Aplicación de las nuevas tecnologías en la enseñanza de la cirugía en la licenciatura de medicina

García-Ureña, Miguel Ángel; Gómez, Luis Miguel Marín; Ruı́z, Vicente Vega; Godoy, Antonio Díaz

doi:10.1016/j.ciresp.2009.01.001

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…Besides that, they can standardize the knowledge transmitted to several groups and increase the number of persons reached. They can also provide online immediate feedback 2,9,[11][12][13][14] . Using all the precedent arguments, they are being pressed over the teaching community by a generation of internet users and most of the time the teaching staff is not apt to deal with this new feature [18][19][20] .…”

Section: Discussionmentioning

confidence: 99%

“…Both strategies resulted in the same non association findings. Even though previous works have addressed the problem, most of the information was qualitative and did not measure exposure in the same way we performed, being difficult to compare 2,9,22,23 .…”

Section: Discussionmentioning

confidence: 99%

“…Regardless of this pressure, there are some concerns about the impact of adopting these techniques 2 . It is true that simulation-based courses for learning cardiac arrest protocols have already shown benefit in patients' survival and that many e--learning software is available 1,2,[8][9][10] . Nevertheless, the implementation of these techniques requires more commitment from the teaching staff, which could confound the association between exposure to the new method and the outcome of better knowledge acquisition and retention 4 .…”

Section: Introductionmentioning

confidence: 99%

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Problems and potentialities of e-Learning for regular undergraduate courses in emergency medicine

Schlinkert

Scarpelini

Pazin‐Filho

2010

Rev. bras. educ. med.

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BACKGROUND: E-learning techniques are spreading at great speed in medicine, raising concerns about the impact of adopting them. Websites especially designed to host courses are becoming more common. There is a lack of evidence that these systems could enhance student knowledge acquisition. GOAL: To evaluate the impact of using dedicated-website tools over cognition of medical students exposed to a first-aid course. METHODS: Prospective study of 184 medical students exposed to a twenty-hour first-aid course. We generated a dedicated-website with several sections (lectures, additional reading material, video and multiple choice exercises). We constructed variables expressing the student's access to each section. The evaluation was composed of fifty multiple-choice tests, based on clinical problems. We used multiple linear regression to adjust for potential confounders. RESULTS: There was no association of website intensity of exposure and the outcome - beta-coeficient 0.27 (95%CI - 0.454 - 1.004). These findings were not altered after adjustment for potential confounders - 0.165 (95%CI -0.628 - 0.960). CONCLUSION: A dedicated website with passive and active capabilities for aiding in person learning had not shown association with a better outcome.

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