Educacion Medica最新文献

英文中文

Formación continuada y uso de listas de verificación: 2 factores determinantes para mejorar la atención a la parada cardiorrespiratoria

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-02-20 DOI: 10.1016/j.edumed.2024.101010

Jerónima Vicens Ferrer , David Salomón Sánchez Cuadrado Olea , Maria Isabel Ceniceros Rozalén , Catalina Terrasa Arrom , Miguel Agudo García , Jaume Gaspar Servera , Maria del Mar Ponce Abellán

Introduction

The incidence of in-hospital cardiac arrest (IHCA) is 1.5–2.8/1,000 admissions, the survival is related to the area where it occurs, the response times, the assistance provided, and especially the initial rhythm of the IHCA.

Materials and methods

Descriptive study about the impact of optimizing cardiorespiratory arrest (CPA) management through a continuous training program and the development and implementation of tailored checklists in a hospital emergency department (ED) to improve patient safety during CPA and reduce errors attributable to human factors. The continuous training consisted of advanced life support courses and annual refreshers provided to ED medical personnel, nurses, and residents, following the European Resuscitation Council (ERC) guidelines and using clinical simulation methodology.

Results

Instructors have observed the acquisition of competencies by the staff and a positive progression in successive editions, reflected in the ability to handle more complex cases, improved role performance, and communication within the team, even with unplanned staff rotations, as analyzed in the debriefings course. A comprehensive CPA management protocol has been developed, previously assisted by the Intensive Care Unit, providing the ED with greater autonomy.

Conclusion

Periodic training and checklists allow for the optimization of CPA management, reducing the insecurity of those leading the effort, minimizing errors attributable to human factors, and facilitating the analysis of interventions performed during resuscitation.

{"title":"Formación continuada y uso de listas de verificación: 2 factores determinantes para mejorar la atención a la parada cardiorrespiratoria","authors":"Jerónima Vicens Ferrer , David Salomón Sánchez Cuadrado Olea , Maria Isabel Ceniceros Rozalén , Catalina Terrasa Arrom , Miguel Agudo García , Jaume Gaspar Servera , Maria del Mar Ponce Abellán","doi":"10.1016/j.edumed.2024.101010","DOIUrl":"10.1016/j.edumed.2024.101010","url":null,"abstract":"<div><h3>Introduction</h3><div>The incidence of in-hospital cardiac arrest (IHCA) is 1.5–2.8/1,000 admissions, the survival is related to the area where it occurs, the response times, the assistance provided, and especially the initial rhythm of the IHCA.</div></div><div><h3>Materials and methods</h3><div>Descriptive study about the impact of optimizing cardiorespiratory arrest (CPA) management through a continuous training program and the development and implementation of tailored checklists in a hospital emergency department (ED) to improve patient safety during CPA and reduce errors attributable to human factors. The continuous training consisted of advanced life support courses and annual refreshers provided to ED medical personnel, nurses, and residents, following the European Resuscitation Council (ERC) guidelines and using clinical simulation methodology.</div></div><div><h3>Results</h3><div>Instructors have observed the acquisition of competencies by the staff and a positive progression in successive editions, reflected in the ability to handle more complex cases, improved role performance, and communication within the team, even with unplanned staff rotations, as analyzed in the debriefings course. A comprehensive CPA management protocol has been developed, previously assisted by the Intensive Care Unit, providing the ED with greater autonomy.</div></div><div><h3>Conclusion</h3><div>Periodic training and checklists allow for the optimization of CPA management, reducing the insecurity of those leading the effort, minimizing errors attributable to human factors, and facilitating the analysis of interventions performed during resuscitation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101010"},"PeriodicalIF":0.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454036","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

The Association Between Nursing Students' System Thinking, Self-Leadership, and Clinical Reasoning: A Structural Equation Modeling

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-02-17 DOI: 10.1016/j.edumed.2025.101023

Jeffrey V. Esteron , Anna Lyn M. Paano , Ma. Teresa S. Cabanayan , Maria Luisa D. Galang , Dennison Jose C. Punsalan , John Paulo C. Pineda , Therese Camielle L. Rivera , Fritzie F. Salunga

Background

Nursing students are expected to demonstrate a broad array of competencies that enable them to provide exemplary care and improve patient outcomes. These competencies comprise system thinking, self-leadership, and clinical reasoning. Exploring the relationship between system thinking, self-leadership, and problem-solving is crucial for nursing students to deliver exceptional care and improve patient outcomes. This study examines the relationships between system thinking, self-leadership, and clinical reasoning in nursing students to inform evidence-based educational interventions.

Material and methods

The research study is a non-experimental cross-sectional survey design with Structural Equation Modeling to test the a priori hypothesized study model. The study was conducted among nursing students at a university in Angeles City, Philippines. Statistical analyses, including descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM), are employed to investigate relationships and causal pathways among system thinking, self-leadership, and clinical reasoning.

Results

Findings revealed robust relationships between system thinking, self-leadership, and clinical reasoning in nursing students, with system thinking and self-leadership explaining 36.5% of clinical reasoning variance. These findings underscore the value of incorporating system thinking and self-leadership training into nursing education to enhance clinical reasoning.

Conclusion

This research provides compelling evidence of a statistically significant link between clinical reasoning, system thinking, and self-leadership, underscoring the critical role of clinical reasoning in integrating these competencies and enhancing the Clinical performance of nursing students.

{"title":"The Association Between Nursing Students' System Thinking, Self-Leadership, and Clinical Reasoning: A Structural Equation Modeling","authors":"Jeffrey V. Esteron , Anna Lyn M. Paano , Ma. Teresa S. Cabanayan , Maria Luisa D. Galang , Dennison Jose C. Punsalan , John Paulo C. Pineda , Therese Camielle L. Rivera , Fritzie F. Salunga","doi":"10.1016/j.edumed.2025.101023","DOIUrl":"10.1016/j.edumed.2025.101023","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students are expected to demonstrate a broad array of competencies that enable them to provide exemplary care and improve patient outcomes. These competencies comprise system thinking, self-leadership, and clinical reasoning. Exploring the relationship between system thinking, self-leadership, and problem-solving is crucial for nursing students to deliver exceptional care and improve patient outcomes. This study examines the relationships between system thinking, self-leadership, and clinical reasoning in nursing students to inform evidence-based educational interventions.</div></div><div><h3>Material and methods</h3><div>The research study is a non-experimental cross-sectional survey design with Structural Equation Modeling to test the a priori hypothesized study model. The study was conducted among nursing students at a university in Angeles City, Philippines. Statistical analyses, including descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM), are employed to investigate relationships and causal pathways among system thinking, self-leadership, and clinical reasoning.</div></div><div><h3>Results</h3><div>Findings revealed robust relationships between system thinking, self-leadership, and clinical reasoning in nursing students, with system thinking and self-leadership explaining 36.5% of clinical reasoning variance. These findings underscore the value of incorporating system thinking and self-leadership training into nursing education to enhance clinical reasoning.</div></div><div><h3>Conclusion</h3><div>This research provides compelling evidence of a statistically significant link between clinical reasoning, system thinking, and self-leadership, underscoring the critical role of clinical reasoning in integrating these competencies and enhancing the Clinical performance of nursing students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101023"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429063","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

Training course in point-of-care ultrasound in the urgency and emergency study of the undergraduate medical education

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-02-12 DOI: 10.1016/j.edumed.2024.101009

Luiza Fleury de F. Serruya, Yuri Aarão A. Serruya, Ariney Costa de Miranda, Cláudio Eduardo C. Teixeira

Objective

Train undergraduate medical students to practice point-of-care ultrasound (POCUS) in the urgency and emergency module of the medical internship.

Methods

The study was carried out through the Extended Focused Assessment with Sonography in Trauma theoretical–practical ultrasonography course applied to students in the 11th semester of the CESUPA medical course.

Results

It was found that most university students demonstrated an improvement in their ability to carry out and grasp knowledge about the subject after applying theoretical and practical classes on an ultrasound device and ultrasound training simulator.

Conclusion

The improvement in student performance after the practical activity encourages discussion about the importance of curricular adjustment to adapt to technological advances in the medical field.

引用次数: 0

The Simcup Morocco: Exploration of the concept, innovative pedagogical relevance, and perspectives

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101019

Mohamed El Mouhajir , Yahaya Maijimaa Tourey , Majdouline Obtel , Mohammed Mouhaoui

Introduction

The Simcup is a leading national event in the medical field, with clinical competition in terms of simulation. Here, groups of medical students from different faculties in the country participate in patient simulation scenarios, particularly in the field of emergency and disaster medicine. Our aim is to present SIMCUP Morocco in a comprehensive way. This involves describing the participation process, strategies for success, elucidating the format, stages, and timetable. In addition, we aim to provide an impartial assessment of its importance, its educational value for medical students, and its influence on their training.

Materials and methods

We developed a questionnaire covering 7 key areas to assess the effectiveness of the Simcup: Teamwork, communication, debriefing, psychological aspects, overall perspectives, areas for improvement, and a bonus category. We collected responses from 120 medical students representing various faculties in Morocco.

Results

A total of 120 participated in our study, with an average age between 25 and 26 years. The participation rate of virtual staff varied, with a majority indicating their presence at 47.5%. Notably, 81% of students strongly agreed with the importance of implementing simulation as an assessment modality within faculties. These results argue in favor of the relevance of Simcup and underline the superiority of simulation-based learning over traditional clinical teaching, both as a teaching method and for the evaluation of learning outcomes.

Conclusion

Despite the limited number of studies investigating the comparative effectiveness of simulation-based learning versus traditional clinical teaching, our results highlight the value of simulation-based approaches in medical education.

{"title":"The Simcup Morocco: Exploration of the concept, innovative pedagogical relevance, and perspectives","authors":"Mohamed El Mouhajir , Yahaya Maijimaa Tourey , Majdouline Obtel , Mohammed Mouhaoui","doi":"10.1016/j.edumed.2024.101019","DOIUrl":"10.1016/j.edumed.2024.101019","url":null,"abstract":"<div><h3>Introduction</h3><div>The Simcup is a leading national event in the medical field, with clinical competition in terms of simulation. Here, groups of medical students from different faculties in the country participate in patient simulation scenarios, particularly in the field of emergency and disaster medicine. Our aim is to present SIMCUP Morocco in a comprehensive way. This involves describing the participation process, strategies for success, elucidating the format, stages, and timetable. In addition, we aim to provide an impartial assessment of its importance, its educational value for medical students, and its influence on their training.</div></div><div><h3>Materials and methods</h3><div>We developed a questionnaire covering 7 key areas to assess the effectiveness of the Simcup: Teamwork, communication, debriefing, psychological aspects, overall perspectives, areas for improvement, and a bonus category. We collected responses from 120 medical students representing various faculties in Morocco.</div></div><div><h3>Results</h3><div>A total of 120 participated in our study, with an average age between 25 and 26 years. The participation rate of virtual staff varied, with a majority indicating their presence at 47.5%. Notably, 81% of students strongly agreed with the importance of implementing simulation as an assessment modality within faculties. These results argue in favor of the relevance of Simcup and underline the superiority of simulation-based learning over traditional clinical teaching, both as a teaching method and for the evaluation of learning outcomes.</div></div><div><h3>Conclusion</h3><div>Despite the limited number of studies investigating the comparative effectiveness of simulation-based learning versus traditional clinical teaching, our results highlight the value of simulation-based approaches in medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101019"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165621","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

Conocimientos, práctica y actitudes hacia la salud oral entre matronas de España

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101021

Yolanda Martínez-Beneyto , Andrea Poza Pascual , Cristina Carazo , Clara Serna-Muñoz , Amparo Pérez-Silva , Antonio José Ortiz-Ruiz

Introduction

Oral health is crucial for overall health, particularly during pregnancy, a period of high vulnerability due to physiological changes. Although there are specific oral health programs for pregnant women in Spain, only 15% of women attend dental check-ups during pregnancy. This study aims to evaluate the knowledge, attitudes, and practices of Spanish midwives regarding oral health in pregnant women following an educational intervention.

Methodology

A descriptive, observational, and cross-sectional study was conducted with active midwives in the Community of Murcia and Vizcaya. An initial questionnaire was administered to assess their knowledge and attitudes about oral health, followed by a lecture given by a dentist. Subsequently, a post-test was applied to measure the level of knowledge acquired.

Results

A total of 146 midwives participated, with an average age of 41.4 years and an average professional experience of 15 years. A total of 146 midwives participated in the study, with an average age of 41.4 years and an average of 15 years of professional experience. The study showed a significant improvement in knowledge about periodontal complications, the use of chlorhexidine and fluoride during pregnancy, and the relationship between breastfeeding and the baby's oral health after the lecture. A negative correlation was observed between years of professional experience and the level of knowledge in oral health.

Conclusions

Midwives had moderate knowledge about oral health during pregnancy and in infants, which improved significantly after the educational intervention. It is necessary to improve interprofessional education to optimize oral health during pregnancy.

{"title":"Conocimientos, práctica y actitudes hacia la salud oral entre matronas de España","authors":"Yolanda Martínez-Beneyto , Andrea Poza Pascual , Cristina Carazo , Clara Serna-Muñoz , Amparo Pérez-Silva , Antonio José Ortiz-Ruiz","doi":"10.1016/j.edumed.2024.101021","DOIUrl":"10.1016/j.edumed.2024.101021","url":null,"abstract":"<div><h3>Introduction</h3><div>Oral health is crucial for overall health, particularly during pregnancy, a period of high vulnerability due to physiological changes. Although there are specific oral health programs for pregnant women in Spain, only 15% of women attend dental check-ups during pregnancy. This study aims to evaluate the knowledge, attitudes, and practices of Spanish midwives regarding oral health in pregnant women following an educational intervention.</div></div><div><h3>Methodology</h3><div>A descriptive, observational, and cross-sectional study was conducted with active midwives in the Community of Murcia and Vizcaya. An initial questionnaire was administered to assess their knowledge and attitudes about oral health, followed by a lecture given by a dentist. Subsequently, a post-test was applied to measure the level of knowledge acquired.</div></div><div><h3>Results</h3><div>A total of 146 midwives participated, with an average age of 41.4 years and an average professional experience of 15 years. A total of 146 midwives participated in the study, with an average age of 41.4 years and an average of 15 years of professional experience. The study showed a significant improvement in knowledge about periodontal complications, the use of chlorhexidine and fluoride during pregnancy, and the relationship between breastfeeding and the baby's oral health after the lecture. A negative correlation was observed between years of professional experience and the level of knowledge in oral health.</div></div><div><h3>Conclusions</h3><div>Midwives had moderate knowledge about oral health during pregnancy and in infants, which improved significantly after the educational intervention. It is necessary to improve interprofessional education to optimize oral health during pregnancy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101021"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165622","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

Actitud del profesional de la salud ante la muerte de un paciente por error médico

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101017

Ana Anaya Bernardo , Mónica Regalado Chamorro , Aldo Medina Gamero

引用次数: 0

Validación y adaptación cultural al español de la Rúbrica de retroalimentación del desempeño quirúrgico (SPR)

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-24 DOI: 10.1016/j.edumed.2024.101022

Jaime Andrés Leal , Daniela Gutiérrez Zúñiga , Stephanie Renza , Felipe Valbuena

Introduction

The training of medical professionals has shifted towards a competency-based model. In this context, the evaluation of surgical competencies is crucial to ensure standards of quality and competence. However, there is still a lack of standardized and validated tools for effective evaluation in our setting. The “Surgical Procedure Feedback Rubric” (SPR) was developed for this purpose but has not been adapted to Spanish. This study aims to translate, validate, and culturally adapt the SPR for use in surgical specialty programs in Latin America.

Methods

A prospective observational study of cross-cultural adaptation and psychometric validation of the SPR was conducted from May 2020 to September 2021. The linguistic validation included forward and backward translation, review by an expert committee, and comprehension testing. The psychometric validation assessed face, content, convergent validity, internal consistency, and reproducibility.

Results

A total of 160 evaluations using the SPR were conducted, of which 129 were suitable for analysis. Cronbach's alpha was 0,9; indicating high reliability. Factor analysis revealed three latent factors related to pre-surgical care, collaboration and communication, and surgical techniques. No significant differences were found in evaluations based on the year of residency or surgical role.

Conclusions

The Spanish adaptation of the SPR is a valid and reliable tool for the formative assessment of surgical residents. Its implementation supports the standardization of surgical competency evaluation in Spanish-speaking settings, facilitating effective and precise feedback in surgical training.

{"title":"Validación y adaptación cultural al español de la Rúbrica de retroalimentación del desempeño quirúrgico (SPR)","authors":"Jaime Andrés Leal , Daniela Gutiérrez Zúñiga , Stephanie Renza , Felipe Valbuena","doi":"10.1016/j.edumed.2024.101022","DOIUrl":"10.1016/j.edumed.2024.101022","url":null,"abstract":"<div><h3>Introduction</h3><div>The training of medical professionals has shifted towards a competency-based model. In this context, the evaluation of surgical competencies is crucial to ensure standards of quality and competence. However, there is still a lack of standardized and validated tools for effective evaluation in our setting. The “Surgical Procedure Feedback Rubric” (SPR) was developed for this purpose but has not been adapted to Spanish. This study aims to translate, validate, and culturally adapt the SPR for use in surgical specialty programs in Latin America.</div></div><div><h3>Methods</h3><div>A prospective observational study of cross-cultural adaptation and psychometric validation of the SPR was conducted from May 2020 to September 2021. The linguistic validation included forward and backward translation, review by an expert committee, and comprehension testing. The psychometric validation assessed face, content, convergent validity, internal consistency, and reproducibility.</div></div><div><h3>Results</h3><div>A total of 160 evaluations using the SPR were conducted, of which 129 were suitable for analysis. Cronbach's alpha was 0,9; indicating high reliability. Factor analysis revealed three latent factors related to pre-surgical care, collaboration and communication, and surgical techniques. No significant differences were found in evaluations based on the year of residency or surgical role.</div></div><div><h3>Conclusions</h3><div>The Spanish adaptation of the SPR is a valid and reliable tool for the formative assessment of surgical residents. Its implementation supports the standardization of surgical competency evaluation in Spanish-speaking settings, facilitating effective and precise feedback in surgical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101022"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165623","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

Percepciones y satisfacción sobre una prueba de progreso en estudiantes de medicina

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-08 DOI: 10.1016/j.edumed.2024.101020

Alejandra Pachas-Mu, Bruno Bouroncle-Derteano, Franco Romaní-Romaní

Introduction

Progress tests have a positive impact on medical students' learning. The longer the year of study, the better students perceive and the more satisfied they are with this assessment. Our objective was to evaluate the trend of perceptions and level of satisfaction with respect to a progress test at a university in Lima, Peru.

Methods

We conducted an analytical cross-sectional study on all second- to sixth-year students exposed to a progress test who participated voluntarily. The self-administered questionnaire assessed three variables “Perceptions about the progress test”, “Perceptions about preparation for the progress test” and “Satisfaction” with items on a 5-category Likert scale, from strongly disagree/very dissatisfied/ (1 point) to strongly agree/very satisfied (5 points). We performed a descriptive analysis of the items and evaluated changes in scores between study years.

Results

263 students participated, 142 were women (54.0%). We found that the favorable perception on progress tests decreases from the fourth year compared to the second year (H Kruskal-Wallis = 36.2, p < 0.001). Regarding satisfaction, we only found a difference in the score between the sixth and second year (H Kruskal-Wallis = 36.2, p < 0.001).

Conclusion

In medical students, the favorable perception decreases the more tests performed. The trend in satisfaction is not clear. Students report that the length of the test generates fatigue, however, they value the subject matter and the evaluation of the questions in a clinical context.

{"title":"Percepciones y satisfacción sobre una prueba de progreso en estudiantes de medicina","authors":"Alejandra Pachas-Mu, Bruno Bouroncle-Derteano, Franco Romaní-Romaní","doi":"10.1016/j.edumed.2024.101020","DOIUrl":"10.1016/j.edumed.2024.101020","url":null,"abstract":"<div><h3>Introduction</h3><div>Progress tests have a positive impact on medical students' learning. The longer the year of study, the better students perceive and the more satisfied they are with this assessment. Our objective was to evaluate the trend of perceptions and level of satisfaction with respect to a progress test at a university in Lima, Peru.</div></div><div><h3>Methods</h3><div>We conducted an analytical cross-sectional study on all second- to sixth-year students exposed to a progress test who participated voluntarily. The self-administered questionnaire assessed three variables “Perceptions about the progress test”, “Perceptions about preparation for the progress test” and “Satisfaction” with items on a 5-category Likert scale, from strongly disagree/very dissatisfied/ (1 point) to strongly agree/very satisfied (5 points). We performed a descriptive analysis of the items and evaluated changes in scores between study years.</div></div><div><h3>Results</h3><div>263 students participated, 142 were women (54.0%). We found that the favorable perception on progress tests decreases from the fourth year compared to the second year (H Kruskal-Wallis = 36.2, <em>p</em> < 0.001). Regarding satisfaction, we only found a difference in the score between the sixth and second year (H Kruskal-Wallis = 36.2, <em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>In medical students, the favorable perception decreases the more tests performed. The trend in satisfaction is not clear. Students report that the length of the test generates fatigue, however, they value the subject matter and the evaluation of the questions in a clinical context.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101020"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169049","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

Estudio sobre salud mental y motivación en estudiantes del grado de Medicina de la Facultad de Medicina de la Universidad de Málaga

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-08 DOI: 10.1016/j.edumed.2024.101011

Dina Akrouh Ettaghadouini , Paloma Gallego-Fuentes , Alejandro Chica-Villa , Andrés Fontalba-Navas , Lucia Pérez-Costillas , Mario Gutiérrez-Bedmar , Natalia García-Casares

Introduction

The objective of the study was to analyze the mental health of students in the Medicine Degree program at the Faculty of Medicine of the University of Málaga through the evaluation of symptoms consistent with depression, anxiety, stress, as well as their motivation for studying medicine.

Methods

This descriptive observational study was performed on medical students of University of Málaga from first to sixth year, using a self-administered survey in virtual format. Data regarding general variables are collected through questions answered using Likert scale ratings. Additionally, two validated scales are utilized: the MEM-12 (Motivations for Studying Medicine) and DASS-21 (Depression, Anxiety, and Stress Scale).

Results

This study obtained 189 responses for the analysis, with 65.1% being female, and 36.5% aged between 17 to 20 years old. The motivations for choosing to study the Medicine Degree have been altruistic, with the majority indicating that it is because they can help others. However, more than half of the respondents have considered dropping out of their medical studies at some point. The percentages of symptoms consistent with depression, anxiety, and stress, ranging from moderate to extremely severe, have been 46.5, 56.6, and 57%, respectively. Additionally, a significant percentage of suicidal ideation has been recorded, corresponding to 14.3%.

Conclusions

Medical students, who are often among the top academically from a young age, face significant pressure and self-demand, which can impact their psychosocial well-being. Further research on the mental health of medical students in Spain is needed to understand and address these difficulties.

{"title":"Estudio sobre salud mental y motivación en estudiantes del grado de Medicina de la Facultad de Medicina de la Universidad de Málaga","authors":"Dina Akrouh Ettaghadouini , Paloma Gallego-Fuentes , Alejandro Chica-Villa , Andrés Fontalba-Navas , Lucia Pérez-Costillas , Mario Gutiérrez-Bedmar , Natalia García-Casares","doi":"10.1016/j.edumed.2024.101011","DOIUrl":"10.1016/j.edumed.2024.101011","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective of the study was to analyze the mental health of students in the Medicine Degree program at the Faculty of Medicine of the University of Málaga through the evaluation of symptoms consistent with depression, anxiety, stress, as well as their motivation for studying medicine.</div></div><div><h3>Methods</h3><div>This descriptive observational study was performed on medical students of University of Málaga from first to sixth year, using a self-administered survey in virtual format. Data regarding general variables are collected through questions answered using Likert scale ratings. Additionally, two validated scales are utilized: the MEM-12 (Motivations for Studying Medicine) and DASS-21 (Depression, Anxiety, and Stress Scale).</div></div><div><h3>Results</h3><div>This study obtained 189 responses for the analysis, with 65.1% being female, and 36.5% aged between 17 to 20 years old. The motivations for choosing to study the Medicine Degree have been altruistic, with the majority indicating that it is because they can help others. However, more than half of the respondents have considered dropping out of their medical studies at some point. The percentages of symptoms consistent with depression, anxiety, and stress, ranging from moderate to extremely severe, have been 46.5, 56.6, and 57%, respectively. Additionally, a significant percentage of suicidal ideation has been recorded, corresponding to 14.3%.</div></div><div><h3>Conclusions</h3><div>Medical students, who are often among the top academically from a young age, face significant pressure and self-demand, which can impact their psychosocial well-being. Further research on the mental health of medical students in Spain is needed to understand and address these difficulties.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101011"},"PeriodicalIF":0.0,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169573","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

Comparison of the effect of role-playing and team-based learning on interpersonal communication skills of emergency medical personnels

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-01-07 DOI: 10.1016/j.edumed.2024.101012

Mohsen Sayahi , Reza Nabi Amjad , Mahmoud Kohan

Introduction

Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.

Material and methods

This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.'s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at P < .05.

Results

The 2 groups had similar demographic characteristics (P > .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (P = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (P = .001).

Conclusion

The study shows role-playing and team-based learning enhance medical emergency staff's communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.

{"title":"Comparison of the effect of role-playing and team-based learning on interpersonal communication skills of emergency medical personnels","authors":"Mohsen Sayahi , Reza Nabi Amjad , Mahmoud Kohan","doi":"10.1016/j.edumed.2024.101012","DOIUrl":"10.1016/j.edumed.2024.101012","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective communication and interpersonal skills among medical emergency staff enhance service quality, reduce errors, boost patient satisfaction, and decrease stress. Role-playing and team-based learning are key methods to improve these skills, but determining the most effective approach is challenging. This study aimed to compare the impact of these 2 methods on the interpersonal communication skills of medical emergency staff at Abadan University of Medical Sciences in 2024.</div></div><div><h3>Material and methods</h3><div>This study used a semi-experimental pre-test–post-test design, targeting medical emergency staff at Abadan University of Medical Sciences in 2024. Sixty-eight eligible staff members were chosen through convenience sampling and assigned to 2 groups: role-playing and team-based learning. Data collection involved a demographic form and Wheeless et al.'s interpersonal communication skills questionnaire. Analysis was performed using SPSS version 22, with a significance level established at <em>P</em> < .05.</div></div><div><h3>Results</h3><div>The 2 groups had similar demographic characteristics (<em>P</em> > .05). Before the intervention, the mean score for interpersonal communication skills was 15.46 ± 93.97 in the team-based learning group and 14.30 ± 94.76 in the role-playing group, with no significant difference (<em>P</em> = .82). Post-intervention scores improved to 119.38 ± 11.96 for team-based learning and 131.76 ± 10.51 for role-playing, showing significant improvement, especially in the role-playing group (<em>P</em> = .001).</div></div><div><h3>Conclusion</h3><div>The study shows role-playing and team-based learning enhance medical emergency staff's communication skills, with role-playing being more effective. Both methods are recommended, emphasizing role-playing for skill enhancement.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101012"},"PeriodicalIF":0.0,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143169574","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

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Educacion Medica

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀