Pub Date : 2024-11-12DOI: 10.1016/j.edumed.2024.100978
Marlen Moreno-Martínez , Carmen Ruiz-Bueno
Introduction
The institutions that certify the quality of education in Catalonia indicate that the degrees must incorporate the gender perspective (GP) for their accreditation, this affects the curriculum, competencies/learning outcomes, contents, etc. Physiotherapy, graduates must be competent in gender to incorporate GP into health care, but the curricula do not integrate these contents. The purpose of the study was to reach a consensus on the content of the teaching guide for the elective Physiotherapy with a Gender Perspective.
Methods
A modified Delphi was implemented considering two rounds. Round 1 involved a previously designed instrument of 53 items to evaluate contents, competencies, teaching strategies and evaluation that must contain an elective subject on gender perspective in physiotherapy, it was analyzed using descriptive statistics. Round 2 explored expert panel views through focus group using thematic analysis.
Results
Eleven teachers and researchers from the health sciences and education participated in rounds 1 and 2. The first-round analysis indicates consensus on 26 of the 36 quantitative items proposed in the questionnaire, of which 13 of the 15 qualitative items (competencies) were maintained. The second round largely confirmed the results of the quantitative phase of the study.
Conclusion
The panel Delphi provided a validation of the essential contents, teaching methods and assessment of the subject reviewed, considering the knowledge of the gender perspective as a prerequisite for the practice of physiotherapy and the importance of integrating it in a transversal way.
{"title":"Análisis del contenido de género en el programa de estudio de una asignatura optativa del grado de fisioterapia: estudio Delphi modificado","authors":"Marlen Moreno-Martínez , Carmen Ruiz-Bueno","doi":"10.1016/j.edumed.2024.100978","DOIUrl":"10.1016/j.edumed.2024.100978","url":null,"abstract":"<div><h3>Introduction</h3><div>The institutions that certify the quality of education in Catalonia indicate that the degrees must incorporate the gender perspective (GP) for their accreditation, this affects the curriculum, competencies/learning outcomes, contents, etc. Physiotherapy, graduates must be competent in gender to incorporate GP into health care, but the curricula do not integrate these contents. The purpose of the study was to reach a consensus on the content of the teaching guide for the elective Physiotherapy with a Gender Perspective.</div></div><div><h3>Methods</h3><div>A modified Delphi was implemented considering two rounds. Round 1 involved a previously designed instrument of 53 items to evaluate contents, competencies, teaching strategies and evaluation that must contain an elective subject on gender perspective in physiotherapy, it was analyzed using descriptive statistics. Round 2 explored expert panel views through focus group using thematic analysis.</div></div><div><h3>Results</h3><div>Eleven teachers and researchers from the health sciences and education participated in rounds 1 and 2. The first-round analysis indicates consensus on 26 of the 36 quantitative items proposed in the questionnaire, of which 13 of the 15 qualitative items (competencies) were maintained. The second round largely confirmed the results of the quantitative phase of the study.</div></div><div><h3>Conclusion</h3><div>The panel Delphi provided a validation of the essential contents, teaching methods and assessment of the subject reviewed, considering the knowledge of the gender perspective as a prerequisite for the practice of physiotherapy and the importance of integrating it in a transversal way.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100978"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142651579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edumed.2024.100970
Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra
{"title":"Una breve precisión acerca de las implicaciones educativas del concepto zona de desarrollo próximo","authors":"Elena Vicenta Hernández Navarro , Jorge Luis Losada Guerra","doi":"10.1016/j.edumed.2024.100970","DOIUrl":"10.1016/j.edumed.2024.100970","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 100970"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edumed.2024.101013
Elena Vara Ameigeiras
{"title":"Posibles factores a tener en cuenta en la gestión del clima educativo en el grado de medicina","authors":"Elena Vara Ameigeiras","doi":"10.1016/j.edumed.2024.101013","DOIUrl":"10.1016/j.edumed.2024.101013","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 101013"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.edumed.2024.101014
{"title":"Fe de errores sobre artículos publicados en la revista Educación Médica en 2023 y 2024","authors":"","doi":"10.1016/j.edumed.2024.101014","DOIUrl":"10.1016/j.edumed.2024.101014","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"25 6","pages":"Article 101014"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-30DOI: 10.1016/j.edumed.2024.100984
Cender U. Quispe-Juli , Carlos J. Aragón-Ayala , Carlos Orellano
Background
Social media platforms are increasingly used in medical education, but their impact on academic performance compared to educational platforms is still unclear. Our objective was to evaluate a telemedicine course for resident physicians using Facebook compared to one using Moodle.
Methods
A randomized, open, parallel-group controlled trial was conducted to compare the efficacy of an educational intervention through Facebook, to that of an intervention through Moodle.
Results
The general retention rate was 59.6% (56/94). A significant increase in knowledge was found both in the Facebook group with a mean of 21.40 (SD = 4.04) to 26.97 (SD = 3.82), with p < 0.001 (Cohen's d = 1.44), as well as in the control group of mean 20.12 (SD = 3.82) to 27.35 (SD = 2.91), (Cohen's d = 2.09), with p value < 0.001. The knowledge gain in telemedicine was greater in the control group than in the Facebook group, although this difference was not significant (p = 0.097) and had a small effect size (Cohen's d = − 0.45). The median satisfaction scores on the telemedicine course for most of the criteria evaluated was equal to or greater than five (out of seven points) in both groups, with no differences between the two.
Conclusion
This study could not demonstrate that an educational intervention through Facebook had a greater gain in knowledge compared to one carried out through a platform for educational purposes such as Moodle.
{"title":"Evaluación de un curso en línea de telemedicina a través de Facebook: un ensayo controlado aleatorizado","authors":"Cender U. Quispe-Juli , Carlos J. Aragón-Ayala , Carlos Orellano","doi":"10.1016/j.edumed.2024.100984","DOIUrl":"10.1016/j.edumed.2024.100984","url":null,"abstract":"<div><h3>Background</h3><div>Social media platforms are increasingly used in medical education, but their impact on academic performance compared to educational platforms is still unclear. Our objective was to evaluate a telemedicine course for resident physicians using Facebook compared to one using Moodle.</div></div><div><h3>Methods</h3><div>A randomized, open, parallel-group controlled trial was conducted to compare the efficacy of an educational intervention through Facebook, to that of an intervention through Moodle.</div></div><div><h3>Results</h3><div>The general retention rate was 59.6% (56/94). A significant increase in knowledge was found both in the Facebook group with a mean of 21.40 (SD = 4.04) to 26.97 (SD = 3.82), with <em>p</em> < 0.001 (Cohen's d = 1.44), as well as in the control group of mean 20.12 (SD = 3.82) to 27.35 (SD = 2.91), (Cohen's d = 2.09), with <em>p</em> value <<!--> <!-->0.001. The knowledge gain in telemedicine was greater in the control group than in the Facebook group, although this difference was not significant (<em>p</em> = 0.097) and had a small effect size (Cohen's d = −<!--> <!-->0.45). The median satisfaction scores on the telemedicine course for most of the criteria evaluated was equal to or greater than five (out of seven points) in both groups, with no differences between the two.</div></div><div><h3>Conclusion</h3><div>This study could not demonstrate that an educational intervention through Facebook had a greater gain in knowledge compared to one carried out through a platform for educational purposes such as Moodle.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100984"},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-30DOI: 10.1016/j.edumed.2024.100966
Alberto Torres Belma
This article reflects on socio-health training in medical study plans, which is necessary in the context of the expectations of individuals, families and communities regarding the care received, as well as the familiarization of future doctors with ethical aspects, public health, health sociology and bioethics when establishing effective doctor-patient communication. An important challenge to ensure the effective delivery and transfer of said content in the curriculum subjects is that teaching strategies stimulate meaningful learning contextualized to future medical professional performance.
{"title":"Determinantes sociales de la salud y sociología de la salud: importancia de la formación sociosanitaria en las carreras de Medicina","authors":"Alberto Torres Belma","doi":"10.1016/j.edumed.2024.100966","DOIUrl":"10.1016/j.edumed.2024.100966","url":null,"abstract":"<div><div>This article reflects on socio-health training in medical study plans, which is necessary in the context of the expectations of individuals, families and communities regarding the care received, as well as the familiarization of future doctors with ethical aspects, public health, health sociology and bioethics when establishing effective doctor-patient communication. An important challenge to ensure the effective delivery and transfer of said content in the curriculum subjects is that teaching strategies stimulate meaningful learning contextualized to future medical professional performance.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 100966"},"PeriodicalIF":0.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142554424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-25DOI: 10.1016/j.edumed.2024.100969
Santiago A. Suárez-Gómez , Valentina Velasco-Muñoz , Sara Restrepo-Vivas , Luis Felipe Cabrera , Lilian Torregrosa
Introduction
Social media, a pervasive platform for real-time communication, harbours both the potential for rapid information dissemination and the risk of spreading misinformation. While it has become an indispensable platform for global communication, concerns arise regarding its role in disseminating healthcare information. This study examines the impact of healthcare-related information on social media, particularly focusing on influential surgical accounts. It investigates the quality of content shared by these accounts and compares it with current scientific evidence.
Materials and methods
A retrospective study was conducted to evaluate the accuracy of information presented on platforms of influential surgical accounts on social media, including YouTube, TikTok, and Instagram. A sample of surgical influencers, encompassing general surgery and subspecialties, was examined. Their content was retrospectively compared against current scientific evidence related to their respective surgical topics.
Results
The evaluation reveals a diverse landscape regarding the accuracy of healthcare information shared by surgical influencers on social media. While some content aligns with evidence-based practices, there is a notable presence of misinformation and inaccuracies. This highlights the potential consequences of social media on healthcare information dissemination, emphasizing the importance of accurate and evidence-based content.
Conclusion
The study acknowledges the significant influence of these accounts, especially among young people, and underscores the need for responsible information sharing in the medical field due to the potential impact of inaccurate content on healthcare decision-making. Surgical influencers often neglect to provide references of evidence-based information and instead rely on personal experience, posing risks of misinformation and ethical concerns on social media platforms.
{"title":"Cutting through the noise: unravelling the web of misinformation in surgical social networks","authors":"Santiago A. Suárez-Gómez , Valentina Velasco-Muñoz , Sara Restrepo-Vivas , Luis Felipe Cabrera , Lilian Torregrosa","doi":"10.1016/j.edumed.2024.100969","DOIUrl":"10.1016/j.edumed.2024.100969","url":null,"abstract":"<div><h3>Introduction</h3><div>Social media, a pervasive platform for real-time communication, harbours both the potential for rapid information dissemination and the risk of spreading misinformation. While it has become an indispensable platform for global communication, concerns arise regarding its role in disseminating healthcare information. This study examines the impact of healthcare-related information on social media, particularly focusing on influential surgical accounts. It investigates the quality of content shared by these accounts and compares it with current scientific evidence.</div></div><div><h3>Materials and methods</h3><div>A retrospective study was conducted to evaluate the accuracy of information presented on platforms of influential surgical accounts on social media, including YouTube, TikTok, and Instagram. A sample of surgical influencers, encompassing general surgery and subspecialties, was examined. Their content was retrospectively compared against current scientific evidence related to their respective surgical topics.</div></div><div><h3>Results</h3><div>The evaluation reveals a diverse landscape regarding the accuracy of healthcare information shared by surgical influencers on social media. While some content aligns with evidence-based practices, there is a notable presence of misinformation and inaccuracies. This highlights the potential consequences of social media on healthcare information dissemination, emphasizing the importance of accurate and evidence-based content.</div></div><div><h3>Conclusion</h3><div>The study acknowledges the significant influence of these accounts, especially among young people, and underscores the need for responsible information sharing in the medical field due to the potential impact of inaccurate content on healthcare decision-making. Surgical influencers often neglect to provide references of evidence-based information and instead rely on personal experience, posing risks of misinformation and ethical concerns on social media platforms.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100969"},"PeriodicalIF":0.0,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-24DOI: 10.1016/j.edumed.2024.100983
John Barja-Ore , Brandon E. Guillen-Calle , Elia Ku-Chung , Miriam Yoana Correa-Lopez
Introduction
The objective structured clinical examination (OSCE) has positioned itself as a key tool to assess skills optimally and reliably. This study sought to analyze the trends and profile of the scientific production on its use in health sciences.
Materials and methods
A descriptive and cross-sectional study was carried out on bibliometric data. We included 844 articles on OSCE published in journals indexed in Scopus between 2018 and 2022. A descriptive and cross-sectional analysis was performed to bibliometric data with the Scival tool.
Results
The number of publications has increased from 2018 to 2022, most of these are in high impact scientific journals. Most articles had national collaboration (42.4%) and international collaboration presented more citations per publication (6.5). The institution with the highest scientific activity was Harvard University, in addition to being the one with the highest impact. The journals Currents in Pharmacy Teaching and Learning and Medical Science Educator have more publications, but the Journal of Educational Evaluation for Health Professions (1,744) has a higher normalized impact. Zabar Sondra leads in scientific output, but MacArio Alex (0.91) has a higher weighted impact.
Conclusions
Research has increased, mainly in scientific journals of greater prestige and impact, and with more frequent national collaboration; in addition, there is greater participation of authors and institutions from North America.
引言 客观结构化临床考试（OSCE）已被定位为优化和可靠评估技能的重要工具。本研究旨在分析其在健康科学领域应用的趋势和科学成果概况。我们收录了2018年至2022年间发表在Scopus收录期刊上的844篇关于OSCE的文章。利用Scival工具对文献计量数据进行了描述性和横截面分析。结果从2018年到2022年，发表文章的数量有所增加，其中大部分发表在高影响力的科学期刊上。大多数文章都有国内合作（42.4%），国际合作的每篇论文被引用的次数更多（6.5）。科研活动最活跃的机构是哈佛大学，同时也是影响力最大的机构。Currents in Pharmacy Teaching and Learning》和《Medical Science Educator》两本期刊发表的论文数量较多，但《Journal of Educational Evaluation for Health Professions》（1744 篇）的归一化影响力较高。Zabar Sondra 在科学产出方面遥遥领先，但 MacArio Alex（0.91）的加权影响力更高。
{"title":"Tendencias y perfil de la producción científica sobre el uso del examen clínico objetivo estructurado en áreas de ciencias de la salud","authors":"John Barja-Ore , Brandon E. Guillen-Calle , Elia Ku-Chung , Miriam Yoana Correa-Lopez","doi":"10.1016/j.edumed.2024.100983","DOIUrl":"10.1016/j.edumed.2024.100983","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective structured clinical examination (OSCE) has positioned itself as a key tool to assess skills optimally and reliably. This study sought to analyze the trends and profile of the scientific production on its use in health sciences.</div></div><div><h3>Materials and methods</h3><div>A descriptive and cross-sectional study was carried out on bibliometric data. We included 844 articles on OSCE published in journals indexed in Scopus between 2018 and 2022. A descriptive and cross-sectional analysis was performed to bibliometric data with the Scival tool.</div></div><div><h3>Results</h3><div>The number of publications has increased from 2018 to 2022, most of these are in high impact scientific journals. Most articles had national collaboration (42.4%) and international collaboration presented more citations per publication (6.5). The institution with the highest scientific activity was Harvard University, in addition to being the one with the highest impact. The journals Currents in Pharmacy Teaching and Learning and Medical Science Educator have more publications, but the Journal of Educational Evaluation for Health Professions (1,744) has a higher normalized impact. Zabar Sondra leads in scientific output, but MacArio Alex (0.91) has a higher weighted impact.</div></div><div><h3>Conclusions</h3><div>Research has increased, mainly in scientific journals of greater prestige and impact, and with more frequent national collaboration; in addition, there is greater participation of authors and institutions from North America.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100983"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-24DOI: 10.1016/j.edumed.2024.100981
Judit Sánchez Gómez , Gleyvis Coro-Montanet , Helena Wagner Porto Rocha , Esther García García , Óscar Oliva Fernández
Introduction
Measuring realism in clinical simulation poses a complex challenge due to its subjective and multidimensional nature. ProRealSim, a realism measurement tool developed by researchers from Universidad Europea de Madrid, is based on a theoretical framework that categorizes realism into three dimensions: simulated participant, scenography, and simulator.
Materials and methods
The study aimed to comprehend the perception of clinical experts regarding the ProRealSim tool. A focus group, comprising four clinical experts (three nurses and one doctor) with extensive experience in cardiopulmonary resuscitation (CPR) simulations, was conducted through a semi-structured interview.
Results
The study revealed that the experts held a positive view of the ProRealSim website, emphasizing its user-friendliness and the clarity of the indicators. However, they also identified potential improvements, such as optimizing the version for mobile devices. Regarding the tool's content, experts found the indicators suitable and easily understandable. Nevertheless, they highlighted certain aspects for improvement, including the relevance of certain indicators that may not apply to all simulations and the inherent subjectivity of the evaluation, recommending the involvement of more than one evaluator in the assessment.
Conclusions
Overall, the study results provide valuable insights for conducting assessments with the ProRealSim tool. The inherent complexity in assessing realism in simulations was highlighted, and strategies such as pre-training, identifying relevant variables for each simulation, and objectivity in such assessments were suggested.
{"title":"Experiencia de uso de una herramienta para evaluar el realismo en simulaciones clínicas","authors":"Judit Sánchez Gómez , Gleyvis Coro-Montanet , Helena Wagner Porto Rocha , Esther García García , Óscar Oliva Fernández","doi":"10.1016/j.edumed.2024.100981","DOIUrl":"10.1016/j.edumed.2024.100981","url":null,"abstract":"<div><h3>Introduction</h3><div>Measuring realism in clinical simulation poses a complex challenge due to its subjective and multidimensional nature. ProRealSim, a realism measurement tool developed by researchers from Universidad Europea de Madrid, is based on a theoretical framework that categorizes realism into three dimensions: simulated participant, scenography, and simulator.</div></div><div><h3>Materials and methods</h3><div>The study aimed to comprehend the perception of clinical experts regarding the ProRealSim tool. A focus group, comprising four clinical experts (three nurses and one doctor) with extensive experience in cardiopulmonary resuscitation (CPR) simulations, was conducted through a semi-structured interview.</div></div><div><h3>Results</h3><div>The study revealed that the experts held a positive view of the ProRealSim website, emphasizing its user-friendliness and the clarity of the indicators. However, they also identified potential improvements, such as optimizing the version for mobile devices. Regarding the tool's content, experts found the indicators suitable and easily understandable. Nevertheless, they highlighted certain aspects for improvement, including the relevance of certain indicators that may not apply to all simulations and the inherent subjectivity of the evaluation, recommending the involvement of more than one evaluator in the assessment.</div></div><div><h3>Conclusions</h3><div>Overall, the study results provide valuable insights for conducting assessments with the ProRealSim tool. The inherent complexity in assessing realism in simulations was highlighted, and strategies such as pre-training, identifying relevant variables for each simulation, and objectivity in such assessments were suggested.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100981"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-23DOI: 10.1016/j.edumed.2024.100976
Katiuska Muñoz-Espinoza, Alfonso Gutiérrez-Aguado, Anabell Caballero-Montes, Mariuccia Angeles-Donayre
Introduction
In the current context, Information and Communication Technologies (ICT) play a crucial role in all areas of society, including the field of education. Especially in health sciences, access to and knowledge of ICT have become fundamental for the training and development of future healthcare professionals in Peru. However, disparities persist in access to and acquisition of digital skills among health science students in the country.
Methods
An analytical cross-sectional study was conducted using secondary data from the National Household Survey on Living Conditions and Poverty (ENAHO) 2022, conducted by the National Institute of Statistics and Informatics (INEI). For the present study, a subsample of participants from health science students was considered, by taking in consideration inclusion and exclusion criteria with a statistical power of 81% (p301, p301A, p301B, and p316C) was considered.
Results
Of a total of 600 students, 41.2% were from public universities and 58.8% were from private universities. The majority of the participants were female (78%). In terms of age, we found that 290 students belonged to the age group of 17–20 years (40.7%); 222 students were from 21 to 25 years old (36%), and 148 students were over 25 years old (23.45%). Likewise, the majority were between the 1st and 3rd year of study (54.7%).
There were significant differences in access to ICT among health sciences students from public and private universities according to the following categorical variables: having equipment (p = 0.014) and having the necessary infrastructure (p = 0.019). However, there were no differences in relation to teacher instruction (p = 0.662), use of the Internet for training activities (p = 0.539), or in relation to computer activities, such as the use of programming languages; for instance, 90.6% have not used it.
Conclusion
This study highlights the existence of disparities in access to ICT. These findings suggest the need to strengthen investments in technology in public institutions to ensure equitable and quality education. Additionally, the results indicate a gap in knowledge and experience in the use of programming languages, such as AI, among health science students, which may require further attention and promotion of digital skills in the educational curriculum.
{"title":"Disparidades en el acceso y conocimiento de Tecnologías de la Información y Comunicación (TIC) entre estudiantes de Ciencias de la Salud en Perú: Encuesta Nacional de Hogares sobre Condiciones de Vida y Pobreza (ENAHO) 2022","authors":"Katiuska Muñoz-Espinoza, Alfonso Gutiérrez-Aguado, Anabell Caballero-Montes, Mariuccia Angeles-Donayre","doi":"10.1016/j.edumed.2024.100976","DOIUrl":"10.1016/j.edumed.2024.100976","url":null,"abstract":"<div><h3>Introduction</h3><div>In the current context, Information and Communication Technologies (ICT) play a crucial role in all areas of society, including the field of education. Especially in health sciences, access to and knowledge of ICT have become fundamental for the training and development of future healthcare professionals in Peru. However, disparities persist in access to and acquisition of digital skills among health science students in the country.</div></div><div><h3>Methods</h3><div>An analytical cross-sectional study was conducted using secondary data from the National Household Survey on Living Conditions and Poverty (ENAHO) 2022, conducted by the National Institute of Statistics and Informatics (INEI). For the present study, a subsample of participants from health science students was considered, by taking in consideration inclusion and exclusion criteria with a statistical power of 81% (p301, p301A, p301B, and p316C) was considered.</div></div><div><h3>Results</h3><div>Of a total of 600 students, 41.2% were from public universities and 58.8% were from private universities. The majority of the participants were female (78%). In terms of age, we found that 290 students belonged to the age group of 17–20 years (40.7%); 222 students were from 21 to 25 years old (36%), and 148 students were over 25 years old (23.45%). Likewise, the majority were between the 1st and 3rd year of study (54.7%).</div><div>There were significant differences in access to ICT among health sciences students from public and private universities according to the following categorical variables: having equipment (<em>p</em> = 0.014) and having the necessary infrastructure (<em>p</em> = 0.019). However, there were no differences in relation to teacher instruction (p = 0.662), use of the Internet for training activities (<em>p</em> = 0.539), or in relation to computer activities, such as the use of programming languages; for instance, 90.6% have not used it.</div></div><div><h3>Conclusion</h3><div>This study highlights the existence of disparities in access to ICT. These findings suggest the need to strengthen investments in technology in public institutions to ensure equitable and quality education. Additionally, the results indicate a gap in knowledge and experience in the use of programming languages, such as AI, among health science students, which may require further attention and promotion of digital skills in the educational curriculum.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 1","pages":"Article 100976"},"PeriodicalIF":0.0,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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