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Edumecentro ; 152023.
Article in Spanish | LILACS | ID: biblio-1520836

ABSTRACT

Fundamento: el proceso docente educativo cubano no se detuvo durante la pandemia de COVID-19, a pesar de que profesores y educandos trabajaron ininterrumpidamente en la pesquisa comunitaria. Objetivo: diseñar acciones para el desarrollo del proceso docente educativo en la asignatura Sistema cardiovascular, respiratorio, digestivo y renal, en la modalidad de educación a distancia y semipresencial. Métodos: se realizó una investigación descriptiva con enfoque cualitativo, en la Universidad de Ciencias Médicas de Ciego de Ávila en el curso 2020-2021 y primer período de 2021-2022. Se utilizaron métodos teóricos: análisis-síntesis, inductivo-deductivo e histórico-lógico; empírico: observación y análisis documental de las indicaciones metodológicas para situaciones excepcionales, entrevista a estudiantes y valoración por los especialistas. Resultados: las acciones se diseñaron y aplicaron en tres etapas: planificación, ejecución, y evaluación y control; estuvieron encaminadas al accionar de profesores y estudiantes en la modalidad de la educación a distancia y semipresencial. Conclusiones: fueron valoradas por criterios de especialistas como adecuadas, con criterios favorables sobre su variedad y factibilidad de aplicación. Los estudiantes expresaron estar satisfechos con el proceso docente desarrollado en condiciones de pandemia.


Background: the Cuban teaching-learning process did not stop during the COVID-19 pandemic, despite the fact that teachers and students worked uninterruptedly in the community screening. Objective: to design actions for the development of the teaching-learning process in the subject Cardiovascular, respiratory, digestive and renal system, in the modality of distance and blended learning. Methods: a descriptive research with a qualitative approach was carried out at Ciego de Ávila Medical Sciences University in the academic year 2020-2021 and the first period of 2021-2022. Theoretical methods were used: analysis-synthesis, inductive-deductive and historical-logical; Empirical: observation and documentary analysis of the methodological indications for exceptional situations, interviews with students and evaluation by specialists. Results: the actions were designed and applied in three stages: planning, execution, and evaluation and control; they were aimed at the actions of teachers and students in the modality of distance and blended education. Conclusions: they were valued by specialist criteria as adequate, with favorable criteria regarding their variety and feasibility of application. The students expressed their satisfaction with the teaching process developed in pandemic conditions.


Subject(s)
Students, Medical , Coronavirus Infections , Education, Distance , Education, Medical , e-Accessibility
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