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dc.creatorIRMA ELISA ERAÑA ROJAS;613488
dc.creatorJOSE EDUARDO PEREZ SAUCEDO;613863
dc.creatorALVARO BARBOSA QUINTANA;271483
dc.creatorNANCY DE LOS ANGELES SEGURA AZUARA;818331
dc.creatorMILDRED VANESSA LOPEZ CABRERA;573940
dc.creatorIRMA ELISA ERAÑA ROJAS;613488es
dc.creatorJOSE EDUARDO PEREZ SAUCEDO;613863es
dc.creatorALVARO BARBOSA QUINTANA;271483es
dc.creatorNANCY DE LOS ANGELES SEGURA AZUARA;818331es
dc.creatorMILDRED VANESSA LOPEZ CABRERA;573940es
dc.date2017
dc.date.accessioned2018-10-18T20:34:55Z
dc.date.available2018-10-18T20:34:55Z
dc.identifier.issn15751813
dc.identifier.doi10.1016/j.edumed.2016.08.004
dc.identifier.urihttp://hdl.handle.net/11285/630392
dc.descriptionIntroduction Learning pathology is a challenge that requires the development of skills for the identification of abnormal states in the human body, as well as its functional disorders and causes. Material and methods This study assesses whether an online approach, that combines digital images, online slides and a learning management system, provides a practical and effective teaching method for medical students, both inside and outside the classroom. In 2015, an online survey was conducted with a sample of (83) students of the Pathology class, in order to assess student satisfaction with a Virtual Pathology Lab. A 1 to 5 Likert scale was used, where 1 meant total disagreement, and 5 for total agreement. The selected method is quantitative to provide a descriptive analysis of student perceptions. Results A mean score of 4.78 was obtained, indicating a clear acceptance of the Virtual Pathology Lab, based on the quality of the cases and images available. As regards students’ beliefs that learning with clinical cases, digital images, and digitalised slides has been useful for their medical practical training, a mean score of 4.48 media was achieved. Conclusions The responses by students indicate considerable advantages, including that all students have easy access to images and course information. It favours self-directed, as well as collaborative learning. However, there are still few limitations inherent to the format, such as less direct interaction with the teacher. © 2016 Elsevier España, S.L.U.
dc.languageeng
dc.languagespa
dc.publisherFundacion Educacion Medica
dc.relationhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85002045828&doi=10.1016%2fj.edumed.2016.08.004&partnerID=40&md5=9b59a84ac9e6d3de09c73492617a2640
dc.relationInvestigadores
dc.relationEstudiantes
dc.relation.ispartofREPOSITORIO NACIONAL CONACYT
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.sourceEducacion Medica
dc.subject.classification7 INGENIERÍA Y TECNOLOGÍA
dc.titleA novel approach to learn pathology: Virtual pathology laboratory [Una nueva forma de aprender patología: laboratorio virtual de patología]
dc.typeArtículo
dc.identifier.volume18
dc.identifier.issue4
dc.identifier.startpage249
dc.identifier.endpage253
refterms.dateFOA2018-10-18T20:34:55Z


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