Pub Date : 2025-06-16DOI: 10.1016/j.edumed.2025.101061
Sophia Denizon Arranz, Emilio Cervera Barba, Patricia Chica Martínez, Alonso Mateos Rodríguez, Salvador Espinosa Ramírez, Diego Palacios Castañeda, Fernando Caballero Martínez
Clinical simulation is an essential methodology for the acquisition of skills by students in Health Sciences. This first part of the article describes the infrastructure of the clinical and surgical simulation centers at the Universidad Francisco de Vitoria, as well as the activities and methodologies of the clinical simulation curriculum within the Medicine degree. It details the different types of activities, their planning, development, and evaluation.
{"title":"Programa en simulación clínica del grado de Medicina de la Universidad Francisco de Vitoria (1.a parte): estructura y actividades","authors":"Sophia Denizon Arranz, Emilio Cervera Barba, Patricia Chica Martínez, Alonso Mateos Rodríguez, Salvador Espinosa Ramírez, Diego Palacios Castañeda, Fernando Caballero Martínez","doi":"10.1016/j.edumed.2025.101061","DOIUrl":"10.1016/j.edumed.2025.101061","url":null,"abstract":"<div><div>Clinical simulation is an essential methodology for the acquisition of skills by students in Health Sciences. This first part of the article describes the infrastructure of the clinical and surgical simulation centers at the Universidad Francisco de Vitoria, as well as the activities and methodologies of the clinical simulation curriculum within the Medicine degree. It details the different types of activities, their planning, development, and evaluation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101061"},"PeriodicalIF":0.0,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-09DOI: 10.1016/j.edumed.2025.101063
Soledad de la Riva , Pedro Peyser , Sandra Cevilán , Malén Gautes Alcaraz , Fernanda Montenegro
Introduction
Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.
Material and methods
Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.
Results
The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.
Conclusion
We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.
{"title":"Programa Kay como estrategia para favorecer la implementación del cambio de paradigma en la Escuela de Enfermería de la Universidad Nacional de Córdoba, Argentina","authors":"Soledad de la Riva , Pedro Peyser , Sandra Cevilán , Malén Gautes Alcaraz , Fernanda Montenegro","doi":"10.1016/j.edumed.2025.101063","DOIUrl":"10.1016/j.edumed.2025.101063","url":null,"abstract":"<div><h3>Introduction</h3><div>Evaluating the results of the Final Integrated Practice I, at the School of Nursing - Faculty of Medical Sciences of the National University of Córdoba, in Argentina, the teachers postulated that the transition towards a new paradigm of person-centered care was challenged by a persistent biologicist vision of health among students. Along with the Universidad Siglo 21, we set out to explore whether the Kay Program is an adequate tool to promote resources for teachers that favor the implementation of the change in the paradigm of care.</div></div><div><h3>Material and methods</h3><div>Participatory action research. Kay Program: Diagnosis, to know the state of the “inner learner” through self-knowledge (own learning experiences) and knowledge about natural ways of learning. Action/Training, resources to transform teaching: workshops approached with creative proposals, reflection groups, experiential activities. Reflection and evaluation of results.</div></div><div><h3>Results</h3><div>The results support the hypothesis of the research, that the application of the Kay Program (teacher training program to rethink human nature linked to the teaching-learning process; through sensitization, awareness and personal transformation of those who are responsible for education), favored the development of cultural competencies in people that facilitate the paradigm shift.</div></div><div><h3>Conclusion</h3><div>We conclude that the experience with the Kay Program has led to significant professional growth in the teachers, who now have the necessary tools to implement a paradigm shift towards humanization in nursing education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101063"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-09DOI: 10.1016/j.edumed.2025.101068
Carlos Milton Manrique Rabelo
{"title":"Actividad física, calidad de sueño y salud mental durante la pandemia por la COVID-19","authors":"Carlos Milton Manrique Rabelo","doi":"10.1016/j.edumed.2025.101068","DOIUrl":"10.1016/j.edumed.2025.101068","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101068"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144243036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-09DOI: 10.1016/j.edumed.2025.101064
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.
{"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}
Pub Date : 2025-06-07DOI: 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}
Pub Date : 2025-06-06DOI: 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.
{"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}
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.
{"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}
Pub Date : 2025-06-04DOI: 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}
Pub Date : 2025-05-27DOI: 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.
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Pub Date : 2025-05-26DOI: 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.
{"title":"Interculturalidad en salud en los currículos de formación médica y de profesionales sanitarios para un desempeño profesional efectivo","authors":"Alberto Torres Belma","doi":"10.1016/j.edumed.2025.101060","DOIUrl":"10.1016/j.edumed.2025.101060","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101060"},"PeriodicalIF":0.0,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138680","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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