Díaz-López Mónica María, Bustos Rosa-Helena, Guevara-Ramírez Juan Francisco, García Julio-Cesar
Departamento de Educación Médica, Facultad de Medicina, Universidad de la Sabana, Chía, Colombia.
Department of Clinical Pharmacology, Evidence-Based Therapeutics Group, Faculty of Medicine, Universidad de La Sabana, Chía, Colombia.
Adv Med Educ Pract. 2025 Aug 20;16:1481-1499. doi: 10.2147/AMEP.S523258. eCollection 2025.
Nanotechnology has emerged as a promising field of study, aiming to revolutionize healthcare through the innovative development of drugs, diagnostic tools, and medical devices. As a result, healthcare professionals in training are constantly faced with the challenge of understanding and applying these emerging technologies. The objective of this study is to determine the factors to consider for including the teaching of nanotechnological tools in medical specialty postgraduate programs.
A study based on the Nominal Group Technique (NGT) was conducted to identify the factors that promote and hinder the implementation of nanotechnology in certain postgraduate programs where nanotechnology is employed, such as Internal Medicine, Critical Care Medicine, Family Medicine, and Clinical Pharmacology at the School of Medicine of Universidad de La Sabana. A framework analysis was used to analyze the collected data.
Based on the two research questions, several aspects were identified for the inclusion of nanotechnology in the medical practice of specialties. Key challenges include lack of knowledge and resource availability, misinformation, and lack of knowledge, as well as paradigmatic analysis as the main obstacles to the use of nanotechnology.
The findings provide a first-time study on nanotechnology curricula within medical specialty programs in Colombia, with potential extrapolation to similar situations in other medical schools. These insights can inform the global development of medical education curricula by highlighting the need for structured nanotechnology training, fostering interdisciplinary collaboration, and addressing resource and knowledge gaps to prepare future healthcare professionals for advancing medical technology worldwide.
纳米技术已成为一个充满前景的研究领域，旨在通过创新研发药物、诊断工具和医疗设备来变革医疗保健。因此，正在接受培训的医疗保健专业人员不断面临理解和应用这些新兴技术的挑战。本研究的目的是确定在医学专科研究生课程中纳入纳米技术工具教学时应考虑的因素。
开展了一项基于名义群体技术（NGT）的研究，以确定在某些采用纳米技术的研究生课程（如萨巴纳大学医学院的内科、重症医学、家庭医学和临床药理学）中促进和阻碍纳米技术实施的因素。使用框架分析来分析收集到的数据。
基于两个研究问题，确定了将纳米技术纳入专科医学实践的几个方面。主要挑战包括知识和资源匮乏、错误信息以及知识欠缺，还有范式分析是使用纳米技术的主要障碍。
这些发现首次对哥伦比亚医学专科项目中的纳米技术课程进行了研究，有可能推广到其他医学院的类似情况。这些见解可为全球医学教育课程的发展提供参考，强调结构化纳米技术培训的必要性，促进跨学科合作，并解决资源和知识差距，以便让未来的医疗保健专业人员为推动全球医疗技术发展做好准备。
