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Exploración de la responsabilidad social en la educación de radiografía: perspectivas de los estudiantes sobre las
M M Abuzaid1, W Elshami1, M H Taha2
1Medical Diagnostic Imaging Department, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates; Research Institute for Medical and Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
Radiography (London, England : 1995)
|February 28, 2026
Resumen
Los estudiantes de radiografía en Medio Oriente comprenden la responsabilidad social (RS), pero carecen de compromiso práctico con la comunidad. Los planes de estudio necesitan una mejor integración de los principios de RS para profesionales socialmente responsables.
Área de la Ciencia:
- Educación en Profesiones de la Salud
- Radiografía
- Responsabilidad Social
Sus antecedentes:
- La responsabilidad social (RS) en la educación de las profesiones de la salud alinea la formación con las necesidades de salud de la comunidad.
- Es crucial desarrollar profesionales de radiografía socialmente responsables y culturalmente competentes.
- Existe una investigación limitada sobre la conciencia y el compromiso de RS de los estudiantes de radiografía en Medio Oriente.
Objetivo del estudio:
- Evaluar la conciencia, las percepciones y la participación de los estudiantes de radiografía en la responsabilidad social.
- Explorar las variaciones en la comprensión y el compromiso de la RS en los EAU, Arabia Saudita y Palestina.
- Identificar las lagunas en los planes de estudio actuales de radiografía con respecto al aprendizaje basado en la comunidad.
Principales métodos:
- Se encuestó a 286 estudiantes de pregrado de radiografía en un estudio descriptivo transversal (marzo-junio de 2023).
- Se utilizó una herramienta adaptada de Evaluación de Responsabilidad Social de la IFMSA, que mostró una buena fiabilidad (α de Cronbach = 0.82).
- Los datos se analizaron utilizando SPSS con estadísticas descriptivas y no paramétricas (Kruskal-Wallis, Mann-Whitney U).
Principales resultados:
- Los estudiantes informaron una conciencia de RS de moderada a alta (media 3.5-3.8), pero un menor compromiso de aprendizaje basado en la comunidad (media ≈ 3.0).
- La salud preventiva y la competencia cultural se abordaron moderadamente (media 3.7).
- Se encontraron diferencias significativas entre países (p < 0.001); el género y el año académico no mostraron variación.
Conclusiones:
- Los estudiantes de radiografía reconocen la importancia de la RS, pero tienen una exposición práctica limitada.
- La integración curricular de actividades comunitarias y de aprendizaje-servicio es inconsistente.
- Se necesita una mayor integración de la RS en los planes de estudio de radiografía para preparar a los graduados para las diversas necesidades de salud de la comunidad.
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