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Skill development is a basic part of our daily life without skill development we can't develop our salves. The New Education Policy announced by government of India (NEP-2020) was a welcoming change and fresh news amitst all the negativities surrounding. The world due the challenges posed by Covid-19 pandemic. The announcement of (NEP-2020) was purely unexpected by many the changes the (NEP-2020) has recommended where something that many educationist never saw coming. Though the education policy has impacted school and college education equally, this article mainly focuses on national educational policy and skill development. This paper also outlines the silent features of new education policy and skill development and analysis how they affect the existing education system.
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RESUMEN Introducción: En el proceso de enseñanza aprendizaje de los estudiantes de Estomatología se hace necesario constatar el dominio de los conocimientos, acciones, operaciones y actitudes para la prevención del cáncer bucal. Objetivo: Confeccionar un instrumento metodológico que permita la evaluación del desarrollo de la habilidad de diagnóstico precoz del cáncer bucal a los estudiantes de quinto año de Estomatología. Método: Se realizó una investigación educativa, descriptiva con enfoque mixto, en la Universidad de Ciencias Médicas de Guantánamo. El universo lo constituyeron los estudiantes y docentes de quinto año de Estomatología, de ellos se escogió una muestra probabilística de 95 estudiantes y 20 profesores. Para la recogida de la información fueron utilizados métodos del nivel teórico: histórico-lógico, análisis y síntesis, inductivo-deductivo y del nivel empírico: el análisis documental y el criterio de especialistas para validar la propuesta. Resultados: El instrumento mostró un diseño claro y flexible para la evaluación del desarrollo de la habilidad de diagnóstico precoz del cáncer bucal al estudiante de quinto año de Estomatología. Los especialistas en su totalidad consideraron que el mismo es pertinente, útil y factible. Conclusiones: El instrumento permitirá evaluar al estudiante de quinto año de Estomatología la habilidad adquirida para el diagnóstico precoz del cáncer bucal, considerándose un aporte para elevar la calidad del proceso de formación, y garantizar que una vez egresados cumplan con su encargo social según los objetivos del Programa de Detección Precoz del Cáncer Bucal.
ABSTRACT Introduction: In the teaching-learning process for the students of Stomatology, it is necessary to verify the mastery of knowledge, actions, operations and attitudes for the prevention of oral cancer. Objective: Performing a methodological instrument that allows the evaluation of the development of the skill of early diagnosis of oral cancer in fifth year Stomatology students. Method: An educational, descriptive research with a mixed approach was carried out at the University of Medical Sciences in Guantánamo. The universe was constituted by the teachers and students of the fifth year of stomatology, from which a probability sample of 95 students and 20 teachers was chosen. For gathering the information some theoretical methods were used: historical-logical, analysis and synthesis, inductive-deductive, whereas empirical methods were also used: documentary analysis and the criteria of specialists to validate the proposal. Results: This methodological instrument showed a clear and flexible design for the evaluation of the development of the skill of early diagnosis of oral cancer in fifth year Stomatology students. Specialists as a whole considered it to be relevant, useful and feasible. Conclusions: The proposal will allow to evaluate the acquired ability of the fifth year Stomatology students for the early diagnosis of oral cancer, being considered a contribution for increasing the quality of the training process, and to guarantee that once they graduated they fulfill their social task according to the objectives of the Program for the Early Detection of Oral Cancer.
RESUMO Introdução: No processo de ensino-aprendizagem dos estudantes de estomatologia, é necessário verificar o domínio dos conhecimentos, ações, operações e atitudes para a prevenção do câncer oral. Objetivo: Desenvolver um instrumento metodológico para avaliar o desenvolvimento da capacidade de diagnóstico precoce do câncer oral em estudantes de odontologia do quinto ano. Método: Uma pesquisa educacional descritiva com uma abordagem mista foi realizada na Universidade de Ciências Médicas de Guantánamo. O universo foi formado por estudantes e professores no quinto ano de Estomatologia, do qual foi escolhida uma amostra de probabilidade de 95 estudantes e 20 professores. Para a coleta de informações, foram utilizados métodos teóricos: histórico-lógico, análise e síntese, indutivo-dedutivo, e métodos empíricos: análise documental e os critérios de especialistas para validar a proposta. Resultados: O instrumento mostrou um projeto claro e flexível para a avaliação do desenvolvimento da habilidade de diagnóstico precoce do câncer oral em estudantes de odontologia do quinto ano. Os especialistas, como um todo, o consideraram relevante, útil e viável. Conclusões: O instrumento permitirá ao estudante de Estomatologia do quinto ano avaliar as habilidades adquiridas para o diagnóstico precoce do câncer oral, e é considerado uma contribuição para melhorar a qualidade do processo de treinamento e garantir que, uma vez formado, cumpra suas responsabilidades sociais de acordo com os objetivos do Programa de Detecção Precoce do Câncer Oral.
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Introducción: La sociedad actual demanda ciudadanos integrales, críticos, reflexivos y capaces de generar respuestas a los problemas de un mundo cambiante y globalizado. Mediante el uso de diversas estrategias de enseñanza, el maestro puede contribuir a que los estudiantes, desde edades tempranas, desarrollen las aptitudes necesarias para convertirse en seres humanos poseedores de la actitud investigativa que se requiere en la actualidad. Objetivo: desarrollar habilidades de pensamiento en jóvenes en edad escolar y educarles en valores relacionados con las ciencias. Metodología: a investigación se abordó desde la perspectiva del paradigma constructivista, utilizó un enfoque cualitativo y empleó el método Investigación-Acción. La práctica docente se cualificó a partir de la sistematización, análisis y reflexión de la implementación de estrategias de enseñanza como: buenas preguntas, red conceptual, experimentos de laboratorio y proyecto de investigación escolar con jóvenes. Resultados: ampliaron sus conocimientos sobre algunos temas de microbiología, mejoraron el manejo del lenguaje científico, desarrollaron habilidades analíticas y argumentativas, progresaron en la capacidad de señalar lo esencial para una investigación, mostraron una actitud responsable y crítica frente al ambiente y ejecutaron su proyecto de investigación escolar en el que emplearon un controlador biológico; todo lo anterior para desarrollar habilidades, actitudes y pensamiento científico que favorecieron la construcción de conocimiento. Conclusión: a la luz del método de Investigación-Acción, los estudiantes lograron desarrollar capacidades como el análisis, síntesis, argumentación, sentido crítico y actitud responsable con el ambiente.
Introduction: Today's society demands integral, critical, reflective citizens capable of generating answers to the problems of a changing and globalized world. Through the use of different teaching strategies, the teacher can contribute to help students, from an early age, to develop the necessary skills to become human beings with the investigative attitude that is required today. Objective: this research was carried out with the purpose of achieving two objectives: to develop thinking skills in school-age children and to educate them in values related to science. Methodology: The research was approached from the perspective of the constructivist paradigm, used a qualitative approach and employed the Action Research method. The teaching practice was qualified based on the systematization, analysis and reflection of the implementation of teaching strategies such as: good questions, conceptual network, laboratory experiments and school research project with young people. Results: they broadened their knowledge on some microbiology topics, improved their handling of scientific language, developed analytical and argumentative skills, progressed in the ability to point out what is essential for an investigation, showed a responsible and critical attitude towards the environment and executed their school research project in which they used a biological controller; all of the above to develop skills, attitudes and scientific thinking that favored the construction of knowledge. Conclusion: It is concluded that, in light of the Research-Action method, the students were able to develop skills such as analysis, synthesis, argumentation, critical sense and responsible attitude towards the environment.
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Adolescent , Teaching , Faculty , MicrobiologyABSTRACT
Background: Simulation-based learning (SBL) enhances problem-solving, improves skills in health care professionals. Authors assessed its use in teaching and learning pharmacology among medical undergraduates exposed to METIman, human patient simulator.Methods: Medical undergraduate students exposed to SBL for over a year (8 clinical pharmacology related scenarios) were asked to fill a validated questionnaire at the end of the academic year.Results: Of 145 students who underwent SBL, the data of 84 were analysed. The overall satisfaction score with SBL was highly significant in 79 (94%) with a score of 26-35. Participants opined that it increases the depth of experience (91.6%), provides a no risk learning and immediate feedback opportunity (93.4%), a good opportunity to come across rare scenarios (86.2%), enhances decision making, communication, teamwork and skill development (92%); opportunity of repeated learning and enhanced patient safety at hospitals (89.28%), reduces the dependency on patients (72.8%), good opportunity for crisis training (88.0%) were other factors favouring the use of SBL. Preference for an increase in the number of classes allotted to simulation (27.4%) and reducing the duration of class (9.6%) were the major suggestions. It is an excellent method to teach and make it interesting to learn pharmacology (80.0%)Total score varied between 23-35 with a mean盨D of 35�.64. None had a score of 7-15.Conclusions: SBL is an effective teaching and learning methodology with adequate participant satisfaction. It can be of immense utility as a learning tool with better outcome in learning, retention and recall.
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The purpose of this study was to investigate the effects of guided play and free play in an enriched environment intervention programs using motor skill development in kindergarten children. Seventy-one children attending kindergarten classes were assigned to two experimental groups and one control group. Participants performed the Test of Gross Motor Development-2 before and after the intervention period. Results revealed that both boys and girls in the guided play group showed motor skill improvement, whereas no changes were observed in motor development in the boys and girls assigned to the free play in enriched environment group, nor in those in the control group. These findings indicate that the teacher's role in the guided play intervention was crucial to help preschool children to improve their performance...
O objetivo deste estudo foi investigar os efeitos das intervenções jogo com orientação e jogo livre em ambiente enriquecido sobre o desenvolvimento de habilidades motoras de crianças pré-escolares. Participaram da investigação 71 crianças matriculadas em turmas de jardim de infância, distribuídas em dois grupos experimentais e um grupo controle. Foi aplicado aos participantes o Test of Gross Motor Development - Second Edition, antes e após o período interventivo. Os resultados evidenciaram que os meninos e meninas do grupo jogo com orientação apresentaram ganhos em habilidades motoras, ao passo que mudanças não foram observadas nos meninos e meninas que constituíram o grupo jogo livre em ambiente enriquecido, nem nos do grupo controle. Esses achados indicam que o papel do professor no grupo jogo com orientação foi determinante para a melhora de desempenho das crianças pré-escolares...
El objetivo de este estudio fue investigar los efectos de las intervenciones juego con orientación y juego libre en contexto enriquecido sobre el desarrollo de habilidades motoras de niños preescolares. Participaron en la investigación 71 niños matriculados en clases del parvulario, distribuidos en dos grupos experimentales y un grupo control. A los participantes se les aplicó el Test of Gross Motor Development - Second Edition, antes y después del periodo de intervención. Los resultados indicaron que los niños y niñas en el grupo juego con orientación mostraron ganancias en las habilidades motoras, mientras que no se observaron cambios en los niños y niñas que constituyeron el grupo juego libre en contexto enriquecido, ni tampoco en aquéllos en el grupo control. Esos hallazgos indican que el papel del maestro en el grupo juego con orientación fue determinante para la mejora del desempeño de los niños preescolares...
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Humans , Male , Female , Child, Preschool , Motor Skills/physiology , Physical Education and TrainingABSTRACT
El desarrollo de la Educación a distancia a través de la virtualidad, cada vez adquiere mayor importancia en la UCV lo cual se refleja en el interés de algunos docentes por migrar sus cursos de pregrado de la presencialidad a la virtualidad, muchas veces desconociendo la complejidad que comporta desde una perspectiva pedagógica, el desarrollo de experiencias formativas en entornos virtuales de enseñanza y aprendizaje.En esta investigación se plantea valorar las competencias del docente de la UCV, para diseñar y desarrollar experiencias formativas en entornos virtuales de enseñanza y aprendizaje en el nivel de pregrado de la UCV, de calidad y con cierta garantía de éxito. Esta valoración se hará a partir de los resultados del análisis de las experiencias que se llevan a cabo actualmente en algunas facultades y escuelas de la UCV (seleccionadas según los criterios que se establezcan), en contraste con el referente teórico elaborado como producto de la revisión teórica sobre el tema, el perfil de competencia y los descriptores considerados claves. Los resultados permitirán en el corto plazo, la formulación de planes de acción orientados a la superación de las debilidades detectadas y la potenciación de las fortalezas, con miras a incrementar las experiencias formativas desde el paradigma de la virtualidad en la UCV, con criterio de excelencia. El estudio además podría aportar insumos para la elaboración posterior de un plan de formación docente en el área, en correspondencia con las políticas del Sistema de Educación a Distancia de la UCV. (SEDUCV)
The development of distance education through the virtual, is becoming increasingly important in the VCU which is reflected in the interest of some teachers to migrate their undergraduate courses presentiality to virtuality, often ignoring the complexity behaves from a pedagogical perspective, the development of formative experiences in virtual teaching and learning. This research was the teacher assess the competencies of the UCV, to design and develop learning experiences in virtual teaching and learning at the undergraduate level, UCV, quality and with some assurance of success. This assessment was based on the results of the analysis of the experiences that are currently underway in some faculties and schools of the UCV, in contrast to the theoretical reference developed as a product of the theoretical review on the subject, the competency profile and considered key descriptors. The results will in the short term, the development of action plans to overcome identified weaknesses and enhancing strengths, in order to increase the formative experiences from the paradigm of virtuality in the UCV, with criteria of excellence. The study could also provide inputs for the subsequent preparation of a plan for teacher training in the area, in line with the policies of Distance Education System of the UCV. (SEDUCV)