Evaluación de las estrategias formativas digitales para profesionales sanitarios implementadas durante la pandemia por COVID-19 / Evaluation of the digital educational strategies for healthcare professionals implemented during the COVID-19 pandemic

Objetivo: evaluar la implementación de la estrategia educativa de microaprendizaje mediante el uso de una aplicación móvil para los profesionales sanitarios de un hospital universitario durante la pandemia por COVID-19. Método: se realizó una encuesta a trabajadores del hospital. Se monitorizaron las visualizaciones de las píldoras formativas. El cuestionario permitió recoger información del perfil sociodemográfico de los participantes, el uso de aplicaciones móviles formativas y el de las píldoras creadas ad hoc durante la pandemia por COVID-19. El número de usuarios registrados en la aplicación era de 4.572. Los datos obtenidos se analizaron mediante un análisis descriptivo, utilizándose la prueba T de Student y el test ANOVA para análisis bivariantes. Resultados: participaron 633 profesionales, edad media (DE) 44,8 (11,1) años. El 81,7% (n= 517) era mujer. El 93,5% (n= 592) era trabajador sanitario. Las enfermeras representaron el 41,2% (n= 261) y los médicos el 22,3% (n= 141). Durante la pandemia, el 55,8% (n= 353) de los sujetos del estudio había trabajado dando asistencia directa a pacientes COVID (+). El 94% (n= 595) utilizó la visualización de vídeos para formarse/informarse para su ámbito profesional. El 94,9% refirió conocer las píldoras formativas de la app Formación SanidadMadrid. Las 22 píldoras formativas recibieron 25.539 visualizaciones en total. Se registró alta satisfacción de los participantes en el uso de este método para su formación durante la pandemia. Conclusiones: la estrategia formativa de microlearning basada en píldoras formativas disponibles en una aplicación móvil demostró ser un elemento clave para el desarrollo de nuevas metodologías formativas digitales en el entorno hospitalario durante una situación pandémica.(AU)

Objective: to evaluate the implementation of the microlearning educational strategy through the use of a mobile application for the healthcare professionals of a university hospital during the COVID-19 pandemic. Methods: a survey was conducted on hospital staff. The visualizations of knowledge pills were monitored. The questionnaire allowed to collect information about the sociodemographic profile of participants, the use of educational mobile applications, and of the pills created ad hoc during the COVID-19 pandemic. The number of users registered in the application was of 4,572. The data obtained were analysed through descriptive analysis, using the Student’s T test and the ANOVA test for bivariate analyses. Results: the study included 633 professionals, with a mean age (SD) of 44.8 (11.1) years; 81.7% (n= 517) were female and 93.5% (n= 592) were healthcare professionals. Nurses represented 41.2% (n= 261) of the sample, and doctors 22.3% (n= 141). During the pandemic, 55.8% (n= 353) of the study subjects had worked providing direct assistance to COVID (+) patients; 94% (n= 595) visualized videos for training / getting information for their professional setting; and 94.9% reported awareness of the knowledge pills by the Formación SanidadMadrid App. The 22 knowledge pills received 25,539 visualizations in total. There was high satisfaction by participants regarding the use of this method for their training during the pandemic. Conclusions: the microlearning educational strategy, based on knowledge pills available at a mobile application, demonstrated being a key element for the development of new digital training methodologies in the hospital setting during a pandemics scenario.(AU)

Mikros, aplicación androide para Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey / Mikros, an Android Application for the Microbiology and Parasitology Subject in the University of Medical Sciences of Camagüey

Introducción: El aprendizaje móvil (m-learning) es la inclusión de dispositivos móviles en las actividades de aprendizaje. En la enseñanza de Microbiología y Parasitología médica estos ofrecen un alto poder de ilustración y contribuyen al aprendizaje de la asignatura de los estudiantes de la carrera de medicina; además, sirven de apoyo a otros perfiles como Tecnología de la Salud. Objetivo: Exponer la actualización del curso de Microbiología y Parasitología en la Universidad de Ciencias Médicas de Camagüey mediante una aplicación androide. Métodos: Se realizó una aplicación optimizada para androide 4.4 o superior con el lenguaje de programación Java. Esta investigación se desarrolló en la Universidad de Ciencias Médicas Carlos J. Finlay y se aplicó a estudiantes de la carrera de medicina en los cursos 2018-2019 y 2019-2020. El universo del estudio fueron 1446 estudiantes de los cursos de 2016-2020. Se realizó una encuesta validada por expertos a una muestra probabilística de 88 estudiantes de la Universidad de Ciencias Médicas de Camagüey, en el período comprendido entre noviembre y diciembre de 2020. Se calculó el coeficiente concordancia general W de Kendall en cuanto a las respuestas a las preguntas. Resultados: Mikros fue una herramienta de apoyo a la docencia, fruto de un proyecto de colaboración entre el Centro de Inmunología y Productos Biológicos de la Universidad de Ciencias Médicas y la Facultad de Ingeniería Informática de la Universidad Ignacio Agramonte, de Camagüey, que permitió introducir al profesor en una modalidad de enseñanza muy a tono con estos tiempos. Conclusiones: La aplicación Mikros incluyó conceptos básicos y un alto nivel de actualización. También contribuyó a elevar el índice académico y a una mayor satisfacción del alumno en el aprendizaje, y resultó una herramienta de consulta práctica para estudiantes de años posteriores de la carrera en rotación por el área clínica y útil para el aprendizaje a distancia en tiempos de COVID-19(AU)

Introduction: Mobile learning (m-learning) consists in the inclusion of mobile devices into learning activities. In the teaching of medical parasitology and microbiology, such devices offer a high power of illustration and contribute to medical students' learning of the subject; in addition, they serve as support to other profiles such as health technology. Objective: To present the update, by means of an android application, of the Microbiology and Parasitology course at the University of Medical Sciences of Camagüey. Methods: An optimized application for android 4.4 or higher was created with the Java programming language. This research was carried out at Carlos J. Finlay University of Medical Sciences and applied to medical students in the 2018-2019 and 2019-2020 academic years. The study universe was made up of 1446 students from the academic years from 2016 to 2020. A survey validated by experts was carried out, in the period between November and December 2020, with a probabilistic sample of 88 students from the University of Medical Sciences of Camagüey. Kendall's coefficient of general concordance (W) was calculated for the answers to the questions. Results: Mikros was a teaching support tool, the result of a collaborative project between the Center of Immunology and Biological Products at the University of Medical Sciences and the School of Computer Engineering at Ignacio Agramonte University, in Camagüey, which allowed to present the professor in a teaching modality much in tune with the current times. Conclusions: The Mikros application included basic concepts and a high update level. It also contributed to raising the student's academic index and satisfaction with learning. It turned out to be a practical consultation tool for students of higher academic years of the major who are rotating through the clinical area, as well as a useful tool for distance learning in COVID-19 times(AU)

E-Learning for Undergraduate Medical Students.

PURPOSE: Disruption of education can lead to drastic changes and therefore, we need to maximize the benefits of e-technology. We aimed to explore changes in knowledge, attitudes, and challenges regarding e-learning during the COVID-19 pandemic and determine how e-learning has influenced academic performance. METHODS: We conducted a self-administrated electronic survey to collect information on undergraduate medical students' e-learning. We evaluated its validity, reliability and pilot tested the instrument. RESULTS: Between August 7 and 19, 2020, we received 995 responses. The majority of respondents answered that they knew about the tools used for e-learning, such as mobile learning, links, online classes, e-assessment; 84% (n=836), 82% (n=815), 82% (n=811) and 80% (n=796), respectively. Two-third of the respondents gained fair/very good knowledge from online classes and discussion boards; 65% (n=635), and 63% (n=620), respectively. Regarding attitudes, less than half had "somewhat" adequate knowledge and proper training; 45% (n=449) and 36% (n=361), respectively, and less than a third had "somewhat" positive feelings; 29% (n=289). The reported challenges were poor Internet speed (55%, n=545) and the lack of clinical experience and physical examination skills (51%, n=512). There is a statistical difference between the test score for the first and second semesters for year 6, year 5, year 4, and year 2 (P value < 0.05). CONCLUSION: Most respondents reported that they knew about e-learning tools and answered that they gained fair/very good amounts of knowledge accompanied by acceptable attitudes. The challenges need to be addressed to improve e-learning infrastructure. The transition to e-learning accompanied by increased academic performance.

Screening of Medical Students’ Intention to Practice Mobile – Learning in Malaysia

@#Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teachers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical students’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.

[Construction and Application of Innovative Education Technology Strategies in Nursing].

The evolution of information and communication technologies has deeply impacted education reform, promoted the development of digital-learning models, and stimulated the development of diverse nursing education strategies in order to better fulfill needs and expand in new directions. The present paper introduces the intelligent-learning resources that are available for basic medical science education, problem-based learning, nursing scenario-based learning, objective structured clinical examinations, and other similar activities in the Department of Nursing at Chang Gung University of Science and Technology. The program is offered in two parts: specialized classroom facilities and cloud computing / mobile-learning. The latter includes high-fidelity simulation classrooms, online e-books, and virtual interactive simulation and augmented reality mobile-learning materials, which are provided through multimedia technology development, learning management systems, web-certificated examinations, and automated teaching and learning feedback mechanisms. It is expected that the teaching experiences that are shared in this article may be used as a reference for applying professional wisdom teaching models into nursing education.