Educacion Medica最新文献

Introduction

This study aims to describe our experience using ChatGPT to create exam multiple-choice questions (MCQs) and describe the students' opinions.

Material and methods

We used ChatGPT to create 55 MCQ. Furthermore, we conducted a questionnaire to evaluate students' perceptions.

Results

89% of the students considered the questions concise and comprehensible; 91% mentioned language was clear; 76% described it as “simple”.

Conclusion

ChatGPT has the potential to support teachers in generating MCQ and students´ perception of the test of syntactic comprehension of the exam was positive.

Introduction

Stress factors influence surgical procedures. This study aims to assess the impact of stress factors on surgical performance in ophthalmology simulation. Specifically, the study aims to identify which exercises are most affected by stress and to examine the relationship between stress levels, surgical complexity, and technical skills.

Material and methods

A prospective study of a cohort of 13 ophthalmology residents, at Vall Hebron University Hospital. All study participants received basic training before the study to become familiar with the simulator and surgical maneuvers. Once completed, the participants were invited to perform 3 defined exercises (E1, E2, and E3, increasing difficulty level from 1 to 3) in relaxed conditions. Afterwards, the same exercises were performed again under a stressful environment. The stress was created introducing physical, auditory, and interruptions factors. The results in technical skills were evaluated through the relaxation and stress scores, as well as the time required to complete the exercises under relaxation and stress conditions. A detailed metric was used to assess the variables in relation to stress situations, including physical stress, haste, the presence of background music, and scheduled interruptions.

The results are expressed by median and interquartile range. To compare them, Wilcoxon test for paired samples and the Whitney U Test were performed. The results were stratified by year of residence (1–2 years vs 3–4 years).

Results

The stress score was significantly lower in the 3 exercises compared to the relax score (75 vs 86, 52 vs 90, 55 vs 61, respectively, p > .05). Time to perform the exercises was less predictable and was even lower in stressful situations with no statistical differences. Under stress, both younger and older residents scored worse on the more complex exercises.

Conclusion

Stress affects surgery with simulators. The most difficult exercises are the most likely to be affected by stress. These results suggest that through ophthalmic simulators ophthalmologists have the opportunity to train surgical stress and therefore improving patient safety.

Introduction

The needs of the area of knowledge, technological advances for learning and knowledge, current learning outcomes and modern didactic techniques imply modeling by teachers. In the health sciences, techniques have emerged that enable the development of skills and learning in students; these require training and a metadidactic process on the part of the teacher that leads him/her to reflect and adjust the didactic model. The objective is to describe the didactic modeling carried out in health sciences teachers after an intervention that intentionally addresses the clinical simulation technique.

Materials and methods

Qualitative study with descriptive scope with the participation of 11 teachers of nursing and medicine programs. It used techniques such as questionnaires and in-depth interviews that led to the analysis of discourse segments through a methodological triangulation.

Results

The teachers incorporate clinical simulation especially in a discovery model, distancing themselves from the transmission-reception model and the conceptual change model; they focused mainly on previous knowledge, active learning and the incorporation of knowledge in a cognitive network previously developed by the student.

Conclusion

Training in clinical simulation allows didactic modeling in health sciences teachers, includes an opening to a teaching centered on student learning and the development of skills.

Introduction

This study examines the unique educational challenges encountered in emergency medicine, which arise from a wide variety of cases and the unpredictability of the emergency setting. We introduce a Digital Learning Resource (DLR) that uses virtual simulation to complement and enhance traditional educational methods.

Methods

We conducted a descriptive study of systematization of experiences, where the DLR design was evaluated on the basis of a questionnaire applied to a group of students and focus groups with students and teachers.

Results

Of the 59 students who participated, 72.8% completed the assessment, resulting in an overall rating for the DLR of 87.11%. The technology and educational content were highly rated (87.3% and 86.3%, respectively), and accessibility was also rated favorably at 85.8%. Feedback from the focus group indicated that students valued the integration of theory and clinical practice in the DLR, but they also suggested improvements in areas such as consistent access and better adaptation for mobile devices.

Conclusion

The DLR has proven to be a valuable educational tool, with a satisfaction rate of 87%, and meets the validation requirements of the UNE standards set by the Spanish Standardization Association. The findings point to the necessity for ongoing development and adaptation of the resource to further its educational impact in emergency medicine and to determine its suitability for use in various educational contexts. Future studies should investigate the long-term educational effects and clinical applicability of the DLR.

Introduction

The career choice is influenced by individual and environmental factors. In medicine, the altruistic motivation and the predisposition towards learning have been described as individual factors. For its part, belonging to a socio-family environment facilitates the development of social skills of understanding and communication with the patients. These four elements are also main components of clinical empathy, a representative attribute of medicine.

Objective

To determine whether clinical empathy can be identified as a characteristic element among those who choose to study medicine.

Material and methods

An observational survey-study was performed in a sample of 204 first-year medical students that were finishing their first academic semester. The survey included the Jefferson Empathy Scale (JSE-S), the Loneliness Scale for Adults (SELSA-S), the Self-Perceived Happiness Scale (SRH), and a psycho-biographical form with variables possibly related to their career choice. Analyses included comparative and correlational tests.

Results

Participants were 163 (76 male) medical students. No differences were observed in the global score of clinical empathy by any of the psycho-biographic variables studied. Empathy was positively correlated with happiness (ρ = + 0.20; p = 0.01), and negatively correlated with loneliness in the family (ρ = − 0.23; p = 0.003) and in the social (ρ = −0.21; p = 0.006) environments.

Conclusions

Despite the notable psycho-biographical differences observed, clinical empathy appeared as a common characteristic among medical students. Additionally, more empathetic students expressed greater personal satisfaction. For their part, less empathetic students showed greater deficiencies in social skills.

Introduction

Medical students have a high prevalence of Academic Burnout Syndrome (ABS); however, few studies have analyzed the protective factors of this syndrome in this population.

Objective

To determine the association of emotional intelligence (EI) with ABS in medical students.

Methods

A cross-sectional, descriptive, and correlational study was conducted on medical students using Google Forms to respond to the Trait Meta-Mood Scale, and the Maslach Burnout Inventory–General Survey for Students to determine EI and ABS, respectively.

Results

Between 36% and 50% of students have insufficient attention, clarity, and emotional repair. Furthermore, 13% of students were diagnosed with ABS. It was found an association between subscales of EI and the ABS. It was observed that women got lower punctuation on EI and showed a higher prevalence of ABS.

Conclusions

In this population, the students with higher abilities of EI showed the lowest symptomatology of ABS, it is necessary to include training in the progress of abilities of EI inside of study programs.