Percepción de los estudiantes de las carreras de la salud sobre la utilización de metodologías activas para la enseñanza y aprendizaje de la histología / Perception of students of health careers on the use of active methodologies for teaching and learning histology

Introducción:Las metodologías activas tienen como protagonista al estudiante y, al ser enriquecidas con las tecnologías de la información y las comunicaciones, optimizan el aprendizaje activo, la participación y el trabajo colaborativo. El objetivo de este trabajo fue identificar la percepción de la satisfacción de los estudiantes de segundo año de Medicina y Tecnología Médica frente a la implementación de metodologías activas para el aprendizaje de la histología. Sujetos y métodos:Se utilizó un diseño cuantitativo, de corte transversal, descriptivo-comparativo. La percepción de los estudiantes se obtuvo a través de la aplicación de un cuestionario de satisfacción sobre metodologías activas, como el atlas digital y el póster científico, que incluyó cuatro dimensiones: metodología, atmósfera de aprendizaje, autorregulación y evaluación. Resultados:Las puntuaciones promedio obtenidas en cada dimensión fueron: metodología, media = 4,29; atmósfera de aprendizaje, media = 4,46; autorregulación, media = 4,37; y evaluación, media = 4,31, equivalentes a un porcentaje de satisfacción del 87,6, el 91,2, el 88,5 y el 83,7%, respectivamente. Las mejores percepciones se obtuvieron de los estudiantes de la carrera de Tecnología Médica. Conclusión:Los estudiantes percibieron positivamente las metodologías activas en beneficio de su aprendizaje en histología. Este tipo de metodologías favoreció principalmente la percepción de un buen ambiente para el aprendizaje y el logro de la autorregulación.(AU)

Introduction: Active methodologies have the student as their protagonist and, when enriched with Information and Communication Technologies (ICT), optimize active learning, participation and collaborative work. The objective of this work was to identify the perception of satisfaction of second-year students of medicine and medical technology, regarding the implementation of active methodologies for learning histology. Subjects and methods: A cross-sectional, descriptive-comparative quantitative design was used. The perception of the students was obtained through the application of a satisfaction questionnaire on active methodologies such as digital atlas and scientific poster, which included 4 dimensions: methodology, learning atmosphere, self-regulation and evaluation. Results: The average scores obtained in each dimension were: methodology M = 4.29, learning atmosphere M = 4.46, self-regulation M = 4.37 and evaluation M = 4.31, equivalent to a percentage of satisfaction of 87.6%, 91.2%, 88.5% and 83.7%, respectively. The best perceptions were obtained from the students of the medical technology career. Conclusion: The students positively perceived the active methodologies for the benefit of their learning in histology. This type of methodologies mainly favored the perception of a good environment for learning and the achievement of self-regulation.(AU)

El cine debate y la formación humana en las carreras de la salud. Experiencia cubana / Debate Cinema and Human Training in Health Careers. Cuban Experience

En la Universidad de Ciencias Médicas de la Habana, se realizan cines debate desde el año 2013, como parte del programa educativo para la formación humana en las carreras de la salud. El artículo da cuenta del universo cultural que representa el cine para la formación en Salud, de los principales ejes metodológicos formulados desde la presente experiencia- así como- del balance favorable obtenido. Se utilizó una metodología cualitativa con la revisión de fuentes bibliográficas disponibles en bases de datos de internet. Las autoras evidencian sus propias consideraciones y las conclusiones sobre las significativas ventajas del uso del cine para la formación humana en Salud. (AU)

At the University of Medical Sciences of Havana, debate cinemas have been held since 2013, as part of the educational program for human training in health careers. The article gives an account of the cultural universe that the cinema represents for Health training, of the main methodological axes formulated from the present experience - as well as - of the favorable balance obtained. A qualitative methodology was used with the review of bibliographic sources available in internet databases. The authors evidence their own considerations and conclusions about the significant advantages of using cinema for human training in Health. (AU)

The impact of COVID-19 on health professions student's perceptions, future education and career aspirations and confidence in public health responses.

Objective: To understand student perceptions, interest and intentions of pursuing public health as a result of COVID-19 during educational experiences. Participants: Two hundred seventy-seven students completed the survey representing 38 states and two countries. Methods: An online survey was administered to current undergraduate and graduate students at two institutions. Results: The difference between the ease of attaining a public health job for nonpublic health and public health students was significant prior to (p = .002) and during the pandemic (p = .015). There was an increase of 5.8% in student interest in continuing education in public health. 13% of respondents agreed the pandemic had been handled appropriately at the national level and 33% at the state level, and 57% expressed distrust of future responses. Conclusions: This study demonstrates a positive influence of COVID-19 on the desire to seek further education and careers in public health, highlights a lack of confidence in effective future pandemic responses.

Healthcare career intervention with youth in a predominantly Latinx rural community: a pilot study of a creative approach.

The present study discusses a pilot intervention for youth in a predominantly Latinx rural community in the U.S. The intervention incorporated multimodal creative activities into the social cognitive career theory-based healthcare career program. Participants (N = 75) were assessed for healthcare career self-efficacy, outcome expectations, and interests (pre-/post-intervention). Their healthcare career task self-efficacy and interests scores significantly increased overall. By race/ethnicity groups, however, only White students reported an increase in healthcare interests, and only students of color an increase in healthcare career task self-efficacy. This provides preliminary evidence for the effectiveness of the proposed intervention. Implications for services and research are discussed.

Intervention de carrière dans le domaine des soins de santé auprès des jeunes dans une communauté rurale à prédominance latine: Une étude pilote d'une approche créative La présente étude porte sur une intervention pilote destinée aux jeunes d'une communauté rurale à prédominance latine aux États-Unis. L'intervention a intégré des activités créatives multimodales dans le programme de carrière en soins de santé basé sur la théorie sociale cognitive des carrières. Les participant·e·s (N = 75) ont été évalué·e·s sur leur sentiment d'efficacité personnelle dans les soins, leurs attentes en matière de résultats et leurs intérêts (avant et après l'intervention). Les résultats du sentiment d'efficacité personnelle des tâches et des intérêts de leur carrière dans le domaine de la santé ont augmenté de manière significative dans l'ensemble. Toutefois, par groupe racial ou ethnique, seul·e·s les étudiant·e·s blancs ont signalé une augmentation de leurs intérêts pour les soins de santé, et seul·e·s les étudiant·e·s de couleur ont signalé une augmentation de leur sentiment d'efficacité personnelle dans les tâches liées aux soins de santé. Cela fournit des preuves préliminaires de l'efficacité de l'intervention proposée. Les implications pour les services et la recherche sont discutées.

Intervención en la carrera de atención médica con jóvenes en una comunidad rural predominantemente latina: un estudio piloto de un enfoque creativo El presente estudio analiza una intervención piloto para jóvenes en una comunidad rural predominantemente latina en los EE. UU. La intervención incorporó actividades creativas multimodales en el programa de carrera de atención médica basado en el enfoque socio-cognitivo de la carrera. Se evaluó a los participantes (N = 75) en cuanto a la percepción de la autoeficacia para la carrera sanitaria, las expectativas de resultados y los intereses (antes y después de la intervención). Sus puntuaciones de percepción de autoeficacia e intereses en las tareas de la carrera sanitaria aumentaron significativamente en general. Sin embargo, por grupos de raza / etnia, solo los estudiantes blancos mostraron un aumento en los intereses relacionados con la atención médica, y solo en los estudiantes de color se observó un incremento en la percepción de autoeficacia para las tareas profesionales de la salud. Esto proporciona evidencia preliminar de la efectividad de la intervención propuesta. Se discuten las implicaciones para los servicios y la investigación.

The Jackson Heart Study: Preparing African American High School Students for Health Careers and Research.

In 1999, Tougaloo College (TC), located in Jackson, Mississippi, was charged, as a part of its role in the Jackson Heart Study (JHS), with creating a pool of well-trained high school students who, upon entering college, could successfully complete undergraduate and graduate or professional degrees in the health professions, biomedical research, and public health. TC identified the following educational challenges experienced by Mississippi high school students: inadequate exposure to reading, writing, logic, and quantitative skills; inadequate course work in science and mathematics; lack of mentors and role models in science-related fields as well as for exploration and identification of career options in the health professions and biomedical research. To this end, the JHS Undergraduate Training and Education Center (JHS UTEC) developed three four-week summer workshops in Science, Language Arts, and Mathematics (SLAM) for high school students in grades 9 through 11. Since SLAM's inception, more than 900 students have completed the program, and more than 90% have enrolled in college. In addition, according to National Student Clearinghouse and participant-reported data, many of the SLAM participants have earned not only undergraduate degrees in science, but also graduate degrees in a health-related and STEM fields. This article details the SLAM curricula and strategies for recruiting, selecting, training, and retaining high school students; we also present data to illustrate the success of the SLAM program.

Influences on Indigenous and Pacific students' health career choices: a longitudinal cohort study.

Background: It is not understood how Maori and Pacific students in New Zealand choose nursing as a health career. Findings regarding influences arose from a study focusing on an incubator programme in New Zealand. Objectives: The aim of this study was to investigate whether secondary school students' participation in an Incubator Programme at secondary school influences students' choice of tertiary education. One of the aims of Programme Incubator (PI) is to encourage Indigenous (Maori) and Pacific students to consider a career in health. Methods: This longitudinal cohort study followed two cohorts of secondary school students from five schools. Participants completed a survey before and after participating in PI. Results: Of possible career options, nursing was the most common. Influences on career choices were personal experience, exposure to the media, careers advisors and teachers. Conclusions: PI is more attractive to Maori and Pacific people, than other populations. PI has been found to broaden and confirm available career options for some students. Nursing is a popular career choice for secondary students.

Insights in Public Health: The University of Hawai'i West O'ahu Undergraduate Health Science Program: Training the Workforce of the Future.

Hawai'i faces a significant healthcare workforce shortage, not only with physicians, but also with health science workers. "Health science" is a hands-on field that combines biomedical and psychosocial aspects of health, disease, and health care. Many of the fastest-growing jobs are in the health sciences, including home health aides, physical therapists, school counselors, and social workers. In Hawai'i, an aging population and the retirement of current health professionals increases the demand for health science workers. Innovative approaches and new care models are essential to meet Hawaii's needs. One promising solution involves creating four-year undergraduate degree concentrations that train students in marketable skills that are projected to be in demand in Hawai'i, such as in long-term care, community health, and health information management. These bachelor-level graduates could serve critical roles in relieving nurses and physicians of administrative, managerial, care coordination, and clinical data analysis duties that hamper their abilities to practice at the top of their licenses and training. The undergraduate health sciences program at the University of Hawai'i West O'ahu supports students who want to enter these career paths. The program's primary goal is to establish multiple pathways that provide opportunities for underserved youth in West O'ahu communities to choose marketable healthcare careers that pay a sustainable and living wage. Support for this innovative initiative will create a stronger, more well-rounded and sustainable health care workforce that meets Hawaii's increasing demand for affordable, accessible and high-quality care. The final measure of success will be the quality and number of our graduates from our communities, serving our communities.

A Health Professions Pipeline for Underrepresented Students: Middle and High School Initiatives.

The Department of Health Career Opportunity Programs at UConn Health has developed the Aetna Health Professions Partnership Initiative (Aetna HPPI), a formal education consortium offering a comprehensive program of educational enrichment and support activities for underrepresented and first-generation students. The purpose is to identify and develop a diverse applicant pool of students who will eventually enter a health professions career with a focus on medicine and dental medicine. Activities are conducted for students in middle school through college. The achievements of the middle and high school pipeline programs and their impact on producing a more diversified health professions workforce were examined. The students are recruited from the greater Hartford, CT area and come from backgrounds traditionally underrepresented in healthcare, first-generation college families and modest family means. Program elements include a 30-week academic year Saturday Academy and a 6-week summer academic enrichment program aimed at preparing students for successful entrance into college, and a Parental Seminar Series for parents. Some of the activities include science, math, language arts, PSAT, SAT and ACT preparation, college tours, career counseling, mentoring by health professionals, and cultural experiences. Data analysis and tracking of the students in the academy have revealed some significant achievements. All seniors in the academy have graduated from high school. The SAT scores of the academy students have consistently stood above the average for the rest of the Hartford School District. In addition, the graduating seniors have a high rate of college matriculation.

"I'm a Medic" - a web-based, social capital approach to health careers.

This article was migrated. The article was marked as recommended. Widening access to medicine in U.K. requires outreach that engages schools in remote areas, schools with below average attainment, and schools serving disadvantaged communities in order to develop a more representative profession and meet serious workforce shortages. The approach reported here embodies ideas about how to develop social and educational capital by facilitating live web chats between school children (13-17 years) and teams of health practitioners. "I'm a Medic" comprised three 2-week events over a 10-month period with circa 900 school students and 22 health professionals from general (family) practices participating. A high proportion (78%) of the students was actively engaged in live chats, asking questions, and voting for the most valuable health practitioner. Questions covered education and training, the nature of the practitioners' work, political and ethical aspects of healthcare, and a variety of scientific and personal aspects. Evaluation showed a positive increase in career interest and aspiration for science, healthcare and medicine. Teachers would all recommend "I'm a Medic" to colleagues and all bar one would take part again. They reported it was effective in engaging students, improving their confidence in asking questions, and their awareness of general practice and the NHS. Practitioners reported improvements in their understanding of how school students view healthcare professions, their interest in public engagement, and their confidence in communicating their work. Logistic challenges included conflict between scheduled web chats in normal school time and practitioners' clinical commitments. Nevertheless, the project demonstrated effective engagement across geographic and social/educational barriers, and can provide a valuable mode of outreach, particularly about careers in healthcare.

Empatía en estudiantes de kinesiología. Universidad Mayor, sede Temuco, Chile / Empathy in Students of Specialty in Physical Therapy, Universidad Mayor in Temuco, Chile / Empatia em estudantes de kinesiologia. Universidad Mayor. Sede Temuco. Chile

Objetivo: Estimar los niveles de empatía y describir el comportamiento de la estructura del constructo empatía en estudiantes de Kinesiología de la Universidad Mayor, Sede Temuco (Chile). Materiales y Métodos: Se aplicó la Escala de Empatía Médica de Jefferson (versión S), validada culturalmente para estudiantes de Kinesiología. Se estimó alfa de Cronbach y prueba de aditividad de Tukey. Las medias fueron comparadas mediante ANOVA bifactorial y prueba de Duncan. Se emplearon pruebas de Kaiser-Meyer-Olkin y Bartlett, componentes principales y rotación varimax. Resultados: La escala mostró confiabilidad, no existen diferencias de niveles de empatía entre cursos y entre géneros. Conclusiones: Los resultados del presente trabajo son diferentes a los de otros estudios. Los seis factores observados, de tres esperados, se atribuyen al tamaño de la muestra y a factores sociales y culturales propios de la región.

Objective: To estimate empathy levels and describe the behavior of the structure of the empathy construct in kinesiology students at the Universidad Mayor in Temuco (Chile). Material and Methods: The Jefferson Scale of Medical Empathy, in its Spanish version for students (S Version), culturally validated for kinesiology students was applied. Cronbach's alpha and Tukey's activity was estimated, as well. The means of data were compared using ANOVA Bifactorial and Duncan test. Kaiser-Meyer-Olkin and Bartlett test were used. The components were estimated applying principal components of the factorial test with varimax rotation and eigenvalue 1. Results: The scale showed reliability, there are no differences in levels of empathy between courses and between genders. Conclusions: This results are different from results of other studies. Is not possible to explain the cause of the observed results.

Objetivo: estimar os níveis de empatia, e descrever o comportamento da estrutura do constructo empatia em estudantes de Kinesiologia da Universidad Mayor, Sede Temuco (Chile). Materiais e métodos: aplicou-se a Escala de Empatia Medica de Jefferson (versão S), validada culturalmente para estudante de Kinesiologia. Estimou-se alfa de Cronbach e prova de aditividade de Tukey. As médias foram comparadas mediante ANOVA Bifatorial e prova de Duncan. Empregaram-se provas de Kaiser-Meyer-Olkin e Bartlett, componentes principais e rotação varimax. Resultados: a escala mostrou confiabilidade, não existem diferenças de níveis de empatia entre cursos e entre gêneros Conclusões: os resultados do presente trabalho são diferentes aos de outros estudos. Os seis fatores observados, de três esperados, atribuem-se ao tamanho da amostra e a fatores sociais e culturais próprios da região.

After-School Program for urban youth: Evaluation of a health careers course in New York City high schools.

Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students' health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body's 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content - high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health care, participate in health care activities, and take more health care courses in high school. The qualitative evaluation found that the students and their parents were pleased with the MIM ASP Course's composition, presentation, and effectiveness. With a large majority of the parents stating that their child got out of The Course what they had hoped for and that The Course made it more likely that they would recommend a health career for their child. The students and instructional staff also identified The Course elements that they felt were most and least effective. Best practices that were used in designing and conducting The Course were identified. The MIM ASP Course appears to have achieved its principal educational objectives of providing academic enrichment in human biology and improving attitudes towards a health career for a self-selected population of disadvantaged, underrepresented minority high school students in an urban setting.

Promoting careers in health care for urban youth: What students, parents and educators can teach us.

There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

E-learning in a virtual science camp for urban youth.

The Virtual Science Camp (VSC) is a unique demonstration of synchronous e-learning developed by Mentoring in Medicine (MIM). This paper reports on a pilot offering during the summer of 2012 that taught advanced biological concepts, healthy living and health care career opportunities to medically underserved urban youth. Livestream's interactive video technology was used to engage a diverse audience of mostly high school students at remote sites in a new two week instructional program that provided custom course content free of charge over the internet. We describe the technical and program preparations undertaken, their implementation, the IT environment, a multi-faceted evaluation plan, the results of the experiment, and lessons learned.

Understanding a Pacific Islander Young Adult Perspective on Access to Higher Education.

The Pacific Islander (PI) community suffers disproportionately from illnesses and diseases, including diabetes, heart disease and cancer. While there are tremendous health needs within the PI community, there are few health care providers from the community that exist to help address these particular needs. Many efforts have focused on health care workforce diversity to reduce and eliminate health disparities, but few have examined the issues faced in the health care work force pipeline. Understanding educational attainment among PI young adults is pivotal in speaking to a diverse health care workforce where health disparities among Pacific Islanders (PIs) may be addressed. This paper provides an in-depth, qualitative assessment of the various environmental, structural, socio-economic, and social challenges that prevent PIs from attaining higher education; it also discusses the various needs of PI young adults as they relate to psychosocial support, retention and recruitment, and health career knowledge and access. This paper represents a local, Southern California, assessment of PI young adults regarding educational access barriers. We examine how these barriers impact efforts to address health disparities and look at opportunities for health and health-related professionals to reduce and care for the high burden of illnesses and diseases in PI communities.