Educacion Medica最新文献

Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the humanities training program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. This first part will include the organisational context, the expected learning outcomes and the curricular contents. A second part will present the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process.

Introduction

Gaining practical experience in health professions education is a significant challenge. Simulation-based training has emerged as a key solution to this issue, but the high costs associated with advanced equipment and software limit accessibility for many institutions. Hence, to close this gap, this study aims to map the research field of low-cost simulation in health professions education through a bibliometric analysis.

Methods

Utilizing a bibliometric study design, we analyzed publications from 2003 to 2022 in the Scopus Database, in accordance to Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Publications discussing low-cost simulation in English were included. Data points such as research design, study location, and outcomes were extracted. The Scival Platform and VosViewer were used to analyze publication trends, prolific institutions, authors, journals, and conceptual and intellectual structure.

Results

The study found an increase in low-cost simulation research from 2003 to 2022, with significant growth after 2015. Observational studies predominated (68.57%), with general surgery being the most studied specialty. Less than half of the studies reported cost details, and only 2 compared the low-cost model with a standard. The United States led in scientific production, with notable collaboration networks. The keyword co-occurrence and co-citation analyses highlighted 4 main clusters in low-cost simulation research, emphasizing surgical training.

Conclusions

This investigation highlights the expanding interest in low-cost simulation to enhance access to hands-on training in health professions education, especially under financial constraints. However, the research field requires further development, particularly in validating these models against their more expensive counterparts. Such validation is crucial for ensuring the effectiveness and comparability of low-cost simulation.

Introduction

Medical schools focus on a traditional curriculum in which the student is not the center of the process. This has led to the emergence of active methodologies such as Case-Based Collaborative Learning (CBCL).

Aim

The aim of this study was to clarify medical students' perceptions of the use of the CBCL active methodology in the Human Physiology course.

Material and methods

This was a qualitative study carried out with 20 medical students studying physiology at a medical school. The students carried out a preliminary study with the material provided by the teacher. In the classroom, they formed small groups and the teacher opened a clinical case on the topic of the lesson and the CBCL session began to discuss it. The whole process was mediated by the teacher. The content analysis proposed by Bardin was used to analyze the information.

Results

As a result, it was possible to understand that medical students perceive that active methodologies favor the integration of knowledge, that they are student-centered and that they are a positive experience. Compared to other methodologies, students report better performance and participation, and highlight the difficulty of concentrating when using traditional methodologies.

Conclusion

They also point out that the methodology allows for constructive debate, contributing to the development of teamwork and therefore to greater student learning, which are the advantages related to the CBCL's active methodology according to the students. As disadvantages, they highlighted the fear of overload and the lack of commitment of some students.

Introduction

Simulation as a teaching tool is expanding in healthcare disciplines and is being implemented in pediatric undergraduate education. This study describes this teaching methodology applied to pediatric patient knowledge and considers student opinions in order to tailor it to their educational needs.

Methods

Fourteen sessions of advanced clinical simulation (ACS) in Pediatrics were conducted with 168 sixth-year medical students, featuring scenarios of bronchiolitis, CPR, supraventricular tachycardia, seizure, and primary care examination, during the academic years 2020-2021 and 2021-2022. After the ACS, the students were given the opportunity to respond to a satisfaction survey.

Results

103 out of 168 (61,3%) students completed the survey. The average scores ± SD (on a maximum of 5) for the main items were as follows: learning technical skills 4,58 ± 0,59; communication and student motivation in ACS 4,94 ± 0,24. Regarding the structure ACS session, the highest rated average score was for the faculty 4,95 ± 0,26, and the case duration 4,75 ± 0,64. The student assessment of increased practical knowledge in pediatrics was high.

Conclusions

ACS with deliberate practice that follows a learning by repetition method is considered useful and motivational learning amongs students. Upon completion of the ACS, 87.4% of the participants felt capable of initially managing a pediatric emergency; 96% felt capable of identifying an unstable patient using the pediatric assessment triangle; and 94% stated that they would be able to provide clear and understandable information to parents.

Introduction

The medical training of students in the 6th year rotation of the Degree in Medicine is unequal depending on the rotations they choose. The University U Project allows for the unification of knowledge.

Methods

Multidisciplinary prospective project created for students of the 6th year of the Degree of Medicine who were trained in Health Area V of the Principality of Asturias. Practical workshops and sessions were designed using simulation techniques, interactive videos, role-playing and presentations. Attendance and satisfaction were evaluated. This project was certified as a Teaching Innovation Project of the University of Oviedo (July 2023).

Results

A high attendance and high achievement was achieved. Average satisfaction was excellent-very satisfactory. The evaluation of the professors ranged between 8 and 10/10 points.

Conclusion

The University U Project completes the training of students in the 6th year of the degree of medicine and is a project very well valued by students of health sciences degrees.

Background

Medical professionalism is an essential characteristic of excellent physicians and in most need of training. It should involve areas not included in traditional frameworks, such as physicians’ self-care and social accountability. This study aims to develop a comprehensive self-assessment instrument to improve medical professionalism training in medical students.

Methods

Mixed-methods design that integrated a scoping review, a qualitative framework method, and a cross-sectional design. The qualitative phase included focus groups with 19 medical students and 9 in-depth interviews with clinician educators. The quantitative phase included descriptive and exploratory factor analysis of 112 interviews to fifth-year medical students at the Catholic University in Chile.

Results

In the scoping review, 290 articles were screened. The Professionalism Mini-Evaluation Exercise (P-MEX) instrument was selected as the reference instrument. The qualitative phase generated 188 open codes and 468 quotes, which were analyzed using the Atlas-ti 8.0 software®. Three levels of professional assessment emerged. The micro level included self-reflection and self-care skills; the meso level included doctor–patient relationship, team interaction, and management skills; and the macro level included social accountability skills. The new adapted instrument (P-MEX-LA) contained 30 items and achieved high reliability and internal consistency (Omega 0.86; Cronbach’s alpha 0.82). Self-care and social accountability skills were the areas with the lowest level of achievement by students.

Discussion

A Latin American self-assessment version of the P-MEX instrument (P-MEX-LA) that included self-care and social accountability skills achieved high content validity, internal consistency, and reliability. It could contribute to improving medical professionalism training among medical students.

Introduction

Self-regulation of learning and argumentative skills are fundamental competencies for the formation of undergraduate Nursing students, allowing them to manage safe and quality care, favoring the satisfaction of society's demands. Due to this, during the year 2021, in Nursing students of the University of Santiago de Chile who took the subject Management of adult and elderly care I, belonging to the 5th semester, a methodological innovation was carried out by incorporating to their teaching-learning process a semester self-regulation guide, focused on strengthening the argumentation regarding the meta-concept of care management, which was designed respecting the theoretical phases of the process of self-regulation of learning: planning, execution and self-reflection. The objective of the study was to investigate the students' perceptions and their level of satisfaction with respect to the strengthening of the argumentation, and the facilitation of their learning through the development of the guide.

Methods

The study was conceived under the interpretive paradigm, justifying a mixed design, descriptive in scope, with a phenomenological approach and using a concurrent embedded design of dominant model, being the qualitative approach predominant.

Results

The participants' descriptions of the phenomenon studied were interpreted, highlighting that they perceived the development of the self-regulation guide as favorable for strengthening their argumentative skills and facilitating their learning, while at the same time they valued this experience with a high level of satisfaction.

Conclusions

Students perceived the self-regulation guide as a contribution to their professional training.

Introduction

In palliative care, the intense emotional toll on professionals, volunteers, and trainees is widely recognized, potentially leading to severe emotional strain and burnout. This pilot study presents an innovative solution—an asynchronous, 15-h, cost-free, fully online training program—to enhance the quality of life and self-care practices of palliative care professionals, students, and volunteers in Ecuador.

Methods

The program comprises 5 comprehensive modules, addressing pivotal topics such as palliative care principles, effective relationship-building, crisis and trauma management, and professional quality of life improvement. Leveraging multimedia resources, including videos, readings, and interactive exercises, the modules facilitate engaging and informative learning experiences.

Results

Two hundred and ten individuals involved in palliative care in Ecuador enrolled in the online program. Pre- and post-training questionnaires were administered to assess effectiveness, encompassing various assessment tools to measure changes in professional quality of life and self-care. The assessments also included socio-demographic information and satisfaction surveys. Ultimately, 51 participants successfully completed the training, revealing positive feedback and significant improvements in self-care practices post-training. However, a 75% dropout rate, primarily attributed to time constraints, underscores the necessity for flexible training options during work hours.

Conclusions

This research underscores the critical role of continuous training and supportive environments that prioritize self-care for palliative care professionals. Organizations must recognize the significance of allocating dedicated time during work hours for these essential activities, thereby promoting the well-being of their invaluable staff.

Introduction

Competency-based medical education (CBME) faces assessment challenges, necessitating tools to collect evidence across various domains and levels. Portfolios, a learner-driven collection of evidence enriched through reflective practices, have emerged as a solution. Despite their importance, the research field of portfolios in medical education lacks a structured approach. Hence, our aim was to analyze publications indexed in the Web of Science database from 1994 to 2022 related to portfolios in medical education.

Material and methods

A scientometric mapping study was conducted using publications from the Web of Science database. The search strategy targeted articles or reviews on portfolios in medical education from 1994 to 2022. Data analysis involved performance analysis, conceptual structure analyses, thematic evolution analysis, and identification of emerging trends using bibliometric indicators and visualization tools.

Results

There was an annual growth rate of 9.28% in publications related to portfolios in medical education. The United States, United Kingdom, and Netherlands emerged as the leading contributors. The themes identified included CBME, assessment, e-portfolios, professionalism, and lifelong learning. Thematic evolution analysis highlighted shifts in research, with portfolios initially supporting CBME and later being utilized for entrustable professional activities (EPAs).

Conclusion

Portfolios have become integral to medical education, supporting CBME and facilitating the implementation of EPAs. The study underscores the need for expanded global research to enhance the generalizability and applicability of portfolios across diverse regions. Future research should focus on integrating portfolios more systematically into educational programs and exploring the integration of artificial intelligence to enhance decision-making processes based on portfolios.