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.

Aprendizado interprofissional na graduação em Odontologia no contexto pandêmico de ensino remoto / Aprendizaje interprofesional en la graduación en Odontología en el contexto pandémico de enseñanza remota / Interprofessional learning in an undergraduate Dentistry course in the pandemic context of remote teaching

Este artigo tem por objetivo compreender a percepção dos estudantes de Odontologia sobre motivações e significados do aprendizado interprofissional no período pandêmico de ensino remoto, em universidade pública do Sul do Brasil. Trata-se de pesquisa qualitativa que utilizou a perspectiva teórico-metodológica da fenomenologia da percepção. Foram realizadas entrevistas e análise documental dos portfólios dos estudantes que vivenciaram a atividade de ensino com foco na educação interprofissional (EIP) remota, no período pandêmico. A experiência foi marcada por interações mediadas pelo uso de plataformas digitais entre estudantes, professores e profissionais, oportunizando o desenvolvimento de competências colaborativas. Desigualdades no acesso à internet/equipamentos adequados ao ensino remoto, situações pessoais familiares relacionadas ao viver uma pandemia e dificuldade de criação de vínculos foram barreiras relatadas. EIP vivenciada em cenários de prática do Sistema Único de Saúde (SUS) foi percebida pelos estudantes como essencial à formação dos profissionais da saúde.(AU)

El objetivo de este artículo es comprender la percepción de los estudiantes de Odontología sobre motivaciones y significados del aprendizaje interprofesional en el período pandémico de la enseñanza remota en una universidad pública del Sur de Brasil. Se trata de una investigación cualitativa que utilizó la perspectiva teórico-metodológica de la fenomenología de la percepción. Se realizaron entrevistas y análisis documental de los portafolios de los estudiantes que experimentaron la actividad de enseñanza con enfoque en la educación interprofesional (EIP) remota, en el período pandémico. La experiencia estuvo marcada por interacciones mediadas por el uso de plataformas digitales entre estudiantes-profesores-profesionales y abrió oportunidad para el desarrollo de competencias colaborativas. Las barreras relatadas fueron las desigualdades en el acceso a internet/equipos adecuados a la enseñanza remota, situaciones personales-familiares relacionadas a vivir una pandemia y la dificultad de creación de vínculos. La EIP vivida en escenarios de práctica del Sistema Único de Salud fue percibida por los estudiantes como esencial para la formación de los profesionales de la salud.(AU)

This article aims to understand undergraduate dental students' perception of the motivations and meanings of interprofessional learning in the pandemic period of remote teaching at a public university in the South of Brazil. This qualitative research used the theoretical-methodological perspective of phenomenology of perception. The researchers conducted interviews and a documentary analysis of the portfolios of students who attended a teaching activity with a focus on remote interprofessional education (IPE) in the pandemic period. The experience was marked by interactions between students-teachers-professionals mediated by the use of digital platforms, and provided opportunities of development of collaborative skills. Inequalities in access to internet services and to devices suitable for remote teaching, personal-familial situations related to experiencing a pandemic, and difficulties in creating bonds were the reported barriers. IPE in settings of the Brazilian National Health System was perceived by students as essential for the training of health professionals.(AU)

Prácticas socioformativas para la gestión de competencias investigativas en el médico general integral utilizando Telegram / Socioformative practices for the management of investigative skills in the comprehensive general practitioner using Telegram

Fundamento: las tecnologías de la información y las comunicaciones ofrecen herramientas que facilitan la formación de competencias investigativas en los médicos generales integrales con la utilización de Telegram en el contexto de la sociedad del conocimiento. Objetivo: valorar la efectividad en la transformación de la práctica socioformativa para la gestión de las competencias investigativas en el médico general integral, haciendo uso de Telegram en el curso de Metodología de la Investigación durante el periodo septiembre 2021-2022. Métodos: se realizó un estudio cuasiexperimental, en la Filial de Ciencias Médicas "Julio Trigo López" de Palma Soriano. Se utilizaron métodos teóricos: histórico-lógico, análisis-síntesis, enfoque de sistema, abstracción-concreción y el hermenéutico-dialéctico; empíricos: análisis documental, observación, cuestionario y el criterio de expertos. Resultados: se alcanzó mayor eficiencia en la transformación de la práctica socioformativa para la gestión de las competencias investigativas en el médico general integral, haciendo uso de Telegram en los aspectos relacionados con la realización de tareas grupales, interacción promotora y conocimientos sobre cómo confeccionar el proyecto de investigación para la solución de los problemas en la comunidad. Conclusiones: se valora como factible y novedosa la transformación de la práctica socioformativa para la gestión de las competencias investigativas en el médico general integral, haciendo uso de Telegram como herramienta para el aprendizaje colaborativo como protagonista en este entorno virtual de interacción.

Background: information and communication technologies offer tools that facilitate the formation of investigative skills in comprehensive general practitioners in the context of the knowledge society. Objective: to assess the effectiveness in the transformation of the socioformative practice for the management of investigative skills in the comprehensive general practitioner, using Telegram in the Research Methodology course during the period September 2021-2022. Methods: a quasi-experimental study was carried out at the "Julio Trigo López" Medical Sciences Branch in Palma Soriano. Theoretical methods were used: historical-logical, analysis-synthesis, system approach, abstraction-concretion and hermeneutic-dialectical; Empirical: documentary analysis, observation, questionnaire and expert criteria. Results: greater efficiency was achieved in the transformation of the socio-formative practice for the management of investigative skills in the comprehensive general practitioner, making use of Telegram in aspects related to carrying out group tasks, promoting interaction and knowledge on how to prepare the project. Research to solve problems in the community. Conclusions: the transformation of the socio-formative practice for the management of investigative skills in the comprehensive general practitioner is valued as feasible and novel, making use of Telegram as a tool for collaborative learning as a protagonist in this virtual environment of interaction.

Construção de curso sobre Mini-CEX na modalidade de ensino a distância para preceptores de residência médica / Construction of a course on Mini-CEX in the distance learning modality for medical residence preceptors

Resumo Introdução: A avaliação é primordial no processo de ensino-aprendizagem do médico residente. O Mini-CEX é considerado um instrumento apropriado para realizar uma avaliação formativa, permitindo um feedback educacional estruturado. Nesse contexto, os preceptores de residência precisam estar em contínuo processo de capacitação para melhor direcionar os seus residentes, e uma forma viável de capacitação é por meio do ensino a distância (EaD). Objetivo: Este estudo teve como objetivos desenvolver e validar um curso na modalidade de EaD sobre Mini-CEX para preceptores da residência em mastologia. Método: Trata-se de desenvolvimento e validação de um produto técnico-educacional no formato de curso de capacitação e na modalidade de EaD. No processo de validação de conteúdo do produto, utilizou-se a técnica de grupo de consenso. A validação semântica foi realizada através de questionário de validação aplicado aos preceptores envolvidos na residência em mastologia. Resultado: Foi elaborado e validado um curso autoinstrucional e sem mediação, com carga horária total de duas horas. O curso teve aprovação do público-alvo por apresentar um escore médio global de 98% de satisfação e um alfa de Cronbach igual a 0,8. Conclusão: O curso desenvolvido e validado sobre Mini-CEX apresenta-se como opção relevante para a formação de preceptores de residência médica em mastologia, podendo se estender para qualquer serviço de residência médica. Ressalta-se que o curso na modalidade de EaD favorece a adesão do público-alvo apresentando um formato acessível para fortalecer o conhecimento sobre o tema, além de incentivar os preceptores a utilizar a ferramenta de avaliação educacional.

Abstract Introduction: Assessment is paramount in the resident physician's teaching-learning process. The Mini-CEX is considered an appropriate instrument to carry out formative assessment, allowing structured educational feedback. In this context, residency preceptors need to undergo a continuous training process to better prepare their residents, and a viable form of training is using Distance Education (EaD). Objective: To develop and validate a Distance Education (EaD) course on Mini-CEX for residency preceptors in Mastology. Method: Development and validation of a technical-educational product, in the format of a training course and in the Distance Education modality (EaD). The consensus group technique was used in the product content validation process. Semantic validation was carried out through a validation questionnaire applied to the preceptors involved in the residency program in Mastology. Results: A self-instructional and unmediated course was designed and validated, with a total workload of 02 (two) hours. The course was approved by the target audience, as it had an overall average score of 98% satisfaction and a Cronbach's alpha equal to 0.8. Conclusions: The course developed and validated on Mini-CEX presents itself as a relevant option for the training of medical residency preceptors in Mastology and can be extended to any medical residency service. It should be noted that the Distance Education (EaD) course favors the adherence of the target audience, with an accessible format to strengthen knowledge on the subject, in addition to encouraging preceptors to also use the educational evaluation.

Distanciamento social e canto coral durante a pandemia do Covid-19: desafios e sintomas vocais de coristas / Social distancing and choral singing during the Covid-19 pandemic: challenges and vocal symptoms of chorists

RESUMO Objetivo Analisar a percepção de coristas que realizam ensaios virtuais, quanto a sintomas, desvantagens vocais, adaptações na rotina de canto e dificuldades nos ensaios durante o distanciamento social devido a pandemia do COVID-19. Método Aplicação de questionário online investigando percepções sobre a voz e rotina de canto e ensaio de 141 coristas que não tiveram a doença do COVID-19 e continuaram em atividade remota até abril de 2021. Os participantes foram divididos em dois grupos de acordo com a faixa etária: G1 (18 a 54 anos) e G2 (55 anos ou mais). Os dados passaram por análise descritiva e inferencial, considerando-se nível de significância de 5%. Resultados Durante o distanciamento, ambos os grupos referiram diminuição do tempo de canto e acharam mais difícil cantar sozinhos. Os coristas referiram menor número de infecções de garganta nesse período. Coristas do G1 perceberam voz mais rouca, relataram dificuldade para se concentrar por videoconferência, sentiam-se nervosos ao cantarem sozinhos nos ensaios virtuais e estressados gravando várias vezes a mesma música. Coristas do G2 referiram mais sintomas vocais como: voz cansada, variando ao longo do dia, voz fraca e com mais ar. Conclusão No distanciamento social, os coristas acharam mais difícil cantar por videoconferência e tiveram o tempo de prática de canto diminuído. Coristas mais jovens referiram mais sintomas emocionais e coristas com mais idade relataram mais sintomas vocais.

ABSTRACT Purpose To analyze the perception of choristers who perform online rehearsals about symptoms, vocal disadvantages, adaptations in the singing routine and difficulties in rehearsals during social distancing due to the COVID-19 pandemic. Method Application of an online questionnaire investigating perceptions about the voice and singing routine and rehearsal of 141 choristers who did not have COVID-19 disease and continued in remote activity until April 2021. Participants were divided in two groups according to the age: G1 (18 to 54 years old) and G2 (55 years old or more). The data underwent descriptive and inferential analysis, considering a significance level of 5%. Results During distancing, both groups reported a decrease in singing time and felt more difficult to sing alone. Choir singers reported fewer throat infections during this period. Choir singers from G1 noticed a huskier voice, reported difficulty concentrating via videoconferencing, felt nervous to singing alone in virtual rehearsals and stressed recording the same song several times. G2 choristers reported more physical vocal symptoms such as: tired voice, varying throughout the day, and a weaker and more breathy voice. Conclusion In social distancing, the choristers found it more difficult to sing by videoconference and had reduced singing practice time. Younger choir singers reported more emotional symptoms and older choir singers reported more vocal symptoms.

"We want to hug a friend": the covid-19 pandemic among low-income adolescents / "A gente quer abraçar o amigo": a pandemia de covid-19 entre adolescentes de baixa renda

ABSTRACT OBJECTIVE To examine the perceptions of adolescent students from a public school, of both sexes, living in a peripheral region of the city of São Paulo, Brazil, in relation to the covid-19 pandemic, with a special focus on their experiences regarding education and sociability. METHODS This study is part of the Global Early Adolescent Study. Seven face-to-face focus groups were conducted with adolescents between 13 and 16 years old (19 girls and 15 boys) in 2021. RESULTS The experience of remote teaching was frustrating for the adolescents, without the daily and personalized monitoring of the teacher(s). In addition to the difficult or impossible access to devices and the lack of support from schools, there is also the domestic environment, which made the schooling process more difficult, especially for girls, who were forced to take on more household and family care tasks. The closed school blocked an important space for socialization and forced family interaction, generating conflicts and stress in the home environment. The abrupt rupture brought feelings of fear, uncertainty, anguish and loneliness. The iterative evocation of the words "stuck", "alone" and "loneliness" and the phrase "there was no one to talk to" shows how most of the adolescents experienced the period of distancing. The pandemic aggravated the objective and subjective conditions of preexisting feelings, such as "not knowing the future" and the prospects of a life project. CONCLUSION It has been documented how pandemic control measures implemented in a fragmented way and without support for the most impoverished families have negative effects on other spheres of life, in particular for poor young people. The school is a privileged territory to propose/construct actions that help adolescents to deal with problems aggravated in/by the pandemic.

RESUMO OBJETIVO Examinar as percepções de adolescentes estudantes de uma escola pública, de ambos os sexos, moradores de uma região periférica da cidade de São Paulo, Brasil, em relação à pandemia de covid-19, com especial enfoque em suas experiências quanto à educação e sociabilidade. MÉTODOS Este estudo faz parte do Global Early Adolescent Study. Foram conduzidos sete grupos focais presenciais com adolescentes entre 13 e 16 anos (19 meninas e 15 meninos),em 2021. RESULTADOS A experiência do ensino remoto foi frustrante para as/os adolescentes, sem o acompanhamento cotidiano e personalizado de professoras(es). Ao acesso difícil ou impossível aos dispositivos e à ausência de suporte das escolas é acrescido o ambiente doméstico, que dificultou o processo de escolarização, em especial para as meninas, obrigadas a assumir mais tarefas de cuidado da casa e da família. A escola fechada bloqueou espaço importante de socialização e forçou o convívio familiar, gerando conflitos e estresse. A abrupta ruptura trouxe sentimentos de medo, incerteza, angústia e solidão. A evocação iterativa das palavras "presa/o", "sozinha/o" e "solidão" e da frase "não teve ninguém pra conversar" mostra como grande parte das/os adolescentes experienciou o período de distanciamento. A pandemia agravou as condições objetivas e subjetivas de sentimentos preexistentes, como "não saber o futuro" e as perspectivas de projeto de vida. CONCLUSÃO Foi documentado como medidas de controle da pandemia implementadas de forma fragmentada e sem suporte às famílias mais empobrecidas têm efeitos negativos em outras esferas da vida, em particular para jovens pobres. A escola é um território privilegiado para se propor/construir ações que auxiliem as/os adolescentes a lidar com problemas agravados na/pela pandemia.

El proceso docente en la asignatura Sistema cardiovascular, respiratorio, digestivo y renal durante la COVID-19 / The teaching process in the subject Cardiovascular, respiratory, digestive and renal systems during COVID-19

Fundamento: el proceso docente educativo cubano no se detuvo durante la pandemia de COVID-19, a pesar de que profesores y educandos trabajaron ininterrumpidamente en la pesquisa comunitaria. Objetivo: diseñar acciones para el desarrollo del proceso docente educativo en la asignatura Sistema cardiovascular, respiratorio, digestivo y renal, en la modalidad de educación a distancia y semipresencial. Métodos: se realizó una investigación descriptiva con enfoque cualitativo, en la Universidad de Ciencias Médicas de Ciego de Ávila en el curso 2020-2021 y primer período de 2021-2022. Se utilizaron métodos teóricos: análisis-síntesis, inductivo-deductivo e histórico-lógico; empírico: observación y análisis documental de las indicaciones metodológicas para situaciones excepcionales, entrevista a estudiantes y valoración por los especialistas. Resultados: las acciones se diseñaron y aplicaron en tres etapas: planificación, ejecución, y evaluación y control; estuvieron encaminadas al accionar de profesores y estudiantes en la modalidad de la educación a distancia y semipresencial. Conclusiones: fueron valoradas por criterios de especialistas como adecuadas, con criterios favorables sobre su variedad y factibilidad de aplicación. Los estudiantes expresaron estar satisfechos con el proceso docente desarrollado en condiciones de pandemia.

Background: the Cuban teaching-learning process did not stop during the COVID-19 pandemic, despite the fact that teachers and students worked uninterruptedly in the community screening. Objective: to design actions for the development of the teaching-learning process in the subject Cardiovascular, respiratory, digestive and renal system, in the modality of distance and blended learning. Methods: a descriptive research with a qualitative approach was carried out at Ciego de Ávila Medical Sciences University in the academic year 2020-2021 and the first period of 2021-2022. Theoretical methods were used: analysis-synthesis, inductive-deductive and historical-logical; Empirical: observation and documentary analysis of the methodological indications for exceptional situations, interviews with students and evaluation by specialists. Results: the actions were designed and applied in three stages: planning, execution, and evaluation and control; they were aimed at the actions of teachers and students in the modality of distance and blended education. Conclusions: they were valued by specialist criteria as adequate, with favorable criteria regarding their variety and feasibility of application. The students expressed their satisfaction with the teaching process developed in pandemic conditions.