Implementation and Analysis of a 5-Year Online Esophageal Motility Curriculum for Gastroenterology Fellows.

BACKGROUND: Motility disorders are frequently encountered in gastroenterology (GI) practice, yet a national structured training curriculum for GI fellows in motility disorders is lacking. Since GI fellowships vary considerably in opportunities for specialized esophageal motility (EM) training, novel educational technology may be leveraged to provide standardized EM curriculum to train GI fellows in esophageal manometry. METHODS: GI fellows participated in an online EM learning program at a single academic center from 2017 to 2022. Fellows answered case-based questions and were provided with evidence-based, corrective feedback related to core EM learning objectives. The primary outcome was change in knowledge and comfort in interpretation and clinical application of EM studies. RESULTS: Sixty-nine fellows actively participated in the online EM curriculum. 65 fellows completed a pre-curriculum test, and 54 fellows completed a post-curriculum test. There was a cumulative improvement between pre-curriculum test and post-curriculum test scores from 70 to 87%, respectively (p < 0.001). Fellows had a mean improvement of 19% in questions as they progressed through the curriculum. Prior to enrolling in the EM course, 26% of fellows felt comfortable in interpreting EM studies compared to 54% of fellows after completion of the program (p < 0.001). CONCLUSION: An online, technology-based curriculum was effective in educating GI fellows on core competencies of EM. Fellows demonstrated improvement in proficiency of clinically important EM studies and increased comfort in interpreting EM studies. Further studies are needed to evaluate the use of technology-based learning to widely disseminate a structured training curriculum in EM, particularly in training programs without a motility presence.

Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey.

BACKGROUND: The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. METHODS: The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. RESULTS: The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). CONCLUSIONS: The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.

Guías rápidas en telesalud seguimiento a distancia / Quick guides on remote telehealth monitoring

¿QUÉ ES EL SEGUIMIENTO A DISTANCIA?: El seguimiento a distancia, es la atención otorgada a pacientes, con la finalidad de conocer la evolución de una enfermedad o motivo por el cual se le otorgo una consulta médica previa y revisar el apego del tratamiento e indicaciones médicas, a través, de las Tecnologías de la Información y Comunicación (TIC). ¿CUÁL ES EL OBJETIVO DE ESTA GUÍA? Herramienta de consulta rápida con el objetivo de orientar al personal de salud involucrado en la prestación del seguimiento a distancia de acuerdo a los 4 elementos principales que integran el modelo Unidad de Contacto para la Atención a Distancia en Salud (UCADS), los cuales son: acciones en salud, recursos humanos, componentes tecnológicos y colaborativos, infraestructura y mobiliario, destacando puntos clave para la planificación, implementación y operación de éste servicio en las instituciones de salud. ¿QUÉ RECURSOS HUMANOS SE REQUIEREN PARA REALIZAR UN SEGUIMIENTO A DISTANCIA? Para otorgar el seguimiento a distancia se debe contar con un profesional de la salud, podrá ser personal de enfermería, nutrición, psicología, trabajo social, médica o médico pasante de servicio social, médicas y médicos generales o especialistas según sea el caso. Deberá ser asignado de acuerdo a las particularidades de la atención, y en caso de no realizarse, a través, de personal especialista se habrá de contar con la capacitación correspondiente para brindar el seguimiento y obtener la información necesaria para continuar con su abordaje e identificar cuando debe ser valorado nuevamente por el personal especialista. El número y perfil del personal profesional de la salud dependerá del proyecto a realizar y la población beneficiaria a la que se le otorgue dicha atención. ¿QUÉ TECNOLOGÍA E INFRAESTRUCTURA PUEDO UTILIZAR PARA EL SERVICIO DE SEGUIMIENTO A DISTANCIA?: De acuerdo a los 3 grupos principales en los que se clasifican los Componentes tecnológicos y colaborativos, puede tomarse la siguiente tecnología para la UCADS. Comunicaciones: Servicio de navegación a través de internet fijo y servicio de videoconferencia a través de un equipo de cómputo personal. Arquitecturas de cómputo: Equipo de cómputo personal con dispositivos periféricos, como: cámara de alta definición, micrófono, bocinas, teclado, mouse e impresora; con sistema operativo licenciable para equipos de escritorio o portátiles y Unidad Suplementaria de Energía. Colaboración de archivos: Servicio de almacenamiento a través del equipo de cómputo personal y ofimática licenciable. El grupo de profesionales o personal de la salud involucrado en el proceso de atención médica, podrán elegir diferentes componentes con base al intercambio y comunicación que se establezca. ¿Cuáles son las recomendaciones en un seguimiento a distancia?: 1. Considerar la acreditación profesional del personal de salud que otorgue el servicio. 2. Dar a conocer, a la persona beneficiaria, el aviso de privacidad y solicitar el consentimiento informado para el uso de su información clínica, una vez que se conozcan los riesgos y beneficios del seguimiento a distancia. 3. Considerar los aspectos legales y normativos, con base en la regulación actual del país. 4. Valorar los aspectos de seguridad de la información y la protección de los datos personales. 5. Evitar cualquier vulnerabilidad y/o brecha de seguridad, incluyendo aquellas que tienen que ver con la confidencialidad, integridad y disponibilidad de la información y atención a las personas. 6. Considerar el desarrollo de la propuesta tecnológica como no limitativa y con base a las necesidades del proyecto y recursos existentes en la Unidad Médica. 7. Tener presente los diferentes aspectos en la adquisición de la tecnología requerida para el servicio.

Processos de aprendizagem sobre equidade para reflexão da prática social da Enfermagem / Learning processes about equity for reflection on the social practice of nursing / Procesos de aprendizaje sobre equidad para la reflexión sobre la práctica social de enfermería

Objetivo: descrever uma experiência de processo de aprendizagem sobre equidade, para reflexão sobre a prática social da Enfermagem. Método: relato de experiência, no qual se adotou a metodologia da problematização, com uso do procedimento do Arco de Maguerez, auxiliado por tecnologias digitais colaborativas e com múltiplas funcionalidades, via E-learning, que foi realizada entre agosto e dezembro de 2020, por uma universidade pública da região Norte do país. A experiência foi vinculada a uma atividade curricular intitulada "Exercício de Enfermagem" e contou com as participações de 36 alunos de graduação, 1 aluno de pós-graduação e 1 professor. O aporte teórico foi desenvolvido, via contribuições da Teoria da Atividade. Resultados: as estratégias mediadoras subsidiaram o aprendizado sobre práticas sociais, considerando as cinco etapas do Arco de Maguerez, explorando conceitos, determinantes estruturais e iniquidades em saúde e contextos macrossocial e microinstitucional, sinalizados por definições intermediárias em saúde a partir dos seguintes eixos temáticos: desigualdade, renda, racismo, assédio no SUS e vulnerabilidades. Os constructos sobre equidade e sobre vulnerabilidades sociais foram alinhados a estratégias de aprendizagem para avaliação formativa e somativas, considerando estudo de caso real escolhido pelo discente, as características da disciplina e os seus objetivos. Conclusão: a experiência oportunizou a discussão sobre equidade, por meio do protagonismo dos alunos e a inclusão de realidades e peculiaridades regionais, de modo crítico e reflexivo, sobre o papel social da Enfermagem em contextos de vulnerabilidade, embasando argumentações sobre transformações da sociedade e do sistema de saúde.(AU)

Objective: To describe an experience of the learning process about equity, for reflection on the social practice of Nursing. Method: Experience report, in which the problematization methodology was adopted, using the Maguerez Arch procedure, aided by collaborative digital technologies with multiple functionalities, via E-learning, which was carried out between August and December 2020, in a public university in the North region of the country. The experience was associated with a curricular activity entitled "Nursing Exercise" and had the participation of 36 undergraduate students, one graduate student and one teacher. The theoretical support was developed, via contributions from the Activity Theory. Results: The mediating strategies supported learning about social practices, considering the five steps of the Maguerez Arch, exploring concepts, structural determinants and inequities in health and macrosocial and micro-institutional contexts, signaled by intermediate definitions in health based on the following thematic axes: inequality, income, racism, harassment in the SUS and vulnerabilities. The constructs on equity and on social vulnerabilities were aligned with learning strategies for formative and summative evoluation, considering a real case study chosen by the student, the characteristics of the discipline and its objectives. Conclusion: The experience provided an opportunity to discuss equity, through the protagonism of students and the inclusion of realities and regional peculiarities, in a critical and reflective way, on the social role of Nursing in contexts of vulnerability, supporting arguments about transformations in society and the health system.(AU)

Objetivo: describir una experiencia de un proceso de aprendizaje sobre equidad, para la reflexión sobre la práctica social de Enfermería. Método: relato de experiencia, en la cual se adoptó la metodología de problematización, utilizando el procedimiento del Arco de Maguerez, auxiliado por tecnologías digitales colaborativas y con múltiples funcionalidades, vía E-learning, que fue realizada entre agosto y diciembre de 2020, en una universidad pública de la Región Norte del país. La experiencia estuvo vinculada a una actividad curricular, bajo el título de Ejercicio de Enfermería, y contó con la participación de 36 estudiantes de pregrado, uno de posgrado y un profesor. El marco teórico se desarrolló a partir de aportes de la Teoría de la Actividad. Resultados: las estrategias mediadoras subsidiaron el aprendizaje sobre prácticas sociales, considerando las cinco etapas del Arco de Maguerez explorando conceptos, determinantes estructurales e inequidades en salud y contextos macro-sociales y micro-institucionales señalados por definiciones intermedias en salud, a partir de los ejes temáticos desigualdad, renta, racismo, acoso en el SUS y vulnerabilidades. Las construcciones sobre ...(AU)

Smartphone-Based DIY Home Microsurgical Training with 3D Printed Microvascular Clamps and Japanese Noodles.

We have recently incorporated simple modifications of the konjac flour noodle model to enable DIY home microsurgical training by (i) placing a smartphone on a mug to act as a microscope with at least ×3.5-5 magnification, and (ii) rather than cannulating with a 22G needle as described by others, we have found that cannulation with a 23G needle followed by a second pass with an 18G needle will create a lumen (approximately 0.83 mm) without an overly thick and unrealistic "vessel" wall. The current setup, however, did not allow realistic evaluation of anastomotic patency as the noodles became macerated after application of standard microvascular clamps, which also did not facilitate practice of back-wall anastomoses. In order to simulate the actual operative environment as much as possible, we introduced the use of 3D-printed microvascular clamps. These were modified from its previous iteration (suitable for use in silastic and chicken thigh vessels), and video recordings were submitted for internal validation by senior surgeons. A "wet" operative field where the konjac noodle lumen can be distended or collapsed, unlike other nonliving models, was noted by senior surgeons. With the 3D clamps, the noodle could now be flipped over for back-wall anastomosis and allowed patency testing upon completion as it did not become macerated, unlike that from clinical microvascular clamps. The perceived advantages of this model are numerous. Not only does it comply with the 3Rs of simulation-based training, but it can also reduce the associated costs of training by up to a hundred-fold or more when compared to a traditional rat course and potentially be extended to low-middle income countries without routine access to microsurgical training for capacity development. That it can be utilized remotely also bodes well with the current limitations on face-to-face training due to COVID restrictions and lockdowns.

Guías rápidas en telesalud mentoría a distancia / Quick guides on telehealth remote mentoring

¿CUÁL ES EL OBJETIVO DE ESTA GUÍA?: Herramienta de consulta rápida con el objetivo de orientar al personal de salud involucrado en la prestación de la mentoría a distancia de acuerdo a los 4 elementos principales que integran el modelo Unidad de Contacto para la Atención a Distancia en Salud (UCADS), los cuales son: acciones en salud, recursos humanos, componentes tecnológicos y colaborativos, infraestructura y mobiliario, destacando puntos clave para la planificación, implementación y operación de éste servicio en las instituciones de salud. ¿Qué Es La Mentoría A Distancia?: La mentoría a distancia, es el proceso de acompañamiento y de apoyo, el cual se basa en la presentación de casos clínicos, así como en la integración con el grupo o institución de referencia al usar las Tecnologías de la Información y Comunicación (TIC). ¿QUÉ RECURSOS HUMANOS SE REQUIEREN PARA REALIZAR UNA MENTORÍA A DISTANCIA?: Los recursos humanos indispensables para llevar a cabo la mentoría a distancia son: 1 profesional de la salud especializado y/o con más experiencia en algún tema de salud específico, éste será el encargado de otorgar la mentoría a distancia a un colega, un grupo de profesionales o personal de la salud que no cuente con especialidad o experiencia, o que se encuentre involucrado en el proceso de atención médica. El número de participantes como mentores y personal capacitado no es limitante, esto dependerá del recurso humano disponible para el programa; se recomienda que sean grupos pequeños para una mejor interacción. ¿QUÉ TECNOLOGÍA E INFRAESTRUCTURA PUEDO UTILIZAR PARA EL SERVICIO DE MENTORÍA A DISTANCIA?: De acuerdo a los 3 grupos principales en los que se clasifican los Componentes tecnológicos y colaborativos, puede tomarse la siguiente tecnología para la UCADS. Comunicaciones: Servicio de navegación a través de internet fijo y servicio de videoconferencia a través de un equipo de cómputo personal. Arquitecturas de cómputo: Equipo de cómputo personal con dispositivos periféricos, como: cámara de alta definición, micrófono, bocinas, teclado, mouse e impresora; con sistema operativo licenciable para equipos de escritorio o portátiles y Unidad Suplementaria de Energía. Colaboración de archivos: Servicio de almacenamiento a través del equipo de cómputo personal y ofimática licenciable. El grupo de profesionales o personal de la salud involucrado en el proceso de atención médica, podrán elegir diferentes componentes con base al intercambio y comunicación que se establezca. ¿CUÁLES SON LAS RECOMENDACIONES EN UNA MENTORÍA A DISTANCIA?: 1. Considerar la acreditación profesional del personal de salud que otorgue el servicio. 2. Dar a conocer, a las y los pacientes, el aviso de privacidad y solicitar el consentimiento de su información clínica, fotografías y/o videos para la exposición de dichos casos, durante la sesión de mentoría a distancia. 3. Considerar los aspectos legales y normativos, con base en la regulación actual del país. 4. Valorar los aspectos de seguridad de la información y la protección de los datos personales. 5. Evitar cualquier vulnerabilidad y/o brecha de seguridad, incluyendo aquellas que tienen que ver con la confidencialidad, integridad y disponibilidad de la información y atención a las personas. 6. Considerar el desarrollo de la propuesta tecnológica como no limitativa y con base a las necesidades del proyecto y recursos existentes en la Unidad Médica. 7. Tener presente los diferentes aspectos en la adquisición de la tecnología requerida para el servicio.

MOOC Teaching Model of Basic Education Based on Fuzzy Decision Tree Algorithm.

In recent years, the development of science and technology in China has greatly affected people's ways of entertainment. In the traditional industrial model, new industries and Internet industries represented by the Internet have emerged, and the Internet video business is an emerging business that has been gradually emerging in the Internet industry in recent years. Moreover, this new teaching method has been gradually noticed in simple education, such as MOOC, I want to self-study network, and Smart Tree, and other online learning websites have sprung up. At present, the epidemic environment makes people pay more attention to this convenient and wide range of online video education. Therefore, we need to evaluate this kind of online video teaching model from the effectiveness of this kind of method and the quality of user experience. This paper takes this as the starting point and chooses the earliest online video platform, MOOC, as the model to establish a set of perfect user experience quality evaluation methods suitable for domestic online video education mode. Considering the data source, the accuracy of the results, and other factors, we chose the industry-leading platform MOOC network as an example. Through the exploration of the MOOC teaching mode in basic education, a member experience evaluation model is established based on fuzzy decision tree algorithm. The experimental results show that the model has high accuracy and high reliability.

Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students' usage and perceptions.

BACKGROUND: The coronavirus (COVID-19) pandemic required a transformation of medical education in Egypt. Public health measures necessitated a rapid shift from traditional face to face lectures to largely online platforms following campus closures. The aim of this study is to characterize medical student use and perception of online medical education in Egypt as well as exploring the efficacy of different e-learning modalities. Additionally, many barriers and opportunities as perceived by students are reviewed to inform future educational improvements. METHODS: A 29-item online survey was created on google forms and distributed by social media to medical students across 26 Egyptian medical schools. The survey was administered from August 20th, 2021, to September 5th, 2021. The survey consisted of a mixture of questions style. The medical students were asked about their experiences with online medical education during the COVID-19 pandemic as well as medical students' anxiety, perceived academic performance, and obstacles related to online education. RESULTS: Of the 4935 responses collected, 43.4% (n = 2140) of respondents were women; 56.6% (n = 2795) were men. Medical students from private medical schools were 13.0% (n = 644), whereas 87.0% (n = 4291) were from public medical schools. 54.6% of students reported that online education is not as effective as face-to-face education. There was a significant rise in hours spent by medical students on online medical education compared to before COVID-19 pandemic. More than half of students (63%) agreed that online recorded video tutorials (e.g., YouTube) were the most effective form of online medical education. CONCLUSION: The shift to online education has significantly impacted medical students in Egypt. Medical students reported various limitations and challenges of online medical education, which must be addressed considering the potential benefits of online platforms over traditional face to face learning. The results of this nationwide study provide a framework for potential areas to implement change to improve the accessibility and structure of online medical education in Egypt.

Sustainable development and health assessment model of higher education in India: A mathematical modeling approach.

The Coronavirus Disease 2019 has resulted in a transition from physical education to online learning, leading to a collapse of the established educational order and a wisdom test for the education governance system. As a country seriously affected by the pandemic, the health of the Indian higher education system urgently requires assessment to achieve sustainable development and maximize educational externalities. This research systematically proposes a health assessment model from four perspectives, including educational volume, efficiency, equality, and sustainability, by employing the Technique for Order Preference by Similarity to an Ideal Solution Model, Principal Component Analysis, DEA-Tobit Model, and Augmented Solow Model. Empirical results demonstrate that India has high efficiency and an absolute health score in the higher education system through multiple comparisons between India and the other selected countries while having certain deficiencies in equality and sustainability. Additionally, single-target and multiple-target path are simultaneously proposed to enhance the Indian current education system. The multiple-target approach of the India-China-Japan-Europe-USA process is more feasible to achieve sustainable development, which would improve the overall health score from .351 to .716. This finding also reveals that the changes are relatively complex and would take 91.5 years considering the relationship between economic growth rates and crucial indicators. Four targeted policies are suggested for each catching-up period, including expanding and increasing the social funding sources, striving for government expenditure support to improve infrastructures, imposing gender equality in education, and accelerating the construction of high-quality teachers.

How to Host a Virtual Educational Conference.

SUMMARY: Virtual education is a promising tool for expanding surgical training and continuing education. The authors present their preferred platforms for virtual surgical education, and discuss security and privacy concerns. Maintaining communication and keeping sessions engaging require special consideration when education is done virtually. The limitations to virtual education may soon be mitigated by new technologies. In this article, the authors aim to describe the benefits, current modalities, tips for use, and future directions for virtual education as it pertains to plastic surgeons and trainees during the current coronavirus pandemic.

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap.

The COVID-19 pandemic has forced teachers and parents to quickly adapt to a new educational context: distance learning. Teachers developed online academic material while parents taught the exercises and lessons provided by teachers to their children at home. Considering that the use of digital tools in education has dramatically increased during this crisis, and it is set to continue, there is a pressing need to understand the impact of distance learning. Taking a multidisciplinary view, we argue that by making the learning process rely more than ever on families, rather than on teachers, and by getting students to work predominantly via digital resources, school closures exacerbate social class academic disparities. To address this burning issue, we propose an agenda for future research and outline recommendations to help parents, teachers and policymakers to limit the impact of the lockdown on social-class-based academic inequality.

Evaluación del desarrollo de la asignatura virtual Fisiología II en la especialidad Neurofisiología Clínica / Assessment of developing Physiology II as a virtual subject in the specialty of Clinical Neurophysiology

Introducción: La enseñanza mediante la modalidad virtual se adoptó como medida preventiva ante la propagación de la COVID-19. Para la educación médica cubana ha implicado un reto en cuanto a la reorganización de los programas de estudio. Con este propósito, se rediseño e implementó la asignatura Fisiología II en modalidad virtual, para garantizar la continuidad en la formación de residentes en Neurofisiología Clínica. Objetivo: Evaluar el desarrollo de la asignatura Fisiología II en su modalidad virtual desde la perspectiva de los estudiantes de la especialidad Neurofisiología Clínica. Métodos: Estudio exploratorio, no experimental y transversal. Mediante un cuestionario de preguntas cerradas y una abierta (aspectos positivos y negativos), se evaluó el desarrollo de la asignatura en modalidad virtual en relación con las variables: programa de la asignatura, desempeño de los profesores, escenario de las plataformas y soporte tecnológico. Resultados: La asignatura Fisiología II en modalidad virtual tuvo una alta aceptación por parte de los estudiantes. Los aspectos identificados como positivos fueron los relacionados con la gestión personal del tiempo, y la aplicabilidad y estructura de la asignatura; mientras que los negativos se orientaron hacia problemas de conectividad de internet y el entorno de estudio. Conclusiones: Las exitosas experiencias obtenidas en el desarrollo de la asignatura virtual Fisiología II sientan las bases para el empleo de este tipo de diseño en la especialidad de Neurofisiología Clínica y la posibilidad de extenderlo a otras asignaturas del plan de estudio(AU)

Introduction: Teaching through virtual modality was adopted as a preventive measure against the COVID-19 spread. For Cuban medical education, it has implied a challenge regarding the reorganization of study programs. For this purpose, the subject Physiology II was redesigned and implemented in virtual modality, in order to guarantee continuity in the training of Clinical Neurophysiology residents. Objective: To assess the development of the subject Physiology II in its virtual modality from the perspective of the students of the Clinical Neurophysiology specialty. Methods: Exploratory, nonexperimental and cross-sectional study. Through a questionnaire made up of closed questions and one open question (positive and negative aspects), the development of the subject in virtual modality was assessed in relation to the variables subject syllabus, professors' performance, platform scenario, and technological support. Results: The subject Physiology II in virtual modality had a high acceptance by the students. The aspects identified as positive were those related to individual time management, as well as the subject's applicability and structure; while the negative ones were oriented towards internet connectivity problems and the study environment. Conclusions: The successful experiences obtained in the development of Physiology II as a virtual subject lay the foundations for using this type of design in the specialty of Clinical Neurophysiology and the possibility of extending it to other subjects of the study plan(AU)

Ferramenta de apoio aos pais para orientação sobre saúde vocal infantil:: a construção de um curso em um ambiente virtual de aprendizagem / Parental support tool for guidance on children's vocal health:: the development of a course in a virtual learning environment / Herramienta de apoyo a los padres para orientación sobre salud vocal infantil:: la construcción de un curso en un entorno virtual de aprendizaje

Introdução: O ambiente virtual é um grande difusor do conhecimento e pode ser um aliado na complementação da terapia fonoaudiológica, como, por exemplo, na educação em saúde vocal. Diante das adversidades contemporâneas associadas à regulamentação da telefonoaudiologia, a disponibilização de materiais de apoio para a terapia fonoaudiológica, virtual ou híbrida, tornou-se urgente. Portanto, este estudo teve por objetivo apresentar o processo de elaboração de um curso sobre saúde vocal infantil, em um ambiente virtual de aprendizagem, para pais de crianças com queixas vocais. Descrição: O curso foi elaborado na Plataforma Moodle e contou com a parceria de um programador e analista de sistemas. O conteúdo foi desenvolvido com base na literatura sobre o tema e organizado em cinco módulos, com fóruns, estratégias de gamificação, vídeos, videoaulas, textos, figuras e questionários, com carga horária de oito horas. A proposta do curso foi avaliada em três etapas, por quatro juízes especialistas e dois leigos, considerando os parâmetros: design; organização; conteúdo; abordagem e tempo para realização. De acordo com a avaliação geral dos juízes, o curso apresentou design atrativo para o leitor, organizado e de fácil entendimento; conteúdo adequado para o público-alvo; instruções de fácil compreensão, suficientes e organizadas; tempo suficiente e ideal para a realização do curso. Considerações Finais: O processo de elaboração de um curso exige etapas importantes de levantamento de literatura e de avaliação. Esta proposta de curso virtual para pais de crianças com queixas ou distúrbios vocais foi avaliada positivamente.

Introduction: The virtual environment is a great tool to promote knowledge and can complement the speech-language pathology therapy, as shown in vocal health education. Given the contemporary challenges associated with the regulation of telehealth in speech-language pathology, there is an urgent need to provide support materials for virtual or hybrid speech-language pathology therapy. In this context, this study aimed to present the process of developing a course on children's vocal health, in a virtual learning environment, for parents of children with vocal complaints. Description: The course was developed on the Moodle Platform through a partnership with a programmer and systems analyst. The content was developed based on the literature surveyed on the subject and structured into five modules, including forums, gamification strategies, videos, video lessons, texts, figures and, questionnaires, with a workload of eight hours. The course proposal was evaluated in three steps, by four expert judges and two lay people, according to the following parameters: design; structure; content; approach and time to completion. According to the judges' general evaluation, the course had an attractive design for the participant, was structured and, easy to understand; the content was suitable for the target audience; the instructions were easy to understand, sufficient and structured; and the time was sufficient and ideal to take the course. Final Considerations: The process of developing a course requires important steps of evaluation and literature review. This virtual course proposal for parents of children with vocal complaints or disorders has been positively evaluated.

Introducción: El entorno virtual es un gran difusor del conocimiento y puede ser un aliado en la complementación de la terapia fonoaudiológica, como, por ejemplo, en la educación en salud vocal. Ante las actuales adversidades asociadas a la regulación de la telepráctica en logopedia, se ha convertido en una necesidad urgente el suministro de materiales de apoyo para la terapia fonoaudiológica, virtual o híbrida. Por lo tanto, este estudio tuvo como objetivo presentar el proceso de desarrollo de un curso sobre salud vocal infantil, en un entorno virtual de aprendizaje, para padres de niños con quejas vocales. Descripción: El curso se desarrolló en la Plataforma Moodle. Fue necesaria una asociación con un programador. El contenido se desarrolló a partir de materiales sobre el tema y se organizó en cinco módulos, con foros, estrategias de gamificación, videoclases, textos, figuras y cuestionarios, con una carga de trabajo de ocho horas. Se evaluó el diseño de la propuesta del curso; organización; contenido; enfoque y tiempo por cuatro jueces expertos y dos laicos en tres etapas de evaluación. Según la valoración general de los jueces, el curso presentó un diseño atractivo para el lector, organizado y fácil de entender; contenido adecuado para el público objetivo; instrucciones fáciles de entender, suficientes y organizadas; tiempo suficiente y ideal para el curso. Consideraciones finales: El proceso de elaboración de un curso exige etapas importantes de evaluación y de levantamiento de literatura. Esta propuesta ha sido evaluada positivamente.

The utility of digital pathology in improving the diagnostic skills of pathology trainees in commonly encountered pigmented cutaneous lesions during the COVID-19 pandemic: A single academic institution experience.

Digital pathology has become an integral part of pathology education in recent years, particularly during the COVID-19 pandemic, for its potential utility as a teaching tool that augments the traditional 1-to-1 sign-out experience. Herein, we evaluate the utility of whole slide imaging (WSI) in reducing diagnostic errors in pigmented cutaneous lesions by pathology fellows without subspecialty training in dermatopathology. Ten cases of 4 pigmented cutaneous lesions commonly encountered by general pathologists were selected. Corresponding whole slide images were distributed to our fellows, along with two sets of online surveys, each composed of 10 multiple-choice questions with 4 answers. Identical cases were used for both surveys to minimize variability in trainees' scores depending on the perceived level of difficulty, with the second set being distributed after random shuffling. Brief image-based teaching slides as self-assessment tool were provided to trainees between each survey. Pre- and post-self-assessment scores were analyzed. 61% (17/28) and 39% (11/28) of fellows completed the first and second surveys, respectively. The mean score in the first survey was 5.2/10. The mean score in the second survey following self-assessment increased to 7.2/10. 64% (7/11) of trainees showed an improvement in their scores, with 1 trainee improving his/her score by 8 points. No fellow scored less post-self-assessment than on the initial assessment. The difference in individual scores between two surveys was statistically significant (p = 0.003). Our study demonstrates the utility of WSI-based self-assessment learning as a source of improving diagnostic skills of pathology trainees in a short period of time.

Evaluación de cursos en línea, masivos y abiertos de educación en salud y nutrición para prevenir la obesidad / Assessment of massive open online courses for teaching nutrition and preventing obesity

Background: A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the Web. Aim: To assess the MOOC experience for teaching nutrition, healthy food consumption, physical activity and health promotion to prevent obesity. Material and Methods: Two MOOC courses, (one with two versions), are described with the registration and evaluation instruments such as surveys carried out at the beginning and at the end of the courses. Effective participants in the three versions were 17.456, 11.121 in MOOC1, 2.351 in MOOC1 second version and 3.984 in MOOC2. Their median age was 31 years, 82% were women, 60% were professionals and 12% were foreigners. Results: In the final evaluation of the three courses, 85% to 99% qualified as "very good" or "good" all the surveyed topics. Thirty five percent of participants reported having lack of time, 11% reported problems with internet connectivity and 3.9%, personal or work problems. Conclusions: This is the first experience with MOOC in health and nutrition to prevent obesity in Chile. Considering the good results and positive evaluation of these courses, we estimate that they are an important tool to prevent obesity and chronic diseases in Chile, Latin America and other regions of the world.

Telesimulation for remote simulation and assessment.

Telesimulation (TS), the process of using the internet to link educators and trainees at locations remote from one another, harnesses the powers of technology to enable access to high-quality simulation-based education and assessment to learners across the globe. From its first uses in the teaching and assessment of laparoscopic skills to more recent interpretations during the current pandemic, TS has shown promise in helping educators to address pressing dilemmas in medical education.

Application of technology to educational needs in surgery.

Innovations in surgical education follow advancing clinical technology. New surgical methods have prompted demand for systematic methods to leverage computing power and internet tools to achieve proficiency-based training goals. Virtual reality, high-fidelity patient simulation, web-based resources to facilitate performance assessment, and telementoring have become mainstream practices, although patient outcomes benefits are not well studied. Remote virtual meeting and mentoring have had transformative effects on resident experiences, the full effects of which remain to be seen.