Videoconferencing as an educational resource to enhance the informational culture of medical students

Abstract

The use of videoconferencing proved to be essential to enhance the information culture of medical students from the teaching-learning process. In this research, videoconferences were developed that contributed to enhancing the informational culture from the teaching-learning process in Medicine students, using theoretical methods such as historical-logical, inductive-deductive, analytical-synthetic and modeling and empirical ones such as document analysis, surveys, interviews and class observation. These methods allowed us to determine the historical development of the research problem, as well as the theoretical and methodological foundations that supported both the information culture and the teaching-learning process and videoconferences. The most notable results revealed that videoconferencing facilitated more dynamic and effective access to information, promoting interaction and collaborative learning. The conclusions drawn from the work highlighted the need to integrate these technological tools in student training, since they not only enriched learning, but also enhanced the informational culture to face the challenges of the professional field in a constantly evolving environment. Thus, the importance of videoconferencing as a valuable resource in medical education was evident.