University In Lima Research Articles

La formación inicial del profesor para la ciudadanía en una universidad pública del Perú

Being a teacher today has regained new importance in the formation of citizens. On one hand, we want individuals who are critical and committed to their time, and for this, it is essential to understand the world we live in, to position ourselves within these new contexts of change and regulations. We are participants in the global and national crises, migration and its integration issues, as well as the political, economic, social, and cultural tensions of each region—factors that should enable us to provide responses in educational settings through critical reflection and participatory action. This academic work presents a qualitative and descriptive approach, arising from the analysis of documents related to the educational policy of our country: the General Education Law of Peru, the National Education Project, curricular plans, as well as the syllabus of the History and Geography degree program at a public university, with the aim of identifying, categorizing, and analyzing the subjects where citizenship-related issues are addressed, either explicitly or implicitly. Finally, after conducting a documentary analysis of the syllabus from the History and Geography degree program at a public university in Lima, we present a discussion of the findings and the respective conclusions. It is important to mention that, regarding teacher training for citizenship, there are various Peruvian studies that provide a complementary perspective on the gaps between the teacher training intended to be provided at universities and the development of social science subjects in schools.

Enhancing English Learning Through Virtual Environments and Formative Assessment: SDG Focus

Objectives: This study investigates the impact of virtual environments and formative assessments on English language learning among undergraduate students at a university in Lima, within the framework of Sustainable Development Goal (SDG) 4: Quality Education. The study aims to determine how these factors influence language skills, including listening, speaking, reading, and writing. Theoretical Framework: The research draws on the theories of connectivism, socio-constructivism, and the communicative approach to language teaching, emphasizing the role of digital tools and continuous feedback in enhancing language learning. Method: A quantitative, correlational, non-experimental design was employed, using structured questionnaires to collect data from 98 undergraduate students. Ordinal logistic regression was used to analyze the impact of the independent variables on English proficiency. Results and Discussion: The results indicate a significant influence of virtual environments and formative assessments on English language learning, with the Nagelkerke coefficient for the general model at 0.223. The findings highlight the importance of these educational strategies in improving language skills, particularly in reading and overall proficiency. Research Implications: The study underscores the need for integrating advanced educational technologies and formative assessments in language instruction, aligning with the broader goals of SDG 4. It provides practical insights for educators and policymakers seeking to enhance English language learning in a post-pandemic context. Originality/Value: This research contributes to the limited literature on the role of virtual environments and formative assessments in the Peruvian educational context, offering localized strategies for achieving quality education as outlined by SDG 4.

Service quality, loyalty building and institutional image at a university in Lima, Peru using structural equations

The objective of the research was to explain the satisfaction of students at a private university in Lima, Peru, by applying structural equations. The study aimed to explain the perceived quality of service and how it contributes to student loyalty and institutional image. A purposefully designed quantitative survey was administered to a convenience sample of third-semester university students, considering the semesters 2022-I, 2022-II, and 2023-I. A total of 655 responses were included in the analysis. Descriptive and inferential analyses were conducted to test the proposed hypotheses and identify findings. The results demonstrate a statistical relationship between the variables. The quality of service perceived by the university students almost entirely (99%) explained their satisfaction with the university services provided. Satisfaction, in turn, influences the institutional image by 91% and loyalty by 47%. The image perceived by the students accounts for 39% of their loyalty to the university they attend. Given that the development of student competencies is a primary objective of higher education, this is important because the participants are preparing for qualified employment. For this reason, the use of quality surveys in education is of interest to academics, communities, and governments alike. Although the quality results of this study are admirable, based on them, the dimensions of quality can continue to be reinforced over time. Studying service provision, student satisfaction, and loyalty can help educators and institutions improve learning.

The University Student is Seen as a Customer: A Qualitative Analysis to Enhance Academic Performance from Satisfaction

In this article a study is carried out to identify the aspects of student satisfaction that allow improving university academic performance through applied educational research with a qualitative approach. Likewise, it is specified that the study problem is: how to enhance academic performance based on the satisfaction of the university student seen as a customer? The theoretical framework states that the way to be able to plan, know, and evaluate the satisfaction of students concerning the service they usually receive in academic terms is considered a relevant factor concerning the quality of education at the national level, such efforts demanding an objective of excellence in education. The study subjects were 06 teachers of the Administration and Marketing career of a private university in Lima. As main results, 02 axes were evidenced: how satisfaction influences university academic performance and the elements to know which motivational strategies improve university academic performance. A discussion of the results was carried out, contrasting what was obtained in the qualitative focus group instrument to affirm or not the delimited category and the emerging categories of the study subjects with the scientific literature. Likewise, in conclusion, we have the reflection to reinforce the importance of student satisfaction to improve student performance in their educational experience at an integral level.

Diagnosis of the Current State of University Academic Performance: Applied Educational Research in the Peruvian Context

The present study is quantitative applied educational research that first analyzes a theoretical framework that affirms that the academic performance of students constitutes a central element in university education since it represents a measure of the learning achieved by individuals and, at the same time, an indicator of the quality of higher education institutions and systems. Likewise, it is specified that the problem of the study is: How does the academic performance of university students’ impact in the Peruvian context? Considering that there are factual realities that need to be reviewed in a relevant way, such as difficulties in grades and GPA, difficulties in-class participation, difficulties in delivering assignments and projects on time, inadequate interaction with professors and classmates, and absenteeism. A case study was used, selecting 106 students from a private university in Lima through a non-probabilistic and intentional sampling. The technique applied was the survey and the instrument was a questionnaire. A total of 20 questions were asked considering a work structure called "Construction and Validation of the RAU scale of University Academic Performance" composed of three dimensions (contribution to academic activities, dedication to study, and lack of organization of teaching resources). As a main result, the importance of formative management of students' motivation became evident. It is concluded that it was possible to obtain two dimensions resulting from the model, which are the formative metacognitive dimension and the formative socio-humanistic dimension.

Construction, evidence of validity and reliability of a Teacher Socioemotional Competencies Scale - ECSED

Social-emotional competencies are complex actions that include skills, knowledge and attitudes to maintain effective and satisfactory social interactions. As well as, managing one's own and other people's emotions in different environments. They are vital for healthy coexistence in higher education. The purpose of this research was to establish the evidence of validity and reliability for the scale of socioemotional competencies of university teachers. Scale constructed under the pentagonal model approach of Bizquerra and Pérez (2007). The study is cross-sectional and instrumental. A non-probabilistic convenience sample of 237 teachers from public and private universities in Lima (Peru), from different professional careers, aged between 24 and 70 years, male and female, was used. Satisfactory evidence of content-based validity was found for the criteria of clarity, pertinence, and relevance for each of the items using Aiken's V technique. For validity based on the internal structure of the construct, a Penta dimensional model and a bi-factor model were contrasted by confirmatory factor analysis, with better fit values for the second model (CFI and TLI > 0.95, RMSEA and SRMR < 0.07, = ω h = 0.90, ECV and PUC > 0.95), and favorable evidence of convergent and discriminant validity was also found. For both the overall score and the scores for each factor, there were coefficients denoting high reliability (ordinal α and ω > 0.90).

Digital Teaching Competence and Foreign Language Learning in Students of a National University in Lima

The research shows the relationship between digital teaching competence and foreign language learning in students at a national university from Lima. It is a non-experimental descriptive study with a cross-sectional correlational design, applied to a sample of 151 students from Enrique Guzmán y Valle National University of Education. To collect data for the first variable, it was built a questionnaire with the response parameters of the Likert scale. Based on the Cronbach's Alpha test, this instrument reached a reliability index of 0,780. For the second variable, a test was applied and the reliability level was measured through the Kuder-Richardson coefficient, showing an index of 0,865, so it is inferred that these instruments had a high level of reliability. About the general hypothesis, Spearman's correlation coefficient was 0,705, a high positive correlation. The investigation result allows to confirm that there is a direct and significant association between teaching digital competence and foreign language learning, that is, the higher the level of teaching digital competence, the better the learning achievements of the students.

Informal Learning and its Moderating Effect Between Employability and job performance of Young Recent Graduates in Their First job

The purpose of this paper is to examine the effects of knowledge management through informal learning on the relationship between employability and job performance of recent graduates in their first jobs. A quantitative, cross-sectional survey of 392 graduates of business school management programs at 4 universities in Lima, Peru was conducted to study the relationship between employability and job performance as moderated by informal learning inside and outside the work environment. It is confirmed that informal learning positively moderates the relationship between employability and job performance of recent graduates. However, informal learning impacts the employability dimensions differently. The results challenge traditional methods of learning and training inside and outside the work environment and provide new insights for knowledge management, talent management and their induction, training and development programs for a dynamic workforce with digital skills developed since the university stage. The implications of limiting employees' access to informal learning activities may limit future employability and job performance; employees can develop knowledge and competencies through informal learning activities on their own initiative, however, it is important to facilitate this process within the organization's processes. This study provides further evidence of the relationships between employability, informal learning and job performance in young recent graduates. In addition, it provides knowledge on how business schools can include informal or non-instructional learning activities in their curricula, thus generating self-learning skills for upcoming graduates and improving their skills and competencies.

Influence of the development of entrepreneurial skills on the confidence to undertake in university students

This study aimed to explore the influence of entrepreneurial skills development on entrepreneurial confidence in university students. Using an empirical approach, a structured questionnaire was administered to 322 students at a university in Lima, Peru, to assess participants’ perceptions of self-awareness and self-assessment, problem solving, communication and presentation of ideas, as well as their entrepreneurial confidence. The data collected were analysed using structural equation modelling (SEM), which allowed for the identification of significant relationships between the variables. The results revealed that self-awareness, problem solving and effective communication have a positive and determinant influence on the development of entrepreneurial skills, which in turn significantly strengthen students’ entrepreneurial confidence. These findings highlight the importance of incorporating the promotion of entrepreneurial skills in university education, as this can increase students’ readiness and willingness to successfully start and manage their own entrepreneurial projects.

Residentado médico en administración y gestión en salud en Perú: análisis de las vacantes ofertadas y planes curriculares

Introduction. The lack of research in Health Administration and Management (AyGS) training, along with the need to improve residency programs, motivated this study. Objective. We described the availability of offered positions and curriculum plans for AyGS residency programs in Peru. Methods. Descriptive observational study. We reviewed the number of positions offered and awarded between 2013 and 2022 on the National Medical Residency Council (CONAREME) website. Additionally, we analyzed curriculum plans updated to 2022, identifying minimum achievements per academic year and comparing them with CONAREME standards. Results. Between 2013 and 2022, nine universities offered the AyGS residency program, with six located in Lima. The allocation of open vacancies showed a higher trend, reaching 100% in four of the ten years analyzed, while the highest allocation percentage for captive positions was 78%. Regarding the curriculum plans, six of the eight available in 2022 provided information on minimum achievements and described the courses that residents must take. Conclusion. There were no changes in the total number of positions offered for the AyGS program. Three universities in Lima concentrate more than 50% of the program offerings. The curriculum plans show similarities across the universities offering the program.

Effects of resilience, social support, and academic self-efficacy, on mental health among Peruvian university students during the pandemic: the mediating role of digital inclusion.

Mental health of university students has been impacted during the pandemic, highlighting the importance of understanding its psychosocial determinants. Nevertheless, there has been limited exploration into whether the digital inclusion conditions for remote education could mediate the effects that variables such as resilience, social support, and academic self-efficacy may have on mental health. Considering the above, there is evidence that shows a consistent relationship between resilience, social support and academic self-efficacy on mental health, to the extent that these are psychological variables. On the other hand, digital inclusion, which comprehends a contextual variable, not a psychological one, related to ICT access opportunities and mainly focused on the quality of Internet access, should be analyzed in a differential manner. This study seeks to analyze the effect of resilience, social support and academic self-efficacy, on the mental health of a group of Peruvian university students; in addition, it seeks to analyze the mediating role of digital inclusion. A cross-sectional study was conducted with 3,147 undergraduate students from a private university in Lima, Perú. From August to October 2020, data were collected online through questionnaire, this include The Depression, Anxiety and Stress Scale 21 (DASS-21), The 10-item version of the Connor-Davidson Resilience Scale (CD-RISC10), The Multidimensional Scale of Perceived Social Support (EMASP), The Perceived Self-Efficacy Specific for Academic Situations Scale (EAPESA) and to measure digital inclusion, the Perceived Quality of Internet Access reported by the students. The levels of participants' anxiety, depression and stress were described using frequency and percentage. Pearson Correlation test was used to measure the correlation between the variables and a Path analysis was conducted. Finally, The PROCESS macro for SPSS (Model 4) was applied to examine the mediating effect of the model controlling gender variable. The results revealed significant levels of extremely severe symptoms of anxiety (36.8%), depression (33.4%) and stress (18.1%) among the participants. A path analysis, which indicated that resilience (β = -0.346), social support (β = -0.189), academic self-efficacy (β = -0.060) and digital inclusion (β = -0.089) had significant impact on students' General Distress. In addition, digital inclusion plays a partial mediation role with low but significant effect size in the relationship between resilience, social support and self-efficacy with mental health. Mental health of university students during the pandemic shows alarming levels of general or emotional distress. The findings indicate that resilience, social support and self-efficacy protect college students' mental health by reducing general distress. However, the study shows that when there is a digital divide around internet quality the impact of these factors is affected.

Assessing The Impact of Organizational Context on Learning Barrier Formation in Lima’s Private Universities

This research focuses on exploring the relationship between organizational learning barriers and organizational context in Private Universities in Lima, with the primary aim of elucidating how these elements interact and affect the learning dynamics within these institutions. Adopting a correlational cross-sectional non-experimental approach, a specific survey was designed and validated for application in the Peruvian context, gathering responses from 384 collaborators. The findings reveal that the most frequent barriers related to thought-action coherence highlight concerns about authenticity and sincerity in discussions, as well as a significant discrepancy between public and private opinions of workers. On the other hand, in the realm of organizational context, the critical factors identified include employees' perceptions of replaceability, fear of evaluations, deficiencies in communication channels, and the predominance of opinions from those with greater power. The conclusions point to the need to address these barriers to foster a more conducive environment for organizational learning, suggesting that effective knowledge and organizational environment management are fundamental for institutional development and adaptability.

The Perception of Teachers Regarding Entropy in University Institutional Management

The Perception of Teachers Regarding Entropy in University Institutional Management

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Introduction. The flipped classroom method represents an avant-garde approach to the learning process, in which students acquire the fundamental concepts of a subject outside the traditional classroom environment. In this work, Blum's modeling was used, based on discovery learning, where students are initially faced with problems or situations that require a solution, encouraging the search for information and the application of various strategies to solve them. This combination enhances learning autonomy by offering greater opportunities for practice and feedback. Objective. The research aims to determine the impact of the flipped classroom method as a tool to promote autonomous learning. Method. A mixed methodology was used, integrating elements of quasi-experimental and phenomenological design, with an explanatory scope. Results. The study revealed a 65% effectiveness in the development of autonomous learning among students who participated in the flipped classroom implementation. In addition, participants reported an increase in motivation, ability to set goals, identification of challenges and strengths, availability of resources and an environment conducive to learning, as well as selection of effective study strategies and increased reflection on the effects of their learning. In conclusion, the findings support the usefulness of flipped classroom as a valuable tool for fostering autonomous learning in university students. Received: 3 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

From Crisis to Connectivity: Exploring the Role of Information and Communication Technologies in Medical Education During the COVID-19 Pandemic.

In a virtual setting at a private university in Lima, Peru, 277 medical students participated in a study in 2021 during the Coronavirus disease 2019 (COVID-19) pandemic. Theaim was to investigate how information and communication technologies (ICTs) were utilized as educational aids in their field. The findings showed a high level of satisfaction with ICT resources, especially among female students (54%). However, challenges were present: 64% faced technical issues during virtual classes, while 60% saw information availability and internet access as major advantages. Despite connectivity problems affecting 83% of students, 55% believed ICTs supported collaborative learning. Interestingly, while 64% found ICT use distracting, 52% found it easy to use. ICTs played a significant role in medical education, introducing new methods and tools despite obstaclesand providing a dynamic and adaptable e-learning environment.

Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual

Self-determination theories have managed to describe self-efficacy as the element in which dimensions such as analysis, supervision and human conscience converge. From the theory of social learning, it is considered as a condition associated with metacognition in its dimensions of supervision and correction. The relationship between metacognitive skills and academic self-efficacy is studied. The method was quantitative correlational, integrating 260 students from the education career of universities in Lima, after the period of the fourth wave of infections by Covid-19. Significant relationship indices have been found between the variables analyzed, based on finding better metacognitive skills and the best use of metacognition in performance (r = .821; p < 0.01); as well as with the situational expectations factors (r = .783; p < 0.01); and personal expectations (r = .576; p < 0.01).

Validity evidence for the coping strategy indicator-short version (CSI-S) among psychology students

The abbreviated measurement of coping strategies is useful for monitoring and identifying the effects of stress. The Coping strategy indicator-Short version (CSI-S, including the dimensions of seeking support, problem solving and avoidance strategies) is a new adaptation of the full version of this indicator, and additional evidence of its validity is needed. Psychology students (n = 125) from a public university in Lima, Peru, were recruited to help provide such evidence of validity in terms of internal structure, reliability and associations with other variables (perceived stress and general efficacy in cope with difficulties), which were evaluated using nonparametric item response theory procedures. Support-seeking and problem-solving items from the Mokken scale and the avoidance scale exhibited limitations. The correlations between the scales were moderate or low and exhibited theoretical consistency, and the relationship with perceived stress highlighted the predictive capacity of avoidance and problem-solving strategies. In general, the CSI-S exhibits suitable psychometric properties; however, the avoidance score requires further examination or reconstruction of its items.

Doble protección anticonceptiva en estudiantes de obstetricia: Un estudio de factores asociados

Objective: To determine which factors are associated with the use of dual protection in obstetrics students from a public university in Lima, Peru. Methods: Analytical cross-sectional study, done in 217 obstetrics students from the Universidad Nacional Mayor de San Marcos.The chi-squared test was applied, in addition to the raw and adjusted prevalence ratio (PR) Results: The prevalence of the use of dual protection was 41.5%. In the bivariate analysis, the factors associated with it included: age from 25 to 29 years old (raw prevalence ratio: 1.57), Lima as a place of origin (raw prevalence ratio: 2.07), previous pregnancy (raw prevalence ratio: 1.91), previous abortion (raw prevalence ratio: 1.92), antecedent of STI in the couple (raw prevalence ratio: 1.81), knowledge about dual protection (raw prevalence ratio: 3,16), and orientation in family planning (raw prevalence ratio: 1.76). In the multivariate analysis, knowledge about contraceptive protection maintained its significant association (adjusted prevalence ratio: 2.44). Conclusions: Knowledge about contraceptive protection is the only reproductive factor that was associated with a higher probability of using this method. Keywords: Contraceptives, Risk Factors, Contraceptive Hormonal, Condoms.

2333. Knowledge, attitudes, and practices regarding vaccination against COVID-19 among medical students at a private university in Lima – Peru

Abstract Background Vaccination against COVID-19 is one of the most important measures to reduce the spread, morbidity, and mortality of the disease. Methods We conducted a cross-sectional study to evaluate knowledge, attitudes, and practices regarding vaccination against COVID-19 in medical students at Universidad Peruana Cayetano Heredia (UPCH), for which an online survey was administered through e-mail and WhatsApp in July 2022. The following independent variables were evaluated: To be in the clinical phase of medical school (last four years), having more online classes ( >= 4 semesters with non-face-to-face classes), having received >= 3 doses of COVID-19 vaccine, and having reliable sources of information (scientific articles, conferences, and seminars). Through linear regression multivariate analysis, we assessed the factors associated with the number of correct answers (knowledge), the standardized attitude index (attitudes), and the number of vaccine doses received (practice). Results A total of 352 medical students completed the survey. 96.6% of participants knew that vaccines improved immunity, and 91.2% believed they were effective in reducing hospitalizations, severe illness, and death. 98% of students agreed that the benefits of vaccination outweighed the risks, 90.9% would recommend the population to get vaccinated, and 59.1% agreed that vaccines were safe. 99.7% of respondents have received at least one dose of vaccine, of which 100% received at least two doses, 88% three, and 4.8% four or more. In the multivariate analysis, we found that being in the clinical phase of medical school was associated with a higher knowledge and a higher standardized attitude index. Having received >=3 doses was associated with a higher standardized attitude index. Lastly, having a higher standardized attitude index was associated with having received more vaccine doses. (Table. 1) Table 1 Conclusion Regarding vaccination against COVID-19, medical students at UPCH have a high level of knowledge, a positive attitude, and good practices. Our study suggests that educational strategies in the pre-clinical phase may be needed to improve knowledge and attitudes regarding vaccination. Also, a higher standardized attitude index may predict a higher number of vaccine doses. Disclosures All Authors: No reported disclosures

Self-perceived competence in managing obstetric emergencies among recently graduated physicians from Lima, Peru

ObjectiveThis study aimed to examine the self-perception of competencies in obstetric emergencies among recently graduated physicians from universities in Lima, Peru; and to identify its associated factors.MethodsAn analytical study was conducted, with the study population comprising newly graduated doctors who attended the “VI SERUMS National Convention” in 2017. We used Poisson regressions to assess the factors associated with the self-perception of competencies in obstetric emergencies, calculating prevalence ratios (PR) and their 95% confidence intervals (95% CI).ResultsWe analyzed a population of 463 newly graduated physicians (mean age: 25.9 years), of which 33.3% reported feeling competent in obstetric emergencies. In the adjusted analyses, we found that having a previous health career (PR: 1.77, 95% CI: 1.12—2.81), having completed the internship in EsSalud hospitals (PR: 1.48, 95% CI: 1.31—1.68), and completing a university externship (PR: 1.62, 95% CI: 1.34—1.96) were associated with a higher prevalence of self-perceived competence in obstetric emergencies.ConclusionOur findings suggest that certain academic factors, such as completing an externship and internship in specific hospital settings, may enhance the competencies or competence self-perception of recently graduated physicians in obstetric emergencies. Further studies are needed to confirm these results and identify other factors that may impact physicians’ competencies in this field.