Da oralidade a autoestima cidadã: a temática da humanização no ensino da odontologia / From orality to citizen self-esteem: The theme of humanization in dentistry teaching

Este trabalho teve como o objetivo comparar dois Projetos Políticos Pedagógicos, descrever e analisar o desenvolvimento da visão humanística no curso de graduação em Odontologia da Universidade Federal Fluminense, a partir da ótica dos acadêmicos do referido curso. Realizou-se uma pesquisa descritivo-exploratória com enfoque quanti-qualitativo. A coleta de dados deu-se em 03 etapas, as duas primeiras por meio de categorização dos fatores selecionados pelos alunos e a terceira pelo método denominado grupo focal. As estratégias de análises utilizadas foram a categorização, operações estatísticas simples, análise temática e análise crítica com a literatura revisada. Entre os resultados da pesquisa têm-se: não existe diferença entre a visão humanística dos alunos no período inicial quando comparada com as dos alunos no final do período do ciclo profissional no Projeto Pedagógico Antigo, no Projeto Pedagógico Novo, em curso, os alunos demonstram em sua maioria estar voltados para uma visão mais humanística. Conclui-se que a humanização, do processo ensino-aprendizagem no contexto acadêmico pesquisado, apresenta ainda deficiências, constituindo-se, portanto, em um caminho a perseguir, onde o comprometimento de todos os envolvidos neste processo de transformação e formação tem um papel fundamental.

The aim of this paper was to compare two Pedagogical Political Projects, to describe and analyze the development of humanistic vision in the undergraduate course in Dentistry of the Federal University of Fluminense, from the perspective of the academics of this course. A descriptive-exploratory research with quantitative-qualitative approach was carried out. The data collection took place in 03 stages; the first two by categorizing the factors selected by the students and the third by the method called the focal group. The analysis strategies used were categorization, simple statistical operations, thematic analysis and critical analysis with the reviewed literature. The results of the research are: there is no difference between the humanistic view of the students in the initial period when compared to the students at the end of the professional cycle in the Pedagogical Project. In the New Pedagogical Project, in progress, students demonstrate, in majority, aimed at a more humanistic view. It is concluded that the humanization of the teaching-learning process in the researched academic context still presents deficiencies, constituting, therefore, a path to be pursued, where the commitment of all those involved in this process of transformation and formation plays a fundamental role.

Percepção de aprendizagem on-line na disciplina de biomateriais / Perception of online learning in the biomaterials course

Com as universidades fechadas e a implementação do Ensino Remoto Emergencial, as atividades curriculares ocorreram através de plataformas digitais. O objetivo do presente trabalho foi avaliar a percepção de aprendizagem on-line na disciplina de Biomateriais da Faculdade de Odontologia da Universidade Federal Fluminense no período da pandemia. O questionário COLLES (Constructivist OnLine Learning Environment Survey) foi enviado individualmente por e-mail aos cinquenta alunos, apresentando 24 declarações divididas em seis quesitos: relevância, reflexão crítica, interatividade, apoio dos tutores, apoio entre os colegas e compreensão; e para cada declaração cinco opções de resposta: quase sempre, frequentemente, algumas vezes, raramente e quase nunca. Quarenta e um alunos responderam. A soma das médias obtidas em quase sempre e frequentemente foi de 87,2% para relevância, 70% para reflexão crítica, 33,9% para interatividade, 47,6% para apoio dos tutores, 44,2% para apoio dos colegas e 89,5% para compreensão. Concluiu-se que a relevância, a reflexão crítica e a compreensão apresentaram melhores resultados, enquanto a interatividade, o apoio entre os colegas e o apoio dos tutores demonstraram necessidade de aprimoramento. E apesar das limitações do ERE, a avaliação positiva dos alunos evidenciou esta modalidade de educação on-line como uma solução plausível.

With universities closed and the implementation of Emergency Remote Teaching, curricular activities took place through digital platforms. The objective of this study was to assess the perception of online learning in the Biomaterials course at the Dental School of the Federal Fluminense University during the pandemic. The COLLES questionnaire (Constructivist OnLine Learning Environment Survey) was individually sent via email to fifty students, presenting 24 statements divided into six aspects: relevance, critical reflection, interactivity, tutor support, peer support, and comprehension. For each statement, there were five response options: almost always, often, sometimes, rarely, and almost never. Forty-one students responded. The sum of the averages obtained for almost always and often was 87.2% for relevance, 70% for critical reflection, 33.9% for interactivity, 47.6% for tutor support, 44.2% for peer support, and 89.5% for comprehension. It was concluded that relevance, critical reflection, and comprehension showed better results, while interactivity, peer support, and tutor support demonstrated a need for improvement. Despite the limitations of Emergency Remote Teaching, the positive evaluation from the students highlighted this mode of online education as a plausible solution.

Turner syndrome and neuropsychological abnormalities: a review and case series / Síndrome de Turner e alterações neuropsicológicas: uma revisão e série de casos

ABSTRACT Objective: The objective of this study was to establish the genotype-phenotype correlation between karyotype results and the neurological and psychiatric alterations presented in patients with Turner syndrome (TS). Methods: A retrospective study was conducted on the medical records of 10/140 patients with TS and neurophysiological abnormalities seen at a university hospital in southern Brazil. In addition, a literature review spanning the period from January 1, 2012 to January 1, 2023 was carried out using the PubMed and Virtual Health Library databases. Results: Our study showed a potential correlation between neurological and psychiatric alterations in patients with TS. These findings are in accordance with those described in literature such as a high prevalence of learning or intellectual disabilities. However, our sample found more seizure episodes than those reported in other studies. Conclusions: The correlation established could be due to X chromosome dose-effect, as the review suggests that sex chromosome number and hormonal development can be associated with verbal, social, and cognitive skills or impairments.

RESUMO Objetivo: O objetivo deste estudo foi realizar a correlação genótipo-fenótipo entre os resultados de cariótipos e as alterações neurológicas e psiquiátricas apresentadas em pacientes com síndrome de Turner (ST). Métodos: Um estudo retrospectivo foi conduzido nos registros médicos de 10/140 pacientes com ST e deficiências neuropsicológicas atendidos pelo Serviço de Genética Clínica de um hospital do sul do Brasil. Ademais, uma revisão foi realizada pelas plataformas científicas PubMed e Biblioteca Virtual em Saúde (BVS) de artigos publicados entre 1o de janeiro de 2012 e 1o de janeiro de 2023. Foram selecionados 14 artigos em uma análise em duas etapas. Resultados: Nossa pesquisa mostrou potencial correlação entre alterações neurológicas e psiquiátricas em pacientes com ST. Esses achados corroboram os descritos por outros autores — como a elevada prevalência de dificuldades de aprendizagem ou intelectuais. Entretanto, nossa amostra encontrou mais episódios convulsivos do que os descritos em outros estudos. Conclusões: A correlação estabelecida pode ser devida ao efeito dose-dependente do cromossomo X, visto que nossa revisão sugere que o número de cromossomos sexuais ou o desenvolvimento hormonal está associado a habilidades ou deficiências verbais, sociais e cognitivas.

Use of geometry and featural cues in landmark configurations to reorient DCD children to the VR space: A route-learning study / Uso de señales geométricas y caracterológicas en configuraciones de puntos de referencia para reorientar a los niños con TDC hacia el espacio de realidad virtual: Un estudio de aprendizaje de rutas

Abstract Background: Working memory-based spatial cognition has attracted the attention of the scientific community in navigation and reorientation projects. The dominant approach considers that spontaneous spatial navigation behavior is based merely on environmental geometry (built and natural environmental objects). In this domain, DCD (Developmental Coordination Disorder) motor skill orientation problems have been frequently associated with poor visuospatial cognition, while immersive VR environments encourage more repetition, allowing for faster motor skill development and recovery. Objective: This pilot study tested the functionality of an immersive VR environment with environmental geometry (rectangular arena rich in symmetry) and featural landmark cues (striped wall, flora) as a route-learning tool for children with motor skill disorders. Methods: Forty DCD children aged 5 to 8 years (20 boys and 20 girls); five (5) 3D reality modeling setups with orthogonality, symmetry, and striped walls as design parameters; and trial walk-through coordination exercises using a predefined visual pathway with different motor control conditions (daylight, darkness). Participants' path completion rate, path completion time, and walk-through satisfaction were recorded as route-learning performance variables and analyzed statistically. Results/findings: DCD children's spatial orientation was statistically shown to be more stable and robust (in path completion rates, termination time, and walk-through level of satisfaction) in a virtual 3D environment rich in orthogonality, symmetry, and featural cues as landmarks. In this compound environmental geometry setup, training functionality and immersive learning performance enjoyed an 8.16% better path completion rate, a 12.37% reduction in path completion time, and 32.10% more walk-through satisfaction than reality modeling setups poor in geometry and landmarks. The effectiveness and robustness were validated statistically. Conclusion: Children with motor skill difficulties train and learn better in virtual 3D environments that are rich in orthogonality, symmetry, and featural landmark cues.

Resumen Antecedentes: La cognición espacial basada en la memoria de trabajo ha atraído la atención de la comunidad científica en proyectos de navegación y reorientación. El enfoque dominante considera que el comportamiento espontáneo de navegación espacial se basa meramente en la geometría ambiental (objetos ambientales construidos y naturales). En este ámbito, los problemas de orientación de las habilidades motoras del TDC (Trastorno del Desarrollo de la Coordinación) se han asociado con frecuencia a una cognición visoespacial deficiente, mientras que los entornos de RV (Realidad Virtual) inmersivos fomentan una mayor repetición, lo que permite un desarrollo y una recuperación más rápidos de las habilidades motoras. Objetivo: Este estudio piloto probó la funcionalidad de un entorno de RV inmersiva con geometría ambiental (arena rectangular rica en simetría) y señales de puntos de referencia característicos (pared rayada, flora) como herramienta de aprendizaje de rutas para niños con trastornos de la habilidad motora. Métodos: Cuarenta niños con TDC de entre 5 y 8 años (20 niños y 20 niñas); cinco (5) configuraciones de modelado de realidad 3D con ortogonalidad, simetría y paredes rayadas como parámetros de diseño; y ejercicios de coordinación de recorrido de prueba utilizando una ruta visual predefinida con diferentes condiciones de control motor (luz diurna, oscuridad). Se registraron la tasa de finalización del recorrido, el tiempo de finalización del recorrido y el grado de satisfacción de los participantes como variables de rendimiento del aprendizaje de recorridos y se analizaron estadísticamente. Resultados: Se demostró estadísticamente que la orientación espacial de los niños con TDC era más estable y robusta (en tasas de finalización del camino, tiempo de finalización y nivel de satisfacción del recorrido) en un entorno 3D virtual rico en ortogonalidad, simetría y señales de características como puntos de referencia. En esta configuración de geometría ambiental compuesta, la funcionalidad del entrenamiento y el rendimiento del aprendizaje inmersivo disfrutaron de un 8,16% más de tasa de finalización de ruta, una reducción del 12,37% en el tiempo de finalización de ruta y un 32,10% más de satisfacción de recorrido que las configuraciones de modelado de realidad pobres en geometría y puntos de referencia. La eficacia y la solidez se validaron estadísticamente. Conclusiones: Los niños con dificultades motrices entrenan y aprenden mejor en entornos virtuales 3D ricos en ortogonalidad, simetría y puntos de referencia característicos.

Rol del fisioterapeuta y del fonoaudiólogo en la educación inicial y preescolar de niños en Colombia / Role of the physiotherapist and speech therapist in the initial and preschool education of children in Colombia

Resumen Introducción: los fisioterapeutas y fonoaudiólogos como profesionales de la salud generan impacto en el rol educativo realizando acciones dentro de sus competencias de detección temprana y oportuna de las alteraciones que se presentan frecuentemente en educación inicial y preescolar a nivel de los procesos motores y comunicativos. Objetivo: realizar una reflexión sobre el rol del fisioterapeuta y el fonoaudiólogo en la educación inicial y preescolar de niños en Colombia. Reflexión: es necesaria la inclusión de los fisioterapeutas y los fonoaudiólogos en el sector educativo, formando grupos interdisciplinares en conjunto con los docentes, familias, e instituciones educativas con el fin de impactar positivamente en el bienestar comunicativo y desarrollo motor de la población que se encuentra en educación inicial y preescolar. Conclusión: se resalta la importancia de incluir a los fisioterapeutas y fonoaudiólogos en el equipo interdisciplinar en el sector educativo, con el fin de abordar de manera temprana las dificultades que puedan generarse a nivel comunicativo y en el desarrollo motor.

Abstract Introduction: Health professionals such as physiotherapists and speech therapists, within their competences, generate an impact on the educational role by carrying out early and opportune detection actions of the alterations that frequently occur in initial and preschool education at the level of motor and communication processes. Objective: To make a reflection on the role of the physiotherapist and speech therapist in the initial and preschool education of children in Colombia. Reflection: It is important to highlight and recognize the importance of including physiotherapists and speech therapists in the education sector in such a way that it can impact the population that is in initial and preschool education, forming interdisciplinary groups together with teachers, families, and schools, to impact the communicative well-being and motor development. Conclusion: When making the reflection, the importance of including physiotherapists and speech therapists in the interdisciplinary team of the educational sector is highlighted, to approach the difficulties that may be generated at the communicative level and in motor development in an early stage.

Fortaleciendo la experticia adaptativa en la educación quirúrgica: un enfoque integral y estratégico / Strengthening adaptive expertise in surgical education: A comprehensive and strategic approach

Introducción. La formación integral de los residentes excede el conocimiento teórico y la técnica operatoria. Frente a la complejidad de la cirugía moderna, su incertidumbre y dinamismo, es necesario redefinir la comprensión de la educación quirúrgica y promover capacidades adaptativas en los futuros cirujanos para manejar efectivamente el entorno. Estos aspectos se refieren a la experticia adaptativa. Métodos. La presente revisión narrativa propone una definición de la educación quirúrgica con énfasis en la experticia adaptativa, y un enfoque para su adopción en la práctica. Resultados. Con base en la literatura disponible, la educación quirúrgica representa un proceso dinámico que se sitúa en la intersección de la complejidad de la cultura quirúrgica, del aprendizaje en el sitio de trabajo y de la calidad en el cuidado de la salud, dirigido a la formación de capacidades cognitivas, manuales y adaptativas en el futuro cirujano, que le permitan proveer cuidado de alto valor en un sistema de trabajo colectivo, mientras se fortalece su identidad profesional. La experticia adaptativa del residente es una capacidad fundamental para maximizar su desempeño frente a estas características de la educación quirúrgica. En la literatura disponible se encuentran seis estrategias para fortalecer esta capacidad. Conclusión. La experticia adaptativa es una capacidad esperada y necesaria en el médico residente de cirugía, para hacer frente a la complejidad de la educación quirúrgica. Existen estrategias prácticas que pueden ayudar a fortalecerla, las cuales deben ser evaluadas en nuevos estudios.

Introduction. The comprehensive training of residents exceeds theoretical knowledge and operative technique. Faced with the complexity of modern surgery, its uncertainty and dynamism, it is necessary to redefine the understanding of surgical education and promote adaptive capabilities in future surgeons for the effective management of the environment. These aspects refer to adaptive expertise. Methods. The present narrative review proposes a definition of surgical education with an emphasis on adaptive expertise, and an approach for its adoption in practice. Results. Based on the available literature, surgical education represents a dynamic process that is situated at the intersection of the complexity of surgical culture, learning in the workplace, and quality in health care, aimed at training of cognitive, manual, and adaptive capacities in the future surgeon, which allow them to provide high-value care in a collective work system, while strengthening their professional identity. Resident's adaptive expertise is a fundamental capacity to maximize his or her performance in the face of these characteristics of surgical education. In the available literature there are six strategies to strengthen this capacity. Conclusion. Adaptive expertise is an expected and necessary capacity in the surgical resident to deal with the complexity of surgical education. There are practical strategies that can help strengthen it, which must be evaluated in new studies.

Las redes académicas y la interdisciplinariedad en el proceso pedagógico de posgrado

Introducción: Las redes académicas adquieren elevada significación para la gestión colaborativa de la interdisciplinariedad en la educación de posgrado, de ahí que se suscite el análisis, para su optimización, en el proceso pedagógico de posgrado. El objetivo del presente estudio consistió en revelar criterios teórico-metodológicos para el empleo de las redes académicas en función de la interdisciplinariedad en la educación de posgrado. Métodos: Investigación cualitativa, comprendida entre noviembre de 2022 a septiembre de 2023. Incluyó el empleo de métodos teóricos como el análisis y síntesis, el histórico y lógico, la sistematización y la modelación. Entre los métodos empíricos se aplicó la revisión de documentos y la consulta a especialistas. También se empleó el análisis porcentual para procesar datos. Resultados: Se revelan criterios teórico-metodológicos que fundamentan el empleo de redes académicas en el posgrado, al considerar elementos asociados a la interdisciplinariedad, el trabajo colaborativo, las relaciones interprofesionales e intersectoriales y las alianzas interinstitucionales, a partir de las exigencias de ese nivel educacional. Este resultado es ampliamente generalizable al diseño y gestión de programas de posgrado en sus dos vertientes: superación profesional y formación académica. Discusión: Investigaciones precedentes evidencian un consenso sobre las potencialidades de las redes académicas para el desarrollo del aprendizaje colaborativo, la gestión de proyectos y la práctica interdisciplinaria. Los resultados de este estudio optimizan su empleo en el proceso pedagógico de posgrado. Los criterios teórico-metodológicos revelados en el presente trabajo, tienen un enfoque holístico con elevada pertinencia, según criterios valorativos de los especialistas que participaron en el estudio.

Introduction: Academic networks acquire high significance for the collaborative management of interdisciplinarity in postgraduate education, hence the analysis arises, for its optimization, in the postgraduate pedagogical process. The objective of this study was to reveal theoretical-methodological criteria for the use of academic networks based on interdisciplinarity in postgraduate education. Methods: Qualitative research, between november 2022 and september 2023. It included the use of theoretical methods such as analysis and synthesis, historical and logical, systematization and modeling. Among the empirical methods, document review and consultation with specialists were applied. Percentage analysis was also used to process data. Results: Theoretical-methodological criteria are revealed that support the use of academic networks in postgraduate studies, when considering elements associated with interdisciplinarity, collaborative work, interprofessional and intersectoral relationships and inter-institutional alliances, based on the demands of that educational level. This result is widely generalizable to the design and management of postgraduate programs in its two aspects: professional development and academic training. Discussion: Previous research shows a consensus on the potential of academic networks for the development of collaborative learning, project management and interdisciplinary practice. The results of this study optimize its use in the postgraduate pedagogical process. The theoretical-methodological criteria revealed in this work have a holistic approach with high relevance, according to the evaluation criteria of the specialists who participated in the study.

Actividades recreativas inclusivas en la clase de Educación Física, para estudiantes con trastorno de lateralidad

En la Educación Física la lateralidad motriz se debe desarrollar a temprana edad. El objetivo de esta investigación fue analizar de manera integral la lateralidad de estudiantes de décimo año en la clase de Educación Física, a partir de sus necesidades y percepciones, para el diseño de actividades recreativas inclusivas que aborden trastornos de lateralidad. El estudio fue de tipo explicativo y corte transversal con un enfoque mixto y se desarrolló en ocho instituciones educativas particulares de la ciudad de Quito. Se seleccionaron 14 docentes para la entrevista y se evaluaron, con el test validado de Harris, a 688 estudiantes de décimo año, se identificó a 40 de ellos con trastorno de lateralidad, y se les aplicó una encuesta, con lo que se pudo diseñar una propuesta de intervención de actividades recreativas inclusivas que aborden este trastorno. Los datos se analizaron en Excel, luego de haber aplicado una escala de Likert en la encuesta, para comprender las experiencias, percepciones y adaptaciones en profundidad. Esta investigación arroja luz sobre la importancia de considerar la lateralidad en el diseño de actividades recreativas inclusivas, además se evidenció que la adaptación curricular y la personalización son claves para atender las necesidades específicas de estos estudiantes.

Na Educação Física a lateralidade motora deve ser desenvolvida desde cedo. O objetivo desta pesquisa foi analisar de forma abrangente a lateralidade dos alunos do décimo ano das aulas de Educação Física, a partir de suas necessidades e percepções, para o desenho de atividades lúdicas inclusivas que abordem os transtornos de lateralidade. O estudo foi explicativo e transversal com abordagem mista e foi desenvolvido em oito instituições de ensino privadas da cidade de Quito. Foram selecionados 14 professores para a entrevista e 688 alunos do décimo ano foram avaliados com o teste de Harris validado, 40 deles foram identificados com transtorno de lateralidade, e foi aplicado um questionário a eles, para que fosse apresentada uma proposta de intervenção para atividades lúdicas inclusivas que abordassem esse assunto; transtorno. Os dados foram analisados ​​em Excel, após aplicação de escala Likert na pesquisa, para compreender em profundidade as experiências, percepções e adaptações. Esta pesquisa esclarece a importância de considerar a lateralidade na concepção de atividades recreativas inclusivas. Também mostrou que a adaptação curricular e a personalização são fundamentais para atender às necessidades específicas desses alunos.

In Physical Education, motor laterality must be developed at an early age. The objective of this research was to comprehensively analyze the laterality of tenth-year students in Physical Education class, based on their needs and perceptions, for the design of inclusive recreational activities that address laterality disorders. The study was explanatory and cross-sectional with a mixed approach and was developed in eight private educational institutions in the city of Quito. 14 teachers were selected for the interview and 688 tenth-grade students were evaluated with the validated Harris test; 40 of them were identified with laterality disorder, and a survey was applied to them, so that an intervention proposal for inclusive recreational activities that address this disorder. The data was analyzed in Excel, after having applied a Likert scale in the survey, to understand the experiences, perceptions and adaptations in depth. This research sheds light on the importance of considering laterality in the design of inclusive recreational activities. It also showed that curricular adaptation and personalization are key to addressing the specific needs of these students.

Perspectivas de estudantes e egressos sobre a aprendizagem baseada em problemas na formação de enfermeiros / Students' and graduates' perceptions on problem-based learning in nursing undergraduate education

Resumo Objetivou-se analisar a percepção de estudantes e egressos sobre a utilização da Aprendizagem Baseada em Problemas (ABP) na formação do enfermeiro. Trata-se de um estudo qualitativo que utiliza a modalidade compreensiva e interpretativa proposta pela Hermenêutica-Dialética. Realizaram-se quatro grupos focais com a participação de 17 estudantes e 16 egressos de uma instituição de ensino superior que aplica a ABP na formação de enfermeiros. A análise dos resultados permitiu a definição de cinco categorias temáticas: dificuldade de adaptação em relação ao método; conquista de autonomia sobre o próprio aprendizado; incentivo ao desenvolvimento do raciocínio clínico; aprimoramento da comunicação e das relações interpessoais e integração entre teoria e prática. Evidencia-se que a utilização da ABP favorece a aproximação com as proposições das diretrizes curriculares para a formação do enfermeiro por meio do desenvolvimento de habilidades e competências como autonomia, comunicação, relações interpessoais e raciocínio clínico mediante práticas integrais e contextualizadas. Entretanto, os estudantes enfrentam dificuldades com as mudanças observadas ao serem inseridos nela ABP, as quais são superadas no decorrer do processo de implementação.

Abstract This study aimed to analyze students' and graduates' perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one's own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process.

Conocimiento de la Comprensión de los Estudiantes sobre la Anatomía Macroscópica Humana / Knowledge of Students' Understanding of Human Gross Anatomy

El propósito de esta investigación fue comprender las dificultades y necesidades para el aprendizaje de las ideas principales de la Anatomía Macroscópica Humana AMH. Se investigó un grupo de 90 estudiantes de segundo semestre del programa académico de Medicina y Cirugía de una Universidad pública, quienes se encontraban cursando la asignatura de Anatomía Macroscópica Humana I, para ello se tuvo en cuenta el modelo del conocimiento pedagógico del contenido PCK que incluye el conocimiento de los estudiantes, de su comprensión de la AMH, se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, llevando a cabo los registros de la observación en diario de campo y se obtuvo material audiovisual. Posteriormente se elaboró un índice analítico, se transcribió la información, todos los documentos fueron analizados por medio del software para análisis ATLAS.ti. Se encontraron aspectos de la enseñanza que dificultan el aprendizaje, como son la metodología de enseñanza, la gran cantidad de contenido abordado en la asignatura, la dificultad en la comprensión de las descripciones y complejidad de la ubicación espacial de las piezas anatómicas, la dificultad para encontrar una metodología de estudio apropiada y la falta de concentración durante las clases. El comprender la complejidad del proceso de aprendizaje puede favorecer la planeación y desarrollo de la enseñanza y la evaluación.

SUMMARY: The purpose of this research was to understand the difficulties and needs for learning the main ideas of Human Macroscopic Anatomy AMH. A group of 90 students from the second semester of the academic program of Medicine and Surgery of a public University were investigated, who were studying the subject of Human Macroscopic Anatomy I, for this the model of pedagogical knowledge of the PCK content that includes the knowledge of the students, their understanding of the AMH, a participant observation of the theoretical and practical classes was carried out for 16 weeks, keeping records of the observation in a field diary, and audiovisual material was obtained. Subsequently, an analytical index was prepared, the information was transcribed, all documents were analyzed using the ATLAS.ti analysis software. Aspects of teaching that hinder learning were found, such as the teaching methodology, the great amount of content addressed in the subject, the difficulty in understanding the descriptions and complexity of the spatial location of the anatomical pieces, the difficulty in finding an appropriate study methodology and the lack of concentration during classes. Understanding the complexity of the learning process can favor the planning and development of teaching and assessment.

Machine Learning Algorithms for Sex Classification by Using Variables of Orbital Structures: A Computed Tomography Study / Algoritmos de Aprendizaje Automático para la Clasificación del Sexo Mediante el Uso de Variables de Estructuras Orbitales: Un Estudio de Tomografía Computarizada

SUMMARY: Since machine learning algorithms give more reliable results, they have been used in the field of health in recent years. The orbital variables give very successful results in classifying sex correctly. This research has focused on sex determination using certain variables obtained from the orbital images of the computerized tomography (CT) by using machine learning algorithms (ML). In this study 12 variables determined on 600 orbital images of 300 individuals (150 men and 150 women) were tested with different ML. Decision tree (DT), K-Nearest Neighbour (KNN), Logistic Regression (LR), Random Forest (RF), Linear Discriminant Analysis (LDA), and Naive Bayes (NB) algorithms of ML were used for unsupervised learning. Statistical analyses of the variables were conducted with Minitab® 21.2 (64-bit) program. ACC rate of NB, DT, KNN, and LR algorithms was found as % 83 while the ACC rate of LDA and RFC algorithms was determined as % 85. According to Shap analysis, the variable with the highest degree of effect was found as BOW. The study has determined the sex with high accuracy at the ratios of 0.83 and 0.85 through using the variables of the orbital CT images, and the related morphometric data of the population under question was acquired, emphasizing the racial variation.

Dado que los algoritmos de aprendizaje automático dan resultados más fiables, en los últimos años han sido utilizados en el campo de la salud. Las variables orbitales dan resultados muy exitosos a la hora de clasificar correctamente el sexo. Esta investigación se ha centrado en la determinación del sexo utilizando determinadas variables obtenidas a partir de las imágenes orbitales de la tomografía computarizada (TC) mediante el uso de algoritmos de aprendizaje automático (AA). En este estudio se probaron 12 variables determinadas en 600 imágenes orbitales de 300 individuos (150 hombres y 150 mujeres) con diferentes AA. Se utilizaron algoritmos de AA de árbol de decisión (DT), K-Nearest Neighbour, regresión logística (RL), Random Forest (RF), análisis discriminante lineal (ADL) y Naive Bayes (NB) para el aprendizaje no supervisado. Los análisis estadísticos de las variables se realizaron con el programa Minitab® 21.2 (64 bits). La tasa de ACC de los algoritmos NB, DT, KNN y RL se encontró en % 83, mientras que la tasa de ACC de los algoritmos ADL y RFC se determinó en % 85. Según el análisis de Sharp, la variable con el mayor grado de efecto se encontró como BOW. El estudio determinó el sexo con alta precisión en las proporciones de 0,83 y 0,85 mediante el uso de las variables de las imágenes de TC orbitales, y se adquirieron los datos morfométricos relacionados de la población en cuestión, enfatizando la variación racial.

Impact of an E-Learning Histology Course on the Satisfaction and Performance of Medical, Nursing and Midwifery Students / Impacto de un Curso E-Learning de Histología en la Satisfacción y Desempeño de Estudiantes de Medicina, Enfermería y Obstetricia

SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.

La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.

O uso de sistemas de inteligência artificial para a personalização da experiência do paciente: a percepção de gestores de tecnologia e inovação de hospitais associados à ANAHP / The use of artificial intelligence systems for patient experience personalization: the perception of technology and innovation managers at hospitals associated with ANAHP

Objetivo: O presente trabalho explora a percepção de gestores das áreas de Tecnologia e Inovação de hospitais privados brasileiros acerca do uso da inteligência artificial (IA) na saúde, com foco específico na personalização da experiência do paciente nesses hospitais. Métodos: Este trabalho se caracteriza como uma pesquisa descritiva transversal quantitativa. Foi desenvolvido um questionário com 14 questões que foi distribuído a uma amostra de gestores de tecnologia e inovação em hospitais, com o apoio da Associação Nacional de Hospitais Privados (ANAHP). O questionário foi disponibilizado em versão online à base de 122 hospitais associados à ANAHP. Resultados: Foram obtidas 30 respostas completas (aproximadamente 25% da base total), conquistando percepções sobre as vantagens, desvantagens e desafios éticos e técnicos relacionados ao emprego da IA na área clínica, particularmente em ambientes hospitalares. As respostas coletadas ratificaram o otimismo e a reserva dos profissionais de tecnologia e inovação em hospitais privados quanto ao poder e aos impactos da IA na personalização da experiência do paciente, bem como indicaram a necessidade de treinamento adequado para os funcionários desses hospitais, a fim de maximizar os benefícios da IA como ferramenta de apoio à tomada de decisão. Conclusões: Este trabalho é uma fonte de consulta para instituições de saúde que considerem utilizar a IA na personalização da experiência do paciente e queiram estabelecer treinamentos de pessoal baseados nesses princípios. Desse modo, os resultados aqui obtidos oferecem orientações valiosas para a adoção plena de IA no setor de saúde.

Objective: This study explores the perception of managers in the Technology and Innovation areas of Brazilian private hospitals regarding the use of artificial intelligence (AI) in healthcare, specifically focusing on patient experience personalization in these hospitals. Methods: This study is characterized as a quantitative cross-sectional descriptive research. A questionnaire with 14 questions was developed and distributed to a sample of technology and innovation managers in hospitals, with the support of the National Association of Private Hospitals (NAPH). The questionnaire was made available online to a base of 122 hospitals associated with NAPH. Results: 30 complete responses were obtained (nearly 25% of the total base), capturing perceptions on the advantages, disadvantages, and ethical and technical challenges related to the use of AI in clinical settings, particularly in hospital environments. The collected responses affirmed the optimism and caution of technology and innovation professionals in private hospitals regarding the power and impacts of AI on patient experience personalization, and indicated the need for adequate training for employees in these hospitals to maximize the benefits of AI as a decision support tool. Conclusions: This study serves as a reference for healthcare institutions considering the use of AI in patient experience personalization and aiming to establish personnel training based on these principles. Thus, the results obtained here offer valuable guidance for the full adoption of AI in the healthcare sector.

Aplicaciones, oportunidades y desafíos de implementar la inteligencia artificial en medicina: una revisión narrativa de la literatura

La inteligencia artificial se está usando ampliamente en diversos campos de la medicina. El objetivo de esta revisión es describir las principales aplicaciones, oportunidades y desafíos de la inteligencia artificial en medicina brindando una perspectiva del contexto actual. Se realizó una revisión narrativa de la literatura, identificando la información más actualizada y relevante sobre el tema. Se consultaron las bases de datos electrónicas PubMed, Scopus y SciELO, desde enero de 2019 a marzo de 2024, tanto en inglés como en español. Se incluyeron revisiones sistemáticas y no sistemáticas de la literatura, scoping reviews, artículos originales y capítulos de libros. Se excluyeron artículos duplicados, trabajos científicos poco claros, aquellos de bajo rigor científico y literatura gris. La implementación de la inteligencia artificial en medicina ha traído consigo notables beneficios, que van desde el registro de información médica hasta el descubrimiento de nuevos fármacos. Ha generado una revolución en la forma tradicional de hacer medicina. Por otro lado, ha traído consigo desafíos en materia de precisión, confiabilidad, ética, privacidad, entre otros. Es crucial mantener un enfoque centrado en el paciente y garantizar que estas tecnologías se utilicen para mejorar los resultados en salud y promover la equidad en el acceso a la atención médica. La colaboración entre profesionales de la salud, investigadores, entidades reguladoras y desarrolladores de tecnología será fundamental para enfrentar estos desafíos y aprovechar todo el potencial de la inteligencia artificial.

Artificial intelligence is being widely used in various fields of medicine. The aim of this review is to describe the main applications, opportunities and challenges of AI in medicine by providing an overview of the current context. An overview of the literature was conducted, identifying the most up-to-date and relevant information on the topic. The electronic databases PubMed, Scopus and SciELO were consulted, from January 2019 to March 2024, in both English and Spanish. Systematic and non-systematic literature reviews, scoping reviews, original articles and book chapters were included. Duplicate articles, unclear scientific papers, those of low scientific rigour and grey literature were excluded. The implementation of artificial intelligence in medicine has brought remarkable benefits, ranging from the recording of medical information to the discovery of new drugs. It has generated a revolution in the traditional way of doing medicine. On the other hand, it has brought with it challenges in terms of accuracy, reliability, ethics, privacy, among others. It is crucial to maintain a patient-centred approach and ensure that these technologies are used to improve health outcomes and promote equity in access to care. Collaboration between healthcare professionals, researchers, regulators and technology developers will be critical to address these challenges and realise the full potential of artificial intelligence.

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning / Saberes previos de los estudiantes: aspectos esenciales que un docente experto en enfermería identifica, interpreta y organiza para favorecer el aprendizaje / Conhecimento prévio dos alunos: aspectos essenciais que um professor especialista em enfermagem identifica, interpreta e organiza para promover a aprendizagem

Objective. To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1)non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2)think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3)parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S ́], and by continuous comparisons of the data. Results. Four categories were identified: 1) Identification of essential aspects: importance of prior knowledge, 2) Interpretation: connection between essential aspects and students' mental processes, 3) Organization of the answer: connection between prior knowledge and new knowledge, and: 4) Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion. Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

Objetivo. Analizar los aspectos esenciales que el docente experto en enfermería identifica, interpreta y organiza durante los procesos dialógicos con los estudiantes en el aula para favorecer su aprendizaje. Métodos. Estudio cualitativo, parte de un estudio multicéntrico, que utilizó la etnografía de la comunicación desde un abordaje micro-etnográfico. Se seleccionó un docente experto de una Facultad de Enfermería de una universidad pública de Medellín, Colombia. El trabajo de campo se desarrolló en tres momentos: 1) observaciones no participantes en dos clases presenciales del curso de morfofisiología grabadas en video en dos planos (uno enfocando al profesor, y el otro, a los estudiantes); 2) entrevistas Think-Aloud Protocol (método de pensamiento en voz alta) al docente y a cinco estudiantes (tres de la primera clase y dos de la segunda) que iniciaron espontáneamente más de dos interacciones con el docente durante las clases; y 3) transcripciones paralelas, organizadas en secuencias didácticas (videos). El análisis se apoyó en la unidad [E-P(i-e-r)E ́] (Estudiante-Profesor (identificación-evaluación-respuesta) Estudiante ́) y en comparaciones constantes de los datos. Resultados. Emergieron cuatro categorías: 1) Identificación de aspectos esenciales: importancia de los saberes previos, 2) Interpretación: articulación de los aspectos esenciales y los procesos mentales del estudiantado, 3) Organización de la respuesta: conexión entre saberes previos y el nuevo conocimiento, y: 4) Sintonización con las necesidades de aprendizaje del estudiantado; las que fueron agrupadas en una meta-categoría: Saberes previos del estudiante: aspectos esenciales para el aprendizaje. Conclusión.Los saberes previos experienciales de los estudiantes se constituyen en los aspectos esenciales identificados, interpretados y organizados por el profesor experto, para el logro de aprendizajes significativos.

Objetivo. Analisar os aspectos essenciais que o professor especialista em enfermagem identifica, interpreta e organiza durante os processos dialógicos com os alunos em sala de aula para promover sua aprendizagem. Métodos. Estudo qualitativo, parte de um estudo multicêntrico, que utilizou a etnografia da comunicação a partir de uma abordagem microetnográfica. Foi selecionada uma professora especialista da Faculdade de Enfermagem de uma universidade pública de Medellín, Colômbia. O trabalho de campo foi desenvolvido em três momentos: 1) observações não participantes em duas aulas presenciais do curso de morfofisiologia gravadas em vídeo em dois planos (um focado no professor, e outro, nos alunos); 2) Entrevistas do Protocolo Think-Aloud com a professora e cinco alunos (três da primeira turma e dois da segunda) que iniciaram espontaneamente mais de duas interações com a professora durante as aulas; e 3) transcrições paralelas, organizadas em sequências didáticas (vídeos). A análise baseou-se na unidade [E-P(i-e-r)E ́] (Aluno-Professor (identificação-avaliação-resposta) Aluno ́) e em comparações constantes dos dados. Resultados. Emergiram quatro categorias: 1) Identificação dos aspectos essenciais: importância do conhecimento prévio, 2) Interpretação: articulação dos aspectos essenciais e dos processos mentais do aluno, 3) Organização da resposta: conexão entre conhecimentos prévios e novos conhecimentos, e: 4) Sintonia com as necessidades de aprendizagem do corpo discente; que foram agrupados em uma metacategoria: Conhecimentos prévios do aluno: aspectos essenciais para a aprendizagem. Conclusão. O conhecimento experiencial prévio dos alunos constitui os aspectos essenciais identificados, interpretados e organizados pelo professor especialista, para a obtenção de uma aprendizagem significativa.

Sequência didática para o ensino de fendas labiopalatinas / Didactic sequence for the teaching of cleft lip and palate / Secuencia didáctica para la enseñanza de labio leporino y paladar hendido

Introdução: A fenda labial e a fissura palatina, apresentam elevada prevalência na população brasileira, sendo necessária uma formação acadêmica de cirurgiões que gere saberes que transformem a realidade. Diante do exposto, o presente manuscrito objetivou descrever o desenvolvimento, a aplicação e a avaliação de uma sequência didática sobre fissuras labiais, palatinas e labiopalatais com enfoque em aprendizagem significativa em que houve a associação de duas metodologias ativas, a construção de modelos didáticos e a sala de aula invertida. Metodologia: A sequência didática foi realizada na educação superior, com equipes de discentes de Odontologia, seguindo três etapas: planejamento; confecção do modelo didático semiplano de fissuras labiais, palatinas e labiopalatais; apresentação em roda de conversa. O desempenho dos acadêmicos foi avaliado em cada etapa. Resultados: Inicialmente, os discentes possuíam pouco conhecimento sobre o tema. Os modelos didáticos foram construídos com facilidade e durante a roda de conversa foram utilizados os modelos didáticos e compartilhados os conhecimentos sobre Embriologia, Teratologia, aspectos clínicos e tratamento odontológico para cada fenda representada, evidenciando a eficácia do método. Conclusões: As metodologias ativas adotadas utilizadas no processo de planejamento, confecção e debate sobre fissuras labiais, palatinas e labiopalatais foram ferramentas valiosas no processo ensino-aprendizagem na educação em Odontologia... (AU)

Introduction: Cleft lip and cleft palate showed prevalence in the Brazilian population, being an academic training of surgeries that generates knowledge that transforms reality. Given the above, this manuscript aimed to describe the development, application and evaluation of a didactic sequence on cleft lip, palate and lip and palate with a focus on meaningful learning with the association of two active methodologies, the construction of didactic models and the inverted classroom. Methodology: The didactic sequence was carried out in Higher Education with teams of Dentistry students following three stages: planning; making the semiplane didactic model of cleft lip, palate and lip and palate; presentation in conversation circle. Academic performance was assessed at each stage. Results: Initially, the students had little knowledge on the topic. Didactic models were easily built. During the conversation, didactic models were used and knowledge about Embryology, Teratology, clinical aspects and dental treatment was shared for each gap represented, showing the effectiveness of the method. Conclusions: The active methodologies adopted used in the process of planning, making and debating cleft lip, palate and lip and palate were valuable tools in the teaching-learning process in Dentistry Education... (AU)

Introducción: Labio leporino y paladar hendido, presentan elevada prevalencia en la población brasileña, es necesária una formación académica de los cirujanos para generar conocimientos que transformen la realidad, dado lo anterior, este manuscrito tuvo como objetivo describir el desarrollo, la aplicación y la evaluación de una secuencia didáctica sobre el lábio leporino, fisura palatina y paladar hendido con un enfoque de aprendizaje significativo en el que hubo la asociación de dos metodologias activas, la construcción de modelos didácticos y el aula invertida. Metodología: La secuencia didáctica se realizo en la enseñanza superior, con equipos de estudiantes de odontologia, siguiendo tres etapas: Planificación; realización de um modelo didáctico semiplano de lábio leporino y paladar hendido; presentación del circulo de conversación. Se evaluo el desempeño de los académicos en cada etapa. Resultados: Inicialmente, los estudiantes tenían poco conocimiento sobre el tema. Los modelos didácticos se construyeron facilmente y durante la conversación se utilizaron los modelos didácticos y se compartieron sobre Embriologia, Teratología, aspectos clínicos y tratamiento odontológico de cada fisura representada, evidenciando la efectividad del método. Conclusiones: Las metodologias activas adoptadas y utilizadas en el proceso de planificación, realización y debate sobre lábio leporino, paladar hendido y fisura palatina fueron herramientas valiosas en el proceso de enseñanza-aprendizaje en la formación odontológica... (AU)

Team based learning: an effective teaching-learning method in undergraduate teaching in community medicine

Background: “Team-based learning (TBL)” is a special approach by using small groups that is student centered, teacher guided Teaching and Learning method. Medical Council of India (MCI) emphasizes small group teaching. With increasing student numbers and decreasing/no change in faculty strength, the need for an effective T-L method for incorporating small group teaching in a large group is essential. So, this study attempts to evaluate the effectiveness and student reaction for TBL. Methods: A cross sectional study was conducted among III-year MBBS students attending block posting in the Department of Community Medicine, KIMS and RC. Pre-test and post-test after Team based learning implementation by designated faculties was conducted, and scores were analysed. The feedback of TBL was collected by using a Likert scale from students and also from faculties. Results: The mean scores of pre- and post-test were analyzed by Paired T test which was statistically significant (p value <0.05). The student reaction evaluated by 7 items Likert scale questionnaire showed that most of the students either agreed or strongly agreed that TBL enhanced their learning experience and confidence. The faculty feedback about TBL was also positive. Conclusions: TBL can be effectively implemented in medical colleges for the better results and student reaction.

Identification of Spices and their Adulterants by Integrating Machine Learning and Analytical Techniques: A Representative Study

This multidisciplinary research presents a comprehensive method to tackle the widespread problem of spice adulteration, which represents substantial risks to both public health and spices authenticity. A comprehensive approach is developed to authenticate spices with high accuracy and efficiency by combining old methods with contemporary approaches such as machine learning and artificial intelligence. This paper presents a specific case study where machine learning models, specifically using transfer learning with proven frameworks like MobileNetV2, were effectively employed. The models achieved an impressive accuracy of 98.67% in identifying Capsicum annum, a spice that is usually adulterated in the market. In addition, a wide range of traditional and advanced techniques, including qualitative testing, microscopy, colorimetry, density measurement, and spectroscopy, are reviewed closely. In addition, this article provides a detailed explanation of high-performance liquid chromatography based quantitation of capsaicin, which is the main active constituent for ascertaining the quality of C. annum. The present work defines a new interdisciplinary approach and also provides valuable information on evaluating the quality of spices and identifying adulterants using artificial intelligence. The outcomes presented here have the potential to completely transform the methods used to verify the authenticity of spices and herbal drugs, therefore ensuring the safety and health of consumers by confirming the quality.

Estrategias didácticas para el aprendizaje autónomo y su repercusión en la salud de estudiantes de una universidad de Lambayeque

Fundamento: las estrategias didácticas para fomentar el aprendizaje autónomo son las estrategias cognitivas y afectivas que facilitan: aprender a aprender, aprender a hacer y aprender de forma cooperativa, para establecer la relación con sus pares y lograr el bienestar de la salud. Objetivo: determinar el nivel de implementación de las estrategias didácticas para lograr el aprendizaje autónomo y su repercusión en la salud de estudiantes de una universidad privada de Lambayeque. Métodos: se realizó una investigación con un enfoque cuantitativo, de tipo descriptiva, transversal y diseño cuasi experimental (estudio de antes-después). La muestra se obtuvo mediante muestreo no probabilístico por conveniencia con 390 estudiantes según el criterio de inclusión. Se evaluaron dos variables en sus dimensiones correspondientes. Para el análisis estadístico se empleó el programa IBM SPSS Statistics V.25. Resultados: para la variable, Estrategias didácticas, tanto en el pre-test como en el post-test, la mayoría la calificó como: siempre repercute en la salud mental. Con respecto a la variable, Aprendizaje autónomo, hubo un incremento en la calificación para la opción siempre, de 2,4 %, mientras que en: a veces, hubo una disminución del 1,7 % y en: nunca, el 1,8 %, mostraron la repercusión en la salud de los estudiantes. Conclusiones: se utilizaron estrategias didácticas para fomentar el aprendizaje autónomo que permitieron a los estudiantes: seleccionar, organizar, procesar y elaborar la información; de igual forma, para desarrollar la motivación y autorregulación para la toma de conciencia y control de su aprendizaje y mejorar la salud mental, al disminuir los niveles de estrés.

Foundation: teaching strategies to promote autonomous learning are cognitive and affective strategies that facilitate: learning to learn, learning to do and learning cooperatively, to establish relationships with peers and achieve health well-being. Objective: determine the level of implementation of teaching strategies to achieve autonomous learning and its impact on the health of students at a private university in Lambayeque. Methods: a research was carried out with a quantitative approach, descriptive, cross-sectional and quasi-experimental design (before-after study). The sample was obtained through non-probabilistic convenience sampling with 390 students according to the inclusion criterion. Two variables were evaluated in their corresponding dimensions. For the statistical analysis, the IBM SPSS Statistics V.25 program was used. Results: for the variable, Teaching strategies, both in the pre-test and in the post-test, the majority rated it as: it always has an impact on mental health. Regarding the variable, Autonomous Learning, there was an increase in the rating for the option always, of 2.4 %, while in: sometimes, there was a decrease of 1.7 % and in: never, of 1.8 %, which showed the impact on the health of the students. Conclusions: teaching strategies were used to promote autonomous learning that allowed students to: select, organize, process and elaborate information; likewise, to develop motivation and self-regulation for awareness and control of their learning and improve mental health, by reducing stress levels.

La era de la inteligencia artificial y su impacto en el aprendizaje de habilidades quirúrgicas de grado y posgrado: ¿El futuro de la cirugía? / The age of artificial intelligence and its impact on learning surgical skills: is it the future of surgery?

RESUMEN Los cambios en la educación desafían a los profesores sobre cómo enseñar de la mejor manera y mejorar el desempeño de sus estudiantes. En el caso de la cirugía es necesario adquirir habilidades manuales que reflejen el pensamiento crítico y la capacidad de tomar decisiones en situaciones complejas, de manera rápida y eficaz. Así, la inteligencia artificial (IA) es una nueva herramienta que puede mejorar el desempeño de los estudiantes de grado y posgrado, así como repercutir en mejores desenlaces clínicos. El papel que debe desempeñar la enseñanza tradicional y el futuro de la enseñanza quirúrgica son cuestiones para resolver.

ABSTRACT Educational changes present a challenge for teachers in terms of how to effectively teach and enhance student performance. Surgery demands manual dexterity that reflects critical thinking and the ability to make efficient decisions quickly in complex situations. Artificial Intelligence (AI) is a tool that can enhance the performance of both undergraduate and graduate students and improve clinical outcomes. The role of traditional teaching and the future of surgical education need to be addressed.