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Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico
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. The National Autonom...
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| Published in: | BMC medical education 2015-04, Vol.15 (1), p.64-64, Article 64 |
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| creator | Sánchez-Mendiola, Melchor Martínez-Franco, Adrián I Lobato-Valverde, Marlette Fernández-Saldívar, Fabián Vives-Varela, Tania Martínez-González, Adrián |
| description | 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.
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.
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 |
| doi_str_mv | 10.1186/s12909-015-0349-7 |
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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.
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).
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.</description><identifier>ISSN: 1472-6920</identifier><identifier>EISSN: 1472-6920</identifier><identifier>DOI: 10.1186/s12909-015-0349-7</identifier><identifier>PMID: 25889834</identifier><language>eng</language><publisher>England: BioMed Central Ltd</publisher><subject>Attitude of Health Personnel ; Cohort Studies ; Curriculum ; Decision Support Techniques ; Developing Countries ; Education, Medical ; Educational Measurement ; Faculty, Medical ; Female ; Humans ; Male ; Medical Informatics - education ; Mexico ; Models, Educational ; Young Adult</subject><ispartof>BMC medical education, 2015-04, Vol.15 (1), p.64-64, Article 64</ispartof><rights>COPYRIGHT 2015 BioMed Central Ltd.</rights><rights>Sánchez-Mendiola et al.; licensee BioMed Central. 2015</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c466t-aec58a857d4c45c7740b8b0a73c2136821dee1e525f1b4ea195a647830ecd92d3</citedby><cites>FETCH-LOGICAL-c466t-aec58a857d4c45c7740b8b0a73c2136821dee1e525f1b4ea195a647830ecd92d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391125/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4391125/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,724,777,781,882,27905,27906,33593,33859,36994,53772,53774</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25889834$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sánchez-Mendiola, Melchor</creatorcontrib><creatorcontrib>Martínez-Franco, Adrián I</creatorcontrib><creatorcontrib>Lobato-Valverde, Marlette</creatorcontrib><creatorcontrib>Fernández-Saldívar, Fabián</creatorcontrib><creatorcontrib>Vives-Varela, Tania</creatorcontrib><creatorcontrib>Martínez-González, Adrián</creatorcontrib><title>Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico</title><title>BMC medical education</title><addtitle>BMC Med Educ</addtitle><description>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.
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.
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).
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.</description><subject>Attitude of Health Personnel</subject><subject>Cohort Studies</subject><subject>Curriculum</subject><subject>Decision Support Techniques</subject><subject>Developing Countries</subject><subject>Education, Medical</subject><subject>Educational Measurement</subject><subject>Faculty, Medical</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>Medical Informatics - education</subject><subject>Mexico</subject><subject>Models, Educational</subject><subject>Young Adult</subject><issn>1472-6920</issn><issn>1472-6920</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNptUktv1DAQthCIlsIP4IIsceGS4nH8CgekpWqhUh8Xera8zqQYJfFiJ1X30t-Ow7ZVKyEfbM330Mz4I-Q9sEMAoz5n4A1rKgayYrVoKv2C7IPQvFINZy-fvPfIm5x_Mwba1PCa7HFpTGNqsU_ujm9cP7spxJHGjjr6LcQB2-BdT0_HLqahYD5TH-eUkZYCfYDzNLc4TvlLUW0SVpuYpwnz9A_YUjfRq4vVOT1xfu6n7eJ-vijDiDSM5X0bfHxLXnWuz_ju_j4gVyfHP49-VGeX30-PVmeVF0pNlUMvjTNSt8IL6bUWbG3WzOnac6iV4dAiAkouO1gLdNBIp0QZlqFvG97WB-Trznczr0v_vvSdXG83KQwubW10wT5HxvDLXscbK-oGgMti8OneIMU_c5nSDiF77Hs3YpyzBaWFMstaC_XjjnrterShLLE4-oVuV1KAEMIoUViH_2GV0-JQFjNiF0r9mQB2Ap9izgm7x-6B2SUOdhcHW-JglzhYXTQfno79qHj4__ovUR6xJg</recordid><startdate>20150401</startdate><enddate>20150401</enddate><creator>Sánchez-Mendiola, Melchor</creator><creator>Martínez-Franco, Adrián I</creator><creator>Lobato-Valverde, Marlette</creator><creator>Fernández-Saldívar, Fabián</creator><creator>Vives-Varela, Tania</creator><creator>Martínez-González, Adrián</creator><general>BioMed Central Ltd</general><general>BioMed Central</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20150401</creationdate><title>Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico</title><author>Sánchez-Mendiola, Melchor ; Martínez-Franco, Adrián I ; Lobato-Valverde, Marlette ; Fernández-Saldívar, Fabián ; Vives-Varela, Tania ; Martínez-González, Adrián</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c466t-aec58a857d4c45c7740b8b0a73c2136821dee1e525f1b4ea195a647830ecd92d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Attitude of Health Personnel</topic><topic>Cohort Studies</topic><topic>Curriculum</topic><topic>Decision Support Techniques</topic><topic>Developing Countries</topic><topic>Education, Medical</topic><topic>Educational Measurement</topic><topic>Faculty, Medical</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>Medical Informatics - education</topic><topic>Mexico</topic><topic>Models, Educational</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sánchez-Mendiola, Melchor</creatorcontrib><creatorcontrib>Martínez-Franco, Adrián I</creatorcontrib><creatorcontrib>Lobato-Valverde, Marlette</creatorcontrib><creatorcontrib>Fernández-Saldívar, Fabián</creatorcontrib><creatorcontrib>Vives-Varela, Tania</creatorcontrib><creatorcontrib>Martínez-González, Adrián</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>BMC medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sánchez-Mendiola, Melchor</au><au>Martínez-Franco, Adrián I</au><au>Lobato-Valverde, Marlette</au><au>Fernández-Saldívar, Fabián</au><au>Vives-Varela, Tania</au><au>Martínez-González, Adrián</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico</atitle><jtitle>BMC medical education</jtitle><addtitle>BMC Med Educ</addtitle><date>2015-04-01</date><risdate>2015</risdate><volume>15</volume><issue>1</issue><spage>64</spage><epage>64</epage><pages>64-64</pages><artnum>64</artnum><issn>1472-6920</issn><eissn>1472-6920</eissn><abstract>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.
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.
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).
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.</abstract><cop>England</cop><pub>BioMed Central Ltd</pub><pmid>25889834</pmid><doi>10.1186/s12909-015-0349-7</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Attitude of Health Personnel Cohort Studies Curriculum Decision Support Techniques Developing Countries Education, Medical Educational Measurement Faculty, Medical Female Humans Male Medical Informatics - education Mexico Models, Educational Young Adult |
| title | Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico |
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