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

Introduction: The academic trajectory of a group of students from entry to graduation is known as their academic journey. To predict terminal efficiency and identify students at risk, indicators are used. However, various contextual factors may affect this trajectory. Objective: This study aims to determine the effect of the SARS-CoV-2 pandemic on the academic trajectories of three batches of medical students from a public university. Method: This is a retrospective, cross-sectional, non-experimental study that used convenience sampling to obtain academic information from students in the 2016, 2017, and 2018 cohorts. Descriptive statistics were used to obtain indices of academic performance, non-accreditation, abandonment, promotion, and curricular time. Additionally, a simple linear regression study was conducted to predict the terminal efficiency at curricular time variable. Results: A total of 3753 students were studied, with 1245, 1265, and 1243 belonging to the 2016, 2017, and 2018 cohorts, respectively. Of these, 66% were women and 34% were men. The overall academic performance, measured on a scale from 0 to 10, was 8.6, 8.7, and 8.9. The non-accreditation rate for the 2016 cohort was 16%, while the promotion rate was 64%, higher than in the 2017 and 2018 cohorts. The three cohorts had dropout rates of 36%, 56%, and 54%, respectively. In the 2016 cohort, 64% of students achieved 100% credits, while in 2017 and 2018, 44% and 46% of students achieved 100% credits, respectively. Academic performance and promotion predicted terminal efficiency at curricular time with an adjusted R squared greater than 0.75, which explained more than 75% of the variance (p < 0.05). Conclusions: academic performance increased during the SARS-CoV-2 pandemic, as reported in other health sciences degrees. This may be due to the difficulties in evaluating basic cycles and clinical competence. The pandemic context may have contributed to the increase in the dropout rate by affecting economic, labor, health, and emotional aspects. To gain a more comprehensive understanding of this phenomenon, it is necessary to design qualitative or mixed studies.

Introduction: The academic plan of specialty students has focused on developing skills and aptitudes in the clinical area, without considering the psychological demand that it requires and the development of emotional intelligence that is essential to improve medical practice. Objective: Determine the profile of emotional intelligence and perceived stress in medical residents. Method: Descriptive cross-sectional design in first and second year postgraduate students during medical residency. The entire population, made up of 52 resident doctors, was included. Emotional intelligence was evaluated with the Trait Meta Mood Scale instrument: TTMS-24, made up of 24 items (Cronbach’s alpha of 0.87). Perceived stress was evaluated through the PSS-14 instrument in its 14-item version (alpha of Cronbach’s score of 0.84). The statistical analysis included confidence intervals for percentages and averages. Results: Emotional intelligence in the attention dimension in the scarce category is 46.2% (IC 95% 32.6-59.8), in the clarity dimension the appropriate category is 50.0% (IC 95%; 36.4-63.7) and in the repair dimension the appropriate category is 59.6% (IC 95% 46.3-72.9). The 82.7% (IC 95%; 72.4-93.0) medicals residents perceive that they are often stressed. Discussion: In medical specialization, high levels of stress are often experienced due to workload, pressure in making critical decisions and exposure to emotionally challenging situations such as death. In this research, it was found that resident physicians and doctors are often stressed. This explains the results obtained for the emotional intelligence dimension where none was excessive and even in the attention dimension it was scarce. Conclusion: Emotional intelligence in the medical residents in the attention dimension is scarce, in the dimension clarity and reparation is appropriate and regarding perceived stress, it was found that they are very often stressed.

Introduction: The question, an ancestral resource, remains fundamental both in the educational and medical fields. Inspired by Socrates, the socratic method of questioning fosters critical thinking and reflection. In the field of medicine, this method facilitates the transition from theory to clinical practice, establishing connections between knowledge. Despite these advantages, research on this strategy in medical education, especially in the context of teaching rounds, is scarce. Objective: To explore the perceptions of undergraduate medical interns at the New Civil Hospital of Guadalajara “Dr. Juan I. Menchaca” regarding the implementation of the socratic method as a learning strategy during their rotation in internal medicine. Method: A qualitative research was carried out through an intrinsic case study. The sample consisted of 8 key informants, intentionally selected. Subsequently, a focus group was conducted with these students after the internal medicine rotation, following obtaining informed consent. Data analysis was carried out using Glaser and Strauss constant comparison method, following the steps described by Miles and Huberman, using the Atlas.ti program as a computational tool. Results: 151 units of meaning were identified, which were grouped into 34 descriptive categories, with 7 metacategories and 3 qualitative domains emerging: “meaning of strategy”, “teaching-learning process”, and “factors influencing the implementation of the strategy”. Conclusions: Undergraduate medical interns perceive the socratic method of questioning as a learning strategy that enhances self-confidence and motivation to learn. This approach promotes meaningful learning by connecting prior knowledge with new insights; moreover, it fosters collaboration and reflection, creating an environment conducive to both personal and professional growth. However, its full implementation requires teaching commitment and adjustments in the hospital setting.

Introduction: Clinical aptitude in breastfeeding has not been studied in medical students. Currently, no instrument assesses clinical aptitude for breastfeeding. Objective: To construct and validate a questionnaire that measures clinical aptitude about breastfeeding in medical students. Method: An instrument was constructed and validated with five clinical cases (CC): mastitis (MAST), cracked nipples (GR), hospital practice (PH), breast refusal (RS), poor milk production (POB), and five indicators: risk factors (FR), clinical diagnosis (DC), treatment (TR), breastfeeding contraindications (CL) and prognosis (PR). Delphi methodology was used for its validation with a panel of five experts and two rounds of review. The number of items per clinical case and indicator was balanced, resulting in 17 items per CC and 85 in total. Consistency of the instrument was determined (Kuder-Richardson) by administering the instrument to 30 eighth-semester medical students (EM) and 30 last-year students (MIP). To compare both groups U Mann-Whitney test was used. Answers due to random were calculated. Results: A global consistency of 0.9 was calculated. Consistencies per indicator were as follows: 0.74 (FR), 0.58 (DC), 0.62 (TR), 0.72 (CL), 0.77 (PR). From the MIP group, 43% got in the low range, whereas 57% of the EM group answered due to random. The global median was higher in the MIP group (35 vs. 15, p < 0.01). Medians in the MIP group were higher for the indicators FR (p = 0.02), TR (p < 0.01), CL (p = 0.03), and PR (p < 0.01), and for four CC: MAST (p < 0.01), PH (p < 0.01), RS (p = 0.03), and POB (p = 0.02). Conclusions: The administration of a valid and consistent instrument showed a very poor clinical aptitude in EM, which seems to be higher in MIP. Further measurements and interventions are needed to assess external validity.

Introduction: In healthcare, artificial intelligence (AI) has emerged as a transformative force, capable of improving diagnostic accuracy, optimizing treatments and streamlining administrative processes. However, despite its benefits the implementation of AI in healthcare faces controversies and challenges. Objective: To determine the attitudes and perceptions about the use of AI in health care among university students (US) of health sciences in Guadalajara, Jalisco. Methods: An online form was administered among US to collect sociodemographic data and a 28-item questionnaire to determine attitudes and perceptions about AI. Results: A total of 83 US, mostly women and belonging to nursing, nutrition and psychology programs, participated. Participants reported a high use of technology, as well as moderate knowledge of AI. Regarding attitudes toward its use in health care, a neutral position predominated. Although they recognized the potential benefits of AI, they were cautious when it came to their own diagnosis or treatment. Additionally, concerns such as health professional (HP) displacement and job loss, data security, and deterioration of the HP-patient relationship emerged. Conclusions: US attitudes toward AI in healthcare reflect a mix of positive and negative feelings, stemming from broader societal concerns about the rapid integration of AI into the sector. Taking these concerns into account will narrow the gap between US perceptions of AI and encourage the use of this technology to improve patient outcomes.

Estamos en el año 2025, a poco más de dos años del debut en el escenario global de una de las herramientas más populares de inteligencia artificial generativa (IAGen), ChatGPT de la empresa OpenAI. La irrupción de esta poderosa plataforma, además de otras diseñadas por diversas organizaciones, ha generado una gran cantidad de especulaciones y reflexiones sobre sus implicaciones éticas en varios aspectos de la vida, incluyendo la educación. Si bien la explosión de artículos, libros, preprints, conferencias, congresos y seminarios web sobre el tema ha producido un cierto nivel de hastío en la comunidad académica, no podemos eludir el hecho de que la IAGen llegó para quedarse y que se ha introducido en muchas facetas de nuestra cotidianidad. Por ello es necesario continuar la conversación sobre su uso e implicaciones para el proceso educativo en profesiones de la salud

Introduction: The training of midwives in the field of ultrasound has been the subject of interest in many countries around the world, since this would contribute to the improvement of care for pregnant women, especially in rural areas or areas with difficult access for health teams. Objective: To synthesize recent evidence related to the benefits offered by training obstetricians in the field of ultrasound through a systematic review of the scientific literature using the PICO strategy in electronic databases. Method: It was carried out a study selection process in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The search was carried out by two members of the team during the period December 2023 to January 2024, in the Scopus and Web of Science databases. Articles up to 5 years old were included, of a qualitative and quantitative nature, with results that indicate the usefulness of ultrasound training and whose study population is midwives. Results: It was obtained a total of 907 studies, of which 24 met the inclusion criteria, and were mostly carried out on the African continent. The studies showed improvements in the ultrasound skills of midwives, reaching a level similar to that of specialist doctors, in addition, the existence of institutional benefits such as improvement in perinatal health outcomes, reduction in hospital stay time or increase in requests. ultrasound by pregnant women; and individual benefits such as an increase in midwives’ confidence, motivation and even performance. Conclusions: The studies conclude that the knowledge of midwives acquired through ultrasound training is similar to that acquired by doctors or other professionals, which represents a benefit for pregnant women who are in rural areas with low economic resources, and makes visible the need for these trainings to be carried out in countries that present economic and social gaps.