María Valeria Jiménez Báez / Bella Teresita Alcoser / Luis Sandoval Jurado / María Margarita
Chávez
Hernández / Patricia Teresa Reyes Gabino / Erika Jeannette Jiménez Ramírez / Leonel Reyes Espinosa /
Adriana
Torres Pedroza / Daniel Rolando López San Martín
18/12/2020
DOI:
http://doi.org/10.53436/11j9zDm6
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Implementation of a virtual platform for the academic program of the undergraduate internship in the face of the COVID-19 contingency at the Mexican Institute of Social Security in Quintana Roo
Abstract
Derived from the COVID-19 pandemic that the world is experiencing, it is necessary that educational practices focused on the acquisition and reinforcement of knowledge during the undergraduate internship are flexible. The objective of this study was to evaluate the acquisition of competencies in said academic program through a virtual modality, for this reason a platform (Moodle) was implemented based on the academic content of the six rotations during the year that the internship lasts. At the end of 2020, 68 students (58%) of the online group of the January-December promotion, fulfilled the operational program, of which more than 80% had accredited it. As for the face-to-face plan, 100% (88 registered) complied with it. At the end, both groups were evaluated in general knowledge, the final average for the face-to-face group was 9.29 (± 0.27) and 9.15 (± 0.31) for the virtual modality group. When comparing the qualification by module, it is applied that in Surgery (P ≤ 0.43), Emergency (P ≤ 0.49), Internal Medicine (P ≤ 0.038) and Pediatrics (P ≤ 0.035) they obtained a higher qualification in the face-to-face modality compared to of the virtual modality with a statistically significant difference. Regarding the cognitive, psychomotor and affective evaluation of each module, no statistically significant differences were found (P≥0.05). Discipline, responsibility, doctor-patient relationship and human relationships as expected could not be rated during the online modality.
