Percepção de aprendizagem on-line na disciplina de biomateriais / Perception of online learning in the biomaterials course

Com as universidades fechadas e a implementação do Ensino Remoto Emergencial, as atividades curriculares ocorreram através de plataformas digitais. O objetivo do presente trabalho foi avaliar a percepção de aprendizagem on-line na disciplina de Biomateriais da Faculdade de Odontologia da Universidade Federal Fluminense no período da pandemia. O questionário COLLES (Constructivist OnLine Learning Environment Survey) foi enviado individualmente por e-mail aos cinquenta alunos, apresentando 24 declarações divididas em seis quesitos: relevância, reflexão crítica, interatividade, apoio dos tutores, apoio entre os colegas e compreensão; e para cada declaração cinco opções de resposta: quase sempre, frequentemente, algumas vezes, raramente e quase nunca. Quarenta e um alunos responderam. A soma das médias obtidas em quase sempre e frequentemente foi de 87,2% para relevância, 70% para reflexão crítica, 33,9% para interatividade, 47,6% para apoio dos tutores, 44,2% para apoio dos colegas e 89,5% para compreensão. Concluiu-se que a relevância, a reflexão crítica e a compreensão apresentaram melhores resultados, enquanto a interatividade, o apoio entre os colegas e o apoio dos tutores demonstraram necessidade de aprimoramento. E apesar das limitações do ERE, a avaliação positiva dos alunos evidenciou esta modalidade de educação on-line como uma solução plausível.

With universities closed and the implementation of Emergency Remote Teaching, curricular activities took place through digital platforms. The objective of this study was to assess the perception of online learning in the Biomaterials course at the Dental School of the Federal Fluminense University during the pandemic. The COLLES questionnaire (Constructivist OnLine Learning Environment Survey) was individually sent via email to fifty students, presenting 24 statements divided into six aspects: relevance, critical reflection, interactivity, tutor support, peer support, and comprehension. For each statement, there were five response options: almost always, often, sometimes, rarely, and almost never. Forty-one students responded. The sum of the averages obtained for almost always and often was 87.2% for relevance, 70% for critical reflection, 33.9% for interactivity, 47.6% for tutor support, 44.2% for peer support, and 89.5% for comprehension. It was concluded that relevance, critical reflection, and comprehension showed better results, while interactivity, peer support, and tutor support demonstrated a need for improvement. Despite the limitations of Emergency Remote Teaching, the positive evaluation from the students highlighted this mode of online education as a plausible solution.

Impact of an E-Learning Histology Course on the Satisfaction and Performance of Medical, Nursing and Midwifery Students / Impacto de un Curso E-Learning de Histología en la Satisfacción y Desempeño de Estudiantes de Medicina, Enfermería y Obstetricia

SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.

La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.

Processo de ensino e aprendizagem no período de suspensão das aulas presenciais em virtude da pandemia de COVID-19: estudo com professores / Teaching and learning process in the suspension period of classes in virtue of the COVID-19 pandemy: study with teachers / Proceso de enseñanza y aprendizaje durante el período de suspensión de clases presencial por la pandemia del COVID-19: estudio con docentes

Introdução: Sabe-se que durante o período da pandemia do COVID-19, escolas e professores precisaram adaptar-se com alternativas para dar continuidade às aulas. Objetivo: Investigar estratégias e recursos pedagógicos de aprendizagem adotados por professores da rede pública e/ou privada de ensino, do interior de um estado brasileiro, durante o período de suspensão das aulas presenciais, em virtude da Pandemia de Covid-19 e seus efeitos para estudantes com e sem dificuldades de aprendizagem. Método: Aplicação de questionário on-line utilizando a ferramenta Google Forms para 37 professores atuantes do 1° ao 5° ano da rede pública e/ou privada no interior do estado, que tenham trabalhado remotamente durante a Pandemia no período de suspensão das aulas presenciais. Esse material continha questões de múltipla escolha e dissertativas e averiguava a forma de trabalho durante este período, as estratégias e os recursos adotados. Resultados: Os resultados mostraram que as estratégias mais utilizadas pelos professores foram uso de materiais impressos. Os professores relataram as dificuldades e os desafios em adotar o ensino remoto, referentes à desigualdade social dos alunos, a dificuldade de adaptação dos professores a esta forma de ensino e ao empenho restrito das famílias no processo de aprendizagem. Conclusão: foi possível verificar como ocorreu o processo de adaptação ao ensino remoto pelos professores. Verifica-se a necessidade de explorar o trabalho conjunto com a Fonoaudiologia, visando minimizar as dificuldades apresentadas pelos estudantes, o que auxiliaria no processo de ensino e aprendizagem dos alunos que, posteriormente, poderiam vir a ser futuros pacientes do setor de Fonoaudiologia. (AU)

Introduction: it is known that during the period of the COVID-19 pandemic, schools and teachers needed to adapt with alternatives to continue classes. Purpose: Investigate pedagogical learning strategies and resources adopted by teachers from public and/or private schools in the interior of a Brazilian state during the period of suspension of face-to-face classes, due to the Covid-19 Pandemic and its effects on students with and without learning difficulties. Method: This research included the application of an online questionnaire through Google Forms to 37 active teachers from the 1st to the 5th year of the public and/or private network at Brasilian state who have worked remotely during the Pandemic during the suspension period of in-person classes. This material contained multiple choice questions and essays, referring to the way of working during this period, strategies and resources adopted. Results: The results showed that the most used strategies by teachers were the use of printed materials. Teachers reported the difficulties and challenges in adopting remote teaching, referring to the social inequality of students, the limited commitment of families in the learning process and the difficulty of teachers to adapt to this form of teaching. Conclusion: Among 37 teachers who joined the study, it was possible to verify how the process of adaptation to remote teaching took place. There is a need to explore the joint work with Speech Therapy, aiming to minimize the difficulties presented by students. Such clarifications would help in the teaching and learning process of students who could later become future patients in the Speech Therapy sector. (AU)

Introducción: se sabe que durante el período de la pandemia del COVID-19, las escuelas y los docentes requirieron adaptarse con alternativas para continuar las clases. Objetivos: Investigar estrategias y recursos pedagógicos de aprendizaje adoptados por profesores de escuelas públicas y/o privadas del interior de un estado brasileño durante el período de suspensión de clases presenciales, debido a la Pandemia Covid-19 y sus efectos en estudiantes con y sin dificultades de aprendizaje. Método: Esta investigación implicó la aplicación de un cuestionario en línea a través de Formularios de Google a 37 docentes que laboran del 1° al 5° año de la red pública y/o privada del interior del estado, que habían trabajado de manera remota durante la Pandemia en el período de suspensión de clases presenciales. Este material contenía preguntas de selección múltiple y desarrollo, referentes a la forma de trabajar durante este período, las estrategias y los recursos adoptados. Resultados: Los resultados mostraron que las estrategias más utilizadas por los docentes fue el uso de materiales impresos. Los docentes relataron las dificultades y desafíos en la adopción de la enseñanza a distancia, refiriéndose a la desigualdad social de los estudiantes, el compromiso restringido de las familias en el proceso de aprendizaje y la dificultad de adaptación de los docentes a esta forma de enseñanza. Conclusión: Entre 37 docentes que se sumaron al estudio, fue posible verificar cómo ocurrió el proceso de adaptación a la enseñanza a distancia. Existe la necesidad de explorar el trabajo conjunto con la Logopedia, con el objetivo de minimizar las dificultades presentadas por los estudiantes. Tales aclaraciones ayudarían en el proceso de enseñanza y aprendizaje de los estudiantes que luego podrían convertirse en futuros pacientes del sector de Logopedia. (AU)

Ensino remoto emergencial no cotidiano de pós-graduandos em enfermagem à luz de Michel Maffesoli / Emergency remote teaching in the daily life of nursing graduates under the light of Michel Maffesoli / La enseñanza a distancia de emergencia en el cotidiano de los graduados de enfermería bajo la luz de Michel Maffesoli

Objetivo: descrever a experiência vivida por estudantes de um Programa de Pós-Graduação em Enfermagem acerca da formação na modalidade de Ensino Remoto Emergencial, adotado durante a pandemia da Covid-19. Métodos: relato de experiência fundamentado no referencial teórico da Sociologia Compreensiva e do Cotidiano, com enfoque na razão sensível de Michel Maffesoli e construído a partir do referencial metodológico do modelo da Aprendizagem Experiencial de Kolb. Resultados: o uso de tecnologias para comunicação tornou-se comum e acentuado durante o ensino remoto, sendo necessário adequar-se às novas propostas de ensino-aprendizagem e construir um novo modo de ser/fazer no cotidiano dos professores e dos estudantes. Conclusão: a experiência relatada mostra que o Ensino Remoto Emergencial foi essencial no cotidiano dos estudantes para o seguimento do aprendizado e manutenção dos vínculos educacionais, utilizando-o como complemento no (des) envolvimento de competências para a formação acadêmica. (AU)

Objective: to describe the experience lived by students of a Graduate Program in Nursing about training in the Emergency Remote Teaching modality, adopted during the Covid-19 pandemic. Methods: experience report based on the theoretical framework of Comprehensive Sociology and Daily Life, focusing on Michel Maffesoli's sensitive reason and built from the methodological framework of Kolb's Experiential Learning model. Results: the use of technologies for communication has become common and accentuated during remote teaching, making it necessary to adapt to the new teaching-learning proposals and to build a new way of being/doing in the daily lives of teachers and students. Conclusion: the reported experience shows that Emergency Remote Teaching was essential in the daily life of students to follow up on learning and maintain educational bonds, using it as a complement in the development of skills for academic training. (AU)

Objetivo: describir la experiencia vivida por estudiantes de un Programa de Posgrado en Enfermería sobre la formación en la modalidad de Enseñanza a Distancia de Emergencia, adoptada durante la pandemia de Covid-19. Métodos: relato de experiencia basado en el referencial teórico de la Sociología Integral y de la Vida Cotidiana, con foco en la razón sensible de Michel Maffesoli y construido a partir del referencial metodológico del modelo de Aprendizaje Experiencial de Kolb. Resultados: el uso de las tecnologías para la comunicación se ha vuelto común y acentuado durante la enseñanza a distancia, siendo necesario adaptarse a las nuevas propuestas de enseñanza-aprendizaje y construir una nueva forma de ser/hacer en la vida cotidiana de docentes y estudiantes. Conclusión: la experiencia relatada demuestra que la Enseñanza a Distancia de Emergencia fue fundamental en el cotidiano de los estudiantes para acompañar los aprendizajes y mantener los vínculos educativos, utilizándola como complemento en el desarrollo de competencias para la formación académica. (AU)

Wiki educativa para la Clínica Virtual de Salud de Santiago de Cuba / Educational Wiki for the health virtual clinic in Santiago de Cuba

El programa de las tecnologías de la información y las comunicaciones se ha implementado en todas las instituciones pertenecientes al sector de la salud en Cuba, pues favorece la formación a través de los entornos de enseñanza y aprendizaje en función del desarrollo y las perspectivas académicas, mediante plataformas tecnológicas para facilitar el intercambio de información. En el presente artículo se destaca la necesidad de incrementar el uso de la wiki como herramienta educativa, que favorece el aprendizaje colaborativo como un proceso de creación de conocimiento a través de la web 2.0, donde no solo se publican contenidos sino que contribuye a desarrollar habilidades de cooperación en los procesos formativos de la salud pública.

The program of information and communications technologies has been implemented in all the institutions belonging to the health sector in Cuba, because it favors the training through the teaching and learning environments in function of development and academic perspectives, by means of technological platforms to facilitate the exchange of information. In this work the necessity to increase the wiki use as educational tool in enhanced, that favors the collaborative learning as a process of knowledge creation through the web 2.0, where contents are not only published but also contributes to develop cooperation abilities in the training processes of public health.

Percepción de los residentes de Otorrinolaringología de Chile respecto a la adaptación de sus respectivos programas docentes durante la Pandemia Covid-19 / Chilean Otorhinolaryngology residents' perception regarding the adaptation of their respective teaching programs during Covid-19 pandemic

Introducción: La pandemia por SARS-CoV2 ha significado millones de contagiados y fallecidos a nivel mundial. Esta situación epidemiológica ha implicado un profundo cambio en distintos niveles del quehacer diario. En medicina, ha afectado la práctica médica y docencia. Transversalmente, los programas de residencia han tenido que migrar a la modalidad online de docencia para la continuidad de la educación. Objetivo: Exponer la opinión de los residentes de la SOCHIORL respecto de las modificaciones que han tenido sus distintos programas de especialidad, con el uso de herramientas online de docencia. Material y Método: Estudio transversal con encuestas anónimas, online mediante la plataforma Google forms®; enviada a residentes de los distintos programas de especialidad pertenecientes a la SOCHIORL, entre los años 2018-2021. Resultados: Se obtuvieron 51 respuestas. El 92% refiere transición a actividades online. El 96% ha participado en evaluaciones en línea y 94% en reuniones clínicas, tan solo un 9,8% de teleconsulta. Las plataformas Zoom (98%) y Google Meet (51%) han sido las más utilizadas. Las reuniones clínicas y pruebas/evaluaciones fueron las actividades mejor valoradas; y la peor evaluada teleconsulta. Problemas con el horario (extensión o fuera de horario) y técnicos (conexión inestable, problemas de audio, cámaras) fueron los principales obstáculos. 71,4% refiere sobrecarga respecto a actividades online. El 88% estima más beneficiosa la modalidad mixta de formación. Conclusión: Las herramientas online han sido útiles para continuar con los programas de especialidad durante la pandemia. Probablemente sería beneficioso mantener modalidad mixta para las actividades mejor valoradas, incluso posterior a la pandemia.

Introduction: The SARS-CoV2 pandemic has meant millions of infected and deceased worldwide. This epidemiological situation has resulted in a profound change at different levels of daily basis. In medicine, it has affected clinical practice and teaching activities. In many cases, residency programs have had to transition to online teaching modalities for the continuity of education. Objective: Present the opinion of SOCHIORL residents regarding the modifications that their different specialty programs have had, with the use of online teaching tools. Material and Method: Cross-sectional study with online surveys using the Google forms® platform; sent to residents of the different specialty programs belonging to SOCHIORL, between the years 2018-2021. Results: 51 responses were obtained. 92% refer to transition to online activities. 96% have participated in online evaluations and 94% in clinical meetings, only 9.8% refer teleconsultations. The platforms Zoom (98%) and Google Meet (51%) have been the most used. Clinical meetings and tests/assessments were the best valued activities; and teleconsultation being the worst evaluated. Problems with the schedule (extension or after hours) and technical problems (unstable connection, audio problems, cameras) were the main obstacles. 71.4% referred overload regarding online activities. Mixed modality of training was considered more beneficial by 88% of respondents. Conclusion: Online tools have been useful to continue specialty programs teaching during the pandemic. It would probably be beneficial to maintain a mixed modality for the most valued activities, even after the pandemic.

Ensino remoto de educação em saúde na pós-graduação em saúde coletiva: possibilidades no contexto da pandemia de covid-19 / Remote teaching of health education in the postgraduate program in collective health: possibilities in the context of the covid-19 pandemic / Enseñanza a distância de educación para la salud en el posgrado en salud colectiva: posibilidades en el contexto de la pandemia del covid-19

O ensino remoto emergencial ocasionou mudanças no processo de ensino-aprendizagem, requisitando criatividade e incorporação de novas estratégias pedagógicas. Aqui, o objetivo é descrever a experiência de ensino-aprendizagem na disciplina educação em saúde, no contexto da pandemia de covid-19. Trata-se de um relato de experiência sobre o ensino remoto de educação em saúde no Programa de Pós-Graduação em Saúde Coletiva da Universidade Estadual do Ceará, no período letivo 2021.1. A disciplina foi ministrada por meio da plataforma Google Meet®, adotando-se estratégias ativas de ensino-aprendizagem. Os conteúdos mostraram--se relevantes. Ademais, a experiência promoveu a articulação teórico-prática, valorizou os saberes prévios dos pós-graduandos e estimulou a interatividade. Buscou-se superar o modelo tradicional de ensino, com vistas a propiciar autonomia e uma aprendizagem significativa. Os desafios encontrados e as possibilidades identificadas permitem a reflexão sobre a práxis docente, no que tange ao estímulo à participação e ao engajamento discente em ambiente virtual, além da incorporação de estratégias ativas de ensino, sobretudo no ensino remoto.

Emergency remote teaching caused changes in the teaching-learning process, requiring creativity and the incorporation of new pedagogical strategies. Here, the objective is to describe the teaching-learning experience in the health education discipline, in the context of the covid-19 pandemic. This is an experience report on remote teaching of health education in the postgraduate program in public health, at the Ceará State University, Brazil, in the 2021.1 academic period. The classes were given using the Google Meet® platform, adopting active teaching-learning strategies. The contents proved to be relevant. Moreover, the experience promoted theoretical-practical articulation, valued the prior knowledge of the postgraduate students and encouraged interactivity. We sought to overcome the traditional teaching model, in order to provide autonomy and a meaningful learning. The challenges experienced and the possibilities identified allow reflection on teaching practice in terms of encouraging student participation and engagement in a virtual environment, in addition to the incorporation of active teaching strategies in especially remote teaching.

La educación remota de emergencia provocó cambios en el proceso de enseñanza-aprendizaje, requiriendo creatividad y la incorporación de nuevas estrategias pedagógicas. El objetivo aquí es describir la experiencia de enseñanza-aprendizaje en la disciplina educación para la salud, en el contexto de la pandemia covid-19. Se trata de un relato de experiencia sobre la enseñanza remota de educación para la salud en el programa de posgrado en Salud Pública, de la Universidad Estadual de Ceará, en el período académico 2021.1. El curso se impartió utilizando la plataforma Google Meet®, adoptando estrategias activas de enseñanza-aprendi-zaje. Los contenidos han demonstrado ser relevantes. Además, la experiencia fomentó la articulación teó-rico-práctica, valoró los conocimientos previos de los estudiantes de posgrado y impulsó la interactividad. Buscamos superar el modelo de enseñanza tradicional, con el propósito de proporcionar autonomía y un aprendizaje significativo. Los desafíos enfrentados y las posibilidades identificadas permiten reflexionar sobre la práctica docente, en relación a incentivar la participación y el compromiso de los estudiantes en un ambiente virtual, además de la incorporación de estrategias activas en la enseñanza remota.

Experiencia docente en un programa de formación de Medicina Familiar y General a distancia / Teaching experience in a distance learning program for Family and General Medicine

La distribución inequitativa del talento humano en salud afecta la capacidad de los sistemas de ofrecer servicios esenciales. En la provincia de Córdoba, el primer nivel de atención es responsabilidad de los municipios, pero el nivel provincial procura sostener la rectoría y ser garante del derecho a la salud. En ese marco, se desarrolló un programa para reducir las brechas en la distribución de médicos: el Plan Cordobés de Médicos del Interior. Acompañando ese plan se ejecutó un convenio específico con la Universidad Nacional de Córdoba para garantizar la formación en la especialidad de Medicina Familiar y General. Ingresaron al programa 170 personas, y hoy contamos con 98 médicos en formación o seguimiento. En este artículo damos cuenta de la experiencia docente, los desafíos y dificultades que supuso afrontar una formación en lugares de práctica variados, y con el aporte de las tecnologías de la información y comunicación. Esperamos que la experiencia sirva para transmitir los aprendizajes de nuestra práctica (AU)

The inequitable distribution of human talent in health affects the capacity of systems to offer essential services. In the province of Córdoba, the primary level of care is the responsibility of municipalities, but the provincial level aims to maintain leadership and guarantee the right to health. Within this framework, a program was developed to reduce gaps in the distribution of physicians: the Cordobés Plan for Interior Physicians. Accompanying this plan, a specific agreement was executed with the National University of Córdoba to ensure training in the specialty of Family and General Medicine. 170 individuals entered the program, and today we have 98 physicians in training or under supervision. In this article, we give an account of the teaching experience, the challenges, and difficulties involved in facing training in various practice settings, along with the contribution of information and communication technologies. We hope that this experience serves to transmit the lessons learned from our practice (AU)

Food consumption and remote working conditions among Brazilian Primary Schools teachers during the COVID-19 pandemic / Consumo de alimentos y condiciones de trabajo remoto en maestros brasileños de básica durante la pandemia de COVID-19

Introduction: Teaching work, which is characterized by being exhausting, with a significant workload, with synchronous and/or asynchronous remote classes. Objective: To describe associations between the working conditions of school teachers at home and their food consumption during the suspension of face-to-face classes. Materials and methods: Cross-sectional study using a self-administered online questionnaire with 15,372 working teachers from Minas Gerais, Brazil. The dependent variables analyzed were the consumption of healthy and unhealthy foods. Independent variables included sociodemographic factors, remote work conditions, understanding of online technologies, computer access, and quality of Internet connection. The Poisson model with robust variance was used to determine the association between working conditions and food consumption. Results: In the analysis of the adjusted multivariate model, there was a significant association between eating habits and the following variables: gender, age, working hours (per week), feelings regarding teachers' work during the pandemic, working hours during the pandemic and quality work internet connection. Our data shows that teachers' remote working conditions are associated with worse food consumption. They also showed that working hours equal to or greater than 40 hours per week, feelings of dissatisfaction with working conditions during the pandemic, increased working hours during the pandemic and poor quality of internet connection were variables correlated with the consumption of unhealthy foods. Conclusions: Remote working conditions during the pandemic influenced primary school teachers' food choices. More studies are needed to delve deeper into issues related to teachers' working conditions and the implications for food choices(AU)

Introducción: La labor docente se caracteriza por ser agotadora, con una importante carga horaria, con clases remotas síncronas y/o asíncronas. Objetivo: Describir la asociación existente entre las condiciones del trabajo remoto de los docentes de la educación básica y el consumo de sus alimentos durante el período de suspensión de las clases presenciales. Métodos: Es un estudio transversal mediante cuestionario en línea autoadministrado con 15.372 docentes activos en Minas Gerais, Brasil. Las variables dependientes analizadas fueron el consumo de los alimentos saludables y de los no saludables. Las variables independientes incluyeron los factores sociodemográficos, las condiciones del trabajo remoto, la comprensión de las tecnologías en línea, el acceso a las computadoras así como la calidad de la conexión a la Internet. Se utilizó el modelo de Poisson con variación robusta para determinar la asociación entre las condiciones del trabajo y el consumo de los alimentos. Resultados: En el análisis del modelo multivariado ajustado hubo una asociación significativa entre los hábitos alimentarios y las siguientes variables: el género, la edad, la jornada laboral semanal, el sentimiento sobre el trabajo durante la pandemia, la jornada laboral durante la pandemia y la calidad de la conexión a la internet. Nuestros datos demuestran que las condiciones del trabajo remoto de los docentes están asociadas con un empeoramiento en el consumo de los alimentos. También mostraron que la jornada laboral igual o superior a unas 40 horas semanales, los sentimientos de insatisfacción con las condiciones laborales, el aumento de la jornada laboral y la mala calidad de la conexión a la Internet durante la pandemia fueron variables correlacionadas con el consumo de alimentos no saludables. Conclusiones: Las condiciones del trabajo remoto durante la pandemia influyeron en las elecciones alimentarias de los docentes de la educación básica. Se necesitan más estudios para profundizar en los aspectos relacionados con las condiciones laborales de los docentes y sus implicaciones en la elección de sus alimentos(AU)

Metodologias ativas no ensino da Prótese Parcial Removível durante a COVID-19: um relato de experiência da Universidade Federal da Paraíba / Metodologías activas em la enseñanza de Prótesis Parcial Removible durante laCOVID-19: relato de experiencia de la Universidade Federal da ParaíbaResumen / Active methodologies in teaching the Removable Partial Denture course during COVID-19: an experience report

Este estudo objetiva apresentar a experiência do componente curricular Prótese Parcial Removível (PPR) da Universidade Federal da Paraíba com a implementação de metodologias ativas, como gamificação, sala de aula invertida e case-based learning(CBL), no ensino à distância, visando sedimentar o aprendizado quanto ao planejamento de arcos parcialmente desdentados. As atividades foram realizadas de forma síncrona e assíncrona, utilizando como casos os esquemas bidimensionais e fotografias de arcosparcialmente desdentados, baseando-se no conceito de sala de aula invertida, no qual os alunos apresentavam os casos e os professores atuavam como mediadores nas discussões. Observou-se um grande engajamento e participação ativa dos alunos na construção do seuconhecimento. A inserção dessas metodologias no ensino remoto funcionou como um eixo motivacional para os alunos, fomentando a aprendizagem e estimulando o desenvolvimento de competências no planejamento em PPR previamente ao atendimento clínico (AU).

Este estudio tiene como objetivo presentar la experiencia del componente curricular Prótesis Parcial Removible de la Universidade Federal da Paraíba con la implementación de metodologías activas, como gamificación, aula invertida y aprendizaje basado en casos, en educación a distancia, con el objetivo de consolidar el aprendizaje sobre la planificación de arcadas parcialmente edéntulas. Las actividades se realizaron de forma sincrónica y asincrónica, utilizando diagramas bidimensionales y fotografías de arcos parcialmente edéntulos como casos, basados en el concepto de aula invertida, en la que los estudiantes presentaban los casos y los docentes actuaban como mediadores en las discusiones. Hubo un gran compromiso y participación activa de los estudiantes en la construcción de su conocimiento. La inclusión de estas metodologías en la enseñanza a distancia funcionó como eje motivacional de los estudiantes, favoreciendo el aprendizaje y estimulando el desarrollo de habilidades en la planificación de la Prótesis Parcial Removible previa a la atención clínica (AU).

This study aims to present the experience of RPD course at the Universidade Federal da Paraíba using active methodologies such as gamification, flipped classroom and case-based learning (CBL) in distance learning, aiming to consolidate learning in planningpartially edentulous arches. Activities were carried out synchronously and asynchronously using two-dimensional schemes and photographs of partially edentulous arches as "cases" and based on the concept of the flipped classroom, where students presented the cases and the teachers acted as mediators in the discussions. Excellent engagement and active participation of students in their knowledge construction were observed. The insertion of these methodologies in remote teaching acted as a motivational axis for the students, promoting learning and stimulating development of competences in RPD planning prior to clinical care (AU).

Impactos da COVID-19 aos acadêmicos de Odontologia no Brasil / Impactos del COVID-19 en estudiantes de Odontología en Brasil / Impact of COVID-19 on dental students in Brazil

O presente estudo teve por objetivo analisar os efeitos da pandemia da COVID-19 sobre o rendimento e aproveitamento acadêmico dos estudantes de Odontologia no Brasil. O estudo transversal descritivo foi realizado por meio da aplicação de questionário usando o aplicativo Google Forms, compartilhado via redes sociais como WhatsApp, Instagram, Facebook e endereços eletrônicos (e-mails) para 383 estudantes, número definido por cálculo amostral. Após a realização de estudo piloto, utilizou-se a técnica da "bola de neve virtual" para a coleta das respostas. Realizou-se análise descritiva e inferencial dos dados por meio de frequências e regressões logísticas multinominais com nível de significância de 5%. A maioria dos estudantes (72%) eram do sexo feminino, 81,5%oriundos de instituições privadas. Houve insatisfação tanto para com as aulas remotas (42,1% totalmente e 25,4% parcialmente) quanto para a formação acadêmica (44,1% totalmente e 25,6% parcialmente), relatou-se queda de rendimento em 70,7% dos estudantes e pensamento em abandonar os estudos (40,5% afirmam que sim e 10,2% relatam "talvez"). Região de residência e dispositivo utilizado para acompanhar as aulas influenciaram no pensamento em desistir dos estudos (p<0,05 e p=0,031 respectivamente), assim como o nível de conhecimento em informática influenciou no rendimento acadêmico durante a pandemia (p=0,009). Conclui-se que houve queda no rendimento acadêmico dos alunos durante a pandemia. O despreparo dos estudantes frente ao modelo remoto e as dificuldadesrelacionadas à aprendizagem demonstram que o Ensino Remoto Emergencial não foi suficiente para contemplar a gama de habilidades a serem desenvolvidas durante a formação (AU).

El presente estudio tuvo como objetivo analizar los efectos de la pandemia COVID-19 en el rendimiento y logro académico de los estudiantes de odontología en Brasil. El estudio descriptivo transversal se realizó mediante la aplicación de un cuestionario utilizando la aplicación Google Forms, compartido a través de redes sociales. redes como WhatsApp, Instagram, Facebook y direcciones electrónicas (e-mails) de 383 estudiantes, número definido mediante cálculo muestral. Tras realizar un estudio piloto,se utilizó la técnica de la "bola de nieve virtual" para recoger respuestas. Se realizó análisis descriptivo e inferencial de los datos mediante frecuencias y regresiones logísticas multinomiales con un nivel de significancia del 5%. La mayoría de los estudiantes (72%) eran mujeres, el 81,5% de instituciones privadas. Hubo insatisfacción tanto con las clases remotas (42,1% total y 25,4% parcialmente) como con la formación académica (44,1% total y 25,6% parcial), reportándose una caída en el rendimiento del70,7% de los estudiantes que pensaron en abandonar sus estudios (40,5% dijo sí y el 10,2% dijo "tal vez"). La región de residencia y el dispositivo utilizado para seguir clases influyeron en el pensamiento de abandonar los estudios (p<0,05 y p=0,031 respectivamente), así como el nivel de conocimientos de informática influyó en el rendimiento académico durante la pandemia (p=0,009). Se concluye que hubo una caída en el rendimiento académico de los estudiantes durante la pandemia. La falta de preparación de los estudiantes para el modelo remoto y las dificultades relacionadas con el aprendizaje demuestran que la Educación Remota de Emergencia no fue suficiente para cubrir el conjunto de habilidades a desarrollar durante la formación (AU).

The aim of the present study was to analyze the effects of the COVID-19 pandemic on the academic performance of dental students in Brazil. A descriptive cross-sectional study was conducted using a questionnaire available on the Google Forms application andshared via social networks, such as WhatsApp, Instagram and Facebook, as well as electronic addresses (e-mails) to 383 students. This number was defined by the sample size calculation. After conducting a pilot study, the "virtual snowball" technique was used to collect responses. Descriptive and inferential analyses of the data were performed using frequencies and multinomial logistic regression, with a 5% significance level. Most students (72%) were female and studied at private dental schools (81.5%). Dissatisfaction was found for both remote classes (42.1% completely and 25.4% partially) and academic training (44.1% completely and 25.6% partially), with a reported drop in performance among 70.7% of the students and thoughts of abandoning their studies (40.5% answered "yes" and 10.2% answered "maybe"). Region of residence and device used to follow classes exerted an influence on thoughts of abandoning studies (p <0.05 and p = 0.031, respectively). Moreover, the level of computer knowledge exerted an influence on academic performance during the pandemic (p = 0.009). In conclusion, a drop in academic performance occurred among dental students during the pandemic. The lack of preparedness for the remote model and difficulties related to learning demonstrate that "Emergency Remote Education" was insufficient to cover the range of skills to be developed during training (AU).

Pluralidades no ensino odontológico: relatos da utilização de recursos digitais para abordagens educacionais do racismo e da diversidade / Pluralidades en la enseñanza odontológica: informes sobre el uso de los recursos digitales para los abordajes educativos del racismo y la diversidad / Pluralities in dental education: narratives of utilizing digital resources for educational approaches on racism and diversity

Este artigo objetivou relatar a experiência da utilização das mídias sociais como espaços de construção de conhecimentos acerca das temáticas de racismo estrutural e saúde da população LGBT por meio de eventos promovidos por alunos bolsistas do Programa de Educação Tutorial (PET) Odontologia da Universidade Federal do Rio Grande do Sul. Ao considerar o cenário de ensino em Odontologia, além dos conhecimentos técnicos e científicos necessários aos cirurgiões-dentistas, é de extrema relevância a abordagem de assuntos que ultrapassam essas barreiras para a formação de profissionais que sejam capazes de exercer a profissão de forma articulada ao contexto social. Tendo em vista a pandemia gerada pelo novo coronavírus (COVID-19) e a necessidade de ajustar as ferramentas de ensino às demandas de isolamento e distanciamento social, observou-se o importante espaço que as mídias sociais conquistaram como meio de construção de conhecimentos dos mais diversos temas e com a vantagem de dispensar deslocamento, diferente dos ambientes tradicionais de ensino. A metodologia utilizada mostrou-se vantajosa, uma vez que possibilitou o encontro de docentes, discentes e público em geral de diferentes regiões do Brasil, garantindo ampla discussão das temáticas que apresentam grande impacto social. Ainda assim, destaca-se que a desigualdade social gera diferentes possibilidades de acesso aos ambientes virtuais, sendo uma barreira à informação para populações mais vulnerabilizadas. A escolha das temáticas foi ao encontro das propostas dos Grupos PET, uma vez que contribuem positivamente na formação dos estudantes universitários (AU).

Este artículo tuvo como objetivo relatar la experiencia de utilizar las redes sociales como espacios de construcción de conocimiento sobre los temas del racismo estructural y la salud de la población LGBT a través de eventos promovidos por becarios del Programa de Educación Tutorial (PET) Odontología de la Universidade Federal do Rio Grande do Sul. Al considerar el escenario de la enseñanza en Odontología, además de los conocimientos técnicos y científicos necesarios para los odontólogos, es de suma importancia abordar temas que superen estas barreras para la formación de profesionales capaces de ejercer la profesión de forma articulada al contexto Social. Ante la pandemia generada por el nuevo coronavirus (COVID-19) y la necesidad de adecuar las herramientas didácticas a las exigencias del aislamiento y distanciamiento social, se observó el importante espacio que conquistaron las redes sociales como medio de construcción de conocimiento de los más varias temáticas y con la ventaja de prescindir de desplazamientos, a diferencia de los entornos de enseñanza tradicionales. La metodología utilizada demostró ser ventajosa, ya que posibilitó el encuentro de profesores, estudiantes y público en general de diferentes regiones de Brasil,asegurando una amplia discusión de temas de gran impacto social. Aun así, se destaca que la desigualdad social genera diferentes posibilidades de acceso a los entornos virtuales, siendo una barrera de información para las poblaciones más vulnerables. La elección de los temas estuvo en línea con las propuestas de los Grupos PET, ya que contribuyen positivamente a la formación de los universitarios (AU).

This article aimed to report the experience of using social media as spaces for building knowledge about the themes of structural racism and the health of the LGBT population through events promoted by scholarship students from the Tutorial Education Program (TEP) Dentistry at the Federal University of Rio Grande do Sul. Considering the scenario of dental education, beyond the technical and scientific knowledge required for dentists, it is of utmost relevance to address issues that go beyond these boundaries for the training of professionals capable of practicing dentistry in an integrated manner with the social context. Given the pandemic caused by the novel coronavirus (COVID-19) and the need to adapt teaching tools to the demands of isolation and social distancing, the significant space that social media has gained as a means of knowledge construction on various topics was observed, with the advantage of dispensing with travel, unlike traditional teaching environments. The methodology used proved advantageous, as it allowed teachers, students, and the general public from different regions of Brazil to come together, ensuring broad discussion of topics that have a significant social impact. Nevertheless, it is emphasized that social inequality generates different possibilities of access to virtual environments, being a barrier to information for more vulnerable populations. The choice of themes aligned with the proposals of the TEP Groups, as they positively contribute to the formation of university students (AU).

Barriers to online learning amid COVID-19 pandemic and beyond: National survey of occupational therapy students in the Philippines

Objective@#This study aimed to describe the perceived barriers to online learning encountered by Filipino occupational therapy students (OT) amid the COVID-19 pandemic and beyond.@*Methodology@#An electronic survey comprising multiple-choice questions, Likert scale assessments, and open-ended questions was disseminated among OT students across the Philippines. Statistical analysis involved the Chi-Square test to evaluate associations among variables.@*Results@#A total of 161 responses were gathered, highlighting barriers faced by OT students in online learning. These included challenges such as physical and mental health issues, difficulties adapting to online learning styles, household responsibilities, and limited conducive study space. Additionally, an association was observed between internet connectivity types and speeds, and the encountered barriers.@*Conclusion@#Findings underscore the significant hurdles experienced by OT students in online learning. As educational platforms increasingly adopt online modalities, there is a need to apply an occupational perspective in crafting strategies and interventions aimed at mitigating these barriers. However, considering the limitations identified, particularly regarding the development of practical skills and the importance of social interaction, a hybrid learning approach that merges the flexibility of online learning with the irreplaceable benefits of classroom-based instruction emerges as a promising solution. This study's insights provide valuable guidance for higher education institutions (HEIs) to develop and implement such hybrid models, ultimately enhancing support mechanisms for OT practice-based teaching and learning, particularly in the post-pandemic landscape.

In-Hospital continuous medical education during the COVID-19 pandemic

Background:The coronavirus disease 2019 (COVID-19) is a highly contagious disease as it is spread by contact with infected surfaces and inhalation of droplets. Several measures have been put in place to prevent the COVID-19 infection one of which is social distancing and physical distancing. Some in-hospital continuous medical education was suspended during the pandemic.Objective of Study: The objective of the study is to investigate the impact of social distancing on In-hospital continuous professional development during the COVID-19 pandemic.Research methodology:This is a cross-sectional study conducted among doctors working in Nigeria irrespective of their cadre or location. Aself-administered online questionnaire was used to generate data for this study. There was no risk of participating in the study. Results:The respondents in this study were 62. The majority 51(82.3%) had different in-hospital continuous medical education (CME) activities during the first wave of the COVID-19 pandemic when there was a ban in Nigeria on the gathering of more than 20 persons; the CME activities were via Zoom video conferencing 44 (71%) App. The majority of the respondents however preferred a face-to-face (physical) meeting [40(74.2%)] and also learnt better during a face-to-face meeting [46(74.2%)]. Conclusion:CME is very important in healthcare so COVID-19 did not stop it although it went through a lot of transformation in the mode it was delivered

Trabajo comunitario a distancia por estudiantes de Enfermería en la práctica profesional integrada durante la COVID-19 / Distance Community Work by Nursing Students in their Integrated Professional Practice during COVID-19

Introducción: El confinamiento por la crisis sanitaria debido a la COVID-19 instó a la realización de las actividades formativas de Enfermería vía virtual, sin un real conocimiento de cómo es el proceso y los aspectos que involucra. Objetivo: Comprender el proceso de trabajo comunitario a distancia de estudiantes de Enfermería en atención primaria de salud, de la asignatura práctica profesional integrada. Métodos: Se realizó un estudio de caso con diseño cualitativo y enfoque etnográfico en el paradigma pospositivista. Los sujetos de investigación corresponden a 69 estudiantes de quinto año de la carrera de Enfermería de la Universidad de Chile, en el año 2020 que realizaron su práctica profesional a distancia. Se realizó un análisis de contenido conforme a Bardin, a ocho trabajos comunitarios (25 estudiantes). Se logró la saturación del objeto de estudio. Se aplicaron los criterios de rigor acorde a Guba y Lincoln. Resultados: Con la metacategoría de Proceso del Trabajo Comunitario surgieron cuatro categorías de análisis, las cuales son Personas: Formas de vida y trabajo de las personas y Masiva entrega de información a las personas; Enfermería: Adaptación de Enfermería, Roles de Enfermería y Formación en Enfermería. Estado: Determinantes sociales en salud en pandemia y Trabajo comunitario: Adaptación y propósito y participación comunitaria. Conclusiones: Se comprende el proceso de educación a distancia desarrollado en la formación de los futuros profesionales de Enfermería y se evidencia como la teleenfermería se ha constituido en una estrategia primordial para enfrentar la pandemia de la COVID-19(AU)

Introduction: The lockdown due to the COVID-19 health crisis urged for the realization of Nursing training activities using the virtual way, without a true knowledge of how the process is or the involved aspects. Objective: To understand the process of distance community work of Nursing students in primary health care, as part of the integrated professional practice course. Methods: A case study was conducted with a qualitative design and an ethnographic approach within the postpositivist paradigm. The research subjects corresponded to 69 fifth-year students of the Nursing major from Universidad de Chile, in the year 2020, who carried out their professional practice at a distance. Content analysis was performed, according to Bardin, to eight community works (25 students). Saturation of the object of study was achieved. Rigorous criteria were applied according to Guba and Lincoln. Results: With the metacategory community work process, four categories of analysis emerged: people (ways of life and work of people, and massive delivery of information to people), nursing (nursing adaptation, nursing roles and nursing training), status (social determinants of health in pandemic), and community work (adaptation and purpose, and community involvement). Conclusions: The distance education process developed in the training of future nursing professionals is understood and it is evident how telenursing has been constituted as a primary strategy to face the COVID-19 pandemic(AU)

Proyecto ECHO Uruguay: fortalecimiento de la formación de profesionales en el abordaje del cáncer ginecológico / Projeto ECHO Uruguai: fortalecimento da formação de profissionais na abordagem do câncer ginecológico / ECHO Project Uruguay: strengthening the training of professionals in the approach to gynecological cancer

En Uruguay existe una desigual distribución de médicos entre la capital y el resto del país, determinando que los pacientes deban ser referidos a centros asistenciales fuera del área en la que residen. El Proyecto ECHO (del inglés: Extension for Community Healthcare Outcomes) busca mejorar el acceso a atención especializada para poblaciones rurales mediante la utilización de tecnologías de la comunicación, democratizando el conocimiento. Objetivo: evaluar los resultados en lo referente a competencias y habilidades profesionales en los participantes de las teleclínicas ECHO sobre cáncer ginecológico en Uruguay. Método: evaluación retrospectiva de impacto con línea de base y línea de impacto mediante un censo vía web. Período: setiembre 2020- mayo/2021. Se relevaron 22 variables, 14 indicadores dependientes que miden autopercepciones sobre incremento de capacidades en forma retrospectiva a partir de una escala Likert de 5 valores y, 8 independientes que abordan aspectos generales de la población. Teniendo en cuenta que no hay una distribución normal se aplica el test no paramétrico de Wilkoxon. Resultados: se obtuvieron 36 respuestas. Los resultados, muestran que todos los pares tienen una significación bilateral, pudiendo afirmar que existe una diferencia significativa entre las capacidades previas y posteriores a la participación en el programa ECHO. Conclusiones: se objetiva una mejora en la autopercepción de las capacidades de los participantes luego de la implementación de las teleclínicas ECHO.

In Uruguay there is an unequal distribution of doctors between the capital and the rest of the country, determining that patients must be referred to healthcare centers outside the area in which they reside. The ECHO (Extension for Community Healthcare Outcomes) Project seeks to improve access to specialized care for rural populations through the use of communication technologies, democratizing knowledge. Objective: to evaluate the results regarding professional competencies and skills in the participants of the ECHO teleclinics on gynecological cancer in Uruguay. Method: retrospective impact evaluation with baseline and impact line through a web census. Period: September 2020- May/2021. 22 variables were surveyed, 14 dependent indicators that measure self-perceptions of increased capabilities retrospectively based on a Likert scale of 5 values, and 8 independent indicators that address general aspects of the population. Taking into account that there is no normal distribution, the non-parametric Wilkoxon test is applied. Results: 36 responses were obtained. The results show that all pairs have a bilateral significance, being able to affirm that there is a significant difference between the capabilities before and after participation in the ECHO program. Conclusions: an improvement in the self-perception of the participants' capabilities was observed after the implementation of the ECHO teleclinics.

No Uruguai existe uma distribuição desigual de médicos entre a capital e o resto do país, determinando que os pacientes sejam encaminhados para centros de saúde fora da área em que residem. O Projeto ECHO (de Inglês: Extension for Community Healthcare Outcomes)procura melhorar o acesso a cuidados especializados para as populações rurais através do uso de tecnologias de comunicação, democratizando o conhecimento. Objetivo: avaliar os resultados relativos às competências e habilidades profissionais dos participantes das teleclínicas ECHO sobre câncer ginecológico no Uruguai. Método: avaliação retrospectiva de impacto com linha de base e linha de impacto através de censo web. Período: Setembro 2020- Maio/2021. Foram levantadas 22 variáveis, 14 indicadores dependentes que medem retrospectivamente as autopercepções de aumento de capacidades com base em uma escala Likert de 5 valores, e 8 indicadores independentes que abordam aspectos gerais da população. Levando em consideração que não existe distribuição normal, aplica-se o teste não paramétrico de Wilkoxon. Resultados: foram obtidas 36 respostas. Os resultados mostram que todos os pares têm um significado bilateral, podendo afirmar que existe uma diferença significativa entre as capacidades antes e depois da participação no programa ECHO. Conclusões: observou-se melhora na autopercepção das capacidades dos participantes após a implantação das teleclínicas ECHO.

Condiciones para mejorar las aulas virtuales de la disciplina Bases Biológicas de la Medicina / Conditions for Improving the Virtual Classrooms of the Discipline Biological Bases of Medicine

Introducción: La gestión didáctica con la plataforma Moodle requiere profesores aptos para actuar como gestores de dicho proceso. Objetivo: Evaluar las condiciones para mejorar el funcionamiento de las aulas virtuales de la disciplina Bases Biológicas de la Medicina, en el departamento de Ciencias Básicas Biomédicas de la Facultad de Ciencias Médicas Salvador Allende. Métodos: Se realizó una investigación descriptiva, con enfoque mixto, basada en un estudio de campo durante el curso 2023, en el Departamento de Ciencias Básicas Biomédicas de la Facultad de Ciencias Médicas Salvador Allende. Se utilizaron métodos teóricos: análisis-síntesis, deducción-inducción y enfoque sistémico; empíricos: cuestionario; y matemático-estadísticos. Resultados: Se apreciaron como fortalezas la actitud hacia el uso educativo de las tecnologías de la información y las comunicaciones, y el dominio general de estas. Se mostró limitado el uso de las actividades disponibles en la plataforma Moodle, por lo que las condiciones para mejorar el funcionamiento de las aulas virtuales se valoraron como insuficientes. Conclusiones: Para mejorar el funcionamiento de las aulas virtuales del Departamento de Ciencias Básicas Biomédicas de la Facultad de Ciencias Médicas Salvador Allende se requiere fomentar el uso creativo e innovador de las actividades disponibles en la plataforma Moodle, por lo que se debe incrementar la preparación de los profesores para asumir esta actividad. Se sugiere implementar una actividad metodológica departamental con este propósito(AU)

Introduction: Didactic management using the Moodle platform requires professors apt to act as managers of such process. Objective: To assess the conditions to improve the functioning of the virtual classrooms of the discipline Biological Bases of Medicine, in the Department of Basic Biomedical Sciences at Facultad de Ciencias Médicas Salvador Allende. Methods: A descriptive research, with a mixed approach and based on a field study, was carried out during the academic year 2023 in the Department of Basic Biomedical Sciences at Facultad de Ciencias Médicas Salvador Allende. Theoretical methods were used (analysis-synthesis, deduction-induction and systemic approach), as well as empirical methods (questionnaire) and mathematical-statistical methods. Results: Among the appreciated strengths, there was the attitude towards the educational use of information and communication technologies, together with the general mastery of such technologies. The use of the activities available in the Moodle platform was shown to be limited; therefore, the conditions for improving the functioning of virtual classrooms were assessed as insufficient. Conclusions: To improve the functioning of the virtual classrooms of the Department of Basic Biomedical Sciences at Facultad de Ciencias Médicas Salvador Allende, the creative and innovative use of the activities available on the Moodle platform are required to be encouraged; therefore, the training of professors to assume this activity should be increased. A departmental methodological activity is suggested to be implemented with this purpose(AU)

Impacto de las clases virtuales en la salud mental de la población pediátrica durante la pandemia de COVID-19 en septiembre-diciembre 2021 / Impact of Virtual Classes on the Mental Health of the Pediatric Population during the COVID-19 Pandemic

Introducción: El COVID-19 ha afectado la salud mental de la población pediátrica. Con la transición a la virtualidad, se han identificado posturas positivas y negativas. Debido a la diferencia de características sociodemográficas que posee la República Dominicana, es necesario describir el efecto de dichos cambios en la salud mental dentro de este contexto. Objetivo: Evaluar el efecto de las clases virtuales en la salud mental de los pacientes pediátricos. Metodología: Se utilizó el cuestionario de capacidades y dificultades en los pacientes que asistieron a consulta general. Se asignó una puntuación con la escala de puntuación estandarizada y se analizaron los resultados en gráficos de frecuencia y pruebas de correlación de spearman. Resultados: Existe una frecuencia del 10,4% (n=34) de alto riesgo de desarrollar algún trastorno psiquiátrico. Se observaron correlaciones débiles entre menor edad y trastorno de conducta, r(365) = -0,111, p = 0,034, y sexo masculino y cualquier trastorno pediátrico, r(365) = -0,131, p = 0,012. Hay una incidencia de 51,5% de síntomas físicos. Un 45.5% y un 30.2% identificó mejores e iguales calificaciones. Conclusión: Es necesario investigar los efectos identificados agregando la evaluación de especialistas para mayor precisión de los hallazgos observados.

Introduction: COVID-19 has affected the mental health of the pediatric population. With the transition to virtuality, positive and negative positions have been identified. Due to the difference in sociodemographic characteristics that the Dominican Republic has, it is necessary to describe the effect of these changes on mental health within this context. Objective: To assess the effect of virtual classes on the mental health of pediatric patients. Methodology: Strengths and Difficulties Questionnaire was used in the patients who attended the general consultation. A score was assigned using the standardized scoring scale and the results were analyzed in frequency plots and spearman correlation tests. Results: There is a frequency of 10.4% (n=34) of high risk of developing some psychiatric disorder. Weak correlations were observed between younger age and conduct disorder, r(365) = -0.111, p = 0.034, and male gender and any pediatric disorder, r(365) = -0.131, p = 0.012. There is a 51.5% incidence of physical symptoms. 45.5% and 30.2% identified better and equal qualifications. Conclusion: It is necessary to investigate the effects identified adding the evaluation of specialists for greater precision of the observed findings.

Avaliação do processo de aprendizagem no ambiente virtual do Programa Saúde com Agente / Evaluation of the learning process in the virtual environment of the Health Program with Agent / Evaluación del proceso de aprendizaje en el entorno virtual del Programa Salud con Agente

RESUMO: O estudo aqui apresentado teve por objetivo avaliar a percepção da qualidade do processo de aprendizagem no ambiente virtual dos estudantes do Programa Saúde com Agente. Tratou-se de um estudo transversal, realizado em 2022, com 9.145 estudantes dos cursos de Técnico em Agente Comunitário de Saúde e Técnico em Vigilância em Saúde com Ênfase no Combate às Endemias. Informações sobre a qualidade do processo de aprendizagem foram obtidas por meio do questionário Constructivist On-Line Learning Environment Survey, que consiste em 24 questões agrupadas em seis dimensões: relevância, reflexão crítica, interação, apoio dos tutores, apoio dos colegas e compreensão. Avaliaram-se o perfil sociodemográfico dos participantes e as principais formas de acesso ao curso e acompanhamento. Realizou-se análise descritiva; para análise de associação, utilizou-se o teste qui-quadrado ou exato de Fisher. A maioria dos participantes é do sexo feminino, faixa etária de 40 a 49 anos, da região Nordeste; realiza as atividades em casa e usa o celular/smartphone. Ao se considerarem as seis dimensões avaliadas, relevância, interação e apoio dos colegas obtiveram diferenças estatisticamente significativas entre os estudantes dos cursos de Técnico em Agente Comunitário de Saúde e Técnico em Vigilância em Saúde com Ênfase no Combate às Endemias.

ABSTRACT: The study presented here aimed to evaluate the perception of the quality of the learning process in the virtual environment of the students of the Health Program with Agent. It was a cross-sectional study conducted in 2022 with 9,145 students from the Community Health Agent Technician and Health Surveillance Technician courses with an Emphasis on Combating Endemic Diseases. Information on the quality of the learning process was obtained through the Constructivist On-Line Learning Environment Survey, which consists of 24 questions grouped into six dimensions: relevance, critical reflection, interaction, tutor support, peer support, and understanding. The sociodemographic profile of the participants and the primary forms of access to the course and monitoring were evaluated. Descriptive analysis was performed; for association analysis, the chi-square or Fisher's exact test was used. Most participants are females aged 40 to 49 from the Northeast region; they perform activities at home and use their cell phones/smartphones. When considering the six dimensions evaluated, relevance, interaction, and support of colleagues obtained statistically significant differences between the students of the courses of Community Health Agent Technician and Health Surveillance Technician with Emphasis on Combating Endemic Diseases.

RESUMEN: El objetivo del estudio presentado fue evaluar la percepción de la calidad del proceso de aprendizaje en el entorno virtual de los alumnos del Programa Salud con Agentes. Se trató de un estudio transversal realizado en 2022 con 9.145 alumnos de los cursos de Técnico en Agente Comunitario de Salud y Técnico en Vigilancia Sanitaria con énfasis en la lucha contra las enfermedades endémicas. La información sobre la calidad del proceso de aprendizaje se obtuvo a través de la Encuesta Constructivist On-Line Learning Environment Survey, que consta de 24 preguntas agrupadas en seis dimensiones: relevancia, reflexión crítica, interacción, apoyo de los tutores, apoyo de los alumnos y comprensión. Se evaluó el perfil sociodemográfico de los participantes y las principales vías de acceso al curso y seguimiento. Se realizó un análisis descriptivo y se utilizó la prueba de chi-cuadrado o la prueba exacta de Fisher para analizar las asociaciones. Los participantes eran en su mayoría mujeres, en la franja de edad 40 a 49 años, de la región Nordeste; realizaban las actividades en casa y utilizaban teléfonos móviles/smartphones. Al considerar las seis dimensiones evaluadas, la relevancia, la interacción y el apoyo de los compañeros mostraron diferencias estadísticamente significativas entre los alumnos de los cursos de Técnico en Agente Comunitario de Salud y Técnico en Vigilancia Sanitaria con Énfasis en la Lucha contra las Enfermedades Endémicas.

Oral Medicine and Pharmacology Teleconsulting Sessions of the Telehealth Program in one Southeastern State of Brazil

ABSTRACT Objective: To evaluate questions concerning oral medicineand pharmacology-related specialties of asynchronous dental teleconsulting sessions of the Telehealth Brazil Networks Program. Material and Methods: Data were collected from secondary databases of asynchronous dental teleconsulting sessions of the telehealth centers of Minas Gerais from July 2015 to July 2017. The variables for dental underlying fields and the types of questions were evaluated. Descriptive analysis was performed with the SPSS v.22.0 program. Results: 3,920 teleconsulting sessions were referred to the telehealth centers of Minas Gerais during the study period. Regarding oral medicine-related questions (n=745), most (n=469; 62.95%) addressed diagnosis, whereas the underlying field questions mostly regarded fungal, viral, and bacterial infections (17.3%), biopsies (16.4%), developmental defects and dental abnormalities (9.9%), and soft tissue tumors (9.4%). Pharmacology-related questions (n=738) mostly addressed general approaches (n=672; 91.06%), and the most common questions were about underlying fields' prescriptions (44.7%), anesthetics (17.6%), adverse effects of medications and anesthetics (10.2%), and selection of anesthetics for patients with systemic conditions (9.8%). Conclusion: Most teleconsulting sessions regarded conditions or procedures common in primary health care and essential for diagnosis and treatment planning at all care levels, which suggests a need for more academic learning processes for healthcare professionals, especially in dentistry primary fields.