Pub Date : 2026-05-01Epub Date: 2026-03-09DOI: 10.1016/j.edumed.2026.101172
Diego Andrés Díaz-Guio , Valeria Aylin Infante-Villagrán , Camilo Ángel-Díaz , Diana Montes , Ana Sofía Díaz-Gómez , Andy Pantoja , Cyndi Meneses
Introduction
Given the scarcity of Latin American publications on Artificial Intelligence in Simulation-Based Education, this study describes the knowledge, usage practices, perceived usefulness, perceived ease of use, and attitudes toward the use of Artificial Intelligence among simulation educators in Latin America regarding AI.
Materials and methods
A quantitative, cross-sectional, and exploratory study (N = 242) was conducted with educators from 16 countries. A sociodemographic questionnaire, an AI knowledge test (α = 0.758), questions on AI practices, and instruments assessing technology acceptance (α = 0.822) and attitudes toward AI use (α = 0.808) were applied. Group comparisons were performed using the nonparametric Kruskal–Wallis and Mann–Whitney U tests.
Results
Performance on the knowledge test was high (correct responses: 58.3%–87.2%), with chatbots being the most frequently used tools. Positive valence was observed for perceived usefulness, ease of use, and attitudes. Statistically significant differences were identified in declarative knowledge and perceived usefulness according to gender and self-perceived level of proficiency.
Conclusion
Simulation educators in Latin America show a generally positive perspective toward Artificial Intelligence. However, the gap between high interest and limited implementation highlights the need to strengthen Artificial Intelligence literacy and faculty development to accelerate the ethical and equitable adoption of these technologies in Simulation-Based Education.
{"title":"Inteligencia artificial en la educación basada en simulación clínica en América Latina: un estudio transversal de los conocimientos, prácticas y percepciones de los educadores","authors":"Diego Andrés Díaz-Guio , Valeria Aylin Infante-Villagrán , Camilo Ángel-Díaz , Diana Montes , Ana Sofía Díaz-Gómez , Andy Pantoja , Cyndi Meneses","doi":"10.1016/j.edumed.2026.101172","DOIUrl":"10.1016/j.edumed.2026.101172","url":null,"abstract":"<div><h3>Introduction</h3><div>Given the scarcity of Latin American publications on Artificial Intelligence in Simulation-Based Education, this study describes the knowledge, usage practices, perceived usefulness, perceived ease of use, and attitudes toward the use of Artificial Intelligence among simulation educators in Latin America regarding AI.</div></div><div><h3>Materials and methods</h3><div>A quantitative, cross-sectional, and exploratory study (N = 242) was conducted with educators from 16 countries. A sociodemographic questionnaire, an AI knowledge test (α = 0.758), questions on AI practices, and instruments assessing technology acceptance (α = 0.822) and attitudes toward AI use (α = 0.808) were applied. Group comparisons were performed using the nonparametric Kruskal–Wallis and Mann–Whitney U tests.</div></div><div><h3>Results</h3><div>Performance on the knowledge test was high (correct responses: 58.3%–87.2%), with chatbots being the most frequently used tools. Positive valence was observed for perceived usefulness, ease of use, and attitudes. Statistically significant differences were identified in declarative knowledge and perceived usefulness according to gender and self-perceived level of proficiency.</div></div><div><h3>Conclusion</h3><div>Simulation educators in Latin America show a generally positive perspective toward Artificial Intelligence. However, the gap between high interest and limited implementation highlights the need to strengthen Artificial Intelligence literacy and faculty development to accelerate the ethical and equitable adoption of these technologies in Simulation-Based Education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101172"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385284","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 : 2026-05-01Epub Date: 2026-02-23DOI: 10.1016/j.edumed.2026.101169
Edwin Gustavo Estrada-Araoz
{"title":"Pereza metacognitiva: un riesgo emergente en la formación médica asistida por inteligencia artificial","authors":"Edwin Gustavo Estrada-Araoz","doi":"10.1016/j.edumed.2026.101169","DOIUrl":"10.1016/j.edumed.2026.101169","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101169"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384190","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}
Simulation-based education (SBE) has become an effective educational strategy in health sciences, its successful implementation relies on well-prepared facilitators; however, no Spanish-language instruments exist to assess their perceived readiness and competence, The aim of this study was to design and validate an instrument to evaluate such perceptions among SBE facilitators in Argentina.
Method
An observational, cross-sectional, and instrumental design study was conducted, The instrument development process included a literature review, construct definition, and item generation, Content validity was assessed by a panel of experts, Construct validity was examined using exploratory factor analysis, and internal consistency was assessed with Cronbach's alpha, A total of 211 healthcare professionals completed a 47-item questionnaire.
Results
The Kaiser-Meyer-Olkin value was 0,936, and Bartlett's test of sphericity was significant (χ2 = 6882,127; p < 0,001), After the analysis, the final instrument consisted of 21 items grouped into five dimensions: prebriefing, debriefing facilitation, scenario design, levels of reflection, and scope definition, The instrument showed strong content validity (CVI = 1) and high internal consistency (α = 0,934).
Conclusion
The developed instrument PPCF (by its Spanish acronym) demonstrates adequate psychometric properties among simulation-based education (SBE) facilitators in Argentina, The use of this tool will enable valid and reliable measurements of facilitators' perceived preparedness, contributing to professional development and the improvement of educational quality.
{"title":"Percepción de preparación y competencia de los facilitadores para la enseñanza basada en simulación: construcción y validación de un instrumento (PPCF)","authors":"Dolores Latugaye , Carolina Astoul Bonorino , Mariana Alejandra Sierra-Murguía , Juan-Manuel Fraga-Sastrías , Peter Dieckmann","doi":"10.1016/j.edumed.2026.101166","DOIUrl":"10.1016/j.edumed.2026.101166","url":null,"abstract":"<div><h3>Introduction</h3><div>Simulation-based education (SBE) has become an effective educational strategy in health sciences, its successful implementation relies on well-prepared facilitators; however, no Spanish-language instruments exist to assess their perceived readiness and competence, The aim of this study was to design and validate an instrument to evaluate such perceptions among SBE facilitators in Argentina.</div></div><div><h3>Method</h3><div>An observational, cross-sectional, and instrumental design study was conducted, The instrument development process included a literature review, construct definition, and item generation, Content validity was assessed by a panel of experts, Construct validity was examined using exploratory factor analysis, and internal consistency was assessed with Cronbach's alpha, A total of 211 healthcare professionals completed a 47-item questionnaire.</div></div><div><h3>Results</h3><div>The Kaiser-Meyer-Olkin value was 0,936, and Bartlett's test of sphericity was significant (χ2 = 6882,127; <em>p</em> < 0,001), After the analysis, the final instrument consisted of 21 items grouped into five dimensions: prebriefing, debriefing facilitation, scenario design, levels of reflection, and scope definition, The instrument showed strong content validity (CVI = 1) and high internal consistency (α = 0,934).</div></div><div><h3>Conclusion</h3><div>The developed instrument PPCF (by its Spanish acronym) demonstrates adequate psychometric properties among simulation-based education (SBE) facilitators in Argentina, The use of this tool will enable valid and reliable measurements of facilitators' perceived preparedness, contributing to professional development and the improvement of educational quality.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 3","pages":"Article 101166"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147385271","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 : 2026-05-01Epub 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":"2026-05-01","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 : 2026-03-01Epub Date: 2026-02-14DOI: 10.1016/j.edumed.2026.101159
Edwin Gustavo Estrada-Araoz
{"title":"Inteligencia artificial y carga cognitiva en la educación médica","authors":"Edwin Gustavo Estrada-Araoz","doi":"10.1016/j.edumed.2026.101159","DOIUrl":"10.1016/j.edumed.2026.101159","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101159"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Objective Structured Clinical Examination is a proven strategy for the assessment of competencies in health science education. However, many countries in Latin America and the Caribbean present limitations in its implementation.
Methods
A bibliometric study was conducted with the aim of analyzing the scientific production on the Objective Structured Clinical Examination in Latin America and the Caribbean. Based on the search equation and the inclusion criteria, 250 original articles and reviews were selected from the Scopus database and analyzed using quantitative metrics.
Results
The annual average of publications was 7,1 documents, with an absolute distribution of 16 (1990–2004), 35 (2005–2014), and 199 (2015–2025), respectively. Spain generated the largest number of scientific works (n = 77), and of the 12 countries with the highest article production, 8 were South American. Chile showed a collaboration network that included 13 countries. The journals BMC Medical Education (n = 18) and Educación Médica (n = 17) were identified as those that published the most research. Martínez-González was the researcher with the largest number of publications (n = 10).
Conclusion
The results demonstrate a gradual and constant increase in research on the Objective Structured Clinical Examination, highlighting a significant participation from Spain and some South American countries, which could be the focal point to boost research on this topic in the region.
{"title":"Producción científica del Examen Clínico Objetivo Estructurado (ECOE) en Iberoamérica y el Caribe 1990–2025","authors":"Jehison Enmanuel Corporán-Domínguez , Gregorio González-Alcaide , José-Manuel Ramos-Rincón","doi":"10.1016/j.edumed.2025.101139","DOIUrl":"10.1016/j.edumed.2025.101139","url":null,"abstract":"<div><h3>Introduction</h3><div>The Objective Structured Clinical Examination is a proven strategy for the assessment of competencies in health science education. However, many countries in Latin America and the Caribbean present limitations in its implementation.</div></div><div><h3>Methods</h3><div>A bibliometric study was conducted with the aim of analyzing the scientific production on the Objective Structured Clinical Examination in Latin America and the Caribbean. Based on the search equation and the inclusion criteria, 250 original articles and reviews were selected from the Scopus database and analyzed using quantitative metrics.</div></div><div><h3>Results</h3><div>The annual average of publications was 7,1 documents, with an absolute distribution of 16 (1990–2004), 35 (2005–2014), and 199 (2015–2025), respectively. Spain generated the largest number of scientific works (<em>n</em> = 77), and of the 12 countries with the highest article production, 8 were South American. Chile showed a collaboration network that included 13 countries. The journals <em>BMC Medical Education</em> (<em>n</em> = 18) and <em>Educación Médica</em> (<em>n</em> = 17) were identified as those that published the most research. Martínez-González was the researcher with the largest number of publications (<em>n</em> = 10).</div></div><div><h3>Conclusion</h3><div>The results demonstrate a gradual and constant increase in research on the Objective Structured Clinical Examination, highlighting a significant participation from Spain and some South American countries, which could be the focal point to boost research on this topic in the region.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101139"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ethical awareness is fundamental to nursing and midwifery practice, influencing how students recognize and respond to ethical dilemmas in clinical settings. While ethics is well covered in nursing curricula, gaps often remain between theoretical knowledge and practical application. This study aimed to assess the levels of ethical knowledge, perception, and awareness among undergraduate nursing and midwifery students at Babcock University, Nigeria, and to examine the relationships among these constructs.
Materials and methods
A descriptive cross-sectional design was employed. A total of 206 undergraduate nursing and midwifery students were surveyed using a structured, self-administered questionnaire. Data were analyzed using descriptive statistics, correlation analysis, and regression models to determine associations between ethical knowledge, perception, and awareness.
Results
Most students demonstrated high knowledge of general ethical principles, with nearly all respondents familiar with patient rights and informed consent. Positive perceptions of ethics were more strongly correlated with ethical awareness (r = 0.42, p < .001) than knowledge alone (r = 0.29, p < .001). Regression analysis confirmed perception as a stronger predictor of ethical awareness. Furthermore, senior-level students with greater clinical exposure had significantly higher ethical awareness. While gender was reported in the demographics (87.4% female, 12.6% male), no statistical test demonstrated gender as a determinant of awareness.
Conclusion
The findings highlight that while factual knowledge of ethics is strong, students' perceptions and experiential learning play a more decisive role in shaping ethical awareness. Ethics education should therefore emphasize reflective, practice-based, and culturally sensitive approaches to better prepare students for complex clinical decision-making.
伦理意识是护理和助产实践的基础，影响学生在临床环境中如何认识和应对伦理困境。虽然伦理学在护理课程中被很好地涵盖，但理论知识和实际应用之间往往存在差距。本研究旨在评估尼日利亚巴布科克大学护理学和助产学本科生的伦理知识、感知和意识水平，并研究这些构念之间的关系。材料与方法采用描述性横断面设计。共有206名护理和助产学本科学生使用结构化的自我管理问卷进行了调查。使用描述性统计、相关分析和回归模型对数据进行分析，以确定伦理知识、感知和意识之间的关联。结果大多数学生表现出对一般伦理原则的高度了解，几乎所有受访者都熟悉患者权利和知情同意。积极的道德观念与道德意识的相关性（r = 0.42, p < .001）比知识本身（r = 0.29, p < .001）更强。回归分析证实知觉是道德意识的更强预测因子。此外，高水平学生的临床暴露程度越高，其伦理意识也越强。虽然人口统计学中报告了性别（女性占87.4%，男性占12.6%），但没有统计检验表明性别是意识的决定因素。结论研究结果表明，虽然事实性的伦理知识很强，但学生的感知和体验式学习在塑造伦理意识方面起着更决定性的作用。因此，伦理教育应强调反思性、实践性和文化敏感性的方法，以使学生更好地为复杂的临床决策做好准备。
{"title":"Bridging the gap between ethics education and clinical practice: Assessing determinants of ethical awareness among Nigerian nursing students","authors":"Adewoyin Osonuga PhD , Ayokunle Osonuga MBChB, MRCGP, FRCP (London) , Deborah Tamaratare Iyalagha BSc , Gloria Okoye MBChB, MSc, MACTM , Odusoga Osonuga MBBS, FRCP Edinburgh , Ayotunde Osonuga MBChB , Ademola Onakoya MBChB, MSc, MBA, MRCGP , Temitope Dipeolu MBChB, MRCGP","doi":"10.1016/j.edumed.2025.101136","DOIUrl":"10.1016/j.edumed.2025.101136","url":null,"abstract":"<div><h3>Introduction</h3><div>Ethical awareness is fundamental to nursing and midwifery practice, influencing how students recognize and respond to ethical dilemmas in clinical settings. While ethics is well covered in nursing curricula, gaps often remain between theoretical knowledge and practical application. This study aimed to assess the levels of ethical knowledge, perception, and awareness among undergraduate nursing and midwifery students at Babcock University, Nigeria, and to examine the relationships among these constructs.</div></div><div><h3>Materials and methods</h3><div>A descriptive cross-sectional design was employed. A total of 206 undergraduate nursing and midwifery students were surveyed using a structured, self-administered questionnaire. Data were analyzed using descriptive statistics, correlation analysis, and regression models to determine associations between ethical knowledge, perception, and awareness.</div></div><div><h3>Results</h3><div>Most students demonstrated high knowledge of general ethical principles, with nearly all respondents familiar with patient rights and informed consent. Positive perceptions of ethics were more strongly correlated with ethical awareness (<em>r</em> <!-->=<!--> <!-->0.42, <em>p</em> <!--><<!--> <!-->.001) than knowledge alone (<em>r</em> <!-->=<!--> <!-->0.29, <em>p</em> <!--><<!--> <!-->.001). Regression analysis confirmed perception as a stronger predictor of ethical awareness. Furthermore, senior-level students with greater clinical exposure had significantly higher ethical awareness. While gender was reported in the demographics (87.4% female, 12.6% male), no statistical test demonstrated gender as a determinant of awareness.</div></div><div><h3>Conclusion</h3><div>The findings highlight that while factual knowledge of ethics is strong, students' perceptions and experiential learning play a more decisive role in shaping ethical awareness. Ethics education should therefore emphasize reflective, practice-based, and culturally sensitive approaches to better prepare students for complex clinical decision-making.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101136"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-01Epub Date: 2025-12-13DOI: 10.1016/j.edumed.2025.101134
Paul Martín Herrera-Plasencia , Oscar Mamani-Benito , Josué Edison Turpo-Chaparro
Introduction
The quality of training for qualified human resources in stomatology depends on the motivations of university students. However, in the Peruvian context, there are few studies that validly and reliably assess these motivations.
Methods
Cross-sectional instrumental study, in which 627 male and female students enrolled in the dentistry program at a university in Peru voluntarily participated. The instrument validated was the scale of motivations for studying dentistry validated in Cuban students. It consists of seven items distributed across two dimensions. To determine content validity, Aiken’s V coefficient was used; construct validity was determined using confirmatory factor analysis (CFA); reliability was determined using Cronbach’s alpha coefficient; and measurement invariance was determined according to gender.
Results
All items received a favorable evaluation from the judges (V > 0.70). The CFA managed to corroborate the original model of 2 factors. In this case, the goodness of fit indexes was adequate: χ2(2) = 29.294, p = 0.004, CFI = 0.902, RMSEA = 0.048 and SRMR = 0.020. The configurational invariance resulted in an acceptable adjustment χ2(10) = 27.62, p = 0.00, CFI = 0.986, RMSEA = 0.059, SRMR = 0.045. Finally, the reliability of each dimension was very good (α > 0.80).
Conclusions
The MEEP-7 scale showed adequate reliability and validity in Peruvian dentistry students. This makes it a valuable tool for selection, training, and professional evaluation processes in the field of dentistry.
{"title":"Adaptación y validación de la escala MEEP-7 para evaluar las motivaciones para estudiar estomatología en una población peruana","authors":"Paul Martín Herrera-Plasencia , Oscar Mamani-Benito , Josué Edison Turpo-Chaparro","doi":"10.1016/j.edumed.2025.101134","DOIUrl":"10.1016/j.edumed.2025.101134","url":null,"abstract":"<div><h3>Introduction</h3><div>The quality of training for qualified human resources in stomatology depends on the motivations of university students. However, in the Peruvian context, there are few studies that validly and reliably assess these motivations.</div></div><div><h3>Methods</h3><div>Cross-sectional instrumental study, in which 627 male and female students enrolled in the dentistry program at a university in Peru voluntarily participated. The instrument validated was the scale of motivations for studying dentistry validated in Cuban students. It consists of seven items distributed across two dimensions. To determine content validity, Aiken’s V coefficient was used; construct validity was determined using confirmatory factor analysis (CFA); reliability was determined using Cronbach’s alpha coefficient; and measurement invariance was determined according to gender.</div></div><div><h3>Results</h3><div>All items received a favorable evaluation from the judges (<em>V</em> > 0.70). The CFA managed to corroborate the original model of 2 factors. In this case, the goodness of fit indexes was adequate: <em>χ</em><sup>2</sup>(2) = 29.294, <em>p</em> = 0.004, CFI = 0.902, RMSEA = 0.048 and SRMR = 0.020. The configurational invariance resulted in an acceptable adjustment <em>χ</em><sup>2</sup>(10) = 27.62, <em>p</em> = 0.00, CFI = 0.986, RMSEA = 0.059, SRMR = 0.045. Finally, the reliability of each dimension was very good (<em>α</em> > 0.80).</div></div><div><h3>Conclusions</h3><div>The MEEP-7 scale showed adequate reliability and validity in Peruvian dentistry students. This makes it a valuable tool for selection, training, and professional evaluation processes in the field of dentistry.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101134"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-01Epub Date: 2026-02-14DOI: 10.1016/j.edumed.2026.101158
Edwin Gustavo Estrada-Araoz
{"title":"Carga digital y bienestar emocional en la educación médica","authors":"Edwin Gustavo Estrada-Araoz","doi":"10.1016/j.edumed.2026.101158","DOIUrl":"10.1016/j.edumed.2026.101158","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101158"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Competency-based medical education (CBME) emphasizes learner-centered, interactive strategies to enhance engagement and knowledge retention. Gamification can transform passive lectures into active learning experiences. This study evaluated the effectiveness of a Bingo-based quiz in improving student engagement, performance and long-term retention.
Methods
A prospective study was conducted among 250 first-year MBBS students. The students were divided into a lecture-only group and a Bingo group. A 15-item validated multiple-choice question test mapped to Bloom's taxonomy was administered post-session and again after six months. The quantitative data were analyzed via t-tests, whereas the qualitative perceptions via a validated questionnaire and thematic analysis.
Results
A total of 192 students completed the short-term post-test. The Bingo group achieved higher mean (14.08 vs. 13.79) and median scores (15.0 vs. 14.0) than did the Lecture group, with a greater proportion achieving perfect scores (54.2% vs. 42.3%) and ≥ 90% (84.4% vs. 75.7%), although these differences were not statistically significant (p = 0.209). Among 134 students who completed both assessments, the Bingo group showed small but significant long-term gains (13.59 ± 2.06–14.16 ± 1.33, p = 0.0066), whereas the Lecture group showed a smaller, nonsignificant improvement (+ 0.40, p = 0.105). Student perceptions were strongly positive, with high Likert-scale ratings (mean 4.23–4.70) and thematic analysis highlighting engagement, improved retention, confidence, and preference for similar activities.
Conclusion
Integrating Bingo-based gamification into physiology lectures supports a trend toward improved engagement and significant long-term gains. Such strategies represent a low-barrier, effective complement to traditional teaching, aligning with the CBME goals of active, student-centered learning.
{"title":"Teaching that sticks: Leveraging bingo-based gamification for deep engagement and long-term retention in medical physiology","authors":"Akash Tomar , Chinmay Suryavanshi , Kirtana Raghurama Nayak","doi":"10.1016/j.edumed.2025.101141","DOIUrl":"10.1016/j.edumed.2025.101141","url":null,"abstract":"<div><h3>Background</h3><div>Competency-based medical education (CBME) emphasizes learner-centered, interactive strategies to enhance engagement and knowledge retention. Gamification can transform passive lectures into active learning experiences. This study evaluated the effectiveness of a Bingo-based quiz in improving student engagement, performance and long-term retention.</div></div><div><h3>Methods</h3><div>A prospective study was conducted among 250 first-year MBBS students. The students were divided into a lecture-only group and a Bingo group. A 15-item validated multiple-choice question test mapped to Bloom's taxonomy was administered post-session and again after six months. The quantitative data were analyzed via <em>t</em>-tests, whereas the qualitative perceptions via a validated questionnaire and thematic analysis.</div></div><div><h3>Results</h3><div>A total of 192 students completed the short-term post-test. The Bingo group achieved higher mean (14.08 vs. 13.79) and median scores (15.0 vs. 14.0) than did the Lecture group, with a greater proportion achieving perfect scores (54.2% vs. 42.3%) and ≥<!--> <!-->90% (84.4% vs. 75.7%), although these differences were not statistically significant (<em>p</em> = 0.209). Among 134 students who completed both assessments, the Bingo group showed small but significant long-term gains (13.59 ± 2.06–14.16 ± 1.33, <em>p</em> = 0.0066), whereas the Lecture group showed a smaller, nonsignificant improvement (+<!--> <!-->0.40, <em>p</em> = 0.105). Student perceptions were strongly positive, with high Likert-scale ratings (mean 4.23–4.70) and thematic analysis highlighting engagement, improved retention, confidence, and preference for similar activities.</div></div><div><h3>Conclusion</h3><div>Integrating Bingo-based gamification into physiology lectures supports a trend toward improved engagement and significant long-term gains. Such strategies represent a low-barrier, effective complement to traditional teaching, aligning with the CBME goals of active, student-centered learning.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101141"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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