Lifestyles and academic stress among health sciences students at the National University of Chimborazo, Ecuador: a longitudinal study.

Background: The significant changes experienced by university students in their training are inherent to educational processes. Social isolation caused by the COVID-19 pandemic, online education and the reopening of higher-education institutions produced substantial variations in the lifestyle of university students in health sciences and generated academic stress and perceived stress. This study was conducted at the National University of Chimborazo (UNACH), a public institution located in Riobamba, central Ecuador, the diverse student's population provided an ideal setting for examining the interplay between academic and perceived stress, lifestyle factors, and learning modalities. The research focused on health sciences students across six academic programs. The university's geographical position and demographic characteristics offered a representative sample for investigating these factors within the context changing. Aim: To compare academic and perceived stress and university students' lifestyles at two different periods: (1) during the mandatory social confinement caused by the COVID-19 pandemic with an online learning modality (T1); (2) in the post-pandemic period with a return to face-to-face activities (T2). Design: An observational, analytical, quantitative, and longitudinal study. Participants: Students from six programs (Nursing, Physiotherapy, Clinical Laboratory, Medicine, Dentistry, and Clinical Psychology) from the Faculty of Health of the National University of Chimborazo-Ecuador (n = 2,237) participated voluntarily, the students had one mean age of M = 21.31 (SD = 2.36) at T1 and M = 22.94 (SD = 2.40) at T2. Non-probability convenience sampling was employed due to the accessibility of the student population and the importance of including the maximum number of relevant individuals within the study population. Methods: The following instruments were used: Nola Pender's Lifestyle Profile Questionnaire, Cognitive Systemic Inventory for the study of academic stress, and Cohen's Perceived Stress Scale. Results: In T1 and T2, students reported high levels of stress, and increased unhealthy lifestyle increased with the return to classrooms. Additionally, upon returning to face-to-face activities (T2), the mean score applied to the responses of Nola Pender's Lifestyle Profile Questionnaire decreased from M = 113.34 (SD = 23.02) to M = 107.2 (SD = 29.70; p < 0.001). There was significant difference (p < 0.001) in academic stress in T1 [M = 66.25 (SD = 15.66)] and T2 [M = 64.00 (SD = 17.91)]. Conclusions: Upon returning to university classrooms (T2), the number of students who reported an "unhealthy" lifestyle increased. Academic stress was high in T1 and T2 and was reported higher in online activities during social isolation.

The Evolution of Active Learning in Response to the Pandemic: The Role of Technology.

Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

Atividade física na promoção da saúde: formação de estudantes de medicina durante ensino remoto / Physical activity in health promotion: medical students training during remote teaching

Na pandemia de COVID-19, tanto o isolamento quanto o fechamento temporário das academias impactaram no cotidiano das pessoas, incluindo na prática de atividade física (AF). Essa é essencial para a saúde, por isso, devemos incentivá-la. Estudantes de Medicina com tempo escasso e falta de estímulo curricular para AF, tendem a subestimar sua importância. O seguinte relato busca descrever vivências e impactos da disciplina "Atividade Física na Promoção da Saúde" em uma instituição de ensino superior no ensino remoto, sua relação com enfermidades e discussões sobre políticas de saúde. Foi perceptível impacto positivo para estudantes e familiares. A adesão dos pacientes à AF está relacionada ao estímulo despertado pelo profissional pelas linhas terapêuticas voltadas ao estilo de vida. Assim, sendo o currículo das escolas médicas inestimável, deve-se valorizar os efeitos da AF para os indivíduos. A disciplina foi um bom exemplo da importância e êxito resultante da conscientização do futuro médico ainda em graduação.

During the COVID-19 pandemic, both the lockdown and the temporary closure of gyms had an impact on people's daily lives, including the practice of physical activity (PA). This is essential for good health, so we should encourage it. Medical students, with limited time and a lack of curricular encouragement for PA, tend to underestimate its importance. The following report seeks to describe the experiences and impact of the subject 'Physical Activity in Health Promotion' at a higher educa-tion institution in remote teaching, its relationship with illnesses and discussions on health policies. A positive impact on students and their families was clearly noted in class. Patients' adherence to PA is related to the stimulus provided by the professional through lifestyle-oriented therapeutic lines. Therefore, since medical schools' curricula is invaluable, the effects of PA on individuals should be valued. The subject was a good example of the importance and success of raising awareness among future doctors while they are still undergraduates.

"From All, To All": Implementing a collaborative online conference to reflect on the daily living of individuals with cerebral palsy.

BACKGROUND: Translating knowledge to improve paediatric rehabilitation has become a research area of interest. This study describes the development and evaluation of an online conference that brought together perspectives of individuals with cerebral palsy (CP), families, health care professionals, and researchers to discuss the daily living of individuals with CP. METHODS: We anchored the development and implementation of the online conference in the action cycle of the Knowledge to Action Framework. To develop the meeting, we included representatives from each stakeholder group in the programme committee. The conference programme was designed having the lifespan perspective of individuals with CP, from birth to adulthood, as its central core, with themes related to daily living (e.g., self-care, mobility, and continuing education). Participants' satisfaction with the conference was assessed using an anonymized online survey sent to all participants. RESULTS: The conference had 1656 attendees, of whom 675 answered the online satisfaction survey. Most participants rated the structure of the conference (i.e., quality of the technical support, audio and video, and online platform) and discussed topics (i.e., relevance, content, discussion, speakers, and available time) positively. CONCLUSION: Collaborative conferences that include stakeholders throughout the planning and implementation are a viable, effective knowledge translation strategy that allows for sharing experiences and disseminating knowledge among families and individuals with CP, health care professionals, and researchers.

Metodologias ativas no ensino da Prótese Parcial Removível durante a COVID-19: um relato de experiência da Universidade Federal da Paraíba / Metodologías activas em la enseñanza de Prótesis Parcial Removible durante laCOVID-19: relato de experiencia de la Universidade Federal da ParaíbaResumen / Active methodologies in teaching the Removable Partial Denture course during COVID-19: an experience report

Este estudo objetiva apresentar a experiência do componente curricular Prótese Parcial Removível (PPR) da Universidade Federal da Paraíba com a implementação de metodologias ativas, como gamificação, sala de aula invertida e case-based learning(CBL), no ensino à distância, visando sedimentar o aprendizado quanto ao planejamento de arcos parcialmente desdentados. As atividades foram realizadas de forma síncrona e assíncrona, utilizando como casos os esquemas bidimensionais e fotografias de arcosparcialmente desdentados, baseando-se no conceito de sala de aula invertida, no qual os alunos apresentavam os casos e os professores atuavam como mediadores nas discussões. Observou-se um grande engajamento e participação ativa dos alunos na construção do seuconhecimento. A inserção dessas metodologias no ensino remoto funcionou como um eixo motivacional para os alunos, fomentando a aprendizagem e estimulando o desenvolvimento de competências no planejamento em PPR previamente ao atendimento clínico (AU).

Este estudio tiene como objetivo presentar la experiencia del componente curricular Prótesis Parcial Removible de la Universidade Federal da Paraíba con la implementación de metodologías activas, como gamificación, aula invertida y aprendizaje basado en casos, en educación a distancia, con el objetivo de consolidar el aprendizaje sobre la planificación de arcadas parcialmente edéntulas. Las actividades se realizaron de forma sincrónica y asincrónica, utilizando diagramas bidimensionales y fotografías de arcos parcialmente edéntulos como casos, basados en el concepto de aula invertida, en la que los estudiantes presentaban los casos y los docentes actuaban como mediadores en las discusiones. Hubo un gran compromiso y participación activa de los estudiantes en la construcción de su conocimiento. La inclusión de estas metodologías en la enseñanza a distancia funcionó como eje motivacional de los estudiantes, favoreciendo el aprendizaje y estimulando el desarrollo de habilidades en la planificación de la Prótesis Parcial Removible previa a la atención clínica (AU).

This study aims to present the experience of RPD course at the Universidade Federal da Paraíba using active methodologies such as gamification, flipped classroom and case-based learning (CBL) in distance learning, aiming to consolidate learning in planningpartially edentulous arches. Activities were carried out synchronously and asynchronously using two-dimensional schemes and photographs of partially edentulous arches as "cases" and based on the concept of the flipped classroom, where students presented the cases and the teachers acted as mediators in the discussions. Excellent engagement and active participation of students in their knowledge construction were observed. The insertion of these methodologies in remote teaching acted as a motivational axis for the students, promoting learning and stimulating development of competences in RPD planning prior to clinical care (AU).

Educational Status of Minimally Invasive Spine Surgery / Situação educacional da cirurgia minimamente invasiva da coluna

Introduction The objective of this study was to understand how spine surgeons learn minimally invasive spine surgery (MISS) and how the COVID-19 pandemic impacted the educational experience of MISS. Potential solutions for increasing the spine surgeon's access to MISS educational resources were also discussed. Methods An internet survey was distributed to neurosurgical and orthopedic spine surgeons across multiple online platforms from April to June 2021, asking specific questions about education and training for MISS. Online survey tools were used to contact spine surgeons in the five geographical continents. Results A total of 303 spine surgeons responded to the survey: 272 (89.7%) neuro-surgeons and 31 (10.3%) orthopedic surgeons. The six countries with the greatest number of participants were: Argentina (n » 70; 23.1%), India (n » 47; 15.5%), Brazil (n » 34; 11.2%), Pakistan (n » 10; 3.3%), Mexico (n » 9; 3.0%), and Chile (n » 8; 2.6%). Conclusion Most spine surgeons were able to attend virtual learning events during the pandemic, but cadaveric study was still considered the gold standard for learning MISS. Multidisciplinary effort is needed to develop structured curriculums for teaching MISS that include a variety of educational tools such as cadaver laboratory, guidance from experienced surgeons, and virtual demonstrations.

Introdução O objetivo desse estudo foi entender como os cirurgiões de coluna aprendem técnicas minimamente invasivas e como a pandemia de COVID-19 impactou essa atividade. Soluções em potencial para aumentar o acesso a ferramentas educacionais de cirurgia minimamente invasiva são discutidas. Métodos Uma pesquisa realizada na internet para neurocirurgiões e ortopedistas em múltiplas plataformas on-line de abril a junho de 2021, perguntando especificamente questões sobre o estado educacional e de treinamento em cirurgia minimamente invasiva de coluna. Plataformas online específicas foram utilizadas para alcançar cirurgiões de coluna nos cinco continentes geográficos. Resultados Um total de 303 cirurgiões de coluna responderam à pesquisa: 272 (89,7%) neurocirurgiões e 31 (10,3%) ortopedistas. Os seis países com os maiores números de respostas foram: Argentina (n » 70; 23,1%); Índia (n » 47; 15,5%); Brasil (n » 34; 11,2%), Paquistão (n » 10, 3,3%), México (n » 9; 3,0%) e Chile (n » 8; 2,6%). Conclusão A maioria dos respondentes foi capaz de frequentar cursos online durante a pandemia, porém cursos cadavéricos ainda são considerados o padrão-ouro para o aprendizado de técnicas minimamente invasivas. Um esforço multidisciplinar será necessário para desenvolver um currículo estruturado que inclua uma variedade de ferramentas educacionais como laboratório cadáver, tutoria por pares mais experientes e demonstrações virtuais.

Percepción sobre el proceso de aprendizaje bajo el contexto de virtualidad en estudiantes de odontología / Perception of the learning process under the context of virtuality in dental students

El presente artículo tiene como objetivo conocer la percepción de los estudiantes de odontología sobre su proceso de aprendizaje bajo el contexto de la virtualidad. Para ello se realizó la búsqueda de artículos científicos, artículos de revisión y tesis publicadas desde el año 2020 hasta el 2023. Las bases de datos de donde se recopilaron los estudios fueron: Pubmed/MEDLINE, Scopus, SciELO, y Google Académico. Las opiniones de los estudiantes fueron positivas en su mayoría. Los aspectos positivos de la virtualidad se relacionaron a la flexibilidad de horarios, ahorro de tiempo y gastos extras; así mismo indicaron que resulta ser una manera didáctica de llevar las asignaturas teóricas. Por otro lado, los aspectos negativos se vincularon a las asignaturas clínicas y de laboratorio, señalaron que su proceso de aprendizaje durante la pandemia fue deficiente en estas materias. Sin embargo, algunos estudios demostraron que la virtualidad es una buena alternativa complementaria para los estudiantes de preclínica, debido a que los prepara para abordar al paciente con mayor confianza y seguridad. Se puede concluir que la virtualidad es un buen aliado en el aprendizaje de educación dental, algunos de los estudiantes alientan a que esta modalidad continúe a través del tiempo, sobre todo en cursos teóricos y preclínicos. La virtualidad puede seguir siendo parte de la educación dental en nuestro país, pero de ello también depende de las estrategias y metodologías de enseñanza que lo acompañen.

The objective of this article is to know the perception of dental students about their learning process under the context of virtuality. For this purpose, a search was carried out for scientific articles, review articles and theses published from 2020 to 2023. The databases from which the studies were compiled were: Pubmed/MEDLINE, Scopus, SciELO, and Google Scholar. The opinions of the students were mostly positive. The positive aspects of virtuality were related to the flexibility of schedules, time savings and extra expenses; They also indicated that it turns out to be a didactic way of carrying out the theoretical subjects. On the other hand, the negative aspects were linked to clinical and laboratory subjects; they indicated that their learning process during the pandemic was deficient in these subjects. However, some studies have shown that virtuality is a good complementary alternative for preclinical students, because it prepares them to approach the patient with greater confidence and security. It can be concluded that virtuality is a good ally in learning dental education; some of the students encourage this modality to continue over time, especially in theoretical and preclinical courses. Virtuality can continue to be part of dental education in our country, but it also depends on the teaching strategies and methodologies that accompany it.

Teaching controversial socio-scientific issues in online exhibits of science museums: Covid-19 on the scene.

The Covid-19 pandemic has sparked an unprecedented public debate over socio-scientific controversies, particularly regarding vaccination and social distancing measures. Despite the potential of such subjects for developing critical thinking and a sense of citizenship, the theme of controversies is still incipient in science museums. This documentary study investigates the way three science institutions have proposed online exhibits on Covid-19 on Google Arts & Culture platform and checks their potential for favoring teaching on controversial science topics. Google Arts & Culture platform was searched for Covid-19-related keywords and the filtering of the results was based on focus and organizing institutions. Three exhibits were detected, whose analysis was submitted to an inter-rater agreement (Cohen's kappa). The results revealed the predominance of social and economic aspects that can strongly favor more scientifically progressive views of both science literacy and a socially undistorted science. On the other hand, the superficiality of political discussions on science topics, a lack of naturalization of the controversial discussions, and an excessive use of textual content were identified, thus revealing some initiatives have not explored the interactivity, multimediality, and the way dilemmas that mark the trajectory of science museums extend to online exhibits. From this perspective, we point out paths for teaching and learning socio-scientific controversies in museums.

Performance and mathematical self-concept in university students using Khan Academy.

Information and Communication Technologies (ICT) have fueled innovative support techniques in the educational field that enhance students' educational training processes. The goal of this study was to measure the relationships between progress in that training, mathematical self-concept, and the new students' academic performance when they were supported by an online training, through the Khan Academy platform. A sample of 906 students distributed over four cohorts was analyzed through correlational and inferential quantitative methodology. The results show that students' academic performance was directly related to their mathematical self-concept, their progress in the online training, and other socioeconomic factors, such as being in receipt of grants, their parents' educational attainment, and access to technological devices at home, highlighting a technological gap in academic performance in favor of students with access to such devices. Further research is needed about the role of teachers and the methodology that accompanies learning through this technological tool.

Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study.

BACKGROUND: Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. METHOD: We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. RESULTS: Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. CONCLUSION: Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

Pedagogical concerns of physical therapist professors and their perceptions of the COVID-19 pandemic / Preocupaciones pedagógicas del fisioterapeuta-profesor y sus percepciones sobre la pandemia del COVID-19 / Preocupações pedagógicas do fisioterapeuta professor e suas percepções sobre a pandemia de COVID-19

ABSTRACT In health professions education, professors usually face some difficulties and concerns. The COVID-19 pandemic has further amplified these challenges, leading to changes in teaching methods and new concerns. This study aimed to identify undergraduate physical therapy professors' concerns (PC) about the learning environment during the COVID-19 pandemic. Physical therapists who served as undergraduate physical therapy professors in Brazil answered a questionnaire on PC (Teacher Concerns Questionnaire - TCQ), a sociodemographic profile questionnaire, and an open-ended question on the perception of changes in PC during the pandemic. A total of 187 physical therapist professors completed the questionary and had moderate PC (TCQ 49.6±10.5), with no association with the stage of their teaching career, age, and length of professional training. Participants in continuing education activities had higher PC. Of the participants, 94.1% reported changes in PC resulting from the pandemic. Therefore, professors who participate in continuing education activities are more concerned about the impact of their practice than those who do not participate. At the same time, these concerns seem to have changed during the pandemic.

RESUMEN En la formación de los profesionales de la salud, los docentes suelen experimentar algunas dificultades y preocupaciones. La pandemia del COVID-19 intensificó aún más estos desafíos, por provocar cambios en los métodos de enseñanza, dando lugar a nuevas preocupaciones. El objetivo de este estudio fue investigar las preocupaciones de los profesores (PP) de los cursos de graduación en Fisioterapia respecto al ambiente de aprendizaje durante la pandemia del COVID-19. Se invitó a fisioterapeutas que actuaban como profesores en cursos de graduación en Fisioterapia en Brasil a responder un cuestionario sobre las PP (Teacher Concerns Questionnaire, TCQ), sobre el perfil sociodemográfico y la percepción de cambios en PP en relación con la pandemia. Participaron 187 fisioterapeutas profesores que presentaron PP moderadas (TCQ: 49,6±10,5), sin asociación con la etapa de la carrera docente, la edad y el tiempo de formación profesional. Los participantes en actividades de formación continuada en la docencia tuvieron una PP más alta. El 94,1% de los participantes informaron cambios en PP resultantes de la pandemia. Se concluye que los profesores que participan en actividades de formación continuada están más preocupados por el impacto de su práctica. A la vez, estas preocupaciones parecen haber cambiado durante la pandemia.

RESUMO Na formação dos profissionais de saúde, os professores geralmente vivenciam algumas dificuldades e preocupações. A pandemia de COVID-19 amplificou ainda mais esses desafios, acarretando mudanças nos métodos de ensino e gerando novas preocupações. O objetivo deste estudo foi investigar quais são as preocupações dos professores (PPs) dos cursos de graduação em Fisioterapia com relação ao ambiente de aprendizagem durante a pandemia de COVID-19. Fisioterapeutas que atuavam como docentes em cursos de graduação em Fisioterapia no Brasil foram convidados a responder a um questionário de sobre as PPs (Teacher Concerns Questionnaire - TCQ), sobre perfil sociodemográfico e sobre a percepção de mudanças nas PPs devido à pandemia. Participaram 187 fisioterapeutas professores que apresentaram PP moderada (TCQ: 49,6±10,5), sem associação com a fase da carreira docente, a idade ou o tempo de formação. Aqueles que participam de atividades de formação continuada em docência apresentaram maior PP. Alterações nas PPs decorrentes da pandemia foram relatadas por 94,1% dos participantes. Conclui-se que os professores que participam de atividades de formação continuada se preocupam mais com o impacto de sua prática do que os que não participam. Ao mesmo tempo, essas preocupações parecem ter mudado durante a pandemia.

Educação (remota) on-line e Covid-19: experiência de professores na educação médica mediada por metodologias ativas / Online (remote) education and Covid-19: teachers' experience in medical education mediated by active methodologies

Resumo: Introdução: Em 2020, a fim de conter a progressão da pandemia do coronavírus, determinou-se o distanciamento social por redução da interação entre as pessoas. As instituições de ensino foram fechadas, e adotou-se o ensino-aprendizagem a distância aplicado por tecnologias digitais para a continuidade do estudo. O fechamento de uma universidade comunitária em Santa Catarina, no curso de Medicina, implicou uma situação disruptiva quanto ao formato de ensino, visto que se utilizam metodologias ativas que não haviam sido aplicadas digitalmente até o momento. Dessa circunstância, pergunta-se como o corpo docente percebe e vivencia essa nova realidade. Objetivo: Pretendeu-se conhecer a experiência de professores do primeiro ao quarto ano de graduação médica com metodologias ativas durante as atividades do ensino remoto no advento da pandemia do coronavírus para entender as repercussões na aprendizagem. Método: Trata-se de uma pesquisa de campo, com objetivo exploratório e abordagem quanti-qualitativa. O trabalho passou por apreciação do Comitê de Ética em Pesquisa. Os participantes foram contatados eletronicamente para responder, na plataforma Google Forms, a um questionário dividido em duas etapas com perguntas objetivas e descritivas relativas à vivência deles no ensino remoto. A exploração de dados ocorreu por estatísticas, análise temática de conteúdo e análise de correlação, confrontando-se os resultados com o referencial teórico. Resultado: Responderam à pesquisa 29 professores. A maioria deles se sentiu ao menos parcialmente preparada para atuar no ensino remoto, e orientações e busca por auxílio não se correlacionaram com o preparo. Facilidades e fragilidades relacionadas à tecnologia foram observadas. Computador, celular e Google Meet foram os recursos mais utilizados. Materiais do presencial necessitaram de adaptações, não sendo satisfatórias em alguns casos. As atividades pedagógicas foram cumpridas dentro do proposto, entretanto, para dois terços dos docentes, houve prejuízo na qualidade do ensino, e metade deles mudou de conduta para mediação de aulas virtuais. Conclusão: A passagem para o ensino digital foi um desafio para professores. A aprendizagem foi comprometida, porém observaram-se benefícios e potencialidades. Como há um processo de mudança na sociedade com o propósito de consolidar a educação digital, são essenciais as devidas capacitações para apoiar esse processo em metodologias ativas.

Abstract: Introduction: In 2020, aiming to contain the progression of the Coronavirus pandemic, social distancing was determined by reducing interactions between people. The educational institutions were closed and distance teaching-learning was applied using digital technologies for study continuity. The closing of a community university in Santa Catarina, in the medical course, implied in a disruptive situation regarding the teaching format, since they use active methodologies and these had not been applied digitally up to that moment. From these circumstances, one asks how the faculty perceives and experiences this new reality. Objective: This study aimed to understand the experiences of educators teaching from the first to the fourth year of medical school using active methodologies during the remote education activities at the emergence of the Coronavirus pandemic aiming at understanding the impacts on learning. Method: This is a field research with an exploratory objective and a quantitative-qualitative approach. This study has been analyzed by the Research Ethics Committee. The participants were contacted by electronics means and were invited to answer a two-step questionnaire using the Google Forms platform, containing objective and descriptive questions regarding their experience with remote teaching. Data analysis was performed by statistics, by thematic content analysis and by correlation analysis, and the findings were compared using the theoretical reference. Result: Twenty-nine teachers answered the survey. Most of them felt, at least, partially prepared to work in the remote education and guidance and requests for help were not related to the preparation. Facilities and weaknesses related to the technology were observed. Computers, cell phones and Google Meet were the recourses most often used. Adaptations for the materials used in face-to-face classes were necessary, but in some cases, they were not satisfactory. The pedagogical activities were accomplished within the proposed ones, but two-thirds of the teachers believed there were losses related to study quality and half of them adjusted their behavior to virtual class mediation. Conclusion: The transition to the digital teaching format constituted a challenge for the teachers. The learning process was compromised; however, benefits and potentials were observed. A change is occurring in society and digital teaching is being solidified and training is essential to support this process in active methodologies.

How were modified the human anatomy study habits during and after confinement by the COVID-19 pandemic? / ¿Cómo se modificaron los hábitos de estudio en anatomía humana durante y después del confinamiento por la pandemia del COVID-19?

SUMMARY: During 2020 and 2021 the anatomy subject was developed by online classes. In 2022, face-to-face teaching activities were resumed. The objective was to compare the autonomous study habits of two student generations that coursed the Human Anatomy subject in online and face-to-face mode. Two groups of students were asked to fill-out an online questionnaire. Online Generation (OL) (n=185) and Face-to-face Generation (FF) (n=154). The difference between both groups was the learning activities. OL received only online classes, and FF received theoretical classes and laboratory activities in face-to-face sessions. The most of OL subjects had greater clarity about the contents (71.9 %) and the depth (50.8 %) that they should study them, in contrast with FF (58.4 %, p = 0.0124 and 24.7 %, p < 0.0001 respectively). In OL, 47 % spent more than 4 hours weekly studying human anatomy, whereas in FF 68.2 % (p<0.0001). In both groups, the most important resource was the Video Recorded Classes (90.8 % in OL, and 83.1 % in FF). For OL, the three priority resources were exclusively electronic: 1) Video Recorded Classes, 2) Apps on smartphone or tablets, and 3) Apps on laptop or computer. FF generation prioritized: 1) Video Recorded Classes, 2) Anatomy Atlas, and 3) Class Slides. During the COVID-19 pandemic, the students that received only online classes were able to plain their study time in a better way than whose were in face-to-face classes. However, they spent less time to study the topics. In addition, it was possible to determine that students prefer digital resources (video classes recorded and apps in smartphone or computer) over traditional resources such as textbook and anatomy atlas. It proposes to consider these results in the Human Anatomy subjects design, in virtual or face-to-face mode.

Durante 2020 y 2021, la asignatura de anatomía fue desarrollada exclusivamente en modalidad online. En 2022 se retomaron las clases presenciales. El objetivo de este estudio fue comparar los hábitos de estudio autónomo de dos generaciones de estudiantes de anatomía. Dos grupos de estudiantes completaron un cuestionario online: Generación Online (OL) (n=185) y Generación Presencial (FF) (n=154). La principal diferencia entre ellos fue que OL recibió clases exclusivamente en modalidad online y FF exclusivamente presencial. La mayoría de los sujetos de OL tuvieron mayor claridad acerca de los contenidos (71,9 %) y la profundidad con que debían estudiarlos (50,8 %) en contraste con FF (58,4 %, p = 0,0124 and 24,7 %, p < 0,0001, respectivamente). En OL, el 47 % empleó más de 4 horas semanales de estudio, mientras en FF fue el 68,2 % (p<0.0001). En ambos grupos, el recurso más importante empleado fue la clase grabada (90,8 % en OL y 83,1 % en FF). Para OL la prioridad en el uso de los recursos de estudio fueron 1) Videoclase grabada, 2) Aplicación en teléfono o tablet y 3) Aplicación en computador. Para FF el orden de prioridad fue 1) Videoclase grabada, 2) Atlas de Anatomía y 3) Diapositivas de clases. Durante la pandemia de COVID-19, los estudiantes que recibieron exclusivamente clases online planearon su tiempo de estudio de mejor manera que quienes tuvieron clases presenciales y emplearon menos tiempo de estudio. Además, fue posible determinar que los estudiantes prefieren recursos de información digital (Videoclase Grabada y aplicaciones para teléfono celular o computador) por sobre los recursos tradicionales tales como texto y atlas de anatomía. Se propone considerar estos resultados en el diseño de los programas de asignatura de Anatomía Humana, a impartir en modalidad online o presencial.

Perception of pediatric residents from a tertiary hospital in the city of México regarding their training during the COVID-19 pandemic.

BACKGROUNDS: On March 11, 2020, the World Health Organization (WHO) declared the novel coronavirus (COVID-19) outbreak a global pandemic, which changed the residents' teaching and learning process. The purpose of this study was to determine residents' satisfaction and impressions on their training during the pandemic in a tertiary pediatric hospital. METHODS: This was a descriptive cross-sectional study. An online survey was designed to determine residents' demographic and personal characteristics, as well as their perception about the theoretical and practical training, as well as about their emotional situation. The analysis separated medical students from surgical students in order to identify any differences existing between these groups, for which χ2 was calculated. RESULTS: Overall, 148 of 171 residents (86.5%) responded to the questionnaire; 75% belonged to the medical specialty and 25% to the surgical specialty. Statistically significant differences were found in terms of those training aspects they were concerned about during the pandemic (p < 0.001) and about the difficulties associated with online learning (p = 0.001). Differences were also found regarding their satisfaction toward the time needed to complete their thesis (p = 0.059) and activities outside the hospital (p = 0.029). Regarding their degree of satisfaction in general, most medical specialty students felt slightly satisfied (43.2%) and surgical specialty students felt mostly neutral (37.8%). Regarding their feelings about their mental health, statistically significant differences were found between both groups (p = 0.038) although both groups reported the same percentage of overall dissatisfaction (2.7%) in this area. CONCLUSION: The COVID-19 pandemic has brought significant challenges to medical education systems. Lack of practice in decision-making and maneuver execution are concerns for residents and may affect their future professional performance.

Teaching Presence vs. Student Perceived Preparedness for Testing in Higher Education Online English Courses During a Global Pandemic? Challenges, Tensions, and Opportunities.

In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello (UNAB) faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication (TOEIC) Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within a language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students' comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students' and teachers' voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about.

The Acoustic Environment and University Students' Satisfaction with the Online Education Method during the COVID-19 Lockdown.

The acoustic environment has been pointed out as a possible distractor during student activities in the online academic modality; however, it has not been specifically studied, nor has it been studied in relation to parameters frequently used in academic-quality evaluations. The objective of this study is to characterize the acoustic environment and relate it to students' satisfaction with the online learning modality. For that, three artificial neural networks were calculated, using as target variables the students' satisfaction and the noise interference with autonomous and synchronous activities, using acoustic variables as predictors. The data were obtained during the COVID-19 lockdown, through an online survey addressed to the students of the Universidad de Las Américas (Quito, Ecuador). Results show that the noise interference with comprehensive reading or with making exams and that the frequency of noises, which made the students lose track of the lesson, were relevant factors for students' satisfaction. The perceived loudness also had a remarkable influence on engaging in autonomous and synchronous activities. The performance of the models on students' satisfaction and on the noise interference with autonomous and synchronous activities was satisfactory given that it was built only with acoustic variables, with correlation coefficients of 0.567, 0.853, and 0.865, respectively.

Teachers' voices seeking humanized teaching in nursing: virtual experiences during the pandemic / Vozes ensinantes em busca de uma educação humanizada em enfermagem: experiências virtuais em pandêmica / Voces docentes en búsqueda de una enseñanza humanizada en enfermería: experiencias virtuales en pandemia

ABSTRACT Objective: to describe the experience of implementing the online training entitled "Humanization of the training processes in Nursing, care for all", targeted at Nursing teachers from a Chilean university, as well as to analyze their interventions in the virtual forum. Method: a qualitative research study, of the case study type, through content analysis based on the forum interventions of 12 training participants who gave their consent. The online training delivered to professors from a Chilean Nursing school carried out from May to November 2020 is described, and the categories obtained by means of content analysis are presented. Results: for the participants, humanized care has a personal dimension and a public-political dimension. In turn, humanized teaching in Nursing implies that teachers recognize their students as whole individuals in their generational and social contexts, but that they also recognize themselves as people with self-knowledge needs and aware of their possibilities and limitations when practicing their profession. Reflective teaching is an opportunity to humanize Nursing training. Conclusion: this virtual training during the pandemic and the participants' reflections allowed us to understand conceptual and experiential elements about humanization of care and of training. The participants disclose the aspects in which they can exert an influence for a more humanized culture, such as self-recognition and acknowledgment of their students as individuals in a context. The remaining challenge is to investigate influential strategies at the institutional and political levels to attain more humanized care and education.

RESUMO Objetivo: descrever a experiência de implantação do curso virtual "Humanização dos processos formativos em enfermagem, cuidado para todos", dirigido a docentes de enfermagem de uma escola chilena, e a análise de suas intervenções no fórum virtual. Método: pesquisa qualitativa, do tipo estudo de caso, por meio de análise de conteúdo a partir das intervenções em fórum de 12 cursistas que deram seu consentimento. É descrito o curso virtual ministrado a professores de uma escola de enfermagem chilena entre maio e novembro de 2020 e apresentadas as categorias obtidas por meio da análise de conteúdo. Resultados: para os participantes, o cuidado humanizado possui dimensão pessoal e público-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer sua profissão. O ensino reflexivo é uma oportunidade para humanizar a formação do enfermeiro. Conclusão: este curso virtual sobre pandemia e as reflexões dos participantes permitiram compreender elementos conceituais e vivenciais sobre a humanização do atendimento e a formação. Os participantes tornam visíveis os aspectos em que podem influenciar para uma cultura mais humanizada, como o reconhecimento de si e dos seus alunos como pessoas em contexto. Permanece o desafio de investigar estratégias influentes no nível institucional e político para um atendimento e educação mais humanizados.

RESUMEN Objetivo: describir la experiencia de implementación del curso virtual "Humanización de los procesos formativos en enfermería, cuidado para todos", dirigido a docentes de enfermería de una escuela chilena, y el análisis de sus intervenciones en el foro virtual. Método: investigación cualitativa, tipo estudio de caso, mediante análisis de contenido a partir de las intervenciones en el foro de 12 participantes del curso que brindaron su consentimiento. Se describe el curso virtual impartido a docentes de una escuela de enfermería chilena entre mayo y noviembre de 2020 y se presentan las categorías obtenidas mediante análisis de contenido. Resultados: para los participantes, el cuidado humanizado posee una dimensión personal y otra pública-política. Por su parte, la enseñanza humanizada de enfermería implica que el docente reconozca al estudiante como una persona integral en su contexto generacional y social, pero también se reconozca a sí mismo como persona con necesidades de autoconocimiento, y conciencia de sus posibilidades y limitaciones al ejercer su profesión. La enseñanza reflexiva es una oportunidad de humanizar la formación enfermera. Conclusión: este curso virtual en pandemia y las reflexiones de los participantes nos permitieron comprender elementos conceptuales y experienciales sobre la humanización de los cuidados y de la formación. Los participantes dejan visibles los aspectos en los que ellos pueden incidir para una cultura más humanizada como el reconocimiento de sí mismos y de sus estudiantes como personas en contexto. Queda el desafío de indagar en estrategias influyentes a nivel institucional y político para un cuidado y educación más humanizada.

The impact of the COVID-19 pandemic on undergraduate and graduate dental courses in Brazil.

BACKGROUND: The COVID-19 pandemic has raised challenges in adapting to teaching and learning methods in dental education. OBJECTIVE: This study aimed to evaluate the impact of the COVID-19 pandemic on the academic activities of undergraduate (UDG) and graduate (GD) dental students in Brazil. Additionally, students' perceptions and attitudes toward teaching activities during this period were analyzed. METHODS: A nationwide cross-sectional survey was conducted with a sample of Brazilian UDG and GD dentistry students. Data were collected in 2020 through an online, self-administered, and anonymous questionnaire, which comprised 26 questions related to demographic data, activities of the college, family and individual student income, and attitudes and perceptions about e-learning during the pandemic. The data were tabulated and analyzed using descriptive statistics. RESULTS: The sample included 1,166 students (779 UDG and 387 GD). Among these, 425 (54.6%) UDG and 270 (69.8%) GD students remotely participated in teaching activities, of which 42.6% of the UDG considered their performance in e-learning to be bad or very bad and 49.8% of the GD regarded it as good or excellent. The survey also showed that 354 (45.4%) UDG and 102 (26.4%) GD expressed a desire to discontinue the course following the outbreak of the pandemic. Among the GD, 225 (58.4%) said that their experiments were completely interrupted. CONCLUSIONS: This study reveals the poor perception and performance of dental students regarding e-learning. Additionally, the findings suggest a negative impact of the pandemic on dental education in Brazil. Effective measures should be taken to mitigate these significant consequences.

Online Education, Was It Here but We Did Not Know?

Background: Online education is not new. Their main options are talks, videos, and virtual courses. The quality and quantity of talks, together with the level of the speakers, is variable and heterogeneous. The arrival of the COVID-19 pandemic accelerated this process. The objective of this study was to analyze the result of a questionnaire on the current state of online education. Methods: Retrospective descriptive observational study based on a questionnaire. The participants consulted were Latin American physicians with different specialties. Results: A total of n = 361 participants were recruited. 26.9% had between 6 and 15 years of work experience. 63.1% carried out teleconsultation with their patients, and 96.1% attended between 1 and 10 talks/courses/webinar during the pandemic, whereas 1.6% did not attend any. "Talks" given received a rating of "Very Good" by 51.2%, and a 59.5% considered that the "Hybrid" option would be the best modality for future medical congresses in the postpandemic era. 84.7% considered that other possibilities of online teaching and online surgical training should be explored. Conclusion: Online education has marked the way of transmitting knowledge in recent years. It has been well accepted by those attending academic meetings.

The viralization of online education: Learning beyond the time of the coronavirus.

In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes using digital resources. In this unprecedented crisis, educators, managers and families had to deal with unpredictability and look for new ways of learning and teaching. Based on the paradigm of transmission of mass distribution, remotely teaching has gained strength, with the teacher as the protagonist of the education process. Instead of interactivity, content is emphasized to the detriment of more participatory, dialogic, and collaborative methodologies. It is necessary to prepare teachers and students for the online education modality to face this critical moment. Thus, this article suggests online pedagogical actions supported by the multireferential research-formation and everyday school methodologies, which promote the teachers' and students' participation in an interactive and collaborative way.