FROM CRISIS TO OPPORTUNITY: A DEVELOPING COUNTRY'S EXPERIENCE OF MOTIVATING EFL/ESL TEACHERS IN THE POST-COVID-19 ERA

The COVID-19 pandemic has caused signicant changes in daily life, with many countries implementing quarantines and transitioning to online learning. As the vaccine is not expected to be available before 2021, online learning has become an inevitable option. Despite EFL/ESL teachers expressing favorable attitudes towards online instruction, there is a need to motivate them to return to universities for face-to-face instruction following the pandemic. This research aims to identify the factors that could encourage EFL/ESL teachers to resume traditional classroom instruction in Iranian universities. It is crucial to provide teachers and students with a safe learning environment equipped with the necessary tools and procedures, as their motivation is a key component of successful teaching and learning. The study calls for collaborative efforts from all concerned parties to raise awareness about the importance of boosting motivation to return to universities after the COVID-19 crisis

Influence of sociodemographic factors on academic performance in the subject of human gross anatomy / Influencia de los factores sociodemográficos en el rendimiento académico en la asignatura de anatomía macroscópica humana

SUMMARY: It has been demonstrated that the teaching and learning process of human anatomy is influenced by different external factors that can affect, in the short and long term, the academic and professional performance of medical students. In this sense, the present work aims to determine the relationship between sociodemographic factors and the academic performance of students belonging to the program of Medicine and Surgery of the Universidad del Valle, in Cali-Colombia, who were enrolled in the course of Human Gross Anatomy. Based on the organization of the course plan, the average grades obtained by the students in the different exams taken in the course were compared. Through a survey, sociodemographic data that have been reported as influential factors in academic performance were asked. The first stage of the analysis consisted of identifying the characteristics of the variables, then the correlation of the sociodemographic variables with the students' academic performance, and finally, a multiple linear regression model was implemented. Although the results did not show statistically significant correlations between the variables analyzed, a close relationship was observed with the sex and place of origin of the students, obtaining that women and students from other towns and cities presented lower academic performance compared to their peers. This highlights the importance of including activities to strengthen the learning process, as well as guiding support programs to maintain academic performance and reduce the inequality gap.

Se ha demostrado que en el proceso de enseñanza y aprendizaje de la anatomía humana inciden diferentes factores externos que pueden afectar, a corto y largo plazo, el desempeño académico y profesional de los estudiantes de Medicina. En este sentido, el presente trabajo tiene como objetivo determinar la relación existente entre los factores sociodemográficos y el rendimiento académico de los estudiantes que pertenecen al programa de Medicina y Cirugía de la Universidad del Valle, en Cali-Colombia, matriculados en la asignatura de Anatomía Macroscópica Humana. A partir de la organización del plan del curso, se comparó el promedio de las notas obtenidas por los estudiantes en los diferentes exámenes realizados en la asignatura. A través de una encuesta, se preguntaron algunos datos sociodemográficos que han sido reportados como factores influyentes en el rendimiento académico. La primera etapa del análisis consistió en identificar las características de las variables, a continuación, la correlación de las variables sociodemográficas con el desempeño académico de los estudiantes y, finalmente, se implementó un modelo de regresión lineal múltiple. Si bien los resultados no arrojaron correlaciones estadísticamente significativas entre las variables analizadas, sí se observó una estrecha relación con el sexo y el lugar de procedencia de los estudiantes, obteniendo que las mujeres y los estudiantes foráneos presentaron menor rendimiento académico en comparación con los demás compañeros. Esto resalta la importancia de incluir actividades que permitan fortalecer el proceso de aprendizaje, así como guiar programas de apoyo para mantener el rendimiento académico y disminuir la brecha de desigualdad.

O clube de leitura "por uma prescrição segura" como ensino e aprendizagem de estudantes de medicina: um relato de experiência / The journal club "for a sefety prescription" as teaching and learning for medical students: an experience report / Club de lectura "por prescripción segura" como enseñanza y aprendizaje de estudiantes de medicina: informe de experiencia

Objetivo: O presente estudo busca descrever o relato de experiência do clube de leitura "Por uma Prescrição Segura" de estudantes de medicina como estratégia para desenvolver habilidades de pesquisa na literatura científica e estudo crítico de evidências, focando em uma prescrição segura. Método: Desenvolveu-se o clube de leitura com nove estudantes de medicina, os quais participaram de reuniões dirigidas por líder estudantil e uma professora. As reuniões ocorreram quinzenalmente, ao vivo, via Google Meet. Os estudantes desenvolveram questões sobre diferentes temas, pesquisaram a literatura, localizaram e estudaram criticamente os artigos. Resultados: os dados revelaram a participação dos estudantes no Clube de Leitura nas reuniões planejadas coletivamente e com os temas: "Medicina Baseada em Evidências"; "Revisão Integrativa"; "Segurança da prescrição, paciente e medicamento"; "Polifarmácia"; "Resistência aos antimicrobianos"; "Prescrição de psicofármacos"; "Incorporação de tecnologias"; "Práticas integrativas e complementares, Cuidados paliativos". Conclusão: O clube de leitura proporcionou o desenvolvimento do trabalho acadêmico de pesquisa e estudo da literatura científica sobre prescrição segura. Além disso, trouxe compreensão dos conceitos e modelos de práticas de medicina baseada em evidência no estágio pré-clínico. Foi uma estratégia-modelo liderada por estudante e orientada pela professora com resultado favorável para integrar as atividades curriculares.

Objective: The present study seeks to describe the experience report of the medical students' jornal club "For a Sefety Prescription" as strategy to develop skills on searching in cientific literature and critically study of the evidences, focusing on safe prescription. Method: The journal club was developed with nine medical students, who participated in meetings led by a student leader and a teacher. The meetings ocorred biweekly, live, via Google Meet. The students developed questions on different topics, searched the literature, located and critically studied the articles. Results: the data revealed the participation of students in the jornal club in meetings planned collectively and with the themes: "Evidence-Based Medicine"; "Integrative Review"; "Prescription, patient and medication safety"; "Polypharmacy"; "Antimicrobial resistance"; "Prescription of psychotropic drugs"; "Incorporation of technologies"; "Integrative and complementary practices, Palliative care". Conclusion: The article-centered journal club provided the development of academic work on research and study of the scientific literature on safe prescribing. In addition, broght understanding of the concepts and models of evidence-based medicine practices in the preclinical stage. It is a student-led and teacher-led model strategy with favorable outcome for integrating curricular activities.

Objetivo: El presente estudio describe el relato de experiencia del club de lectura de estudiantes de medicina como una estrategia para desarrollar habilidades de investigacion en la literatura cientifica y estudio critico de la evidencia, con enfoque en la prescripción segura. Método: se desarrolló un club de lectura con nueve estudiantes de medicina que participaron en reuniones dirigidas por un líder estudiantil y un maestro. Las reuniones se realizaron quincenalmente, en vivo, a través de Google Meet. Los estudiantes desarrollaron preguntas sobre diferentes temas, investigaron la literatura, localizaron y estudiaron críticamente los artículos. Resultados: los datos revelaron la participación de los estudiantes del club de lectura en encuentros planificados colectivamente y con los temas: "Medicina Basada en la Evidencia"; "Revisión Integrativa"; "Seguridad de la prescripción, del paciente y de los medicamentos"; "Polifarmacia"; "Resistencia antimicrobiana"; "Prescripción de psicofármacos"; "Incorporación de tecnologías"; "Prácticas integradoras y complementarias, cuidados paliativos". Conclusión: El club de lectura centrado en el artículo proporcionó el trabajo académico de investigar y estudiar la literatura científica sobre la prescripción segura. Además, comprensión de los conceptos y modelos de las prácticas de la medicina basada en la evidencia en la etapa preclínica. Es una estrategia modelo dirigida por el estudiante y el docente con resultados favorables para la integración de actividades curriculares.

Application of task-oriented method combined with two-way evaluation in hypertension nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of task-orientated method combined with two-way evaluation in hypertension nursing teaching.Methods:A total of 90 nursing students who practiced in the Department of Cardiovascular Medicine, Haikou Affiliated Hospital of Central South University Xiangya School of Medicine from September 2019 to December 2020 were selected as the research objects. According to the order of their admission, the nursing students were divided into control group and research group, with 45 students in each group. The control group used traditional teaching, while the research group used task-orientated method combined with two-way evaluation. At the end of the practice, the two groups of practice nursing students were compared to evaluate the teaching quality of teaching teachers, meanwhile the two groups of teaching teachers evaluated the quality of practice nursing students. SPSS 22.0 was used for t test. Results:The four aspects (teaching attitude, teaching method, teaching content and teaching effect) of the nursing students' evaluation on the teachers in the research group were higher than those in the control group, and the difference was statistically significant ( P<0.05). The three aspects (theoretical knowledge, professional nursing skills and comprehensive quality) of the teachers' evaluation on the students in the study group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:The task-orientated method combined with two-way evaluation can improve the teaching quality of clinical nursing teaching and the recognition of clinical nursing students to the teaching quality of teaching teachers, so as to promote teaching and learning.

O malabarismo da prática à socialização estimulando a potencialidade criativa por meio do jogo / Juggling, from practice to social issues: stimulating creative potentiality through play

Mesmo ao entendermos o jogo como autotélico, consideramos que suas reverberações extrapolam os limites do próprio jogo em si, assim, ele se torna elemento fundamental para os processos de ensino, visto que sua pedagogização é possível se atrelada ao ambiente de jogo, e esse, possibilita encontros a todos aqueles que dele participam. Com isso, o ensino do malabarismo por meio do jogo tem um potencial de atingir tais objetivos por uma outra lógica que não a tradicional - tecnicista. Diante disso, o objetivo do estudo foi propor, aplicar, avaliar e aprimorar oficinas de malabarismo por meio do jogo para adultos. Para organizar a pesquisa foi utilizado do método exploratório-descritivo e propositivo que auxiliou na execução, observação e aprimoramento das oficinas. E utilizamos da observação para poder descrever aquilo que foi visto, dando ênfase em variáveis fundamentais para a prática do malabarismo e para as relações sociais que emergiam diante do jogo. Podemos observar que o ensino do malabarismo por meio do Jogo é um caminho para desenvolver variáveis essenciais para a prática como: o tempo de reação, desenvolvimento corporal e autoconfiança do praticante, além disso, gera uma socialização entre os participantes da oficina devido às situações que ocorreram ao longo do processo como a aceitação do erro, exposição das fragilidades e consequentemente confiança com o próximo e consigo mesmo. Por fim, consideramos que o ensino do malabarismo por meio do jogo não só promove o ensino da modalidade, mas, potencializa que o malabarismo reverbere da prática pedagógica desenvolvida na oficina para outras esferas da vida do praticante, fazendo com que os participantes tenham experiências únicas e insubstituíveis.

Even when we understand the game as autotelic, we consider that its reverberations go beyond the limits of the game itself, thus, it becomes a fundamental element for the teaching processes, since its pedagogization is possible if linked to the game environment, and this enables meetings to all those who participate. Thus, teaching juggling through games has the potential to achieve these goals through a different logic than the traditional one - technical. Therefore, the aim of this study was to propose, apply, evaluate, and improve juggling workshops for adults. To organize the research we used the exploratory-descriptive and propositional method, which helped in the execution, observation, and improvement of the workshops. We used observation to describe what was seen, emphasizing variables that were fundamental to the practice of juggling and to the social relationships that emerged in the game. We observed that teaching juggling through games is a way to develop variables that are essential to the practice, such as reaction time, body development, and practitioner self-confidence. Furthermore, it generates socialization among the workshop participants due to the situations that occurred during the process, such as accepting mistakes, exposing weaknesses, and, consequently, trusting others and oneself. Finally, we consider that teaching juggling through games not only promotes the teaching of the modality, but also allows juggling to reverberate from the pedagogical practice developed in the workshop to other spheres of the practitioner's life, giving the participants unique and irreplaceable experiences.

A dimensão social na psicopedagogia: Violência como risco à aprendizagem / The social dimension in psychopedagogy: Violence as a risk to learning

O conceito, entendimento e abrangência sobre violência têm se transformado ao longo dos séculos, e, à medida que as civilizações evoluem, novos modos de enxergá-la são desencadeados, assim como são suscitadas estratégias de prevenção, controle e combate a tal ato danoso e dolo para os sujeitos vitimados. Este ensaio analisa a dimensão social na Psicopedagogia à luz da literatura científica e visa caracterizar contextos de risco potencial para aprendizagem de adolescentes e jovens adultos em contexto de vulnerabilidade social e violência, além de preconizar novos olhares acerca da atuação psicopedagógica. A metodologia segue a lógica dedutiva em um estudo descritivo com abordagem qualitativa. Como resultados são apresentadas reflexões sobre violência nos múltiplos espaços de aprendizagem e cenários prospectos de atuação psicopedagógica. Por fim, conclui-se que o psicopedagogo está situado como um profissional de relevância crítica para promover prevenção, intervenção, educação e reabilitação contínua a indivíduos em situação de vulnerabilidade social e em risco de violência no contexto do ensino e aprendizagem.

The concept, understanding and comprehensiveness of violence has been transformed over the centuries, and as civilizations evolve, new ways of seeing it are unleashed, as well as strategies to prevent, control and combat such harmful and malicious acts for the victimized subjects. This essay analyzes the social dimension in psychopedagogy in the light of scientific literature and aims to characterize contexts of potential risk for learning teenagers and young adults in the context of social vulnerability and violence, in addition to advocating new perspectives on psychopedagogical action. The methodology follows the deductive logic in a descriptive study with qualitative approach. As results, reflections on violence in multiple learning spaces and prospective scenarios of psychopedagogical action are presented. Finally, it is concluded that the Psychopedagogy is situated as a professional of critical relevance to promote prevention, intervention, education, and continuous rehabilitation to individuals in situations of social vulnerability and at risk of violence in the context of teaching and learning.

La percepción de auxiliares de la enseñanza y estudiantes del ciclo clínico de la carrera de medicina de la FCM-UNA, sobre el proceso de enseñanza y aprendizaje del método clínico / The perception of educational assistants and medicine students of the clinical cycle of the FCM-UNA medicine career, on the teaching and learning process of the clinical method

El método clínico (MC) es reconocido como la vía fundamental para la formación y desarrollo de las habilidades profesionales, entre ellas la racionalidad médica. Como método de enseñanza en el ciclo clínico de las escuelas de medicina contribuiría a sistematizar todas las habilidades que la integran. Esta investigación cualitativa con enfoque hermenéutico tiene como propósito comprender e interpretar las percepciones de auxiliares docentes y estudiantes del ciclo clínico de la carrera de medicina de la FCM.UNA., sobre el proceso de enseñanza y aprendizaje (E-A) del mismo. En el año 2012, se analizaron como dimensiones categoriales: estrategia didáctica, planificación, aprendizaje, estilo docente y evaluación. De la percepción de los actores, se aprecia el gran valor que otorgan al MC como estrategia de enseñanza orientada al desarrollo de las habilidades clínicas y de la lógica de la profesión, y a las actividades prácticas con casos reales. Se percibe cierta fricción entre una enseñanza planificada según contenidos y una más flexible con pacientes reales que posibilite enfrentar lo emergente. Se aprecian diferentes estilos y rutinas docentes y una tensión entre estilos tradicionales y progresistas. Se evidencia mayor valoración de clases prácticas respecto a teóricas y preocupación ante la ausencia de estándares de evaluación. Se jerarquiza la evaluación práctica con pacientes para el aprendizaje de las habilidades clínicas y reorientar el proceso formativo. Asumiendo la validez del MC como estrategia para la formación médica integral, surge la necesidad de estimularlo como método de enseñanza en nuestra institución.

The clinical method (CM) is recognized as the fundamental way for the training and development of professional skills, including medical rationality. As a teaching method in the clinical cycle of medical schools, it would contribute to systematize all the skills that comprise it. This qualitative research with a hermeneutical approach aims to understand and interpret the perceptions of teaching assistants and students of the clinical cycle of the FCM.UNA medical career, about the teaching and learning process (E-A) of the same. In the year 2012, they were analyzed as categorical dimensions: didactic strategy, planning, learning, teaching style and evaluation. From the perception of the actors, the great value they give to the CM as a teaching strategy oriented to the development of clinical skills and the logic of the profession, and to practical activities with real cases can be appreciated. There is a friction between a planned teaching according to content or a more flexible one with real patients that makes it possible to face the emergent. Different styles and teaching routines and a certain tension between traditional and progressive styles are appreciated. There is a greater appreciation of practical classes regarding theoretical and concern in the absence of evaluation standards. The practical evaluation with patients is prioritized for learning clinical skills and redirecting the training process. Assuming the validity of the CM as a strategy for comprehensive medical training, the need arises to stimulate it as a teaching method in our institution.

Neuroscience role in the foreign language teaching and learning / O papel da neurociência no ensino e aprendizagem de língua estrangeira

Este artigo pretende estabelecer uma conexão entre a neurociência e o ensino e aprendizagem de uma língua estrangeira; começando por uma introdução do assunto; em seguida apresentando uma visão geral de quais áreas do cérebro estão relacionadas à linguagem, as conceituações da neuroplasticidade e os diferentes conceitos da hipótese do período crítico e sensível. Após, é realizada uma análise de quais contribuições a neurociência fez no campo de ensino e aprendizagem de línguas, bem como de que modo essas contribuições podem ser adaptadas e aplicadas em uma sala de aula de língua estrangeira. Concluiu-se que a neurociência pode ser capaz de apoiar as metodologias do professor, a fim de melhorar suas técnicas e facilitar o aprendizado dos alunos.

This paper intends to establish a connection between neuroscience and the teaching and learning of a foreign language. It starts with an introduction of the subject, proceeding to an overview of the brain areas related to language, the conceptualizations of neuroplasticity and the different concepts of the critical period and sensitive period hypothesis. Then, the contributions of neuroscience has made in the language teaching and learning field will be analyzed, as well as how these contributions can be adapted and applied to a foreign language classroom. It was concluded that neuroscience might be able to support the teacher's methodologies in order to improve his/her techniques and facilitate students' learning.

Role of information and communication technologies in educational systems: a systematic review

The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students onTechnology-based Teaching and Learning practices are the main challenges of ICTimplementation in education successfully

Dental Students’ Perceptions of Learning Space: A Focus Group Study

@#Optimal learning space enhances teaching and learning experience and may differ from one discipline to another. This research aimed to explore the opinions on learning spaces for teaching and learning orthodontic course among recent dental graduates. Focus group discussions (FGD) were conducted in 2018 with two groups of recent graduates (eight participants per group) based on their orthodontic examination results (high and low grades). They were asked to give their opinions on the learning space provided for orthodontic lectures, tutorials, clinics, self-study and networking. Discussions during the FGD were audio and video recorded. Data were transcribed and thematically analysed using the NVivo version 12 software. For lectures, the graduates preferred a conventional lecture hall layout with an individual power outlet and a desk large enough for a laptop. For tutorials, the graduates with higher grades preferred e-tutorials while the graduates with lower grades preferred the conventional tutorials. For clinical teaching, the graduates perceived the laboratory’s operating hours as limited and suggested a 24-h access card. The graduates preferred live-streaming sessions instead of on-site teachings for combined clinics. They also felt that they do not have time for self-study and networking during their time in the campus. The findings of the study showed that learning space preferences of undergraduate dental students for lecture, tutorial, clinic, self-study and networking were more focused towards their learning activities, which were different from the current concept of learning space. Future planning of learning space should consider students’ preferences in order to fulfil their learning goals.

Estratégias de ensino para a aprendizagem sobre sepse / Estrategias de enseñanza para aprender sobre sepsis / Teaching strategies for learning about sepsis

Objetivo: verificar a efetividade da articulação de métodos tradicionais e ativos de ensino para desenvolver conhecimento de estudantes de enfermagem sobre sepse. Método: estudo quase experimental, transversal, do tipo antes e depois, realizado com 27 estudantes de enfermagem por meio de um workshop sobre sepse. Houve aplicação de 5 estratégias de ensino: palestra expositiva, paródia sobre sepse, debate entre equipes, jogo da memória e estudo de caso, seguidas de teste cognitivo. Após 3 meses, ocorreu nova aplicação do teste cognitivo. Resultados: constatou-se aumento da média de acertos no pós-teste imediato com significância estatística (p< 0,001). Três meses após, a média de acertos foi próxima ao teste anteriormente realizado, porém, não houve relevância significativa (p>0,05) para retenção do conhecimento. Conclusão: a articulação de métodos tradicionais e ativos de aprendizagem provocam desenvolvimento de conhecimento sobre a sepse.

Objective: To verify the effectiveness of the articulation of traditional and active teaching methods to develop nursing students' knowledge about sepsis. Method: quasi-experimental, cross-sectional, before and after study conducted with 27 nursing students through a sepsis workshop. Five teaching strategies were applied: expository lecture, sepsis parody, team debate, memory game and case study, followed by cognitive testing. After 3 months, there was a new application of the cognitive test. Results: there was an increase in the average of right answers in the immediate post-test with statistical significance (p <0.001). Three months later, the average of correct answers was close to the previous test, but there was no significant relevance (p> 0.05) for knowledge retention. Conclusion: the articulation of traditional and active learning methods lead to the development of knowledge about sepsis.

Objetivo: Verificar la efectividad de la articulación de métodos de enseñanza tradicionales y activos para desarrollar el conocimiento de los estudiantes de enfermería sobre la sepsis. Método: estudio cuasi-experimental, transversal, antes y después realizado con 27 estudiantes de enfermería a través de un taller de sepsis. Se aplicaron cinco estrategias de enseñanza: conferencia expositiva, parodia de sepsis, debate en equipo, juego de memoria y estudio de caso, seguido de pruebas cognitivas. Después de 3 meses, hubo una nueva aplicación de la prueba. Resultados: hubo un aumento en el promedio de respuestas correctas en la prueba posterior inmediata con significancia estadística (p <0.001). Tres meses después, el promedio de respuestas correctas estuvo cerca de la prueba anterior, pero no hubo relevancia significativa (p> 0.05) para la retención del conocimiento. Conclusión: la articulación de los métodos de aprendizaje tradicionales y activos conducen al desarrollo del conocimiento sobre la sepsis.

Medical Student’s Feedback towards Problem Based Learning and Interactive Lectures as a Teaching and Learning Method in an Outcome-Based Curriculum

Objective: To explore the medical student’s opinion about the effectiveness of problem-based learning and interactive lectures as a teaching and learning method. Method: The cross-sectional study was conducted at the College of Medicine, Majmaah University from April 2016 to June 2016. Results: Total 120 undergraduate medical students were enrolled in this study; out of these 97 students filled the questionnaire form for an interactive lecture and 112 completed the questionnaire form for PBL based learning. The response rate for interactive lectures was 80% and PBL was 93%. The comparison of the responses between the groups was done using independent samples Mann- Whitney U-test. Among the questions of VARK learning styles, the significance was found in PBL as a tool for auditory learning and reading and writing skills over interactive lectures. Conclusion: The study showed a preference of students towards PBL over interactive lectures in a system based hybrid curriculum where both of them used an instructional approach. The merit of the interactive lecture cannot be underrated in the system based integrated as evident from the previously conducted educational research. Based on the findings, there is a need to revisit the process of interactive lecture in our study settings. Exploration is required for the alignment of the assessment tools with the learning outcomes of the PBL.

Impact Of Powerpoint And Chalkboard Teaching In Physiotherapy Undergraduates

Background:A teacher’s basic tool for displaying lectures are through blackboards, pegboards, bulletin boards, trans-parencies with an overhead projector (TOHP), PowerPoint presentation and walk and talk. Nowadays PowerPoint presentation is commonly used as it has ability to present the information in a clear, organized and simpler manner. The present study was carried out to find out the best method of teaching amongst the undergraduate Physiotherapy students. Objective:To compare the impact of the PowerPoint multimedia presentation and chalkboard in teaching by assessing the knowledge based on the marks obtained in the pretest and posttest. Methodology:40 students were di-vided into two groups and a selected content-based lecture in pharmacology was delivered. For one group lecture was delivered using PowerPoint presentation, for second group using Chalkboard. Single -best Multiple Choice Questions [MCQs] paper was used for assessing the knowledge gained. The differences in the marks obtained in the two groups were analyzed Results:Students who attended the class on chalkboard obtained significantly higher score in single best MCQ examination compared to those students who attended the same content based lecture on the PowerPoint. Conclusion:The chalkboard method of teaching was found more suitable tool of teaching and learning than Power-Point for small group

Student perception of peer teaching and learning in pathology: A qualitative analysis of modified seminars, fishbowls, and interactive classroom activities

Context: Peer-assisted teaching and learning (PTL) is being experimented in different medical universities worldwide. It is a learner-centered approach involving students through active learning strategies. Aims: To study the student perception of PTL in methods such as group-led seminars and fishbowls, in classroom through various interactive activities; compare and find out the student acceptability and efficacy of each of these methods in learning conceptual topics such as various types of anemia. Subjects and Methods: Medical students of second-year professional course were subjected to PTL in classroom during allotted teaching hours for 10 successive sessions using group-led modified seminars, fishbowls, and different formality-level interactive activities such as street plays, prop sessions, quiz sessions, to make them understand the clinical features and presentation of different types of anemia through understanding of etio-pathogenesis. To ascertain the aspects that influenced learning, focus group discussions were conducted in small groups consisting of 14 students and one facilitator in each group. Qualitative thematic analysis was performed on transcripts of the audio recordings by authors. Results: The emerging themes from qualitative analysis of transcripts were pertaining to teacher, student, and organization. We found motivation, interest, and involvement of peer teacher, student behavior and collaboration, contact time between students and facilitator, preparation time, coherence with other curricular activities, group size and composition, suitability of topic for the kind of activity, and availability of material for preparation as few sub-aspects affecting learning. Conclusion: For PTL to be effective, adequate transfer of knowledge through good peer teacher involvement, learner receptiveness, and adequate contact time is needed. Proper preparation with suitability of topics for the type of activity, alignment of seminars with other activities, and course coherence are prerequisites for the same.

As interações motrizes do voleibol e o método situacional: reflexões para o processo de ensino-aprendizagem / The volleyball driving interactions and the situational method: reflections for the teaching-learning process / Las interacciones motrices del voleibol y el método situacional: reflexiones para el proceso de enseñanza-aprendizaje

O voleibol apresenta, na sua organização interna de funcionamento, características peculiares. Em virtude desses componentes, essa modalidade apresenta um grande desafio para o proces-so de ensino-aprendizagem. Por isso, tem-se como objetivo da pesquisa analisar a relação das interações presentes no voleibol, de acordo com a Praxiologia Motriz, com o Método Situaci-onal. Este estudo consistiu na análise teórica da lógica interna do voleibol, a partir das intera-ções de comunicação e contracomunicação e suas repercussões no processo de ensino-aprendizagem a partir do Método Situacional. Assim, pôde-se articular as relações de coope-ração e oposição, existentes no voleibol, com o Método Situacional, possibilitando um co-nhecimento de toda a estrutura de funcionamento do voleibol.

The Volleyball shows in its intern organization of operation peculiars characteristics due to these components this modality shows a big challenge to teaching and learning process. Therefore, the research aims to analyse relationship of interactions presents in Volleyball, according with MotrizPraxiology, with Situational Method. This study consisted in the theo-retical analyse of Volleyball internal logic, from communication and contra communication interaction, and its repercussions in teaching-learning process as of Situational Method. Thus, it had was possible to articulate the relations of cooperation and opposition, existing in Vol-leyball, with the Situational Method allowing a knowledge of the whole Volleyball's opera-tion structure.

El voleibol presenta en su organización interna de funcionamiento características peculiares. Debido a esas características, esa modalidad presenta un grande desafío para el proceso de enseñanza-aprendizaje. Por esto, el objetivo de esta investigación fue analizar la relación de las interacciones presentes en el Voleibol de acuerdo con la Praxiologia Motriz, y el Método Situacional. Ese estudio consistió en el análisis teórico de la lógica interna del Voleibol, a partir de las interacciones de comunicación y contra comunicación, y sus repercusiones en el proceso de enseñanza-aprendizaje desde el Método Situacional. Así, se pudieron articular las relaciones de cooperación y oposición, existentes en el Voleibol, con el Método Situacional, posibilitando un conocimiento de toda la estructura de funcionamiento del Voleibol.

Appointment Compliance by Patients at UKM Optometry Clinic / Jurnal Sains Kesihatan Malaysia

@#Patient’s appointment compliance refers to the willingness and ability of a patient to attend to their scheduled clinicalappointment. Failure to do so have various consequences, especially so for a teaching clinic such as the OptometryClinic, Universiti Kebangsaan Malaysia (UKM). The percentage of appoinment compliance at the Optometry Clinic wasanalysed from September to December 2015. Compliance rate was categorised based on clinic type and session, and onpatient’s gender and ethnicity. Attendance compliance was around 60% for the Primary Care Clinic. It increased to 70%for patients with vision problems who where referred to specialty clinics i.e. Low Vision and Paediatric Clinics. Clinicday and session did not influence compliance significanly (p > 0.05). Patient’s gender and ethnicity did not influencecompliance significantly as well but those of Indian ethnicity consistently showed the lowest appointment compliancerates. A protocol should be developed to increase the rate of patients’ appoinment compliance. This would then maximiseproductivity of students and clinic staff and optimise the clinic’s resources. The cost of each clinical session could beinformed to the patients, even when the cost is not borne by them.

Saber ser, saber conhecer, saber saber: compreendendo as vivências, saberes e as práticas pedagógicas de preceptores em um Programa de Residência Multiprofissional em Saúde da Família / To know how to be, to know, to know: to understand the experiences, knowledge and pedagogical practices of preceptors in a Multiprofessional Residency Program in Family Health

A residência em saúde surge como padrão ouro para formação em serviço, caracterizada pela educação no trabalho, relaciona teoria e prática, o ensino e o serviço, sendo importante para a formação dos profissionais para o Sistema Único de Saúde. Nesse contexto, destaca-se o papel do preceptor, essencial para a formação do residente. Assim, esse estudo tem como objetivo principal compreender a atuação docente de preceptores enfermeiros em um programa de residência multiprofissional em saúde da família da Universidade Estadual de Montes Claros e como objetivos específicos: descrever a construção das políticas e organização da saúde no Brasil e a Reforma Sanitária Brasileira; compreender as principais políticas públicas e programas interministeriais de formação em saúde no Brasil; descrever a residência em saúde; compreender o ser professor; conhecer o significado de ser preceptor e descrever seus processos formativos. Nortearam o estudo os seguintes problemas: Como ocorre à atuação docente dos preceptores? Qual sua identidade? E quais experiências docentes formam essa identidade? O estudo foi exploratório, descritivo, qualitativo e os procedimentos metodológicos articulam entrevistas orais temáticas, desenvolvido durante o ano de 2017, além de busca bibliográfica e documental para embasamento do corpus da dissertação. Para o processo de análise de dados foi utilizado à análise de conteúdo de Bardin. Os participantes foram preceptores enfermeiros atuantes no programa de residência em saúde da família, a amostra foi por conveniência, sendo selecionadas três preceptoras de acordo com a disponibilidade para participar da pesquisa e o maior e menor tempo de atuação. Utilizou-se um roteiro semi-estruturado para coleta de dados, que ocorreu nos pólos de atuação dos preceptores, durante o turno vespertino, nos meses de novembro e dezembro de 2017, os depoimentos foram gravados e transcritos na íntegra. O projeto de pesquisa foi aprovado com parecer 2.425.790/2017. O estudo está organizado em cinco capítulos, na qual buscou-se traçar a linha histórica da saúde no Brasil, em especial, o movimento de reforma sanitária, a construção do Sistema Único de Saúde e o desenvolvimento e implementação das principais políticas e programas direcionados á formação em saúde no país. Nessa perspectiva, deu se ênfase nas Residências Multiprofissionais em Saúde e o papel docente, finalizando com as vozes dos preceptores. Conclui-se que o estudo possibilitou a compreensão da evolução da saúde no Brasil, o que resultou no Sistema Único de Saúde, sendo criadas por meio dele estratégias de formação voltadas ao atendimento e aos seus princípios, assim, a residência multiprofissional em saúde é um espaço privilegiado de produção de ensino e saúde. Ressalta-se que o papel do preceptor é essencial para a formação de profissionais críticos e reflexivos, com mudanças na visão do residente sobre si e quais caminhos ele quer seguir. Percebe-se também fragilidades acerca da formação em docência dos preceptores e ausência de preparo específico prévio para desenvolvimento desse papel, no qual foi desempenhado inicialmente por oportunidade/convite de exercer o ofício docente. Evidenciou-se por fim que o papel docente do preceptor é secundarizado em detrimento as funções administrativas e/ou assistenciais, e a sua identidade enquanto educador é perdida.(AU)

The residence in health is gold standard for in-service training, characterized by education at work, relating theory and practice, teaching and service, and it is important for the training of professionals to the single Health System. In this context, we highlight the role of the tutor, essential for the formation of the resident. Thus, this study aims to understand the teaching performance of main tutors nurses in a program of multidisciplinary residency in family health at the State University of Montes Claros and as specific objectives: describe the construction of the policies and organization of health in Brazil and the Brazilian health reform; understand the main public policies and Interministerial programmes of training in health in Brazil; describe the residence in health; understand the teaching; know the meaning of being tutor and describe their formation processes. Guided the study the following issues: How does the teaching performance of the tutors? What is your identity? And what experiences teachers form this identity? The study was exploratory, descriptive, qualitative and methodological procedures articulate thematic oral interviews, developed during the year 2017, in addition to bibliographical and documental search for basement of the corpus of the dissertation. For the data analysis process was used to analysis the content of Bardin. The subjects were tutors nurses operating in residency program in family health, the sample was for convenience, being selected three governesses according to availability to participate in the research and the larger and shorter acting. We used a semistructured data collection script, which occurred at the poles of expertise of tutors, during the evening shift, in the months of November and December 2017, the interviews were recorded and transcribed in full. The research project was approved with 2,425,790 opinion/2017. The study is organized into five chapters, in which he sought to trace the historical line of health in Brazil, in particular, the health reform movement, the construction of the health system and the development and implementation of key policies and programs targeted to health training in the country. In this perspective, gave emphasis on Multiprofessional Health Residences and the teaching role, ending with the voices of tutors. It is concluded that the study allowed understanding the evolution of health in Brazil, which resulted in the unified Health System, being created through training strategies geared to the service and to their principles, so the multi-professional residence in health is a space privileged education and health production. It should be noted that the role of the tutor is essential to the formation of critical and reflective professionals, with changes in resident's vision about you and what ways he wants to follow. You can see also weaknesses concerning the teaching training of tutors and the absence of specific preparation prior to development of this paper, which was played initially by chance/invitation to pursue the craft. It was finally the teaching role of the tutor is secundarizado over administrative functions and/or assistance, and your identity as an educator is lost.(AU)

Produção analítico-comportamental brasileira sobre comportamento matemático e de ensinar matemática: dados de 1970 a 2015 / Brazilian behavior-analytic literature on mathematical and mathematics' teaching behavior: data from 1970 to 2015 / Literatura analítico-conductual brasileña sobre el comportamiento matemático y de enseñar las matemáticas: datos de 1970 a 2015

Os analistas do comportamento têm investigado recursos/estratégias que favorecem o ensino-aprendizagem da Matemática, por exemplo, para o ensino de resolução de problemas, da contagem, e o desenvolvimento de tecnologias para o ensino de pessoas com desenvolvimento atípico. É relevante investir na expansão desses estudos por meio da identificação, organização e sistematização do que já foi produzido. O objetivo deste estudo foi investigar, entre 1970 e 2015, pesquisas brasileiras fundamentadas na Análise do Comportamento sobre os comportamentos matemáticos (CM) e de ensinar Matemática (CEM). Foram consultados sites de programas de pós-graduação e quatro bancos de dados brasileiros: Biblioteca Digital Brasileira de Teses e Dissertações; Biblioteca Virtual em Saúde no Index Psi Teses; Banco de Dados de Trabalhos de Análise do Comportamento; Banco de Teses da Capes. Foram utilizados diferentes descritores a depender da base de dados adotada. Com base na leitura dos resumos, os trabalhos foram selecionados e classificados em CM ou CEM. Os resultados mostraram predomínio de pesquisas sobre CM e a necessidade de mais contribuições sobre CEM. Verificou-se concentração da produção no sudeste, o que indica ser necessário expandir essa fronteira. Pesquisas futuras devem realizar levantamos bibliográficos em artigos nacionais e internacionais sobre o tema.

Behavior analysts have investigated resources/strategies that promote the mathematics' teaching and learning, for example, for teaching problem solving, counting, and the development of technologies for teaching people with atypical development. It is important to invest in the expansion of these studies through the identification, organization and systematization of what has been produced. The aim of this study was to investigate, between 1970 and 2015, Brazilian research based on behavior analysis about mathematical behavior (CM) and the behavior of teaching Mathematics (CEM). Graduate programs sites were consulted and four Brazilian databases: Brazilian Digital Library of Theses and Dissertations; Virtual Health Library in the Index Psi Thesis; Behavior Analysis Studies Database; Capes Thesis Database. Descriptors used were different depending on the database. Based on reading the abstracts, the works were selected and classified into CM or CEM. The results showed a predominance of research on CM and the need for more contributions about CEM. There was concentration of production in the southeast, which shows that we must expand this boundary. Future research should make bibliographic studies about national and international articles on this subject.

Los analistas de la conducta han investigado recursos/estrategias que promuevan la enseñanza y la aprendizaje de las matemáticas, por ejemplo, para la enseñanza de la resolución de problemas, la capacidad de contar, y el desarrollo de tecnologías para la enseñanza de las personas con desarrollo atípico. Es importante invertir en la expansión de estos estudios por medio de la identificación, organización y sistematización de lo que se ha producido. El objetivo de este estudio fue investigar, entre 1970 y 2015, la producción brasileña analítico conductual acerca del comportamiento matemático (CM) y de enseñar Matemáticas (CEM). Fueron consultados estudios en los sitios de los programas de posgraduación y en cuatro bancos de datos brasileño: Biblioteca Digital Brasileña de Tesis y Disertaciones; Biblioteca Virtual en Salud (Index Psi Tesis); Banco de Datos de Estudios en la Análisis de la Conducta; Banco de Tesis de la Capes. Descriptores utilizados fueron diferentes en función de la base de datos. Después de la lectura de los resúmenes, las obras seleccionadas fueran clasificadas en CM o CEM. Los resultados mostraron un predominio de CM. Hubo concentración de la producción en la región Sureste. Las investigaciones futuras deberían identificar artículos nacionales e internacionales en esta materia.

Enseñanza contextualizada para miembros de la subcultura del heavy metal a través de técnicas teatrales / Contextualized Teaching and Learning using Drama Techniques for Members of the heavy metal Subculture / Ensino Contextualizado para Membros da Subcultura do heavy metal através de Técnicas Teatrais

Este artículo da cuenta de la investigación cualitativa que pretende incluir a la subcultura del metal en el aula de inglés como lengua extranjera (ILE) en Chile, utilizando la enseñanza contextualizada y las técnicas teatrales. En primer lugar, se otorgan algunos antecedentes relacionados con el ILE en Chile. En segundo lugar, se desarrolla una revisión bibliográfica, en la que se describe a las subculturas juveniles, los metaleros como subcultura, la motivación para aprender ILE, la enseñanza contextualizada y finalmente las técnicas dramáticas. En tercer lugar se entrega la metodología de investigación utilizada (entrevistas y observación no participante) y algunos de los resultados obtenidos. En último lugar, se presentan conclusiones y una propuesta pedagógica que se sirve de esta investigación para incluir la subcultura juvenil del metal en el aula de ILE.

This article describes qualitative research on the inclusion of the heavy metal youth subculture in English as a Foreign Language (EFL) classrooms in Chile, using contextualized teaching and learning as well a drama techniques. Background information related to EFL teaching in Chile is provided followed by a literature review that describes heavy metal as a youth subculture, motivation for learning EFL, contextualized teaching and learning and finally drama techniques. The article goes on to detail the research methodology used (interviews and non-participant observation) and the results of the study are highlighted. The authors present their conclusions and suggest a pedagogical proposal that brings together all of the concepts examined by this research for the incorporation of heavy metal subculture in EFL lessons.

Este resumo descritivo relata a pesquisa qualitativa que visa incluir a subcultura do heavy metal em aulas de Inglês como Língua Estrangeira (ILE) no Chile, usando o ensino contextual e técnicas teatrais. Em primeiro lugar, alguns antecedentes relacionados com à ILE no Chile são concedidos. Em segundo lugar, desenvolve-se uma revisão bibliográfica na qual são descritas as subculturas juvenis, os metaleiros como subcultura, a motivação para aprender ILE, o ensino contextualizado e finalmente técnicas dramáticas. Em terceiro lugar, apresenta-se a metodologia de pesquisa utilizada (entrevistas e observação não participante) e alguns dos resultados obtidos. Finalmente, apresentam-se conclusões e uma proposta pedagógica que utiliza essa pesquisa para incluir a subcultura jovem do heavy metal na aula de Inglês como Língua Estrangeira (ILE).

Modelo de estrategia pedagógica para el desempeño profesional pedagógico de docentes universitarios de lengua inglesa

Objetivo: Proponer una estrategia pedagógica para el mejoramiento del desempeño profesional pedagógico de docentes universitarios de lengua inglesa del Centro de Idiomas de la Institución Universitaria Antonio José Camacho en Cali, Colombia. Metodología: Estudio descriptivo-observacional y de carácter mixto, en cuanto operó con datos cuantitativos y cualitativos. Instrumentos de recolección de datos: Observación del desempeño, encuestas a coordinadores y docentes. Resultados: Se evidenció un desempeño bajo de los docentes en el dominio del trabajo pedagógico, en la utilización de actividades que promuevan el desarrollo de los niveles de la comprensión lectora y el desempeño en la escritura en lengua inglesa, y poco dominio de los componentes del proceso de enseñanza-aprendizaje. La aplicación de la estrategia pedagógica logró que los docentes transitaran hacia categorías cualitativamente superiores, donde se revelaron las manifestaciones de la competencia pedagógica, se expresaron las relaciones del propio proceso de desempeño profesional pedagógico, la esencia de sus cambios y transformaciones. Conclusiones: La aplicación de la estrategia pedagógica contribuyó a la transformación de los docentes de lengua inglesa, al ser más propositivos, autónomos y críticos en su labor pedagógica, revelando preparación pedagógica, didáctica y lingüística para evaluar objetivos, usar métodos innovadores, implementar actividades que permitieron la producción de textos académicos como resultado de la lectura crítica; pero ante todo, responsables, solidarios en el trabajo en equipo, y motivados para afrontar el proceso de enseñanza-aprendizaje en lengua inglesa.

Objective: To propose a pedagogical strategy for improving the teaching professional performance of university English language teachers at Institución Universitaria Antonio José Camacho language center in Cali, Colombia. Methodology: Descriptive and observational study of a mixed nature, as it was operated with quantitative and qualitative data. Data collection instruments: performance's observation, coordinators and teachers surveys. Results: A low performance of teachers in the domain of pedagogical work, the use of activities that promote the development of reading comprehension levels and the performance of writing in English, and little mastery of the teaching and learning process components were demonstrated. The application of the pedagogical strategy achieved that teachers passed to qualitatively higher categories, where demonstrations of pedagogical competence were revealed, the relationships of the own teaching professional performance process were expressed, the essence of its changes and transformations. Conclusions: The application of the pedagogical strategy contributed to the transformation of English language teachers to be more proactive, independent and critical in their teaching, revealing pedagogical, didactic and linguistic preparation for evaluating objectives, using innovative methods, and implement activities that allowed production of academic texts as a result of critical reading; but above all, responsible, solidarity with teamwork, and motivated to face the teaching and learning process in English language.

Objetivo: Propor uma estratégia pedagógica para melhorar o desempenho profissional de educação de professores universitários de Inglês Centro de Línguas da Universidade Instituição Antonio José Camacho em Cali, Colômbia. Metodologia: Estudo descritivo e observação de natureza mista, como operado com dados quantitativos e qualitativos. Instrumentos de coleta de dados: Prestando atenção ao desempenho, estudos coordenadores e professores. Resultados: o mau desempenho dos professores no domínio do trabalho educativo, o uso de atividades que promovam os níveis de desenvolvimento de compreensão de leitura e desempenho em escrita em Inglês, e pouco domínio dos componentes era evidente ensino-aprendizagem. A aplicação da estratégia de ensino que os professores conseguiram qualitativamente categorias mais elevadas em trânsito, onde as manifestações de competência pedagógica foram revelados, a relação entre o processo de ensinar desempenho profissional expressa a essência das mudanças e transformações. Conclusões: A aplicação da estratégia de ensino contribuiu para a transformação de professores de Inglês, sendo mais pró-ativa, independente e crítica no seu ensino, revelando preparação pedagógica, didáctica e linguística para avaliar os objetivos, usando métodos inovadores, implementar atividades eles permitiram que a produção de textos acadêmicos, como resultado da leitura crítica; mas acima de tudo, responsável, atencioso no trabalho em equipe, e motivado para enfrentar o processo de ensino e aprendizagem em Inglês.