Educacion Medica最新文献_第8页

Cuestionario de opinión para evaluar la integración de la dimensión ética en el modelo educativo de una carrera de las ciencias de la salud. Diseño y validación 评估健康科学职业教育模式中伦理维度的整合的意见问卷。设计和验证

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-09-08 DOI: 10.1016/j.edumed.2025.101097

Eugenia Henríquez- D'Aquino , Pamela Muñoz Cortés , Christel Hanne Altermatt

Introduction

The teaching of ethical values in healthcare programs is fundamental, as they guide students' behavior and professional performance. The University of Chile has implemented a competency-based educational model that promotes comprehensive training. The objective of this study was to design and validate a questionnaire to determine the opinions of clinical instructors on the integration of the ethical dimension into the curricula of the Dentistry program.

Methods

A quantitative, cross-sectional, and exploratory study was conducted with 60 clinical instructors in the Dentistry program. A Likert-type opinion questionnaire with ethical dimensions was designed. The content was validated with expert judgment and the Individual Content Validity Index, the construct was validated with Exploratory Factor Analysis, and the instrument's reliability was assessed with Cronbach's Alpha coefficient.

Results

The questionnaire, consisting of five analytical axes and 25 items, was validated. The items were validated with an IVC value > 0.78, the construct with values > 0.5, and the overall reliability of the questionnaire with a value of 0.8185.

Conclusion

The questionnaire presents evidence of content, construct, and reliability validity, making it a useful tool for curriculum evaluation in ethics. Given the cross-curricular nature of ethics, it may also be relevant to other disciplines. Therefore, the instrument can be adapted to the educational realities of different institutions to assess the development of the ethical dimension in their curricula.

在医疗保健课程中，道德价值观的教学是基本的，因为它们指导学生的行为和专业表现。智利大学实施了以能力为基础的教育模式，促进全面培训。本研究的目的是设计并验证一份问卷，以确定临床教师对将伦理维度纳入牙科课程的意见。方法采用定量、横断面、探索性研究方法，对60名牙科专业临床教师进行调查。设计了带有伦理维度的李克特式意见问卷。采用专家判断和个体内容效度指数对内容进行验证，采用探索性因子分析对结构进行验证，采用Cronbach’s Alpha系数对量表的信度进行评估。结果该问卷包括5个分析轴，共25个题项。问卷的IVC值为>； 0.78，构式值为>； 0.5，整体信度值为0.8185。结论该问卷在内容、结构、信度效度等方面具有较好的证据性，可作为伦理课程评价的有效工具。鉴于伦理学的跨学科性质，它也可能与其他学科相关。因此，该工具可以适应不同机构的教育现实，以评估其课程中道德方面的发展情况。

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引用次数: 0

Knowledge disparities in the approach to rickettsiosis: a comparative study among medical students from endemic and non-endemic regions of Mexico 立克次体病治疗方法的知识差异：墨西哥流行地区和非流行地区医科学生的比较研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-10-08 DOI: 10.1016/j.edumed.2025.101095

Edgar Villarreal-Jiménez , Karla Dzul-Rosado , Fernando Puerto-Manzano , Juan J. Arias-Leon , Baldomero Sanchez-Barragan , Osvaldo Huchim-Mendez , Nina Mendez-Dominguez

Introduction

The approach of rickettsioses and other vector-borne diseases can pose challenges due to the clinical similarity these diseases share with other infectious conditions. The knowledge acquired in medical school is essential for properly addressing, with a good attitude and confidence, patients who may be suffering from these diseases.

Methodology

This study involved a cross-sectional survey of 144 medical students from endemic and non-endemic areas in Mexico. Descriptive statistics and comparisons of the groups were made based on their residence in endemic versus non-endemic regions. Logistic regression was performed to identify the association between knowledge, attitudes, and confidence based on place of residence using Stata 14.

Results

Among the students, 53.4% live in an endemic region, and they exhibited a higher level of knowledge about the vector, symptoms, and preventive measures compared to those from non-endemic areas.

Conclusion

Students from endemic regions exhibited more confidence and knowledge on rickettsiosis.

立克次体病和其他媒介传播疾病的方法可能会带来挑战，因为这些疾病与其他传染病具有临床相似性。在医学院获得的知识对于以良好的态度和信心正确治疗可能患有这些疾病的患者至关重要。方法：本研究对144名来自墨西哥流行区和非流行区的医学生进行横断面调查。描述性统计和分组的比较是基于他们在流行地区和非流行地区的居住情况。使用Stata 14进行逻辑回归，以确定基于居住地的知识、态度和信心之间的关联。结果53.4%的学生来自疫区，他们对病媒、症状和预防措施的知识水平高于非疫区学生。结论来自流行地区的学生对立克次体病有较高的信心和认识。

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引用次数: 0

Formación sistemática, integral y sostenida en la educación médica 系统的、全面的和持续的医学教育培训

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-09-10 DOI: 10.1016/j.edumed.2025.101096

Susana Peña , Carlos Martinez-Santander , Veronica Cantos Reyes , Mireya Frausto Rojas

引用次数: 0

Comparison of student satisfaction between virtual and face-to-face classes in dental students at a Peruvian University, 2024 2024年秘鲁一所大学牙科专业学生满意度的比较

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-10-28 DOI: 10.1016/j.edumed.2025.101110

Evelin Yudit Apaza-Vila, Betzy Emelyn Ordoñez-Roiro, Shirley Estefany Caceres-Chilingano, Jesely Haritz Torres-Ramirez, Cesar D. Rojas-Senador, Daniel Kevin Pérez-Alvarez

Introduction

The COVID-19 pandemic brought about a significant transformation in higher education, particularly in fields such as dentistry, where practical training is essential. This study aimed to compare dental students' satisfaction with virtual and face-to-face classes.

Material and methods

Considering variables such as age, sex, and academic year, a validated questionnaire was administered to 177 third-, fourth-, and fifth-year students from the School of Dentistry at Universidad Peruana Cayetano Heredia in 2024. Statistical analysis included T-tests, ANOVA, Spearman correlation, and hierarchical multiple linear regression.

Results

Results showed similar satisfaction levels across both modalities, with a general mean of 61.46 on a 0–100 scale. Face-to-face classes received a slightly higher average score (71.93) compared to virtual classes (66.86), with no statistically significant differences by age, sex, or academic year. A low positive correlation was found between both modalities (rho = 0.247; p < 0.001).

Conclusion

No significant associations were identified in the regression models. These findings highlight the importance of implementing integrated pedagogical strategies that enhance the educational experience and ensure the quality of learning in both in-person and virtual settings.

2019冠状病毒病大流行给高等教育带来了重大变革，特别是在牙科等实践培训至关重要的领域。本研究旨在比较牙科学生对虚拟课程和面对面课程的满意度。材料和方法考虑年龄、性别和学年等变量，于2024年对来自秘鲁卡耶塔诺埃雷迪亚大学牙科学院的177名三、四、五年级学生进行了一份有效的问卷调查。统计分析包括t检验、方差分析、Spearman相关和分层多元线性回归。结果结果显示两种方式的满意度水平相似，在0-100的范围内，平均满意度为61.46。面对面课程的平均得分（71.93）略高于虚拟课程（66.86），在年龄、性别和学年方面没有统计学上的显著差异。两种方式之间存在低正相关（rho = 0.247;p <； 0.001）。结论回归模型未发现显著相关性。这些发现强调了实施综合教学策略的重要性，这些策略可以增强教育体验，并确保面对面和虚拟环境中的学习质量。

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引用次数: 0

Programa en simulación clínica del grado de Medicina de la Universidad Francisco de Vitoria (1.a parte): estructura y actividades 弗朗西斯科·德·维多利亚大学医学院临床模拟课程(1。部分)：结构和活动

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-06-16 DOI: 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.

临床模拟是健康科学专业学生获得技能的重要方法。本文的第一部分描述了维多利亚大学的临床和外科模拟中心的基础设施，以及医学学位中临床模拟课程的活动和方法。它详细说明了不同类型的活动及其计划、发展和评估。

引用次数: 0

Systematic theoretical study on the application of reflective practice in enhancing medical students’ learning experience 对反思性实践在增强医学生学习体验中的应用进行了系统的理论研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-07-28 DOI: 10.1016/j.edumed.2025.101088

Anastasiya Spaska

Introduction

This study systematically examines current approaches to implementing reflective practice in medical education, with the aim of optimising the professional training of future physicians.

Materials and methods

The research focuses on the transformative impact of digital technologies, particularly the integration of specialised platforms and artificial intelligence (AI), in creating a personalised and continuous learning environment. Emphasis is placed on the development of emotional intelligence and a conscious approach to learning, which underpin critical thinking and clinical decision-making. Empirical data were drawn from the use of reflective diaries, group discussions, and complex clinical case analyses. These methods were found to deepen students' understanding of medical practice. The study proposes the establishment of a unified digital ecosystem combining tools for group reflection, individual support, and AI-based analysis.

Results

AI integration into the interpretation of reflective records enables identification of individual developmental trajectories and supports tailored feedback for clinical reasoning improvement. Longitudinal reflective courses embedded in the core curriculum contribute to sustained professional growth by fostering intellectual humility, emotional intelligence, and professional empathy. Moreover, structured reflection enhances students' resilience in the face of clinical challenges and promotes mindfulness as a core professional skill. The combination of digital and interpersonal reflective practices thus supports the multidimensional development of future doctors, preparing them for emotionally demanding and ethically complex healthcare environments.

Conclusions

The most effective strategy combines traditional reflective learning with digital innovation. Electronic portfolios, automated reflection analysis, virtual case simulations, and interactive platforms supported by AI offer a multidimensional and adaptive educational environment that promotes personalised professional development.

本研究系统地考察了目前在医学教育中实施反思性实践的方法，旨在优化未来医生的专业培训。材料和方法该研究侧重于数字技术的变革性影响，特别是专业平台和人工智能（AI）的集成，以创造个性化和持续的学习环境。重点放在情商的发展和有意识的学习方法上，这是批判性思维和临床决策的基础。经验数据是从使用反思性日记、小组讨论和复杂的临床病例分析中得出的。这些方法加深了学生对医学实践的理解。该研究建议建立一个统一的数字生态系统，结合群体反思、个人支持和基于人工智能的分析工具。结果整合到反思记录的解释中，可以识别个体的发展轨迹，并为临床推理的改进提供量身定制的反馈。嵌入核心课程的纵向反思课程通过培养智力谦逊、情商和专业同理心，有助于持续的专业成长。此外，结构化反思增强了学生面对临床挑战的弹性，并促进正念作为核心专业技能。因此，数字和人际反思实践的结合支持了未来医生的多维发展，为他们在情感要求和道德复杂的医疗环境中做好准备。结论将传统的反思性学习与数字化创新相结合是最有效的策略。电子作品集、自动反思分析、虚拟案例模拟和人工智能支持的互动平台提供了一个多维的、自适应的教育环境，促进了个性化的专业发展。

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引用次数: 0

Grado de satisfacción con la enseñanza virtual en docentes de Ciencias de la Salud durante la pandemia COVID-19 2019冠状病毒病大流行期间健康科学教师对在线教学的满意度

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-08-28 DOI: 10.1016/j.edumed.2025.101085

Lizbeth González-Herrera, Moisés De los Santos-Rodríguez, Rafael Hoyos-Pinzón, Lizbeth Paulina Padrón-Aké, Lucila Polanco-Reyes, Reyna Beatriz Rendón-Osorio

Introduction

Satisfaction is a category in the emotional sphere that encompasses psychological well-being and enjoyment during academic experiences, closely linked to academic success. The COVID-19 contingency generated abrupt changes in the teaching-learning dyad due to the transition to virtual learning, potentially impacting faculty satisfaction. This study evaluated the degree of satisfaction in the teaching process of Health Sciences faculty during the COVID-19 pandemic, highlighting the diversity of clinical teaching practices due to the essential physical interaction in the healthcare setting.

Methods

A validated Likert-type content-based satisfaction measure was self-administered to 76 teachers using a Microsoft Forms® survey. Three relevant dimensions were analyzed: teaching-learning process, technological facilities and infrastructure, and technological competencies. Four response types were used: Dissatisfied (DS) - Slightly satisfied (SS) - Satisfied (S) - Very satisfied (VS). Statistical analysis was performed using SPSS version 20.0.

Results

The level of satisfaction was distributed as follows: 43.42%, 55.26%, and 1.32% for VS, S, and SS, respectively. No significant differences were found in the level of satisfaction between men and women (p = 0.508), nor between dimensions (p = 0.174). By job dependency, it was shown that nursing teachers reported a significantly higher level of satisfaction or “very satisfied” (p = 0.0185).

Conclusion

Health Sciences educators report being Satisfied or Very Satisfied with the virtual teaching-learning process, technological facilities and infrastructure, and digital skills in response to the health emergency.

满意度是情感领域的一个范畴，包括心理健康和学习经历中的享受，与学业成功密切相关。由于向虚拟学习的过渡，COVID-19突发事件导致教学二元关系发生突变，可能影响教师的满意度。本研究评估了2019冠状病毒病大流行期间健康科学教师教学过程的满意度，突出了由于医疗保健环境中必不可少的身体互动而导致临床教学实践的多样性。方法采用Microsoft Forms®问卷对76名教师进行了李克特式内容满意度测评。研究分析了三个相关维度：教学过程、技术设施和基础设施以及技术能力。使用了四种回答类型：不满意(DS) -比较满意(SS) -满意(S) -非常满意（VS）。采用SPSS 20.0版本进行统计学分析。结果满意度分布为：VS、S、SS分别为43.42%、55.26%、1.32%。男性和女性的满意度水平没有显著差异（p = 0.508），维度之间也没有显著差异（p = 0.174）。在工作依赖方面，护理教师的满意度和“非常满意”水平显著高于护理教师（p = 0.0185）。结论卫生科学教育工作者对虚拟教学过程、技术设施和基础设施以及应对卫生突发事件的数字技能表示满意或非常满意。

{"title":"Grado de satisfacción con la enseñanza virtual en docentes de Ciencias de la Salud durante la pandemia COVID-19","authors":"Lizbeth González-Herrera, Moisés De los Santos-Rodríguez, Rafael Hoyos-Pinzón, Lizbeth Paulina Padrón-Aké, Lucila Polanco-Reyes, Reyna Beatriz Rendón-Osorio","doi":"10.1016/j.edumed.2025.101085","DOIUrl":"10.1016/j.edumed.2025.101085","url":null,"abstract":"<div><h3>Introduction</h3><div>Satisfaction is a category in the emotional sphere that encompasses psychological well-being and enjoyment during academic experiences, closely linked to academic success. The COVID-19 contingency generated abrupt changes in the teaching-learning dyad due to the transition to virtual learning, potentially impacting faculty satisfaction. This study evaluated the degree of satisfaction in the teaching process of Health Sciences faculty during the COVID-19 pandemic, highlighting the diversity of clinical teaching practices due to the essential physical interaction in the healthcare setting.</div></div><div><h3>Methods</h3><div>A validated Likert-type content-based satisfaction measure was self-administered to 76 teachers using a Microsoft Forms® survey. Three relevant dimensions were analyzed: teaching-learning process, technological facilities and infrastructure, and technological competencies. Four response types were used: Dissatisfied (DS) - Slightly satisfied (SS) - Satisfied (S) - Very satisfied (VS). Statistical analysis was performed using SPSS version 20.0.</div></div><div><h3>Results</h3><div>The level of satisfaction was distributed as follows: 43.42%, 55.26%, and 1.32% for VS, S, and SS, respectively. No significant differences were found in the level of satisfaction between men and women (<em>p</em>  =0.174). By job dependency, it was shown that nursing teachers reported a significantly higher level of satisfaction or “very satisfied” (<em>p</em>  <!-->0.0185).</div></div><div><h3>Conclusion</h3><div>Health Sciences educators report being Satisfied or Very Satisfied with the virtual teaching-learning process, technological facilities and infrastructure, and digital skills in response to the health emergency.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101085"},"PeriodicalIF":0.0,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Condiciones formativas en residencias médicas de Argentina y México: desafíos en la educación médica 阿根廷和墨西哥医疗机构的培训条件：医学教育的挑战

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-10-24 DOI: 10.1016/j.edumed.2025.101106

Fabiana Inés Reboiras , Rocio Deza , Julian Andres Mur , Carolina Roni , María Isabel Fernández Cedro , Ignacio López Leavy , Mauricio Fidel Mendoza González , Manuel Salvador Luzania Valerio , María de Lourdes Mota Morales , Francisco Domingo Vázquez Martínez

Introduction

International studies have reported high rates of mistreatment in medical residency programs. This article analyzes two studies conducted in Argentina and Mexico that examine working and training conditions in these programs, highlighting common issues of mistreatment and discrimination.

Methods

A descriptive-interpretative, cross-sectional design was used, based on instruments previously applied independently in each country. In Argentina, a semi-structured survey was conducted with 509 residents to assess mistreatment across five dimensions: educational, psycho-emotional, discrimination, physical violence, and sexual harassment. In Mexico, a Likert-scale questionnaire was applied to 517 residents to measure respect for labor and educational rights. Data were analyzed comparatively through frequency measures and binational discussion.

Results

The findings align with local, regional, and international literature, revealing mistreatment and discrimination in the training and working environments of medical residents. Both contexts show evidence of discrimination and mistreatment. In Mexico 58.4% of discrimination was reported and in Argentina 22%. Regarding treatment, 69.8% of residents in Mexico perceived a lack of respect from faculty, while in Argentina, 39.1% reported degrading comments or shouting.

Conclusions

Training conditions in medical residencies in both countries reflect common challenges that impact medical education quality. The creation of a standardized instrument to assess and compare residency training conditions across different Latin American contexts is suggested, contributing to the improvement of healthcare systems in the region.

国际研究报告了在住院医师项目中的高虐待率。本文分析了在阿根廷和墨西哥进行的两项研究，这些研究考察了这些项目中的工作和培训条件，突出了虐待和歧视的常见问题。方法采用描述性-解释性，横断面设计，基于以前在每个国家独立应用的工具。在阿根廷，对509名居民进行了一项半结构化调查，从五个方面评估虐待：教育、心理情感、歧视、身体暴力和性骚扰。在墨西哥，对517名居民进行了李克特量表问卷调查，以衡量对劳动和教育权利的尊重。通过频率测量和两国讨论对数据进行比较分析。结果研究结果与当地、区域和国际文献一致，揭示了住院医师培训和工作环境中的虐待和歧视。这两种情况都显示出歧视和虐待的证据。据报道，墨西哥有58.4%的歧视，阿根廷有22%。在待遇方面，69.8%的墨西哥居民认为教师缺乏尊重，而在阿根廷，39.1%的人表示有辱人格的评论或大喊大叫。结论两国住院医师的紧张状况反映了影响医学教育质量的共同挑战。建议建立一个标准化的工具来评估和比较不同拉丁美洲背景下的住院医师培训条件，有助于改善该地区的卫生保健系统。

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引用次数: 0

Formación médica ante el cambio climático y el dengue: Entre el conocimiento y la acción 应对气候变化和登革热的医学教育：从知识到行动

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-11-01 Epub Date: 2025-10-07 DOI: 10.1016/j.edumed.2025.101103

Manuel Yván Arnao Villegas

引用次数: 0

Propuesta metodológica para la mejora educativa de una facultad de medicina a partir del análisis comparativo entre la evaluación externa y evaluación interna 根据外部评价与内部评价的比较分析提出的改进医学院教育的方法建议

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-09-01 Epub Date: 2025-06-16 DOI: 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.

在墨西哥，医学教育在一个分散的卫生系统中运作，机构和护理水平各不相同，使得标准化和综合评估变得困难。诸如COMAEM等组织对教育评价的抵制，常常被错误地视为一种威胁，进一步阻碍了持续的改进。本研究采用混合方法学方法，在比较分析某医学院外部评价与内部自我评价的基础上，提出一种创新的教育管理方法学。对两种评价进行对比，并从高校行为主体的角度分析其对教育质量的感知。结果教师对评价指标的依从性满意度（87.24%）高于COMAEM评价（66.76%）。我们观察到，主任的评价比老师和学生更严格。与COMAEM的评价（3.25/5）相比，后者在包括教授在内的各个章节中给予了更高的评价（4.43/5）。访谈显示对评价过程缺乏了解，并认为缺乏有效的反馈。结论自我评价与外部评价存在显著差异，尤其是对指标依从性的感知和教师的评价。通过整合各种观点，所提出的方法是作为一种有价值的工具来促进关键的自我评估和认证的持续改进。

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引用次数: 0