Pub Date : 2025-11-17DOI: 10.1016/j.edumed.2025.101126
Leyre Rodríguez Leal , Leticia López Pedraza , Marina Gómez de Quero Córdoba , Raquel González Hervías , Victor Fernandez-Alonso , Beatriz Álvarez Embarba , Marta Mas , Raúl Merchán , Juan Francisco Velarde , Marta Fernández Idiago
Introduction
The OSCE consists of one or a series of stations designed to evaluate performance competence in clinical, technical or non-technical skills, individually or as a team. The Objective Structured Clinical Examination (OSCE) is a validated method for assessing clinical competence.
Methodology
This study analysed the OSCE performance of 85 fourth-year nursing students at a university in Madrid. Working in pairs, the students completed five 10-min stations on multiple trauma, paediatric emergencies, diabetes consultation, post-surgical care, therapeutic relationship, and the nursing process. Their testimonies were also assessed qualitatively, identifying four main categories.
Results
In terms of the quantitative study, the average score was 0.36 out of 0.5 (SD = 0.08), with diabetes education scoring the lowest and post-surgical care scoring the highest. Despite initial nervousness, the students were satisfied and valued the simulation experience. As for the qualitative study, four main qualitative categories were found: nervousness/uncertainty, organisation of the teaching experience, skills development, and evaluator perception.
Conclusion
These results support OSCE's effectiveness in nursing assessment, highlighting areas for improving student skills and station design.
{"title":"Implementation of the OSCE as a teaching experience in nursing education. Mixed study","authors":"Leyre Rodríguez Leal , Leticia López Pedraza , Marina Gómez de Quero Córdoba , Raquel González Hervías , Victor Fernandez-Alonso , Beatriz Álvarez Embarba , Marta Mas , Raúl Merchán , Juan Francisco Velarde , Marta Fernández Idiago","doi":"10.1016/j.edumed.2025.101126","DOIUrl":"10.1016/j.edumed.2025.101126","url":null,"abstract":"<div><h3>Introduction</h3><div>The OSCE consists of one or a series of stations designed to evaluate performance competence in clinical, technical or non-technical skills, individually or as a team. The Objective Structured Clinical Examination (OSCE) is a validated method for assessing clinical competence.</div></div><div><h3>Methodology</h3><div>This study analysed the OSCE performance of 85 fourth-year nursing students at a university in Madrid. Working in pairs, the students completed five 10-min stations on multiple trauma, paediatric emergencies, diabetes consultation, post-surgical care, therapeutic relationship, and the nursing process. Their testimonies were also assessed qualitatively, identifying four main categories.</div></div><div><h3>Results</h3><div>In terms of the quantitative study, the average score was 0.36 out of 0.5 (SD<!--> <!-->=<!--> <!-->0.08), with diabetes education scoring the lowest and post-surgical care scoring the highest. Despite initial nervousness, the students were satisfied and valued the simulation experience. As for the qualitative study, four main qualitative categories were found: nervousness/uncertainty, organisation of the teaching experience, skills development, and evaluator perception.</div></div><div><h3>Conclusion</h3><div>These results support OSCE's effectiveness in nursing assessment, highlighting areas for improving student skills and station design.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101126"},"PeriodicalIF":0.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568392","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 : 2025-11-10DOI: 10.1016/j.edumed.2025.101121
Laura González Calvete , Arancha Martín Suárez , Iván Marcos González , Amalia Franco Vidal , Francisco Tamargo de Miguel , Paula Recena Pérez , Rocío Rodríguez Herrero , Arturo Martínez Martínez , César Roza Alonso , Marta González Pajares , Lorena Alarcón Antúnez , Andrea García Sampedro , Jose Carlos Fernández Fernández , Aránzazu Urruchi Campo , Marta Costa Romero
Introduction
Simulation and gamification are tools used to enhance skill development and consolidate or acquire new knowledge in a safe environment. The objective of this study was to explore the effectiveness of a eminently practical methodology based on mini training pills as a training tool in a healthcare setting for teaching first aid-related actions
Material and methods
An active, participatory activity was designed during the workday (9:00 a.m.–3:00 p.m.) for all healthcare professionals in Health Area V (Asturias). This activity consisted of a circuit or “scavenger hunt” through different workshops or “stations” located at the Cabueñes University Hospital. All workshops were related to urgent primary care, using a methodology based on simulation and/or gamification and a short format (15–20 minutes).
Results
The participation rate was high, both quantitatively (n = 502) and qualitatively, with multiple professional categories attending (who also showed high satisfaction), defining this activity as a “dynamic, innovative, simple and fun experience to learn”.
Conclusions
This fundamentally practical methodology, through training “mini-pills”, allows for the rapid and effective acquisition/recycling of knowledge on a specific subject, which facilitates appropriate action in possible real-life situations.
{"title":"Feria de simulación en primeros auxilios: una nueva modalidad docente para la formación de profesionales de un área sanitaria","authors":"Laura González Calvete , Arancha Martín Suárez , Iván Marcos González , Amalia Franco Vidal , Francisco Tamargo de Miguel , Paula Recena Pérez , Rocío Rodríguez Herrero , Arturo Martínez Martínez , César Roza Alonso , Marta González Pajares , Lorena Alarcón Antúnez , Andrea García Sampedro , Jose Carlos Fernández Fernández , Aránzazu Urruchi Campo , Marta Costa Romero","doi":"10.1016/j.edumed.2025.101121","DOIUrl":"10.1016/j.edumed.2025.101121","url":null,"abstract":"<div><h3>Introduction</h3><div>Simulation and gamification are tools used to enhance skill development and consolidate or acquire new knowledge in a safe environment. The objective of this study was to explore the effectiveness of a eminently practical methodology based on mini training pills as a training tool in a healthcare setting for teaching first aid-related actions</div></div><div><h3>Material and methods</h3><div>An active, participatory activity was designed during the workday (9:00 a.m.–3:00 p.m.) for all healthcare professionals in Health Area V (Asturias). This activity consisted of a circuit or “scavenger hunt” through different workshops or “stations” located at the Cabueñes University Hospital. All workshops were related to urgent primary care, using a methodology based on simulation and/or gamification and a short format (15–20 minutes).</div></div><div><h3>Results</h3><div>The participation rate was high, both quantitatively (n<!--> <!-->=<!--> <!-->502) and qualitatively, with multiple professional categories attending (who also showed high satisfaction), defining this activity as a “dynamic, innovative, simple and fun experience to learn”.</div></div><div><h3>Conclusions</h3><div>This fundamentally practical methodology, through training “mini-pills”, allows for the rapid and effective acquisition/recycling of knowledge on a specific subject, which facilitates appropriate action in possible real-life situations.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101121"},"PeriodicalIF":0.0,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519410","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 : 2025-11-08DOI: 10.1016/j.edumed.2025.101127
Botswana Hinojosa Pérez , Sergio Trujillo López , María Elena Reguera Torres , Aziel Alejandro Peralta Ramírez , Eliezer Emmanuel Preciado Gocobachi , Carlos Eduardo Astorga Haro , Jared Rolando Laborin Domínguez , Martin Pérez Nava
Introduction
Laparoscopic surgery has transformed surgical practice by reducing complications and recovery times. However, training remains limited due to restricted access to high-fidelity simulators, especially in resource-limited settings. Low-cost simulators have emerged as a feasible alternative to develop essential technical skills. The aim of this study was to design, develop, and validate a low-cost laparoscopic simulator for surgical training.
Methods
A quasi-experimental study was conducted with 24 general surgery residents. The simulator, built from medium-density fiberboard (MDF) and equipped with ports and a digital camera, was validated by a panel of 10 experts and assessed through the GOALS scale during a peg transfer task. Descriptive statistics and the Kruskal–Wallis test were applied to compare performance according to year of residency.
Results
Experts reported high content and face validity (Aiken's V ≥ 0.75), highlighting its pedagogical relevance and functionality. Among residents, significant differences were found in performance across training levels (H = 8.70; p = 0.034), particularly between first- and fourth-year residents. The simulator showed discriminative capacity and educational usefulness.
Discussion
The validated simulator represents an accessible and reproducible tool that facilitates training in minimally invasive surgery. Its low cost and effectiveness make it a strategic resource for institutions with budget limitations, supporting progressive and safe skill acquisition while enhancing surgical competence and patient safety.
腹腔镜手术通过减少并发症和恢复时间改变了手术实践。然而，由于高保真模拟器的使用受到限制，特别是在资源有限的情况下，培训仍然有限。低成本模拟器已成为发展基本技术技能的可行替代方案。本研究的目的是设计、开发和验证用于外科训练的低成本腹腔镜模拟器。方法对24名普通外科住院医师进行准实验研究。该模拟器由中密度纤维板（MDF）制成，配备了端口和数码相机，由10名专家组成的小组进行了验证，并在peg转移任务期间通过GOALS量表进行了评估。采用描述性统计和Kruskal-Wallis检验比较不同住院年份的表现。结果专家报告了高内容和面效度（Aiken's V ≥ 0.75），突出了其教学相关性和功能性。在住院医生中，不同培训水平的表现存在显著差异（H = 8.70;p = 0.034），特别是在第一年和第四年住院医生之间。该模拟器显示了识别能力和教育用途。经过验证的模拟器代表了一种可访问和可重复的工具，促进了微创手术的培训。它的低成本和有效性使其成为预算有限的机构的战略资源，支持渐进和安全的技能获取，同时提高手术能力和患者安全。
{"title":"Design, development, and validation of a low-cost laparoscopic simulator for surgical training","authors":"Botswana Hinojosa Pérez , Sergio Trujillo López , María Elena Reguera Torres , Aziel Alejandro Peralta Ramírez , Eliezer Emmanuel Preciado Gocobachi , Carlos Eduardo Astorga Haro , Jared Rolando Laborin Domínguez , Martin Pérez Nava","doi":"10.1016/j.edumed.2025.101127","DOIUrl":"10.1016/j.edumed.2025.101127","url":null,"abstract":"<div><h3>Introduction</h3><div>Laparoscopic surgery has transformed surgical practice by reducing complications and recovery times. However, training remains limited due to restricted access to high-fidelity simulators, especially in resource-limited settings. Low-cost simulators have emerged as a feasible alternative to develop essential technical skills. The aim of this study was to design, develop, and validate a low-cost laparoscopic simulator for surgical training.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 24 general surgery residents. The simulator, built from medium-density fiberboard (MDF) and equipped with ports and a digital camera, was validated by a panel of 10 experts and assessed through the GOALS scale during a peg transfer task. Descriptive statistics and the Kruskal–Wallis test were applied to compare performance according to year of residency.</div></div><div><h3>Results</h3><div>Experts reported high content and face validity (Aiken's V ≥ 0.75), highlighting its pedagogical relevance and functionality. Among residents, significant differences were found in performance across training levels (<em>H</em> = 8.70; <em>p</em> = 0.034), particularly between first- and fourth-year residents. The simulator showed discriminative capacity and educational usefulness.</div></div><div><h3>Discussion</h3><div>The validated simulator represents an accessible and reproducible tool that facilitates training in minimally invasive surgery. Its low cost and effectiveness make it a strategic resource for institutions with budget limitations, supporting progressive and safe skill acquisition while enhancing surgical competence and patient safety.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101127"},"PeriodicalIF":0.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519415","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 : 2025-11-07DOI: 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}
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