Analysis of Undergraduate Dermatology Syllabi at Spanish Universities: Does the Weight of Theoretical Content Match the Skin Conditions Seen in Primary Care and General Dermatology Practices? / Análisis de las características de la docencia de pregrado de Dermatología en las universidades españolas. ¿Los contenidos teóricos se aproximan a la casuística de los médicos de Atención Primaria y dermatólogos generales?

INTRODUCTION: Undergraduate dermatology courses vary in the nearly 50 Spanish medical faculties that teach the subject. This study aimed to describe the characteristics of these courses and to analyze whether the weight assigned to dermatology topics reflect the caseloads of primary care physicians and general dermatologists in the Spanish national health system. MATERIAL AND METHODS: Cross-sectional study of syllabi used in Spanish medical faculties during the 2021-2022 academic year. We determined the number of teaching hours in public and private university curricula and compared the weight of dermatology topics covered to the dermatology caseloads of primary care physicians and general dermatologists as reported in published studies. RESULTS: Most medical faculties taught dermatology for one semester. The median number of credits offered was 4.5. On average, lectures covered 24 theoretical topics, and seminars and workshops covered 9 topics. We identified a clear disparity between the percentage of time devoted to dermatology topics in course lectures and the skin conditions usually managed in primary care and general dermatology practices. DISCUSSION: The skin diseases most commonly treated by primary care physicians and general dermatologists are underrepresented in the curricula of Spanish medical faculties. The topics that should be given more weight in syllabi, or recovered for inclusion in dermatology courses, should be re-examined. Our findings show that the topics that ideally should be emphasized more are types of dermatitis, infectious skin diseases, acne, psoriasis, rashes, and the differential diagnosis of benign and malignant neoplasms. There should be additional support for the theoretical teaching of these topics.

Simulated training program in abdominal paracentesis for undergraduate medical students.

BACKGROUND AND AIMS: Abdominal paracentesis is an area that every general physician should know about, and the current learning model is unsafe for patients. Simulation allows students to develop their skills prior to clinical confrontation with minimal risks. The aims of this study were to design and evaluate a paracentesis simulation workshop for undergraduate students. METHODS: A workshop was implemented using a specially designed and validated simulation model for abdominal paracentesis. The simulated technique considered the recognition of materials, operator equipment, asepsis, anesthesia, puncture and obtaining liquid, collecting samples for analysis, withdrawal of the material and occlusion. A 24-point direct observation checklist was administered to assess the student. We assessed two students at the beginning of the workshop and all the students at the end. A perception survey was applied to attendees at the end of the workshop. RESULTS: 247 students were included and a workshop that involved 8 students per session was held. Students significantly improved their skills comparing pre- and post-evaluation results [13.36±4.46 (55.7%) vs. 22.3±1.83 (92.9%) respectively (n=69) p<0.001]. The students' perception questionnaire (n=38) showed that the training sessions were highly valued, averaging 4.8±0.38 on a Likert scale of 1-5. CONCLUSIONS: Simulated training in abdominal paracentesis is a very good teaching method. This teaching methodology should be highly recommended as an educational strategy in medicine because it could accelerate the acquisition of clinical skills in a safe learning environment.

[Teaching infectious diseases in the Medical Degree within the European higher education area]. / La enseñanza de las enfermedades infecciosas en el grado de Medicina en el marco del espacio europeo de educación superior.

During their medical studies, students must acquire basic competencies in different areas of knowledge, one of which is infectious diseases. Training in infectious diseases is essential for general medical practice and for academic or professional expertise in many areas of medicine, both medical and surgical. The vast amount of knowledge that is continuously generated about infectious diseases requires a well-structured undergraduate medical education program and framed in a setting dominated by globalization. The incorporation of Spain to the European higher education area has forced medical schools to adapt their curriculum and to establish the content and learning objectives of all courses of study. In this paper, we discuss the implications of the integration of the Spanish university system in the European higher education area («Bologna Process¼) in the teaching of infectious diseases in the Degree of Medicine, and describe the learning program in infectious diseases of the University Miguel Hernández of Elche (Alicante, Spain) based on learning outcomes and competencies.

Core Content for Undergraduate Medical Education in Spain: Recommendations of the Instructors' Group of the Spanish Academy of Dermatology and Venereology (AEDV).

BACKGROUND: Skin problems are among the most frequent reasons for seeking medical attention in primary care. In recent years, as a result of the process of adapting medical curricula to the requirements of the European Higher Education Area, the amount of time students spend learning the concepts of dermatology has been reduced in many universities. MATERIAL AND METHODS: In order to reach a consensus on core content for undergraduate education in dermatology, we sent a survey to the 57 members of the instructors' group of the Spanish Academy of Dermatology and Venereology (AEDV), asking their opinions on what objectives should be set for a dermatology course in Spain. A total of 131 previously selected objectives were listed. We then applied the Delphi method to achieve consensus on which ones the respondents considered important or very important (score≥4 on a Likert scale). RESULTS: Nineteen responses (33%) were received. On the second round of the Delphi process, 68 objectives achieved average scores of at least 4. The respondents emphasized that graduates should understand the structure and functions of the skin and know about bacterial, viral, and fungal skin infections, the most common sexually transmitted diseases (STDs), and the 4 main inflammatory dermatoses. Students should also learn about common complaints, such as itching and bald patches; the management of dermatologic emergencies; purpura and erythema nodosum as signs of internal disease; and the prevention of STDs and skin cancer. During clinical clerkships students should acquire the communication skills they will need to interview patients, write up a patient's medical history, and refer the patient to a specialist. CONCLUSIONS: The AEDV's group of instructors have defined their recommendations on the core content that medical faculties should adopt for the undergraduate subject of dermatology in Spain.

[Communication skills in the curriculum of Medical students from Spain (1990-2014): From the Primary Health Care to the Bologna Plan. A descriptive study]. / Competencia en comunicación en el currículo del estudiante de Medicina de España (1990-2014): de la Atención Primaria al Plan Bolonia. Un estudio descriptivo.

OBJECTIVES: Analyse the currently situation of teaching in communication skills in the Spanish Medical Schools (MS) and the grade of implementation from the recommended by the National Agency of Evaluation of the Quality and Accreditation. DESIGN: Descriptive-comparative, transversal and quantitative-qualitative study. SITUATION: University teaching field. SAMPLE: The whole population of MS in Spain. INCLUSION CRITERIA: teaching during the academic year 2013-2014 the Degree in Medicine homologated by the National Agency of Evaluation of the Quality and Accreditation and offering information of their educational plans and teaching guides (online, telephonic or e-mail). VARIABLES: 1) Existence of courses about communication skills; 2) type of teaching; 3) format of the course; 4) credits; 5) length, and 6) grade. They were analysed with descriptive parameters and the Cohen's coefficient (d). RESULTS: Forty-two MS: 10 privates and 32 publics. Thirty MS (71.43%) presented at least one course of communication skills. The 78.12% of the public MS contained this kind of teaching as an entire course versus the 50.00% of the private MS. The national average by MS was 2.77 (σ=2.41), lower than the 5.0 credits recommended by the the National Agency of Evaluation of the Quality and Accreditation (relevant difference: d=1.63>>0,8). The 63.63% contained this teaching over the second cycle (mode: second degree). CONCLUSIONS: The course loads in terms of credits destined to this skills has increased considerably from 1990 to 2014 (d= 1,43>>0,8). However, it has not been completely established yet the recommendations about this aspect in most of the Spanish MS. The public universities seem to be more aware of this teaching. Furthermore, it would be interesting strengthen this skills in the sixth grade.

Teaching methodologies in the undergraduate teaching of radiology.

After introducing what is understood by teaching innovation and its requirements, various methodologies that can be applied in university and radiological teaching are presented, such as: the flipped classroom focuses on the student's previous study and the teacher's subsequent contribution to resolve doubts or highlight important aspects. Team learning or cooperative teaching allows learning among the students themselves. Problem-based or case-based learning encourages students, in teams or individually, to carry out structured learning based on learning objectives. Teaching based on games or simulation can facilitate knowledge acquisition playfully and practically. Personalized tutoring allows the transmission of knowledge in an individualized way. Various evaluation modalities that can be used for training purposes are also shown.

The teaching of Radiology in other university studies.

After the implementation of the European Space for Higher Education, the contents of the Radiology and Physical Medicine Area that were taught in the Medicine Degree have also been incorporated into the new degrees of Dentistry, Nursing, Physiotherapy, Podiatry, and, to a lesser extent, Pharmacy, Occupational Therapy, Logopedia, and Biomedical Engineering As a whole, the basic concepts of radiology and radiological protection are taught in Murcia in 5 different degrees with a total of 52.5 ECTS credits, participating in the training of 1219 students each academic year. This incorporation in the new degrees has tripled the number of subjects in which undergraduate teaching is taught, and doubled both the number of ECTS credits and the number of undergraduate students to whom it directs its training work. Thus, given the possible creation of new university degrees in the near future (Diagnostic Imaging and Radiotherapy Technicians), it would be necessary to involve a greater number of accredited professionals, from different specialties, and to optimize teaching resources (bibliography, material teacher, clinical cases, etc.,) for its usefulness in the different subjects that share similar contents.

End-of-degree projects in radiology in Spanish universities.

The End-of-Degree Project (TFG) is a supervised research project that medical students must carry out before graduating. This study aims to make radiology teaching staff aware of the importance of getting involved in tutoring radiology TFGs. We provide recommendations to help encourage students choose our area and carry it out. We describe the TFG regulations for the subject of medicine as well as data on TFGs carried out both in medicine in general, and more specifically in radiology between 2018 and 2022. The total number of radiology TFGs was 181, accounting for 3.3% of the 5349 TFGs carried out in medicine. There was a discrepancy between the results found on the websites, those expected according to the number of graduates and those provided by the teachers contacted. We would consider reasonable a percentage of TFGs in radiology proportional to the number of credits of this subject during the degree course and the number of lecturers in this subject.

[Undergraduate Pathology: Results of a Survey on Undergraduate Teaching of Pathology in Spanish Medical Schools]. / Docencia de pregrado en Anatomía Patológica: Resultados de la encuesta sobre la docencia de la asignatura de Anatomía Patológica en los estudios de pregrado de las facultades de medicina españolas.

In order to ascertain the present state of undergraduate pathology teaching in Spain, the Spanish Society of Pathology sent a survey to the coordinators of the subject in every Medical School. The survey consisted of a form created using Google Forms tool and covered various aspects of teaching, such as the different syllabi, methodology and resources. 62% of the 55 Medical Schools contacted participated in the study (76% public and 25% private). In about half of cases, Pathology was taught as a single subject, while in the rest it was divided into General and Special Pathology. Only 18% integrated other clinical subjects into Pathology teaching and only 55% coordinated the timing of the course in order to coordinate with the content of other clinical subjects. We present the results of the survey together with all the accompanying comments and reflections, which highlight the heterogeneity of the Pathology syllabus in Spanish Medical Schools. We consider that if undergraduate Pathology is taught in an attractive, stimulating and clinically relevant manner, more students would be motivated to choose Pathology as their future speciality. Our main recommendations would be to emphasize the clinical application of Pathology and offer opportunities to gain practical, hands-on experience in Pathology departments.

Modelo de simulación de apendicectomía abierta en la educación virtual para estudiantes de medicina durante la pandemia de COVID-19.

OBJECTIVE: To evaluate the skills achieved by the undergraduate medical student in performing an open appendectomy and purse string in the simulation model created, to evaluate the degree of satisfaction of its use and to determine its costs. METHOD: Pre-experimental, prospective and longitudinal study. The skills achieved by 24 undergraduate medical students in performing an open appendectomy and purse string in the simulator were evaluated using the OSATS (Objective Structured Assessment of Technical Skills) through virtual teaching. A survey was conducted to the students to evaluate the simulator and its costs were determined. RESULTS: There was a significant increase in the OSATS of the skills achieved, from 7 (pre-test) to 26 ± 5.71 points (final post-test) (p = 0.0001) and reduction in the operative time from 12 ± 3.81 minutes (first post-test) to 8 ± 2.02 minutes (final post-test) (p = 0.0001). 41% of the students were totally satisfied with the achievements obtained and 59% partially satisfied. The cost of the simulator was 4.64 USD. CONCLUSIONS: The students achieved an improvement in their skills in the surgical technique. This simulation model is low cost and presents an adequate level in the satisfaction of the achievements obtained by the students.

OBJETIVO: Evaluar las competencias logradas por estudiantes de medicina en la realización de una apendicectomía abierta y jareta en el modelo de simulación creado, evaluar el grado de satisfacción de su uso y determinar sus costos. MÉTODO: Estudio preexperimental de grupo único, prospectivo y longitudinal. Se evaluaron las competencias logradas por 24 alumnos de pregrado de medicina en la realización de una apendicectomía abierta y jareta en el simulador, mediante las pautas OSATS (Objective Structured Assessment of Technical Skills) a través de enseñanza virtual. Se realizó una encuesta a los alumnos para evaluar el simulador y se determinaron sus costos. RESULTADOS: Hubo un incremento significativo en las pautas OSATS de las competencias logradas de 7 (pre-test) a 26 ± 5.71 puntos (pos-test final) (p = 0.0001) y una reducción del tiempo operatorio de 12 ± 3.81 minutos (primer pos-test) a 8 ± 2.02 minutos (pos-test final) (p = 0.0001). El 41% de los alumnos estuvieron totalmente satisfechos con los logros obtenidos y el 59% parcialmente satisfechos. El costo del simulador fue de 4.64 dólares americanos. CONCLUSIONES: Los estudiantes lograron una mejora de sus competencias en la técnica quirúrgica. Este modelo de simulación es de bajo costo y presenta un nivel adecuado en la satisfacción de los logros obtenidos por los alumnos.

The current situation of Radiology training in medical studies in Spain.

Radiology is now an essential part of Clinical Medicine, but undergraduate training does not reflect its importance in medical practice. In the current course, there are 46 medical schools in our country. According to the information published on the institutional websites, the study plans are very different in terms of the presence of Diagnostic Radiology and the organization of teaching. The estimated number of teaching hours in diagnostic radiology (mean ±â€¯standard deviation) is 61.3 ±â€¯22.2 h (range from 26 h to 137 h). There is a great shortage of clinical university professors, and a generational change is essential. The current situation poses various challenges, including adapting to new teaching methods and technologies and promoting the presence of radiology in medical study plans, paying special attention to hospital practices, the Final Degree Project (FDP) and the Objective Structured Clinical Examination (OSCE).

Teaching about chronicity in medical schools - A review of the current situation.

In recent decades, progressive population aging in developed countries has led to a significant increase in the number of people with at least one chronic medical condition. As a result, acquiring knowledge about chronicity in medical school is key for physicians to be able to provide proper management for these patients. However, the presence of chronicity in educational curricula is scarce and highly variable. On the one hand, this work consisted of a review of the educational programs of the main medical schools on each continent with the aim of identifying whether they included chronicity and, on the other, a literature review focused on identifying educational projects in the field of chronicity. The presence of chronicity in most medical schools' curricula is marginal and only a few universities include specific skills or competences linked to chronicity. In most cases, this topic appears as a global, cross-curricular competence that students are supposed to acquire over the course of their entire education. The literature review retrieved 21 articles on innovative teaching projects on chronicity. Direct contact with chronic patients, most times as "health mentors," the role of the student as a teacher, and continuous evaluation and feedback from all participants are the main characteristics of the projects analyzed. Some previously published experiences support the usefulness of innovative methodologies for better approaching this capital field in current medical practice. Despite the current situation in which chronic patients consume most healthcare resources, the presence of chronicity in medical schools is marginal. However, a literature review did identify some useful experiences for improving education on chronicity in medical schools. Medical schools should change their academic curricula and redirect them towards providing students all the necessary tools for improving their knowledge on chronicity.

Practical ultrasound workshops to teach medical students basic concepts of ultrasound semiology. / Talleres prácticos de ecografía para estudiantes de Medicina como método de enseñanza de conceptos básicos de semiología ecográfica.

OBJECTIVES: To evaluate the effectiveness of practical ultrasound workshops for the acquisition and consolidation of conceptual learning about the basic physics and semiology of ultrasonography aimed at third-year medical school students doing the physical examination module of their studies. MATERIAL AND METHODS: We carried out practical ultrasound workshops with two groups of 177 and 175 students in two consecutive academic years. All students had taken a class in basic radiology in the previous year. Students examined each other with ultrasonography under instructors' supervision in a two-hour session. Before and after the workshop, students did a seven-question multiple-choice test about basic semiology and answered two questions evaluating their degree of confidence in interpreting ultrasonographic images and handling the ultrasound scanner on a scale from 1 to 10. RESULTS: No significant differences were found between the scores obtained in the two groups. Overall, the mean score on the multiple-choice test improved from 59.71% on the initial assessment to 88.29% on the post-workshop assessment (p <0.01). Confidence in interpreting images improved from 3.39/10 to 6.28/10 (p <0.01), and confidence in handling the equipment improved from 3.73/10 to 6.51/10 (p <0.01). CONCLUSION: Practical workshops were useful for learning basic concepts about ultrasound imaging, allowing students to significantly improve their scores on the multiple-choice test. Students had a low level of confidence in their ability to interpret ultrasound images and handle the equipment before starting the workshop, but their confidence improved significantly after completing the workshop.

[Ten recommendations to improve undergraduate training in Geriatric Medicine]. / Diez recomendaciones para mejorar la enseñanza de la Geriatría en el pregrado.

INTRODUCTION: Population ageing and scientific progress have made specific training in Geriatrics essential for any medical students. There are different international recommendations on the teaching of Geriatric Medicine at undergraduate level, but they are still far from being offered systematically. The aim of this work was to develop a National list of recommendations in order to improve training in Geriatric Medicine at the undergraduate level. MATERIAL AND METHODS: A list of 10 recommendations was produced by reflecting on the Geriatric training situation in Spain in 2016/2017 and international recommendations. Consensus was reached among the members of the Spanish Society of Geriatrics and Gerontology (SEGG) working group on «Geriatric training at undergraduate level¼ through 2meetings and online discussions. RESULTS: A list of 10 of recommendations on Geriatric training in Spanish Medical Schools is proposed, including areas such as, the status of the discipline in the curriculum, length, contents, practical training, lecturers, teaching methods, and innovation. CONCLUSIONS: These recommendations are intended to improve Geriatrics training. They can be used by different Medical Schools either to adapt their programs or to start training in Geriatric Medicine.

Factors associated with homophobia in medical students from eleven Peruvian universities. / Factores asociados a la homofobia en estudiantes de Medicina de once universidades peruanas.

BACKGROUND: The consequences of homophobia can affect the integrity, mental and physical health of homosexual individuals in society. There are few studies in Peru that have evaluated homophobia in the medical student population. OBJECTIVE: To establish the social, educational and cultural factors associated with homophobia among Peruvian medical students. METHODS: A cross-sectional analytical study was conducted in 12 medicine schools in Peru. Homophobia was defined according to a validated test, which was associated with other variables. Statistical associations were identified. RESULTS: The lowest percentages of homophobic students (15-20%) were found in the four universities in Lima, while universities in the interior of the country had the highest percentages (22-62%). Performing a multivariate analysis, we found that the frequency of homophobia was lower for the following variables: the female gender (PRa=0.74; 95% CI, 0.61-0.92; p=0.005), studying at a university in Lima (PRa=0.57; 95% CI, 0.43-0.75; p<0.001), professing the Catholic religion (PRa=0.53; 95% CI, 0.37-0.76; p<0.001), knowing a homosexual (PRa=0.73; 95% CI, 0.60-0.90; p=0.003) and having treated a homosexual patient (PRa=0.76; 95% CI, 0.59-0.98; p=0.036). In contrast, the frequency of homophobia increased in male chauvinists (PRa=1.37; 95% CI, 1.09-1.72; p=0.007), adjusted by four variables. CONCLUSIONS: Homophobia was less common in women, in those who study in the capital, those who profess Catholicism and those who know/have treated a homosexual. In contrast, male chauvinists were more homophobic.

Efectividad del procedimiento para la formación del proyecto de vida profesional en estudiantes de Medicina

Fundamento: el proyecto de vida profesional constituye una formación psicológica compleja que debe ser desarrollada y evaluada durante las acciones que se realizan en los procesos sustantivos universitarios: formación, investigación y extensión universitaria. Objetivo: validar la efectividad del procedimiento para la formación del proyecto de vida profesional en estudiantes de Medicina. Métodos: se realizó una investigación cuantitativa de tipo preexperimental en la Universidad de Ciencias Médicas de Holguín, Facultad de Ciencias Médicas Mariana Grajales Coello, desde enero de 2021 hasta diciembre del 2022. Se utilizaron como métodos teóricos el analítico sintético, inductivo-deductivo y la modelación. Los métodos empíricos aplicados fueron el cuestionario a expertos, la observación y el instrumento "Exploración del proyecto de vida profesional". La investigación se llevó a efecto en tres etapas para la presentación, la valoración y la evaluación del procedimiento. Resultados: se aportó un procedimiento para la formación del proyecto de vida profesional en estudiantes de la carrera Medicina a implementarse durante los procesos sustantivos universitarios. El criterio de expertos permitió evaluar el procedimiento como bastante adecuado. El preexperimento mostró su efectividad para alcanzar el objetivo. Conclusiones: existen insuficiencias en el tratamiento del proyecto de vida profesional durante la formación inicial. La validación del procedimiento fue aceptada por los expertos porque contribuye a la calidad del proceso pedagógico en la carrera Medicina.

Foundation: the professional life project constitutes a complex psychological training that must be developed and evaluated during the actions carried out in the substantive university processes: training, research and university extension. Objective: validate the formation procedure effectiveness for the professional life project in medical students. Methods: a pre-experimental quantitative research was carried out at the Holguín Medical Sciences University, Mariana Grajales Coello Medical Sciences Faculty, from January 2021 to December 2022. Synthetic analytical, inductive-deductive and analytical methods were used as theoretical methodsand modeling. The empirical methods applied were the expert questionnaire, observation and the Exploration of the professional life project instrument. The research was carried out in three stages for the presentation, assessment and evaluation of the procedure. Results: a procedure was provided for the professional life project formation in Medicine students to be implemented during the substantive university processes. Expert judgment allowed the procedure to be evaluated as quite adequate. The pre-experiment showed its effectiveness in achieving the objective. Conclusions: there are insufficiencies in the treatment of the professional life project during initial training. The validation of the procedure was accepted by the experts because it contributes to the pedagogical process quality in the Medicine career.

Desenredando los nudos en cirugía: creando maestría con un simulador práctico en casa / Untangling the knots in surgery: Creating mastery with a practical at-home simulator

Introducción. Anudar es una de las habilidades quirúrgicas esenciales y de su correcta ejecución dependen procesos de vital importancia. La adquisición de estas competencias requiere trabajo motor, entornos amigables y realistas. Una estrategia para facilitar el aprendizaje de la técnica de anudado es generar instrumentos de simulación accesibles. Métodos. Se presenta un simulador de nudos quirúrgicos, construido con materiales de bajo costo y asequibles para la población en general, con un presupuesto de aproximadamente $5.000 COP (US$ 1,23). Resultados. Se desarrolló un simulador de nudos quirúrgicos que, al fijarse a la extremidad inferior desde una posición sentada, proporciona una superficie estable para llevar a cabo la práctica de anudado de manera efectiva. Conclusión. La cirugía moderna considera la seguridad del paciente como la principal prioridad, por lo que ya no es apropiado adoptar un método de formación de "ver uno, hacer uno, enseñar uno". Es la práctica constante mediante simuladores, el método más adecuado. Este trabajo presenta una alternativa de aprendizaje ininterrumpido de las técnicas quirúrgicas relacionadas con los nudos.

Introduction. Knotting is one of the essential surgical skills and vitally important processes that depends on its correct execution. The acquisition of these skills requires motor work, friendly and realistic environments. A strategy to facilitate learning the knotting technique is to generate accessible simulation instruments. Methods. A surgical knot simulator is presented, built with low-budget materials and affordable for the general population, with a budget of approximately $5,000 COP (US$ 1.23). Results. A surgical knot simulator has been developed in a way that, when attached to the thigh of a lower extremity from a seated position, provides a stable surface to effectively perform knot tying practice. Conclusion. Modern surgery considers patient safety as the top priority, so it is no longer appropriate to adopt a "see one, do one, teach one" training method. Constant practice using simulators is the most appropriate method. This work presents an alternative for uninterrupted learning of surgical techniques related to knots.

Ensino do empreendedorismo nas dimensões ético-políticas nos currículos de graduação em enfermagem no nordeste do brasil / Teaching entrepreneurship in the ethical-political dimensions of undergraduate nursing curricula in northeastern brazil / Enseñanza del emprendimiento en dimensiones ético-políticas en los currículos de grado en enfermería en el noreste de brasil

RESUMO: Objetivo: analisar a abordagem dos conteúdos relacionados ao empreendedorismo nas dimensões ético-políticas em documentos curriculares dos cursos de graduação em Enfermagem. Método: pesquisa documental, com abordagem mista e natureza descritiva, de junho de 2021 a agosto de 2022, com verificação no site do Ministério da Educação, das instituições que ofertam cursos em Enfermagem na região Nordeste do Brasil. Avaliação de conteúdo e quantitativa pelo teste-T. Resultados: a maioria das IES oferecia cursos presenciais (94,1%) e pertencia a instituições privadas (64,7%). As disciplinas abordavam principalmente temas teóricos (94,1%), destacando a importância do empreendedorismo na formação de enfermeiros. A análise lexicográfica e de similitude destacou a forte ligação entre as palavras "Empreendedor" e "Saúde", evidenciando a relevância desses conceitos na formação dos enfermeiros. Conclusão: os documentos curriculares destacam a importância de formar enfermeiros em seu papel profissional e empreendedor com competência, levando em consideração os princípios da Bioética, Moral, Ciência e Filosofia.

ABSTRACT Objective: to analyze the approach to content related to entrepreneurship in the ethical-political dimensions in curricular documents of undergraduate nursing courses. Method: documentary research, with a mixed approach and descriptive nature, from June 2021 to August 2022, with inspection of the Ministry of Education's website, of the institutions offering Nursing courses in the Northeast region of Brazil. Content and quantitative evaluation using the T-test. Results: the majority of HEIs offered face-to-face courses (94.1%) and belonged to private institutions (64.7%). The subjects mainly covered theoretical topics (94.1%), highlighting the importance of entrepreneurship in the training of nurses. The lexicographic and similarity analysis highlighted the strong link between the words "Entrepreneur" and "Health", highlighting the relevance of these concepts in the training of nurses. Conclusion: The curriculum documents highlight the importance of training nurses in their professional and entrepreneurial roles with competence, taking into account the principles of Bioethics, Morals, Science, and Philosophy.

RESUMEN: Objetivo: analizar el abordaje de contenidos relacionados con el emprendimiento en dimensiones ético-políticas en documentos curriculares de cursos de graduación en Enfermería. Método: investigación documental, de enfoque mixto y de carácter descriptivo, de junio de 2021 a agosto de 2022, con verificación en el sitio web del Ministerio de Educación de las instituciones que ofrecen cursos de Enfermería en la región Noreste de Brasil. Evaluación de contenidos y cuantitativa mediante la prueba T. Resultados: la mayoría de las IES ofrecían carreras presenciales (94,1%) y pertenecían a instituciones privadas (64,7%). Los temas abordaron principalmente temas teóricos (94,1%), destacando la importancia del emprendimiento en la formación del enfermero. El análisis lexicográfico y de similitud destacó la fuerte conexión entre las palabras "Emprendedor" y "Salud", destacando la relevancia de esos conceptos en la formación de enfermeros. Conclusión: los documentos curriculares resaltan la importancia de formar enfermeros en su rol profesional y empresarial con competencia, teniendo en cuenta los principios de la Bioética, la Moral, la Ciencia y la Filosofía.

[Evaluación del desempeño de estudiantes de medicina de pregrado en cirugía abierta con proyección a realizar una especialidad quirúrgica]. / Open surgery performance evaluation in undergraduate medicine students with a projection to undergo a surgical specialty training.

OBJETIVO: Determinar el desarrollo de habilidades, los conocimientos y los niveles de confianza en el campo de la cirugía abierta en un grupo de estudiantes de pregrado de medicina que pretendan realizar una especialidad quirúrgica. MÉTODO: Se llevó a cabo un estudio en un grupo de estudiantes de sexto año de medicina con el enfoque de realizar una especialidad quirúrgica. Todos los participantes recibieron un entrenamiento teórico-práctico de habilidades en cirugía abierta. Se emplearon métodos de evaluación previamente validados. Se utilizó la prueba estadística t de Student para muestras pareadas. RESULTADOS: La media en la evaluación previa al entrenamiento fue del 28%, mientras que la media en la evaluación final del entrenamiento fue del 63%. Durante el procedimiento quirúrgico se empleó el método de evaluación OSATS (Objective Structured Assessment of Technical Skills), del cual se obtuvo un promedio del 70 ± 14%. De acuerdo con el nivel de confianza de los participantes, antes de haber recibido el entrenamiento el 60% se autopercibió como ligeramente confiado, y al finalizarlo, el 80% se autopercibió como muy confiado. CONCLUSIONES: La implementación de este tipo de entrenamientos en estudiantes de pregrado podría ser costo-efectiva y permitiría que los cirujanos en formación alcanzarán en menor tiempo las competencias necesarias. OBJECTIVE: To determine the development of skills, knowledge, and trust levels in the field of open surgery among a group of undergraduate students enrolled in the medicine curricula who intend to undergo further training in a surgical specialty. METHOD: A quasi-experimental study with a pre-post test design was performed upon a group of sixth-year medical students who intend to undergo surgical specialty training. All participants had previously received a 2-week theoretical and practical open-surgery skills training; previously validated evaluation methods were enforced. A paired sample T-test was used for this analysis. RESULTS: Median pre-training score for the 13 basic skills was 28%, whereas post-training median score was 63%. During the surgical procedure, OSATS (Objective Structured Assessment of Technical Skills) method was applied, with average results of 70 ± 14%. Regarding self-confidence levels among participants, 60% of the participants referred as being slightly confident before undergoing training, as opposed to an 80% of students perceiving themselves as highly confident after completing training. CONCLUSION: The implementation of skill training for undergraduate students could prove cost-effective in the medical environment, allowing surgeons-to-be to reach the necessary competences in less time in accordance to current study plans.

Medical Research Trends in Undergraduate Psychological Theses: A report from a South American country

Introduction: Psychological research can be developed by researchers and also by undergraduate or postgraduate students. In an undergraduate level, psychological research is specially challenging due to the limited ability of students to develop coherent and logical research problems and methodological approaches. Objective: The objective of this study is to identify the main research trends in undergraduate psychological theses from Peruvian universities. As a specific objective, quantitative and qualitative research design trends were distinguished. Methods: A descriptive and retrospective systematic review of psychological research thesis of Peruvian undergraduate students was conducted, starting the data extraction process starting with RENATI database for an initial screening phase. Data analysis was conducted in two phases. Results: First, data was organized in relation to its frequency of the categories of authors' sex, the universities were catalogued as universities 1, 2, 3, 4 and 5 according to their ranking, the categories of years of publication, number of authors, designs, type of methodology, and area of publication were obtained. Descriptive frequency statistics were established based on these categories. In the next phase, lexicometric and statistical textual analysis were used to identify research trending topics. Discussion: The main results show that different topics are predominantly framed within the clinical and health psychology line of research, mainly those related to coping styles, psychological stress and wellbeing.

Introducción: La investigación psicológica puede ser desarrollada por investigadores y también por estudiantes de pregrado o posgrado. En un nivel de pregrado, la investigación psicológica es especialmente desafiante debido a la capacidad limitada de los estudiantes para desarrollar problemas de investigación y enfoques metodológicos coherentes y lógicos. Objetivo: El objetivo de este estudio es identificar las principales tendencias de investigación en las tesis de grado en psicología de las universidades peruanas. Como objetivo específico, se distinguieron las tendencias de diseño de investigación cuantitativa y cualitativa. Metodología: Se realizó una revisión sistemática descriptiva y retrospectiva de tesis de investigación en psicología de estudiantes universitarios peruanos, iniciando el proceso de extracción de datos a partir de la base de datos RENATI para una fase inicial de selección. El análisis de datos se realizó en dos fases. Resultados: Primero se organizaron los datos en relación a su frecuencia de las categorías de sexo de los autores, las universidades se catalogaron como universidades 1, 2, 3, 4 y 5 según su ranking, las categorías de años de publicación, número de autores Se obtuvieron diseños, tipo de metodología y área de publicación. A partir de estas categorías se establecieron estadísticos descriptivos de frecuencia. En la siguiente fase, se utilizaron análisis textuales lexicométricos y estadísticos para identificar los temas de tendencia de investigación. Discusión: Los principales resultados muestran que diferentes temas se enmarcan predominantemente dentro de la línea de investigación de la psicología clínica y de la salud, principalmente los relacionados con los estilos de afrontamiento, el estrés psicológico y el bienestar.