Educacion Medica最新文献

{"title":"Evaluation of pharmacy students' experience toward internship practices in community pharmacy: A cross-sectional study from Türkiye","authors":"Inci Kayin ,&nbsp;Anmar Al-Taie ,&nbsp;Jouwana Elmasri","doi":"10.1016/j.edumed.2025.101098","DOIUrl":"10.1016/j.edumed.2025.101098","url":null,"abstract":"<div><h3>Introduction</h3><div>Community pharmacy settings are considered the front line to provide effective patient care and safe use of medicines. A pharmacy internship program imposes considerable responsibility on pharmacy students to prioritize their education and training to become patient-centered healthcare providers and to support their further professional development. The aim of this study was to explore the perceptions and the experience of undergraduate pharmacy students who had their training practices in community pharmacies and to identify the related barriers during the internship training program in Türkiye.</div></div><div><h3>Materials and methods</h3><div>A cross-sectional study was conducted among pharmacy students who had received their training in community pharmacy settings in Istanbul, Türkiye. The study was conducted using validated online questionnaires consisting of five sections during the period from March to October 2024.</div></div><div><h3>Results</h3><div>A total of 231 pharmacy students responded to the questionnaires with a mean age of 22 ± 2.66 years. The majority of the students reported that the community pharmacy offered a practical setting that facilitates students' communication with patients (82.7%, mean 4 ± 0.86, <em>p</em> &lt; 0.0001), the community pharmacy had the necessary resources for drug information (92.2%, mean 4 ± 0.75, <em>p</em> &lt; 0.0001), their internship experience had increased their involvement in the pharmacy profession (92.2%, mean 4 ± 0.71, <em>p</em> &lt; 0.0001), and 87.4% (mean 4 ± 0.77, <em>p</em> &lt; 0.0001) showed that the pharmacy internship program alleviates the stress of direct patient contact. However, most of the trainees reported that there were difficulties in finding a pharmacy for internship training (53.7%, mean 4 ± 1.4, <em>p</em> &lt; 0.0001).</div></div><div><h3>Conclusion</h3><div>The current study revealed that the pharmacy students acquired experience and knowledge during their internship and were equipped with the skills they needed to practice their future pharmacy profession effectively and efficiently. The learning outcomes related to these skills should be addressed during pharmacy degree courses and to implement structured preparation programs before the start of the internship or systematic training for preceptors in community pharmacies that could develop their skills required for the internship process.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101098"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988695","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}

{"title":"Reconocimiento del tutor clínico: una estrategia para la sostenibilidad de la educación médica","authors":"Javier de Miguel Díez","doi":"10.1016/j.edumed.2025.101124","DOIUrl":"10.1016/j.edumed.2025.101124","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101124"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332504","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}

{"title":"Grado de satisfacción con la enseñanza virtual en docentes de Ciencias de la Salud durante la pandemia COVID-19","authors":"Lizbeth González-Herrera,&nbsp;Moisés De los Santos-Rodríguez,&nbsp;Rafael Hoyos-Pinzón,&nbsp;Lizbeth Paulina Padrón-Aké,&nbsp;Lucila Polanco-Reyes,&nbsp;Reyna Beatriz Rendón-Osorio","doi":"10.1016/j.edumed.2025.101085","DOIUrl":"10.1016/j.edumed.2025.101085","url":null,"abstract":"<div><h3>Introduction</h3><div>Satisfaction is a category in the emotional sphere that encompasses psychological well-being and enjoyment during academic experiences, closely linked to academic success. The COVID-19 contingency generated abrupt changes in the teaching-learning dyad due to the transition to virtual learning, potentially impacting faculty satisfaction. This study evaluated the degree of satisfaction in the teaching process of Health Sciences faculty during the COVID-19 pandemic, highlighting the diversity of clinical teaching practices due to the essential physical interaction in the healthcare setting.</div></div><div><h3>Methods</h3><div>A validated Likert-type content-based satisfaction measure was self-administered to 76 teachers using a Microsoft Forms® survey. Three relevant dimensions were analyzed: teaching-learning process, technological facilities and infrastructure, and technological competencies. Four response types were used: Dissatisfied (DS) - Slightly satisfied (SS) - Satisfied (S) - Very satisfied (VS). Statistical analysis was performed using SPSS version 20.0.</div></div><div><h3>Results</h3><div>The level of satisfaction was distributed as follows: 43.42%, 55.26%, and 1.32% for VS, S, and SS, respectively. No significant differences were found in the level of satisfaction between men and women (<em>p</em> <!-->=<!--> <!-->0.508), nor between dimensions (<em>p</em> <!-->=<!--> <!-->0.174). By job dependency, it was shown that nursing teachers reported a significantly higher level of satisfaction or “very satisfied” (<em>p</em> <!-->=<!--> <!-->0.0185).</div></div><div><h3>Conclusion</h3><div>Health Sciences educators report being Satisfied or Very Satisfied with the virtual teaching-learning process, technological facilities and infrastructure, and digital skills in response to the health emergency.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101085"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912418","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}

{"title":"Evaluación de competencias en farmacología: desarrollo y validación de una rúbrica para discusión de casos clínicos en estudiantes de una escuela de medicina humana","authors":"Maritza D. Placencia-Medina ,&nbsp;Jenny Torres Malca ,&nbsp;Julián Villarreal Valerio ,&nbsp;Javier Silva-Valencia ,&nbsp;María Muñoz Zambrano ,&nbsp;Carlos H. Contreras-Pizarro ,&nbsp;Sebastian Hurtado-Muñoz ,&nbsp;Victor Vera Ponce","doi":"10.1016/j.edumed.2025.101084","DOIUrl":"10.1016/j.edumed.2025.101084","url":null,"abstract":"<div><h3>Introduction</h3><div>The rubric is a tool that comprehensively evaluates the competencies that a student must achieve in a given area. The understanding and application of pharmacology are essential for establishing an appropriate therapeutic plan. Therefore, the objective of this study is to analyze the evidence of validity and reliability of a competency-based assessment rubric for clinical case discussions in pharmacology.</div></div><div><h3>Methods</h3><div>Descriptive cross-sectional serial study. Content validation was carried out by a panel of 16 experts. The rubric was applied to 137 medical students from the National University of San Marcos (Lima, Peru) who were taking the Pharmacology course. Internal consistency was assessed using Cronbach's alpha coefficient, and inter-rater reliability was evaluated using the intraclass correlation coefficient (ICC). Scores were compared using the paired Student's <em>t</em>-test.</div></div><div><h3>Results</h3><div>A high degree of agreement was found among the experts (Aiken's V = 0.91), adequate internal consistency scores (<em>α</em> = 0.767), and inter-rater reliability (ICC = 0.765). A significant increase in scores was observed as the Pharmacology course progressed (first half of the course = 13.99 ± 0.14; second half = 14.32 ± 0.18; <em>p</em> = 0.005).</div></div><div><h3>Conclusion</h3><div>The data support the validity of the rubric for assessing competencies in clinical case discussions in pharmacology. It is essential to continue developing validated assessment tools, especially as pharmacology advances toward a competency-based approach.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101084"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780817","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}

{"title":"Puntajes en pruebas de progreso como predictores del desempeño en el Examen Nacional de Medicina del Perú","authors":"Franco Romaní,&nbsp;César Gutiérrez","doi":"10.1016/j.edumed.2025.101092","DOIUrl":"10.1016/j.edumed.2025.101092","url":null,"abstract":"<div><h3>Introduction</h3><div>Progress tests are summative assessments used to monitor the evolution of learning in medical students. Their use as predictors of performance on national licensing exams has been mainly studied in U.S. universities. This study evaluated whether performance and score trajectories in multiple progress tests predict outcomes on the Peruvian National Medical Exam (ENAM).</div></div><div><h3>Methods</h3><div>We conducted a retrospective cohort study using data from medical students at a school in Lima, Peru. We analyzed cohorts that entered in 2017 and 2018 and took the ENAM in 2023 and 2024. Predictor variables included progress test scores, sixth-year GPA, number of progress tests taken, and sex. We applied generalized linear models (GLMs) to predict ENAM scores.</div></div><div><h3>Results</h3><div>We analyzed data from 51 students. The average score of the first five progress tests showed a positive linear correlation with ENAM performance (r = 0.544; 95% CI: 0.316 to 0.713). Additionally, the GPA was correlated with ENAM scores (r = 0.551; 95% CI: 0.325 to 0.718). For each one-point increase in the average of the first five progress tests, the ENAM score increased by 0.51 points (95% CI: 0.29 to 0.73).</div></div><div><h3>Conclusion</h3><div>Performance on progress tests in a Peruvian medical school is a significant positive predictor of ENAM scores.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101092"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780818","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}

{"title":"Programa de simulación clínica de la Facultad de Medicina de la Universidad Francisco de Vitoria. Segunda parte: reflexiones para la acción tras 8 años de experiencia","authors":"Sophia Denizon Arranz,&nbsp;Emilio Cervera Barba,&nbsp;Patricia Chica Martínez,&nbsp;Alonso Mateos Rodríguez,&nbsp;Salvador Espinosa Ramírez,&nbsp;Diego Palacios Castañeda,&nbsp;Fernando Caballero Martínez","doi":"10.1016/j.edumed.2025.101071","DOIUrl":"10.1016/j.edumed.2025.101071","url":null,"abstract":"<div><div>The clinical simulation program in the Medicine Degree has evolved to enhance teaching and student preparation in a safe environment. Instructor training, curriculum integration, and learning assessment have been key to its development. Additionally, resources have been refined, and coordination among faculty members has been strengthened to ensure more effective teaching. Currently, simulation is a fundamental pillar in medical education, supporting the transition to clinical practice and improving educational quality. The program is in continuous review and improvement, considering feedback from students, instructors, and faculty, as well as advancements in research and new teaching tools applicable to this methodology.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"27 1","pages":"Article 101071"},"PeriodicalIF":0.0,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721430","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}

{"title":"Systematic theoretical study on the application of reflective practice in enhancing medical students’ learning experience","authors":"Anastasiya Spaska","doi":"10.1016/j.edumed.2025.101088","DOIUrl":"10.1016/j.edumed.2025.101088","url":null,"abstract":"<div><h3>Introduction</h3><div>This study systematically examines current approaches to implementing reflective practice in medical education, with the aim of optimising the professional training of future physicians.</div></div><div><h3>Materials and methods</h3><div>The research focuses on the transformative impact of digital technologies, particularly the integration of specialised platforms and artificial intelligence (AI), in creating a personalised and continuous learning environment. Emphasis is placed on the development of emotional intelligence and a conscious approach to learning, which underpin critical thinking and clinical decision-making. Empirical data were drawn from the use of reflective diaries, group discussions, and complex clinical case analyses. These methods were found to deepen students' understanding of medical practice. The study proposes the establishment of a unified digital ecosystem combining tools for group reflection, individual support, and AI-based analysis.</div></div><div><h3>Results</h3><div>AI integration into the interpretation of reflective records enables identification of individual developmental trajectories and supports tailored feedback for clinical reasoning improvement. Longitudinal reflective courses embedded in the core curriculum contribute to sustained professional growth by fostering intellectual humility, emotional intelligence, and professional empathy. Moreover, structured reflection enhances students' resilience in the face of clinical challenges and promotes mindfulness as a core professional skill. The combination of digital and interpersonal reflective practices thus supports the multidimensional development of future doctors, preparing them for emotionally demanding and ethically complex healthcare environments.</div></div><div><h3>Conclusions</h3><div>The most effective strategy combines traditional reflective learning with digital innovation. Electronic portfolios, automated reflection analysis, virtual case simulations, and interactive platforms supported by AI offer a multidimensional and adaptive educational environment that promotes personalised professional development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101088"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721209","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}

{"title":"Diferencias de género en la satisfacción académica de estudiantes de Medicina en Argentina","authors":"Alberto Guevara Tirado","doi":"10.1016/j.edumed.2025.101089","DOIUrl":"10.1016/j.edumed.2025.101089","url":null,"abstract":"<div><h3>Introduction</h3><div>In medicine, students' expectations and motivations may vary by gender, influencing their perception of academic satisfaction, but these aspects have been little studied in Argentina. The objective was to identify factors associated with academic satisfaction in medical students by gender.</div></div><div><h3>Materials and method</h3><div>Study using secondary data from the National Survey of Medical Students. The population included 2,301 first and fifth year students (1,820 women and 481 men). The dependent variable was academic satisfaction. The independent variables included personal motivations, sociodemographic characteristics, educational factors, analyzed using the CHAID model (Chi-squared Automatic Interaction Detector). The analysis also included descriptive tests and calculation of metrics such as sensitivity, specificity and Odds Ratio.</div></div><div><h3>Results</h3><div>The CHAID model identified that, among women aged ≤<!--> <!-->22 who valued fulfilling their dreams and working with different people, satisfaction reached 87.60% (node 8). Among men, the node sequence involving the importance of fulfilling dreams and improving society showed a satisfaction level of 86.90% (node 3). The model analysis yielded solid performance metrics: sensitivity of 87.60% and specificity of 73.10% in women (node 8); and sensitivity of 60.60% and specificity of 68.50% in men (node 3). The odds ratio was 2.61 for women and 3.35 for men, suggesting a stronger association between these conditions and higher levels of academic satisfaction, without implying a causal relationship.</div></div><div><h3>Conclusions</h3><div>Young female medical students showed higher levels of academic satisfaction under specific motivational conditions, although this satisfaction appeared to decrease as they progressed through their studies. Among male students, the observed associations between motivational factors and satisfaction were less consistent.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101089"},"PeriodicalIF":0.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703239","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}

{"title":"Clasificación del rendimiento académico según uso problemático de Internet en estudiantes latinoamericanos de Medicina Humana mediante árbol CHAID","authors":"Raul Real Delor ,&nbsp;Alberto Guevara Tirado","doi":"10.1016/j.edumed.2025.101087","DOIUrl":"10.1016/j.edumed.2025.101087","url":null,"abstract":"<div><h3>Introduction</h3><div>Problematic internet use can impact the academic performance of medical students, but few studies in Latin America have explored this relationship using data mining. The objective was to classify academic performance according to problematic internet use in Latin American medical students.</div></div><div><h3>Material and methods</h3><div>A cross-sectional analysis was conducted using the CHAID decision tree algorithm among medical students from Peru, Paraguay, and Cuba (<em>n</em> = 176). The model's predictive ability was assessed through a classification matrix, calculating sensitivity, specificity, positive and negative predictive values (PPV, NPV), likelihood ratios, and odds ratio (OR). Student's <em>t</em>-tests were used to compare academic self-assessment scores between students with and without problematic internet use, complemented by effect size calculations (Cohen's <em>d</em>).</div></div><div><h3>Results</h3><div>The CHAID algorithm identified the frequency with which students perceived their academic performance to be affected by internet use as the main variable associated with performance (<em>p</em> &lt; 0.001). The model correctly classified 79.80% of students with low performance and 59.60% with good performance, with an overall accuracy of 73.30%. Sensitivity was 79.80%, specificity 59.60%, PPV = 80.50%, and OR = 5.85 (95% CI: 2.66–12.87). Additionally, students not affected by problematic internet use reported significantly higher perceived academic performance scores (<em>p</em> &lt; 0.001), with moderate to large effect sizes.</div></div><div><h3>Conclusions</h3><div>The CHAID tree identified a strong association between the perception of academic performance being affected by problematic internet use and poor academic outcomes in medical students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101087"},"PeriodicalIF":0.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704506","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}

{"title":"Comparison of dental student OSCE evaluations by standardized patients and attending dentists","authors":"Aurora Saiz Rodríguez,&nbsp;Ana Antoranz,&nbsp;Gema Cidoncha,&nbsp;María Jesús Pardo Monedero,&nbsp;Virginia Sánchez,&nbsp;Marta Muñoz-Corcuera","doi":"10.1016/j.edumed.2025.101086","DOIUrl":"10.1016/j.edumed.2025.101086","url":null,"abstract":"<div><h3>Introduction</h3><div>The Objective Structured Clinical Examination (OSCE) is an assessment format developed by Harden to evaluate the clinical competencies of medical students. Our university has been using this assessment in dentistry for the past 8 years, incorporating Standarized patients (SPs) into its stations. Proper training of SPs is essential to ensure objectivity. To date, no study has determined the validity of the student evaluations provided by SPs. The aim of this study was to assess the level of agreement between professors and SPs when evaluating the periodontics station of the OSCE during the 2022/2023 academic year in dental students.</div></div><div><h3>Material and methods</h3><div>The SPs evaluated the students' responses after completing the periodontics station using an 18-question rubric. Meanwhile, the assigned professors from a hidden control room assessed the students using the same checklist. Data were analyzed using descriptive statistics and significance tests. Quantitative variables were tested for normality using the Shapiro–Wilk test and Interobserver agreement for categorical variables with Cohen's kappa coefficient. A significance level of 0.05 was adopted.</div></div><div><h3>Results</h3><div>A total of 210 students were evaluated. The correlation between the assessments of the SPs and professors was poor for most of the items, with good correlation for diagnosis; statement relating the condition to stress and anxiety; and informed consent.</div></div><div><h3>Conclusions</h3><div>SP evaluations of dental students’ OSCEs do not correlate well with those of their professors despite efforts to educate these SPs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101086"},"PeriodicalIF":0.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696643","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}