Academic-clinical nursing partnership use an evidence-based practice model.

AIMS AND OBJECTIVES: The purpose of this study was to compare the experience of a new clinical model with traditional clinical teaching and examine the effects of evidence-based practice strategies among staff and student nurses. BACKGROUND: This provides an innovative approach to nursing student clinical learning that emphasised the academic-clinical partnership with the use of a new model called the Evidence-based Clinical Academic Partnership (ECAP) model. The model incorporates three main components (a) unit transformation into an innovative hybrid version of a dedicated education unit (hDEU); (b) Evidence-in-Action (EIA) rounding; and (c) the cognitive apprenticeship theoretical framework. DESIGN: This pilot study used a mixed-method, quasi-experimental design. METHODS: The quantitative portion included a pre-test, post-test non-randomised quasi-experimental design using self-reported survey data. The qualitative methodology used was a hermeneutic phenomenological approach to data interpretation of three focus groups with staff nurses and unit leaders. SQUIRE 2.0 guidelines were followed (Ogrinc et al., 2016). CONCLUSIONS: The themes that emerged emphasised relationships and the partnership with this innovative approach to clinical teaching. The staff nurses emphasised the need for a collaborative approach and having the presence of the academic faculty member as a way to support the teaching and learning aspects with students. RELEVANCE TO CLINICAL PRACTICE: This study did provide significant contributions to the development of an innovative clinical model and highlighted the importance of the academic-clinical partnership with the education of undergraduate nursing students. The study results provided insight to the ways the hDEU framework may be strengthened, such as increased communication and partnership in the implementation of the ECAP model. Implementing curricular change to include innovative clinical models within a nursing programme is vital in this time of healthcare transformation.

"Temos que devolver o jogo ao(à) jogador(a)": as dimensões éticas e morais da pedagogia dos esportes coletivos a partir de abordagens baseadas no jogo / "We have to give back the game to the player": ethical and moral dimensions of collective sports pedagogy from game-based approaches / "Tenemos que devolver el juego al/la jugador/a": dimensiones éticas y morales de la pedagogía de los deportes colectivos desde enfoques basados en el juego

Partimos da crítica à tendência utilitarista das abordagens baseadas no jogo (GBAs) com o objetivo de analisar como as dimensões éticas e morais se revelam no "ato de jogar" a partir da prática pedagógica do(a) treinador(a) dos esportes coletivos. Sustentados nos conceitos do "jogar" ético e do "esportear" moral, defendemos 1) a primazia do jogar sobre o esportear, 2) a necessidade de que os sentimentos éticos, manifestos pelo estado de jogo, passem pelo crivo da norma, representada pela atitude lusória e 3) que atitudes transgressoras e subversivas à regra sejam analisadas em função de sua fonte: amor a si ou resistência aos impasses promovidos pelas regras. Concluímos que o ato de jogar revela por si mesmo o plano ético-moral inerente ao jogo/esporte, sendo a instrumentalização do jogo com um comprometimento exclusivamente voltado à dimensão moral normativa um risco à dimensão ética inerente ao papel do(a) jogador(a). (AU)

We start from the critique of the utilitarian tendency of game-based approaches (GBAs) with the objective of analyzing how the ethical and moral dimensions are revealed in the "act of playing" from the coaches' pedagogical practice. Through the concepts of ethical "to play" and moral "to sport", we support 1) the primacy of playing over sporting, 2) the need for ethical feelings, manifested by the "state of play", to pass through the scrutiny of the "lusory attitude" and 3) that transgressive and subversive attitudes to the rule are considerable depending on their source: self-love or resistance to the impasses promoted by the rules. We conclude that the "act of playing" reveals by itself the ethical-moral plan inherent to the game/sport, and the instrumentalization of the game with a commitment exclusively focused on the normative moral dimension is a risk to the ethical dimension inherent to the role of the player.(AU)

Partimos de la crítica a la tendencia utilitarista de los enfoques basados en el juego (GBAs) con el objetivo de analizar cómo se revelan las dimensiones éticas y morales en el "acto de jugar" a partir de la práctica pedagógica del/la entrenador/a de deportes colectivos. A partir de los conceptos del "jugar" ético y del "deportear" moral, defendemos 1) la primacía del jugar sobre el "deportear," 2) la necesidad de que los sentimientos éticos, puestos de manifiesto por el estado de juego, pasen por el tamiz de la norma, representada por la actitud lusoria y 3) que las actitudes transgresoras y subversivas a la regla sean analizadas según su origen: amor propio o resistencia a los impasses promovidos por las reglas. Concluimos que el acto de jugar revela por sí mismo el plano ético-moral inherente al juego/deporte, y la instrumentalización del juego con un compromiso centrado exclusivamente en la dimensión moral normativa es un riesgo para la dimensión ética inherente al rol del jugador.(AU)

[Innovative Instructional Reform and Practice of Oral Microbiology-A Course in Undergraduate Stomatology Curriculum].

Oral Microbiology is a vital component of the basic science of stomatology and an important compulsory course for undergraduate students of stomatology, focusing on the oral microbiology and microecology, the pathogenesis of oral infectious diseases, and the relationship between oral microbes and human health. Our faculty team have made reforms of the theory and laboratory teaching of the course Oral Microbiology. We have introduced in the classroom the concept of Three Comprehensive Approaches to Education-the full involvement of everyone, the through-course approach and all-round education-and offered inquiry-based instruction through a combination of extracting the core information from every chapter, using the core information as the foundation, integrating the core information with clinical problems, and using experiment operation to foster in the students an attitude of solving clinical problems through research. These teaching innovations improved the undergraduate students'motivation to learn. We evaluated the teaching effect with questionnaire surveys. The results suggested that the students showed high interest in learning and were satisfied with our teaching innovations. In addition, student performance evaluation for the course showed significant improvement, indicating that the instructional reform program of Oral Microbiology was conducive to students'understanding and mastery of the course content, improved student motivation to learn and their grades, and received positive reviews from the students. We report herein, from three aspects, the course innovations and the experiences gained. We discussed the significance of integrating ideological and political theories teaching in all courses and using innovative teaching materials and teaching models and, highlighted their importance in the education of stomatology students, and proposed suggestions to further improve the course design of Oral Microbiology.

Effects of Sport Teaching on Students' Enjoyment and Fun: A Systematic Review and Meta-Analysis.

The methodology used in sport teaching influences not only the students' technical and tactical learning, but also psychological and social dimensions such as enjoyment. We aimed to analyze the effects of interventions using conventional and non-conventional sport teaching methodology on students' enjoyment/fun, through a systematic review and meta-analysis. The search was carried out following the PRISMA Statement in the databases of Web of Science, PubMed, Scopus, SportDiscus, Eric and PsycInfo. A total of 1,481 documents were obtained, with the addition of 5 more which were identified in the reference lists of the articles found in the databases. Eleven articles were considered to meet the inclusion criteria. The meta-analysis yielded a moderate effect size of 0.72, and a 95% CI from 0.48 to 0.96 in favor of non-conventional teaching methods, highlighting the model of sports education. Nevertheless, the heterogeneity of the interventions was large and the quality of the evidence, according to GRADE, was very low. In conclusion, the use of non-conventional models in sport teaching with the aim of increasing the enjoyment/fun of boys and girls is advised. These suggestions could be useful for teachers and sport coaches to increase the enjoyment/fun of their trainees during sport practice.

Riding the rapids: COVID-19, the three rivers curriculum, and the experiences of the University of Pittsburgh School of Medicine.

When faced with the COVID-19 pandemic this past spring, the University of Pittsburgh's School of Medicine (UPSOM) took rapid steps to ensure the safety of students, staff, and the faculty as well as to maintain the educational process. Curriculum reform efforts, already underway, proved to be an advantage in the transformation. We quickly converted to a remote and then a hybrid curriculum. Research labs were reopened with appropriate safety measures. Clinical experiences for students restarted via a phased process that emphasized safety and graduation requirements. A variety of assessment mechanisms were restarted with appropriate modifications. New teaching models, such as flipped classrooms, have become the norm, and it seems hard to imagine our returning to our old pedagogy. The curriculum committee met continually to guide the process of change and reopening. The curricular adaptation process remains ongoing, and challenges remain. Nonetheless, we have learned from our experiences and hope to use this knowledge gained as we move forward.

Design and Validation of a Simulator for Feline Cephalic Vein Cannulation-A Pilot Study.

In recent years there has been an increased use of alternative methods for teaching veterinary clinical skills, since ethical considerations preclude the use of live animals for demonstration or practice of many procedures. Skills training on cats (i.e., feline venipuncture) is a particularly challenging area. This study aimed to develop a simulator for cephalic venipuncture in cats and to validate this simulator using questionnaires answered by undergraduate students and experienced veterinarians. The simulator was developed to provide an experience that was close to reality, including an artificial blood system that flows through the catheter when venipuncture is correctly performed, while at the same time using simple methodology and accessible materials so that it could be reproduced in other universities. The experienced vets agreed (44.4%) or strongly agreed (55.6%) that the simulator was good for venipuncture training, and the most useful feature was the experience of catheter manipulation and fixation on the cat's limb. All the students agreed that the practical class with the simulator was important for learning this skill. Both groups (students and experienced veterinarians) unanimously agreed that it is important to train using a simulator before trying the procedure on a live cat. This simulator offers undergraduate students an alternative way to learn and practice venipuncture in cats helping to reduce the use of live animals in practical classes.

The Attitudinal Style as Pedagogical Model in Physical Education.

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

Las concepciones de ambiente inciden en el modelo de enseñanza de la educación ambiental / Environmental conceptions include in the teaching model of environmental education / As concepções de meio ambiente influenciam o modelo de ensino da educação ambiental

Resumen El artículo presenta el trabajo realizado en torno a la identificación de un modelo de educación ambiental a partir de la observación y análisis de prácticas de enseñanza de educación ambiental obtenidas como resultado de un estudio de caso. La hipótesis que se sostiene a lo largo de la investigación indica que las actividades de enseñanza en educación ambiental son producto de la concepción que se tiene del ambiente en el contexto estudiado. Para dar respuesta a la hipótesis se realizó el análisis de las prácticas de enseñanza de una maestra, a partir de la aplicación y análisis de instrumentos cualitativos; posteriormente se trianguló la información obtenida para identificar su modelo de enseñanza. Los resultados del estudio revelaron que el modelo de enseñanza de la maestra es sistémico, pues implementa varias actividades y a través de ellas establece relaciones entre diversos componentes del ambiente, y antropocéntrico, en tanto que considera que uno de sus compromisos en la enseñanza es la protección de la naturaleza. Lo anterior permitió demostrar la hipótesis de trabajo, a saber que los modelos identificados coinciden con la concepción de ambiente y de educación ambiental de la maestra.

Abstract This research article shows the work developed around the identification of an environmental education model, starting off the observation and analysis of the teaching practices in environmental education obtained as a result of a case study. The hypothesis held throughout this investigation indicates that the teaching activities in environmental education, result from the conception the teachers have about the environment in the context studied. To find an answer to the hypothesis, we made an analysis of a teacher's teaching practices, starting off an application and analysis of qualitative instruments; later the information obtained was triangulated to identify her teaching model. The results revealed that the teacher's teaching model is systematic, because it uses several activities and through them stablishes relations between various components of the environment, and anthropocentric, as it considers that one of its compromises in teaching is the protection of nature. The above allowed us to demonstrate this article hypothesis, namely that the models identified coincide with the conception of the environment and the teacher's environmental education.

Resumo O artigo apresenta o trabalho realizado em torno a identificação de um modelo de educação ambiental baseado na observação e analise de práticas de ensino em educação ambiental obtidas como resultado de um estudo de caso. A hipótese sustentada ao longo da pesquisa indica que as atividades de ensino de educação ambiental são o produto da concepção de meio ambiente no contexto estudado. Para responder à hipótese, foi realizada uma análise das práticas de ensino de um professor com base na aplicação e analise de instrumentos qualitativos; posteriormente, as informações obtidas foram trianguladas para identificar seu modelo de ensino. Os resultados do estudo revelaram que o modelo de ensino do professor é sistêmico, uma vez que implementa diversas atividades, e por meio delas, estabelece relações entre os vários componentes do ambiente e o antropocêntrico, considerando que um de seus compromissos no ensino é a proteção da natureza. O exposto acima permitiu demonstrar a hipótese de trabalho, a saber que os modelos identificados coincidem com a concepção de ambiente e a educação ambiental do professor.

Teaching Games for Understanding: A Comprehensive Approach to Promote Student's Motivation in Physical Education.

It seems important to consider students' attitudes towards physical education (PE), and the way they learn sports. The present study examines students' perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.

Mastering Surgical Skills Through Simulation-Based Learning: Practice Makes One Perfect.

Simulation-based learning in surgery is a learning model where an environment similar to real life surgical situation is created for the trainee to learn various surgical skills. It can be used to train a new operator as well to assess his skills. This methodology helps in repetitive practice of surgical skills on nonliving things so that the operator can be near-perfect when operating on a live patient. Various models are available for learning different dermatosurgery skills.

Development and Efficacy of a Canine Pelvic Limb Model Used to Teach the Cranial Drawer and Tibial Compression Tests in the Stifle Joint.

Canine cranial cruciate ligament rupture (CCLR) is the most common cause of pelvic limb lameness in dogs. CCLR results in palpable stifle instability secondary to cranial translation of the tibial relative to the femur, and it can be diagnosed during the orthopedic exam using the cranial drawer test (CDT) and tibial compression test (TCT). Accurate diagnosis of CCLR depends on the efficacy in performing these tests. In this study, two three-dimensional canine pelvic limb models were developed: one simulating a normal stifle and one simulating CCLR. Thirty-eight veterinary student participants answered questionnaires and performed both the CDT and TCT on a randomly assigned model. Twenty-one participants also manipulated the models one week later to assess skill retention in the short term. Mean levels of reported confidence in diagnosing CCLR and finding anatomic landmarks for CDT/TCT were significantly higher following model manipulation. Nearly all participants reported that they desired a model for teaching the diagnosis of CCLR. Most participants (92.5%) felt that the tested model would be useful for teaching CCLR diagnosis. Accuracy in diagnosing CCLR with the TCT significantly improved over time. Participant response indicated that while the tested model was effective and desirable, an ideal model would be more durable and lifelike. Further studies are needed to evaluate the developed models' effectiveness for teaching CCLR diagnosis compared to traditional teaching methods.

Construct validation of a small-animal thoracocentesis simulator.

Training students to perform emergency procedures is a critical but challenging component of veterinary education. Thoracocentesis is traditionally taught in the classroom, with students progressing to "see one, do one, teach one" during the clinical phase of their education. This method of teaching does not permit students to gain proficiency before performing thoracocentesis on a live animal in a high-stakes, high-stress environment and is dependent on the availability of animals requiring the procedure. A veterinary thoracocentesis simulator has been created to allow students an opportunity for repetitive practice in a low-stakes environment. This study evaluated the face, content, and construct validity of the thoracocentesis simulator. Face and content validation were confirmed by survey results, and construct validity was assessed through comparison of student and veterinarian performance on the simulator. Students' median checklist and global rating scores were significantly lower than those of the veterinarians, and students took significantly longer to perform the procedure, indicating that the simulator was able to differentiate the relative expertise of the user and establishing construct validity. This study supported the use of the thoracocentesis simulator for educators to demonstrate proper technique, for students to practice the steps needed to perform the procedure and experience an approximation of the tactile aspects of the task, and for formative assessment before performing the procedure on client-owned animals.

Modelo de educação esportiva: da aprendizagem à aplicação / Sport education model: from learning to teaching

Este estudo teve como objetivo examinar a perceção de estudantes de Educação Física sobre o valor educativo do Modelo de Educação Esportiva (MEE) pelo confronto entre a vivência do modelo enquanto alunos e como professores estagiários. Participaram no estudo 16 estudantes do Mestrado em Ensino da Educação Física da FADEUP. Aplicou-se uma entrevista semiestruturada e de resposta aberta após a validação de construção e de conteúdo. Os participantes percepcionaram potencial elevado do MEE no desenvolvimento da formação pessoal, social e desportiva de crianças e jovens. Não obstante, as suas elevadas exigências, ao nível da organização e gestão de alunos e atividades, foram reconhecidas pelos participantes na condição de professores estagiários. A investigação futura deve se centrar na análise do modo como os futuros professores aprendem a ensinar o currículo do MEE, fornecendo indicadores para o domínio de prática e contribuindo para a eficácia pedagógica na sua implementação.

This study examined the perceptions of pre-service teachers on the educational value of the Sport Education model (SEM) by contraposition of their experiences as students during the teacher education program and as pre-service teachers. The participants were 16 senior students of the Master in Teaching Physical Education in FADEUP. After construct and content validation a semi-structured interview containing open-ended questions was applied. The participants grasped the model as an extremely valuable educational experience that holds the potential for the young students' personal, social, and sports development. Notwithstanding, as pre-service teachers, the participants pictured SEM as highly demanding in the managerial organization of class, students and activities. In future, research should examine more thoroughly the manner by which upcoming teachers learn to teach the SEM curriculum in order to provide benchmarks for enhanced practice and pedagogical capability of novice teachers during early implementation of the model.

The Advanced Trauma Operative Management course--a two student to one faculty model.

BACKGROUND: The internationally recognized Advanced Trauma Operative Management (ATOM) course uses a 1:1 student-to-faculty teaching model. This study examines a two student to one faculty ATOM teaching model. MATERIALS AND METHODS: We randomly assigned 16 residents to four experienced ATOM faculty members. Half started with the one-student model and the other half with the two-student model and then switched using the same faculty. Students and faculty completed forms on the educational value of the two models (1 = very poor; 2 = poor; 3 = average; 4 = good; and 5 = excellent) and identified educational preferences and recommendations. RESULTS: We assigned educational values for the 13 procedures as follows: All faculty rated the one-student model as excellent; six members rated the two-student model as excellent, and seven as good. Students rated 50%-75% as excellent and 12%-44% as good for the two-student model, and 56%-81% as excellent and 12%-44% as good for the one-student model. Given resource constraints, all faculty and 88% of students preferred the two-student model. With no resource constraints, 75% of students and 50% of faculty chose the two-student model. All faculty and students rated both models "acceptable." Overall, 81% of students and 50% of faculty rated the two-student model better. All faculty members recommended that the models be optional; 94% of students recommended that they be either optional (50%) or a two-student model (44%). Performing or assisting on each procedure twice was considered an advantage of the two-student model. CONCLUSIONS: The two-student teaching model was acceptable and generally preferred in this study. With appropriately trained faculty and students, the two-student model is feasible and should result in less animal usage and possibly wider promulgation.

Relação entre o processo de ensino-aprendizagem-treinamento e o desenvolvimento do conhecimento tático no voleibol / Relationship between teaching-learning-training process and the development of tactical knowledge in volleyball

O objetivo desse estudo foi verificar em que medida o processo de ensino-aprendizagem-treinamento utilizado em uma equipe feminina de voleibol favoreceu o desenvolvimento do conhecimento tático declarativo das atletas. Doze jogadoras (idade média 13,9 ± 0,3 anos) pertencentes a um clube participaram da pesquisa. Para caracterizar o processo de ensino-aprendizagem-treinamento foram filmadas e posteriormente analisadas 17 sessões consecutivas de treinamento. Para verificar o desenvolvimento do conhecimento tático, utilizou-se o teste validado por PAULA (2001), sendo este aplicado no início e no final das sessões de treino registradas. Na análise das sessões de treino, as atividades relacionadas ao desenvolvimento da capacidade técnica ocuparam 57,5 por cento do tempo total de treinamento, enquanto que em 29,9 por cento do tempo foram desenvolvidas atividades com características de aperfeiçoamento tático. Para o conhecimento tático, não foi verificado aumento em nenhuma das variáveis medidas no teste. Esses resultados demonstraram que o treinador planificou suas sessões de forma a dedicar maior atenção ao componente técnico, sendo este contemplado especialmente através das atividades sem conexão com situações de jogo, como "fundamentos individuais" ou "combinação de fundamentos". A estrutura de treinamento utilizada parece não ter favorecido o aumento do nível de conhecimento tático declarativo no decorrer do período de treinamento avaliado.

The aim of this study was to verify the extent to which the teaching-learning-training process used in a female volleyball team promoted the development of the tactical knowledge. Twelve female players (13.9 ± 0.3 years) of a volleyball team participated in the study. To characterize the process of teaching-learning-training were video recorded and subsequently analyzed 17 consecutive sessions of technical-tactical training. The test validated by PAULA (2001) was used to verify the development of the declarative tactical knowledge and it was applied at the beginning and at the end of the registered training sessions. When analyzing the training sessions, activities related to the development of technical capacity occupied 57.5 percent of total time of training, while in 29.9 percent of total time was developed activities with tactical characteristics. There was no increase in any of the variables measured in the tactical knowledge test. The results demonstrated that the coach prepared training sessions dedicating more attention to the technical component, which is shown particularly through the activities without association with game situations, as "individual skills" and "skills combination". The training design used does not seem to have helped to increase the declarative tactical knowledge during the study period.

Modelo de enseñanza de las habilidades psicomotoras básicas en anestesia para estudiantes de ciencias de la salud: sistematización de una experiencia / Teaching model of basic psychomotor skills in anesthesia for students of health sciences: systematization of an experience

Esta investigación, de tipo cualitativo, propone un modelo pedagógico orientado a facilitar los procesos de enseñanza y aprendizaje de las siguientes habilidades psicomotoras básicas en anestesia: intubación oro-traqueal, colocación de máscara laríngea y canalización venosa en niños y adultos. El modelo se elaboró mediante la adopción de algunas teorías y diseños propuestos en la literatura, la recuperación de la experiencia docente y pruebas piloto de los modelos de instrucción con estudiantes que realizan prácticas hospitalarias. Los objetivos generales fueron: primero, sistematizar la experiencia de construcción de un modelo pedagógico orientado a facilitar los procesos de enseñanza y aprendizaje de las habilidades psicomotoras básicas en anestesia; segundo, aportar a la cualificación de la práctica del anestesiólogo y del educador en anestesia, a partir del reconocimiento del saber de un equipo de expertos anestesiólogos y docentes en el área. resultados de la sistematización fueron: primero, la descripción de los supuestos teóricos más relevantes para el diseño de un modelo de instrucción de enseñanza de las competencias psicomotoras; segundo, la propuesta de un método para la enseñanza de estas competencias y la elaboración de un instrumento de evaluación de las competencias psicomotoras del estudiante. Las conclusiones de la sistematización fueron: primero, que la enseñanza de las competencias psicomotoras se puede fundamentar en supuestos, teorías y modelos definidos en la literatura en forma sinérgica; segundo, que la enseñanza de las competencias psicomotoras exige planificación y estructuración coherentes y pertinentes, dado que estas competencias se consideran como "capacidades productoras"; y tercero, que los modelos de instrucción de evaluación deben considerar tanto el proceso como los resultados, para lograr una mayor retroalimentación de los procesos de aprendizaje y una mejor interacción entre el aprendiz y el maestro.

This type of qualitative research, proposes a pedagogical model designed to facilitate teaching and lear-ning processes of the following basic psychomotor skills in anesthesia: orotracheal intubation, placement of laryngeal mask and channeling vein in children and adults. The model was designed through the adoption of some theories and designs proposed in the literature, the systematization of teaching experience, and leading tests of the instructions to students who perform hospital practices. The general objectives set for the systematization were: first, systematize the experience of building a pe-dagogical model aimed at facilitating the process of teaching and learning of psychomotor skills in basic anesthesia. Second, help improve the qualifcation of the practice of anesthesiologists and educators in anes-thesia, upon recognition of knowledge of an expert team of anesthesiologists and teachers in the area. The results of the systematization were: first, the description of the more relevant assumptions used for the design of an instructive teaching tool of psychomotor skills. Second, proposing a method for teaching these skills and developing a tool for evaluating the students’ psychomotor skills. The conclusion of the systematization was: first, the teaching of psychomotor skills can be based on as-sumptions, theories and models defned in the literature in a synergistic manner. Second, the teaching of psychomotor skills requires coherent planning and structuring, given that these competencies are considered as "producing capabilities." And third, instructional evaluation should consider both the processes and results, to achieve greater input from the processes of learning and better interaction between master and apprentice.