medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2019, Number 31

<< Back Next >>

Inv Ed Med 2019; 8 (31)

Digital applications as a didactic tool for the study of medical parasitology

Rivera-Fernández N, García-Dávila P, Alpuche HA

Language: Spanish
References: 18
Page: 64-71
PDF size: 499.65 Kb.


ABSTRACT

Introduction: The use of electronic applications (app) in medical education, has demonstrated to facilitate learning, as it allows immediate access to knowledge at any time and in any place.
Objective: Developed and assessed an app for the study of morphology and the biological cycle of the Toxoplasma gondii parasite, for the students of the Parasitology module of the academic subject Microbiology and Parasitology of the of the Faculty of Medicine, UNAM, in order to reinforce and include data of the toxoplasmosis disease that is one of the most complex parasitosis being studied in this module.
Method: The app was developed at the Departamento de Visualización y Realidad Virtual (DVRV), Dirección de Cómputo y Tecnologías de Información y Comunicación (DGTIC), UNAM. Its use was assessed through a user satisfaction survey that was applied to the module´s alumni using a criteria variable of satisfaction corresponding to the Satisfaction scale of the Spanish version of the Distance Education Learning Survey. The inner consistency for the tools was calculated with the Cronbach Alpha test. In order to identify the structure of the tool, the Principal Component Analysis (PCA) was used with a Varimax and Kaiser Normalization rotation.
Results: The results in the PCA showed an appropriate sample adequacy and pertinent elements in the analyzed tool. The inner consistency for the tool showed a standardized value of 0.87, which provides evidence to assure that the items measure the same construct related with the pattern of answers among themselves.
Conclusion: The app was welcome by students and served its purpose. The students' answers will allow us to improve the design of future apps to study medical parasitology.


REFERENCES

  1. Fortoul T, Morales S, Muñoz A, Méndez J, Varela, Rodríguez V. Retención de los conocimientos básicos en cinco generaciones de alumnos que terminaron los dos primeros años del plan único de la carrera de médico cirujano en la Facultad de Medicina, UNAM (2007-2011). Inv Ed Med. 2012;1(4):170-5.

  2. Rodríguez R, Téllez-Villagra C, Martínez-González A. Retención de los conocimientos de ciencias básicas por los alumnos de medicina. Implicaciones educativas. Rev Fac Med. (UNAM). 1992;35:23-8.

  3. Muwanga-Zake. Applications of computer aided assessment in the diagnosis of science learning and teaching. IJEDICT. 2006;2(4):4466-e.

  4. Álvarez M, Llorente PA, Martínez N, Fernández L, E. Granda G, Sampedro N, Suárez N. Material educativo multimedia. Una herramienta de apoyo a la enseñanza de la Otorrinolaringología. Acta Otorrinolaringol Esp. 2005;56:31-7.

  5. Aly M, Elen J, Willems G. Instructional multimedia program versus standard lecture: a comparison of two methods for teaching the undergraduate orthodontic curriculum. Eur J Dent Educ. 2004;8(1):43-6.

  6. Mooney GA, Bligh JF. Computer-based learning materials for medical education: a model production. Med Educ. 1997; 31:197-201.

  7. Ferrer-Cascales R, Reig-Ferrer A, Fernández-Pascual M, Albaladejo-Blázquez N, Herranz-Bellido J, Caruana-Vañó A, Vallejo-Muñoz E, Díez-Jorro M, Giner-Alberola S, Hernández- Ramos C, Sánchez-San Segundo M, Hidalgo-Gómez C. Aplicación y evaluación de contenidos multimedia en entornos virtuales de enseñanza-aprendizaje en formación universitaria. 2011 [consultado Abr 2018]. Disponible en https://web.ua.es/es/ice/jornadas-redes-2012/documentos/ posters/245781.pdf.

  8. Cruz-Barragána A, Barragán-Lópeza A. Aplicaciones Móviles para el Proceso de Enseñanza-Aprendizaje en Enfermería. Salud Admon. 2014;1(3):51-7.

  9. Dale E. The cone of experience. In Dale E, ed. Audio-visual methods in teaching. 1946. New York: Dryden Press; p. 37-51.

  10. Koh KC, Wan JK, Selvanathan S, Vivekananda Ch, Lee GY, Ng ChT. Medical students’ perceptions regarding the impact of mobile medical applications on their clinical practice. JTMT. 2014;3(1):46-53.

  11. Snashall E, S. Hindocha S. The Use of Smartphone Applications in Medical Education. Open Med J. 2016;3(3):322-7.

  12. Hardyman W, Bullock A, Brown A, Carter-Ingram S, Stacey M. Mobile technology supporting trainee doctors’ workplace learning and patient care: An evaluation. BMC Med Educ. 2013;13(1):6.

  13. Sfard A. On two metaphors for learning and the dangers of choosing just one. Educ Res. 1998;27(2):4-13.

  14. Davies BS, Rafique J, Vincent TR, et al. Mobile Meducation (MoMEd) - how mobile information resources contribute to learning for undergraduate clincial students - a mixed methods study. BMC Med Educ. 2012;12:1.

  15. Richardson W. Educational Studies in the United Kingdom. Br J Educ Stud. 2002;50(1):3-56.

  16. Safdari R, Jebraeily M, Rahimi B, Doulani B. Smartphone medical applications use in the clinical training of medical students of UMSU and its influencing factors. Eu J Exp Biol. 2014;4(1):633-637.

  17. Santamaría PG, Hernández RE. S Uninorte. Barranquilla (Col.) 2015;31(3):599-607.

  18. Coordinación de tecnologías para la educación-hábit@t puma. Diagnóstico sobre habilidades digitales a estudiantes de primer ingreso a la Facultad de medicina de la UNAM. Generación 2017.TICÓMETRO 2016. DGTIC UNAM 2017.




2020     |     www.medigraphic.com