Processo de ensino e aprendizagem no período de suspensão das aulas presenciais em virtude da pandemia de COVID-19: estudo com professores / Teaching and learning process in the suspension period of classes in virtue of the COVID-19 pandemy: study with teachers / Proceso de enseñanza y aprendizaje durante el período de suspensión de clases presencial por la pandemia del COVID-19: estudio con docentes

Introdução: Sabe-se que durante o período da pandemia do COVID-19, escolas e professores precisaram adaptar-se com alternativas para dar continuidade às aulas. Objetivo: Investigar estratégias e recursos pedagógicos de aprendizagem adotados por professores da rede pública e/ou privada de ensino, do interior de um estado brasileiro, durante o período de suspensão das aulas presenciais, em virtude da Pandemia de Covid-19 e seus efeitos para estudantes com e sem dificuldades de aprendizagem. Método: Aplicação de questionário on-line utilizando a ferramenta Google Forms para 37 professores atuantes do 1° ao 5° ano da rede pública e/ou privada no interior do estado, que tenham trabalhado remotamente durante a Pandemia no período de suspensão das aulas presenciais. Esse material continha questões de múltipla escolha e dissertativas e averiguava a forma de trabalho durante este período, as estratégias e os recursos adotados. Resultados: Os resultados mostraram que as estratégias mais utilizadas pelos professores foram uso de materiais impressos. Os professores relataram as dificuldades e os desafios em adotar o ensino remoto, referentes à desigualdade social dos alunos, a dificuldade de adaptação dos professores a esta forma de ensino e ao empenho restrito das famílias no processo de aprendizagem. Conclusão: foi possível verificar como ocorreu o processo de adaptação ao ensino remoto pelos professores. Verifica-se a necessidade de explorar o trabalho conjunto com a Fonoaudiologia, visando minimizar as dificuldades apresentadas pelos estudantes, o que auxiliaria no processo de ensino e aprendizagem dos alunos que, posteriormente, poderiam vir a ser futuros pacientes do setor de Fonoaudiologia. (AU)

Introduction: it is known that during the period of the COVID-19 pandemic, schools and teachers needed to adapt with alternatives to continue classes. Purpose: Investigate pedagogical learning strategies and resources adopted by teachers from public and/or private schools in the interior of a Brazilian state during the period of suspension of face-to-face classes, due to the Covid-19 Pandemic and its effects on students with and without learning difficulties. Method: This research included the application of an online questionnaire through Google Forms to 37 active teachers from the 1st to the 5th year of the public and/or private network at Brasilian state who have worked remotely during the Pandemic during the suspension period of in-person classes. This material contained multiple choice questions and essays, referring to the way of working during this period, strategies and resources adopted. Results: The results showed that the most used strategies by teachers were the use of printed materials. Teachers reported the difficulties and challenges in adopting remote teaching, referring to the social inequality of students, the limited commitment of families in the learning process and the difficulty of teachers to adapt to this form of teaching. Conclusion: Among 37 teachers who joined the study, it was possible to verify how the process of adaptation to remote teaching took place. There is a need to explore the joint work with Speech Therapy, aiming to minimize the difficulties presented by students. Such clarifications would help in the teaching and learning process of students who could later become future patients in the Speech Therapy sector. (AU)

Introducción: se sabe que durante el período de la pandemia del COVID-19, las escuelas y los docentes requirieron adaptarse con alternativas para continuar las clases. Objetivos: Investigar estrategias y recursos pedagógicos de aprendizaje adoptados por profesores de escuelas públicas y/o privadas del interior de un estado brasileño durante el período de suspensión de clases presenciales, debido a la Pandemia Covid-19 y sus efectos en estudiantes con y sin dificultades de aprendizaje. Método: Esta investigación implicó la aplicación de un cuestionario en línea a través de Formularios de Google a 37 docentes que laboran del 1° al 5° año de la red pública y/o privada del interior del estado, que habían trabajado de manera remota durante la Pandemia en el período de suspensión de clases presenciales. Este material contenía preguntas de selección múltiple y desarrollo, referentes a la forma de trabajar durante este período, las estrategias y los recursos adoptados. Resultados: Los resultados mostraron que las estrategias más utilizadas por los docentes fue el uso de materiales impresos. Los docentes relataron las dificultades y desafíos en la adopción de la enseñanza a distancia, refiriéndose a la desigualdad social de los estudiantes, el compromiso restringido de las familias en el proceso de aprendizaje y la dificultad de adaptación de los docentes a esta forma de enseñanza. Conclusión: Entre 37 docentes que se sumaron al estudio, fue posible verificar cómo ocurrió el proceso de adaptación a la enseñanza a distancia. Existe la necesidad de explorar el trabajo conjunto con la Logopedia, con el objetivo de minimizar las dificultades presentadas por los estudiantes. Tales aclaraciones ayudarían en el proceso de enseñanza y aprendizaje de los estudiantes que luego podrían convertirse en futuros pacientes del sector de Logopedia. (AU)

Audience response system smartphone application as an adjunct to tuberculosis teaching for medical students during the coronavirus disease 2019 pandemic

SUMMARY OBJECTIVE: The growing availability of devices for mobile learning has created new opportunities for teaching. With the development of smartphone apps based on audience response systems, there is a possibility to quickly assess student knowledge. The education of health professionals, including medical students, is an essential strategy for tuberculosis control. In the context of the coronavirus disease 2019 pandemic, audience response systems are very useful as online assessment tools. The aim of this study was to use the audience response systems Socrative to assess medical students during a class on tuberculosis. METHODS: This is a quasi-experimental before-and-after study, with pre- and post-tests carried out through the Socrative app, respectively, before and after a lecture on tuberculosis for medical students. Also, a cross-sectional study was carried out after the course to evaluate the participant's satisfaction through an electronic, structured questionnaire with a Likert-type scale. RESULTS: A total of 126 students were included in the study. The overall mean pre- and post-test scores were 5.98±1.59 and 8.37±1.36, respectively, with a statistically significant difference (p<0.0001). Almost all students were totally satisfied with the use of Socrative on pre- and post-tests. CONCLUSION: This study describes how the use of Socrative in a tuberculosis class was well received by students. In addition, the baseline knowledge on tuberculosis was low in some topics, with some improvement after the lecture. These findings emphasize the need to further improve the students' knowledge on tuberculosis and help instructors customize the lecture based on the gaps identified in the Socrative assessment.

Avaliação do processo de aprendizagem no ambiente virtual do Programa Saúde com Agente / Evaluation of the learning process in the virtual environment of the Health Program with Agent / Evaluación del proceso de aprendizaje en el entorno virtual del Programa Salud con Agente

RESUMO: O estudo aqui apresentado teve por objetivo avaliar a percepção da qualidade do processo de aprendizagem no ambiente virtual dos estudantes do Programa Saúde com Agente. Tratou-se de um estudo transversal, realizado em 2022, com 9.145 estudantes dos cursos de Técnico em Agente Comunitário de Saúde e Técnico em Vigilância em Saúde com Ênfase no Combate às Endemias. Informações sobre a qualidade do processo de aprendizagem foram obtidas por meio do questionário Constructivist On-Line Learning Environment Survey, que consiste em 24 questões agrupadas em seis dimensões: relevância, reflexão crítica, interação, apoio dos tutores, apoio dos colegas e compreensão. Avaliaram-se o perfil sociodemográfico dos participantes e as principais formas de acesso ao curso e acompanhamento. Realizou-se análise descritiva; para análise de associação, utilizou-se o teste qui-quadrado ou exato de Fisher. A maioria dos participantes é do sexo feminino, faixa etária de 40 a 49 anos, da região Nordeste; realiza as atividades em casa e usa o celular/smartphone. Ao se considerarem as seis dimensões avaliadas, relevância, interação e apoio dos colegas obtiveram diferenças estatisticamente significativas entre os estudantes dos cursos de Técnico em Agente Comunitário de Saúde e Técnico em Vigilância em Saúde com Ênfase no Combate às Endemias.

ABSTRACT: The study presented here aimed to evaluate the perception of the quality of the learning process in the virtual environment of the students of the Health Program with Agent. It was a cross-sectional study conducted in 2022 with 9,145 students from the Community Health Agent Technician and Health Surveillance Technician courses with an Emphasis on Combating Endemic Diseases. Information on the quality of the learning process was obtained through the Constructivist On-Line Learning Environment Survey, which consists of 24 questions grouped into six dimensions: relevance, critical reflection, interaction, tutor support, peer support, and understanding. The sociodemographic profile of the participants and the primary forms of access to the course and monitoring were evaluated. Descriptive analysis was performed; for association analysis, the chi-square or Fisher's exact test was used. Most participants are females aged 40 to 49 from the Northeast region; they perform activities at home and use their cell phones/smartphones. When considering the six dimensions evaluated, relevance, interaction, and support of colleagues obtained statistically significant differences between the students of the courses of Community Health Agent Technician and Health Surveillance Technician with Emphasis on Combating Endemic Diseases.

RESUMEN: El objetivo del estudio presentado fue evaluar la percepción de la calidad del proceso de aprendizaje en el entorno virtual de los alumnos del Programa Salud con Agentes. Se trató de un estudio transversal realizado en 2022 con 9.145 alumnos de los cursos de Técnico en Agente Comunitario de Salud y Técnico en Vigilancia Sanitaria con énfasis en la lucha contra las enfermedades endémicas. La información sobre la calidad del proceso de aprendizaje se obtuvo a través de la Encuesta Constructivist On-Line Learning Environment Survey, que consta de 24 preguntas agrupadas en seis dimensiones: relevancia, reflexión crítica, interacción, apoyo de los tutores, apoyo de los alumnos y comprensión. Se evaluó el perfil sociodemográfico de los participantes y las principales vías de acceso al curso y seguimiento. Se realizó un análisis descriptivo y se utilizó la prueba de chi-cuadrado o la prueba exacta de Fisher para analizar las asociaciones. Los participantes eran en su mayoría mujeres, en la franja de edad 40 a 49 años, de la región Nordeste; realizaban las actividades en casa y utilizaban teléfonos móviles/smartphones. Al considerar las seis dimensiones evaluadas, la relevancia, la interacción y el apoyo de los compañeros mostraron diferencias estadísticamente significativas entre los alumnos de los cursos de Técnico en Agente Comunitario de Salud y Técnico en Vigilancia Sanitaria con Énfasis en la Lucha contra las Enfermedades Endémicas.

Aprendizaje autónomo en la educación a distancia en estudiantes de Psicopedagogía durante la COVID-19: una revisión sistemática

Introducción: Durante la COVID-19, la educación a distancia fue una oportunidad para el ejercicio del autoaprendizaje en salud mediante el uso de recursos electrónicos, con el dinamismo e impulso del aprendizaje autodidacta mediante el uso de las TIC. Objetivo: Valorar a través de una revisión sistemática el comportamiento del aprendizaje autónomo en estudiantes de Psicopedagogía durante la pandemia por la COVID-19. Método: Se realizó una revisión sistemática en publicaciones entre los años 2020-2022, donde se identificaron 767 artículos en Scopus, 64 registros en SciELO y 759 en Google Scholar, luego de su procesamiento quedó una muestra de 52 artículos. Fueron recopilados: título, año, tipo de artículo, contexto, revista, indexación, tema, comentario, posible uso en el artículo, referencia bibliográfica y DOI. Las referencias bibliográficas se procesaron mediante el gestor bibliográfico Mendeley. Resultados: Se destacó el creciente acto investigativo acerca de las estrategias metodológicas de la autonomía en los aprendizajes en educación básica y con aspiraciones a efectuar estudios en salud, durante la pandemia por la COVID-19. El país con más producciones académicas sobre aprendizaje autónomo en educación básica fue Perú con cuatro, seguido de Ecuador con tres producciones científicas vinculadas a salud; también se encontraron investigaciones de otras latitudes. Conclusiones: El aprendizaje autónomo es una prioridad de vigencia actual, indispensable para responder a las demandas de una sociedad cambiante y compleja. En los países de Latinoamérica hubo creciente interés investigativo sobre aprendizaje autónomo en educación básica y que aspiraron a efectuar estudios en salud durante la pandemia por la COVID-19.

Introduction: During COVID-19, distance education was an opportunity to practice self-learning in health through the use of electronic resources, with the dynamism and promotion of self-taught learning through the use of ICT. Objective: To assess, through a systematic review, the behavior of autonomous learning in Psychopedagogy students during the COVID-19 pandemic. Method: A systematic review was carried out on publications between the years 2020-2022, where 767 articles were identified in Scopus, 64 records in SciELO and 759 in Google Scholar, after processing a sample of 52 articles remained. The following were collected: title, year, type of article, context, journal, indexing, topic, comment, possible use in the article, bibliographic reference and DOI. Bibliographic references were processed using the Mendeley bibliographic manager. Results: The growing research act was highlighted about the methodological strategies of autonomy in learning in basic education and with aspirations to carry out health studies, during the COVID-19 pandemic. The country with the most academic productions on autonomous learning in basic education was Peru with four, followed by Ecuador with three scientific productions linked to health; Research from other latitudes was also found. Conclusions: Autonomous learning is a current priority, essential to respond to the demands of a changing and complex society. In Latin American countries, there was growing research interest in autonomous learning in basic education and they aspired to carry out health studies during the COVID-19 pandemic.

Introdução: Durante a COVID-19, a educação a distância foi uma oportunidade para praticar a autoaprendizagem em saúde através do uso de recursos eletrônicos, com a dinamização e promoção da aprendizagem autodidata através do uso das TIC. Objetivo: Avaliar, por meio de uma revisão sistemática, o comportamento da aprendizagem autônoma em estudantes de Psicopedagogia durante a pandemia da COVID-19. Método: Foi realizada uma revisão sistemática sobre publicações entre os anos de 2020 a 2022, onde foram identificados 767 artigos na Scopus, 64 registros na SciELO e 759 no Google Acadêmico, após processamento permaneceu uma amostra de 52 artigos. Foram coletados: título, ano, tipo de artigo, contexto, periódico, indexação, tema, comentário, possível uso no artigo, referência bibliográfica e DOI. As referências bibliográficas foram processadas utilizando o gerenciador bibliográfico Mendeley. Resultados: Destacou-se a crescente atuação de pesquisa sobre as estratégias metodológicas de autonomia na aprendizagem na educação básica e com aspirações à realização de estudos em saúde, durante a pandemia de COVID-19. O país com mais produções acadêmicas sobre aprendizagem autônoma na educação básica foi o Peru com quatro, seguido pelo Equador com três produções científicas ligadas à saúde; Pesquisas de outras latitudes também foram encontradas. Conclusões: A aprendizagem autónoma é uma prioridade atual, essencial para responder às exigências de uma sociedade complexa e em mudança. Nos países latino-americanos, havia um crescente interesse de investigação na aprendizagem autónoma no ensino básico e aspiravam a realizar estudos de saúde durante a pandemia da COVID-19.

Impact of COVID-19 on theoretical knowledge and clinical practice in dentistry of Piracicaba Dental School students: a cross-sectional study

Aim: To assess the opinion of the students on the impact of COVID-19 pandemic on theoretical knowledge and clinical practice in dentistry at the Piracicaba Dental School ­ FOP/UNICAMP. Methods: A questionnaire was applied using the Google Forms platform, containing 20 questions related to the impacts of the pandemic on knowledge, mental health, and clinical and laboratory practice of dentistry. The satisfaction of the students with teaching was also evaluated. A total of 120 questionnaires were analyzed using R software, through tables and graphs of absolute and relative frequencies distribution. Results: COVID-19 affected the lives of 99% students who participated in the study. Due to distance learning resulting from the COVID-19 pandemic, 50% of the students considered locking or dropping out of college. Operative dentistry was the curricular component most affected by distance and lack of clinical practice. Although most students agreed that the workload of practical disciplines was or would be replaced, 95% felt some kind of deficit in clinical and laboratory practice even with the replacement of the workload. In addition, 93.3% of the students were afraid of not becoming a qualified professional due to the deficiencies on theoretical knowledge and clinical practice caused by the pandemic. Conclusions: Students showed dissatisfaction with the deficiency of clinical and laboratory practice resulting from the pandemic in operative dentistry curricular component. They reported fear and insecurity with their future professional lives. The indication of remote classes for dentistry should only be carried out in emergencies because this is an essentially practical course that suffers losses in learning

Formación investigativa de docentes universitarios para el aprendizaje sincrónico durante la covid-19 / Investigative training of university professors for the synchronous learning during covid-19 i:en

Introducción: Las capacitaciones permanentes durante la pandemia posibilitaron el aprendizaje en la educación superior. Objetivo: Describir la formación investigativa y la función pedagógica en docentes universitarios desde la complejidad psicosocial del aprendizaje sincrónico durante la covid-19. Métodos: Se efectuó un estudio desde julio del 2020 hasta febrero del 2022 en la Universidad Nacional San Luis Gonzaga de Ica, en Perú. La formación investigativa consistió en 2 modalidades: talleres de formación y cursos de posgrado, y se registró la participación de las áreas académicas de ciencias de la salud, ingenierías y letras y humanidades. Se describió mediante un dendrograma la función pedagógica entre dos grupos de profesores (con asistencia permanente o no). Resultados: En los talleres de formación, 52,0 % de los asistentes correspondió al área académica de ciencias de la salud, 35,0 % a letras y humanidades y 13,0 % a ingenierías; mientras la participación activa fue de 22,2 % en ingeniería, 8,9 % en ciencias de la salud y 4,1 % en letras y humanidades. En cambio, el porcentaje para los cursos de posgrado fue de 41,0 en ciencias de la salud, 30,0 en letras y humanidades y 29,0 en ingenierías, con participación activa de 6, 4 y 3 docentes, respectivamente. No hubo diferencias significativas en la evaluación interna entre los cursos de posgrado (p<0,00915). Conclusiones: La asistencia fue menor en los cursos de posgrado al ser más riguroso el proceso de aprendizaje; sin embargo, fue mayor la participación activa. Existió mayor similitud en la función pedagógica cuando la asistencia fue permanente.

Introduction: Ongoing trainings during the covid-19 pandemic enabled learning in higher education. Objective: To describe the investigative training and pedagogical function in university professors from the psychological complexity of synchronous learning during covid-19. Methods: A study was carried out from July, 2020 to February, 2022, at San Luis Gonzaga National University in Ica, Peru. The investigative training consisted of two modalities: training workshops and postgraduates courses. Participation was recorded in the academic areas of health sciences, engineering and arts and humanities. A dendrogram was used to describe the pedagogical function between two groups of university professors (those who had permanent attendance and those who did not). Results: In the training workshops, 52.0% of the participants corresponded to the academic area of health sciences, 35.0% to arts and humanities and 13.0% to engineering; while active participation was 22.2% in engineering, 8.9% in health sciences and 4.1% in arts and humanities. On the other hand, the percentage for graduate courses was 41.0 in health sciences, 30.0 in arts and humanities, and 29.0 in engineering, with active participation of 6, 4 and 3 professors, respectively. There were no significant differences in the internal evaluation between the postgraduate courses (p<0.00915). The dendrogram indicated greater similarity in university professors with permanent attendance. Conclusions: There was lower attendance in postgraduates courses as the learning process was more rigorous and demanding; however, active participation was higher. There was greater similarity in the pedagogical function when attendance was permanent.

Habilidades digitales y tecnoestrés en docentes universitarios mayores de 60 años / Digital skills and technostress in university professors aged 60 years and over i: en

Introducción: Las limitaciones en el uso de las tecnologías en los docentes de la educación superior conducen al aislamiento social y la exclusión e impiden demostrar las competencias profesionales. Objetivo: Describir las habilidades digitales en docentes universitarios adultos mayores y su relación con el tecnoestrés. Métodos: Se realizó un estudio cualitativo, de mayo a noviembre del 2022, de 19 docentes en las edades de 60 y más años de la Universidad Nacional San Luis Gonzaga de Ica, en Perú. Para ello, se desarrolló un taller de capacitación y se evaluó la comprensión de 6 herramientas teórico-prácticas de la categoría docente en el proceso de enseñanza-aprendizaje a través de la ejecución de actividades (cuestionario, chat y tareas) en la plataforma virtual Moodle. Asimismo, se orientó marcar los criterios de identificación de la investigación formativa y, para la calificación, se establecieron 3 intervalos de puntuación. Se aplicó una encuesta fundamentada en la demostración de las habilidades digitales y el estado emocional en relación con la tecnología. Resultados: El valor promedio de la calificación fue 14,73±0,42 y se obtuvieron los siguientes porcentajes para cada intervalo de puntuación: I) 57,9; II) 31,6 y III) 10,5. Igualmente, 73,7 % requirió asistencia técnica para interactuar con la enseñanza virtual, mientras que 84,2 % se agobió con el uso de la tecnología. Existió correlación (p=0,0256) entre la puntuación asignada en las habilidades digitales y el tecnoestrés. Conclusiones: Los docentes universitarios mayores de 60 años mostraron deficiencias en las habilidades digitales, lo cual condujo a la aparición de tecnoestrés.

Introduction: Limitations in the use of technologies in higher education professors lead to social isolation and exclusion and prevent the demonstration of professional skills. Objective: Describe digital skills in elderly university professors and their relationship with technostress. Methods: A qualitative study was carried out, from May to November, 2022, of 19 professors aged 60 years and over from San Luis Gonzaga National University in Ica, Peru. To this purpose, a training workshop was developed and the understanding of 6 theoretical-practical tools of teaching category in the teaching learning process was evaluated through the implementation of activities (questionnaire, chat and tasks) on the online platform Moodle. Likewise, the aim was to mark the identification criteria of training research and, for grading, 3 scoring intervals were established. A survey was applied based on the demonstration of digital skills and the emotional state concerning technology. Results: The mean value of score was 14.73±0.42 and the following percentages were obtained for each score interval: I) 57.9; II) 31.6 and III) 10.5. Also, 73.7% required technical assistance to interact with virtual teaching, while 84.2% were overwhelmed with the use of technology. There was a correlation (p=0.0256) between the score assigned in digital skills and technostress. Conclusions: University professors over 60 years of age showed deficiencies in the digital skills, which led to the appearance of technostress.

Percepción de los universitarios sobre las repercusiones académicas originadas por la pandemia de COVID-19

Introducción: Durante la pandemia de la COVID-19, la educación superior ha enfrentado la transición a la educación no presencial, con importante repercusión tanto en el rendimiento académico como en otros aspectos de la vida de los estudiantes. Objetivo: Aportar validez a la escala ACAD-COVID-19 y evaluar la percepción de los universitarios limeños acerca de las repercusiones académicas originadas por la pandemia de la COVID-19. Métodos: El estudio fue de diseño descriptivo y transversal, durante el año 2021. Se obtuvo una muestra conformada por 608 estudiantes del primer año académico de diferentes carreras, de 5 universidades de Lima. Se aplicó la escala ACAD-COVID-19 de 8 ítems y alternativas en escala Likert. Se realizaron análisis descriptivos y factoriales, utilizando SPSS versión 26.0. Resultados: Se evidenció que el instrumento es confiable. Se determinaron 3 factores, que pueden asociarse a las dimensiones académica, económica y el temor propio hacia enfermedad o muerte generada por la COVID-19. El 61,3 % de los estudiantes limeños manifiestan indiferencia respecto a la percepción sobre el impacto académico generado por el coronavirus, con un promedio general de los ítems de 3,21. La mayor media fue de la pregunta 5 (3,47). Conclusiones: Se aportó validez a la escala ACAD-COVID-19 con su aplicación a la población universitaria limeña en un período de cuarentena durante el 2021. Los estudiantes, en general, manifestaron indiferencia en su percepción sobre el impacto académico generado por el coronavirus, aunque dentro de las repercusiones percibidas, predomina el miedo a enfermar al volver a las clases presenciales.

Introduction: During the COVID-19 pandemic, higher education has faced the transition to distance learning, with important repercussions on academic performance as well as on other aspects of students' lives. Objective: To provide validity to the ACAD-COVID-19 scale and to evaluate the perception of university students in Lima about the academic repercussions caused by the COVID-19 pandemic. Methods: The study was of descriptive and cross-sectional design, during the year 2021. A sample of 608 students in their first academic year of different careers from 5 universities in Lima was obtained. The ACAD-COVID-19 scale of 8 items and Likert scale alternatives was applied. Descriptive and factorial analyses were performed using SPSS version 26.0. Results: The instrument was found to be reliable. Three factors were determined, which can be associated with the academic, economic and fear of illness or death generated by the COVID-19. 61.3% of the students from Lima expressed indifference with respect to the perception of the academic impact generated by the coronavirus, with an overall average of 3.21 for the items. The highest mean was for question 5 (3.47). Conclusions: Validity was provided to the ACAD-COVID-19 scale with its application to the Lima university population in a quarantine period during 2021. Students, in general, expressed indifference in their perception of the academic impact generated by the coronavirus, although among the perceived repercussions, the fear of getting sick when returning to classes was predominant.

Variables tecnológicas predictoras del estrés académico en estudiantes de Enfermería en tiempos de COVID-19 / Technological variables predictors of academic stress in nursing students in times of COVID-19 / Variáveis tecnológicas preditoras do estresse acadêmico em estudantes de Enfermagem em tempos de COVID-19

Objetivo: analizar cuáles son las variables tecnológicas, derivadas del uso de dispositivo electrónico, predicen el estrés académico, y sus dimensiones en estudiantes de enfermería. Método: estudio transversal de tipo analítico, realizado en 796 estudiantes de seis universidades de Perú. Se empleó la escala SISCO y para el análisis se estimaron cuatro modelos de regresión logística, con selección de variables por pasos. Resultados: entre los participantes, 87,6% presentaron un nivel alto de estrés académico; el tiempo de uso del dispositivo electrónico, el brillo de la pantalla, la edad y el sexo, estuvieron asociados con el estrés académico y sus tres dimensiones; la posición de uso del dispositivo electrónico estuvo asociada con la escala total y con las dimensiones estresores y reacciones. Finalmente, la distancia entre el rostro y el dispositivo electrónico estuvo asociada con la escala total y la dimensión reacciones. Conclusión: las variables tecnológicas y las características sociodemográficas predicen el estrés académico en estudiantes de enfermería. Se sugiere optimizar el tiempo de uso de las computadoras, regular el brillo de la pantalla, evitar sentarse en posiciones inadecuadas y vigilar la distancia, con la finalidad de reducir el estrés académico durante la enseñanza a distancia.

Objective: to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. Method: analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. Results: among the participants, 87.6% had a high level of academic stress; time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions; the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. Conclusion: technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

Objetivo: analisar quais variáveis tecnológicas, derivadas do uso de dispositivos eletrônicos, predizem o estresse acadêmico e suas dimensões em estudantes de enfermagem. Método: estudo transversal do tipo analítico, realizado em 796 estudantes de seis universidades do Peru. Foi utilizada a escala SISCO e foram estimados quatro modelos de regressão logística para a análise, com seleção das variáveis por etapas. Resultados: entre os participantes, 87,6% apresentaram alto nível de estresse acadêmico; o tempo de uso do aparelho eletrônico, o brilho da tela, a idade e o sexo foram associados ao estresse acadêmico e suas três dimensões; a posição de uso do aparelho eletrônico foi associada à escala total e às dimensões estressores e reações. Por fim, a distância entre o rosto e o dispositivo eletrônico foi associada à escala total e à dimensão das reações. Conclusão: variáveis tecnológicas e características sociodemográficas predizem estresse acadêmico em estudantes de Enfermagem. Sugere-se otimizar o tempo de uso dos computadores, regular o brilho da tela, evitar sentar-se em posições inadequadas e atentar-se à distância da tela, a fim de diminuir o estresse acadêmico durante o ensino a distância.

Calidad percibida de la educación a distancia durante la pandemia COVID-19 por estudiantes de posgrado de una facultad de medicina

Introducción. Al decretar el gobierno la cuarentena obligatoria durante la pandemia COVID-19 se inició una nueva forma de ejercer la labor pedagógica de manera sincrónica o asincrónica. Objetivos. Conocer a través de los niveles de insatisfacción, la calidad percibida de la educación a distancia durante la pandemia COVID-19 por los estudiantes del posgrado. Métodos. Se realizó un estudio descriptivo observacional. La población estuvo conformada por 403 estudiantes, las variables fueron calidad percibida y educación a distancia. Se aplicó el análisis de la estadística descriptiva y el análisis univariado. Resultados. El nivel de satisfacción de la calidad percibida de la educación a distancia de los 413 estudiantes fue de indiferencia en el 45,7%, en el 12,5% fue de insatisfacción y en el 41,8% fue de satisfacción. El nivel de satisfacción de la calidad percibida le correspondió mayoritariamente al entorno del aprendizaje virtual e información recibida y contenido del aula virtual, mientras que el mayor nivel de indiferencia le correspondió a la educación a distancia (78,0%), neuropedagogía (51,1%) y docente (45,8%). Conclusiones. La satisfacción respondió al entorno, a la información y materiales, mientras la insatisfacción a la adaptación de estrategias pedagógicas y materiales a la virtualidad.

Introduction. When the government decreed the mandatory quarantine during the COVID-19 pandemic, a new way of exercising the pedagogical work in a synchronous or asynchronous way was initiated. Objectives. To know through the levels of dissatisfaction the perceived quality of distance education during the COVID-19 pandemic by postgraduate students. Methods. A descriptive observational study was carried out. The population consisted of 403 students, the variables were perceived quality and distance education. Descriptive statistics analysis and univariate analysis were applied. Results. Level of satisfaction with the perceived quality of distance education of the 413 students was indifference in 45.7%, dissatisfaction in 12.5% and satisfaction in 41.8%. The level of satisfaction of perceived quality corresponded mostly to the virtual learning environment and information received and content of the virtual classroom, while the highest level of indifference corresponded to distance education (78%), neuropedagogy (51.1%) and teacher (45.8%). Conclusions. Satisfaction responded to the environment, information, and materials, while dissatisfaction to the adaptation of pedagogical strategies and materials to virtuality.

La educación a distancia en la Enseñanza Técnica Superior de Prótesis Estomatológica: experiencias de 2 cursos

Introducción: La asignatura Introducción a la Metodología de la Investigación, para la Enseñanza Técnica Superior de Prótesis Estomatológica, de la Facultad de Estomatología de La Habana, se incorporó a la educación a distancia, durante el curso 2021-2022. Objetivo: Describir la experiencia en la ejecución de la asignatura con el uso del aula virtual de la Institución. Material y Métodos: Se realizó una investigación de tipo descriptiva, retrospectiva, acerca de las experiencias en el proceso de enseñanza-aprendizaje, durante los cursos 2021-2022 y 2022-2023. Resultados: Se cumplieron los objetivos metodológicos de la asignatura, se debatieron los temas propuestos en los foros, se aclararon las dudas utilizando las herramientas interactivas de la plataforma y la atención al alumno fue personalizada. Conclusiones: Se logró impartir por primera vez con éxito, la asignatura, se digitalizaron los objetos de aprendizaje por temas, se diseñaron actividades para la evaluación del aprendizaje, y se obtuvieron calificaciones satisfactorias.

Introduction: The subject Introduction to Research Methodology, for the Higher Technical Education of Stomatological Prosthetics, of the Faculty of Stomatology of Havana, was incorporated into distance education, during the 2021-2022 academic year. Objective: Describe the experience in the execution of the subject with the use of the Institution's virtual classroom. Material and Methods: A descriptive, retrospective research was carried out on the experiences in the teaching-learning process, during the 2021-2022 and 2022-2023 academic years. Results: The methodological objectives of the subject were met, the topics proposed in the forums were debated, doubts were clarified using the platform's interactive tools, and student attention was personalized. Conclusions: The subject was successfully taught for the first time, the learning objects were digitized by topic, activities were designed for the evaluation of learning, and satisfactory grades were obtained.

Impacto de la covid-19 en la práctica preprofesional de estudiantes de sexto año de Medicina / Impact of Covid-19 in the pre-professional practice of sixth year medical students i: en

En los últimos meses del curso escolar 2020-2021, debido a la pandemia de la covid-19 fue necesario modificar el proceso formativo de los estudiantes de sexto año de la carrera de Medicina en la Universidad de Ciencias Médicas de Santiago de Cuba, lo cual incluía a los internos en las modalidades rotatoria y vertical de dicha enseñanza. En el presente artículo se comunican brevemente algunos aspectos relacionados con el aporte asistencial de estos universitarios en los centros de aislamientos, ante el llamado de las autoridades gubernamentales de la provincia, donde demostraron sentido de responsabilidad, amor al prójimo y compromiso durante la atención a los pacientes con diagnósticos de sospecha o definitivo de la enfermedad.

In the last months of 2020-2021 academic year, due to the pandemic of covid-19, it was necessary to modify the training process for the sixth year students of Medicine degree at the University of Medical Sciences in Santiago de Cuba, which included interns in rotation and vertical models of said teaching. In this work, some aspects related to their care contribution in the isolation centers, after the call of the governmental authorities in the province, are shortly communicated, where they demonstrated the sense of responsibility, love for their fellow men and commitment during the care to patients with presumptive or positive diagnoses of the disease.

Trastornos musculoesqueléticos y prácticas ergonómicas en universitarios peruanos durante la pandemia de la COVID-19

Introducción: El aislamiento social impuesto por la pandemia de la COVID-19 ha obligado a adaptarse a la educación a distancia. Objetivo: Determinar la prevalencia de trastornos musculoesqueléticos y su asociación con las prácticas ergonómicas durante el uso de la computadora en estudiantes de una universidad peruana. Métodos: Se realizó un estudio transversal en octubre de 2020. La muestra se compuso por 738 estudiantes, a quienes se les aplicaron el cuestionario nórdico estandarizado, para detectar síntomas de trastornos musculoesqueléticos, y otro desarrollado por los autores, para evaluar las prácticas ergonómicas. Resultados: La prevalencia de trastornos musculoesqueléticos fue de 97,4 %. Las regiones más afectadas resultaron el cuello (85,5 %), la región lumbar (73 %) y la dorsal (70,2 %). Los estudiantes con antecedentes de algún traumatismo (PRa: 1,03; IC 95 %: 1,01-1,04) que, durante el uso de la computadora, adoptaron las posturas decúbito prono (RPa: 1,02; IC 95 %: 1,01-1,04) y sentados con la cabeza inclinada (RPa: 1,03; IC 95 %: 1,00-1,07) tuvieron mayor prevalencia de un trastorno musculoesquelético. Conclusiones: Existe una alta prevalencia de trastornos musculoesqueléticos en los universitarios. Sobresalen el sexo femenino y quienes adoptan malas posturas durante el uso de la computadora; por tanto, se deben brindar medidas ergonómicas preventivas y de intervención en esta población.

Introduction: The social isolation imposed by the COVID-19 pandemic has made it necessary to adapt to distance education. Objective: To determine the prevalence of musculoskeletal disorders and their association with ergonomic practices during computer use in students from a Peruvian university. Methods: A cross-sectional study was carried out in October 2020. The sample consisted of 738 students, they had the standardized Nordic questionnaire to detect symptoms of musculoskeletal disorders; and another, developed by the authors, to evaluate ergonomic practices. Results: The prevalence of musculoskeletal disorders was 97.4%. The most affected regions were the neck (85.5%), the lumbar region (73%) and the dorsal region (70.2%). Students with history of trauma (PRa: 1.03; 95% CI: 1.01-1.04) who, while using the computer, adopted the prone position (RPa: 1.02; 95% CI : 1.01-1.04) and sitting with head tilted (RPa: 1.03; 95% CI: 1.00-1.07) had higher prevalence of a musculoskeletal disorder. Conclusions: There is high prevalence of musculoskeletal disorders in university students. The female sex and those who adopt incorrect postures while using the computer stand out; therefore, preventive and intervention ergonomic measures should be provided in this population.

Percepción de la Virtualización de la Asignatura de Anatomía Humana Normal y Embriología en Pandemia / Perception of the Virtualization of the Subject of Normal Human Anatomy and Embriology in a Pandemic

Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.

SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.

La enseñanza de la bioética en el ámbito universitario: el desafío de la educación a distancia

¿cómo enseñar bioética de manera rigurosa y atractiva? El presente trabajo desarrolla una de las estrategias pedagógicas implementadas por un equipo de investigación de la Facultad de Psicología de la Universidad de Buenos Aires para la transmisión de la Bioética por medio de plataformas en línea. A partir de la metodología del Casebook Unesco de Psiquiatría y Salud Mental se diseñó un ejercicio de tipo multiple-choice en la plataforma educativa Moodle, el cual presenta dilemas éticos complejos de manera sencilla y clara. El propósito de la actividad es proporcionar una herramienta que permita contemplar los efectos del curso de acción para el campo de la salud y la subjetividad. La ejercitación consiste en proveer distintos niveles de ayuda para la resolución de la situación dilemática, mediante la referencia a fuentes bibliográficas pertinentes, con especial énfasis en la articulación con la Declaración Universal sobre Bioética y Derechos Humanos y los códigos deontológicos que rigen el ejercicio profesional. La utilización de los casos-viñeta en entornos virtuales tiene por objetivo el desarrollo de competencias que permitan a los estudiantes participar de forma activa en los procesos de toma de decisión. Ello apela a la construcción colectiva del saber por medio del intercambio dialógico y la deliberación ética.

how to teach bioethics rigorously and attractively? This paper develops one of the pedagogical strategies implemented by a research team of the Faculty of Psychology of the University of Buenos Aires to transmit Bioethics through online platforms. Based on the methodology of the Casebook Unesco of Psychiatry and Mental Health, a multiple-choice exercise was designed in Moodle's educational platform, which presents complex ethical dilemmas clearly. The purpose of the activity is to provide a tool to contemplate the effects of the course of action for the field of health and subjectivity. The exercise consists of providing different levels of help for the resolution of the dilem- matic situation, through the reference to relevant bibliographic sources, with particular emphasis on the articulation of the Universal Declaration on Bioethics and Human Rights and the deontological codes that govern professional practice. Using case-vignettes in virtual environments aims to develop competencies that allow students to participate in decision-making processes actively. This calls for the collective construction of knowledge through dialogic exchange and ethical deliberation.

como ensinar bioética de maneira rigorosa e atrativa? Este trabalho desenvolve uma das estratégias pedagógicas implementadas por uma equipe de pesquisa da Faculdade de Psicologia da Universidad de Buenos Aires para transmitir a bioética por meio de plataformas on-line. A partir da metodologia do Casebook Unesco de Psiquiatria e Saúde Mental, foi desenhado um exercício de tipo múltipla escolha na plataforma educacional Moodle, o qual apresenta dilemas éticos complexos de maneira simples e clara. O objetivo da atividade é proporcionar uma ferramenta que permita contemplar os efeitos do curso de ação para o campo da saúde e da subjetividade. O exercício consiste em fornecer diferentes níveis de ajuda para resolver a situação dilemática, mediante a referência a fontes bibliográficas pertinentes, com especial ênfase na articulação com a Declaração Universal sobre Bioética e Direitos Humanos, e os códigos deontológicos que regem o exercício profissional. A utilização dos casos-vinheta em ambientes virtuais tem o objetivo do desenvolvimento de competências que permitam aos estudantes participar de forma ativa nos processos de tomada de decisão. Isso apela para a construção coletiva do saber por meio do intercâmbio dialógico e a deliberação ética.

Implementación del plan de estudio de enfermería a distancia durante la pandemia de COVID-19 / The Implementation of a Nursing Distance Curriculum during the COVID-19 Pandemic

Introducción: La pandemia de COVID-19 ha ocasionado que las universidades deban transitar de un plan de estudios presencial a la educación a distancia de emergencia. Para la Escuela de Enfermería de la Universidad de Chile, se adiciona la imposibilidad de asistir a centros de salud con estudiantes, por la crisis sanitaria que golpea a nivel nacional; mas, junto con los desafíos, se presentan oportunidades de innovación, creatividad y colaboración. Objetivo: Exponer la experiencia de la implementación de un plan de estudio de enfermería a distancia durante la pandemia COVID-19 sobre la base del modelo de Kern. Métodos: Se analizó la implementación de un plan de educación online desde el modelo de Kern, que planteaba una propuesta centrada en el estudiantado, con el fin de elaborar un marco curricular orientado a resolver las demandas formativas. Se consideraron los intereses, las necesidades, los recursos y la articulación de aprendizajes, a partir de los actores que intervienen en el proceso educativo. Resultados: Las problemáticas y los desafíos se presentaron de manera transversal para estudiantes y docentes, y en todos los niveles organizacionales. Estas se relacionaron principalmente con brechas sociales, imposibilidad de realizar actividades presenciales y factores emocionales. La flexibilidad, la adaptación, el trabajo colaborativo y el manejo de la incertidumbre fueron habilidades primordiales en este proceso. Conclusiones: La virtualización en la educación ha sido una alternativa de emergencia que ha permitido enfrentar los desafíos de la pandemia de COVID-19. Reflexionar sobre la experiencia de manera crítica ha posibilitado identificar aquellas prácticas educativas efectivas e innovadoras, así como las oportunidades(AU)

Introduction: The COVID-19 pandemic has caused universities to undergo a transition from a face-to-face curriculum to emergency distance education. For the Nursing school of the University of Chile, the impossibility of attending health centers with students is added, due to the health crisis affecting the country; however, along with the challenges, opportunities emerge for innovation, creativity and collaboration. Objective: To present the experience concerning the implementation of a distance learning Nursing curriculum during the COVID-19 pandemic based on the Kern model. Methods: The implementation of an online education plan was analyzed following the Kern's model, which proposed a student-centered proposal, in order to elaborate a curricular framework oriented to solve the training demands. Interests, needs, resources and learning articulation were considered, with an initial focus on the actors involved in the educational process. Results: The problem situations and challenges appeared in a cross-sectional manner for students and teachers, as well as at all organizational levels. These are mainly related to social gaps, the impossibility of carrying out face-to-face activities, and emotional factors. Flexibility, adaptation, collaborative work and uncertainty management were paramount skills in this process. Conclusions: Virtualization in education has been an emergency alternative that has permitted to face the challenges of the COVID-19 pandemic. Reflecting on the experience in a critical manner has allowed to identify effective and innovative educational practices, as well as opportunities(AU)

Evaluation of distance and face-to-face anatomy education from the perspective of students during the COVID-19 pandemic period / Evaluación de la educación anatomía a distancia y presencial desde la perspectiva de los estudiantes durante el período de pandemia del COVID-19

SUMMARY: During the COVID-19 pandemic, a questionnaire was administered to the students who took anatomy courses through distance education in the Faculties of Medicine and Dentistry. Through the questionnaire, the aim was to figure out whether the infrastructure of Firat University was ready and adequate for distance education, how efficient the distance theoretical and practical anatomy classes were, and in what proportions the students would prefer to take face-to-face and distance anatomy classes when the pandemic is over. A questionnaire of 35 questions was applied to 555 students studying at the Medicine and Dentistry Faculties of Firat University. The students widely accepted the opinion that Firat University successfully implemented the distance education system, and distance education offered the opportunity to receive the lessons repeatedly regardless of time and place. In addition, it has been determined as a common opinion that anatomy classes given via distance education were equally beneficial as face-to-face education in terms of duration, content, and efficiency. Despite these advantages, the lack of face-to-face interaction and weak information permanence were reported as the negative aspects of distance education. The students emphasized that applied anatomy classes and especially cadaver studies should be conducted face to face. Anatomy education is quite substantial in the acquisition and development of professional skills. It is considered that distance anatomy education will be inadequate to provide this gain. The high demand for face-to-face practical classes by students also backs this up.

Durante la pandemia de COVID-19, se administró un cuestionario a los estudiantes que cursaban asignaturas de anatomía a distancia en las Facultades de Medicina y Odontología. A través del cuestionario, se pretendía conocer si la infraestructura de la Universidad de Firat estaba preparada y era adecuada para la educación a distancia, ¿qué tan eficientes eran las clases teóricas y prácticas de anatomía a distancia? y ¿en qué proporciones los estudiantes preferirían tomar clases presenciales? y clases de anatomía a distancia cuando termine la pandemia. Se aplicó un cuestionario de 35 preguntas a 555 estudiantes de las Facultades de Medicina y Odontología de la Universidad de Firat. Los estudiantes aceptaron ampliamente la opinión de que la Universidad de Firat implementó con éxito el sistema de educación a distancia, y la esta manera de enseñar ofreció la oportunidad de recibir lecciones repetidamente, independientemente de la hora y el lugar. Además, se ha determinado como opinión común que las clases de anatomía impartidas a distancia fueron igualmente beneficiosas que las presenciales en términos de duración, contenido y eficiencia. A pesar de estas ventajas, la falta de interacción cara a cara y la débil permanencia de la información fueron reportadas como los aspectos negativos de la educación a distancia. Los estudiantes enfatizaron que las clases de anatomía aplicada y en especial los estudios de cadáver deben ser presenciales. La educación en anatomía es bastante sustancial en la adquisición y desarrollo de habilidades profesionales. Se considera que la educación anatómica a distancia será inadecuada para proporcionar esta ganancia. La alta demanda de clases prácticas presenciales por parte de los estudiantes también lo avala.

Impacto de la covid-19 en estudiantes de preparatoria en comunidades rurales, México

(analítico) El proceso educativo se trasladó de las escuelas a los hogares mexicanos como consecuencia de la covid-19. El objetivo planteado fue analizar el impacto económico, familiar y académico de la covid-19 en discentes de comunidades rurales que asisten a la preparatoria. La metodología fue cuantitativa. La muestra fueron 222 estudiantes de la Universidad Autónoma de Sinaloa, en México, que respondieron un cuestionario en línea. Los datos se analizaron por estadística descriptiva y análisis de correlación. En los resultados se destacan tres impactos: económicos, por falta de ingresos para comprar tecnología; familiares, por la falta de apoyo de padres y madres; y académicos, porque hay poca capacitación en el uso de TIC. En conclusión, la covid-19 causó dificultades y puso de manifiesto una brecha digital, inequidad social y rezago educativo.

(analytical) The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning; family problems, specifically the lack of support provided by parents to help children with distance education; and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag.

(analítico) O processo educacional mudou as escolas para lares mexicanos como resultado da covid-19. O objetivo era analisar o impacto econômico, familiar e acadêmico do Covid-19 em algumas comunidades rurais que eles estudam ensino preparatório. A metodologia era quantitativa. A amostra era de 222 alunos da Universidade Autônoma de Sinaloa, no México, eles responderam a um questionário online. Os dados foram analisados por meio de estatística descritiva e análise de correlação. Os resultados mostram três problemas: econômicos devido à falta de renda para comprar tecnologia; parentes por falta de apoio dos pais e filhos, e Acadêmicos porque há pouco treinamento no uso das TIC. Em conclusão, da covid-19 causou dificuldades e revelou uma lacuna digital, desigualdade social e atraso educacional.

Suporte básico de vida para estudantes de escolas públicas e privadas durante a pandemia do SARS-CoV-2 / Basic life support for students of public and private schools during the SARS-CoV-2 Pandemic

Introdução: O ensino do suporte básico de vida (SBV) para leigos é fundamental na redução das taxas de mortalidade de vítimas de parada cardiorrespiratória (PCR), sendo crianças e adolescentes alvos importantes deste treinamento. Apesar de sua relevância, o SBV ainda não foi incorporado à educação escolar. Objetivo: Avaliar os conhecimentos prévios e a apreensão sobre o SBV após treinamento por meio do ensino a distância (EAD), categorizando a evolução imediata dos alunos. Material e Métodos: Trata-se de um estudo descritivo transversal realizado com 268 alunos entre o sétimo ano do ensino fundamental e o terceiro ano do ensino médio em escolas pertencentes à rede pública e privada. Foram organizados encontros online, onde os alunos responderam um questionário sobre SBV e, em seguida, foram ministradas três videoaulas sobre este tema. Por fim, responderam imediatamente a um questionário.Resultados: No geral, a média de acerto no pós-teste foi significativamente superior se comparado ao pré-teste, sendo, respectivamente, de 8,13 (IC95% 7,91 a 8,35) e 10,35 (IC95% 10,12 a 10,58), p <0,001. Em relação à evolução, a maioria dos estudantes obteve evolução positiva (50,7%); 28,4% evolução positiva com retrocesso; 13,4% nenhuma evolução ou resposta aleatória; e apenas 7,5% evolução negativa. Conclusão: Após o treinamento, a maioria dos estudantes apresentou aumento de seu conhecimento sobre SBV, o que pode ser evidenciado pelo aumento da mediana de acerto e sobretudo pela distribuição percentual das categorias de evolução.

Introduction: Teaching Basic Life Support (BLS) to laypeople is essential in reducing mortality rates of victims of Cardiopulmonary Resuscitation (CPR), with children and adolescents being important targets of this training. Despite its relevance, BLS has not yet been incorporated into school education. Objective: To analyze prior knowledge and apprehension about BLS after training through Distance Learning (EAD), categorizing students' immediate evolution.Material and Methods: This is a cross-sectional descriptive study carried out with 268 students between the seventh year of elementary school and the third year of high school in public and private schools. Online meetings were organized, where students answered a questionnaire about BLS and then three video classes were given on this topic. Finally, they immediately responded to a questionnaire. Results: Overall, the average number of correct answers in the post-test was significantly higher compared to the pre-test, being, respectively, 8.13 (95%CI 7.91 to 8.35) and 10.35 (95%CI 10.12 to 10.58), p <0.001. In relation to evolution, the majority of students achieved positive evolution (50.7%); 28.4% positive evolution with setback; 13.4% no evolution or random response; and only 7.5% negative evolution. Conclusion: After the training, the majority of students showed an increase in their knowledge about BLS, which can be evidenced by the increase in the median number of correct answers and above all by the percentage distribution of the evolution categories.

Endodontic teleconsulting by Telehealth in Minas Gerais state, Brazil / Teleconsultorias endodônticas do Telessaúde no estado de Minas Gerais, Brasil

Abstract Background The Telehealth Brazil Program aims to improve the quality of Primary Health Care. Objective This cross-sectional study evaluated the Telehealth Brazil Networks Program's dental teleconsulting in Minas Gerais state to elucidate the prevalent questions in endodontics. Method Secondary databases of offline dental teleconsulting from the Clinical Hospital and Medical School of the Universidade Federal de Minas Gerais from July 2015 to July 2017 were used. The variables analyzed were telehealth center, dental specialty and sub-area, and question type. The results were descriptively analyzed using the SPSS v.22.0 program. Results A total of 3,920 teleconsulting sessions were carried out. Endodontics was the field with the sixth-highest demand for questions (7.4%). The most prevalent endodontic questions were related to pulpal and periapical alterations (32.3%), being more related to diagnosis, followed by dental trauma (15.6%), endodontic emergencies (11.4%), and intracanal medication (7.3%), all of them with most questions related to clinical conduct. Conclusion The endodontic field questions were related to prevalent conditions in the daily activities of the primary health care professionals. It is crucial to continuously update the professionals through continuing education programs and the search for new knowledge to reinforce these competencies.

Resumo Introdução O Programa de Telessaúde tem o objetivo de aprimorar a qualidade da Atenção Primária em Saúde. Objetivo Este estudo transversal avaliou as teleconsultorias odontológicas do Programa Telessaúde Brasil Redes em Minas Gerais para elucidar as dúvidas prevalentes em endodontia. Método Bancos de dados das teleconsultorias offline de odontologia do Hospital das Clínicas e Faculdade de Medicina da Universidade Federal de Minas Gerais de Julho de 2015 a Julho de 2017 foram utilizados. As variáveis analisadas foram: núcleo de telessaúde, especialidade odontológica e subárea, e tipo de dúvida. Resultados Os resultados foram analisados descritivamente utilizando o programa SPSS v.22.0. Um total de 3920 teleconsultorias foi realizada. A Endodontia foi a área com a sexta maior demanda por dúvidas (7,4%). As dúvidas endodônticas mais prevalentes foram relacionadas às alterações pulpares e perirradiculares (32,3%), sendo mais relacionadas ao diagnóstico, seguidas por trauma dentário (15,6%), emergências endodônticas (11,4%) e medicação intracanal (7,3%), sendo a maioria das dúvidas relacionadas à conduta clínica. Conclusão As dúvidas na área endodôntica foram relacionadas a condições prevalentes nas atividades diárias dos profissionais da atenção primária a saúde. É crucial a atualização constante dos profissionais, por programas de educação continuada e pela busca por novos conhecimentos, reforçando essas competências.