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      La educación en línea: una metodología flexible para formación de residentes de Psiquiatría Translated title: Online education: a flexible learning tool for training residents in Psychiatry

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          Abstract

          Introducción: La educación a distancia es una herramienta eficaz para la enseñanza médica, soluciona los problemas de acceso a la información y homogeneiza la calidad de la educación, fomenta el autoaprendizaje y facilita al estudiante seguir desarrollando competencias y habilidades para su vida profesional. Objetivo: Mostrar la experiencia sobre el desarrollo y la elaboración de un curso virtual para médicos residentes en Psiquiatría en México. Método: Se estableció un convenio entre el Instituto Nacional de Salud Pública (INSP) y los Servicios de Atención Psiquiátrica (SAP), que permitió realizar un curso virtual de Sistemas de Salud, parte de la currícula de la especialidad en Psiquiatría. El INSP capacitó a los profesores en diseño instruccional y uso de la plataforma Moodle. Mediante ésta, se midieron las siguientes variables: número de visitas al material bibliográfico, tiempo en la realización de cuestionarios, en la evaluación diagnóstica y en la final, así como la calificación de los mismos; tiempo de permanencia total en plataforma, número de visitas a todos los recursos didácticos y registro de participaciones en dos foros. Resultados: Participaron 26 alumnos, observándose: tiempo de permanencia en plataforma de 90 min/día, mediana de tiempo invertido en evaluaciones de 1.75 horas, el 38.46% consultó todas las lecturas, se registraron 767 visitas para el primer foro y 448 en el segundo, quienes participaron más de dos veces obtuvieron una calificación final de 92.53. No hubo correlación estadísticamente significativa para ninguna de las variables anteriores. Conclusiones: Estos cursos requieren colaboración interinstitucional e interdisciplinaria, así como su inclusión en los presupuestos de los programas de residencias médicas. La plataforma permitió registrar las actividades de los alumnos, siendo una ventaja sobre la educación tradicional. El tiempo de permanencia en la plataforma fue superior al del aula. Los foros fueron la estrategia de mayor aprendizaje, observándose una participación de mejor calidad.

          Translated abstract

          Introduction: Online learning has shown to be an effective tool for medical teaching; it provides a solution to the problems of access to information and standardizes the quality of education. This approach encourages independent learning and facilitates that students continue developing competencies and skills for their professional lives. Objective: To report our experience on the design and development of an online course for medical residents in psychiatry in Mexico. Methods: An agreement between the National Institute of Public Health and the Psychiatric Care Services was established. It allowed the creation of a virtual course on Health Systems, which is part of the curriculum of the specialty in Psychiatry. The INSP trained the teachers in instructional design and in the use of the Moodle platform. Through this, the following variables were measured: number of visits to bibliographic content, time spent on the completion of questionnaires, in the diagnostic and final evaluations as well as the grades of them; the total amount of time spent in the platform, the number of visits to each of the teaching resources and their participation on two forums. Results: Twenty-six students were enrolled. We observed that the time spent in platform was 90 minutes per day; the median time spent in evaluations was 1.75 hours. 38.46% of the students consulted all the readings, 767 visits were recorded for the first forum and 448 for the second. Those who participated more than two times obtained a final grade of 92.53. No correlation was statistically significant for any of the above variables. Conclusions: These courses require interinstitucional and interdisciplinary collaboration, as well as their inclusion in the medical residency program s budgets. The platform allowed us to register the activities of the students, being that an advantage over traditional education. The time spent on the platform exceeded that of the classroom. The discussion forums were the activity that showed a greater learning, having higher quality participation.

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          The impact of E-learning in medical education.

          The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.
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            La educación a distancia. De la teoría a la práctica

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              How to improve medical education website design

              Background The Internet provides a means of disseminating medical education curricula, allowing institutions to share educational resources. Much of what is published online is poorly planned, does not meet learners' needs, or is out of date. Discussion Applying principles of curriculum development, adult learning theory and educational website design may result in improved online educational resources. Key steps in developing and implementing an education website include: 1) Follow established principles of curriculum development; 2) Perform a needs assessment and repeat the needs assessment regularly after curriculum implementation; 3) Include in the needs assessment targeted learners, educators, institutions, and society; 4) Use principles of adult learning and behavioral theory when developing content and website function; 5) Design the website and curriculum to demonstrate educational effectiveness at an individual and programmatic level; 6) Include a mechanism for sustaining website operations and updating content over a long period of time. Summary Interactive, online education programs are effective for medical training, but require planning, implementation, and maintenance that follow established principles of curriculum development, adult learning, and behavioral theory.
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                Author and article information

                Journal
                iem
                Investigación en educación médica
                Investigación educ. médica
                Universidad Nacional Autónoma de México, Facultad de Medicina (México, Distrito Federal, Mexico )
                2007-5057
                June 2013
                : 2
                : 6
                : 87-93
                Affiliations
                [01] México D.F. orgnameSecretaría de Salud orgdiv1Servicios de Atención Psiquiátrica México
                [02] Cuernavaca Morelos orgnameSecretaría de Salud orgdiv1Instituto Nacional de Salud Pública orgdiv2Subdirección de Tecnología e Innovación Educativa México
                Article
                S2007-50572013000200004 S2007-5057(13)00200600004
                10.1016/s2007-5057(13)72692-9
                4f51947e-b165-45f7-9cf9-c60bf7e10807

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 13 December 2012
                : 11 September 2012
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 6, Pages: 7
                Product

                SciELO Mexico

                Categories
                Artículos originales

                México,psiquiatría,especialidades,residentes,Curso virtual,Mexico,psychiatry,specialty,residents,virtual,Online courses

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