Análisis de las competencias digitales para profesionales del sector turístico. Caso museólogos y guías turísticos.

Las competencias digitales son importantes en la actualidad, por lo tanto, los profesionales que se desempeñan en el ámbito turístico también deben poseer el conocimiento, las habilidades y destrezas sobre el manejo de estas herramientas, para estar a la altura de las exigencias del mercado y así satisfacer las necesidades de los turistas y visitantes. En este contexto surge el siguiente proyecto de investigación enfocado en realizar un estudio acerca de las competencias digitales requeridas por los profesionales que desempeñan como guías turísticos y en museos, en el cantón Manta. En referencia a la metodología, se aplica un cuestionario de encuesta a los guías de los museos y agencias de viajes para evaluar sus competencias actuales. Entre los resultados se concluye que los profesionales turísticos necesitan habilidades en el manejo de software y/o aplicaciones para la creación de tours, diseño de guianza virtual, manejo de herramientas tecnológicas como office y correo electrónico. Asimismo, se solicita de conocimientos en la aplicación de la realidad aumentada y manejo de redes sociales. Al finalizar se elabora un marco de competencias digitales con el objetivo de reducir la brecha entre las competencias del perfil profesional y las del mercado. Se identifican cuatro categorías: Saber (Gestión de la información y habilidades de comunicación). Saber hacer: (Manejo del segundo idioma (inglés), realidad aumentada y BIG data, uso de software/ y o aplicaciones para tours virtuales, entre otras). Ser: (Creatividad, liderazgo y capacidad innovadora). Genéricas y transversales: (Capacidad de análisis y síntesis, toma de decisiones y compromiso ético).Digital skills are important today, therefore, professionals who work in the tourism field must also have the knowledge, skills and abilities to manage these tools, to be up to the demands of the market and thus satisfying the needs of tourists and visitors. In this context, the following research project arises focused on conducting a study about the digital skills required by professionals who work as tour guides and in museums, in the Manta canton. In reference to the methodology, a survey questionnaire is applied to the guides of the museums and travel agencies to evaluate their current skills. Among the results, it is concluded that tourism professionals need skills in the management of software and/or applications for the creation of tours, virtual guide design, management of technological tools such as office and email. Likewise, knowledge is requested in the application of augmented reality and management of social networks. At the end, a framework of digital skills is developed with the aim of reducing the gap between the skills of the professional profile and those of the market. Four categories are identified: Know (Information management and communication skills). Know how to do: (Management of the second language (English), augmented reality and BIG data, use of software / and or applications for virtual tours, among others). Being: (Creativity, leadership and innovative capacity). Generic and transversal: (Capacity for analysis and synthesis, decision making and ethical commitment)

Libro de Proyectos Finales 2021 primer semestre

PregradoIngeniero CivilIngeniero de SistemasIngeniero ElectricistaIngeniero ElectrónicoIngeniero IndustrialIngeniero Mecánic

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)