Pub Date : 2025-07-08DOI: 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.
{"title":"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","authors":"Nathalia Salazar-Falla , Paula María Tello Cabrales","doi":"10.1016/j.edumed.2025.101078","DOIUrl":"10.1016/j.edumed.2025.101078","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101078"},"PeriodicalIF":0.0,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579356","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 : 2025-07-03DOI: 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.
{"title":"Tendencia, colaboración e impacto en la producción científica sobre el aprendizaje basado en simulación durante la formación médica","authors":"John Barja-Ore , Jhonny Jesús Chafloque Chavesta , Zaida Zagaceta-Guevara , Brandon E. Guillen-Calle","doi":"10.1016/j.edumed.2025.101080","DOIUrl":"10.1016/j.edumed.2025.101080","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Materials and methods</h3><div>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.</div></div><div><h3>Results</h3><div>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 <em>BMC Medical Education</em> and <em>Simulation in Healthcare</em>.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101080"},"PeriodicalIF":0.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549578","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 : 2025-07-03DOI: 10.1016/j.edumed.2025.101081
Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra
{"title":"Perfeccionando los métodos activos en la educación médica","authors":"Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra","doi":"10.1016/j.edumed.2025.101081","DOIUrl":"10.1016/j.edumed.2025.101081","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101081"},"PeriodicalIF":0.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549579","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 : 2025-07-01DOI: 10.1016/j.edumed.2025.101090
Juan A. Díaz González
{"title":"Del saber al ser: formar médicos, desarrollar el carácter, forjar la identidad","authors":"Juan A. Díaz González","doi":"10.1016/j.edumed.2025.101090","DOIUrl":"10.1016/j.edumed.2025.101090","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101090"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694868","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 : 2025-07-01DOI: 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。
{"title":"Educational assessment and professional performance: Relationship between academic performance and the practical professional examination","authors":"Gonzalo Armando Navarro-Armendáriz, Aziel Alejandro Peralta-Ramírez, Sayil Alejandra DeLaTorre-Othón, María Elena Reguera-Torres, Izabel Navyla Madrid-Moreno, Héctor Clemente Baltierra-Ochoa","doi":"10.1016/j.edumed.2025.101079","DOIUrl":"10.1016/j.edumed.2025.101079","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101079"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523179","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}
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.
{"title":"Estrategias disruptivas en la formación médica: una nueva propuesta metodológica","authors":"Luis Arturo Camacho Silvas , Rigoberto Marín Uribe , Isabel Guzmán Ibarra","doi":"10.1016/j.edumed.2025.101067","DOIUrl":"10.1016/j.edumed.2025.101067","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101067"},"PeriodicalIF":0.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338336","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 : 2025-06-20DOI: 10.1016/j.edumed.2025.101072
Begoña Bartolomé Villar , María Fernández-Borque , Ana de la Hoz Calvo , Gleyvis Coro-Montanet
Introduction
Learning with phantoms in simulated dental offices allows students to develop not only skills but also empathy by recognizing the simulator as a real patient. This study investigates the level of empathy developed by 4th-year pediatric Dentistry students in a simulated scenario with two pediatric phantoms and analyzes whether the phantoms' degree of realism influences the established empathy.
Methods
A scenario was presented in a simulated dental office using two hand-made simulators: one involving a humanized mask -ELLA junior- and the other an Erler Zimmer phantom mask without the recreation of facial features. Two students performed the roles of dentist and assistant, and a professional actress was cast in the role of the mother. After the simulation, the Spanish-validated CARE questionnaire was distributed among 225 4th-year pediatric dental students, adding 4 questions on the level of perceived realism (obtaining 100% answers for empathy and 97.77% for realism). A statistical analysis was then carried out.
Results
The level of empathy for 9 out of 10 questions was “good”. The dentist's positivity was the highest-rated empathy indicator whilst the interest in the patient-phantom remained the lowest. The phantom without humanization obtained a significantly better empathy mean value (36.86 ± 43/31.19 ± 9.72), and no correlation was observed between the generated degree of realism and the empathy level obtained by students.
Conclusion
The level of empathy obtained by 4th-year dental students in the simulated scenario was good, not finding that the level of empathy improved when using a more realistic-looking phantom.
{"title":"Does the level of realism of clinical simulators have an influence on empathy in Dentistry students?","authors":"Begoña Bartolomé Villar , María Fernández-Borque , Ana de la Hoz Calvo , Gleyvis Coro-Montanet","doi":"10.1016/j.edumed.2025.101072","DOIUrl":"10.1016/j.edumed.2025.101072","url":null,"abstract":"<div><h3>Introduction</h3><div>Learning with phantoms in simulated dental offices allows students to develop not only skills but also empathy by recognizing the simulator as a real patient. This study investigates the level of empathy developed by 4<sup>th</sup>-year pediatric Dentistry students in a simulated scenario with two pediatric phantoms and analyzes whether the phantoms' degree of realism influences the established empathy.</div></div><div><h3>Methods</h3><div>A scenario was presented in a simulated dental office using two hand-made simulators: one involving a humanized mask -<em>ELLA junior</em>- and the other an Erler Zimmer phantom mask without the recreation of facial features. Two students performed the roles of dentist and assistant, and a professional actress was cast in the role of the mother. After the simulation, the Spanish-validated CARE questionnaire was distributed among 225 4<sup>th</sup>-year pediatric dental students, adding 4 questions on the level of perceived realism (obtaining 100% answers for empathy and 97.77% for realism). A statistical analysis was then carried out.</div></div><div><h3>Results</h3><div>The level of empathy for 9 out of 10 questions was “good”. The dentist's positivity was the highest-rated empathy indicator whilst the interest in the patient-phantom remained the lowest. The phantom without humanization obtained a significantly better empathy mean value (36.86 ± 43/31.19 ± 9.72), and no correlation was observed between the generated degree of realism and the empathy level obtained by students.</div></div><div><h3>Conclusion</h3><div>The level of empathy obtained by 4<sup>th</sup>-year dental students in the simulated scenario was good, not finding that the level of empathy improved when using a more realistic-looking phantom.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101072"},"PeriodicalIF":0.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144322031","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 : 2025-06-16DOI: 10.1016/j.edumed.2025.101070
Gilberto Guzmán-Valdivia Gómez , Jennie Brand-Barajas , Luis Clemente Jiménez-Botello , Luis Daniel Amezcua-Pérez
Introduction
In Mexico, medical education operates in a fragmented health system, with diverse institutions and care levels, making standardization and comprehensive evaluation difficult. Resistance to educational evaluation by organizations such as COMAEM, often wrongly perceived as a threat, further hinders continuous improvement.
Methodology
This study, which aimed to propose an innovative methodology for educational management based on a comparative analysis of the external evaluation (COMAEM) and the internal self-evaluation of a medical school, was carried out with a mixed methodological approach. Both evaluations were contrasted, and the perception of educational quality was analyzed from the perspective of university actors.
Results
The results revealed a more favorable perception by the faculty regarding compliance with the evaluated indicators (87.24%) than the COMAEM evaluation (66.76%). It was observed that the directors were more rigorous in their evaluation than the teachers and students. The latter gave higher ratings in various chapters, including that of professors (4.43/5), in contrast to the COMAEM evaluation (3.25/5). The interviews show a lack of knowledge in the evaluation process and a perception of a lack of efficient feedback.
Conclusions
This study reveals a significant discrepancy between self-evaluation and external evaluation, especially in the perception of compliance with indicators and the assessment of the teaching staff. By integrating various perspectives, the proposed methodology is presented as a valuable tool to promote critical self-evaluation and continuous improvement in accreditation.
{"title":"Propuesta metodológica para la mejora educativa de una facultad de medicina a partir del análisis comparativo entre la evaluación externa y evaluación interna","authors":"Gilberto Guzmán-Valdivia Gómez , Jennie Brand-Barajas , Luis Clemente Jiménez-Botello , Luis Daniel Amezcua-Pérez","doi":"10.1016/j.edumed.2025.101070","DOIUrl":"10.1016/j.edumed.2025.101070","url":null,"abstract":"<div><h3>Introduction</h3><div>In Mexico, medical education operates in a fragmented health system, with diverse institutions and care levels, making standardization and comprehensive evaluation difficult. Resistance to educational evaluation by organizations such as COMAEM, often wrongly perceived as a threat, further hinders continuous improvement.</div></div><div><h3>Methodology</h3><div>This study, which aimed to propose an innovative methodology for educational management based on a comparative analysis of the external evaluation (COMAEM) and the internal self-evaluation of a medical school, was carried out with a mixed methodological approach. Both evaluations were contrasted, and the perception of educational quality was analyzed from the perspective of university actors.</div></div><div><h3>Results</h3><div>The results revealed a more favorable perception by the faculty regarding compliance with the evaluated indicators (87.24%) than the COMAEM evaluation (66.76%). It was observed that the directors were more rigorous in their evaluation than the teachers and students. The latter gave higher ratings in various chapters, including that of professors (4.43/5), in contrast to the COMAEM evaluation (3.25/5). The interviews show a lack of knowledge in the evaluation process and a perception of a lack of efficient feedback.</div></div><div><h3>Conclusions</h3><div>This study reveals a significant discrepancy between self-evaluation and external evaluation, especially in the perception of compliance with indicators and the assessment of the teaching staff. By integrating various perspectives, the proposed methodology is presented as a valuable tool to promote critical self-evaluation and continuous improvement in accreditation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101070"},"PeriodicalIF":0.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291572","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 : 2025-06-16DOI: 10.1016/j.edumed.2025.101061
Sophia Denizon Arranz, Emilio Cervera Barba, Patricia Chica Martínez, Alonso Mateos Rodríguez, Salvador Espinosa Ramírez, Diego Palacios Castañeda, Fernando Caballero Martínez
Clinical simulation is an essential methodology for the acquisition of skills by students in Health Sciences. This first part of the article describes the infrastructure of the clinical and surgical simulation centers at the Universidad Francisco de Vitoria, as well as the activities and methodologies of the clinical simulation curriculum within the Medicine degree. It details the different types of activities, their planning, development, and evaluation.
{"title":"Programa en simulación clínica del grado de Medicina de la Universidad Francisco de Vitoria (1.a parte): estructura y actividades","authors":"Sophia Denizon Arranz, Emilio Cervera Barba, Patricia Chica Martínez, Alonso Mateos Rodríguez, Salvador Espinosa Ramírez, Diego Palacios Castañeda, Fernando Caballero Martínez","doi":"10.1016/j.edumed.2025.101061","DOIUrl":"10.1016/j.edumed.2025.101061","url":null,"abstract":"<div><div>Clinical simulation is an essential methodology for the acquisition of skills by students in Health Sciences. This first part of the article describes the infrastructure of the clinical and surgical simulation centers at the Universidad Francisco de Vitoria, as well as the activities and methodologies of the clinical simulation curriculum within the Medicine degree. It details the different types of activities, their planning, development, and evaluation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101061"},"PeriodicalIF":0.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298684","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 : 2025-06-09DOI: 10.1016/j.edumed.2025.101063
Soledad de la Riva , Pedro Peyser , Sandra Cevilán , Malén Gautes Alcaraz , Fernanda Montenegro
Introduction
Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.
Material and methods
Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.
Results
The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.
Conclusion
We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.
{"title":"Programa Kay como estrategia para favorecer la implementación del cambio de paradigma en la Escuela de Enfermería de la Universidad Nacional de Córdoba, Argentina","authors":"Soledad de la Riva , Pedro Peyser , Sandra Cevilán , Malén Gautes Alcaraz , Fernanda Montenegro","doi":"10.1016/j.edumed.2025.101063","DOIUrl":"10.1016/j.edumed.2025.101063","url":null,"abstract":"<div><h3>Introduction</h3><div>Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.</div></div><div><h3>Material and methods</h3><div>Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.</div></div><div><h3>Results</h3><div>The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.</div></div><div><h3>Conclusion</h3><div>We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101063"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243003","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号