Educacion Medica最新文献_第4页

Large-scale trauma education for all? Learner perspective and implementation insights 全民大规模创伤教育？学习者视角和实施视角

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-29 DOI: 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.

创伤是一个重大的全球健康负担，然而专门的创伤教育往往缺乏本科医学课程。因此，医学生经常报告缺乏处理创伤病例的准备。将创伤教育纳入医学院课程的最佳途径尚不清楚。目的评价在医学核心课程中实施大规模模拟创伤教育的可行性，并评估学生的认知。方法设计并实施创伤初始管理课程，作为标准外科实习的一部分。该课程结合了讲座和基于案例的学习，以及三个基于模拟的动手站。采用小组教学。每年有12个课程版本（每次最多30名学生），每年可容纳360名学生。这是一项具有前瞻性成分的混合方法横断面研究。学生们用李克特量表和开放式评论完成了课后调查。定量数据采用描述性统计分析，定性数据采用专题内容分析。结果在两年的时间里，685名学生参加了课程，622名学生完成了调查，参与率为91%。超过90%的受访者认为课程的所有组成部分和站点都非常相关。定性分析确定了实践培训、模拟/人体模型的使用、内容相关性、教师质量和互动学习是最受重视的方面。结论在本科核心课程中实施创伤模拟课程是可行的，受到学生的高度评价。这些发现支持更广泛地整合结构化创伤教育，并为其他机构提供可扩展的模型。

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引用次数: 0

Declaración de El Escorial: un marco para la enseñanza de competencias digitales en medicina El Escorial宣言：医学数字能力教育框架

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-29 DOI: 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.

技术发展的持续和可预见的进步迫使我们考虑新能力的教学，以期将其纳入医学课程。当务之急是在医学院中灌输这种动力。在马德里康普顿斯大学医学教育夏季会议期间提出的这份《埃斯科里亚尔宣言》主张建立一个理论和实践框架，以协助负责课程制定和教学规划的人员。

引用次数: 0

Proposal for a framework for the use of secondary data in health education 关于在卫生教育中使用二手数据的框架的建议

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-27 DOI: 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.

在卫生教育方面，利用真实数据了解人口的健康状况，有助于知识的传递，并揭示当地的现实情况和疾病的传播。本研究的目的是描述医疗保健中次要数据的主要来源，并开发一个在教学中使用这些数据的框架。在PubMed、Scopus和虚拟健康图书馆中进行了叙述性文献检索，使用葡萄牙语、英语和西班牙语的教学、二手数据和健康相关描述符。此外，通过专家会议，并根据审查中发现的文章，创建了这些数据在教学中的统一框架。共纳入79项研究，其中14项符合入选标准。发现的主要数据库来自教育部、SUS信息技术司和其他来源（卫生计量与评估研究所和应用经济研究所），这些来源是在与专家会议后纳入的。制定的框架包括三个阶段和11个要素，包括规划、搜索和提取数据、适应教学和纳入数据进行卫生教学。有一些数据来源可以用于健康教育，但这些数据来源都是在这个框架中使用的，考虑到教师对指标的了解，有可能将数据转化为可以转移到教学中的知识。在教学中考虑技术和创新。

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引用次数: 0

Condiciones formativas en residencias médicas de Argentina y México: desafíos en la educación médica 阿根廷和墨西哥医疗机构的培训条件：医学教育的挑战

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-24 DOI: 10.1016/j.edumed.2025.101106

Fabiana Inés Reboiras , Rocio Deza , Julian Andres Mur , Carolina Roni , María Isabel Fernández Cedro , Ignacio López Leavy , Mauricio Fidel Mendoza González , Manuel Salvador Luzania Valerio , María de Lourdes Mota Morales , Francisco Domingo Vázquez Martínez

Introduction

International studies have reported high rates of mistreatment in medical residency programs. This article analyzes two studies conducted in Argentina and Mexico that examine working and training conditions in these programs, highlighting common issues of mistreatment and discrimination.

Methods

A descriptive-interpretative, cross-sectional design was used, based on instruments previously applied independently in each country. In Argentina, a semi-structured survey was conducted with 509 residents to assess mistreatment across five dimensions: educational, psycho-emotional, discrimination, physical violence, and sexual harassment. In Mexico, a Likert-scale questionnaire was applied to 517 residents to measure respect for labor and educational rights. Data were analyzed comparatively through frequency measures and binational discussion.

Results

The findings align with local, regional, and international literature, revealing mistreatment and discrimination in the training and working environments of medical residents. Both contexts show evidence of discrimination and mistreatment. In Mexico 58.4% of discrimination was reported and in Argentina 22%. Regarding treatment, 69.8% of residents in Mexico perceived a lack of respect from faculty, while in Argentina, 39.1% reported degrading comments or shouting.

Conclusions

Training conditions in medical residencies in both countries reflect common challenges that impact medical education quality. The creation of a standardized instrument to assess and compare residency training conditions across different Latin American contexts is suggested, contributing to the improvement of healthcare systems in the region.

国际研究报告了在住院医师项目中的高虐待率。本文分析了在阿根廷和墨西哥进行的两项研究，这些研究考察了这些项目中的工作和培训条件，突出了虐待和歧视的常见问题。方法采用描述性-解释性，横断面设计，基于以前在每个国家独立应用的工具。在阿根廷，对509名居民进行了一项半结构化调查，从五个方面评估虐待：教育、心理情感、歧视、身体暴力和性骚扰。在墨西哥，对517名居民进行了李克特量表问卷调查，以衡量对劳动和教育权利的尊重。通过频率测量和两国讨论对数据进行比较分析。结果研究结果与当地、区域和国际文献一致，揭示了住院医师培训和工作环境中的虐待和歧视。这两种情况都显示出歧视和虐待的证据。据报道，墨西哥有58.4%的歧视，阿根廷有22%。在待遇方面，69.8%的墨西哥居民认为教师缺乏尊重，而在阿根廷，39.1%的人表示有辱人格的评论或大喊大叫。结论两国住院医师的紧张状况反映了影响医学教育质量的共同挑战。建议建立一个标准化的工具来评估和比较不同拉丁美洲背景下的住院医师培训条件，有助于改善该地区的卫生保健系统。

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引用次数: 0

MED-IA: modelo educativo digital para la formación médica de especialidades clínicas, basado en inteligencia artificial MED-IA：基于人工智能的临床专业医学培训数字教育模式

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-23 DOI: 10.1016/j.edumed.2025.101116

Nelson Iván Chávez Mostajo

Introduction

The digitalization of medical education demands instructional models capable of personalizing clinical tutoring. The pedagogical model MED-IA proposes integrates generative artificial intelligence (AI) to support medical residents.

Methods

A mixed-method, longitudinal, action-research study was conducted. Twenty-seven residents from the clinical area of a tertiary hospital in Bolivia participated. A didactic program was designed and implemented, centered on a personalized virtual tutor named Guard IA, powered by GPT-4o, and operated over eight weeks. Academic performance was measured through summative evaluation scores, and user perceptions were assessed using Likert scales. Statistical analysis included Wilcoxon tests and Spearman correlations. Based on this program, the theoretical foundations for the MED-IA pedagogical model were established.

Results

The average score increased from 65.5 ± 6.8 to 88.0 ± 5.4 (p < 0.001) among users of the virtual tutor. A total of 84% of users improved their performance, compared to 33% of non-users; usage frequency correlated with score improvement (r = 0.54). Additionally, 91% of participants reported high satisfaction, and 76% would recommend the tutor.

Conclusion

The model demonstrated pedagogical effectiveness and user acceptance, offering adaptive support that strengthens clinical reasoning and learning autonomy.

医学教育的数字化需要能够个性化临床辅导的教学模式。MED-IA提出的教学模式整合了生成式人工智能（AI）来支持住院医生。方法采用混合方法、纵向、行动研究。来自玻利维亚一家三级医院临床区的27名居民参加了这项研究。我们设计并实施了一个教学项目，以一个名为Guard IA的个性化虚拟导师为中心，由gpt - 40提供动力，运行时间超过8周。学业成绩通过总结性评估分数来衡量，用户感知使用李克特量表进行评估。统计分析包括Wilcoxon检验和Spearman相关性。在此基础上，建立了MED-IA教学模式的理论基础。结果虚拟教师的平均得分由65.5±6.8分提高到88.0±5.4分（p < 0.001）。总共有84%的用户提高了他们的表现，而非用户的这一比例为33%；使用频率与评分提高相关（r = 0.54）。此外，91%的参与者表示高满意度，76%的人会推荐导师。结论该模型具有良好的教学效果和用户接受度，为临床推理和学习自主性的增强提供了适应性支持。

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引用次数: 0

Correlación de competencias evaluadas en una evaluación clínica objetiva estructurada, un test de opción múltiple y un examen de casos clínicos por ordenador en estudiantes de último curso de Medicina 在结构化客观临床评估、多选择测试和基于计算机的医学研究生临床案例审查中评估的能力相关性

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-22 DOI: 10.1016/j.edumed.2025.101113

Emilio Cervera-Barba , Sophia Denizon-Arranz , Raúl Castañeda-Vozmediano , José Manuel Blanco-Canseco , M. Isabel Gámez-Cabero , Irene Salinas-Gabiña

Background

Final-year medical students are required to complete a summative assessment through an OSCE (Objective Structured Clinical Examination). In some faculties, as an adaptation during the pandemic, a computer-based Cases Test (CCT) was introduced. This test was intended to assess competencies similar to those evaluated in the OSCE and is weighted as part of the final grade alongside the OSCE. In 2023, we compared an OSCE, a CCT, and a multiple-choice question (MCQ) exam, with the aim of analysing the concordance of overall and competency-specific results. Our hypothesis was that the CCT assesses a construct more closely related to the MCQ than to the OSCE.

Methods

A total of 108 students participated. They completed a 21-station OSCE, a CCT consisting of 10 computer-based clinical cases, and a 150-question MCQ exam based on 26 clinical scenarios aligned with the other two assessments. Five shared competencies were evaluated: history taking, physical examination, clinical reasoning, prevention/promotion, and professionalism. Internal consistency was analysed using Cronbach's alpha, and correlations between assessments were calculated using Spearman's rho coefficient.

Results

Scores were lowest in the MCQ. The OSCE and CCT coincided only in overall scores, not by individual competencies. The strongest correlation was observed between the MCQ and CCT (rho = 0.49), and the weakest between the OSCE and CCT (rho = 0.27). Significant correlations were found only in clinical reasoning and physical examination between the MCQ and the other assessments. The OSCE showed the highest internal consistency (α = 0.754).

Conclusion

The three assessments evaluate different dimensions. The CCT measures a construct more closely aligned with the MCQ. Competencies assessed by the OSCE and the CCT do not correlate.

最后一年的医学生需要通过OSCE（客观结构化临床检查）完成总结性评估。在一些院系，作为大流行期间的适应措施，引入了基于计算机的病例测试（CCT）。该测试旨在评估与欧安组织评估的能力相似的能力，并与欧安组织一起作为最终成绩的一部分进行加权。在2023年，我们比较了欧安组织、CCT和多项选择题（MCQ）考试，目的是分析整体和能力特定结果的一致性。我们的假设是，CCT评估的结构与MCQ的关系比与欧安组织的关系更密切。方法共108名学生参与。他们完成了一个21站的OSCE测试，一个由10个基于计算机的临床病例组成的CCT测试，以及一个基于26个临床场景的150题MCQ测试，该测试与其他两个评估相一致。评估了五项共同能力：病史记录、体格检查、临床推理、预防/促进和专业精神。使用Cronbach's alpha分析内部一致性，使用Spearman's rho系数计算评估之间的相关性。结果MCQ得分最低。欧安组织和CCT只在总分上一致，而在个人能力上不一致。MCQ与CCT的相关性最强（rho = 0.49），而OSCE与CCT的相关性最弱（rho = 0.27）。MCQ与其他评估之间仅在临床推理和体格检查方面存在显著相关性。欧安组织的内部一致性最高（α = 0.754）。结论三种评价方法的评价维度不同。CCT测量的结构与MCQ更接近。欧安组织和CCT评估的能力并不相关。

{"title":"Correlación de competencias evaluadas en una evaluación clínica objetiva estructurada, un test de opción múltiple y un examen de casos clínicos por ordenador en estudiantes de último curso de Medicina","authors":"Emilio Cervera-Barba , Sophia Denizon-Arranz , Raúl Castañeda-Vozmediano , José Manuel Blanco-Canseco , M. Isabel Gámez-Cabero , Irene Salinas-Gabiña","doi":"10.1016/j.edumed.2025.101113","DOIUrl":"10.1016/j.edumed.2025.101113","url":null,"abstract":"<div><h3>Background</h3><div>Final-year medical students are required to complete a summative assessment through an OSCE (Objective Structured Clinical Examination). In some faculties, as an adaptation during the pandemic, a computer-based Cases Test (CCT) was introduced. This test was intended to assess competencies similar to those evaluated in the OSCE and is weighted as part of the final grade alongside the OSCE. In 2023, we compared an OSCE, a CCT, and a multiple-choice question (MCQ) exam, with the aim of analysing the concordance of overall and competency-specific results. Our hypothesis was that the CCT assesses a construct more closely related to the MCQ than to the OSCE.</div></div><div><h3>Methods</h3><div>A total of 108 students participated. They completed a 21-station OSCE, a CCT consisting of 10 computer-based clinical cases, and a 150-question MCQ exam based on 26 clinical scenarios aligned with the other two assessments. Five shared competencies were evaluated: history taking, physical examination, clinical reasoning, prevention/promotion, and professionalism. Internal consistency was analysed using Cronbach's alpha, and correlations between assessments were calculated using Spearman's rho coefficient.</div></div><div><h3>Results</h3><div>Scores were lowest in the MCQ. The OSCE and CCT coincided only in overall scores, not by individual competencies. The strongest correlation was observed between the MCQ and CCT (rho = 0.49), and the weakest between the OSCE and CCT (rho = 0.27). Significant correlations were found only in clinical reasoning and physical examination between the MCQ and the other assessments. The OSCE showed the highest internal consistency (α = 0.754).</div></div><div><h3>Conclusion</h3><div>The three assessments evaluate different dimensions. The CCT measures a construct more closely aligned with the MCQ. Competencies assessed by the OSCE and the CCT do not correlate.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101113"},"PeriodicalIF":0.0,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361449","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}

引用次数: 0

Formative assessment and hybrid modality in the Bachelor's Degree in Optometry: An analysis of the learning unit on Binocular Vision Anomalies 验光学士学位的形成性评估与混合模式：对双目视觉异常学习单元的分析

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-21 DOI: 10.1016/j.edumed.2025.101112

L. Mandujano-Ferrer , M.M. Tapia-Arandia , D. Alemán-González-Duhart

Introduction

The COVID-19 pandemic significantly transformed higher education, accelerating the adoption of hybrid learning models. These models combine face-to-face and virtual instruction, posing both opportunities and challenges for teaching and assessment. In the context of optometry education, this study explored how formative assessment strategies are perceived and implemented within a hybrid modality in the “Binocular Vision Anomalies” Learning Unit at the National Polytechnic Institute.

Material and methods

A non-experimental, descriptive-correlational study was conducted with 73 optometry students enrolled in the evening shift. A Likert-type questionnaire, adapted and validated from a prior study, was administered through Google Forms. The instrument included 14 closed items and 2 open-ended questions. Descriptive statistics and Spearman's Rho correlation coefficient were used to analyze the relationship between students' perceptions of hybrid education and formative assessment.

Results

The analysis revealed a moderate positive correlation (Spearman's Rho = + 0.65) between the hybrid modality and the perceived effectiveness of formative assessment. Students reported favorable views of hybrid learning, particularly in terms of curricular planning and use of technological resources. Clinical case analysis was identified as the most effective assessment strategy, while alignment with learning styles and teaching methodology were key factors in students' preferences.

Conclusion

The findings suggest that hybrid education facilitates effective formative assessment, supporting active learning and personalized feedback. However, the moderate correlation also indicates the influence of additional variables. These results underscore the need to optimize formative assessment strategies tailored to hybrid contexts, integrating digital tools while maintaining coherence with pedagogical objectives.

2019冠状病毒病大流行极大地改变了高等教育，加速了混合学习模式的采用。这些模式结合了面对面教学和虚拟教学，为教学和评估带来了机遇和挑战。在验光教育的背景下，本研究探讨了在国家理工学院的“双目视觉异常”学习单元中，形成性评估策略如何在混合模式下被感知和实施。材料与方法对73名上晚班的视光专业学生进行了一项非实验的描述性相关研究。李克特式问卷，从先前的研究中改编和验证，通过谷歌表格进行管理。该文书包括14个封闭式项目和2个开放式问题。采用描述性统计和Spearman’s Rho相关系数分析学生对混合教育的认知与形成性评价的关系。结果混合模式与形成性评价的感知有效性之间存在中度正相关（Spearman’s Rho = + 0.65）。学生们报告了对混合学习的积极看法，特别是在课程规划和技术资源的使用方面。临床病例分析被认为是最有效的评估策略，而与学习风格和教学方法的一致性是学生偏好的关键因素。结论混合教育有助于有效的形成性评价，支持主动学习和个性化反馈。然而，适度的相关性也表明了其他变量的影响。这些结果强调需要优化适合混合环境的形成性评估策略，整合数字工具，同时保持与教学目标的一致性。

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引用次数: 0

Assessment of the dental enhancement program for graduating dentistry students 牙科毕业生牙科强化计划评估

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-21 DOI: 10.1016/j.edumed.2025.101111

Joseph Macadaeg Acosta, Shylee Sabling Dumangeng

Introduction

The Dental Enhancement Program (DEP) was designed to strengthen the preparedness of graduating dentistry students for the Board Licensure Examination for Dentists (BLED) by enhancing their performance in both theoretical and practical components and boosting their exam-related self-confidence. This study aimed to evaluate the effectiveness of the DEP in improving student outcomes. Specifically, it assessed students' performance before and after the program and compared pre-test and post-test results across the theoretical and practical phases of the examination.

Methods

A quasi-experimental pre-test/post-test research design was employed in this study. The participants included all 79 graduating dentistry students who took part in the DEP. The data were derived from the students' scores in the pre-test and post-test of both the theoretical and practical phases of the examination. To determine the effectiveness of the DEP, the pre-test and post-test scores were compared and analyzed using a T-test.

Results

Graduating dental students demonstrated statistically significant improvement following the Dental Enhancement Program (DEP). In the first-semester cohort, theoretical scores increased from 1.52 ± 0.45 to 3.74 ± 0.39 (t = − 28.04, p < 0.05), while practical scores rose from 2.15 ± 0.25 to 3.18 ± 0.17 (t = − 22.67, p < 0.05). Similarly, in the second-semester cohort, theoretical performance improved from 1.03 ± 0.07 to 2.76 ± 0.44 (t = − 24.17, p < 0.05), and practical scores increased from 2.26 ± 0.25 to 3.50 ± 0.19 (t = − 23.85, p < 0.05). These results indicate significant enhancement in both theoretical and practical competencies following the intervention.

Conclusion

The DEP effectively enhanced students' academic and clinical performance, supporting its value in preparing dental graduates for professional examinations.

牙科强化课程（DEP）旨在加强牙科专业毕业生对牙医执照考试（BLED）的准备，提高他们在理论和实践方面的表现，并增强他们对考试的信心。本研究旨在评估DEP在改善学生成绩方面的有效性。具体来说，它评估了学生在课程前后的表现，并在考试的理论和实践阶段比较了测试前和测试后的结果。方法采用准实验前测/后测研究设计。参与者包括所有79名参加DEP的牙科专业毕业生。数据来自学生在考试的理论和实践阶段的前测和后测的分数。为了确定DEP的有效性，使用t检验比较和分析测试前和测试后的分数。结果牙科毕业生在牙科强化计划（DEP）后表现出统计学上显著的改善。在学期的人群中,理论成绩从1.52增加 ± 0.45到3.74 ±0.39 (t = −28.04,p & lt; 0.05),而实际分数从2.15 ± 0.25到3.18 ±0.17 (t = −22.67,p & lt; 0.05)。同样,在当日的人群中,理论性能改善从1.03 ± 0.07到2.76 ±0.44 (t = −24.17,p & lt; 0.05),和实际得分从2.26增加 ± 0.25到3.50 ±0.19 (t = −23.85,p & lt; 0.05)。这些结果表明，在干预后，理论和实践能力都有显著提高。结论DEP有效地提高了学生的学业和临床表现，支持其为牙科毕业生准备专业考试的价值。

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引用次数: 0

Los profesionales de la medicina como agentes clave en la innovación educativa: gamificación y microlearning para la enseñanza de la reanimación cardiopulmonar en escolares. Proyecto CPR-CHILDREN 医学专业人员作为教育创新的关键因素：在学童心肺复苏教学中使用游戏化和微学习。CPR-CHILDREN项目

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-13 DOI: 10.1016/j.edumed.2025.101108

Ana Carrasco Cáliz , Ángel Estella García , José Miguel Pérez Villares , Francisco Parrilla Ruiz , Antonio Cárdenas Cruz

Introduction

Cardiopulmonary arrest (CPR) is a serious health problem. Early initiation of cardiopulmonary resuscitation (CPR) improves the prognosis of patients, hence the importance of CPR training for the general population and its initiation in children.

Methods

A pilot study was conducted within the CPR-CHILDREN research project with 416 primary school students from a public school in Granada. Using new methodological resources (gamification and microlearning), we designed a unit based on practical CPR training and subsequent assessment using an educational game program inspired by traditional childhood games.

Results

The grades that showed satisfactory CPR assessment were 3rd grade (59.1%; n = 39), 4th grade (57.1%; n = 40), and 6th grade (54.9%; n = 39). In contrast, the grades with the lowest CPR evaluations were 1st grade (89.4%; n = 59), 2nd grade (70.4%; n = 50), and 5th grade (59.7%; n = 43). Significant differences were observed between the different evaluations (p < 0.001).

Conclusion

Schoolchildren are capable of learning and maintaining basic CPR skills over time, so the implementation of training plans at these ages is possible and should be encouraged by Public Health.

It is also important to highlight the impact that new educational technologies, especially microlearning and gamification, have on the development of the CPR teaching and learning process for primary school students.

心肺骤停（CPR）是一个严重的健康问题。心肺复苏（CPR）的早期启动可以改善患者的预后，因此心肺复苏培训对普通人群和儿童的启动具有重要意义。方法对格拉纳达市一所公立学校的416名小学生进行了一项试点研究。利用新的方法论资源（游戏化和微学习），我们设计了一个基于实际心肺复苏术培训和随后评估的单元，使用受传统儿童游戏启发的教育游戏程序。结果3年级（59.1%,n = 39）、4年级（57.1%,n = 40）、6年级（54.9%,n = 39）对心肺复苏术评分满意。相比之下，心肺复苏术评分最低的年级为1级（89.4%,n = 59）、2级（70.4%,n = 50）和5级（59.7%,n = 43）。不同评估之间存在显著差异（p <； 0.001）。结论学龄儿童有能力学习和保持心肺复苏术的基本技能，因此在这一年龄段实施培训计划是可能的，应得到公共卫生部门的鼓励。同样重要的是要强调新的教育技术，特别是微学习和游戏化对小学生心肺复苏教学过程发展的影响。

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引用次数: 0

Propuesta de un modelo integrado de identidad médica 拟议的医疗身份综合模式

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-10-10 DOI: 10.1016/j.edumed.2025.101093

Javier de la Maza Guzmán , Pedro Eliseo Esteves

This article proposes an integrated model of medical identity that envisions the physician as a multidimensional human being in constant development. Medical identity guides professional behavior and is constructed through the integration of three interrelated dimensions: personal, professional, and the experience of vulnerability of the physician as a patient. The model also acknowledges the influence of communities of practice and medical culture in this formative process. Explicitly incorporating the development of medical identity into the curriculum fosters reflection and dialog around physicians' values, contributing to the training of more empathetic, resilient professionals capable of delivering more human-centered care.

本文提出了一个医学认同的整合模型，将医生视为一个不断发展的多维人。医学身份指导专业行为，并通过三个相互关联的维度的整合来构建：个人、专业和医生作为病人的脆弱性体验。该模型还承认实践社区和医学文化在这一形成过程中的影响。明确地将医学身份的发展纳入课程，促进对医生价值观的反思和对话，有助于培养更有同情心、更有弹性的专业人员，能够提供更多以人为本的护理。

引用次数: 0