Profesores de adolescentes en conflicto con la ley: recursos, dificultades y percepciones / Professores de adolescentes em conflito com a lei: recursos, dificuldades e percepções / Teachers of teenage students in conflict with the law: resources, difficulties, and perceptions

RESUMO Adolescentes que cumprem medida socioeducativa de liberdade assistida têm a frequência escolar como uma obrigação. Nesse cenário, o professor tem papel central na promoção de relações proximais que auxiliem esses alunos. Objetivou-se caracterizar os recursos e as dificuldades relatadas por professores quanto ao processo de ensino-aprendizagem de adolescentes em liberdade assistida. Participaram 10 professores de alunos em liberdade assistida, de escolas públicas de uma cidade do interior paulista, os quais responderam a uma entrevista semiestruturada. As análises foram pautadas na técnica do Discurso do Sujeito Coletivo, apontando os recursos dos professores quanto ao planejamento, à didática e ao estabelecimento de vínculos; como dificuldades foram relatadas a ausência da família na escola, as lacunas de aprendizado e a não valorização da educação. Conclui-se como importantes intervenções que potencializem as habilidades sociais educativas de professores e promovam relações entre os microssistemas família e escola do alunado em liberdade assistida.

RESUMEN Los adolescentes que cumplen medida socioeducativa de libertad asistida tienen la frecuencia escuela como obligación. En este escenario, el profesor desempeña un papel central en la promoción de relaciones proximales que ayuden a estos alumnos. se ha objetivado caracterizar los recursos y las dificultades señaladas por los profesores en relación con el proceso de enseñanza-aprendizaje de los adolescentes en libertad asistida. Participaron diez profesores de alumnos en libertad asistida, de escuelas públicas de una ciudad del interior de São Paulo, que respondieron a una entrevista semiestructurada. Los análisis se basaron en la técnica del Discurso del Sujeto Colectivo, señalando los recursos de los profesores para planificar, enseñar y establecer vínculos; se señalaron como dificultades la ausencia de la familia de la escuela, las lagunas en el aprendizaje y la no valoración de la educación. Se llega a la conclusión de la importancia de las intervenciones que potencien las habilidades sociales educativas de los profesores y fomenten las relaciones entre los microsistemas familiar y escolar de los alumnos en libertad asistida.

ABSTRACT Adolescents who comply with a socio-educational measure of probation have to attend school as an obligation. In this scenario, the teacher has a central role in promoting close relationships that help these students. The objective was to characterize the resources and difficulties reported by teachers regarding the teaching-learning process of adolescents on probation. Ten teachers of students on probation participated, from public schools in a city in the countryside of the state of São Paulo, who provided answers to a semi-structured interview. The analyzes were based on the Collective Subject Discourse technique, pointing out the teachers' resources regarding planning, teaching, and establishing bonds; as the difficulties reported were the family's absence at school, learning gaps and the lack of value for education. It is concluded that interventions that enhance the teachers' social educational skills and promote relationships between the family and school microsystems of students on probation are important.

ChatGPT in research and health professions education: challenges, opportunities, and future directions.

ChatGPT was launched by OpenAI in November 2022 and within 2 months it became popular across a wide range of industrial, social, and intellectual contexts including healthcare education. This article reviews the impact of ChatGPT on research and health professions education by identifying the challenges and opportunities in these fields. Additionally, it aims to provide future directions to mitigate the challenges and maximize the benefits of this technology in health professions education. ChatGPT has the potential to revolutionize the field of research and health professions education. However, there is a need to address ethical concerns and limitations such as lack of real-time data, data inaccuracies, biases, plagiarism, and copyright infringement before its implementation. Future research can highlight the ways to mitigate these challenges; establish guidelines and policies; and explore how effectively ChatGPT and other AI tools can be used in the field of research and healthcare professions education.

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.

The Use of 2 e-Learning Modalities for Diabetes Education Using Facebook in 2 Cities of Argentina During the COVID-19 Pandemic: Qualitative Study.

BACKGROUND: The COVID-19 pandemic and the confinement that was implemented in Argentina generated a need to implement innovative tools for the strengthening of diabetes care. Diabetes self-management education (DSME) is a core element of diabetes care; however, because of COVID-19 restrictions, in-person diabetes educational activities were suspended. Social networks have played an instrumental role in this context to provide DSME in 2 cities of Argentina and help persons with diabetes in their daily self-management. OBJECTIVE: The aim of this study is to evaluate 2 diabetes education modalities (synchronous and asynchronous) using the social media platform Facebook through the content of posts on diabetes educational sessions in 2 cities of Argentina during the COVID-19 pandemic. METHODS: In this qualitative study, we explored 2 modalities of e-learning (synchronous and asynchronous) for diabetes education that used the Facebook pages of public health institutions in Chaco and La Rioja, Argentina, in the context of confinement. Social media metrics and the content of the messages posted by users were analyzed. RESULTS: A total of 332 messages were analyzed. We found that in the asynchronous modality, there was a higher number of visualizations, while in the synchronous modality, there were more posts and interactions between educators and users. We also observed that the number of views increased when primary care clinics were incorporated as disseminators, sharing educational videos from the sessions via social media. Positive aspects were observed in the posts, consisting of messages of thanks and, to a lesser extent, reaffirmations, reflections or personal experiences, and consultations related to the subject treated. Another relevant finding was that the educator/moderator role had a greater presence in the synchronous modality, where posts were based on motivation for participation, help to resolve connectivity problems, and answers to specific user queries. CONCLUSIONS: Our findings show positive contributions of an educational intervention for diabetes care using the social media platform Facebook in the context of the COVID-19 pandemic. Although each modality (synchronous vs asynchronous) could have differential and particular advantages, we believe that these strategies have potential to be replicated and adapted to other contexts. However, more documented experiences are needed to explore their sustainability and long-term impact from the users' perspective.

A Model to Develop Chatbots for Assisting the Teaching and Learning Process.

Recently, in the commercial and entertainment sectors, we have seen increasing interest in incorporating chatbots into websites and apps, in order to assist customers and clients. In the academic area, chatbots are useful to provide some guidance and information about courses, admission processes and procedures, study programs, and scholarly services. However, these virtual assistants have limited mechanisms to suitably help the teaching and learning process, considering that these mechanisms should be advantageous for all the people involved. In this article, we design a model for developing a chatbot that serves as an extra-school tool to carry out academic and administrative tasks and facilitate communication between middle-school students and academic staff (e.g., teachers, social workers, psychologists, and pedagogues). Our approach is designed to help less tech-savvy people by offering them a familiar environment, using a conversational agent to ease and guide their interactions. The proposed model has been validated by implementing a multi-platform chatbot that provides both textual-based and voice-based communications and uses state-of-the-art technology. The chatbot has been tested with the help of students and teachers from a Mexican middle school, and the evaluation results show that our prototype obtained positive usability and user experience endorsements from such end-users.

Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review.

AIMS: The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS: All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. RESULTS: 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. CONCLUSIONS: Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.

Correlation analysis using teaching and learning analytics.

Data analytics techniques have been gaining more space in the scientific environment with applications in various areas of knowledge, including education. This paper aims to analyse data taken from a questionnaire of the Organization for Economic Development Cooperation (OECD) given to teachers and school managers. In this questionnaire, school environment issues are assessed, specifically: school environment, professional development, school leadership, and efficient management. As a methodology, Teaching and Learning Analytics (TLA) was used, particularly correlation analysis, which enables the extraction of useful information from raw data, relating issues that interfere with the teaching and learning relationship, besides specific analysis of student learning. The results obtained about the school environment are not linear. They do not present moderate or a solid linear correlation, making it impossible to validate and integrate answers related to the statements of the themes and sub-themes chosen for this analysis. In this sense, the research found dichotomous observations that mirrored many controversies and insecurities, enabling considerations about possible school scenarios and their effective practices.

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.

Massive Open Online Course (MOOC) no ensino superior de estudantes da saúde: revisão sistemática de efetividade / Massive Open Online Course (MOOC) in higher education of health students: systematic review of effectiveness

Resumo: Trata-se de uma revisão sistemática de efetividade (RSE), sobre a efetividade do Massive open online course (MOOC) no ensino superior de estudantes da saúde humana. É um método sistemático e relevante para sumarizar evidências sobre uma intervenção. A seguinte questão de pesquisa foi elaborada: Qual é a efetividade do MOOC no ensino e aprendizagem, comparado com quaisquer outras estratégias de ensino, em estudantes do ensino superior na área da saúde? O acrônimo PICO foi utilizado, onde: P: estudantes do ensino superior na área da saúde humana; I: MOOC; C: quaisquer estratégias de ensino e aprendizagem e O: aprendizagem baseada em competências com aquisição de conhecimentos, habilidades e atitudes. Os estudos incluídos atenderam os seguintes critérios: estudos publicados ou não publicados sobre o MOOC em Inglês, Português e Espanhol; no ensino superior na área da saúde e publicados a partir de 2008. Foram selecionados estudos experimentais como ensaios clínicos randomizados (ECR) e quasi-experimentais (Non-randomised Studies of effects of Interventions - NRSI), nas bases de dados; Cumulative Index to Nursing and Allied Health Literature (CINAHL); Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), PubMed, SCOPUS, Embase, Web of Science e a biblioteca Education Resources Information Center (ERIC). Os processos de seleção e exclusão foram realizados por dois revisores independentes, aplicando os critérios de elegibilidade, foram incluídas 03 publicações, com 02 (ECR) e 01 (NRSI) que somaram um total de 305 participantes. Sendo 224 estudantes de enfermagem; 48 estudantes de fisioterapia e 33 não médicos. Há um número reduzido de publicações que descrevem a eficácia da intervenção MOOC nas graduações do ensino superior da saúde, divulgados em diferentes revistas internacionais, com objetivo de avaliar o MOOC comparado a outras estratégias de ensino e aprendizagem. Percebe-se que os estudos incluídos e analisados foram positivos para a intervenção MOOC em relação aos conhecimentos, habilidades e atitudes, no ensino superior na área da saúde em relação às outras estratégias estudadas (aula expositiva presencial e curso online). De modo geral, o MOOC pode ser eficaz para os estudantes de ensino superior da área da saúde humana. As evidencias encontradas sugerem que o MOOC melhora o desenvolvimento de conhecimento, habilidades e atitudes dos estudantes em relação a outras estratégias de ensino, embora a força da evidencia seja fraca, não há contraindicação para o uso dessa estratégia de ensino. A confiança nesses resultados é reduzida pela impossibilidade de agrupar os estudos, bem como em decorrência de viés metodológico e imprecisão destes, acarretou uma certeza baixa ou muito baixa, atribuídas aos estudos, conforme julgamento por meio do Grading of Recommendations Assessment, Development and Evalution (GRADE). São necessárias novas pesquisas que superem essas limitações, bem como avaliem a sua efetividade e qualidade. O MOOC se mostra como uma estratégia interessante para aprimorar, diversificar a educação, seja na formação, atualizações de estudantes e profissionais de saúde e na democratização do conhecimento. O conhecimento compilado e analisado, nesta revisão sistemática de efetividade é inovadora, está alinhada a área de concentração do Programa de Pós e a Linha de pesquisa Tecnologia e Inovação para o Cuidar em Saúde e Enfermagem, espera-se que o estudo impacte os gestores e docentes sobre a prática pedagógica do ensino superior de graduação em saúde humana, por meio da sumarização das evidências disponíveis sobre esta tecnologia educacional - MOOC. Esta RSE é passível de replicabilidade, para eventuais pesquisas futuras e recomenda-se a produção de novas evidências. O protocolo está registrado no International prospective register of systematic reviews - PROSPERO sob o n° ID CRD42018108846.

Abstract: This is a systematic review (SR) on the effectiveness of the Massive open online course (MOOC) in higher education for health students. It is a systematic and relevant method for producing evidence about an intervention. The following research question was elaborated: What is the effectiveness of the MOOC in teaching and learning, compared to any other teaching strategies, in higher education students in the health area? The acronym PICO was used, where: P: higher education students in the field of human health; I: MOOC; C: any teaching and learning strategies and O: competence-based learning with acquisition of knowledge, skills and attitudes. The included studies met the following criteria: published or unpublished studies on the MOOC in English, Portuguese and Spanish; in higher education in the health area and published from 2008 onwards. Experimental studies such as randomized clinical trials (RCT) and quasi-experimental (Non-randomised Studies of Effects of Interventions - NRSI) were selected in the following databases: CINAHL, LILACS, PubMed, SCOPUS, Embase, Web of Science and ERIC. The selection and exclusion process were accomplished by two independent reviewers, applying the eligibility criteria, 03 publications were included, with 02 (ECR) and 01 (NRSI) that totaled 305 participants, only the NRSI had more than 150 participants. Of these 224 were nursing students; 48 physiotherapy students and 33 non-medical students. There is a small number of publications that describe the effectiveness of the MOOC intervention in higher health education graduations, published in different international journals, with the objective of evaluating the MOOC compared to other teaching and learning strategies. It can be seen that the studies included and analyzed were positive for the MOOC intervention in relation to knowledge, skills and attitudes in higher education in the area of health in relation to the other strategies studied (face-to-face lecture and online course). Overall, the MOOC can be effective for higher education students in the field of human health. The evidence found suggests that the MOOC improves the development of knowledge, skills and attitudes of students in relation to other teaching strategies, although the strength of the evidence is weak, there is no contraindication for the use of this teaching strategy. Confidence in these results is reduced by the impossibility of grouping the studies, as well as, as a result of methodological bias and imprecision of these, resulted in low or very low certainty, attributed to the studies, as judged by the Grading of Recommendations Assessment, Development and Evalution (GRADE). Further research is needed to overcome these limitations, as well as to assess its effectiveness and quality. The MOOC proves to be an interesting strategy to improve, diversify education, whether in training, updates of students and health professionals and in the democratization of knowledge. The knowledge compiled and analyzed in this systematic review of effectiveness is innovative, it is aligned with the area of concentration of the Postgraduate Program and the Research Line Technology and Innovation for Health and Nursing Care, it is expected that the study will impact managers and professors on the pedagogical practice of undergraduate higher education in human health, by summarizing the available evidence on this educational technology - MOOC. This CSR can be replicated for possible future research and the production of new evidence is recommended. The protocol is registered with the International Prospective Register of Systematic Reviews - PROSPERO under ID No. CRD42018108846.

Applications of Learning Analytics in High Schools: A Systematic Literature Review.

Learning analytics aims to analyze data from students and learning environments to support learning at different levels. Although learning analytics is a recent field, it reached a high level of maturity, especially in its applications for higher education. However, little of the research in learning analytics targets other educational levels, such as high school. This paper reports the results of a systematic literature review (SLR) focused on the adoption of learning analytics in high schools. More specifically, the SLR followed four steps: the search, selection of relevant studies, critical assessment, and the extraction of the relevant field, which included the main goals, approaches, techniques, and challenges of adopting learning analytics in high school. The results show that, in this context, learning analytics applications are focused on small-scale initiatives rather than institutional adoption. Based on the findings of this study, in combination with the literature, this paper proposes future directions of research and development in order to scale up learning analytics applications in high schools.

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.

Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic.

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students.

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students' responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

International student nurses' use of social media for learning: A cross sectional survey

Background: Students use social media for sharing information and connecting with their friends, also for peer support, peer learning and student engagement. Research indicates that approximately twice the number of students were using social media for educational purposes compared to academic staff and almost all students discuss academic issues on social media. However, little is known about how diverse cohorts of student nurses use social media for specific purposes at different stages of their learning. Objectives: Identify how student nurses in each country of study use social media for learning. Identify how each generation of student nurses use social media for learning. Identify how student nurses use social media as their education progresses. Design: A cross-sectional survey. Settings: The study was undertaken across three countries Jamaica, Trinidad and Tobago and the UK. Participants: Student nurses from each of the countries that consented to participate met the inclusion criteria. Methods: 1050 student nurses across the three countries self-completed the cross-sectional survey between March and September 2019. Data was analysed using descriptive and inferential statistics. Results: WhatsApp® was the most used platform for learning amongst participants. Watching videos and downloading articles represented two-thirds of social media usage for learning. Smart phones were the most used device to access social media. Kruskal-Wallis tests were significant (≤0.001) for checking social media and messaging in lecture, use of social media for studies and classroom activities by country, generation (except classroom activities) and year of education. Use of social media for classroom activities had no significance by generation. Conclusion: Country, generation and year of education are factors that influence the use of social media in student nurses' learning. These should be considered by Universities in curriculum development and in teaching and learning delivery. From a pragmatic approach, social media is available and used by a majority of student nurses and can be widely assimilated into the nursing curriculum

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.

Faculty Development in Basic Science Disciplines for Clinical Teachers: Results of a Cross-Cultural Workshop in the Dominican Republic.

BACKGROUND: Faculty development programs, studied both within the USA and internationally, have been shown to be helpful for enhancing scholarly and academic work for academic faculty in teaching institutions. This project investigates the impact of a well-studied faculty development program applied to basic science teachers in an academic medical center in the Dominican Republic. METHODS: A faculty cohort of physician educators in the Basic Sciences at Universidad Iberoamericana (UNIBE) School of Medicine in the Dominican Republic underwent training in the Stanford Faculty Development Center (SFDC) model of teaching through a sequence of seven workshops that were adapted for basic science content. A validated retrospective pre- and post-test instrument was used to measure study outcomes on specific teaching behaviors at the end of the workshops, at 3-month and at 12-month post-intervention. Thematic analysis of specific teaching techniques and barriers to their teaching were compiled. RESULTS: Fourteen faculty participants completed the study. All participants found the workshops valuable. Significant improvement in self-reported teaching abilities was seen comparing the mean pre-intervention scores of 106.21 (maximum score = 145, standard deviation [SD] = 12.70) with mean immediate post-intervention scores of 138.28 (SD = 6.12), the 3-month post-intervention scores of 129.79 (SD = 11.12) and the 1-year post-intervention scores of 131.86 (SD = 11.26). Several consistent themes were found among participants. CONCLUSIONS: Faculty development for improving teaching of basic science concepts by clinicians can be performed across the cultures of the USA and the Dominican Republic.

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.