Investigation on the perception of medical school learning environment among freshmen / 中华医学教育探索杂志

Objective:To assess freshmen's perception of medical university learning environment, and to provide evidence and suggestions for the university to improve its learning environment in a targeted way.Methods:From March to April 2020, JHLES (Johns Hopkins University Learning Environment Scale) questionnaires were distributed to 260 freshmen from a military medical university. The influence factors of students' scores were analyzed by one-way analysis of variance (ANOVA) and general linear model. SAS 9.4 software was used for statistical analysis.Results:A total of 244 valid questionnaires were collected, with a response rate of 93.85%(244/260). The average score of inclusion and safety dimension was the lowest (2.21±1.08), while the average score of community of peers' dimension was the highest (4.41±0.54). There were significant differences among gender, whether one-child, parents' education level, overall learning environment evaluation and learning interest (all P<0.05). Gender ( P<0.05), learning interest ( P<0.05) and maternal education ( P<0.05) were main influencing factors of students' learning environment perception. Conclusion:Medical universities should further encourage good relationship among students, and enhance students' interest in learning through various measures, especially for female students and students who has relative poorer maternal education.

Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching

@#Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students and affected their academic achievement. This study aims to determine the student’s clinical competency, learning environment, and its associated factors during the primary care medicine posting amid the COVID-19 pandemic. Methods: This is a cross-sectional study among medical students who had completed primary care medicine posting during the COVID-19 pandemic. Data on socio-demographic, posting characteristics, and students’ learning environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and their objective structured clinical examination (OSCE) marks were collected. Independent t-test was used to compare DREEM scores between face-to-face and online groups. Multivariate analysis was used to determine factors associated with clinical competency and DREEM scores with p <0.05 considered significant. Results: A total of 205 students were recruited. Only 9.8% failed OSCE. Face-to-face teaching delivery (OR=3.61, 95 CI =1.03,11.30), face-to-face precept method (OR=1.24, 95 CI =1.12,12.51) and integrated curriculum (OR=5.23, 95 CI =1.03,26.47) were associated with good clinical competency. The total mean DREEM score was 72.94 (SD 28.8), with 89.3% having poor DREEM scores. Students who received face-to-face teaching scored higher in the Student’s Perceptions of Teacher domain compared to online teaching (p =0.036). Conclusion: Face-to-face teaching is preferred for good clinical competence and a learning environment. The impact of experiential learning was huge in our study, and it cannot be replaced by online learning. Furthermore, retraining teachers will improve the online learning experience for the students.

Preceptor support during the COVID-19 pandemic: Recommendations for continuing development

Background: Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective: The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method: A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semi structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.

Diseño y validación de un entorno virtual de enseñanza-aprendizaje como recurso didáctico de la alfabetización informacional / Design and validation of a virtual teaching-learning environment as a didactic resource for information literacy training

Este trabajo tuvo como objetivo describir el diseño, la validación y la implementación de un entorno virtual de enseñanza-aprendizaje como recurso didáctico de la alfabetización informacional. Se realizó una investigación aplicada, de innovación tecnológica, y con un estudio descriptivo en el Hospital Provincial General Docente Dr. Antonio Luaces Iraola, de Ciego de Ávila. Se utilizó el soporte tecnológico de la plataforma Moodle. La investigación se realizó en tres fases (facto perceptible, construcción de los aportes y validación y aplicación de los aportes); se validó por criterios de expertos el entorno virtual de aprendizaje y se aplicó en 55 participantes. El diseño del EVEA-salud posibilitó la autogestión y el aprendizaje desarrollador de los participantes en calidad de estudiantes. La validación por criterio de expertos no solo permitió evaluar la factibilidad y la pertinencia científico-metodológica del entorno virtual de enseñanza aprendizaje, sino también su enriquecimiento. El alto porcentaje de aprobados con calificación de bien y excelente demostró que los participantes desarrollaron competencias informacionales en torno al adecuado manejo de las fuentes de información y el uso de la información científica. Esta investigación aporta un conocimiento nuevo sobre la utilidad de la implementación de un entorno virtual de enseñanza aprendizaje como recurso didáctico de la alfabetización informacional para el desarrollo de competencias informacionales en salud(AU)

The purpose of the study was to describe the design, validation and implementation of a virtual teaching-learning environment as a didactic resource for information literacy training. An applied descriptive technological innovation analysis was conducted at Dr. Antonio Luaces Iraola Provincial General University Hospital in Ciego de Avila. Use was made of the technological support in the Moodle platform. The research developed along three stages: facto-perceptible, development and validation of contributions, and application of contributions). The virtual learning environment was validated by expert criteria and applied to 55 participants. The EVEA-health design fostered self-management and skill-developing learning among student participants. Validation by expert criteria not only made it possible to evaluate the feasibility and scientific-methodological relevance of the virtual teaching-learning environment, but also its enrichment. The high percentage of good and excellent scores showed that participants developed information competencies related to the appropriate management of information sources and the use of scientific data. The study contributes new knowledge about the usefulness of implementing a virtual teaching-learning environment as a didactic resource for information literacy training and the development of health information competencies(AU)

The root of the problem: identifying major sources of stress in Brazilian medical students and developing the Medical Student Stress Factor Scale

Objectives: To investigate the most common sources of stress faced by medical students and the degree to which different stressors impact their lives. As a secondary objective, a new instrument, Medical Student Stress Factor Scale (MSSF), was developed based on these stressors. Methods: The MSSF was applied to 431 medical students. The Depression, Anxiety and Stress Scale was administered to investigate the relationship between these stressors and the students' mental health. Results: The five greatest stressors were the extensive content, lack of time to study, sleep deprivation, excessive self-pressure for good grades, and lack of leisure time. The MSSF showed good psychometric characteristics, resulting in a 28-item scale with five subscales. The Relationships and Health subscales were associated with depressive symptoms; Relationships, Health, and Learning Environment/Academic Performance were associated with anxiety symptoms, while Health, and Learning Environment/Academic Performance were associated with stress symptoms. Conclusions: Our study presents important data about the most important stressors that affect medical students' lives and cause mental health issues. The factors are generally related to academic performance and the learning environment and should be targeted in future interventions.

Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente m-learning / Self-efficacy and Learning Achievement in Students with Different Cognitive Style in an M-learning Environment / Autoeficácia de aprendizagem em estudantes com diferente estilo cognitivo num ambiente m-learning

Resumen Objetivo. Explorar los efectos de un andamiaje motivacional sobre el logro académico y la autoeficacia, tanto académica como online, en estudiantes con diferente estilo cognitivo en la dimensión Dependencia-Independencia de Campo (DIC), cuando aprenden contenidos matemáticos en un ambiente m-learning. Método. Participaron 56 estudiantes de educación secundaria de un colegio femenino público de la ciudad de Villavicencio, Colombia. La investigación siguió un diseño cuasi-experimental. Los participantes fueron distribuidos de forma aleatoria en dos grupos: (a) un grupo de estudiantes interactuó con un ambiente m-learning, el cual incluyó dentro de su estructura un andamiaje motivacional; y (b) otro grupo interactuó con un ambiente m-learning sin andamiaje. El estilo cognitivo de las estudiantes se determinó a través de pruebas y se aplicaron dos post-test de autoeficacia. Resultados. El andamiaje favoreció tanto el logro académico como la autoeficacia académica y online de las estudiantes con diferente estilo cognitivo. Conclusión. Los datos evidenciaron que las estudiantes, en la dimensión DIC, lograron aprendizajes equivalentes debido al efecto del andamiaje motivacional que fue incluido en el ambiente m-learning. También fue posible establecer que tanto la autoeficacia académica como la autoeficacia online de los aprendices dependientes de campo favorecen el logro académico.

Abstract Objective. To explore the effects of a motivational scaffolding on academic achievement, self-efficacy, both academic and online, in students with different cognitive style in the Field Dependence-Independence (FDI) dimension, when mathematical content is delivered in an m-learning environment. Method. Fifty-six secondary school students from a public women's school in the city of Villavicencio, Colombia participated. The research followed a cuasi-experimental design in which the participants were randomly distributed in two groups: (a) a group of students interacts with an m-learning environment, which includes within its structure a motivational scaffolding and; (b) another group interacts with an m-learning environment without scaffolding. The cognitive style of the students was determined through tests and two self-efficacy post-tests were applied. Results. The scaffolding favored both academic achievement and academic self-efficacy as well as the online students with different cognitive style. Conclusion. The data shows that students in the FDI dimension, achieved equivalent learning due to the effect of the motivational scaffolding that was included in the m-learning environment. It is also possible to establish that both academic self-efficacy and online self-efficacy of field dependent accessories favors academic achievement.

Resumo Escopo. Explorar os efeitos de um andaime motivacional sobre o logro académico e a autoeficácia tanto académica como online, em estudantes com diferente estilo cognitivo na dimensão Dependência-Independência de Campo (DIC), quando aprendem conteúdos matemáticos num ambiente m-learning. Metodologia. Participaram 56 estudantes de educação secundária de uma escola feminina pública da cidade de Villavicencio, Colômbia. A pesquisa seguiu um desenho quase- experimental. Os participantes foram distribuídos de forma aleatória em dois grupos: (a) um grupo de estudantes interagiu com um ambiente m-learning o qual incluiu dentro de sua estrutura um andaime motivacional; e b) um outro grupo interagiu com um ambiente m-learning sem andaime. O estilo cognitivo das estudantes foi determinado através de provas e foram aplicados dois post-test de autoeficácia. Resultados. O andaime favoreceu tanto o logro académico como a autoeficácia académica e online das estudantes com diferente estilo cognitivo. Conclusão. Os dados evidenciaram que as estudantes, na dimensão DIC, lograram aprendizagens equivalentes devido ao efeito do andaime motivacional que foi incluído no ambiente m-learning. Também foi possível estabelecer que tanto a autoeficácia académica como a autoeficácia online dos aprendizes dependentes de campo favorecem o logro académico.

Analysis of the evolution of competences in the clinical practice of the nursing degree / Análise da evolução de competências da prática clínica no curso de enfermagem / Análisis de la evolución de las competencias en la práctica clínica del grado en enfermeira

Objective: to analyze the student's progression in the acquisition of specific and transversal competences in relation to the competence dimensions. Method: the cross-sectional descriptive study was carried out in the clinical practice subjects included in the Nursing Degree. We included 323 students and we contemplated the development of competences through an ad-hoc questionnaire with 4 dimensions: delivery and care management, therapeutic communication, professional development and care management. Results: the academic results between the practice of the second and third year showed an improvement in care provision and therapeutic communication skills (Clinical Placements I: 12%-29%; Clinical Placements II: 32%-47%) and worsened in professional development and care management (Clinical Placements I: 44%-38%; Clinical Placements II: 44%-26%). Conclusion: the correlations between these two years were high in all the dimensions analyzed. The evaluation of competence progression in the context of clinical practice in nursing university studies allows us to optimize these practices to the maximum and establish professional profiles with a greater degree of adaptation to the professional future.

Objetivo: analisar a progressão de estudantes na aquisição de competências específicas e transversais em relação às dimensões de competência. Método: este estudo transversal descritivo foi realizado no contexto das disciplinas de prática clínica do curso de enfermagem. O desenvolvimento de competências de 323 alunos foi analisado usando um questionário ad-hoc com quatro dimensões: provisão e gerenciamento do cuidado; comunicação terapêutica; desenvolvimento profissional; e gerenciamento do cuidado. Resultados: os resultados acadêmicos obtidos no segundo e terceiro anos apresentaram melhora nas habilidades referentes à provisão do cuidado e comunicação terapêutica (Práticas Clínicas I: 12%-29%; Práticas Clínicas II: 32%-47%) e uma piora no desenvolvimento profissional e gerenciamento do cuidado (Práticas Clínicas I: 44%-38%; Práticas Clínicas II: 44%-26%). Conclusão: as correlações entre estes dois anos foram altas em todas as dimensões analisadas. A avaliação da progressão de competências no contexto da prática clínica do curso de enfermagem nos permite otimizar estas práticas ao máximo e estabelecer perfis profissionais com maior grau de adaptação para o futuro profissional.

Objetivo: analizar la progresión del alumno en la adquisición de competencias específicas y transversales en relación con las dimensiones de competencia. Método: el estudio descriptivo transversal se realizó en los sujetos de práctica clínica incluidos en la licenciatura de Enfermería. Incluimos 323 estudiantes y contemplamos el desarrollo de competencias a través de un cuestionario ad hoc con 4 dimensiones: suministro y gestión del cuidado; comunicación terapéutica; desarrollo profesional; y, gestión del cuidado. Resultados: los resultados académicos entre la práctica del segundo y tercer año mostraron una mejora en la provisión del cuidado y en las habilidades de comunicación terapéutica: (Colocaciones clínicas I: 12% -29%; Colocaciones clínicas II: 32% -47%) y empeoraron en el desarrollo profesional y en la gestión del cuidado (Colocaciones clínicas I: 44%-38%; Colocaciones clínicas II: 44%-26%). Conclusión: las correlaciones entre estos dos años fueron altas en todas las dimensiones analizadas. La evaluación de la progresión de competencias, en el contexto de la práctica clínica, en los estudios universitarios de enfermería, nos permite optimizar estas prácticas al máximo y establecer perfiles profesionales con un mayor grado de adaptación al futuro profesional.

Usos de las tecnologías de la información y la comunicación en la Carrera de Enfermería, UNA, Paraguay 2017 / Uses of information and communication technologies in the Career of Nursing, UNA, Paraguay 2017

Introducción: la introducción de las Tecnologías de la Información y la Comunicación, es un desafío para el proceso de la enseñanza aprendizaje, sin embargo, su inclusión es fundamental para el éxito de la educación. Objetivo: este trabajo plantea como objetivo, describir las competencias de los docentes en el uso de las Tecnologías de la Información y la Comunicación, Carrera de Enfermería, Casa Central, Facultad de Enfermería y Obstetricia de la Universidad Nacional de Asunción, durante el año 2017, dispuesto en tres componentes cognitivo, procedimental y actitudinal. Metodología: es un estudio descriptivo observacional, con enfoque cuantitativo, de corte transversal, muestreo probabilístico, incluye como muestra a 109 docentes, se aplicó un instrumento con 40 reactivos, para la medición de los componentes cognitivos y procedimental. Se utilizó cuestionario estructurado cerrado, y para el componente actitudinal se aplicó un cuestionario con medición según escala de Likert con valores de 1 a 5. Resultado: el resultado refleja que los docentes poseen competencia cognitiva de nivel básico, que los medios audiovisuales e informáticos son los más utilizados por los docentes y un componente actitudinal positivo para la integración de las Tecnologías de la Información y la Comunicación en el proceso de la enseñanza aprendizaje. Conclusión: se recomienda crear espacios para desarrollar el conocimiento e incorporar en forma progresiva las Tecnologías de la Información y la Comunicación en la práctica de la docencia, asegurar la accesibilidad a una red y programar planes de formación permanente.

Introduction: the introduction of Information and Communication Technologies is a challenge for the teaching-learning process, however, its inclusion is fundamental to the education success. Objetive: this work objective raises to describe the teachers competencies in the using of Information and Communication Technologies, Career Nursing, Headquarters, School of Nursing and Obstetrics of the National University of Asuncion, during the year 2017, arranged in three cognitive, procedural and attitudinal components. It is an observational descriptive study, with a quantitative approach, cross-sectional, probabilistic sampling approach. Metodology: it includes 109 teachers as a sample, an instrument with 40 reagents was applied, for the cognitive measurement and procedural components, a closed structured questionnaire was used, and for the Attitudinal component was applied a questionnaire with measurement according to Likert scale with values from 1 to 5. Results: the result reflects that teachers have basic level cognitive competence, that audiovisual and computer media are the most used by teachers and a positive attitudinal component for the integration of Information and Communication Technologies in the teaching-learning process. Conclusion: it is recommended to create spaces to develop knowledge and progressively incorporate Information and Communication Technologies in the practice of teaching, ensure accessibility to a network and program ongoing training plans.

Ambiente virtual de aprendizaje para la capacitación en la toma de la prueba de Papanicolaou / The virtual learning environment for training in taking Papanicolaou test

Resumen Introducción: El uso de tecnologías de información y comunicación facilitan los procesos educativos, permitiendo interacción desde diferentes lugares y en tiempos diversos, facilitando el autoaprendizaje y aprendizaje colaborativo. Se ha incorporado en ámbito de salud y adoptado por centros oncológicos en diferentes países. Objetivo: Diseñar y evaluar un ambiente virtual de aprendizaje para la actualización, capacitación y soporte de personal de enfermería en la realización de la prueba de Papanicolaou, en apoyo al plan nacional de prevención de cáncer de cuello uterino. Material y Métodos: Se creó un ambiente virtual de aprendizaje soportado por el Sistema de Gestión de Aprendizaje Moodle, siguiendo el modelo metodológico de diseño instruccional ADDIE. Además, se realizó prueba de usabilidad, mediante encuesta tipo Likert para evaluar facilidad de aprendizaje, satisfacción y atractividad. Resultados: Se incorporó la temática del curso que abarca tres fases principales: (a) Introducción al curso: para ubicar al estudiante en la asignatura, se presenta el perfil docente, se establecen las normas del mismo y la forma de evaluación. (b) Desarrollo de las Unidades de Aprendizaje: constituidas por objetos de aprendizaje y (c) Evaluación, discusión y socialización de puntos de vista, resolución de problemas. Conclusiones: El ambiente virtual de aprendizaje se ajusta a las necesidades específicas de capacitación en la técnica de toma de la prueba de Papanicolaou convencional y cumple con las características descritas en la literatura: granulidad, flexibilidad pedagógica, formalización, autocontenibilidad y usabilidad.

Abstract Introduction: The use of information and communication technologies, facilitate educational processes, allowing interaction from different places and at different times, facilitating self-learning and collaborative learning. It has been incorporated into a health area and adopted by oncological centers in different countries. Objective: To design and evaluate an interactive Virtual Learning Environment (VLE) in order to update, train and support of nursing staff, in the performance of the Pap test, in support of the National Plan for Cervical Cancer Prevention. Material and Method: A virtual learning environment was created, supported by the Moodle Learning Management System, following the methodological model of instructional design ADDIE. In addition, a usability test was carried out, using a Likert-type survey to assess ease of learning, satisfaction and attractiveness. Results: The content of the course was included in three main phases: (a) Course Introduction: to introduce the students to the course, the teaching profile is presented, the norms of the same and the form of evaluation are established. (b) Development of Learning Units: Made from learning objects. (c) Evaluation, discussion and sharing of points of view and solving problems. Conclusions: The virtual learning environment is adjusted to the specific needs of training in the technique of conventional pap smear test and meets the characteristics described in the literature: granulity, pedagogical flexibility, formalization, self-sustainability and usability.

Mapping scientific research on the negative aspects of the medical school learning environment

SUMMARY OBJECTIVE: We sought to understand the landscape of published articles regarding medical schools' learning environments (LE) worldwide, with an explicit focus on potentially harmful aspects of the LE as an effort to identify areas specifically in need of remediation or intervention that could prevent future unprofessional behaviors, burnout, violence and mistreatment among students and physicians. METHODS: A bibliometric analysis was conducted in six electronic databases (PubMed/Medline, Web of Science, Cochrane Library, SCOPUS, ERIC-ProQuest, and PsycINFO) up to December 31, 2016, including 12 themes: learning environment - general, hidden curriculum (harmful), unethical behaviors, bullying/hazing, violence, sexual discrimination, homophobia, racism, social discrimination, minorities discrimination, professional misconduct, and other negative aspects. RESULTS: Of the 9,338 articles found, 710 met the inclusion criteria. The most common themes were general LE (233 articles), unprofessional behaviors (91 articles), and sexual discrimination (80 articles). Approximately 80% of articles were published in the 21st century. CONCLUSION: There is a definite increase in scientific articles on negative aspects of the medical school LE in high-quality journals, especially in the 21st century. However, more studies are needed to investigate negative LE aspects with greater attention to experimental, longitudinal, and cross-cultural study designs.

RESUMO OBJETIVO: Buscou-se entender o panorama dos artigos publicados sobre os ambientes de aprendizagem (AA) das escolas médicas em todo o mundo, com um foco explícito nos aspectos potencialmente negativos do AA como um esforço para identificar áreas especificamente necessitadas de remediação ou intervenção que poderiam evitar futuros comportamentos não profissionais, violência e maus-tratos entre estudantes e médicos. MÉTODOS: Foi realizada uma análise bibliométrica em seis bases de dados eletrônicas (PubMed / Medline, Web of Science, Biblioteca Cochrane, SCOPUS, ERIC-ProQuest e PsycINFO) até 31 de dezembro de 2016, incluindo 12 temas: ambiente de aprendizagem - geral, currículo oculto (negativo), comportamentos antiéticos, bullying/trote, violência, discriminação sexual, homofobia, racismo, discriminação social, discriminação de minorias, má conduta profissional e "outros" aspectos negativos. RESULTADOS: Dos 9.338 artigos encontrados, 710 preencheram os critérios de inclusão. Os temas mais comuns foram LE geral (233 artigos), comportamentos não profissionais (91 artigos) e discriminação sexual (80 artigos). Aproximadamente 80% dos artigos foram publicados no século XXI. CONCLUSÃO: Há um claro aumento em artigos científicos sobre aspectos negativos da escola de medicina LE em periódicos de alta qualidade, especialmente no século XXI. No entanto, mais estudos são necessários para investigar aspectos negativos do LE com maior atenção aos desenhos de estudos experimentais, longitudinais e transculturais.

Evaluation of the learning environment and the perceived weakness of the curriculum: student perspective

Background: Educational environment has been shown to have influence on learning outcome and affects student achievement, satisfaction, and success. The study was conducted to assess medical students’ perception of their learning environment and to explore areas of weakness within the educational environment.Methods: A mixed method of study, was performed using non-probability sampling at the Faculty of Medicine, Gezira University (FMUG), Sudan. An updated Arabic Dundee Ready Education Environment Measure (DREEM) was developed and administered to 854 students during the academic year 2016-2017.Results: Seventy five percent of students completed the inventory (638/854) and Sixty four percent (546/854) responded to the open-ended question providing comments and suggestions. The overall reliability coefficient alpha in this study was 0.914. The global score for this study was found positive (122/200). Students were most satisfied with the learning aspects, academic environment, and academic self-perception. However, they were unsatisfied with their teaching and social atmosphere (inadequate social support for stressed students, substandard teaching, overemphasised factual learning, unpleasant accommodation). The qualitative content analysis was performed and emerged with four themes: the physical environment, a number of students, pedagogical approaches and faculty-student communication.Conclusions: The study suggested the overall students’ perceptions of the educational environment in the FMUG were on the positive side. However, certain specific elements of the learning environment and educational programme need to be critically investigated and remedied. The updated Arabic DREAM can be used reliably in the context of medical education in Arabic speaking countries.

Nuevas tecnologías en educación superior. Estudio de percepción en estudiantes acerca del uso de WhatsApp y Entornos Virtuales de Aprendizaje (Plataforma Moodle) / New technologies in higher education. Perception study among students on the use of WhatsApp and Virtual Learning Environments (Moodle Platform)

El presente trabajo tiene como finalidad la valoración estudiantil respecto al uso de WhatsApp (WAP) y los Entornos Virtuales de Aprendizaje (EVA) en la Facultad de Odontología (FO), de la Udelar (Montevideo - Uruguay). Se realizó estudio descriptivo observacional en estudiantes de la generación 2016 - FO - UdelaR. Se utilizó una encuesta con 5 items en relación a tres aplicaciones tecnológicas (WhatsApp, Plataforma Moodle y Polimedias), fueron valorados de 0-12 puntos. En WhatsApp se consultó acerca de la posibilidad de consultar dudas, compartir imágenes, informarse, interactuar con el docente y compañeros, dando como resultado en cada item un puntaje promedio de 10.77-10.63-10.63-10.63 y 9.20 respectivamente. En EVA se consultaron los mismos ítems salvo el dos (fue acceder a presentaciones de clase), recibiendo un puntaje promedio de 8.53-11.27-10.33-9.47 y 5.53. Se percibe un alto grado de aceptación entre las diferentes tecnologías, con un mayor grado de aceptación en cuanto a la comunicación de WhatsApp frente a la plataforma Moodle.

The aim of this work was to have students evaluate the use of WhatsApp (WAP) and a Virtual Learning Environment (VLE) at the School of Dentistry, UdelaR (Montevideo - Uruguay). An observational descriptive study was conducted on students from the 2016 generation. A survey with five items was implemented, including three technological applications (WhatsApp, Moodle Platform and Polimedias), which were rated 0 to 12 points. As for WhatsApp, we asked about the possibility of clarifying doubts, sharing images, getting information, interacting with the teacher and classmates. The average score obtained was 10.77-10.63-10.63-10.63 and 9.20 for each item, respectively. In the VLE, the same items were included except for number two (access to class presentations), receiving an average score of 8.53-11.27-10.33-9.47 and 5.53. There is a high degree of acceptance of the different technologies, WhatsApp communication being more widely accepted than communication in the Moodle platform.

Introduction to the clinical learning environment review program of the American physician training site and its enlightenment to China / 中华医院管理杂志

This paper systematically introduced the clinical learning environment review ( CLER) from the U.S.in the aspects of background, initiation, progression, priority and procedure of evaluation as well as the status quo of its implementation.Therefore, reference and theoretical evidence will be provided for development of residential training system and fellowship training system as well as improvement for the training site review system in China.

Mapping the scientific research on the negative aspects of the medical school learning environment

SUMMARY Objective: We sought to understand the landscape of published articles regarding medical schools' learning environments (LE) worldwide, with an explicit focus on potentially negative aspects of the LE as an effort to identify areas specifically in need of remediation or intervention that could prevent future unprofessional behaviours, burnout, violence and mistreatment among students and physicians. Methods: A bibliometric analysis was conducted in six electronic databases (PubMed/Medline, Web of Science, Cochrane Library, SCOPUS, ERIC-ProQuest and PsycINFO) through December 31, 2016, including 12 themes: learning environment - general, hidden curriculum (negative), unethical behaviours, bullying/hazing, violence, sexual discrimination, homophobia, racism, social discrimination, minorities' discrimination, professional misconduct, and "other" negative aspects. Results: Of 9,338 articles found, 710 met the inclusion criteria. The most common themes were general LE (233 articles), unprofessional behaviours (91 articles), and sexual discrimination (80 articles). Approximately 80% of articles were published in the 21st century. Conclusion: There is a clear increase in scientific articles on negative aspects of the medical school LE in high-quality journals, especially in the 21st century. However, more studies are needed to investigate negative LE aspects with greater attention paid to experimental, longitudinal, and cross-cultural study designs.

RESUMO OBJETIVO: Buscou-se entender o panorama dos artigos publicados sobre os ambientes de aprendizagem (AA) das escolas médicas em todo o mundo, com um foco explícito nos aspectos potencialmente negativos do AA como um esforço para identificar áreas específicamente necessitadas de remediação ou intervenção que poderiam evitar futuros comportamentos não profissionais, violência e maus-tratos entre estudantes e médicos. Métodos: Foi realizada uma análise bibliométrica em seis bases de dados eletrônicas (PubMed/Medline, Web of Science, Biblioteca Cochrane, Scopus, Eric-ProQuest e PsycInfo) até 31 de dezembro de 2016, incluindo 12 temas: ambiente de aprendizagem - geral, currículo oculto (negativo), comportamentos antiéticos, bullying/trote, violência, discriminação sexual, homofobia, racismo, discriminação social, discriminação de minorias, má conduta profissional e "outros" aspectos negativos. Resultados: Dos 9.338 artigos encontrados, 710 preencheram os critérios de inclusão. Os temas mais comuns foram LE geral (233 artigos), comportamentos não profissionais (91 artigos) e discriminação sexual (80 artigos). Aproximadamente 80% dos artigos foram publicados no século XXI. Conclusão: Há um claro aumento em artigos científicos sobre aspectos negativos da escola de medicina LE em periódicos de alta qualidade, especialmente no século XXI. No entanto, mais estudos são necessários para investigar aspectos negativos do LE com maior atenção aos desenhos de estudos experimentais, longitudinais e transculturais.

Influencia del ambiente en la motivación y la atención de los estudiantes para el aprendizaje de la química / Influence of the environment in the motivation and attention of students for the learning of chemistry

RESUMEN Diversos investigadores sostienen que solo a través de una conciencia de las diferencias y de las similitudes entre la educación, el ambiente y las neurociencias será posible lograr una fundamentación común necesaria para una ciencia integrada de la educación, el cerebro, la mente y el aprendizaje. El objetivo de la investigación fue determinar si el ambiente de aprendizaje y la neurociencia influyen en la atención y en la motivación de los estudiantes, que traen, como consecuencia, cambios en el rendimiento académico. El experimento, se realizó con dos grupos de estudiantes universitarios, separados en aulas, con diferente ambiente de aprendizaje, que cursaban la asignatura química general, donde el 76% fueron de género masculino y el 24%, femenino, para el grupo 1 y el 60%, masculino y 40% del sexo femenino, para el grupo 2, con edades comprendidas entre los 17 y 21 años, para ambos grupos. Para evaluar la capacidad de atención, se empleó el test d2 elaborado por Brickenkamp - Zillmer y para el análisis de la influencia de los ambientes de aprendizaje, se diseñó un test tipo Likert. El primer grupo, se le realizó el ejercicio docente en un ambiente convencional, el segundo grupo trabajó en ambientes no convencionales, con docentes formados para la aplicación de los conceptos de neurociencia. Los resultados mostraron que existe una relación estadísticamente significativa entre los resultados, respecto al rendimiento académico, para los dos grupos, a un nivel de confianza del 95%, lo cual, es importante para tener en cuenta en futuros proyectos de educación, que permitan una verdadera transformación en la enseñanza de la química, en programas de ingenierías.

SUMMARY Many researchers stated that only through conscience about differences and similarities on education, environment and neurosciences it will be possible to achieve a solid base for get an integrated science including the education, brain, mind and learning. The objective of this study was to determine if the learning environment and neuroscience influence the attention and motivation of engineering students, resulting in changes on academic performance. The tests were conducted employing two university students groups taking the subject general chemistry of which 75% were male and 25% female, with ages between 17 and 21 years. It is important to clear that both students groups had different learning environment. The first group was taught in conventional learning environments, the second one was taught in a non-conventional environments, with teachers trained to apply the concepts of neuroscience. The Brickenkamp - Zillmer test d2 was employed to evaluate the student's attention capacity while the Likert test was used in order to evaluate the influence of learning environments. The results showed that there is a statistically significant relationship between the results with respect to academic performance, for both groups which is important to take into account in future education projects that allow a real transformation teaching of chemistry in engineering programs.

Principios básicos para una ruta de formación en la cualificación de los docentes en el diseño y aplicación de recursos educativos digitales / Basic principles for a training pathway in the teaching qualification in terms of design and application of digital educational resources

Resumen La implementación de rutas de formación para los docentes orientados a la cualificación, diseño y aplicación de recursos educativos digitales son necesarios y prioritarios para que las instituciones avancen hacia la transformación cultural requerida en los procesos de enseñanza-aprendizaje con soporte en las TIC. Esto implica una revisión de la construcción de los conceptos de comunidades de aprendizaje, práctica, práctica virtual, zona de desarrollo próximo en la práctica pedagógica, las relaciones en los ambientes virtuales de aprendizaje y las competencias docentes en el uso de las TIC.

Abstract The implementation of teacher training pathways aiming at the qualifica tion, design, and application of digital educational resources are necessary and priority so that institutions move towards the required cultural transformation in the teaching and learning processes with ICT support. This involves a review of the construction of the concept of communities of learning, communities of practice, virtual practice, zone of proximal development in pedagogical practice, relationships in virtual learning environments, and educational expertise in the use of ICT.

Association among clinical learning environment, career maturity and professional identity in fulltime 3+2 nursing undergraduates / 中华医学教育探索杂志

Objective To explore the perception of clinical learning environment,career maturity,and professional identity as well as their associations among 3+2 nursing undergraduates.Method Totally 198 3+2 nursing undergraduate students from two provincial medical colleges in Shandong province were enrolled.Results Mean scores for clinical learning environment,career maturity and professional identity were (3.44 ± 0.54),(3.31 ± 0.37) and (3.63 ± 0.62),respectively.Clinical learning environment and career maturity (P＜0.001) were positivelyassociated with 3+2 nursing undergraduates' professional identity.Conclusions Clinical learning environment,career maturity and professional identity of 3 +2 nursing undergraduates areat a moderate level.Interventions to facilitate clinical learning environments and career maturity will foster the growth of professional identity.

Experiences with web 2.0 in school settings: a framework to foster educational practices based on a personal learning environment perspective / Experiências com a web 2.0 no contexto escolar: uma proposta para fomentar práticas educacionais baseadas na perspectiva de ambientes pessoais de aprendizagem

Abstract: Studies involving the use of digital technologies in educational settings, based on the concept of Personal Learning Environments (PLE), show the possibilities of enhancing educational processes through a pedagogical approach, which benefits from the affordances of technologies. We understand that a PLE is organized with tools, mechanisms, and activities that each student uses to read, produce and share. These actions are possible through different web 2.0 applications. This study aims to foster educational practices with technologies in the context of the classroom from the perspective of the PLE. The research, based on a qualitative approach, is organized into two phases. First, we propose a framework to assist teachers in the selection of web tools to foster educational practices based on PLE. Second, we present and analyze the results of a qualitative study, which involves the use of the proposed framework in educational practices conducted in the final years of elementary education in a private school in Brazil. Results point out that the proposed framework can be used to support the teachers in designing educational practices involving the use of digital technologies to promote the student's PLE.

Resumo: Estudos envolvendo o uso de tecnologias digitais em ambientes educacionais, com base no conceito de Ambientes Pessoais de Aprendizagem (PLE), mostram as possibilidades de aprimorar processos educacionais por meio de uma abordagem pedagógica que reconhece o benefício dessas tecnologias. Entendemos que um PLE é organizado a partir de ferramentas, mecanismos e atividades que cada aluno usa para ler, produzir e compartilhar. Essas ações são possíveis por meio de diferentes aplicações da web 2.0. Este estudo tem como objetivo apresentar uma proposta para fomentar práticas educacionais com tecnologias no contexto da sala de aula na perspectiva do PLE. A pesquisa, baseada em uma abordagem qualitativa, está organizada em duas fases. Em primeiro lugar, propomos um modelo para auxiliar os professores na seleção de aplicações web para promover práticas educacionais baseadas no PLE. Em segundo lugar, apresentamos e analisamos os resultados de um estudo qualitativo, que envolve o uso do modelo proposto em práticas educacionais realizadas nos últimos anos do ensino fundamental em uma escola particular no Brasil. Os resultados apontam que a proposta pode ser usada para apoiar os professores no desenvolvimento de práticas educativas envolvendo o uso de tecnologias digitais para promover o PLE do aluno.

La educación ambiental y su importancia en la relación sustentable: Hombre-Naturaleza- Territorio / Environmental education and its importance in strengthening the sustainable Humanity- Nature-Territory relationship / Educaã§ã£o ambiental e sua importã¢ncia no fortalecimento da relaã§ã£o sustentável Homem -Natureza-Territór

Objetivo. Promover la importancia de la educación ambiental en el fortalecimiento de la relación sustentable Hombre-Naturaleza-Territorio en 8 niños y niñas observadores de aves de la primaria María Berchmans. Metodología. Entre agosto y noviembre del 2015 desarrollé un estudio de caso basado en el aprendizaje vivencial, social y experiencial, que se dividió en dos fases en las que se encontraban 19 actividades clasificadas dentro de siete categorías. Resultados. El desarrollo tanto de habilidades cognitivas "duras" como de habilidades socioemocionales "blandas" exponiendo diferentes ambientes educacionales, incentiva un aprendizaje activo que fortalece la relación sustentable Hombre-Naturaleza-Territorio. Conclusión. La generación de una conciencia de conservación ambiental al contemplar la importancia de la educación escolar en la relación Hombre-Naturaleza-Territorio lleva a la apropiación de la biodiversidad (natural-cultural) y a generar aprendizajes significativos.

Objective. Promote the importance of environmental education in strengthening the Humanity-Nature-Territory sustainable relationship in 8 children who participate in bird watching at the María Berchmans Primary School between August and November 2015. Methodology. Between August and November 2015, a case study was carried out based on experiential and social learning that was divided into two phases. This case study involved 19 activities classified into 7 categories. Results. The development of both "hard" cognitive abilities and "soft" socialemotional skills involving different educational environments encourages active learning that strengthens the sustainable Humanity-Nature-Territory relationship. Conclusion. The generation of awareness regarding environmental conservation through considering the importance of school education in the Humanity-Nature-Territory relationship leads to the appropriation of biodiversity (natural-cultural) and results in meaningful learning.

Objetivo. Promover a importã¢ncia da educaã§ã£o ambiental no fortalecimento da relaã§ã£o sustentável homem-natureza-território em 8 crianã§as observadoras de aves da escola primária Maria Berchmans entre agosto e novembro de 2015. Metodologia. Entre agosto e novembro de 2015 se desenvolveu um estudo de caso baseado no aprendizado vivencial, social e experimental, que se dividiu em duas fases nas quais se encontravam 19 atividades classificadas dentro de 7 categorias. Resultados. O desenvolvimento de tanto das habilidades cognitivas "habilidades difíceis" como habilidades sócio-emocionais "habilidades interpessoais", expondo diferentes ambientes educacionais incentive um aprendizado ativo que reforã§a a relaã§ã£o sustentável Homem-Natureza-Território. Conclusã£o. A geraã§ã£o de uma consciéncia de conservaã§ã£o ambiental ao contemplar a importã¢ncia da educaã§ã£o escolar na relaã§ã£o Humanidade-Natureza-Território leva ã apropriaã§ã£o da biodiversidade (natural-cultural) e gera aprendizagens significativas.

Towards developing high-fidelity simulated learning environment training modules in audiology

Introduction: This discussion paper reviews and synthesises the literature on simulated learning environment (SLE) from allied health sciences, medical and nursing in general and audiology specifically. The focus of the paper is on discussing the use of high-fidelity (HF) SLE and describing the challenges for developing a HF SLE for clinical audiology training. Methods: Through the review of the literature, this paper discusses seven questions, (i) What is SLE? (ii) What are the types of SLEs? (iii) How is SLE classified? (iv) What is HF SLE? (v) What types of SLEs are available in audiology and their level of fidelity? (vi) What are the components needed for developing HF SLE? (vii) What are the possible types of HF SLEs that are suitable for audiology training? Publications were identified by structured searches from three major databases PubMed, Web of Knowledge and PsychInfo and from the reference lists of relevant articles. The authors discussed and mapped the levels of fidelity of SLE audiology training modules from the literature and the learning domains involved in the clinical audiology courses. Results: The discussion paper has highlighted that most of the existing SLE audiology training modules consist of either low- or medium-fidelity types of simulators. Those components needed to achieve a HF SLE for audiology training are also highlighted. Conclusion: Overall, this review recommends that the combined approach of different levels and types of SLE could be used to obtain a HF SLE training module in audiology training.