Orthopaedic Sport Medicine Surgeons and Fellows Value Immersive Virtual Reality for Improving Surgical Training, Procedural Planning, and Distance Learning.

BACKGROUND: Overall, the potential utility of iVR technology in orthopaedic surgery is promising. The attitudes of medical students and surgical trainees on VR simulated surgical training have been overwhelmingly positive. However, further research and understanding of the attitudes of practicing orthopaedic surgeons and Fellows are needed to appreciate its benefits for clinical practice. PURPOSE: The purpose of this study was to assess the attitudes of Canadian orthopaedic surgeons and Fellows on the value of iVR for surgical training, clinical practice, and distance learning. METHODS: Forty-three orthopedic surgeons and Fellows attended a VRthrscopy™ Knee Module (Conmed Corporation, Largo, USA) demonstration. The view and audio from the lead headset were cast to a large screen so the audience could follow the procedure in real-time. Immediately after the presentation, the audience members were given a paper questionnaire assessing their perceptions and attitudes toward iVR or use in orthopaedic learning, clinical practice and distance education and mentoring. RESULTS: iVR was perceived to be valuable for the field of orthopaedic surgery. All 13 questions were rated with mean Likert scores of five or greater indicating observed value for all 13 questions. The respondents indicated that iVR had value (score of 5 or greater) in each questionnaire domain, with agreement ranging from 78-98% for teaching and learning, 66-97% for clinical practice, and 88-100% for distance education and mentoring questions. CONCLUSION: This study has demonstrated that a group of Canadian sport medicine orthopedic surgeons and Fellows had favourable attitudes towards, and perceived that iVR has value in, orthopaedic surgical training, clinical practice, and distance learning and mentorship. The potential for utilizing iVR technology for distance learning, mentorship and global education appears promising.

Audience response system smartphone application as an adjunct to tuberculosis teaching for medical students during the coronavirus disease 2019 pandemic

SUMMARY OBJECTIVE: The growing availability of devices for mobile learning has created new opportunities for teaching. With the development of smartphone apps based on audience response systems, there is a possibility to quickly assess student knowledge. The education of health professionals, including medical students, is an essential strategy for tuberculosis control. In the context of the coronavirus disease 2019 pandemic, audience response systems are very useful as online assessment tools. The aim of this study was to use the audience response systems Socrative to assess medical students during a class on tuberculosis. METHODS: This is a quasi-experimental before-and-after study, with pre- and post-tests carried out through the Socrative app, respectively, before and after a lecture on tuberculosis for medical students. Also, a cross-sectional study was carried out after the course to evaluate the participant's satisfaction through an electronic, structured questionnaire with a Likert-type scale. RESULTS: A total of 126 students were included in the study. The overall mean pre- and post-test scores were 5.98±1.59 and 8.37±1.36, respectively, with a statistically significant difference (p<0.0001). Almost all students were totally satisfied with the use of Socrative on pre- and post-tests. CONCLUSION: This study describes how the use of Socrative in a tuberculosis class was well received by students. In addition, the baseline knowledge on tuberculosis was low in some topics, with some improvement after the lecture. These findings emphasize the need to further improve the students' knowledge on tuberculosis and help instructors customize the lecture based on the gaps identified in the Socrative assessment.

Aprendizaje autónomo en la educación a distancia en estudiantes de Psicopedagogía durante la COVID-19: una revisión sistemática

Introducción: Durante la COVID-19, la educación a distancia fue una oportunidad para el ejercicio del autoaprendizaje en salud mediante el uso de recursos electrónicos, con el dinamismo e impulso del aprendizaje autodidacta mediante el uso de las TIC. Objetivo: Valorar a través de una revisión sistemática el comportamiento del aprendizaje autónomo en estudiantes de Psicopedagogía durante la pandemia por la COVID-19. Método: Se realizó una revisión sistemática en publicaciones entre los años 2020-2022, donde se identificaron 767 artículos en Scopus, 64 registros en SciELO y 759 en Google Scholar, luego de su procesamiento quedó una muestra de 52 artículos. Fueron recopilados: título, año, tipo de artículo, contexto, revista, indexación, tema, comentario, posible uso en el artículo, referencia bibliográfica y DOI. Las referencias bibliográficas se procesaron mediante el gestor bibliográfico Mendeley. Resultados: Se destacó el creciente acto investigativo acerca de las estrategias metodológicas de la autonomía en los aprendizajes en educación básica y con aspiraciones a efectuar estudios en salud, durante la pandemia por la COVID-19. El país con más producciones académicas sobre aprendizaje autónomo en educación básica fue Perú con cuatro, seguido de Ecuador con tres producciones científicas vinculadas a salud; también se encontraron investigaciones de otras latitudes. Conclusiones: El aprendizaje autónomo es una prioridad de vigencia actual, indispensable para responder a las demandas de una sociedad cambiante y compleja. En los países de Latinoamérica hubo creciente interés investigativo sobre aprendizaje autónomo en educación básica y que aspiraron a efectuar estudios en salud durante la pandemia por la COVID-19.

Introduction: During COVID-19, distance education was an opportunity to practice self-learning in health through the use of electronic resources, with the dynamism and promotion of self-taught learning through the use of ICT. Objective: To assess, through a systematic review, the behavior of autonomous learning in Psychopedagogy students during the COVID-19 pandemic. Method: A systematic review was carried out on publications between the years 2020-2022, where 767 articles were identified in Scopus, 64 records in SciELO and 759 in Google Scholar, after processing a sample of 52 articles remained. The following were collected: title, year, type of article, context, journal, indexing, topic, comment, possible use in the article, bibliographic reference and DOI. Bibliographic references were processed using the Mendeley bibliographic manager. Results: The growing research act was highlighted about the methodological strategies of autonomy in learning in basic education and with aspirations to carry out health studies, during the COVID-19 pandemic. The country with the most academic productions on autonomous learning in basic education was Peru with four, followed by Ecuador with three scientific productions linked to health; Research from other latitudes was also found. Conclusions: Autonomous learning is a current priority, essential to respond to the demands of a changing and complex society. In Latin American countries, there was growing research interest in autonomous learning in basic education and they aspired to carry out health studies during the COVID-19 pandemic.

Introdução: Durante a COVID-19, a educação a distância foi uma oportunidade para praticar a autoaprendizagem em saúde através do uso de recursos eletrônicos, com a dinamização e promoção da aprendizagem autodidata através do uso das TIC. Objetivo: Avaliar, por meio de uma revisão sistemática, o comportamento da aprendizagem autônoma em estudantes de Psicopedagogia durante a pandemia da COVID-19. Método: Foi realizada uma revisão sistemática sobre publicações entre os anos de 2020 a 2022, onde foram identificados 767 artigos na Scopus, 64 registros na SciELO e 759 no Google Acadêmico, após processamento permaneceu uma amostra de 52 artigos. Foram coletados: título, ano, tipo de artigo, contexto, periódico, indexação, tema, comentário, possível uso no artigo, referência bibliográfica e DOI. As referências bibliográficas foram processadas utilizando o gerenciador bibliográfico Mendeley. Resultados: Destacou-se a crescente atuação de pesquisa sobre as estratégias metodológicas de autonomia na aprendizagem na educação básica e com aspirações à realização de estudos em saúde, durante a pandemia de COVID-19. O país com mais produções acadêmicas sobre aprendizagem autônoma na educação básica foi o Peru com quatro, seguido pelo Equador com três produções científicas ligadas à saúde; Pesquisas de outras latitudes também foram encontradas. Conclusões: A aprendizagem autónoma é uma prioridade atual, essencial para responder às exigências de uma sociedade complexa e em mudança. Nos países latino-americanos, havia um crescente interesse de investigação na aprendizagem autónoma no ensino básico e aspiravam a realizar estudos de saúde durante a pandemia da COVID-19.

Impact of COVID-19 on theoretical knowledge and clinical practice in dentistry of Piracicaba Dental School students: a cross-sectional study

Aim: To assess the opinion of the students on the impact of COVID-19 pandemic on theoretical knowledge and clinical practice in dentistry at the Piracicaba Dental School ­ FOP/UNICAMP. Methods: A questionnaire was applied using the Google Forms platform, containing 20 questions related to the impacts of the pandemic on knowledge, mental health, and clinical and laboratory practice of dentistry. The satisfaction of the students with teaching was also evaluated. A total of 120 questionnaires were analyzed using R software, through tables and graphs of absolute and relative frequencies distribution. Results: COVID-19 affected the lives of 99% students who participated in the study. Due to distance learning resulting from the COVID-19 pandemic, 50% of the students considered locking or dropping out of college. Operative dentistry was the curricular component most affected by distance and lack of clinical practice. Although most students agreed that the workload of practical disciplines was or would be replaced, 95% felt some kind of deficit in clinical and laboratory practice even with the replacement of the workload. In addition, 93.3% of the students were afraid of not becoming a qualified professional due to the deficiencies on theoretical knowledge and clinical practice caused by the pandemic. Conclusions: Students showed dissatisfaction with the deficiency of clinical and laboratory practice resulting from the pandemic in operative dentistry curricular component. They reported fear and insecurity with their future professional lives. The indication of remote classes for dentistry should only be carried out in emergencies because this is an essentially practical course that suffers losses in learning

Calidad percibida de la educación a distancia durante la pandemia COVID-19 por estudiantes de posgrado de una facultad de medicina

Introducción. Al decretar el gobierno la cuarentena obligatoria durante la pandemia COVID-19 se inició una nueva forma de ejercer la labor pedagógica de manera sincrónica o asincrónica. Objetivos. Conocer a través de los niveles de insatisfacción, la calidad percibida de la educación a distancia durante la pandemia COVID-19 por los estudiantes del posgrado. Métodos. Se realizó un estudio descriptivo observacional. La población estuvo conformada por 403 estudiantes, las variables fueron calidad percibida y educación a distancia. Se aplicó el análisis de la estadística descriptiva y el análisis univariado. Resultados. El nivel de satisfacción de la calidad percibida de la educación a distancia de los 413 estudiantes fue de indiferencia en el 45,7%, en el 12,5% fue de insatisfacción y en el 41,8% fue de satisfacción. El nivel de satisfacción de la calidad percibida le correspondió mayoritariamente al entorno del aprendizaje virtual e información recibida y contenido del aula virtual, mientras que el mayor nivel de indiferencia le correspondió a la educación a distancia (78,0%), neuropedagogía (51,1%) y docente (45,8%). Conclusiones. La satisfacción respondió al entorno, a la información y materiales, mientras la insatisfacción a la adaptación de estrategias pedagógicas y materiales a la virtualidad.

Introduction. When the government decreed the mandatory quarantine during the COVID-19 pandemic, a new way of exercising the pedagogical work in a synchronous or asynchronous way was initiated. Objectives. To know through the levels of dissatisfaction the perceived quality of distance education during the COVID-19 pandemic by postgraduate students. Methods. A descriptive observational study was carried out. The population consisted of 403 students, the variables were perceived quality and distance education. Descriptive statistics analysis and univariate analysis were applied. Results. Level of satisfaction with the perceived quality of distance education of the 413 students was indifference in 45.7%, dissatisfaction in 12.5% and satisfaction in 41.8%. The level of satisfaction of perceived quality corresponded mostly to the virtual learning environment and information received and content of the virtual classroom, while the highest level of indifference corresponded to distance education (78%), neuropedagogy (51.1%) and teacher (45.8%). Conclusions. Satisfaction responded to the environment, information, and materials, while dissatisfaction to the adaptation of pedagogical strategies and materials to virtuality.

La educación a distancia en la Enseñanza Técnica Superior de Prótesis Estomatológica: experiencias de 2 cursos

Introducción: La asignatura Introducción a la Metodología de la Investigación, para la Enseñanza Técnica Superior de Prótesis Estomatológica, de la Facultad de Estomatología de La Habana, se incorporó a la educación a distancia, durante el curso 2021-2022. Objetivo: Describir la experiencia en la ejecución de la asignatura con el uso del aula virtual de la Institución. Material y Métodos: Se realizó una investigación de tipo descriptiva, retrospectiva, acerca de las experiencias en el proceso de enseñanza-aprendizaje, durante los cursos 2021-2022 y 2022-2023. Resultados: Se cumplieron los objetivos metodológicos de la asignatura, se debatieron los temas propuestos en los foros, se aclararon las dudas utilizando las herramientas interactivas de la plataforma y la atención al alumno fue personalizada. Conclusiones: Se logró impartir por primera vez con éxito, la asignatura, se digitalizaron los objetos de aprendizaje por temas, se diseñaron actividades para la evaluación del aprendizaje, y se obtuvieron calificaciones satisfactorias.

Introduction: The subject Introduction to Research Methodology, for the Higher Technical Education of Stomatological Prosthetics, of the Faculty of Stomatology of Havana, was incorporated into distance education, during the 2021-2022 academic year. Objective: Describe the experience in the execution of the subject with the use of the Institution's virtual classroom. Material and Methods: A descriptive, retrospective research was carried out on the experiences in the teaching-learning process, during the 2021-2022 and 2022-2023 academic years. Results: The methodological objectives of the subject were met, the topics proposed in the forums were debated, doubts were clarified using the platform's interactive tools, and student attention was personalized. Conclusions: The subject was successfully taught for the first time, the learning objects were digitized by topic, activities were designed for the evaluation of learning, and satisfactory grades were obtained.

Formación investigativa de docentes universitarios para el aprendizaje sincrónico durante la covid-19 / Investigative training of university professors for the synchronous learning during covid-19 i:en

Introducción: Las capacitaciones permanentes durante la pandemia posibilitaron el aprendizaje en la educación superior. Objetivo: Describir la formación investigativa y la función pedagógica en docentes universitarios desde la complejidad psicosocial del aprendizaje sincrónico durante la covid-19. Métodos: Se efectuó un estudio desde julio del 2020 hasta febrero del 2022 en la Universidad Nacional San Luis Gonzaga de Ica, en Perú. La formación investigativa consistió en 2 modalidades: talleres de formación y cursos de posgrado, y se registró la participación de las áreas académicas de ciencias de la salud, ingenierías y letras y humanidades. Se describió mediante un dendrograma la función pedagógica entre dos grupos de profesores (con asistencia permanente o no). Resultados: En los talleres de formación, 52,0 % de los asistentes correspondió al área académica de ciencias de la salud, 35,0 % a letras y humanidades y 13,0 % a ingenierías; mientras la participación activa fue de 22,2 % en ingeniería, 8,9 % en ciencias de la salud y 4,1 % en letras y humanidades. En cambio, el porcentaje para los cursos de posgrado fue de 41,0 en ciencias de la salud, 30,0 en letras y humanidades y 29,0 en ingenierías, con participación activa de 6, 4 y 3 docentes, respectivamente. No hubo diferencias significativas en la evaluación interna entre los cursos de posgrado (p<0,00915). Conclusiones: La asistencia fue menor en los cursos de posgrado al ser más riguroso el proceso de aprendizaje; sin embargo, fue mayor la participación activa. Existió mayor similitud en la función pedagógica cuando la asistencia fue permanente.

Introduction: Ongoing trainings during the covid-19 pandemic enabled learning in higher education. Objective: To describe the investigative training and pedagogical function in university professors from the psychological complexity of synchronous learning during covid-19. Methods: A study was carried out from July, 2020 to February, 2022, at San Luis Gonzaga National University in Ica, Peru. The investigative training consisted of two modalities: training workshops and postgraduates courses. Participation was recorded in the academic areas of health sciences, engineering and arts and humanities. A dendrogram was used to describe the pedagogical function between two groups of university professors (those who had permanent attendance and those who did not). Results: In the training workshops, 52.0% of the participants corresponded to the academic area of health sciences, 35.0% to arts and humanities and 13.0% to engineering; while active participation was 22.2% in engineering, 8.9% in health sciences and 4.1% in arts and humanities. On the other hand, the percentage for graduate courses was 41.0 in health sciences, 30.0 in arts and humanities, and 29.0 in engineering, with active participation of 6, 4 and 3 professors, respectively. There were no significant differences in the internal evaluation between the postgraduate courses (p<0.00915). The dendrogram indicated greater similarity in university professors with permanent attendance. Conclusions: There was lower attendance in postgraduates courses as the learning process was more rigorous and demanding; however, active participation was higher. There was greater similarity in the pedagogical function when attendance was permanent.

Habilidades digitales y tecnoestrés en docentes universitarios mayores de 60 años / Digital skills and technostress in university professors aged 60 years and over i: en

Introducción: Las limitaciones en el uso de las tecnologías en los docentes de la educación superior conducen al aislamiento social y la exclusión e impiden demostrar las competencias profesionales. Objetivo: Describir las habilidades digitales en docentes universitarios adultos mayores y su relación con el tecnoestrés. Métodos: Se realizó un estudio cualitativo, de mayo a noviembre del 2022, de 19 docentes en las edades de 60 y más años de la Universidad Nacional San Luis Gonzaga de Ica, en Perú. Para ello, se desarrolló un taller de capacitación y se evaluó la comprensión de 6 herramientas teórico-prácticas de la categoría docente en el proceso de enseñanza-aprendizaje a través de la ejecución de actividades (cuestionario, chat y tareas) en la plataforma virtual Moodle. Asimismo, se orientó marcar los criterios de identificación de la investigación formativa y, para la calificación, se establecieron 3 intervalos de puntuación. Se aplicó una encuesta fundamentada en la demostración de las habilidades digitales y el estado emocional en relación con la tecnología. Resultados: El valor promedio de la calificación fue 14,73±0,42 y se obtuvieron los siguientes porcentajes para cada intervalo de puntuación: I) 57,9; II) 31,6 y III) 10,5. Igualmente, 73,7 % requirió asistencia técnica para interactuar con la enseñanza virtual, mientras que 84,2 % se agobió con el uso de la tecnología. Existió correlación (p=0,0256) entre la puntuación asignada en las habilidades digitales y el tecnoestrés. Conclusiones: Los docentes universitarios mayores de 60 años mostraron deficiencias en las habilidades digitales, lo cual condujo a la aparición de tecnoestrés.

Introduction: Limitations in the use of technologies in higher education professors lead to social isolation and exclusion and prevent the demonstration of professional skills. Objective: Describe digital skills in elderly university professors and their relationship with technostress. Methods: A qualitative study was carried out, from May to November, 2022, of 19 professors aged 60 years and over from San Luis Gonzaga National University in Ica, Peru. To this purpose, a training workshop was developed and the understanding of 6 theoretical-practical tools of teaching category in the teaching learning process was evaluated through the implementation of activities (questionnaire, chat and tasks) on the online platform Moodle. Likewise, the aim was to mark the identification criteria of training research and, for grading, 3 scoring intervals were established. A survey was applied based on the demonstration of digital skills and the emotional state concerning technology. Results: The mean value of score was 14.73±0.42 and the following percentages were obtained for each score interval: I) 57.9; II) 31.6 and III) 10.5. Also, 73.7% required technical assistance to interact with virtual teaching, while 84.2% were overwhelmed with the use of technology. There was a correlation (p=0.0256) between the score assigned in digital skills and technostress. Conclusions: University professors over 60 years of age showed deficiencies in the digital skills, which led to the appearance of technostress.

Variables tecnológicas predictoras del estrés académico en estudiantes de Enfermería en tiempos de COVID-19 / Technological variables predictors of academic stress in nursing students in times of COVID-19 / Variáveis tecnológicas preditoras do estresse acadêmico em estudantes de Enfermagem em tempos de COVID-19

Objetivo: analizar cuáles son las variables tecnológicas, derivadas del uso de dispositivo electrónico, predicen el estrés académico, y sus dimensiones en estudiantes de enfermería. Método: estudio transversal de tipo analítico, realizado en 796 estudiantes de seis universidades de Perú. Se empleó la escala SISCO y para el análisis se estimaron cuatro modelos de regresión logística, con selección de variables por pasos. Resultados: entre los participantes, 87,6% presentaron un nivel alto de estrés académico; el tiempo de uso del dispositivo electrónico, el brillo de la pantalla, la edad y el sexo, estuvieron asociados con el estrés académico y sus tres dimensiones; la posición de uso del dispositivo electrónico estuvo asociada con la escala total y con las dimensiones estresores y reacciones. Finalmente, la distancia entre el rostro y el dispositivo electrónico estuvo asociada con la escala total y la dimensión reacciones. Conclusión: las variables tecnológicas y las características sociodemográficas predicen el estrés académico en estudiantes de enfermería. Se sugiere optimizar el tiempo de uso de las computadoras, regular el brillo de la pantalla, evitar sentarse en posiciones inadecuadas y vigilar la distancia, con la finalidad de reducir el estrés académico durante la enseñanza a distancia.

Objective: to analyze which technological variables, derived from the use of electronic devices, predict academic stress and its dimensions in Nursing students. Method: analytical cross-sectional study carried out with a total of 796 students from six universities in Peru. The SISCO scale was used and four logistic regression models were estimated for the analysis, with selection of variables in stages. Results: among the participants, 87.6% had a high level of academic stress; time using the electronic device, screen brightness, age and sex were associated with academic stress and its three dimensions; the position of using the electronic device was associated with the total scale and the stressors and reactions dimensions. Finally, the distance between the face and the electronic device was associated with the total scale and size of reactions. Conclusion: technological variables and sociodemographic characteristics predict academic stress in nursing students. It is suggested to optimize the time of use of computers, regulate the brightness of the screen, avoid sitting in inappropriate positions and pay attention to the distance, in order to reduce academic stress during distance learning.

Objetivo: analisar quais variáveis tecnológicas, derivadas do uso de dispositivos eletrônicos, predizem o estresse acadêmico e suas dimensões em estudantes de enfermagem. Método: estudo transversal do tipo analítico, realizado em 796 estudantes de seis universidades do Peru. Foi utilizada a escala SISCO e foram estimados quatro modelos de regressão logística para a análise, com seleção das variáveis por etapas. Resultados: entre os participantes, 87,6% apresentaram alto nível de estresse acadêmico; o tempo de uso do aparelho eletrônico, o brilho da tela, a idade e o sexo foram associados ao estresse acadêmico e suas três dimensões; a posição de uso do aparelho eletrônico foi associada à escala total e às dimensões estressores e reações. Por fim, a distância entre o rosto e o dispositivo eletrônico foi associada à escala total e à dimensão das reações. Conclusão: variáveis tecnológicas e características sociodemográficas predizem estresse acadêmico em estudantes de Enfermagem. Sugere-se otimizar o tempo de uso dos computadores, regular o brilho da tela, evitar sentar-se em posições inadequadas e atentar-se à distância da tela, a fim de diminuir o estresse acadêmico durante o ensino a distância.

Impacto de la covid-19 en la práctica preprofesional de estudiantes de sexto año de Medicina / Impact of Covid-19 in the pre-professional practice of sixth year medical students i: en

En los últimos meses del curso escolar 2020-2021, debido a la pandemia de la covid-19 fue necesario modificar el proceso formativo de los estudiantes de sexto año de la carrera de Medicina en la Universidad de Ciencias Médicas de Santiago de Cuba, lo cual incluía a los internos en las modalidades rotatoria y vertical de dicha enseñanza. En el presente artículo se comunican brevemente algunos aspectos relacionados con el aporte asistencial de estos universitarios en los centros de aislamientos, ante el llamado de las autoridades gubernamentales de la provincia, donde demostraron sentido de responsabilidad, amor al prójimo y compromiso durante la atención a los pacientes con diagnósticos de sospecha o definitivo de la enfermedad.

In the last months of 2020-2021 academic year, due to the pandemic of covid-19, it was necessary to modify the training process for the sixth year students of Medicine degree at the University of Medical Sciences in Santiago de Cuba, which included interns in rotation and vertical models of said teaching. In this work, some aspects related to their care contribution in the isolation centers, after the call of the governmental authorities in the province, are shortly communicated, where they demonstrated the sense of responsibility, love for their fellow men and commitment during the care to patients with presumptive or positive diagnoses of the disease.

La enseñanza de la bioética en el ámbito universitario: el desafío de la educación a distancia

¿cómo enseñar bioética de manera rigurosa y atractiva? El presente trabajo desarrolla una de las estrategias pedagógicas implementadas por un equipo de investigación de la Facultad de Psicología de la Universidad de Buenos Aires para la transmisión de la Bioética por medio de plataformas en línea. A partir de la metodología del Casebook Unesco de Psiquiatría y Salud Mental se diseñó un ejercicio de tipo multiple-choice en la plataforma educativa Moodle, el cual presenta dilemas éticos complejos de manera sencilla y clara. El propósito de la actividad es proporcionar una herramienta que permita contemplar los efectos del curso de acción para el campo de la salud y la subjetividad. La ejercitación consiste en proveer distintos niveles de ayuda para la resolución de la situación dilemática, mediante la referencia a fuentes bibliográficas pertinentes, con especial énfasis en la articulación con la Declaración Universal sobre Bioética y Derechos Humanos y los códigos deontológicos que rigen el ejercicio profesional. La utilización de los casos-viñeta en entornos virtuales tiene por objetivo el desarrollo de competencias que permitan a los estudiantes participar de forma activa en los procesos de toma de decisión. Ello apela a la construcción colectiva del saber por medio del intercambio dialógico y la deliberación ética.

how to teach bioethics rigorously and attractively? This paper develops one of the pedagogical strategies implemented by a research team of the Faculty of Psychology of the University of Buenos Aires to transmit Bioethics through online platforms. Based on the methodology of the Casebook Unesco of Psychiatry and Mental Health, a multiple-choice exercise was designed in Moodle's educational platform, which presents complex ethical dilemmas clearly. The purpose of the activity is to provide a tool to contemplate the effects of the course of action for the field of health and subjectivity. The exercise consists of providing different levels of help for the resolution of the dilem- matic situation, through the reference to relevant bibliographic sources, with particular emphasis on the articulation of the Universal Declaration on Bioethics and Human Rights and the deontological codes that govern professional practice. Using case-vignettes in virtual environments aims to develop competencies that allow students to participate in decision-making processes actively. This calls for the collective construction of knowledge through dialogic exchange and ethical deliberation.

como ensinar bioética de maneira rigorosa e atrativa? Este trabalho desenvolve uma das estratégias pedagógicas implementadas por uma equipe de pesquisa da Faculdade de Psicologia da Universidad de Buenos Aires para transmitir a bioética por meio de plataformas on-line. A partir da metodologia do Casebook Unesco de Psiquiatria e Saúde Mental, foi desenhado um exercício de tipo múltipla escolha na plataforma educacional Moodle, o qual apresenta dilemas éticos complexos de maneira simples e clara. O objetivo da atividade é proporcionar uma ferramenta que permita contemplar os efeitos do curso de ação para o campo da saúde e da subjetividade. O exercício consiste em fornecer diferentes níveis de ajuda para resolver a situação dilemática, mediante a referência a fontes bibliográficas pertinentes, com especial ênfase na articulação com a Declaração Universal sobre Bioética e Direitos Humanos, e os códigos deontológicos que regem o exercício profissional. A utilização dos casos-vinheta em ambientes virtuais tem o objetivo do desenvolvimento de competências que permitam aos estudantes participar de forma ativa nos processos de tomada de decisão. Isso apela para a construção coletiva do saber por meio do intercâmbio dialógico e a deliberação ética.

Implementación del plan de estudio de enfermería a distancia durante la pandemia de COVID-19 / The Implementation of a Nursing Distance Curriculum during the COVID-19 Pandemic

Introducción: La pandemia de COVID-19 ha ocasionado que las universidades deban transitar de un plan de estudios presencial a la educación a distancia de emergencia. Para la Escuela de Enfermería de la Universidad de Chile, se adiciona la imposibilidad de asistir a centros de salud con estudiantes, por la crisis sanitaria que golpea a nivel nacional; mas, junto con los desafíos, se presentan oportunidades de innovación, creatividad y colaboración. Objetivo: Exponer la experiencia de la implementación de un plan de estudio de enfermería a distancia durante la pandemia COVID-19 sobre la base del modelo de Kern. Métodos: Se analizó la implementación de un plan de educación online desde el modelo de Kern, que planteaba una propuesta centrada en el estudiantado, con el fin de elaborar un marco curricular orientado a resolver las demandas formativas. Se consideraron los intereses, las necesidades, los recursos y la articulación de aprendizajes, a partir de los actores que intervienen en el proceso educativo. Resultados: Las problemáticas y los desafíos se presentaron de manera transversal para estudiantes y docentes, y en todos los niveles organizacionales. Estas se relacionaron principalmente con brechas sociales, imposibilidad de realizar actividades presenciales y factores emocionales. La flexibilidad, la adaptación, el trabajo colaborativo y el manejo de la incertidumbre fueron habilidades primordiales en este proceso. Conclusiones: La virtualización en la educación ha sido una alternativa de emergencia que ha permitido enfrentar los desafíos de la pandemia de COVID-19. Reflexionar sobre la experiencia de manera crítica ha posibilitado identificar aquellas prácticas educativas efectivas e innovadoras, así como las oportunidades(AU)

Introduction: The COVID-19 pandemic has caused universities to undergo a transition from a face-to-face curriculum to emergency distance education. For the Nursing school of the University of Chile, the impossibility of attending health centers with students is added, due to the health crisis affecting the country; however, along with the challenges, opportunities emerge for innovation, creativity and collaboration. Objective: To present the experience concerning the implementation of a distance learning Nursing curriculum during the COVID-19 pandemic based on the Kern model. Methods: The implementation of an online education plan was analyzed following the Kern's model, which proposed a student-centered proposal, in order to elaborate a curricular framework oriented to solve the training demands. Interests, needs, resources and learning articulation were considered, with an initial focus on the actors involved in the educational process. Results: The problem situations and challenges appeared in a cross-sectional manner for students and teachers, as well as at all organizational levels. These are mainly related to social gaps, the impossibility of carrying out face-to-face activities, and emotional factors. Flexibility, adaptation, collaborative work and uncertainty management were paramount skills in this process. Conclusions: Virtualization in education has been an emergency alternative that has permitted to face the challenges of the COVID-19 pandemic. Reflecting on the experience in a critical manner has allowed to identify effective and innovative educational practices, as well as opportunities(AU)

Percepción de la Virtualización de la Asignatura de Anatomía Humana Normal y Embriología en Pandemia / Perception of the Virtualization of the Subject of Normal Human Anatomy and Embriology in a Pandemic

Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.

SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.

[Development of the INSABI educational strategy: a lesson learned from the COVID-19 epidemic]. / Desarrollo de la estrategia educativa del INSABI: una lección aprendida a partir de la epidemia de COVID-19.

The Institute for Health for Well-being (INSABI according to its initials in Spanish), in collaboration with the National Institute of Medical Sciences and Nutrition Salvador Zubirán (INCMNSZ), instituted the Continuous Training on clinical management "Mexico against COVID-19" in 2020, with the purpose of training the frontline health personnel in the care for patients with COVID-19 in the context of hospital reconversion through the COVIDUTI platform. Virtual conferences were held for medical personnel from all over the country with the possibility of interacting with various specialists. In 2020, 215 sessions were held and 158 in 2021. That year educational content was expanded and included topics for other health categories, such as nursing and social work. In October 2021, it was established the Health Educational System for Well-being (SIESABI), with the aim of promoting continuous and permanent education for health workers. It currently offers face-to-face and virtual courses, permanent seminars, and telementoring, with the possibility of providing academic follow-up to its subscribers and linking priority courses that are on other platforms. The educational platform is an opportunity to unify the efforts of the health system in Mexico in the continuous and permanent education of professionals who care for people without social security and thereby contribute to the implementation of a model of care based on primary health care (PHC).

El Instituto de Salud para el Bienestar (INSABI), en colaboración con el Instituto Nacional de Ciencias Médicas y Nutrición Salvador Zubirán (INCMNSZ), instituyó el entrenamiento continuo sobre manejo clínico "México contra COVID-19" en 2020, con el propósito de capacitar al personal de salud de primera línea en la atención de pacientes con COVID-19 en el contexto de la reconversión hospitalaria mediante la plataforma COVIDUTI. Se realizaron conferencias virtuales dirigidas a personal médico de todo el país con la posibilidad de interactuar con diversos especialistas. En 2020 se realizaron 215 sesiones y 158 en 2021. Ese año se ampliaron contenidos educativos y se incluyeron temas para otras categorías de salud, como enfermería y trabajo social. En octubre de 2021 se estableció el Sistema Educativo de Salud para el Bienestar (SIESABI), con el objetivo de promover la educación continua y permanente para los trabajadores de la salud. Actualmente ofrece cursos presenciales, virtuales, seminarios permanentes y telementorías, con la posibilidad de dar seguimiento académico a sus suscriptores y vincular cursos prioritarios que están en otras plataformas. La plataforma educativa es una oportunidad para unificar los esfuerzos del sistema de salud en México en la educación continua y permanente de los profesionales que atienden a personas sin seguridad social y, con ello, contribuir en la implementación de un modelo de atención basado en Atención Primaria de Salud (APS).

Impacto de la covid-19 en estudiantes de preparatoria en comunidades rurales, México

(analítico) El proceso educativo se trasladó de las escuelas a los hogares mexicanos como consecuencia de la covid-19. El objetivo planteado fue analizar el impacto económico, familiar y académico de la covid-19 en discentes de comunidades rurales que asisten a la preparatoria. La metodología fue cuantitativa. La muestra fueron 222 estudiantes de la Universidad Autónoma de Sinaloa, en México, que respondieron un cuestionario en línea. Los datos se analizaron por estadística descriptiva y análisis de correlación. En los resultados se destacan tres impactos: económicos, por falta de ingresos para comprar tecnología; familiares, por la falta de apoyo de padres y madres; y académicos, porque hay poca capacitación en el uso de TIC. En conclusión, la covid-19 causó dificultades y puso de manifiesto una brecha digital, inequidad social y rezago educativo.

(analytical) The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning; family problems, specifically the lack of support provided by parents to help children with distance education; and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag.

(analítico) O processo educacional mudou as escolas para lares mexicanos como resultado da covid-19. O objetivo era analisar o impacto econômico, familiar e acadêmico do Covid-19 em algumas comunidades rurais que eles estudam ensino preparatório. A metodologia era quantitativa. A amostra era de 222 alunos da Universidade Autônoma de Sinaloa, no México, eles responderam a um questionário online. Os dados foram analisados por meio de estatística descritiva e análise de correlação. Os resultados mostram três problemas: econômicos devido à falta de renda para comprar tecnologia; parentes por falta de apoio dos pais e filhos, e Acadêmicos porque há pouco treinamento no uso das TIC. Em conclusão, da covid-19 causou dificuldades e revelou uma lacuna digital, desigualdade social e atraso educacional.

Evaluation of distance and face-to-face anatomy education from the perspective of students during the COVID-19 pandemic period / Evaluación de la educación anatomía a distancia y presencial desde la perspectiva de los estudiantes durante el período de pandemia del COVID-19

SUMMARY: During the COVID-19 pandemic, a questionnaire was administered to the students who took anatomy courses through distance education in the Faculties of Medicine and Dentistry. Through the questionnaire, the aim was to figure out whether the infrastructure of Firat University was ready and adequate for distance education, how efficient the distance theoretical and practical anatomy classes were, and in what proportions the students would prefer to take face-to-face and distance anatomy classes when the pandemic is over. A questionnaire of 35 questions was applied to 555 students studying at the Medicine and Dentistry Faculties of Firat University. The students widely accepted the opinion that Firat University successfully implemented the distance education system, and distance education offered the opportunity to receive the lessons repeatedly regardless of time and place. In addition, it has been determined as a common opinion that anatomy classes given via distance education were equally beneficial as face-to-face education in terms of duration, content, and efficiency. Despite these advantages, the lack of face-to-face interaction and weak information permanence were reported as the negative aspects of distance education. The students emphasized that applied anatomy classes and especially cadaver studies should be conducted face to face. Anatomy education is quite substantial in the acquisition and development of professional skills. It is considered that distance anatomy education will be inadequate to provide this gain. The high demand for face-to-face practical classes by students also backs this up.

Durante la pandemia de COVID-19, se administró un cuestionario a los estudiantes que cursaban asignaturas de anatomía a distancia en las Facultades de Medicina y Odontología. A través del cuestionario, se pretendía conocer si la infraestructura de la Universidad de Firat estaba preparada y era adecuada para la educación a distancia, ¿qué tan eficientes eran las clases teóricas y prácticas de anatomía a distancia? y ¿en qué proporciones los estudiantes preferirían tomar clases presenciales? y clases de anatomía a distancia cuando termine la pandemia. Se aplicó un cuestionario de 35 preguntas a 555 estudiantes de las Facultades de Medicina y Odontología de la Universidad de Firat. Los estudiantes aceptaron ampliamente la opinión de que la Universidad de Firat implementó con éxito el sistema de educación a distancia, y la esta manera de enseñar ofreció la oportunidad de recibir lecciones repetidamente, independientemente de la hora y el lugar. Además, se ha determinado como opinión común que las clases de anatomía impartidas a distancia fueron igualmente beneficiosas que las presenciales en términos de duración, contenido y eficiencia. A pesar de estas ventajas, la falta de interacción cara a cara y la débil permanencia de la información fueron reportadas como los aspectos negativos de la educación a distancia. Los estudiantes enfatizaron que las clases de anatomía aplicada y en especial los estudios de cadáver deben ser presenciales. La educación en anatomía es bastante sustancial en la adquisición y desarrollo de habilidades profesionales. Se considera que la educación anatómica a distancia será inadecuada para proporcionar esta ganancia. La alta demanda de clases prácticas presenciales por parte de los estudiantes también lo avala.

Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE).

Aim: Interprofessional collaboration is particularly relevant to patient safety in outpatient care with polypharmacy. The educational project "PILLE" is meant to give medical and pharmacy students an understanding of the roles and competencies needed for cooperation in the provision of healthcare and to enable interprofessional learning. Method: The curriculum is aimed at pharmacy and medical students and was developed in six steps according to the Kern cycle. It is comprised of an interprofessional seminar, a joint practical training in a simulated pharmacy, and a tandem job shadowing at a primary care practice. The project was implemented in three stages due to the pandemic: The interprofessional online seminar based on the ICAP model and the digital inverted classroom was held in the 2020 winter semester; the interprofessional practical training was added in the 2021 summer semester; and the interprofessional tandem job shadowing at a primary care practice in the 2021 winter semester. Attitudes toward interprofessional learning, among other things, was measured in the evaluation using the SPICE-2D questionnaire (Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education). Results: In the first three semesters, a total of 105 students (46 pharmacy, 59 medicine) participated in the project, of which 78 participated in the evaluation (74% response rate). The students stated, in particular, that they had learned about the competencies and roles of the other profession and desired additional and more specific preparatory materials for the course sessions. The SPICE-2D questionnaire showed high values for both groups of students already in the pre-survey and these increased further as a result of the project. Conclusion: Joint case-based learning could be implemented under the conditions imposed by the pandemic. Online teaching is a low-threshold means to enable interprofessional exchange.

Distance Education in Nutrition and Dietetics Education over the Past 30 Years: A Narrative Review.

The coronavirus disease 2019 pandemic necessitated the use of distance education, which sparked a technological transformation that was long overdue in higher education. The purpose of this narrative review is two-fold: to summarize the state of knowledge regarding distance education in nutrition and dietetics education over the past 30 years to inform recommendations for future education/research and implications for practice and to determine the influence that distance education has had on the knowledge, skills, and attitudes of both nutrition and dietetics educators and their students. A narrative review of 822 publications yielded 25 that met the search criteria. In the scope of 30 years, the literature shows that attitudes and perceptions of distance education have changed as barriers to online access have diminished and the availability of online nutrition and dietetics courses and Accreditation Council for Education in Nutrition and Dietetics-accredited distance education programs has expanded. However, whereas the limited results are promising, the paucity of large-sample research about the use of distance education in nutrition and dietetics education restricts educators' knowledge of and ability to evaluate the learning outcomes of distance programs and courses. Moreover, differences in how accreditors, government agencies, and institutions define distance education could have significant influence on funding and financial aid benefits for students and research. Recommendations for future research and implications for practice are provided given the relevance and importance of distance education to nutrition and dietetics education.

Curso online sobre escuta empática para rastreio e acompanhamento da depressão pós-parto

Objetivo: Desenvolver e avaliar um curso online sobre Escuta Empática para enfermeiros que atuam no cuidado a puérperas. Material e Método: Pesquisa metodológica de produção de um curso baseado no Design Instrucional ADDIE com duas unidades: "Introdução ao adoecimento psíquico decorrente do puerpério" e "Intervenção Escuta Empática". O conteúdo foi submetido à validação por especialistas em saúde materno-infantil e tecnologia da informação. Resultados: Participaram do estudo 15 especialistas, sendo 12 da área de saúde materno-infantil e três de tecnologia da informação. O curso foi avaliado pelos critérios de clareza, pertinência e abrangência, sendo o Coeficiente de Kappa (CK) modificado total de 0,95. Na avaliação, o curso obteve pontuação 0,94. As observações dos especialistas sobre as três atividades com CK menor que 1,0 referiram-se a sugestões sobre mudanças de layout, alterações de algumas expressões que poderiam gerar dúvidas aos participantes, e sugestão para inclusão de mais informações sobre a Escala de Depressão Pós-Parto de Edimburg enquanto suporte para diagnóstico dos transtornos psiquiátricos decorrentes do puerpério. Conclusão: O curso online sobre Escuta Empática teve seu conteúdo validado e foi avaliado como de boa qualidade. A aplicação de cursos em plataformas virtuais facilita o acesso dos enfermeiros à conteúdos atuais que podem contribuir para melhoria da prática clínica.

Objective: To develop and evaluate an online course on Empathic Listening for nurses involved in the care of postpartum women. Material and Method: Methodological research for the design of a course based on the ADDIE Instructional Design with two units: "Introduction to Psychological Illness Resulting from the Puerperium" and "Empathic Listening Intervention". The content was submitted for validation by experts in maternal and child health, as well as experts in information technology. Results: 15 specialists participated in the study, 12 from the field of maternal and child health and 3 from the field of information technology. The course was evaluated according to the criteria of clarity, relevance and scope, with an overall modified Kappa Coefficient of 0.95. In the evaluation, the course received a score of 0.94. The specialists' observations on the three activities with a Kappa Coefficient less than 1.0 related to suggestions for layout changes, changes to some expressions that could cause confusion among the participants, and suggestions to include more information on the Edinburgh Postpartum Depression Scale as a tool for diagnosing psychiatric disorders resulting from the puerperium. Conclusion: The content of the online course on Empathic Listening was validated and found to be of good quality. The implementation of courses on virtual platforms facilitates nurses' access to up-to-date content that can help improve clinical practice.

Objetivo: Desarrollar y evaluar un curso en línea sobre Escucha Empática para enfermeros que actúan en el cuidado de la puérpera. Material y Método: Investigación metodológica para la producción de un curso basado en el Diseño Instruccional ADDIE con dos unidades: "Introducción a la enfermedad psicológica resultante del puerperio" e "Intervención de Escucha Empática". El contenido fue sometido a validación por expertos en salud maternoinfantil y tecnología de la información. Resultados: Participaron del estudio 15 especialistas, 12 del área de salud maternoinfantil y tres de informática. El curso fue evaluado según los criterios de claridad, pertinencia y alcance, con un Coeficiente Kappa (CK) total modificado de 0,95. En la evaluación, el curso obtuvo una puntuación de 0,94. Las observaciones de los especialistas sobre las tres actividades con CK menor a 1,0 se refirieron a sugerencias sobre cambios de formato, alteración de algunas expresiones que podrían generar dudas a los participantes, y sugerencia para la inclusión de más información sobre la Escala de Depresión Posparto de Edimburgo como apoyo para el diagnóstico de los trastornos psiquiátricos derivados del puerperio. Conclusión: El contenido del curso en línea sobre Escucha Empática fue validado y calificado como de buena calidad. La aplicación de cursos en plataformas virtuales facilita el acceso de los enfermeros a contenidos de actualidad que pueden contribuir a la mejora de la práctica clínica.

Que alterações de aprendizado tiveram os residentes de obstetrícia e ginecologia durante a COVID­19? / What changes in learning have obstetrics and gynecoligic residents experienced during COVID­19?

Introdução: A pandemia da COVID-19 teve repercussão significativa na educação médica, incluindo na formação de residentes afetando o ensino presencial e levando as instituições a adotar métodos de ensino à distância. Objetivo: Avaliar a percepção dos residentes em ginecologia e obstetrícia em relação ao impacto da pandemia em seu aprendizado, identificando sua segurança ao realizarem seus atendimentos e buscando investigar se os residentes considerariam estender sua residência. Métodos: Foi utilizado um questionário com perguntas fechadas e respostas em escala Likert, abordando diferentes aspectos da residência médica durante a pandemia para atender aos objetivos. Resultados: Dos 71 residentes a maioria era de mulheres (74,65%). A análise dos dados revelou que a prática cirúrgica foi afetada para a maioria deles (85,92%), com o adiamento de operações eletivas em ginecologia (97,18%). Em relação ao aprendizado prático, 42,25% consideraram que foi parcialmente satisfatório, enquanto 14,08% o consideraram insatisfatório. No campo teórico, a percepção dos residentes foi melhor, com 43,66% considerando o aprendizado satisfatório e 47,89% parcialmente. A pandemia afetou parcialmente a residência médica para a maioria dos residentes (85,92%), e foram adotadas alternativas para substituir a falta de aulas teóricas e atividades práticas. Conclusão: A pandemia teve efeito negativo na educação médica e na formação dos residentes. A interrupção das atividades presenciais afetou tanto o aprendizado prático quanto o teórico.

Introduction: The COVID-19 pandemic had a significant impact on medical education, including the training of residents, affecting in-person teaching and leading institutions to adopt distance learning methods. Objective: To evaluate the perception of residents in gynecology and obstetrics regarding the impact of the pandemic on their learning, identifying their safety when providing care and seeking to investigate whether residents would consider extending their residency. Methods: A questionnaire with closed questions and responses on a Likert scale was used, addressing different aspects of medical residency during the pandemic to meet the objectives. Results: Of the 71 residents, the majority were women (74.65%). Data analysis revealed that surgical practice was affected for the majority of them (85.92%), with the postponement of elective operations in gynecology (97.18%). Regarding practical learning, 42.25% considered it to be partially satisfactory, while 14.08% considered it unsatisfactory. In the theoretical field, residents' perception was better, with 43.66% considering the learning satisfactory and 47.89% partially so. The pandemic partially affected medical residency for the majority of residents (85.92%), and alternatives were adopted to replace the lack of theoretical classes and practical activities. Conclusion: The pandemic had a negative effect on medical education and resident training. The interruption of face-to-face activities affected both practical and theoretical learning.