Digital model for the management of social service in public institutions of health sector
Main Article Content
Keywords
Health Education, Digital Technology, Benchmarking, Health Services
Abstract
Introduction: The pandemic has driven the digitalization of education. Social service is a crucial stage in the training of healthcare professionals, where they apply their knowledge.
Objective: to standardize a digital model for social service management.
Methodology: Analytical, observational, two-sided, and longitudinal study with two groups: Group A (n = 133) with a non-digital model and Group B (n = 50) with a digital model. Stage I validated the digital model with experts using the Delphi method. The model was implemented on the Classroom ® platform with four rubrics: monthly rotation, healthcare services, clinical case or nursing process, and innovation project. Variables such as school of origin, career, assignment unit, registration, and rubric submission were measured. The Mann-Whitney U test was used to compare groups.
Results: Model validation achieved 100% agreement (K = 1). The “innovation project” element had the lowest submission rate (69% vs. 81%, p = 0.001). Timely registration was higher in Group A (89% vs. 80%, p = 0.001). Timely submission of all four elements was higher in Group B (91% vs. 81%, p = 0.001) in the first 6 months after implementation.
Conclusion: The digital platform represents a significant advancement in adapting medical education to pandemic circumstances, highlighting the feasibility and effectiveness of digital teaching methods in healthcare professional training.
References
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Gonzales-Mendieta JJ, Váscones-Román FF, Ticse R. Virtual plat¬forms in undergraduate medical education during quarantine by COVID-19: A student perspective. Rev Med Hered. 2020;31(4):290- 292. Disponible en: http://www.scielo.org.pe/scielo.php?script=sci_ arttext&pid=S1018-130X2020000400290&lng=es
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San Román-Lopez K. Use of virtual educational platforms in uni¬versity teaching practice: a case study. Iberoamerican Journal of Science. 2020;7(1):11-19. Disponible en: http://www.reibci.org/ publicados/2020/jul/4000111.pdf
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Kraús G. The use of Google Classroom as a complement to face-to-fa¬ce training for primary level teachers. Revista Iberoamericana de Tec¬nología en Educación y Educación en Tecnología. 2019:24. Disponible en: http://portal.amelica.org/ameli/journal/24/241044010/html/
Sosa-Agurto J. Application of virtual classroom Google Classroom in the educational environment: A systematic review. Pol Con. 2021;6 (54):499-519.
Suárez-Mejía L. Google Classroom as a formative tool in teach¬ing safety and occupational health for eleventh grade. Faculty of Education. Santo Tomas University. Chiquinquirá. Colombia. Disponible en: https://repository.usta.edu.co/bitstream/handle/ 11634/34606/2021LeninSuarez.pdf?sequence=1
Chiriguaya-Morales M. Google Classroom: a way to develop the teaching-learning process. Instituto Tecnológico Superior Bolivari¬ano de Tecnologías. Disponible en: https://www.pedagogia.edu. ec/public/docs/8cf912237757183f7cb2b574fe60ece2.pdf
Heinze-Martin G. Use of information and communication technol¬ogies (ICT) in medical residencies in Mexico. Acta Médica Grupo Ángeles. 2017;15(2). Disponible en: https://www.medigraphic. com/pdfs/actmed/am-2017/am172p.pdf
Córdova-Ventura. M. The virtual Classroom platform and the im¬provement in the perception of learning of fifth-cycle students of the advertising design career of the Higher Technological In-stitute of Design and Communication in 2019. USMP Academic Repository. 2020. Disponible en: https://repositorio.usmp.edu. pe/bitstream/handle/20.500.12727/6810/c%C3%B3rdova_ vl.pdf?sequence=1&isAllowed=y
Tarango-Ortiz J. Evaluation according to design and learning of Goo¬gle Classroom and Chamilo. IE Revista de Investigación Educativa de la REDIECH. 2019;10(19)91-104. Disponible en: https://www. redalyc.org/journal/5216/521658239005/html/
Fuentes-Maturano R. The use of the classroom application in the teaching and learning process. La Rioja, 2021. Disponible en: https:// ria.utn.edu.ar/xmlui/bitstream/handle/20.500.12272/6585/
García-Aretio, L. COVID-19 and digital distance education: preconfine¬ment, confinement and postcon-finement RIED. Iberoamerican Jour¬nal of Distance Education. 2021;24(1):9-25. Disponible en: https:// www.redalyc.org/jatsRepo/3314/331464460001/331464460001.pdf
Robles-Bárcena M. El servicio social. Sistema Educativo Na¬cional. 2019. Pag 237-243. Disponible en: https://www. planeducativonacional.unam.mx/PDF/CAP_09.pdf
Flores-Fernández F. Contreras-Michel N, Martínez-González A. Eval¬uation of learning in medical education. Rev Fac Med (Mex.) 2012; 55(3):42-48. Disponible en: http://www.scielo.org.mx/scielo.php? script=sci_arttext&pid=S0026-17422012000300008&lng=es
Secretaría de Gobernación. NORMA Oficial Mexicana NOM-009- SSA3-2013, Educación en Salud. Criterios para la utilización de los establecimientos para la atención médica como campos clínicos para la prestación del servicio social de medicina y estomatología. México, D.F.: SEGOB; 2014. Disponible en: https://www.dof.gob.mx/ nota_detalle.php?codigo=5354092&fecha=28/07/2014#gsc.tab=0
ONU. Policy brief: education during covid-19 and beyond. United Nations; 2020. Disponible en: https://www.un.org/sites/un2. un.org/files/policy_brief_-_education_during_covid-19_and_ beyond_spanish.pdf
Riande-Juárez N. Digital education in Mexico and the world. Praxis journal of tax and administrative justice. 2019-2020:1-49. Disponible en: https://www.tfja.gob.mx/investigaciones/pdf/r27_trabajo-2.pdf
Torres-Gordillo J, Perera-Rodríguez V. La rúbrica como instrumento pedagógico para la tutorización y evaluación de los aprendizajes en el foro online en educación superior. Pixel-Bit. Journal of Me¬dia and Education. 2012;36:141-149. Disponible en: https://www. uaem.mx/sites/default/files/facultad-de-medicina/descargas/la-rubrica-como-instrumento-pedagogico.pdf
Cano E. Rubrics as a competency assessment tool in higher educa¬tion: use or abuse? Profesorado. Revista de Currículum y Forma¬ción de Profesorado. 2015;19(2):265-280. Disponible en: https:// www.redalyc.org/pdf/567/56741181017.pdf
Urías CM, Rodríguez CL, Zarate NE. The rubric in the evaluation of clinical case presentations: assessments of dental students. Re¬vista Investigación en Educación Médica. 2017;8(29). Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid =S2007-50572019000100085
Morales S, Hershberger R, Acosta E. Competency-based assessment: how is it done? Rev Fac. Med. 2020;63(3). Disponible en: http:// www.scielo.org.mx/scielo.php?pid=S0026-17422020000300046& script=sci_arttext
Gonzalez MA, Perdomo KV, Pascuas Y. Application of ICT in blend¬ed learning educational models: A systematic literature review. Sophia. 2017;13(1):144-154. Disponible en: https://www.redalyc. org/pdf/4137/413750022015.pdf
Pérez-Zúñiga R. Contemporary educational models assisted by infor¬mation and co-communication technologies. Journal of Education and Development. 2016;39(1):91-98. Disponible en: https://www. cucs.udg.mx/revistas/edu_desarrollo/anteriores/39/39_Perez.pdf
Marcillo-Zambrano S, Tomalá-Leal E. Educational management and its influence on the new challenges of curriculum development in the Bartolomé Garelli Educational Unit. 593 Digital Publisher CEIT. 2021;6(2-1):76-93. Disponible en: https://dialnet.unirioja.es/ descarga/articulo/7897384.pdf
Giménez-Giubbani A. The role of school management in a competen¬cy-based learning model. Páginas de Educación Journal. 2016;9(1):5- 15. Disponible en: http://www.scielo.edu.uy/scielo.php?script=sci_ arttext&pid=S1688-74682016000100001&lng=es&nrm=iso
Murillo J, Román M. Retos en la evaluación de la calidad de la edu¬cación en américa latina. Revista Iberoamericana de Educación. 2010;53(11):97-120. Disponible en: https://rieoei.org/historico/ documentos/rie53a05.pdf
Da Silva Bernado E. Education in integral time: some challenges for school management. Revista Ibero-Americana de Estudos em Educação. 2020;15(1):79-94. Disponible en: https://www.redalyc. org/journal/6198/619864611006/html/
Gonzales-Mendieta JJ, Váscones-Román FF, Ticse R. Virtual plat¬forms in undergraduate medical education during quarantine by COVID-19: A student perspective. Rev Med Hered. 2020;31(4):290- 292. Disponible en: http://www.scielo.org.pe/scielo.php?script=sci_ arttext&pid=S1018-130X2020000400290&lng=es
Prado-Prado S. Google Classroom: educational application as a Learning Environment in rural areas in COVID-19 contexts. KOINO¬NIA Interdisciplinary Journal. 2020;V(5).
Guevara-Maldonado L. El uso de Google Classroom como apoyo para el docente. Benemérita Escuela Normal Federalizada de Tamau¬lipas. 2019. Disponible en: http://www.conisen.mx/memorias2019/ memorias/5/P717.pdf
Pérez-Martinot M. Current use of information and communication technologies in medical education. Rev Med Hered. 2017; 28:258- 265. Disponible en: http://www.scielo.org.pe/pdf/rmh/v28n4/ a08v28n4.pdf
Barrera-Rea V, Guapi-Mullo A. The importance of the use of vir¬tual platforms in higher education. Revista Atlante: Cuadernos de Educación y Desarrollo. 2018. Disponible en: https://www.eumed. net/rev/atlante/2018/07/plataformas-virtuales-educacion.html
Vargas-Cubero A, Villalobos-Torres G. The use of virtual platforms and their impact on the learning process in the subjects of Criminol¬ogy and Police Sciences careers, at the State Distance University of Costa Rica. Educare Electronic Journal. 2018;22(1):20-39. Disponible en: https://www.redalyc.org/journal/1941/194154980001/html/
San Román-Lopez K. Use of virtual educational platforms in uni¬versity teaching practice: a case study. Iberoamerican Journal of Science. 2020;7(1):11-19. Disponible en: http://www.reibci.org/ publicados/2020/jul/4000111.pdf
Guerrero-Aragón SC, Chaparro-Serrano MF, García-Perdomo A. Competency-based assessment in health: literature review. Edu¬cación y Educadores. 2017;20(2):211-225. Disponible en: https:// www.researchgate.net/publication/316871159_Evaluacion_por_ competencias_en_salud_revision_de_literatura
Kraús G. The use of Google Classroom as a complement to face-to-fa¬ce training for primary level teachers. Revista Iberoamericana de Tec¬nología en Educación y Educación en Tecnología. 2019:24. Disponible en: http://portal.amelica.org/ameli/journal/24/241044010/html/
Sosa-Agurto J. Application of virtual classroom Google Classroom in the educational environment: A systematic review. Pol Con. 2021;6 (54):499-519.
Suárez-Mejía L. Google Classroom as a formative tool in teach¬ing safety and occupational health for eleventh grade. Faculty of Education. Santo Tomas University. Chiquinquirá. Colombia. Disponible en: https://repository.usta.edu.co/bitstream/handle/ 11634/34606/2021LeninSuarez.pdf?sequence=1
Chiriguaya-Morales M. Google Classroom: a way to develop the teaching-learning process. Instituto Tecnológico Superior Bolivari¬ano de Tecnologías. Disponible en: https://www.pedagogia.edu. ec/public/docs/8cf912237757183f7cb2b574fe60ece2.pdf
Heinze-Martin G. Use of information and communication technol¬ogies (ICT) in medical residencies in Mexico. Acta Médica Grupo Ángeles. 2017;15(2). Disponible en: https://www.medigraphic. com/pdfs/actmed/am-2017/am172p.pdf
Córdova-Ventura. M. The virtual Classroom platform and the im¬provement in the perception of learning of fifth-cycle students of the advertising design career of the Higher Technological In-stitute of Design and Communication in 2019. USMP Academic Repository. 2020. Disponible en: https://repositorio.usmp.edu. pe/bitstream/handle/20.500.12727/6810/c%C3%B3rdova_ vl.pdf?sequence=1&isAllowed=y
Tarango-Ortiz J. Evaluation according to design and learning of Goo¬gle Classroom and Chamilo. IE Revista de Investigación Educativa de la REDIECH. 2019;10(19)91-104. Disponible en: https://www. redalyc.org/journal/5216/521658239005/html/
Fuentes-Maturano R. The use of the classroom application in the teaching and learning process. La Rioja, 2021. Disponible en: https:// ria.utn.edu.ar/xmlui/bitstream/handle/20.500.12272/6585/
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Published
January 1 2025
Section
Investigación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author Biographies
María Valeria Jiménez-Báez, Instituto Mexicano del Seguro Social, Jefatura de Prestaciones Médicas, Coordinación de Planeación y Enlace Institucional. Cancún, Quintana Roo, México
Coordinadora de Planeación y Enlace Institucional
Luis Sandoval-Jurado, Instituto Mexicano del Seguro Social, Jefatura de Prestaciones Médicas, Coordinación Auxiliar Médica de Investigación en Salud. Cancún, Quintana Roo, México
Investigador Asociado, Cancún, Quintana Roo, México
María Margarita Chávez-Hernández, Instituto Mexicano del Seguro Social, Jefatura de Prestaciones Médicas, Coordinación Auxiliar Médica de Educación en Salud. Cancún, Quintana Roo, México
Coordinación Auxiliar Médica de Educación en Salud, Cancún, Quintana Roo, México
Francisco Javier Alcocer-Núñez, Instituto Mexicano del Seguro Social, Unidad de Medicina Familiar No. 15, Coordinación Clínica de Educación e Investigación en Salud. Cancún, Quintana Roo, México
Coordinador Clínico de Educación e Investigación. Cancún, Quintana Roo, México
Carlos Iván Domínguez Várguez, Instituto Mexicano del Seguro Social, Unidad de Medicina Familiar No. 15, Coordinación Clínica de Educación e Investigación. Cancún, Quintana Roo, México
Coordinación Clínica de Educación e Investigación en Salud. Cancún, Quintana Roo, México
Rodrigo Alejandro Santoyo-Tenorio, Instituto Mexicano del Seguro Social, Unidad de Medicina Familiar No. 15, Coordinación Clínica de Educación e Investigación. Cancún, Quintana Roo, México
Coordinación Clínica de Educación e Investigación en Salud. Cancún, Quintana Roo, México
How to Cite
1.
Jiménez-Báez MV, Sandoval-Jurado L, Chávez-Hernández MM, Alcocer-Núñez FJ, Domínguez Várguez CI, Santoyo-Tenorio RA. Digital model for the management of social service in public institutions of health sector. Rev Enferm Inst Mex Seguro Soc [Internet]. 2025 Jan. 1 [cited 2025 Jul. 15];33(1):e1481. Available from: https://revistaenfermeria.imss.gob.mx/index.php/revista_enfermeria/article/view/1481