Los postgrados de medicina enfrentan retos en Honduras. Existen pocos reportes en la literatura sobre los aspectos no académicos que afectan la formación médica del país. Esto puede deberse al poco conocimiento que existe sobre la investigación en educación médica, los procesos de evaluación y su importancia en el desarrollo de la academia médica hondureña. Proponemos una lista de factores que son modificables y que pueden afectar la educación médica, así como recomendaciones que pueden favorecer el desarrollo de la educación médica de postgrados en Honduras.

Introduction. There is an increase in the prevalence of neurological disorders. An adequatetraining of medical neurology personnel is an imperative task. The phenomenon of neurophobia can affect proper learning and even aspirations to be a neurology specialist. Methods. A cross-sectional study was carried out through a questionnaire to evaluate the perception of students about medical specialties and factors that contribute to the difficulty of neurology. The questionnaire was distributedthrough social media groups of medical students. Excel was used for the management and tabulation of the answers obtained and SPSS for data analysis. Results. In relation to an interest in specialties (high interest), the most frequent specialties were cardiology 37.3% (22) and neurology 20.3% (15). The complexity of neuroanatomy 42.4% (25) and little contact with neurological patients 40.7% (24) were the factors that contributed to the difficulty of neurology. Conclusion. The traditional teacher-centered teaching model is prone to neglect essential tools such as neurology laboratories, standardized patient simulation, and essential contact with neurological patients.There is an important need to implement new teaching methodologies in neurology and greater contact with neurological patients.

Introduction. The electronic medical portfolio is part of the formative evaluation that allows the educator to adapt their didactic process to the needs of their students. It also promotes effective formative feedback that helps create horizontal relationships between educators and students. The aim of this review was to describe the use of medical portfolios and their impact on medical training. Methods. A review of the literature in PubMed and Scielo was carried out, including articles and studies on the topic, published in English and Spanish, ranging from 2012 to 2022. Discussion. Medical Education in Latin America, especially in Honduras, relies heavily on summative assessment as a prevalent evaluation method. In countries like the United States and some in Europe where the student portfolio is used, it has thrived and been accepted by both educators and students, generating a positive impact on their learning. Conclusion. The implementation of the medical portfolio in Honduras is a viable and an appropriate process that will allow the pre-existing traditional academic culture to be innovated. Its multiple advantages such as encouraging a complete evaluation through feedback from superiors and peers, in addition to ongoing training and improvement of the student's practical skills, place it as an essential tool for medical education.

Problem-based learning (PBL) was introduced in the 1960s as an alternative to traditional teacher-centered and discipline-based preclinical medical education. A literature review was conducted to explore the barriers and solutions to successful PBL uptake and delivery in developing countries. The review involved the search of articles and scientific studies on PubMed, The Lancet, and Scielo. The review focused on the medical education literature, using as a primary search criterion "problem-based learning" in combination with "developing countries" and "education". The search was limited to articles in Spanish and English published between 2011 and November 2021, except for three articles due to their relevance to the subject. Faculty development programs are the cornerstone when implementing a new methodology in developing countries. Early career development, PBL methodology, and the available assessment options should be the primary learning objectives of these programs. Stakeholders will need to plan using available resources following the experience of other countries and institutions encouraging collaborative development. Evaluation and assessment will be crucial to understand the impact of PBL, and considerations should be taken to implement an integrated curriculum. Medical Education Research should be encouraged, appraised, and disseminated to improve evidence-based decision-making, creating a constant development cycle. PBL is innovative and represents many unanswered questions that will develop in the following decade as more schools implement new methodologies and Research on PBL.