Uso de la plataforma Moodle en los estudiantes de la asignatura Enfermería en Urgencias

Introducción: La Universidad de Ciencias Médicas de Matanzas dispone de un aula virtual soportada por la plataforma Moodle. Su uso, a pesar de las actividades de superación realizadas como talleres, cursos y adiestramientos, continúa siendo un reto para estudiantes y profesores, pues no todos son capaces de explotar las herramientas que brinda esta plataforma en función de cumplir con los objetivos determinados en los programas de estudio de cada asignatura. Objetivo: Valorar el uso que hacen de la plataforma Moodle los estudiantes de la asignatura Enfermería en Urgencias, en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: Se realizó un estudio cuantitativo en el período mayo-julio de 2023, para evaluar el uso de la plataforma Moodle que hacen los estudiantes de la asignatura Enfermería en Urgencias en la Facultad de Ciencias Médicas de Matanzas. Resultados: Los resultados mostraron que existió un buen uso de algunas de las herramientas de la plataforma Moodle por parte de los estudiantes, lo que llevó a una alta adquisición de conocimientos. Conclusiones: Sin duda, las nuevas tecnologías pueden suministrar medios para la mejora de los procesos de enseñanza aprendizaje, pero su utilización a favor o en contra de una sociedad más desarrollada, dependerá en gran medida de la educación, de los conocimientos y la capacidad crítica de sus usuarios, que son las personas que ahora se están formando.

Introduction: The Matanzas University of Medical Sciences has a virtual classroom supported by the platform Moodle. Its use, despite the improvement activities carried out, like workshops, courses and trainings continues to be a challenge for students and teachers, since not everyone is capable of exploiting the tools provided by this platform in order to meet the objectives determined in the study programs for each subject. Objective: To assess the use made of the Moodle platform by students of the subject Emergency Nursing, at the Faculty of Medical Sciences of Matanzas. Materials and methods: A quantitative study was carried out in the period May-July2023, to assess the use of the Moodle platform by students of the subject Emergency Nursing at the Faculty of Medical Sciences of Matanzas. Results: The results showed that there was good use of some of the Moodle platform tools by the students, which led to a high acquisition of knowledge. Conclusions: Without a doubt, new technologies can provide means for the improvement of teaching-learning processes, but their use for or against amore developed society will depend to a large extend on the education, knowledge and critical capacity of their users, who are the people who are now being trained.

Formación de la capacidad clínica de diagnóstico en los futuros odontólogos a través del entorno virtual Moodle

Como consecuencia de la emergencia sanitaria de la COVID-19, la enseñanza académica se reformuló y generó que la educación asumiera la virtualidad como espacio para generar aprendizajes y desarrollar las capacidades clínicas. El objetivo del estudio fue determinar la relación que existe entre el uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico en estudiantes de Odontología en una Universidad privada de Cusco, Perú. Se realizó un estudio analítico de corte transversal con una población de 215 estudiantes y una muestra a 139 estudiantes de Odontología, que cursaban el área de clínica, seleccionados mediante un muestreo no probabilístico por conveniencia; los datos se recolectaron mediante un formulario Google. Como resultados se obtuvo que los estudiantes de la muestra tienen entre 19 a 40 años de edad y predomina el sexo femenino. El 56,8 % usa el entorno virtual Moodle de manera eficiente y el 40,3 % regularmente. El 62,6 % logró desarrollar, medianamente, la capacidad clínica de diagnóstico y el 25,2 % en un nivel alto. En cuanto a la relación del uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico, los resultados muestran valores de p = 0,001 y Rho = 0,280. Se concluye que existe una correlación positiva y se comprueba la asociación establecida en el objetivo del estudio.

As a consequence of the COVID-19 health emergency, academic teaching was reformulated and caused education to assume virtuality as a space to generate learning and develop clinical capabilities. The objective of the study was to determine the existing relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity in Dentistry students at a private University in Cusco, Peru. A cross-sectional analytical study was carried out with a population of 215 students and a sample of 139 Dentistry students, who were studying the clinical area, selected through non-probabilistic convenience sampling. Data was collected using a Google form. As results, it was obtained that the students in the sample are between 19 and 40 years old and the female sex predominates. 56.8% use the Moodle virtual environment efficiently and 40.3% regularly. 62.6% managed to develop, moderately, the clinical diagnostic capacity and 25.2% at a high level. Regarding the relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity, the results show values of p = 0.001 and Rho = 0.280. It is concluded that there is a positive correlation and the association established in the objective of the study is verified.

Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching

Objectives: Web-based learning is becoming a newly accepted standard in education, more so with COVID-19 pandemic. To use technology to redesign learning experiences, a blend of synchronous and asynchronous approaches was used wherein the routine lectures through MS Teams (synchronous) were integrated with an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment) based, four-quadrant approach (asynchronous). We aimed to determine the student’s engagement, performance and perception of the new online LMS. Materials and Methods: All 170 students of the 1st year MBBS of batch 2020 were enrolled in the course. A module was developed for teaching ‘Physiology of Vision’ with this blended approach. Along with routine online lectures through Microsoft Teams, supplementary materials in the form of multimedia presentations and additional links to useful websites were provided through online LMS. The online activity of students was recorded and assessments were done. A feedback form was filled out by students at the end of the course. Results: A significant positive correlation of examination scores with individual student’s activity logs and significantly better scores in top Moodle users along with significantly higher marks in Moodle-based modules than in other modules confirmed the value of Moodle in improving student performance. Overall feedback from students was clearly in favour of implementing Moodle as a complementary tool to traditional teaching. Conclusion: Moodle improved the quality of learning. It developed interest and motivation among students and has a positive impact on academic outcomes.

Computer-based clinical examination (CCE) in surgery: would It complement or replace the OSCE in the post-COVID-19 era?

Objectives: Surgical clinical assessment of medical students is confronted by many challenges particularly the increasing numbers of students with limited resources, and pandemics. The search for new tools of assessment continues. Our objectives were: (1) To develop a computer-based clinical exam (CCE) and identify its characteristics (2) To assess its acceptability of the students. Method: The study was conducted at the Surgical Department, Alzaiem Alazhari University (AAU) between February and August, 2017. We used the modular object oriented dynamic learning environment (MOODLE) program as a platform to upload and deliver the exam. The exam consisted of 45 questions (stations). Each consisted of a clinical scenario accompanied by a photograph (of a patient or investigation) or short video followed by multiple choice questions (MCQs). A questionnaire was designed to get the students' feedback. We analyzed the questionnaire and scores obtained by the students and compared them to their performance in other tools of the surgical exam, using SPSS statistical program. Results: The study included 188 final year medical students. There was a highly significant correlation of the CCE scores of each student with their final result (r= 0.67), and with other tools of the surgery exam particularly the objective structured clinical examination (OSCE). Students' acceptability was high. Conclusion: The CCE is valid and practicable. It saves time and is popular with the students and tutors. It complements the OSCE in the assessment of clinical competency and allows wide coverage of the curriculum. It is expected to gain importance and popularity in the post-COVID-19 era.

Entorno virtual Estadística Sanitaria como herramienta didáctica para fortalecer la educación a distancia en Enfermería

La sociedad del conocimiento ha provocado cambios en la forma de generar y trasmitir el conocimiento; es por esto que el papel de la universidad hoy es proporcionar aprendizajes en los estudiantes en correspondencia con el desarrollo económico, cultural y social de cada país. Po tal motivo se diseñó el entorno virtual Estadística Sanitaria como herramienta didáctica para fortalecer la educación a distancia en Enfermería. Se realizó una investigación de desarrollo entre septiembre de 2018 a junio de 2020 en la Facultad de Ciencias Médicas de Bayamo "Efraín Benítez Popa. Para desarrollar el entorno virtual de aprendizaje se utilizó la plataforma Moodle. Para el diseño y evaluación del software se utilizó una configuración de RUP (por sus siglas, Rational Unified Process), el método Delphi y el coeficiente de concordancia W de Kendall. Se implementó una herramienta que permite a los profesores gestionar cursos virtuales en línea de apoyo a la enseñanza presencial. Su diseño proporciona facilidad de uso y de gestión, permite la administración de perfiles de usuario, la gestión de actividades y recursos de los cursos creados, y la administración del sitio. El software desarrollado es una herramienta didáctica flexible orientada al usuario para la gestión de los contenidos básicos de Estadística Sanitaria y responde a las necesidades del modelo del proceso enseñanza aprendizaje de la de esta asignatura.

The knowledge society has caused changes in the way knowledge is generated and transmitted; That is why the role of the university today is to provide learning in students in correspondence with the economic, cultural and social development of each country. For this reason, the virtual environment Health Statistics was designed as a didactic tool to strengthen distance education in Nursing. A development research was carried out between September 2018 and June 2020 at the Faculty of Medical Sciences of Bayamo "Efraín Benítez Popa. To develop the virtual learning environment, the Moodle platform was used. For the design and evaluation of the software, a configuration of RUP (for its acronym, Rational Unified Process), the Delphi method and the Kendall coefficient of agreement W were used. A tool was implemented that allows teachers to manage online virtual courses to support face-to-face teaching. Its design provides ease of use and management, allows the administration of user profiles, the management of activities and resources of the created courses, and the administration of the site. The software developed is a flexible didactic tool oriented to the user for the management of the basic contents of Health Statistics and responds to the needs of the model of the teaching-learning process of this subject.

A sociedade do conhecimento tem provocado mudanças na forma como o conhecimento é gerado e transmitido; É por isso que o papel da universidade hoje é proporcionar aprendizagem nos alunos em correspondência com o desenvolvimento econômico, cultural e social de cada país. Por essa razão, o ambiente virtual Estatísticas de Saúde foi concebido como uma ferramenta didática para fortalecer a educação a distância em Enfermagem. Uma pesquisa de desenvolvimento foi realizada entre setembro de 2018 e junho de 2020 na Faculdade de Ciências Médicas de Bayamo "Efraín Benítez Popa. Para o desenvolvimento do ambiente virtual de aprendizagem, foi utilizada a plataforma Moodle. Para o projeto e avaliação do software, foram utilizadas uma configuração de RUP (para sua sigla, Rational Unified Process), o método Delphi e o coeficiente de concordância de Kendall W. Foi implementada uma ferramenta que permite aos professores gerir cursos virtuais online para apoiar o ensino presencial. Seu design proporciona facilidade de uso e gerenciamento, permite a administração de perfis de usuários, o gerenciamento de atividades e recursos dos cursos criados e a administração do site. O software desenvolvido é uma ferramenta didática flexível orientada ao usuário para a gestão dos conteúdos básicos de Estatística em Saúde e responde às necessidades do modelo do processo de ensino-aprendizagem desta disciplina.

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

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

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

A autorregulação percebida como preditora da utilização de recursos no moodle / Perceived self-regulation as a predictor of resource use in moodle / Lautorégulation perçue como prédictrice de lutilisation de ressources moodle / Autorregulación percibida como predictor del uso de recursos en moodle

Resumo Autorregulação da aprendizagem implica refletir sobre a utilização de recursos educativos para gerir o que, quando, como, com quem e por que aprender. Este artigo pretendeu investigar a relação entre a perceção dos alunos sobre o planeamento, execução e autoavaliação da aprendizagem e a seleção de recursos e atividades do Moodle. Responderam ao Inventário de Recursos e Atividades em Ambientes Moodle e ao Inventário de Aprendizagem Autorregulada em Ambientes Moodle 438 alunos (7º ao 9º ano). Uma análise de regressão mostrou que a perceção dos alunos sobre o planeamento, execução e autoavaliação da aprendizagem prediz a seleção de recursos e atividades de disponibilização de informação e de realização de trabalho, mas não de colaboração/interação em todas as fases de regulação do trabalho.

Abstract Self-regulated learning involves reflecting on the use of educational resources to manage what, when, how, with whom, and why to learn. Thus, this study investigated the relationship between students' perceptions regarding the planning, execution and self-evaluation of learning and the selection of Moodle resources and activities. A total of 438 middle school students (grades 7-9) responded to the Inventory of Resources and Activities in Moodle Environments and to the Inventory of Self-regulated Learning in Moodle Environments. A regression analysis showed that the students' perception about the planning, execution and self-evaluation of learning predicted the selection of resources and activities pertaining to information availability and work accomplishment, but not to collaboration/interaction in all phases of work regulation.

Résumé L'autorégulation de l'apprentissage suppose une réflexion sur l'utilisation des ressources éducatives pour gérer quoi, quand, comment, avec qui et pourquoi apprendre. Cet article a pour objet le rapport entre la perception des élèves à propos de la planification, l'exécution et l'autoévaluation de l'apprentissage et la sélection de ressources et activités Moodle. Un total de 438 collégiens ont répondu à l'Inventaire de Ressources et Activités Moodle et à l'Inventaire de l'Apprentissage Autorégulé en Environnements Moodle. Une analyse de régression a montré que la perception des élèves concernant la planification, l'exécution et l'autoévaluation de l'apprentissage prédit la sélection de ressources et activités relatives à la disponibilité de l'information et à la réalisation du travail, mais non la collaboration/interaction dans toutes les phases de la régulation du travail.

Resumen La autorregulación implica reflexionar sobre la utilización de recursos educativos para hacer la gestión de qué, cuándo y cómo, con quién y por qué aprender. Este artículo pretendió investigar la relación entre la percepción de los alumnos sobre el planeamiento, la ejecución y la autoevaluación del aprendizaje, y la selección de recursos y de actividades del Moodle. Respondieron, al Inventario de Recursos y Actividades en Ambientes Moodle y al Inventario de Aprendizaje Autorregulado en Ambientes Moodle, 438 alumnos (7º al 9º años).Un análisis de regresión mostró que la percepción de los alumnos sobre el planeamiento, la ejecución y la autoevaluación del aprendizaje predice la selección de recursos y de actividades de poner a disposición informaciones y de realización del trabajo, pero no de colaboración/interacción en todas las fases de regulación del trabajo.

Evaluation of Knowledge Acquisition and Maintenance Using Web Pretest / Posttest in Physical Assessment Training Course / 社会薬学

Currently, pharmacists must learn the basic skills and knowledge required to conduct physical assessment (PA) in order to obtain patient information. To address this need, Kindai University Faculty of Pharmacy requires students to enroll in a training course for PA. One component of the course for 4th grade 155 students is the use of Web Test that is designed assess student performance of pharmacotherapy with PA. This paper reports on Web Test results. The 15-question Web Test is conducted on Moodle. The Web Test is administered three times (pretest, posttest (after training course) and follow-up test (two month later)). The averages for each Web Test were respectively, 9.5 ± 2.0, 12.9 ± 0.9, 11.9 ± 2.7, which indicates positive results for posttest and follow-up test (p<0.01, Tukey test). This result suggests that the PA training course is raising student awareness regarding PA.

Portfólio on-line: estratégia para melhorar o sistema de avaliação da disciplina de Atenção Integral à Saúde do curso de Medicina / Online portfolio: strategy to improve the assessment system of the Integral Health Care discipline in the medical course / Portafolio on-line: estrategia para mejorar el sistema de evaluación de la disciplina de Atención Integral de Salud del Curso de Medicina

Resumo Este estudo relata a estratégia para aprimorar o portfólio como instrumento de avaliação da aprendizagem em uma disciplina oferecida aos estudantes do quarto ano de graduação em Medicina, por meio do portfólio on-line. A disciplina é constituída de atividades práticas de atendimento integral à saúde da criança, do adolescente, do adulto e da mulher na atenção primária do município de Campinas. A utilização do portfólio permite que os estudantes reflitam sobre os atendimentos realizados em relação ao conhecimento, à habilidade clínica e ao vínculo médico-paciente na consulta. O portfólio on-line possibilitou rever os critérios de avaliação, agilizar e facilitar a gestão da correção, realizada por oitenta avaliadores de três especialidades médicas. O acesso às informações do portfólio na plataforma moodle permitiu a rápida tomada de decisão em aspectos que precisam ser adequados para a melhoria do processo ensino-aprendizagem.(AU)

Abstract This study reports on the strategy to improve the use of online portfolios as a learning assessment instrument of a discipline taught to fourth-year medical students. The discipline comprises practical activities of comprehensive care of children, teenagers, adults, and women in primary care in the Brazilian city of Campinas. Using portfolios, students are able to reflect upon the provided care as to the knowledge, clinical skills, and doctor-patient bond shown in the appointment. The online portfolio enabled to review the assessment criteria, and streamline and facilitate managing the assessment conducted by 80 evaluators from three medical specialties. Access to the portfolio's information in the Moodle platform enabled a fast decision-making process in aspects that need to be adequate to improve the teaching and learning process.(AU)

Resumen Este estudio relata la estrategia para perfeccionar el portafolio como instrumento de evaluación del aprendizaje en una disciplina ofrecida a los estudiantes del 4º. año de la graduación en medicina, por medio del portafolio online. La asignatura se compone de actividades prácticas de atención integral a la salud del niño, del adolescente, del adulto y de la mujer en la atención primaria del municipio de Campinas. La utilización del portafolio permite que los estudiantes reflexionen sobre las atenciones realizadas con relación al conocimiento, a la habilidad clínica y al vínculo médico-paciente en la consulta. El portafolio online posibilitó revisar los criterios de evaluación, agilizar y facilitar la gestión de la corrección realizada por 80 evaluadores de tres especialidades médicas. El acceso a las informaciones del portafolio en la plataforma Moodle permitió la rápida toma de decisiones en aspectos que tienen que adecuarse para la mejora del proceso enseñanza-aprendizaje.(AU)

Programa de estudios para la capacitación de profesores en la plataforma Moodle / Study Program for Teacher's Training in Moodle Platform

Introducción: Se presenta una propuesta de capacitación para contribuir a que los docentes generen y actualicen sus propios cursos en la plataforma virtual de la Facultad de Odontología de La Habana. Objetivo: Diseñar un programa de estudios para el uso de la plataforma virtual Moodle. Métodos: Se realizó un diagnóstico de necesidades de aprendizaje aplicado a una muestra de profesores y se revisó la metodología del curso Entornos Virtuales de Enseñanza Aprendizaje, dirigido por la Universidad Virtual de Salud de Cuba. Resultados: La organización interna del curso se estructuró en tres temas, con carácter semipresencial y duración de 48 horas. Conclusiones: El programa está dirigido a la familiarización de los participantes con el Aula Virtual y con las generalidades de la construcción, montaje y ejecución de las diferentes modalidades de cursos que ofrece la Universidad Virtual de Salud de Cuba(AU)

Introduction: A training proposal is presented for teachers to generate and update their own virtual courses in the Dentistry Faculty of Havana. Objective: To design a study program in the use of the Moodle virtual platform. Methods: A diagnosis of learning needs applied to a sample of professors was made, and the methodology of the Virtual Learning Teaching Environments course, directed by the Virtual Health University of Cuba, was analyzed. Results: The internal organization of the course was structured in three subjects, with a blended nature and duration of 48 hours. Conclusions: The program is aimed at familiarizing participants with the Virtual Classroom and with the generalities of the construction, assembly and execution of courses in the different modalities offered by the Virtual Health University of Cuba, using Moodle platform(AU)

Application of flipped classroom based on Moodle in the teaching of gynecology and obstetrics nursing / 中华医学教育探索杂志

The traditional teaching method of the medical curricculum, gynecology and obstetrics nursing has many problem. The flipped classroom subvetted the traditional teaching structure, and realizes the advance of knowledge transfer and optimization of knowledge internalization. The research group made design , recorded micro-course video and used the free and open source of Moodle course management platform to implement flipped classroom. The interactive function of the platform released learning tasks before class, had discussion in class and answered after-class quesstions. The subjectivity of students was highly emphasized . The results showed that the flipped classroom can improve students' academic performance, develop students' good study habits and learning interest, and also bears significance for the cultivation of autonomic learning ability and critical thinking.

Application of flipped classroom based on Moodle in the teaching of gynecology and obstetrics nursing / 中华医学教育探索杂志

The traditional teaching method of the medical curricculum, gynecology and obstetrics nursing has many problem. The flipped classroom subvetted the traditional teaching structure, and realizes the advance of knowledge transfer and optimization of knowledge internalization. The research group made design, recorded micro-course video and used the free and open source of Moodle course management platform to implement flipped classroom. The interactive function of the platform released learning tasks before class, had discussion in class and answered after-class quesstions. The subjectivity of students was highly emphasized. The results showed that the flipped classroom can improve students' academic performance, develop students' good study habits and learning interest, and also bears significance for the cultivation of autonomic learning ability and critical thinking.

Uso de foros estructurados para la enseñanza de razonamiento clínico en Pediatría / Use of forums structured teaching of clinical reasoning in Pediatrics

La adquisición de habilidades de razonamiento clínico es un propósito fundamental de la educación médica. Los entornos virtuales de enseñanza y aprendizaje (EVEA) proporcionan herramientas que nos permiten integrar las decisiones pedagógicas tomadas en la propuesta educativa a las posibilidades de mediación que ofrece la tecnología. La Facultad de Ciencias Médicas (FCM) de la Universidad Nacional de La Plata (UNLP) utiliza el EVEA Moodle. El objetivo del trabajo fue diseñar y desarrollar una metodología de enseñanza por casos combinada con estrategias de aprendizaje en línea a través del uso de foros en el entorno Moodle

The acquisition of clinical reasoning skills is a fundamental purpose of medical education. Virtual teaching and learning environments (EVEA) provide tools that allow us to integrate the pedagogical decisions made in the educational proposal to the mediation possibilities offered by technology. The Faculty of Medical Sciences (FCM) of the National University of La Plata (UNLP) uses the EVEA Moodle. The objective of the work was to design and develop a teaching methodology by cases combined with online learning strategies through use of forums in the Moodle environment

Lección MOODLE de anatomía e histología de la placenta humana / MOODLE lesson of the anatomy and histology of the human placenta

RESUMEN: La falta de muestras biológicas humanas existentes, debido principalmente a las limitaciones ético-morales relacionadas con su obtención, ponen en relieve la necesidad de buscar otras alternativas de enseñanza y aprendizaje de las ciencias morfológicas. En este sentido, la implementación de lecciones a través de la plataforma MOODLE proporciona la oportunidad al estudiante de interactuar en un entorno que simula una situación de aprendizaje propio del laboratorio tradicional. El objetivo del presente trabajo fue generar una lección MOODLE sobre la anatomía e histología placentaria humana, como complemento a la clase teórica presencial, para estudiantes de la carrera de Obstetricia y Puericultura. Para tal cometido, se realizó búsqueda de información, imágenes y recursos TIC en bibliotecas e internet. Paralelamente, se llevó a cabo un proceso de captura fotográfica de muestras histológicas de placenta, así como también la grabación de un alumbramiento. Posteriormente, se procedió a la articulación y montaje de las actividades en la plataforma MOODLE con un enfoque constructivista. Además, se elaboró una encuesta de satisfacción, la cual fue validada por 3 expertos. La muestra estuvo constituida por 137 estudiantes de la carrera de Obstetricia. Se confeccionó un laboratorio virtual MOODLE de anatomía e histología de la placenta humana, el cual esta constituido por múltiples actividades con orientación clínica, las cuales permiten autoevaluarse. El laboratorio virtual nos ha ayudado ha subsanar la carencia de muestras humanas y los resultados de la encuesta de satisfacción aplicada a los estudiantes señalan una valoración positiva de la iniciativa.

SUMMARY: The lack of existing human biological samples, mainly due to the ethical-moral restrictions related to obtaining these, highlights the need to search for other teaching and learning alternatives in morphological science. In this sense, the implementation of lessons by means of the MOODLE platform provides the students with the opportunity to interact in a setting that simulates a learning situation that belongs to traditional laboratories. The purpose of this work was to generate a MOODLE lesson on the anatomy and histology of the human placenta, as a complement of the traditional theoretical classroom for students of Obstetrics. To that end, TIC information, images, and resources were sought in libraries and in the Internet, and at the same time a set of histological photographs of placenta samples was made, as well as a video recording of a placental delivery. Later, the coordination and set up of activities was made in the MOODLE platform with a constructivist approach. Furthermore, a satisfaction survey was prepared which was validated by three experts. The total sample consisted of 137 students in the 2th year of obstetrics. A virtual MOODLE laboratory of the anatomy and histology of the human placenta was made, which is constituted by multiple activities with a clinical orientation that allow self-evaluation. The virtual laboratory has helped overcome the lack of human samples, and results of the satisfaction survey applied to the students indicate a positive evaluation of this initiative.

Satisfacción de los profesores de maestrías de la Escuela Nacional de Salud Pública con el uso del aula virtual / Satisfaction of the professors of the Master Course from of National School of Public Health with the use of virtual classroom

Introducción: La Escuela Nacional de Salud Pública utiliza el aula virtual como apoyo a la docencia en las maestrías que se imparten. La correcta gestión de este recurso por los profesores incide en la mejora del proceso de enseñanza y aprendizaje. Objetivo: Identificar la satisfacción de los profesores de maestrías de la Escuela Nacional de Salud Pública con el uso del aula virtual. Métodos: Estudio descriptivo, transversal; el universo estuvo constituido por 81 profesores que impartieron al menos un curso en seis maestrías que utilizan el aula virtual, entre enero 2015 y enero 2016 y consintieron en participar; se elaboró un cuestionario que fue validado por expertos, para identificar como consideraban la facilidad de acceso al aula virtual, la capacitación que poseían y su satisfacción con el empleo del aula virtual, entre otras variables. Resultados: Todos los profesores menores de 35 años expresaron estar muy satisfechos con el uso del aula virtual; en los de 35 años y más predominó la categoría satisfecho, 53,2 por ciento; en general, 54,3 por ciento identificó sencillo el acceso, 53,0 por ciento estaban capacitados, aunque 19,8 por ciento refirió requerir siempre ayuda para acceder al aula, solo 30,9 por ciento entra al aula casi todos los días y 49,3 por ciento demoran en calificar las tareas más de 72 horas. Conclusiones : La mayoría de los profesores refirieron estar satisfechos con el uso del aula virtual, aunque se observaron diferencias según la edad, los menores de 35 años expresaron estar muy satisfechos y los de mayor edad expresaron menores grados de satisfacción(AU)

Introduction: The Master Course of the National School of Public Health use the virtual classroom in support of on-site teaching. The use of this resource for the professors impacts in the improvement of the teaching process and learning. Objective: To identify the satisfaction of professors of the Master Course with the use of the virtual classroom. Method: An exploratory cross-sectional study was carried out in January 2015- January 2016; the universe was made up by 81professors, who imparted at least one course and consented in participating; a questionnaire, validated by experts, was elaborated to identify how they considered the access to the virtual classroom, the training that they possessed and its satisfaction with the employment of the virtual classroom, among other variables. Results: All professors, 100.0 percent, smaller than 35 years old expressed to be very satisfied with the virtual classroom, the major response between those with 35 years old and more was satisfied, 53,2 percent. In general, 54,3 percent of professors identified as simple the access to the virtual classroom, 53,0 percent expressed to be trained to use the virtual classroom but 19,8 percent referred require always some help to utilize it, only 30,9 percent of professors enter every day to the virtual classroom, and 49,3 percent of professor's delay in qualifying tasks more than 72 hours. Conclusions: Most of the professors of master course referred to be satisfied with the use of the virtual classroom, but differences were observed according to the age, those smaller than 35 years expressed to be very satisfied and those of more age expressed smaller grades of satisfaction(AU)

Experiencia en la adaptación de actividades a los estilos de aprendizaje desde la educación de posgrado a distancia / Experience in adapting activities to the learning styles of postgraduate distance learning

Introducción: de una Universidad Innovadora emergen modelos para facilitar el aprendizaje. Un elemento a tener en cuenta para su personalización es la determinación de los estilos con que aprenden los estudiantes. Objetivo: socializar los resultados de una experiencia en el ajuste instructivo de un curso de postgrado a distancia a los estilos de aprendizaje de los estudiantes. Métodos: la experiencia se realizó desde octubre de 2015 hasta febrero de 2016. Se utilizó el Aula Virtual de Salud (UVS) cubana, ubicada en la dirección http://aulavirtual.sld.cu/. Se determinó los estilos de aprendizaje mediante el cuestionario Honey-Alonso. Se distribuyeron los estudiantes en dos subgrupos: activos y pragmáticos, y reflexivos y teóricos. Se adaptaron las actividades de aprendizaje a los estilos de los estudiantes. Se observaron sistemáticamente los procesos y las interacciones que tienen lugar en el curso y se aplicó encuesta de satisfacción. Entre los métodos matemáticos - estadísticos se emplearon: los de estadística descriptiva, Alfa de Crombach, prueba T, Chi-cuadrado y análisis de correlación de Pearson. Resultados: los estilos de aprendizaje activo, reflexivo, y pragmático se encuentra en el estándar de preferencia moderada, en los estudiantes y para el estilo teórico, en el estándar de preferencia Alta; no existieron diferencias entre géneros. Los estudiantes de ambos subgrupos aprobaron todas las actividades de aprendizaje. Los estudiantes mostraron satisfacción con los elementos evaluados del curso, no existiendo diferencias entre los subgrupos/estilos(AU)

Introduction: Models to facilitate learning emerge from an innovative university. One element to take into account for their personalization is to determine the styles with which the students learn. Objective: To socialize the results of an experience in the instructive adjustment of a distance postgraduate course to the learning styles of the students. Methods: The experiment was carried out from October 2015 to February 2016. The Virtual Health Classroom (VHC) was used in Cuba, located at http://aulavirtual.sld.cu/. Learning styles were determined using the Honey-Alonso questionnaire. The students were divided into two subgroups: one active and pragmatic, and the other reflective and theoretical. The learning activities were adapted to the styles of the students. The processes and interactions that took place in the course were systematically observed and a satisfaction survey was applied. Mathematical-statistical methods were used: descriptive statistics, Crombach's Alpha, T-test, Chi-square, and Pearson's correlation analysis. Results: Active, reflective, and pragmatic learning styles are found in the standard of moderate preference, in students and for the theoretical style, in the standard of preference as high; there were no gender differences. Students in both subgroups approved all learning activities. The students showed satisfaction with the evaluated elements of the course, with no differences between subgroups or styles(AU)

Satisfacción de los alumnos de la maestría de Farmacoepidemiología con el uso del aula virtual / Satisfaction of the students of the Master Course in Pharmacoepidemiology with the use of the virtual classroom

Introducción: la maestría de Farmacoepidemiología de la Escuela Nacional de Salud Pública utiliza el aula virtual como apoyo a la docencia presencial; no se conoce la opinión que los maestrantes tienen sobre su utilidad, esto importante porque refleja la eficiencia de la estrategia docente. Objetivo: valorar la satisfacción de los alumnos de la maestría de Farmacoepidemiología con el uso del aula virtual. Métodos: se realizó un estudio exploratorio de corte transversal, en los meses de julio-agosto de 2015; el universo estuvo constituido por 49 alumnos, alumnos egresados de la segunda edición y de la edición en curso de la maestría; se midió la satisfacción con el aula virtual, expresada en alta o baja según respuestas a una encuesta aplicada. Resultados: se observó predominio de la respuesta "el acceso a la plataforma virtual es normal" (38,8 por ciento); 46,0 por ciento consideró útil la fase no presencial de los cursos; 77,6 por ciento calificó adecuado el tiempo dedicado a actividades en el aula virtual; 57,1 por ciento accede más desde su centro de trabajo al aula virtual y la mayoría (61,2 %) prefiere que los cursos se desarrollen con el apoyo del aula virtual; todo esto llevó a valorar la satisfacción de los alumnos con el aula virtual como alta en 51,0 por ciento. Conclusiones: a pesar que la mayoría de los alumnos de la Maestría de Farmacoepidemiología refirieron alta satisfacción con el aula virtual como apoyo a la docencia presencial, una buena parte de ellos no está satisfecho; es necesario profundizar en el tema en investigaciones futuras(AU)

Introduction: The Master Course in Pharmacoepidemiology of the National School of Public Health uses the virtual classroom in support of on-site teaching; the students' opinion about its usefulness is not known, which is important because it reflects the efficiency of the teaching strategy. Objective: To evaluate the satisfaction of the students of the Master Course in Pharmacoepidemiology with the use of the virtual classroom. Methods: An exploratory cross-sectional study was carried out in July-August 2015; the universe was made up by 49 students, who graduated in the second edition and the current edition of the Master Course; we measured satisfaction with the virtual classroom, expressed as high or low according to responses to an applied survey. Results: The predominance of the response was "access to the virtual platform is normal" (38.8 percent); 46.0 percent considered the distance phase of the courses useful; 77.6 percent qualified the time dedicated to activities in the virtual classroom; 57.1 percent access more from their work centers to the virtual classroom, and most of them (61.2 percent) prefer that the courses be developed with the support of the virtual classroom; all this led to assess the satisfaction of students with the virtual classroom as high, with 51.0 percent. Conclusions: Although most students of the Master Course in Pharmacoepidemiology reported high satisfaction with the virtual classroom as a support for on-site teaching, a fair number of them are not satisfied; it is necessary to go deeper into the subject in future research(AU)

Diseños de aprendizaje basados en las TIC (Moodle 2. 0 y Mahara) para contenidos de anatomía, fisiología y salud en las clases de educación física escolar / Patterns of ICT-based learning (Moodle and Mahara 2. 0) for contents of anatomy, physiology and health in scholar physical education lessons

El objetivo fue comparar el rendimiento en el aprendizaje de alumnado de secundaria en clase de Educación Física tras recibir dos unidades didácticas en las que la formación teórica de los contenidos de Anatomía, Fisiología y Salud Corporal, fue impartida con el apoyo de Moodle 2.0 y Mahara. Se utilizó un diseño cuasi-experimental, descriptivo y seccional. La muestra total se compuso por 122 alumnos de 4 de Enseñanza Secundaria Obligatoria (ESO), 57 varones y 65 mujeres. Se trabajó con un grupo experimental de 72 personas que recibieron la formación teórica de dos unidades didácticas con apoyo de Moodle 2.0 y Mahara, y otro grupo control de 50 alumnos que recibió las clases sin apoyo de plataformas virtuales. Las clases prácticas fueron igual en ambos grupos. El instrumento de medida fue un cuestionario de evaluación tipo test. Se obtuvo una medida pretest antes de la formación y otra medida después de la intervención (postest). Se han analizado las mejoras de cada grupo según el método de enseñanza teórica empleado y se han comparado los resultados obtenidos mediante análisis de la puntuación de ganancia (postest-pretest) con T de Student para muestras relacionadas. Tras la intervención, la media de respuestas correctas es superior al cincuenta por ciento en ambos grupos, siendo mayores las puntuaciones de ganancia de fisiología, anatomía y salud en el grupo experimental. Estos datos corroboran que la utilización de las plataformas LMS contribuyen en mayor medida a la adquisición de estos contenidos entre el alumnado. Una importante aportación en el campo de la EF lo constituye el hecho de que sean necesarias menos horas presenciales de carácter teórico, pues el alumnado trabaja en horario extralectivo sobre los contenidos prácticos realizados en clase, disponiendo así de más horas de práctica lectiva.

The aim of this study was to compare the learning performance of students in secondary physical education lessons after receiving two teaching units in which the theoretical content of Anatomy, Physiology and Body Health, was given with the support of Moodle and Mahara 2.0. We used a quasi-experimental, descriptive and sectional design. The total sample consisted of 122 students in the 4th year of Secondary Education (ESO), 57 males and 65 females. We worked with an experimental group of 72 people who received theoretical training of two teaching units supported by Moodle 2.0 and Mahara, and a control group of 50 students who received no support classes of virtual platforms. Practical classes were similar in both groups. The measuring instrument was a multiple choice assessment questionnaire. Pretest measure was obtained before training and other measures after the intervention (posttest). Improvements were analyzed in each group according to the theoretical method used and compared the results obtained by analysis of gain score (posttest-pretest) with T-test for related samples. After intervention, the average score is greater than fifty percent in both groups, without significant gain scores of physiology, anatomy and health in the experimental group. These data confirm that the use of LMS platforms contribute more to the acquisition of this content among students. An important contribution in the field of EF is the fact that less theoretical contact hours are necessary, as the students work on time on the practical elective content made in class, thus having more hours of practice teaching time.

Ensino a distância como estratégia de educação permanente em saúde: impacto da capacitação da equipe de Estratégia de Saúde da Família na organização dos serviços / Distance learning as strategy of permanent health education: impact of the Family Health Strategy staff training in the organization of services

A Educação à Distância é uma modalidade de ensino que permite eliminar a separação geográfica entre educador e educando para atender a um número ilimitado de alunos que estejam em busca de formação, capacitação ou atualização profissional. É também, um processo de auto-aprendizado que é incentivado pela utilização de estratégias didáticas bem elaboradas e adequadas às várias situações vigentes. Esta pesquisa teve por objetivo conhecer e explanar a vivência dos alunos do município de Amparo participantes da Especialização em Saúde da Família/UNASUS/UNIFESP, 2012, no processo de ensino-aprendizagem através do ensino a distância mediado por tecnologia e avaliar o impacto da educação permanente na organização dos serviços. Através de um modelo de pesquisa qualitativa, buscou-se estabelecer a percepção dos alunos com relação à metodologia, técnica, estratégias de aprendizagem e mudanças ocorridas nos serviços em que estão inseridos os profissionais capacitados. A metodologia, de natureza qualitativa foi utilizada através de grupos focais como processo de análise, nos encontros presenciais e webconferências, estratificados por eixos estruturantes objeto da pesquisa. O público alvo foram os profissionais formados como especialistas em Saúde da Família pelo curso de UNASUS/ UNIFESP do município de Amparo, 2012. As respostas foram classificadas segundo os eixos estruturantes buscando contextualizar o relato dos atores pesquisados...

Distance Learning is a democratic teaching method that allows eliminating the geographic separation between the teacher and educated to attend an unlimited number of students who seeks graduation or professional refreshment. It is also a self-learning process encouraged by the use of well elaborated teaching resources according to the circumstances and contingencies. The objective of this study was to explore and to expand the experience of the UNASUS / UNIFESP Family Health Specialization Course students from Amparo municipality about the teaching-learning process on technology-mediated distance education and to measure its impact as a continuing education in the service organization. A qualitative research model was used in order to establish the student perception related to the methodology, technique, learning strategies and changes occurred in the services they are related to. In the qualitative nature of the methodology used, the focal groups were used for the analyses process, through face-to-face meetings and web conferences stratified by themes of the object studied. The target audience: professionals from Amparo municipality graduated on UNASUS / UNIFESP Family Health specialization course. The answers obtained were classified by axes to contextualize the researched actors report...

Las plataformas de aprendizajes, una alternativa a tener en cuenta en el proceso de enseñanza aprendizaje / Learning platforms, an alternative to consider in learning - teaching process

El desarrollo e incorporación de las tecnologías de la información y la comunicación a la docencia, ha potencializado el uso de Entornos Virtuales de Aprendizaje (EVA) apoyados en plataformas e-learning en el ámbito universitario a nivel mundial, las cuales permiten la gestión del proceso de enseñanza aprendizaje a través de la web. El trabajo que se presenta tiene como objetivo caracterizar las plataformas de aprendizaje más utilizadas, basado en un análisis de carácter documental a partir de la bibliografía más reciente revisada sobre el tema. Los resultados del análisis pusieron de manifiesto que las plataformas gratuitas de código abierto son las más utilizadas y aunque las plataformas analizadas cumplen todas con los requerimientos básicos que justifican su inclusión en el proceso docente, existió cierta unanimidad a la hora de seleccionar por los docentes e instituciones, la plataforma Moodle(AU)

The development and incorporation of the information and communication technologies to teaching has improved the use of Virtual Learning Environments (EVA, for its Spanish acronyms) supported in e-learning platforms in the university field worldwide. They allow the management of the teaching-learning process through the web. The present work is intended to characterize the most used learning platforms, based on a bibliographical analysis of the most recent literature on the subject. Results of the analysis showed that free open-code platforms are the most used and, even though, all the analyzed platforms meet the basic requirements that justify their inclusion in the teaching process, there was certain unanimity when teachers and institutions selected the Moodle platform(AU)