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 Table of Contents  
Year : 2017  |  Volume : 30  |  Issue : 3  |  Page : 258-259

Undergraduate research training: E-learning experience in Peru

1 Department of Health Sciences, School of Medicine, Universidad Privada Antenor Orrego, Trujillo; Laboratorio de Investigación y Desarrollo, ESCACORP S.A.C., La Libertad, Peru
2 Department of Health Sciences, School of Medicine, Universidad Nacional de Piura, Piura, Peru
3 Centro de Investigación en Epidemiología Clínica y Medicina Basada en Evidencias, Universidad de San Martín de Porres, Chiclayo, Peru
4 Departamento de Investigación, Grupo de Investigación Biomédica Web Med Research, Lima, Peru; Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA

Date of Web Publication18-Apr-2018

Correspondence Address:
Carlos Jesus Toro-Huamanchumo
El Muelle Lotes 5, 6 Y 7. Dpto. 104. Las Delicias, Chiclayo
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/efh.EfH_56_17

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How to cite this article:
Fasanando-Vela R, Meza-Liviapoma J, Toro-Huamanchumo CJ, Quispe AM. Undergraduate research training: E-learning experience in Peru. Educ Health 2017;30:258-9

How to cite this URL:
Fasanando-Vela R, Meza-Liviapoma J, Toro-Huamanchumo CJ, Quispe AM. Undergraduate research training: E-learning experience in Peru. Educ Health [serial online] 2017 [cited 2023 Jun 6];30:258-9. Available from:

Dear Editor,

Using information and communication technologies, students now can access all sorts of courses than previously only could be offered at universities through in-class lectures. The overall methodology developed for remote teaching using the Internet is known as e-learning.[1] Although e-learning is relatively new in medical education, its increasing acceptance by students and teachers worldwide has caught the attention of most universities.[2] However, its applications in research training have not been adequately studied.[3]

In Peru, the Scientific Society of Medical Students (SOCIMEP) is one of the promoters of research among undergraduate students. Consequently, since 2012, SOCIMEP has organized several e-learning courses including courses on research methods and scientific writing. Some of these experiences have been previously reported in peer-reviewed journals.[4],[5]

We want to share the SOCIMEP latest experience promoting research using e-learning. Thus, we analyzed the curricula and outcomes in the three latest editions of the scientific writing and publication online course.

In 2015, the course was improved by implementing an easy to access online platform and by incorporating two signing up modalities: “with manuscript” and “without manuscript.” Students trained in the with manuscript modality, in addition to the standard contents (as in the “without manuscript” mode), received the necessary one-to-one mentorship to complete and publish his/her research. We also implemented a theoretical-practical evaluation which included two comprehensive examinations (partial and final) and weekly assignments (with fully explained solutions) [Table 1]. These improvements allowed the SOCIMEP to achieve a higher coverage of the Peruvian medical student community as well as to improve the standard used at its different in-class training programs.
Table 1: Characteristics of the scientific writing and publication online courses of the Peruvian Scientific Society of Medical Students, 2012-2015

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In summary, we have gained some experience in using e-learning for undergraduate research training, but we have a long way to go to master the method. Based on our experience, e-learning facilitates coverage of larger audiences with limited resources. However, further improvements are necessary to increase the completeness (completion of at least 70% of the course assignments and all the evaluations) and approval rates. Furthermore, we need to better evaluate the impact on “hard outcomes” such as the quantity and quality of undergraduate scientific production and to best verify the courses' effectiveness. This evaluation has to standardize and should record the main students' scientific outcomes in the first 2-year postcourse (e.g., number of publications, journals' impact factors, article types).

Financial support and sponsorship

Antonio M Quispe was partially funded by the Bill and Melinda Gates Foundation trough the grant OPP1099774.

Conflicts of interest

RFV, JML and CJTH were part of the Organizing Committee of the Online Course of Scientific Writing and Publication in 2015. AMQ was member of the Mentorship Staff at the same course.

  References Top

Doherty I, Sharma N, Harbutt D. Contemporary and future eLearning trends in medical education. Med Teach 2015;37:1-3.  Back to cited text no. 1
Gaebel M, Kupriyanova V, Morais R, Colucci E. E-Learning in European Higher Education Institutions: Results of a Mapping Survey. Brussels, Belgium: European Univeristy Association Publications: 2014.  Back to cited text no. 2
Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med 2006;81:207-12.  Back to cited text no. 3
Taype-Rondan A, Valladares-Garrido D, Eyzaguirre-Villagarcia J, Bendezu-Quispe G, Carbajal-Castro C. Nuevas herramientas para capacitar a los estudiantes de medicina en investigación: Experiencias del primer curso virtual de redacción científica de la SOCIMEP. CIMEL 2013;18:51-2.  Back to cited text no. 4
Failoc-Rojas VE, Quiñones-Laveriano DM. E-learning in medical research in Peru: A training alternative. Rev Cubana Inf Cienc Salud 2015;26:201-3.  Back to cited text no. 5


  [Table 1]


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