Do Age and Educational Stage Influence No-Mobile-Phone Phobia?

Technological progress not only brings with it resources that improve and facilitate the day-to-day life of the people who make up society but also entails health risks, with the emergence of terms, such as nomophobia, which is considered an anxiety disorder produced by the fear that not having a mobile phone generates in a person. This research aims to identify the relationship and influence between levels of nomophobia and the age or educational stage of students. The research method is based on a correlational and predictive design of quantitative methodology. The instrument used is the NMP-Q questionnaire. The study population is students from different educational stages (obligatory secondary education, baccalaureate, vocational training and university). The results show that students over 12 years old present an average level of "nomophobia" (no-mobile-phone phobia), namely, not being able to communicate with the family where the highest levels are presented. We conclude that students over 12 years of age and of any educational stage present an average level of nomophobia, and it cannot be determined that either the educational stage or the age are determining factors in the presentation of this problem. This can occur at any age and at any level of the different educational stages, although there are risk indicators that we should bear in mind to avoid the appearance of nomophobia.

Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study.

Autism spectrum disorder (ASD) is conceived as a neurodevelopmental disorder. The scientific literature welcomes studies that reflect the possible singularities that people with ASD may present both in their daily lives and at an educational level. The main objective of this study is to analyze the scientific production on the term autism in Web of Science, focused on the educational field, in order to identify the research trends in this field of study. The intention is to offer researchers who study autism in the educational field some clear research directions. A bibliometric-type methodology was developed using the scientific mapping technique. For this purpose, a performance analysis and a co-word analysis were carried out. Work was conducted with an analysis unit of 5512 documents. The results show that the volume of production has been irregular from the beginning to the present. The collection of documents on the subject began to be relevant, in terms of the volume of production, from 2007, and this has persisted to the present. It is concluded that there are two lines of research. The first is the line focused on mothers of children with ASD and the second is the line of research focused on young people with ASD. In addition, since 2012, new lines of research have been generated, focused on the diagnosis and inclusion of these students in educational centers.

Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education.

Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program.

Tendencias de la investigación sobre educación en los posgrados médicos / Trends in research about postgraduate medical education / Tendências da investigação sobre educação nas pós-graduações médicas

Este estudio se enmarcó en la investigación: Caracterización del modelo en competencias profesionales de educación médica desarrollado en doce especializaciones clínicas y nueve quirúrgicas de la Facultad de Medicina, Universidad de Antioquia. Su objetivo fue indagar el estado del arte de la formación médica en los posgrados. La pregunta orientadora fue la siguiente: ¿hacia dónde se dirige actualmente la investigación en educación médica de posgrado? Se hizo un estudio descriptivo, no experimental, para el que se revisaron 12 bases de datos y se seleccionaron 28 artículos relacionados con la formación médica de posgrado. Se compararon, analizaron e interpretaron los hallazgos. Se evidenció un aumento del número de publicaciones sobre educación en las especialidades médicas. La tendencia investigativa en educación médica de posgrado apunta a la necesidad de hacer propuestas multi-intertransdisciplinarias y humanísticas basadas en el constructivismo; situar la evaluación como proceso haciendo énfasis en el aprendizaje y la participación de los estudiantes y construir sistemas de formación pedagógica de tutores y currículos interactivos y flexibles; es notoria la ausencia de estudios que promuevan la formación por competencias en los posgrados médicos.

This study was framed in the research: Characterization of professional competency-based model in medical education developed in twelve clinical and nine surgical specializations at the Faculty of Medicine, University of Antioquia. Its aim was to inquire about the state of the art in medical postgraduate education. The guiding question was: Where is present-day research headed in medical postgraduate education. For this descriptive, nonexperimental work, 12 bibliographic databases were reviewed and 28 research articles related to graduate medical formation were selected. The findings were compared, analyzed and interpreted. The tendency in research on graduate medical education points to the need of having multi-inter-trans-disciplinary and humanistic proposals based on constructivism; to consider evaluation as a process emphasizing on learning and the participation of students, and to build systems of pedagogical formation of tutors and interactive and flexible curricula. The lack of studies that promote competencies-based training in postgraduate medical education is notorious.

Este estudo se emoldurou na investigação: Caracterização do modelo em concorrências profissionais de educação médica desenvolvido em doze especializações clínicas e nove cirúrgicas da Faculdade de Medicina, Universidade de Antioquia. Seu objetivo foi indagar o estado da arte da formação médica nas pósgraduações. A pergunta orientadora foi: para onde se dirige atualmente a investigação em educação médica de pós-graduação. Fez-se um estudo descritivo, não experimental, para o que se revisaram 12 bases de dados e se selecionaram 28 artigos relacionados com a formação médica de pós-graduação. Compararamse, analisaram e interpretaram os achados. Se evidenciou um aumento do número de publicações sobre educação nas especialidades médicas. A tendência investigativa em educação médica de pós-graduação aponta à necessidade de fazer propostas multi-intertransdisciplinarias e humanísticas baseadas no construtivismo; situar a avaliação como processo fazendo ênfase na aprendizagem e a participação dos estudantes e construir sistemas de formação pedagógica de tutores e currículos interativos e flexíveis; é notória a ausência de estudos que promovam a formação por concorrências nas pós-graduações médicas.

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula.

BACKGROUND: The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. METHODS: Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. RESULTS: For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. CONCLUSIONS: Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.

Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes.