Modelos pedagógicos en Docentes de Ciencias Clínicas de la Universidad Tecnológica de Pereira-UTP, Colombia / Pedagogical models in Professors of Clinical Sciences of the Universidad Tecnológica de Pereira-UTP, Colombia

Resumen Objetivo: Caracterizar los modelos pedagógicos utilizados por los docentes de ciencias clínicas del programa de medicina de la Universidad Tecnológica de Pereira. Materiales y métodos: Investigación de tipo cualitativo, descriptivo. Se tomaron cuarenta docentes vinculados bajo cualquier modalidad (planta, transitorio o catedrático) que llevaran tres años o más realizando su actividad pedagógica. Se les realizó una entrevista semi-estructurada que fue avalada por el Comité de Bioética de la Universidad Tecnológica de Pereira. Resultados: El 55% de los docentes tienen formación en educación o docencia universitasirta. El 45% de los docentes aducen emplear el modelo problematizador, el 37,5% no conocen el modelo que emplean, el 12,5% creen utilizar el modelo tecnológico y por último el 5%, invocan el modelo tradicional. En cuanto al material didáctico utilizado no hubo diferencias entre los grupos de docentes, todos privilegiaron las ayudas audiovisuales tipo presentaciones en power point y expógrafo; tampoco hubo diferencias en cuanto a la metodología didáctica ya que la mayoría utilizaron rondas académicas, casos clínicos y revisiones de tema; en cuanto a la evaluación todos privilegiaron el examen escrito. Conclusión: La mayoría de los profesores tienen algún grado de formación en educación; todos utilizan un modelo pedagógico y aunque la mayoría lo identifican como modelo problematizador, se encontró que, con base en el material didáctico utilizado, la forma de transmitir la información, de motivar y evaluar al estudiante facilitar la formación, la tendencia es a usar una mezcla de los modelos, predominando el modelo tecnológico, seguido por los modelos tradicional y problematizador.

Abstract Objective: To characterize the pedagogical models used by the university professors of clinical sciences of the medicine program of the of the Universidad Tecnológica de Pereira. Materials and methods: Qualitative, descriptive research. Forty teachers linked under any modality (plant, transitory or for hours) who had been carrying out their pedagogical activity for three years or more were selected. A semi-structured interview was conducted, which was endorsed by the Bioethics Committee of the Universidad Tecnológica de Pereira. Results: 55% of professors have training in education or university teaching. 45% of teachers claim to use the problematization model, 37.5% do not know the model they use, 12.5% ​​believe they use the technological model and finally 5% invoke the traditional model. Regarding the didactic material used, there were no differences between the groups of teachers, all of whom favored audiovisual aids, such as power point presentations and whiteboard. There were also no differences regarding the didactic methodology since the majority used academic rounds, clinical cases, and topic reviews. And at the time of the evaluation, everyone favored the written exam. Conclusion: Most of the teachers have some degree of training in education; All of them use a pedagogical model and although the majority identify it as a problematization model, it was found that, based on the didactic material used, the way of transmitting information, motivating and evaluating the student and how it facilitates training, the tendency is to use a mixture of models, with the technological model predominating, followed by the traditional and problematization models.

Análisis comparativo de modelos educativos para la educación superior virtual y sostenible / Comparative analysis of educational models for virtual and sustainable higher education / Análise comparativa de modelos educativos para o ensino superior virtual e sustentável

RESUMEN Se analizan diferentes modelos educativos, propuestos en educación superior: La finalidad de este análisis es identificar las ventajas y desventajas en cuanto a formación integral, mediación por las Tecnologías de la Información y las Comunicaciones (TIC) y aporte al desarrollo sostenible. Lo anterior porque en situaciones se incorporan tecnologías en los procesos de enseñanza-aprendizaje, pero se siguen empleando modelos educativos tradicionales que poco aportan al descubrimiento de soluciones humanísticas y dignificantes para resolver los problemas de una región. En este estudio se emplea un protocolo de revisión sistemática; además, se integran la investigación, la innovación, la proyección social y promoción de los Objetivos de Desarrollo Sostenible (ODS). Se consideran como categorías del análisis comparativo: el enfoque pedagógico, reconociendo las bondades de aquellos modelos constructivistas; la presencia de lo dialógico, como forma de relación entre el estudiante y el docente; la formación para el desarrollo sostenible; el desarrollo del pensamiento crítico y social, entre otras. El resultado de este análisis permite identificar aspectos a considerar en la construcción de un modelo educativo para la educación superior mediado por las TIC.

ABSTRACT Some educational models proposed in higher education are analyzed. The objective of this analysis is to identify the advantages and disadvantages in terms of comprehensive training, mediation by Information and Communication Technologies (ICT) and contribution to sustainable development. This, because in situations, technologies are incorporated into the teaching-learning processes, but traditional educational models continue to be used, contributing little to the discovery of humanistic and dignifying solutions for solving the problems of a region. In this study, a systematic review protocol is used and includes research, innovation, social projection to promote the achievement of Sustainable Development Goals (SDG).The following are considered as categories of comparative analysis: the pedagogical approach, recognizing the benefits of those constructivist models; the presence of the dialogical, as a form of relationship between the student and the teacher training for sustainable development, the development of critical and social thinking, among others. The result of this analysis allows us to identify aspects to consider in the construction of an educational model for higher education mediated by ICT

RESUMO Os diferentes modelos educacionais propostos no ensino superior são analisados. O objectivo desta análise é identificar as vantagens e desvantagens em termos de formação abrangente, mediação por Tecnologias de Informação e Comunicação (TIC) e contribuição para o desenvolvimento sustentável. O acima exposto, porque nas situações em que as tecnologias são incorporadas nos processos de ensino-aprendizagem, mas ainda são utilizados modelos educativos tradicionais que contribuem pouco para a descoberta de soluções humanistas e dignas para resolver os problemas de uma região. Neste estudo, é utilizado um protocolo de revisão sistemática; além disso, a investigação, inovação, projecção social e promoção dos Objectivos de Desenvolvimento Sustentável (ODS) são integrados. São consideradas como categorias da análise comparativa: a abordagem pedagógica, reconhecendo os benefícios dos modelos construtivistas; a presença do dialógico, como forma de relação entre o aluno e o professor; a formação para o desenvolvimento sustentável; o desenvolvimento do pensamento crítico e social, entre outros. O resultado desta análise permite identificar aspectos a considerar na construção de um modelo educacional para o ensino superior, mediado pelas TIC.

Inclusión educativa de niños con síndrome Down en educación inicial regular, Perú / Educational inclusion of children with Down syndrome in Regular Initial Education, Peru

Introducción: Este estudio desarrolla una propuesta metodológica de inclusión de tres niños con síndrome Down en colegios de educación inicial Regular, Perú; cuyo proceso se desarrolló atendiendo a las inteligencias múltiples. Objetivo: Diseñar una estrategia didáctica que responda a la diversidad a fin de potenciar las inteligencias múltiples de niños del nivel de educación inicial. Métodos: Fue una investigación cuantitativa: diseño preexperimental y cualitativo. Se aplicó el test sobre inteligencias múltiples, cuyos resultados permitieron diversificar las estrategias metodológicas y la evaluación de los aprendizajes. Conclusiones: Los niños con síndrome de Down desarrollan formas de pensamiento lógico, creativo, demuestran poseer una memoria y buen nivel de socialización. Se logró mejoras significativas en el 58 porciento de las inteligencias múltiples de los niños participantes en el estudio(AU)

Introduction: This study develops a methodological proposal of inclusion of three children with Down syndrome in regular initial education schools, whose process was developed according to multiple intelligences. Methods: It was a quantitative research: pre-experimental and qualitative design. The test was applied on multiple intelligences, whose results allowed to diversify the methodological strategies and the evaluation of the learning. Conclusions: Children with Down syndrome develop logical, creative thinking, demonstrate a memory and a good level of socialization. Significant improvements were achieved in 58 percent of the children's multiple intelligences(AU)

Cultural Conceptions of Teachers on the Educational Model of a Public University of Ecuador / Concepciones culturales de los docentes sobre el modelo educativo de una universidad pública de ecuador

RESUMEN El objetivo del estudio fue indagar los significados culturales del concepto "modelo educativo" con la exploración de dimensiones cognitivas y el consenso cultural en docentes de una universidad pública ecuatoriana. Se aplicaron el diseño cualitativo, descriptivo y exploratorio enmarcados en la antropología cognitiva, así como las técnicas listados libres y sorteo por montones en fases sucesivas, la primera de 20 docentes y la segunda de 18 docentes cada vez, basados en el modelo de Romney, Weller y Batchelder. Se obtuvieron niveles del consenso cultural a razón de 5,213 y promedio de competencia cultural de 3,196, que demostraron acuerdo grupal. Se identificaron componentes principales, intermedios y secundarios. La jerarquización temática del discurso permitió agrupar en un modelo epistemológico, curricular y pedagógico. Se concluye que los participantes piensan en forma homogénea y los significados culturales del modelo educativo se ajustaron al consenso, sin variación cultural entre docentes.

ABSTRACT The objective of the study was to investigate the cultural meanings of the Educational Model concept, through the exploration of cognitive dimensions and the cultural consensus in teachers at an Ecuadorian public university. Methodology: Qualitative, descriptive, exploratory design; framed in Cognitive Anthropology. Free listing techniques were applied, and lots were drawn in successive phases; the first of 20 teachers, and the second of 18 teachers each time; based on the Romney, Weller, and Batchelder Model. Results: Cultural consensus levels in a ratio of 5,213, and cultural competence average of 3,196, showed agreement within the group. Main, intermediate, and secondary components were identified. The Thematic hierarchization of the discourse allowed for grouping in an epistemological, curricular, and pedagogical model. Conclusions: The participants think homogeneously, the cultural meanings of the educational model were adjusted to consensus, without cultural variation among teachers.

Modelo educativo para la gestión académica en el Instituto de Medicina Tropical "Pedro Kourí" / http://www.revhabanera.sld.cu/index.php/rhab/article/view/3228/2627

Introducción: La organización de la gestión académica de la educación de postgrado en el Instituto de Medicina Tropical "Pedro Kourí" (IPK), se corresponde con los resultados esperados en el desarrollo de la medicina tropical. Objetivo: Proponer un Modelo Educativo para la formación académica de postgrado, adecuado a las exigencias de la educación médica para el desarrollo de las Ciencias Biomédicas y la medicina tropical. Material y Métodos: Se realizó un estudio descriptivo, resultado de la sistematización de los informes de la Junta de Acreditación Nacional de los programas académicos del IPK, así como de los balances del Departamento de Docencia en el período comprendido desde 2008 a 2018. Para ello, se utilizaron: el análisis documental, sistematización y modelación, así como la consulta a expertos mediante el Método Delphy. Resultados: Apoyados en la experiencia de los autores y los resultados de la educación de postgrado en el IPK, se proponen los fundamentos y estructura de un Modelo Educativo para la formación académica de postgrado, ajustado a los requerimientos de la educación médica para el desarrollo de las Ciencias Biomédicas y la medicina tropical. Conclusiones: El Modelo Educativo para la formación académica de postgrado se convierte en una necesidad para los profesores, tutores y estudiantes en el IPK(AU)

Introduction: The organization of academic management in postgraduate education in Pedro Kouri Institute of Tropical Medicine (IPK) corresponds to the expected results in the development of tropical medicine. Objective: To propose an Educational Model for postgraduate academic training that responds to the requirements of medical education for the development of Biomedical Sciences and Tropical Medicine. Material and Methods: A descriptive study was conducted from the results of the systematization of the reports presented by the National Accreditation Board for the different curricula of the IPK and the assessment of the Teaching Department carried out during the period between 2008 and 2018. For this purpose, document analysis, systematization and modeling and experts' consultation were carried out using the Delphi method. Results: The basic principles and structure of an Educational Model for postgraduate academic training are proposed on the basis of the authors´ experience and the results of postgraduate education in the IPK, in correspondence with the requirements of medical education for the development of Biomedical Sciences and Tropical Medicine. Conclusions: The Educational Model for postgraduate academic training is a must for professors, tutors and students of the IPK(AU)

Alumnos ayudantes como futuros profesores / Student teachers as future professors

Introducción: El movimiento de alumnos-ayudantes surgió hace varias décadas en Cuba como una de las principales fortalezas de la enseñanza universitaria cubana. Objetivo: Exponer las experiencias innovadoras de un grupo de alumnos-ayudantes como futuros profesores en los últimos ocho años. Métodos: Se utilizó la metodología cualitativa, que tuvo en cuenta la entrevista, el análisis documental y los grupos focales, para exponer las experiencias innovadoras de la actuación de un grupo de alumnos-ayudantes en el Laboratorio Central de Líquido Cefalorraquídeo. Resultados: Los alumnos ayudantes realizaron un total de 67 publicaciones nacionales e internacionales, y participaron en 44 congresos en Cuba y el extranjero entre 2015 y 2019. Esto se logró con la combinación de las tareas de investigación y la docencia impartida en Cuba y en España. A la labor de alumnos-ayudantes se incorporaron estudiantes de Estados Unidos, Alemania y España. También se llevaron a cabo actividades comunitarias para jóvenes y niños junto con la Academia de Ciencias de Cuba. Conclusiones: El protagonismo que han tenido los alumnos-ayudantes les ha permitido sentar las bases para su formación como futuros líderes de la próxima generación, a partir de formas novedosas y sustentables, y mejores resultados en la formación, que los capacita para enfrentar nuevos retos(AU)

Introduction: The student teacher movement appeared several decades ago in Cuba as one of the main strengths of Cuban university education. Objective: To expose a group of student teachers' innovative experiences in the last eight years as future teachers. Methods: The qualitative methodology was used, which included the interview, documentary analysis and focus groups, in order to present the innovative experiences concerning the performance of a group of student teachers at Central Laboratory of Cerebrospinal Fluid. Results: The student teachers produced 67 publications, nationally and internationally, and participated in 44 congresses, either in Cuba and abroad, between 2015 and 2019. This was achieved with the combination of research tasks, as well as teaching practiced in Cuba and in Spain. Students from the United States, Germany and Spain have joined the work of student teachers. Community activities for youth and children have also been carried out together with the Cuban Academy of Sciences. Conclusions: The protagonist of student teachers has allowed them to set the foundations of their training as future leaders of the next generation, based on innovative and sustainable modes and better results in training, which enables them to face new challenges(AU)

Planes de cuidados enfermeros de estudiantes de pregrado: comparación de dos modelos / Nursing care plans of undergraduate students: Comparison of two models

Resumen Introducción: El modelo AREA (Análisis de Resultado Esperado Actual) plantea la importancia de reorientar la enseñanza y el aprendizaje del proceso de enfermería al pensarlo en términos más amplios, panorámicos y reflexivos; facilitando el desarrollo de habilidades de razonamiento clínico, lo que constituye un gran avance para la enseñanza y la práctica en la toma de decisiones clínicas que integra NANDA, NIC y NOC. Los nuevos lineamientos estructurados desde el modelo OPT superan la visión lineal, fraccionada e instrumental de las cinco etapas del proceso de enfermería. Objetivo: Comparar dos modelos de aplicación del proceso de enfermería (generación 2 y 3), en la elaboración de planes de cuidados por parte de estudiantes del programa de enfermería de una institución de educación superior de Bucaramanga (Colombia). Metodología: Estudio de corte transversal. Participaron 33 estudiantes de quinto nivel del programa de enfermería de la UIS. Se definieron las variables y se diseñaron los instrumentos que permitieron evaluar y comparar la aplicación del proceso de enfermería de la segunda y tercera generación. Resultados: Se identificó preferencia por el modelo tercera generación como guía para el abordaje de casos clínicos; sin embargo, es importante resaltar que los estudiantes no encontraron diferencias significativas en aspectos de articulación teórica, ni en la aplicación de los lenguajes NIC y NOC. Los estudiantes encuentran diferencias significativas en el uso del modelo OPT en aspectos relacionados con el razonamiento clínico, la determinación de la esencia del caso, el respaldo diagnóstico y la identificación del diagnóstico de enfermería. Conclusiones: Ampliar la enseñanza del modelo OPT en todos los cursos del programa de enfermería UIS, facilitará una mayor comprensión de los procesos de pensamiento del estudiante y mayor capacidad de adaptar experiencias para satisfacer las necesidades individuales de aprendizaje; igualmente, fortalecerá el currículo y por ende las prácticas docentes.

Abstract Introduction: The OPT model (Outcome Present State Test) raises the importance of reorienting the teaching and learning of the nursing process when thinking about it in broader, panoramic and reflective terms; it facilitates the development of clinical reasoning skills, which is a breakthrough for teaching and practice in making clinical decisions that integrate NANDA, NIC and NOC. The new guidelines structured from the OPT model, overcome the linear, fractional and instrumental vision of the five stages of the nursing process. Objective: To compare two nursing process application models (generation 2 and generation 3), in the elaboration of care plans by students of the nursing program of a higher education institution of Bucaramanga (Colombia). Methodology: Cross-sectional study. With participation of 33 students from the fifth level of UIS nursing program UIS. Variables were defined and the instruments to evaluate and compare the application of the nursing process of the second and third generations were designed. Results: Preference for the third generation model was identified as a guide for addressing clinical cases; however, it is important to note that the students did not find significant differences in aspects of theoretical articulation, nor in the application of NIC and NOC languages. Students find significant differences in the use of OPT model in aspects related to clinical reasoning, case essence determination, diagnostic support and in the nursing diagnosis identification. Conclusions: Expanding the teaching of the OPT model in all courses of the nursing program UIS, will facilitate a greater understanding of the student's thinking processes and a greater ability to adapt experiences to meet individual learning needs; it will also strengthen the curriculum and therefore the teaching practices.

Effect of feedback health education model on quality of life in patients with constipation-type irritable bowel syndrome / 中国实用护理杂志

Objective@#To explore the effect of feedback-based health education model on quality of life in patients with constipation-type irritable bowel syndrome.@*Methods@#86 patients with constipation-type irritable bowel syndrome who were hospitalized in our hospital from December 2017 to December 2018 were selected. According to the method of random number, it was divided into control group (n=43) and observation group (n=43). The control group received routine care, and the observation group used the feedback education model for health education based on the control group. Symptom scores, anxiety and depression, and quality of life at admission and discharge were compared between the two groups.@*Results@#At the time of discharge, the abdominal pain, bloating, poor stool, and defecation in the control group were (1.74±0.35), (1.37±0.31), (1.23±0.46), and (1.15±0.21), respectively. The observation group were (1.02±0.21), (0.95±0.22), (1.02±0.35), and (0.81±0.12) points, respectively. The difference between the two groups was statistically significant (t=2.382-11.567, P<0.01 or 0.05). At the time of discharge, the HAMA score and HAMD score of the control group were (11.25±2.98) and (15.35±4.01) points, respectively. The observation group was (7.57±2.77) and (9.35±2.33) points respectively. The difference between the two groups was statistically significant (t=5.931, 8.484, P<0.01). At the time of discharge, the physical function, role function, emotional function, and social function scores of the control group were (74.61±5.09), (53.97±3.78), (55.84±5.17), and (45.66±5.72) points, respectively. The observation groups were (78.91±4.78), (57.91±4.71), (60.79±5.94), and (49.91±4.91) points, respectively. The difference between the two groups was statistically significant (t=-4.278--2.827, P<0.01).@*Conclusion@#Using the feedback-based education model to intervene in patients with constipation-type irritable bowel syndrome, it can help improve gastrointestinal symptoms, improve negative emotions, improve quality of life, and is worthy of clinical recommendation.

Effects of an individualized cardiac rehabilitation education model on cognition and behavior for patients with coronary intervention / 中国实用护理杂志

Objective@#To explore the efficacy of an individualized cardiac rehabilitation education model on the knowledge level of cardiac rehabilitation and cardiac rehabilitation exercise for patients after percutaneous coronary intervention (PCI).@*Methods@#This study adopted the method of quasi-experimental research, 96 patients after PCI were randomly divided into the intervention group (49 cases), and the control group (47 cases) according to the discharge order. The intervention group received the individualized education model of cardiac rehabilitation for 12 weeks led by the cardiac rehabilitation outpatient nurse, and the control group received the routine follow-up guidance. Before and after the intervention of the two groups, the changes of cardiac rehabilitation knowledge were evaluated according to The Coronary Artery Disease Education Questionnaire-II(CADE-Q II), the compliance of cardiac rehabilitation exercise were evaluated according to heart rate band mobile APP or mobile WeChat exercise APP, the effects of cardiac rehabilitation exercise were adjusted according to a 6-minute walking test.@*Results@#The increase scores of CADE-Q II in the intervention group after the intervention were higher than that in the control group:(10.04±2.75) points vs (5.57 ± 2.65) points, and the difference was significant (t=2.079, P < 0.05).The exercise compliance of daily aerobic exercise target rate indicated on the App of mobile phones in the intervention group were higher than that in the control group:88%(15/17) vs 53% (7/17), and the difference was significant (t=5.100, P <0. 05). The exercise compliance of daily exercises indicating on the Wechat application in the intervention group were higher than that in the control group: 82% (23/28) vs 48% (13/27), and the difference was significant (t=7.025, P <0.01).6MWD in the intervention group was higher than that in the control group: (48.77±26.67) mvs (16.77±43.65) m, and the difference was significant (t=3.534, P <0.01).@*Conclusion@#This cardiac rehabilitation education model can improve the knowledge level and compliance of cardiac rehabilitation exercise, and promote the cardiac rehabilitation of patients after PCI.

Effect of feedback health education model on quality of life in patients with constipation-type irritable bowel syndrome / 中国实用护理杂志

Objective To explore the effect of feedback-based health education model on quality of life in patients with constipation- type irritable bowel syndrome. Methods 86 patients with constipation-type irritable bowel syndrome who were hospitalized in our hospital from December 2017 to December 2018 were selected. According to the method of random number, it was divided into control group (n=43) and observation group (n=43). The control group received routine care, and the observation group used the feedback education model for health education based on the control group. Symptom scores, anxiety and depression, and quality of life at admission and discharge were compared between the two groups. Results At the time of discharge, the abdominal pain, bloating, poor stool, and defecation in the control group were (1.74 ± 0.35), (1.37 ± 0.31), (1.23 ± 0.46), and (1.15 ± 0.21), respectively. The observation group were (1.02±0.21), (0.95±0.22), (1.02±0.35), and (0.81±0.12) points, respectively. The difference between the two groups was statistically significant (t=2.382-11.567, P<0.01 or 0.05). At the time of discharge, the HAMA score and HAMD score of the control group were (11.25±2.98) and (15.35± 4.01) points, respectively. The observation group was (7.57±2.77) and (9.35±2.33) points respectively. The difference between the two groups was statistically significant (t=5.931, 8.484, P<0.01). At the time of discharge, the physical function, role function, emotional function, and social function scores of the control group were (74.61 ± 5.09), (53.97 ± 3.78), (55.84 ± 5.17), and (45.66 ± 5.72) points, respectively. The observation groups were (78.91±4.78), (57.91±4.71), (60.79±5.94), and (49.91±4.91) points, respectively. The difference between the two groups was statistically significant (t=- 4.278-- 2.827, P<0.01). Conclusion Using the feedback-based education model to intervene in patients with constipation-type irritable bowel syndrome, it can help improve gastrointestinal symptoms, improve negative emotions, improve quality of life, and is worthy of clinical recommendation.

Effects of an individualized cardiac rehabilitation education model on cognition and behavior for patients with coronary intervention / 中国实用护理杂志

Objective To explore the efficacy of an individualized cardiac rehabilitation education model on the knowledge level of cardiac rehabilitation and cardiac rehabilitation exercise for patients after percutaneous coronary intervention (PCI). Methods This study adopted the method of quasi-experimental research, 96 patients after PCI were randomly divided into the intervention group (49 cases), and the control group (47 cases) according to the discharge order. The intervention group received the individualized education model of cardiac rehabilitation for 12 weeks led by the cardiac rehabilitation outpatient nurse, and the control group received the routine follow-up guidance. Before and after the intervention of the two groups, the changes of cardiac rehabilitation knowledge were evaluated according to The Coronary Artery Disease Education Questionnaire- II(CADE- Q II), the compliance of cardiac rehabilitation exercise were evaluated according to heart rate band mobile APP or mobile WeChat exercise APP, the effects of cardiac rehabilitation exercise were adjusted according to a 6-minute walking test. Results The increase scores of CADE-Q II in the intervention group after the intervention were higher than that in the control group:(10.04±2.75) points vs (5.57 ± 2.65) points, and the difference was significant (t=2.079, P<0.05).The exercise compliance of daily aerobic exercise target rate indicated on the App of mobile phones in the intervention group were higher than that in the control group:88%(15/17) vs 53% (7/17), and the difference was significant (t=5.100, P <0. 05). The exercise compliance of daily exercises indicating on the Wechat application in the intervention group were higher than that in the control group:82% (23/28) vs 48% (13/27), and the difference was significant (t=7.025, P <0.01).6MWD in the intervention group was higher than that in the control group:(48.77±26.67)mvs(16.77±43.65)m, and the difference was significant (t=3.534, P<0.01). Conclusion This cardiac rehabilitation education model can improve the knowledge level and compliance of cardiac rehabilitation exercise, and promote the cardiac rehabilitation of patients after PCI.

Teaching design and practice of "Medical immunology" theory course under"5+3" educational model in medical students / 中国免疫学杂志

Integration of "5+3" training mode is to accelerate the construction of standardization of clinical medical personnel training system,and the establishment of the new training mode.The training goal is to make the students become the high-level clinicians with the ability of clinical thinking and clinical practice,and scientific research and teaching,who can independently and pro-fessionally prevent and treat the related common disease.Therefore,guided by the general training goal of our students,we designed and practiced a teaching mode centered on "immune disease mechanism analysis" in the teaching of medical immunology,aiming at improving students'ability of clinical thinking,self learning and team coorperation.

Study on Context of Chinese Medicine School Education in Modern Zhejiang Province / 浙江中医药大学学报

[Objective] To discuss and analyze the development history of TCM education in Zhejiang in modern times and provide valuable experience for modern TCM education theory and practice. [Methods] The article goes through the historical development of TCM education in modern Zhejiang, the general situation of TCM education, and the characteristics of TCM education. It deepens historical materials to search, collate and excavate the precious literature resources of historical materials and summarizes them. [Results] The modern TCM, Beiyang government, Nanjing National Government and other periods of traditional Chinese medicine business were in a difficult stage, but TCM education in these periods was actively going forward in the reform. The modern Chinese medicine school runs a comprehensive reform from the aspects of the school-running concept, enrollment system, school system and curriculum setting to traditional TCM education, creating a unique school-running model and promoting the development of TCM education. [Conclusion] Modern Chinese medicine education in Zhejiang has developed in twists and turns. Its experience has provided valuable experience for the theory and practice of Chinese medicine education the present age. promoting the development of TCM education. [Conclusion] Modern Chinese medicine education in Zhejiang has developed in twists and turns. Its experience has provided valuable experience for the theory and practice of Chinese medicine education the present age.

Benefícios educacionais das metanálises: "modelo fictício" de perda óssea peri-implantar e suas implicações clínicas / The educational benefits of meta-analyses: a "hypothetical model" on peri-implant bone loss and its clinical implications

Objetivo: familiarizar o leitor com a metodologia estatística da metanálise e mostrar como ler e interpretar o forest plot nas decisões clínicas. Material e métodos: um conjunto fictício de dez estudos com acompanhamento de cinco anos, envolvendo perda óssea comparada para implantes rugosos e lisos, foi simulado. Os parâmetros para metanálise foram obtidos e explicados em detalhes em três situações: 1) usando estes dez estudos; 2) removendo o estudo com a maior amostra; e 3) reduzindo a amostra do maior estudo, comparando-se nos modelos fixo e random. Resultados: na situação 1, o efeito fixo favoreceu os implantes lisos, o efeito random favoreceu os implantes rugosos, mas o valor p não mostrou significado estatístico para cada efeito. Na situação 2, ambos os modelos passaram a favorecer os implantes rugosos, com valores p estatisticamente significativos. Na situação 3, o peso fixo da maior amostra caiu pela metade, e o gráfico forest pilot favoreceu os implantes rugosos nos modelos fixo e random, porém, a diferença estatística só foi significativa no modelo fixo (p=0,000). Conclusão: 1) a criação de modelos fictícios e situações favorece o ensino da leitura da metanálise; 2) mesmo no exemplo fictício, a adoção do modelo random effects trouxe melhor ponderação entre os pesos dos estudos; 3) a decisão clínica de quem lê está influenciada também pela decisão de quais estudos são incluídos, suas amostras e como traduzir a diferença entre as perdas ósseas em benefício clínico.

Objective: to familiarize the reader with the statistical methodology of a meta-analysis and to show how to read and interpret the forest plot for clinical decisions. Material and methods: a hypothetical model with 10 studies over 5 years involving bone loss on rough and machined dental implants was simulated. The parameters of meta-analysis were obtained and explained in three hypothetical scenarios: 1) all 10 studies; 2) removing the study with the larger sample; and 3) using only half of the sample in the larger study, considering the fixed and random effects model. Results: for situation 1, the fixed effect favors the machined implants, while the random effect favors the rough ones, but the p-value did not provide statistical significance for each summary effect. In situation 2, both models favor the rough implants, with statistically significant p-values. For situation 3, the relative weight of the larger sample size was reduced by half, and the forest plot favored the rough implants for both fi xed and random options; however, a statistical difference was only seen at the fixed effects model (P=0.000). Conclusion: 1) the creation of diverse scenarios favors the teaching on how to read a meta-analysis; 2) even thus, the adoption of a random-effect model balanced the weights among studies; 3) the clinical decision of the reader is also infl uenced by which studies were selected, their samples, and how to translate the difference between bone loss into clinical benefits.

MODELO DE EDUCACIÓN AMBIENTAL NO FORMAL PARA LA PROTECCIÓN DE LOS HUMEDALES BAÑÓ Y LOS NEGROS / NON-FORMAL ENVIRONMENTAL EDUCATION MODEL FOR THE PROTECTION OF THE BAÑÓ AND LOS NEGROS WETLANDS

El propósito de este artículo fue generar y validar un modelo de educación ambiental no formal para la conservación con fines de protección de los humedales Bañó y Los Negros, ubicados en el bajo Sinú, entre los corregimientos de Cotocá Arriba, Castilleral y Palo de Agua, pertenecientes al área rural del municipio de Lorica, departamento de Córdoba, Colombia. Para ello, se definieron una serie de elementos constitutivos del modelo, entre éstos se señala el perfil ambiental del territorio obtenido a partir de un diagnóstico de la zona de estudio, la identificación de los factores que inciden en conductas negativas por parte de los habitantes de los humedales hacia este tipo de ecosistemas, además de la definición de una base pedagógica, partiendo de los elementos antes mencionados. Con base en la integración de los elementos se determinó el cuarto componente del modelo, es decir, los enfoques bajo los cuales se desarrollaría éste: sistémico, de desarrollo sostenible, interdisciplinario y comunitario; se buscó generar un modelo desde una visión holística, en la cual la comunidad fuera un actor fundamental en su implementación y contribuyera al desarrollo sostenible de los humedales, teniendo en cuenta la interdisciplinariedad como componente integrador. La materialización del modelo o su fase de validación se concretó en un programa educativo piloto de corte no formal que contó con una población beneficiada, metas y objetivos bien definidos, así como la identificación de los problemas a intervenir a partir del diagnóstico del territorio. Se estableció que los contenidos programáticos, metodología y herramientas pedagógicas dependerían de la definición de los componentes arriba indicados. Se propuso como un mecanismo de evaluación para el modelo y el programa piloto, derivado del mismo, la aplicación del ciclo PHVA (planear, hacer, verificar y actuar).

The main purpose of this article is to generate and to validate a non-formal environmental education model for the conservation and protection of the Bañó and Los Negros wetlands, located in the lower Sinú region, between the districts of Cotocá Arriba, Castilleral and Palo de Agua, within the rural areas of the municipality of Lorica, in the Department of Córdoba, Colombia. For this purpose, a series of constitutive elements of the model were defined including the environmental profile of the territory obtained from a diagnosis of the area of study, the factors impinging on negative behavior on the part of the wetlands inhabitants towards those types of ecosystems were defined, besides the definition of a pedagogical basis was drawn from the above mentioned elements. Based on the integration of those elements, the fourth component of the model was identified, this is to say, the approaches under which it would be developed were obtained: systemic, sustainable, interdisciplinary and community developed. A model was searched from a comprehensive vision in which the community was a fundamental actor in its implementation and contributed to the sustainable development of the wetlands considering interdisciplinarity as an integrating component. The materialization of the model or its validation phase was specified through a non-formal educational pilot program that counted with a benefited population, well defined goals and objectives, as well as the identification of the problems to be intervened, drawn from the diagnosis of the territory. It was established that the contents, methodology and pedagogic tools would depended upon the definition of the above-mentioned components. The PDCA (planning, doing, checking and acting) cycle was proposed as a mechanism for evaluating the model and the pilot program derived from it.

Modelo pedagógico para desarrollar la identidad cultural / Educational model to develop cultural identity

La identidad cultural ha sido abordada desde diferentes disciplinas científicas, se va construyendo desde disímiles ángulos, de aquí que los referentes teóricos para su estudio procedan de diversas áreas del saber. Aunque no es un tema exclusivamente latinoamericano, es justamente América Latina uno de los lugares en que el análisis de esta problemática ha sido más polémico. El artículo presenta los resultados de un diagnóstico del estado de la identidad cultural de los estudiantes de la Preparatoria No.1, de la Universidad Autónoma de Nuevo León, y propone un modelo pedagógico para el desarrollo de este fenómeno.

Cultural identity has been studied from different scientific disciplines and considered from various perspectives. The theoretical references of its study come from diverse areas of knowledge. Being not exclusively a Latin American theme, Latin America is exactly one of the places that provide a controversial analysis. This article deals with the results of a study on cultural identity in students registered in the Preparatory n. 1, at the Autonomous University of Nuevo Leon, and presents an educational model for its development.

The comparison between Chinese and American medical education and its inspiration / 中华医学教育探索杂志

The medical education of China and the United States was compared by analyzing the differences about educational system, teaching mode and teaching content in this paper. Standard-ization of the Chinese medical education system, improving clinical practice, teaching students by initi-ating questions and advanced medical education technology were recommended in China. This paper will inspirit and provide experience for the innovation of Chinese medical education.

Applying the Flipped Learning Model to an English-Medium Nursing Course

PURPOSE: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. METHODS: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. RESULTS: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. CONCLUSION: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

Application of digital media and information technology as an educational method in the Ophthalmology journal club.

Background: A journal club session tends to be boring after many hours of work during the week. Attendees lose their attention span shortly after the activity begins. Objectives: To introduce a new educational model, including the use of digital media devices and social media, in journal club teaching and to evaluate whether this new model could prolong attendees’ attention span. Methods: An online survey from the ophthalmology journal club was conducted to evaluate the range of attention span, the problems and suggestions. Then a team was convened to build a new educational model based on the survey results. Observations in the classroom, the information gathered from the social media, and a post-action online survey were used to evaluate the outcomes. Descriptive and analytical statistics were used for data analyses. Results: There were 20 journal club sessions during the study period. The journal club is comprised of 30 residents, 10 fellows and 19 staff members. The pre-action survey showed important information about the most boring part and the median attention span was 30 minutes. After the new educational model was introduced, the median attention span increased to 55 minutes (p<0.001, Wilcoxon signed ranks test). The status of the attendees, frequency of attendance, and frequency of falling asleep did not show statistically significant association with longer attention span. Students’ achievement scores were good. Conclusion: The new educational model increased the attendees’ attention span and provided learning achievement in the ophthalmology journal club.

Innovation of the educational model for graduates with anesthesia specialty degree through practice of the double tutorial system / 中华医学教育探索杂志

This paper aims to explore a new educational model for graduates with anesthesia specialty through performing clinical and basic medical double tutorial system.By analyzing the characteristics in knowledge structure and problems in cultivation model,this article discusses the important actions of double tutorial system on improving graduate students'personnel quality,training innovative and scienthqc abilities,emphasizing the remote meaning of performing the reform of cultivation model in graduates students