ABSTRACT
Se considera una necesidad, la de promover una nueva imagen de la Educación Física escolar desde el acompañamiento de las tecnologías de la información y el conocimiento, al considerar su esencia informativa, interactiva, comunicativa y su carácter polémico y activo-renovador que proveen a las actividades físico-deportivas de una gran vitalidad en el contexto del aprendizaje del ejercicio físico. Por lo que se propone como objetivo elaborar una estructura metodológica, desde la relación tecnológica-cognitiva-motora, en función de la dinámica de la interacción del escolar con el conocimiento teórico de la Educación Física mediado por el uso de las tecnologías de la información y el conocimiento, en el segundo ciclo de la Educación Primaria. Como resultado, se generó una herramienta didáctica para estimular el conocimiento teórico en la Educación Física, así como el diseño de espacios para su uso como modelo de aprendizaje, encaminado a lograr un equilibrio entre lo tecnológico, lo cognitivo y lo motor en el proceso de enseñanza-aprendizaje. Se emplearon como métodos teóricos el análisis-síntesis y la inducción-deducción, empíricos la observación, la encuesta y la entrevistas y el método matemático-estadístico-descriptivo. Se concluye que la apropiación del conocimiento teórico en un espacio interactivo mediado por herramientas informáticas tuvo un efecto positivo en el aprendizaje del ejercicio físico en los escolares, pues fortaleció el aprendizaje desarrollador e integrador durante el proceso.
SÍNTESE É considerada uma necessidade de promover uma nova imagem da Educação Física escolar a partir do acompanhamento das tecnologias da informação e do conhecimento, considerando a sua essência informativa, interactiva, comunicativa e o seu carácter polémico e activo-renovador que proporcionam às actividades físico-desportivas uma grande vitalidade no contexto da aprendizagem do exercício físico. Portanto, o objectivo é elaborar uma estrutura metodológica, a partir da relação técnico-cognitivo-motora, baseada na dinâmica da interacção do aluno com o conhecimento teórico da Educação Física mediada pela utilização das tecnologias da informação e do conhecimento, no segundo ciclo do Ensino Primário. Como resultado, foi gerada uma ferramenta didáctica para estimular o conhecimento teórico em Educação Física, bem como a concepção de espaços para a sua utilização como modelo de aprendizagem, visando alcançar um equilíbrio entre os aspectos tecnológicos, cognitivos e motores no processo de ensino-aprendizagem. Os métodos teóricos utilizados foram a análise-síntese e indução-dedução, os métodos empíricos foram a observação, o inquérito e as entrevistas, e o método matemático-estatístico-descritivo. Conclui-se que a apropriação de conhecimentos teóricos num espaço interactivo mediado por instrumentos informáticos teve um efeito positivo na aprendizagem do exercício físico nas crianças em idade escolar, uma vez que reforçou a aprendizagem desenvolvimentista e integradora durante o processo.
It is considered a necessity to promote a new image of school Physical Education from the accompaniment of information and knowledge technologies, considering its informative, interactive, communicative essence and its controversial and active-renovating character that they provide to the physical-sporting activities of great vitality in the context of learning physical exercise. Therefore, the objective is to develop a methodological structure, from the technological-cognitive-motor relationship, based on the dynamics of the interaction of the school with the theoretical knowledge of Physical Education mediated by the use of information technologies and knowledge, in the second cycle of Primary Education. As a result, a didactic tool was generated to stimulate theoretical knowledge in Physical Education, as well as the design of spaces for use as a learning model, aimed at achieving a balance between the technological, the cognitive and the motor in the teaching-learning process. Analysis-synthesis and induction-deduction were used as theoretical methods, empirical observation, survey and interviews, as well as the mathematical-statistical-descriptive method. It is concluded that the appropriation of theoretical knowledge in an interactive space mediated by computer tools had a positive effect on the learning of physical exercise in schoolchildren, since it strengthened developer and integrative learning during the process.
ABSTRACT
El problema de la anemia está muy relacionado a los índices de pobreza, falta de cuidado de la salud y educación de la población, pero principalmente a la falta de conocimientos sobre alimentación y nutrición infantil por parte de las madres. Objetivo: Determinar la efectividad de las sesiones demostrativas para mejorar el conocimiento en la prevención de la anemia en gestantes, madres lactantes de niños menores de 3 años. Materiales y Métodos: El estudio fue de tipo experimental, descriptivo y de nivel observacional, explicativo y analítico. La población de estudio estuvo conformada por 200 gestantes, obteniendo una muestra de 30 gestantes y 20 madres lactantes de niños menores de 3 años, haciendo un total de 50 pacientes, se utilizó el cuestionario para la recolección de datos, aplicado en dos momentos; antes y después de las sesiones demostrativas, con la finalidad de comparar los resultados. Resultados: El nivel de conocimiento teórico de las madres, luego de la aplicación de las sesiones demostrativas se incrementó su nivel a un conocimiento alto. Respecto a los conocimientos prácticos luego de la aplicación de las sesiones, se logró un conocimiento alto. Conclusiones: La técnica de sesiones demostrativas en el incremento de conocimientos es efectiva(AU)
The problem of anemia is closely related to the rates of poverty, lack of care of the health and education of the population, but mainly to the lack of knowledge about food and infant nutrition by mothers. Objective: To determine the effectiveness of the demonstration sessions to improve knowledge in the prevention of anemia in pregnant women, nursing mothers of minor children 3 years old Materials and methods: The study was of type, experimental, descriptive and observational level, explanatory and analytical. The study population consisted of 200 pregnant women, obtaining a sample of 30 pregnant women and 20 lactating mothers of children under 3 years of age, making a total of 50 patients, the questionnaire was used for data collection, applied in two moments; before and after demonstration sessions, in order to compare the results. Results: The level of theoretical knowledge of the mothers, after the application of the demonstrative sessions their level to high knowledge. Regarding the practical knowledge after the application of the sessions, high knowledge was achieved. Conclusions: The technique of demonstrative sessions in the increase of knowledge is effective(AU)
Subject(s)
Humans , Female , Pregnancy , Infant, Newborn , Infant , Hemoglobins , Surveys and Questionnaires , Pregnant Women , Prenatal Nutrition , Anemia/complications , Population Education , Postpartum Hemorrhage , Infant , Nutritional RequirementsABSTRACT
Objective:To explore the teaching effect of standardized training physicians in department of hematology through the tutor responsibility system combined with case-based learning (CBL teaching method), and to provide new ideas for the formulation of the teaching plan of standardized training physicians in the future.Methods:A total of 52 residents trained in the Department of Hematology, The First Affiliated Hospital of Army Medical University from January to December 2017 were selected in the study. And they were randomly divided into observation group and control group, with 26 cases in each group. The control group received the CBL teaching method, and the observation group received the tutor responsibility system combined with the CBL teaching method, both of which were taught for 3 years. Our hospital's self-made assessment form was used to assess the operating skills, theoretical knowledge and teaching quality of the two groups' residents before and after 3 years of teaching. SPSS 24.0 was used for t test and chi-square test. Results:After 3 years of teaching, the scores of bone marrow aspiration, bone marrow biopsy, lumbar puncture, and intrathecal injection, the basic theories of specialists, standardized diagnosis and treatment of common diseases, analysis of difficult cases, and rescue scores of critically ill patients, the scores of medical knowledge, clinical thinking, professional ethics, doctor-patient communication, theoretical connection with practice of both groups were all increased than before teaching ( P<0.05), and the above scores of the observation group were higher than those of the control group, with statistical differences ( P<0.05). Conclusion:The tutor responsibility system combined with CBL teaching method is conducive to improving the training effect and teaching quality of hematology.
ABSTRACT
Objective:To study the effect of PAD (presentation-assimilation-discussion) class applied in the standardized residency training of dermatovenereology on improving residents' practical operation ability.Methods:A total of 120 residents taking the standardized residency training of dermatovenereology in the Affiliated Hospital of North Sichuan Medical College from November 2018 to December 2020 were selected as the research objects and divided into two groups according to the time order of admission, among which, 60 residents enrolled from November 2018 to November 2019 were selected as the control group, and 60 residents enrolled from December 2019 to December 2020 were selected as the experimental group. The control group adopted the traditional standardized residency training mode, and the experimental group adopted the teaching mode of PAD class. SPSS 22.0 statistical software was used for data analysis. The results of theoretical knowledge assessment and skill operation assessment were compared between the two groups by t test, the evaluation of teaching effect was compared between the two groups by chi-square test, and the satisfaction of teaching was compared between the two groups by rank sum test. Results:The theoretical knowledge [(45.38±4.14) points], skill operation [(42.35±4.32) points] and total score [(88.74± 7.69) points] of the experimental group were higher than those of the control group [(39.62 ± 4.15) points, (36.25±4.27) points, (77.96±7.52) points, respectively], with statistical significance ( P<0.05). The evaluation of teaching effect in the experimental group showed that 49 residents (81.67%) believed that their learning interest had been stimulated; 51(85.00%) improved their self-learning ability; 47(78.33%)improved their ability of analyzing and solving problems; 50(83.33%) improved their doctor-patient communication ability; 49(81.67%) improved their clinical thinking ability; 52(86.67%) improved their teamwork ability; and 50(83.33%) improved their literature retrieval ability. The results of satisfaction showed that the experimental group was significantly higher than the control group in sense of responsibility, teaching methods, teaching contents and self-evaluation. Conclusion:The application of PAD class in the standardized residency training of dermatovenereology plays a positive role in mobilizing the learning enthusiasm of residents and cultivating their independent learning ability, and can significantly improve the practical operation and theoretical awareness of residents.