Limitations and perspectives of the physiology laboratory PhysioEx V9.1 during single-center Peruvian medical education

Abstract

Introduction: Virtual reality is a controversial tool in medical education; it has previously been shown to be very useful in anatomy and physiology.Objective: to evaluate the physiology simulation laboratory PhysioEx v9.1 during the course of Human Morphophysiology at a private university in Lima, Peru. Methods:This cross-sectional study was developed in two stages: the first, under the critical approach of software analysis, and the second, with a structured survey aimed at Human Medicine students on simulation. The study instrument was subdivided into two parts with 17 questions (15 closed and 2 open). The first surveyed the know-how of the previous three weeks of simulation, and the second, on the Technologies Applied to Health Communication and a satisfaction scale of the study program and the simulator.Results: Our findings show a high performance of the simulator in the approach to cellular physiology, where ~70% and ~60% of students understood respectively passive and active transport, and membrane potential and electrical transmission. The experience was rated as relevant (35%), satisfactory (55%), and indicative (77%). Forty-five percent considered the English language as the major limitation, followed by inaccessibility in other spaces such as their homes or work centers (20%). The main advantages were graphics (45%) and ease-of-use (25%). Thirty percent do not believe that the experience allows consolidating the studies of medicine and 78% experience inattention by the teacher.Conclusions: the evaluation of the simulator allowed knowing its main advantage and reticence (the English language) within a new educational experience in Peruvian students.

A bibliometric analysis of 47-years of research on public health in Peru

“…Particularly noteworthy is the linguistic factor, where the preeminence of English is observed, a common language in the main databases and the most widely used language in terms of value in the media and social networks [13,23,24]. However, it has been shown that there are limitations in the use of English among students and teachers of health sciences, which is a limitation in scientific production, which to some extent may also be a factor that reduces the increase in scientific production [25]. More studies are needed to understand the effects of language on scientific production in Scopus as well as the resources and funding of scientific projects that end up in publication [26].…”

Where Do Medical Students Look for Information? A Study on Scientific Consultation Sources in Peru

“…Contrasting previous studies in Peru [8,9,23] we determined, for the first time, a limited usage and knowledge about Medscape (Figure 1). Since several medical students have difficulty with English (~70%), the low affinity of this great tool may be related to language limitations [6,14,16,23]. Another aspect that may affect students' learning is the presentation format (type of scientific article) in Medscape, which is slight known and readable by students [18].…”

“…Each cycle corresponds to one semester of study (two semesters per medical year). Students were divided into cycles because, according to the UNW curriculum, students move from basic courses to clinical practice (i.e., semiology and internal medicine courses) and speciality courses (i.e., microbiology, immunology, and epidemiology) during the 2nd and 3rd medical years [6,14]. At the same time, students need to improve the sources of consultation and the thoroughness of the information reviewed.…”

“…Virtual search provides several opportunities that enhance medical knowledge and allow it to be continuously updated by reading scientific articles, digital books, and video conferences, being a vehicle also for involvement in student research [6,7]. However, the massive search and improper use of high-quality computing resources often deviate from the goal of browsing the Internet.…”