Comparison of the teaching of digital competences between health science faculties in Andalusia and Catalonia

Boté‐Vericad, Juan‐José; Palacios-Rodríguez, Antonio; Gorchs-Molist, Montse; Cejudo-Llorente, Carmen

doi:10.1016/j.edumed.2023.100791

Cited by 8 publications

(8 citation statements)

References 19 publications

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“…The first conclusion of the study is the reliability and validity of the diagnostic instrument used. This result is in line with those found in other studies in different European contexts (Barzabal, Gimeno, Martínez, & Rodríguez, 2022;Boté-Vericad, Palacios-Rodríguez, Gorchs-Molist, & Llorente-Cejudo, 2023;Cabero-Almenara, Barroso-Osuna, Rodríguez-Gallego, & Palacios-Rodríguez, 2020;Ghomi & Redecker, 2019;Hurtado-Mazeyra, Núñez-Pacheco, Barreda-Parra, Guillén-Chávez, & &turpo Gebera, 2022;Lucas, Bem-Haja, Siddiq, Moreira, & Redecker, 2021;Martín-Párraga, Llorente-Cejudo, & Barroso-Osuna, 2022). In summary, it can be said that it is a reliable and valid instrument for measuring teachers' digital competence.…”

Section: Discussionsupporting

confidence: 92%

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

Cabero‐Almenara

Castillo

Osuna

et al. 2023

J. New Approaches Educ. Res.

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The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

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Section: Discussionsupporting

confidence: 92%

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

Cabero‐Almenara

Castillo

Osuna

et al. 2023

J. New Approaches Educ. Res.

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“…Evidence supports the positive effect of IR on learning in general [9,12,13], including improvements in students' sense of physical presence, learning experience, and satisfaction when participating in training experiences under this modality [15][16][17][18]60]. Notably, motivation levels have been shown to increase with the use of IR in various contexts, including the field of Health Sciences [18,22,24,25,61,62].…”

Section: Discussionmentioning

confidence: 88%

“…Analysis of the performance tests and existing research supports the significance of IR and 360 • video in enhancing experiential learning [16,[20][21][22]. Consequently, it can be concluded that the use of these technologies promotes the development of medical skills [62] and creates more active and participatory training scenarios for students [11,63].…”

Section: Discussionmentioning

confidence: 90%

Technology-Enhanced Learning in Health Sciences: Improving the Motivation and Performance of Medical Students with Immersive Reality

Cabero-Almenara,

De-La-Portilla-De-Juan,

Barroso-Osuna

et al. 2023

Applied Sciences

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Numerous studies suggest that immersive reality (IR) is an educational technology with great potential in the field of health sciences. Its integration allows for an increase in the motivation and academic performance of students. In this sense, this research aims to study the self-perception of motivation and performance levels obtained by students who are completing their degree in medicine at the University of Seville after experiencing a session with IR. To achieve this, 136 student participants answered two questionnaires, the IMMS and the academic performance test. The results show high levels of motivation during the IR session, where the interaction with “hot spots” predominates. In the same way, the measured performance results are quite great. For this reason, it is concluded that the potential of using IR as an educational technology is evident, and new lines of related research are opened.

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“…From the results found, it is observed that teachers' competence levels are located between the level of integrator (B1) and expert (B2), as in the research by Barragán, et. al (2021), Boté-Vericad, et. al (2023) and Figueira and Dorotea (2022).…”

Section: Discussionmentioning

confidence: 96%

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Reyes,

Gurubel-Tec

2024

INT J INSTRUCTION

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Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

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Comparison of the teaching of digital competences between health science faculties in Andalusia and Catalonia

Cited by 8 publications

References 19 publications

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

Technology-Enhanced Learning in Health Sciences: Improving the Motivation and Performance of Medical Students with Immersive Reality

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

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