La educación médica durante la contingencia sanitaria por COVID-19: lecciones para el futuro

Sierra-Fernández, Carlos; López–Meneses, Mauricio; Azar-Manzur, Francisco; Trevethan-Cravioto, Sergio

doi:10.24875/acm.m20000073

Cited by 6 publications

(7 citation statements)

References 11 publications

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“…The acceptance of VM among the medical community has been heterogeneous [ 18 ]. Some studies have identified its main disadvantages compared to the LBM; the most notable are the little interaction and the ease of losing concentration in a non-school environment [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Flipped learning as an educational model in a cardiology residency program

Sierra-Fernández,

Alejandra,

Trevethan-Cravioto

et al. 2023

BMC Med Educ

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Introduction Flipped learning (FL) is a model which allows students to adjust their study rhythm by taking advantage of class time to apply their knowledge. Although FL meets many of the needs of the traditional lecture-based model and the exclusively virtual model, its effectiveness in medical residency programs has not been thoroughly studied. Our study evaluates the efficacy of an FL model in a cardiology residency program based on the satisfaction and academic performance of the participants. Method A prospective, observational, and descriptive study was conducted at Ignacio Chávez National Institute of Cardiology in Mexico City to evaluate the satisfaction and effectiveness of an FL model for acquiring competencies in electrocardiographic diagnosis among thirty-one first-year cardiology residents. The Advanced Electrocardiography Workshop and a virtual classroom were designed for the intervention. Four teachers taught the workshop and video classes, and ten medical specialists from the participants’ areas of work performed evaluations of practical skills before and after the intervention. Results 75% of the participants rated the intervention as very favorable compared to the traditional and virtual models. The main advantages offered by the FL model were identified. An improvement of high statistical significance was observed in participants’ academic performance after the intervention (P value < 0.001). Conclusion The FL model has a high degree of acceptance among participants and teachers. Our study shows an improvement in academic performance after the intervention. Considering that the FL model is flexible and reproducible in other areas of medicine, it represents an excellent educational alternative that meets current needs.

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Section: Discussionmentioning

confidence: 99%

Flipped learning as an educational model in a cardiology residency program

Sierra-Fernández,

Alejandra,

Trevethan-Cravioto

et al. 2023

BMC Med Educ

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“…El estudio La educación médica duran te la contingencia sanitaria por COVID19: lecciones para el futuro, por Carlos Sierra Fernández, reporta medidas para evitar una experiencia de aprendizaje virtual de poca calidad: a) habilidad para comprometer a los estudiantes en un ambiente de aprendizaje virtual, con una interacción intuitiva; b) favorecer la comunicación y conexión del profesor con los estudiantes; c) retroalimentación y apoyo durante el aprendizaje, que puede ser en tiempo real o asincrónico; d) utilizar vídeos o presentaciones breves (5-7 minutos) de gran calidad con conceptos bien definidos para mantener la atención y evitar el abandono de la actividad, y e) emplear herramientas dinámicas como mini-quiz, casos clínicos, foros de discusión y tecnología interactiva, ya que en la encuesta realizada los participantes afirmaron que la limitación principal fue la falta de interacción y retroalimentación y que sin duda el contacto con el profesor es una motivación importante 8 .…”

Section: Discussionunclassified

Una aproximación a cómo vivieron los residentes de Medicina Familiar la educación a distancia en tiempos de COVID-19 en una unidad institucional de primer nivel en Jalisco

López-Rodríguez,

Mora-Hernández,

Coronado-Bravo

et al. 2023

RMF

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Introduction: In the traditional education model, teacher gives classes in a classroom while the student listens. The COVID-19 pandemic affected training, thus applying online education. Objective: Understand and describe the perception of family medicine residents who experienced distance education in the COVID-19 pandemic in a UMF of the IMSS Jalisco. Method: An interview with five questions about knowledge and skills in Information technology (IT) was applied to family medicine residents. Results: The limitations of distance education are recognized: loss of interest and motivation, inability in surgical or practical specialties, extreme fatigue, difficulties in using ICT, loss of dynamism, distraction, thoughts of lack of use, decreased feedback from the doctor´s teaching and interest in academic activities, poor or no internet connection, inadequate spaces for classes. Conclusions: The perception of doctors in postgraduate training about distance education was deficient regarding the management of digital didactic and pedagogical tools, technical failures, information saturation perceived by doctors in postgraduate training and misinterpretation of data.

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“…¿Pero cómo son percibidas las clases virtuales? En una encuesta dirigida a estudiantes y profesionales de la salud en México, más del 50% de los encuestados señalaron que la experiencia en la virtualidad es igual o mejor con respecto a la manera presencial (4) . Sin embargo, una limitación que ellos muestran es la menor capacidad para concentrar la atención en la clase en un entorno no escolarizado, lo cual también fue advertido por los estudiantes de nuestra casa de estudios.…”

Section: Metodologías De Aprendizaje Activo En Pregrado De Medicina D...unclassified

Metodologías de aprendizaje activo en pregrado de medicina durante la pandemia de la COVID-19: Una perspectiva estudiantil

et al. 2022

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La educación médica durante la contingencia sanitaria por COVID-19: lecciones para el futuro

Cited by 6 publications

References 11 publications

Flipped learning as an educational model in a cardiology residency program

Flipped learning as an educational model in a cardiology residency program

Una aproximación a cómo vivieron los residentes de Medicina Familiar la educación a distancia en tiempos de COVID-19 en una unidad institucional de primer nivel en Jalisco

Metodologías de aprendizaje activo en pregrado de medicina durante la pandemia de la COVID-19: Una perspectiva estudiantil

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