Impact of digital technologies on the personalization and management of learning in medical postgraduate programs
DOI:
https://doi.org/10.62305/alcon.v6i3.1084Keywords:
digital technologies; learning personalization; learning management; medical education; postgraduate residentsAbstract
Postgraduate medical education faces the challenge of integrating digital technologies to personalize learning and optimize academic management. This study aimed to analyze the perceived impact of these technologies on residents of medical postgraduate programs in the city of Guayaquil. A quantitative, descriptive, cross-sectional study was conducted by applying a structured survey to 61 residents from various medical specialties. The results showed a high frequency of use of digital tools (88% use them frequently or permanently), with medical mobile applications being the most used (41%). Most residents perceived that technologies greatly contribute to personalizing learning (72.1%) and improving their academic performance (70.5%). However, significant barriers were identified, such as lack of training (29.5%), technical difficulties (26.2%), and lack of time (23.0%). It is concluded that digital technologies have a mostly positive impact on postgraduate medical education, but their effectiveness depends on adequate pedagogical integration and the strengthening of residents' digital competencies.
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