Pub Date : 2025-10-08DOI: 10.1016/j.edumed.2025.101095
Edgar Villarreal-Jiménez , Karla Dzul-Rosado , Fernando Puerto-Manzano , Juan J. Arias-Leon , Baldomero Sanchez-Barragan , Osvaldo Huchim-Mendez , Nina Mendez-Dominguez
Introduction
The approach of rickettsioses and other vector-borne diseases can pose challenges due to the clinical similarity these diseases share with other infectious conditions. The knowledge acquired in medical school is essential for properly addressing, with a good attitude and confidence, patients who may be suffering from these diseases.
Methodology
This study involved a cross-sectional survey of 144 medical students from endemic and non-endemic areas in Mexico. Descriptive statistics and comparisons of the groups were made based on their residence in endemic versus non-endemic regions. Logistic regression was performed to identify the association between knowledge, attitudes, and confidence based on place of residence using Stata 14.
Results
Among the students, 53.4% live in an endemic region, and they exhibited a higher level of knowledge about the vector, symptoms, and preventive measures compared to those from non-endemic areas.
Conclusion
Students from endemic regions exhibited more confidence and knowledge on rickettsiosis.
{"title":"Knowledge disparities in the approach to rickettsiosis: a comparative study among medical students from endemic and non-endemic regions of Mexico","authors":"Edgar Villarreal-Jiménez , Karla Dzul-Rosado , Fernando Puerto-Manzano , Juan J. Arias-Leon , Baldomero Sanchez-Barragan , Osvaldo Huchim-Mendez , Nina Mendez-Dominguez","doi":"10.1016/j.edumed.2025.101095","DOIUrl":"10.1016/j.edumed.2025.101095","url":null,"abstract":"<div><h3>Introduction</h3><div>The approach of rickettsioses and other vector-borne diseases can pose challenges due to the clinical similarity these diseases share with other infectious conditions. The knowledge acquired in medical school is essential for properly addressing, with a good attitude and confidence, patients who may be suffering from these diseases.</div></div><div><h3>Methodology</h3><div>This study involved a cross-sectional survey of 144 medical students from endemic and non-endemic areas in Mexico. Descriptive statistics and comparisons of the groups were made based on their residence in endemic versus non-endemic regions. Logistic regression was performed to identify the association between knowledge, attitudes, and confidence based on place of residence using Stata 14.</div></div><div><h3>Results</h3><div>Among the students, 53.4% live in an endemic region, and they exhibited a higher level of knowledge about the vector, symptoms, and preventive measures compared to those from non-endemic areas.</div></div><div><h3>Conclusion</h3><div>Students from endemic regions exhibited more confidence and knowledge on rickettsiosis.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101095"},"PeriodicalIF":0.0,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264755","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 : 2025-10-07DOI: 10.1016/j.edumed.2025.101103
Manuel Yván Arnao Villegas
{"title":"Formación médica ante el cambio climático y el dengue: Entre el conocimiento y la acción","authors":"Manuel Yván Arnao Villegas","doi":"10.1016/j.edumed.2025.101103","DOIUrl":"10.1016/j.edumed.2025.101103","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101103"},"PeriodicalIF":0.0,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264753","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 : 2025-10-06DOI: 10.1016/j.edumed.2025.101102
Marco Antonio Rodríguez Paz , Ancu Tatiana Feng Escobar , José Miguel Gutiérrez , Marina Menjivar , Daniella María Saade Saade , Willians López Chacón , José Mario López Saca
Introduction
The topic of death continues being taboo although along history it has been one of the most disputed themes by philosophers, sociologists and psychologists. Medical students during clinical rotations, possibly for the first time will observe death of a patient, as well as the psychosocial implications of it. Death cafe arises from the ideas of sociologist and ethnologist Bernard Crettaz and can be described as gatherings of people in an informal setting, with no set agenda and talk about death. There are few spaces for the discussion of these topics for society in Central American and El Salvador, especially directed towards medical students.
Materials and methods
This is an observational research paper; 30 sixth year medical students coursing Palliative Care took part, 25 (n = 25) of the reflections were later analyzed and computed.
Results
Of the analyzed reflections, 11 labels were created of these topics: “End of life wishes”, “End of life empathy”, “Mourning”, “Funeral rituals”, “Value of life”, "Life after death”, “Taboo”, “Legacy”, “Death coping”, “Human Connection”, and “Palliative care”, being the topics mentioned the most “End of life empathy” (n = 21/25), and “Taboo” (n = 13/25).
Conclusions
Death cafe is a space that propitiates an environment of introspective reflection, with the goal of sensibilizing undergraduate health care professionals. In our research we found how these spaces improve student´s perception of empathy and impact of death and how it´s processed by them.
{"title":"Reflexiones sobre la muerte por estudiantes de medicina a través del taller death café","authors":"Marco Antonio Rodríguez Paz , Ancu Tatiana Feng Escobar , José Miguel Gutiérrez , Marina Menjivar , Daniella María Saade Saade , Willians López Chacón , José Mario López Saca","doi":"10.1016/j.edumed.2025.101102","DOIUrl":"10.1016/j.edumed.2025.101102","url":null,"abstract":"<div><h3>Introduction</h3><div>The topic of death continues being taboo although along history it has been one of the most disputed themes by philosophers, sociologists and psychologists. Medical students during clinical rotations, possibly for the first time will observe death of a patient, as well as the psychosocial implications of it. <em>Death cafe</em> arises from the ideas of sociologist and ethnologist Bernard Crettaz and can be described as gatherings of people in an informal setting, with no set agenda and talk about death. There are few spaces for the discussion of these topics for society in Central American and El Salvador, especially directed towards medical students.</div></div><div><h3>Materials and methods</h3><div>This is an observational research paper; 30 sixth year medical students coursing Palliative Care took part, 25 (<em>n</em> = 25) of the reflections were later analyzed and computed.</div></div><div><h3>Results</h3><div>Of the analyzed reflections, 11 labels were created of these topics: “End of life wishes”, “End of life empathy”, “Mourning”, “Funeral rituals”, “Value of life”, \"Life after death”, “Taboo”, “Legacy”, “Death coping”, “Human Connection”, and “Palliative care”, being the topics mentioned the most “End of life empathy” (<em>n</em> = 21/25), and “Taboo” (<em>n</em> = 13/25).</div></div><div><h3>Conclusions</h3><div><em>Death cafe</em> is a space that propitiates an environment of introspective reflection, with the goal of sensibilizing undergraduate health care professionals. In our research we found how these spaces improve student´s perception of empathy and impact of death and how it´s processed by them.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101102"},"PeriodicalIF":0.0,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264754","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 : 2025-09-29DOI: 10.1016/j.edumed.2025.101101
Adolfo Romero-Arana , Jorge Martín-Pereira , Javier Fagundo-Rivera , Juan Gómez-Salgado , Adolfo Romero-Ruiz
Introduction
The increasing complexity of the Clinical Laboratory Process and the large number of professionals involved require effective coordination across different levels of care. Given the clinical and economic importance of these processes within the Andalusian healthcare system, this study focuses on analyzing the degree of implementation and quality of the clinical laboratory process in its pre-analytical phase in Primary Care.
Methods
A cross-sectional descriptive study was designed using an ad hoc online questionnaire, partially validated through a statistical pilot test. The research was conducted in healthcare centers of the Andalusian public system in the province of Huelva between January and March 2021. A total of 250 questionnaires were distributed, with 223 responses obtained (response rate: 89.2%), and a balanced participation between men (44.8%) and women (55.1%).
Results
The questionnaire showed excellent internal consistency (α > 0.9). A total of 223 questionnaires (89.2%) were completed by professionals from Huelva, mostly women and nurses. In sample collection, the highest-rated item was the staff's legal competence and skills (82.0% rated “excellent”), followed by collection schedules adapted to each center (62.1%). Regarding identification safety, the most notable result was the verification of correspondence between request and patient (65.9%).
Conclusion
Protocol adherence was particularly high among primary care professionals, who play a key role in the pre-analytical phase. The study concludes that process standardization is essential to reduce errors, ensure clinical safety, and improve healthcare outcomes.
{"title":"Importancia de la fase preanalítica de la toma de muestras en la evaluación del proceso de soporte de laboratorio clínico","authors":"Adolfo Romero-Arana , Jorge Martín-Pereira , Javier Fagundo-Rivera , Juan Gómez-Salgado , Adolfo Romero-Ruiz","doi":"10.1016/j.edumed.2025.101101","DOIUrl":"10.1016/j.edumed.2025.101101","url":null,"abstract":"<div><h3>Introduction</h3><div>The increasing complexity of the Clinical Laboratory Process and the large number of professionals involved require effective coordination across different levels of care. Given the clinical and economic importance of these processes within the Andalusian healthcare system, this study focuses on analyzing the degree of implementation and quality of the clinical laboratory process in its pre-analytical phase in Primary Care.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive study was designed using an <em>ad hoc</em> online questionnaire, partially validated through a statistical pilot test. The research was conducted in healthcare centers of the Andalusian public system in the province of Huelva between January and March 2021. A total of 250 questionnaires were distributed, with 223 responses obtained (response rate: 89.2%), and a balanced participation between men (44.8%) and women (55.1%).</div></div><div><h3>Results</h3><div>The questionnaire showed excellent internal consistency (<em>α</em> > 0.9). A total of 223 questionnaires (89.2%) were completed by professionals from Huelva, mostly women and nurses. In sample collection, the highest-rated item was the staff's legal competence and skills (82.0% rated “excellent”), followed by collection schedules adapted to each center (62.1%). Regarding identification safety, the most notable result was the verification of correspondence between request and patient (65.9%).</div></div><div><h3>Conclusion</h3><div>Protocol adherence was particularly high among primary care professionals, who play a key role in the pre-analytical phase. The study concludes that process standardization is essential to reduce errors, ensure clinical safety, and improve healthcare outcomes.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101101"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218947","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 : 2025-09-29DOI: 10.1016/j.edumed.2025.101104
Nelson Gabriel López Esquivel , Esther León-Castelao , Telmo Raul Aveiro-Róbalo
Introduction
Gamification, understood as the application of game dynamics in non-game environments, emerges as an innovative educational strategy to enhance student motivation and engagement. In medical education, this approach is particularly useful given the high academic demands and the need to meaningfully integrate theoretical and practical knowledge.
Objective
To analyze medical students' perceptions of gamification in their educational process.
Method
A cross-sectional quantitative study was conducted with 331 medical students from the Universidad del Pacífico, Paraguay, using specific questionnaires on player profile, PAMLES, and a survey on gamified experiences in the Medical Skills Training Workshop.
Results
Most students valued gamification positively, highlighting motivational and learning benefits. Some negative perceptions included difficulties with teamwork and a feeling of wasted time.
Discussion
Gamification represents a valuable pedagogical tool in medical education, with the potential to personalize teaching and increase student engagement. Its application should consider player profiles, institutional context, and potential resistance.
{"title":"Percepción de la gamificación en la educación médica: un estudio en estudiantes de Medicina en Paraguay","authors":"Nelson Gabriel López Esquivel , Esther León-Castelao , Telmo Raul Aveiro-Róbalo","doi":"10.1016/j.edumed.2025.101104","DOIUrl":"10.1016/j.edumed.2025.101104","url":null,"abstract":"<div><h3>Introduction</h3><div>Gamification, understood as the application of game dynamics in non-game environments, emerges as an innovative educational strategy to enhance student motivation and engagement. In medical education, this approach is particularly useful given the high academic demands and the need to meaningfully integrate theoretical and practical knowledge.</div></div><div><h3>Objective</h3><div>To analyze medical students' perceptions of gamification in their educational process.</div></div><div><h3>Method</h3><div>A cross-sectional quantitative study was conducted with 331 medical students from the Universidad del Pacífico, Paraguay, using specific questionnaires on player profile, PAMLES, and a survey on gamified experiences in the Medical Skills Training Workshop.</div></div><div><h3>Results</h3><div>Most students valued gamification positively, highlighting motivational and learning benefits. Some negative perceptions included difficulties with teamwork and a feeling of wasted time.</div></div><div><h3>Discussion</h3><div>Gamification represents a valuable pedagogical tool in medical education, with the potential to personalize teaching and increase student engagement. Its application should consider player profiles, institutional context, and potential resistance.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101104"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218948","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 : 2025-09-29DOI: 10.1016/j.edumed.2025.101105
Rosa Paola Figuerola-Escoto, Amalia Guadalupe Gómez-Cotero, Manuel Alejandro García-Martínez, Susana López-Rosas
Introduction
The suicide rate among medical students is higher than in the general population and has been associated with discrimination from superiors, depression, anxiety, burnout, and substance use. The objective of this study was to identify distinct profiles of suicidal ideation in medical students and to determine the variables that predict elevated levels of suicidal ideation.
Material and methods
A total of 440 medical students participated, completing a sociodemographic questionnaire, the University Student Burnout Scale, the Beck Depression and Anxiety Inventories, the Beck Scale for Suicide Ideation, and the ASSIST v3.0 substance use screening test.
Results
Multiple Correspondence Analysis identified four profiles: 1) no-risk participants; 2) low-risk participants, comprised primarily of men with low suicidal ideation, minimal levels of anxiety and depression, and low substance use; 3) medium-risk participants, comprised primarily of women with moderate suicidal ideation, moderate to severe anxiety, and moderate to severe depression; and 4) high-risk participants with severe suicidal ideation, elevated academic burnout, and high levels of substance use. Logistic Regression indicated that younger age, higher levels of anxiety and depression, and higher risk of tranquilizer use predict elevated levels of suicidal ideation.
Conclusion
The results demonstrate the need to implement specific interventions targeted at each identified profile, paying special attention to the variables that predict the presence of elevated suicidal ideation.
{"title":"Ideación suicida y variables asociadas en estudiantes universitarios de Medicina: un análisis de correspondencias múltiples","authors":"Rosa Paola Figuerola-Escoto, Amalia Guadalupe Gómez-Cotero, Manuel Alejandro García-Martínez, Susana López-Rosas","doi":"10.1016/j.edumed.2025.101105","DOIUrl":"10.1016/j.edumed.2025.101105","url":null,"abstract":"<div><h3>Introduction</h3><div>The suicide rate among medical students is higher than in the general population and has been associated with discrimination from superiors, depression, anxiety, burnout, and substance use. The objective of this study was to identify distinct profiles of suicidal ideation in medical students and to determine the variables that predict elevated levels of suicidal ideation.</div></div><div><h3>Material and methods</h3><div>A total of 440 medical students participated, completing a sociodemographic questionnaire, the University Student Burnout Scale, the Beck Depression and Anxiety Inventories, the Beck Scale for Suicide Ideation, and the ASSIST v3.0 substance use screening test.</div></div><div><h3>Results</h3><div>Multiple Correspondence Analysis identified four profiles: 1) no-risk participants; 2) low-risk participants, comprised primarily of men with low suicidal ideation, minimal levels of anxiety and depression, and low substance use; 3) medium-risk participants, comprised primarily of women with moderate suicidal ideation, moderate to severe anxiety, and moderate to severe depression; and 4) high-risk participants with severe suicidal ideation, elevated academic burnout, and high levels of substance use. Logistic Regression indicated that younger age, higher levels of anxiety and depression, and higher risk of tranquilizer use predict elevated levels of suicidal ideation.</div></div><div><h3>Conclusion</h3><div>The results demonstrate the need to implement specific interventions targeted at each identified profile, paying special attention to the variables that predict the presence of elevated suicidal ideation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101105"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218949","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 : 2025-09-24DOI: 10.1016/j.edumed.2025.101094
Rudena A. Madayag , Christian Leandro Monieno , Jonel Mallari , Angela Apostol , Evangeline Bautista , Rei Angelo Mangibin , Dennison Jose Punsalan , Isabelito Nabong
Background
Effective clinical judgment is essential for critical care nursing, yet few studies have comprehensively examined how simulation training impacts both technical and cognitive development. This study evaluated the effectiveness of megacode simulation training, coupled with structured debriefing, in enhancing clinical reasoning and decision-making among fourth-year Bachelor of Science in Nursing (BSN) students.
Materials and methods
A convergent parallel mixed methods design was employed. Quantitatively, 150 BSN students completed pre- and post-tests using the Lasater Clinical Judgment Rubric (LCJR), analyzed with non-parametric tests. Qualitatively, ten focus groups and 20 interviews were thematically analyzed under a constructivist paradigm. Findings were integrated through data triangulation.
Results
Quantitative findings demonstrated significant improvements across all LCJR domains (p < .001), with large effect sizes (Cohen's d ≥ 1.01), particularly in prioritizing data and skillful intervention. Qualitative analysis revealed six themes, including growth from chaos to clarity, increased confidence under pressure, improved communication, and enhanced critical thinking. Students described transformative learning experiences that bridged the gap between theoretical knowledge and clinical application. Integration of findings confirmed that megacode simulations foster both technical proficiency and cognitive-emotional development.
Conclusion
Megacode simulation training significantly enhances students' clinical judgment, critical thinking, and teamwork. Despite limitations in sampling and short-term outcome evaluation, the findings affirm the value of experiential, reflective simulation learning. Systematic integration of simulation across nursing curricula and longitudinal follow-up studies are recommended to maximize and sustain clinical competence development.
有效的临床判断对重症护理至关重要，但很少有研究全面考察模拟训练如何影响技术和认知发展。本研究评估了巨码模拟训练，结合结构化述职，在提高四年级护理学学士（BSN）学生的临床推理和决策的有效性。材料与方法采用收敛平行混合法设计。在定量方面，150名BSN学生使用激光临床判断量表（LCJR）完成了前后测试，并采用非参数测试进行分析。定性上，在建构主义范式下对10个焦点小组和20个访谈进行主题分析。研究结果通过数据三角测量进行整合。结果定量结果显示，LCJR各域均有显著改善（p <； ）。0.001)，具有较大的效应量（Cohen's d ≥ 1.01），特别是在优先排序数据和熟练干预方面。定性分析揭示了六个主题，包括从混乱到清晰的成长，在压力下增强信心，改善沟通和增强批判性思维。学生们描述了在理论知识和临床应用之间架起桥梁的变革性学习经历。综合研究结果证实，巨码模拟促进了技术熟练程度和认知情感发展。结论megacode模拟训练能显著提高学生的临床判断能力、批判性思维能力和团队合作能力。尽管在抽样和短期结果评估方面存在局限性，但研究结果肯定了经验性、反思性模拟学习的价值。建议在护理课程和纵向随访研究中系统整合模拟，以最大限度地提高和维持临床能力的发展。
{"title":"Mixed methods evaluation of megacode simulation training to enhance clinical reasoning and decision making in critical care nursing","authors":"Rudena A. Madayag , Christian Leandro Monieno , Jonel Mallari , Angela Apostol , Evangeline Bautista , Rei Angelo Mangibin , Dennison Jose Punsalan , Isabelito Nabong","doi":"10.1016/j.edumed.2025.101094","DOIUrl":"10.1016/j.edumed.2025.101094","url":null,"abstract":"<div><h3>Background</h3><div>Effective clinical judgment is essential for critical care nursing, yet few studies have comprehensively examined how simulation training impacts both technical and cognitive development. This study evaluated the effectiveness of megacode simulation training, coupled with structured debriefing, in enhancing clinical reasoning and decision-making among fourth-year Bachelor of Science in Nursing (BSN) students.</div></div><div><h3>Materials and methods</h3><div>A convergent parallel mixed methods design was employed. Quantitatively, 150 BSN students completed pre- and post-tests using the Lasater Clinical Judgment Rubric (LCJR), analyzed with non-parametric tests. Qualitatively, ten focus groups and 20 interviews were thematically analyzed under a constructivist paradigm. Findings were integrated through data triangulation.</div></div><div><h3>Results</h3><div>Quantitative findings demonstrated significant improvements across all LCJR domains (p < .001), with large effect sizes (Cohen's d ≥ 1.01), particularly in prioritizing data and skillful intervention. Qualitative analysis revealed six themes, including growth from chaos to clarity, increased confidence under pressure, improved communication, and enhanced critical thinking. Students described transformative learning experiences that bridged the gap between theoretical knowledge and clinical application. Integration of findings confirmed that megacode simulations foster both technical proficiency and cognitive-emotional development.</div></div><div><h3>Conclusion</h3><div>Megacode simulation training significantly enhances students' clinical judgment, critical thinking, and teamwork. Despite limitations in sampling and short-term outcome evaluation, the findings affirm the value of experiential, reflective simulation learning. Systematic integration of simulation across nursing curricula and longitudinal follow-up studies are recommended to maximize and sustain clinical competence development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101094"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157327","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}
Clinical simulation has emerged as a valuable pedagogical tool in health education. Its integration with the theory of situated cognition has proven to be effective in offering authentic and challenging experiences that replicate conditions of professional practice.
Material and methods
In accordance with the purpose of the research, a mixed approach was used, this interest was due to the use of diverse techniques and instruments, used in the design phase, from which it was possible to decipher and recognize the thinking of the participants: students, graduates, teachers and directors, to operationalize this research a multiple case study design was assumed, in universities that train in physiotherapy with incorporation of high, medium and low clinical simulation. A textual narrative analysis of the findings was performed.
Results
The participants consider that clinical simulation should be a central methodology from the first semesters, not only as a complement, but also as a strategy that increases interest and motivation for learning, thus developing situated cognition. Likewise, they state that, by making use of technology, simulation allows some of the clinical processes to be more dynamic, without losing their scientific rigor, which generates a contribution in the improvement of physiotherapeutic criteria.
Conclusion
The need to transform curricula to incorporate situated cognition as a transversal pedagogical strategy is identified. This implies promoting the use of technologies as learning mediators, oriented to the development of integral human capacities in future physiotherapists.
{"title":"La formación en simulación clínica y su aporte a la cognición situada para fisioterapeutas","authors":"Cyndi Yacira Meneses Castaño , Isabel Jimenez Becerra","doi":"10.1016/j.edumed.2025.101099","DOIUrl":"10.1016/j.edumed.2025.101099","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical simulation has emerged as a valuable pedagogical tool in health education. Its integration with the theory of situated cognition has proven to be effective in offering authentic and challenging experiences that replicate conditions of professional practice.</div></div><div><h3>Material and methods</h3><div>In accordance with the purpose of the research, a mixed approach was used, this interest was due to the use of diverse techniques and instruments, used in the design phase, from which it was possible to decipher and recognize the thinking of the participants: students, graduates, teachers and directors, to operationalize this research a multiple case study design was assumed, in universities that train in physiotherapy with incorporation of high, medium and low clinical simulation. A textual narrative analysis of the findings was performed.</div></div><div><h3>Results</h3><div>The participants consider that clinical simulation should be a central methodology from the first semesters, not only as a complement, but also as a strategy that increases interest and motivation for learning, thus developing situated cognition. Likewise, they state that, by making use of technology, simulation allows some of the clinical processes to be more dynamic, without losing their scientific rigor, which generates a contribution in the improvement of physiotherapeutic criteria.</div></div><div><h3>Conclusion</h3><div>The need to transform curricula to incorporate situated cognition as a transversal pedagogical strategy is identified. This implies promoting the use of technologies as learning mediators, oriented to the development of integral human capacities in future physiotherapists.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101099"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019180","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}
The teaching of ethical values in healthcare programs is fundamental, as they guide students' behavior and professional performance. The University of Chile has implemented a competency-based educational model that promotes comprehensive training. The objective of this study was to design and validate a questionnaire to determine the opinions of clinical instructors on the integration of the ethical dimension into the curricula of the Dentistry program.
Methods
A quantitative, cross-sectional, and exploratory study was conducted with 60 clinical instructors in the Dentistry program. A Likert-type opinion questionnaire with ethical dimensions was designed. The content was validated with expert judgment and the Individual Content Validity Index, the construct was validated with Exploratory Factor Analysis, and the instrument's reliability was assessed with Cronbach's Alpha coefficient.
Results
The questionnaire, consisting of five analytical axes and 25 items, was validated. The items were validated with an IVC value > 0.78, the construct with values > 0.5, and the overall reliability of the questionnaire with a value of 0.8185.
Conclusion
The questionnaire presents evidence of content, construct, and reliability validity, making it a useful tool for curriculum evaluation in ethics. Given the cross-curricular nature of ethics, it may also be relevant to other disciplines. Therefore, the instrument can be adapted to the educational realities of different institutions to assess the development of the ethical dimension in their curricula.
{"title":"Cuestionario de opinión para evaluar la integración de la dimensión ética en el modelo educativo de una carrera de las ciencias de la salud. Diseño y validación","authors":"Eugenia Henríquez- D'Aquino , Pamela Muñoz Cortés , Christel Hanne Altermatt","doi":"10.1016/j.edumed.2025.101097","DOIUrl":"10.1016/j.edumed.2025.101097","url":null,"abstract":"<div><h3>Introduction</h3><div>The teaching of ethical values in healthcare programs is fundamental, as they guide students' behavior and professional performance. The University of Chile has implemented a competency-based educational model that promotes comprehensive training. The objective of this study was to design and validate a questionnaire to determine the opinions of clinical instructors on the integration of the ethical dimension into the curricula of the Dentistry program.</div></div><div><h3>Methods</h3><div>A quantitative, cross-sectional, and exploratory study was conducted with 60 clinical instructors in the Dentistry program. A Likert-type opinion questionnaire with ethical dimensions was designed. The content was validated with expert judgment and the Individual Content Validity Index, the construct was validated with Exploratory Factor Analysis, and the instrument's reliability was assessed with Cronbach's Alpha coefficient.</div></div><div><h3>Results</h3><div>The questionnaire, consisting of five analytical axes and 25 items, was validated. The items were validated with an IVC value ><!--> <!-->0.78, the construct with values ><!--> <!-->0.5, and the overall reliability of the questionnaire with a value of 0.8185.</div></div><div><h3>Conclusion</h3><div>The questionnaire presents evidence of content, construct, and reliability validity, making it a useful tool for curriculum evaluation in ethics. Given the cross-curricular nature of ethics, it may also be relevant to other disciplines. Therefore, the instrument can be adapted to the educational realities of different institutions to assess the development of the ethical dimension in their curricula.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101097"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019181","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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