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

Introduction: The shift towards virtual medical education modalities during the COVID-19 pandemic has sparked debates regarding their effectiveness compared to traditional face-to-face teaching. Objective: To evaluate whether the virtual modality is associated with a higher score obtained in the ENARM, compared to the face-to-face modality. Methods: A retrospective cohort study was conducted with doctors who entered the Peruvian medical residency between 2019 and 2022, comparing ENARM scores between those prepared virtually and in-person. Variables such as the mode of study, enrollment plan, and sociodemographic data were analyzed. Results: Of the 837 doctors evaluated, 57.1% were women and 64.9% studied at private universities, with a majority choosing the virtual modality (60.5%) and the annual plan (69.3%). The average score on the ENARM was 52.8 ± 6.6. In the unadjusted exam score, the virtual modality outperformed the in-person modality (66.1 vs. 64.2; p <0.001). After adjusting for confounding variables, the virtual modality was associated with an average increase of 1.34 points in the ENARM score compared to in-person (aβ: 1.34; 95% CI: 0.46 to 2.21; p = 0.003), more evident in the annual plan (aβ: 1.31; 95% CI: 0.24 to 2.38; p = 0.017). In a sensitivity analysis, this association held, with an increase of 2.02 points for the virtual modality (aβ: 2.02; 95% CI: 1.08 to 2.96; p <0.001), particularly in the annual plan (aβ: 2.11; 95% CI: 0.97 to 3.25; p <0.001). Conclusions: Peruvian doctors who prepared for the ENARM virtually achieved higher scores compared to those in face-to-face settings, with this advantage being more pronounced among those who followed an annual preparation plan.

Introduction: Universities raise the possibility of using virtual simulation as a medical teaching strategy, however, it is not properly incorporated into the individual agendas of teachers. Objective: To determine the teaching role in the teaching-learning process through virtual simulation. Method: The guidelines of the PRISMA 2020 declaration were followed. A systematic review of scientific articles was carried out through databases such as Scielo and Google Academic, in Spanish. Through an interpretive paradigm, the academic production that addressed the issue of the medical teacher in the teaching process, as well as his participation in the virtual simulation, was delved into. Results: Of the total of 208 articles reviewed, 14 were identified that provide information about the teaching role in the teaching-learning process and the teaching strategy through simulation, virtual and augmented reality. The inclusion of technology in medical education presents challenges, especially in terms of the digital divide between teachers and students. Constant training in technological and pedagogical skills is crucial to overcome these barriers and improve the quality of the teaching-learning process. This requires a collaborative approach between educational institutions and educational policies to create an environment conducive to the professional development of teachers. Conclusions: The process of innovation in education starts from the teaching desire, which is why a proactive attitudinal profile is essential, open to change and with conscious use of the training resources provided. Knowledge in these aspects will be able to guide appropriate didactics according to the needs of the group, directing the management of the acquisition of individual knowledge.

Introduction: Bioethical training in health professionals is essential to ensure competent medical practice from a technical perspective, conscious and sensitive to the ethical implications of their decisions and actions. Objective: This study sought to analyze and synthesize the available evidence on the use of clinical simulation for the bioethical training of health professionals. Method: A systematic review of the literature was carried out under the publication methodological recommendations of Cochrane and PRISMA. Experimental, quasi-experimental, pilot study, post-observational and case studies were included. The information search was carried out in the Scopus database, in a quartile between Q1 and Q4, with an observation window between 2011 and 2024, without restriction on age, gender and language. Results: It was determined that bioethical training through clinical simulation brings positive gains regarding ethical principles, professional practice, ethical dilemmas, moral imagination, ethical behavior, and clinical ethical consultation. Conclusions: Clinical simulation in bioethics has the potential to improve ethical knowledge, promote greater ethical awareness, and increase participants’ confidence in applying ethical reflections and reasoning in their daily practice. The results highlight the importance of the realistic and emotional nature of the simulation, as well as the preference for this modality as an effective way to teach health ethics.

Introduction: Currently, there is a lack of studies that critically analyze medical education in research during undergraduate studies. Objective: To understand the general characteristics of medical education regarding health research through a review of the curriculum and study programs of the University of Health of Mexico City. Method: A qualitative study was conducted through a documentary review of secondary sources. The texts of the curriculum and study programs of the University of Health of Mexico City were examined to identify the general aspects of medical research at this institution. A qualitative content analysis of Volumes I and II of the Study Plan for the Bachelor of General and Community Medicine of the University of Health of Mexico City was carried out for this purpose. The document review was conducted through qualitative content analysis organized in three phases: a) theoretical, b) descriptive-analytical, and c) interpretative. Results: It was found that at the University of Health of Mexico City, the medical research training modules are taught over four training cycles, with a focus on public health research and the Comprehensive Primary Health Care model. Conclusions: At the University of Health of Mexico City, academic training in health research is centered on being a fundamental tool for the effective application of information to support clinical decisions based on the best scientific evidence. However, there is a need to continue strengthening medical education to improve health research, which in turn will allow for the creation of solutions to improve social problems.

Introduction: The admission process for medical residencies is complex. Instruments used are expected to be valid and reliable. Objective: To assess the association between medical school’s grade point average, score in the knowledge test and results of the residency admission interview, panel or multi-mini interviews. Methods: Cross-sectional study. Candidates for medical residencies between 2006-2010 and 2022 were included. Pearson’s coefficient was used to evaluate the relationship between analyzed variables. Results: 1254 candidates were interviewed between 2006-2010, and 493 in 2022. Average grade point average was 8.1 in 2006-2010, and 8.04 in 2022 (p = 0.05); scores in the knowledge test were 68/100 and 79/100 (p < 0.0001) respectively. Pearson’s coefficient between academic performance (medical school’s grade point average and score in knowledge test) and interview scores was 0,20 in the 2006-2010 period (p = 0.01), and 0,11 in 2022 (p = 0.01). There was also no correlation when different interview modalities were analyzed separately. Conclusion: Interview score, which determined the final ranking for resident selection, did not correlate with academic performance, independently of the interview modality.

“El primer principio es que no debes engañarte a ti mismo, y tú eres la persona más fácil de engañar”. Richard P. Feynman, 1974          

Today, new digital technologies are a great ally of education in Peru. Teachers are the ones who, in the daily teaching-learning process, constantly evaluate the knowledge that each student receives in order to analyze the results. Therefore, this study focuses on using Test-Excellent as a continuous evaluation tool in the learning process. In fact, the study was designed using qualitative models and documentary methods used to process the information. The result of this study, according to the information gathered, is that the Test-Excellent tool has great advantages for both teachers and students, i.e., it is easy to use and learn the various functionalities. As a result, this tool allows teachers to provide immediate and useful feedback. Likewise, this tool is still little known in public schools, so it is not used in high school classrooms. In addition, computers and the Internet can be used in the classroom, resulting in meaningful learning. Furthermore, it is believed that the use of the Test-Excellent tool positively facilitates the continuous evaluation of students through a positive interaction between teachers and students who are academically satisfied in class because they are motivated, consider themselves fun and intelligent.

In this article, we are going to explain how to solve the following problem: perform a data insertion in a BigQuery table using the Python programming language, when we cannot use frameworks, chatGPT, GitHub Copilot, etc., to obtain a solution. The solution focuses on developing a series of functions that allow us to validate the data types of the table fields involved in the insertion, order the data to be inserted and give them the required structure according to the data types present. For this, we also show the development of an algorithm focused on performing such processes.