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1.
PLoS One ; 17(5): e0267625, 2022.
Article in English | MEDLINE | ID: covidwho-1833661

ABSTRACT

OBJECTIVE: To determine the factors associated with prevention practices against COVID-19 in the Peruvian population according to rural vs. urban locations. METHODS: Analytical cross-sectional study, secondary analysis based on a previously collected database. A sample of individuals over 18 years of age, residing in Peru and with no history of COVID-19was evaluated. Factors associated with prevention practices were evaluated using Poisson regressions with variance adjustment by region cluster and stratified by rurality. RESULTS: Of 3231 participants included, 2741 (84.8%) were from urban areas and 490 (15.2%) from rural areas. The frequency of good prevention practices against COVID-19 was 27.8% in our total sample. In urban areas the frequency of good prevention practices was 28.8% and in rural areas it was 22.5%. Factors associated with prevention practices against COVID-19 in both urban and rural areas were male sex (urban: aPR 0.64, 95%CI 0.55-0.75; rural: aPR 0.66, 95%CI 0.54-0.80) and self-considering adequately carrying out prevention practices (urban: aPR 2.48, 95%CI 2.13-2.89; rural: aPR 2.70, 95%CI 2.27-3.19). CONCLUSION: The frequency of good prevention practices against COVID-19 was less than 30% in both urban and rural areas. There are differences in the factors associated with good preventive practice against COVID-19. Only sex and considering that preventive measures were adequately carried out were associated with good prevention practices in both areas. In view of this, prevention measures should be promoted taking into account cultural principles and considering geographical location in the face of present and future outbreaks or pandemics.


Subject(s)
COVID-19 , Adolescent , Adult , COVID-19/epidemiology , COVID-19/prevention & control , Cross-Sectional Studies , Female , Humans , Male , Pandemics/prevention & control , Peru/epidemiology , Rural Population , Urban Population
2.
Vaccine ; 40(26): 3566-3572, 2022 Jun 09.
Article in English | MEDLINE | ID: covidwho-1778489

ABSTRACT

OBJECTIVE: To evaluate the factors associated with the intention to participate in COVID-19 vaccine clinical trials in the Peruvian population. METHODS: Cross-sectional study and secondary analysis of a database that involved Peruvian population during September 2020. The Poisson regression model was used to estimate the associated factors. RESULTS: Data from 3231 individuals were analyzed, 44.1% of whom intended to participate in COVID-19 vaccine clinical trials. Factors associated with the outcome were being male (RPa: 1.25; 95% CI: 1.15-1.35), being from the highlands region (RPa: 1.18; 95% CI: 1.09-1.28) or jungle (RPa: 1.30; 95% CI: 1.15-1.47), having a relative that is a healthcare professional (PRa: 1.16; 95% CI: 1.06-1.28), using a medical source of information (PRa: 1.28; 95% CI: 1.17-1.41), and trusting in the possible effectiveness of vaccines (PRa: 1.40; 95% CI: 1.29-1.51). The main reason for not participating in the trial was the possibility of developing side effects (69.80%). CONCLUSION: There is an urgent need to generate a perception of safety in COVID-19 vaccine clinical trials, to increase the population's intention to participate in these studies, and to provide evidence-based information about the vaccine.


Subject(s)
COVID-19 Vaccines , Clinical Trials as Topic , Intention , Patient Participation , COVID-19/epidemiology , COVID-19/prevention & control , Cross-Sectional Studies , Female , Humans , Male , Patient Participation/psychology , Peru/epidemiology
3.
Clin Ophthalmol ; 15: 4357-4365, 2021.
Article in English | MEDLINE | ID: covidwho-1523562

ABSTRACT

PURPOSE: Dry eye is a multifactorial ocular surface disease (DED) characterized by a loss of tear film homeostasis, which is widely associated with alterations in mental health. Problematic internet use (PIU) is defined as the feeling of concern about using this tool irresistibly, for longer periods than usual, accompanied by anguish that results from not doing so without reaching mania or hypomania behaviors. Both PIU and DED present a theoretical link; however, there are no published studies that report its relationship with problematic internet use. Therefore, this study aims to determine the association between PIU and symptomatic DED in Peruvian medical students. PATIENTS AND METHODS: Analytical cross-sectional study that included human medical students from Peru. For the measurement of main variables, the Ocular Surface Disease Index (OSDI) and the Internet Addiction Test (IAT) were used. To study their relationship, the Poisson regression analysis was used, we consider a p-value <0.05 as significant. RESULTS: Data from 844 medical students were analyzed, 35.7% male and 64.3% female, with an average age of 21.8 ± 3.3 years. Likewise, the prevalence of symptomatic DED was 70.9%, and the internet's controlled use was 85.3%. In the analysis adjusted for symptomatic DED, the men showed significant differences in the controlled use of the internet (p <0.003), of which those who had PIU, 50% had severe symptomatic DED, as well as 80% of those addicted to the internet. The adjusted model showed that the PIU increases the prevalence of symptomatic DED in men (PR = 1.17, 95% CI: 1.06-1.29); however, in women, no association was found between both variables. CONCLUSION: PIU and symptomatic DED showed a significant association in male medical students from Peru.

4.
Rev. Fac. Med. Hum ; 20(3):536-537, 2020.
Article in Spanish | LILACS (Americas), Grey literature | ID: grc-745597
5.
Rev. Fac. Med. Hum ; 20(3):536-537, 2020.
Article in Spanish | LILACS (Americas) | ID: covidwho-1023000
7.
Rev. Fac. Med. Hum ; 20(3):536-537, 2020.
Article in English | LILACS (Americas), Grey literature | ID: grc-741707

ABSTRACT

La educación médica tiene como objetivo la excelencia en la formación de profesionales de la salud. Así, la educación virtual surge ante la dificultad de acceso de muchos estudiantes a los centros educativos. La educación médica no es ajena a esta transición, por lo que es importante que tanto docentes como alumnos adopten estas herramientas para conseguir un proceso enseñanza-aprendizaje de calidad. Existe evidencia sobre la efectividad y aceptación del aprendizaje virtual dentro de la comunidad médica, donde los estudiantes describen su satisfacción a esta modalidad de educación, como una buena opción para una mejor formación. Sin embargo, algunas instituciones educativas no están preparadas para este cambio y muchas de ellas no cuentan con plataformas virtuales o no tienen la capacidad de impartirlos conocimientos adecuadamente de manera virtual;lo que expone una realidad deficiente en esta era digital. La educación virtual tiene el reto de capacitar y adaptar a sus docentes a estos nuevos métodos de enseñanza frente a sus estudiantes que ya han nacido dentro de un mundo digital. No obstante, no todos los estudiantes tienen acceso en casa a estas tecnologías o conectividad necesarias para la educación virtual, en muchos casos por falta de recursos para la adquisición de computadoras o internet, sumado a las limitaciones propias de los que viven en zonas rurales. Medical education aims at excellence in the training of health professionals. Thus, virtual education arises from the difficulty of access of many students to educational centers. Medical education is no stranger to this transition, so it is important for both teachers and students to adopt these tools to achieve a quality teaching-learning process. There is evidence on the effectiveness and acceptance of virtual learning within the medical community, where students describe their satisfaction with this modality of education as a good option for better training. However, some educational institutions are not prepared for this change and many of them do not have virtual platforms or do not have the capacity to impart knowledge properly in a virtual way, which exposes a poor reality in this digital age. Virtual education has the challenge of training and adapting its teachers to these new teaching methods in front of its students who have already been born in a digital world. However, not all students have access at home to these technologies or connectivity necessary for virtual education, in many cases due to lack of resources for the purchase of computers or the internet, added to the limitations of those living in rural areas.

8.
Rev. Fac. Med. Hum ; 20(3): 536-537, Jul-Sept. 2020.
Article in English, Spanish | WHO COVID, LILACS (Americas) | ID: covidwho-845638

ABSTRACT

La educación médica tiene como objetivo la excelencia en la formación de profesionales de la salud. Así, la educación virtual surge ante la dificultad de acceso de muchos estudiantes a los centros educativos. La educación médica no es ajena a esta transición, por lo que es importante que tanto docentes como alumnos adopten estas herramientas para conseguir un proceso enseñanza-aprendizaje de calidad. Existe evidencia sobre la efectividad y aceptación del aprendizaje virtual dentro de la comunidad médica, donde los estudiantes describen su satisfacción a esta modalidad de educación, como una buena opción para una mejor formación. Sin embargo, algunas instituciones educativas no están preparadas para este cambio y muchas de ellas no cuentan con plataformas virtuales o no tienen la capacidad de impartirlos conocimientos adecuadamente de manera virtual; lo que expone una realidad deficiente en esta era digital. La educación virtual tiene el reto de capacitar y adaptar a sus docentes a estos nuevos métodos de enseñanza frente a sus estudiantes que ya han nacido dentro de un mundo digital. No obstante, no todos los estudiantes tienen acceso en casa a estas tecnologías o conectividad necesarias para la educación virtual, en muchos casos por falta de recursos para la adquisición de computadoras o internet, sumado a las limitaciones propias de los que viven en zonas rurales.


Medical education aims at excellence in the training of health professionals. Thus, virtual education arises from the difficulty of access of many students to educational centers. Medical education is no stranger to this transition, so it is important for both teachers and students to adopt these tools to achieve a quality teaching-learning process. There is evidence on the effectiveness and acceptance of virtual learning within the medical community, where students describe their satisfaction with this modality of education as a good option for better training. However, some educational institutions are not prepared for this change and many of them do not have virtual platforms or do not have the capacity to impart knowledge properly in a virtual way, which exposes a poor reality in this digital age. Virtual education has the challenge of training and adapting its teachers to these new teaching methods in front of its students who have already been born in a digital world. However, not all students have access at home to these technologies or connectivity necessary for virtual education, in many cases due to lack of resources for the purchase of computers or the internet, added to the limitations of those living in rural areas.

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