Complementación y actualización de las herramientas virtuales de aprendizaje del departamento de radiología e imágenes diagnosticas en la enseñanza de estudiantes de medicina de VI semestre en la Universidad Nacional de Colombia
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Gómez Rueda, Adalberto
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Introducción: La correcta solicitud e interpretación de las imágenes diagnósticas es una
habilidad requerida por el médico general, a adquirir desde el pregrado. El Departamento
de Imágenes Diagnósticas de la Universidad Nacional, comprendiendo dicha necesidad,
interviene en la formación del pregrado de manera transcurricular mediante las
asignaturas de introducción a las imágenes diagnósticas e imágenes diagnósticas de VI y
VII semestres, respectivamente. La asignatura de Introducción a las imágenes
diagnósticas desde 2015 ha contado con un sistema de aprendizaje mixto que ha
demostrado éxito, requiriendo continuidad, actualización y complementación en los
objetos virtuales de aprendizaje y en los mecanismos evaluatorios. Metodología: Se
plantea el diseño de 2 módulos con objetos virtuales de aprendizaje enfocados en
patología musculoesquelética traumática, y la semiología radiológica del tórax. El diseño
de los mismos se ajusta al sistema de diseño instruccional ADDIE (Análisis, Diseño,
Desarrollo, Implementación y Evaluación). Resultados: Se desarrollaron los módulos
planteados, en el caso del módulo de semiología de radiología torácica, se elaboró un
diccionario multimedia con las principales definiciones del Glosario de la Sociedad
Fleischner en su versión 2008, y en el del módulo de trauma musculoesquelético, se
incluyeron los principales descriptores radiológicos de las fracturas, sus clasificaciones, y
sus principales complicaciones, ambos módulos con imágenes obtenidas del Hospital
Universitario Nacional de Colombia, y casos del archivo docente institucional.
Conclusiones: La creación de estrategias de aprendizaje virtual, optimiza el proceso
educativo, y refuerza los conocimientos requeridos por los estudiantes de medicina, para
la interpretación global de las imágenes diagnósticas.
Introduction: The correct request and interpretation of diagnostic images is a skill required by the general practitioner, to acquire from undergraduate. The Department of Diagnostic Images of the National University, understanding this need, is involved in the undergraduate training in a curricular manner through the subjects of introduction to diagnostic images and diagnostic images of VI and VII semesters, respectively. The subject of Introduction to diagnostic images since 2015 has contacted a mixed learning system that has been successful, requiring continuity, updating and complementation in virtual learning objects and in the evaluation mechanisms. Methodology: The design of 2 modules with virtual learning objects focused on traumatic musculoskeletal pathology, and the radiological semiology of the thorax is proposed. Their design conforms to the ADDIE instructional design system (Analysis, Design, Development, Implementation and Evaluation). Results: The proposed modules were developed, in the case of the thoracic radiology semiology module, a multimedia dictionary was prepared with the main concepts of the Fleischner Society Glossary in its 2008 version, and in the musculoskeletal trauma module, they included the main radiological descriptors of the fractures, their classifications, and their main complications, both modules with images obtained from the National University Hospital of Colombia, and cases of the institutional teaching archive. Conclusions: The creation of virtual learning strategies simplifies of the educational process, and reinforce the knowledge required by medical students, for the global interpretation of diagnostic images
Introduction: The correct request and interpretation of diagnostic images is a skill required by the general practitioner, to acquire from undergraduate. The Department of Diagnostic Images of the National University, understanding this need, is involved in the undergraduate training in a curricular manner through the subjects of introduction to diagnostic images and diagnostic images of VI and VII semesters, respectively. The subject of Introduction to diagnostic images since 2015 has contacted a mixed learning system that has been successful, requiring continuity, updating and complementation in virtual learning objects and in the evaluation mechanisms. Methodology: The design of 2 modules with virtual learning objects focused on traumatic musculoskeletal pathology, and the radiological semiology of the thorax is proposed. Their design conforms to the ADDIE instructional design system (Analysis, Design, Development, Implementation and Evaluation). Results: The proposed modules were developed, in the case of the thoracic radiology semiology module, a multimedia dictionary was prepared with the main concepts of the Fleischner Society Glossary in its 2008 version, and in the musculoskeletal trauma module, they included the main radiological descriptors of the fractures, their classifications, and their main complications, both modules with images obtained from the National University Hospital of Colombia, and cases of the institutional teaching archive. Conclusions: The creation of virtual learning strategies simplifies of the educational process, and reinforce the knowledge required by medical students, for the global interpretation of diagnostic images