<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572024000300033</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.51.23565</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Deserción de un curso en línea de estadística aplicada a la investigación en salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Dropout from an online course in applied statistics for health research]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Racchumí-Vela]]></surname>
<given-names><![CDATA[Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanchez]]></surname>
<given-names><![CDATA[Leny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe-Juli]]></surname>
<given-names><![CDATA[Cender U.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Nacional de Salud del Niño San Borja Sub Unidad de Investigación e Innovación Tecnológica ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>51</numero>
<fpage>33</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000300033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000300033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000300033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: La educación en línea es cada vez más popular, aunque la deserción de los cursos en línea es el principal desafío, hay pocos estudios que han abordado esta situación en la educación de la estadística para la investigación.  Objetivo:  Estimar la probabilidad de deserción en un curso en línea de estadística aplicada en salud, se consideró el progreso del curso y su relación con el sexo, edad y profesión de los participantes.  Método:  Se llevó a cabo un estudio de cohorte con 108 participantes, se incluyeron profesionales de salud y personal administrativo, del Instituto Nacional de Salud del Niño - San Borja (INSN-SB), en un curso virtual de 11 sesiones durante dos meses. Se hizo un análisis descriptivo, así como curvas de Kaplan-Meier para evaluar la probabilidad de abandono según sexo, y regresión de Cox para ajustar los resultados, todo con un nivel de significancia del 5%.  Resultados:  El 68.5% abandonó el curso, con una disminución de la tasa de finalización del curso de 37.5% en 2021 a 26.6% en 2022. La mayoría eran mujeres (70.7%) y la deserción más alta fue en 2022. La asistencia entre desertores disminuyó significativamente, principalmente en las tres primeras clases (58.1%). Las puntuaciones promedio aumentaron en 2022. El análisis de Kaplan-Meier mostró una probabilidad del 46.3% de abandono después de la quinta sesión, sin diferencias significativas de sexo. En el modelo de regresión no se evidenció asociación significativa entre la deserción y la edad, sexo o profesión.  Conclusión:  El curso en línea de estadística en el INSN-SB experimentó deserción elevada de más de dos terceras partes de los participantes, la deserción no estuvo asociada a la edad, el sexo o la profesión de los participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Online education is becoming increasingly popular, although dropout rates in online courses are the primary challenge. There are few studies that have addressed this situation in statistics education for research.  Objective:  To estimate the dropout probability in an online course on applied statistics in healthcare, considering course progress and its relationship with gender, age, and participants' professions.  Method:  A cohort study was conducted with 108 participants, including healthcare professionals and administrative staff from the National Institute of Child Health in San Borja (INSN-SB), in an 11-session virtual course over two months. A descriptive analysis was performed, as well as Kaplan-Meier curves to assess the likelihood of dropout based on gender, and Cox regression to adjust the results, all at a significance level of 5%.  Results:  68.5% dropped out of the course, with a decrease in the pass rate from 37.5% in 2021 to 26.6% in 2022. The majorities were women (70.7%), and the highest dropout rate was in 2022. Attendance among dropouts significantly decreased, especially in the first three classes (58.1%). Average scores increased in 2022. Kaplan-Meier analysis showed a 46.3% dropout probability after the fifth session, with no significant gender differences. And the regression model does not show a significant association between desertion and age, gender, or profession.  Conclusion:  The online statistics course at INSN-SB experienced a high dropout rate, with over two-thirds of the participants discontinuing their participation. The dropout rate was not associated with the age, gender, or profession of the participants.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estadística]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[deserción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[creación de capacidad]]></kwd>
<kwd lng="es"><![CDATA[DeCS]]></kwd>
<kwd lng="en"><![CDATA[statistics]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[student dropouts]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[capacity building]]></kwd>
<kwd lng="en"><![CDATA[MeSH]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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