Pub Date : 2025-07-14DOI: 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。
{"title":"Impacto de la realidad virtual en el fortalecimiento de destrezas psicomotoras en estudiantes de Instrumentación Quirúrgica en Pereira, Colombia","authors":"German Oved Acevedo-Osorio , Pedro Luis Cortes-Benítez , Angelica María Blanco-Vanegas , Leidy Lorena Montero-Caicedo","doi":"10.1016/j.edumed.2025.101083","DOIUrl":"10.1016/j.edumed.2025.101083","url":null,"abstract":"<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","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101083"},"PeriodicalIF":0.0,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623410","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 : 2025-07-14DOI: 10.1016/j.edumed.2025.101082
Fernando Caballero Martínez, Emilio Cervera Barba
{"title":"Por una formación médica que también cuide a sus tutores","authors":"Fernando Caballero Martínez, Emilio Cervera Barba","doi":"10.1016/j.edumed.2025.101082","DOIUrl":"10.1016/j.edumed.2025.101082","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101082"},"PeriodicalIF":0.0,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623411","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 : 2025-07-08DOI: 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}
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