El Trabajo Colaborativo como una Competencia Deseable en el Contexto del Aprendizaje de Anatomía Humana: Su Desarrollo Mediante Aula Invertida / Collaborative Work as a Desirable Competence in the Context of Learning Human Anatomy: Development Through a Flipped Classroom

El estudio de la anatomía humana como asignatura básica tiene el desafío de promover el desarrollo de competencias genéricas en los estudiantes. Tal es el caso del trabajo colaborativo, trascendental en el trabajo en salud. Así, aparece aula invertida cuyo esquema desarrolla actividades de trabajo en equipo. Por ello, el objetivo de este trabajo es analizar el impacto de aula invertida sobre el trabajo colaborativo en la enseñanza de la anatomía. Estudio cuantitativo, transversal, no experimental que involucró la implementación de aula invertida en un curso de Terapia Ocupacional de 2023. A partir de 5 sesiones planificadas se desarrollaron trabajos en 6 grupos; incluyeron síntesis de contenido y casos clínicos. Al cerrar el semestre se determinó un promedio de calificaciones (PC), junto a una autoevaluación (AE) y coevaluación (CE) que midió trabajo colaborativo mediante 3 subcompetencias (SC1-SC3) (escala 1,0 a 7,0). Se aplicaron pruebas estadísticas para determinar diferencias entre de SC1-SC3 según AE y CE, por grupos y si existe relación con PC. La prueba de U de Mann Whitney no arrojó diferencias entre AE y CE. La prueba de Friedman no evidenció diferencias entre SC1-SC3. La prueba H de Kruskal-Wallis halló diferencias de las subcompetencias según grupos; SC1 podrían influir en el PC, SC2 registra diferencias en el grupo G1 y G5, y "gestión de conflictos" (SC3) no difiere de forma destacada entre los grupos. La correlación de Spearman presenta una asociación positiva débil entre las subcompetencias y PC, aunque el valor-p no fue significativo. Es sumamente necesario potenciar el trabajo colaborativo en el inicio del pregrado. Anatomía humana, en este contexto, tiene la oportunidad de promover su desarrollo. Ello puede generarse en el marco de aula invertida, cuyo esquema promueve actividades de trabajo colaborativo, y como es sabido, en el rendimiento académico.

SUMMARY: As a basic subject, the study of human anatomy challenges the development of generic skills in students. Such is the case of collaborative work which is transcendental in the areas of healthcare work. Consequently, an inverted classroom is developed wherein teamwork activities are developed. The objective of this work is to analyze the impact of the flipped classroom on collaborative work in teaching anatomy. A quantitative, cross-sectional, non-experimental study that involved the implementation of a flipped classroom in an Occupational Therapy course in 2023 was applied. From 5 planned sessions, work was developed in 6 groups; they included content synthesis and clinical cases. At the end of the semester, a grade average (GA) was determined, along with a self-assessment (SA) and co-assessment (CA) measuring collaborative work through 3 sub competences (SC1-SC3) (scale 1.0 to 7.0). Statistical tests were applied to determine differences between SC1-SC3 according to SA and CA, by groups and if there is a relationship with GA. The Mann Whitney U test did not show differences between SA and CA. The Friedman test did not show differences between SC1-SC3. The Kruskal-Wallis H test found differences in sub competences according to groups; SC1 could influence GA, SC2 records differences in group G1 and G5, and "conflict management" (SC3) does not differ significantly between the groups. The Spearman correlation presented a weak positive association between the sub competences and GA, although the p-value was not significant. It is extremely necessary to promote collaborative work at the beginning of the undergraduate degree. In this context, human anatomy is an opportunity to promote its development. This can be generated within the framework of the inverted classroom promoting collaborative work activities, and academic performance as well.

Satisfacción de los estudiantes de Medicina con la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario

Fundamento: La modalidad de aprendizaje aula invertida se utiliza en la educación médica superior en todo el mundo; es necesario conocer cómo esta modalidad pueda ser aceptada por los estudiantes de Medicina en Cuba. Objetivo: Determinar el nivel de satisfacción de los estudiantes de Medicina de 1.er año sobre la experiencia de aula invertida en la asignatura Células, tejidos y sistema tegumentario. Métodos: El estudio se realizó en la Universidad de Ciencias Médicas de Sancti Spíritus, durante el curso 2019-2020. Fue un estudio transversal mixto (cuantitativo mediante encuesta y cualitativo mediante grupos focales) con estudiantes de 1.er año de Medicina que utilizaron la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario. La encuesta midió la variable satisfacción mediante una escala Likert. Los grupos focales exploraron en profundidad los aspectos abordados en la encuesta. Resultados: Se encuestaron 276 estudiantes (76.4 %). El 76.8 % de los encuestados expresaron su satisfacción con la experiencia del aula invertida (respondieron de acuerdo/muy de acuerdo) y el 79.7 % manifestaron preferir las videoconferencias a las conferencias tradicionales. Los estudiantes mostraron gran satisfacción por las videoconferencias y valoraron su importancia para el aprendizaje. Estos datos fueron corroborados por las opiniones en los grupos focales. Conclusiones: Los estudiantes mostraron satisfacción y preferencia por el aula invertida en la enseñanza tradicional. Las videoconferencias, elaboradas siguiendo los principios de Mayer y ajustadas a los objetivos de aprendizaje, resultan un recurso altamente valorado por los estudiantes y muy pertinente para la educación médica en Cuba.

Background: The inverted classroom learning modality is used in superior medical education worldwide; it is necessary of knowing how this modality can be accepted by medical students in Cuba. Objective: To determine the satisfaction level of 1st year medical students about the inverted classroom experience in the subject cells, tissues and integumentary system. Methodology: The study was conducted at the Sancti Spíritus Medical Sciences University, during the 2019-2020 school term. It was a mixed cross-sectional study (quantitative through survey and qualitative through focal groups) with 1st year medical students who utilized the inverted classroom modality in the subject cells, tissues and integumentary system. The survey measured the satisfaction variable using a Likert scale. The focal groups deeply explored the aspects covered in the survey. Results: 276 students (76.4%) were surveyed. 76.8% of interviewees expressed satisfaction with the inverted classroom experience ("agree/very much agree") and 79.7% claimed to prefer videoconferences instead of traditional conferences. The students showed great satisfaction for the videoconferences and valued its importance for learning. These data were corroborated by the opinions in the focal groups. Conclusions: Students showed satisfaction and preference for the inverted classroom over traditional teaching. Videoconferences, elaborated following the principles of Mayer and adjusted to the learning objectives, result in a highly valued resource by the students and very pertinent for medical education in Cuba.

Percepción del Aprendizaje Activo Virtual de la Anatomía Humana, por Estudiantes de la Universidad Austral de Chile / Student Perceptions of Active Learning for the Practice of Virtual Human Anatomy, a Study at the Universidad Austral de Chile

Ante la pandemia del coronavirus, hubo que reinventar la forma de hacer las actividades prácticas de laboratorio de anatomía humana, la necesidad de que sean exclusivamente virtual, elevó la exigencia. La imposibilidad de trabajar con material orgánico demandó que al menos las imágenes a utilizar fueran de alta calidad. Para lo anterior, se usaron fotografías de disecciones del laboratorio de anatomía, más digitalizaciones de estructuras humanas de nuestro laboratorio en formato 3D disponibles en la plataforma web https://anatomiahumana3d.com. No obstante lo anterior, se detectó cierto grado de desidia por parte de los estudiantes y escasa participación en las actividades prácticas. Para resolver esto se implementó una modalidad de Aprendizaje Activo, específicamente de Aula Invertida, con el fin de que sea el propio estudiante quien genere su conocimiento. Una vez terminado el proceso de enseñanza aprendizaje bajo la nueva modalidad, se realizó un estudio descriptivo, a fin de detectar falencias y proponer mejoras respecto a la metodología aplicada. Los resultados arrojaron un nivel de satisfacción por sobre el 80 %, en tanto, que solo el 5 % de los estudiantes contestó como aceptable las diferentes dimensiones evaluadas, demostrando como el sistema de aula inversa fue bien recibida por los estudiantes. Sin embargo es prudente generar futuros estudios que ayuden a mejorar este tipo de metodología, como también seguir innovando en las estrategias didácticas que aporten a la comprensión de la anatomía humana.

SUMMARY: In the context of the COVID-19 pandemic it was necessary to reinvent the way of doing practical activities in the human anatomy laboratory and the need for these to be exclusively online, raised the requirement. Due to the impossibility of using organic samples, high-quality images had to be used. Therefore, photographs of dissections from our human anatomy laboratory were used, as well as digitalization of human structures from our laboratory in a three-dimensional (3D) format available on the web platform https://anatomiahumana3d.com. However, a certain degree of laziness on the part of the students and low participation in the practical activities was detected. To solve this problem, an Active Learning modality was implemented, specifically the Flipped Classroom, so that the students themselves generate their knowledge. Once the teaching-learning process was completed under the new modality, a descriptive study was carried out to detect shortcomings and propose improvements to the methodology applied. The results showed a level of satisfaction above 80 % and only 5 % of the students evaluated the different dimensions as acceptable demonstrating how the Flipped Classroom system was well received by the students. To conclude, it is prudent to generate future studies that help to improve this type of methodology, as well as to continue innovating in didactic strategies that contribute to the understanding of human anatomy.

Una Actualización de la Enseñanza de la Anatomía Humana: Análisis Comparativo de Aula Invertida y Modelo tradicional / An Update on the Teaching of Human Anatomy: Comparative Analysis of the Flipped Classroom and the Traditional Model

La enseñanza de la Anatomía humana es trascendental para toda profesión del área de la salud. En el contexto de Chile, ésta se caracteriza por ser principalmente corte tradicional con transferencia unidireccional de la información. Actualmente se propone lograr un aprendizaje más significativo, con la ayuda de modelos como Aula invertida. El objetivo de este estudio es comparar el rendimiento académico entre el modelo tradicional (MT) y Aula invertida (AI). Se intervinieron 2 cursos de 1° año, de las carreras de Nutrición y Odontología año 2022 de la Universidad de La Frontera, en los que se aplicó MT y AI, comparando el rendimiento con un test post clase en Nutrición, y un trabajo grupal en Odontología. Se realizaron análisis estadísticos descriptivos y pruebas que compararon las notas obtenidas. En uno de los grupos se segmentaron los estudiantes por rendimiento para analizar cómo afecta cada modelo dependiendo del tipo de estudiante. Se obtuvo mejor promedio post test con AI en Nutrición; 4,9 ±1,3, en contraste con un promedio de 4,2 ±1,3 para MT (escala 1,0 a 7,0). La prueba T de Student arrojó diferencias estadísticamente significativas (p0,05) en las calificaciones de los trabajos grupales con MT y AI. Es imperante actualizar la enseñanza de la Anatomía en favor de lograr un aprendizaje significativo, mediado por el trabajo de pares y el estudiante como protagonista que propone AI, que a su vez beneficia a aquellas personas con rendimientos más bajos al comienzo.

SUMMARY: The teaching of anatomy is transcendental for every profession in the health care area. In the Chilean context, this is characterized by being mainly traditional with a one-way transfer of information. Currently, it is proposed to achieve a more significant learning, with based models such as Flipped Classroom. The objective of this study is to compare the academic performance between the traditional model (TM) and the flipped classroom (FP). Two 1st year courses were intervened, from the Nutrition and Dentistry degrees at Universidad de La Frontera in 2022, in which TM and FP were applied, comparing the performance with a post-class test in Nutrition, and workgroup in Denistry. Descriptive statistical analyzes and tests that compared the grades obtained were performed. In one of the groups, the students were segmented by performance to analyze how each model affects the type of student. A better post-test average was obtained with FP in Nutrition; 4.9 ±1.3, in contrast to an average of 4.2 ±1.3 for TM (1.0 to 7.0 scale). Student's t test showed statistically significant differences (p0.05) in the evaluations of the workgroup with TM and FP. It is imperative to improve the Anatomy´s teaching in favor of achieving significant learning, mediated by peer work and the student as the protagonist proposing FP, which in turn benefits individuals with lower performances at the beginning.

Innovación en la enseñanza de la anatomía humana: aula invertida y su aplicación / Innovation in the teaching of human anatomy: flipped classroom implementation

El contexto actual involucra un acceso cada vez más universal a las tecnologías e información, lo que repercute fuertemente en el aula. Los estudiantes se muestran pasivos y reacios al Modelo Tradicional de enseñanza. De esta manera las innovaciones toman protagonismo, tal es el caso del modelo Aula Invertida (AI). El objetivo de este trabajo es describir la aplicación de AI en la enseñanza de la Anatomía humana en un entorno universitario. Se intervinieron 4 sesiones de la asignatura de Anatomía General de un curso de 41 estudiantes. Se abordó el contenido en 3 etapas: pre clase, clase y post clase, utilizando recursos y plataformas multimedia como Moodle y Youtube. Las actividades incluyeron lecciones virtuales, trabajos en grupo y cuestionarios minimalistas. Al final del semestre se aplicó una encuesta de percepción del estudiante. El logro alcanzado en pre clase fue 40,45 %, 55,46 %, 43,75 % y 76,04 % para las sesiones 01 a 04, respectivamente. Las calificaciones de los trabajos en grupos de la encuesta el 63,2 % y 76,3 % de los estudiantes manifestó estar "muy de acuerdo" con que AI potencia el trabajo autónomo y colaborativo, respectivamente. El 73,6 % prefiere el modelo AI por sobre el Tradicional. El modelo AI ha mostrado promover una mejor evolución del proceso de enseñanza- aprendizaje, siendo adaptable a disciplinas de ciencias básicas como el caso de Anatomía humana. La buena experiencia de esta innovación se debe sustentar en una programación bien estructurada, apoyo dentro y fuera del aula, y el ajuste de estrategias exitosas. Es inminente la necesidad de adaptarse al nuevo contexto donde prima el acceso a las tecnologías e información.

SUMMARY: The current context involves a generally increasing access of technologies and information, which has a strong impact on the classroom. Students are passive and reluctant to the traditional teaching model. Thus, innovations take center stage, such is the case of the Flipped Classroom (FC) model. The aim of this paper is to describe the application of FC in the teaching of human anatomy in a university environment. Four sessions of the General Anatomy program were intervened with a group of 41 students. The content was approached in 3 stages: pre-class, class and post-class, using multimedia resources and platforms such as Moodle and YouTube. The activities included virtual lessons, group work and minimalist quizzes. At the end of the semester a student perception survey was applied. Achievement percentage in pre-class were 40.45 %, 55.46 %, 43.75 % and 76.04 % for sessions 01 to 04. The grades for class group work were 5.8±0.34, 6.1±0.46, 6.0±0.78 and 6.7±0.38 for the sessions worked. In the survey 63.2 % and 76.3 % of the students stated that they "very satisfied" that FC enhances autonomous and collaborative work, respectively. 73.6 % preferred the FC model over the traditional one. The FC model has shown to promote a better evolution of the teaching-learning process, being adaptable to basic science disciplines such as human anatomy. A positive experience of this innovation must be supported by well-structured programming, support inside and outside the classroom, and the adjustment of successful strategies. There is an imminent need to adapt to the new context where access to technologies and information is a priority.

Aula invertida utilizada en la enseñanza de la estomatología: una aproximación / Flipped Classroom Approach in Dental Education: An Overview

RESUMEN El aula invertida es una estrategia didáctica en la cual se brinda a los estudiantes videos, podcast, entre otros, para que sean revisados con anticipación, de modo que cuando se realice la actividad presencial o virtual se profundicen y aclaren los conceptos pertenecientes a la información brindada previamente. El aprendizaje invertido busca generar una oportunidad de cambio en la dinámica de la enseñanza; promueve el aprendizaje activo dentro del ambiente de clase; y busca que el aprendizaje se focalice en el estudiante. En el presente documento, se hace una revisión de los aspectos más notables del aula invertida y sus diferencias con el método del aula magistral; asimismo, se revisa su impacto en la odontología y se plantean los retos, los compromisos y las dificultades que puede tener su implementación.

Abstract The flipped classroom is a pedagogical approach in which students are provided with videos, podcasts, and other resources to review in advance. This allows for a deeper understanding and clarification of the concepts during in-person or virtual activities. The flipped learning approach aims to bring about a change in the dynamics of teaching, promoting active learning within the classroom environment and placing the focus on the student. This document provides a review of the notable aspects of the flipped classroom and highlights its differences from the traditional lecture-based teaching method. Additionally, the impact of this approach in dentistry is examined, along with the challenges, commitments, and difficulties that may arise during its implementation.

Nursing Students' Perceptions of Flipped Classroom and Continuous Assessment in the Nursing-Management Classroom

Abstract: Introduction: Although the training of nurses in administration and leadership has an important repercussion on the present and the future of the profession, teaching methods are still traditional in many cases. Flipped classroom is a widely used method in nursing education but studies about its application to Nursing Administration and Management are limited. Method: Qualitative study by means of anonymous survey (dichotomous and open questions). Results: 92 % of students were shown to be satisfied with the teaching methodology and 92.9 % with the assessment. Only 31.5 % had used it previously but 83 % would like to use it in more subjects. The students showed that the methodology used had improved their opinion about the content and had increased their perception its usefulness. Conclusion: The participating students have been shown to be satisfied with flipped method and continuous assessment. These teaching strategies can help motivate nursing students towards the subject of Nursing Administration and Management, which can encourage them to pursue postgraduate training and professional practice in this area

Resumen: Introducción: Si bien la formación de enfermeros en Administración y Gestión tiene una importante repercusión en el presente y el futuro de la profesión, los métodos de enseñanza siguen siendo tradicionales en muchos casos. El aula invertida es un método ampliamente utilizado en la educación de enfermería, pero los estudios sobre su aplicación a la administración y gestión de enfermería son limitados. Método: Estudio cualitativo mediante cuestionario anónimo (preguntas dicotómicas y abiertas). Resultados: El 92 % de los estudiantes se mostró satisfecho con la metodología de enseñanza y el 92,9 % con la evaluación. Solo el 31,5 % lo había usado anteriormente, pero al 83 % le gustaría usarlo en más sujetos. Los estudiantes demostraron que la metodología utilizada había mejorado su opinión sobre el contenido y había aumentado su percepción útil del mismo. Conclusión: Los estudiantes participantes han demostrado estar satisfechos con el método de aula invertida. Estas estrategias de enseñanza pueden ayudar a motivar a los estudiantes de enfermería hacia la asignatura de Administración y Gestión de los Servicios de Enfermería, lo que puede animarlos a realizar una formación de posgrado y una práctica profesional en esta área.

Resumo: Introdução: Embora a educação de Enfermagem em Administração e Gestão tenha um grande impacto no presente e futuro da profissão, os métodos de ensino continuam a ser tradicionais em muitos casos. A sala de aula invertida é um método amplamente utilizado na educação em Enfermagem, mas os estudos sobre a sua aplicação à Administração e Gestão de Enfermagem são limitados. Método: Estudo qualitativo utilizando um questionário anônimo (perguntas dicotômicas e abertas). Resultados: 92% dos estudantes ficaram satisfeitos com a metodologia de ensino e 92,9% com a avaliação. Apenas 31,5% já o tinha utilizado antes, mas 83% gostariam de utilizá-lo em mais assuntos. Os estudantes mostraram que a metodologia utilizada havia melhorado a sua opinião sobre o conteúdo e aumentado a sua percepção útil do conteúdo. Conclusão: Os estudantes participantes mostraram-se satisfeitos com o método invertido e com a avaliação contínua. Estas estratégias de ensino podem ajudar a motivar os estudantes de Enfermagem para a disciplina de Administração e Gestão de Enfermagem, o que pode encorajá-los a empreender uma educação de pós-graduação e prática profissional nesta área.

Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic.

This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

Aula invertida en el desarrollo de competencias para el control domicilario de mosquitos de importancia para la salud pública / Flipped classroom in the development of skills for home control of mosquitoes of importance to public health

El método de enseñanza-aprendizaje de aula invertida propicia actividades participativas, de esfuerzo y colaboración antes, durante y fuera del salón de clases. Por tal razón, que se propuso la aplicación del aula invertida en el desarrollo de competencias para el control domicilario de mosquitos de importancia para la salud pública en la Universidad Nacional Autónoma de Chota, Camarja, Perú. El estudio fue experimental con una muestra de 72 estudiantes. Para la recolección de datos se aplicó la estrategia didáctica del Modelo Flipped Classroom en dos tiempos (pre y post test). Se usó el software SPSS para medianas y prueba de Wilcoxon considerando un alpha del 5%. Como resultado, en el post-test sobre los factores de riesgo identificados en el domicilio se evidenciaron cambios significativos, donde 72,22% identificaron los recipientes de almacenamiento de agua expuestos, 51,39% Frascos/botellas/envases con agua estancada, 45,83% piletas sin liempieza, 29,17% Llantas/desechos al aire libre con agua estancada, 26,39% Floreros con agua vieja, 20,83% analetas/grietas con agua estancada, 12,50% otros y 8,33% no identifico ningún factor, la comparación de la puntuación promedio en competencias para el control domicilario de mosquitos, antes y después de la aplicación del aula invertida en la Prueba de Wilcoxon mostró una z de -4,81 en la dimesión de identificar, -4,860 proponer y -4862 actuar, todos con p 0,000% (diferencia altamente significativa). El método de aula invertida a través de métodos prácticos interactivos contribuye de manera significativa al desarrollo de competencias para el control domicilario de mosquitos de importancia de salud pública(AU)

The flipped classroom teaching-learning method encourages participatory, effortful, and collaborative activities before, during, and outside the classroom. For this reason, the application of the flipped classroom was proposed in the development of skills for the home control of mosquitoes of importance for public health at the National Autonomous University of Chota, Camarja, Peru. The study was experimental with a sample of 72 students. For data collection, the didactic strategy of the Flipped Classroom Model was applied in two stages (pre and post test). The SPSS software was used for medians and the Wilcoxon test considering an alpha of 5%. As a result, in the post-test on the risk factors identified at home, significant changes were evidenced, where 72.22% identified exposed water storage containers, 51.39% Jars/bottles/containers with stagnant water, 45 83% pools without cleaning, 29.17% tires/outdoor debris with stagnant water, 26.39% vases with old water, 20.83% holes/cracks with stagnant water, 12.50% others and 8.33 % did not identify any factor, the comparison of the average score in skills for home control of mosquitoes, before and after the application of the flipped classroom in the Wilcoxon Test showed a z of -4.81 in the dimension of identifying, - 4,860 propose and -4,862 act, all with p 0.000% (highly significant difference). The flipped classroom method through interactive practical methods contributes significantly to the development of skills for home control of mosquitoes of public health importance(AU)

Utilización de la herramienta chroma key para el estudio de la morfología y la fisiología espermática en entornos virtuales / Use of the chroma key to study sperm morphology and physiology in virtual environments

RESUMEN: Uno de los retos en el uso de nuevas metodologías y tecnologías durante la crisis sanitaria causada por el virus SARS-CoV-2 ha sido mantener la motivación del alumnado en entornos virtuales. Por ello, el objetivo de este trabajo fue valorar la utilidad de materiales audiovisuales creados con chroma key en la metodología flipped classroom para impartir algunos conceptos teóricos en la asignatura de Biología del Desarrollo en el Grado en Biología de la Universidad de Alicante. Para ello, el profesorado de la asignatura elaboró vídeos utilizando la tecnología chroma key, los cuales fueron visualizados por parte del alumnado antes de las sesiones teóricas online. Durante dichas sesiones, el alumnado puso en práctica los conceptos comentados en los vídeos a través de la realización de actividades. La percepción del estudiantado sobre la metodología empleada se obtuvo mediante un cuestionario de opinión, en el cual el 90 % de los encuestados/as manifestaron que el uso combinado del flipped classroom con chroma key facilitaba el aprendizaje al adaptarse al ritmo y necesidades educativas de cada estudiante. Asimismo, destacaron que el uso de escenografía virtual con chroma key hizo más amena y atrayente la docencia online. En conclusión, el chroma key constituye una herramienta eficaz para realizar materiales educativos en flipped classroom que, además, resulta llamativo y motivador para el alumnado.

SUMMARY: One of the challenges in the use of new methodologies and technologies during the health crisis caused by the SARS-CoV-2 virus has been to keep students motivated in virtual environments. Therefore, the objective of this work was to assess the usefulness of audiovisual materials created with chroma key in the flipped classroom methodology to teach some theoretical concepts in the subject of Developmental Biology in the Degree in Biology at the University of Alicante. For this, the teaching staff of the subject produced videos using chroma key technology, which were viewed by the students before the online theoretical sessions. During these sessions, the students put into practice the concepts discussed in the videos by carrying out activities. The students' perception of the methodology used was obtained through an opinion questionnaire, in which 90 % of the respondents stated that the combined use of the flipped classroom with chroma key facilitated learning by adapting to the rhythm and educational needs of each student. They also highlighted that the use of virtual scenery with chroma key made online teaching more enjoyable and attractive. In conclusion, the chroma key is an effective tool for creating educational materials in the flipped classroom that is also attractive and motivating for students.

Helping medical students to learn pathology more effectively.

CONTEXT: Teaching methods in pathology for undergraduate medical students are not effective. AIMS: To document measures that can be adopted by individual teachers that can excite the interest, participation of the students and help them learn pathology in a clinical reasoning context. SETTINGS AND DESIGN: Medical students in a large international medical school with class sizes of 700-900 were taught the pathology course in a period of sixteen weeks for two cohorts of students each year over a period of twenty years. SUBJECTS AND METHODS: Specific learning objectives were devised to achieve higher levels of cognitive domain including interpretation, analysis and problem solving of clinical data of patients related to the objectives. The teaching sessions were modified to provide for maximum active participation by students with effective feedback at multiple points. Additional learning tools like concept maps, clickers, modified essay questions, flipped classrooms, clinicopathological conferences, directed self-learning activities were included. Learning objectives and assessment tools for professional behavior and communication skills were included. RESULTS: The students actively participated in all the learning activities with enthusiasm and achieved the objectives as reflected in the performance in the in-house examinations and the USMLE step one examination which tests clinical vignette-based problem-solving principles of which around 70% are related to pathology. CONCLUSIONS: The teaching sessions in pathology were useful and effective with adaptation to interactive, clinical reasoning platforms for teaching and assessment.

The importance on the use of active methods when teaching human morphophysiology.

Traditional didactic methods have not been successful in promoting independent and reflective students. Thus new teaching techniques are essential to optimize the way students learn. This study aimed to evaluate the perception of students, from the Faculty of Ceilandia, University of Brasília (FCE/UnB), about the active method "inverted class," which has as its primary characteristic to stimulate the student to study and research the contents before the theoretical classes or explanation of the teacher. To this end, 64 students of the summer course participated in the Flipped Classroom and later evaluated the discipline method. Initially, they received a script with clinical questions about the class's content, which should be discussed and answered about the basic, clinical, and practical application concepts. To evaluate the didactic method applied, on the last day of class, the summer class students were invited to answer a survey about satisfaction when learning the contents. For 98% of the students, the teaching method used was approved. It is also emphasized that this class had 48 repeating students, unmotivated with the course because, for many, they declared themselves unable to be approved. Given the success of the method, we decided to apply it throughout 2018, so the method was applied to over 180 students of FCE/UnB health courses. In short, it is considered that the results presented here to support other studies that highlight the need for changes in traditional teaching methods, which is a didactic option in undergraduate courses.

Implementación del aula invertida en la carrera Ingeniería en Bioinformática: Estudio de caso / Implementation of the flipped classroom in the Engineering in Bioinformatics programs: Case study

El presente trabajo aborda una experiencia en la implementación del aula invertida. Se emplea como estrategia de investigación un estudio de caso efectuado en la Universidad de las Ciencias Informáticas (UCI), de 16 estudiantes de Ingeniería en Bioinformática. En los resultados obtenidos, se confirma la relación entre la interactividad, motivación, trabajo y aprendizaje colaborativo y la evaluación formativa; además, que el diseño de actividades de aprendizaje y su evaluación en el modelo de aula invertida con el desarrollo de estrategias de estudiantes prosumidores de videos contribuye a que estos mejoren sus habilidades comunicativas e informáticas. Se concluye que la evaluación debe estimular el aprendizaje colaborativo, la interactividad, la tolerancia, la motivación y la responsabilidad en los entornos virtuales(AU)

This paper presents an experience in the flipped classroom teaching. A case study conducted at the University of Informatics Science (UCI, acronym in Spanish) with 16 Bioinformatics Engineering students. In the results obtained, the relationship between interactivity, motivation, work and collaborative learning and formative evaluation is confirmed; in addition, the design of learning activities and assessment in the flipped classroom model with the development of strategies for video prosumers students helps them to improve their communication and computer skills. It is concluded that evaluation should stimulate collaborative learning, interactivity, tolerance, motivation and responsibility in virtual environments(AU)

Se hace camino al andar: Educación médica de pregrado en el Departamento de Cirugía, Universidad de La Sabana / The path is made by walking: Undergraduate medical education in the Department of Surgery, Universidad de La Sabana

La educación médica en cirugía en Colombia esta experimentando una acelerada transformación, no obstante, la documentación de esta transformación educativa en el país es limitada. En este estudio se presenta una revisión cronológica de la enseñanza en el Departamento de Cirugía de la institución. La revisión se focaliza en las estrategias e hitos alcanzados en el pregrado, luego de transformar el modelo de enseñanza tradicional de principios de siglo XXI. La revisión está basada en la síntesis de una serie de estudios originales, los cuales ofrecen evidencia sobre las intervenciones realizadas en el departamento, y sobre sus resultados. Finalmente, se presenta una reflexión en torno a los retos futuros

Surgical education in Colombia is undergoing an accelerated transformation, however, the documentation of this educational transformation in the country is limited. This study presents a chronological review of teaching in the Department of Surgery of the institution. The review focuses on the strategies and milestones achieved in undergraduate level, after transforming the traditional teaching model of the early 21st century. The review is based on the synthesis of a series of original studies, which offer evidence on the interventions conducted in the department, and on their results. Finally, a reflection on future challenges is presented

Towards the optimal use of video recordings to support the flipped classroom in medical school basic sciences education.

The use of recorded video in medical education is increasing. Video material may be assigned before scheduled sessions to create a flipped classroom. Here, the instructor may lead a session that is organized for discussion, interpretation, and reflection of the previewed content. We established conditions that lead to increased student participation and engagement with prerecorded content for a medical genetics section in a first-year medical school basic sciences integrated course. Preliminary analysis of an asynchronous video-based pre-professional program directed the design of video material to support a first semester medical genetics course. We compared student participation in, and opinion of, a flipped-classroom session based on written vs. video presentation of material. Student opinion was surveyed with audience response devices (clickers). Shorter videos that were created specifically for the course were preferred by students compared to recordings of previously delivered lectures. Students preferred videos to assigned reading material and consistent scheduling throughout the teaching semester increased student participation. Presentation of medical school content with previously recorded video material can be a useful teaching tool if properly implemented.

Cambiando el paradigma educativo: propuesta de una estrategia educativa para la enseñanza-aprendizaje en cirugía vascular. Prueba piloto / Changing the Educational Paradigm: Educational Strategy Proposal for Vascular Surgery Teaching-Learning. Pilot Test / Transformando o paradigma educativo: proposta de uma estratégia educativa para o ensino-aprendizagem em cirurgia vascular. Teste-piloto

Resumen: La preocupación por los escasos conocimientos en temas relacionados con la patología vascular en numerosos médicos generales ha llevado a cuestionar si el método tradicional de enseñanza en el área de cirugía vascular y angiología de la Universidad Militar Nueva Granada (UMNG) es el más apropiado y práctico para construir un conocimiento duradero, que pueda ser aplicado. En este trabajo analizamos los resultados de la implementación de tecnologías de la información y la comunicación (Tic) en la enseñanza-aprendizaje de los conocimientos que el médico general debe tener en cuanto a patologías vasculares, particularmente, las más frecuentes en la práctica clínica. Se trató de un modelo de aula virtual con módulos en que se presentaron los temas del currículo actual de la materia Patologías Vasculares y Angiología del Programa de Medicina de la UMNG, siguiendo el modelo de aula invertida (flipped classroom). Entre los resultados destaca una mejoría significativa de las notas en los estudiantes evaluados luego de que cursaron le módulo virtual, tanto en los casos en que ya habían llevado a cabo la rotación en el servicio de Cirugía Vascular, como en los que no lo habían hecho. La evaluación de esta prueba piloto se hizo con miras a determinar la efectividad de implementar en el futuro un módulo virtual aplicable a mayor escala en la formación básica del médico general en la Facultad de Medicina de la UMNG.

Abstract: The concern about numerous general practitioners' scarce knowledge of vascular pathology has led to questioning whether the traditional teaching method in the field of vascular surgery and angiology at the Universidad Militar Nueva Granada (UMNG) is the most appropriate and practical to build lasting and applicable knowledge. This paper discusses the results of implementing information and communication technologies (ICT) in the teaching-learning of knowledge of vascular pathologies, particularly the most frequent ones in clinical practice, that the general practitioner should have. It is a virtual classroom model with modules that present the current curriculum topics of the Vascular Pathologies and Angiology subject of the UMNG Medicine Program, following the flipped classroom model. The results include significant improvement in the marks of the students evaluated after completing the virtual module, whether they had already done a rotation in the Vascular Surgery service or not. The assessment of this pilot test was carried out to determine the effectiveness of implementing a virtual module applicable on a larger scale in the future to the basic training of general practitioners at the UMNG School of Medicine.

Resumo: A preocupação pelos escassos conhecimentos em temas relacionados com a patologia vascular em inúmeros clínicos gerais tem levado a questionar se o método tradicional de ensino na área de cirurgia vascular e angiologia da Universidad Militar Nueva Granada (UMNG) seja o mais apropriado e prático para construir um conhecimento duradouro, que possa ser aplicado. Neste trabalho, analisamos os resultados da implantação de tecnologias da informação e da comunicação no ensi-no-aprendizagem dos conhecimentos que o clínico geral deve ter quanto a patologias vasculares, em especial, as mais frequentes na prática clínica. Trata-se de um modelo de sala de aula virtual com módulos em que são apresentados os temas do currículo atual da matéria de Patologias Vasculares e Angiologia do programa de Medicina da UMNG, que segue o modelo de sala de aula invertida (flipped classroom). Entre os resultados, destaca-se uma melhora significativa das notas nos estudantes avaliados após cursarem o módulo virtual, tanto nos casos em que já tinham realizado o rodízio no serviço de cirurgia vascular quanto nos quais não tinham feito. A avaliação desse teste-piloto foi feita com vistas a determinar a efetividade de implantar, no futuro, um módulo virtual aplicável a maior escala na formação básica do clínico geral na faculdade de Medicina da UMNG.

El aula invertida una estrategia en la enseñanza de la Informática / Flipped classroom an strategy learning Informatics

Introducción: El aula invertida resulta una modalidad educativa utilizada en la actualidad, donde el estudiante no es un agente pasivo en el proceso de enseñanza aprendizaje, en esta modalidad juega un papel importante la selección adecuada de los temas por parte de los docentes. Objetivo: Diseñar una estrategia utilizando la modalidad Aula Invertida, aplicada a los estudiantes de primer año de medicina, para el desarrollo de competencias en Software Libre para la Gestión de Información de los contenidos teóricos de los temas I y II de la asignatura Informática Médica. Material y método: Se le aplicó a la totalidad de los estudiantes matriculados en el primer año del curso escolar 2017-2018, previa selección por parte del colectivo docente de los temas a tratar y la preparación de materiales al efecto. Resultados: Se alcanzaron resultados favorables y de calidad por parte de los estudiantes. Conclusiones: La utilización de esta modalidad permitió en el momento de la clase el debate y resumen de los temas y el mejor aprovechamiento del tiempo disponible, así como el logro de habilidades prácticas. Favorece la independencia y autonomía de los estudiantes en la adquisición de conocimientos y habilidades(AU)

Introduction: The flipped classroom turns out to be an educational modality used nowadays, where the student is not a passive agent in the teaching-learning process, in this modality the appropriate selection of the topics by the teachers plays an important role. Objective: Design a strategy using the Flipped Classroom modality, applied to first-year medical students, for the development of Free Software competencies for the Information Management of the theoretical contents of the Medical Informatics subject. Method: I was applied to all students enrolled in the first year of the school year 2017-2018, after selection by the faculty of the topics to be treated and the preparation of materials to that effect. Results: Favorable and quality results were achieved by the students. Conclusions: The use of this modality allowed the debate and summary of the topics and the best use of the available time, as well as the achievement of practical skills. It favors the independence and autonomy of students in the acquisition of knowledge and skills(AU)

Impacto académico de una estrategia de salón invertido en Anatomía / Academic Impact of a Flipped-Classroom Strategy in Anatomy

Introducción: La anatomía como el resto de las ciencias básicas ha ido perdiendo espacio en los currículos a nivel mundial, por lo tanto, es necesario incentivar estrategias que promuevan el trabajo autónomo y colaborativo por parte de los estudiantes. Objetivo: Evaluar el impacto de estrategias tecno pedagógicas en la formación de médicos para la temática anatomía. Métodos: Se seleccionaron la totalidad de los estudiantes de tercer semestre de la Facultad de Medicina de la Universidad de La Sabana, en el módulo de sistema osteomusculoarticular que contiene dos módulos: miembro inferior y miembro superior respectivamente, se implementó la estrategia de clase invertida al módulo de miembro superior y al módulo de miembro inferior se aplicó la estrategia clásica. Se aplicó la prueba escrita a cada uno de los módulos y se analizaron las notas obtenidas por el grupo. Resultados: La mediana del examen de miembro inferior fue de 2,84, mientras que la del miembro superior fue de 3,05 con una diferencia que fue estadísticamente significativa (p = 000), haciendo evidente la obtención de mejores resultados académicos. Conclusiones: La estrategia ha mostrado tener un efecto importante en realizar discusiones, proyectos en pequeños grupos y mejorar la interacción estudiante docente. De manera adicional, permite que el estudiante tome el control de su aprendizaje, permitiéndole hacer las revisiones de la teoría en su tiempo evitando clases magistrales largas que en muchas ocasiones no logran el objetivo(AU)

Introduction: Anatomy, like the rest of basic sciences, has been losing space in the curricula worldwide, a reason why it is necessary to encourage strategies for promoting autonomous and collaborative student work. Objective: To evaluate the impact of techno-pedagogical strategies on the training of physicians for the subject of anatomy. Methods: All the third-semester students of the Medical School at University of La Sabana were chosen, in the module of osteo-muscular-articular system, which contains two modules: lower member and upper member, respectively. We implemented the flipped-classroom strategy with upper limb module, while the lower limb module was applied the classical strategy. The written test was applied to each of the modules and the notes obtained by the group were analyzed. Results: The median for the lower limb module's written test was 2.84, while that for the upper limb module was 3.05, with a statistically significant difference (p = 000), showing obtention of better academic results. Conclusions: The strategy has shown to have an important effect on carrying out discussions, projects in small groups and improving student-teacher interaction. Additionally, it allows the students to take control of their learning, allowing them to make revisions of the theory in their time and avoiding long master classes that often do not achieve their objectives(AU)

Flipped Classroom no ensino de gerenciamento em enfermagem: relato de experiência / Flipped Classroom in teaching nursing management: experience report

Objective: To report the experience of the use of two Flipped Classroom methods in the curricular activity of the Health Services Organization of an undergraduate nursing course. Method: Report of teaching experience developed in the second half of 2016 and the first 2017 through the introduction of Just in Time Teaching and Peer Instruction into three programmatic content. Results: The flipped methods were introduced into two classes. Peer Instruction and Just in Time Teaching were introduced in class one, in organizational alignment classes and administrative process, respectively. In class two, only Just in Time Teaching, in labour process and administrative process classes. Conclusion: Students had difficulty integrating the individual study. Isolated insertion initiatives may hinder teacher planning and pedagogical structuring of content approach.

Objetivo: Relatar la experiencia del uso de dos métodos de Flipped Classroom en la actividad curricular Organización de los Servicios de Salud de curso de graduación en enfermería. Método: Relato de experiencia de enseñanza desarrollada en el segundo semestre de 2016 y en el primero de 2017 a través de la introducción de Just in Time Teaching y Peer Instruction en tres contenidos programáticos. Resultados: Los métodos flipped se introdujeron en dos clases. En la clase uno se introdujeron el Peer Instruction y el Just in Time Teaching, en clases de alineación organizacional y proceso administrativo, respectivamente. En la clase dos, sólo el Just in Time Teaching, en clases de proceso de trabajo y de proceso administrativo. Conclusión: Los estudiantes tuvieron dificultad con la integración del estudio individual. Las iniciativas aisladas de inserción pueden dificultar la planificación del profesor y la estructuración pedagógica de enfoque del contenido.

Objetivo: Relatar a experiência do uso de dois métodos de Flipped Classroom na atividade curricular Organização dos Serviços de Saúde de um curso de graduação em enfermagem. Método: Relato de experiência de ensino desenvolvida no segundo semestre de 2016 e no primeiro de 2017 por meio da introdução de Just in Time Teaching e Peer Instruction em três conteúdos programáticos. Resultados: Os métodos flipped foram introduzidos em duas turmas. Na turma um foram introduzidos o Peer Instruction e o Just in Time Teaching, em aulas de alinhamento organizacional e processo administrativo, respectivamente. Na turma dois, apenas o Just in Time Teaching, em aulas de processo de trabalho e de processo administrativo. Conclusão: Os estudantes tiveram dificuldade com a integração do estudo individual. Iniciativas isoladas de inserção podem dificultar o planejamento do professor e a estruturação pedagógica de abordagem do conteúdo.

Successful adaptation of a research methods course in South America.

BACKGROUND: South America has low research productivity. The lack of a structured research curriculum is one of the barriers to conducting research. OBJECTIVE: To report our experience adapting an active learning-based research methods curriculum to improve research productivity at a university in Ecuador. DESIGN: We used a mixed-method approach to test the adaptation of the research curriculum at Universidad Catolica Santiago de Guayaquil. The curriculum uses a flipped classroom and active learning approach to teach research methods. When adapted, it was longitudinal and had 16-hour programme of in-person teaching and a six-month follow-up online component. Learners were organized in theme groups according to interest, and each group had a faculty leader. Our primary outcome was research productivity, which was measured by the succesful presentation of the research project at a national meeting, or publication in a peer-review journal. Our secondary outcomes were knowledge and perceived competence before and after course completion. We conducted qualitative interviews of faculty members and students to evaluate themes related to participation in research. RESULTS: Fifty university students and 10 faculty members attended the course. We had a total of 15 groups. Both knowledge and perceived competence increased by 17 and 18 percentage points, respectively. The presentation or publication rate for the entire group was 50%. The qualitative analysis showed that a lack of research culture and curriculum were common barriers to research. CONCLUSIONS: A US-based curriculum can be successfully adapted in low-middle income countries. A research curriculum aids in achieving pre-determined milestones. ABBREVIATIONS: UCSG: Universidad Catolica Santiago de Guayaquil; UM: University of Miami.