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.

Perception of first MBBS students toward online formative assessment in biochemistry

Background: The COVID-19 pandemic affected all the educational activities including medical education and there is a substantial shift from direct classes to online platforms.In competency-based medical education (CBME), the formative assessment orchestrates a prominent role in increasing the student’s capacity of learning. This method of teaching guides the students to measure the performance over a period of time and also improves the students’ knowledge gap. Aim and Objectives: The present study was carried to evaluate the perception and attitude of students toward online assessment during the formative assessment in 1st year MBBS degree in biochemistry subject. The study also aimed to assess practical difficulty and feasibility of conducting online assessment as a part of formative assessment as per CBME curriculum. Materials and Methods: The study was conducted on 124 1st year MBBS students and the students were informed about the assessment in 15 days advance. The perception and attitude of the students toward online assessment was done using 20 items structured questionnaire administered through Google forms. The students’ response was measured using 5-point Likert scale. Results: Among the 124 students, 42 (39.6%) were aware about online assessment. About 57.5% of students preferred any type of gadgets such as desktops, laptops, and smart phones. Most of the students 84.5% obtained 50–75% for a total score of 25. Around, 51.9% of students responded that online teaching is more feasible, and 74.5% reported that there is connectivity problem during online platform. In this study, 46.2% online assessment is safe and 41.5% strongly disagree that distraction from home environment did not affect the online assessment. Conclusion: The present study concludes that the students are more interested in MCQ-based question assessment for the knowledge assessment. Further, they opined in favor of online education but with some demerits.

Pedagogical concerns of physical therapist professors and their perceptions of the COVID-19 pandemic / Preocupaciones pedagógicas del fisioterapeuta-profesor y sus percepciones sobre la pandemia del COVID-19 / Preocupações pedagógicas do fisioterapeuta professor e suas percepções sobre a pandemia de COVID-19

ABSTRACT In health professions education, professors usually face some difficulties and concerns. The COVID-19 pandemic has further amplified these challenges, leading to changes in teaching methods and new concerns. This study aimed to identify undergraduate physical therapy professors' concerns (PC) about the learning environment during the COVID-19 pandemic. Physical therapists who served as undergraduate physical therapy professors in Brazil answered a questionnaire on PC (Teacher Concerns Questionnaire - TCQ), a sociodemographic profile questionnaire, and an open-ended question on the perception of changes in PC during the pandemic. A total of 187 physical therapist professors completed the questionary and had moderate PC (TCQ 49.6±10.5), with no association with the stage of their teaching career, age, and length of professional training. Participants in continuing education activities had higher PC. Of the participants, 94.1% reported changes in PC resulting from the pandemic. Therefore, professors who participate in continuing education activities are more concerned about the impact of their practice than those who do not participate. At the same time, these concerns seem to have changed during the pandemic.

RESUMEN En la formación de los profesionales de la salud, los docentes suelen experimentar algunas dificultades y preocupaciones. La pandemia del COVID-19 intensificó aún más estos desafíos, por provocar cambios en los métodos de enseñanza, dando lugar a nuevas preocupaciones. El objetivo de este estudio fue investigar las preocupaciones de los profesores (PP) de los cursos de graduación en Fisioterapia respecto al ambiente de aprendizaje durante la pandemia del COVID-19. Se invitó a fisioterapeutas que actuaban como profesores en cursos de graduación en Fisioterapia en Brasil a responder un cuestionario sobre las PP (Teacher Concerns Questionnaire, TCQ), sobre el perfil sociodemográfico y la percepción de cambios en PP en relación con la pandemia. Participaron 187 fisioterapeutas profesores que presentaron PP moderadas (TCQ: 49,6±10,5), sin asociación con la etapa de la carrera docente, la edad y el tiempo de formación profesional. Los participantes en actividades de formación continuada en la docencia tuvieron una PP más alta. El 94,1% de los participantes informaron cambios en PP resultantes de la pandemia. Se concluye que los profesores que participan en actividades de formación continuada están más preocupados por el impacto de su práctica. A la vez, estas preocupaciones parecen haber cambiado durante la pandemia.

RESUMO Na formação dos profissionais de saúde, os professores geralmente vivenciam algumas dificuldades e preocupações. A pandemia de COVID-19 amplificou ainda mais esses desafios, acarretando mudanças nos métodos de ensino e gerando novas preocupações. O objetivo deste estudo foi investigar quais são as preocupações dos professores (PPs) dos cursos de graduação em Fisioterapia com relação ao ambiente de aprendizagem durante a pandemia de COVID-19. Fisioterapeutas que atuavam como docentes em cursos de graduação em Fisioterapia no Brasil foram convidados a responder a um questionário de sobre as PPs (Teacher Concerns Questionnaire - TCQ), sobre perfil sociodemográfico e sobre a percepção de mudanças nas PPs devido à pandemia. Participaram 187 fisioterapeutas professores que apresentaram PP moderada (TCQ: 49,6±10,5), sem associação com a fase da carreira docente, a idade ou o tempo de formação. Aqueles que participam de atividades de formação continuada em docência apresentaram maior PP. Alterações nas PPs decorrentes da pandemia foram relatadas por 94,1% dos participantes. Conclui-se que os professores que participam de atividades de formação continuada se preocupam mais com o impacto de sua prática do que os que não participam. Ao mesmo tempo, essas preocupações parecem ter mudado durante a pandemia.

Educação (remota) on-line e Covid-19: experiência de professores na educação médica mediada por metodologias ativas / Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Resumo: Introdução: Em 2020, a fim de conter a progressão da pandemia do coronavírus, determinou-se o distanciamento social por redução da interação entre as pessoas. As instituições de ensino foram fechadas, e adotou-se o ensino-aprendizagem a distância aplicado por tecnologias digitais para a continuidade do estudo. O fechamento de uma universidade comunitária em Santa Catarina, no curso de Medicina, implicou uma situação disruptiva quanto ao formato de ensino, visto que se utilizam metodologias ativas que não haviam sido aplicadas digitalmente até o momento. Dessa circunstância, pergunta-se como o corpo docente percebe e vivencia essa nova realidade. Objetivo: Pretendeu-se conhecer a experiência de professores do primeiro ao quarto ano de graduação médica com metodologias ativas durante as atividades do ensino remoto no advento da pandemia do coronavírus para entender as repercussões na aprendizagem. Método: Trata-se de uma pesquisa de campo, com objetivo exploratório e abordagem quanti-qualitativa. O trabalho passou por apreciação do Comitê de Ética em Pesquisa. Os participantes foram contatados eletronicamente para responder, na plataforma Google Forms, a um questionário dividido em duas etapas com perguntas objetivas e descritivas relativas à vivência deles no ensino remoto. A exploração de dados ocorreu por estatísticas, análise temática de conteúdo e análise de correlação, confrontando-se os resultados com o referencial teórico. Resultado: Responderam à pesquisa 29 professores. A maioria deles se sentiu ao menos parcialmente preparada para atuar no ensino remoto, e orientações e busca por auxílio não se correlacionaram com o preparo. Facilidades e fragilidades relacionadas à tecnologia foram observadas. Computador, celular e Google Meet foram os recursos mais utilizados. Materiais do presencial necessitaram de adaptações, não sendo satisfatórias em alguns casos. As atividades pedagógicas foram cumpridas dentro do proposto, entretanto, para dois terços dos docentes, houve prejuízo na qualidade do ensino, e metade deles mudou de conduta para mediação de aulas virtuais. Conclusão: A passagem para o ensino digital foi um desafio para professores. A aprendizagem foi comprometida, porém observaram-se benefícios e potencialidades. Como há um processo de mudança na sociedade com o propósito de consolidar a educação digital, são essenciais as devidas capacitações para apoiar esse processo em metodologias ativas.

Abstract: Introduction: In 2020, aiming to contain the progression of the Coronavirus pandemic, social distancing was determined by reducing interactions between people. The educational institutions were closed and distance teaching-learning was applied using digital technologies for study continuity. The closing of a community university in Santa Catarina, in the medical course, implied in a disruptive situation regarding the teaching format, since they use active methodologies and these had not been applied digitally up to that moment. From these circumstances, one asks how the faculty perceives and experiences this new reality. Objective: This study aimed to understand the experiences of educators teaching from the first to the fourth year of medical school using active methodologies during the remote education activities at the emergence of the Coronavirus pandemic aiming at understanding the impacts on learning. Method: This is a field research with an exploratory objective and a quantitative-qualitative approach. This study has been analyzed by the Research Ethics Committee. The participants were contacted by electronics means and were invited to answer a two-step questionnaire using the Google Forms platform, containing objective and descriptive questions regarding their experience with remote teaching. Data analysis was performed by statistics, by thematic content analysis and by correlation analysis, and the findings were compared using the theoretical reference. Result: Twenty-nine teachers answered the survey. Most of them felt, at least, partially prepared to work in the remote education and guidance and requests for help were not related to the preparation. Facilities and weaknesses related to the technology were observed. Computers, cell phones and Google Meet were the recourses most often used. Adaptations for the materials used in face-to-face classes were necessary, but in some cases, they were not satisfactory. The pedagogical activities were accomplished within the proposed ones, but two-thirds of the teachers believed there were losses related to study quality and half of them adjusted their behavior to virtual class mediation. Conclusion: The transition to the digital teaching format constituted a challenge for the teachers. The learning process was compromised; however, benefits and potentials were observed. A change is occurring in society and digital teaching is being solidified and training is essential to support this process in active methodologies.

How were modified the human anatomy study habits during and after confinement by the COVID-19 pandemic? / ¿Cómo se modificaron los hábitos de estudio en anatomía humana durante y después del confinamiento por la pandemia del COVID-19?

SUMMARY: During 2020 and 2021 the anatomy subject was developed by online classes. In 2022, face-to-face teaching activities were resumed. The objective was to compare the autonomous study habits of two student generations that coursed the Human Anatomy subject in online and face-to-face mode. Two groups of students were asked to fill-out an online questionnaire. Online Generation (OL) (n=185) and Face-to-face Generation (FF) (n=154). The difference between both groups was the learning activities. OL received only online classes, and FF received theoretical classes and laboratory activities in face-to-face sessions. The most of OL subjects had greater clarity about the contents (71.9 %) and the depth (50.8 %) that they should study them, in contrast with FF (58.4 %, p = 0.0124 and 24.7 %, p < 0.0001 respectively). In OL, 47 % spent more than 4 hours weekly studying human anatomy, whereas in FF 68.2 % (p<0.0001). In both groups, the most important resource was the Video Recorded Classes (90.8 % in OL, and 83.1 % in FF). For OL, the three priority resources were exclusively electronic: 1) Video Recorded Classes, 2) Apps on smartphone or tablets, and 3) Apps on laptop or computer. FF generation prioritized: 1) Video Recorded Classes, 2) Anatomy Atlas, and 3) Class Slides. During the COVID-19 pandemic, the students that received only online classes were able to plain their study time in a better way than whose were in face-to-face classes. However, they spent less time to study the topics. In addition, it was possible to determine that students prefer digital resources (video classes recorded and apps in smartphone or computer) over traditional resources such as textbook and anatomy atlas. It proposes to consider these results in the Human Anatomy subjects design, in virtual or face-to-face mode.

Durante 2020 y 2021, la asignatura de anatomía fue desarrollada exclusivamente en modalidad online. En 2022 se retomaron las clases presenciales. El objetivo de este estudio fue comparar los hábitos de estudio autónomo de dos generaciones de estudiantes de anatomía. Dos grupos de estudiantes completaron un cuestionario online: Generación Online (OL) (n=185) y Generación Presencial (FF) (n=154). La principal diferencia entre ellos fue que OL recibió clases exclusivamente en modalidad online y FF exclusivamente presencial. La mayoría de los sujetos de OL tuvieron mayor claridad acerca de los contenidos (71,9 %) y la profundidad con que debían estudiarlos (50,8 %) en contraste con FF (58,4 %, p = 0,0124 and 24,7 %, p < 0,0001, respectivamente). En OL, el 47 % empleó más de 4 horas semanales de estudio, mientras en FF fue el 68,2 % (p<0.0001). En ambos grupos, el recurso más importante empleado fue la clase grabada (90,8 % en OL y 83,1 % en FF). Para OL la prioridad en el uso de los recursos de estudio fueron 1) Videoclase grabada, 2) Aplicación en teléfono o tablet y 3) Aplicación en computador. Para FF el orden de prioridad fue 1) Videoclase grabada, 2) Atlas de Anatomía y 3) Diapositivas de clases. Durante la pandemia de COVID-19, los estudiantes que recibieron exclusivamente clases online planearon su tiempo de estudio de mejor manera que quienes tuvieron clases presenciales y emplearon menos tiempo de estudio. Además, fue posible determinar que los estudiantes prefieren recursos de información digital (Videoclase Grabada y aplicaciones para teléfono celular o computador) por sobre los recursos tradicionales tales como texto y atlas de anatomía. Se propone considerar estos resultados en el diseño de los programas de asignatura de Anatomía Humana, a impartir en modalidad online o presencial.

Use of Personal Listening Devices Among College Students in India During the COVID-19 Pandemic.

Objective: The objective of the study was to understand the college students' knowledge practices, and preferences regarding the use of Personal Listening Devices (PLDs) during the Covid-19 pandemic. Method: An online questionnaire consisting of 21 closed set questions was completed by 894 college students from varied specialities in India. Results: The majority of the participants were attending online classes using their mobile phones with the supplied wired earbuds. And the majority reported using PLDs for 1-4 hours/day for online classes and for less than 2 hours/day for leisure. Most participants listened at moderate to loud volume levels and used it continuously for 3 hours or more per day, and some used it in a noisy environment. The participants were aware that listening at loud levels and for long-duration could be damaging. Conclusion: The students require professional guidance on hearing health, in order to prevent hearing difficulties and develop a cautious attitude towards hearing conservation.

Online Medical Education: A look into the various perceptions, among students across India

Background: The students during the Covid time had been made to adopt online education to socially distance and pursue the curriculum at the safety of their homes. This type of education is important as the future demands learning to be a hybrid of both online and offline. The study was done with an objective of identifying various perceptions about online medical education among the students. Methodology: The crosssectional study was done among 578 students across various medical colleges in India and the data was collected using online platform where the questionnaire was regarding socio-demographic details, advantages and disadvantages, teacher’s quality, hinderances and suggestions with respect to online education. The data collected was analyzed using SPSS 21. Results: Out of the 578 subjects 386 (66.8%) were females and 413 (71.5%) responses were from private college. In the study 449 (77.7%) students were from the state of Tamilnadu. The study showed a significant increase in the number of students using various learning modalities like video lectures. Power point and pre-recorded lectures/tutorials after the advent of online classes. Most of the students reported the maximum concentration time for videos and pre-recorded lectures/tutorials, and least for PDF/ MS Word document. The study showed that 314(54%) students preferred blended or hybrid learning in the future. Conclusion: In the study the students reported the need for high selfdiscipline and motivation considered necessary for the online education. The students reported more biased attention and use of video-based lectures in terms of increased time spending and concentration time. So the revised modules should be made available with importance towards visual capture and to reduce the monotony of the medical education.

Online Educational Program for Parents of Adolescents on Human Papillomavirus Vaccination during COVID Pandemic: A Feasibility Check

Background: Human papillomavirus (HPV) vaccination for adolescents helps in the prevention of preventable cancers caused due to HPV infection. However, many adolescents are not vaccinated due to lack of knowledge among parents. Objective: This study aimed to compare the level of knowledge and attitude of parents on HPV vaccination before and after the online educational intervention. Methods: A cross-sectional pilot study was conducted among a sample of 45 parents of adolescents studying in class 7th–9th. The parents were selected two-stage simple random sampling and assigned randomly to three groups with three different methods of education – online lecture with PowerPoint presentation, online short film with discussion, and self?learning online booklet. Pre? and postintervention knowledge was assessed with a structured questionnaire and attitude with modified Likert scale administered online. Wilcoxon and Kruskal–Wallis tests were used to find the statistical significance in the study. Results: Only 36% of samples stated that they have not heard about HPV vaccination, while others had heard from health?care workers, family members, friends, or television, but their knowledge was inadequate. In all the three groups, there was significant improvement in level of knowledge, but there was no significant difference in attitude. The posttest knowledge scores of parents educated with short film were significantly more than the other two interventions. Conclusion: Online educational programs were found to be effective in improving the knowledge of parents on HPV vaccination and of the three methods; short film was more effective than the other two methods.

Students’ Perspective of Online Medical Education in India during COVID - 19 Pandemic: The need for Rural - Urban Equity

Background: Sudden shifting of medical education to online mode during COVID presented several challenges for teachers and students. It was complicated by differences in resources between rural and urban India. We assessed perception of medical students for online education and difference in these between students of rural and urban areas . Materials and Methods: A cross - sectional pan India online survey was conducted amongst undergraduate medical students. Responses were collected for one week during May 2021. Results: 1125 students from 52 medical colleges responded. 85% of students already had device for online classes. Non - urban students were more affected by network interruptions. 85% students complained of eye p roblems while 71% complained of postural issues. 77% of students did not have practical training, with problem increasing in higher professional years. Interaction with teachers and classmates was another area of concern highlighted by most of the students . Conclusions: Internet connectivity, health issues and practical training are major concerns of medical students for online education. We need to ensure that non - urban residents are not at a disadvantage due to lack of infrastructure in non - urban areas. M edical institutions also need to innovate for two - way interaction between students and teachers

A Study On Impact Of Online Education And Traditional Anatomy Teaching On Student

Background:The emergence of corona pandemic situation in india during april 2020 forced the institutes to send students to their respective hometowns. Faculty had no option but to continue teaching online in such situation. In comparison to other basic medical science subjects, learning anatomy online was felt difficult as the students were unable to understand the three dimensional structures in human body. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. Aim:To compare the effectiveness of teaching anatomy subject online anatomy theory and practical online teaching.Material And Methods:Study is conducted on 2019-2020 first MBBSbatch 100 student participate in it from my collage. A cross sectional study was conducted among 100 MBBSfirst year medical students from Dr. MK.Shah medical collegeand research centre, Chandkeda,Ahmedabad. Informed consent was obtained from all the students prior to the start of the study. The online classes were conducted due to covid-19 lockdown in our institution from April 2020 as per the guidelines from government. The study was conducted by taking feedback from the students in the form of pre-formed questionnaire regarding the online classes in Google forms for 1styear MBBSstudents. Questionnaire consisted of information related to difficulties encountered by students during online class andunderstanding of subject during online class.Result:A 60% studentsagree thatlectures areeffective to understand in online teaching.76% student use mobile for attendonline lecture. 50% student disagree that dissection in anatomy can effective by online teaching.Online lecture on zoom is accepted method for online teaching by 78% of student.69% students attend 30 minute online class out 60 min class.90% student recommends that for dissection teaching in dissection hall is more effective.Again 75%student offline class for demonstration class is effective.61% student facing internet issue during online class.Conclusion:Students preferred classroom teaching over online teaching for anatomy subject. Between the platforms used in online teaching, google meet has an edge over google classroom in terms of learning.

Teachers' voices seeking humanized teaching in nursing: virtual experiences during the pandemic / Vozes ensinantes em busca de uma educação humanizada em enfermagem: experiências virtuais em pandêmica / Voces docentes en búsqueda de una enseñanza humanizada en enfermería: experiencias virtuales en pandemia

ABSTRACT Objective: to describe the experience of implementing the online training entitled "Humanization of the training processes in Nursing, care for all", targeted at Nursing teachers from a Chilean university, as well as to analyze their interventions in the virtual forum. Method: a qualitative research study, of the case study type, through content analysis based on the forum interventions of 12 training participants who gave their consent. The online training delivered to professors from a Chilean Nursing school carried out from May to November 2020 is described, and the categories obtained by means of content analysis are presented. Results: for the participants, humanized care has a personal dimension and a public-political dimension. In turn, humanized teaching in Nursing implies that teachers recognize their students as whole individuals in their generational and social contexts, but that they also recognize themselves as people with self-knowledge needs and aware of their possibilities and limitations when practicing their profession. Reflective teaching is an opportunity to humanize Nursing training. Conclusion: this virtual training during the pandemic and the participants' reflections allowed us to understand conceptual and experiential elements about humanization of care and of training. The participants disclose the aspects in which they can exert an influence for a more humanized culture, such as self-recognition and acknowledgment of their students as individuals in a context. The remaining challenge is to investigate influential strategies at the institutional and political levels to attain more humanized care and education.

RESUMO Objetivo: descrever a experiência de implantação do curso virtual "Humanização dos processos formativos em enfermagem, cuidado para todos", dirigido a docentes de enfermagem de uma escola chilena, e a análise de suas intervenções no fórum virtual. Método: pesquisa qualitativa, do tipo estudo de caso, por meio de análise de conteúdo a partir das intervenções em fórum de 12 cursistas que deram seu consentimento. É descrito o curso virtual ministrado a professores de uma escola de enfermagem chilena entre maio e novembro de 2020 e apresentadas as categorias obtidas por meio da análise de conteúdo. Resultados: para os participantes, o cuidado humanizado possui dimensão pessoal e público-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer sua profissão. O ensino reflexivo é uma oportunidade para humanizar a formação do enfermeiro. Conclusão: este curso virtual sobre pandemia e as reflexões dos participantes permitiram compreender elementos conceituais e vivenciais sobre a humanização do atendimento e a formação. Os participantes tornam visíveis os aspectos em que podem influenciar para uma cultura mais humanizada, como o reconhecimento de si e dos seus alunos como pessoas em contexto. Permanece o desafio de investigar estratégias influentes no nível institucional e político para um atendimento e educação mais humanizados.

RESUMEN Objetivo: describir la experiencia de implementación del curso virtual "Humanización de los procesos formativos en enfermería, cuidado para todos", dirigido a docentes de enfermería de una escuela chilena, y el análisis de sus intervenciones en el foro virtual. Método: investigación cualitativa, tipo estudio de caso, mediante análisis de contenido a partir de las intervenciones en el foro de 12 participantes del curso que brindaron su consentimiento. Se describe el curso virtual impartido a docentes de una escuela de enfermería chilena entre mayo y noviembre de 2020 y se presentan las categorías obtenidas mediante análisis de contenido. Resultados: para los participantes, el cuidado humanizado posee una dimensión personal y otra pública-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer su profesión. La enseñanza reflexiva es una oportunidad de humanizar la formación enfermera. Conclusión: este curso virtual en pandemia y las reflexiones de los participantes nos permitieron comprender elementos conceptuales y experienciales sobre la humanización de los cuidados y de la formación. Los participantes dejan visibles los aspectos en los que ellos pueden incidir para una cultura más humanizada como el reconocimiento de sí mismos y de sus estudiantes como personas en contexto. Queda el desafío de indagar en estrategias influyentes a nivel institucional y político para un cuidado y educación más humanizada.

Transição do ensino presencial para o remoto em tempos de COVID-19: perspectiva docente / Transition from face-to-face education to online during COVID-19 times: teachers' perspective

Objetivo: este artigo tem como objetivo refletir, a partir do olhar de docentes dos cursos da área da saúde, sobre as estratégias adotadas para a manutenção de suas atividades em meio à pandemia do novo Coronavírus. Métodos: trata-se de um estudo descritivo do tipo relato de experiência. Resultados: tais reflexões abordam os avanços e os desafios relacionados ao desenvolvimento docente, as adaptações nas aulas teóricas, teórico-práticas e nos estágios obrigatórios supervisionados e avaliação do aluno no ensino emergencial remoto. Conclusão: a transição do ensino presencial para o remoto exigiu adaptações e flexibilidade e tais mudanças transformaram o cenário do processo de ensino e aprendizagem, apontando que a tecnologia pode ser ainda mais explorada, tendo perspectivas permanentes.

Objective: the aim of this study was to reflect, from the perspective of teachers of health courses, on the strategies adopted to maintain their activities during the new Coronavirus pandemic. Methods: this is a descriptive, experience report. Results: such reflections addressed the advances and challenges related to teacher development, adaptations in theoretical, theoretical-practical classes and in supervised mandatory internships and student assessment in remote emergency teaching. Conclusion: the transition from face-to-face to remote education required adaptations and flexibility, and these changes transformed the scenario of the teaching and learning process, pointing out that technology can be further explored, with permanent perspectives.

Release from Restraint / 医学教育

The faculty development for clinical supervisor teaching residents (FD) was held for two nights on site in Japan. However, corona pandemic made it difficult to conduct the FD on site, thus we conducted it completely online. To avoid participants’ burden of long hours of synchronous online learning, we adopted a flipped classroom in which assignments in asynchronous online learning was used in discussion in synchronous learning. Assignments were issued sequentially five weeks prior to the synchronous session, and the synchronous session was held from 5:00 p.m. on Friday, November 13, 2020 to Saturday, November 14, 2020 for 45 participants. All participants completed the course by submitting all the assignments. The online flipped classroom utilizing assignments has a potential to significantly reduce the time constraints on busy clinicians.

Practice and reflection of "Rain Classroom + QQ live teaching" in the teaching of obstetrics and gynecology / 中华医学教育探索杂志

Taking the Department of Obstetrics and Gynecology as an example, this paper expounds a series of practices of online education, in the process from pre-course training, platform selection, curriculum design, to student evaluation, etc. From that, we can provide a reference for carrying out online teaching in response to the epidemic for clinical medical colleges which have not been exposed to the online course. Furthermore, it is a new attempt to explore a way to make a change of the traditional teaching method and deepen the reform of clinical teaching in our hospital after the epidemic, not only in professional medical education, but also in the popularization of medical knowledge.

Ensino remoto em tempos de pandemia da covid-19: novas experiências e desafios / Remote teaching in times of the covid-19 pandemic: new experiences and challenges / Educación remota en tiempos de pandemia del covid-19: nuevas experiencias y desafíos

OBJETIVO: Refletir sobre o ensino remoto como possibilidade de novas experiências e desafios em tempos de pandemia da Covid-19. MÉTODO: Análise reflexiva sobre as novas experiências e desafios no ensino remoto durante a pandemia da covid-19. RESULTADO: O ensino remoto traz a oportunidade de integrar aulas de maneira síncrona (em tempo real) através webconferência e atividades assíncronas (não se efetivam em tempo real) que possibilitam o uso de ferramentas interativas de aprendizagem estimuladas pelo professor, mediador do conhecimento, em especial da Enfermagem. CONCLUSÃO: Recomenda-se que o professor promova a interatividade permitindo que o aluno, usufruindo dos recursos disponíveis no ambiente virtual de aprendizagem, possa compor elementos dos conteúdos discutidos com experiências positivas de aprendizagem.

OBJETIVO: Reflexionar sobre la enseñanza remota como una posibilidad para nuevas experiencias y desafíos en tiempos de la pandemia del Covid-19. MÉTODO: Análisis reflexivo de nuevas experiencias y desafíos en educación remota durante la pandemia del covid-19. RESULTADO: La enseñanza remota brinda la oportunidad de integrar clases de forma sincrónica (en tiempo real) a través de conferencias web y actividades asincrónicas (no realizadas en tiempo real) que permiten el uso de herramientas de aprendizaje interactivas estimuladas por el docente, mediador del conocimiento, en especial de la Enfermería. CONCLUSIÓN: Se recomienda que el docente promueva la interactividad permitiendo al alumno, mediante el aprovechamiento de los recursos disponibles en el entorno virtual de aprendizaje, componer elementos del contenido discutido con experiencias positivas de aprendizaje.

OBJECTIVE: To reflect on remote teaching as a possibility for new experiences and challenges in times of the COVID-19 pandemic. METHOD: A reflective analysis on the new experiences and challenges in remote teaching during the COVID-19 pandemic. RESULTS: Remote teaching brings the opportunity of integrating classes in a synchronous manner (in real-time) through web conferences and asynchronous activities (not in real-time) which allows for the use of interactive learning tools stimulated by the professor, knowledge mediator, especially in Nursing. CONCLUSION: It is recommended that the professor promotes interactivity allowing the student, while enjoying the available resource in the virtual learning environment, to compose elements of the contents that are discussed with positive learning experiences.

Derecho de niños, niñas y adolescentes en la práctica clínica: Estrategias de capacitación durante la formación de pediatras / Rights of children and adolescents in clinical practice: Training strategies for pediatricians

Introducción: Los derechos de los niños, niñas y adolescentes (NNA) constituyen aspectos fundamentales durante el ejercicio profesional para todos aquellos que trabajan en salud infantil Objetivo: Comunicar la experiencia educativa: contenidos y estrategia pedagógica para abordarlos de una manera accesible y atractiva, a fin de facilitar el cumplimiento y asegurar la incorporación de conocimientos y valores considerados fundamentales en la formación de un pediatra. Métodos: Se realizó un curso virtual sobre derechos de NNA en la práctica clínica para residentes donde se esperaba: revisar las prácticas profesionales en salud desde la perspectiva de derechos de NNA, incorporar diversos lenguajes y estrategias a las situaciones de comunicación entre niños y profesionales de la salud para garantizar tales derechos. Se realizaron en torno a tres consideraciones pedagógicas: 1) Estructura de portal educativo, 2) lectura hipermedial e interactiva y 3) Retroalimentaciones constructivas. Resultados: Participaron 71 residentes, el 85% de los participantes fueron de 4to año, y el 100% de los mismos lo finalizaron. Conclusiones: La práctica asistencial supervisada ocupa gran parte del tiempo activo del residente. La oferta educativa a distancia a través de plataformas virtuales ofrece una alternativa valiosa siempre que se asegure el acceso y cumplimiento de las actividades; dichas premisas dependen en gran parte del diseño pedagógico y atractivo presentado (AU)

Introduction: The Rights of Children and Adolescents comprise aspects that are fundamental for professionals working in the field of healthcare in children. Objective: To describe the educational experience, contents, and strategy for an accessible and attractive approach to facilitate compliance and assure the incorporation of knowledge and values considered to be essential for the training in pediatrics. Methods: an online course on the Rights of Children and Adolescents in clinical practice for residents with the aim to revise practices of health care professionals for the point of view of Rights of Children and Adolescents, to incorporate different manners of speech and strategies in communication settings involving children and health care professionals to guarantee these rights. Interventions took place in three educational settings: 1) Structure of an educational website, 2) Multimedia and interactive reading, and 3) Constructive feedback. Results: 71 residents participated, 85% of whom were fourth year residents, and 100% completed the study. Conclusions: Supervised patient care makes up a large part of the work time of a resident. Online education through platforms provides a valuable alternative whenever access and compliance to the activities are assured. Compliance largely depends on the design and attractiveness of the material presented (AU)

Tecnologías de la información y la comunicación en educación universitaria / Information and communication technologies in university education

El uso de las nuevas tecnologías en la enseñanza universitaria no consiste solo en emplear dispositivos o softwares, sino que involucra cambios en por lo menos tres ejes: nuevas relaciones con el conocimiento, la transformación de la didáctica y la posibilidad de contribuir como nunca antes a la igualdad educativa. Asimismo, los entornos virtuales son potentes espacios educativos, tanto en la educación a distancia como en la presencial (AU)

The use of new technologies in university education not only consists of using devices or software, but involves changes in at least three axes: new relationships with knowledge, the transformation of pedagogical approaches and the possibility of contributing as never before to educational equality. Also, virtual environments are powerful educational spaces, both in online and face to face education (AU)

Análisis factorial exploratorio como método multivariante para validación de datos académicos en plataformas virtuales / Exploratory factorial analysis as a multivariate method for the validation of academic data in virtual platforms / Análise fatorial exploratória como método multivariado para a validação de dados acadêmicos em plataformas virtuais

Resumen Introducción: El trabajo se establece como un resultado de investigación en el cual se realiza una revisión bibliográfica sobre la temática planteada. Objetivo: Caracterizar los materiales de clase que utiliza dos universidades una pública y una privad para la identificación de tipos de tecnologías. Materiales y Método: Se considera que el estudio es no-experimental y se espera la participaron todos los estudiantes matriculados en el primer semestre 2017, se cumple con los criterios de inclusión: a) edad mínima de 18 años; b) matriculados en sus respectivas universidades; La muestra aleatoria piloto contenía 98 participantes de un total de 2150 estudiantes de las dos universidades. Resultados: Mediante la aplicación de varias técnicas estadísticas como el análisis: Factorial Exploratorio, alfa de Cronbach clásico. Se analizó el comportamiento de las respuestas al cuestionario de 21 ítems, que tiene un formato de escala tipo Likert, definidas en 4 dimensiones. Se comprobó la inexistencia de diferencias estadísticamente significativas, en tres ítems del estudio. Conclusiones: Se ha analizado la validez y fiabilidad de dicho cuestionario a través de un análisis factorial de componentes principales con rotación Varimax. Se concluye que bastaría con introducir adaptaciones en la relación de dimensiones propuestas en este cuestionario que tuviera en cuenta las especificidades de cada material de estudio.

Abstract Introduction: The work is established as a result of research in which a bibliographic review is made on the subject matter proposed. Objective: Characterize the class materials used by two universities, one public and one private for the identification of types of technologies. Materials and Method: The study is considered non-experimental and it is expected that all students enrolled in the first semester of 2017 will participate, complying with the inclusion criteria: a) minimum age of 18; b) enrolled in their respective universities; The pilot random sample contained 98 participants out of a total of 2150 students from the two universities. Results: Through the application of several statistical techniques such as the analysis: Exploratory Factorial, classic Cronbach's alpha. The behavior of the responses to the 21-item questionnaire, which has a Likert-type scale format, was analyzed, defined in 4 dimensions. The absence of statistically significant differences was verified in three items of the study. Conclusions: The validity and reliability of this questionnaire was analyzed through a factorial analysis of principal components with Varimax rotation. It is concluded that it would be enough to introduce adaptations in the list of dimensions proposed in this questionnaire that took into account the specificities of each study material.

Resumo Introdução: O trabalho é estabelecido como resultado de uma pesquisa em que é feita uma revisão bibliográfica sobre o assunto proposto. Objetivo: caracterizando os materiais de aula utilizados por duas universidades, uma pública e outra privada para a identificação de tipos de tecnologias. Materiais e Método: O estudo é considerado não experimental e espera-se que todos os alunos matriculados no primeiro semestre de 2017 participem, obedecendo aos critérios de inclusão: a) idade mínima de 18 anos; b) matriculados em suas respectivas universidades; A amostra aleatória piloto continha 98 participantes de um total de 2150 estudantes das duas universidades. Resultados: Através da aplicação de diversas técnicas estatísticas, como a análise: Fatorial Exploratório, clássico Alfa de Cronbach. Analisou-se o comportamento das respostas ao questionário de 21 itens, que possui formato de escala tipo Likert, definido em 4 dimensões. A ausência de diferenças estatisticamente significantes foi verificada em três itens do estudo. Conclusão: A validade e confiabilidade deste questionário foram analisadas através de uma análise fatorial de componentes principais com rotação Varimax. Conclui-se que seria suficiente introduzir adaptações na lista de dimensões proposta neste questionário que levasse em consideração as especificidades de cada material de estudo.

Educación Médica Continua SOPNIA. Experiencia de Implementación de Cursos E-Learning en Neurología Pediátrica / Continuing medical education SOPNIA. Experience of implementing e-learning courses in Pediatric Neur

Resumen: El programa de Educación Médica Continua (EMC) de SOPNIA consiste en actividades científicas orientadas a la actualización permanente en Neurología y Psiquiatría de niños y adolescentes. Está dirigido a socios SOPNIA, médicos especialistas en Neurología Pediátrica, Psiquiatría de la Infancia y Adolescencia y médicos especialistas certificados de especialidades afines (1).Este programa desde el año 2014 inicia cursos de capacitación de post grado vía e-learning, ya que este sistema permite flexibilidad de tiempo, mayores oportunidades para acceso, favorece el desarrollo de competencias y destrezas específicas como el estudio autorregulado, con una modalidad 100% on-line a través de nuestra plataforma vía página web de SOPNIA. Se analiza experiencia realizada Palabras clave: educación médica continua, Psiquiatría infantil, Neurología pediátrica, curso e-learning, educación en página web.

The continued medical education program (EMC) of SOPNIA consists of scientific activities aimed at updating physicians on pediatric neurology and psychiatry. It is aimed at SOPNIA members, specialists in pediatric neurology, child and adolescent psychiatry and certified physicians of related medial specialties.Since 2014, this program began graduate training via e-learning, for this system allows time flexibility, greater access opportunity, favors the development of specific skills and competencies such as self-regulated study, with a 100% online mode through our platform via SOPNIA website. We analyze our experience.Key words: continued medical education, child and adolescent psychiatry, pediatric neurology, e-learning, online education, website education

Application of MOOC in Medical Humanities Education:Taking MOOC of "Medical Ethics" in Harbin Medical University as an Example / 中国医学伦理学

Through the analysis of the origin,characteristics and the rapid development in Chinese higher education of MOOC,a new form of teaching,this paper discussed its great influence on higher education teaching methods.In addition,it analyzed that MOOC platform provided opportunities for the innovation and development of medical humanities teaching,which became a problem that should be studied and considered by educators.Meanwhile,taking the course of "medical ethics" in Harbin Medical University as an example,this paper shared the experience and realization of combining MOOCs and medical humanities teaching.