Acceso usuarios
Cender U. Quispe Juli, Carlos Jesús Aragón Ayala, Carlos Orellano
Resumen Introducción el creciente uso de plataformas de redes sociales en la educación médica plantea dudas sobre su impacto en el rendimiento académico en comparación con las plataformas educativas tradicionales. El objetivo fue evaluar un curso de telemedicina para médicos residentes utilizando Facebook en comparación con uno que utiliza Moodle. Métodos se realizó un ensayo controlado aleatorizado, abierto, de grupos paralelos, que prueba la eficacia de una intervención educativa a través Facebook y mediante Moodle. Resultados la tasa de retención general fue del 59,6% (56/94). Se halló un aumento significativo de conocimientos tanto en el grupo de Facebook de media 21,40 (DE = 4,04) a 26,97 (DE = 3,82), con valor de p < 0,001 (d de Cohen = 1,44), así como en el grupo control de media 20,12 (DE = 3,82) a 27,35 (DE = 2,91), (d de Cohen = 2,09), con valor de p < 0,001. La ganancia de conocimiento en telemedicina fue mayor en el grupo control que en el grupo de Facebook, aunque esta diferencia no fue significativa (p = 0,097) y tuvo un tamaño de efecto pequeño (d = −0,45). La mediana de los puntajes de satisfacción sobre el curso de telemedicina para la mayoría de criterios evaluados fue igual o superior a 5 (sobre 7 puntos) en ambos grupos, sin diferencias entre ambos. Conclusión este estudio no pudo demostrar que una intervención educativa mediante Facebook tuviera una mayor ganancia de conocimiento respecto a una llevada a través de una plataforma con fines educativos como Moodle. Background Social media platforms are increasingly used in medical education, but their impact on academic performance compared to educational platforms is still unclear. Our objective was to evaluate a telemedicine course for resident physicians using Facebook compared to one using Moodle. Methods A randomized, open, parallel-group controlled trial was conducted to compare the efficacy of an educational intervention through Facebook, to that of an intervention through Moodle. Results The general retention rate was 59.6% (56/94). A significant increase in knowledge was found both in the Facebook group with a mean of 21.40 (SD = 4.04) to 26.97 (SD = 3.82), with p < 0.001 (Cohen's d = 1.44), as well as in the control group of mean 20.12 (SD = 3.82) to 27.35 (SD = 2.91), (Cohen's d = 2.09), with p value <0.001. The knowledge gain in telemedicine was greater in the control group than in the Facebook group, although this difference was not significant (p = 0.097) and had a small effect size (Cohen's d = −0.45). The median satisfaction scores on the telemedicine course for most of the criteria evaluated was equal to or greater than five (out of seven points) in both groups, with no differences between the two. Conclusion This study could not demonstrate that an educational intervention through Facebook had a greater gain in knowledge compared to one carried out through a platform for educational purposes such as Moodle.
Social media platforms are increasingly used in medical education, but their impact on academic performance compared to educational platforms is still unclear. Our objective was to evaluate a telemedicine course for resident physicians using Facebook compared to one using Moodle.
Methods: A randomized, open, parallel-group controlled trial was conducted to compare the efficacy of an educational intervention through Facebook, to that of an intervention through Moodle.
Results: The general retention rate was 59.6% (56/94). A significant increase in knowledge was found both in the Facebook group with a mean of 21.40 (SD = 4.04) to 26.97 (SD = 3.82), with p < 0.001 (Cohen's d = 1.44), as well as in the control group of mean 20.12 (SD = 3.82) to 27.35 (SD = 2.91), (Cohen's d = 2.09), with p value < 0.001. The knowledge gain in telemedicine was greater in the control group than in the Facebook group, although this difference was not significant (p = 0.097) and had a small effect size (Cohen's d = −0.45). The median satisfaction scores on the telemedicine course for most of the criteria evaluated was equal to or greater than five (out of seven points) in both groups, with no differences between the two.
Conclusion: This study could not demonstrate that an educational intervention through Facebook had a greater gain in knowledge compared to one carried out through a platform for educational purposes such as Moodle.
