Barriers Perceived by First Level Medical Care Physicians on Perform Online Courses


Barreras percibidas por los médicos de primer nivel de atención, para realizar cursos en línea
Rosalia Cadenas-Salazara, Martha Guadalupe Carriles-Ortiza, M.E Yaneth Díaz-Torresa, *

aCentro de Investigación Educativa y Formación Docente, Instituto Mexicano del Seguro Social, Delegación Querétaro, Santiago de Querétaro, Qro, México.

Recibido: 7-octubre-2018. Aceptado: 17-mayo-2019.

* Autor para correspondencia: Dra. Yaneth Díaz Torres. Dirección: Playa Condesa 502, Col. Desarrollo San Pablo, esquina Playa Mocambo. C. P. 76130. Teléfono: (442) 222 9152. Correos electrónicos: yanethdiaz1@gmail.com y yaneth.diaz@imss.gob.mx

La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México. 2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/bync-nd/4.0/ ). https://doi.org/10.22201/facmed.20075057e.2020.33.18154

Palabras Clave

Educación a distancia; médicos de familia; educación médica; barreras de educación en línea.

Keywords

Remote education; family doctors; medical education; online education barriers.


Abstract

Introduction: Low enrolment in online courses promoted by the IMSS for primary care level physicians in 2014, where only 23% of them enrolled in a course online, and of these only 30% ended the course.

Objective: Identify the primary care medical personnel’s perceived barriers for registering to courses on line in Queretaro’s delegation.

Method: Phenomenological study which involved 11 primary care level physicians. The procedure used was interview and analysis with triangulation technique.

Results: 4 categories were identified with 18 subcategories. In the personal barriers category two subcategories were predominant: the time management (81%) and personal preference (72%); in the employment barriers category: lack of dissemination (81%) and workload (72%); in the technological barriers category: problems with the institutional education platform (45%); and finally in the educational barriers category: the course planning (72%).

Conclusion: The barriers perceived most often primary care level doctors were: time management, the lack of dissemination, preference, workload, and planning of the course.