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Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico
BACKGROUND: Biomedical Informatics (BMI) education in medical schools is developing a sound curricular base, but there are few published reports of their educational usefulness. The goal of this paper is to assess knowledge change and satisfaction in medical students after a BMI curriculum. METHODS:...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391125/ https://www.ncbi.nlm.nih.gov/pubmed/25889834 http://dx.doi.org/10.1186/s12909-015-0349-7 |
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author | Sánchez-Mendiola, Melchor Martínez-Franco, Adrián I Lobato-Valverde, Marlette Fernández-Saldívar, Fabián Vives-Varela, Tania Martínez-González, Adrián |
author_facet | Sánchez-Mendiola, Melchor Martínez-Franco, Adrián I Lobato-Valverde, Marlette Fernández-Saldívar, Fabián Vives-Varela, Tania Martínez-González, Adrián |
author_sort | Sánchez-Mendiola, Melchor |
collection | PubMed |
description | BACKGROUND: Biomedical Informatics (BMI) education in medical schools is developing a sound curricular base, but there are few published reports of their educational usefulness. The goal of this paper is to assess knowledge change and satisfaction in medical students after a BMI curriculum. METHODS: The National Autonomous University of México Faculty of Medicine (UNAM) recently implemented a curricular reform that includes two BMI sequential courses (BMI-1 and BMI-2). The research design was one-group pretest-posttest. An objective test with evidence of validity was used for knowledge measurement. A satisfaction questionnaire was applied at the end of the courses. Two-tailed paired Student’s t-tests were applied, comparing knowledge scores in the pre and post-test for each course. RESULTS: The study included student cohorts during two consecutive academic years. The 2013 BMI-1 course (n = 986 students) knowledge pretest score was 43.0 ± 8.6 (mean percent correct ± SD), and the post-test score was 57.7 ± 10.3 (p < 0.001); the 2014 BMI-1 (n = 907) pretest score was 43.7 ± 8.5, and the post-test was 58.1 ± 10.5 (p < 0.001). The 2012 BMI-2 course (n = 683) pretest score was 26.3 ± 7.9, the post-test score was 44.3 ± 13.3 (p < 0.001); the 2013 BMI-2 (n = 926) pretest score was 27.5 ± 7.5, and the post-test was 42.0 ± 11.0 (p < 0.001). The overall opinion of the students regarding the course was from good to excellent, with a response rate higher than 90%. The satisfaction questionnaires had high reliability (Cronbach’s alpha of 0.93). CONCLUSIONS: The study shows a significant increase in BMI knowledge after an educational intervention in four medical student cohorts, and an overall positive evaluation by the students. Long-term follow-up is needed, as well as controlled studies of BMI educational interventions using performance endpoints. |
format | Online Article Text |
id | pubmed-4391125 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-43911252015-04-10 Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico Sánchez-Mendiola, Melchor Martínez-Franco, Adrián I Lobato-Valverde, Marlette Fernández-Saldívar, Fabián Vives-Varela, Tania Martínez-González, Adrián BMC Med Educ Research Article BACKGROUND: Biomedical Informatics (BMI) education in medical schools is developing a sound curricular base, but there are few published reports of their educational usefulness. The goal of this paper is to assess knowledge change and satisfaction in medical students after a BMI curriculum. METHODS: The National Autonomous University of México Faculty of Medicine (UNAM) recently implemented a curricular reform that includes two BMI sequential courses (BMI-1 and BMI-2). The research design was one-group pretest-posttest. An objective test with evidence of validity was used for knowledge measurement. A satisfaction questionnaire was applied at the end of the courses. Two-tailed paired Student’s t-tests were applied, comparing knowledge scores in the pre and post-test for each course. RESULTS: The study included student cohorts during two consecutive academic years. The 2013 BMI-1 course (n = 986 students) knowledge pretest score was 43.0 ± 8.6 (mean percent correct ± SD), and the post-test score was 57.7 ± 10.3 (p < 0.001); the 2014 BMI-1 (n = 907) pretest score was 43.7 ± 8.5, and the post-test was 58.1 ± 10.5 (p < 0.001). The 2012 BMI-2 course (n = 683) pretest score was 26.3 ± 7.9, the post-test score was 44.3 ± 13.3 (p < 0.001); the 2013 BMI-2 (n = 926) pretest score was 27.5 ± 7.5, and the post-test was 42.0 ± 11.0 (p < 0.001). The overall opinion of the students regarding the course was from good to excellent, with a response rate higher than 90%. The satisfaction questionnaires had high reliability (Cronbach’s alpha of 0.93). CONCLUSIONS: The study shows a significant increase in BMI knowledge after an educational intervention in four medical student cohorts, and an overall positive evaluation by the students. Long-term follow-up is needed, as well as controlled studies of BMI educational interventions using performance endpoints. BioMed Central 2015-04-01 /pmc/articles/PMC4391125/ /pubmed/25889834 http://dx.doi.org/10.1186/s12909-015-0349-7 Text en © Sánchez-Mendiola et al.; licensee BioMed Central. 2015 This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Sánchez-Mendiola, Melchor Martínez-Franco, Adrián I Lobato-Valverde, Marlette Fernández-Saldívar, Fabián Vives-Varela, Tania Martínez-González, Adrián Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title | Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title_full | Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title_fullStr | Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title_full_unstemmed | Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title_short | Evaluation of a Biomedical Informatics course for medical students: a Pre-posttest study at UNAM Faculty of Medicine in Mexico |
title_sort | evaluation of a biomedical informatics course for medical students: a pre-posttest study at unam faculty of medicine in mexico |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391125/ https://www.ncbi.nlm.nih.gov/pubmed/25889834 http://dx.doi.org/10.1186/s12909-015-0349-7 |
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