Educacion Medica最新文献_第6页

Clasificación del rendimiento académico según uso problemático de Internet en estudiantes latinoamericanos de Medicina Humana mediante árbol CHAID 拉丁美洲人类医学学生使用互联网问题的学术成绩分类（CHAID树）

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-25 DOI: 10.1016/j.edumed.2025.101087

Raul Real Delor , Alberto Guevara Tirado

Introduction

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.

Material and methods

A cross-sectional analysis was conducted using the CHAID decision tree algorithm among medical students from Peru, Paraguay, and Cuba (n = 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 t-tests were used to compare academic self-assessment scores between students with and without problematic internet use, complemented by effect size calculations (Cohen's d).

Results

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 (p < 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 (p < 0.001), with moderate to large effect sizes.

Conclusions

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.

有问题的互联网使用会影响医学生的学习成绩，但在拉丁美洲很少有研究使用数据挖掘来探索这种关系。目的是根据拉丁美洲医学生有问题的互联网使用情况对学业成绩进行分类。材料与方法采用CHAID决策树算法对来自秘鲁、巴拉圭和古巴的医学生进行横断面分析（n = 176）。通过分类矩阵评估模型的预测能力，计算敏感性、特异性、阳性和阴性预测值（PPV、NPV）、似然比和比值比（OR）。学生t检验用于比较有上网问题和没有上网问题的学生的学业自我评估分数，并辅以效应量计算（Cohen’s d）。结果CHAID算法确定了学生认为他们的学习成绩受到互联网使用影响的频率，这是与成绩相关的主要变量（p <； 0.001）。该模型对成绩差学生的正确率为79.80%，对成绩好的学生的正确率为59.60%，总体正确率为73.30%。敏感性79.80%，特异性59.60%,PPV = 80.50%,OR = 5.85 （95% CI: 2.66 ~ 12.87）。此外，不受问题互联网使用影响的学生报告了显著更高的感知学习成绩分数（p <； 0.001），具有中等到较大的效应量。结论：CHAID树确定了医学生的学习成绩受到不良互联网使用影响的感知与学习成绩差之间存在很强的关联。

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引用次数: 0

Comparison of dental student OSCE evaluations by standardized patients and attending dentists 标准化患者和主治牙医对牙科学生OSCE评价的比较

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-24 DOI: 10.1016/j.edumed.2025.101086

Aurora Saiz Rodríguez, Ana Antoranz, Gema Cidoncha, María Jesús Pardo Monedero, Virginia Sánchez, Marta Muñoz-Corcuera

Introduction

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.

Material and methods

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.

Results

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.

Conclusions

SP evaluations of dental students’ OSCEs do not correlate well with those of their professors despite efforts to educate these SPs.

客观结构化临床考试（OSCE）是由哈登开发的一种评估格式，用于评估医学生的临床能力。我们大学在过去的8 年里一直在牙科中使用这种评估，将标准化患者（SPs）纳入其站点。对SPs进行适当的培训对于确保客观性至关重要。到目前为止，还没有研究确定学生评估的有效性。本研究的目的是评估在评估2022/2023学年欧安组织牙科学生牙周病站时，教授和SPs之间的一致程度。材料和方法SPs在学生完成牙周病测试后，使用18个问题的问卷对学生的反应进行评估。与此同时，从一个隐蔽的控制室被指派的教授用同样的清单评估学生。数据分析采用描述性统计和显著性检验。使用夏皮罗-威尔克检验检验定量变量的正态性，使用科恩卡帕系数检验分类变量的观察者间一致性。采用0.05的显著性水平。结果共评估210名学生。sp与教授的评估在大部分项目上相关性较差，在诊断方面相关性较好；与压力和焦虑有关的陈述；以及知情同意。结论尽管对学生进行了一定程度的教育，但对学生osce的ssp评价与教授评价的相关性不明显。

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引用次数: 0

Impacto de la realidad virtual en el fortalecimiento de destrezas psicomotoras en estudiantes de Instrumentación Quirúrgica en Pereira, Colombia 虚拟现实对加强哥伦比亚佩雷拉外科器械专业学生的心理运动技能的影响

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-14 DOI: 10.1016/j.edumed.2025.101083

German Oved Acevedo-Osorio , Pedro Luis Cortes-Benítez , Angelica María Blanco-Vanegas , Leidy Lorena Montero-Caicedo

<div><h3>Introducción</h3><div>las destrezas psicomotoras son esenciales en la formación de estudiantes de Instrumentación Quirúrgica, ya que influyen directamente en la seguridad del paciente y en la eficiencia del equipo quirúrgico. La realidad virtual (RV) ha emergido como una herramienta educativa innovadora, ofreciendo un entorno seguro y controlado para fortalecer estas habilidades. Sin embargo, su impacto en contextos locales como Pereira no ha sido suficientemente explorado. Este estudio tiene como objetivo evaluar el impacto del uso de la RV en el fortalecimiento de las destrezas psicomotoras de estudiantes de Instrumentación Quirúrgica en Pereira, Colombia.</div></div><div><h3>Metodología</h3><div>se realizó un estudio cuasiexperimental con 50 estudiantes, divididos en un grupo experimental (<em>n</em> = 25) y un grupo control (<em>n</em> = 25). El grupo experimental participó en 10 sesiones de entrenamiento con simuladores de RV, mientras que el grupo control continuó con prácticas tradicionales. Las destrezas psicomotoras se evaluaron antes y después de la intervención mediante la prueba OSATS. Los datos fueron analizados utilizando pruebas estadísticas como el <em>t-test</em> y ANOVA.</div></div><div><h3>Resultados</h3><div>el grupo experimental mostró mejoras significativas en precisión, tiempo de ejecución, economía de movimientos, calidad técnica y seguridad, en comparación con el grupo control. Las diferencias observadas fueron estadísticamente significativas (<em>p</em> < 0,001) y reflejan la efectividad de la RV para optimizar el desempeño técnico de los estudiantes.</div></div><div><h3>Conclusión</h3><div>el uso de simuladores de RV es una estrategia eficaz para fortalecer las destrezas psicomotoras en estudiantes de Instrumentación Quirúrgica. Estos hallazgos respaldan la incorporación de la RV como herramienta complementaria en programas educativos.</div></div><div><h3>Introduction</h3><div>Psychomotor skills are essential in the training of surgical instrumentation students as they directly influence patient safety and the efficiency of the surgical team. Virtual reality (VR) has emerged as an innovative educational tool, offering a safe and controlled environment to strengthen these skills. However, its impact in local contexts such as Pereira, Colombia, has not been sufficiently explored. This study aims to evaluate the impact of using virtual reality in strengthening the psychomotor skills of surgical instrumentation students in Pereira, Colombia.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 50 students divided into an experimental group (<em>n</em> = 25) and a control group (<em>n</em> = 25). The experimental group participated in 10 training sessions with VR simulators, while the control group continued with traditional practices. Psychomotor skills were assessed before and after the intervention using the OSATS test. Data were analyzed using statistical tests such as t-test and

在外科器械学生的培训中，引入精神运动技能是至关重要的，因为它们直接影响患者的安全和手术设备的效率。虚拟现实（VR）已经成为一种创新的教育工具，为加强这些技能提供了一个安全、可控的环境。然而，它对佩雷拉这样的地方环境的影响还没有得到充分的探索。本研究旨在评估使用RV加强哥伦比亚佩雷拉外科器械学生精神运动技能的影响。Methodologiase对50名学生进行了一项准实验研究，分为实验组（n =） 25)和对照组（n =） 25)。实验组使用房车模拟器进行了10次训练，而对照组继续进行传统的练习。在干预前后，通过OSATS测试对精神运动技能进行评估。使用t-test和方差分析等统计测试对数据进行分析。结果与对照组相比，实验组在准确性、执行时间、运动经济性、技术质量和安全性方面有显著改善。观察到的差异具有统计学意义（p < 0 0.001），反映了RV在优化学生技术表现方面的有效性。结论：使用RV模拟器是一种有效的策略，以加强外科器械学生的精神运动技能。这些发现支持将志愿服务作为一种补充工具纳入教育项目。在这个网站上，你可以找到所有你需要知道的关于心理运动技能的信息。Virtual reality(调查)你委内瑞拉as an innovative教育tool offering a safe和控制环境加强这些技能。然而，它对哥伦比亚佩雷拉等地方情况的影响尚未得到充分探讨。本研究旨在评估使用虚拟现实增强哥伦比亚佩佩拉外科器械学生心理运动技能的影响。MethodsA quasi-experimental study was 50建都with students divided into an试点group (n = 25)and a group (n = 25 控制)。实验组参加了10次虚拟现实模拟器培训课程，而对照组继续进行传统实践。使用OSATS测试对干预前后的心理运动技能进行评估。使用t-test和方差分析等统计测试对数据进行分析。结果：与对照组相比，试验组在精度、执行时间、运动经济、技术质量和安全方面有显著改善。观察到的差异具有统计学意义（p < 0 0.001），反映了虚拟现实在优化学生技术表现方面的有效性。结论：使用虚拟现实模拟器来加强外科器械学生的心理运动技能是一种有效的策略。这些发现支持将虚拟现实作为教育项目的补充工具。

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引用次数: 0

Por una formación médica que también cuide a sus tutores 接受医疗培训，同时照顾其监护人

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-14 DOI: 10.1016/j.edumed.2025.101082

Fernando Caballero Martínez, Emilio Cervera Barba

引用次数: 0

Valoración del uso de casos clínicos orales como herramienta evaluativa en el desarrollo de la competencia diagnóstica en situaciones de salud en estudiantes de Semiología Médica II 评价医学符号学二专业学生在发展健康状况诊断能力方面使用口腔临床病例作为评估工具的情况

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-08 DOI: 10.1016/j.edumed.2025.101078

Nathalia Salazar-Falla , Paula María Tello Cabrales

Introduction

The assessment of diagnostic competence in health situations is essential in medical education, but traditional strategies often limit the development of critical thinking. This study analyzes the use of oral clinical cases as an assessment tool to enhance this competence in students of Medical Semiotics II.

Methods

A mixed-methods study with an intrinsic and interpretative case study design was conducted with 80 fifth-semester medical students at Universidad Icesi. Data were collected through semi-structured interviews, focus groups, evaluation rubrics, and non-participant observation. Data analysis was categorical, allowing key patterns to be identified from various sources.

Results

The strategy promoted skills such as metacognition and clinical reasoning. Students positively valued immediate feedback, while faculty members highlighted its practical applicability. Logistical challenges and the need to establish standardized evaluation criteria were identified.

Conclusion

Oral clinical cases are an effective strategy for formative assessment in medical education, fostering diagnostic competencies in real-life scenarios and strengthening skills such as clinical reasoning and reflection. Immediate feedback was identified as a key element in recognizing strengths and areas for improvement. However, standardizing evaluation criteria and enhancing faculty training are necessary to optimize the impact of this strategy on medical education.

在医学教育中，评估健康状况下的诊断能力是必不可少的，但传统的策略往往限制了批判性思维的发展。本研究分析使用口腔临床案例作为评估工具，以提高医学符号学II学生的这一能力。方法采用混合方法对80名伊塞西大学医学院五学期学生进行了本征性和解释性案例研究。通过半结构化访谈、焦点小组、评估标准和非参与性观察收集数据。数据分析是分类的，允许从各种来源识别关键模式。结果该策略提高了元认知和临床推理能力。学生们积极评价即时反馈，而教师们则强调了它的实用性。会议确定了后勤方面的挑战和建立标准化评价标准的必要性。结论口腔临床案例是医学教育形成性评价的有效手段，可培养学生在现实生活情境中的诊断能力，增强学生的临床推理和反思能力。即时反馈被认为是识别优势和需要改进的领域的关键因素。然而，规范评价标准和加强师资培训是优化这一战略对医学教育影响的必要条件。

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引用次数: 0

Tendencia, colaboración e impacto en la producción científica sobre el aprendizaje basado en simulación durante la formación médica 医学培训中基于模拟的学习对科学生产的趋势、协作和影响

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-03 DOI: 10.1016/j.edumed.2025.101080

John Barja-Ore , Jhonny Jesús Chafloque Chavesta , Zaida Zagaceta-Guevara , Brandon E. Guillen-Calle

Introduction

Simulation-based learning (SBL) has become a key tool in medical education by providing safe, realistic, and immersive experiences that strengthen students' clinical competencies. Despite its benefits, it faces challenges such as high costs and limitations in realism. This study analyzes the trends, collaboration, and impact of scientific production on SBL in medical education.

Materials and methods

A descriptive bibliometric study was conducted using the Scopus database. Original articles published between 2019 and 2024 were selected. Indicators of productivity, impact, and collaboration were analyzed using SciVal, Excel, and the Bibliometrix package in RStudio.

Results

A total of 791 publications were identified. The most productive institutions were the University of Copenhagen, Harvard University, and the University of California at San Francisco. Canada showed the highest field-weighted citation impact. Scientific output increased progressively, particularly in Q1 and Q2 journals. The most frequent terms were “simulation training,” “clinical competence,” and “medical education,” with emerging terms such as “virtual reality.” The United States led international collaboration, followed by active networks in Europe and Brazil. The most prominent authors were Konge and Andersen, with recurrent publications in BMC Medical Education and Simulation in Healthcare.

Conclusion

Scientific production on SBL in medical education shows a growing trend, with high international collaboration and the incorporation of emerging technologies, establishing it as a fundamental pedagogical strategy in modern medical training.

基于模拟的学习（SBL）通过提供安全、真实和身临其境的体验来增强学生的临床能力，已成为医学教育的关键工具。尽管有好处，但它面临着诸如高成本和现实主义局限性等挑战。本研究分析医学教育中科学产出对SBL的趋势、协作和影响。材料与方法使用Scopus数据库进行描述性文献计量学研究。选取2019年至2024年间发表的原创文章。使用RStudio中的SciVal、Excel和Bibliometrix包分析了生产力、影响和协作指标。结果共收录文献791篇。最具生产力的机构是哥本哈根大学、哈佛大学和加州大学旧金山分校。加拿大显示出最高的领域加权引用影响。科学产出逐步增加，特别是在第一季度和第二季度的期刊。最常见的术语是“模拟训练”、“临床能力”和“医学教育”，以及“虚拟现实”等新兴术语。美国主导了国际合作，其次是欧洲和巴西的活跃网络。最著名的作者是Konge和Andersen，他们经常在BMC医学教育和医疗保健模拟上发表文章。结论医学教育中关于SBL的科学生产呈现出日益增长的趋势，国际间的高度合作和新兴技术的结合使其成为现代医学培训的基本教学策略。

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引用次数: 0

Perfeccionando los métodos activos en la educación médica 完善积极的医学教育方法

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-03 DOI: 10.1016/j.edumed.2025.101081

Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra

引用次数: 0

Educational assessment and professional performance: Relationship between academic performance and the practical professional examination 教育评价与专业表现：学习成绩与实践专业考试的关系

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-01 DOI: 10.1016/j.edumed.2025.101079

Gonzalo Armando Navarro-Armendáriz, Aziel Alejandro Peralta-Ramírez, Sayil Alejandra DeLaTorre-Othón, María Elena Reguera-Torres, Izabel Navyla Madrid-Moreno, Héctor Clemente Baltierra-Ochoa

Introduction

This study examines the relationship between academic performance (Kardex grades) and clinical competence, measured by the Practical Professional Examination (PPT), in medical graduates from the Universidad de Sonora. While academic grades are often used to predict clinical success, their correlation with clinical skills remains uncertain.

Methods

An observational, retrospective analysis of 358 graduates (2019–2024) was conducted, assessing both final grades and PPT performance. Nine key clinical competencies, including diagnostic reasoning, physical examination, and patient communication, were evaluated. Spearman's correlation was used for non-normal distributions.

Results

The mean Kardex grade was 92.76, and the mean PPT score was 87.72. Significant correlations were found between clinical competencies (e.g., differential diagnosis and physical examination) and PPT performance, with the strongest correlation in differential diagnosis (r = 0.777, p < 0.001). However, the correlation between Kardex grades and PPT performance was weak (r = 0.152, p = 0.004), suggesting that academic grades do not reliably predict clinical competence.

Conclusion

Findings indicate that strong academic performance does not guarantee clinical skills. Essential competencies, such as diagnostic reasoning, are crucial in clinical assessments. Medical education should integrate theoretical knowledge with hands-on practice through strategies like problem-based learning (PBL) and Objective Structured Clinical Examinations (OSCE). While academic performance reflects theoretical knowledge, it is not a strong predictor of clinical competence. Enhancing the integration of theory and practice is essential to better prepare graduates for real-world clinical settings.

本研究考察了索诺拉大学医学毕业生的学业成绩（Kardex评分）与临床能力之间的关系，该关系通过实用专业考试（PPT）来衡量。虽然学术成绩经常被用来预测临床成功，但它们与临床技能的相关性仍然不确定。方法对358名应届毕业生（2019-2024）进行观察性、回顾性分析，评估期末成绩和PPT表现。九项关键临床能力，包括诊断推理、体格检查和患者沟通，被评估。Spearman相关用于非正态分布。结果两组患者Kardex评分平均为92.76，PPT评分平均为87.72。临床能力（如鉴别诊断和体格检查）与PPT表现存在显著相关性，其中鉴别诊断相关性最强（r = 0.777, p <； 0.001）。然而，Kardex评分与PPT表现的相关性较弱（r = 0.152, p = 0.004），表明学业成绩不能可靠地预测临床能力。结论学习成绩好并不能保证临床技能。基本能力，如诊断推理，在临床评估中是至关重要的。医学教育应该通过基于问题的学习（PBL）和客观结构化临床检查（OSCE）等策略，将理论知识与实践相结合。虽然学习成绩反映了理论知识，但它并不是临床能力的有力预测指标。加强理论与实践的结合对于毕业生更好地为现实世界的临床环境做好准备至关重要。

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引用次数: 0

Del saber al ser: formar médicos, desarrollar el carácter, forjar la identidad 从知识到存在：培训医生，培养性格，塑造身份

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-07-01 DOI: 10.1016/j.edumed.2025.101090

Juan A. Díaz González

引用次数: 0

Estrategias disruptivas en la formación médica: una nueva propuesta metodológica 医疗培训中的颠覆性策略：新方法建议

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-23 DOI: 10.1016/j.edumed.2025.101067

Luis Arturo Camacho Silvas , Rigoberto Marín Uribe , Isabel Guzmán Ibarra

Medical education faces growing challenges that demand innovative and flexible approaches. In this context, the complexity paradigm and Action-Research-Training (ART) emerge as disruptive strategies that allow for a comprehensive approach to medical training. This review examines the evolution of medical education from a fragmented approach to a complexity-based model, emphasizing the importance of self-socio-ecoformation and helical learning cycles. It explores how ART facilitates the co-construction of knowledge with teachers as active agents and discusses the implications of this approach in transforming health education. Finally, methodological phases and their application in a disruptive medical education model are presented.

医学教育面临越来越多的挑战，需要创新和灵活的方法。在这种情况下，复杂性范式和行动-研究-培训（ART）作为颠覆性战略出现，允许对医学培训采取综合方法。本综述考察了医学教育从碎片化方法到基于复杂性的模式的演变，强调了自我社会生态形成和螺旋学习周期的重要性。它探讨了抗逆转录病毒治疗如何促进与教师作为积极主体的知识的共同构建，并讨论了这种方法在改变健康教育方面的影响。最后，介绍了方法阶段及其在颠覆性医学教育模式中的应用。

引用次数: 0