Revista Española de Educación Médica Vol. 7 Nº 3 (2026)
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- PublicationOpen AccessFormación en telemedicina en la educación médica depregrado: Una revisión sistemática exploratoria(Universidad de Murcia : servicio de publicaciones, 2026) David Alejandro Pérez Recabal; María Teresa Ruiz Pérez; Valentina Paz Vergara Villarroel; Álvaro Andrés Herrera Alcaíno; Catalina Ignacia Lobos Zárate; Sin departamento asociadoIntroduction: Telemedicine has established itself as a key tool in healthcare systems in the wake ofthe COVID-19 pandemic, creating a need to incorporate specific competencies into undergraduatemedical education. However, its integration into the curriculum is inconsistent and lackscomprehensive syntheses. Objective: To map the literature published between 2021 and 2026 ontelemedicine education for undergraduate medical students, identifying types of educationalinterventions, competencies addressed, assessment methods, trends, and knowledge gaps.Methods: A scoping review was conducted following the methodological framework of Arksey andO’Malley, the recommendations of Levac et al., and the guidelines of the Joanna Briggs Institute,reported in accordance with PRISMA-ScR. A systematic search was performed in PubMed, Scopus,Web of Science, and LILACS for the period January 2021–January 2026. Empirical and non-empirical studies related to telemedicine training in undergraduate medical education wereincluded. Selection was performed by independent reviewers. Data were extracted using a dataextraction matrix and synthesized descriptively and thematically. Results: A total of 35 studieswere included. The evidence reveals a heterogeneous level of curricular integration globally, with apredominance of studies from high-income countries. Educational interventions are primarilystructured around hybrid models that combine asynchronous learning, clinical simulation(including tele-OSCE), and supervised practice. The competencies most frequently addressed relateto virtual clinical communication and digital technical skills, while domains such as digitalprofessionalism and data security are underrepresented. Assessment methods rely predominantlyon perception surveys and self-confidence measures, with limited use of objective assessments.Significant gaps are identified, including a lack of curricular standardization, a scarcity oflongitudinal studies, and the absence of uniform competency frameworks. Conclusions:Telemedicine training in undergraduate medical education is an expanding field, with highvariability in its implementation and assessment. There is a need to move toward a more structuredcurricular integration, based on standardized competencies, with robust evaluation methodsadapted to different contexts. Future research should focus on longitudinal designs and theobjective assessment of the impact on clinical performance
- PublicationOpen AccessThe role of bayesian approaches in Medical Education for enhancing Evidence-Based Medicine(Universidad de Murcia : servicio de publicaciones, 2026) Paola Ceciliana Añazco Moreira; Ariel Melis Sosa; José André Cedeño Orejuela; Andy Hermógenes Luque Loor; Sin departamento asociadoThe increasing complexity of clinical decision-making in evidence-based medicine (EBM)highlights the need for probabilistic reasoning. Bayesian theory provides a structured framework tointegrate prior knowledge with new evidence, yet its use in medical education remains limited. Thispaper argues that incorporating Bayesian approaches improves diagnostic accuracy and reducesreliance on heuristic judgments. Educational strategies such as case-based learning help bridgetheory and practice, while Bayesian methods strengthen the link between research and clinicaldecision-making. Despite challenges such as perceived complexity and variability in estimating pre-test probabilities, these barriers reflect gaps in pedagogy. We conclude that Bayesian reasoning should be integrated as a core component of medical training to better address clinical uncertainty
- PublicationOpen AccessIntegrating digital resources and laboratory-based learningin undergraduate physiotherapy education: a repeated cross-sectional study(Universidad de Murcia : servicio de publicaciones, 2026) Alicia Cuesta-Gómez; Ángela Aguilera-Rubio; Diego Fernández-Vázquez; Domingo Palacios-Ceña; Isabel María Alguacil-Diego; Javier Güeita-Rodríguez; María Carratalá-Tejada; María Matilde Morales-Cabezas; Pilar Fernández-González; Roberto Cano-de-la-Cuerda; Víctor Navarro-López; Francisco Molina-Rueda; Sin departamento asociadoAntecedentes: La formación en fisioterapia combina la instrucción teórica con la práctica, y laevidencia respalda la integración del aprendizaje digital y las experiencias de laboratorio. El aulainvertida ha ganado prominencia en la educación de las profesiones de la salud, demostrando efectospositivos en la participación estudiantil y los resultados académicos. Sin embargo, se sabe poco sobrela integración de esta metodología en los laboratorios de análisis de movimiento en los planes deestudio de fisioterapia. Objetivo: Evaluar la implementación de un proyecto de innovación educativaque integra recursos digitales, metodología de aula invertida y sesiones de análisis de la marcha enlaboratorio dentro de un curso de fisioterapia de cuarto año. Métodos: Se realizó un estudioobservacional longitudinal con estudiantes de fisioterapia de la Universidad Rey Juan Carlos(España) entre 2020-2021 y 2024-2025. La intervención incluyó recursos de aprendizaje digital(podcasts y videos), seminarios de aula invertida y un taller de análisis de la marcha utilizando unsistema de captura de movimiento. El rendimiento académico se evaluó mediante exámenes deopción múltiple. La satisfacción de los estudiantes con los recursos digitales, la metodología y losseminarios prácticos se evaluó mediante cuestionarios tipo Likert. Se utilizó el ANOVA de Welchpara comparar las cohortes. Resultados: Se incluyeron 549 estudiantes en el análisis de rendimiento y188 en la encuesta de satisfacción. Los resultados académicos mejoraron durante los años en que seimplementó el proyecto, con mayores tasas de calificaciones sobresalientes y una menor tasa dereprobación. El año sin la intervención mostró el peor desempeño. La satisfacción estudiantil fue alta,con excelentes calificaciones para la metodología, el personal docente, las instalaciones y la utilidadde los seminarios. Los podcasts y el seminario de laboratorio recibieron evaluaciones excelentes.Conclusiones: La integración de herramientas digitales, estrategias de aula invertida y aprendizajebasado en laboratorio mejora la satisfacción estudiantil y el rendimiento académico en la formaciónen fisioterapia, fortaleciendo el vínculo entre la teoría y la práctica clínica
- PublicationOpen AccessFormación quirúrgica de los médicos internos residente: unanecesidad que salva vidas(Universidad de Murcia : servicio de publicaciones, 2026) Felipe Reoyo Pascual; Raquel León Miranda; Nerea Muñoz Plaza; Maria Jose Cardo Díez; Evelio Alonso Alonso; Rosa Martinez Castro; Luciano Ferrando; Mar Viana Miguel; Esther Garcia-Plata Polo; Sin departamento asociadoThe Bachelor's Degree in Medicine is one of the most theoretically and practically demandingprograms offered by our universities. It includes various subjects designed to cover the surgicaltheory of the different specialties, as well as complementary practical training. However, graduatesoften perceive a need for more practical surgical training focused on real-world clinical practice. Inthis context, the design of a postgraduate training structure to complement the theoreticalknowledge acquired during the undergraduate degree is justified. The objective of this trainingproposal is twofold: firstly, to provide all medical trainees entering clinical practice with basictheoretical and practical knowledge; and secondly, to offer practical courses for resident
- PublicationOpen AccessMás allá del rendimiento: las tutorías en medicina comoecosistemas de apoyo académico y profesional(Universidad de Murcia : servicio de publicaciones, 2026) Soasty Vera, Mildredd Rebeka; Chamba Cuadros, José Erasmo; Sin departamento asociadoAcademic tutoring may be associated with improved performance in medical students, althoughthis relationship is still limited by the diversity of definitions, methods, and potential biases in thestudies analyzed. Therefore, the results should be interpreted with caution. Beyond grades, themain value of this work is to open the debate about what kind of support students currently need.Evidence shows that peer mentoring and collaborative learning can improve performance,confidence, and professional development, but these benefits are not automatic and may beoverestimated if primarily more motivated students participate. Consequently, it is proposed thatfaculties adopt a more comprehensive approach: not just isolated tutoring sessions, but structuredsupport systems with continuous monitoring, attention to mental health, academic and careerguidance, and tutor training. Furthermore, it is crucial to clearly define the concepts (tutoring,mentoring, remediation) and evaluate the results using comparable criteria. Ultimately, tutoringshould be understood as a core strategy for a more equitable, safe, and humane medical education,and not just as an occasional resource for struggling students.