¿Cómo impulsar una sociedad científica de estudiantes de medicina?

Quispe-Juli, Cender Udai; Velásquez-Chahuares, Luis Gustavo; Meza-Liviapoma, Jessica; Fernández-Chinguel, José Ernesto

doi:10.1016/j.edumed.2017.11.009

Cited by 10 publications

(9 citation statements)

References 44 publications

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“…Divoll and Rogan-Klyve, 2013;Linn et al, 2015;Menon, Muraleedharan and Bhat, 2016;Linn et al, 2015;Tan et al, 2015;O'Loughlin, Husmann and Brokaw, 2018;Quispe-Juli et al, 2019).…”

mentioning

confidence: 99%

Collaborative mentoring for effective medical research groups

Elizondo‐Omaña¹,

Zárate-Garza²,

Jacobo‐Baca³

et al. 2019

MedEdPublish

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Research benefits professors and students, mentors and mentees, however, many Universities lack formal programs, especially in basic sciences such as anatomy. Faculty, many times, lack the time, resources, and a well-structured program. Mentoring and collaborative work, have played an important role in creating an effective environment that inspires its members into scientific production, enhances research skills, while gaining experience. The authors presented a student anatomy research group (Grupo de Investigación en Anatomía [GIA]) model that integrates faculty from basic and clinical fields through a collaborative mentoring and tightly organized structure that increases training, experience, and scientific output. The transformation stages described shows the progress, reporting the fundamental elements for integration of the model, with results presented at 16 years of experience of the group in the Anatomy department. Results evidence a steady increase in student/professor involvement, scientific publishing, presentations in meetings (national/international), and cites.

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“…Divoll and Rogan-Klyve, 2013;Linn et al, 2015;Menon, Muraleedharan and Bhat, 2016;Linn et al, 2015;Tan et al, 2015;O'Loughlin, Husmann and Brokaw, 2018;Quispe-Juli et al, 2019).…”

mentioning

confidence: 99%

Collaborative mentoring for effective medical research groups

Elizondo‐Omaña¹,

Zárate-Garza²,

Jacobo‐Baca³

et al. 2019

MedEdPublish

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“…Also, the affiliation to scientific groups increased the prevalence of educational use of smartphone by 23%. This could be due to the learning message disseminated massively in the SOCEM related to the advantages of using this type of mobile devices, which is done during multiple extracurricular training sessions either face-to-face or virtual (31). Several studies have confirmed the importance of SOCEM within medical schools to cover knowledge not taught in the undergraduate program (32,33).…”

Section: Discussionmentioning

confidence: 99%

Factors associated with the academic use of smartphones in medical students. Based on 40 universities in Latin America

Garrido¹,

Róbalo²,

Medina³

et al. 2021

PJMHS

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Objective: to identify the factors associated with the academic use of smartphones in medical students from 40 faculties in Latin America. Material and Methods: A cross-sectional study was conducted in medical students from 40 faculties in Latin America. A questionnaire was used to measure the academic use of Smartphone, and its association with socio-academic variables, training in scientific databases and appreciation of technologies provided by the university. Multilevel random effects models were used to estimate prevalence ratios. The contribution of each co-variable was evaluated using nested models using the log-likelihood ratio test. Results: We surveyed 11587 participants. 40.9% belonged to academic groups. 68.2% reported using a Smartphone for academic purposes. A positive association was found between academic use of Smartphone and female sex (PR: 1.16, 95% CI: 1.06-1.26, p = 0.001), from Paraguay (PR: 1.44, 95% CI: 1.33-1.55, p < 0.001), carry out clinical cycles (PR: 1.12, IC95%: 1.03-1.23, p = 0.012), training in SCOPUS (PR: 1.26, IC95%: 1.17-1.35, p <0.001) and belonging to research groups (PR : 1.23, 95% CI: 1.13-1.34, p <0.001). In multiple regression, students affiliated with academic groups had 18% less prevalence of Smartphone academic use (PR: 0.82, 95% CI: 0.75-0.89, p <0.001). Discussion: Most students used Smartphone for academic purposes. The affiliation to academic groups seems to reduce the prevalence of its use. More evidence is needed on the factors related to the use of information technologies such as the Smartphone, particularly in the student-physician population. Keywords: Smartphone, information and communication technologies, medical student, medical education.

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“…La SCEO-UNMSM es una estrategia didáctica que aumentó la producción científica de sus integrantes durante sus seis años de actividad; no obstante, la producción científica nacional de los estudiantes de odontología es baja 1,2 . Por ello, es importante la creación, en otras universidades, de las SCEO las cuales son comunidades de aprendizaje con participación activa de estudiantes, quienes adquieren y mejoran sus conocimientos empleados en la IC, además de ser guiados tanto en su crecimiento personal como profesional por un mentor o asesor 1,3 .…”

Section: Sr Editorunclassified

“…Por ello, es importante organizar actividades académicas enfocadas en fortalecer los conocimientos básicos sobre búsqueda avanzada de la información, metodología de la investigación, bioestadística y redacción científica, e implementarlos de forma sincrónica y asincrónica 3,4 . Siendo así, una estrategia es el desarrollo de estas capacitaciones mediante aplicativos de videoconferencia (Google Meet, Zoom), los cuales permiten crear cronogramas de actividades fuera del horario académico curricular, grabar la presentación y favorecer el desarrollo de ponencias que no tienen como limitante la ubicación geográfica del docente.…”

Section: Sr Editorunclassified

Estrategias para favorecer el desarrollo inicial de las sociedades científicas de estudiantes de odontología

Pares-Ballasco

Lopez

2021

Odontol Sanmarquina

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Sr. Editor. En el contexto de la odontología peruana solo se había reportado, a la comunidad científica, la existencia de la Sociedad Científica de Estudiantes de Odontología (SCEO) de la Universidad Nacional Mayor de San Marcos (UNMSM)1. No obstante, durante el 2020, el interés por la investigación científica (IC) y la iniciativa de los estudiantes de otras facultades peruanas de odontología impulsó la creación de siete SCEO con el objetivo de continuar con la misión y visión de la SCEO-UNMSM. La reciente creación de una SCEO requiere de la planificación de actividades esenciales dirigidas a favorecer su desarrollo inicial, pues de no ser así podría traer como consecuencia el fracaso y desintegración de la misma. Por ese motivo, se considera importante plantear estrategias que favorezcan el desarrollo inicial de las SCEO.

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¿Cómo impulsar una sociedad científica de estudiantes de medicina?

Cited by 10 publications

References 44 publications

Collaborative mentoring for effective medical research groups

Collaborative mentoring for effective medical research groups

Factors associated with the academic use of smartphones in medical students. Based on 40 universities in Latin America

Estrategias para favorecer el desarrollo inicial de las sociedades científicas de estudiantes de odontología

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