Sisa Ivan, Garcés María Sol, Crespo-Andrade Cristina, Tobar Claudia
Escuela de Medicina, Colegio de Ciencias de la Salud, Universidad San Francisco de Quito USFQ, Quito 170901, Ecuador.
Instituto de Enseñanza y Aprendizaje IDEA, y Academia SHIFT, Colegio de Ciencias Sociales y Humanidades, Universidad San Francisco de Quito USFQ, Quito 170901, Ecuador.
Healthcare (Basel). 2023 Jan 28;11(3):375. doi: 10.3390/healthcare11030375.
We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, -value: <0.001) and motivation (14.9%, -value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.
我们旨在描述一个结构化干预项目对一所拉丁美洲医学院校本科医学生学习和学习技能提升的影响。该干预项目的设计基于对十个量表进行测量的诊断/处方性评估测试分数。该项目包括五个量身定制的工作坊。所研究的队列由81名三年级医学生组成。结果变量是“前测”和“后测”分数之间的差异。使用未调整的分数百分位数来比较学习和学习技能的提升情况。此外，还进行了敏感性分析，以评估参加工作坊的数量对测试分数平均差异的影响。前测的回应率为100%（81/81），后测的回应率约为77%（62/81）。干预项目实施后，十个量表中有九个显示出统计学上的改善，动机量表除外。变化百分比改善最高和最低的量表分别是时间管理（66%，p值：<0.001）和动机（14.9%，p值：0.06）。参加更多工作坊的学生在后测中获得了更高的变化百分比改善。这些发现表明，通过精心设计的干预项目，有可能提高医学生的学习和学习技能。
