Guía para la implementación de cursos en red / A guide for the implementation of network resources

Introducción: Los cambios en la educación médica superior, provocados por la pandemia del virus SARS-CoV-2, impulsaron la integración de las tecnologías de la información y la comunicación a la docencia en Cuba y el mundo. La Universidad Virtual de Salud se convirtió en un medio importante para apoyar los procesos docente-educativos, por lo que los profesores tuvieron que afrontar el reto de virtualizar sus actividades formativas. Objetivo: Validar una guía para el diseño y montaje de entornos virtuales de enseñanza aprendizaje en la educación médica de pregrado y posgrado. Métodos: Se realizó una investigación de tipo innovación tecnológica en tres etapas: diseño de la guía, implementación y validación. Se aplicó una encuesta a los participantes del entrenamiento virtual en Entornos Virtuales de Enseñanza Aprendizaje. Resultados: Se propusieron seis pasos para el diseño y la implementación de procesos formativos mediante la virtualidad: análisis de los recursos y la factibilidad; diseño del curso o adaptación de un programa existente; producción de contenidos; subida de recursos y configuración de las actividades; acción formativa; y evaluación del curso, mejora y rediseño. Conclusiones: La integración de la tecnología a la docencia en la educación superior es una realidad impulsada por la situación epidemiológica, que se seguirá desarrollando hasta que forme parte de la labor habitual del docente. Esta guía sistematiza y simplifica las acciones para facilitar el proceso inicial de virtualización. Se propone un modelo flexible y escalable para mejorar continuamente la calidad del proceso docente educativo en entornos virtuales de enseñanza aprendizaje(AU)

Introduction: Changes in higher medical education, caused by the SARS-CoV-2 virus pandemic, prompted the integration of information and communication technologies to teaching in Cuba and the world. The virtual university of health became an important means to support the teaching-educational processes; therefore, professors had to face the challenge of virtualizing their training activities. Objective: To validate a guide for designing and assembling virtual teaching-learning environments in undergraduate and postgraduate medical education. Methods: A technological innovation research was carried out in three stages: design of the guide, implementation and validation. A survey was conducted to the participants of the virtual training in virtual teaching-learning environments. Results: Six steps were proposed for the design and implementation of training processes through the virtual modality: analysis of resources and feasibility; course design or adaptation of an existing program; content production; resource uploading and activity configuration; training action; and course assessment, improvement and redesign. Conclusions: The integration of technology to higher education teaching is a reality driven by the epidemiological situation, which will continue to develop until it becomes part of the professor's regular work. This guide systematizes and simplifies actions to facilitate the initial virtualization process. A flexible and scalable model is proposed to improve continuously the quality of the educational teaching process in virtual teaching-learning environments(AU)

Discussion on the teaching design and practice of Clinical Medicine Summary / 中华医学教育探索杂志

Applying the effective teaching design to the teaching of Clinical Medicine Summary can improve the teaching quality of the course, the learning enthusiasm and effectiveness of non-clinical major students, so as to achieve the teaching purpose of the course. Practice has proved that optimizing the professional curriculum content, rationally using the information resources to mobilize students study initiative, improving teachers' own quality to improve teaching methods and means, changing the test standards and assessment methods and other effective teaching designs can significantly improve the teaching quality of the course, the students' learning motivation and learning effect, and achieve the teaching objectives.

Writing Articles on Continuing Medical Education for Medical Journals

@#Sharing of knowledge through Continuing Medical Education (CME) contribute immensely to professional development of skills in clinical medical practice. Thus, the writing of CME articles should adopt an approach that addresses the needs of the readers by attempting to fill gaps in their knowledge, skills, and ethics about clinical care. As such CME articles should be comprehensive and focused on specific areas. The specific learning outcomes should be well defined. In designing and development of such articles, pedagogic principles are to be borne in mind. In this article we outline a guide to writing a CME article, incorporating both the principles of instructional design and directed selflearning. The ideal CME articles will transit through multimedia-enhanced interactive online learning, with greater use of connectivity through the internet. Synchronous and asynchronous learning is in greater need, as distance and online learning are increasingly popular. Authors of CME articles will need to eventually design CME articles to be interactive, enriched with multimedia to engage their readers. Lesson plans employing instructional design principles should aim to promote both instructions for learning and formative assessment ensuring learning have taken place, and outcomes have been achieved. This article describes on how to write effective CME articles for medical journals.

Rediseño e implementación de un curso de psicología médica desde metodología docente presencial, a una semipresencial. Curso de psicología médica en formato b-learning / Redesign and implementation of a medical psychology course from face to face to blended learning methodology

Introducción: el curso mínimo de psicología médica tiene como propósito introducir y sensibilizar a los estudiantes en temas psicológicos básicos relevantes para la comprensión y desarrollo del ejercicio de la medicina. Entre las últimas evaluaciones de estudiantes de la Pontificia Universidad Católica, destacan comentarios negativos sobre las extensas jornadas de clases y la poca flexibilidad en la entrega de material de estudio. Métodos: se propuso implementar una metodología de clases b-learning, permi-tiendo al estudiante auto gestionar su tiempo y recibir los contenidos a distancia. Se evaluó posteriormente la aceptación de la nueva metodología a través de encuestas de satisfacción y se evaluó comparativamente el efecto de metodología en las calificaciones del alumnado. Resultados: se obtuvo resultados favorables con un promedio global al curso de 6,23 ± 0,67 para el año 2016 y 6,38 ± 0,49 para el 2017, y específicamente para la metodología b-learning de 6,03 ± 0,97 para el 2016, y para el 2017 6,41 ± 0,63. Conclusión: Se concluye que la modalidad de b-learning es una metodología de aprendizaje valorada positivamente por los alumnos con repercusión favorable en sus resultados académicos.

Introduction: the minimum course of Medical Psychology aims to introduce and to make students aware of psychological issues relevant to the understanding and development of the medical practice. Between the last evaluations made by students before 2016, negative comments about the extensive class schedules stand out. Methods: It was proposed to implement a b-learning class methodology, allowing the student to self-manage their time and receive the contents remotely. We evaluated the acceptance of the new methodo-logy through satisfaction surveys, and we evaluated the effect of this methodology on the student's qualifications. Results: favorable results were obtained with a global average to the course of 6.23 ± 0.67 for the year 2016 and 6.38 ± 0.49 for 2017, and specifically for the b-learning methodology, 6.03 ± 0.97 for 2016 and 6.41 ± 0.63 for 2017. Conclusion: We conclude that the b-learning modality is a learning methodology valued positively by the students with a positive increase in their academic results

Medical English teaching design based on Production-oriented Approach:An example in educating graduate students / 上海预防医学

Living with internationalization, it becomes increasingly important to develop the ability of acquiring knowledge from and publishing professional articles international medical journals.However, current English teaching in colleges is predominantly by cramming method and without clear aims.As a result, students make little learning progress.Production-oriented Approach, proposed by Professor Qiufang Wen, is an important theory to reform the modern English Teaching.Based on this theory, we designed and performed the course of Medical English Writing and Literature Reading for graduate students.For the aim of literature writing, we matched the teaching content with the pertinent language ability to achieve the goal.The process of teaching was initiated with output, followed by input, then tested by another output.As a result, students′ writing was improved effectively in correctness and in awareness of the rules.In addition, their ability to comprehend difficult and long sentences was also found to be improved.We believe Production-oriented Approach conforms to the requirements of English Teaching in college and can contribute to the teaching goal.

Four-component instructional design model and its application on clinical teaching in orthodontics / 中华医学教育探索杂志

As an important sub-discipline of dentistry, orthodontics is regarded as the post-graduate education for postgraduates and advanced doctors both at home and abroad. Orthodontics is a professional, practical and systematic discipline, therefore, the conventional education model is hard to get a good result. In this study, a new idea of four-component instructional design model (4C/ID) guided by "integration" was explored in the education of orthodontics, combined with the author's study experience in the University of Pennsylvania. The 4C/ID mainly included four elements: learning tasks, supportive information, procedural information and part-task practice, which emphasized in providing learners a set of real, specific and work-oriented complete learning tasks, so as to replace "partial task learning" to "overall task learning". This study explored the 4C/ID and its application on clinical teaching in orthodontics.

The design and reform of practical teaching in medical psychology / 中华医学教育探索杂志

To optimize the knowledge structure of medical students and implement the application of psychological skills, we launched the practical training of medical psychology in medical universities. We designed 4 practical training items and carried them out in small classes, including emotion and health, investigation of doctor-patient relationship, the application of interviewing method and the application of psychological support. This practice training was students-centered, practical, rigorous, clinical-thinking focused, easy to operate and promote. By now, this teaching reform has formed a relatively standardized teaching material for practical training , and it was well received among students.

Application and study on blended learning in practical training of acupuncture techniques / 中华医学教育探索杂志

Objective To explore the effect of blended learning in practical training of acupuncture techniques.Methods Sophomores of acupuncture and Tuinaspeciality were divided into two groups based on classes,with 38 students in experimental group and 34 in control group,adopting blended learning and traditional method in teaching acupuncture techniques respectively.Blended learning mainly adopts mixed methods of both online "punch-card" on WeChat community and offline class learning.Post-test score of two groups were compared by independent samples t-test with SPSS 19.0.The teaching effect of blended learning was evaluated in students in experimental group by questionnaire survey.Results The total score of acupuncture techniques (4.73 ± 0.15) in experimental group were significantly higher than that of control group (4.27 ± 0.46) (t=5.588,P＜0.01) and students' satisfaction concerning the blended learning in experimental group was up to 88％ (22/25).Conclusion Blended learning can promote students' acupuncture skills and cultivate good study habits,making practice in class more targeted.More friendly online learning tools needs to be further developed.

Four-component instructional design model and its application on clinical teaching in orthodontics / 中华医学教育探索杂志

As an important sub-discipline of dentistry,orthodontics is regarded as the post-graduate education for postgraduates and advanced doctors both at home and abroad.Orthodontics is a professional,practical and systematic discipline,therefore,the conventional education model is hard to get a good result.In this study,a new idea of four-component instructional design model(4C/ID)guided by "integration" was explored in the education of orthodontics,combined with the author's study experience in the University of Pennsylvania.The 4C/ID mainly included four elements: learning tasks,supportive information,procedural information and part-task practice,which emphasized in providing learners a set of real,specific and work-oriented complete learning tasks,so as to replace "partial task learning" to "overall task learning".This study explored the 4C/ID and its application on clinical teaching in orthodontics.

Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura / Perspectives on the use of instructional design guidelines for health simulation: a literature review

OBJETIVOS: Este artigo teve dois objetivos principais: apresentar um breve resumo de conceitos cognitivos introdutórios sobre aprendizagem e instrução na simulação, incluindo as diretrizes de desenho instrucional; e oferecer uma visão geral quanto às evidências disponíveis sobre perspectivas instrucionais na efetividade da simulação na saúde, diferentes formatos instrucionais da simulação, fidelidade e local da simulação. MÉTODOS: Uma busca foi realizada nas bases de dados MEDLINE/PubMed, Embase, Cochrane, ERIC, LILACS e SciELO, a partir dos termos "simulação em saúde", "efetividade da simulação", "treinamento", "diretrizes de desenho instrucional", "aprendizagem complexa" e "transferência da aprendizagem" e seus correspondentes em inglês. O início das datas de publicação não foi especificado e a última busca foi conduzida em 19 de setembro de 2017. Todos os artigos em inglês e português foram considerados para inclusão. Artigos específicos foram intencionalmente incluídos em busca de conceitos introdutórios. RESULTADOS: A busca identificou 3.196 artigos nas diferentes bases de dados. Após avaliação preliminar de títulos, resumos e análise de conteúdo, foram selecionados 56 artigos. Adicionalmente, nove artigos clássicos e um livro foram intencionalmente incluídos para a apresentação de conceitos cognitivos sobre aprendizagem e instrução, resultando em 66 referências consultadas em detalhes para esta revisão. CONCLUSÕES: A simulação oferece a oportunidade de aprendizagem ativa para profissionais de saúde ao proporcionar um ambiente de aprendizagem complexa, com integração do conhecimento, habilidades e atitudes. Com potencial de impacto nos diferentes níveis de aprendizagem, comportamento e resultados, especial atenção deve ser dada ao formato instrucional da simulação. Entre as diretrizes de desenho instrucional, destaca-se a autenticidade como um dos elementos de fundamental relevância para a aprendizagem. Outros elementos instrucionais, como complexidade crescente, local do treinamento adequado, debriefing, oportunidade de autoavaliação e outras formas de avaliação, têm também influência positiva e devem ser utilizados no planejamento de diferentes desenhos instrucionais da simulação.

AIMS: This article had two main objectives: to present a brief summary of introductory cognitive concepts on learning and instruction for simulation, including instructional design guidelines; and provide an overview of the current available evidence on the instructional perspectives on healthcare simulation training effectiveness, in particular with regards to simulation formats, fidelity and simulation site. METHODS: We searched for articles at MEDLINE/PubMed, Embase, Cochrane, ERIC, LILACS and SciELO databases, using the keywords "instructional design guidelines", "healthcare simulation", "simulation training", "simulation effectiveness", "complex learning", and "transfer of learning". No specific beginning date of publication was specified and last date of search was September 19th 2017. All articles in English and Portuguese were considered for inclusion with no specific exclusion criteria. A few articles were purposefully selected in search of introductory concepts on learning and instruction. RESULTS: Our search retrieved 3196 articles in the different databases. After preliminary title, abstract and content analysis, we selected 56 articles. Additionally, nine traditional articles and one book were included to present the best available evidence, reviews, reflections and critiques on simulation instructional perspectives, resulting in 66 references consulted in detail for this review. CONCLUSIONS: Simulation offers the opportunity for active learning for health professionals by providing a complex learning environment with integration of knowledge, skills and attitudes. With potential impact on the different levels of learning, behavior and results, special attention should be given to the instructional format of the simulation. Among the instructional design guidelines, authenticity stands out as one of the elements of fundamental relevance for learning. Other instructional elements, such as increasing complexity, proper training location, debriefing, self-assessment opportunity, and other forms of assessment, also have positive influence and should be used in planning different simulation instructional designs.

Research on instructional design of information-based flipped classroom teaching model for laboratory techniques of immunology / 中国免疫学杂志

Laboratory Techniques of Immunology is one of the core courses for medical laboratory specialty.Information-based flipped classroom teaching model and appropriate teaching evaluation were implemented in the application of the course.Practice showed that information-based flipped classroom teaching model can give full play to the resource advantages of information-based teaching,and completed the integrated teaching included knowledge,theory and practice by flipped classroom.

Una experiencia de estandarización utilizando el modelo ADDIE en la elaboración de guías temáticas

Este trabajo presenta una experiencia de estandarización en el desarrollo de guías temáticas para el Centro de Información y Tecnologías (CITec), de la Facultad de Ciencias Naturales, del Recinto de Río Piedras, Universidad de Puerto Rico. Las guías temáticas son recursos de información que apoyan la investigación en diversas disciplinas. El CITec necesitaba actualizar sus guías temáticas y desarrollar nuevos temas. Para trabajar la iniciativa, se utilizó una herramienta de código abierto y se aplicó un modelo sistemático, planificado y estructurado de las cinco fases del modelo ADDIE que consisten en el análisis (A), el diseño (D), el desarrollo (D), la implementación (I) y la evaluación (E), tanto de las guías como del trabajo en su totalidad. Como resultado, se elaboraron guías temáticas y especializadas, que permiten la recuperación de información confiable para los usuarios, desde la plataforma de código abierto SubjectsPlus. La realización del proyecto facilitó la estandarización de las guías, su creación en línea y la inmediatez de sus actualizaciones a través de su página web.

This paper presents an experience of standardization in the development of subject guides for the Information and Technology Center (CITec), Faculty of Natural Sciences, Río Piedras Campus, University of Puerto Rico. Thematic guides are information resources that support research in different disciplines. CITec needed to update their own guides and develop new ones. To work the initiative, we used an open source tool and applied the systematic, planned and structured five phases of the ADDIE model consisting of analysis(A), design(D), development(D), implementation(I) and evaluation(E), to both the guides and the whole work. As a result, topic and specialized guides were developed, letting users retrieve reliable information from the SubjectsPlus open source platform. The realization of the project facilitated the standardization of the guides, their online creation and immediacy of their updates via their website.

The application of ADDIE model for basic surgical education / 中华医学教育探索杂志

The article summarized the workflow of instructional design by using ADDIE model.The model is a recirculation of assessment,design,development,implementation and evaluation,by which the quality of education can be improved continuously.After the initial assessment it was found that the model can basically reach the general goal for training the junior doctors.For the problem of residents' irregular study and great difference of individual clinical skills,some suggestions for improvement were made.It included adjusting the time and content of training,individualized teaching,reforming examination form and increasing objective measurement to assess the effectiveness of training.All of them can effectively improve the effectiveness of basic surgical training in surgical school.

Application of MOOC teaching model in continuing medical education of oral and maxillofacial surgery / 中华医学教育探索杂志

Continuing medical education refers to the completion of basic medical education for inservice education,which is to guarantee the sustainable development of physicians in clinical and scientific research ability,and is the essential means to safeguard and improve the level of medical treatment.Traditional continuing medical education is given priority to the form of regularly organize workshops,so it has some limitations to oral and maxillofacial surgery.MOOC teaching is a kind of large-scale open new online teaching mode.This study provides an overview of the MOOC development,characteristics and development situation in the medical teaching.The necessity and feasibility of MOOC based teaching protocol in oral and maxillofacial surgery continuing medical education has been discussed.And curriculum transformation,construction of education model and possible challenges have also been analyzed and discussed in this paper.

Exploration of PBL teaching method combined with systematic instructional design in neurology teaching / 中华医学教育探索杂志

Neurology is one of the most difficult subjects in clinical medical education.How to improve the teaching model of neurology is a crucial problem.The systematic instructional design and problem-based learning (PBL) emerge as mature teaching techniques,and having a broad application prospect.However,simple PBL teaching model has not achieved the desired results,because PBL teaching method pays excessive attention to the subjective initiative of students,but ignores the supervision and assessment mechanisms,such as assessment,feedback,adjustment,which are the major concerns of systematic instructional design.This research tries to combine systematic instructional design with PBL teaching model,and explore the position in neurology teaching.By determining the teaching target,analysis of PBL teaching,writing teaching plans,organization of PBL teaching,feedback to adjust teaching design method,the final summative evaluation is done and the teaching,was completed.After practice tips may bring progress on neurology teaching mode.

Study on the medicine instructional design hotspots and evolution based on co-words analysis / 中华医学教育探索杂志

Objective This study aimed to accurately understand medical teaching design research status and development trend to provide practical basis for the future of the medical teaching practice.Methods CNKI academic journal articles from January 1,2000 to December 30,2013 were retrieved,using search item for the subject,the retrieval word for instructional system design or instructional design,and the retrieval subject for medicine,and matches are precise retrieval way,and a total of 298 articles were retrieved.The common word analysis method was used to compare the high frequency keywords,analyze the key words in the article,and study the high frequency keywords clustering.Results In the two stages from 2000 to 2006 and from 2006 to 2013,research on medical teaching design of the courseware,distance education and other traditional E-learning-frequency gradually reduced,and vocabulary frequency related to education informationization of new situation such as cooperative learning,teacher education and constructionism and so on increased.In addition,in the second stage,some fresh words related to new technologies and new media appeared,such as interactive electronic whiteboard,virtual reality technology and so on.According to the correlation of keywords in 2007-2013,we found that the current medical teaching design research mainly gathered in three aspects such as classroom teaching,information technology supporting the reform of medical teaching and the training of medical teaching practitioners.Conclusion The research concluded that today and the future of medical teaching design research will mainly focus on three aspects such as effective teaching,the diversification of teaching supported by information technology and open medical education research under the Internet environment.

Using Computer-Based Programmed Instruction to Train Goal-Directed Systems Design / Usando Instrucción Programada por Computadora para el Entrenamiento de Diseños de Sistemas Orientados a Metas

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of < .001.

El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p < .001.

Instructional Design for Interprofessional Education / 医学教育

　Instructional Design is a research area that aims to increase the effectiveness, efficiency, and attractiveness of instructional activity. In this report, I present an outline for developing interdiscliplinary education based mainly on the ADDIE （Analysis, Design, Development, Implementation, and Evaluation） model, which is the central concept of the instructional design process. In addition, I introduce an example of how knowledge is applied to interdiscliplinary education at a university hospital.

Application of instructional design in the teaching practice of Fundamental Toxicology / 中华医学教育探索杂志

Instructional design is the process of creating and conducting teaching protocol as well as assessing the feasibility of the protocol through analyzing teaching problems and goals.The theory of instructional design was applied in the teaching practice of different conrses.Under the direction of instructional design theory,the preliminary experience was obtained and summarized in the teaching practice of Fundamental Toxicology for medical undergraduate,which centered on the curriculum standard,specific situation of teaching objects,normalization of teaching content and different levels of teaching targets.

The teaching design for “glaucoma” by combination of classroom teaching and online course / 中华医学教育探索杂志

Using “glaucoma” as an experimental curriculum,we focused on the teaching reform of the combination of online courses and classroom teaching.The important change was PBL ( problem based learning ). We wanted to change the traditional teacher-centered teaching model and help the students to change from passive learning to active learning. On the other hand we wanted to enhance the classroom learning effect by using the “problem” “discussion” “interactive” teaching ways.We used this teaching model in the large class courses for eight-year implementation of 2007 undergraduate.The evaluation of feedback was very satisfactory.