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)

Remote conferences in parasitology and entomology during the pandemic: eliminate or maintain in a post-pandemic world? That is the dilemma!

The COVID-19 pandemic brought enormous challenges for health, scientists and academic world two years ago. Social isolation and the inabilities of face-to-face activities generated the emergence of many educational and scientific initiatives. Remote activities gave information and brought company and affection to people which allowed students and professionals from different parts of the world to integrate. In this report we are showing the experience from three initiatives in South America of scientific dissemination in infectious diseases. We discuss the scope of having a permanent practice for access and integration in science using remote communication, which can give great benefits in unequal societies.

History of the E.I. Martsinovsky Institute of Medical Parasitology and Tropical Medicine: research on malaria and leishmaniasis / História do Instituto E.I. Martsinovsky de Parasitologia Médica e Medicina Tropical: pesquisa sobre malária e leishmaniose

Abstract This review presents the 100-year history of the Martsinovsky Institute of Medical Parasitology and Tropical Medicine in Moscow, Russia, starting with its foundation and early activities, and also describes the impact of its leading scientists, some of whom became internationally known. The institute headed a network of nine tropical institutes in the various Soviet republics from the 1920s to 1990. The extensive body of literature on the history and research accomplishments of this institute has mainly been published in Russian; our goal here is to introduce these achievements and this expertise to the international scientific and medical community, focusing on malaria and leishmaniasis and the development of measures to control and monitor these diseases in the USSR.

Resumo O artigo analisa a história centenária do Instituto Martsinovsky de Parasitologia Médica e Medicina Tropical em Moscou, Rússia, desde sua fundação e primeiras atividades, e descreve a influência de seus principais cientistas, alguns dos quais viriam a conquistar renome internacional. O instituto liderou uma rede de nove institutos tropicais em diversas repúblicas soviéticas entre as décadas de 1920 e 1990. A vasta literatura sobre o trabalho de história e pesquisa desse instituto foi publicada sobretudo em russo; nosso objetivo aqui é apresentar esse trabalho e conhecimento à comunidade médica e científica internacional, concentrando-se na malária e na leishmaniose e no avanço de medidas de controle e monitoramento dessas doenças na URSS.

[Internal evaluation of parasitology and mycology department of Urmia University of Medical Sciences]

In accordance with evaluation of universities and high educational societies and by using accreditation model, parasitology and mycology department of Urmia University of Medical Sciences was evaluated. This study was done in parasitology and mycology department of Urmia university of medical sciences in 2007. This department with 4 scientific members, 3 educational districts, and 4 laboratories, and with 27 years archaism is involved actively in teaching of students of medical and health sciences. The assessment covered 9 areas, namely: department manager, scientific members, educational districts, human resources, education resources and research facilities, and the status of students. Questionnaires and check lists were developed by the scientific members of the department. After collecting the data, the results were categorized into three levels according to the gained points: nondesirable level [less than 25% of the total score], semi-desirable level [between 25-75% of the total score] and desirable level [more than 75% of the total score]. The obtrained mean scores revealed that the department of parasitology and mycology was located in the "desirable level" in the fields of department manager, scientific members, educational district, and the status of students. The department was located in the "semi-desirable level" in the fields of human resources, education resources and research facilities. Overall, the deparment was gained the "semidesirable" score [103 from 140]. This study demonstrates that the deparment of parasitology and mycology is located in the semi-desirable level. Although the overall status is acceptable, but there is a need to modify the weak points in the suboptimal areas to improve the educational quality in this department

Ciencia, tecnología y acción sanitaria a través de los 50 años del Boletín de Malariología y Salud Ambiental / Science, technology and health action trough the 50 years of the Boletín de Malariología y Salud Ambiental

El Boletín de Malariología y Salud Ambiental es una de las revistas más antiguas de Venezuela en el área de la Salud Pública. Durante 50 años de publicación ininterrumpida, sus páginas reflejan la ciencia, tecnología y acción sanitaria, que han contribuido a la prevención y control de las parasitosis y arbovirosis de mayor impacto en la población venezolana. Se reseñan autores y acontecimientos, que en las diferentes décadas han incidido en el devenir de esta revista. En los últimos años, su especificidad, pertinencia social y calidad científica la han hecho acreedora de inclusión en importantes índices internacionales, como Global Health, SciELO Venezuela y el WEB Science Citation Index ExpandedTM 2010. Por ende, gracias a la moderna tecnología de la comunicación, esta revista ha logrado una mayor participación a nivel ibero-americano y mayor visibilidad internacional. Dentro de este marco, se aprecia un renovado apoyo de la comunidad científica venezolana y del órgano patrocinador, Instituto de Altos Estudios "Dr. Arnoldo Gabaldon", en pro del Boletín de Malariología y Salud Ambiental, revista que ha contribuido a poner al alcance de todo el mundo, un importante acervo científico venezolano, de alto compromiso social en el ámbito de la Salud Pública.

The Boletín de Malariología y Salud Ambiental is one of Venezuela’s oldest journals in the area of Public Health. During 50 years of uninterrupted publication, its pages reflect the science, technology and environmental sanitation that have contributed to the prevention and control of parasitic and arborviral diseases with a greatest impact on the Venezuelan population. Authors and events are outlined, which, over the decades, have influenced the evolution of this journal. In recent years, high specificity, social relevance and scientific quality have earned its inclusion in major indexes such as Global Health, SciELO Venezuela and the WEB Science Citation Index ExpandedTM 2010. Thus, thanks to the modern communication technology, this magazine has achieved a greater participation of the Ibero-American scientists and wider visibility. Within this framework, we see a renewed support of the Venezuelan scientific community and its sponsor, the "Instituto de Altos Estudios Dr. Arnoldo Gabaldon" with the Boletin de Malariología y Salud Ambiental magazine, that has contributed to making available worldwide, a major Venezuelan scientific heritage, with high social commitment in the field of Public Health!.

Aprendizaje y consolidación de la asignatura de microbiología y parasitología medicas en la carrera de medicina / Learning and consolidation of medical microbiology and parasitology subject in medicine studies

Se aplicó un instrumento evaluativo de las esencialidades de la asignatura Microbiología y Parasitología Médicas (Agentes biológicos), en forma de encuesta anónima, a los estudiantes de Medicina de la Facultad General Calixto García, quienes cursaron la asignatura en el 4to Semestre del curso 2003-2004, en varios Cortes: I antes de Propedéutica, al iniciar el 5to Semestre; II después de Medicina Interna, al finalizar el 6to Semestre; III después de Pediatría, al finalizar el 8vo Semestre y IV después de MGI II, en el Internado, para conocer si el futuro Médico General Básico (MGB), se había apropiado de esos conocimientos en la asignatura y valorar su consolidación en el Área Clínica. Los alumnos no demostraron el conocimiento esperado de los agentes causales de enfermedades infecciosas frecuentes en la población, no hubo retención de los objetivos instructivos de la asignatura y en el área clínica no se logró la consolidación de dichos objetivos(AU)

An assessment instrument for the main objectives of the subjects Medical Microbiology and Parasitology (Biological Agents) was applied, as an anonymous survey, to 4th semester Medical Students from General Calixto Garcia Medical School in the school term 2003-2004. It was applied at four different times: I) Before Propedeutics, at the beginning of their 5th semester; II) After Internal Medicine, at the end of their 6th semester; III) After Pediatrics at the end of their 8th semester and IV) After Family Medicine II, during their 11th and 12th semester, to find out if the future General Practitioner has acquired the main knowledge of the subject and to assess its consolidation in the Clinical Area.The students did not know what was expected about the agents that cause frequent infectious diseases in our population; they had no retention of the subject's instructive goals nor was the consolidation of these goals achieved in the clinical area(AU)

Innovación en la enseñanza de la parasitología: una experiencia de dos años / Innovation in the education of the parasitology: a experience of two years

Es sabido que las tradicionales metodologías de enseñanza no conducen al desarrollo integral de las personas ni responden alas demandas socioculturales de nuestro tiempo. Es así como se implementó un programa de la enseñanza de la parasitología que contempló un trabajo de prevención de parasitosis, incorporando el uso de las TIC (Tecnologías de la Información y Comunicaciones). Innovar en la enseñanza de la Parasitología incorporando el uso de las TIC y conocer el impacto de la innovación pedagógica, para 10 cual se trabajó el año 2004 y 2005 con 8 y 14 alumnos de la mención Bioanálisis Clínico, Hepatología y Banco de Sangre. Cada dos alumnos confeccionaron un afiche, con el propósito de ser utilizado en futuras campanas de prevención. La experiencia fue evaluada a través de un focus group y posterior análisis de contenido. La innovación pedagógica para los alumnos fue: entretenida y novedosa (9/22), pudieron trabajar en equipo (18/22), reforzaron sus aprendizajes (8122), plantearon que por ser una actividad nueva para ellos tuvieron dificultades al principio (14/22), Y manifestaron que no pudieron trabajar en equipo (4/22). EI 100 por ciento consideró que su trabajo fue un aporte y valoraron el apoyo docente en la actividad programada. Se confeccionaron 11 afiches, los que fueron expuestos en diversos consultorios de la ciudad y se usaron para dar charlas a la comunidad. Ambas generaciones valoraron positivamente la innovación pedagógica destacando la integración de los conocimientos, la potenciación de capacidades tanto en la aplicación como en la transmisión de sus conocimientos a los miembros de la comunidad.

It is known that the traditional methodologies of education do not lead to the integral development of the people nor respond to the sociocultural demands of our time. It is as well as a program of the education of the parasitology was implemented that contemplated to a work of prevention of parasitism, incorporating the use of the ICT (Information and Communications Technologies). To innovate in the education of the Parasitology being incorporated the use of the ICT and to know the impact the pedagogical innovation. One worked the year 2004 and 2005 with 8 and 14 students of Clinical the Bioanalisis mention Hematology and Blood donation point. Each two students made a poster, in order to be used in future campaigns of prevention. The experience was evaluated through focus group and later analysis of content. the pedagogical innovation for the students was: novel entertainment and (9/22), could work in equipment (18/22) reinforced their learnings (8/22) raised that for being a new activity for them had difficulties at the outset (14/22) and showed that they could not work in equipment (4/22). The 100 percent considered that its work was a contribution and valued the educational support in the programmed activity. 11 posters, those were made that were exposed in diverse Health Center of the city and they were used to give to chat them to the community. Both generations valued the pedagogical innovation positively emphasizing the integration of the knowledge, the involution of capacities as much in the application as in the transmission of their knowledge to the members of the community.

Computer-assisted instruction in parasitology: a cross-over design.

We report here the results of the study using CAI compared to the hard copy for study of lessons in parasitology. We evaluated the CAI compared to hard copy lessons in 60 students, attending the third-year parasitology course at Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand. The students were randomly divided into two groups (30 each). The lessons tested were Ascaris lumbricoides and Enterobius vermicularis, which were prepared as CAI and hard copy form. Using a cross-over design, the first group was provided CAI form on the topic of A. lumbricoides, then switched to hard copy form on the topic of E. vermicularis. The second group was provided hard copy form on the topic of A. lumbricoides, then switched to CAI form on the topic of E. vermicularis. After 30 minute reading, the 10-multiple choice question test was provided for each topic. There was no significant difference of the scores between 2 groups. The most students (91.67%) had more satisfaction when using CAI compared to hard copy in terms of easy to use, convenient to use, less time consuming, more understandable, more attractive to read, and less stress for study. There were 32.8% students complaining that reading hard copy was boring. Other comments were stress when reading (2%), more difficult (17.2%) and more time needed to search specific information (17.2%), and wasting papers (17.2%). However 58.6% still complained problems when using CAL. About 25% had physical discomfort (e.g. Headache, eye pain), and 25% had difficulty to access to use CAI (e.g. no computers available, problems with computer or network error). We suggested that instructors should create and improve CAI lessons in biomedical sciences both in quantity and quality (e.g. content with details, pictures, narrations).