Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction: Scientific literacy is a set of skills required to scientifically explain phenomena and interpret the results of scientific research. These skills have not been measured in medical students in Peru, nor are the factors that explain it known. Objective: To identify the factors associated with scientific literacy in medical students. Method: A cross-sectional study was conducted on 299 medical students of a private university in Lima, Peru. A self-administered questionnaire was applied, this included a 28-item instrument to measure scientific literacy (TOSLS-Spanish), in addition, information was collected on age, sex, school of origin, year of study, and previous university studies. Finally, the weighted average and scholarship status of the students were obtained. The minimum and maximum scores for the TOSLS-Spanish were 0 and 28. The association between the number of correct responses in the TOSLS-Spanish (dependent variable) and the associated variables was evaluated at a crude level; those that reached a p < 0.25 were included in a generalized linear model for an outcome with a Poisson distribution. Results: The median number of correct responses was 19. Being female reduces the number of correct responses by 8% compared to males. Being in the fifth and sixth year increased the TOSLS-Spanish score by 10% and 11%, respectively, compared to the first year. Finally, the increase of one point in the weighted average increased the number of correct answers by 7%. Conclusions: Among medical students, the number of correct responses in a scientific literacy instrument was determined by gender, year of study, and academic performance measured by the weighted average.

Introduction: The COVID-19 pandemic led to the need to adapt strategies for residency admission exams to virtual modalities. This modality is associated with additional challenges and requires appropriate supervision mechanisms. Remote proctoring is a method for monitoring students while they take an exam at a remote location, using technology to assure the quality of the evaluation, and different studies abroad have shown that it is a viable solution to prevent fraud. Objective: To describe the experience of a virtual residency admission exam, with remote proctoring, focusing on participants’ perspectives Method: Cross-sectional, mixed-methods study. In 2020, our cenrtre held the first virtual admission exam for the psychology residency, with remote proctoring. An electronic, anonymous questionnaire was sent to candidates, to evaluate their perspectives. We also describe the main characteristics of this exam modality. Results: 64 responses were obtained (response rate 86%). 92% of participants were female, their mean age was 27,9 ± 3,8 years. According to 92% of candidates, this exam modality allowed for assessment of their knowledge. 78% did not consider that their intimacy was affected. All participants would repeat the experience. Among positive aspects, fast assistance and availability of results, less distractions and no need to travel were identified by participants. Negative aspects included the risk of technology failure and the risk of fraud. Conclusions: Participants were satisfied with the virtual exam with remote proctoring, and would repeat this experience.

This article addresses Health Education in Latin America, evaluating traditional and emerging health intervention models from a critical perspective. It examines classical approaches and new proposals, highlighting the limitations of traditional models in engaging the community. The transformative potential of critical pedagogy and popular education is presented, emphasizing their ability to generate social changes. The analysis focuses on the application of these models in healthcare and health promotion contexts in Latin America, emphasizing their impact on community involvement and behavior change. The crucial role of critical pedagogy in health is emphasized as an approach that challenges underlying structures and promotes equity. Challenges in its implementation are identified, and its potential to empower communities and improve perceptions and health statuses is highlighted, offering a critical perspective that transcends established paradigms.

Uno de cada siete jóvenes entre 10 y 19 años padece algún tipo de trastorno mental, y el suicidio es la tercera causa de muerte entre los 15 y 29 años.

The training of doctors, mainlly in specialization courses, has fallen into a spiral of abuse that perpetuates behaviors that have come to be normalized and justified. It is time to recognize that this is not an appropriate path that threatens the dignity and self-esteem of future doctors, and that we must break the inertia that has made it a habit

Introduction: Adolescent pregnancy is a serious public health concern that is associated with a lack of knowledge regarding proper and consistent contraceptive use. There is a need for educational interventions on the use of hormonal contraceptives, of which the online modality is a feasible option. Objective: To develop and implement an online course entitled “Use of hormonal contraceptives” among adolescent students and determine its effect on learning. Method: An online course was developed that included the following topics: the female reproductive system, the sexual cycle, and hormonal contraceptives. Knowledge was measured administering two multiple-choice tests. In 2021 we fielded a quasi-experimental pre-post study with a single group (adolescent students) enrolled in their first year of medical school attending a public university in Mexico. Results: For the pre-post, 108 students participated, 75% women and 25% men, with an average age of 18 years. The students increased their score in the pre-post evaluation (17-21 to 22-27 correct answers) and decreased in the follow-up (20-24 correct answers), with statistically significant differences according to the t test (p < 0.001). With the Friedman rank test, a mean for Instrument I was obtained, of 2.79; for instrument II, 1.32 and for the monitoring instrument, 1.89. Differences were observed between at least two groups (Chi2 33.98, df 2, p < 0.001). The post hoc analysis confirmed significant differences between the pre and post evaluations and follow-up (p < 0.001); although the score decreases after three months. Conclusions: The implementation of this type of educational interventions with solid results is sufficient to justify its development and implementation.

Introduction: The neurological examination (NE) is a cornerstone in the training of medical residents in neurology and neurosurgery, as it is an essential component of the professional practice for future specialists. However, the teaching of NE faces challenges due to traditional methodologies and single-strategy approaches, which are often insufficient to achieve the deep learning required to master the complex and nuanced competencies involved. Objective: To analyze the main strategies used in the teaching of NE and to propose an efficient, evidence-based system. Method: A structured review of both traditional and unconventional strategies in NE teaching and learning was conducted. These findings were compared with currently accepted competencies for NE, and a methodology was proposed based on the results. MeSH terms and keywords such as “neurological examination”, “neurological semiology”, “neurologic exam”, “residents”, and “neurology” were used. Results: Traditional strategies primarily include lectures, often supplemented by clinical case analysis and problem-solving exercises. Innovative strategies applied in NE teaching, as reported in the literature, serve as alternatives to lectures or are part of a multi-strategic approach combined with lectures. These include problem-based learning with virtual reality, tutoring and peer tutoring among residents, simulation, and gamification. Strategies must be individualized and contextualized depending on the specific domain of NE being taught. Conclusion: Various teaching and learning strategies are available for NE; however, there is a significant lack of systematized studies measuring their comparative effectiveness. An effective curriculum design for NE should incorporate a diversification of strategies and consider the specific requirements of each domain within the NE. It is imperative to generate evidence that prioritizes the efficiency of each available strategy for this purpose.

Introduction: The objective of medical school accreditations or certifications is to ensure that institutions meet quality and training standards, in order to impact the academic level and comprehensive training of students. One way to assess that this goal is achieved is with success in the National Medical Residency Candidate Exam. Objective: The existence of a relationship between the number of accreditations of medical schools and the results obtained in the ENARM was analyzed. Method: A retrospective longitudinal descriptive study was conducted, and data were analyzed using a Chi-square test and Student’s T-test. The results of the 68 medical schools in the country that have submitted the ENARM were compared. Results: It was shown that those schools that had more accreditations, obtained better scores in the ENARM, 31.8% of students who study in an accredited university are selected to perform a medical specialty, these results were significant, in addition to the fact that the percentage of students accepted in the ENARM for universities with 5 accreditations was 45.8%, This figure determined that the number of accreditations also had an impact on the percentage of students selected. Conclusions: The number of accreditations has a determining relationship with the percentage of students selected from the universities, since those with a greater number of them obtained a better score within the ENARM.

We present a distance training program for medical faculty based on various reference frameworks reported in the literature. The program aims to develop five basic skills: planning teaching, educating in the clinical setting, facilitating learning, teaching professionalism and medical ethics, and assessing learning. The program consists of the following modules: The Medical Educator and Didactic Planning, Clinical Teaching Strategies, Learning Strategies, Attitudinal Content Teaching Strategies, Evaluation Strategies, and The Reflective Practice of the Medical Educator. The instructional design and production were carried out on the Moodle platform, aimed at enabling faculty to understand the content, apply it in their teaching practice, and reflect on its usefulness for resident learning. As part of the program, the roles of tutors participating in its implementation are defined, as their work is essential to facilitate, provide feedback, and motivate participants’ learning.

Pedagogical practice must modernize by reformulating teaching attitudes and practices with the aim of fostering in students a deep interest in their future profession and specialty, with discipline, rigor, love, and a genuine pursuit of the excellence and academic quality that medical professions demand in today’s world, utilizing various tools for their development. Empathy, guidance, discipline, and sparking that deep interest in medicine and science should be pillars in this process, considering that each student is there driven by a dream and a purpose. Teacher training requires constant updating, skill development, and training, which are not always accessible to all educators. Similarly, continuous updating and training should be a duty for students in the medical sciences, which face constant evolution, to ensure excellence in decision-making based on evidence, medical judgment, and knowledge.