Demanda de servicios y posgrados de salud en la Región Caribe de Colombia y en Bogotá D.C.

Q2 Social Sciences
Francisco A. Ascanio, V. E. Vargas, Jenny F. Romero
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引用次数: 0

Abstract

The main objective of this study is to assess the importance of health postgraduate programs to meet the demand of health services in Colombia. A comparison is performed between two Colombian regions (Caribbean and Bogotá D.C.) that are dissimilar in their demographic, economic, and geographic characteristics. The methodology is descriptive and the Pearson’s correlation coefficient is used. The results show a disparity between both regions in the number of postgraduate health programs available and the demand for health services. There is a deficit of postgraduate health programs in the Caribbean Region when compared to the demand for health services in this region, which also has a high poverty index. It is concluded that the cost of tuition fees for postgraduate health programs is a key factor affecting access to these programs.
哥伦比亚加勒比地区和波哥大对卫生服务和学位的需求。
本研究的主要目的是评估卫生研究生项目对满足哥伦比亚卫生服务需求的重要性。对哥伦比亚的两个地区(加勒比海和波哥大特区)进行了比较,这两个地区在人口、经济和地理特征方面有所不同。该方法是描述性的,使用了皮尔逊相关系数。结果显示,这两个地区在研究生健康项目的数量和对健康服务的需求方面存在差异。与该地区的卫生服务需求相比,加勒比地区的研究生卫生项目不足,该地区的贫困指数也很高。得出的结论是,研究生健康项目的学费成本是影响获得这些项目的关键因素。
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
Formacion Universitaria
Formacion Universitaria Social Sciences-Education
CiteScore
2.80
自引率
0.00%
发文量
70
期刊介绍: Formación Universitaria es una revista internacional electrónica y arbitrada, y acepta artículos originales en todas las áreas relacionadas con el trabajo académico en Universidades, y en particular aquellos relacionados con la enseñanza de la ingeniería y las ciencias. Es condición obligatoria que los artículos sean producto de trabajos de investigación o de reflexión documentada y que tengan un impacto relevante en el desarrollo y mejoramiento de la formación universitaria en Ibero América. Sin excluir otros temas, la revista acepta artículos relacionados con: formación general, enseñanza de las ciencias básicas y de las tecnologías, educación continua y de posgrado, educación basada en competencias, modificación de programas, desarrollo de nuevos laboratorios, nuevas técnicas de enseñanza, perfeccionamiento y mejoramiento de la docencia, impacto de las nuevas tecnologías, enseñanza virtual, globalización y enseñanza, nuevas necesidades educativas, evaluación y jerarquización, acreditación, gestión y evaluación de la docencia, y práctica profesional, entre otros.
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