Necesidades de aprendizaje sobre la aplicación del índice de Bolton en residentes de ortodoncia / Learning needs about application of the Bolton Index by orthodontics residents

Introducción: La aplicación y el análisis del índice de Bolton es necesario para establecer un plan de tratamiento correcto en pacientes con maloclusiones dentarias. Los especialistas en formación deben adquirir y aplicar este conocimiento para el desarrollo adecuado de su práctica profesional. Objetivo: Evaluar las necesidades de aprendizaje en residentes de ortodoncia sobre el uso y la interpretación del índice de Bolton y sus factores potencialmente determinantes. Métodos: Estudio descriptivo de corte transversal con enfoque cualitativo-cuantitativo, mediante encuestas anónimas y entrevistas no estructuradas a residentes y profesores del departamento de ortodoncia de la Facultad de Estomatología de La Habana, durante el curso 2017-2018. Resultados: Los residentes encuestados presentaron conocimientos insuficientes sobre el índice de Bolton. Su aplicación no fue sistemática en la educación en el trabajo y las mayores deficiencias se observaron en segundo y tercer años. Los factores potencialmente determinantes revelados resultaron la falta de uniformidad y la exigencia a los estudiantes en la evaluación de los docentes. Conclusiones: Los residentes de ortodoncia deben elevar su nivel de conocimiento sobre el análisis del índice de Bolton e incrementar su aplicación práctica mediante un sistema evaluativo más exigente y metódico(AU)

Introduction: Application and analysis of the Bolton index is necessary to establish a correct treatment plan in patients with dental malocclusions. Training specialists must acquire and apply this knowledge for the proper development of their professional practice. Objective: To assess the learning needs of Orthodontics residents regarding the use and interpretation of the Bolton index and its potentially determining factors. Methods: Descriptive and cross-sectional study with a qualitative-quantitative approach, using anonymous surveys and non-structured interviews with residents and professors of the Department of Orthodontics at the Dental School in Havana, during the academic year 2017-2018. Results: The surveyed residents showed insufficient knowledge about the Bolton index. Its application was not systematic in education at work. The greatest deficiencies were observed in the second and third academic years. The potentially determining factors revealed were lack of uniformity and professors' being demanding for student evaluation. Conclusions: Orthodontics residents should increase their level of knowledge about analysis of the Bolton index and increase its practical application through a more demanding and methodical evaluation system(AU)

Impact of Self-Assessment on Medical Students’ Learning Process.

Background: Maintaining professionalism requires sensitivity to identify self-strengths and weaknesses through continuous self-assessment. Self-assessment has been considered as an important aspect to be implemented in education process. However, there is still lack of evidence regarding the impact of self-assessment in the learning process of students. Aim: To find out the impact of self-assessment in students’ learning process, particularly in identifying learning needs, setting learning activity and learning duration. Methods: An experimental study was conducted among first year medical students (n=46), which were randomly assigned into either a control or an intervention group. Students in the intervention group, who were initially trained to conduct self-assessment, performed self-assessment whereas the control group students did not. Both groups identified learning needs before and after intra venous cannulation skills (IVCS) training. A week after the IVCS training, students in both groups were asked to recall their learning activities in the past week. Aspects which they learned and duration of learning were compared between intervention and control group. Results: Compared to control group, students in the intervention group learned more intensively on certain aspects, suitable with the identified needs, than another aspects related to IVCS (p = 0.001). There was no significant difference in learning duration (p = 0.132). Conclusion: This study offers an evidence that self-assessment influenced students to prioritize their learning needs.

Diagnóstico del nivel de preparación de los tutores de la carrera Licenciatura en Enfermería / Diagnoses for the design of an upgrading syllabus for the Nursing career tutors

Se realizó una investigación descriptiva transversal con el propósito de diagnosticar el nivel de preparación pedagógica de los tutores en la carrera Licenciatura en Enfermería de Sagua la Grande, a partir de la existencia de insuficiencias en el desempeño de los tutores en el asesoramiento de las investigaciones estudiantiles, preparación y desarrollo de las actividades docentes, y diagnóstico individual de los estudiantes tutorados. El universo de estudio estuvo constituido por 57 tutores, de los cuales se seleccionó una muestra de 20 por muestreo no probabilístico por criterios. Para la recogida de datos se aplicaron métodos, técnicas e instrumentos. Se observó predominio de una baja preparación desde el punto de vista de las funciones docentes, por carencia de superación pedagógica. Los tutores declararon tener un estado de preparación bajo para la realización de la labor investigativa. Los metodólogos entrevistados propusieron la ejecución de un plan de superación para suplir las necesidades identificadas.

A descriptive cross-sectional study was carried out with the purpose to diagnose the level of pedagogical preparation of the Nursing career tutors in Sagua la Grande, there were found insufficiencies in the performance of tutors to advise the student´s research works, preparation and development of teaching activities and in the diagnosis of the students under tutelage. The universe of study was composed by 57 tutors. There were applied different methods and techniques on a non probabilistic sampling of 20 tutors selected by criteria. A law preparation of the teaching functions was observed, due to an inadequate pedagogical upgrading. The tutors declared that they had a law preparation to carry out the researching activity, the methodologist who were interviewed proposed to start an upgrading plan to cope with the identified necessities.

The Knowledge and Learning Needs of Patients with a Permanent Pacemaker / 기본간호학회지

PURPOSE: The purpose of this study was to examine the level of knowledge and learning needs of patients with a permanent pacemaker implantation. METHODS: The participants were 86 patients with a permanent pacemaker implantation. Data were collected during April and May 2002 using a questionnaire survey on knowledge and level of learning need. The collected data were analyzed using the SAS program. RESULTS: 1. The average knowledge score was 13.21. The knowledge level was significantly higher in participants under 50 years of age and for those with higher levels of education. The items with the highest knowledge score was "permanent pacemaker needs regular check ups" and the lowest, "a bath can be taken 1 month after stitches are removed". 2. The total average score for learning needs was 60.78 and the mean item score was 3.04 as measured on a 4-point Likert scale. The item showing the highest learning need was "electrical fields can affect the pacemaker's function" and the lowest learning need was for "sexual activity after permanent pacemaker implantation". CONCLUSION: According to the above findings, it can be concluded that an intensive nursing education program should be developed for patients with a permanent pacemaker especially for those patients over 50 years of age and those with lower levels of education.

Learning needs of chronic obstructive pulmonary disease patients: A comparison of nurse and patient perceptions / 성인간호학회지

The purpose of the study was to investigate two areas as a basis for providing an educational program for pulmonary rehabilitation. A) the learning needs about chronic obstructive pulmonary disease in patients with chronic obstructive pulmonary disease and B) the perception of nurses of the same learning needs. The subjects consisted of 57 patients, with chronic obstructive pulmonary disease, at the general hospital in Seoul and 71 nurses, who were working in the medical ward. Data was obtained from a "learning need" questionnaire between October 29 and November 19, '99. Data was analyzed using SAS program for t-test, ANOVA, Scheff test. The result were as follows: 1. The learning needs of the nurses(mean 4.36 +/- .38) were higher than those of the patients (mean 3.56 +/- .83). (t=6.78, P=.001) 2. The highest ranked patient education needs were as follows ; a)"how to control dyspnea", b)"cause for activating dyspnea", and c)"how to minimize the necessity of oxygen in daily living": and nurses' learning needs were ; a)"how to cope with the risk situation", b)"management after discharge", and c)"how to control dyspnea". 3. In the patient group, those who had a college degree or higher education and paid their own hospital expenses were higher in the learning needs. According to the above results, we should consider an educational program which is realistic and effective for patients by evaluating the items the patients really want to learn about and how much they know about the evaluated items.