Educacion Medica最新文献_第8页

Validación de una encuesta de opinión sobre la eficacia de la simulación para participantes 验证关于参与者模拟效果的意见调查

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-09 DOI: 10.1016/j.edumed.2025.101064

Aida Camps-Gómez , Anna González-Fernández , Jennifer Morata-Serrano , Katherina M. Faundez-Inostroza , Carmen Gomar-Sancho , Marina Mateu-Capell

Introduction

The participant's self-perception of a training is indicative of the achievement of its objectives, but the functionality and applicability of the instrument used to evaluate it must be submitted to a process of qualitative and quantitative analysis. Simulation is an experiential and collaborative training methodology, generally multidimensional and costly, which requires reliable instruments to assess its effectiveness. This study describes the process to create and validate a survey to assess the opinion of participants in a learning activity with simulation methodology.

Method

The process included a qualitative phase with two stages for obtaining content evidence, responses from an internal (n = 6) and external (n = 15) expert committee, and administration of the instrument to participants on three occasions (n = 10; n = 104; n = 446), as well as analysis in a focus group of participants (n = 35) regarding the structure, comprehension, and content. This phase also included a quantitative phase with psychometric analysis for the adjustment and measurement of the instrument.

Results

After the process, a final survey was obtained with 24 questions with answers from 4 ordinal categorical categories, which shows a unidimensional internal structure of 71.1% of the total variance. The model fit indices were χ² = 123.936 (p < 0.001), d.f. = 48.67; RMSEA = 0.00; CFI = 1.00; TLI = 1.00. It showed correlation with other variables (r = 0.7) and reliability of α = 0,963 (0.957–0.967); ω = 0.963 (0.955–0.970).

Conclusion

The combination of qualitative and quantitative methods made it possible to refine the instrument and detect method errors to readjust the instrument without affecting its representativeness. The survey is valid for students and professionals to assess the effectiveness of training simulation sessions, and to detect opportunities for improve them.

参与者对培训的自我认知表明其目标的实现，但用于评估的工具的功能和适用性必须提交定性和定量分析过程。模拟是一种经验和协作的培训方法，通常是多维的和昂贵的，需要可靠的工具来评估其有效性。本研究描述了创建和验证一项调查的过程，以评估参与者在学习活动中的意见与模拟方法。方法该过程包括定性阶段，包括两个阶段：获取内容证据、内部（n = 6）和外部（n = 15）专家委员会的回应，以及三次向参与者管理该工具(n = 10；n = 104;N = 446)，以及对参与者的焦点小组（N = 35）关于结构、理解和内容的分析。这一阶段还包括一个定量阶段与心理测量分析的调整和测量仪器。结果经过这一过程，最终得到的问卷共有24个问题，答案来自4个有序的分类类别，其内部结构呈单元化，占总方差的71.1%。模型拟合指数χ2 = 123.936 (p <； 0.001),df = 48.67；RMSEA = 0.00;CFI = 1.00;Tli = 1.00。与其他变量相关（r = 0.7），信度α = 0.963 (0.957 ~ 0.967)；ω = 0.963(0.955 - -0.970)。结论定性方法与定量方法相结合，可以在不影响代表性的前提下对仪器进行细化，检测方法误差，重新调整仪器。该调查对学生和专业人士有效，以评估训练模拟课程的有效性，并发现改进的机会。

{"title":"Validación de una encuesta de opinión sobre la eficacia de la simulación para participantes","authors":"Aida Camps-Gómez , Anna González-Fernández , Jennifer Morata-Serrano , Katherina M. Faundez-Inostroza , Carmen Gomar-Sancho , Marina Mateu-Capell","doi":"10.1016/j.edumed.2025.101064","DOIUrl":"10.1016/j.edumed.2025.101064","url":null,"abstract":"<div><h3>Introduction</h3><div>The participant's self-perception of a training is indicative of the achievement of its objectives, but the functionality and applicability of the instrument used to evaluate it must be submitted to a process of qualitative and quantitative analysis. Simulation is an experiential and collaborative training methodology, generally multidimensional and costly, which requires reliable instruments to assess its effectiveness. This study describes the process to create and validate a survey to assess the opinion of participants in a learning activity with simulation methodology.</div></div><div><h3>Method</h3><div>The process included a qualitative phase with two stages for obtaining content evidence, responses from an internal (<em>n</em> = 6) and external (<em>n</em> = 15) expert committee, and administration of the instrument to participants on three occasions (<em>n</em> = 10; <em>n</em> = 104; <em>n</em> = 446), as well as analysis in a focus group of participants (<em>n</em> = 35) regarding the structure, comprehension, and content. This phase also included a quantitative phase with psychometric analysis for the adjustment and measurement of the instrument.</div></div><div><h3>Results</h3><div>After the process, a final survey was obtained with 24 questions with answers from 4 ordinal categorical categories, which shows a unidimensional internal structure of 71.1% of the total variance. The model fit indices were χ<sup>2</sup> = 123.936 (<em>p</em> < 0.001), d.f. = 48.67; RMSEA = 0.00; CFI = 1.00; TLI =1.00. It showed correlation with other variables (r = 0.7) and reliability of α= 0,963 (0.957–0.967); ω = 0.963 (0.955–0.970).</div></div><div><h3>Conclusion</h3><div>The combination of qualitative and quantitative methods made it possible to refine the instrument and detect method errors to readjust the instrument without affecting its representativeness. The survey is valid for students and professionals to assess the effectiveness of training simulation sessions, and to detect opportunities for improve them.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101064"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243002","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

Overconfidence of medical residents to perform entrustable professional activities in a General Surgery Residency Program 在普通外科住院医师项目中，住院医师对执行可信赖的专业活动过于自信

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-07 DOI: 10.1016/j.edumed.2025.101066

Leonardo Salviano da Fonseca Rezende , Aleida Nazareth Soares , Rosa Malena Delbone , Marcus Vinícius Melo de Andrade , Alexandre Sampaio Moura

Introduction

Competency-based medical education (CBME) has been implemented in postgraduate medical education, and Entrustable Professional Activities (EPAs) seem appropriate for operationalizing it. However, the association between residents´ self-perceived confidence in performing EPAs and entrustment levels assigned by a Clinical Competence Committee (CCC) must be better understood. We aimed to compare general surgery residents' self-assessment of confidence to perform EPAs and entrustment levels assigned by a CCC.

Material and methods

Cross-sectional study conducted in the General Surgery Residency Program at Santa Casa BH Hospital between March and May 2023. Residents self-assessed their confidence to perform 16 EPAs using a 5-point entrustment scale. Confidence levels were compared to entrustment levels assigned by the CCC. A comparison was performed separately for each EPA and by EPA characteristics (clinical surgical vs. procedural and simple x complex).

Results

There was a significant difference between the self-assessed confidence levels and the autonomy levels assigned by the CCC in nine of the 16 EPAs. Residents' self-assessment levels were higher than those assigned by the CCC for clinical surgical EPAs (4.3 ± 0.8 vs. 3.2 ± 1.4, respectively; p < 0.001) and simple EPAs (2.8 ± 1.0 vs. 2.2 ± 0.8, respectively; p = 0.023). In procedural and complex EPAs, this difference was not statistically significant (p > 0.05).

Conclusion

Residents tended to overestimate their level of autonomy, especially for clinical-surgical EPAs and simpler EPAs.

基于能力的医学教育（CBME）已经在研究生医学教育中实施，而可信赖的专业活动（EPAs）似乎适合于实施它。然而，必须更好地理解居民对执行EPAs的自我感知信心与临床能力委员会（CCC）指定的委托水平之间的关系。我们的目的是比较普通外科住院医师对执行EPAs的信心自我评估和CCC指定的委托水平。材料和方法在2023年3月至5月期间在Santa Casa BH医院的普通外科住院医师项目中进行的横断面研究。居民们用5分制的委托量表自我评估了他们执行16项环境保护措施的信心。将置信水平与CCC指定的委托水平进行比较。分别对每种EPA和EPA特征进行比较（临床手术vs.程序和简单x复杂）。结果16个评价对象中有9个评价对象的自评信心水平与CCC赋予的自主水平存在显著性差异。居民对临床外科EPAs的自我评价水平高于CCC（分别为4.3 ± 0.8 vs. 3.2 ± 1.4）；p <； 0.001)和简单EPAs（分别为2.8 ± 1.0 vs. 2.2 ± 0.8）； = 0.023页)。在程序性和复杂EPAs中，这一差异无统计学意义（p >； 0.05）。结论住院医师倾向于高估他们的自主水平，特别是对于临床外科辅助护理和简单的辅助护理。

{"title":"Overconfidence of medical residents to perform entrustable professional activities in a General Surgery Residency Program","authors":"Leonardo Salviano da Fonseca Rezende , Aleida Nazareth Soares , Rosa Malena Delbone , Marcus Vinícius Melo de Andrade , Alexandre Sampaio Moura","doi":"10.1016/j.edumed.2025.101066","DOIUrl":"10.1016/j.edumed.2025.101066","url":null,"abstract":"<div><h3>Introduction</h3><div>Competency-based medical education (CBME) has been implemented in postgraduate medical education, and Entrustable Professional Activities (EPAs) seem appropriate for operationalizing it. However, the association between residents´ self-perceived confidence in performing EPAs and entrustment levels assigned by a Clinical Competence Committee (CCC) must be better understood. We aimed to compare general surgery residents' self-assessment of confidence to perform EPAs and entrustment levels assigned by a CCC.</div></div><div><h3>Material and methods</h3><div>Cross-sectional study conducted in the General Surgery Residency Program at Santa Casa BH Hospital between March and May 2023. Residents self-assessed their confidence to perform 16 EPAs using a 5-point entrustment scale. Confidence levels were compared to entrustment levels assigned by the CCC. A comparison was performed separately for each EPA and by EPA characteristics (clinical surgical vs. procedural and simple x complex).</div></div><div><h3>Results</h3><div>There was a significant difference between the self-assessed confidence levels and the autonomy levels assigned by the CCC in nine of the 16 EPAs. Residents' self-assessment levels were higher than those assigned by the CCC for clinical surgical EPAs (4.3 ± 0.8 vs. 3.2 ± 1.4, respectively; p < 0.001) and simple EPAs (2.8 ± 1.0 vs. 2.2 ± 0.8, respectively; p = 0.023). In procedural and complex EPAs, this difference was not statistically significant (p > 0.05).</div></div><div><h3>Conclusion</h3><div>Residents tended to overestimate their level of autonomy, especially for clinical-surgical EPAs and simpler EPAs.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101066"},"PeriodicalIF":0.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243035","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

Potenciando la competencia en reanimación cardiopulmonar: evaluación del impacto de la realidad virtual en la formación de estudiantes de Medicina 增强心肺复苏能力：评估虚拟现实对医科学生培训的影响

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-06 DOI: 10.1016/j.edumed.2025.101062

María Camila Arango-Granados , María Teresa Gómez Lozano

Introduction

The impact of virtual reality (VR) on cardiopulmonary resuscitation (CPR) training for students at Universidad Icesi was investigated, based on the principles of constructivism and deliberate practice.

Methods

This research-action study included resource validation through the UNE standards, performance rubrics, and focus groups. Qualitative data were analyzed using ATLAS.ti and triangulated with predefined categories. For quantitative data, measures of central tendency and dispersion were calculated according to their distribution. A Student’s t-test was used to compare means, and an ANOVA was performed for students with three attempts, with significance set at p < 0.05.

Results

The resource received an overall rating of 93.48%, exceeding the minimum validation criteria. Students improved their scores on the evaluation rubric, with a 33% increase (95% CI: 29–37%; p = 0.00) after immediate repetition and an 18% increase (SD 13%) at two months. In the subgroup with three attempts, ANOVA revealed significant differences in scores (p = 0.00), with consistently significant post hoc comparisons between each pair of attempts. Students highlighted VR’s interactivity and realism as key factors in enhancing their motivation.

Conclusion

VR improved student performance following immediate repetition and suggests that skill retention occurs in the medium term. The interactivity and realism of VR increased student motivation and engagement, reinforcing their learning. The potential of VR as a complement to traditional teaching methodologies is emphasized to optimize training in critical areas such as CPR.

基于建构主义和刻意练习的原则，研究了虚拟现实（VR）对Icesi大学学生心肺复苏（CPR）培训的影响。方法本研究通过UNE标准、绩效准则和焦点小组进行资源验证。采用ATLAS对定性数据进行分析。Ti和三角形与预定义的类别。对于定量数据，根据其分布计算集中趋势和离散度的度量。采用学生t检验比较均数，对三次尝试的学生进行方差分析，显著性设置为p <； 0.05。结果资源的总体评价为93.48%，超过了最低验证标准。学生们在评估项上的分数提高了33% (95% CI: 29-37%；p = 0.00)，两个月后增加18% （SD 13%）。在三次尝试的亚组中，方差分析显示得分有显著差异（p = 0.00），每对尝试之间的事后比较一致显著。学生强调虚拟现实的互动性和真实感是提高他们学习动机的关键因素。结论虚拟现实提高了学生在立即重复后的表现，并表明技能保留发生在中期。虚拟现实的互动性和现实性提高了学生的积极性和参与度，加强了他们的学习。VR作为传统教学方法补充的潜力被强调，以优化心肺复苏术等关键领域的培训。

{"title":"Potenciando la competencia en reanimación cardiopulmonar: evaluación del impacto de la realidad virtual en la formación de estudiantes de Medicina","authors":"María Camila Arango-Granados , María Teresa Gómez Lozano","doi":"10.1016/j.edumed.2025.101062","DOIUrl":"10.1016/j.edumed.2025.101062","url":null,"abstract":"<div><h3>Introduction</h3><div>The impact of virtual reality (VR) on cardiopulmonary resuscitation (CPR) training for students at Universidad Icesi was investigated, based on the principles of constructivism and deliberate practice.</div></div><div><h3>Methods</h3><div>This research-action study included resource validation through the UNE standards, performance rubrics, and focus groups. Qualitative data were analyzed using ATLAS.ti and triangulated with predefined categories. For quantitative data, measures of central tendency and dispersion were calculated according to their distribution. A Student’s <em>t</em>-test was used to compare means, and an ANOVA was performed for students with three attempts, with significance set at <em>p</em> < 0.05.</div></div><div><h3>Results</h3><div>The resource received an overall rating of 93.48%, exceeding the minimum validation criteria. Students improved their scores on the evaluation rubric, with a 33% increase (95% CI: 29–37%; <em>p</em> = 0.00) after immediate repetition and an 18% increase (SD 13%) at two months. In the subgroup with three attempts, ANOVA revealed significant differences in scores (<em>p</em> = 0.00), with consistently significant <em>post hoc</em> comparisons between each pair of attempts. Students highlighted VR’s interactivity and realism as key factors in enhancing their motivation.</div></div><div><h3>Conclusion</h3><div>VR improved student performance following immediate repetition and suggests that skill retention occurs in the medium term. The interactivity and realism of VR increased student motivation and engagement, reinforcing their learning. The potential of VR as a complement to traditional teaching methodologies is emphasized to optimize training in critical areas such as CPR.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101062"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231968","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

Exploring technological advancements in the instruction of clinical nursing skills: A scoping review 探索临床护理技能教学中的技术进步：范围综述

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-04 DOI: 10.1016/j.edumed.2025.101069

Nasim Talebiazar , Babak Choobi Anzali , Ehsan Salimi , Kani Jahangiri

This scoping review aims to explore the current utilization of technologies in teaching clinical nursing skills, identifying the employed technologies and technological features in nursing education. Following the Arksey and O'Malley framework, this review systematically identified and analyzed relevant literature across various databases, including MEDLINE, EMBASE, Scopus, and CINAHL. The search strategy encompassed articles published from 1995 to August 2023, with a focus on educational technologies in nursing clinical education. The review adhered to the PRISMA-ScR checklist and the Joanna Briggs Institute Reviewers' Manual. A total of 58 studies were included, spanning from 1995 to 2023, with a geographical distribution across multiple countries. The majority of studies involved nursing students, with a variety of methodologies and data collection methods employed. The review identified several types of technology used, such as social media, online web-based courses, mobile applications, educational videos, virtual reality, serious games, and e-simulation. These technologies were applied in diverse areas of nursing education, including premature infant care, stroke patient care, airway care, and basic nursing skills. This scoping review provides a comprehensive overview of the technological landscape in nursing clinical education, informing educators, policymakers, and practitioners about the available resources and their potential to improve nursing education and patient care.

本文旨在探讨临床护理技能教学中技术应用的现状，识别护理教育中使用的技术和技术特征。遵循Arksey和O'Malley框架，本综述系统地识别和分析了各种数据库中的相关文献，包括MEDLINE、EMBASE、Scopus和CINAHL。检索策略包括1995年至2023年8月发表的文章，重点是护理临床教育中的教育技术。审查遵循PRISMA-ScR检查表和乔安娜布里格斯研究所审稿人手册。共纳入了58项研究，时间跨度从1995年到2023年，地理分布在多个国家。大多数研究涉及护理学生，采用各种方法和数据收集方法。该审查确定了使用的几种技术，如社交媒体、基于网络的在线课程、移动应用程序、教育视频、虚拟现实、严肃游戏和电子模拟。这些技术被应用于护理教育的各个领域，包括早产儿护理、中风患者护理、气道护理和基本护理技能。这一范围综述提供了护理临床教育的技术景观的全面概述，告知教育工作者、政策制定者和从业人员有关可用资源及其改善护理教育和患者护理的潜力。

{"title":"Exploring technological advancements in the instruction of clinical nursing skills: A scoping review","authors":"Nasim Talebiazar , Babak Choobi Anzali , Ehsan Salimi , Kani Jahangiri","doi":"10.1016/j.edumed.2025.101069","DOIUrl":"10.1016/j.edumed.2025.101069","url":null,"abstract":"<div><div>This scoping review aims to explore the current utilization of technologies in teaching clinical nursing skills, identifying the employed technologies and technological features in nursing education. Following the Arksey and O'Malley framework, this review systematically identified and analyzed relevant literature across various databases, including MEDLINE, EMBASE, Scopus, and CINAHL. The search strategy encompassed articles published from 1995 to August 2023, with a focus on educational technologies in nursing clinical education. The review adhered to the PRISMA-ScR checklist and the Joanna Briggs Institute Reviewers' Manual. A total of 58 studies were included, spanning from 1995 to 2023, with a geographical distribution across multiple countries. The majority of studies involved nursing students, with a variety of methodologies and data collection methods employed. The review identified several types of technology used, such as social media, online web-based courses, mobile applications, educational videos, virtual reality, serious games, and e-simulation. These technologies were applied in diverse areas of nursing education, including premature infant care, stroke patient care, airway care, and basic nursing skills. This scoping review provides a comprehensive overview of the technological landscape in nursing clinical education, informing educators, policymakers, and practitioners about the available resources and their potential to improve nursing education and patient care.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101069"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205759","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

Is online pathology education an effective and equitable approach for medical students? 在线病理学教育对医学生来说是一种有效和公平的方法吗？

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-06-04 DOI: 10.1016/j.edumed.2025.101065

Chaturaka Rodrigo , Simone L. Van Es , Karim Burkhardt , Sophia Champion , Stephanie Dowdell , John Pimanda , Gary Velan , Martin Weber

Introduction

We assessed the performance of two cohorts of Australian medical students who were taught Pathology practical classes online or face-to-face, to see if online teaching creates an inequity in learning.

Methods

All medical students enrolled at the University of New South Wales in 2023 and 2024 were invited. The third-year Pathology practical classes for main campus students were taught face-to-face while students in rural campuses were taught online by the same teachers. All students sat a formative assessment after completing a course with 4 practical classes.

Results and discussion

A total of 328 students (out of 621, 53%) completed the formative assessments of whom 49 (15%) were rural students. There was no statistically significant difference in the average assessment score between the two groups (67% vs. 61.25%, p = 0.073). The learning resources developed by the Pathology Department of the University of New South Wales had likely reduced the inequity of online teaching.

我们评估了两组接受在线或面对面病理学实践课程的澳大利亚医科学生的表现，以观察在线教学是否会造成学习上的不公平。方法选取新南威尔士大学2023年和2024年入学的所有医学院学生。主校区的三年级病理学实践课采用面对面授课，而农村校区的三年级病理学实践课由同一位老师在线授课。所有学生在完成四门实践课程后都参加了形成性评估。621名学生中有328名（占53%）完成了形成性评估，其中农村学生49名（占15%）。两组患者的平均评分差异无统计学意义（67% vs. 61.25%, p = 0.073）。新南威尔士大学病理学系开发的学习资源很可能减少了在线教学的不公平。

{"title":"Is online pathology education an effective and equitable approach for medical students?","authors":"Chaturaka Rodrigo , Simone L. Van Es , Karim Burkhardt , Sophia Champion , Stephanie Dowdell , John Pimanda , Gary Velan , Martin Weber","doi":"10.1016/j.edumed.2025.101065","DOIUrl":"10.1016/j.edumed.2025.101065","url":null,"abstract":"<div><h3>Introduction</h3><div>We assessed the performance of two cohorts of Australian medical students who were taught Pathology practical classes online or face-to-face, to see if online teaching creates an inequity in learning.</div></div><div><h3>Methods</h3><div>All medical students enrolled at the University of New South Wales in 2023 and 2024 were invited. The third-year Pathology practical classes for main campus students were taught face-to-face while students in rural campuses were taught online by the same teachers. All students sat a formative assessment after completing a course with 4 practical classes.</div></div><div><h3>Results and discussion</h3><div>A total of 328 students (out of 621, 53%) completed the formative assessments of whom 49 (15%) were rural students. There was no statistically significant difference in the average assessment score between the two groups (67% vs. 61.25%, <em>p</em> = 0.073). The learning resources developed by the Pathology Department of the University of New South Wales had likely reduced the inequity of online teaching.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101065"},"PeriodicalIF":0.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205758","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

Investigación traslacional en el currículo de medicina: una propuesta de reforma desde la práctica docente. Reflexiones sobre la reforma curricular 医学课程中的翻译研究：教学实践改革建议。对课程改革的思考

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-05-27 DOI: 10.1016/j.edumed.2025.101051

Manuel Latorre Quintana , Álvaro Andrés Rivera , Diego Alejandro Vivas

Translational medicine or research is a new branch of medicine that encourages scientific progress through the close link between basic, preclinical, and clinical research. This has led to important advances in addressing emerging health issues. This new area in medical curricula is being considered to strengthen the integration of knowledge and allow undergraduates to gain skills and expertise in research, which responds to the growing demand for leaders in clinical trials and other health-focused scientific initiatives.

Considering the structure of current medical programs, a cross-cutting inclusion is proposed, shaped by new teaching practices led by educators. These educators are key agents of change, working on connecting and reflective initiatives that inspire students to think critically and develop research projects and bridge gaps in various fields by addressing recognized health needs.

转化医学或研究是一个新的医学分支，它通过基础研究、临床前研究和临床研究之间的密切联系来促进科学进步。这导致在解决新出现的健康问题方面取得重要进展。正在考虑在医学课程中加入这一新的领域，以加强知识的整合，使本科生能够获得研究方面的技能和专门知识，从而满足对临床试验和其他以健康为重点的科学举措的领导者日益增长的需求。考虑到当前医学项目的结构，提出了一种跨领域的包容，由教育者领导的新教学实践形成。这些教育工作者是变革的关键推动者，致力于联系和反思倡议，激励学生批判性地思考，制定研究项目，并通过解决公认的卫生需求弥合各个领域的差距。

引用次数: 0

Interculturalidad en salud en los currículos de formación médica y de profesionales sanitarios para un desempeño profesional efectivo 在医疗和保健专业人员培训课程中采用健康方面的跨文化做法，以实现有效的专业表现

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-05-26 DOI: 10.1016/j.edumed.2025.101060

Alberto Torres Belma

This article reflects on the importance of comprehensive undergraduate training in the health professions, highlighting the biopsychosocial model and interculturality in health—with its various levels of application—conceived as the interaction between the health professional and the patient, their family, and the community. It values the sociocultural understanding of these actors in the processes of health and disease, ensuring therapeutic adherence. However, interculturality in undergraduate training, in addition to being linked to interaction, must be recognized as a socio-health component in public health research.

这篇文章反映了在卫生专业中全面的本科培训的重要性，强调了生物心理社会模式和健康中的跨文化——其不同层次的应用被认为是卫生专业人员与病人、他们的家庭和社区之间的互动。它重视在健康和疾病过程中对这些行为者的社会文化理解，确保治疗依从性。然而，本科培训中的跨文化除了与相互作用有关外，还必须将其视为公共卫生研究中的社会卫生组成部分。

引用次数: 0

Eficacia de la formación ITLS (international trauma life support) en el manejo del paciente con trauma grave en un servicio de urgencias: creación de herramientas de mejora 国际创伤生命支持（ITLS）培训在急诊室管理严重创伤患者方面的有效性：开发改进工具

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-05-24 DOI: 10.1016/j.edumed.2025.101056

Jerónima Vicens Ferrer , María Fiorella Sarubbo , David Salomón Sánchez Cuadrado Olea , Miguel González de Cabo , Miguel Agudo García , Ana Estremera Rodrigo

Introduction

In the emergency department, providing care to patient who are victims of severe trauma presents a challenge due to the potential severity of their condition. There are accepted guidelines for trauma management, such as those from the International Trauma Life Support (ITLS). However, the heterogeneity of emergency services (ES) does not always allow for their proper application.

Methodology

A pre- and post-intervention descriptive study was conducted to evaluate the effectiveness of structured training in the management of severe trauma in an ES of a secondary level hospital. The study was carried out in three phases: (1) Training of ES professionals through a course based on the ITLS methodology; (2) Review of medical records from the pre- and post-training periods for patients classified as "severe trauma," assessing the collected information according to the training specifications. A retrospective review of 182 medical records was conducted, including 117 from the pre-training period and 65 from the post-training period. Inclusion criteria were: patients who underwent a whole-body computed tomography (CT) scan for the diagnosis of severe trauma, adults of both sexes; (3) Compilation of a list of detected information gaps and the creation of an improvement tool for the assessment and management of severe trauma by the involved professionals.

Results and conclusion

In the pre-training period, deficiencies in information collection and structured assessment were identified, which improved in the post-training period. However, specific information gaps were still detected after the training, leading to the proposal of a tool called the "Polytrauma Patient checklist."

在急诊科，为严重创伤患者提供护理是一项挑战，因为他们的病情可能很严重。创伤管理有公认的指导方针，例如国际创伤生命支持（ITLS）的指导方针。然而，紧急服务的异质性并不总是允许它们得到适当的应用。方法采用一项描述性研究，对某二级医院ES重症创伤管理中结构化培训的有效性进行评估。该研究分三个阶段进行：(1)通过基于ITLS方法的课程培训ES专业人员；(2)对“严重创伤”患者训练前后的医疗记录进行审查，根据训练规范对收集到的信息进行评估。对182份医疗记录进行了回顾性审查，其中117份来自培训前，65份来自培训后。纳入标准为：接受全身计算机断层扫描（CT）诊断严重创伤的患者，男女皆可；(3)编制已发现的信息差距清单，并为相关专业人员评估和管理严重创伤创建改进工具。结果与结论在培训前发现了信息收集和结构化评估方面的不足，并在培训后得到了改善。然而，培训后仍然发现了具体的信息差距，这导致了一种名为“多发创伤患者检查表”的工具的提出。

{"title":"Eficacia de la formación ITLS (international trauma life support) en el manejo del paciente con trauma grave en un servicio de urgencias: creación de herramientas de mejora","authors":"Jerónima Vicens Ferrer , María Fiorella Sarubbo , David Salomón Sánchez Cuadrado Olea , Miguel González de Cabo , Miguel Agudo García , Ana Estremera Rodrigo","doi":"10.1016/j.edumed.2025.101056","DOIUrl":"10.1016/j.edumed.2025.101056","url":null,"abstract":"<div><h3>Introduction</h3><div>In the emergency department, providing care to patient who are victims of severe trauma presents a challenge due to the potential severity of their condition. There are accepted guidelines for trauma management, such as those from the International Trauma Life Support (ITLS). However, the heterogeneity of emergency services (ES) does not always allow for their proper application.</div></div><div><h3>Methodology</h3><div>A pre- and post-intervention descriptive study was conducted to evaluate the effectiveness of structured training in the management of severe trauma in an ES of a secondary level hospital. The study was carried out in three phases: (1) Training of ES professionals through a course based on the ITLS methodology; (2) Review of medical records from the pre- and post-training periods for patients classified as \"severe trauma,\" assessing the collected information according to the training specifications. A retrospective review of 182 medical records was conducted, including 117 from the pre-training period and 65 from the post-training period. Inclusion criteria were: patients who underwent a whole-body computed tomography (CT) scan for the diagnosis of severe trauma, adults of both sexes; (3) Compilation of a list of detected information gaps and the creation of an improvement tool for the assessment and management of severe trauma by the involved professionals.</div></div><div><h3>Results and conclusion</h3><div>In the pre-training period, deficiencies in information collection and structured assessment were identified, which improved in the post-training period. However, specific information gaps were still detected after the training, leading to the proposal of a tool called the \"Polytrauma Patient checklist.\"</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101056"},"PeriodicalIF":0.0,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124953","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

Academic transition from high school to an undergraduate medical program using active methodologies within an integrated curriculum: Qualitative research 从高中到本科医学课程的学术过渡，在综合课程中使用积极的方法：定性研究

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-05-12 DOI: 10.1016/j.edumed.2025.101055

Alexandre Ferreia da Silva , Enzo Sá Pantoja da Silva , Daniel Figueiredo Alves da Silva , Selma Kazumi da Trindade Noguchi , Juarez Antônio Simões Quaresma

Introduction

When transitioning from high school to an undergraduate medical program that uses active teaching methodologies, students often encounter clear obstacles in their first semester, such as breaking down disciplinary barriers, adapting to the dynamics of different curricular components, adjusting to an evaluation process that is different from what they are used to, as well as a lack of understanding of the program's pedagogical proposal. This study aims to understand the challenges faced by medical undergraduate students in their first semester, specifically in relation to the use of active teaching methodologies within an integrated curriculum.

Material and methods

A qualitative study was conducted through interviews with 15 students from a private medical school who started in the first semester of 2018. The data were categorized and subjected to discourse analysis.

Results

The interviewees reported difficulties in understanding the educational proposal. Although they viewed the experience of adapting to the course's methodology positively, they found it challenging. They reported that there was insufficient explanation about the evaluation processes and proposed that clearer educational objectives be established for the students.

Conclusion

The need for a more comprehensive explanation of the pedagogical project and its teaching strategies, the importance of valuing practical training in health services, and the clarification of evaluation processes and educational objectives were highlighted by the interviewed students as key pillars for a successful transition from high school to medical education.

当从高中过渡到使用积极教学方法的本科医学课程时，学生经常在第一学期遇到明显的障碍，例如打破学科障碍，适应不同课程组成部分的动态，适应与他们习惯的不同的评估过程，以及缺乏对课程教学建议的理解。本研究旨在了解医学本科生在第一学期所面临的挑战，特别是在综合课程中使用主动教学方法方面的挑战。材料与方法通过访谈某私立医学院2018年第一学期入学的15名学生进行定性研究。对数据进行分类并进行语篇分析。结果受访者反映在理解教育建议方面存在困难。尽管他们积极地看待适应课程方法的经历，但他们发现这很有挑战性。他们报告说，对评价过程没有充分的解释，并建议为学生制定更明确的教育目标。结论受访学生认为有必要更全面地解释教学项目及其教学策略，重视卫生服务实践培训，明确评估过程和教育目标，这是高中向医学教育成功过渡的关键支柱。

{"title":"Academic transition from high school to an undergraduate medical program using active methodologies within an integrated curriculum: Qualitative research","authors":"Alexandre Ferreia da Silva , Enzo Sá Pantoja da Silva , Daniel Figueiredo Alves da Silva , Selma Kazumi da Trindade Noguchi , Juarez Antônio Simões Quaresma","doi":"10.1016/j.edumed.2025.101055","DOIUrl":"10.1016/j.edumed.2025.101055","url":null,"abstract":"<div><h3>Introduction</h3><div>When transitioning from high school to an undergraduate medical program that uses active teaching methodologies, students often encounter clear obstacles in their first semester, such as breaking down disciplinary barriers, adapting to the dynamics of different curricular components, adjusting to an evaluation process that is different from what they are used to, as well as a lack of understanding of the program's pedagogical proposal. This study aims to understand the challenges faced by medical undergraduate students in their first semester, specifically in relation to the use of active teaching methodologies within an integrated curriculum.</div></div><div><h3>Material and methods</h3><div>A qualitative study was conducted through interviews with 15 students from a private medical school who started in the first semester of 2018. The data were categorized and subjected to discourse analysis.</div></div><div><h3>Results</h3><div>The interviewees reported difficulties in understanding the educational proposal. Although they viewed the experience of adapting to the course's methodology positively, they found it challenging. They reported that there was insufficient explanation about the evaluation processes and proposed that clearer educational objectives be established for the students.</div></div><div><h3>Conclusion</h3><div>The need for a more comprehensive explanation of the pedagogical project and its teaching strategies, the importance of valuing practical training in health services, and the clarification of evaluation processes and educational objectives were highlighted by the interviewed students as key pillars for a successful transition from high school to medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101055"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937224","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

Abordando la soledad en la formación de profesionales sanitarios y en la práctica clínica 解决卫生专业人员培训和临床实践中的孤独问题

Q2 Social Sciences

Educacion Medica

Pub Date : 2025-05-08 DOI: 10.1016/j.edumed.2025.101050

María Antonia Parra-Rizo , Igor Cigarroa , Catarina Pereira , Sergio Hernández-Sánchez , Jesús González-Moreno

Population aging poses a challenge for public health, where loneliness emerges as a critical factor with a significant impact on the physical, mental, and social health of older adults. It is associated with depression, cognitive decline, chronic diseases, and increased mortality, affecting clinical decision-making and treatment adherence. Despite its relevance, health sciences training programs, particularly in medicine and nursing, do not adequately address this issue, creating a gap in professional education. It is essential for healthcare professionals to acquire skills to identify and manage loneliness, including empathy, ethical decision-making, and effective communication with older patients. However, current training prioritizes technical aspects without integrating the emotional and social factors that influence patient well-being. An innovative educational strategy is proposed to incorporate loneliness as a social determinant of health within health sciences curricula. This training would include workshops on communication with older adults, clinical simulations focused on loneliness, and an interdisciplinary approach involving social work, psychology, and medicine. This strategy would promote more comprehensive care, improving the quality of life and well-being of older adults.

人口老龄化对公共卫生构成挑战，孤独感成为对老年人身体、心理和社会健康产生重大影响的一个关键因素。它与抑郁、认知能力下降、慢性疾病和死亡率增加有关，影响临床决策和治疗依从性。尽管它的相关性，健康科学培训计划，特别是在医学和护理，没有充分解决这个问题，造成了专业教育的差距。医疗保健专业人员必须掌握识别和管理孤独的技能，包括同理心、道德决策以及与老年患者的有效沟通。然而，目前的培训优先考虑技术方面，而没有整合影响患者健康的情感和社会因素。提出了一项创新的教育战略，将孤独作为健康的社会决定因素纳入健康科学课程。这一培训将包括与老年人交流的讲习班，以孤独为重点的临床模拟，以及涉及社会工作、心理学和医学的跨学科方法。这一战略将促进更全面的护理，改善老年人的生活质量和福祉。

{"title":"Abordando la soledad en la formación de profesionales sanitarios y en la práctica clínica","authors":"María Antonia Parra-Rizo , Igor Cigarroa , Catarina Pereira , Sergio Hernández-Sánchez , Jesús González-Moreno","doi":"10.1016/j.edumed.2025.101050","DOIUrl":"10.1016/j.edumed.2025.101050","url":null,"abstract":"<div><div>Population aging poses a challenge for public health, where loneliness emerges as a critical factor with a significant impact on the physical, mental, and social health of older adults. It is associated with depression, cognitive decline, chronic diseases, and increased mortality, affecting clinical decision-making and treatment adherence. Despite its relevance, health sciences training programs, particularly in medicine and nursing, do not adequately address this issue, creating a gap in professional education. It is essential for healthcare professionals to acquire skills to identify and manage loneliness, including empathy, ethical decision-making, and effective communication with older patients. However, current training prioritizes technical aspects without integrating the emotional and social factors that influence patient well-being. An innovative educational strategy is proposed to incorporate loneliness as a social determinant of health within health sciences curricula. This training would include workshops on communication with older adults, clinical simulations focused on loneliness, and an interdisciplinary approach involving social work, psychology, and medicine. This strategy would promote more comprehensive care, improving the quality of life and well-being of older adults.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101050"},"PeriodicalIF":0.0,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916885","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