Experiencia en la creación de una plataforma online para alojar modelos tridimensionales de piezas anatómicas reales para ser compartidas como recursos educativos abiertos (REA) / Experience in the creation of an online platform to host three-dimensional models of real anatomical pieces to be shared as open educational resources (OER)

Por mucho tiempo la enseñanza de la anatomía humana, aparte de disecciones y observaciones de muestras cadavéricas se ha basado en textos y posteriormente complementado con softwares de imágenes bidimensionales (2D) o modelos que imitaban estructuras anatómicas. Con el desarrollo de la tecnología en los últimos años, el modelaje digital tridimensional (3D) ha ido teniendo auge, a lo que la anatomía no ha quedado ajena. A través de la fotogrametría digital se puede lograr este objetivo, ya que es un método que consiste en capturar un gran número de imágenes desde los diferentes ángulos de un objeto, en un ambiente de luz controlado, para después ser ingresadas a un software especializado, que se encarga de agruparlas y generar la información necesaria para que el volumen y profundidades del objeto sean convertidos en una malla de polígonos, para posteriormente ser revestidas con una textura, obteniendo así, un modelo digital 3D. El problema de este método es el tiempo que conlleva tomar las imágenes de buena calidad. Por este motivo que a través de la Dirección de Investigación y Desarrollo de la Universidad Austral de Chile, se adquirió un escáner 3D, equipo que tiene la posibilidad de obtener gran cantidad de imágenes en diferentes ángulos en menor tiempo, y que gracias a su propio software permite crear los modelos digitales 3D. Se han digitalizado 76 muestras anatómicas de nuestro laboratorio de anatomía humana, las cuales fueron subidas a la plataforma web Sketchfab, red social que se especializa en compartir modelos digitales 3D. Posterior a esto se creó una página web abierta que permite organizar los modelos alojados en Sketchfab, según el segmento corporal al cual pertenecen. A esta página puede acceder cualquier persona, desde cualquier lugar que tenga internet, a través de un computador personal, celular inteligente o tablets, convirtiéndolo en un recurso educativo abierto (REA).

For a long time, the teaching of human anatomy, apart from dissections and observations of cadaveric samples, has been based on texts and later complemented with softwares with two-dimensional (2D) images or models that imitated anatomical structures. With the development of technology in recent years, three-dimensional (3D) digital modeling has been booming, to which anatomy has not been oblivious. Through digital photogrammetry this objective can be achieved, since it is a method that consists of capturing a large number of images from the different angles of an object, in a controlled light environment, and then to be entered into specialized software, which is responsible for grouping and generating the necessary information so that the volume and depths of the object are converted into a mesh of polygons, to be subsequently coated with a texture, thus obtaining a 3D digital model. The problem with this method is the time it takes to take good quality images. For this reason, through the Directorate of Research and Development of the Universidad Austral de Chile, a 3D scanner was acquired, a device that allows obtaining a large number of images at different angles in less time, and through its own software creates 3D digital models. We have digitized 76 anatomical samples from our human anatomy laboratory, which were uploaded to the web platform Sketchfab, a social network that specializes in sharing 3D digital models. After this an open web page was created that allows organizing the models hosted in Sketchfab, according to the body segment to which they belong. This page can be accessed by anyone, from any place that has internet, through a personal computer, smart cell phone or tablets, making it an open educational resource (OER).

Desenvolvimento de tecnologia educacional sobre febre maculosa para a educação em saúde / Development of educational technology on Macular Fever for health education

O atual projeto propôs elaborar e validar uma Tecnologia Educacional sobre Febre Maculosa, com o intuito de oferecer um método inovador de ensino para promover/facilitar a aprendizagem sobre Febre Maculosa. Trata-se de um estudo metodológico, que percorreu as seguintes etapas: análise e diagnóstico; planejamento instrucional, desenho didático, revisão e validação e produção da tecnologia. A análise e diagnóstico foi realizada a partir das experiências vivenciadas em atividades de extensão em educação e saúde para Febre Maculosa no Campus-USP de Ribeirão Preto (2014- 2015). No planejamento instrucional definiu-se que a Tecnologia Educacional sobre Febre Maculosa, seria apresentada em forma de Laboratório Interativo, com estações de aprendizagem. Para a produção do Laboratório contamos com a colaboração de uma equipe multidisciplinar que envolveu pesquisadores enfermeiros, eletricista, marceneiro, artista plástico, alfaiate e designer. O processo de revisão e validação foi dividido em dois momentos: validação de aparência e conteúdo e validação semântica. A validação de aparência e conteúdo foi realizado por 9 (nove) juízes, com experiência na área de biologia e educação; já a validação semântica foi realizada por 8 (oito) alunos do curso de enfermagem e pedagogia. Os resultados da validação de aparência e conteúdo mostraram um IVC superior a 0,8 para a grande maioria das variáveis. Na validação semântica, o Laboratório também teve boa aceitação e compreensão pelos participantes, assim se manteve a mesma organização e conteúdo. Considera-se que a trajetória percorrida para a elaboração do Laboratório Interativo sobre Febre Maculosa confere sustentação acadêmica e científica ao produto construído e ainda contribui para seu potencial pedagógico enquanto um recurso que pode favorecer a aprendizagem significativa, além de contribuir para a transformação das práticas de educação em saúde

The objective of this research was to elaborate and validate an Educational Technology about Rocky Mountain Spotted Fever (RMSF) in order to offer an innovative method of teaching to promote and facilitate learning about RMSF. This methodological study used diagnosis, instructional planning, didactic design, revision, validation, and production of the technology. The analysis and diagnosis were carried out based on an extension activity in education and health related to RMSF at the Campus-USP, Ribeirão Preto (2014-2015). In the instructional planning, we defined that the Educational Technology would be presented in the form of an Interactive Laboratory, with learning stations. The Laboratory production counted with a multidisciplinary team collaboration involving researchers, nurses, electrician, carpenter, plastic artist, tailor and designer. The revision and validation process was divided in appearance and content validation and semantic validation. The appearance and content validation was carried out by 9 (nine) judges, with experience in biology and education areas. The semantic validation was performed by 8 (eight) undergraduates from nursing and pedagogy courses. The results of the appearance and content validation showed a CVI greater than 0.8 to the majority of the variables. In the semantic validation, the Laboratory presented a good acceptance and understanding by the participants, thus maintaining the same organization and content. We considered that the trajectory used for the elaboration of the Interactive Laboratory on RMSF confers academic and scientific support to the constructed product and contributes with its pedagogical potential as a resource that can provide significant learning; furthermore, it contributes with health practices transformation

Reflection on the implementation of continuing medical education by using both domestic and foreign medical imaging websites / 中华医学教育探索杂志

With the development of computer network technology,network teaching has become an important mode of continuing medical education.There are many kinds of medical imaging websites from both domestic and foreign.In general,they can be divided into three main categories,in terms of society official websites,academic journal websites,and educational resource websites.On the basis of the introduction of the representative domestic and international medical imaging websites,this paper analyzes the advantages and disadvantages of them,and emphasizes some measures to improve the application value of them in continuing medical education,including to establish an authoritative academic website to achieve continuing medical education credits,to strengthen the resources and function of various medical image sites,and to promote intelligent and personalized self-learning,etc.We hope the combination of medical imaging websites with continuing medical education will be much closer,so as to provide a good platform for imaging personnel to improve their professional level and scientific research ability.

Application of WeChat's official accounts of medical imaging in continuing medical education / 中华医学教育探索杂志

This paper introduced the current situation of WeChat's official accounts of medical imaging.According to the operation agents,they can be divided into different categories,including professional societies,hospitals and departments,medical companies,academic journals,medical imaging websites and personal accounts.This paper also analyzed the advantages and disadvantages of WeChat's official accounts of medical imaging.Some measures were proposed to improve their application value in continue medical education (CME),such as establishing a platform of WeChat's official account with high approval and authority to award CME credit,integrating various kinds of network resources,strengthening the abundance,systematicness,chronergy and practicality of the resources,setting up and improving the evaluation mechanism of CME credit award,so as to provide a CME platform for the staff of medical imaging.

Construction of excellent course based on practice of preventive dentistry / 中华医学教育探索杂志

Construction of excellent course provides students with modern educational resources.Construction was focused on one main line,two dimensions,three aspects and with building frame,filling columns,putting into use,collecting feedback as well as modification and updating.Analysis was further made to avoid the common problems and phenomena such as displayed pages,limitation of share resources,low utilization of teaching resources and emphasis on construction,ignoring application and neglecting management.Some measures such as increasing the guidance of excellent courses and their promotion efforts,the establishment of an exchange platform and listening to feedback etc.are proposed.

Desempenho motor de aluno com paralisia cerebral discinética frente à adaptação das propriedades físicas de recurso pedagógico / Motor performance of students with dyskinetic cerebral palsy and the adaptation of physical properties of educacional resources

O objetivo deste estudo foi o de analisar as propriedades físicas modificadas de um recurso pedagógico para facilitação do manuseio de uma criança com paralisia cerebral do tipo discinética. O participante do estudo foi uma criança com paralisia cerebral do tipo discinética com idade de seis anos e matriculada na rede regular de ensino da educação infantil. O recurso pedagógico escolhido foi um jogo de encaixe, em que as propriedades físicas de peso, tamanho e textura foram modificadas. A análise foi feita em relação à qualidade do movimento do membro superior para as variáveis: índice de retidão, deslocamento escalar (s), velocidade média (Vm) e tempo (t). Os resultados evidenciaram que a combinação entre tamanho grande e peso pesado não se mostrou satisfatória, desde a ação de preensão do recurso pedagógico, até o ato de encaixe. Também houve inconsistência nas respostas obtidas nas ações de crianças com paralisia cerebral. Há uma variação nos resultados, sem que ocorra um padrão a ser estabelecido. Desta forma, o presente estudo contribuiu para a compreensão das respostas motoras de uma criança com paralisia cerebral do tipo discinética quando submetida à atividade de encaixe com recursos pedagógicos em que as propriedades físicas foram modificadas.

The main purpose of this study was to analyze the modified physical properties of an educational resource for facilitating the handling of a child with dyskinetic cerebral palsy. The participant of the study was a six year old child with dyskinetic cerebral palsy enrolled in a regular early childhood education classroom. The educational resource that was selected was a brick game, in which the physical properties of weight, size and texture had been modified. The analysis was made regarding the quality of upper limb movement to the variables: righting index, scalar displacement (s), average speed (As) and time (t). The results showed that combined large size and heavy weight did not have a satisfactory outcome, affecting both grasping the educational resource and fitting. There was also inconsistency in children with cerebral palsy's responses. There is variation in the results, though a standard cannot be established. Thus, this study contributed to understanding the motor responses of a child with dyskinetic cerebral palsy when participating in a fitting activity with educational resources in which the physical properties had been modified.

Trial of a joint class for role–playing of informed consent with first–year students as patients and fifth–year students as physicians / 医学教育

1)The purpose of this study was to evaluate a role–playing class for informed consent with fifth–year students playing the role of physicians and first–year students playing the role of patients.<br>2)The first–year students were competent as simulated patients for the informed consent role–playing and were a worthy educational human resource.<br>3)This role–playing was effective for helping both first–year and fifth–year students understand informed consent and the mentality of patients and to motivate students to study informed consent. This joint class also allowed fifth–year students to review their progress over time and gave first–year students a chance to meet role models.