Acceso usuarios
Margarita Rubio Alonso, María Asunción Hernando Jerez, Rosa Mohedano del Pozo
Los objetivos fueron conocer la valoración de los alumnos de 2º de Medicina sobre la integración Epidemiología-Bioestadística y comparar su percepción a comienzo y final de curso. Se elaboraron dos cuestionarios con afirmaciones que los alumnos valoraron mediante una escala tipo Likert. Participaron 102 estudiantes. Para comparar los resultados a principio y final de curso se utilizó la prueba de rangos con signo de Wilcoxon. El 83% creía al finalizar el curso que comprendían la importancia de Epidemiología-Bioestadística en Medicina y les parecía interesante estudiarlas de forma integrada. Al inicio de curso, un 46,1% pensaba que la asignatura iba a ser interesante y al final este porcentaje fue 69,6%. Al inicio, el 69,6% veía la relación entre la Medicina y la Estadística y al final, el 83,3%. El 41% creía al inicio que iban a adquirir competencias fundamentales para el desempeño profesional y al final lo creía el 57,8%.
The aim of this study was to analyze how medical second-year students assessed the integration of Epidemiology and Biostatistics in a course, and to compare students ́ perceptions at the onset and at the end of the academic year. Two questionnaires were administered to 102 medical students in order to explore the extent to which they agreed/disagreed with a number of statements using a Likert scale. A Wilcoxon signed-rank test was used to compare results. Upon completion of the course, 83% of participants reported that Biostatistics and Epidemiology were relevant topics in Medicine, and found it interesting to integrate both subjects. At the beginning of the course, 46.1% of participants thought the course would be interesting, whilst the number of students increased to 69.6% by the end of the course. Regarding the perceived relationship between Statistics and Medicine, the percentage rose from 69.6% to 83.3%. The percentage of students who believed that the subject was relevant in terms of developing fundamental skills for future professional practice rose from 41% at the beginning to 57.8% at the end of the course.
