Educacion Medica最新文献

英文中文

Análisis de la percepción del alumnado sobre la gamificación como estrategia docente en estudiantes de Medicina de la Universidad de Granada 格拉纳达大学医科学生对游戏化作为教学策略的看法分析

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.edumed.2025.101147

Marta Justicia-Vico , Manuel Sánchez-Díaz , Trinidad Montero-Vílchez , Salvador Arias-Santiago , Agustín Buendía-Eisman , María de la Sierra Girón-Prieto

Introduction

Gamification is defined as ‘the application of game characteristics and benefits to real-world processes or problems’ and is a teaching model used in many universities offering medical degrees. Advantages such as greater student participation have been described, as well as disadvantages such as the lack of budgets or time for its proper implementation in classrooms. The aim of this study was to evaluate the degree of satisfaction of medical students at the University of Granada (UGR) with the implementation of different gamification strategies in the classroom and clinical cases as a teaching tool.

Methods

A cross-sectional study was conducted during the 2024–2025 academic year. The population selected consisted of second-, third-, fourth-, fifth- and sixth-year medical students at the University of Granada, as well as master's students. Data were collected through an anonymous survey.

Results

A total of 329 medical students from the University of Granada and 22 master's students participated in the study. A higher percentage of women believe that gamification is a resource that motivates them in their studies and learning (91.1%, p = 0.012) and that it is also fun (96%, p = 0.008). Lower-year students disagree with the need to present more clinical cases during theory classes, in contrast to fifth-year, sixth-year and master's students, who are mostly in favor of this measure (p = 0.033). However, the latter do not consider that this activity brings significant benefits to assessments (p = 0.025).

Conclusion

In conclusion, UGR medical students have a very positive opinion of teaching innovation and gamification strategies, stating that they should have a greater presence in the degree curriculum.

游戏化被定义为“将游戏特征和益处应用于现实世界的过程或问题”，是许多大学提供医学学位的教学模式。优点，如更多的学生参与，以及缺点，如缺乏预算或时间在课堂上正确实施。本研究旨在评估格拉纳达大学（UGR）医学生在课堂和临床案例中实施不同游戏化策略作为教学工具的满意度。方法在2024-2025学年进行横断面研究。所选人口包括格拉纳达大学二、三、四、五和六年级的医科学生以及硕士生。数据是通过匿名调查收集的。结果共有329名格拉纳达大学医学生和22名硕士生参与研究。更高比例的女性认为游戏化是一种激励她们学习和学习的资源（91.1%,p = 0.012），同时也很有趣（96%,p = 0.008）。低年级学生不同意在理论课上展示更多临床病例的必要性，而五年级、六年级和硕硕生大多赞成这一措施（p = 0.033）。然而，后者并不认为这项活动给评估带来显著的好处（p = 0.025）。综上所述，UGR医学生对教学创新和游戏化策略持非常积极的看法，并表示应该在学位课程中增加游戏化策略的存在。

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引用次数: 0

Construcción y validación de un instrumento en español para evaluar la práctica de comunicar malas noticias médicas en México 建立和验证西班牙语工具，以评估在墨西哥传播不良医疗消息的做法

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2025-12-29 DOI: 10.1016/j.edumed.2025.101142

Marco Antonio Zavala-González , María de los Ángeles Covarrubias-Bermúdez , Leonardo Rafael Jiménez-García , Jaramar Martínez-Armas , José Carlos Ramírez-Cruz

Introduction

SPIKES is an internationally recognized protocol for communicating bad medical news. However, there are no existing instruments to evaluate its practical application by health professionals. Consequently, the objective of this study was to develop and validate an Instrument for Assessing the Application of the SPIKES Protocol (IVAP-SPIKES, its Spanish acronym).

Material and methods

This was a cross-sectional study conducted on a purposive sample of n = 200 medical students from the University Center of Tonala, University of Guadalajara during 2024. A checklist based on the SPIKES protocol was designed and modified based on its reliability. Internal and external consistency, construct validity, and intra- and inter-observer variability were determined with 95% confidence (p ≤ 0.05) using IBM SPSS Statistics 26.

Results

Four versions of the checklist were developed. The fourth version consisted of 18 items divided into six dimensions, designed to be administered in a maximum of 15 min. Its reliability coefficient was α = 0.778, the correlation between the two halves was ρ = 0.703, its K-S coefficient was Z = 0.144, and the test–retest correlation was ρ = 0.292. The median score of experts was higher than that of laypersons, U = 46.5. There were no inter- or intra-observer differences. All statistics were significant (p ≤ 0,05).

Conclusions

The IVAP-SPIKES instrument objectively measures the ability of health professionals to communicate bad medical news. Its use is encouraged for evaluating training programs. Its application in different contexts is suggested to determine potential adaptation needs.

spikes是一个国际公认的协议，用于传达坏的医疗消息。然而，没有现有的工具来评估卫生专业人员的实际应用情况。因此，本研究的目的是开发和验证一种评估spike协议应用的工具（IVAP-SPIKES，其西班牙语首字母缩略词）。材料和方法这是一项横断面研究，目的样本为n = ，来自瓜达拉哈拉大学托纳拉大学中心的200名医学生，于2024年进行。设计了基于SPIKES协议的检查表，并根据其可靠性对其进行了修改。使用IBM SPSS Statistics 26以95%置信度（p ≤ 0.05）确定内部和外部一致性，结构效度以及观察者内部和观察者之间的变异性。结果编制了4个版本的检查表。第四个版本包括18个项目，分为6个维度，设计在最多15分钟内管理 。其信度系数为α = 0.778，两半间的相关系数为ρ = 0.703，K-S系数为Z = 0.144，重测相关系数为ρ = 0.292。专家得分中位数高于外行人，U = 46.5。观察者之间和内部没有差异。差异均有统计学意义（p ≤ ，0.05）。结论IVAP-SPIKES仪器能客观地衡量卫生专业人员传达不良医疗消息的能力。它被鼓励用于评估培训项目。建议将其应用于不同的环境，以确定潜在的适应需求。

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引用次数: 0

Evaluación de la práctica clínica en el estudiantado de Patología General mediante un Examen Clínico Objetivo Estructurado (ECOE) 通过结构化目标临床检查（ECOE）对普通病理学学生的临床实践进行评估

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2025-12-05 DOI: 10.1016/j.edumed.2025.101137

José-Manuel Ramos-Rincón , María-Teresa Sempere-Selva , Sergio Javaloy-Ballestero , Julio Ramos-Martínez , Juan Jorge Peris García , Mónica Romero Nieto , Sergio Reus Bañuls , Reyes Pascual-Pérez

Introduction

The Objective Structured Clinical Examination (OSCE) is a tool specifically designed to objectively assess clinical competencies and student attitudes in simulated scenarios. This study aims to describe the organization and implementation of the OSCE in the General Pathology subject, analyze student performance and its correlation with theoretical assessment, and evaluate student satisfaction.

Methods

A descriptive, observational, cross-sectional study was conducted in the General Pathology subject. A single 12-min OSCE station with a standardized patient was designed to assess three core competencies: history taking, physical examination, and communication skills.

Results

A total of 137 students participated. History taking was the most represented competency (76.7% of items; 65.4% of points). The overall mean score was 69.4%, with history taking showing the lowest performance (60.2%) and physical examination (88.3%) and communication (85.4%) the highest. No significant differences were observed across testing shifts (p > 0.05). The correlation between OSCE and theoretical exam scores was low (r = 0.130). Overall satisfaction was high: students rated the OSCE positively as a learning tool and expressed interest in receiving feedback.

Conclusions

Implementing an OSCE in the second year of medical school is a feasible, objective, and well-received strategy for assessing basic clinical competencies, and it promotes early and meaningful clinical learning.

客观结构化临床考试（OSCE）是一种专门设计的工具，用于在模拟场景中客观评估临床能力和学生态度。本研究旨在描述OSCE在普通病理学科目中的组织与实施，分析学生表现及其与理论评估的相关性，并评估学生满意度。方法采用描述性、观察性、横断面研究方法对普通病理学科进行研究。对一名标准化患者设计一个12分钟的OSCE站，以评估三个核心能力：病史记录、体格检查和沟通技巧。结果共137名学生参与。历史学习是最具代表性的能力（76.7%的项目；65.4%的分数）。整体平均分为69.4%，其中历史成绩最低（60.2%），体检（88.3%）和沟通（85.4%）成绩最高。各测试班次间无显著差异（p > 0.05）。OSCE与理论考试成绩的相关性较低（r = 0.130）。总体满意度很高：学生积极评价欧安组织作为一种学习工具，并表示有兴趣获得反馈。结论在医学院二年级实施OSCE是一种可行、客观且广受欢迎的评估基本临床能力的策略，它促进了早期和有意义的临床学习。

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引用次数: 0

Integración de analíticas de aprendizaje e inteligencia artificial en una aplicación web para la enseñanza de neurociencias: evaluación de su impacto 将学习分析和人工智能集成到网络应用程序中，用于神经科学教育：影响评估

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.edumed.2025.101148

Omar Robayo Avendaño

Introduction

Teaching neuroscience in medical education faces the challenge of complex content and the phenomenon of “neurophobia”. Digital technologies supported by artificial intelligence (AI) and learning analytics represent an opportunity to enhance understanding, promote student engagement, and foster self-regulation. This study aimed to assess whether AI-based educational tools help instructors create interactive resources tailored to their students and to analyze how their use relates to academic performance.

Material and methods

An interactive web application focused on neuroanatomy was developed. Its AI-assisted design reduced the need for advanced technical knowledge and integrated learning analytics through xAPI to automatically record interactions and provide progress-based feedback. A retrospective observational study was conducted with 42 medical students, analyzing usage frequency, temporal patterns, and their relationship with academic performance using Student’s t-tests and simple linear regression (p < 0.05).

Results

Students performed 30,964 interactions across 544 sessions mostly concentrated before assessments and during nighttime hours, with marked interindividual variability. A positive and significant linear association was found between the number of interactions and academic performance (R² = 0.31; β = 0.56; p < 0.001).

Conclusion

Educational applications supported by AI and learning analytics facilitate the understanding of complex content and enable instructors to design and evaluate resources according to students’ study patterns. Their implementation fosters pedagogical innovation and can provide objective data to guide teaching practices in medical education.

医学教育中的神经科学教学面临着内容复杂和“神经恐惧症”现象的挑战。由人工智能（AI）和学习分析支持的数字技术为加强理解、促进学生参与和促进自我监管提供了机会。本研究旨在评估基于人工智能的教育工具是否能帮助教师创建适合学生的互动资源，并分析这些工具的使用与学习成绩的关系。材料和方法开发了一个以神经解剖学为重点的交互式web应用程序。它的人工智能辅助设计减少了对高级技术知识和集成学习分析的需求，通过xAPI自动记录交互并提供基于进度的反馈。对42名医学生进行回顾性观察研究，采用学生t检验和简单线性回归分析其使用频率、时间模式及其与学习成绩的关系（p < 0.05）。结果学生在544次会议中进行了30,964次互动，主要集中在评估前和夜间时间，具有明显的个体差异。互动次数与学业成绩之间存在显著的正线性关系（R2 = 0.31; β = 0.56; p < 0.001）。结论人工智能和学习分析支持的教育应用有助于理解复杂的内容，使教师能够根据学生的学习模式设计和评估资源。其实施促进了教学创新，可为指导医学教育教学实践提供客观数据。

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引用次数: 0

Evaluación oral mediante casos clínicos: una apuesta formativa en sintonía con el razonamiento clínico 以临床病例为基础的口头评估：与临床推理相一致的一种教育方法

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2025-11-19 DOI: 10.1016/j.edumed.2025.101130

Manuel Millán-Hernández , Daniela Francelia Albarrán Pérez

引用次数: 0

Deconstrucción de prejuicios en la formación en salud mediante la escritura reflexiva: estudio cualitativo 通过反思性写作在卫生教育中解构偏见：定性研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-02-20 DOI: 10.1016/j.edumed.2026.101160

Andrea Velásquez Muñoz , Alejandro Águila Zúñiga , Susana Paisil Paisil

Introduction

Prejudices and stereotypes during the training of health sciences students pose a significant risk to the quality, equity, and ethics of clinical care. This interpretative qualitative study explores the written reflections of second-year university students before beginning their preclinical placements, aiming to identify implicit biases, understand their sociocultural origins, and analyze their ethical readiness for change.

Materials and Methods

Ninety-six written reflections were analyzed from a formative activity conducted at a public university in southern Chile. Thematic content analysis was applied to examine responses to three open-ended questions regarding existing stereotypes, sources of learning, and strategies to overcome them.

Results

Seven main categories of prejudice were identified: towards people with obesity, migrants, pregnant adolescents, older adults, LGBTIQ+ individuals, people with an “unkempt” appearance, and expressions of machismo. Students attributed these biases to family socialization, mass media, and social networks. They also highlighted a willingness to act ethically and pursue further education on diversity and inclusion.

Conclusion

Guided reflective writing emerges as an effective pedagogical tool for making stereotypes visible and challenging them from early stages of professional training. The inclusion of lesser-studied biases—such as rejection based on hygiene or physical appearance—underscores the need to systematically integrate critical educational approaches that foster clinical practice grounded in equity and human dignity.

在卫生科学学生的培训过程中，偏见和刻板印象对临床护理的质量、公平和道德构成重大风险。本解释性定性研究探讨了大学二年级学生在开始临床前实习前的书面反思，旨在识别隐性偏见，了解他们的社会文化起源，并分析他们对改变的道德准备。材料和方法在智利南部一所公立大学进行的一次形成性活动中分析了96篇书面反思。主题内容分析用于检查对三个开放式问题的回答，这些问题涉及现有的刻板印象、学习来源和克服它们的策略。结果对肥胖人群、流动人口、怀孕少女、老年人、LGBTIQ+人群、“不整洁”人群和大男子主义表达者的偏见主要分为7类。学生们将这些偏见归因于家庭社会化、大众媒体和社会网络。他们还强调，愿意按照道德行事，并继续接受有关多样性和包容性的教育。引导性反思性写作是一种有效的教学工具，从早期的专业培训阶段开始，就可以使刻板印象可见并挑战它们。纳入较少研究的偏见——例如基于卫生或外貌的拒绝——强调了系统地整合关键教育方法的必要性，这些方法可以促进以公平和人类尊严为基础的临床实践。

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引用次数: 0

De la ciencia al aula: la investigación traslacional como motor de innovación y sostenibilidad curricular en medicina 从科学到课堂：转化研究作为创新和医学课程可持续性的驱动力

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2025-11-25 DOI: 10.1016/j.edumed.2025.101129

Emma Gladis Tufiño Blas , Manuel Urrutia Flores

引用次数: 0

De la alfabetización digital a la alfabetización ética en educación médica: apuntes para una premisa 从数字素养到医学教育中的道德素养：前提说明

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101152

Alexis Alejandro Garcia-Rivero, Aarón Domínguez López

引用次数: 0

Prevención primaria del riesgo suicida: una necesidad en la formación médica 初级预防自杀风险：医学培训的必要性

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.edumed.2026.101153

Edwin Gustavo Estrada-Araoz

引用次数: 0

Recomendaciones internacionales sobre el uso de la simulación en procedimientos obstétricos avanzados 关于在高级产科程序中使用模拟的国际建议

Q2 Social Sciences

Educacion Medica

Pub Date : 2026-03-01 Epub Date: 2026-01-20 DOI: 10.1016/j.edumed.2025.101140

Andrea Solé Mayoral , Rut Bernardo Vega , Sara Tameish , Óscar Martínez Pérez

Clinical simulation has become an essential tool in obstetric training, particularly for developing critical skills and managing low-frequency events. This study analyzes the recommendations of six international entities (ACOG, RCOG, SOGC, EBCOG, WHO, and FIGO) regarding the use of simulation in advanced obstetric procedures. Based on a comparative table of 31 clinical competencies, the analysis identifies those with the highest level of international consensus for inclusion in simulation-based training programs. Shoulder dystocia and postpartum hemorrhage stand out as the only competencies unanimously endorsed by all entities, while others show variability depending on organizational and clinical context. The study also highlights the importance of adapting international recommendations to the specific characteristics of each healthcare system. These findings may serve as a foundation for designing more context-sensitive and effective training curricula, ultimately improving safety and quality in obstetric care.

临床模拟已成为产科培训的重要工具，特别是用于发展关键技能和管理低频事件。本研究分析了六个国际实体（ACOG、RCOG、SOGC、EBCOG、WHO和FIGO）关于在高级产科手术中使用模拟的建议。基于31个临床能力的比较表，分析确定了那些具有最高水平的国际共识，包括基于模拟的培训计划。肩难产和产后出血是所有机构一致认可的唯一能力，而其他能力则根据组织和临床背景而有所不同。该研究还强调了使国际建议适应每个卫生保健系统的具体特点的重要性。这些发现可作为设计更切合实际和有效的培训课程的基础，最终提高产科护理的安全性和质量。

引用次数: 0

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