Understanding Barriers to Nanotechnology Education in Medical Specialty Programs: A Qualitative Nominal Group Study Among Postgraduate Students.

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-08-20 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S523258
Mónica María Díaz-López, Rosa-Helena Bustos, Juan Francisco Guevara-Ramírez, Julio-Cesar García
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Abstract

Introduction: Nanotechnology has emerged as a promising field of study, aiming to revolutionize healthcare through the innovative development of drugs, diagnostic tools, and medical devices. As a result, healthcare professionals in training are constantly faced with the challenge of understanding and applying these emerging technologies. The objective of this study is to determine the factors to consider for including the teaching of nanotechnological tools in medical specialty postgraduate programs.

Methods: A study based on the Nominal Group Technique (NGT) was conducted to identify the factors that promote and hinder the implementation of nanotechnology in certain postgraduate programs where nanotechnology is employed, such as Internal Medicine, Critical Care Medicine, Family Medicine, and Clinical Pharmacology at the School of Medicine of Universidad de La Sabana. A framework analysis was used to analyze the collected data.

Results: Based on the two research questions, several aspects were identified for the inclusion of nanotechnology in the medical practice of specialties. Key challenges include lack of knowledge and resource availability, misinformation, and lack of knowledge, as well as paradigmatic analysis as the main obstacles to the use of nanotechnology.

Conclusion: The findings provide a first-time study on nanotechnology curricula within medical specialty programs in Colombia, with potential extrapolation to similar situations in other medical schools. These insights can inform the global development of medical education curricula by highlighting the need for structured nanotechnology training, fostering interdisciplinary collaboration, and addressing resource and knowledge gaps to prepare future healthcare professionals for advancing medical technology worldwide.

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了解医学专业课程中纳米技术教育的障碍:一项在研究生中定性的名义小组研究。
纳米技术已经成为一个很有前途的研究领域,旨在通过药物、诊断工具和医疗设备的创新发展彻底改变医疗保健。因此,正在接受培训的医疗保健专业人员不断面临着理解和应用这些新兴技术的挑战。本研究的目的是确定在医学专业研究生课程中纳入纳米技术工具教学的考虑因素。方法:一项基于名义群体技术(NGT)的研究进行了,以确定促进和阻碍纳米技术在某些采用纳米技术的研究生课程中实施的因素,如内科学、重症医学、家庭医学和临床药理学,在La Sabana大学医学院。采用框架分析法对收集到的数据进行分析。结果:基于这两个研究问题,确定了将纳米技术纳入专业医疗实践的几个方面。关键的挑战包括缺乏知识和资源的可用性、错误信息和缺乏知识,以及作为使用纳米技术的主要障碍的范例分析。结论:这些发现首次对哥伦比亚医学专业项目中的纳米技术课程进行了研究,并有可能将其推广到其他医学院的类似情况。这些见解可以通过强调结构化纳米技术培训、促进跨学科合作以及解决资源和知识差距的需要,为全球医学教育课程的发展提供信息,从而使未来的医疗保健专业人员为推进全球医疗技术做好准备。
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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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