La evaluación en el posgrado mediante la educación a distancia durante la COVID-19 / Postgraduate evaluation through distance learning during COVID-19

Fundamento: La implementación de la educación a distancia en el posgrado durante la COVID-19 constituye una alternativa del sistema de educación superior cubana. Objetivo: Describir los resultados de la evaluación en el posgrado, mediante la modalidad de educación a distancia durante el tercer rebrote de la pandemia de COVID-19. Metodología: Se realizó un estudio observacional descriptivo transversal entre junio y julio de 2021, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: unidades didácticas, estudiantes (residentes), la población estuvo constituida por los 146 residentes que cursaban el 1.er año de la especialidad, se seleccionó una muestra aleatoria (n= 96). Se estudiaron las variables resultados de las evaluaciones de cada unidad didáctica y general del módulo (excelente, bien, regular y mal), grado de dificultad (muy difícil, difícil y sin dificultad) y nivel de satisfacción (satisfecho, medianamente satisfecho e insatisfecho). Como instrumento de medición se empleó el registro de evaluación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen. Resultados: Más del 70 % de los residentes evaluados se encontró en la categoría de bien sin dificultad, estando satisfechos con la modalidad de educación a distancia. Conclusiones: Predominaron los resultados de "excelente" solo en la unidad didáctica 1 y de "bien" en la evaluación final del módulo. La unidad didáctica de "mayor dificultad" resultó ser la 2. La mayor cantidad de residentes refirió estar satisfecho con la modalidad de educación a distancia en el posgrado.

Background: The implementation of distance education at the postgraduate level during COVID-19 represents an alternative in the Cuban higher education system. Objective: To describe the results of the evaluation in posgrado, through the educational modality at distance during the third regrowth of the pandemic of COVID-19. Methodology: A cross-sectional descriptive observational study was conducted between June and July 2021 at the Faculty of Stomatology, University of Medical Sciences of Santiago de Cuba. The following units of analysis were considered: teaching units, students (residents), the population consisted of 146 residents in the first year of specialization, a random sample was selected (n= 96). The variables studied were the results of the evaluations of each didactic unit and the general evaluation of the module (excellent, good, fair, and poor), level of difficulty (very difficult, difficult, and no difficulty), and level of satisfaction (satisfied, moderately satisfied, and dissatisfied). The evaluation and interview registers were used as measurement instruments, respectively, and the percentage was used as a summary measure. Results: More than 70% of the residents evaluated were in the good without difficulty category and were satisfied with the distance learning modality. Conclusions: The results "excellent" predominated only in didactic unit 1 and "good" in the final evaluation of the module. The "most difficult" didactic unit was didactic unit 2. Most residents were satisfied with the distance learning modality in the postgraduate program.

Desarrollo del inglés oral a través del aprendizaje a distancia y las nuevas tecnologías / Developing oral English through distance learning and new technologies

Fundamento: La enseñanza del idioma inglés constituye una prioridad en la preparación integral de los profesionales de la salud. En las circunstancias actuales la modalidad de educación a distancia es una vía para garantizar la continuidad del proceso docente-educativo en la educación médica superior. Objetivo: Diseñar para su implementación un sistema de tareas docentes que contribuya a desarrollar la habilidad de expresión oral en inglés a través de la educación a distancia en los estudiantes de 2.do año de Medicina. Metodología: Se realizó un estudio experimental en la Universidad de Ciencias Médicas de Holguín durante el período de marzo hasta septiembre de 2021. Se utilizó el método dialéctico materialista como concepción metodológica general de la investigación y se emplearon otros del nivel teórico: análisis y síntesis, inducción-deducción, sistémico-estructural-funcional, histórico-lógico y modelación; empíricos: análisis documental, encuesta, observación de clases, y estadísticos. Resultados: Las principales dificultades estuvieron relacionadas con limitaciones en el tratamiento de la expresión oral en inglés, la insuficiente preparación de los estudiantes en torno a la temática abordada y sus limitaciones en la habilidad de expresión oral en este idioma, por lo que se elaboró un sistema de tareas docentes para solucionar estos aspectos. Conclusiones: Los especialistas valoraron el sistema como adecuado por su estructura y factibilidad de implementación, contribuyó de forma efectiva en la consolidación de la formación cultural y en el plano motivacional.

Background: English language teaching is a priority in the comprehensive preparation of medical professionals. In the current circumstances, distance education is a way to continue the teaching-learning process in higher medical education. Objective: To design for its implementation a system of learning tasks aimed at developing oral expression skills in English through distance education in 2.nd year medical students. Methodology: It was adopted the materialist dialectical method as the general methodological conception of the research, and other methods, from the theoretical level: analysis and synthesis, induction-deduction, systemic-structural-functional, historical-logical and modeling; empirical: documentary analysis, survey, class observation and statistical procedures. Result: The main difficulties were related to the limitations in the treatment of the oral expression in the English language, insufficient preparation of the students on the analyzed topic and their limited ability to develop oral expression in this language, so a system of learning tasks was developed to solve these aspects. Conclusions: The experts considered the system adequate in terms of its structure and feasibility of implementation, contributing effectively to the consolidation of cultural training and at the motivational level.

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

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

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

Impacto de la docencia online en el rendimiento académico de estudiantes españoles de medicina / The impact of online teaching on the academic performance of spanish medical students

Introducción: El confinamiento derivado de la situación sanitaria a finales del primer trimestre de 2020 en España obligó a que la segunda parte del curso 2019-2020 de todos los niveles educativos pasara a formato online de una manera forzada e imprevista. Objetivo: Identificar el impacto de la docencia online en el rendimiento académico de los estudiantes de medicina en el curso 2019-2020. Métodos: El estudio fue de tipo transversal y utilizó datos públicos anonimizados sobre rendimiento académico de estudiantes de medicina en universidades españolas. A partir de la información pública de los sistemas de garantía interna de calidad de estas universidades, se analizaron los valores medios de las tasas de rendimiento y éxito de los cuatro cursos comprendidos entre 2015 y 2019 en 17 universidades españolas. Estos se compararon mediante una prueba t de Student con los obtenidos en el curso 2019-2020. Resultados: Las tasas de rendimiento y éxito fueron superiores en el curso 2019-2020 en comparación con la media de los cuatro cursos anteriores. Conclusiones: La situación de confinamiento y de cambio forzado a docencia online parece haber producido una mejora en el ya de por sí elevado rendimiento académico de los estudiantes de medicina, lo que sugiere niveles elevados de resiliencia y una buena capacidad de adaptación a una situación adversa como la experimentada en la segunda parte del curso 2019-2020 (AU)

Introduction: The lockdown derived from the health situation at the end of the first quarter of 2020 in Spain forced the second part of the 2019-2020 academic course of all educational levels to be move to the online modality in a compulsory and unforeseen way. Objective: To identify the impact of online teaching on the academic performance of medical students in the 2019-2020 academic year. Methods: The study was cross-sectional and used anonymized public data on the academic performance of medical students in Spanish universities. Based on public information from the internal quality assurance systems of these universities, the mean values of performance and success rates were analyzed for the four academic years between 2015 and 2019 in seventeen Spanish universities. Using a Student's t test, these were compared with those obtained in the 2019-2020 academic year. Results: The performance and success rates were higher in the 2019-2020 academic year compared to the average of the four previous academic years. Conclusions: The situation of lockdown and forced change to online teaching seems to have produced an improvement in the already high academic performance of medical students, being this suggestive of high levels of resilience and a good capacity to adapt to an adverse situation such as the one experienced in the second part of the 2019-2020 academic year(AU)

Satisfaction of the ophthalmology residents with online progress test / Satisfação dos residentes de oftalmologia com testes de progresso online

ABSTRACT Objective To investigate if there is knowledge improvement over the Residency years, as well as students' satisfaction about progress test. Finally, to describe the implementation of the online progress test in some Ophthalmological Residency programs in Brazil. Methods It was an observational cross-section study. The participants were all Ophthalmology residents who accepted to join the study. They did an online test and answered demographic and satisfaction questionnaires. Results Two hundred and fifty-nine residents joined the study. 42,86% of the residents answered the demographic questionnaire and 6,95% answered the satisfaction questionnaire. In general, the residents approved the website as a tool for self-learning and to improve residency programs. Conclusion Over the years, the residents acquired knowledge during the residency program. In general, residents were satisfied with the test. The implementation of the online progress test system in the Ophthalmological Residency schools in Brazil was successful.

RESUMO Objetivo Avaliar se ocorre melhora do desempenho na prova dos residentes ao longo dos anos de curso e o grau de satisfação dos residentes com o teste de progresso. Além disso, descrever a implementação do teste de progresso em alguns serviços de residência em oftalmologia no Brasil. Métodos Estudo observacional prospectivo. Os participantes foram todos os residentes de Oftalmologia que aceitaram participar do estudo. Eles fizeram um teste online e responderam a um questionário pessoal e um de satisfação. Resultados Duzentos e cinquenta e nove residentes participaram do estudo. 42,86% dos residentes responderam o questionário pessoal e 6,95% responderam o questionário de satisfação. Em geral, os residentes aprovaram o site como instrumento de autoaprendizado e como instrumento para melhoria dos programas de residência. Conclusão Houve aquisição de conhecimento dos residentes ao longo do curso. De um modo geral, os residentes ficaram satisfeitos com o teste. A implementação do teste de progresso nos serviços de residência de Oftalmologia foi bem-sucedida.

Estilos de aprendizaje y rendimiento de estudiantes de enfermería en una universidad peruana durante la COVID-19 / Learning styles and performance in nursing students from a peruvian university during COVID-19

RESUMEN Introducción: La pandemia actual ocasionó cambios en la educación superior universitaria. La instauración de la modalidad virtual en la Universidad de Ciencias y Humanidades en la carrera de enfermería hizo presumir que el rendimiento académico podría verse afectado. Antes del inicio de la pandemia ya existía gran heterogeneidad en el rendimiento académico de los alumnos. Los estilos de aprendizaje podrían ser uno de los factores que con influencia en el rendimiento académico. Objetivo: Identificar la relación entre los estilos de aprendizaje y el rendimiento académico en educación virtual de estudiantes de enfermería de cuarto, quinto y séptimo ciclos de la Universidad de Ciencias y Humanidades. Métodos: Se tuvo en cuenta un enfoque cuantitativo, con un diseño no experimental, de tipo descriptivo-correlacional, observacional, de corte transversal y retrospectivo. Se evaluó una muestra de 30 estudiantes de la carrera de enfermería de la Universidad de Ciencias y Humanidades. El instrumento utilizado para determinar el estilo de aprendizaje de cada uno de los estudiantes fue el "Cuestionario de Estilos de Aprendizaje de David Kolb", mientras que para determinar el rendimiento académico se empleó una ficha de recolección de datos. Resultados: La mayoría de los estudiantes fueron de sexo femenino (93 %) y tenían entre 18 a 29 años (73 %). En cuanto a la relación entre los estilos de aprendizaje y el rendimiento académico, se obtuvo un chi cuadrado de 9,7305 (p = 0,365). El estilo de aprendizaje más frecuente fue el estilo asimilador (37 %), seguido del estilo convergente (27 %). El nivel de rendimiento académico más frecuente resultó el bueno (80 %), seguido por el regular (16,67 %). Conclusiones: La relación entre los estilos de aprendizaje y el rendimiento académico no es estadísticamente significativa.

ABSTRACT Introduction: The current pandemic caused changes in higher education. The establishment of the virtual modality for the Nursing major at the University of Sciences and Humanities led to the presumption that academic performance could be affected. Before the onset of the pandemic, the academic performance of students was highly heterogeneous. Learning styles could be one of the factors influencing academic performance. Objective: To identify the relationship between learning styles and academic performance in virtual education of Nursing students in their fourth, fifth and seventh cycles from the University of Sciences and Humanities. Methods: A quantitative approach was used, with a nonexperimental, descriptive-correlational, observational, cross-sectional and retrospective design. A sample of thirty Nursing students from the University of Sciences and Humanities was evaluated. The instrument used to determine the learning style of each of the students was the David Kolb's learning style inventory, while a data collection form was used to determine academic performance. Results: Most of the students were of female sex (93 %) and aged between 18 and 29 years old (73 %). Regarding the relationship between learning styles and academic performance, a chi-square of 9.7305 (P= 0.365) was obtained. The most frequent learning style was the assimilative style (37 %), followed by the convergent style (27 %). The most frequent academic performance level was the category good (80 %), followed by fair (16.67 %). Conclusions: The relationship between learning styles and academic performance is not statistically significant.

Estilos de aprendizaje y rendimiento de estudiantes de enfermería en una universidad peruana durante la COVID-19 / Learning styles and performance in nursing students from a peruvian university during COVID-19

Introducción: La pandemia actual ocasionó cambios en la educación superior universitaria. La instauración de la modalidad virtual en la Universidad de Ciencias y Humanidades en la carrera de enfermería hizo presumir que el rendimiento académico podría verse afectado. Antes del inicio de la pandemia ya existía gran heterogeneidad en el rendimiento académico de los alumnos. Los estilos de aprendizaje podrían ser uno de los factores que con influencia en el rendimiento académico. Objetivo: Identificar la relación entre los estilos de aprendizaje y el rendimiento académico en educación virtual de estudiantes de enfermería de cuarto, quinto y séptimo ciclos de la Universidad de Ciencias y Humanidades. Métodos: Se tuvo en cuenta un enfoque cuantitativo, con un diseño no experimental, de tipo descriptivo-correlacional, observacional, de corte transversal y retrospectivo. Se evaluó una muestra de 30 estudiantes de la carrera de enfermería de la Universidad de Ciencias y Humanidades. El instrumento utilizado para determinar el estilo de aprendizaje de cada uno de los estudiantes fue el "Cuestionario de Estilos de Aprendizaje de David Kolb", mientras que para determinar el rendimiento académico se empleó una ficha de recolección de datos. Resultados: La mayoría de los estudiantes fueron de sexo femenino (93 por ciento) y tenían entre 18 a 29 años (73 por ciento). En cuanto a la relación entre los estilos de aprendizaje y el rendimiento académico, se obtuvo un chi cuadrado de 9,7305 (p = 0,365). El estilo de aprendizaje más frecuente fue el estilo asimilador (37 por ciento), seguido del estilo convergente (27 por ciento). El nivel de rendimiento académico más frecuente resultó el bueno (80 por ciento), seguido por el regular (16,67 por ciento). Conclusiones: La relación entre los estilos de aprendizaje y el rendimiento académico no es estadísticamente significativa(AU)

Introduction: The current pandemic caused changes in higher education. The establishment of the virtual modality for the Nursing major at the University of Sciences and Humanities led to the presumption that academic performance could be affected. Before the onset of the pandemic, the academic performance of students was highly heterogeneous. Learning styles could be one of the factors influencing academic performance. Objective: To identify the relationship between learning styles and academic performance in virtual education of Nursing students in their fourth, fifth and seventh cycles from the University of Sciences and Humanities. Methods: A quantitative approach was used, with a nonexperimental, descriptive-correlational, observational, cross-sectional and retrospective design. A sample of thirty Nursing students from the University of Sciences and Humanities was evaluated. The instrument used to determine the learning style of each of the students was the David Kolb's learning style inventory, while a data collection form was used to determine academic performance. Results: Most of the students were of female sex (93 percent) and aged between 18 and 29 years old (73 percent). Regarding the relationship between learning styles and academic performance, a chi-square of 9.7305 (P= 0.365) was obtained. The most frequent learning style was the assimilative style (37 percent), followed by the convergent style (27 percent). The most frequent academic performance level was the category good (80 percent), followed by fair (16.67 percent). Conclusions: The relationship between learning styles and academic performance is not statistically significant(AU)

Eficácia da intervenção educacional à distância na capacitação de cirurgiões-dentistas da rede pública sobre o uso consciente da tomografia computadorizada de feixe cônico: um ensaio clínico controlado quase-experimental / Efficacy of distance educational intervention in training public dentists on the conscious use of cone beam computed tomography: a quasi-experimental controlled clinical trial

Objetivo: Verificar a eficácia da intervenção educacional por videoconferência, para dentistas de um serviço público de saúde, sobre aquisição de conhecimentos em tomografia computadorizada de feixe cônico. Materiais e Métodos: Trata-se de um ensaio clínico controlado, com aplicação de questionários estruturados sobre uso criterioso da tomografia computadorizada de feixe cônico, antes e depois da intervenção educacional. Os participantes do estudo foram divididos em grupos controle (aula presencial) e experimental (aula por videoconferência). Participaram desta pesquisa 133 dentistas no pré-teste (questionário aplicado antes da intervenção) e 129 no pós-teste (questionário aplicado após a intervenção). As análises foram executadas para avaliar as variáveis da metodologia de ensino e comparar a proporção das respostas corretas e "não sei" entre os tempos, discriminadas pela especialidade odontológica dos participantes. O nível de significância adotado foi de 0,05. Foram utilizados os testes de qui-quadrado e o modelo de regressão logística binária e, quando significativo, foi aplicado o teste post-hoc de Bonferroni. Resultados: A análise das respostas "não sei" e respostas corretas entre as modalidades de ensino presencial e por videoconferência demonstrou que não houve mudança significativa dos resultados. O resultado das respostas "não sei" evidenciou uma grande diferença entre os tempos, onde o percentual dessas respostas, após a intervenção, variou de 23,6% para 4,7% (p<0,001). Em todas as especialidades, essa redução foi significativa nas questões referentes ao conhecimento sobre radioproteção. O aumento de respostas corretas foi de quase 10% (p<0,001). Conclusão: A capacitação profissional através do método de videoconferência mostrou-se eficaz e comparável ao método presencial para a aquisição de conhecimentos em tomografia computadorizada de feixe cônico.

Objective: To verify the effectiveness of an educational intervention by videoconference, for dentists of a public health service, on acquiring knowledge in cone-beam computed tomography. Materials and Methods: This is a controlled clinical trial with structured questionnaires on the judicious use of cone-beam computed tomography, before and after the educational intervention. Study participants were divided into control (faceto-face class) and experimental (videoconference class) groups. A total of 133 dentists participated in the pre-test (questionnaire applied before the intervention) and 129 in the post-test (questionnaire applied after the intervention). The analyzes were performed to evaluate the variables of the teaching methodology and to compare the proportion of correct and "I do not know" answers between times, broken down by the dental specialty of the participants. The level of significance adopted was 0.05. The chi-square tests and the binary logistic regression model were used and, when significant, the Bonferroni post-hoc test was applied. Results: The analysis of the answers "I don't know" and correct answers between the teaching modalities showed no significant change in the results. The result of the "I don't know" answers showed a significant difference between the times, where the percentage of these answers, after the intervention, varied from 23.6% to 4.7% (p<0.001). In all specialties, this reduction was significant in questions related to knowledge about radioprotection. The increase incorrect answers were almost 10% (p<0.001). Conclusion: Professional training through the videoconference method proved effective and comparable to the face-to-face method for acquiring knowledge in cone-beam computed tomography.

Mikros, aplicación androide para Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey / Mikros, an Android Application for the Microbiology and Parasitology Subject in the University of Medical Sciences of Camagüey

Introducción: El aprendizaje móvil (m-learning) es la inclusión de dispositivos móviles en las actividades de aprendizaje. En la enseñanza de Microbiología y Parasitología médica estos ofrecen un alto poder de ilustración y contribuyen al aprendizaje de la asignatura de los estudiantes de la carrera de medicina; además, sirven de apoyo a otros perfiles como Tecnología de la Salud. Objetivo: Exponer la actualización del curso de Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey mediante una aplicación androide. Métodos: Se realizó una aplicación optimizada para androide 4.4 o superior con el lenguaje de programación Java. Esta investigación se desarrolló en la Universidad de Ciencias Médicas Carlos J. Finlay y se aplicó a estudiantes de la carrera de medicina en los cursos 2018-2019 y 2019-2020. El universo del estudio fueron 1446 estudiantes de los cursos de 2016-2020. Se realizó una encuesta validada por expertos a una muestra probabilística de 88 estudiantes de la Universidad de Ciencias Médicas de Camagüey, en el período comprendido entre noviembre y diciembre de 2020. Se calculó el coeficiente concordancia general W de Kendall en cuanto a las respuestas a las preguntas. Resultados: Mikros fue una herramienta de apoyo a la docencia, fruto de un proyecto de colaboración entre el Centro de Inmunología y Productos Biológicos de la Universidad de Ciencias Médicas y la Facultad de Ingeniería Informática de la Universidad Ignacio Agramonte, de Camagüey, que permitió introducir al profesor en una modalidad de enseñanza muy a tono con estos tiempos. Conclusiones: La aplicación Mikros incluyó conceptos básicos y un alto nivel de actualización. También contribuyó a elevar el índice académico y a una mayor satisfacción del alumno en el aprendizaje, y resultó una herramienta de consulta práctica para estudiantes de años posteriores de la carrera en rotación por el área clínica y útil para el aprendizaje a distancia en tiempos de COVID-19(AU)

Introduction: Mobile learning (m-learning) consists in the inclusion of mobile devices into learning activities. In the teaching of medical parasitology and microbiology, such devices offer a high power of illustration and contribute to medical students' learning of the subject; in addition, they serve as support to other profiles such as health technology. Objective: To present the update, by means of an android application, of the Microbiology and Parasitology course at the University of Medical Sciences of Camagüey. Methods: An optimized application for android 4.4 or higher was created with the Java programming language. This research was carried out at Carlos J. Finlay University of Medical Sciences and applied to medical students in the 2018-2019 and 2019-2020 academic years. The study universe was made up of 1446 students from the academic years from 2016 to 2020. A survey validated by experts was carried out, in the period between November and December 2020, with a probabilistic sample of 88 students from the University of Medical Sciences of Camagüey. Kendall's coefficient of general concordance (W) was calculated for the answers to the questions. Results: Mikros was a teaching support tool, the result of a collaborative project between the Center of Immunology and Biological Products at the University of Medical Sciences and the School of Computer Engineering at Ignacio Agramonte University, in Camagüey, which allowed to present the professor in a teaching modality much in tune with the current times. Conclusions: The Mikros application included basic concepts and a high update level. It also contributed to raising the student's academic index and satisfaction with learning. It turned out to be a practical consultation tool for students of higher academic years of the major who are rotating through the clinical area, as well as a useful tool for distance learning in COVID-19 times(AU)

La telesimulación como método de enseñanza clínica en estudiantes de grado de la asignatura "Cirugía". Evaluación cualitativa de una experiencia piloto / Telesimulation as a method of clinical teaching in undergraduate students of surgery. A qualitative evaluation of a pilot experience

RESUMEN Antecedentes: la actual pandemia causada por COVID-19 plantea desafíos a la enseñanza clínica al afectar el desarrollo normal de las actividades presenciales. Se necesitan soluciones que ayuden a mitigar esos efectos. Objetivo: el propósito de este estudio es presentar una estrategia de telesimulacion (TS) y analizar la perspectiva del diseño instruccional desde los estudiantes de grado de Cirugía. Material y métodos: 26 estudiantes tuvieron una inmersión en escenarios de alta fidelidad a distancia, a través de una plataforma de videoconferencia que les permitió experimentar y analizar situaciones críticas y tomar decisiones terapéuticas. El análisis de los datos se realizó desde un abordaje cuantitativo-cualitativo poniendo el foco en las vivencias de los participantes a partir de la encuesta de satisfacción, las transcripciones del debriefing (etapa reflexiva) y una pregunta abierta sobre percepción de aprendizaje, con el propósito de analizar la actividad en torno a las oportunidades de aprendizaje de razonamiento clínico y habilidades no técnicas como también los atributos del método percibidos por los estudiantes. Resultados: todos recomendarían la actividad a otro. Durante la etapa de debriefing emergen aspectos del rendimiento en relación con la hipótesis diagnóstica, la investigación complementaria, el tratamiento y las habilidades no técnicas. Además existió una percepción de aprendizaje más allá de la que ofrece la lectura de contenidos. Conclusión: la TS como oportunidad de aprendizaje favorece la enseñanza clínica. Como técnica, si bien puede lograr alta fidelidad, no puede descuidar los aspectos técnicos y tecnológicos que alterarían su curso.

ABSTRACT Background: The current COVID-19 pandemic poses additional challenges to clinical teaching by affecting the normal development of onsite activities. Solutions are necessary to mitigate these effects. Objective: The aim of this study is to present a telesimulation (TS strategy) and analyze the instructional design perspective of undergraduate students of surgery. Material and methods: Twenty-six students participated in the experience, immersed in high-fidelity virtual scenarios through a video conference platform in which they could experience and analyze critical situations and decide a therapeutic plan. Data analysis was carried out using a quantitative-qualitative approach, focusing on the participants' experiences reported in a satisfaction survey, debriefing transcriptions (reflective stage) and an open-ended question about the perception of learning aimed at analyzing the activity in terms of the opportunities to learn clinical reasoning, non-technical skills and the attributes of the method as perceived by the students. Results: All the students would recommend the activity to another peer. During debriefing, the aspects of performance related with the diagnostic hypothesis, complementary investigation, treatment and non-technical skills emerge. Furthermore, there was a perception of learning beyond that offered by content reading. Conclusion : Telesimulation as a learning opportunity favors clinical teaching. Although TS can achieve high fidelity as a technique, it cannot neglect the technical and technological aspects that would alter its course.

Compromiso académico de los estudiantes de licenciatura en enfermería en condiciones de educación a distancia / Academic Commitment of Undergraduate Nursing Students in Distance Education Conditions

Introducción: La universidad virtual de salud ha tenido un papel relevante en estos tiempos de pandemia. Por la situación epidemiológica ocasionada por la COVID-19, varios sectores y ministerios se vieron obligados a la adopción de estrategias para cumplir con su misión en el nuevo escenario. La educación médica superior realiza la educación a distancia de sus estudiantes con el empleo de las tecnologías de la información, lo que demanda de ellos un compromiso y motivación adicionales. Objetivo: Identificar el nivel de compromiso académico de los estudiantes de licenciatura en enfermería en condiciones de educación a distancia. Métodos: Estudio descriptivo, transversal, con un diseño metodológico mixto, de ejecución concurrente, en el período enero-marzo de 2021. De la población de 75 estudiantes del segundo año del curso regular diurno de Enfermería en Camagüey, se seleccionó una muestra por conveniencia de 48. Fueron aplicados como métodos empíricos: observación, Escala de Engagement Académico y la técnica Positivo, Negativo, Interesante. Se asumieron como dimensiones: vigor, dedicación y absorción. Para el análisis de los datos cuantitativos se empleó la distribución de frecuencias absolutas y porcentaje. Resultados: Del total de la muestra, 54,17 por ciento tenía alto nivel de compromiso. La dimensión vigor alcanzó 52,08 por ciento, dedicación 50,00 por ciento y absorción 43,75 por ciento. Se valoró el uso del tiempo disponible para cumplir otras actividades como la pesquisa activa. Conclusiones: Hubo un alto nivel de compromiso académico en la muestra. Esto favorece en condiciones de educación a distancia, la calidad de la formación integral y el cumplimiento de actividades variadas(AU)

Introduction: The virtual health university has played a relevant role in these pandemic times. Due to the epidemiological situation caused by COVID-19, several sectors and ministries were forced to adopt strategies to fulfill their mission in the new scenario. Higher medical education is provided by means of distance education for its students with the use of information technologies, which demands from them additional commitment and motivation. Objective: To identify the level of academic commitment of undergraduate nursing students under distance education conditions. Methods: Descriptive and cross-sectional study of concurrent execution, with a mixed methodological design, carried out in the period from January to March 2021. From the population of 75 second-year students of the regular daytime Nursing course in Camagüey, a convenience sample of 48 was selected. The following empirical methods were applied: observation, academic engagement scale and the positive-negative-interesting technique. The following dimensions were assumed: enthusiasm, dedication and absorption. For the analysis of quantitative data, distribution of absolute frequencies and percentages was used. Results: Of the total sample, 54.17 percent had a high level of commitment. The dimension enthusiasms reached 52.08 percent , dedication 50.00 percent and absorption 43.75 percent . The use of available time to fulfill other activities such as active research was assessed. Conclusions: The sample showed a high level of academic commitment. This is favorable, in distance education conditions, for the quality of overall formation and the fulfillment of varied activities(AU)

Aprendizaje colaborativo en la plataforma WhatsApp y el teléfono celular en tiempos de pandemia / Collaborative learning in the WhatsApp platform and the cellphone during pandemic times

Introducción: La pandemia COVID-19, causada por el virus SARS-CoV-2, y su exponencial crecimiento y migración a todos los continentes del globo terráqueo, provocaron una parálisis en el proceso de enseñanza-aprendizaje en las instituciones que no contaban con infraestructura en línea para el desarrollo de las actividades docentes de manera virtual. Objetivo: Exponer los retos, las soluciones y los aprendizajes que formaron parte del proceso para preservar las discusiones de casos clínicos en grupos pequeños de estudiantes durante las fases de cuarentena obligatoria de la pandemia en Sudáfrica. Métodos: Se aplicaron las fases de la investigación-acción adaptadas a las prácticas educacionales. En su ejecución participaron los 103 estudiantes del segundo año del grado de bachiller en Medicina y Cirugía, y sus 10 tutores. El módulo de Neurociencias fue el contexto educativo en el período comprendido entre abril y julio de 2020. Resultados: Se crearon chats de comunicación entre los actores del proceso. El módulo se prolongó en duración, y flexibilizó la frecuencia y el horario de las tutorías. Se redujo el número de secciones a develar de los casos y en cada una se introdujeron tareas que guiaron a aplicar contenidos derivados de los objetivos de aprendizaje. Se escogió la aplicación WhatsApp como la plataforma donde se realizarían las sesiones de tutoría. Conclusiones: El desplazamiento del aprendizaje colaborativo de las tutorías a la aplicación WhatsApp convirtió a esta plataforma en un aula virtual accesible en áreas de pobre conectividad. Los reajustes en la extensión y duración de los casos, y las nuevas tareas en sus secciones, se adaptaron a un proceso de asimilación más lento y con más opciones de mediación. Múltiples y variados resultaron los aprendizajes para los actores del proceso; vale destacar el humano y el tecnológico.

ABSTRACT Introduction: The COVID-19 pandemic, caused by the coronavirus SARS-CoV-2, as well as its exponential growth and migration to all continents of the globe, caused a paralysis in the teaching-learning process in institutions that did not have online infrastructure for the development of virtual teaching activities. Objective: To expose the challenges, solutions and learning that were part of the process for preserving clinical case discussions in small groups of students during the mandatory quarantine phases of the pandemic in South Africa. Methods: Action research phases adapted to educational practices were applied. All 103 second-year Bachelor of Medicine and Surgery students and their ten tutors participated in its execution. The Neurosciences module was the educational context in the period from April to July 2020. Results: Communication chats were created between the actors of the process. The module was extended in length, and the frequency and schedule of tutoring sessions was made more flexible. The number of sections to be unveiled from the cases was reduced; each section included guiding tasks for applying contents derived from the learning objectives. The WhatsApp application was chosen as the platform where the tutoring sessions would take place. Conclusions: The shift of collaborative learning from tutorials to the WhatsApp application turned this platform into a virtual classroom accessible in areas of poor connectivity. The length readjustments in the cases, as well as the new tasks in their sections, were adapted to a slower assimilation process and with more mediation options. There were multiple and varied learning experiences for the actors in the process; it is worth highlighting the human and technological aspects.

Uso de Moodle para la formación de especialistas en Bioestadística en tiempos de COVID-19 / Usage of Moodle for training Biostatistics Specialists during COVID-19 times

Introducción: La Escuela Nacional de Salud Pública es el centro coordinador y rector de la formación de especialistas en Bioestadística del país. A partir de la emergencia generada por la COVID-19, el proceso formativo de esta especialidad se vio interrumpido. La educación a distancia a través de entornos de enseñanza-aprendizaje resultó la única opción posible para reanudar el proceso. Objetivo: Exponer la experiencia de uso de Moodle en la formación de especialistas en Bioestadística a partir de la epidemia de COVID-19. Métodos: Estudio de caso descriptivo, realizado entre septiembre de 2020 y febrero de 2021. El universo de estudio estuvo constituido por los dos estudiantes matriculados en el primer año del curso académico 2020-2021. Se aplicó una encuesta estructurada a los alumnos sobre aspectos del curso 1 y 2 del programa y se realizó consulta a expertos para la evaluación. Resultados: Se identificaron las carencias para reorientar el proceso. La selección de las actividades prácticas y evaluativas estuvo guiada por el análisis de los objetivos temáticos y la naturaleza de los contenidos. La evaluación de los resultados y el análisis de la encuesta permitió conocer en profundidad aspectos a perfeccionar en futuras ediciones. Conclusiones: El estudio evidenció que la modalidad virtual constituía una vía factible para la formación de posgrado en salud, particularmente durante la COVID-19. Con el análisis de las cuatro condiciones contempladas para los sistemas de instrucción se reconoció la importancia de la etapa de planificación previa y su perfeccionamiento para alcanzar mejores resultados(AU)

Introduction: The National School of Public Health is the center that coordinates and guides the training of Biostatistics specialists in Cuba. Since the emergency caused by COVID-19, the training process of this specialty was interrupted. Distance education through teaching-learning environments was the only possible option to resume the process. Objective: To expose the experience of using Moodle in the training of Biostatistics specialists during the COVID-19 epidemic. Methods: Descriptive case study carried out between September 2020 and February 2021. The study universe consisted of the two first-year students enrolled for the 2020-2021 academic year. A structured survey was applied to the students regarding aspects of the first two courses the program; expert consultation was carried out for the evaluation. Results: Shortcomings were identified as affecting the reorientation of the process. The selection of practical and evaluative activities was guided by the analysis of the thematic objectives and the nature of the contents. The assessment of the results and the analysis of the survey provided in-depth knowledge of aspects to be improved in future editions. Conclusions: The study evidenced that the virtual modality was a feasible way for postgraduate training in health, particularly during the COVID-19. With the analysis of the four conditions that should be present in instructional systems, the pre-planning stage and its improvement was recognized as important to achieve better results(AU)

Planejamento e desenvolvimento de atividades criativas no ensino remoto sobre saúde ocular: relato de experiência / Planning and developing creative activities in remote teaching abouteye health: experience report / Planificación y desarrollo de actividades creativas en la enseñanza a distancia de la salud ocular: informe de experiência

Introdução:Propostas pelos docentes do Departamento de Enfermagem da Universidade Federal do Rio Grande do Norte, as metodologias ativas foram cultivadas entre os períodos letivos de forma a dinamizar conteúdos que normalmente carregam um grande acervo teórico para serem aprendidos. Além disso, promovem habilidades na formação dos estudantes, tais como: proatividade, liderança, trabalho em equipe, entre outros.Objetivo:descrever o planejamento e desenvolvimento de atividades criativas no ensino remoto sobre saúde ocular.Metodologia:É um estudo descritivo derivado da disciplina de "Atenção Integral à Saúde do Adulto I", sob forma de sala invertida e vivenciadopor discentes da graduação em Enfermagem do 5.º período da Universidade Federal do Rio Grande do Norte.Resultados:No horário do encontro, foram reproduzidos quatro vídeos teóricos sobre a saúde ocular, intercalando-os entre três rodadas de perguntas na modalidade de gincana. Além disso, realizaram-se atividades lúdicas como reprodução de paródias e quizzespara fixação do conhecimento.Conclusões:Pretende-se contribuir e incentivar o uso de metodologias ativas de forma que o discente construa sua autonomia em potencial, necessária para que se tome a frente da sala de aula, além de construir habilidades de ensino para sua futura atuação profissional (AU).

Introduction:Proposed by faculty members of the Nursing Department at Federal University of Rio Grande do Norte, the active methodologies were cultivated between the teaching periods in order to streamline content that usually carry a large body of theory to be learned. In addition, they promote skills in the formation of students, such as: proactivity, leadership, teamwork, among others.Objective:To describe the planning and development of creative activities in remote teaching about eye health.Methodology:It is a descriptive study derived from the discipline of 'Comprehensive Adult Health Care I', in the form of a flipped classroom and experienced by students of the Nursing undergraduate program of the 5th period of the Federal University of Rio Grande do Norte.Results:During the meeting, four theoretical videos on eye health were reproduced, intercalating them between three rounds of questions in the gymkhana modality. Besides, playful activities such as the reproduction of parodies and quizzes for knowledge fixation were performed.Conclusions:The objective is to contribute and encourage the use of active methodologies so that the student builds his or her potential autonomy, which is necessary to take charge of the classroom, in addition to building teaching skills for his or her future professional performance (AU).

Introducción: Propuestas por profesores del Departamento de Enfermería de la Universidad Federal de Rio Grande do Norte, las metodologías activas fueron cultivadas entre los periodos de enseñanza con el fin de agilizar los contenidos que suelen llevar un gran corpus teórico a aprender. Además, promueven habilidades en la formación de los estudiantes, tales como: proactividad, liderazgo, trabajo en equipo, entre otras.Objetivo: Describir la planificación y el desarrollo de actividades creativas en la enseñanza a distancia de la salud ocular.Metodología: Se trata de un estudio descriptivo derivado de la asignatura "Cuidados Integrales de la Salud del Adulto I", en forma de aula invertida y vivida por estudiantes de pregrado de enfermería del 5º periodo de la Universidad Federal de Rio Grande do Norte.Resultados: Durante el encuentro se proyectaron cuatro vídeos teóricos sobre la salud ocular, intercalados entre tres rondas de preguntas en la modalidad de gymkhana. Además, se realizaron actividades lúdicas como parodias y concursos para fijar los conocimientos.Conclusiones: Se pretende contribuir e incentivar el uso de metodologías activas para que el alumno construya su potencial autonomía, necesaria para tomar el protagonismo en el aula, además de construir competencias docentes para su futuro desempeño profesional (AU).

The fight against sexually transmitted infections cannot stop in the COVID-19 era: a brazilian experience in online training for sexually transmitted infections guidelines / A luta contra as infecções sexualmente transmissíveis não pode parar na era COVID-19: experiência brasileira em treinamento on-line para diretrizes em infecções sexualmente transmissíveis

Introduction: The Brazilian Ministry of Health had planned face-to-face workshops for professional training about the Clinical Protocols and Therapeutic Guidelines for Comprehensive Care for People with Sexually Transmitted Infections for the year 2020. Due to the COVID-19 pandemic, the workshops were cancelled, and a new strategy was adopted: virtual meetings, called Webinars ­ Clinical Protocols and Therapeutic Guidelines for Comprehensive Care for People with Sexually Transmitted Infections 2020. Objective: To report the experience at the Ministry of Health in online training about the clinical protocol and therapeutic guidelines for comprehensive care for people sexually transmitted infections for health professionals in 2020. Methods: The webinars were held in partnership with the Brazilian Society of Sexually Transmitted Diseases and the Pan American Health Organization. Each chapter of the Clinical Protocols and Therapeutic Guidelines for Comprehensive Care for People with Sexually Transmitted Infections ­ 2020 was converted into a webinar, with the participation of at least three experts, two speakers, and a moderator. Results: In total, 16 webinars were presented, covering topics such as sexually transmitted infections surveillance, prevention, diagnosis, treatment, public policies, and sexual violence. The initiative had more than 77,000 hits, with an average of 4,900 hits per webinar and the topic "syphilis" being the most accessed. The event reached all 27 federative units of Brazil, as well as 27 other countries. About 500 questions were received from the audience and answered during the sessions and/or through a document published later on by the Ministry of Health. Conclusion: Given the high number of hits and inquiries received, we can conclude that health professionals remained engaged in the topic of sexually transmitted infections during the pandemic. This experience shows the great potential of innovative methods for distance learning to promote continuing education, including a series of webinars aimed at strengthening the fight against sexually transmitted infections.

Introdução: O Ministério da Saúde do Brasil planejou para o ano de 2020 oficinas presenciais para capacitação profissional sobre o Protocolo Clínico e Diretrizes Terapêuticas para Atenção Integral às Pessoas com Infecções Sexualmente Transmissíveis. Em função da pandemia de COVID-19, as oficinas foram canceladas, optando-se pela estratégia de encontros virtuais, denominados Webinares ­ Protocolo Clínico e Diretrizes Terapêuticas para Atenção Integral às Pessoas com Infecções Sexualmente Transmissíveis ­ 2020. Objetivo: Descrever a experiência do Ministério da Saúde em capacitações on-line para profissionais de saúde no contexto dos Webinares ­ Protocolo Clínico e Diretrizes Terapêuticas para Atenção Integral às Pessoas com Infecções Sexualmente Transmissíveis ­ 2020. Métodos: Os webinares foram realizados em parceria com a Sociedade Brasileira de Doenças Sexualmente Transmissíveis e Organização Pan-Americana da Saúde. Cada capítulo do Protocolo Clínico e Diretrizes Terapêuticas para Atenção Integral às Pessoas com Infecções Sexualmente Transmissíveis ­ 2020 foi convertido em um webinar, com a participação de pelo menos três especialistas, sendo dois palestrantes e um moderador. Resultados: No total, foram apresentados 16 webinares, que abordaram temas como vigilância, prevenção, diagnóstico, tratamento das infecções sexualmente transmissíveis, políticas públicas e violência sexual. Foram mais de 77 mil acessos, com média de 4.900 acessos por webinar, sendo a que a sífilis foi a temática mais acessada. O evento alcançou todos as 27 unidades federativas do Brasil, bem como outros 27 países. Cerca de 500 perguntas foram recebidas, as quais foram respondidas durante as sessões e/ou por meio de um documento publicado pelo Ministério da Saúde. Conclusão: Dado o elevado número de acessos e questionamentos recebidos, conclui-se que os profissionais da saúde permaneceram engajados no tema infecções sexualmente transmissíveis durante a pandemia. Essa experiência demonstrou o grande potencial de métodos inovadores de ensino à distância para promoção da educação permanente, como a realização de uma série de webinares, visando ao fortalecimento do combate às infecções sexualmente transmissíveis.

Interactive online practical histology using the poll everywhere audience response system: an experience during the COVID-19 lockdown / Histología práctica interactiva en línea usando poll everywhere audience response system: una experiencia durante el confinamiento de COVID-19

SUMMARY: The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students' performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students' responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students' engagement, enjoyment, and knowledge retention during distance learning.

RESUMEN: El cambio al aprendizaje en línea debido a la pandemia de COVID-19 determinó la necesidad de enfoques innovadores para lograr que este método de educación médica sea más interactivo y efectivo. La histología es un tema desafiante debido a que se considera intensivo en imágenes. En este estudio, comparamos dos métodos de enseñanza en línea, en clases de laboratorio de histología: un método interactivo con el uso de Poll Everywhere Audience Response System y un método tradicional sin el uso de Poll Everywhere. Realizamos un ensayo cruzado (crossover) controlado aleatorio. Se dividieron cientocuarenta estudiantes en clases de laboratorio de histología en línea interactivas o tradicionales. Luego, a cada grupo se le asignó el segundo método para un segundo tema. El rendimiento y las preferencias de los estudiantes se evaluaron mediante pruebas y cuestionarios. Los puntajes de las pruebas fueron significativamente más altos para los grupos de Poll Everywhere, y las respuestas de los estudiantes fueron a favor de usar Poll Everywhere en lo que respecta a su participación, agrado y comprensión de la morfología como también del enfoque interactivo. Las clases de laboratorio de histología interactivas que utilizan aplicaciones como Poll Everywhere pueden ser una forma eficaz de impulsar la interacción de los estudiantes durante el aprendizaje a distancia.

Desenvolvimento e avaliação do uso de um objeto virtual de aprendizagem com simulação virtual sobre alginato / Development and evaluation of the use of a virtual learning object with virtual simulation on alginate

O objetivo do presente estudo foi desenvolver um Objeto Virtual de Aprendizagem (OVA) sobre materiais de moldagem, com ênfase no alginato, e avaliar a influência do seu uso sobre o aprendizado teórico e habilidade clínica de estudantes de Odontologia, assim como sobre as propriedades física e mecânica material. Sessenta e quatro estudantes receberam aula teórica expositiva sobre alginato e posteriormente foram divididos em 2 grupos, Controle (n=30) e OVA (n=34). O grupo OVA teve acesso à ferramenta educacional composta de conteúdo teórico e simulação de espatulação do alginato, sendo sua habilidade avaliada. Todos os participantesrealizaram um pré-teste após a aula teórica, assim como testes de habilidade de manipulação do material,o qualfoi submetido a ensaio de resistência à compressão e reprodução de detalhes. Uma avaliação pós-teste foi realizada após quinze dias. Os resultados dos grupos foram comparados pelo teste t, modelo de regressão logística e as variáveis significativas foram incluídas no modelo de regressão múltipla. Todas as análises foram conduzidas com significância de 5%. Na simulação do OVA 75% dos usuários obtiveram nota máxima e os resultados das avaliações teóricas não indicaram diferença estatística entre os grupos. O uso do OVA está relacionado à maior habilidade clínica, com 3,76 mais chances de correta incorporação do pó. No ensaio de resistência à compressão a média dos grupos foi superior ao preconizado pela norma, OVA 0,86±0,03 e Controle 1,09±0,04. A ferramenta desenvolvida exerce influência positiva sobre a habilidade clínica e propriedade mecânica do material estudado, constituindo-se como promissora estratégia de aprendizagem virtual (AU).

The aim of the present study was to develop a Virtual Learning Object (VLO) on impression materials, with emphasis on alginate, and to evaluate the influence of its use on the theoretical learning and clinical skills of dental students, as well as on the physical properties and material mechanics. Sixty-four students received a theoretical lecture on alginate and were later divided into 2 groups, Control (n=30) and VLO (n=34). The VLO group had access to the educational tool composed of theoretical content and simulation of alginate mixing, and their ability was evaluated. All participants performed a pre-test after the theoretical class, as well as tests of ability to handle the material, which was subjected to a compressive strength test and detailreproduction. A post-test evaluation was performed after fifteen days. The results of the groups were compared by the t test, logistic regression model and significant variables were included in the multiple regression model. All analyzes were conducted with a significance of 5%. In the VLO simulation, 75% of the users obtained the maximum score and the results of the theoretical assessments did not indicate a statistical difference between the groups. The use of VLO is related to greater clinical skill, with 3.76 more chances of correct incorporation of the powder. In the compressive strength test, the mean of the groups was higher than that recommended by the standard, VLO 0.86±0.03 and Control 1.09±0.04. The developed tool has a positive influence on theclinical ability and mechanical property of the material studied, constituting itself as a promising strategy of virtual learning (AU).

Depression, anxiety and stress among dental students during COVID-19 pandemic and distance learning / Depressão, ansiedade e estresse entre estudantes de Odontologia durante a pandemia da COVID-19 e o ensino remoto

This study aimed to measure the levels of depression, anxiety and stress among dental students during the COVID-19 pandemic and distance learning.This cross-sectional questionnaire-based survey was conducted at a Brazilian school of Dentistry, between July and August, 2020. The participants were surveyed using the adapted and validated version of Depression, Anxiety, and Stress Scale (DASS-21) questionnaire. The Fisher's exact test and bivariate logistic regression analysis were performed to analyze the data, using SPSS software. A total of 120 dental students (response rate of 87.60%) participated in the study; 75.8% of them were female and the mean age was 23.35 years old (± 6.07). Most students were single (85%), studied full time (68.3%) and had no employment (70.8%). Some level of depression, anxiety and stress was observed in 64.2%, 67.5% and 61.7% of the students, respectively. The severity of the depression, the anxiety and the stress was significantly associated (p < 0.05) with the student's gender, fear of contracting COVID-19 and with thecondition of having a family member who has already had COVID-19. Female students, students who were fear of contracting COVID-19 and who had a familiar or a friend diagnosed with COVID-19 presented more chances of developing a high level of depression, anxiety or stress.We concluded thatdental students had high levels of depression, anxiety and stress during the COVID-19 pandemic and distance learning. This study suggests that the mental health of dental students should be carefully monitored during theCOVID-19 pandemic (AU).

Este estudo teve como objetivo mensurar os níveis de depressão, ansiedade e estresse entre estudantes de Odontologia durante a pandemia da COVID-19 e o ensino à distância. Esta pesquisa transversal, realizada por meio de um questionário on-line, foi realizada em uma Faculdade de Odontologia do Brasil, entre julho e agosto de 2020. Os participantes foram avaliados por meio da versão adaptada e validada do questionário Escala de Depressão, Ansiedade e Estresse (DASS-21). Para análise dos dados foram realizados o Teste Exato de Fisher e a Análise de Regressão Logística Bivariada, por meio do software SPSS. Participaram do estudo 120 estudantes de odontologia (taxa de resposta de 87.60%). Destes, 75.8% deles eram do sexo feminino e a média de idade foi de 23,35 anos (± 6,07). A maioria dos alunos era solteira (85,0%), estudava em tempo integral (68,3%) e não tinha vínculo empregatício (70,8%). Algum nível de depressão, ansiedade e estresse foi observado em 64,2%, 67,5% e 61,7% dos alunos, respectivamente. As gravidades da depressão, da ansiedade e do estresse estiveram significativamente associadas (p <0.05) ao sexo do aluno, ao medo de contrair a COVID-19 e à condição de ter um membro da família que já teve a COVID-19. Estudantes do sexo feminino, estudantes com medo de contrair a COVID-19 e que tiveram um familiar ou amigo com diagnóstico de COVID-19 apresentaram maiores chances de desenvolver um alto nível de depressão, ansiedade ou estresse. Concluímos que os estudantes de odontologia apresentaram altos níveis de depressão, ansiedade e estresse durante a pandemia da COVID-19 e o ensino à distância. Este estudo sugere que a saúde mental dos estudantes de odontologia deve ser monitorada cuidadosamente durante a pandemia da COVID-19 (AU).

Para abrir a ciência odontológica: buscas epistêmicas para uma formação mais plural e democrática, humana e mundana / To open up the dental science: epistemic searches for a more plural and democratic, human and worldly education

O propósito desse texto é relatar a experiência iniciada em 2016 de giro epistêmico da disciplina Práticas de Saúde (DSC/UnB) para alinhá-la ao esforço pragmático de formar estudantes mais capazes de atribuir sentido e valor à sua presença futura em cenários complexos de prática, tais como os campos de estágio no SUS. O artigo considera que sem a Ciência Moderna não seria possível consolidar as profissões da saúde como profissões igualmente modernas, mas problematiza a perspectiva epistêmica (reducionista e positivista) que suporta suas teorizações, e compreende a cultura científica vigente como obstáculo, seja para a atualização dos referenciais epistêmicos, seja para uma formação democrática que considere a pluralidade dos discursos no interior da cultura. Apresenta as dificuldades institucionais nos cursos de saúde da UnB para introduzir os estudantes dos períodos iniciais em atividades de campo no SUS, e justifica a opção de apostar na pragmática como antecipação à práxis, de fazer a ação do discurso como acumulação para ações subsequentes de intervenção em campo. Nesse contexto, optou-se pela estratégia de extensão ao contrário (extensão inversa, reversão da extensão) para abrir o diálogo de saberes com outras comunidades epistêmicas na formação profissional universitária. O artigo descreve o processo e faz uma análise crítico-reflexiva do mesmo (AU).

The purpose of this text is to report the experience started in 2016 regardingan epistemic twistof the Health Practices discipline (DSC/UnB) to align it with the pragmatic effort to train students to become more able to assign meaning and value to their future presence in complex practice settings, such as the internship fields in the SUS.The article considers that without Modern Science it would not be possible to consolidatethe Health professions as equally modern professions, but it problematizes the epistemic perspective (reductionist and positivist) that supports its theorizations, and understands the current scientific culture as an obstacle, either for the updating of epistemic references or for a democratic training that considers the plurality of discourses within the culture.It presents the institutional difficulties in the Health courses at UnB to introduce students of the initialyearsin field activities in the SUS, and it justifies the option of betting on pragmatics as an anticipation to the praxisandmaking ofthe action of discourse anaccumulation for subsequent actions of intervention in the field. Withinthis context,the option selected was the strategy ofconverselyextension (reverse extension, reversal of extension) to open the dialogue of knowledge with other epistemic communities in the university professional training. The article describes the process and makes a critical-reflexive analysis of it (AU).