Training In Spain Research Articles

The adoption of dual Vocational Education and Training in Spain: Analysis of descentralised decision-making in educational policy transfer

This paper examines the adoption of dual VET in Spain as a process of educational policy transfer. Using Phillips and Ochs’ (2003, 2004) policy transfer spectrum and decision-making classification and Perry and Tor’s (2008) model of transfer forms, the study relies on semi-structured interviews with key decision-makers in the Spanish central government and the Autonomous Communities of the Basque Country and Andalusia. Findings indicate that EU diffusion activities facilitated adoption, involving first-order learning. Initially, adoption at the central level was uninformed, driven by quick-fix decisions, but later shifted to informed transfer through second- and third-order learning, enhancing realism. In Andalusia and the Basque Country, decision-making consistently adapted to the real context, progressing from second- to third-order learning. Ultimately, this analysis concludes that dual VET adoption at the central, Andalusian, and Basque levels falls between ‘negotiated under constraint’ and ‘borrowed purposefully’, though not at the same point.

Evolution of non-university digital teacher training in Spain: a comparison among different regions

In recent decades, Information and Communication Technologies have gained significant relevance in all areas of society, including the field of education. This is due, among other reasons, to the transformative methodological potential they present and their multiple possibilities in teaching and learning processes. The presence of digital infrastructure within schools is crucial for integrating technology into them, but it is also necessary for teachers to know how to use it in a didactic and pedagogical way with students. Generally, digital training for teachers has focused more on understanding the tools and their most basic functions than on their pedagogical use within the classrooms. This study analyzes the number and themes of digital training courses offered to teachers by Spanish educational administrations, classifying them into two main areas: (i) knowledge of tools and initiation, and (ii) didactics and curricular content. The results show a change in the content of these teacher training programs over time. En las últimas décadas, las Tecnologías de la Información y la Comunicación han adquirido una relevancia significativa en todos los ámbitos de la sociedad, incluido el campo de la educación. Esto se debe, entre otras razones, al potencial metodológico transformador que presentan y a sus múltiples posibilidades en los procesos de enseñanza y aprendizaje. La presencia de infraestructuras digitales en los centros educativos es crucial para integrar la tecnología en ellos, pero también es necesario que los profesores sepan utilizarla de forma didáctica y pedagógica con los alumnos. Generalmente, la formación digital del profesorado se ha centrado más en el conocimiento de las herramientas y sus funciones más básicas que en su uso pedagógico dentro de las aulas. Este estudio analiza el número y la temática de los cursos de formación digital ofrecidos a los profesores por las administraciones educativas españolas, clasificándolos en dos grandes áreas: (i) conocimiento de las herramientas e iniciación, y (ii) didáctica y contenidos curriculares. Los resultados muestran un cambio en el contenido de estos programas de formación del profesorado a lo largo del tiempo.

Training in cataract surgery in Spain: analysis of the results of a survey of the European Board of Ophthalmology in a Spanish cohort

IntroductionA survey conducted by the European Board of Ophthalmology (EBO) revealed significant differences in the surgical training of the ophthalmology residents in Europe, including a disparity between the sexes and a variation in the experience on cataract surgery (CC) between them. This study is about the Spanish sub-cohort of the survey, and its objective is to present and analyse the peculiarities of ophthalmology training in Spain within the European context, as well as discussing ways to harmonise and improve that training throughout the EU. MethodsWe analyse data of the Spanish participants in the EBO exams, defining subgroups by the Autonomous Communities existing in Spain. Results93 of 135 requested participants (68.9%) responded. A 60.2% passed the EBO exam between 2021 and 2022, being mostly women (65.59%) aged 31 years old on average. The 91.4% were right-handed, coming from 13 of the 17 Spanish autonomous communities, although mostly from the Community of Valencia, Madrid and Catalonia. Respectively, 16.1%, 3.2% and 8.7% of the respondents said they have completed 10 or more training sessions on animal eyes, synthetic eyes and through the virtual reality simulator. This training was correlated with greater self-confidence in the management of a posterior capsular tear during surgery (p .025). All respondents manifested to have already performed stages of the CC. The average number of operations reported was 181.6 with regional disparities. A significant difference is observed between the sexes against women (−28.3%, p 0.03). DiscussionOphthalmologists in Spain, much more than other European countries, have greater opportunities for surgical training, with surgical procedures during the residency, that nearly triples those made by the others. Spanish women refer, like their European colleagues, to be in disadvantage in learning opportunities about cataract surgery. The Simulation Based Medical Education (SBME) allows to respond to the training deficit and complements the training on the patient. Although we demonstrate a significant correlation between the number of procedures carried out and self-confidence to operate simple cases, the SBME would be a complementary tool in self-confidence in front of a complication like capsular rupture. ConclusionSpain massively adopts the model named by us "surgery for all”, despite the underrepresentation of women in this area, emphasising a need for cultural change that the SBME could facilitate.

Current status of robotic training during the urology residency: results from a national survey in Spain

Introduction and objectivesThe increasing number of robotic urological procedures observed in recent years highlights the need to expand training opportunities in robotic surgery. Our objective is to investigate the state of robotic training during urology residency in Spain in order to identify significant deficiencies. Materials and methodsA 20-item online survey was conducted among urology residents in Spain who were registered in the database of the Residents and Young Urologists Group of the Spanish Association of Urology. The survey assessed subjective opinions, institutional aspects, training resources, and experience regarding robotic surgery. A total of 455 email invitations were sent throughout the year 2021. Descriptive analysis of the responses was performed. ResultsThe participation rate reached 30%, with a total of 135 residents. 52% of respondents lacked access to a robotic system in their institution, of which only 48% could compensate for this deficiency through external rotations. Among those with access to a robotic system, 25% and 23% reported having access to theoretical and practical training, respectively. The existence of a formal training program was low (13%). 85% of the respondents considered robotic surgery training in Spain to be deficient. ConclusionsTraining for Spanish residents in robotic urological surgery is perceived as inadequate, emphasizing the crucial need for improvement in training programs in this field.

The current situation of tutoring in specialised training in otorhinolaryngology-head and neck surgery in Spain. Where are we? Where do we want to go?

Background and objectiveThere is great heterogeneity in the methodology and evaluation in specialized health training (SHT) in otorhinolaryngology in our country. The figure of the resident tutor is the cornerstone on which the ESF system is based and the regulation and recognition of this figure varies. This article aims to take a snapshot of the current situation of the ESF in Spain and to describe the activity of tutors. Materials and methodsDuring the month of September 2023, a survey was sent in a Google Forms® format through the Spanish Society of Otolaryngology and Head and Neck Surgery. The survey consisted of 8 multiple-choice questions and 4 questions in which they were asked to rank a series of 5 weaknesses, threats, opportunities and strengths selected by the authors, in order to perform a SWOT analysis. ResultsA total of 103 responses were obtained, of which 81 corresponded to accredited tutors. 63% of the tutors indicated that they did not have enough time to carry out their teaching work and 48% did not carry out a regular assessment of their residents. 64% of the tutors believe that the quality of otorhinolaryngology training in Spain is good and 61% are satisfied with their job as tutors. The main weakness was the short duration of the training programme, and the pressure of care was found to be the main threat. An experienced training system was considered the main strength and the creation of a national network of tutors was seen as an opportunity for improvement. ConclusionsThe creation of a common and transversal otorhinolaryngology training pathway for all accredited centres and the creation of a network of mentors and residents are necessary to address the problems of SHT. The role of the tutor must be recognised and reinforced to improve specialist training.

Evaluating the Integration of Patient Safety in Medical Training in Spain.

Objectives: The aim of this study was to determine the degree of integration of patient safety in the training of medical faculties at universities in Spain. Methods: A descriptive, cross-sectional study was conducted. An assessment was made of the curse syllabi of Spanish medical schools, summarizing the proportion of faculties that present each of the topics recommended in the WHO's curriculum guide. Results: Of the 49 faculties, access to the curse syllabus of the subjects for the academic year 2023-2024 was obtained from 38 (78%). Although 82% of the faculties integrated some patient safety topic, only 56% included between 1 and 3 of the 11 topics recommended by WHO. The maximum number of integrated topics was 7, and this was only achieved by 1 faculty. Conclusion: There is progress in the incorporation of fundamental concepts in patient safety, but the comprehensive implementation of all topics recommended by the WHO in Spanish medical schools is insufficient.

Employability and entrepreneurship in the training of translators and interpreters: A proposal to develop the entrepreneurial skills of translation and interpreting graduates

Since the Bologna Process came into force, many Higher Education (HE) institutions have started to include in their curricula professional competences and skills that help to develop entrepreneurship in their graduates in the context of a constantly evolving labour market. Within the framework of Translation and Interpreting (T&I) Studies, although numerous initiatives are being carried out in recent years to improve professional skills and encourage students' entrepreneurial attitudes, several recent research studies show that professional and entrepreneurship contents are not clearly integrated in all undergraduate T&I curricula. This article aims to describe the scene of T&I training in Spain in relation to entrepreneurship between 2015 and 2020. To do so, we will first analyse the concept of entrepreneurship in the current HE framework, paying special attention to its integration into the curricula for translator training in Spain. Subsequently, we will present a specific proposal for the development of employability and entrepreneurship skills in this context, developed at the University of Valladolid over several academic years.

Estado de la formación robótica en la residencia de urología: resultados de una encuesta nacional en España

Introduction and objectiveThe increasing number of robotic urological procedures observed in recent years highlights the need to expand training opportunities in robotic surgery. Our objective is to investigate the state of robotic training during urology residency in Spain in order to identify significant deficiencies. Materials and methodsA 20-item online survey was conducted among urology residents in Spain who were registered in the database of the Residents and Young Urologists Group of the Spanish Association of Urology. The survey assessed subjective opinions, institutional aspects, training resources, and experience regarding robotic surgery. A total of 455 email invitations were sent throughout the year 2021. Descriptive analysis of the responses was performed. ResultsThe participation rate reached 30%, with a total of 135 residents. The 52% of respondents lacked access to a robotic system in their institution, of which only 48% could compensate for this deficiency through external rotations. Among those with access to a robotic system, 25% and 23% reported having access to theoretical and practical training, respectively. The existence of a formal training program was low (13%) and 85% of the respondents considered robotic surgery training in Spain to be deficient. ConclusionsTraining for Spanish residents in robotic urological surgery is perceived as inadequate, emphasizing the crucial need for improvement in training programs in this field.

Harnessing ChatGPT and GPT-4 for evaluating the rheumatology questions of the Spanish access exam to specialized medical training

The emergence of large language models (LLM) with remarkable performance such as ChatGPT and GPT-4, has led to an unprecedented uptake in the population. One of their most promising and studied applications concerns education due to their ability to understand and generate human-like text, creating a multitude of opportunities for enhancing educational practices and outcomes. The objective of this study is twofold: to assess the accuracy of ChatGPT/GPT-4 in answering rheumatology questions from the access exam to specialized medical training in Spain (MIR), and to evaluate the medical reasoning followed by these LLM to answer those questions. A dataset, RheumaMIR, of 145 rheumatology-related questions, extracted from the exams held between 2010 and 2023, was created for that purpose, used as a prompt for the LLM, and was publicly distributed. Six rheumatologists with clinical and teaching experience evaluated the clinical reasoning of the chatbots using a 5-point Likert scale and their degree of agreement was analyzed. The association between variables that could influence the models’ accuracy (i.e., year of the exam question, disease addressed, type of question and genre) was studied. ChatGPT demonstrated a high level of performance in both accuracy, 66.43%, and clinical reasoning, median (Q1–Q3), 4.5 (2.33–4.67). However, GPT-4 showed better performance with an accuracy score of 93.71% and a median clinical reasoning value of 4.67 (4.5–4.83). These findings suggest that LLM may serve as valuable tools in rheumatology education, aiding in exam preparation and supplementing traditional teaching methods.

Factors affecting students’ perception of flipped learning over time in a teacher training program

The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015–2016 academic year to 2022–2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: “student characteristics”, “teacher characteristics”, “implementation”, “task characteristics”, “out-of-class activities” and “in-class activities”—factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.

Thematic analysis of technological contents in Translation and Interpreting degrees in Spain

This paper describes a case of the practical application of thematic analysis to organise and interpret qualitative data on the presence of technological contents in the field of translator training in Spain. Thematic analysis allowed us to identify and interpret key ideas (themes) within the data sample obtained from a corpus of module syllabi from undergraduate degrees in Translation and Interpreting (T&I) in 2019-2020. This paper presents the study from a purely methodological perspective. It explains in detail the different phases of thematic analysis according to the model proposed by Braun and Clarke (2006), together with the decisions taken in each phase. This is part of a broader research project that aims to map the current situation of technologies in the academic field (undergraduate degrees in T&I) and in the professional market of translation in Spain, when digitisation is directly impacting the demands of the translation industry.

COVID-19 and Access to Medical Professional Careers: Does Gender Matter?

To know to what extent home confinement resulting from the COVID-19 pandemic has affected the results of the Medical Intern Resident Program (MIR) exam and whether or not a gender gap has occurred as a consequence. Econometric modeling of the final result obtained in the MIR exam and identification of the explanatory factors that determine it and its relevance, effect and meaning. From the results obtained in the MIR test of the 2019, 2020 and 2021 calls, it can be seen that examinations and academic records together with demographic and calendar factors are determinants to explain the observed behavior of the final result. In relation to the gender factor, the existence of a differential fixed effect in favor of women is shown, although the interaction with the exam shows the opposite result. The nationality variable allows us to visualize a scenario of academic homogeneity. The effect of the calendar directly linked to the COVID-19 pandemic makes it possible to quantify the negative impact exerted on the final result. (1) The work reflects the impact of factors such as sex, nationality or the COVID-19 pandemic on access to specialized health training in Spain. (2) In contrast to previous studies, we found a significant difference in behavior between men and women, favorably linked to the female sex. However, the so-called sprint effect associated with the male sex was detected. (3) The negative effects of the COVID-19 pandemic on the final score are visualized. The existing differential with respect to the control category is quantified and the dominance of the hierarchical position of the temporal component within the set of explanatory factors is visualized.

Transversalidad docente para la carrera de Medicina: asignatura de Patología del aparato digestivo, un ejemplo a seguir

At present, university medical training in Spain remains stagnant in a model based on subjects, departments that own areas of knowledge, teacher-centered lectures taught in university classrooms or hospital offices, and in an evaluation system carried out by that same teaching staff in which the final grade is often subjective. This model is not valid to respond to the demands of the new generations, who increasingly have a greater number of sources of knowledge that make them less dependent on conventional teachers. Values typical of Primary Care such as transversality, a greater practical approach to learning where health problems are and multidisciplinary teamwork, etc., should be the new paradigms of university medical teaching.In the Faculty of Medicine of Albacete, since its creation, a problem-based learning method has been used in which the Digestive System Pathology subject is taught with a transversal structure in which Family Doctors, and specialists in the digestive system and digestive surgery participate. That interact together contributing to a very rewarding teaching experience.

The importance of military medicine in the early stage of anaesthesiology and resuscitation training in Spain.

The importance of military medicine in the early stage of anaesthesiology and resuscitation training in Spain.

Impact of COVID-19 pandemic in thoracic surgery training in Spain

In the more than 2 years since its emergence, the SARS-CoV-2 pandemic has prompted important changes in healthcare systems and their organization. The aim of this study is to determine the implications in specialized thoracic surgery training as well as the repercussions on thoracic surgery residents. With this objective, the Spanish Society of Thoracic Surgery has conducted a survey among all its trainees and those who had finished their residency during the last 3 years. It consisted of 24 multiple-answer closed questions about the impact of the pandemic on their services, their training, and their personal experience. The response rate was 42% (52 out of a target population of 120). The effect of the pandemic on thoracic surgery services was high or extreme according to 78.8% of the participants. Academic activities were completely cancelled in 42.3% of the cases, and 57.7% of the respondents were required to treat hospitalized COVID patients (25% part-time, and 32.7% full-time). More than 80% of the survey participants believed that changes during the pandemic negatively affected their training, and 36.5% would prefer to extend their training period. In sum, we observe how the pandemic has had deep negative effects on specialized training in thoracic surgery in Spain.

A survey on the perception of the specialty of Endocrinology and Nutrition among students preparing for the entrance exam for medical specialty training in Spain

Introduction and aimsPrevious studies have shown that there is decreasing interest in E&N among medical students. The aim of our study was to evaluate the perception of E&N among a sample of medical students. Material and methodsWe surveyed 2252 students prior to taking the exam that allows access to specialised training in Spain. ResultsOverall, 9.9% (222 participants) would probably choose E&N. The most positive aspects in includes of the specialty are its logical pathophysiological basis (54%) and that the work is dynamic and varied (27%), while the least attractive aspects are the few interventional techniques. The parts of the specialty that most attract students are hypothalamic–pituitary disease and diabetes mellitus. ConclusionsThe proportion of candidates who want to study E&N as their first choice is adequate in relation to the number of places available.

What Does It Mean to Be a Good Teacher? Beliefs of Future Secondary School Teachers During Their Initial Training in Spain

Abstract Teachers play a key role in students’ learning, especially when it comes to students who have more difficulties in the classroom. Initial teacher training contributes to achieving more competent teachers who are capable of successfully facing the start of their teaching profession, and students’ beliefs about what it means to be a good teacher are key. The prior beliefs and ideas with which future teachers come to university classrooms determine their first teaching identity and the beginning of their professional practice. In this paper, research focused on the beliefs of future secondary school teachers regarding what they consider constitutes a good teacher. A qualitative, biographical-descriptive methodology was used, in which the teaching students’ narratives were used as a starting point to establish what characterizes a good teacher. The results show that future secondary school teachers place the relationship between the teacher and the students as the key factor when it comes to being a good teacher, above any other factor, which includes aspects related to the way in which the curriculum is taught.

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

A survey on the perception of the specialty of Endocrinology and Nutrition among students preparing for the entrance exam for medical specialty training in Spain

Introduction and aimsPrevious studies have shown that there is decreasing interest in E&N among medical students. The aim of our study was to evaluate the perception of E&N among a sample of medical students. Material and methodsWe surveyed 2252 students prior to taking the exam that allows access to specialised training in Spain. ResultsOverall, 9.9% (222 participants) would probably choose E&N. The most positive aspects in includes of the specialty are its logical pathophysiological basis (54%) and that the work is dynamic and varied (27%), while the least attractive aspects are the few interventional techniques. The parts of the specialty that most attract students are hypothalamic–pituitary disease and diabetes mellitus. ConclusionsThe proportion of candidates who want to study E&N as their first choice is adequate in relation to the number of places available.

Implementation of dual vocational education and training in Spain: the case of the Basque Country

ABSTRACT School-based vocational education and training (VET) systems are undergoing important changes with a view to strengthening their work-based learning component and, overall, their relationships with the local production environment. This paper looks at the introduction of dual VET in the Basque Country within the Spanish and European contexts. Based on an analysis of existing official information and literature as well as qualitative research carried out by the authors, the distinctive characteristics of the Basque system are documented and studied. It is shown that there has been a continuity in the ideas and relationships which have configured its trajectory from the early 1980s onwards, and that new instruments and elements of the system have been developed in the region even before those elements were fully formalised at national level in Spain.