Resumen de El programa académico de servicio social de medicina en la modalidad blended-learning: estudio comparativo con el método tradicional
- español
En el proyecto “Implementación del programa académico de servicio social en medicina mediante la modalidad blended- learning” se propuso comparar dicha implementación con la modalidad tradicional, con el fin de incrementar el nivel de aprendizaje de los médicos brigadistas por vinculación universitaria de la Facultad de Medicina de la Universidad Autónoma de Sinaloa. El objetivo fue mejorar el aprendizaje de los médicos brigadistas de servicio social asignados a vinculación universitaria. El material se diseñó siguiendo el modelo ASSURE que tiene sus raíces en el constructivismo, parte de las características concretas del estudiante, de sus estilos de aprendizaje y fomenta a la vez la participación y compromiso. Para el logro del objetivo, se trabajó con médicos brigadistas que realizaron su servicio social por vinculación universitaria, durante agosto de 2018 a julio 2019. Se seleccionó el diseño experimental (grupo experimental y un grupo control), con un enfoque cuantitativo, de tipo descriptivo y corte transversal. Los participantes fueron seleccionados mediante el muestreo probabilístico de manera aleatoria. Se aplicó el pretest y postest al grupo control y experimental. El grupo experimental recibió el tratamiento. Se analizaron dos variables de interés, la variable independiente: blended-learning y la variable dependiente: nivel de aprendizaje.
- English
The research was raised based on the question: How to implement the academic program of social service in the blended-learning modality to increase the level of learning in intern doctors by university links of the Faculty of Medicine of the Autonomous University of Sinaloa? The objective was to improve the learning of medical interns from social service assigned to university links. The material was designed following the ASSURE model that has its principles in constructivism, part of the specific characteristics of the student, of their learning styles and at the same time encourages participation and commitment. To achieve the objective, we worked with medical interns who performed their social service through university links, from August 2018 to July 2019. The experimental design (experimental group and a control group) was selected, with a quantitative, descriptive type approach and cross section. Participants were randomly selected. The pretest and posttest were applied to the control and experimental group. The experimental group received the treatment. Two variables of interest were analyzed, the independent variable: blended-learning and the dependent variable: learning level. The statistic for related tests of student t was applied to test the null hypothesis: When implementing the academic program of social service in blended-learning modality, the level of learning is increased in the medical interns of social service by university affiliation. It is concluded that the implementation of the academic program of medical social service in the blended-learning modality improved the learning of the medical interns assigned to university links. The work carried out confirms the support of integrating ICT as strategies and didactic resources to the educational process.
