Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

Isabel Iguacel, Begoña Abecia, José Luis Bernal and Begoña Martínez-Jarreta
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Isabel Iguacel: Faculty of Health Sciences, University of Zaragoza, 50009 Zaragoza, Spain
Begoña Abecia: Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
José Luis Bernal: Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Begoña Martínez-Jarreta: Instituto de Investigación Sanitaria Aragón, 50009 Zaragoza, Spain

IJERPH, 2022, vol. 19, issue 2, 1-16

Abstract: Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

Keywords: occupational health; blended learning; attitudes; medical students; e-learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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