Pub Date : 2024-10-09DOI: 10.1016/j.edumed.2024.100968
Dolores Latugaye, Carolina Astoul Bonorino
Introduction
The use of simulation-based education for technical skills training continues to be predominant in Latin America. International recommendations point out the importance of evaluating the quality of clinical simulation using validated instruments. This work aims to construct and validate an instrument to evaluate clinical simulation-based education when teaching technical skills in Argentina.
Methods
An observational, cross-sectional study was carried out with the participation of 197 nursing students from a private university in Argentina. The construction of the tool included a review of the literature, a definition of the construct, and the generation of items with their response categories. A group of experts participated for content validity. Finally, the construct validity and internal consistency of the tool were studied.
Results
The Kaiser-Meyer-Olkin was 0.811 and Bartlett sphericity test was significant (x2 = 1183,287; < 0.001). The exploratory factor analysis determined the existence of two factors. The model explained 54,66% of the accumulated variance. The instrument presented excellent internal consistency with a McDonald's omega coefficient of 0,817 and a Cronbach's alpha of 0,823.
Conclusión
The developed tool presents adequate psychometric properties in nursing students from Argentina. It is a significant contribution to the evaluation of simulation-based education (SBE) for the training of technical skills.
{"title":"Una herramienta para evaluar la enseñanza basada en simulación en el entrenamiento de habilidades técnicas","authors":"Dolores Latugaye, Carolina Astoul Bonorino","doi":"10.1016/j.edumed.2024.100968","DOIUrl":"10.1016/j.edumed.2024.100968","url":null,"abstract":"<div><h3>Introduction</h3><div>The use of simulation-based education for technical skills training continues to be predominant in Latin America. International recommendations point out the importance of evaluating the quality of clinical simulation using validated instruments. This work aims to construct and validate an instrument to evaluate clinical simulation-based education when teaching technical skills in Argentina.</div></div><div><h3>Methods</h3><div>An observational, cross-sectional study was carried out with the participation of 197 nursing students from a private university in Argentina. The construction of the tool included a review of the literature, a definition of the construct, and the generation of items with their response categories. A group of experts participated for content validity. Finally, the construct validity and internal consistency of the tool were studied.</div></div><div><h3>Results</h3><div>The Kaiser-Meyer-Olkin was 0.811 and Bartlett sphericity test was significant (x<sup>2</sup> = 1183,287; <<!--> <!-->0.001). The exploratory factor analysis determined the existence of two factors. The model explained 54,66% of the accumulated variance. The instrument presented excellent internal consistency with a McDonald's omega coefficient of 0,817 and a Cronbach's alpha of 0,823.</div></div><div><h3>Conclusión</h3><div>The developed tool presents adequate psychometric properties in nursing students from Argentina. It is a significant contribution to the evaluation of simulation-based education (SBE) for the training of technical skills.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100968"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-09DOI: 10.1016/j.edumed.2024.100971
Javier A. Flores-Cohaila , Marina A. Bustamante-Ordoñez , Ana F. Patiño-Villena , Renzo Pajuelo-Vasquez , Jordi Grau-Monge , Fernando Runzer-Colmenares
Introduction
Professional identity is a fundamental concept in medical education, yet there is little research on the topic in Spanish-speaking countries. To close this gap, in this study, we sought to collect evidence of the internal structure validity of the Macleod Clark scale for professional identity.
Methods
A cross-sectional observational study was conducted with 364 medical students. The Macleod Clark scale was administered, and an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed, as well as the McDonald's Omega test to assess internal consistency.
Results
The EFA suggested a two- or three-factor structure for the 6-item scale and a two-factor structure for the 9-item scale. The CFA showed that the best model was the three-factor model for the 6-item scale: individual self-concept, desire to belong, and social comparison. This model demonstrated adequate internal consistency.
Conclusions
This study provides evidence of validity for the use of Macleod Clark's professional identity scale in the Peruvian context. This scale is composed of three factors, not one, as previously described. It is suggested to initiate the use of the Macleod Clark scale for research and educational purposes, given that the development of professional identity has been a little-explored topic in Spanish-speaking medical education.
引言 职业认同是医学教育中的一个基本概念，但西班牙语国家对这一主题的研究却很少。为了填补这一空白，在本研究中，我们试图收集 Macleod Clark 职业认同量表内部结构有效性的证据。研究采用了麦克劳德-克拉克量表，并进行了探索性因子分析（EFA）和确证性因子分析（CFA），以及麦当劳欧米茄测试来评估内部一致性。结果EFA表明，6个项目的量表具有双因子或三因子结构，9个项目的量表具有双因子结构。CFA显示，最佳模型是6个项目量表的三因素模型：个人自我概念、归属欲望和社会比较。本研究为在秘鲁使用麦克劳德-克拉克的职业认同量表提供了有效性证据。该量表由三个因素组成，而不是之前描述的一个因素。鉴于专业认同感的发展在西班牙语医学教育中一直是一个鲜有探索的课题，建议将麦克劳德-克拉克量表用于研究和教育目的。
{"title":"Análisis factorial exploratorio y confirmatorio de la escala de identidad profesional de Macleod Clark en estudiantes de Medicina de Perú","authors":"Javier A. Flores-Cohaila , Marina A. Bustamante-Ordoñez , Ana F. Patiño-Villena , Renzo Pajuelo-Vasquez , Jordi Grau-Monge , Fernando Runzer-Colmenares","doi":"10.1016/j.edumed.2024.100971","DOIUrl":"10.1016/j.edumed.2024.100971","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity is a fundamental concept in medical education, yet there is little research on the topic in Spanish-speaking countries. To close this gap, in this study, we sought to collect evidence of the internal structure validity of the Macleod Clark scale for professional identity.</div></div><div><h3>Methods</h3><div>A cross-sectional observational study was conducted with 364 medical students. The Macleod Clark scale was administered, and an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed, as well as the McDonald's Omega test to assess internal consistency.</div></div><div><h3>Results</h3><div>The EFA suggested a two- or three-factor structure for the 6-item scale and a two-factor structure for the 9-item scale. The CFA showed that the best model was the three-factor model for the 6-item scale: individual self-concept, desire to belong, and social comparison. This model demonstrated adequate internal consistency.</div></div><div><h3>Conclusions</h3><div>This study provides evidence of validity for the use of Macleod Clark's professional identity scale in the Peruvian context. This scale is composed of three factors, not one, as previously described. It is suggested to initiate the use of the Macleod Clark scale for research and educational purposes, given that the development of professional identity has been a little-explored topic in Spanish-speaking medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100971"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-09DOI: 10.1016/j.edumed.2024.100972
Alberto Torres Belma, Loreto García Rosas, Camilo Cáceres Espinoza
{"title":"Formación integral en el currículo de las carreras de medicina","authors":"Alberto Torres Belma, Loreto García Rosas, Camilo Cáceres Espinoza","doi":"10.1016/j.edumed.2024.100972","DOIUrl":"10.1016/j.edumed.2024.100972","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100972"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-04DOI: 10.1016/j.edumed.2024.100967
Malu Ribeiro Fernandes Adan, Maria Eduarda Rodrigues de Araújo Dantas de Pinho, Carolina Villa Nova Aguiar, Marta Silva Menezes, Dilton Rodrigues Mendonça
Introduction
Medicine is inserted in a context in which the quality of healthcare is linked directly with the number of exams and procedures, giving attention to erroneous thoughts of values from the overuse of exams and procedures, consequently; creating an overload on the health system. One of the greatest challenges regarding the cost of medical care is to understand to solve low-quality care rates and impending health management deficits, there needs to be an awareness of professionals about excessive medical care that does not contribute to the health of the population. This study seeks to know if students, residents, and physicians know about the costs of the main medical clinic exams.
Material and methods
Empirical cross-sectional study, involving students attending the medical internship, professors of the medical internship, and residents.
Results
Of the 263 participants, 66.9% were students, 19.4% were teachers, and 13.7% were residents. It is observed, in this study, most of the participants did not know the values of tests frequently used in medical practice, such as blood count and blood glucose, as well as imaging tests such as chest radiography, ultrasound of the total abdomen, and cranial tomography. There was greater knowledge of exam values among teachers.
Conclusion
Students, residents, and physicians demonstrated they were unaware of the cost of the main exams in medical practice. A study like this can improve reflective behavior regarding to the cost-conscious attitude among medical students and doctors.
{"title":"Knowledge of medical students, residents, and professors about costs of exams in medical clinic","authors":"Malu Ribeiro Fernandes Adan, Maria Eduarda Rodrigues de Araújo Dantas de Pinho, Carolina Villa Nova Aguiar, Marta Silva Menezes, Dilton Rodrigues Mendonça","doi":"10.1016/j.edumed.2024.100967","DOIUrl":"10.1016/j.edumed.2024.100967","url":null,"abstract":"<div><h3>Introduction</h3><div>Medicine is inserted in a context in which the quality of healthcare is linked directly with the number of exams and procedures, giving attention to erroneous thoughts of values from the overuse of exams and procedures, consequently; creating an overload on the health system. One of the greatest challenges regarding the cost of medical care is to understand to solve low-quality care rates and impending health management deficits, there needs to be an awareness of professionals about excessive medical care that does not contribute to the health of the population. This study seeks to know if students, residents, and physicians know about the costs of the main medical clinic exams.</div></div><div><h3>Material and methods</h3><div>Empirical cross-sectional study, involving students attending the medical internship, professors of the medical internship, and residents.</div></div><div><h3>Results</h3><div>Of the 263 participants, 66.9% were students, 19.4% were teachers, and 13.7% were residents. It is observed, in this study, most of the participants did not know the values of tests frequently used in medical practice, such as blood count and blood glucose, as well as imaging tests such as chest radiography, ultrasound of the total abdomen, and cranial tomography. There was greater knowledge of exam values among teachers.</div></div><div><h3>Conclusion</h3><div>Students, residents, and physicians demonstrated they were unaware of the cost of the main exams in medical practice. A study like this can improve reflective behavior regarding to the cost-conscious attitude among medical students and doctors.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100967"},"PeriodicalIF":0.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-23DOI: 10.1016/j.edumed.2024.100965
Natalia M. Kalyniuk, Valentyn V. Franchuk, Petro R. Selskyy, Nadiia V. Humenna, Olena I. Hladii
Introduction
The complex socio-economic challenges faced by the state of Ukraine during the last 2 years and the introduction of martial law in the country made it impossible for students to study, which was accepted in peacetime, and led to new requirements for the organization of students' educational activities in a blended (auditory-distance) manner.
Materials and methods
To achieve the goal, a set of methods was applied: theoretical analysis, comparison, justification, generalization, systematization of theoretical and practical material, study of the main international and national legal acts in the context of the relationship between the Bologna Process and the guaranteed right of an individual to education, formation, and systematization of conclusions. Five databases were searched (January 1, 2000–January 1, 2023) for systematic reviews of blended versus no blended learning approaches for healthcare education. The study was designed as a two-armed, prospective, single-blind, randomized trial. The subjects who met the inclusion criteria have the experience of obtaining higher medical education in 3 forms of education: traditional, distance, blended. A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics.
Results
In medical education, “inverted learning” is actively used: lectures are online, and practical classes are offline. In the absence of the possibility of conducting offline classes, it is advisable to conduct the practical part of educational programs in academic subjects in synchronous and asynchronous modes of online classes.
Conclusion
The introduction of a blended form of education in institutions of higher medical education requires the dynamic development of new means and mechanisms for organizing the educational process. This requires all kinds of resources, both intellectual and technological, both from the medical education institution and from the direct participants in the educational process – the teacher and the student. It is a multifaceted work related to the search for the optimal balance between traditions, rich historical experience, and innovation and is combined in a blended form of education.
{"title":"Blended form of education as an innovative approach in the training of medical students: The experience of Ukraine","authors":"Natalia M. Kalyniuk, Valentyn V. Franchuk, Petro R. Selskyy, Nadiia V. Humenna, Olena I. Hladii","doi":"10.1016/j.edumed.2024.100965","DOIUrl":"10.1016/j.edumed.2024.100965","url":null,"abstract":"<div><h3>Introduction</h3><div>The complex socio-economic challenges faced by the state of Ukraine during the last 2 years and the introduction of martial law in the country made it impossible for students to study, which was accepted in peacetime, and led to new requirements for the organization of students' educational activities in a blended (auditory-distance) manner.</div></div><div><h3>Materials and methods</h3><div>To achieve the goal, a set of methods was applied: theoretical analysis, comparison, justification, generalization, systematization of theoretical and practical material, study of the main international and national legal acts in the context of the relationship between the Bologna Process and the guaranteed right of an individual to education, formation, and systematization of conclusions. Five databases were searched (January 1, 2000–January 1, 2023) for systematic reviews of blended versus no blended learning approaches for healthcare education. The study was designed as a two-armed, prospective, single-blind, randomized trial. The subjects who met the inclusion criteria have the experience of obtaining higher medical education in 3 forms of education: traditional, distance, blended. A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>In medical education, “inverted learning” is actively used: lectures are online, and practical classes are offline. In the absence of the possibility of conducting offline classes, it is advisable to conduct the practical part of educational programs in academic subjects in synchronous and asynchronous modes of online classes.</div></div><div><h3>Conclusion</h3><div>The introduction of a blended form of education in institutions of higher medical education requires the dynamic development of new means and mechanisms for organizing the educational process. This requires all kinds of resources, both intellectual and technological, both from the medical education institution and from the direct participants in the educational process – the teacher and the student. It is a multifaceted work related to the search for the optimal balance between traditions, rich historical experience, and innovation and is combined in a blended form of education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100965"},"PeriodicalIF":0.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000809/pdfft?md5=de6f28206df0c9042e0007e5a83c18ee&pid=1-s2.0-S1575181324000809-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1016/j.edumed.2024.100962
José Saura Llamas
This article is part of a series of three that detail the relationship that exists between the competency domains of patient safety, clinical communication with specialized health training; as well as pointing out the synergies and the enhancing effect that exists between them through their topical aspects: the clinical error, the difficult patient and the critical incident. This article focuses on medical error, pointing out its motivating effect on the resident and how to use it formatively in real situations when things do not go well in the consultation. Because medical error is a very broad topic, this article focuses on content related to the training and motivation of residents.
{"title":"El error médico: una motivación y una oportunidad formativa para los residentes","authors":"José Saura Llamas","doi":"10.1016/j.edumed.2024.100962","DOIUrl":"10.1016/j.edumed.2024.100962","url":null,"abstract":"<div><p>This article is part of a series of three that detail the relationship that exists between the competency domains of patient safety, clinical communication with specialized health training; as well as pointing out the synergies and the enhancing effect that exists between them through their topical aspects: the clinical error, the difficult patient and the critical incident. This article focuses on medical error, pointing out its motivating effect on the resident and how to use it formatively in real situations when things do not go well in the consultation. Because medical error is a very broad topic, this article focuses on content related to the training and motivation of residents.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100962"},"PeriodicalIF":0.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000779/pdfft?md5=41769c83c1c218a899c4e3098a2ae9ce&pid=1-s2.0-S1575181324000779-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1016/j.edumed.2024.100959
Santiago Álvarez-Montero, Fernando Caballero Martínez, Francisco Javier Rubio Hípola, Javier Crevillen Abril, Valle Coronado Vázquez
Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the Humanities Training Program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. The first part included the organizational context, the expected learning outcomes and the curricular contents. In this second part, the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process are presented.
{"title":"Enseñar y aprender humanidades médicas. Experiencia en la Universidad Francisco de Vitoria, Madrid, España. Parte 2","authors":"Santiago Álvarez-Montero, Fernando Caballero Martínez, Francisco Javier Rubio Hípola, Javier Crevillen Abril, Valle Coronado Vázquez","doi":"10.1016/j.edumed.2024.100959","DOIUrl":"10.1016/j.edumed.2024.100959","url":null,"abstract":"<div><p>Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the Humanities Training Program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. The first part included the organizational context, the expected learning outcomes and the curricular contents. In this second part, the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process are presented.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100959"},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000743/pdfft?md5=1cbcdbb3ec14e977b1d542412bd9bd95&pid=1-s2.0-S1575181324000743-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1016/j.edumed.2024.100960
Daniel S. Marín-Medina , Natalia Escobar-Sepúlveda , Jorge A. Sánchez-Duque
Neurological diseases are highly prevalent, with a high burden of morbidity, mortality and quality of life compromised. Physicians with neurology training are required. Medical education is confronted with the challenge of neurophobia, characterized by non-neurologist doctors who are afraid to care for the neurological pathology, to the point of not attempting to make a diagnostic approach, omitting the neurological examination or initiating early referral to the neurologist. There are questionnaires to identify neurophobia, which is present in up to half of medical students. Neurophobia constitutes an urgent call for medical education.
{"title":"Neurofobia: un desafío para la educación médica","authors":"Daniel S. Marín-Medina , Natalia Escobar-Sepúlveda , Jorge A. Sánchez-Duque","doi":"10.1016/j.edumed.2024.100960","DOIUrl":"10.1016/j.edumed.2024.100960","url":null,"abstract":"<div><p>Neurological diseases are highly prevalent, with a high burden of morbidity, mortality and quality of life compromised. Physicians with neurology training are required. Medical education is confronted with the challenge of neurophobia, characterized by non-neurologist doctors who are afraid to care for the neurological pathology, to the point of not attempting to make a diagnostic approach, omitting the neurological examination or initiating early referral to the neurologist. There are questionnaires to identify neurophobia, which is present in up to half of medical students. Neurophobia constitutes an urgent call for medical education.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100960"},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000755/pdfft?md5=394052d6c1f770f4a4753badacea41fd&pid=1-s2.0-S1575181324000755-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.edumed.2024.100991
Jesús Millán Núñez-Cortés
{"title":"Las funciones desafiantes del profesor de medicina","authors":"Jesús Millán Núñez-Cortés","doi":"10.1016/j.edumed.2024.100991","DOIUrl":"10.1016/j.edumed.2024.100991","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 5","pages":"Article 100991"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142529687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-30DOI: 10.1016/j.edumed.2024.100961
Teresa Costa , Sofia Serra , Nuno Neuparth , António Rendas
Introduction
The scope of medical education (ME) as an autonomous field of study is still under debate. The present study aimed to identify publications addressing the topic of ME, published in international medical journals, by Portuguese authors, alone or in collaboration with foreign colleagues.
Methods
Publications were retrieved from Scopus and Web of Science, between 2013 and 2022. Each publication was identified by title, name, and affiliation of the corresponding author. Affiliation of all authors was also taken into consideration to detect networks. Titles were used to identify subjects, complemented by keywords and abstract. Journal Citation Reports and Scimago Journal Rank indexed journals in the education category were identified and from these ME journals were selected.
We chose 29 journals from which 17 had publications from Portuguese’s authors in a total of 80 publications.
Results
The top journals in terms of productivity were BMC Medical Education, Medical Teacher, and Advances in Health Sciences Education. The Portuguese international cooperation involved Europe (United Kingdom, Spain, the Netherlands, and Ireland), North America (USA and Canada) and Oceania (Australia). Outside the Northen Hemisphere, cooperation involved mostly Brazil. Nationally, the dominant networks involved the Universities of Porto and Minho.
Five core areas were identified namely “medical education”, “medical student”, “health care personnel”, “medical school”, and “undergraduate medical education”.
Conclusion
Despite the limitations of this study because the search was only focused on ME journals it showed a trend towards internationalisation of some Portuguese authors, particularly those who were also involved in established national networks.
{"title":"Portuguese scientific output in medical education between 2013–2022: From local to global networks","authors":"Teresa Costa , Sofia Serra , Nuno Neuparth , António Rendas","doi":"10.1016/j.edumed.2024.100961","DOIUrl":"10.1016/j.edumed.2024.100961","url":null,"abstract":"<div><h3>Introduction</h3><p>The scope of medical education (ME) as an autonomous field of study is still under debate. The present study aimed to identify publications addressing the topic of ME, published in international medical journals, by Portuguese authors, alone or in collaboration with foreign colleagues.</p></div><div><h3>Methods</h3><p>Publications were retrieved from Scopus and Web of Science, between 2013 and 2022. Each publication was identified by title, name, and affiliation of the corresponding author. Affiliation of all authors was also taken into consideration to detect networks. Titles were used to identify subjects, complemented by keywords and abstract. Journal Citation Reports and Scimago Journal Rank indexed journals in the education category were identified and from these ME journals were selected.</p><p>We chose 29 journals from which 17 had publications from Portuguese’s authors in a total of 80 publications.</p></div><div><h3>Results</h3><p>The top journals in terms of productivity were <em>BMC Medical Education, Medical Teacher,</em> and <em>Advances in Health Sciences Education</em>. The Portuguese international cooperation involved Europe (United Kingdom, Spain, the Netherlands, and Ireland), North America (USA and Canada) and Oceania (Australia). Outside the Northen Hemisphere, cooperation involved mostly Brazil. Nationally, the dominant networks involved the Universities of Porto and Minho.</p><p>Five core areas were identified namely “medical education”, “medical student”, “health care personnel”, “medical school”, and “undergraduate medical education”.</p></div><div><h3>Conclusion</h3><p>Despite the limitations of this study because the search was only focused on ME journals it showed a trend towards internationalisation of some Portuguese authors, particularly those who were also involved in established national networks.</p></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100961"},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1575181324000767/pdfft?md5=2f1954f0e9ebc1108174f178777f0b7b&pid=1-s2.0-S1575181324000767-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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