Uso de tecnologías en información y comunicación por médicos residentes de ginecología y obstetricia.

Use of information and communication technologies by obstetrics and gynecology residents
María Guadalupe Veloz Martíneza, Eustolia Almanza Velascob, Jorge Augusto Uribe Ravellc, Linda Libiend Díaz Gonzálezd, Verónica Quintana Romeroa, Patricia Alanís Lópeza.

a Unidad Médica de Alta Especialidad Hospital de Ginecología y Obstetricia No. 3 Centro Médico Nacional "La Raza", Instituto Mexicano del Seguro Social. México D.F., México.
b Hospital General del Centro Médico Nacional "La Raza", Instituto Mexicano del Seguro Social. México D.F., México.
c Centro de formación docente del Instituto Mexicano del Seguro Social. México D.F., México.
d Universidad del Valle de México, Campus Lomas Verdes. México D.F., México.

Recepción 21 de mayo 2012; aceptación 25 de junio 2012

Palabras Clave

Educación a distancia; TIC; educación médica de posgrado.


Graduate medical education; ICT; distance education.


Introduction: Understanding and harnessing information and communication technologies (ICT) is influencing the present and future of education, given the advantages and benefits they provide to the self acquisition of knowledge.

Objective: Explore in obstetrics and gynecology residents the use of information and communication technologies in their education, and propose an instrument for this purpose.

Material and methods: Descriptive observational study, in obstetrics and gynecology residents at the Hospital of Gynecology and Obstetrics National Medical Center “La Raza”, Mexican Institute of Social Security, Mexico City. Through a questionnaire the following aspects were explored: availability of ICT, time spent on educational activities using ICT, English as a limiting factor for searching scientific publications, search engines used and preference for traditional education vs. ICT-enhanced education.

Results: Fifty-two obstetrics and gynecology residents, from one to four postgraduate years, answered the questionnaire. One hundred percent own a computer, 86% have Internet at home, have high mastery of computer and internet use, moderate for the use of social networks. The time used in educational activities with ICT ranges from 30 minutes to eight hours (median two hours), but 60 minutes is the time they consider was used effectively. Fiftythree percent of the residents do other activities simultaneously when studying. Resources used: Ovid 30%, PubMed 21%, Google 12%. Fifty percent of the residents understand 70% or less of medical readings in English. Eighteen residents referred difficulties for performing literature searches. Only 13 residents (25%) have actually witnessed a videoconference and nine of them done an online course.

Conclusions: The availability of technology should not be a limiting factor for residents to utilize ICT in their education. The use of ICT in the educational processes of these students is limited. It is convenient to explore the use of ICT by students and promote educational activities using them. The lack of English fluency is a constraint for a high percentage of students.