Educacion Medica最新文献

{"title":"Impacto de la realidad virtual en el fortalecimiento de destrezas psicomotoras en estudiantes de Instrumentación Quirúrgica en Pereira, Colombia","authors":"German Oved Acevedo-Osorio , Pedro Luis Cortes-Benítez , Angelica María Blanco-Vanegas , Leidy Lorena Montero-Caicedo","doi":"10.1016/j.edumed.2025.101083","DOIUrl":"10.1016/j.edumed.2025.101083","url":null,"abstract":"<div><h3>Introducción</h3><div>las destrezas psicomotoras son esenciales en la formación de estudiantes de Instrumentación Quirúrgica, ya que influyen directamente en la seguridad del paciente y en la eficiencia del equipo quirúrgico. La realidad virtual (RV) ha emergido como una herramienta educativa innovadora, ofreciendo un entorno seguro y controlado para fortalecer estas habilidades. Sin embargo, su impacto en contextos locales como Pereira no ha sido suficientemente explorado. Este estudio tiene como objetivo evaluar el impacto del uso de la RV en el fortalecimiento de las destrezas psicomotoras de estudiantes de Instrumentación Quirúrgica en Pereira, Colombia.</div></div><div><h3>Metodología</h3><div>se realizó un estudio cuasiexperimental con 50 estudiantes, divididos en un grupo experimental (<em>n</em> = 25) y un grupo control (<em>n</em> = 25). El grupo experimental participó en 10 sesiones de entrenamiento con simuladores de RV, mientras que el grupo control continuó con prácticas tradicionales. Las destrezas psicomotoras se evaluaron antes y después de la intervención mediante la prueba OSATS. Los datos fueron analizados utilizando pruebas estadísticas como el <em>t-test</em> y ANOVA.</div></div><div><h3>Resultados</h3><div>el grupo experimental mostró mejoras significativas en precisión, tiempo de ejecución, economía de movimientos, calidad técnica y seguridad, en comparación con el grupo control. Las diferencias observadas fueron estadísticamente significativas (<em>p</em> < 0,001) y reflejan la efectividad de la RV para optimizar el desempeño técnico de los estudiantes.</div></div><div><h3>Conclusión</h3><div>el uso de simuladores de RV es una estrategia eficaz para fortalecer las destrezas psicomotoras en estudiantes de Instrumentación Quirúrgica. Estos hallazgos respaldan la incorporación de la RV como herramienta complementaria en programas educativos.</div></div><div><h3>Introduction</h3><div>Psychomotor skills are essential in the training of surgical instrumentation students as they directly influence patient safety and the efficiency of the surgical team. Virtual reality (VR) has emerged as an innovative educational tool, offering a safe and controlled environment to strengthen these skills. However, its impact in local contexts such as Pereira, Colombia, has not been sufficiently explored. This study aims to evaluate the impact of using virtual reality in strengthening the psychomotor skills of surgical instrumentation students in Pereira, Colombia.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 50 students divided into an experimental group (<em>n</em> = 25) and a control group (<em>n</em> = 25). The experimental group participated in 10 training sessions with VR simulators, while the control group continued with traditional practices. Psychomotor skills were assessed before and after the intervention using the OSATS test. Data were analyzed using statistical tests such as t-test and","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101083"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estrategias disruptivas en la formación médica: una nueva propuesta metodológica","authors":"Luis Arturo Camacho Silvas ,&nbsp;Rigoberto Marín Uribe ,&nbsp;Isabel Guzmán Ibarra","doi":"10.1016/j.edumed.2025.101067","DOIUrl":"10.1016/j.edumed.2025.101067","url":null,"abstract":"<div><div>Medical education faces growing challenges that demand innovative and flexible approaches. In this context, the complexity paradigm and Action-Research-Training (ART) emerge as disruptive strategies that allow for a comprehensive approach to medical training. This review examines the evolution of medical education from a fragmented approach to a complexity-based model, emphasizing the importance of self-socio-ecoformation and helical learning cycles. It explores how ART facilitates the co-construction of knowledge with teachers as active agents and discusses the implications of this approach in transforming health education. Finally, methodological phases and their application in a disruptive medical education model are presented.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101067"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring technological advancements in the instruction of clinical nursing skills: A scoping review","authors":"Nasim Talebiazar ,&nbsp;Babak Choobi Anzali ,&nbsp;Ehsan Salimi ,&nbsp;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":"2025-09-01","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}

{"title":"Overconfidence of medical residents to perform entrustable professional activities in a General Surgery Residency Program","authors":"Leonardo Salviano da Fonseca Rezende ,&nbsp;Aleida Nazareth Soares ,&nbsp;Rosa Malena Delbone ,&nbsp;Marcus Vinícius Melo de Andrade ,&nbsp;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 &lt; 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 &gt; 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":"2025-09-01","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}

{"title":"Tendencia, colaboración e impacto en la producción científica sobre el aprendizaje basado en simulación durante la formación médica","authors":"John Barja-Ore ,&nbsp;Jhonny Jesús Chafloque Chavesta ,&nbsp;Zaida Zagaceta-Guevara ,&nbsp;Brandon E. Guillen-Calle","doi":"10.1016/j.edumed.2025.101080","DOIUrl":"10.1016/j.edumed.2025.101080","url":null,"abstract":"<div><h3>Introduction</h3><div>Simulation-based learning (SBL) has become a key tool in medical education by providing safe, realistic, and immersive experiences that strengthen students' clinical competencies. Despite its benefits, it faces challenges such as high costs and limitations in realism. This study analyzes the trends, collaboration, and impact of scientific production on SBL in medical education.</div></div><div><h3>Materials and methods</h3><div>A descriptive bibliometric study was conducted using the Scopus database. Original articles published between 2019 and 2024 were selected. Indicators of productivity, impact, and collaboration were analyzed using SciVal, Excel, and the Bibliometrix package in RStudio.</div></div><div><h3>Results</h3><div>A total of 791 publications were identified. The most productive institutions were the University of Copenhagen, Harvard University, and the University of California at San Francisco. Canada showed the highest field-weighted citation impact. Scientific output increased progressively, particularly in Q1 and Q2 journals. The most frequent terms were “simulation training,” “clinical competence,” and “medical education,” with emerging terms such as “virtual reality.” The United States led international collaboration, followed by active networks in Europe and Brazil. The most prominent authors were Konge and Andersen, with recurrent publications in <em>BMC Medical Education</em> and <em>Simulation in Healthcare</em>.</div></div><div><h3>Conclusion</h3><div>Scientific production on SBL in medical education shows a growing trend, with high international collaboration and the incorporation of emerging technologies, establishing it as a fundamental pedagogical strategy in modern medical training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101080"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diferencias de género en la satisfacción académica de estudiantes de Medicina en Argentina","authors":"Alberto Guevara Tirado","doi":"10.1016/j.edumed.2025.101089","DOIUrl":"10.1016/j.edumed.2025.101089","url":null,"abstract":"<div><h3>Introduction</h3><div>In medicine, students' expectations and motivations may vary by gender, influencing their perception of academic satisfaction, but these aspects have been little studied in Argentina. The objective was to identify factors associated with academic satisfaction in medical students by gender.</div></div><div><h3>Materials and method</h3><div>Study using secondary data from the National Survey of Medical Students. The population included 2,301 first and fifth year students (1,820 women and 481 men). The dependent variable was academic satisfaction. The independent variables included personal motivations, sociodemographic characteristics, educational factors, analyzed using the CHAID model (Chi-squared Automatic Interaction Detector). The analysis also included descriptive tests and calculation of metrics such as sensitivity, specificity and Odds Ratio.</div></div><div><h3>Results</h3><div>The CHAID model identified that, among women aged ≤<!--> <!-->22 who valued fulfilling their dreams and working with different people, satisfaction reached 87.60% (node 8). Among men, the node sequence involving the importance of fulfilling dreams and improving society showed a satisfaction level of 86.90% (node 3). The model analysis yielded solid performance metrics: sensitivity of 87.60% and specificity of 73.10% in women (node 8); and sensitivity of 60.60% and specificity of 68.50% in men (node 3). The odds ratio was 2.61 for women and 3.35 for men, suggesting a stronger association between these conditions and higher levels of academic satisfaction, without implying a causal relationship.</div></div><div><h3>Conclusions</h3><div>Young female medical students showed higher levels of academic satisfaction under specific motivational conditions, although this satisfaction appeared to decrease as they progressed through their studies. Among male students, the observed associations between motivational factors and satisfaction were less consistent.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101089"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703239","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}

{"title":"Perfeccionando los métodos activos en la educación médica","authors":"Elena Vicenta Hernández Navarro ,&nbsp;Jorge Luis Losada Guerra","doi":"10.1016/j.edumed.2025.101081","DOIUrl":"10.1016/j.edumed.2025.101081","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101081"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Por una formación médica que también cuide a sus tutores","authors":"Fernando Caballero Martínez,&nbsp;Emilio Cervera Barba","doi":"10.1016/j.edumed.2025.101082","DOIUrl":"10.1016/j.edumed.2025.101082","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101082"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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 ,&nbsp;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> &lt; 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":"2025-09-01","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}

{"title":"Valoración del uso de casos clínicos orales como herramienta evaluativa en el desarrollo de la competencia diagnóstica en situaciones de salud en estudiantes de Semiología Médica II","authors":"Nathalia Salazar-Falla ,&nbsp;Paula María Tello Cabrales","doi":"10.1016/j.edumed.2025.101078","DOIUrl":"10.1016/j.edumed.2025.101078","url":null,"abstract":"<div><h3>Introduction</h3><div>The assessment of diagnostic competence in health situations is essential in medical education, but traditional strategies often limit the development of critical thinking. This study analyzes the use of oral clinical cases as an assessment tool to enhance this competence in students of Medical Semiotics II.</div></div><div><h3>Methods</h3><div>A mixed-methods study with an intrinsic and interpretative case study design was conducted with 80 fifth-semester medical students at Universidad Icesi. Data were collected through semi-structured interviews, focus groups, evaluation rubrics, and non-participant observation. Data analysis was categorical, allowing key patterns to be identified from various sources.</div></div><div><h3>Results</h3><div>The strategy promoted skills such as metacognition and clinical reasoning. Students positively valued immediate feedback, while faculty members highlighted its practical applicability. Logistical challenges and the need to establish standardized evaluation criteria were identified.</div></div><div><h3>Conclusion</h3><div>Oral clinical cases are an effective strategy for formative assessment in medical education, fostering diagnostic competencies in real-life scenarios and strengthening skills such as clinical reasoning and reflection. Immediate feedback was identified as a key element in recognizing strengths and areas for improvement. However, standardizing evaluation criteria and enhancing faculty training are necessary to optimize the impact of this strategy on medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 5","pages":"Article 101078"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}