Escala prácticas profesionales en estudiantes universitarios de la Facultad de Ciencias de la Salud de la Universidad Católica de Temuco,Chile

IntroductionHigher education processes have shifted from teacher-centered teaching to student-centered and learning-centered approaches. Professional practices have needed to adapt teaching methods, curriculum planning, and evaluation accordingly. Regarding evaluation, within the Educational Model of the Catholic University of Temuco, competency-based evaluation has emerged. This has brought about challenges such as the generation of new evaluation instruments.Materials and methodsThe aim of the research was to design and explore the psychometric properties of a scale of perception of the teachers in the practice of students in the Faculty of Health Sciences at UCT, through exploratory factor analysis.ResultsAnalysis of the psychometric properties of the scale resulted in two dimensions with adequate fit indexes, called generic competencies, made up of collaborative work and interculturality and specific competencies, made up of management, evaluation and intervention.ConclusionsIt is recommended to further examine the behavior of the scale in different universities.     

Programa de Entrenamiento en el Cultivo de la Compasión en los estudiantes de Medicina

Physicians, residents and medical students experience higher levels of stress, depression and burnout than the general population. This mental deterioration determines a less compassionate care of patients. The proposals of the universities and hospitals to prevent this situation are scarce. For this reason, we decided to examine the efficacy of a Compassion Cultivation Training (CCT) program in preventing psychological distress and increasing well-being in a sample of medical students from the Complutense University of Madrid. Participants were randomly distributed into two groups: receiving CCT and waitlist list control. Both groups completed online surveys before the intervention, at the end of it and two months after its completion. The variables studied were compassion, empathy, psychological distress, well-being, mindfulness, burnout, resilience, emotional regulation, and concern about COVID-19. Those who received the CCT program had significant improvements in self-compassion, mindfulness, and emotional regulation and experienced a significant reduction in anxiety, stress, and emotional exhaustion. Some of these effects persisted at two-month follow-up. The CCT seems to be an adequate intervention to take care of the mental health of medical students and favor compassionate care of patients.     

Análisis descriptivo de la curva de olvido en soporte vital básico para estudiantes de medicina

PurposeTo analyse the forgetting curve in the acquisition of basic life support competencies by blended learning in third year students of Medicine Degree at the University of Granada.Material and methodsBasic life support skills were evaluated in 271 medical degree students at the University of Granada. For this, a blended learning modality was taught and the students were evaluated on two occasions, separated in time by two months.ResultsPractical maneuvers were performed correctly by all students in the first evaluation. But cognitive and attitudinal ones presented less initial learning. The maneuvers with the greatest forgetfulness were opening the airway and performing two ventilations, on revaluation. On the other hand, the best remembered ones were the request for help and the alternation of compressions and ventilations following a sequence of 30: 2. Differences by sex showed that women presented a higher forgetting curve compared to men. Some skills had a better retention by men compared to the initial evaluation.ConclusionsThe teaching system based on blended learning is useful in the process of acquiring basic life support competencies.     

Integrando el aprendizaje activo de la Microbiología en el Grado de Medicina: evolución de la implicación de los estudiantes

Objective

The aim of this article is the improvement in the quality of the teaching in General Microbiology in the Medical Degree by updating the teaching practices. These practices included inquiry-based learning (IBL) in which students are actively engaged in the learning process for improving the skills to be acquired as part of their integrated training.

Análisis de la ansiedad en los primeros encuentros clínicos: experiencias utilizando la simulación clínica en estudiantes de pregrado

IntroductionThe first clinical encounters trigger strong feelings and emotions in medical students, when facing complex illnesses, and by feelings of guilt of «using patients’ sufferings» for their learning purposes. Clinical simulation offers them an opportunity for experiencing anxiety in a safe environment prior to being involved in the hospital. The objective of this work was to assess the level of anxiety in the first clinical encounters through clinical simulation experiences in undergraduate students.Material and methodsWe used the Inventory of Anxiety in Clinical Simulation Scenarios in a sample of 49 students. This instrument is made up of 25 items grouped into 7 factors. ANOVA test was considered to evaluate the trends by factor, for the analysis of the data.ResultsWe found an average of 2.67. In considering the gender as a factor, significant difference was obtained by using ANOVA (P = 0.016). The results of trends by factor show significant differences in corporal expressions (P = 0.003), concern about how others perceive me (P = 0.007) and worries about self-image (P = 0.019).DiscussionAssessment is of great value in medical school programs, where it becomes one of the vital elements in designing each activity developed throughout the career. Anxiety is present along the training program, having a positive or negative impact on student learning and performance, according to the way it is handled. Assessing knowledge and skills is imperative, therefore both anxiety and assessment go hand in hand. Different types of assessment can generate different levels and manifestations of anxiety in students.     

Historias de aprendizaje del profesionalismo en la formación de los médicos de urgencias en Colombia

IntroductionProfessionalism is a multidimensional competence based on attitudinal and cognitive skills that drives to better performances in medical practice, by stablishing effective interprofessional relationships, and offering a humanized and qualified service to the patient. However, the learning process of this competence particularly relevant in emergency rooms has not been formally developed in postgraduate medical training. The study sought to know the experiences of a group of residents and specialists in Emergency Medicine about learning professionalism during their postgraduate training, knowing the notions related to this concept and inquiring about the role model in learning professionalism during their training. postgraduate.MethodsWe developed a qualitative narrative research, with a total of 7 Emergency physicians (residents and emergency physicians) including the main researcher with his own autoethnographic text. Data collection involved narrative and interactive interviews, and reflective autoethnographic texts. A thematic analysis constructed patterns from the data.ResultsFive main themes emerged around the professionalism learning experience of emergency physicians: 1) role model, 2) anti-role model, 3) unsafe environment as a barrier to learning, 4) teaching of professionalism, 5) metacognition in the learning process.ConclusionsTeacher behavior in clinical settings become a role model to follow related to physician-patient relationship, interprofessional communication and teamwork. On the other hand, neglective behavior, missuses of clinical resources, discrimination, harassment, or bullying become anti-rol model behaviors. However, those unwanted behaviors may be learned even though students intend to act otherwise. It is necessary to design intentional curriculum in emergency postgraduate schools which include stablishing institutional cultural norms that do not tolerate aggression or other unprofessional behavior towards patients or students.     

Análisis de la cinematografía del síndrome de Down

IntroductionRare diseases represent a challenge in public health. Down syndrome is one of the most well-known rare diseases, but there are still many aspects of this condition that are unknown. With the aim of using cinema as a tool for education, awareness, and inclusion, an analysis of the representation of Down syndrome in film was carried out from a medical and social perspective.MethodologyThis study conducted a quantitative analysis of the audiovisual material available on Down syndrome in commercial and documentary cinema. Cinematographic aspects, social contexts, and symptoms related to Down syndrome were considered. 14 films were collected from 1992 to 2019.ResultsSeveral high-quality films and documentaries have been produced that show the daily challenges faced by people with Down syndrome. However, these materials are imprecise in terms of medical and genetic aspects. Instead, they focus on the social aspects of the syndrome, such as stigma, romantic and sexual relationships, parenting difficulties for parents, and the abilities and skills of people with Down syndrome.ConclusionAlthough cinema can be a useful tool to understand relevant aspects of Down syndrome, little accurate information about the medical, genetic and pharmacological aspects of the disease was found in the analyzed films. However, these films allow for learning about the social and behavioral aspects of the syndrome, which is of great value in helping to break down stereotypes and stigma associated with this disease.     

Análisis de incidentes críticos: una herramienta para aprender de los errores

Incident analysis is a transformative learning tool applicable to training, both undergraduate and postgraduate. Since it is based on learning from mistakes (committed or observed) to avoid repetition by taking corrective measures, its practice can be considered oriented to the continuous improvement of quality of care.     

Implantación del Examen Clínico Objetivo y Estructurado en la Facultad de Medicina de la Universidad Autónoma de Madrid

The Objective Structured Clinical Examination (OSCE) evaluates clinical skills of medical students at the end of medical school training. Professional competence is the set of knowledge and clinical skills that helps to solve professional problems with the correct attitude. The Conference of Deans from all 40 Schools of Medicine in Spain agreed that all students completing their medical training in the 2015/16 academic year should take an exam to assess 8 competency areas: medical history, physical examination, communication skills, clinical judgment, diagnosis, management and treatment, prevention and health promotion, inter-professional relationships, and ethical and legal aspects. The Madrid Autonomous University Medical School took part in this national project, and conducted its first OSCE, with 25 tests, for the 197 students that concluded their training in 2016. This paper describes the 7 stages, or essential processes followed in order to establish the OSCE. This experience may be useful for the understanding and implementation of this complex competence evaluation process.     

Estrategias de aprendizaje y desempeño académico en estudiantes de Medicina

The present study investigated the learning strategies and their relationship with the academic performance of 2^nd and 3^rd year students of the Faculty of Medicine. The sample consisted of 135 students who answered the Questionnaire for the Evaluation of the Learning Strategies of University Students (CEVEAPEU). When separated by ranges, the results obtained indicate that the variables that best explain the high academic performance is the management of information resources. In the case of the mid-range they are: the preparation strategy and the year of the degree course. There were no variables found to explain those with low performance.     

Tendencia en la retención de conocimientos de ciencias básicas en una prueba de progreso entre estudiantes de Medicina

IntroductionProgress tests are versatile assessments with several applications. Our aim was to assess the trend in the proportion of basic science questions answered correctly on a progress test.MethodsWe performed a cross-sectional study with data generated in a progress test applied in 2022 at a university in Peru. This exam had 250 multiple-choice closed questions, we selected 45 (tracing questions) on basic science courses and ensured their application for students of all years of study. We compared the median of the proportion of correct answers between years of study with the Kruskal-Wallis (H) test and performed a multiple linear regression considering the proportion of correct answers as the dependent variable.ResultsWe analyzed data from 281 students. The medians of the proportion of correct answers in basic science courses were different according to years of study (H = 29.6, p < 0.001). In the post-hoc analysis, the second-year students had a lower proportion of correct answers compared to those in third (W = 4.250, p = 0.022), fourth (W = 5.805, p < 0.001), fifth (W = 6.116, p < 0.001) and sixth (W = 3.889, p = 0.047). The year of study was a significant predictor of the percentage of correct answers in the tracer questions, regardless of gender and the weighted average.ConclusionAmong the students from the second to the sixth year we found an increase in the retention of knowledge in basic sciences.     

¿Han llegado los millennials a la Facultad de Medicina? Perfil de personalidad de estudiantes de Medicina 1999-2014

ObjectiveMedical training not only requires the acquisition of knowledge and clinical skills, but also the development of attitudes and values, characteristics related to the personality profile. The present study focuses on assessing the personality profile of medical students, in relation to sociodemographic variables and generational change.Material and methodsCross-sectional observational study performed on 675 medical students,from 1999 to 2014. A sociodemographic questionnaire and the NEO-PI-R questionnaireto assess the personality profile was administrated.ResultsIn the present study, the highest mean scores were in the responsibility dimension, followed by kindness and openness to the experience. The lowest was neuroticism. As regards gender, women had higher scores in neuroticism, extraversion, kindness, and responsibility. The millennial students obtained significantly higher scores in the dimension of extraversion, kindness, and responsibility. These students are more assertive, sociable, compassionate, and more likely to fulfil their duty, organisation, order, and self-discipline. But this group also has a higher score in anxiety and obsessive traits, assuming an increased risk of stress and burn-out.ConclusionsSignificant differences have been found in the personality profiles between gender and among the millennial medical students, consistent with the personality profiles described in the literature on the millennium generation.     

Asociación entre alteraciones en el sueño y problemas de salud mental en los estudiantes de Medicina durante la pandemia de la COVID-19

IntroductionMedical students are a population vulnerable to poor sleep quality and sleep deprivation; these problems were accentuated during the COVID-19 pandemic. The objective was to evaluate the association between sleep disturbances and the presence of depression and anxiety in medical students during the pandemic.Materials and methodsCross-sectional, analytical study in medical students of a private university in Peru. Data were collected from May 22 to June 14, 2020, after 3 months of mandatory social isolation. The Patient Health Questionnaire (PHQ-9; ≥ 10), the Generalized Anxiety Disorder (GAD-7; ≥ 10) scale and the Insomnia Severity Index (ISI; ≥ 8) were used to assess depression, anxiety and insomnia, respectively. Poisson regressions with robust variance were used to calculate prevalence ratios.ResultsThe prevalence of depression, anxiety and insomnia was 28.5%, 29.5% and 60.1% respectively. It was found that those who had short sleep (RPa: 1.40, CI: 1.05-1.87, p: 0.024), who slept after 2:00 hours (RPa: 2.24, CI: 1.31-3.83, p: 0.003) and who presented insomnia (RPa: 7.12, CI: 3.70-13.73, p: < 0.001) had a higher prevalence of anxiety. Likewise, those who slept after 2:00 hours (RPa: 2.13, CI: 1.24-3.64, p: 0.006) and those who presented insomnia (RP: 8.82, CI: 4.17-18.68, p: < 0.001) had a higher prevalence of depression.ConclusionsShort sleep, bedtime and insomnia are factors associated with the prevalence of depression and anxiety.     

Valoración por los estudiantes de la formación práctica de grado de Medicina. El caso de la Neumología

IntroductionPractical training for medical students is provided during the final years of study and is determined by several conditioning factors, including the MIR training that students receive simultaneously. In general, practical training evaluation receives much less attention than the theoretical one; its quality is not evaluated, and the professors do not receive feedback. The objective of our study was to determine how students value practical training in pulmonology rated the experience after completing a three-week rotation, in order to apply the information gained toward a process of continual improvement.MethodsThe study included 2 anonymous surveys taken by medical students during the same academic year-one internal, prepared by the Department of Pneumology, itself, and another external one, prepared by the Evaluation Unit for Teaching Excellence at the University of Salamanca.ResultsOn the internal evaluation, student opinions of their practical training ran high (8.26) and the perceived usefulness was also high (8.23), on a scale of 0 to 10 and no differences were noted according to whether the survey was taken during their fourth, fifth, or sixth year of study. These results agree with those obtained in the external evaluation with a mean value of 4.56 on a scale of 0 to 5. Student preferences during their rotation in the department were for hospitalization and consultation units, with the technical areas being lesser valued.ConclusionsAchieving and maintaining a high quality of practical training is a goal that should be consistently evaluated so that professors may receive feedback (internal and external). Rotations in the Department of Pneumology provide an opportunity to improve the perception that medical students have regarding this specialty. It is imperative to reflect upon the contents of these rotations, seeking a balance between clinical areas and technical areas.     

Aceptación de actividades de fomento de la investigación en estudiantes de Grado en Medicina

AimTo present activities for the initiation of research in the medical degree.MethodResearch skills have been included as a compulsory subject with methodological contents (theoretical and practical) and seminars related to scientific discoveries, as well as in three optional subjects in which students perform a scientific project supervised by a tutor.ResultsThe grades of the tasks of the compulsory subject are high (3.7 ± 0.07 out of 4 points), and 43.8% of the enrolled students completed the three optional subjects. Satisfaction with the activities was high (3.46 and 3.9 out of 5 points), which suggests that they contribute to acquiring scientific skills in medical education, and that the work of the tutors is important (4.4 out of 5 points).ConclusionExposure to research tasks in the medical degree is well accepted by the students.