Parasitic diseases remain a significant public health issue in underdeveloped countries and regions along “the Belt and Road”. Parasitology laboratory courses offered by domestic medical colleges and universities are crucial for international medical students to understand and master the identification and diagnosis of parasites and related diseases. Therefore, ensuring the learning outcomes of international students and improving their comprehensive understanding and practical skills are the primary considerations in developing the experimental teaching of parasitology. This paper conducts an in-depth analysis and discussion on this topic and provides a reference for related educational reforms.
{"title":"Reflection on the teaching reform of parasitology experiment course for foreign students under the background of the belt and road","authors":"Yuting Ma , Afito Luciano , Yu Zhang , Fanming Meng","doi":"10.1016/j.edumed.2025.101138","DOIUrl":"10.1016/j.edumed.2025.101138","url":null,"abstract":"<div><div>Parasitic diseases remain a significant public health issue in underdeveloped countries and regions along “the Belt and Road”. Parasitology laboratory courses offered by domestic medical colleges and universities are crucial for international medical students to understand and master the identification and diagnosis of parasites and related diseases. Therefore, ensuring the learning outcomes of international students and improving their comprehensive understanding and practical skills are the primary considerations in developing the experimental teaching of parasitology. This paper conducts an in-depth analysis and discussion on this topic and provides a reference for related educational reforms.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101138"},"PeriodicalIF":0.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681287","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 : 2025-11-25DOI: 10.1016/j.edumed.2025.101122
María de los Ángeles Covarrubias-Bermúdez , Alexander Joeshua Ávalos-David , Selene Hernández-García , Joselin Monserrat Pérez-Carrillo , Sofía Rebeca Gutiérrez-Hernández , Marco Antonio Zavala-González , José Carlos Ramírez Cruz
Introduction
Attention deficit hyperactivity disorder (ADHD) affects the teaching-learning process. The positivity rate of the ASRS-v1.1 and its associated factors in medical students of the CUT-UDG during the 2024. A school year were measured.
The positive rate for ASRS-v1.1 was 78%. Frequency of exposure to hygienic-dietary factors that aggravate the disease was 100%. Statistically significant association with “regular consumption of products with phenylalanine” (OR = 3.54; CI 95%: 1.05–11.88). Statistically significant interactions between “ASRS-v1.1 positivity * no regular consumption of phenylalanine * general average achievement < 94/100” (OR = 0.25; 95% CI 0.07–0.92), and “ASRS-v1.1 positivity*regular consumption of phenylalanine * exposure to devices with screen ≥ 7 h/day” (OR = 0.04; (95% CI: 0.00–0.90).
Conclusion
The ASRS-v1.1 positivity was significantly high compared to the references consulted.
Pub Date : 2025-11-25DOI: 10.1016/j.edumed.2025.101129
Emma Gladis Tufiño Blas , Manuel Urrutia Flores
{"title":"De la ciencia al aula: la investigación traslacional como motor de innovación y sostenibilidad curricular en medicina","authors":"Emma Gladis Tufiño Blas , Manuel Urrutia Flores","doi":"10.1016/j.edumed.2025.101129","DOIUrl":"10.1016/j.edumed.2025.101129","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 2","pages":"Article 101129"},"PeriodicalIF":0.0,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614698","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 : 2025-11-21DOI: 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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号