Recursos educativos digitales como herramientas de apoyo para la enseñanza de patología general en cursos de pregrado del área de la salud / Digital educational resources as support tools for teaching general pathology in undergraduate health courses

Los recursos educativos digitales se han transformado en un importante material de apoyo al proceso de enseñanza- aprendizaje, especialmente durante la pandemia por COVID-19. Estos corresponden a recursos de autoaprendizaje, generalmente en línea y de dominio público cuya disponibilidad inmediata a todo tipo de dispositivos electrónicos permite una rápida interacción del estudiante con materiales didácticos programados. El objetivo de este estudio fue evaluar el grado de satisfacción de cinco recursos educativos digitales, desarrollados como herramientas de apoyo para la enseñanza de la patología general, en estudiantes de carreras de pregrado del área de la salud de la Universidad Austral de Chile. Estudio descriptivo y exploratorio. Se desarrollaron cinco recursos educativos digitales donde se visualizan imágenes microscópicas correspondientes a procesos patológicos ocurridos en diferentes tejidos. Estos recursos fueron alojados en repositorios de la universidad y se encuentran actualmente disponibles en el canal de YouTube. Para conocer el grado de satisfacción, en sus aspectos pedagógicos y técnicos, se realizó una encuesta digital, anónima y voluntaria a estudiantes que cursaron asignaturas de patología, la que contempló cuatro dominios con sus respectivas preguntas: forma; control de usuario; contenido educativo y valoración global. El 94 % de los estudiantes calificaron el recurso de excelente o muy bueno y todos los dominios obtuvieron sobre el 80 % de satisfacción. Los contenidos representan lo que el recurso dice ofrecer, ayuda a resolver dudas y facilita la comprensión de la materia. El tamaño y color del texto es el adecuado y las imágenes presentan una excelente calidad y resolución. Los recursos cumplen con una alta calidad técnica y pedagógica, que asegura un gran potencial de uso para la enseñanza de la patología general, guiar el trabajo autónomo del estudiante y las actividades prácticas con el microscopio.

SUMMARY: Digital educational resources have become an important material to support the teaching-learning process, especially during the COVID-19 pandemic. These correspond to self-learning resources, generally online and the public domain, whose immediate availability to all types of electronic devices allows for rapid learner interaction with programmed didactic materials. The public domain and its immediate availability to all types of electronic devices allows a quick interaction of the student with self-explanatory didactic materials. The objective of this study was to evaluate the degree of satisfaction of five digital educational resources, developed as support tools for the teaching of general pathology, in undergraduate students of the health area of the Universidad Austral de Chile. Descriptive and exploratory study. Five digital educational resources have been developed where microscopic images corresponding to pathological processes occurring in different tissues are visualized these resources were hosted in university repositories and uploaded to the YouTube channel. To determine the degree of satisfaction, in their pedagogical and technical aspects, an anonymous and voluntary digital survey was carried out among students taking pathology courses, which included four domains with their respective questions: form; user control; educational content and overall assessment. The 94 % of the students evaluated the resource as excellent or very good and all domains obtained over 80 % satisfaction. The contents represent what the resource says it offers, helps to resolve doubts and facilitates the understanding of the subject. The size and color of the text is adequate, and the images present excellent quality and resolution. The resources developed offer a high technical and pedagogical quality, which guarantees a great potential for use in the teaching of general pathology, guiding the student's autonomous work and practical activities with the microscope.

Usabilidade e aceitabilidade de atividades digitais para o ensino da voz em Fonoaudiologia / Usability and acceptability of digital activities for voice teaching in Speech-Language Pathology and Audiology / Usabilidad y aceptabilidad de actividades digitales para la enseñanza de la voz en Fonoaudiologia

Introdução: O uso das Tecnologias de Informação e Comunicação está em expansão na educação superior. Na área da saúde, os avanços tecnológicos agregam novas formas de aprendizado ao ensino. Uma plataforma, denominada ObservaVoz foi criada com objetivo de divulgar informação e oferecer estratégias para o ensino da voz, e, desse ambiente virtual, duas atividades digitais foram testadas. Objetivo: Descrever a satisfação com a usabilidade de atividades digitais para o ensino da voz e analisar sua associação com dados sociodemográficos e de aceitabilidade por graduandos de Fonoaudiologia. Método: Participaram do estudo 122 alunos do curso de Fonoaudiologia de uma universidade pública brasileira. Eles foram convidados a utilizar e avaliar duas atividades digitais para o ensino da voz. Para a coleta de dados e avaliação das atividades, foi utilizado um questionário on-line, dividido em informações sociodemográficas, escala numérica de usabilidade System Usability Scale e Questionário de Aceitabilidade das Atividades. Os dados descritivos foram analisados por meio da distribuição de frequência das variáveis categóricas e análise das medidas de tendência central e de dispersão das variáveis. Resultados: A maioria dos participantes avaliou a usabilidade das atividades digitais como boa. A aceitabilidade foi considerada satisfatória. Houve associação entre a usabilidade com as variáveis sexo, contribuição para o aprendizado, layout das ferramentas, apreciação positiva e possibilidade de revisão de conteúdos. Conclusão: As atividades digitais "Qual é a Patologia?" e "Histolobby" apresentam boas características de usabilidade e aceitabilidade de acordo com a avaliação de graduandos de Fonoaudiologia.

Introduction: The use of Communication and Information Technologies is expanding in higher education. In health area, technological advances add new forms of learning. The ObservaVoz platform was created to disseminate information and offer strategies of voice teaching. Two digital activities from this virtual environment were evaluated. Objective: To describe the satisfaction of the usability of digital activities and to analyze its association with sociodemographic and acceptability data by Speech Therapy students. Methods: 122 Speech Therapy students of a Brazilian public university participated of the study. They were invited to use and evaluate two digital activities of voice teaching. An online questionnaire in a self-applicable Google Docs format was used for data collection and evaluation of the activities. It was divided into sociodemographic information, System Usability Scale and Activity Acceptability Questionnaire. Descriptive data were analyzed through the frequency distribution of categorical variables and analysis of measures of central tendency and dispersion of variables. Results: Most participants rated the usability of the digital activities as good. Acceptability was considered satisfactory. There was an association between the System Usability Scale with the variables gender, contribution to learning, layout of the tools, positive appreciation and revising content possibility. Conclusion: The "ObservaVoz" digital activities "What is the Pathology?" and "Histolobby" present good characteristics of usability and acceptability according to the evaluation of Speech Therapy students.

Introducction: El uso de tecnologías de la información y la comunicación se está expandiendo en la educación superior. En el área de la salud, los avances tecnológicos agregan nuevas formas de aprendizaje a la enseñanza. La plataforma ObservaVoz fue creada para difundir información y ofrecer estrategias para la enseñanza de la voz. Se evaluaron dos actividades digitales de este entorno virtual. Objetivo: Describir la satisfacción con la usabilidad de las actividades digitales para la enseñanza de la voz y analizar su asociación con datos sociodemográficos y de aceptabilidad por parte de los estudiantes de Fonoaudiología. Metodos: En el estudio participaron 122 estudiante del curso de Fonoaudiología de una Universidad pública brasileña. Seles pidió que utilizaran y evaluaran dos actividades digitales para la enseñanza de la voz. Para la recogida de datos y evaluación de las actividades se utilizó un cuestionario online, con información sociodemográfica, System Usability Scale y Cuestionario de Aceptabilidad de Actividad. Los datos descriptivos se analizaron mediante distribución de frecuencia de variables categóricas y análisis de medidas de tendencia central y dispersión de variables. Resultados: La mayoría de los participantes calificaron la usabilidad de las actividades digitales como buena. La aceptabilidad se consideró satisfactoria. Hubo asociación entre la usabilidad de la Sistem Usability Scale y las variables género, contribución al aprendizaje, disposición de las herramientas valoración positive y posibilidad de revisión de contenidos. Conclusión: Las actividades digitales "Qual é a Patogia?" e "Histolobby" presentan buenas características de usabilidad y aceptabilidad según la evaluación de los estudiantes de Fonoaudiología.

Evaluación de cursos en línea, masivos y abiertos de educación en salud y nutrición para prevenir la obesidad / Assessment of massive open online courses for teaching nutrition and preventing obesity

Background: A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the Web. Aim: To assess the MOOC experience for teaching nutrition, healthy food consumption, physical activity and health promotion to prevent obesity. Material and Methods: Two MOOC courses, (one with two versions), are described with the registration and evaluation instruments such as surveys carried out at the beginning and at the end of the courses. Effective participants in the three versions were 17.456, 11.121 in MOOC1, 2.351 in MOOC1 second version and 3.984 in MOOC2. Their median age was 31 years, 82% were women, 60% were professionals and 12% were foreigners. Results: In the final evaluation of the three courses, 85% to 99% qualified as "very good" or "good" all the surveyed topics. Thirty five percent of participants reported having lack of time, 11% reported problems with internet connectivity and 3.9%, personal or work problems. Conclusions: This is the first experience with MOOC in health and nutrition to prevent obesity in Chile. Considering the good results and positive evaluation of these courses, we estimate that they are an important tool to prevent obesity and chronic diseases in Chile, Latin America and other regions of the world.

Desenvolvimento de um módulo adaptativo para o Sistema de Treinamento das Habilidades Auditivas / Adaptive module development for Sistema de Treinamento das Habilidades Auditivas - SisTHA / Desarrollo de un módulo adaptativo para el Sistema de Entrenamiento de Habilidades Auditivas

Objetivo: O objetivo deste estudo foi desenvolver um modelo conceitual e implementar um módulo adaptativo de treinamento auditivo para o Sistema de Treinamento das Habilidades Auditivas (SisTHA) para adultos e idosos usuários de aparelho auditivo. Métodos: Foi implementado um modelo de treinamento auditivo baseado no perfil do usuário, nas suas restrições socioemocionais e queixas auditivas iniciais, e em seu desempenho ao longo do treinamento. Os questionários Hearing Handicap Inventory for the Adult (HHIA), Hearing Handicap Inventory for the Eldery (HHIE) e de queixas auditivas foram aplicados antes e depois do treinamento. Resultados: Foram implementadas melhorias de responsividade da interface e navegabilidade no SisTHA. O modelo adaptativo foi utilizado para definir o protocolo de treinamento resultando em quatro algoritmos para detecção de perfil, definição do treinamento, treinamento e medição de desempenho. Conclusão: Em futuros ensaios clínicos usando os grupos adaptativo e padrão espera-se avaliar se o treinamento adaptativo possui maior efetividade sobre o padronizado.

Objective: To develop a conceptual model and implement an adaptive hearing training module for the Hearing Skills Training System (SisTHA) for adults and elderly hearing aid users. Methods: A hearing training model based on the user's profile, psychosocial restrictions and initial hearing complaints, and their performance throughout the training was implemented. The Hearing Handicap Inventory for the Adult (HHIA), Hearing Handicap Inventory for the Elderly (HHIE) and Hearing Complaints questionnaires were applied before and after training. Results: Improvements in SisTHA interface responsiveness and navigability was implemented. The adaptive model was used to define the training protocol resulting in four algorithms for profile detection, training definition, training and performance measurement. Conclusion: Future clinical trials will be performed using the adaptive and standard groups to evaluate the possibility of adaptive training is more effective than the standardized ones.

Objetivo: El objetivo de esta investigación fue desarrollar y evaluar un módulo de entrenamiento auditivo adaptativo para el Sistema de Entrenamiento de las Capacidades Auditivas (SisTHA) para adultos y ancianos usuarios de audífonos. Métodos: un modelo de entrenamiento auditiva basado en el perfil del usuario, sus restricciones psicosociales y quejas iniciales de audición y su desempeño a lo largo del entrenamiento fue puesto en ejecución. Los cuestionarios Hearing Handicap Inventory for the Adult (HHIA), Hearing Handicap Inventory for the Eldery (HHIE) y quejas auditivas había sido aplicado antes y después del entrenamiento. Resultados: se han implementado mejoras en la capacidad de respuesta y navegabilidad de la interfaz SisTHA. El modelo adaptativo fue utilizado para definir el protocolo de entrenamiento que resultó en cuatro algoritmos para la detección de perfil, definición de entrenamiento, entrenamiento y medición de rendimiento. Conclusión: en futuros ensayos clínicos que usen los grupos adaptativos y estándar, se espera evaluar si el entrenamiento adaptativo es más efectivo que los estandarizados.

The development of a computer-based teaching simulation tool to aid medical imaging educators in teaching pattern recognition / Desarrollo de una herramienta de simulación computacional de enseñanza de apoyo a los educadores de imagen médica en la enseñanza del patrón de reconocimiento

SUMMARY: The aim of this exploratory design science research (DSR) study was to design a computer-based teaching simulation tool (CBTST) for training medical imaging (MI) students in chest pattern recognition. A DSR methodology used in the design of the CBTST entailed the following phases: 1) awareness of the problem (proposal design); 2) suggestion; 3) development; 4) evaluation; and 5) conclusion. The CBTST was designed using Microsoft Visual Studio which operates on the Structured Query Language server. The designed CBTST was evaluated using the System Usability Scale (SUS) and MI educators. The designed CBTST evaluation yielded an average score of 70.1 which exceeded the score of 68 which is generally accepted to indicate that the CBTST has good usability. The CBTST proved to be an authentic tool that is user-friendly and allows communication and feedback between the educator and the students. It is envisaged that the implementation of this tool will enhance the future training of MI students in pattern recognition while contributing immensely to the current development of the use of computer-based simulation.

RESUMEN: El objetivo de este estudio de investigación en ciencias de diseño (DSR) fue desarrollar una herramienta de simulación de enseñanza basada en computadora (CBTST) para capacitar a los estudiantes en el reconocimiento de patrones de tórax a través de la imagenología médica. Una metodología DSR utilizada en el diseño del CBTST implicaba las siguientes fases: 1) conciencia del problema (diseño de la propuesta); 2) sugerencia; 3) desarrollo; 4) evaluación; y 5) conclusión. El CBTST se diseñó con Microsoft Visual Studio, que opera en el servidor de Structured Query Language. El CBTST diseñado se evaluó utilizando la escala de usabilidad del sistema (SUS) y educadores de IM. La evaluación CBTST diseñada arrojó un puntaje promedio de 70,1 que excedió el puntaje de 68 que generalmente se acepta para indicar que el CBTST tiene buena usabilidad. El CBTST demostró ser una herramienta auténtica, fácil de usar y que permite la comunicación y la retroalimentación entre el educador y los estudiantes. Se prevé que la implementación de esta herramienta mejorará la formación futura de los estudiantes de IM en el reconocimiento de patrones y contribuirá de manera importante al desarrollo actual del uso de la simulación basada en computadora.

Neurosurgery Simulators Developed for Neurosurgical Training in Brazil: A Systematic Review

Introduction Simulation in neurosurgery is a growing trend in medical residency programs around the world due to the concerns there are about patient safety and the advancement of surgical technology. Simulation training can improve motor skills in a safe environment before the actual setting is initiated in the operating room. The aim of this review is to identify articles that describe Brazilian simulators, their validation status and the level of evidence (LoE). Methodology This study was conducted using the Preferred Reported Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. A search was performed in the Medline, Scielo, and Cochrane Library databases. The studies were evaluated according to the Medical Education Research Quality Instrument (MERSQI), and the LoE of the study was established according to the classification system of the Oxford Centre for Evidence-Based Medicine (OCEBM), which has been adapted by the European Association of Endoscopic Surgery. Results Of all the studies included in this review, seven referred to validated simulators. These 7 studies were assigned an average MERSQI score of 8.57 from 18 possible points. None of the studies was randomized or conducted in a high-fidelity environment. The best evidence was provided by the studies with the human placenta model, which received a score of 2b and a degree of recommendation of 3. Conclusion Brazilian simulators can be reproduced in the different laboratories that are available in the country. The average MERSQI score of Brazilian studies is similar to the international average score. New studies should be undertaken to seek greater validation of the simulators and carry out randomized controlled trials.

Simulación clínica colaborativa para el desarrollo de competencias de trabajo en equipo en estudiantes de medicina / Collaborative clinical simulation to train medical students

In health sciences and medicine, collaborative learning has an important role in the development of competences to solve clinical situations. Adequate cooperation, coordination and communication skills have a direct effect on patient safety. Computer Supported Collaborative Learning (CSCL) and Clinical Simulation (CS), separately, are effective and efficient educational methods to develop competences in undergraduate medical students. To our knowledge, educational models that combine both teaching methods, including a personalized attention of the student, educational infrastructure, materials, teaching techniques and assessment competencies, have not been proposed previously. This article describes the application of a combined model of CSCL and CS for teaching clinical competences to medical students. Since 2015, the collaborative clinical simulation model is part of the training agenda of the Universidad de Talca Medical School in Chile. During 2016 and 2017 it was also applied on students of the Universidad de Barcelona Faculty of Medicine in Spain. According to the experience acquired, implementation of this method is feasible with commonly used resources, although its real efficacy remains to be evaluated.

Validation of virtual learning object to support the teaching of nursing care systematization / Validación de objeto virtual de aprendizaje como apoyo a enseñanza de atención sistematizada de enfermería / Validação de objeto virtual de aprendizagem para apoio ao ensino da sistematização da assistência de enfermagem

ABSTRACT Objective: to describe the content validation process of a Virtual Learning Object to support the teaching of nursing care systematization to nursing professionals. Method: methodological study, with quantitative approach, developed according to the methodological reference of Pasquali's psychometry and conducted from March to July 2016, from two-stage Delphi procedure. Results: in the Delphi 1 stage, eight judges evaluated the Virtual Object; in Delphi 2 stage, seven judges evaluated it. The seven screens of the Virtual Object were analyzed as to the suitability of its contents. The Virtual Learning Object to support the teaching of nursing care systematization was considered valid in its content, with a Total Content Validity Coefficient of 0.96. Conclusion: it is expected that the Virtual Object can support the teaching of nursing care systematization in light of appropriate and effective pedagogical approaches.

RESUMEN Objetivo: Describir el proceso de validación de contenido de un Objeto Virtual de Aprendizaje para apoyar la enseñanza de la sistematización de la atención de enfermería a técnicos en enfermería. Método: Estudio metodológico, de abordaje cuantitativo, desarrollado según referencial metodológico de la psicometría de Pasquali, realizado de marzo a julio de 2016, a partir de dos etapas Delphi. Resultados: En la etapa Delphi 1, ocho jueces evaluaron el Objeto Virtual; en la etapa Delphi 2, siete. Las siete pantallas del Objeto Virtual analizaron la adecuabilidad de su contenido. El Objeto Virtual de Aprendizaje para apoyo a la enseñanza de la sistematización de la atención de enfermería fue considerado válido en su contenido, con Coeficiente de Validez de Contenido total de 0,96. Conclusión: Se espera que el Objeto Virtual pueda respaldar la enseñanza de la sistematización de la atención de enfermería a la luz de abordajes pedagógicos adecuados y efectivos.

RESUMO Objetivo: descrever o processo de validação de conteúdo de um Objeto Virtual de Aprendizagem para apoio ao ensino da sistematização da assistência de enfermagem aos técnicos em enfermagem. Método: estudo metodológico, de abordagem quantitativa, desenvolvido segundo referencial metodológico da psicometria de Pasquali e realizado de março a julho de 2016, a partir de duas etapas Delphi. Resultados: na etapa Delphi 1, oito juízes avaliaram o Objeto Virtual; na etapa Delphi 2, sete. As sete telas do Objeto Virtual foram analisadas quanto à adequabilidade de seu conteúdo. O Objeto Virtual de Aprendizagem para apoio ao ensino da sistematização da assistência de enfermagem foi considerado válido em seu conteúdo, com Coeficiente de Validade de Conteúdo total de 0,96. Conclusão: espera-se que o Objeto Virtual possa apoiar o ensino da sistematização da assistência de enfermagem à luz de abordagens pedagógicas adequadas e efetivas.

Anatomicis network: una plataforma de software educativa basada en la nube para mejorar la enseñanza de la anatomía en la educación médica / Anatomicis network: a cloud-based educational software platformto enhance anatomy teaching in medical education

En este artículo, se describe una propuesta novedosa de plataforma de software educativa para mejorar la enseñanza de la anatomía en la educación médica. Con el fin de determinar la utilidad y el impacto de esta plataforma, se desarrollo una experiencia inter institucional entre los años 2016 y 2017, el cual involucró a las Universidades de Antofagasta, Playa Ancha, Austral y Católica de Chile. Los departamentos de anatomía que participaron en esta experiencia utilizaron la plataforma de software educativa para acceder a imágenes anatómicas 2D y 3D, videos y evaluaciones teórico prácticas multimodales en línea, pudiendo realizar con sus estudiantes pruebas de usabilidad. Este proyecto pretende aportar a la enseñanza de la anatomía en los diferentes departamentos de anatomía a lo largo del país.

In this article, we describe a novel proposal of an educational software platform to enhance the anatomy teaching in medical education. In order to determine the usefulness and impact of this platform, between 2016 and 2017, an inter-institutional experience was developed, which included the Universities of Antofagasta, Playa Ancha, Austral and Católica de Chile. The participation of anatomy departments in this experience, used the educational software platform to access 2D and 3D anatomical images and online multimodal practical-theoretical evaluations, being able to perform usability tests with their students. This project aims to improve teaching in the different anatomy departments throughout the country.

Brazilian cross-cultural adaptation of the DocCom online module: communication for teamwork / Adaptação transcultural para o Brasil do módulo on-line DocCom: comunicação para o trabalho em equipe / Adaptación transcultural para Brasil del módulo en línea DocCom: comunicación para el trabajo en equipo

ABSTRACT Objective: to carry out the cross-cultural adaptation of DocCom online module 38, which deals with teamwork communication into Portuguese for the Brazilian contexto. Method: the transcultural translation and adaptation were accomplished through initial translations, synthesis of the translations, evaluation and synthesis by a committee of experts, analysis by translators and back translation, pre-test with nurses and undergraduate students in Nursing, and analysis of the translators to obtain the final material. Results: in evaluation and synthesis of the translated version with the original version by the expert committee, the items obtained higher than 80% agreement. Few modifications were suggested according to the analysis by pretest participants. The final version was adequate to the proposed context and its purpose. Conclusion: it is believed that by making this new teaching-learning strategy of communication skills and competencies for teamwork available, it can be used systematically in undergraduate and postgraduate courses in the health area in Brazil in order to contribute to training professionals, and also towards making advances in this field.

RESUMO Objetivo: realizar a adaptação transcultural para o português no contexto brasileiro do módulo 38 on-line DocCom, que versa sobre comunicação para o trabalho em equipe. Método: a tradução e adaptação transcultural foram realizadas por meio de traduções iniciais, síntese das traduções, avaliação e síntese por um comitê de especialistas, análise dos tradutores e retrotradução, pré-teste com enfermeiros e estudantes de graduação em enfermagem, e análise dos tradutores para obtenção do material final. Resultados: na avaliação e síntese do comitê de especialistas da versão traduzida com a versão original, os itens obtiveram concordância superior a 80%. Na análise dos participantes do pré-teste foram sugeridas poucas modificações. A versão final mostrou-se adequada ao contexto proposto e à sua finalidade. Conclusão: acredita-se que, ao disponibilizar essa nova estratégia de ensino-aprendizagem de habilidades e competências da comunicação, para o trabalho em equipe, ela possa ser empregada de forma sistemática em cursos de graduação e pós-graduação da área da saúde, no Brasil, de modo a contribuir para formação dos profissionais e, também, avançar nesse campo.

RESUMEN Objetivo: realizar la adaptación transcultural para el portugués en el contexto brasileño del módulo 38 en línea DocCom, que trata sobre la comunicación del trabajo en equipo. Método: la traducción y la adaptación transcultural ocurrió mediante traducciones iniciales, síntesis de las traducciones, evaluación y síntesis, y los encargados de llevarlas a cabo fue un comité de especialistas, con análisis de traductores, retrotraducción, test previo con enfermeros y estudiantes de graduación de enfermería y análisis de los traductores para la obtención del material final. Resultados: en la evaluación y síntesis del comité de especialistas de la versión traducida en contraposición con la versión original, los ítems obtuvieron concordancia superior a 80%. En el análisis de los participantes del pre-test, se sugirieron pocas modificaciones. La versión final se mostró adecuada al contexto propuesto y a su finalidad. Conclusión: se cree que esta nueva estrategia de enseñanza-aprendizaje de habilidades y competencias de la comunicación para el trabajo en equipo pueda emplearse de forma sistemática en cursos de grado y posgrado del área de la salud en el Brasil, con el objetivo de contribuir a la formación de profesionales y, también, obtener avances en este campo.

Módulos interactivos en línea de semiología médica: Una herramienta para estandarizar el aprendizaje clínico / Interactive tools to standardize semiology teaching

Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and Methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.

Equine anatomedia: development, integration and evaluation of an e-learning resource in applied veterinary anatomy / Anatomedia equina: desarrollo, integración y evaluación de un recurso e-learning en anatomía veterinaria aplicada

In Egypt, there is a growing movement to encourage veterinary student-centered learning using the most up to date educational technologies. This paper focuses on a computer-facilitated learning program "Equine Anatomedia", which comprises now two modules (head and digit) fully integrated with the applied anatomy curriculum at Alexandria and Damanhour Universities. The educational design of this program allows students and clinicians to explore anatomical concepts, principles and procedure guidelines in a manner more suited to their individual learning needs than traditional methods. The program comprises over 300 high quality images and diagrams, audio and video clips as well as animated graphics with colored keys highlighting the anatomical features. Staff and student feedback indicates that Equine Anatomedia is an effective and engaging learning tool which helps students to develop their knowledge in anatomy and to appreciate its relevance in clinical situations. In addition, it encourages student-staff interaction and is a useful tool in overcoming the challenges of limited resources and increasing numbers of students.

En Egipto, hay un movimiento creciente para fomentar el aprendizaje centrado en el estudiante de veterinaria utilizando las más modernas tecnologías educativas existentes a la fecha. Este trabajo se centra en un programa de aprendizaje por computación denominado "Anatomedia de Equinos", que en la actualidad está conformado de dos módulos (cabeza y dedos) totalmente integrados con el plan de estudios de la asignatura Anatomía Aplicada en las Universidades de Alejandría y Damanhour, Egipto. El diseño educativo de este programa permite a los estudiantes y los médicos clínicos explorar los conceptos anatómicos, como así también principios y directrices de procedimiento relacionados a sus necesidades individuales de aprendizaje, de una manera más adecuada que los métodos tradicionales de aprendizaje. El programa cuenta con más de 300 imágenes de alta calidad y diagramas, audios y vídeos, así como gráficos animados con identificaciones de colores que destacan las características anatómicas. La retroalimentación del personal a cargo del programa y de parte de los estudiantes indica que Anatomedia de Equinos es una herramienta de aprendizaje eficaz y atractiva que ayuda a los estudiantes a desarrollar sus conocimientos en anatomía y les permite apreciar su importancia en situaciones clínicas. Además, el programa permite fomentar la interacción alumno-personal y constituye una herramienta útil que ayuda a superar los retos que ocasionan los recursos limitados y el número creciente de estudiantes.

Avaliação de objeto virtual de aprendizagem sobre raciocínio diagnóstico: um estudo descritivo / Evaluation of a virtual learning object on diagnostic reasoning: a descriptive study / Evaluación de objeto virtual de aprendizaje sobre raciocinio diagnóstico: estudio descriptivo

OBJETIVO: Descrever a avaliação de um objeto virtual de aprendizagem desenvolvido para mediar o ensino do raciocínio diagnóstico em enfermagem aplicado ao sistema tegumentar por discentes de um curso de graduação em enfermagem. MÉTODO: Estudo descritivo, do tipo pesquisa metodológica aplicada em produção tecnológica, desenvolvido com 21 discentes de enfermagem de uma universidade pública do Piauí em setembro e outubro de 2014. Aplicou-se um questionário com escala Likert e análise por meio de estatística descritiva. RESULTADOS: A avaliação dos discentes foi favorável ao julgarem que o objeto virtual de aprendizagem ajudou nas habilidades de uso do computador (20), proporcionou autonomia (19), motivação (21) e prazer (20) durante a aprendizagem com linguagem de fácil compreensão (20) e atividades de revisão e bibliografia úteis e pertinentes. CONCLUSÃO: O objeto virtual de aprendizagem mostrou-se potencialmente eficaz para apoiar o ensino do raciocínio diagnóstico durante a avaliação do sistema tegumentar.

AIM: To evaluate a virtual learning object (VLO) developed to mediate the teaching of diagnostic reasoning in nursing and to be applied to the integumentary system by undergraduate nursing students. METHODS: A descriptive study, of the methodological applied research type in production technology, was developed with 21 nursing students from a public university in Piauí in September and October 2014. A questionnaire using the Likert scale was applied and analyzed by means of descriptive statistics. RESULTS: The evaluation of the students was favorable when judging that the VLO helped in computer use skills (20), provided autonomy (19), motivation (21), and pleasure (20) during learning. It also featured an easy-to-understand language (20) and useful and relevant review activities and a bibliography. CONCLUSION: The VLO proved to be potentially effective in supporting the teaching of diagnostic reasoning during evaluation of the integumentary system.

OBJETIVO: Describir la evaluación de un objeto virtual de aprendizaje desarrollado para mediar la enseñanza del raciocinio diagnóstico en enfermería y aplicado al sistema tegumentario por discentes de un curso de graduación en enfermería. MÉTODO: Estudio descriptivo, del tipo investigación metodológica aplicada en producción tecnológica, desarrollado con 21 discentes de enfermería de una universidad pública de Piauí en septiembre y octubre de 2014. Se aplicó un cuestionario con escala Likert y análisis por medio de la estadística descriptiva. RESULTADOS: la evaluación de los discentes fue favorable al juzgar que el objeto virtual de aprendizaje, ayudó en las habilidades de uso de la computadora (20), proporcionó autonomía (19), motivación (21) y placer (20) durante el aprendizaje con lenguaje de fácil comprensión (20) y actividades de revisión y bibliografía útiles y pertinentes. CONCLUSIÓN: el objeto virtual de aprendizaje se mostró potencialmente eficaz para apoyar la enseñanza del raciocinio diagnóstico durante la evaluación del sistema tegumentario.

Las tecnologías de la información en el aprendizaje de la lengua de señas / Information technology in learning sign language

Objetivo Desarrollar de una herramienta tecnológica que permita mejorar el aprendizaje inicial de la lengua de señas en los niños con discapacidad auditiva. Métodos El desarrollo de la presente investigación se realizó a través de tres fases: el levantamiento de requerimientos, el diseño y desarrollo del dispositivo propuesto, y la validación y evaluación del dispositivo. A través del uso de las tecnologías de la información y con el asesoramiento de profesionales en educación especial se logró desarrollar un dispositivo electrónico que facilita el aprendizaje de la lengua de señas en los niños sordos. El cual esta conformado principalmente por una pantalla grafica táctil, un sintetizador de voz y un sistema de reconocimiento de voz. La validación se realizó con los niños sordos del colegio Filadelfia para sordos en Bogotá. Resultados Se estableció una metodología de aprendizaje que permite mejorar los tiempos de aprendizaje, a través de un prototipo tecnológico de tamaño reducido, portable, liviano y didáctico. Conclusiones Las pruebas realizadas mostraron la efectividad de este prototipo, logrando reducir en 32 % el tiempo de aprendizaje inicial de la lengua de señas en niños sordos.

Objective To develop a technological tool that improves the initial learning of sign language in hearing impaired children. Methods The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. Results A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Conclusions Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.

EVEA en anatomía: adhesión y gestión de contenidos por áreas / EVEA in anatomy: accession and content management by area

Estudios preliminares ratificaron beneficios cuali-cuantititavos con el uso de espacios virtuales de enseñanza y aprendizaje (EVEA) en Anatomía tanto en el rendimiento cognoscitivo como en aspectos socioeducativos y pedagógicos. Objetivo: Evaluar la adhesión, gestión de contenidos y uso de alumnos de grado con un EVEA según las áreas que componen la materia y características de los usuarios. Estudio observacional, retrospectivo y transversal sobre características de uso y gestión de contenidos (administrativa y académica) en actividades de anatomía clínica (anatomo-quirúrgicas y anátomo-imagenológicas) a través de un EVEA en 309 alumnos del ciclo 2011. Se dividieron las actividades por áreas de la materia y aplicaron parámetros estadísticos (descriptivos e inferenciales) a los resultados. El trabajo cumplió con las normativas ético-legales vigentes. La mayoría ingresaba al EVEA desde espacios públicos con conexión y con computadores móviles. Las 3 áreas presentaron un promedio de 4/5 ingresos por semana, diferenciándose en que durante esplacnología los usuarios no ingresaban el mismo día del trabajo práctico cadavérico y con el mayor tiempo de permanencia. Las actividades con casos clínico-quirúrgicos presentaron mayores intentos de realización con peores resultados. Las horas laborales fueron correlativas con parámetros de uso (cantidad y tiempo de logueo). La adhesión al espacio virtual presentó especificidades según las áreas de la materia que estuvieron relacionadas con las características laborales de los usuarios e incidieron en el rendimiento obtenido en las actividades acorde con la estrategia pedagógica de las mismas.

Preliminary studies and qualitative and quantitative benefits ratified the use of virtual environments for teaching and learning (VLE) in both anatomy and cognitive performance and socio-pedagogical aspects. The objective of the present study was to assess adherence, content management and use of undergraduate students as a EVEA areas that make up matter and user characteristics. An observational, retrospective and cross-sectional study on usage characteristics and content management (administrative and academic) activities of clinical anatomy (anatomical-surgical and anatomical-imaging) through a VLE in 309 of the 2011 students. Activities were divided by subject areas and applied statistical parameters (descriptive and inferential) results. The work complied with the ethical and legal regulations. The majority entered EVEA from public spaces with free and mobile computers. The 3 areas had an average of 4/5 weekly earnings, the difference being that during splanchnology users were not admitted on the day of cadaveric practical work and the longer residence time activities with clinical and surgical cases had higher completion attempts with worse outcomes. The working hours were correlated with parameters of use (quantity and time of logging). In conclusion adherence to the virtual space provided according to specific subject areas that were related to labor characteristics of users and affected the yield obtained in the activities according to the teaching strategy of them.

Preparando el camino para una educación abierta / Paving the way for open education

La Educación Abierta (EA), es una modalidad educativa que pretende lograr el aprendizaje en forma independiente, en cualquier lugar, momento y diferentes ritmos y condiciones de comunicación e interacción. En el Ministerio de Salud Pública de Cuba, se han dado pasos para fomentar la EA a través de la Universidad Virtual de Salud como institución académica virtual, a través de la producción y publicación por parte de los docentes de recursos educativos abiertos y objetos de aprendizaje en los repositorios destinados para este fin, y a través del sitio de cursos abiertos. Existen muchas razones por las cuales, a pesar de los intentos realizados, no se evidencian resultados en esta vertiente de la educación. En el presente trabajo se exponen algunas de las razones que han frenado el desarrollo de la EA en Cuba y se da a conocer una propuesta para preparar el camino para una EA, donde el enfoque está desde las cátedras de Universidad Virtual de Salud de cada territorio(AU)

Open Education (OE) is a type of education that aims to achieve learning independently, anywhere, anytime, in different rates and conditions of communication and interaction. In the Ministry of Public Health of Cuba, steps have been taken to promote OE through the Virtual University of Health, through the production and publication by teachers of open educational resources and learning objects in repositories intended for this purpose, and through the open course site. There are many reasons why, despite attempts, no evidence results in this slope of education. This paper describes some of the reasons that have slowed the development of OE in Cuba and disclosed a proposal to prepare the way for an OE, where the focus is from the chairs of Virtual University of Health of each territory(AU)

Computer program for distance learning of pesticide application technology

Distance learning presents great potential for mitigating field problems on pesticide application technology. Thus, due to the lack of teaching material about pesticide spraying technology in the Portuguese language and the increasing availability of distance learning, this study developed and evaluated a computer program for distance learning about the theory of pesticide spraying technology using the tools of information technology. The modules comprising the course, named Pulverizar, were: (1) Basic concepts, (2) Factors that affect application, (3) Equipments, (4) Spraying nozzles, (5) Sprayer calibration, (6) Aerial application, (7) Chemigation, (8) Physical-chemical properties, (9) Formulations, (10) Adjuvants, (11) Water quality, and (12) Adequate use of pesticides. The program was made available to the public on July 1st, 2008, hosted at the web site www.pulverizar.iciag.ufu.br, and was simple, robust and practical on the complementation of traditional teaching for the education of professionals in Agricultural Sciences. Mastering pesticide spraying technology by people involved in agricultural production can be facilitated by the program Pulverizar, which was well accepted in its initial evaluation.

O ensino à distância apresenta grande potencial para minorar os problemas ocorridos no campo na área de tecnologia de aplicação de agroquímicos. Dessa forma, diante da escassez de material instrucional na área de tecnologia de aplicação de agroquímicos em Português e do crescimento elevado da educação à distância, o objetivo deste trabalho foi desenvolver e avaliar um programa computacional para o ensino à distância da parte teórica de tecnologia de aplicação de agroquímicos, utilizando as ferramentas de tecnologia da informação. Os módulos que compuseram o curso, intitulado Pulverizar, foram: (1) Conceitos básicos, (2) Fatores que afetam a aplicação, (3) Equipamentos, (4) Pontas de pulverização, (5) Calibração de pulverizadores, (6) Aplicação aérea, (7) Quimigação, (8) Propriedades físico-químicas, (9) Formulações, (10) Adjuvantes, (11) Qualidade da água e (12) Uso adequado de agroquímicos. O programa desenvolvido foi disponibilizado ao público no dia 1 de julho de 2008, hospedado no sítio www.pulverizar.iciag.ufu.br, mostrando-se simples, robusto e prático no complemento ao ensino tradicional para a formação de profissionais da área de Ciências Agrárias. O domínio da tecnologia de aplicação de agroquímicos por parte das pessoas envolvidas na produção agrícola pode ser incrementado por meio do programa Pulverizar, que teve boa aceitação em seu processo de avaliação inicial.

E-learning program for medical students in dermatology

INTRODUCTION: Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology. OBJECTIVE: The present study was designed to develop a e-learning program for medical students in dermatology and evaluate the impact of this program on learning. METHODS: This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated. RESULTS: Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0 + 0.8) than those who only participated in classes (7.75+1.8, p <0.01). CONCLUSIONS: The results indicate that an associated online course might improve the learning of medical students in dermatology.

Global Networking of Cancer and NCD Professionals Using Internet Technologies: The Supercourse and mHealth Applications / 예방의학회지

Cancer is a leading cause of death around the world. Education is at the core of cancer prevention activities, especially programs targeting empowering existing public health workforce. In the past 10 years, researchers at the University of Pittsburgh have been building the Global Health Network Supercourse project, a library of over 4500 online lectures and a network of nearly 50000 public health professionals in 174 countries. As of November, 2010, the overall number of Supercourse participants from Asia exceeds 7000 participants. The Supercourse network has been investigating methods for Internet based recruitment of cancer prevention professionals in order to network cancer experts locally and globally, including the use of mHealth technologies for cancer research education and for NCD registries. Supercourse is a tool that can offer a solution to the challenges of information sharing, especially in the field of NCDs and cancer. In this paper, we highlight the need for the development of Cancer Supercourse with Satellite in Asia and encourage faculty members from Asia to join the network.

Promoción de la Salud y los Derechos Sexuales y Reproductivos y prevención del VIH/sida en jóvenes de sectores populares a través del uso de las Tecnologías de la Información y la Comunicación / Promotion of Sexual and Reproductive Health and rights and HIV / AIDS prevention among youth in low-income areas through the use of Information and Communication Technologies ICT

Se presentan los avances de un proyecto de investigación-acción orientado al desarrollo de una estrategia innovadora para la prevención del VIH/sida y la promoción de la Salud y los Derechos Sexuales y Reproductivos (SDSR) en población joven, a través del aprendizaje y el uso de las Tecnologías de la Información y la Comunicación (TIC). La iniciativa resulta de la adaptación en Argentina del proyecto Punto J liderado por el IES (Instituto de Educación y Salud) en Perú, el cual propone la creación de portales Web en 7 paises de la región, y el establecimiento de una Red Latinoamericana de Portales Juveniles. La transferencia se desarrolló por etapas: en un primer momento un equipo conformado por técnicos y promotores juveniles que trabajan en alianza con Fundación Huésped participó de una capacitación en TIC y de la estrategia Punto J, para poder replicarla en Argentina. Luego se transfirieron los contenidos a un grupo de jóvenes multiplicadores, adaptándolos a la realidad local. En este artículo se presentará el diagnóstico que sustenta la estrategia en la Argentina, las particularidades de la transferencia en nuestro país, el enfoque de trabajo, las lecciones aprendidas, los resultados obtenidos y las reflexiones acerca de la experiencia de esta novedosa iniciativa.

The paper presents the advances of a proyect of investigation-action addressing the development of an innovative strategy for the prevention of HIV/AIDS and promotion of Sexual and Reproductive Health and Rights (SRHR) among youth, through the learning and use of ICTs. The initiative is the product of the adaptation in Argentina of the proyect "Punto J", led by the IEH (Institute for Education and Heath), in Peru, an initiative that proposes the creation of web portals in 7 countries in the region and the establishment of a Latin American network of youth portals. The transference was developed in promoters who worked in alliance with Fundacion Huesped participated in training in ICT and the "Punto J" strategy, to be able to replicate this initiative in Argentina. Later, the ideas of this training were adapted to the local situation and transferred to a group of youth multipliers. This paper will present the results that support the strategy in Argentina, the particularities of the transference in our country, the focus of work, lessons learned, obtained results, and reflextions regarding the experience of this novel initiative.