Browsing by browse.metadata.contributordepartment "Centro de Estudios Universitario en Educación Médica"
Now showing 1 - 18 of 18
Results Per Page
Sort Options
- PublicationOpen AccessAcademic climate and psychopathological symptomatology in Spanish medical students(BMC Medical Education, 2023-11) Esquerda, Montse; García-Estañ, Joaquín; Ruiz-Rosales, Albert; Garcia-Abajo, Miguel; Millán, Jesús; Centro de Estudios Universitario en Educación MédicaMedical Education studies suggest that medical students experience depression, anxiety and psychopathological symptomatology in a proportion higher than in the rest of the population. In the present study, we aimed to conduct a nationwide analysis to describe student’s perceptions of Educational Climate in Spanish medical schools, and its relationship with psychopathological symptomatology.MethodsThe study was carried out in 2022 in all 44 medical schools in Spain, and analyses the academic climate, and psychopathological symptomatology among medical students (n = 4374). To measure these variables, we used the Dundee Ready Education Environment Measure (DREEM) for academic climate, and the SA-45 (Symptom Assessment-45 Questionnaire was used to assess psychopathological symptomatology.ResultsThe mean DREEM global score was low, 95.8 (SD 22.6). Worse perception of the academic climate has been found in females (t -2.21, p 0.027), in students of the clinical academic years (t 16.9, p < 0.001), and public medical schools ( t 15.6, p < 0.001).The SA45 general index score was high (p90) in 25.6% of participants. In respect of gender, female students presented higher levels of SA45 general index score, depression, interpersonal sensitivity, somatization, anxiety, obsession-compulsion, and phobic anxiety symptoms.Higher DREEM global and subscale scores corresponded to a higher SA-45 global index score and higher SA-45 subscale scores.ConclusionsOur study suggests a correlation between a poor perception of academic climate, increased depression, anxiety, and other psychopathological symptoms, with a pattern that varies between different faculties. The perception of academic climate varied between medical schools, as did the psychopathological symptoms scores. Our finding suggests the prevalence of these variables in medical students is, at least in part, attributable to factors directly related to the learning atmosphere.
- PublicationOpen AccessLa automedicación en estudiantes del Grado en Farmacia(Elsevier, 2017) Cecilia, María José; Atucha, Noemí M.; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaLa automedicación es la administración de medicamentos para aliviar un síntoma o curar una enfermedad sin pasar por el control médico. Este comportamiento está muy extendido a nivel mundial, incluso dentro de la universidad en la que se forman los futuros profesionales que configurarán los servicios sanitarios de la comunidad. Aunque existen estudios relativos a las conductas de automedicación en la población universitaria en otros países, existen pocos datos relativos a este comportamiento en nuestro ámbito. El propósito de este estudio es estimar el nivel de automedicación en un colectivo universitario, así como los factores asociados a este comportamiento. El hábito de automedicación es muy frecuente en nuestra población de estudio, con una media de un 72,5%. Este valor va ascendiendo curso a curso desde un 53% en el primer curso de carrera hasta el 93% en el último. Casi el total de los alumnos admite la automedicación con analgésicos y es de destacar la automedicación con antibióticos (13,6%) utilizados para situaciones clínicas poco definidas. Más preocupante aún es la automedicación con medicamentos bajo receta regulada, como es el caso de los ansiolíticos y tranquilizantes, usado por un 5% de los estudiantes. Concluimos que el alto porcentaje de automedicación de la población general se ve prácticamente correspondido en esta población de estudiantes de Farmacia. Los medicamentos más consumidos son los analgésicos, antihistamínicos y antigripales; existen, además, porcentajes bajos pero notables de automedicación con antibióticos y ansiolíticos, lo que resulta más preocupante.
- PublicationOpen AccessComunicaciones a la VIII Jornada de Educación Médica. Centro de Estudios en Educación Médica(CeuEM, 2024-09-06) Kıyak, Yavuz Selim; Menéndez González, Manuel; Maeso, M.; López, M.P.; Rojo Bofill, Luis Miguel; Balanzá Martínez, Vicent; Bellver Pradas, Francisco; Benavent Rodríguez, Pilar; Saiz Alarcón, Vanessa; Granda Piñán, Amelia Rosa; Iranzo Tatay, Carmen; Etxeandia Pradera, Jon Iñaki; Carrasco Picazo, Juan Pablo; Sierra San Miguel, Pilar; González Piqueras, José Carlos; Martínez Raga, José; Aguilar García-Iturrospe, Eduardo Jesús; Martínez López, C.; Luongo, C.; Piñeiro Silva, C.; Abril Sánchez, S.; García Vázquez, F.A.; Sánchez Ferrer, F.; Nso Roca, A.P.; Ramos Rincón J.M.; Fernández E.; Sánchez Ferrer, F.; Andreu Cervera, A.; Madrigal, P.; Pombero, A.; García López, R.; Company, V.; Puelles, E.; Morales Delgado, N.; López Brotons, M.; Javaloy Ballestero, S.; Lozano Meca, José; Montilla Herrador, Joaquina; Gacto Sánchez, Mariano; García Hidalgo, Clemente; García Santos, José María; Guerrero Sánchez, Y.; Collado Murcia, Y.; López Jornet, P.; Parra Pérez, F.; Ruiz Roca, J.A.; Gómez, F.; Galera Molero, F.; Díez Revuelta, A.; Fernández Linsenbarth, I.; Beño Ruiz de la Sierra, R. M.; Arjona Valladares, A.; Jimeno Bulnes, N.; Gómez García F.J.; Grima Murcia, M.D.; Garcia-Estañ López, Joaquín; Centro de Estudios Universitario en Educación Médica
- PublicationOpen AccessComunicaciones científicas de la IV Jornada de Educación Médica del Centro de Estudios en Educación Médica(Centro de Estudios en Educación Médica, 2020-09-04) Varios; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación Médica
- PublicationOpen AccessComunicaciones póster a la II Jornada de Educación Médica del Centro de Estudios en Educación Médica(Centro de Estudios en Educación Médica, ) Varios autores; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación Médica
- PublicationOpen AccessComunicaciones presentadas al Congreso Virtual de la Sociedad Española de Simulación y Seguridad del Paciente (SESSEP), 28 y 29 de octubre(2020) Varios; Centro de Estudios Universitario en Educación Médica
- PublicationOpen AccessComunicaciones presentadas en la V Jornada de Educación Médica(CeuEM, 2021-09-28) Varios; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación Médica
PublicationOpen AccessDatos del estudio CEEM-SEDEM de Clima Educativo en Facultades de Medicina de EspañaEsquerda, Montserrat; García-Estañ, Joaquín; Centro de Estudios Universitario en Educación Médica- PublicationOpen AccessDepression, anxiety, burnout and empathy among Spanish medical students(Public Library of Science, 2021-12) Capdevila-Gaudens, Patricia; García-Abajo, Miguel; Flores-Funes, Diego; García-Barbero, Mila; García-Estañ, Joaquín; Centro de Estudios Universitario en Educación MédicaMedical Education studies suggest that medical students experience mental distress in a proportion higher than in the rest of the population In the present study, we aimed to conduct a nationwide analysis of the prevalence of mental health problems among medical students. The study was carried out in 2020 in all 43 medical schools in Spain, and analyzes the prevalence of depression, anxiety, empathy and burnout among medical students (n = 5216). To measure these variables we used the Beck Depression Inventory Test for assessing depression, the Maslach Burnout Inventory Survey for Students was used for burnout, the State-Trait Anxiety Inventory (STAI) was used to assess anxiety state and trait and the Jefferson Empathy Scale 12 to obtain empathy scores. In relation to depression, the data indicate an overall prevalence of 41%, with 23.4% of participants having moderate to severe levels, and 10% experiencing suicidal ideation. Burnout prevalence was 37%, significantly higher among 6th year than among 1st year students. Anxiety levels were consistent with those reported previously among medical students (25%), and were higher than in the general population for both trait and state anxiety. The prevalence of trait anxiety was higher among women. Empathy scores were at the top end of the scale, with the highest-scoring group (>130) containing a greater percentage of women. Similarly to those published previously for other countries, these results provide a clear picture of the mental disorders affecting Spanish medical students. Medicine is an extremely demanding degree and it is important that universities and medical schools view this study as an opportunity to ensure conditions that help minimize mental health problems among their students. Some of the factors underlying these problems can be prevented by, among other things, creating an environment in which mental health is openly discussed and guidance is provided. Other factors need to be treated medically, and medical schools and universities should therefore provide support to students in need through the medical services available within their institutions.
- PublicationOpen AccessEvaluación de competencias prácticas clínicas por el alumnado y el profesorado a través del portafolio(Ediciones Complutense, 2016) García-Sanz, María Paz; García-Estañ López, Joaquín; Martínez-Martínez, Francisco; Pérez Bernabeu, Alicia; Santonja Medina, Fernando; Centro de Estudios Universitario en Educación MédicaLa evaluación de las competencias prácticas clínicas que los estudiantes de Medicina adquieren al realizar su rotatorio en un hospital es algo bastante inusual en la universidad española. Y mucho menos lo es la participación del alumnado en dicha evaluación. Las prácticas son obligatorias, sin más, no están sujetas a ninguna evaluación. En esta investigación, mediante la utilización de un portafolio y una lista de verificación, se pretendió conocer el porcentaje de estudiantes de 5º curso de Medicina que adquiere las competencias y resultados de aprendizaje previstos para este período de tiempo en la asignatura de Traumatología, tanto desde la percepción del profesorado como del alumnado. Los resultados indicaron que, a nivel global, según los alumnos, el porcentaje de éstos que desarrollaron las competencias fue notable, mientras que, para los docentes, dicho porcentaje fue moderado. Prácticamente en todos los resultados de aprendizaje los estudiantes realizaron valoraciones superiores al profesorado, no existiendo en la mayoría de las ocasiones correlación significativa entre sendas percepciones. Asimismo, no se encontraron diferencias significativas en función del sexo de los estudiantes y únicamente en algunas ocasiones, sí se hallaron en función del hospital en el que los alumnos realizaron sus prácticas. Como conclusión, expresamos la necesidad de ir mejorando progresivamente el portafolio como instrumento de aprendizaje y evaluación de competencias para igualar las percepciones de estudiantes y profesores.
- PublicationOpen AccessMEDICAL PROFESSIONALISM PERCEPTION OF MEDICAL STUDENTS IN SPAIN(Sciendo, 2020-11) Serrano-Costa, Blas; Flores-Funes, Diego; Botella-Martínez, Carmen; Atucha, Noemí M.; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaIntroduction: Currently, the Doctor-Patient relationship of all cultures and societies is in crisis due to the distrust that has arisen in this social contract. This distrust origins from various changes that have occurred worldwide. We, as doctors, can contribute to solving this crisis, reaffi rming the values that integrate medical professionalism. In the absence of specifi c studies and programmes on medical professionalism in Spanish universities, we consider knowing the perception of medical professionalism by medical students at the University of Murcia essential to see if there is a need to introduce educational improvements in our faculty. Methods: A professionalism questionnaire from the Penn State University School of Medicine (PSCOM) was provided online, voluntarily and anonymously to all students of the Medicine degree of the University of Murcia. Results: The perception of professionalism in students was high, since all categories have more than 75% positive responses on average. The categories of Respect and Altruism were the best rated. On the other hand, there is a slight increase in negative responses as students progress through the degree. Between sexes, however, there were no differences in the criteria. Conclusions: Although the perception of professionalism is good, it is still a perception, so it should reach values closer to 100%. Therefore, the faculty is encouraged to carry out specifi c programmes to promote medical professionalism in the degree courses.
- PublicationOpen AccessMismatch between student and tutor evaluation of training needs: a study of traumatology rotations(BMC, 2018) Santonja Medina, Fernando; García-Sanz, Mari Paz; Santonja-Renedo, Sara; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaObjective: An e-portfolio was used to determine the optimal number of times students need to repeat a procedure before they are fully capable of performing it without supervision. The results were compared with the actual number of repetitions performed during the internship period. We also asked these students and their teachers about the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers. Results: Both students and teachers agreed on a similar optimal value for 16 out of the 21 clinical procedures selected; in the remaining 5, teachers thought that students needed to repeat the procedure more times than the number stated by students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of all clinical procedures were carried out fewer times than expected, thus providing important feedback about the rotation-based training process. Quantitative information collected in the portfolios revealed a moderate mismatch between students’ and teachers’ perceptions of training needs.
- PublicationOpen AccessPerception of Medical Professionalism among Medical Residents in Spain(MDPI, ) García-Estañ, Joaquín; Cabrera, JM; González-Lozano, E; Fernández-Pardo, Jacinto; Atucha, Noemí M.; Centro de Estudios Universitario en Educación MédicaBackground: Medical professionalism, defined as commitment to the primacy of patient welfare, is the basis for doctor–patient–society relationships, but previous research with medical students has shown that professionalism and social commitment to medicine may be waning. To determine if this trend also appears in recently qualified practicing doctors, we surveyed 90 newly graduated doctors currently working as medical residents in two university hospitals in Murcia, Spain. A previously validated questionnaire that studies the perception of six categories (responsibility, altruism, service, excellence, honesty and integrity, and respect) defining medical professionalism was used. Results: A good perception of professionalism was found among medical residents, with more than 70% positive responses in all these six categories. There is an increasing trend in the number of negative responses as the residency goes on. Altruism was the category with the greatest percentage of negative answers (22.3%) and Respect was the category with the lowest percentage (12.9%). Conclusions: The results show a good professionalism perception in medical residents, but also a slight decline in positive answers that began during medical school. A significant trend was found when including both students and residents. Although there were some differences between students and residents, these were not statistically significant. Educational interventions are needed both at the level of medical school and postgraduate medical residency.
- PublicationOpen AccessProject DABE from SEDEM & CEEM: Depression, Anxiety, Burnout and Empathy among Spanish Medical StudentsGarcía-Estañ López, Joaquín; Centro de Estudios Universitario en Educación Médica
- PublicationOpen AccessSIMULTANEOUS EVALUATION OF COMMUNICATION SKILLS BY STANDARDIZED PATIENTS AND MEDICAL EVALUATORS(Sciendo, 2019) García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaIntroduction: The present study analyzes the evaluation of communication skills by standardized patients (SPs) and medical evaluators (Es) in an OSCE setting. Methods: The OSCE involved 189 sixth-year medical students, as well as 34 SPs and 63 Es. Communications skills were evaluated in 8 stations, simultaneously by SPs and Es. The SPs were actors who had been trained in the clinical case and who acted in accordance with a standardized script in a simulated clinical situation. The evaluators, also standardized, were Resident Doctors or staff Doctors from the Hospital Services involved. Results: The global scores awarded to students for communication skills were very similar in both groups, although the score awarded by Es was signifi cantly higher, and a direct relationship was also observed between the mean scores awarded by both groups. Evaluators awarded signifi cantly higher scores than SPs in 7 out of the 10 items on the checklist. Female medical students also scored signifi cantly higher than their male counterparts in many items, including external appearance, listening, cordiality, optimism, interest, expression and empathy. Discussion: Our data indicate that SPs and Es evaluated communication skills in a similar manner in an OSCE setting, a fi nding which suggests that health-related professionals can be used as an alternative to SPs, thus helping to lower economic costs. Our study also confi rms a gender difference (in favor of women) in the evaluation of communications skills by both groups.
- PublicationOpen AccessStudying Medicine and being a doctor in Spain(MedEdPublish, 2018-12-07) García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaIn Spain, and probably around the world, the degree of Medicine is one of the most appreciated studies by the students. Not only the influence of job prospects, better than in other University careers, but also the study of a scientific career with many specialization areas or the joy felt by doctors when they manage to help a very sick patient, are some reasons to undertake the adventure to become a doctor. Since the demand to study Medicine is so high, it is not strange that most people with interest stay out of the process, since, at least in Spain, only the high school students with the best records are able to enter into a School of Medicine. But becoming a doctor is more than the study of a University Degree for 6 years. They need also a postgraduate specialization (MIR), in Hospitals of the National Health System, as a necessary step in order to be able to practice Medicine, either in public or private institutions. However, this road is not free from problems since there has been a decrease in the number of MIR specialization places offered without a similar reduction in the number of undergraduate positions. Moreover, the number of medical schools has not stopped growing and places Spain as one of the countries with the highest ratio of Medical Schools per inhabitant. This situation can lead to a scenario similar to that experienced in the 80s and 90s, where we witnessed an increase in the number of Specialist Physicians without Official Title (called MESTOS). As of November 2018, around 4,000 medical graduates cannot access specialized health training and may be forced into unemployment or emigration.
- PublicationOpen AccessLas unidades de educación médica en las facultades de Medicina y de Ciencias de la Salud en España. ¿Son necesarias?(Educación Médica Elsevier, 2020) Aguayo-Albasini, JL; Atucha, Noemí M.; García-Estañ López, Joaquín; Centro de Estudios Universitario en Educación MédicaEn una mayoría de países, la educación médica es una especialidad médica más y preside la vida académica en el grado, el posgrado y en la formación continuada. Pero la situación en España es muy mejorable. Aunque existe un creciente interés en la educación médica como disciplina o especialidad, la mayor parte de las facultades de Medicina españolas no disponen de una unidad o departamento de educación médica que se encargue del avance de la disciplina. Algunas facultades han dispuesto una unidad, cátedra, departamento o centro de estudios, adscrita o independiente a la dirección del centro, a veces sin relación orgánica alguna con el proceso de formación. En este artículo describiremos por qué creemos que estas estructuras son necesarias, su utilidad, así como sus funciones y el alcance de sus actividades. Analizaremos la situación actual en España con el ánimo de promocionar la creación de estas estructuras en todas las facultades de Medicina. Igualmente, repasaremos los mecanismos de los que se ha dotado a la formación especializada en el posgrado para dar respuestas a sus necesidades de formación.
- PublicationOpen AccessWhat do Turkish, Spanish, and Pakistani medical students value in specialty training positions? A discrete choice experiment(BMC Medical Education, 2022-11) Selim Kiyak, Yavuz; Budakoğlu, Işıl İrem; García-Estañ, Joaquín; Atta, Komal; Koyun, Emin; Centro de Estudios Universitario en Educación MédicaThe aim of this study was to find out specialty training preferences of senior medical students from three medical schools in Turkey, Spain, and Pakistan.Methods:A Discrete Choice Experiment was carried out using an electronic form for students in three countries in 2021–2022 term. Each choice set in the form consisted of two hypothetical specialty training positions. The attributes were location, earnings, working conditions, personal perspective, quality of education, probability of malpractice, and prestige. Conditional logit model was used to estimate participants’ preferences and “willingness to accept” values.Results:The most valued attribute was “personal perspective on specialty area” for Turkish and Spanish students, while this attribute was not meaningful for Pakistani students. Turkish students needed a 204% of change in their income for a swap between the specialty that they like and not like. This tradeoff necessitated a 300% change for Spanish students. The most valued attribute for Pakistani students, which was “working conditions”, necessitated a 97% increase in income to switch from working in good conditions to working in poor conditions.Conclusion:In this first multinational DCE study in the medical education literature, we found the preferences of medical students in Turkey, Spain, and Pakistan are affected to various extents by several factors.