Evaluación de un curso en línea de telemedicina a través de Facebook: un ensayo controlado aleatorizado

Q2 Social Sciences

Educacion Medica Pub Date : 2024-10-30 DOI:10.1016/j.edumed.2024.100984

Cender U. Quispe-Juli , Carlos J. Aragón-Ayala , Carlos Orellano

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引用次数: 0

Abstract

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.

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通过 Facebook 评估在线远程医疗课程：随机对照试验

背景社交媒体平台在医学教育中的应用越来越广泛，但与教育平台相比，社交媒体平台对学习成绩的影响尚不明确。我们的目的是对使用 Facebook 和 Moodle 的住院医师远程医疗课程进行评估。方法我们进行了一项随机、开放、平行分组对照试验，以比较通过 Facebook 和通过 Moodle 进行教育干预的效果。结果发现，Facebook 组和对照组的知识水平均有明显提高，前者从平均 21.40（SD = 4.04）提高到 26.97（SD = 3.82），p 值为 0.001（Cohen's d = 1.44），后者从平均 20.12（SD = 3.82）提高到 27.35（SD = 2.91），p 值为 0.001。对照组在远程医疗知识方面的收获大于 Facebook 组，尽管这一差异并不显著（P = 0.097），且影响范围较小（Cohen's d = - 0.45）。结论这项研究无法证明，与通过 Moodle 等教育平台进行的教育干预相比，通过 Facebook 进行的教育干预能获得更多的知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educacion Medica Social Sciences-Education

CiteScore

2.60

自引率

0.00%

发文量

审稿时长

63 days

期刊介绍： Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.