Curso virtual "Informática Básica" para la formación técnica en Enfermería

Fundamento: en la última década se han realizado numerosas experiencias de aprendizaje en Enfermería utilizando la web como plataforma. Su proceso enseñanza aprendizaje mediado por el computador es una realidad disponible regularmente en sus instituciones. Objetivo: diseñar un curso virtual como apoyo al proceso enseñanza aprendizaje de la asignatura "Informática Básica" para la formación técnica en Enfermería. Métodos: se realizó una investigación-acción en la Facultad de Ciencias Médicas "Calixto García" en el segundo semestre de 2022. Se aplicaron métodos del nivel teórico: histórico-lógico, analítico-sintético e inductivo-deductivo; y empíricos, la observación y cuestionario a expertos. Resultados: en el diseño del curso virtual "Informática Básica" para la formación técnica en Enfermería se aprovecharon las herramientas que ofrece la plataforma Moodle. Incluye actividades orientadas por los profesores y contenidos adicionales contextualizados al plan de estudio. Se precisaron la organización del contenido, los recursos e interacción, así como la autoevaluación y evaluación. Conclusiones: el curso virtual de "Informática Básica" para la formación técnica en enfermería fue valorado por criterios de especialistas por su pertinencia y asequibilidad para su aplicación a favor del aprendizaje.

Background: in the last decade, numerous learning experiences have been carried out in nursing using the web as a platform. Its computing-mediated teaching-learning process is a reality regularly available in its institutions. Objective: design a virtual course to support the teaching-learning process of the subject "Basic Computing" for technical training in Nursing. Methods: an action research was carried out at the "Calixto García" Faculty of Medical Sciences in the second semester of 2022. Methods at the theoretical level were applied: historical-logical, analytical-synthetic and inductive-deductive; and empirical ones, observation and questionnaire to experts. Results: in the design of the virtual course "Basic Computing" for technical training in Nursing, the tools offered by the Moodle platform were used. It includes activities guided by teachers and additional content contextualized to the study plan. The organization of content, resources and interaction, as well as self-assessment and evaluation, were specified. Conclusions: the virtual "Basic computing" course for technical training in nursing was evaluated by specialist criteria for its relevance and affordability for its application in favor of learning.

Metodología de aula invertida en educación remota de emergencia para estudiantes de Odontología. Antofagasta, Chile

Fundamento: en 2021 y producto de la pandemia por COVID-19, el curso de Promoción de la Salud, en la carrera de Odontología de la Universidad de Antofagasta, se realizó en modalidad remota de emergencia. El aula invertida se presentó como una estrategia metodológica útil para dar continuidad a los procesos enseñanza aprendizaje en este contexto. Objetivo: analizar la percepción de los estudiantes de Odontología de la Universidad de Antofagasta respecto a la metodología de aula invertida aplicada al curso de Promoción de la Salud durante la pandemia. Métodos: estudio cuantitativo, observacional, descriptivo transversal, en estudiantes de Odontología de la Universidad de Antofagasta que participaron en el curso Promoción de la Salud en 2021 (N=60). Se realizó un muestreo por conveniencia y se invitó a participar a los estudiantes. Se utilizaron métodos teóricos: analítico-sintético e inductivo-deductivo; y empíricos: la medición con un cuestionario estructurado; estadísticos: análisis descriptivo, se analizaron diferencias significativas según sexo con la prueba t de Student, con un p valor <0,05. Resultados: existió un 65 % de participación (n=39), la mayoría manifestó una percepción favorable hacia la metodología. Reportaron mejora en la comprensión de los contenidos, la participación, comunicación e interacción del estudiante con los profesores. Además de un mayor grado de autonomía y autorregulación de los alumnos. Conclusiones: el aula invertida en educación remota de emergencia fue percibida favorablemente, dio respuesta a los desafíos y necesidades didácticas que se enfrentaron durante la pandemia.

Background: in 2021 and as a result of the COVID-19 pandemic, the Health Promotion course, in the Dentistry program at Antofagasta University, was carried out in distance-learning emergency education mode. The inverted classroom was presented as a useful methodological strategy to provide continuity to the teaching-learning processes in this context. Objective: to analyze the perception of Dentistry students at the University of Antofagasta regarding the inverted classroom methodology applied to the Health Promotion course during the pandemic. Methods: quantitative, observational, descriptive cross-sectional study in Dentistry students at the University of Antofagasta who participated in the Health Promotion course in 2021 (N=60). Purposive sampling was carried out and students were invited to participate. Theoretical methods were used: analytical-synthetic and inductive-deductive; and empirical ones: measurement with a structured questionnaire; Statistics: descriptive analysis, significant differences according to sex were analyzed with the Student's t test, with a p value <0.05. Results: there was 65% participation (n=39), the majority expressed a favorable perception towards the methodology. They reported improvement in the understanding of the content, participation, communication and interaction of the student with the teachers. In addition to a greater degree of autonomy and self-regulation of the students. Conclusions: the inverted classroom in distance-learning emergency education was perceived favorably, it responded to the challenges and didactic needs faced during the pandemic.

Knowing Dental Students' Discourses on Situational Planning in Integrated Clinic: A Qualitative Study

Abstract Objective: Dentistry from the Universidade Federal de Alfenas who were enrolled in the seventh period and who took the Integrated Clinic I Discipline (ICID) in the emergency remote learning model (ERLM). Material and Methods: This is a qualitative and descriptive study. The information was collected through questionnaires applied by the Professors during the ICID. Subsequently, the professor evaluated the treatment developed in virtual form by each student regarding its logical sequence and the most appropriate treatment for each case. The results of the answers were transcribed and submitted to lexicographical textual, Descending Hierarchical Classification, and Similitude analysis in the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ) program. Results: The students described the online situational treatment planning in five essential steps: adequacy of the oral environment, restorative need, prosthetic need, rehabilitation by prosthesis on the implant, and corrective orthodontic treatment. Conclusion: It was observed that the students who enrolled in ICID presented well-integrated planning during ERLM, despite the COVID-19 pandemic hindering these students' contact between theoretical teaching and the integrated practices in dentistry offered by the educational institution.

Percepção de alunos ingressantes de Medicina sobre o aprendizado durante a pandemia da Covid-19 / Perception of freshmen Medical students about learning during the Covid-19 pandemic

RESUMO Introdução: No ano de 2019, com o surgimento pandemia pelo coronavírus, o mundo teve que se adaptar e utilizar medidas de distanciamento social visando ao controle da disseminação do vírus. Um dos setores que sofreram maior impacto com essas medidas foi a educação que precisou se adaptar ao ensino remoto emergencial. Objetivo: Este estudo teve como objetivo compreender a percepção dos alunos de um curso de Medicina sobre o próprio aprendizado durante o período da pandemia pela Covid-19. Método: Trata-se de uma pesquisa descritiva e exploratória, de abordagem qualitativa. O referencial teórico foi o interacionismo simbólico. O estudo foi realizado em uma instituição de ensino superior privada do Distrito Federal. Participaram do estudo 14 alunos do terceiro ano da graduação em Medicina de turmas que tiveram a oportunidade de cursar períodos da graduação por meio do ensino remoto emergencial. Os dados foram coletados por meio de entrevista gravada, na modalidade grupo focal, e analisados por meio da análise temática indutiva. Respeitaram-se todos os conceitos éticos da Resolução nº 466/2012 do Conselho Nacional de Saúde. Resultado: A análise dos discursos resultou em três categorias temáticas que exploram a percepção dos estudantes sobre o aprendizado. A primeira categoria, "Vivendo como se fosse em um balão de ensaio", aborda as mudanças vivenciadas pelos alunos no ingresso na faculdade, com sentimentos de medo, insegurança e falta de motivação devido ao estresse da pandemia. A segunda categoria, "Sentindo-se isolados e desolados", observou a percepção do adoecimento mental e a falta de apoio dos colegas, dos professores e da instituição, influenciando no desempenho e aprendizado dos alunos. A terceira categoria, "Lidando com erros e acertos", identificou a percepção dos resultados do aprendizado durante e após a pandemia, destacando o impacto no déficit de conhecimento e a necessidade de adaptação no retorno ao ensino presencial. Conclusão: O ensino remoto emergencial trouxe drásticas mudanças no ensino médico. Entender essas mudanças e compreender a percepção dos alunos sobre o aprendizado nesse período nos permite reconhecer os desafios enfrentados, entender a necessidade de suporte emocional adequado e pensar em estratégias de aprendizado eficazes para superar essas e outras adversidades.

ABSTRACT Introduction: In 2019, with the emergence of the coronavirus pandemic, the world had to adapt to using social distancing measures to control the spread of the virus. Social isolation measures were imposed and one of the sectors that suffered the greatest impact from these measures was the education sector, having to adapt to emergency remote education (ERE). Objectives: To understand the perception of students attending a medical course in relation to their own learning during the period of the Covid-19 pandemic. Method: This is a descriptive and exploratory research with a qualitative approach. The theoretical framework was Symbolic Interactionism. The study was carried out in a private higher education institution in the Federal District. The study included 14 students attending the third semester of medical undergraduate school from classes that had the opportunity to attend undergraduate periods through ERE. Data were collected through recorded interviews, in the Focus Group modality, and analyzed using Inductive Thematic Analysis. All ethical concepts of Resolution n. 466/2012 from the Health National Council were respected. Results and Discussion: The analysis of the discourses resulted in three thematic categories that explore the students' perception of learning. The first category, "Living as if in a test balloon", addresses the changes experienced by students when entering college, with feelings of fear, insecurity and lack of motivation due to the stress of the pandemic. The second category, "Feeling isolated and desolate", observed the perception of mental illness and the lack of support from classmates, teachers and the institution, influencing the students' performance and learning. The third category, "Dealing with mistakes and successes", identified the perception of learning outcomes during and after the pandemic, highlighting the impact on the knowledge deficit and the need to adapt when returning to face-to-face teaching. Final considerations: the Emergency Remote Education brought drastic changes in medical teaching. Understanding these changes and understanding the students' perception of learning in this period allows us to recognize the challenges faced, understand the need for adequate emotional support and think of effective learning strategies to overcome these and other adversities.

Fortalecimiento del liderazgo para la gestión educativa en las Américas: una estrategia de investigación-acción / Strengthening leadership for educational management in the Americas: an action research strategy / Fortalecimento da liderança para a gestão educacional na Região das Américas: uma estratégia de pesquisa-ação

RESUMEN La formación de recursos humanos en salud es una preocupación recurrente. El Campus Virtual de Salud Pública (CVSP) es la plataforma educativa de la Organización Panamericana de Salud (OPS) que busca mejorar la accesibilidad a la educación en salud pública, con énfasis en la formación en liderazgo educativo orientado a planificar, implementar y evaluar políticas y acciones educativas. El objetivo de este trabajo es presentar los resultados de una consulta a personas expertas sobre el curso virtual "Liderazgo para la Gestión Educativa en Organizaciones de Salud", como parte de una estrategia de fortalecimiento de las capacidades de liderazgo para la gestión educativa en las Américas propuesta por el CVPS/OPS. Se realizó un estudio cualitativo de investigación-acción, con una metodología Delphi de dos iteraciones de consultas, una virtual y una presencial, a expertos en gestión educativa en organizaciones de salud. Los resultados muestran la relevancia que adquieren ocho dimensiones de análisis: el perfil de los destinatarios, las competencias, el enfoque y los contenidos, las actividades, la evaluación del y para el aprendizaje, la adaptabilidad, la implementación y el seguimiento durante y poscurso. La participación de actores de diferentes ámbitos geopolíticos en el diseño e implementación de una propuesta educativa regional promueve la transformación del contexto de aplicación y mejora su potencial adopción. Se destaca el lugar estratégico del curso como catalizador en la conformación y la consolidación de una red integrada de organizaciones para fortalecer el liderazgo educativo en las Américas, y la conveniencia de la estrategia metodológica empleada para mejorar la calidad de la formación de recursos humanos en salud.

ABSTRACT The training of human resources for health (HRH) is a recurring concern. The Virtual Campus for Public Health (VCPH) - the educational platform of the Pan American Health Organization (PAHO) - seeks to improve access to public health education, emphasizing leadership training for teams that plan, implement, and evaluate policies and educational initiatives. The objective of this work is to present the results of a consultation with experts on the virtual course "Leadership for Educational Management in Health Organizations", as part of a PAHO/VCPH strategy to strengthen leadership capacities for educational management in the Americas. A qualitative action-research study was carried out using the Delphi method with two iterations of consultations (one virtual and one in person) with experts in educational management in health organizations. The results show the importance of eight dimensions of analysis: recipient profiles, competencies, approach and contents, activities, evaluation of and for learning, adaptability, implementation, and monitoring during and after the course. The participation of actors from different geopolitical spheres in the design and implementation of a regional educational initiative fosters adaptations in the context of its implementation and improves the likelihood it will be adopted. This course can play a strategic role as a catalyst in the formation and consolidation of an integrated network of organizations that strengthen educational leadership in the Americas. This study also highlights the value of the methodological strategy used to improve the quality of HRH training.

RESUMO A formação de recursos humanos em saúde é uma preocupação recorrente. O Campus Virtual de Saúde Pública (CVSP) é a plataforma educacional da Organização Pan-Americana da Saúde (OPAS), que busca melhorar a acessibilidade à educação em saúde pública, com ênfase na formação de lideranças educacionais voltadas para o planejamento, a implementação e a avaliação de políticas e ações educacionais. O objetivo deste documento é apresentar os resultados de uma consulta com especialistas sobre o curso virtual "Liderazgo para la Gestión Educativa en Organizaciones de Salud" [Liderança para a Gestão Educacional em Organizações de Saúde], como parte de uma estratégia para fortalecer as capacidades de liderança para gestão educacional na Região das Américas proposta pelo CVPS/OPAS. Foi realizado um estudo qualitativo de pesquisa-ação utilizando o método Delphi com duas rodadas de consultas, uma virtual e outra presencial, a especialistas em gestão educacional em organizações de saúde. Os resultados mostram a relevância de oito dimensões de análise: perfil do público-alvo; competências; abordagem e conteúdo; atividades; avaliação de e para as aprendizagens; adaptabilidade; implementação; e acompanhamento durante e após o curso. A participação de atores de diferentes esferas geopolíticas no delineamento e na implementação de uma proposta educacional regional promove a transformação do contexto de aplicação e aumenta seu potencial de adoção. Destaca-se o posicionamento estratégico do curso como catalisador na criação e consolidação de uma rede integrada de organizações para fortalecer a liderança educacional na Região das Américas e a adequação da estratégia metodológica empregada para melhorar a qualidade da formação de recursos humanos em saúde.

Impact of an educational intervention on patient identification adherence by nursing professionals / Impacto de una intervención educativa en la adherencia a la identificación de pacientes por parte de los profesionales de enfermería / Impacto de uma intervenção educacional na adesão à identificação do paciente pelos profissionais de enfermagem

ABSTRACT Objective: to verify the impact of digital educational strategies on nursing professionals' adherence to patient identification as well as the acceptance of these strategies by professionals. Method: this is a pre and post-intervention pilot study developed in a public teaching hospital in a city in the countryside of the state of São Paulo, Brazil, carried out between March and September 2022, in three phases: 1) pre-intervention - audits of identification wristband at the bedside, elaboration and planning of educational strategies; 2) intervention - short-term online training offered to nursing professionals; 3) post-intervention - repeat audits. For comparative analysis between phases, Pearson's chi-square test and Fisher's exact test were used with a significance level of 5%. Results: a total of 166 beds were audited with a high rate of adherence to the use of identification wristbands, in accordance with standards, and the presence of identification plates (> 80%) both in the pre- and post-intervention period, with a significant increase in patients who identified that professionals checked wristband (p=0.0410) during care. Participants positively assessed the strategies used, although low adherence to training was recorded. Conclusion: there was a positive impact on adherence to patient identification, but management and motivational strategies will be necessary to enable future actions to implement online training.

RESUMEN Objetivo: verificar el impacto de las estrategias educativas digitales en la adherencia de los profesionales de enfermería a la identificación de pacientes, así como la aceptación de estas estrategias por parte de los profesionales. Método: estudio piloto pre y posintervención desarrollado en un hospital público docente de una ciudad del interior del estado de São Paulo, Brasil, realizado entre marzo y septiembre de 2022, en tres fases: 1) preintervención - auditorías del brazalete de identificación a pie de cama, elaboración y planificación de estrategias educativas; 2) intervención - formación en línea de corta duración ofrecida a profesionales de enfermería; 3) posintervención - repetición de auditorías. Para el análisis comparativo entre fases, se utilizó la prueba chi-cuadrado de Pearson y la prueba exacta de Fisher con un nivel de significancia del 5%. Resultados: 166 camas fueron auditadas con un alto índice de adherencia al uso de brazaletes de identificación, de acuerdo con las normas, y la presencia de placas de identificación (> 80%) tanto en el período pre como posintervención, con un aumento significativo en pacientes que identificaron que los profesionales revisaban la pulsera (p=0,0410) durante la asistencia. Los participantes evaluaron positivamente las estrategias utilizadas, aunque se registró baja adherencia al entrenamiento. Conclusión: hubo un impacto positivo en la adherencia a la identificación de pacientes, pero serán necesarias estrategias de gestión y motivación que permitan acciones futuras para implementar la capacitación en línea.

RESUMO Objetivo: verificar o impacto de estratégias educacionais digitais na adesão dos profissionais de enfermagem à identificação do paciente, assim como a aceitação destas estratégias por parte dos profissionais. Método: estudo piloto de pré e pós-intervenção desenvolvido em um hospital de ensino público de uma cidade do interior do estado de São Paulo, Brasil, realizado entre março e setembro do ano de 2022, em três fases: 1) pré-intervenção - auditorias da pulseira de identificação à beira-leito, elaboração e planejamento das estratégias educacionais; 2) intervenção - treinamento online de curta duração oferecido aos profissionais de enfermagem; 3) pós-intervenção - repetição de auditorias. Para análise comparativa entre as fases, foi utilizado o teste qui-quadrado de Pearson e o teste exato de Fisher com nível de significância de 5%. Resultados: foram auditados 166 leitos com alta taxa de adesão ao uso de pulseira de identificação, de acordo com as normas, e a presença de placas de identificação (> 80%) tanto no período pré quanto pós-intervenção, com aumento significativo dos pacientes que identificaram que os profissionais conferiam a pulseira (p=0,0410) durante a assistência. Os participantes avaliaram positivamente as estratégias utilizadas, embora tenha sido registrada baixa adesão ao treinamento. Conclusão: houve um impacto positivo na adesão à identificação do paciente, porém estratégias gerenciais e motivacionais serão necessárias para viabilizar ações futuras de implementação do treinamento online.

Percepción sobre el proceso de aprendizaje bajo el contexto de virtualidad en estudiantes de odontología / Perception of the learning process under the context of virtuality in dental students

El presente artículo tiene como objetivo conocer la percepción de los estudiantes de odontología sobre su proceso de aprendizaje bajo el contexto de la virtualidad. Para ello se realizó la búsqueda de artículos científicos, artículos de revisión y tesis publicadas desde el año 2020 hasta el 2023. Las bases de datos de donde se recopilaron los estudios fueron: Pubmed/MEDLINE, Scopus, SciELO, y Google Académico. Las opiniones de los estudiantes fueron positivas en su mayoría. Los aspectos positivos de la virtualidad se relacionaron a la flexibilidad de horarios, ahorro de tiempo y gastos extras; así mismo indicaron que resulta ser una manera didáctica de llevar las asignaturas teóricas. Por otro lado, los aspectos negativos se vincularon a las asignaturas clínicas y de laboratorio, señalaron que su proceso de aprendizaje durante la pandemia fue deficiente en estas materias. Sin embargo, algunos estudios demostraron que la virtualidad es una buena alternativa complementaria para los estudiantes de preclínica, debido a que los prepara para abordar al paciente con mayor confianza y seguridad. Se puede concluir que la virtualidad es un buen aliado en el aprendizaje de educación dental, algunos de los estudiantes alientan a que esta modalidad continúe a través del tiempo, sobre todo en cursos teóricos y preclínicos. La virtualidad puede seguir siendo parte de la educación dental en nuestro país, pero de ello también depende de las estrategias y metodologías de enseñanza que lo acompañen.

The objective of this article is to know the perception of dental students about their learning process under the context of virtuality. For this purpose, a search was carried out for scientific articles, review articles and theses published from 2020 to 2023. The databases from which the studies were compiled were: Pubmed/MEDLINE, Scopus, SciELO, and Google Scholar. The opinions of the students were mostly positive. The positive aspects of virtuality were related to the flexibility of schedules, time savings and extra expenses; They also indicated that it turns out to be a didactic way of carrying out the theoretical subjects. On the other hand, the negative aspects were linked to clinical and laboratory subjects; they indicated that their learning process during the pandemic was deficient in these subjects. However, some studies have shown that virtuality is a good complementary alternative for preclinical students, because it prepares them to approach the patient with greater confidence and security. It can be concluded that virtuality is a good ally in learning dental education; some of the students encourage this modality to continue over time, especially in theoretical and preclinical courses. Virtuality can continue to be part of dental education in our country, but it also depends on the teaching strategies and methodologies that accompany it.

Repercusiones de la pandemia de COVID-19 en la formación en enfermería: Scoping Review / Repercussions of the COVID-19 pandemic on Nursing training: A Scoping Review / Repercussões da pandemia COVID-19 na formação em Enfermagem: Scoping Review

Objetivo: mapear el conocimiento producido sobre las repercusiones de la pandemia de COVID-19 en la formación en enfermería. Método: se trata de una scoping review, guiada por las recomendaciones del Joanna Briggs Institute Reviewer's Manual realizada en 15 bases de datos electrónicas y repositorios de tesis y disertaciones. El protocolo de esta revisión fue registrado en Open Science Framework. Los datos fueron analizados y sintetizados en dos categorías de análisis establecidas: aspectos positivos y negativos y estadística descriptiva. Resultados: se identificaron 33 publicaciones, los aspectos positivos más citados fueron el desarrollo de nuevas estrategias de enseñanza adaptadas al entorno virtual y la formación de futuros profesionales en la práctica clínica en el contexto de una crisis sanitaria. Los aspectos negativos se relacionan con cuestiones psicológicas, como el aumento de casos de ansiedad, estrés y soledad en los estudiantes. Conclusión: la evidencia sugiere que la enseñanza a distancia fue una solución de emergencia oportuna para continuar con la formación académica, sin embargo, esta modalidad educativa presentó aspectos positivos y negativos que deben ser repensados para que haya una mejor sistematización de la enseñanza-aprendizaje en otros contextos similares al de la pandemia de COVID-19.

Objective: to map the knowledge produced about the repercussions imposed by the COVID-19 pandemic on Nursing training. Method: this is a Scoping Review, guided by the recommendations set forth in the Joanna Briggs Institute Reviewer's Manual and carried out in 15 electronic databases and theses and dissertations repositories. The protocol was registered at the Open Science Framework. The data were analyzed and synthesized into two pre-established analysis categories: positive and negative repercussions; and descriptive statistics. Results: 33 publications identified, the most cited positive aspects were the development of new teaching strategies adapted to the virtual environment and the training of future professionals in clinical practice in the context of a health crisis. The negative repercussions are related to psychological issues such as increase in the cases of anxiety, stress and loneliness among the students. Conclusion: the diverse evidence suggests that remote teaching was a timely emergency way out for the continuity of academic training; however, this educational modality presented positive and negative aspects that need to be rethought for a better systematization of teaching-learning in other contexts that resemble the COVID-19 pandemic.

Objetivo: mapear o conhecimento produzido sobre as repercussões da pandemia COVID-19 na formação em Enfermagem. Método: trata-se de uma scoping review, guiada pelas recomendações da Joanna Briggs Institute Reviewer's Manual realizada em 15 bases de dados eletrônicas e repositórios de teses e dissertações. O protocolo desta revisão foi registrado em Open Science Framework. Os dados foram analisados e sintetizados em duas categorias de análise estabelecidas: aspectos positivos e negativos e estatística descritiva. Resultados: 33 publicações identificadas, os aspectos positivos mais citados foram o desenvolvimento de novas estratégias de ensino adaptadas ao meio virtual e a capacitação dos futuros profissionais na prática clínica do contexto de crise sanitária. Os aspectos negativos estão relacionados às questões psicológicas, como aumento de casos de ansiedade, estresse e solidão entre os estudantes. Conclusão: as evidências sugerem que o ensino remoto foi uma saída emergencial oportuna para a continuidade da formação acadêmica, contudo, esta modalidade educacional apresentou aspectos positivos e negativos que precisam ser repensados para uma melhor sistematização do ensino-aprendizagem em outros contextos que se assemelhem ao da pandemia da COVID-19.

Conocimiento y uso de las tecnologías de información y comunicaciones por docentes de Tecnología de la Salud

Fundamento las tecnologías de la información y las comunicaciones constituyen herramientas y métodos empleados para recabar, retener, manipular o distribuir información. Su uso en los procesos educativos se obstaculiza por diversas razones, pero, aun así, el adiestramiento en este campo reviste gran importancia. Objetivo caracterizar el conocimiento y uso de las tecnologías de la información y las comunicaciones por docentes de Tecnología de la Salud. Métodos se realizó un estudio descriptivo, observacional y de corte transversal. La población de estudio fueron los docentes del departamento de Tecnología de la Salud del Instituto de Ciencias Básicas y Preclínicas Victoria de Girón, en el año 2021. Se utilizaron medidas de resumen para las variables según su naturaleza. Resultados se obtuvo un 60 % de docentes con 5-10 años de experiencia. El 33,4 % recibió capacitación en el uso de las tecnologías; y un 26,6 % hacía uso de estas. El 45,6 % adquirieron sus conocimientos de forma autodidacta. El 83,3 % refirió que el uso de estos medios mejora la calidad de la docencia. Conclusiones la mayoría de los docentes participantes tiene experiencia de 5-10 años en su labor, y pocos han sido capacitados para el uso de las tecnologías de la información y las comunicaciones; sin embargo, consideran que son útiles como complemento de métodos docentes convencionales y mejoran la calidad de la docencia, predominando el interés en cursos de perfeccionamiento.

Foundation information and communication technologies are tools and methods used to collect, retain, manipulate or distribute information. Its use in educational processes is blocked by various reasons, but training in this field is of great importance. Objective to characterize the knowledge and use of information and communication technologies by Health Technology teachers. Methods a descriptive, observational and cross-sectional study was carried out. The studied population was the Department of Health Technology's professors of the Victoria de Girón Basic and Preclinical Sciences Institute in 2021. Summary measures were used for the variables according to their nature. Results 60% of teachers with 5-10 years of experience were obtained. 33.4% received training in the use of technologies; and 26.6% used them. 45.6% acquired their knowledge self-taught. 83.3% reported that the use of these media improves the quality of teaching. Conclusions most of the participating teachers have experience of 5-10 years in their work, and few have been trained in the use of information and communication technologies; however, they consider that they are useful as a complement to conventional teaching methods and improve the quality of teaching, prevailing interest in improvement courses.

La digitalización en la formación odontológica

La implementación de herramientas tecnológicas en la educación odontológica a lo largo de los años ha permitido al estudiante mejorar su desempeño en el ámbito preclínico de su formación, desarrollando habilidades motoras finas; en la actualidad este tema cobra relevancia debido a la coyuntura de salubridad del COVID-19. El objetivo de esta revisión fue describir la digitalización en la formación odontológica, las herramientas tecnológicas que se emplean y la percepción de estudiantes frente a la educación digital en Odontología. Se realizó una revisión electrónica en las bases de datos PubMed, SciELO, LILACS y ScienceDirect, en búsqueda de artículos publicados en inglés y español en el periodo 2015 al 2022. Se revisaron 156 artículos seleccionándose 50 directamente relacionados al tema de estudio. Se concluye que existen diversas herramientas digitales que pueden utilizarse en la formación de profesionales en Odontología; además, el aprendizaje mixto genera mejores resultados que el aprendizaje tradicional, y el aprendizaje en on-line, que fue utilizado durante el confinamiento por la pandemia de la COVID-19, demostró un alto grado de insatisfacción en los estudiantes.

The implementation of technological tools in dental education over the years has allowed the student to improve their performance in the preclinical field of their training, developing fine motor skills, currently this issue has become relevant due to the health situation of COVID-19. The objective was to describe digitalization in dental training, the technological tools used and the students´ perception of digital education in dentistry. An electronic review of the PubMed, SciELO, LILACS and ScienceDirect databases was carry out in search of articles published in English and Spanish in the period 2015 to 2022. One hundred fifty-six articles were reviewed, selecting 50 directly related to the subject of study. It is concluded that there are various digital tools that can be used in the training of professionals in dentistry; furthermore, exclusive online learning generates better results than traditional learning; and exclusive online learning, which was used during the COVID-19 pandemic lockdown, demonstrated a high degree of student dissatisfaction.

Cursos en línea abiertos y masivos: oportunidad de aprendizaje sobre salud global en Latinoamérica / Massive open online courses: learning opportunities about global health for Latin American countries

Introducción. Los cursos en línea, masivos y abiertos, brindan la oportunidad de formar profesionales e investigadores en Latinoamérica sobre salud global. Objetivos. Determinar la oferta global de los cursos en línea, masivos y abiertos, sobre salud global y conocer las características de su contenido. Materiales y métodos. Se examinaron las plataformas especializadas en cursos en línea, masivos y abiertos, para recopilar aquellos sobre salud global. La búsqueda no tuvo restricción de tiempo y se realizó por última vez en noviembre de 2021. La estrategia de búsqueda solo incluyó el descriptor "global health". Posteriormente, se obtuvieron las características del curso, su contenido y el dominio abordado de salud global. Estos datos fueron analizados descriptivamente, y se reportaron frecuencias absolutas y relativas. Resultados. La estrategia de búsqueda identificó 4.724 cursos en línea, masivos y abiertos. De ellos, solo 92 estaban relacionados con salud global. La mayoría de estos cursos (n=44; 47,8 %) se ofrecieron mediante la plataforma Coursera. Más de la mitad de los cursos (n=50; 54,4 %) fueron realizados por instituciones de Estados Unidos y en idioma inglés (n=90; 97,8 %). La mayor parte de los cursos se centró en la "globalización de la salud y la asistencia sanitaria" (n=24; 26,1 %), seguido de los dominios "fortalecimiento de capacidades" (n=16; 17,4 %), "carga global de enfermedad" y "determinantes sociales y ambientales de la salud" (n=15; 16,3 %). Conclusiones. Se encontró una importante oferta de cursos en línea, masivos y abiertos, sobre salud global. Estos cursos abordaron las competencias de la salud global que se requieren para los profesionales sanitarios.

Introduction. Massive open online courses provide the opportunity to train health professionals and researchers from Latin America in global health. Objective. To determine the global offer of massive open online courses in global health and the characteristics of their content. Material and methods. We examined massive open online course platforms to compile the global health offerings. The search had no time restriction and was last conducted in November, 2021. The search strategy only included the descriptor "global health". We obtained the characteristics of the courses, their content, and the global health domain covered. These data were analyzed using descriptive statistics, reporting absolute and relative frequencies. Results. Our search strategy identified 4,724 massive open online courses. Of these, only 92 were related to global health. Most of these courses (n=44; 47.8%) were offered through Coursera. More than half (n=50; 54.4%) of the MOOCs were conducted by U.S.A. institutions and in English language (n=90; 97.8%). Most courses focused on "globalization of health and healthcare" (n=24; 26.1%), followed by the domains "capacity building" (n=16; 17.4%), "global burden of disease" and "social and environmental determinants of health" (n=15; 16.3%). Conclusions. We found a high offer of massive open online courses on global health. These courses covered the global health competencies required for health professionals.

Construção e validação de cenário de telessimulação no contexto da criança com estomia intestinal / Construcción y validación del escenario de telesimulación en el contexto de niños con estomia intestinal / Construction and validation of telessimulation scenario in the context of children with intestinal stoma

Objetivo: Descrever a construção e validação de um cenário de telessimulação para a assistência de enfermagem à criança com colostomia. Método: Estudo metodológico desenvolvido em três etapas: elaboração, validação e teste piloto do cenário. Resultados: O roteiro docenário foi construído e posteriormente aprovado por três estomaterapeutas com percentil de 95%. Subsequente o cenário foi validado por telessimulação com cinco peritas e atingiu índice de validade de conteúdo de 0,88. Após a validação foi realizado teste piloto com três acadêmicas de enfermagem. Conclusão: A validação do cenário atingiu um percentil satisfatório e permitiu organizar e corrigir a estrutura da telessimulação, priorizando a soma de experiências e o desenvolvimento profissional de estudantes. Foi tracejado que a utilização da telessimulação consiste em uma promissora alternativa como método ativo de ensino simultâneo à simulação clínica tradicional.

Purpose: Describe the construction and validation of a telesimulation scenario for nursing care for children with colostomy. Methods: Methodological study developed in three stages: elaboration, validation and pilot test of the scenario. Results: The scenario script was constructed and subsequently approved by three stomatherapists with a 95% percentile. Subsequent scenario was validated by telessimulation by five experts and reached a content validity index of 0.88. After validation, a pilot test was performet with three nursing students. Conclusion: The validation of the scenario reached a satisfactory percentile and allowed the organizing and correcting of the structure of the telessimulation, prioritizing the sum of experiences and the professional development of students. It was traced that the use of telessimulation consists of a promising alternative as an active method of simultaneous teaching to traditional clinical simulation.

Objetivo: Describir la construcción y validación de un escenario de telesimulación para la atención de enfermería de niños con colostomia. Método: Estudio metodológico desarrollado en tres etapas: elaboración, validación y prueba piloto del escenario. Resultados: El guión del escenario fue construido y posteriormente aprobado por tres estomaterapeutas con un percentil del 95%. El escenario posterior fue validado por telesimulación por cinco peritas y alcanzó un índice de validez de contenido de 0,88. Después de la validación, se realizo uma prueba piloto com tres estudiantes de enfermería. Conclusión: La validación del escenario alcanzó un percentil satisfactorio y permitió la organización y corrección de la estructura de la telesimulación, priorizando la suma de experiencias y el desarrollo profesional de los estudiantes. Se trazó que el uso de la telesibulación consiste en una alternativa prometedora como método activo de enseñanza simultánea a la simulación clínica tradicional.

Método de aula invertida para la formación en gerontogeritría de estudiantes de la carrera de Medicina

Fundamento: e l aula invertida es una modalidad de enseñanza semipresencial, donde los alumnos aprenden los conceptos por sí mismos, usando normalmente videos educativos, archivos de audio y otras tecnologías, mediante la colaboración entre los compañeros en comunidades en línea. Objetivo: proponer un método de aula invertida para la formación en gerontogeriatría de estudiantes de la carrera de Medicina. Métodos: se realizó un estudio de tipo observacional de corte transversal mediante el empleo de métodos científicos: revisión de documentos, observación directa en el terreno, análisis, síntesis, inducción, deducción, sistémico y de estadística descriptiva. Resultados: se aporta un método de aula invertida para la formación gerontogeriátrica de los estudiantes de la carrea de Medicina que combina las modalidades de presencialidad y virtualidad desde la interacción entre las formas de organización de la docencia médica y de la educación en el trabajo en la Atención Primaria en Salud: consulta y visita de terreno domiciliaria. Conclusiones: el aula invertida es un contexto que favorece la formación gerontogeriátrica del estudiante de la carrera de Medicina ya que dinamiza y transforma las concepciones y enfoques tradicionales de la enseñanza - aprendizaje, al lograr un mayor protagonismo estudiantil, aumento de la autonomía, la instantaneidad, interconexión, multimedialidad y la creatividad e innovación del estudiante en la solución de problemas de salud del adulto mayor, así como el aprovechamiento de las potencialidades de los recursos y entornos virtuales de aprendizaje que posee, combinando modalidades de enseñanza presencial y virtual.

Background: the inverted classroom is a blended learning modality, where students learn the concepts by themselves, usually using educational videos, audio files and other technologies, through collaboration among peers in online communities. Objective: to propose an inverted classroom method for gerontogeriatric training in Medicine students. Methods: a cross-sectional observational study was carried out using scientific methods: document review, direct observation in the field, analysis, synthesis, induction, deduction, systemic and descriptive statistics. Results: an inverted classroom method is provided for the gerontogeriatric training of Medicine students that combines face-to-face and virtual modalities from the interaction between the forms of organization of medical teaching and education at work in the Primary Health Care: consultation and home field visit. Conclusions: the inverted classroom is a context that favors the gerontogeriatric training of the Medicine student since it revitalizes and transforms the traditional conceptions and approaches of teaching-learning, by achieving a greater student role, increased autonomy, instantaneous, interconnection, multimedia and the creativity and innovation of the student in the solution of health problems of the elderly, as well as the use of the resources and virtual learning environments' potential that it possesses, combining face-to-face and virtual teaching modalities.

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.

The Impact of the COVID-19 Pandemic on Medical Education: a Systematic Review of Distance Learning, Student's Perceptions, and Mental Health

Introduction: the COVID-19 pandemic has impacted on mortality and several adverse health outcomes. It has also affected education as schools and universities had to adapt to remote learning due to social isolation strategies.Objective: to analyze the pandemic's impact on medical education including undergraduate and graduate students and lecturers, as follow: i) teaching methods adopted by education institutes during shutdown, ii) students and lecturers' perceptions and iii) impacts on students' mental health.Methods: this systematic review includes the following study designs: cross-sectional, surveys, case-control, cohort, and clinical trials. The literature search was performed in four databases: PubMed, Scopus, Embase, and SciELO . The risk of bias and the quality of the evidence were evaluated.Results: a total of 1,576 articles were identified through searching databases, and 40 articles were included. We found the use of several teaching methods such as virtual platforms and social media, pre-recorded videos, discussion forums and others. Student's challenges related to interference during online study such as family distractions, lack of a study room, challenges with internet connectivity, difficulties in communication between students and lecturers, gaps encountered during clinical skills learning. Lecturers' challenges were difficulty in grasping students' progress and learning outcomes and the lack of experience in online teaching. Only five studies explored mental health issues of medical students and found the occurrence of depression, anxiety, and stress. However, their prevalence was not comparable due to the use of different diagnostic instruments.Conclusion: there has been a wide range of teaching methods implemented for distance learning of medical students globally. The perceptions of medical students about these methods and their impact were also varied. Infrastructure, family, and curriculum problems represented the greatest difficulties in adherence and satisfaction with distance learning. However, the flexibility of digital learning was one of the factors that helped reduce these problems. Regarding mental health, the occurrence of anxiety, depression, and stress was reported.

Introdução: a pandemia de COVID-19 teve impacto na mortalidade e em vários resultados adversos para a saúde. Também afetou a educação, pois escolas e universidades tiveram que se adaptar ao ensino remoto devido às estratégias de isolamento social.Objetivo: analisar o impacto da pandemia na educação médica, incluindo alunos de graduação e pós-graduação e professores, a saber: i) métodos de ensino adotados pelas instituições de ensino durante a paralisação, ii) percepções de alunos e professores e iii) impactos na saúde mental dos alunos.Método: esta revisão sistemática inclui os seguintes desenhos de estudo: transversal, surveys, caso-controle, coorte e ensaios clínicos. A pesquisa bibliográfica foi realizada em quatro bases de dados: PubMed, Scopus, Embase e SciELO. O risco de viés e a qualidade da evidência foram avaliados.Resultados: um total de 1.576 artigos foram identificados por meio de busca em bancos de dados, e 40 artigos foram incluídos. Constatamos a utilização de diversos métodos de ensino como plataformas virtuais e redes sociais, vídeos pré-gravados, fóruns de discussão e outros. Desafios dos alunos relacionados à interferência durante o estudo online, como distrações familiares, falta de uma sala de estudo, desafios com conectividade à Internet, dificuldades de comunicação entre alunos e professores, lacunas encontradas durante o aprendizado de habilidades clínicas. Os desafios dos professores foram a dificuldade em compreender o progresso dos alunos e os resultados de aprendizagem e a falta de experiência no ensino online. Apenas cinco estudos exploraram questões de saúde mental de estudantes de medicina e encontraram a ocorrência de depressão, ansiedade e estresse. No entanto, sua prevalência não foi comparável devido ao uso de diferentes instrumentos de diagnóstico.Conclusão: existe uma ampla gama de métodos de ensino implementados para o ensino a distância de estudantes de medicina em todo o mundo. As percepções dos estudantes de medicina sobre esses métodos e seu impacto também foram variadas. Problemas de infraestrutura, família e currículo representaram as maiores dificuldades de adesão e satisfação com o ensino a distância. No entanto, a flexibilidade do aprendizado digital foi um dos fatores que ajudou a reduzir esses problemas. Em relação à saúde mental, foi relatada a ocorrência de ansiedade, depressão e estresse.

Implementación de una jornada virtual de telesalud y capacitación masiva para personas mayores chilenas y estudiantes de la salud. Impacto en la cobertura / Implementation of a virtual telehealth course for Chilean older adults and health students

Background: Aging increases the vulnerability to diseases and environmental changes such as the COVID-19 pandemic. Telehealth and tele-education are vital to prevent the deleterious effects of prolonged confinement, and to train the community, and constantly rotating medical students and health professionals. Aim: To assess the perception and impact of an online course about healthy aging aimed at the community and health care professionals. Material and Methods: An open online one-day course to promote healthy aging was carried out. A cross-sectional online survey about the course was answered by 386 attendants and a knowledge test was applied to 114 people. Results: Seventy-five percent of respondents attended the course synchronously. Of these, 79% were women, 20% were older people and 53% were caregivers of an older person. All respondents acquired new knowledge and were willing to participate again. The frequency of interest about self-care is three times greater than about caring for another person, In an older person, the interest is 101 more times about self-care than caring for another person. Ninety five percent of respondents felt more active and 84% felt more accompanied. Conclusions: The course facilitated access to information on the promotion of active and healthy aging in the community with a favorable perception and a positive impact. The coverage for older people with a digital gap should be improved.

Workshops of the Pedagogic Week 2021 of Centro Universitario FMABC / As oficinas da Semana Pedagógica de 2021 do curso de Medicina do Centro Universitário FMABC

INTRODUCTION: Delivering quality medical education is a hot topic. The current discussion essentially addresses content versus competencies. Extensive curricula and matrices, and traditional assessments are against go against the modern concepts of medical education. Remote education stimulated this discussion and brought the opportunity to review the academic load and assessment. REPORT: In January 2021, a pedagogic workshop of the Medicine course of Centro Universitário FMABC was held. It began with a lecture by a visiting professor and coordinator of the medical school accreditation system on remote activities during the pandemic. Next, the person responsible for the Progress Test made a history of the latest assessments, and a professor who is a member of the Accreditation Committee of the Medical Schools presented a summary of the main insufficient points of the last assessment. Afterward, the students presented the last internal evaluations. Finally, the matrices of the course, from the 1st to the 4th year, were presented and compared with those of three other medical schools, and each year coordinator prepared their suggestions for changes to the matrices. Lastly, students, professors, and the course coordination presented a report and proposals, encouraging the integration of the academic community, the reassessment of teaching plans, repetition of content, and recognition of matrices of each year, offering ideas and tools, to reflection on remote learning, and opportunities for change and improvement in teaching, and learning. CONCLUSION: The disciplines showed willingness for integrative activities, extension, and creation of elective disciplines, complementing failures caused by the Pandemic.

INTRODUÇÃO: A entrega da educação médica de qualidade é um tema em ebulição. A discussão atual aborda essencialmente conteúdos versus competências. Currículos e matrizes extensas, e avaliações tradicionais estão na contramão. O ensino remoto estimulou a discussão e a revisão da carga acadêmica e das avaliações. RELATO: Em janeiro de 2021 foi realizada uma oficina pedagógica do Curso de Medicina do Centro Universitário FMABC. Começou com a palestra de um professor convidado e coordenador do sistema de acreditação de escolas médicas, sobre atividades remotas durante a pandemia. A seguir, a responsável pelo Teste do Progresso fez um histórico das últimas avaliações, e um professor membro da comissão de acreditação de escolas médicas apresentaram uma síntese dos principais pontos insuficientes da última avaliação. Na sequência, os discentes apresentaram as últimas avaliações internas. Finalmente, foram apresentadas as matrizes do curso, do 1º ao 4º ano, comparadas com as de mais três escolas médicas, e cada coordenador de ano preparou suas sugestões para alterações de matrizes. Por último, discentes, docentes e a coordenação do curso apresentaram um relatório e propostas, estimulando a integração da comunidade acadêmica, a reavaliação dos planos de ensino, as repetições de conteúdo e o reconhecimento de matrizes de cada ano, oferecendo ideias e ferramentas, para a reflexão sobre o ensino remoto e as oportunidades de mudanças e aprimoramento do ensino e do aprendizado. CONCLUSÃO: As disciplinas mostraram disposição para as atividades integrativas, de extensão e de criação de disciplinas eletivas complementando falhas provocadas pela Pandemia.

Calidad de sueño en docentes en una institución educativa durante la emergencia sanitaria COVID-19, Perú, 2021

Objetivo: La pandemia del COVID-19 afectó la calidad de vida de la población a nivel mundial. Los países tomaron varias medidas de protección para evitar el contagio como el aislamiento social, el teletrabajo y la educación a distancia. A medida que las escuelas cerraron, los maestros se encargaron principalmente de la enseñanza en línea. El objetivo principal fue determinar la calidad de sueño en los docentes de una institución educativa pública en el distrito de Máncora, Perú, durante el aislamiento social en pandemia por COVID-19. Materiales y métodos: Estudio observacional, transversal y prospectivo. Se usó el cuestionario de Índice de Calidad de Sueño de Pittsburgh en 59 docentes de los niveles educativos inicial, primario y secundario que utilizaron la modalidad de educación a distancia de marzo a diciembre del 2021. Resultados: La edad promedio fue 44,3 ± 8,89 años. Las mujeres fueron 64,4 %; los docentes con especialidad, es decir, el área que enseñaba el docente, 55,9 %. Los de nivel secundario fueron el 55,9 %; el nivel primario, 30,5 %, y el nivel inicial, 13,6 %. Los parámetros de calidad de sueño afectados fueron los siguientes: 69,5 % presentaron mala calidad de sueño; 67,8 %, inadecuada latencia de sueño, y 61,00 %, duración de sueño menor de 5 horas. El 27,1 % presentó eficiencia habitual del sueño menor al 65 % y 49,2 % reportó perturbaciones del sueño. Asimismo, 50,8 % usaron medicación hipnótica más de una vez a la semana. Por último, el 39 % presentó severa disfunción diurna. Se encontró asociación entre la calidad de sueño con los componentes calidad subjetiva del sueño, latencia de sueño, duración del sueño, eficiencia habitual del sueño y disfunción diurna. No hubo asociación con el sexo, nivel educativo y especialidad docente. Conclusiones: Los docentes de una institución educativa en Máncora presentaron alta prevalencia de mala calidad de sueño y los componentes más afectados fueron latencia de sueño, disfunción diurna y perturbaciones del sueño.

Objective: The COVID-19 pandemic affected the quality of life of the population worldwide. The countries took several protective measures to avoid contagion, including social isolation, teleworking and distance education. As schools closed, teachers took over primarily online teaching. The study main objective was to determine the sleep quality among teachers of a public educational institution in the district of Máncora, Peru, during the COVID-19 pandemic social isolation. Materials and methods: An observational, cross-sectional and prospective study. The Pittsburgh Sleep Quality Index was used to assess 59 preschool, primary and secondary school teachers who taught through distance education from March to December 2021. Results: The average age was 44.3 ± 8.89 years. Women accounted for 64.4 %, specialist teachers-i.e., those who have expertise in a particular field-55.9 %, secondary school teachers 55.9 %, primary school teachers 30.5 % and preschool teachers 13.6 %. The affected sleep quality parameters were the following: 69.5 % had poor sleep quality, 67.8 % inadequate sleep latency, 61 % sleep duration of less than five hours, 27.1 % habitual sleep efficiency of less than 65 % and 49.2 % sleep disturbances. Moreover, 50.8 % reported using a sleeping medication more than once a week and 39 % severe daytime dysfunction. There was an association between sleep quality and the components subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and daytime dysfunction. Nonetheless, there was no association with sex, educational level and teaching specialty. Conclusions: Teachers of an educational institution in Máncora had a high prevalence of poor sleep quality and the most affected components were sleep latency, daytime dysfunction and sleep disturbances.

Effectiveness of a course on family health in the knowledge of doctors of the Mais Médicos program

SUMMARY OBJECTIVE: The aim of this study was to analyze the effectiveness of the distance education course in family health in the knowledge of physicians from the Mais Médicos program. METHOD: This is a quantitative, quasi-experimental study, without a pretest and posttest control group, carried out from August 2019 to September 2021. In all modules, physicians responded to a pretest and posttest to verify their knowledge of the subject. RESULTS: There was a statistically significant difference in all modules with higher average scores in the posttests; the modules with the greatest emphasis are child health care: growth and development; approach to cancer in primary health care; and family health strategy and territorialization. CONCLUSION: The effectiveness of the distance education course was verified, as evidenced by the significant improvement of knowledge in all the modules studied.