Pub Date : 2025-11-07DOI: 10.1016/j.edumed.2025.101123
Alba Figueras , Jordi Delás
{"title":"Ansiedad y empatía en los alumnos de Medicina","authors":"Alba Figueras , Jordi Delás","doi":"10.1016/j.edumed.2025.101123","DOIUrl":"10.1016/j.edumed.2025.101123","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101123"},"PeriodicalIF":0.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465990","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 : 2025-11-01DOI: 10.1016/j.edumed.2025.101144
Ismael Buño , Constancio Medrano
{"title":"Formación en investigación durante la residencia: Reflexiones sobre una oportunidad","authors":"Ismael Buño , Constancio Medrano","doi":"10.1016/j.edumed.2025.101144","DOIUrl":"10.1016/j.edumed.2025.101144","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101144"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690392","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 : 2025-11-01DOI: 10.1016/j.edumed.2025.101110
Evelin Yudit Apaza-Vila, Betzy Emelyn Ordoñez-Roiro, Shirley Estefany Caceres-Chilingano, Jesely Haritz Torres-Ramirez, Cesar D. Rojas-Senador, Daniel Kevin Pérez-Alvarez
Introduction
The COVID-19 pandemic brought about a significant transformation in higher education, particularly in fields such as dentistry, where practical training is essential. This study aimed to compare dental students' satisfaction with virtual and face-to-face classes.
Material and methods
Considering variables such as age, sex, and academic year, a validated questionnaire was administered to 177 third-, fourth-, and fifth-year students from the School of Dentistry at Universidad Peruana Cayetano Heredia in 2024. Statistical analysis included T-tests, ANOVA, Spearman correlation, and hierarchical multiple linear regression.
Results
Results showed similar satisfaction levels across both modalities, with a general mean of 61.46 on a 0–100 scale. Face-to-face classes received a slightly higher average score (71.93) compared to virtual classes (66.86), with no statistically significant differences by age, sex, or academic year. A low positive correlation was found between both modalities (rho = 0.247; p < 0.001).
Conclusion
No significant associations were identified in the regression models. These findings highlight the importance of implementing integrated pedagogical strategies that enhance the educational experience and ensure the quality of learning in both in-person and virtual settings.
{"title":"Comparison of student satisfaction between virtual and face-to-face classes in dental students at a Peruvian University, 2024","authors":"Evelin Yudit Apaza-Vila, Betzy Emelyn Ordoñez-Roiro, Shirley Estefany Caceres-Chilingano, Jesely Haritz Torres-Ramirez, Cesar D. Rojas-Senador, Daniel Kevin Pérez-Alvarez","doi":"10.1016/j.edumed.2025.101110","DOIUrl":"10.1016/j.edumed.2025.101110","url":null,"abstract":"<div><h3>Introduction</h3><div>The COVID-19 pandemic brought about a significant transformation in higher education, particularly in fields such as dentistry, where practical training is essential. This study aimed to compare dental students' satisfaction with virtual and face-to-face classes.</div></div><div><h3>Material and methods</h3><div>Considering variables such as age, sex, and academic year, a validated questionnaire was administered to 177 third-, fourth-, and fifth-year students from the School of Dentistry at Universidad Peruana Cayetano Heredia in 2024. Statistical analysis included T-tests, ANOVA, Spearman correlation, and hierarchical multiple linear regression.</div></div><div><h3>Results</h3><div>Results showed similar satisfaction levels across both modalities, with a general mean of 61.46 on a 0–100 scale. Face-to-face classes received a slightly higher average score (71.93) compared to virtual classes (66.86), with no statistically significant differences by age, sex, or academic year. A low positive correlation was found between both modalities (rho = 0.247; <em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>No significant associations were identified in the regression models. These findings highlight the importance of implementing integrated pedagogical strategies that enhance the educational experience and ensure the quality of learning in both in-person and virtual settings.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101110"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416002","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 : 2025-10-31DOI: 10.1016/j.edumed.2025.101114
Kléber Dionicio Orellana Suárez, Julio César Pino Tarragó, Dunia Lisbet Domínguez Gálvez, Na Gyun Yoon García
Introduction
Teaching Biostatistics in health education faces challenges related to abstract content, low student motivation, and limited clinical applicability. This study proposes a pedagogical intervention through methodological workshops to enhance strategic learning in the Biostatistics course of the Nursing program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador.
Material and methods
A mixed-methods design was used: qualitative-descriptive with elements of action research, and pre-experimental quantitative with pretest–posttest comparison. The study involved 28 students and 2 instructors during the PII 2024 academic term. Data collection included Likert-scale questionnaires, semi-structured interviews, and focus groups assessing confidence, autonomy, and applicability.
Results
Findings showed significant improvements in students' confidence, autonomy, and perception of statistical applicability in clinical practice. Statistically relevant differences were found between pretest and posttest results (p < 0.05), confirming the effectiveness of the intervention.
Conclusion
Methodological workshops are a replicable and effective strategy to strengthen Biostatistics instruction in nursing education, fostering strategic learning that connects cognitive and metacognitive skills with professional practice.
{"title":"Aprendizaje estratégico de bioestadística en enfermería mediante talleres","authors":"Kléber Dionicio Orellana Suárez, Julio César Pino Tarragó, Dunia Lisbet Domínguez Gálvez, Na Gyun Yoon García","doi":"10.1016/j.edumed.2025.101114","DOIUrl":"10.1016/j.edumed.2025.101114","url":null,"abstract":"<div><h3>Introduction</h3><div>Teaching Biostatistics in health education faces challenges related to abstract content, low student motivation, and limited clinical applicability. This study proposes a pedagogical intervention through methodological workshops to enhance strategic learning in the Biostatistics course of the Nursing program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador.</div></div><div><h3>Material and methods</h3><div>A mixed-methods design was used: qualitative-descriptive with elements of action research, and pre-experimental quantitative with pretest–posttest comparison. The study involved 28 students and 2 instructors during the PII 2024 academic term. Data collection included Likert-scale questionnaires, semi-structured interviews, and focus groups assessing confidence, autonomy, and applicability.</div></div><div><h3>Results</h3><div>Findings showed significant improvements in students' confidence, autonomy, and perception of statistical applicability in clinical practice. Statistically relevant differences were found between pretest and posttest results (<em>p</em> < 0.05), confirming the effectiveness of the intervention.</div></div><div><h3>Conclusion</h3><div>Methodological workshops are a replicable and effective strategy to strengthen Biostatistics instruction in nursing education, fostering strategic learning that connects cognitive and metacognitive skills with professional practice.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101114"},"PeriodicalIF":0.0,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415673","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 : 2025-10-29DOI: 10.1016/j.edumed.2025.101118
Aldo Medina Gamero
{"title":"Formación médica y desafíos del dengue: una atención primaria","authors":"Aldo Medina Gamero","doi":"10.1016/j.edumed.2025.101118","DOIUrl":"10.1016/j.edumed.2025.101118","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101118"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415672","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 : 2025-10-29DOI: 10.1016/j.edumed.2025.101115
Antonio Ordóñez Fernández, Elena Aguado-Domínguez, Esther Quintana-Gallego, Irene Méndez Santos, Antonio León-Justel, Carmen Campos-Silva
Introduction
In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians.
However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students' ability to link theoretical knowledge with real-world application.
Methods
This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects.
Results
As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed.
Conclusion
Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum.
{"title":"Análisis de un método de aprendizaje basado en problemas aplicado en ciencias básicas con un enfoque integrador en la formación médica","authors":"Antonio Ordóñez Fernández, Elena Aguado-Domínguez, Esther Quintana-Gallego, Irene Méndez Santos, Antonio León-Justel, Carmen Campos-Silva","doi":"10.1016/j.edumed.2025.101115","DOIUrl":"10.1016/j.edumed.2025.101115","url":null,"abstract":"<div><h3>Introduction</h3><div>In medical education, active learning methodologies such as Problem-Based Learning (PBL) have proven to be effective strategies to foster student engagement and meaningful learning. PBL, centered on the collaborative resolution of complex and contextualized problems, not only facilitates knowledge acquisition but also promotes the development of key skills and competencies, such as critical thinking, that are essential in the training of future physicians.</div><div>However, the implementation of PBL has been more common in clinical subjects than in basic sciences, such as biochemistry, biology, anatomy, histology, and physiology, where its use remains limited. These disciplines, although fundamental, are often perceived as disconnected from clinical practice, which can hinder students' ability to link theoretical knowledge with real-world application.</div></div><div><h3>Methods</h3><div>This article explores the challenges and opportunities of applying PBL in the context of basic sciences through an interdisciplinary experience developed during the first year of the Medical University Degree program. This work presents the design, implementation, and faculty and student evaluation of a PBL based initiative centered on exercise physiology as an integrative theme across multiple basic science subjects.</div></div><div><h3>Results</h3><div>As perceived by faculty and students, incorporating real-world contextualized problems enhances meaningful understanding and integration of theoretical concepts of basic sciences and their connection to medical practice. In addition, multiple skills and competencies essential for the professional career are developed.</div></div><div><h3>Conclusion</h3><div>Overall, these findings support the feasibility, continuity, and expansion of this methodology within the academic curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101115"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415676","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 : 2025-10-29DOI: 10.1016/j.edumed.2025.101109
José F. Parodi , Fabian A. Chavez-Ecos , Rodrigo Chavez-Ecos , Wagner Rios-Garcia , Martin Montenegro-Guerra , Javier A. Flores-Cohaila , Fernando M. Runzer-Colmenares
Introduction
This study aimed to analyze the current status of the geriatrics curricula in Peruvian faculties, identifying gaps and challenges for improving medical education in this specialty.
Material and methods
This observational study evaluated the geriatric course syllabi of undergraduate medical programs of Peruvian-licensed universities authorized by the National University Higher Education (SUNEDU). Data on course characteristics, including whether the course was stand-alone or attached to another course, were collected and evaluated. Competencies were evaluated using the 5M framework.
Results
Of the 44 universities selected, 27 offered a geriatrics course, the majority being private institutions. This course was mostly taken in the fifth year, and in 70.37% (n = 19 universities), it was considered a single course. None of the courses fully complied with the 5M framework, demonstrating deficiencies in teaching. Additionally, the study detected a shortage of geriatricians and a lack of standardization in training among institutions.
Conclusions
There continue to be critical opportunities for bettering the geriatric curricula of Peruvian medical schools and undergraduate medical programs must be optimized to respond to the needs of older people as one of the main users of medical services. It is crucial to address these deficiencies by aligning university curricula with the epidemiological and demographic reality, equity and efficiency in providing services, and international recommendations on competencies in geriatrics and gerontology.
{"title":"Exploring the geriatrics curriculum in Peruvian medical schools: An analysis of course characteristics and topics covered","authors":"José F. Parodi , Fabian A. Chavez-Ecos , Rodrigo Chavez-Ecos , Wagner Rios-Garcia , Martin Montenegro-Guerra , Javier A. Flores-Cohaila , Fernando M. Runzer-Colmenares","doi":"10.1016/j.edumed.2025.101109","DOIUrl":"10.1016/j.edumed.2025.101109","url":null,"abstract":"<div><h3>Introduction</h3><div>This study aimed to analyze the current status of the geriatrics curricula in Peruvian faculties, identifying gaps and challenges for improving medical education in this specialty.</div></div><div><h3>Material and methods</h3><div>This observational study evaluated the geriatric course syllabi of undergraduate medical programs of Peruvian-licensed universities authorized by the National University Higher Education (SUNEDU). Data on course characteristics, including whether the course was stand-alone or attached to another course, were collected and evaluated. Competencies were evaluated using the 5M framework.</div></div><div><h3>Results</h3><div>Of the 44 universities selected, 27 offered a geriatrics course, the majority being private institutions. This course was mostly taken in the fifth year, and in 70.37% (<em>n</em> = 19 universities), it was considered a single course. None of the courses fully complied with the 5M framework, demonstrating deficiencies in teaching. Additionally, the study detected a shortage of geriatricians and a lack of standardization in training among institutions.</div></div><div><h3>Conclusions</h3><div>There continue to be critical opportunities for bettering the geriatric curricula of Peruvian medical schools and undergraduate medical programs must be optimized to respond to the needs of older people as one of the main users of medical services. It is crucial to address these deficiencies by aligning university curricula with the epidemiological and demographic reality, equity and efficiency in providing services, and international recommendations on competencies in geriatrics and gerontology.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101109"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415674","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 : 2025-10-29DOI: 10.1016/j.edumed.2025.101117
Margarida Silva Ferreira , Muriel Lérias-Cambeiro , Paulo Almeida , Carlos Luz , Paulo Matos Costa
Introduction
Trauma represents a significant global health burden, yet dedicated trauma education is frequently deficient in undergraduate medical curricula. Consequently, medical students often report lack of preparedness to manage trauma cases. The optimal approach to integrate trauma education in medical school curricula remains unclear.
Objective
To evaluate the feasibility of implementing large-scale simulation-based trauma education within the core medical curriculum and assess student perceptions.
Methods
An Initial Trauma Management Course was devised and implemented as part of the standard surgery clerkship. The course combined a lecture and case-based learning with three simulation-based hands-on stations. Small-group teaching was employed. Twelve course editions per year (up to 30 students each) accommodated an annual capacity of 360 students.
This was a mixed method cross-sectional study with a prospective component. Students completed a post-course survey with Likert-scale items and open-ended comments. Quantitative data were analyzed using descriptive statistics, and thematic content analysis was conducted on qualitative data from student commentary.
Results
Over a two-year period, 685 students attended the course and 622 completed the survey (91% participation rate). Over 90% of respondents rated all the course's components and stations very relevant. Qualitative analysis identified hands-on training, use of simulation/manikins, content relevance, quality of instructors and interactive learning as the most valued aspects.
Conclusion
The implementation of a simulation-based trauma course as part of the undergraduate core curriculum was feasible and highly valued by students. These findings support broader integration of structured trauma education and offer a scalable model for other institutions.
{"title":"Large-scale trauma education for all? Learner perspective and implementation insights","authors":"Margarida Silva Ferreira , Muriel Lérias-Cambeiro , Paulo Almeida , Carlos Luz , Paulo Matos Costa","doi":"10.1016/j.edumed.2025.101117","DOIUrl":"10.1016/j.edumed.2025.101117","url":null,"abstract":"<div><h3>Introduction</h3><div>Trauma represents a significant global health burden, yet dedicated trauma education is frequently deficient in undergraduate medical curricula. Consequently, medical students often report lack of preparedness to manage trauma cases. The optimal approach to integrate trauma education in medical school curricula remains unclear.</div></div><div><h3>Objective</h3><div>To evaluate the feasibility of implementing large-scale simulation-based trauma education within the core medical curriculum and assess student perceptions.</div></div><div><h3>Methods</h3><div>An <em>Initial Trauma Management Course</em> was devised and implemented as part of the standard surgery clerkship. The course combined a lecture and case-based learning with three simulation-based hands-on stations. Small-group teaching was employed. Twelve course editions per year (up to 30 students each) accommodated an annual capacity of 360 students.</div><div>This was a mixed method cross-sectional study with a prospective component. Students completed a post-course survey with Likert-scale items and open-ended comments. Quantitative data were analyzed using descriptive statistics, and thematic content analysis was conducted on qualitative data from student commentary.</div></div><div><h3>Results</h3><div>Over a two-year period, 685 students attended the course and 622 completed the survey (91% participation rate). Over 90% of respondents rated all the course's components and stations <em>very relevant</em>. Qualitative analysis identified hands-on training, use of simulation/manikins, content relevance, quality of instructors and interactive learning as the most valued aspects.</div></div><div><h3>Conclusion</h3><div>The implementation of a simulation-based trauma course as part of the undergraduate core curriculum was feasible and highly valued by students. These findings support broader integration of structured trauma education and offer a scalable model for other institutions.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101117"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415675","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 : 2025-10-29DOI: 10.1016/j.edumed.2025.101120
Javier Arias, Julio Mayol, Jesus Millán
The ongoing and foreseeable advances in technological development compel us to consider the teaching and learning of new competencies with a view to their inclusion in medical curricula. It is imperative to instill a dynamic for this to happen in medical schools. This Declaration of El Escorial, presented during the Complutense University of Madrid Summer Meeting on Medical Education, advocates for the establishment of a theoretical and practical framework to assist those responsible for curriculum development and teaching planning.
{"title":"Declaración de El Escorial: un marco para la enseñanza de competencias digitales en medicina","authors":"Javier Arias, Julio Mayol, Jesus Millán","doi":"10.1016/j.edumed.2025.101120","DOIUrl":"10.1016/j.edumed.2025.101120","url":null,"abstract":"<div><div>The ongoing and foreseeable advances in technological development compel us to consider the teaching and learning of new competencies with a view to their inclusion in medical curricula. It is imperative to instill a dynamic for this to happen in medical schools. This Declaration of El Escorial, presented during the Complutense University of Madrid Summer Meeting on Medical Education, advocates for the establishment of a theoretical and practical framework to assist those responsible for curriculum development and teaching planning.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101120"},"PeriodicalIF":0.0,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415671","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 : 2025-10-27DOI: 10.1016/j.edumed.2025.101107
Francisco Winter dos Santos Figueiredo , Bhárbara Karolline Rodrigues Silva , Fernando Rodrigues Peixoto Quaresma , Erika da Silva Maciel
In health education, the use of real data to understand the health situation of the population enables the transfer of knowledge and reveals the local reality and the spread of diseases. The aim of this study was to describe the major sources of secondary data in healthcare and develop a framework for using these data in teaching. A narrative literature search was conducted in PubMed, Scopus and the Virtual Health Library using descriptors related to teaching, secondary data, and health in Portuguese, English and Spanish. In addition, through the meeting of experts and based on the articles found in the review, a unified framework of these data in teaching is created. A total of 79 studies were found, of which 14 were included after meeting the eligibility criteria. The main databases found were from the Ministry of Education, the SUS Department of Information Technology, and other sources (Institute of Health Metrics and Evaluation and Institute of Applied Economic Research) which were included after a meeting with experts. The developed framework consists of three phases and 11 elements, including planning, searching, and extracting data, adapting for teaching, and incorporating data for health teaching. There are a few data sources that can be used for health education, but those proposed are used in this framework, and it is possible to transform the data into knowledge that can be transferred to teaching, considering teachers' knowledge of indicators. Technologies and innovations are considered in teaching.
{"title":"Proposal for a framework for the use of secondary data in health education","authors":"Francisco Winter dos Santos Figueiredo , Bhárbara Karolline Rodrigues Silva , Fernando Rodrigues Peixoto Quaresma , Erika da Silva Maciel","doi":"10.1016/j.edumed.2025.101107","DOIUrl":"10.1016/j.edumed.2025.101107","url":null,"abstract":"<div><div>In health education, the use of real data to understand the health situation of the population enables the transfer of knowledge and reveals the local reality and the spread of diseases. The aim of this study was to describe the major sources of secondary data in healthcare and develop a framework for using these data in teaching. A narrative literature search was conducted in PubMed, Scopus and the Virtual Health Library using descriptors related to teaching, secondary data, and health in Portuguese, English and Spanish. In addition, through the meeting of experts and based on the articles found in the review, a unified framework of these data in teaching is created. A total of 79 studies were found, of which 14 were included after meeting the eligibility criteria. The main databases found were from the Ministry of Education, the SUS Department of Information Technology, and other sources (Institute of Health Metrics and Evaluation and Institute of Applied Economic Research) which were included after a meeting with experts. The developed framework consists of three phases and 11 elements, including planning, searching, and extracting data, adapting for teaching, and incorporating data for health teaching. There are a few data sources that can be used for health education, but those proposed are used in this framework, and it is possible to transform the data into knowledge that can be transferred to teaching, considering teachers' knowledge of indicators. Technologies and innovations are considered in teaching.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101107"},"PeriodicalIF":0.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415670","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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