Pub Date : 2025-11-21DOI: 10.1016/j.edumed.2025.101119
Javier A. Flores-Cohaila , Cielo A. Estela-Fernandez , Brayan Miranda-Chavez , Javier P. Flores-Arocutipa , Julio C. Lujan-Minaya , Jeff Huarcaya-Victoria , Cesar Copaja-Corzo
Objective
To identify latent profiles of burnout and depressive symptoms in Peruvian medical residents.
Materials and methods
A secondary analysis of the ENSUSALUD 2016 survey. A latent profile analysis was conducted using the dimensions of the MBI and the PHQ-2.
Results
Four profiles were identified: Resilient (36.6%), Mild Burnout (16.0%), Moderate Burnout (39.9%), and Severe Burnout (7.6%). Only the severe profile presented with depression (64%). The profiles differed in work-life balance, family support, and workplace violence (p < 0.001).
Conclusion
Burnout in Peruvian residents presents as a heterogeneous spectrum where only the severe profile develops comorbid depression.
{"title":"El espectro del burnout: un análisis de perfiles latentes en médicos residentes peruanos","authors":"Javier A. Flores-Cohaila , Cielo A. Estela-Fernandez , Brayan Miranda-Chavez , Javier P. Flores-Arocutipa , Julio C. Lujan-Minaya , Jeff Huarcaya-Victoria , Cesar Copaja-Corzo","doi":"10.1016/j.edumed.2025.101119","DOIUrl":"10.1016/j.edumed.2025.101119","url":null,"abstract":"<div><h3>Objective</h3><div>To identify latent profiles of <em>burnout</em> and depressive symptoms in Peruvian medical residents.</div></div><div><h3>Materials and methods</h3><div>A secondary analysis of the ENSUSALUD 2016 survey. A latent profile analysis was conducted using the dimensions of the MBI and the PHQ-2.</div></div><div><h3>Results</h3><div>Four profiles were identified: Resilient (36.6%), Mild Burnout (16.0%), Moderate Burnout (39.9%), and Severe Burnout (7.6%). Only the severe profile presented with depression (64%). The profiles differed in work-life balance, family support, and workplace violence (<em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>Burnout in Peruvian residents presents as a heterogeneous spectrum where only the severe profile develops comorbid depression.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101119"},"PeriodicalIF":0.0,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568389","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 : 2025-11-20DOI: 10.1016/j.edumed.2025.101132
Jose Curbelo , Diana Monge Martín , Emilio Cervera Barba , Santiago Álvarez Montero , Cristina García de Leonardo , María Carnero González , Francisco Campos Lucas , Juan Vega Villar , Fernando Caballero Martínez
Introduction
Currently, the academic score accounts for 10% of the final result in the Spanish MIR (Medical Residency Entrance Exam). This study aims to analyze the relationship between academic score and exam performance, and to evaluate the impact of modifying the weight of the academic score to 0%, 25%, or 50%.
Methods
Official results from the 2020/2021 and 2021/2022 MIR exams were analyzed. Net scores were assessed in relation to academic scores adjusted for country of origin, and the changes in ranking positions were calculated for scenarios where the academic score weight was set at 0%, 25%, and 50%.
Results
A strong correlation was found between net scores and academic performance (0.65 and 0.64 for the 2020–2021 and 2021–2022 MIR exams, respectively), which increased when analyzing only Spanish candidates. Across all academic score ranges, Spanish candidates achieved higher net scores than foreign candidates. Assigning a 0% weight to the academic score led to a median worsening in ranking of 4 positions for Spaniards and 17 positions for foreigners in the 2020–2021 exam (p < 0.001). Conversely, increasing the academic score weight to 50% resulted in a median worsening of 21 positions for Spaniards and an improvement of 97 positions for foreigners (p < 0.001). Similar results were observed for the 2021–2022 cohort.
Conclusions
A high academic score is associated with better MIR exam performance, particularly among Spanish candidates. Increasing the weight of the academic score does not benefit Spanish applicants.
{"title":"Análisis de la influencia del baremo en la prueba para médico interno residente (MIR) e impacto de su modificación","authors":"Jose Curbelo , Diana Monge Martín , Emilio Cervera Barba , Santiago Álvarez Montero , Cristina García de Leonardo , María Carnero González , Francisco Campos Lucas , Juan Vega Villar , Fernando Caballero Martínez","doi":"10.1016/j.edumed.2025.101132","DOIUrl":"10.1016/j.edumed.2025.101132","url":null,"abstract":"<div><h3>Introduction</h3><div>Currently, the academic score accounts for 10% of the final result in the Spanish MIR (Medical Residency Entrance Exam). This study aims to analyze the relationship between academic score and exam performance, and to evaluate the impact of modifying the weight of the academic score to 0%, 25%, or 50%.</div></div><div><h3>Methods</h3><div>Official results from the 2020/2021 and 2021/2022 MIR exams were analyzed. Net scores were assessed in relation to academic scores adjusted for country of origin, and the changes in ranking positions were calculated for scenarios where the academic score weight was set at 0%, 25%, and 50%.</div></div><div><h3>Results</h3><div>A strong correlation was found between net scores and academic performance (0.65 and 0.64 for the 2020–2021 and 2021–2022 MIR exams, respectively), which increased when analyzing only Spanish candidates. Across all academic score ranges, Spanish candidates achieved higher net scores than foreign candidates. Assigning a 0% weight to the academic score led to a median worsening in ranking of 4 positions for Spaniards and 17 positions for foreigners in the 2020–2021 exam (<em>p</em> < 0.001). Conversely, increasing the academic score weight to 50% resulted in a median worsening of 21 positions for Spaniards and an improvement of 97 positions for foreigners (<em>p</em> < 0.001). Similar results were observed for the 2021–2022 cohort.</div></div><div><h3>Conclusions</h3><div>A high academic score is associated with better MIR exam performance, particularly among Spanish candidates. Increasing the weight of the academic score does not benefit Spanish applicants.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101132"},"PeriodicalIF":0.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569134","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 : 2025-11-19DOI: 10.1016/j.edumed.2025.101130
Manuel Millán-Hernández , Daniela Francelia Albarrán Pérez
{"title":"Evaluación oral mediante casos clínicos: una apuesta formativa en sintonía con el razonamiento clínico","authors":"Manuel Millán-Hernández , Daniela Francelia Albarrán Pérez","doi":"10.1016/j.edumed.2025.101130","DOIUrl":"10.1016/j.edumed.2025.101130","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101130"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569216","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 : 2025-11-19DOI: 10.1016/j.edumed.2025.101131
Aldo Medina Gamero
{"title":"Retos en la satisfacción académica de futuros médicos","authors":"Aldo Medina Gamero","doi":"10.1016/j.edumed.2025.101131","DOIUrl":"10.1016/j.edumed.2025.101131","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101131"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568499","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 : 2025-11-19DOI: 10.1016/j.edumed.2025.101100
Pilar Leon-Sanz
Introduction
The article reviews the specific ethical issues that should be considered in developing competencies related to the implementation or application of Artificial Intelligence projects in medicine.
Method
The article analyzes the main consensus documents and other studies.
Results
The general ethical characteristics of AI in medicine is described. And also, three relevant aspects of the ethical and medical debate on AI in medicine are considered: the use and types of health data, taking into account secondary uses and data reuse, and how access to health data has been provided in the European Health Data Space (both for primary and secondary use). Second, the article addresses equity and algorithmic fairness, and third, the responsibility of health professionals in the design and application of AI in general, as well as generative AI.
Conclusions
AI is not ethically neutral. Training competencies must consider best practices in AI projects so that they are also ethically sound, ensuring that the improvements introduced guarantee respect for the values and rights of individuals and society.
{"title":"Aspectos éticos para la educación médica en inteligencia artificial","authors":"Pilar Leon-Sanz","doi":"10.1016/j.edumed.2025.101100","DOIUrl":"10.1016/j.edumed.2025.101100","url":null,"abstract":"<div><h3>Introduction</h3><div>The article reviews the specific ethical issues that should be considered in developing competencies related to the implementation or application of Artificial Intelligence projects in medicine.</div></div><div><h3>Method</h3><div>The article analyzes the main consensus documents and other studies.</div></div><div><h3>Results</h3><div>The general ethical characteristics of AI in medicine is described. And also, three relevant aspects of the ethical and medical debate on AI in medicine are considered: the use and types of health data, taking into account secondary uses and data reuse, and how access to health data has been provided in the European Health Data Space (both for primary and secondary use). Second, the article addresses equity and algorithmic fairness, and third, the responsibility of health professionals in the design and application of AI in general, as well as generative AI.</div></div><div><h3>Conclusions</h3><div>AI is not ethically neutral. Training competencies must consider best practices in AI projects so that they are also ethically sound, ensuring that the improvements introduced guarantee respect for the values and rights of individuals and society.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101100"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145546592","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 : 2025-11-19DOI: 10.1016/j.edumed.2025.101133
Paula Calderón , María I. Ramírez , Karla Altamirano , Ana Paulina Arévalo-Jaramillo
Introduction
Recognizing the importance of the relationship between technology and education, this project aimed to generate digital educational material on metabolic pathways, with the participation of students from the Facultad de Ciencias de la Salud - Universidad Técnica Particular de Loja.
Materials and methods
In Phase 1 (generation), production of microvideos and presentations on metabolic pathways, we validated the materials through a survey, evaluating: motivation, skills development, suitability and relevance. We selected 13 resources. In Phase 2 (application) the students completed a questionnaire on metabolic pathways, based on the digital resources generated in Phase 1.
Results
77% felt motivated, 66% acquired skills, 56% considered it adequate and 70.30% considered it relevant. In Phase 2, more than 50% of the students managed to correctly complete the questionnaire thanks to the generated material.
Conclusion
We achieved the objective of generating digital educational material that facilitates the understanding of metabolic pathways.
{"title":"Herramientas digitales para el aprendizaje de vías metabólicas: un análisis en la educación en ciencias de la salud","authors":"Paula Calderón , María I. Ramírez , Karla Altamirano , Ana Paulina Arévalo-Jaramillo","doi":"10.1016/j.edumed.2025.101133","DOIUrl":"10.1016/j.edumed.2025.101133","url":null,"abstract":"<div><h3>Introduction</h3><div>Recognizing the importance of the relationship between technology and education, this project aimed to generate digital educational material on metabolic pathways, with the participation of students from the Facultad de Ciencias de la Salud - Universidad Técnica Particular de Loja.</div></div><div><h3>Materials and methods</h3><div>In Phase 1 (generation), production of microvideos and presentations on metabolic pathways, we validated the materials through a survey, evaluating: motivation, skills development, suitability and relevance. We selected 13 resources. In Phase 2 (application) the students completed a questionnaire on metabolic pathways, based on the digital resources generated in Phase 1.</div></div><div><h3>Results</h3><div>77% felt motivated, 66% acquired skills, 56% considered it adequate and 70.30% considered it relevant. In Phase 2, more than 50% of the students managed to correctly complete the questionnaire thanks to the generated material.</div></div><div><h3>Conclusion</h3><div>We achieved the objective of generating digital educational material that facilitates the understanding of metabolic pathways.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101133"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568391","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 : 2025-11-17DOI: 10.1016/j.edumed.2025.101128
Daniel Lozano-Moreno, Carlos Torres-Salinas, Kensey Solórzano-Quispe, Diego J. Castro
Introduction
Learning in health sciences requires constant updating and active methodologies; infrastructure, curriculum, and teacher training influence academic performance. Case-Based Learning (CBL) links theory and practice, fostering critical analysis and decision-making. This study evaluates the relationship between the development of clinical skills using CBL and academic performance in pediatrics, providing key evidence for medical education in Latin America.
Methodology
An observational, cross-sectional study was conducted among 117 students in a clinical skills development program with seven simulated pediatric case sessions. The relationship between attendance and academic performance was evaluated. Low, medium, and high attendance groups were compared using the Kruskal-Wallis test, with a p-value less than 0.05 considered statistical significance.
Results
A positive correlation was found between the number of attendances to clinical skills (CS) and academic performance: final exam (FE); r = 0.412, p < 0.001 and final grade (FG); r = 0.536, p < 0.001. While the analysis by attendance groups showed significant differences in FE (H = 21.84, p < 0.001) and FG (H = 30.99, p < 0.001), highlighting better performance with greater attendance at sessions CS.
Discussion
The findings suggest that greater participation in clinical skills development sessions using ABC is associated with better academic performance. Furthermore, the significant difference between groups reinforces the importance of practical implementation strategies in clinical skills development. These results support the importance of integrating ABC into medical education.
{"title":"Desarrollo de habilidades clínicas en pediatría utilizando aprendizaje basado en casos: evaluación de su impacto en la enseñanza de pregrado","authors":"Daniel Lozano-Moreno, Carlos Torres-Salinas, Kensey Solórzano-Quispe, Diego J. Castro","doi":"10.1016/j.edumed.2025.101128","DOIUrl":"10.1016/j.edumed.2025.101128","url":null,"abstract":"<div><h3>Introduction</h3><div>Learning in health sciences requires constant updating and active methodologies; infrastructure, curriculum, and teacher training influence academic performance. Case-Based Learning (CBL) links theory and practice, fostering critical analysis and decision-making. This study evaluates the relationship between the development of clinical skills using CBL and academic performance in pediatrics, providing key evidence for medical education in Latin America.</div></div><div><h3>Methodology</h3><div>An observational, cross-sectional study was conducted among 117 students in a clinical skills development program with seven simulated pediatric case sessions. The relationship between attendance and academic performance was evaluated. Low, medium, and high attendance groups were compared using the Kruskal-Wallis test, with a p-value less than 0.05 considered statistical significance.</div></div><div><h3>Results</h3><div>A positive correlation was found between the number of attendances to clinical skills (CS) and academic performance: final exam (FE); <em>r</em> = 0.412, <em>p</em> < 0.001 and final grade (FG); <em>r</em> = 0.536, <em>p</em> < 0.001. While the analysis by attendance groups showed significant differences in FE (<em>H</em> = 21.84, <em>p</em> < 0.001) and FG (<em>H</em> = 30.99, <em>p</em> < 0.001), highlighting better performance with greater attendance at sessions CS.</div></div><div><h3>Discussion</h3><div>The findings suggest that greater participation in clinical skills development sessions using ABC is associated with better academic performance. Furthermore, the significant difference between groups reinforces the importance of practical implementation strategies in clinical skills development. These results support the importance of integrating ABC into medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101128"},"PeriodicalIF":0.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568390","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 : 2025-11-17DOI: 10.1016/j.edumed.2025.101126
Leyre Rodríguez Leal , Leticia López Pedraza , Marina Gómez de Quero Córdoba , Raquel González Hervías , Victor Fernandez-Alonso , Beatriz Álvarez Embarba , Marta Mas , Raúl Merchán , Juan Francisco Velarde , Marta Fernández Idiago
Introduction
The OSCE consists of one or a series of stations designed to evaluate performance competence in clinical, technical or non-technical skills, individually or as a team. The Objective Structured Clinical Examination (OSCE) is a validated method for assessing clinical competence.
Methodology
This study analysed the OSCE performance of 85 fourth-year nursing students at a university in Madrid. Working in pairs, the students completed five 10-min stations on multiple trauma, paediatric emergencies, diabetes consultation, post-surgical care, therapeutic relationship, and the nursing process. Their testimonies were also assessed qualitatively, identifying four main categories.
Results
In terms of the quantitative study, the average score was 0.36 out of 0.5 (SD = 0.08), with diabetes education scoring the lowest and post-surgical care scoring the highest. Despite initial nervousness, the students were satisfied and valued the simulation experience. As for the qualitative study, four main qualitative categories were found: nervousness/uncertainty, organisation of the teaching experience, skills development, and evaluator perception.
Conclusion
These results support OSCE's effectiveness in nursing assessment, highlighting areas for improving student skills and station design.
{"title":"Implementation of the OSCE as a teaching experience in nursing education. Mixed study","authors":"Leyre Rodríguez Leal , Leticia López Pedraza , Marina Gómez de Quero Córdoba , Raquel González Hervías , Victor Fernandez-Alonso , Beatriz Álvarez Embarba , Marta Mas , Raúl Merchán , Juan Francisco Velarde , Marta Fernández Idiago","doi":"10.1016/j.edumed.2025.101126","DOIUrl":"10.1016/j.edumed.2025.101126","url":null,"abstract":"<div><h3>Introduction</h3><div>The OSCE consists of one or a series of stations designed to evaluate performance competence in clinical, technical or non-technical skills, individually or as a team. The Objective Structured Clinical Examination (OSCE) is a validated method for assessing clinical competence.</div></div><div><h3>Methodology</h3><div>This study analysed the OSCE performance of 85 fourth-year nursing students at a university in Madrid. Working in pairs, the students completed five 10-min stations on multiple trauma, paediatric emergencies, diabetes consultation, post-surgical care, therapeutic relationship, and the nursing process. Their testimonies were also assessed qualitatively, identifying four main categories.</div></div><div><h3>Results</h3><div>In terms of the quantitative study, the average score was 0.36 out of 0.5 (SD<!--> <!-->=<!--> <!-->0.08), with diabetes education scoring the lowest and post-surgical care scoring the highest. Despite initial nervousness, the students were satisfied and valued the simulation experience. As for the qualitative study, four main qualitative categories were found: nervousness/uncertainty, organisation of the teaching experience, skills development, and evaluator perception.</div></div><div><h3>Conclusion</h3><div>These results support OSCE's effectiveness in nursing assessment, highlighting areas for improving student skills and station design.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101126"},"PeriodicalIF":0.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568392","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 : 2025-11-10DOI: 10.1016/j.edumed.2025.101121
Laura González Calvete , Arancha Martín Suárez , Iván Marcos González , Amalia Franco Vidal , Francisco Tamargo de Miguel , Paula Recena Pérez , Rocío Rodríguez Herrero , Arturo Martínez Martínez , César Roza Alonso , Marta González Pajares , Lorena Alarcón Antúnez , Andrea García Sampedro , Jose Carlos Fernández Fernández , Aránzazu Urruchi Campo , Marta Costa Romero
Introduction
Simulation and gamification are tools used to enhance skill development and consolidate or acquire new knowledge in a safe environment. The objective of this study was to explore the effectiveness of a eminently practical methodology based on mini training pills as a training tool in a healthcare setting for teaching first aid-related actions
Material and methods
An active, participatory activity was designed during the workday (9:00 a.m.–3:00 p.m.) for all healthcare professionals in Health Area V (Asturias). This activity consisted of a circuit or “scavenger hunt” through different workshops or “stations” located at the Cabueñes University Hospital. All workshops were related to urgent primary care, using a methodology based on simulation and/or gamification and a short format (15–20 minutes).
Results
The participation rate was high, both quantitatively (n = 502) and qualitatively, with multiple professional categories attending (who also showed high satisfaction), defining this activity as a “dynamic, innovative, simple and fun experience to learn”.
Conclusions
This fundamentally practical methodology, through training “mini-pills”, allows for the rapid and effective acquisition/recycling of knowledge on a specific subject, which facilitates appropriate action in possible real-life situations.
{"title":"Feria de simulación en primeros auxilios: una nueva modalidad docente para la formación de profesionales de un área sanitaria","authors":"Laura González Calvete , Arancha Martín Suárez , Iván Marcos González , Amalia Franco Vidal , Francisco Tamargo de Miguel , Paula Recena Pérez , Rocío Rodríguez Herrero , Arturo Martínez Martínez , César Roza Alonso , Marta González Pajares , Lorena Alarcón Antúnez , Andrea García Sampedro , Jose Carlos Fernández Fernández , Aránzazu Urruchi Campo , Marta Costa Romero","doi":"10.1016/j.edumed.2025.101121","DOIUrl":"10.1016/j.edumed.2025.101121","url":null,"abstract":"<div><h3>Introduction</h3><div>Simulation and gamification are tools used to enhance skill development and consolidate or acquire new knowledge in a safe environment. The objective of this study was to explore the effectiveness of a eminently practical methodology based on mini training pills as a training tool in a healthcare setting for teaching first aid-related actions</div></div><div><h3>Material and methods</h3><div>An active, participatory activity was designed during the workday (9:00 a.m.–3:00 p.m.) for all healthcare professionals in Health Area V (Asturias). This activity consisted of a circuit or “scavenger hunt” through different workshops or “stations” located at the Cabueñes University Hospital. All workshops were related to urgent primary care, using a methodology based on simulation and/or gamification and a short format (15–20 minutes).</div></div><div><h3>Results</h3><div>The participation rate was high, both quantitatively (n<!--> <!-->=<!--> <!-->502) and qualitatively, with multiple professional categories attending (who also showed high satisfaction), defining this activity as a “dynamic, innovative, simple and fun experience to learn”.</div></div><div><h3>Conclusions</h3><div>This fundamentally practical methodology, through training “mini-pills”, allows for the rapid and effective acquisition/recycling of knowledge on a specific subject, which facilitates appropriate action in possible real-life situations.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101121"},"PeriodicalIF":0.0,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519410","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 : 2025-11-08DOI: 10.1016/j.edumed.2025.101127
Botswana Hinojosa Pérez , Sergio Trujillo López , María Elena Reguera Torres , Aziel Alejandro Peralta Ramírez , Eliezer Emmanuel Preciado Gocobachi , Carlos Eduardo Astorga Haro , Jared Rolando Laborin Domínguez , Martin Pérez Nava
Introduction
Laparoscopic surgery has transformed surgical practice by reducing complications and recovery times. However, training remains limited due to restricted access to high-fidelity simulators, especially in resource-limited settings. Low-cost simulators have emerged as a feasible alternative to develop essential technical skills. The aim of this study was to design, develop, and validate a low-cost laparoscopic simulator for surgical training.
Methods
A quasi-experimental study was conducted with 24 general surgery residents. The simulator, built from medium-density fiberboard (MDF) and equipped with ports and a digital camera, was validated by a panel of 10 experts and assessed through the GOALS scale during a peg transfer task. Descriptive statistics and the Kruskal–Wallis test were applied to compare performance according to year of residency.
Results
Experts reported high content and face validity (Aiken's V ≥ 0.75), highlighting its pedagogical relevance and functionality. Among residents, significant differences were found in performance across training levels (H = 8.70; p = 0.034), particularly between first- and fourth-year residents. The simulator showed discriminative capacity and educational usefulness.
Discussion
The validated simulator represents an accessible and reproducible tool that facilitates training in minimally invasive surgery. Its low cost and effectiveness make it a strategic resource for institutions with budget limitations, supporting progressive and safe skill acquisition while enhancing surgical competence and patient safety.
腹腔镜手术通过减少并发症和恢复时间改变了手术实践。然而，由于高保真模拟器的使用受到限制，特别是在资源有限的情况下，培训仍然有限。低成本模拟器已成为发展基本技术技能的可行替代方案。本研究的目的是设计、开发和验证用于外科训练的低成本腹腔镜模拟器。方法对24名普通外科住院医师进行准实验研究。该模拟器由中密度纤维板（MDF）制成，配备了端口和数码相机，由10名专家组成的小组进行了验证，并在peg转移任务期间通过GOALS量表进行了评估。采用描述性统计和Kruskal-Wallis检验比较不同住院年份的表现。结果专家报告了高内容和面效度（Aiken's V ≥ 0.75），突出了其教学相关性和功能性。在住院医生中，不同培训水平的表现存在显著差异（H = 8.70;p = 0.034），特别是在第一年和第四年住院医生之间。该模拟器显示了识别能力和教育用途。经过验证的模拟器代表了一种可访问和可重复的工具，促进了微创手术的培训。它的低成本和有效性使其成为预算有限的机构的战略资源，支持渐进和安全的技能获取，同时提高手术能力和患者安全。
{"title":"Design, development, and validation of a low-cost laparoscopic simulator for surgical training","authors":"Botswana Hinojosa Pérez , Sergio Trujillo López , María Elena Reguera Torres , Aziel Alejandro Peralta Ramírez , Eliezer Emmanuel Preciado Gocobachi , Carlos Eduardo Astorga Haro , Jared Rolando Laborin Domínguez , Martin Pérez Nava","doi":"10.1016/j.edumed.2025.101127","DOIUrl":"10.1016/j.edumed.2025.101127","url":null,"abstract":"<div><h3>Introduction</h3><div>Laparoscopic surgery has transformed surgical practice by reducing complications and recovery times. However, training remains limited due to restricted access to high-fidelity simulators, especially in resource-limited settings. Low-cost simulators have emerged as a feasible alternative to develop essential technical skills. The aim of this study was to design, develop, and validate a low-cost laparoscopic simulator for surgical training.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 24 general surgery residents. The simulator, built from medium-density fiberboard (MDF) and equipped with ports and a digital camera, was validated by a panel of 10 experts and assessed through the GOALS scale during a peg transfer task. Descriptive statistics and the Kruskal–Wallis test were applied to compare performance according to year of residency.</div></div><div><h3>Results</h3><div>Experts reported high content and face validity (Aiken's V ≥ 0.75), highlighting its pedagogical relevance and functionality. Among residents, significant differences were found in performance across training levels (<em>H</em> = 8.70; <em>p</em> = 0.034), particularly between first- and fourth-year residents. The simulator showed discriminative capacity and educational usefulness.</div></div><div><h3>Discussion</h3><div>The validated simulator represents an accessible and reproducible tool that facilitates training in minimally invasive surgery. Its low cost and effectiveness make it a strategic resource for institutions with budget limitations, supporting progressive and safe skill acquisition while enhancing surgical competence and patient safety.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101127"},"PeriodicalIF":0.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519415","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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