Revista Española de Educación Médica

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Browsing Revista Española de Educación Médica by browse.metadata.contributordepartment "Fisiología"

Now showing 1 - 3 of 3
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    El Error de lo "Blando": Reivindicando las HabilidadesEsenciales en la Medicina
    (Universidad de Murcia : servicio de publicaciones, 2026) García-Estañ López, Joaquín; Fisiología
    The term “soft skills” is inadequate in the context of medical education, as it minimizesessential competencies such as communication, empathy, and teamwork. It argues that this labelhas contributed to a false hierarchy where technical knowledge is considered superior, eventhough interpersonal skills are crucial for quality of care and patient safety. It maintains thatmedical practice cannot be divided into the technical and the human, as both dimensions areinseparable. Through examples, it shows how a lack of these competencies can lead to diagnosticerrors, poor communication with the patient, and failures in teamwork. Finally, the text proposesreplacing the term with others that better reflect its importance and complexity, and concludesthat integrating these competencies into medical training is not optional, but rather an ethical andprofessional imperative
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    La lección silenciosa: confrontar el currículo oculto en la formación médica
    (Universidad de Murcia: servicio de publicaciones, 2026) García-Estañ López, Joaquín; Fisiología
    Abstract. The hidden curriculum in medical training comprises the set of unwritten norms, values,and practices that students learn in clinical settings and that frequently clash with the formalprinciples taught in the classroom. We analyze how this curriculum transmits informalcompetencies related to emotional suppression, hierarchical obedience, and the normalization ofphysical self-sacrifice, shaping professional identities that can erode empathy, compromise patientsafety, and contribute to burnout. The dissonance between institutional discourse and dailypractice is examined as a source of cynicism and a loss of vocational idealism. Finally, the articleproposes making the hidden curriculum visible through structured spaces for reflection, consciousmodeling by clinical educators, and alignment between stated values and observable behaviors,with the aim of transforming this phenomenon into a reinforcement of ethical culture andprofessional well-being.
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    Uso de la Inteligencia Artificial en la clase invertida
    (Universidad de Murcia : servicio de publicaciones, 2026) García-Estañ López, Joaquín; Fisiología
    A reformulation of the flipped classroom model, supported by artificial intelligence, isproposed to shift direct instruction outside the classroom and reserve in-person time for activitiesof greater human and cognitive value. In this approach, AI guides the student throughexplanations, structured practice, and immediate feedback before the in-person session, while theclassroom is dedicated to discussion, resolving conceptual errors, practical application, andcollaborative learning. The model is structured around three pillars: (1) the outsourcing ofinstruction and guided practice through AI following the sequence “I do, we do, you do”; (2) thepersonalized contextualization of examples and problems without altering the disciplinarycontent; and (3) immediate and adaptive formative feedback. Although initially developed foruniversity algebra, the approach is transferable to other disciplines such as biology, economics,physics, or literature. Far from being an isolated innovation, the proposal integrates pedagogicalapproaches widely supported by research: the flipped classroom, gradual empowerment, explicitinstruction, formative feedback, contextualized learning, and active learning strategies. Themodel's distinctive contribution lies in how AI enables these practices to be implemented moreefficiently and in a more personalized way. Taken together, the proposal redefines the role ofeducational technology: AI does not replace the teacher, but rather takes on repetitive and scalable