Browsing by Autor "Talledo-Ulfe, Lincolth"

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    MEJORA EN EL NIVEL DE CONOCIMIENTO, DESPUÉS DE UNA INTERVENCIÓN EDUCATIVA, EN RESUCITACIÓN CARDIOPULMONAR BÁSICA EN ESTUDIANTES DE MEDICINA EN PIURA
    (Rev Cient Cienc Méd, 2020) Mejia, Christian R.; García-Saavedra, Mario B.; Benites-Flores, Irwing R.; Ordinola-Calle, Deysi D.; Jiménez-Núñez, Dalia; Alvarado-Córdova, Roberto; Valladares-Garrido, Mario J.; Valladares-Garrido, Danai; Talledo-Ulfe, Lincolth
    Introduction: Cardiopulmonary resuscitation is a set of maneuvers that must be performed systematically and simultaneously, to save lives. The person who performs them must have a solid theoretical and practical knowledge of the technique to be used. Objective: To determine the difference in theoretical-practical knowledge of Cardiopulmonary Resuscitation according to the type of educational intervention in medical students in Peru. Methods: Study of educational intervention, conducted in students from two Peruvian universities. The main variable was to measure the change in the level of theoretical-practical knowledge according to the type of instruction (theoretical, theoretical-practical or practical), measured with a previously validated questionnaire 1. We used the statistical chi-square test for categorical variables and ANOVA for the analysis of numerical variables versus categorical variables, adjusted by the Bartlett test. Results: According to the type of intervention received, the difference between theoretical final averages was not significant (p>0.05), but practical final averages did show differences between groups (p<0.001). In the multivariate analysis, differences were found in the practical knowledge of the practical instruction group (p=0.020) and theoretical-practical knowledge (p=0.001) with respect to the exclusive theoretical instruction group. Conclusion: Practical and theoretical-practical instruction generates a significant change in the level of knowledge. This must be taken into account when generating instruction programs, since many times only theoretical knowledge is insufficient for this type of learning.