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RESUMEN Introducción: Actualmente la práctica investigativa constituye una característica en la Educación Superior, referida a la búsqueda, análisis y sistematización del conocimiento, así como a la apropiación de técnicas, métodos y protocolos propios de la actividad investigativa. Por ello, el objetivo, del presente texto es exponer actividades de aprendizaje que propician la formación investigativa desde la asignatura Información Científica en carreras Tecnológicas. Material y Métodos: La aplicación de métodos teóricos (analítico-sintético; inductivo-deductivo) y de nivel empírico como el análisis documental permitieron el diseño e implementación de actividades de aprendizaje para propiciar la formación investigativa desde el primer año de la carrera. Resultados y discusión: Las estrategias de enseñanza deben orientarse a privilegiar un procesamiento de la información que permanezca en el alumno como un conocimiento ligado a su vida considerando las necesidades de los alumnos, del profesor, de la comunidad y de la institución. Se asume al registro de experiencia en la actuación del estudiante en la pesquisa activa como información inicial en la formación investigativa. En la Educación Superior a raíz de la pandemia del COVID-19 el cambio de modalidad de estudio condujo a una nueva era del aprendizaje. En la modalidad Educación a Distancia (EaD), el trabajo independiente logra su objetividad cuando el alumno consigue relacionar correctamente el planteamiento de la tarea con los métodos a seguir para realizarla, puede aplicar sus conocimientos y capacidades para realizarla sin necesidad de que el maestro intervenga directamente para orientar cada detalle.
ABSTRACT Introduction: Research practice is currently a characteristic in Higher Education, referring to the search, analysis and systematization of knowledge, as well as the appropriation of techniques, methods and protocols typical of research activity. Therefore, the objective of this text is to expose learning activities that promote research training from the subject Scientific Information in Technological careers. Materials and Methods: The application of theoretical methods (analytical-synthetic; inductive-deductive) and empirical methods such as documentary analysis allowed the design and implementation of learning activities to promote research training from the first year of the degree. Results and Discussion: Teaching strategies should be oriented to privilege information processing that remains in the student as knowledge linked to his life, considering the needs of the students, the teacher, the community and the institution. The record of experience in the student's performance in active research is assumed as initial information in research training. In Higher Education as a result of the COVID-19 pandemic, the change in study modality led to a new era of learning. In the Distance Education (DL) modality, independent work achieves its objectivity when the student manages to correctly relate the approach to the task with the methods to be followed to carry it out, they can apply their knowledge and skills to carry it out without the need for the teacher to intervene directly to guide every detail.
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At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care. Objective: This study was carried out using a quantitative approach with a non-experimental, descriptive design. Materials and Methods: The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used. Results: The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions. Conclusion: The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects(AU)
En la actualidad, la formación en Ciencias de la Salud requiere de la interacción con pacientes reales, lo que se hace más complejo por la necesidad de velar por la seguridad de su salud. Por ello, ahora se están implementando nuevas metodologías docentes que ayudan a mejorar y proteger la atención segura. Objetivo: Este estudio se llevó a cabo con un enfoque cuantitativo con un diseño no experimental, descriptivo. Materiales y métodos: La muestra fue no probabilística a conveniencia y estuvo conformada por 87 estudiantes de pregrado. Se utilizó un cuestionario, con 18 enunciados divididos en 3 dimensiones: dimensión 1, estructura de simulación, con seis preguntas que reflejan aspectos relacionados con su implementación; la dimensión 2, aprendizaje, con siete preguntas relacionadas con aspectos de comunicación efectiva, confianza, aprendizaje y respeto a la diversidad; dimensión 3, retroalimentación para el aprendizaje, con cinco preguntas, que incluye la retroalimentación del docente y del paciente simulado, así como sus propias opiniones con respecto a participar nuevamente en otra experiencia similar. Se utilizó una escala tipo Likert de cinco puntos. Resultados: Las tres dimensiones estudiadas, estructura de simulación, aprendizaje y retroalimentación para el aprendizaje, reportan un alto nivel de percepciones positivas. Conclusión: La estrategia de simulación es una herramienta educativa en carreras afines a la salud que potencia las competencias clínicas de los estudiantes, así como las destrezas y habilidades teóricas y prácticas pertinentes en su proceso de aprendizaje, favoreciendo la integración de los conocimientos adquiridos en materias anteriores(AU)
Subject(s)
Humans , Male , Female , Adult , Professional Competence , Clinical Competence , Simulation Exercise , Nutritional Sciences , Patients , Nutrition Assessment , Surveys and Questionnaires , LearningABSTRACT
Objective@#This correlational study was conducted to determine whether factors of the Gynecologic Oncology subspecialty rotation – such as resident rotators’ sex, year level, training institution, academic aptitude, duration of rotation, learning activities, case load, extent of involvement of teachers, and level of involvement of the residents – are associated with clinical competence. @*Methodology@#Thirty-one residents rotating in subspecialty were given MCQ examination and skills evaluation pre- and postrotation. Logbooks were completed listing all learning activities and number of cases encountered. Difference in scores was determined using paired t-test. Association of factors with clinical competence was determined using chi square and Pearson correlation coefficient. @*Results@#There was a statistically significant increase in the overall and skills scores, but not in the knowledge. Training institution, academic aptitude, and duration of rotation were associated with clinical competence. Conference, outpatient duty, case load, fellows as teachers and active participation were strongly associated with clinical competence. Bedside teaching, inpatient duty, and consultants as teachers were moderately associated with clinical competence. Passive participation was weakly associated with clinical competence. @*Conclusion@#Overall, the residents did not achieve clinical competence in Gynecologic Oncology as a result of the rotation. Residents from a training institution with a Gynecologic Oncology fellowship training program and with academic aptitude > 60% are more likely to achieve clinical competence. Increasing rotation duration to > 2 weeks, time spent in the different activities, case load, fellows and consultants interaction with residents, and active participation may increase likelihood of achieving clinical competence.