Publication: Aprendizaje integrado de epidemiología y bioestadística en el Grado en Medicina: valoración de los estudiantes
Loading...
Date
2014-01-31
Authors
Rubio Alonso, Margarita ; Hernando Jerez, Asunción ; Mohedano del Pozo, Rosa
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Los objetivos fueron conocer la valoración de los alumnos de 2º de Medicina sobre la integración Epidemiología-Bioestadística y comparar su percepción a comienzo y final de curso. Se elaboraron dos cuestionarios con afirmaciones que los alumnos valoraron mediante una escala tipo Likert. Participaron 102 estudiantes. Para comparar los resultados a principio y final de curso se utilizó la prueba de rangos con signo de Wilcoxon. El 83% creía al finalizar el curso que comprendían la importancia de Epidemiología-Bioestadística en Medicina y les parecía interesante estudiarlas de forma integrada. Al inicio de curso, un 46,1% pensaba que la asignatura iba a ser interesante y al final este porcentaje fue 69,6%. Al inicio, el 69,6% veía la relación entre la Medicina y la Estadística y al final, el 83,3%. El 41% creía al inicio que iban a adquirir competencias fundamentales para el desempeño profesional y al final lo creía el 57,8%.
The aim of this study was to analyze how medical second-year students assessed the integration of Epidemiology and Biostatistics in a course, and to compare students´ perceptions at the onset and at the end of the academic year. Two questionnaires were administered to 102 medical students in order to explore the extent to which they agreed/disagreed with a number of statements using a Likert scale. A Wilcoxon signed-rank test was used to compare results. Upon completion of the course, 83% of participants reported that Biostatistics and Epidemiology were relevant topics in Medicine, and found it interesting to integrate both subjects. At the beginning of the course, 46.1% of participants thought the course would be interesting, whilst the number of students increased to 69.6% by the end of the course. Regarding the perceived relationship between Statistics and Medicine, the percentage rose from 69.6% to 83.3%. The percentage of students who believed that the subject was relevant in terms of developing fundamental skills for future professional practice rose from 41% at the beginning to 57.8% at the end of the course.
The aim of this study was to analyze how medical second-year students assessed the integration of Epidemiology and Biostatistics in a course, and to compare students´ perceptions at the onset and at the end of the academic year. Two questionnaires were administered to 102 medical students in order to explore the extent to which they agreed/disagreed with a number of statements using a Likert scale. A Wilcoxon signed-rank test was used to compare results. Upon completion of the course, 83% of participants reported that Biostatistics and Epidemiology were relevant topics in Medicine, and found it interesting to integrate both subjects. At the beginning of the course, 46.1% of participants thought the course would be interesting, whilst the number of students increased to 69.6% by the end of the course. Regarding the perceived relationship between Statistics and Medicine, the percentage rose from 69.6% to 83.3%. The percentage of students who believed that the subject was relevant in terms of developing fundamental skills for future professional practice rose from 41% at the beginning to 57.8% at the end of the course.
publication.page.subject
Citation
Revista de Investigación Educativa, V. 32, N. 1, 2014
item.page.embargo
Ir a Estadísticas
Sin licencia Creative Commons.