Pub Date : 2026-01-01Epub 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":"2026-01-01","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 : 2026-01-01Epub Date: 2025-11-25DOI: 10.1016/j.edumed.2025.101122
María de los Ángeles Covarrubias-Bermúdez , Alexander Joeshua Ávalos-David , Selene Hernández-García , Joselin Monserrat Pérez-Carrillo , Sofía Rebeca Gutiérrez-Hernández , Marco Antonio Zavala-González , José Carlos Ramírez Cruz
Introduction
Attention deficit hyperactivity disorder (ADHD) affects the teaching-learning process. The positivity rate of the ASRS-v1.1 and its associated factors in medical students of the CUT-UDG during the 2024. A school year were measured.
The positive rate for ASRS-v1.1 was 78%. Frequency of exposure to hygienic-dietary factors that aggravate the disease was 100%. Statistically significant association with “regular consumption of products with phenylalanine” (OR = 3.54; CI 95%: 1.05–11.88). Statistically significant interactions between “ASRS-v1.1 positivity * no regular consumption of phenylalanine * general average achievement < 94/100” (OR = 0.25; 95% CI 0.07–0.92), and “ASRS-v1.1 positivity*regular consumption of phenylalanine * exposure to devices with screen ≥ 7 h/day” (OR = 0.04; (95% CI: 0.00–0.90).
Conclusion
The ASRS-v1.1 positivity was significantly high compared to the references consulted.
Pub Date : 2026-01-01Epub Date: 2026-02-20DOI: 10.1016/j.edumed.2026.101173
{"title":"Evaluación del aprendizaje y desempeño profesional","authors":"","doi":"10.1016/j.edumed.2026.101173","DOIUrl":"10.1016/j.edumed.2026.101173","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101173"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147394411","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 : 2026-01-01Epub 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":"2026-01-01","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}
Pub Date : 2026-01-01Epub 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":"2026-01-01","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 : 2026-01-01Epub 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":"2026-01-01","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 : 2026-01-01Epub Date: 2025-10-23DOI: 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.
{"title":"MED-IA: modelo educativo digital para la formación médica de especialidades clínicas, basado en inteligencia artificial","authors":"Nelson Iván Chávez Mostajo","doi":"10.1016/j.edumed.2025.101116","DOIUrl":"10.1016/j.edumed.2025.101116","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The model demonstrated pedagogical effectiveness and user acceptance, offering adaptive support that strengthens clinical reasoning and learning autonomy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101116"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361413","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 : 2026-01-01Epub Date: 2025-10-21DOI: 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.
{"title":"Assessment of the dental enhancement program for graduating dentistry students","authors":"Joseph Macadaeg Acosta, Shylee Sabling Dumangeng","doi":"10.1016/j.edumed.2025.101111","DOIUrl":"10.1016/j.edumed.2025.101111","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The DEP effectively enhanced students' academic and clinical performance, supporting its value in preparing dental graduates for professional examinations.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101111"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361448","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 : 2026-01-01Epub 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":"2026-01-01","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 : 2026-01-01Epub 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.
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