coro-Montanet

Introduction

Learning with phantoms in simulated dental offices allows students to develop not only skills but also empathy by recognizing the simulator as a real patient. This study investigates the level of empathy developed by 4^th-year pediatric Dentistry students in a simulated scenario with two pediatric phantoms and analyzes whether the phantoms' degree of realism influences the established empathy.

Methods

A scenario was presented in a simulated dental office using two hand-made simulators: one involving a humanized mask -ELLA junior- and the other an Erler Zimmer phantom mask without the recreation of facial features. Two students performed the roles of dentist and assistant, and a professional actress was cast in the role of the mother. After the simulation, the Spanish-validated CARE questionnaire was distributed among 225 4^th-year pediatric dental students, adding 4 questions on the level of perceived realism (obtaining 100% answers for empathy and 97.77% for realism). A statistical analysis was then carried out.

Results

The level of empathy for 9 out of 10 questions was “good”. The dentist's positivity was the highest-rated empathy indicator whilst the interest in the patient-phantom remained the lowest. The phantom without humanization obtained a significantly better empathy mean value (36.86 ± 43/31.19 ± 9.72), and no correlation was observed between the generated degree of realism and the empathy level obtained by students.

Conclusion

The level of empathy obtained by 4^th-year dental students in the simulated scenario was good, not finding that the level of empathy improved when using a more realistic-looking phantom.

在模拟的牙科诊所里与幽灵一起学习不仅可以让学生培养技能，还可以通过将模拟器识别为真实的病人来培养同理心。本研究调查了牙科四年级儿童在两个儿童幻影的模拟情境中发展的共情水平，并分析了幻影的真实程度是否影响已建立的共情。方法在模拟的牙科诊所中，使用两个手工制作的模拟器进行模拟，一个是人工面具ella junior，另一个是不重建面部特征的Erler Zimmer模拟面具。两名学生扮演牙医和助理，一位专业演员扮演母亲的角色。模拟结束后，对225名四年级儿童牙科学生发放了西班牙语验证的CARE问卷，增加了感知真实性水平的4个问题（共情回答为100%，真实性回答为97.77%）。然后进行了统计分析。结果共情水平在10个问题中有9个为“好”。牙医的积极态度是评价最高的共情指标，而对病人幻像的兴趣仍然是最低的。无人化幻影的共情均值（36.86 ± 43/31.19 ± 9.72）显著高于无人化幻影，学生产生的真实度与共情水平无相关性。结论四年级牙科学生在模拟情景下获得的共情水平较好，使用更逼真的假体时未发现共情水平提高。

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引用次数: 0

Interculturalidad en salud en los currículos de formación médica y de profesionales sanitarios para un desempeño profesional efectivo 在医疗和保健专业人员培训课程中采用健康方面的跨文化做法，以实现有效的专业表现

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-05-26 DOI: 10.1016/j.edumed.2025.101060

Alberto Torres Belma

This article reflects on the importance of comprehensive undergraduate training in the health professions, highlighting the biopsychosocial model and interculturality in health—with its various levels of application—conceived as the interaction between the health professional and the patient, their family, and the community. It values the sociocultural understanding of these actors in the processes of health and disease, ensuring therapeutic adherence. However, interculturality in undergraduate training, in addition to being linked to interaction, must be recognized as a socio-health component in public health research.

这篇文章反映了在卫生专业中全面的本科培训的重要性，强调了生物心理社会模式和健康中的跨文化——其不同层次的应用被认为是卫生专业人员与病人、他们的家庭和社区之间的互动。它重视在健康和疾病过程中对这些行为者的社会文化理解，确保治疗依从性。然而，本科培训中的跨文化除了与相互作用有关外，还必须将其视为公共卫生研究中的社会卫生组成部分。

引用次数: 0

Programa Kay como estrategia para favorecer la implementación del cambio de paradigma en la Escuela de Enfermería de la Universidad Nacional de Córdoba, Argentina Kay方案作为支持阿根廷科尔多瓦国立大学护理学院实施范式转变的战略

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-09 DOI: 10.1016/j.edumed.2025.101063

Soledad de la Riva , Pedro Peyser , Sandra Cevilán , Malén Gautes Alcaraz , Fernanda Montenegro

Introduction

Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.

Material and methods

Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.

Results

The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.

Conclusion

We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.

在阿根廷国立大学Córdoba医学院护理学院，教师们对最终综合实践I的结果进行了评估，他们认为学生中坚持生物学家对健康的看法对向以人为本的护理新范式的过渡提出了挑战。与Siglo 21大学一起，我们开始探索Kay项目是否是一个足够的工具来促进教师资源，这些资源有利于在护理范式中实施变革。材料与方法参与式行动研究。凯程序：诊断，通过自我认识（自己的学习经验）和自然学习方式的知识来了解“内在学习者”的状态。行动/培训，转化教学的资源：采用创造性建议的研讨会，反思小组，体验活动。对结果的反思和评价。结果研究结果支持了本研究的假设，即应用Kay计划（教师培训计划）重新思考人性与教与学过程的联系；通过那些负责教育的人的敏感化、意识和个人转变，有利于人们文化能力的发展，促进范式转变。我们的结论是，Kay项目的经验导致了教师的显著专业成长，他们现在有必要的工具来实现护理教育向人性化的范式转变。

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引用次数: 0

Actividad física, calidad de sueño y salud mental durante la pandemia por la COVID-19 2019冠状病毒病大流行期间的体育活动、睡眠质量和心理健康

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-09 DOI: 10.1016/j.edumed.2025.101068

Carlos Milton Manrique Rabelo

引用次数: 0

Validación de una encuesta de opinión sobre la eficacia de la simulación para participantes 验证关于参与者模拟效果的意见调查

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-09 DOI: 10.1016/j.edumed.2025.101064

Aida Camps-Gómez , Anna González-Fernández , Jennifer Morata-Serrano , Katherina M. Faundez-Inostroza , Carmen Gomar-Sancho , Marina Mateu-Capell

Introduction

The participant's self-perception of a training is indicative of the achievement of its objectives, but the functionality and applicability of the instrument used to evaluate it must be submitted to a process of qualitative and quantitative analysis. Simulation is an experiential and collaborative training methodology, generally multidimensional and costly, which requires reliable instruments to assess its effectiveness. This study describes the process to create and validate a survey to assess the opinion of participants in a learning activity with simulation methodology.

Method

The process included a qualitative phase with two stages for obtaining content evidence, responses from an internal (n = 6) and external (n = 15) expert committee, and administration of the instrument to participants on three occasions (n = 10; n = 104; n = 446), as well as analysis in a focus group of participants (n = 35) regarding the structure, comprehension, and content. This phase also included a quantitative phase with psychometric analysis for the adjustment and measurement of the instrument.

Results

After the process, a final survey was obtained with 24 questions with answers from 4 ordinal categorical categories, which shows a unidimensional internal structure of 71.1% of the total variance. The model fit indices were χ² = 123.936 (p < 0.001), d.f. = 48.67; RMSEA = 0.00; CFI = 1.00; TLI = 1.00. It showed correlation with other variables (r = 0.7) and reliability of α = 0,963 (0.957–0.967); ω = 0.963 (0.955–0.970).

Conclusion

The combination of qualitative and quantitative methods made it possible to refine the instrument and detect method errors to readjust the instrument without affecting its representativeness. The survey is valid for students and professionals to assess the effectiveness of training simulation sessions, and to detect opportunities for improve them.

参与者对培训的自我认知表明其目标的实现，但用于评估的工具的功能和适用性必须提交定性和定量分析过程。模拟是一种经验和协作的培训方法，通常是多维的和昂贵的，需要可靠的工具来评估其有效性。本研究描述了创建和验证一项调查的过程，以评估参与者在学习活动中的意见与模拟方法。方法该过程包括定性阶段，包括两个阶段：获取内容证据、内部（n = 6）和外部（n = 15）专家委员会的回应，以及三次向参与者管理该工具(n = 10；n = 104;N = 446)，以及对参与者的焦点小组（N = 35）关于结构、理解和内容的分析。这一阶段还包括一个定量阶段与心理测量分析的调整和测量仪器。结果经过这一过程，最终得到的问卷共有24个问题，答案来自4个有序的分类类别，其内部结构呈单元化，占总方差的71.1%。模型拟合指数χ2 = 123.936 (p <； 0.001),df = 48.67；RMSEA = 0.00;CFI = 1.00;Tli = 1.00。与其他变量相关（r = 0.7），信度α = 0.963 (0.957 ~ 0.967)；ω = 0.963(0.955 - -0.970)。结论定性方法与定量方法相结合，可以在不影响代表性的前提下对仪器进行细化，检测方法误差，重新调整仪器。该调查对学生和专业人士有效，以评估训练模拟课程的有效性，并发现改进的机会。

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引用次数: 0

Educational assessment and professional performance: Relationship between academic performance and the practical professional examination 教育评价与专业表现：学习成绩与实践专业考试的关系

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-07-01 DOI: 10.1016/j.edumed.2025.101079

Gonzalo Armando Navarro-Armendáriz, Aziel Alejandro Peralta-Ramírez, Sayil Alejandra DeLaTorre-Othón, María Elena Reguera-Torres, Izabel Navyla Madrid-Moreno, Héctor Clemente Baltierra-Ochoa

Introduction

This study examines the relationship between academic performance (Kardex grades) and clinical competence, measured by the Practical Professional Examination (PPT), in medical graduates from the Universidad de Sonora. While academic grades are often used to predict clinical success, their correlation with clinical skills remains uncertain.

Methods

An observational, retrospective analysis of 358 graduates (2019–2024) was conducted, assessing both final grades and PPT performance. Nine key clinical competencies, including diagnostic reasoning, physical examination, and patient communication, were evaluated. Spearman's correlation was used for non-normal distributions.

Results

The mean Kardex grade was 92.76, and the mean PPT score was 87.72. Significant correlations were found between clinical competencies (e.g., differential diagnosis and physical examination) and PPT performance, with the strongest correlation in differential diagnosis (r = 0.777, p < 0.001). However, the correlation between Kardex grades and PPT performance was weak (r = 0.152, p = 0.004), suggesting that academic grades do not reliably predict clinical competence.

Conclusion

Findings indicate that strong academic performance does not guarantee clinical skills. Essential competencies, such as diagnostic reasoning, are crucial in clinical assessments. Medical education should integrate theoretical knowledge with hands-on practice through strategies like problem-based learning (PBL) and Objective Structured Clinical Examinations (OSCE). While academic performance reflects theoretical knowledge, it is not a strong predictor of clinical competence. Enhancing the integration of theory and practice is essential to better prepare graduates for real-world clinical settings.

本研究考察了索诺拉大学医学毕业生的学业成绩（Kardex评分）与临床能力之间的关系，该关系通过实用专业考试（PPT）来衡量。虽然学术成绩经常被用来预测临床成功，但它们与临床技能的相关性仍然不确定。方法对358名应届毕业生（2019-2024）进行观察性、回顾性分析，评估期末成绩和PPT表现。九项关键临床能力，包括诊断推理、体格检查和患者沟通，被评估。Spearman相关用于非正态分布。结果两组患者Kardex评分平均为92.76，PPT评分平均为87.72。临床能力（如鉴别诊断和体格检查）与PPT表现存在显著相关性，其中鉴别诊断相关性最强（r = 0.777, p <； 0.001）。然而，Kardex评分与PPT表现的相关性较弱（r = 0.152, p = 0.004），表明学业成绩不能可靠地预测临床能力。结论学习成绩好并不能保证临床技能。基本能力，如诊断推理，在临床评估中是至关重要的。医学教育应该通过基于问题的学习（PBL）和客观结构化临床检查（OSCE）等策略，将理论知识与实践相结合。虽然学习成绩反映了理论知识，但它并不是临床能力的有力预测指标。加强理论与实践的结合对于毕业生更好地为现实世界的临床环境做好准备至关重要。

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引用次数: 0

Comparison of dental student OSCE evaluations by standardized patients and attending dentists 标准化患者和主治牙医对牙科学生OSCE评价的比较

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-07-24 DOI: 10.1016/j.edumed.2025.101086

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

Introduction

The Objective Structured Clinical Examination (OSCE) is an assessment format developed by Harden to evaluate the clinical competencies of medical students. Our university has been using this assessment in dentistry for the past 8 years, incorporating Standarized patients (SPs) into its stations. Proper training of SPs is essential to ensure objectivity. To date, no study has determined the validity of the student evaluations provided by SPs. The aim of this study was to assess the level of agreement between professors and SPs when evaluating the periodontics station of the OSCE during the 2022/2023 academic year in dental students.

Material and methods

The SPs evaluated the students' responses after completing the periodontics station using an 18-question rubric. Meanwhile, the assigned professors from a hidden control room assessed the students using the same checklist. Data were analyzed using descriptive statistics and significance tests. Quantitative variables were tested for normality using the Shapiro–Wilk test and Interobserver agreement for categorical variables with Cohen's kappa coefficient. A significance level of 0.05 was adopted.

Results

A total of 210 students were evaluated. The correlation between the assessments of the SPs and professors was poor for most of the items, with good correlation for diagnosis; statement relating the condition to stress and anxiety; and informed consent.

Conclusions

SP evaluations of dental students’ OSCEs do not correlate well with those of their professors despite efforts to educate these SPs.

客观结构化临床考试（OSCE）是由哈登开发的一种评估格式，用于评估医学生的临床能力。我们大学在过去的8 年里一直在牙科中使用这种评估，将标准化患者（SPs）纳入其站点。对SPs进行适当的培训对于确保客观性至关重要。到目前为止，还没有研究确定学生评估的有效性。本研究的目的是评估在评估2022/2023学年欧安组织牙科学生牙周病站时，教授和SPs之间的一致程度。材料和方法SPs在学生完成牙周病测试后，使用18个问题的问卷对学生的反应进行评估。与此同时，从一个隐蔽的控制室被指派的教授用同样的清单评估学生。数据分析采用描述性统计和显著性检验。使用夏皮罗-威尔克检验检验定量变量的正态性，使用科恩卡帕系数检验分类变量的观察者间一致性。采用0.05的显著性水平。结果共评估210名学生。sp与教授的评估在大部分项目上相关性较差，在诊断方面相关性较好；与压力和焦虑有关的陈述；以及知情同意。结论尽管对学生进行了一定程度的教育，但对学生osce的ssp评价与教授评价的相关性不明显。

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引用次数: 0

Reconocimiento del tutor clínico: una estrategia para la sostenibilidad de la educación médica 认可临床导师：医学教育可持续性战略

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-10-14 DOI: 10.1016/j.edumed.2025.101124

Javier de Miguel Díez

引用次数: 0

Is online pathology education an effective and equitable approach for medical students? 在线病理学教育对医学生来说是一种有效和公平的方法吗？

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-04 DOI: 10.1016/j.edumed.2025.101065

Chaturaka Rodrigo , Simone L. Van Es , Karim Burkhardt , Sophia Champion , Stephanie Dowdell , John Pimanda , Gary Velan , Martin Weber

Introduction

We assessed the performance of two cohorts of Australian medical students who were taught Pathology practical classes online or face-to-face, to see if online teaching creates an inequity in learning.

Methods

All medical students enrolled at the University of New South Wales in 2023 and 2024 were invited. The third-year Pathology practical classes for main campus students were taught face-to-face while students in rural campuses were taught online by the same teachers. All students sat a formative assessment after completing a course with 4 practical classes.

Results and discussion

A total of 328 students (out of 621, 53%) completed the formative assessments of whom 49 (15%) were rural students. There was no statistically significant difference in the average assessment score between the two groups (67% vs. 61.25%, p = 0.073). The learning resources developed by the Pathology Department of the University of New South Wales had likely reduced the inequity of online teaching.

我们评估了两组接受在线或面对面病理学实践课程的澳大利亚医科学生的表现，以观察在线教学是否会造成学习上的不公平。方法选取新南威尔士大学2023年和2024年入学的所有医学院学生。主校区的三年级病理学实践课采用面对面授课，而农村校区的三年级病理学实践课由同一位老师在线授课。所有学生在完成四门实践课程后都参加了形成性评估。621名学生中有328名（占53%）完成了形成性评估，其中农村学生49名（占15%）。两组患者的平均评分差异无统计学意义（67% vs. 61.25%, p = 0.073）。新南威尔士大学病理学系开发的学习资源很可能减少了在线教学的不公平。

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引用次数: 0

Clasificación del rendimiento académico según uso problemático de Internet en estudiantes latinoamericanos de Medicina Humana mediante árbol CHAID 拉丁美洲人类医学学生使用互联网问题的学术成绩分类（CHAID树）

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-07-25 DOI: 10.1016/j.edumed.2025.101087

Raul Real Delor , Alberto Guevara Tirado

Introduction

Problematic internet use can impact the academic performance of medical students, but few studies in Latin America have explored this relationship using data mining. The objective was to classify academic performance according to problematic internet use in Latin American medical students.

Material and methods

A cross-sectional analysis was conducted using the CHAID decision tree algorithm among medical students from Peru, Paraguay, and Cuba (n = 176). The model's predictive ability was assessed through a classification matrix, calculating sensitivity, specificity, positive and negative predictive values (PPV, NPV), likelihood ratios, and odds ratio (OR). Student's t-tests were used to compare academic self-assessment scores between students with and without problematic internet use, complemented by effect size calculations (Cohen's d).

Results

The CHAID algorithm identified the frequency with which students perceived their academic performance to be affected by internet use as the main variable associated with performance (p < 0.001). The model correctly classified 79.80% of students with low performance and 59.60% with good performance, with an overall accuracy of 73.30%. Sensitivity was 79.80%, specificity 59.60%, PPV = 80.50%, and OR = 5.85 (95% CI: 2.66–12.87). Additionally, students not affected by problematic internet use reported significantly higher perceived academic performance scores (p < 0.001), with moderate to large effect sizes.

Conclusions

The CHAID tree identified a strong association between the perception of academic performance being affected by problematic internet use and poor academic outcomes in medical students.

有问题的互联网使用会影响医学生的学习成绩，但在拉丁美洲很少有研究使用数据挖掘来探索这种关系。目的是根据拉丁美洲医学生有问题的互联网使用情况对学业成绩进行分类。材料与方法采用CHAID决策树算法对来自秘鲁、巴拉圭和古巴的医学生进行横断面分析（n = 176）。通过分类矩阵评估模型的预测能力，计算敏感性、特异性、阳性和阴性预测值（PPV、NPV）、似然比和比值比（OR）。学生t检验用于比较有上网问题和没有上网问题的学生的学业自我评估分数，并辅以效应量计算（Cohen’s d）。结果CHAID算法确定了学生认为他们的学习成绩受到互联网使用影响的频率，这是与成绩相关的主要变量（p <； 0.001）。该模型对成绩差学生的正确率为79.80%，对成绩好的学生的正确率为59.60%，总体正确率为73.30%。敏感性79.80%，特异性59.60%,PPV = 80.50%,OR = 5.85 （95% CI: 2.66 ~ 12.87）。此外，不受问题互联网使用影响的学生报告了显著更高的感知学习成绩分数（p <； 0.001），具有中等到较大的效应量。结论：CHAID树确定了医学生的学习成绩受到不良互联网使用影响的感知与学习成绩差之间存在很强的关联。

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引用次数: 0