A pilot study on gamified and conventional e-quizzes reinforcing human histology among first-year medical and physiotherapy students.

The present retrospective, descriptive, and quasi-experimental study aimed to explore students' perceptions of traditional teaching combined with gamified and nongamified e-tests for postlecture reinforcement. Midterm knowledge retention and academic performance were also analyzed. The study was conducted from February 2021 to May 2022, involving a single group of first-year medical and physiotherapy students enrolled in equivalent core subjects on human histology at the University of Las Palmas de Gran Canaria (ULPGC). Lectures were supplemented with gamified Quizizz (QQ) or nongamified Moodle questionnaires (MQ) after lecture (t0) and 30 days later (t30). From 171 attendees, 162 volunteers were surveyed on their perceptions on the experience. Furthermore, 97 volunteers participated in the DOCENTIA-ULPGC survey on the students' satisfaction, and 123 participants individually answered 20 QQ and 20 MQ. Data were analyzed using the program Jamovi 2.3.24. The survey on volunteers' perception comprised 11 Likert items and 3 numerical scale items. The former showed acceptable internal consistency (ω-McDonald, 0.70) and validity (KMO, 0.58). Both types of e-questionnaires facilitated learning and motivated pre-reading contents but QQs were preferred. Reinforced lectures were rated higher than those unreinforced. Volunteers expressed higher overall satisfaction though DOCENTIA-ULPGC survey than the prepandemic control group. Average scores peaked at t0 with higher MQ rates. At t30, MQ and QQ scores were acceptable and similar. Participants' outcomes in the final exam tended to improve compared to the prepandemic control group, but without statistical significance. In summary, gamified and nongamified e-quizzes enhanced the student satisfaction and motivation and facilitated midterm knowledge retention.

Primer informe del Observatorio de la Academia de Medicina Familiar y Comunitaria de España (AMFE) en la universidad española, 2023 / Initial descriptive evaluation of Family and Community Medicine as a field within undergraduate medicine degrees in Spanish universities, 2023

Objetivos: conocer el grado de implementación de la Medicina Familiar y Comunitaria (MFyC) en el grado de Medicina de todas las universidades españolas.Métodos: estudio descriptivo transversal, llevado a cabo entre enero y marzo de 2023. Cuestionario ad hoc, cumplimentado por docentes de las 44 facultades de Medicina (año académico 2022-2023), sobre seis temáticas centradas en la asignatura de MFyC, las prácticas tuteladas, las rotaciones, metodologías docentes y evaluativas, y el profesorado. Resultados: participan 41 facultades (93,2%), 83% públicas y 17% privadas. La asignatura de MFyC está implantada en 34 facultades (82,9%), siendo obligatoria en 32 (94,1%), un 78% del total.La asignatura se denomina Medicina Familiar y Comunitaria solo en 14 facultades (34%) y cuenta con gran variabilidad en créditos ECTS: 3 créditos en 13 facultades (36%) y 6 créditos en 11 facultades (30%). Se imparte en quinto curso en 21 facultades (51%) y en sexto curso en 13 (32%). Hay prácticas tuteladas de MFyC en 28 facultades (68%) y créditos propios en 19 (46%). Mediana duración de 5 semanas. Gran variabilidad en las denominaciones. Coordinación por MFyC en 14 facultades (50%). Hay rotaciones en el centro de salud en 34 facultades (83%), siendo obligatorias en 29 (85%). No hay departamentos de Medicina Familiar, y solo hay unidades docentes universitarias en 4 facultades. Actualmente, hay 3 catedráticos y 13 profesores titulares. Conclusiones: se observa una progresión de la MFyC en la universidad en asignaturas, contenidos y profesorado, pero aún estamos lejos del nivel en el que se encuentran las universidades de otros países. Debilidades: gran heterogeneidad en denominación, contenidos, metodologías, carga docente y estructura. Fortalezas: implementación de metodologías docentes y evaluativas innovadoras.(AU)

Aims: to ascertain the degree of implementation of Family and Community Medicine (MFyC) on the undergraduate medicine degree course of Spanish universities.Methods: cross-sectional descriptive study, January-March 2023. Ad-hoc questionnaire, completed by lecturers of 44 medical schools (academic year 2022-2023). The questionnaire included six MFyC topics; that is, supervised family practice internships, shifts, teaching and evaluation methodologies and lecturers in medical schools.Results: a total of 41 faculties (93.2%) took part; 83% public and 17% private. MFyC course was implemented in 34 faculties (82.9%). The course was mandatory in 32 faculties (94.1%), 78% of the total.The course was named family and community medicine only in 14 medical schools (34%) with a major variability in ECTS credits (3 credits in 13 schools [36%] and 6 credits in 11 schools [30%]). It was taught in the 5th and 6th years in 21 (51%) and 13 (32%) faculties, respectively. There was supervised work experience in 28 faculties (68%), own credits in 19 (46%). Median duration was five weeks. There was a major variability in denomination. There was coordination by family practitioners in 14 faculties (50%).There were health centre internships in 34 faculties (83%), mandatory in 29 (85%).There are no family medicine departments and only university teaching units in four faculties. Currently, there are only three professors and 13 tenured lecturers.Conclusions: development of F&CM as a field was observed in terms of courses, content and teaching staff. However, this still falls well below international standards. Weaknesses are a major heterogeneity in denomination, content, methodologies, teaching load and structure and implementation of innovative teaching and evaluation methodologies was perceived as a strength.(AU)

#MedEd: Mapping the Current Landscape of Medical Education Discourse and Stakeholder Participation Across Social Media Platforms.

Background Medical education is a constantly evolving and multifaceted field that requires ongoing discussion and innovation. Social media platforms have emerged as a popular medium for disseminating information and engaging in professional discourse among medical educators. In particular, the hashtag #MedEd has gained widespread recognition amongst individuals and organizations within the medical education community. Our objective is to gain insights into the types of information and discussions surrounding medical education, as well as the individuals or organizations involved in these conversations. Methods Searches were conducted across major social media platforms, including Twitter, Instagram, and Facebook, using the hashtag #MedEd. The top 20 posts posted on these platforms were analyzed through a reflexive thematic analysis approach utilizing the Braun and Clarke method. Furthermore, an examination was conducted on the profiles of those responsible for posting the aforementioned top posts, to ascertain the degree of participation from individuals versus organizations within the broader discourse pertaining to the topic. Results Our analysis revealed three thematic categories associated with the usage of the #MedEd hashtag, including discussions on "continuous learning and medical case presentations," "medical specialties and topics," and "medical education pedagogy." The analysis revealed that social media can serve as a valuable platform for medical education by providing access to a diverse range of learning resources, fostering collaboration and professional networking, and providing innovative teaching methods. Furthermore, profile analysis showed that individuals were more actively involved in the discussion of medical education topics on social media compared to organizations across all three platforms. Conclusion Our study highlights the significant role that social media platforms play in facilitating the exchange of information and ideas within the medical education community. The hashtag #MedEd serves as a means of connecting individuals and organizations across the globe, enabling them to engage in professional discourse and stay informed on the latest developments in the field. Our findings suggest that a better understanding of the thematic categories and stakeholders involved in medical education discussions on social media can aid educators, learners, and organizations in enhancing their engagement with this dynamic field.

Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review.

AIM/OBJECTIVE: To report and synthesize the main strategies for teaching clinical reasoning described in the literature in the context of advanced clinical practice and promote new areas of research to improve the pedagogical approach to clinical reasoning in Advanced Practice Nursing. BACKGROUND: Clinical reasoning and clinical thinking are essential elements in the advanced nursing clinical practice decision-making process. The quality improvement of care is related to the development of those skills. Therefore, it is crucial to optimize teaching strategies that can enhance the role of clinical reasoning in advanced clinical practice. DESIGN: A scoping review was conducted using the framework developed by Arksey and O'Malley as a research strategy. Consistent with the nature of scoping reviews, a study protocol has been established. METHODS: The studies included and analyzed in this scoping review cover from January 2016 to June 2022. Primary studies and secondary revision studies, published in biomedical databases, were selected, including qualitative ones. Electronic databases used were: CINAHL, PubMed, Cochrane Library, Scopus, and OVID. Three authors independently evaluated the articles for titles, abstracts, and full text. RESULTS: 1433 articles were examined, applying the eligibility and exclusion criteria 73 studies were assessed for eligibility, and 27 were included in the scoping review. The results that emerged from the review were interpreted and grouped into three macro strategies (simulations-based education, art and visual thinking, and other learning approaches) and nineteen educational interventions. CONCLUSIONS: Among the different strategies, the simulations are the most used. Despite this, our scoping review reveals that is necessary to use different teaching strategies to stimulate critical thinking, improve diagnostic reasoning, refine clinical judgment, and strengthen decision-making. However, it is not possible to demonstrate which methodology is more effective in obtaining the learning outcomes necessary to acquire an adequate level of judgment and critical thinking. Therefore, it will be necessary to relate teaching methodologies with the skills developed.

Use of infographics for facilitating learning of pharmacology in the nursing degree.

AIM: To evaluate the impact of an educational intervention focused on teaching students to create infographics to improve pharmacology learning. DESIGN: This is a comparative study. METHODS: The population was 250 nursing students who had to create two infographics in groups related to the content that had been addressed in pharmacology in two different moments. Students and professors evaluated the infographics through a 5-point Likert scale. Scores from the official exam of the pharmacology subject were obtained. RESULTS: Most of the students scored below 50% for the "excellent" and "good" categories. Intraclass correlation and kappa correlations among students and professors' evaluations were low. The comparison between both times of students' evaluations only yields significant correlation values for the criterion "Understanding of information" (r = .039, p = .024) and the "Visual presentation of information" (r = .041, p = .019). No correlation was obtained between the test and evaluations values of the infographic.

Determinant Factors of Achievement Motivation in School Physical Education.

Today, it is important for physical education teachers to know students' motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students' sex, the taught sport modality, students' experience and teaching methodology. Likewise, the effects of students' sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann−Whitney U and Kruskal−Wallis H tests. The effects of students' sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students' sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students' sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

Influencia del perfil del entrenador en el entrenamiento en baloncesto formativo / Influence of the Coach’s Profile in Formative Basketball Training

Una de las principales necesidades de los entrenadores es conocer si sus procesos de entrenamiento reúnen los requisitos planificados. Para ello, los objetivos de esta investigación fueron evaluar cómo Variables Pedagógicas y de Carga Externa afectaban al entrenamiento y describir las diferencias según la metodología empleada. Esta investigación se clasificó como estudio empírico con metodología descriptiva y gran validez ecológica. Se analizaron un total de 664 tareas realizadas por dos equipos de baloncesto. Los resultados demostraron que existen diferencias significativas en todas las variables excepto el Tipo de Contenido y el Grado de Oposición en función del entrenador. Por tanto, se concluyó que la metodología influye en el diseño de las tareas, provocando diferencias en las Variables Pedagógicas y de Carga Externa. Estas diferencias provocan que el jugador entrenado bajo una metodología alternativa soporte mayor carga de entrenamiento, repercutiendo en una mejor adaptación a la competición y obteniendo mejores resultados. (AU)

One of the main needs of coaches is to know if their training processes meet the planned requirements. Therefore, the objectives of this research were to evaluate how Pedagogical and External Load Variables affect training, and to describe the differences according to the training methodology used by two teams. This work is classified as an empirical study with descriptive, observational, categorical and quantitative methodology. A total of 664 tasks performed by two basketball teams were analyzed. The results showed that there are significant differences in most of the variables analyzed according to the coach. Therefore, it was concluded that the methodology influences the design of the tasks, causing differences in the Pedagogical and External Load Variables. These differences cause the player trained under an alternative methodology to support a greater training load, resulting in a better adaptation to the competition and obtaining better results. (AU)

Metodología para la enseñanza de la danza folclórica del ritmo Pasacalle / Metodologia para o ensino da dança folclórica do ritmo do Pasacalle / Methodology for teaching the folk dance of the Pasacalle rhythm

RESUMEN Los ritmos nacionales se forman por versiones urbanizadas propias de cada nación, que crean un conjunto de géneros musicales que sirven de base para la práctica de actividad física especializada, a la vez que enriquecen el acervo cultural. El rescate de las tradiciones culturales pasa por acciones específicas que incluyen al profesorado de Educación Física. Por ello, el propósito de la investigación es validar teóricamente mediante consulta de especialistas una propuesta metodológica para la enseñanza de la danza folclórica con el ritmo Pasacalle. La investigación es de tipo descriptiva-explicativa de orientación prospectiva. Se diseñó una propuesta metodológica que es validada a través de encuesta por 15 especialistas nacionales. La propuesta de una metodología para la enseñanza de la danza folclórica del ritmo Pasacalle es aceptable según establecen los especialistas consultados (w=0.513), presentando un puntaje medio en los indicadores "pertinencia" (4.20: muy adecuado), "originalidad" (3: adecuado), "asequible" (4.27: muy adecuado) y "objetivo" (3.93: entre adecuado a muy adecuado). En la propuesta, se incluyen características de una estrategia metodológica que contiene una fundamentación teórica y metodológica, con una fase de diagnóstico y otra de planeación, más tres etapas que incluyen la determinación de los pasos metodológicos, el diseño de una asignatura optativa y la evaluación metodológica, así como un grupo de contenidos y objetivos a implementar en la clase de educación física, más los recursos didácticos y destrezas con criterio de desempeño.

RESUMO Os ritmos nacionais são formados por versões urbanizadas específicas de cada nação, que criam um conjunto de géneros musicais que servem de base para a prática da atividade física especializada, ao mesmo tempo que enriquecem o património cultural. O resgate das tradições culturais requer ações específicas que incluam professores de Educação Física. Por esta razão, o objetivo da investigação é validar teoricamente, através da consulta a especialistas, uma proposta metodológica para o ensino da dança folclórica com o ritmo Pasacalle. A investigação é de tipo descritivo-explicativo com uma orientação prospectiva. Foi concebida e validada uma proposta metodológica através de um inquérito a 15 especialistas nacionais. A proposta de uma metodologia para o ensino da dança folclórica do ritmo Pasacalle é aceitável segundo os especialistas consultados (w=0,513), apresentando uma pontuação média nos indicadores "pertinência" (4,20: muito adequado), "originalidade" (3: adequado), "acessível" (4,27: muito adequado) e "objectivo" (3,93: entre adequado e muito adequado). A proposta inclui características de uma estratégia metodológica que contém uma base teórica e metodológica, com uma fase de diagnóstico e uma fase de planeamento, mais três fases que incluem a determinação de etapas metodológicas, a concepção de uma disciplina opcional e avaliação metodológica, bem como um grupo de conteúdos e objectivos a implementar na aula de educação física, mais recursos didáticos e competências com critérios de desempenho.

ABSTRACT The national rhythms are formed by urbanized versions of each nation, which create a set of musical genres that serve as the basis for the practice of specialized physical activity, while enriching the cultural heritage. The rescue of cultural traditions goes through specific actions that include Physical Education teachers. Therefore, the purpose of the research is to theoretically validate, through consultation with specialists, a methodological proposal for teaching folk dance with the Pasacalle rhythm. The research is of a descriptive-explanatory type with a prospective orientation. A methodological proposal was designed and validated through a survey by 15 national specialists. The proposal of a methodology for the teaching of the folkloric dance of the Pasacalle rhythm is acceptable according to the specialists consulted (w=0.513), presenting an average score in the indicators "relevance" (4.20: very adequate), "originality" (3: adequate), "affordable" (4.27: very adequate) and "objective" (3.93: between adequate and very adequate). The proposal includes characteristics of a methodological strategy that contains a theoretical and methodological foundation, with a diagnostic phase and a planning phase, plus three stages that include the determination of the methodological steps, the design of an optional subject and the evaluation. methodology, as well as a group of contents and objectives to be implemented in the physical education class, plus teaching resources and skills with performance criteria.

Clinical simulation with dramatization, a teaching-learning strategy for undergraduate students of nutrition and dietetics

At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care. Objective: This study was carried out using a quantitative approach with a non-experimental, descriptive design. Materials and Methods: The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used. Results: The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions. Conclusion: The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects(AU)

En la actualidad, la formación en Ciencias de la Salud requiere de la interacción con pacientes reales, lo que se hace más complejo por la necesidad de velar por la seguridad de su salud. Por ello, ahora se están implementando nuevas metodologías docentes que ayudan a mejorar y proteger la atención segura. Objetivo: Este estudio se llevó a cabo con un enfoque cuantitativo con un diseño no experimental, descriptivo. Materiales y métodos: La muestra fue no probabilística a conveniencia y estuvo conformada por 87 estudiantes de pregrado. Se utilizó un cuestionario, con 18 enunciados divididos en 3 dimensiones: dimensión 1, estructura de simulación, con seis preguntas que reflejan aspectos relacionados con su implementación; la dimensión 2, aprendizaje, con siete preguntas relacionadas con aspectos de comunicación efectiva, confianza, aprendizaje y respeto a la diversidad; dimensión 3, retroalimentación para el aprendizaje, con cinco preguntas, que incluye la retroalimentación del docente y del paciente simulado, así como sus propias opiniones con respecto a participar nuevamente en otra experiencia similar. Se utilizó una escala tipo Likert de cinco puntos. Resultados: Las tres dimensiones estudiadas, estructura de simulación, aprendizaje y retroalimentación para el aprendizaje, reportan un alto nivel de percepciones positivas. Conclusión: La estrategia de simulación es una herramienta educativa en carreras afines a la salud que potencia las competencias clínicas de los estudiantes, así como las destrezas y habilidades teóricas y prácticas pertinentes en su proceso de aprendizaje, favoreciendo la integración de los conocimientos adquiridos en materias anteriores(AU)

Evaluation of head and neck cancer education at European dental schools.

AIM: In Europe, approximately 150.000 patients are diagnosed with head and neck cancer annually. Dentists play an important role in prevention and detection at an early stage when survival rates are best. This study aims to evaluate content of head and neck cancer education curricula of European dental schools. MATERIALS AND METHODS: A questionnaire, comprising 20 questions about content of curricula and teaching methods, was distributed to the deans of all 234 members of the Association for Dental Education in Europe. RESULTS: The response rate was 24%. All dental schools included head and neck cancer screening practices in their curricula, two-thirds had their students perform this screening on all patients routinely and education was mostly divided over various courses (65%). A variation in content of education in screening practices and counselling patients about various risk factors was reported. Alcohol and tobacco use were included in most curricula as risk factors for head and neck cancer (98%), gastro-oesophageal reflux was less frequently included (41%). The human papillomavirus (HPV) as a risk factor for oropharyngeal cancer was included in 94% of curricula and 87% also contained education about strategies to discuss prevention of HPV-related cancer. No association was found between curricula containing strategies about discussing HPV-related cancer and inclusion of the HPV vaccine in national immunisation programmes. CONCLUSION: Head and neck cancer teaching programmes show a considerable variation across European dental schools. Development of a unified teaching programme suitable for all European dental schools seems warranted.

Percepções iniciais sobre a conscientização tática no processo de iniciação esportiva do projeto de extensão "escola de esportes" da ESEFID/UFRGS / Initial perceptions about tactical awareness in the sports initiation project of the ESEFID/UFRGS "escola de esportes" extension project / Percepciones inicialessobre la conciencia táctica en el proyecto de iniciación deportiva del proyecto de extensión ESEFID/UFRGS escola de esportes

Objetivos: O objetivo do presente estudo foi compreender as potencialidades e desafios para utilização dos momentos de conscientização tática durante o processo de ensino dos esportes de invasão em um projeto de extensão. Metodologia: Participaram do trabalho os 14 alunos e alunas do Projeto de Extensão Escola de Esportes da ESEFID/UFRGS, com idades entre 7 a 11 anos. Os três estudantes-professores, responsáveis pelas 19 aulas de esportes de invasão do projeto, produziram diários de campo de suas observações. Estes diários passaram por uma análise temática realizada por quatro pesquisadores dividida em quatro partes: (1) criação de códigos que identificam os trechos dos diários; (2) junção e categorização dos códigos semelhantes; (3) tematização das categorias; (4) interpretação das categorias relativas à conscientização tática. Resultados e discussão: Percebemos que o estímulo à reflexão e verbalização nos momentos de conscientização podem proporcionar o entendimento sobre quais ações táticas são mais adequadas para cada situação. Isso foi explicitado em verbalizações corretas, melhora das ações de jogo após a conscientização tática e a demonstração de compreensão do jogo no momento em que os(as)alunos(as)ajudavam os(as)colegas.Considerações Finais: Os momentos de conscientização tática demonstraram ser um instrumento que, em conjunto com as outras vivências da aula, colaborou para o aumento da compreensão do jogo e consequentemente o aumento de ações e verbalizações adequadas.

Objective: The objective of the present study was to observe during an invasion sport teaching unit, the strategy for implementing awareness moments and to investigate their contribution to the understanding of the students' game. Methodology: 14 students from the ESEFID / UFRGS Sports School Extension Project, children and adolescents aged 7 to 11 years, participated in the work. Through participant observation, 3 monitors observed / participated in 19 classes from an invasion sport teaching unit, producing field diaries for each class. These journals went through a content analysis carried out by 4 researchers divided into 4 parts: (1) creation of codes that identify the excerpts of the diaries; (2) joining and categorizing similar codes; (3) thematization of categories; (4) interpretation of categories related to tactical awareness. Results and discussion: Encouraging reflection and verbalization in moments of awareness can provide students with an understanding of which tactical actions are positive and which can improve, making students critical to the tactical problems that occur during class, so that they can make more appropriate decisions in different situations of play. This was explained in correct verbalizations, tactical improvement after tactical awareness and demonstration of understanding of the game when students help their colleagues. Final considerations: The moments of tactical awareness proved to be an instrument that, together with the other experiences in the class, contributed to the increase in the understanding of the game and, consequently, the increase in appropriate actions and verbalizations.

Objectivo: El objetivo de este estudio fue comprender el potencial y los desafíos de utilizar momentos de conciencia táctica durante el proceso de enseñanza de los deportes de invasión en un proyecto de extensión. Metodología:En el trabajo participaron 14 alumnos del Proyecto de Ampliación de Escuela Deportiva ESEFID / UFRGS, con edades comprendidas entre los 7 y los 11 años. Los tres profesores en formación, responsables de las 19 clases de deportes de invasión del proyecto, elaboraron diarios de campo de sus observaciones. Estos diarios se sometieron a un análisis temático realizado por 4 investigadores divididos en 4 partes: (1) creación de códigos que identifican los extractos de los diarios; (2) unir y categorizar códigos similares; (3) tematización de categorías; (4) interpretación de categorías relacionadas con la conciencia táctica. Resultados y discusión: Nos dimos cuenta de que estimular la reflexión y la verbalización en momentos de conciencia puede proporcionar una comprensión de qué acciones tácticas son las más apropiadas para cada situación. Esto se explicó en verbalizaciones correctas, mejora de las acciones del juego después de la conciencia táctica y demostración de comprensión del juego cuando los estudiantes ayudaron a sus compañeros. ConsideracionesFinales:Los momentos de conciencia táctica demostraron ser un instrumento que, junto con las otras experiencias de la clase, contribuyó al aumento de la comprensión del juego y, en consecuencia, al aumento de acciones y verbalizaciones adecuadas.

Nursing Education in a Real-Life Context: The Teaching Ward Round.

Education in nursing is continually changing. The didactic methods used in other fields may be useful for closing the gap between theoretical learning and the reality of practical nursing. This study aimed to determine the association between a teaching model centered on the reality of nursing care, which is individualized to each context, and knowledge acquisition. A controlled experimental study was conducted with random allocation to two groups of students in their second year of a nursing degree (University of Jaén). The control group undertook practical work placements according to the traditional model. The intervention group participated in a "teaching round" during their practical placements. Knowledge tests were conducted after the placements. No significant differences were found for age or education level between the students of the control group (n = 46) and the intervention group (n = 48). In terms of the association between participation in the teaching round and the knowledge test (maximum score of 10), the mean grade in the intervention group was 8.83 ± 0.22, while it was 7.68 ± 0.23 in the control group (p = 0.001). The teaching round increased the student's acquisition of knowledge, even though this was not reflected in the global grade of the course.

Use of a Knowledge-Based Governance Approach to Plan a Post-COVID-19 Predoctoral Dental.

COVID-19 abruptly changed dental education, forcing educators out of their comfort zones and into using new technologies and teaching approaches. At the University of Washington School of Dentistry, a task force evaluated the curricular changes that resulted from COVID and made recommendations for the future predoctoral dental curriculum. This manuscript reports the process employed, the findings of the task force, and how these findings will impact the curriculum. A knowledge-based governance (KBG) approach was employed. KBG focuses on gathering all relevant information and identifying all choices. It separates dialogue from deliberation. Information was gathered via literature review, focus group interviews, electronic surveys, and other metrics. The task force evaluated: (1) delivering didactic content remotely; (2) administering assessments remotely; (3) duplicating preclinical simulation lab courses due to social distancing; and (4) the conversion from a numerical to a credit/no credit grading scale. Key recommendations resulted from focus groups and electronic surveys that allowed any student or faculty member an opportunity to provide input. Some topics were relatively non-controversial and strong recommendations were evident. The most controversial issue was which grading scale should be utilized. A KBG approach is an effective means to address mega issues in the dental school environment.

Conceptions of Learning and Teaching for Faculty Who Teach Basic Science.

INTRODUCTION: Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. METHODS: The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach's alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. RESULTS: Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30-39, 2.65 ± 0.48) than older faculty (50-59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. DISCUSSION: Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01264-4.

The Effect of Extra Educational Elements on the Confidence of Undergraduate Dental Students Learning to Administer Local Anaesthesia.

Local anaesthesia is taught early in the practical part of dental programs. However, dental students express uncertainty and concern before their practical training in local anaesthesia. The aim of this study was to evaluate how extra educational elements in the teaching of local anaesthesia affect students' confidence using local anaesthesia. The students were divided into three groups (A, B and C). Group A received the same education that was used the previous year (i.e., four hours of theoretical lectures followed by four hours of practical exercises performed on a fellow student). Group B did their practical training on fellow students in groups of three, with each student taking turns performing, receiving and observing the procedure. Group C received training using an anatomically correct model before their practical training on a fellow student. After each training step, the students completed a questionnaire about their confidence administering local anaesthesia. The students experienced a significant increase in confidence after each educational step. Combining theory and practical instruction, including the use of anatomically correct models and peer instruction, improved students' confidence in administering local anaesthesia. The greatest increase in confidence was in the students placed in groups of three where each student performed, received and observed the procedure.

Estaciones de aprendizaje para abordar concepciones de fisiología y morfología sobre el concepto de célula / Learning stations to analyze physiology and morphology perceptions of the cell concept

RESUMEN: El objetivo del presente estudio fue determinar la influencia de la implementación y aplicación de la metodología de enseñanza estaciones de aprendizaje, sobre un aprendizaje activo de la fisiología y morfología de la célula. Se trabajó con 90 estudiantes de enseñanza secundaria, distribuidos en un grupo control y otro experimental, los cuales recibieron clases tradicionales y la aplicación de la metodología estaciones de aprendizaje, respectivamente. Los datos fueron recolectados en base a test de concepciones y conocimientos, más encuesta de valoración. El análisis de los datos reveló que las estaciones de aprendizaje son una metodología de enseñanza efectiva en el aprendizaje de la célula, ya que permiten mejorar significativamente las concepciones previas de los estudiantes, los cuales valoran de manera positiva y significativa la metodología de la que fueron partícipes.

SUMMARY: The aim of this study was to determine the influence of the implementation and application of the learning stations teaching methodology on active learning of the physiology and morphology of the cell. We worked with 90 high school students, distributed in a control group and an experimental group, who received traditional classes and the application of the learning stations methodology, respectively. The data were collected based on a conception and knowledge test, plus an evaluation survey. The analysis of the data revealed that the learning stations are an effective teaching methodology in learning of the cell, since they allow to improve prior perceptions of the students, who significantly and positively value the methodology in which they participated.

Proposta de classificação das práticas corporais de aventura para o ensino na educação física escolar / Proposal of classification of the adventure bodily practices for teaching in physical education at school / Propuesta de clasificación de prácticas corporales de aventura para la docencia en educación física en la escuela

RESUMO Este texto apresenta uma proposta de classificação das Práticas Corporais de Aventura voltada para seu ensino na Educação Física Escolar. Argumenta acerca da necessidade de classificar estas práticas com base em seus elementos constituintes, quais sejam: Deslocamento, Sentido do deslocamento, Formas de deslocamento, Impulso motriz, Risco e Aventura. Pretende com isso superar uma reprodução irrefletida dessas práticas corporais nas aulas de Educação Física, nos mesmos moldes e lógica com que se desenvolvem nos âmbitos do lazer, do esporte e do turismo, projetando estratégias para que este conteúdo de circunscreva no campo das pedagogias progressistas.

ABSTRACT This text presents a proposal for to rank the adventure bodily practices aimed at their teaching in school Physical Education. It argues the need to classify these practices based on their constituent elements, which are: Displacement, Direction of displacement, Forms of displacement, Driving impulse, Risk and Adventure. This intends to overcome the simplistic reproduction of these bodily practices in Physical Education classes along the same lines and logic with which they are developed in the areas of leisure, sport and tourism, designing implemented so that this content will be circumscribed in the field of progressive pedagogies.

RESUMEN Este texto presenta una propuesta para la clasificación de las prácticas corporales de aventura orientadas a la enseñanza en la Educación Física Escolar. Se plantea la necesidad de clasificar estas prácticas en función de sus elementos constitutivos, a saber: Desplazamiento, Dirección del desplazamiento, Formas de desplazamiento, Impulso motriz, Riesgo y Aventura. Con ello se pretende superar la reproducción simplista de estas prácticas corporales en las clases de Educación Física con la misma línea y lógica con las que se desarrollan en los ámbitos del ocio, el deporte y el turismo, diseñando estrategias para que estos contenidos se circunscriban en el campo de las pedagogías progresistas.

Impact of experiential learning on dental students' training in nitrous oxide inhalation sedation.

PURPOSE/OBJECTIVES: Competence in nitrous oxide/oxygen (N2 O/O2 ) inhalation sedation is expected of dental graduates, but applying what is learned through didactic instruction to patient care can be challenging without firsthand experience. Therefore, the purpose of the current study was to evaluate the impact of experiential learning on dental students' confidence and sense of preparedness for administration of N2 O/O2 . METHODS: A biphasic, mixed methods study was conducted at a Midwestern dental school and included 2 cohorts of dental students. In Phase 1 (spring 2019), a cross-sectional study design was used to survey outgoing third-year and fourth-year students who received didactic N2 O/O2 instruction alone. In Phase 2 (summer 2019), a nonrandomized, preintervention-postintervention study design was used to survey incoming third-year students before and after a hands-on N2 O/O2 laboratory exercise. RESULTS: Of the 79 Phase 1 students (99% response rate), all believed a firsthand learning experience with N2 O/O2 during didactic learning would increase their confidence and preparedness when administering to a patient (both P < .001). Of the 41 Phase 2 students (100% response rate), after the lab exercise, all felt that firsthand experience enhanced classroom instruction and increased confidence and preparedness when administering N2 O to a patient (all P < .001). Fifty-six (71%) Phase 1 and 39 (80%) Phase 2 students believed classroom instruction alone was inadequate to prepare them to administer N2 O/O2 (both P < .001). CONCLUSIONS: Our results strongly suggest that experiential learning of N2 O/O2 inhalation sedation through a hands-on laboratory exercise should be incorporated into the predoctoral curricula of dental schools.

Razonamiento clínico en kinesiología mediante aprendizaje basado en casos / Clinical reasoning in kinesiology by case-based learning

Introducción: En cursos clínicos con gran número de estudiantes, las experiencias clínicas con pacientes reales son limitadas, dificul-tando el logro de objetivos de aprendizaje. La didáctica aprendizaje basado en casos (ABC) promueve el pensamiento crítico y trabajo coolaborativo, aspectos esenciales para desarrollar competencias profesionales. El objetivo de este estudio fue reportar si la incorpo-ración de la metodología ABC en una asignatura clínica curricular promueve el razonamiento clínico en la formación en kinesiología. Metodología: En la asignatura curricular "evaluación cardiorrespiratoria en kinesiología", 10 grupos de 7 estudiantes desarrollaron casos clínicos de temas disciplinares seleccionados bajo criterio de jueces por expertos del área, y lo presentaron al resto de sus compañeros. Un académico guió la reflexión del tema tratado en el ABC, fomentando la discusión entre los estudiantes. Al finalizar la asignatura se evaluó la percepción de la didáctica educativa mediante encuesta y logro de objetivos de aprendizaje con indicadores académicos. Resultados: Los estudiantes reportaron gran satisfacción con la metodología, mayor preparación para actividades de campo clínico y mejoras en sus habilidades comunicacionales. El promedio obtenido en las interrogaciones y en las actividades clínicas fue superior a versiones previas de la asignatura, aumentando el porcentaje de aprobación y satisfacción con el curso. Conclusión: La incorporación de la didáctica de ABC fomentó el razonamiento clínico, reflexión y habilidades comunicacionales mejorando el rendimiento académico y promoviendo competencias profesionales. Como producto final se elaboró un libro de descarga libre con los temas tratados en los ABC, titulado: "Identificando problemas kinesiológicos: aprendizaje basado en casos".

Introduction: In clinical courses with a large number of students, clinical experiences with real patients are limited, difficult to achieve the learning objectives. The 'Case-Based Learning' (CBL), like educational methodology, promotes critical thinking and improve collaborative work, which are essential aspects of the development of professional skills. The objective of this study was to report how the incorporation of the CBL methodology in a clinical course promoted the clinical reasoning in kinesiology students. Methodology: In the curriculum subject ten groups of seven students analyzed different clinical cases and presented them to their classmates. The CBL topics were selected by academic experts, who also guided and encouraged the discussion among the students. An online survey at the end of the course assessed perceptions students participated in this methodology. The final academic indicators assessed the learning objectives of the course achieved by students that participated with this methodology. Results: The students reported high satisfaction with the CBL methodology. They showed better preparation for clinical experiences and an improvement in their communication skills. The final marks obtained in the interrogations and the clinical practice activities were higher than in previous years. There was an increase in academic approval and student satisfaction with the course. Conclusion: The incorporation of the CBL methodology enhanced clinical reasoning, reflection, and communication skills, improving academic performance, and promoting professional skills. The topics covered in the CBLs conformed a free download book, entitled: «Identifying kinesiology problems: case-based learning.

Personal and Social Responsibility Programme Effects, Prosocial Behaviours, and Physical Activity Levels in Adolescents and Their Families.

The aim of this study was to analyse a personal and social responsibility programme in students and their family's perceptions relative to responsibility, prosocial behaviours, empathy, violence perception and physical activity levels. A sample consisting of 57 physical education students between 11 and 14 years old (mean (M) = 11.93; standard deviation (SD) = 0.73) that included 32 of their parents (M = 49.31; SD = 6.39) was distributed into experimental and control groups. The main results indicate that there were initial significant differences in favour of the control group for personal and social responsibility compared to the experimental group and they disappeared at the end of the treatment. There was an increase in antisocial behaviours for the control group at the end of the treatment. The experimental group also enhanced the values in violence perception for both students and families as compared to the control group. These results seem contradictory, which may be due in part to a short-time intervention programme and a low number of participants in the sample. More studies will clarify the improvements this kind of programme can bring to the variables studied.