Programa pionero de simulación en sutura para estudiantes de medicina de pregrado / A pioneer simulation curriculum of suture technique training for medical students

Introduction: Simulation has demonstrated utility in suture skills training on surgical residents. Objective: Evaluate validity of a simulated training curriculum of basic suture skills for medical students. Methods: Study conducted on 2013. Medical students were selected from the School of Medicine of Pontificia Universidad Católica de Chile (EMPUC). The program included four theoretical sessions and six practical sessions in order to training basic surgical tasks (five in total) on a simulated rubber model: one handed knot-tying, simple suture, vertical mattress suture, subcuticular interrupted suture and subcuticular running suture. A survey was applied to the participants to qualify each element of the program, on a scale of 1 to 7 (face-validity). One task (simple suture) was recorded on video, before and after training, to be evaluated by two experts on a blind fashion (content validity). Experts measure participant skills using an OSATS (Objective Structured Assessment of Technical Skills) and operative time. Statistical analysis for non-parametric variables, median and interquartile range, significant p-value < 0.05. Results: Thirty-six medical students participated, with assistance percentage was over 80 percent. Students qualified the experience favorably: simulated bench-model 6.0 [5.0-6.0], assistant-students 6.5 [6.0-7.0], practical sessions 7.0 [6.0-7.0], and general evaluation 6.5 [6.0-7.0]. In the evaluation of simple suture, there was a significant improvement on OSATS (10 [5-17] vs 19 [17-21]; p < 0.001) and decrease of operative time (138 seg [101-185] vs 77 seg [67-89]; p < 0.001) after training in every participant. Conclusion: This simulated curriculum delivers an alternative method for the development of technical competencies in medical students and could be incorporated on medical schools curricula.

Introducción: La simulación ha demostrado ser útil en la enseñanza de técnicas de sutura en cirujanos en formación. Objetivo: Evaluar la validez de un programa de entrenamiento simulado de técnica básica de sutura para estudiantes de pregrado de medicina. Material y Métodos: Estudio experimental realizado el año 2013, se seleccionó estudiantes de pregrado de la Escuela de Medicina de la Pontificia Universidad Católica de Chile (EMPUC). El programa incluye 4 sesiones teóricas y 6 prácticas, entrenando 5 tareas en modelo simulado de goma: nudo manual y puntos simple, Donati, intradérmico interrumpido e intradérmico continuo. Se entregó una encuesta a los participantes para calificar cada elemento del curso, en escala de 1 a 7 (validez de apariencia). Se grabó en vídeo una tarea (punto simple), pre y post entrenamiento, para ser evaluadas por 2 cirujanos en forma ciega (validez de contenido). Se utilizó escalas OSATS y medición de tiempo operatorio. Análisis estadístico para variables no paramétricas, mediana y rango interquartil, valor significativo p < 0,05. Resultados: Participaron 36 estudiantes, con un porcentaje de asistencia mayor a un 80 por ciento. Los alumnos calificaron favorablemente la experiencia: simulador de mesa 6,0 [5,0-6,0], ayudantes-alumnos 6,5 [6,0-7,0], clases prácticas 7,0 [6,0-7,0] y evaluación general 6,5 [6,0-7,0]. Respecto al punto simple, hubo mejoría significativa en OSATS (10 [5-17] vs 19 [17-21]; p < 0,001) y disminución de tiempo operatorio (138 seg [101-185] vs 77 seg [67-89]; p < 0,001) al finalizar el entrenamiento. Conclusión: Este programa simulado plantea un método alternativo para el desarrollo de competencias técnicas y podría ser incorporado en los currículos formales de las escuelas de medicina.

Evaluación de un programa de perfeccionamiento docente implementado en la Facultad de Medicina de la Universidad Finis Terrae / Evaluation of a teaching training program implemented in a faculty of medicine

Background: Since 2010, the Faculty of Medicine at Finis Terrae University implemented a training program aiming to train health professionals in effective educational practices. Aim: To evaluate the effect of training in teachers who are in charge of planning courses, conducting classes and learning assessment. Material and Methods: Quality of planning, lecture performance and academic performance of students were evaluated in 55 teachers prior and after attending the training course on teaching methodologies and in 47 teachers not attending the course. Results: The percentage of trained teachers complying with the aforementioned indicators was significantly higher than those without training (p < 0.01). There were significant differences in favor of the group of teachers who attended and passed the Diploma. Trained teachers had significantly higher students’ approval rate. (Odds ratio 4.5, p < 0.01). Conclusions: The teaching Diploma in Health Sciences improved the planning, teaching and academic performance of teachers.

Evaluación de docentes clínicos de Postgrado: desarrollo y propiedades psicométricas del instrumento MEDUC-PG14 / Development of MEDUC-PG14 survey to assess postgraduate teaching in medical specialties

Background: Feedback is one of the most important tools to improve teaching in medical education. Aim: To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties. Material and Methods: A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbach’s alpha). Results: Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an expert’s Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers’ strength, as evaluated by their residents was “respectful behavior” with 4.85 ± 0.42 (97% of the maximum). “Providing feedback” obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbach’s alpha coefficient of 0.947. Conclusions: MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.

Aulas investigativas e a construção de conceitos de matemática: um estudo a partir da teoria de Piaget / Investigative classes and construction of concepts of mathematics: a study of Piaget's theory / Des cours investigatifs et la construction des concepts de mathématiques: une étude de la théorie de Piaget / Clases investigativas y la construcción de conceptos de matemáticas: un estudio a partir de la teoría de Piaget

O estudo é uma pesquisa qualitativa e colaborativa que tem o objetivo de compreender o processo de construção dos conceitos de Matemática dos estudantes por meio de atividades de investigação, pois pesquisas apontam que essas atividades mobilizam os estudantes a aprender de acordo com sua idade e amadurecimento. A fundamentação teórica foi a teoria de Piaget no que tange aos conceitos de equilibração e abstração reflexionante. O método constituiu-se da observação das aulas e atividades investigativas e das resoluções destas, realizadas em conjunto por seis estudantes do 6º ano do Ensino Fundamental de uma escola municipal de Porto Alegre, em 2013. Os dados foram organizados em categorias relativas à interpretação, à resolução e à argumentação, articulando os elementos do cenário investigativo com o Método Clínico de Piaget. Destaca-se como resultado da pesquisa a compreensão da forma como os estudantes constroem o conceito de múltiplos e divisores de um número natural nessas aulas...

The study is a qualitative and collaborative research that aims to understand the construction process of concepts of mathematics students through research activities, as the research indicates that these activities mobilize students to learn according to their age and maturity. The theoretical framework was Piaget's theory in relation to concepts of equilibration and reflective abstraction. The method consisted of observation of classes and investigative activities and its resolutions collectively done by six students from the 6^th grade of a public school in Porto Alegre, in 2013. The data were organized into categories relating to interpretation and argument resolution, articulating the elements of investigative scenario with Piaget's Clinical Method. It stands out as a result of research, the understanding of how students construct the concept of multiple divisors of a natural number in these classes...

Cette étude est une recherche collaborative et qualitative, qui vise à comprendre le processus de construction des concepts d'étudiants en mathématiques à travers les activités d'investigation, car les recherches indiquent que ces activités encouragent les étudiants à apprendre en fonction de leur âge et maturité. Le cadre théorique a été la théorie de Piaget concernant les concepts d'équilibre et d'abstraction réfléchissante. On a utilisé la méthode d'observation des cours et d'activités d'enquête et résolutions realisées par six élèves ensemble, étudiants d'une école primaire publique à Porto Alegre, en 2013. Les données ont été organisés en catégories liées à l'interprétation, la résolution et l'argumentation, en articulant les éléments du scénario d'investigation avec la Méthode Clinique de Piaget. Comme résultat de la recherche, on met en évidence la compréhension de la façon dont les élèves construisent le concept de multiples et diviseurs d'un nombre naturel dans ces cours...

Este estudio es una investigación cualitativa y colaborativa, que tiene como objetivo comprender el proceso de construcción de los conceptos de matemáticas de los estudiantes mediante actividades de investigación, pues pesquisas indican que esas actividades movilizan los estudiantes a aprender de acuerdo a su edad y madurez. La fundamentación teórica fue la teoría de Piaget sobre los conceptos de equilibrio y la abstracción reflexionante. El método utilizado fue la observación de clases, actividades de investigación y resoluciones de seis estudiantes agrupados del 6º año de la educación primaria de una escuela municipal de Porto Alegre en 2013. Los datos fueron organizados en categorías relativas a interpretación, resolución y argumentación, articulando los elementos del escenario investigativo con el Método Clínico de Piaget. El resultado de la pesquisa fue la comprensión de cómo los estudiantes construyen el concepto de múltiplos y divisores de un número natural en las clases...

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

OBJECTIVE: To compare high-fidelity simulation with case-based discussion for teaching medical students about pediatric emergencies, as assessed by a knowledge post-test, a knowledge retention test and a survey of satisfaction with the method. METHODS: This was a non-randomized controlled study using a crossover design for the methods, as well as multiple-choice questionnaire tests and a satisfaction survey. Final-year medical students were allocated into two groups: group 1 participated in an anaphylaxis simulation and a discussion of a supraventricular tachycardia case, and conversely, group 2 participated in a discussion of an anaphylaxis case and a supraventricular tachycardia simulation. Students were tested on each theme at the end of their rotation (post-test) and 4-6 months later (retention test). RESULTS: Most students (108, or 66.3%) completed all of the tests. The mean scores for simulation versus case-based discussion were respectively 43.6% versus 46.6% for the anaphylaxis pre-test (p=0.42), 63.5% versus 67.8% for the post-test (p=0.13) and 61.5% versus 65.5% for the retention test (p=0.19). Additionally, the mean scores were respectively 33.9% versus 31.6% for the supraventricular tachycardia pre-test (p=0.44), 42.5% versus 47.7% for the post-test (p=0.09) and 41.5% versus 39.5% for the retention test (p=0.47). For both themes, there was improvement between the pre-test and the post-test (p<0.05), and no significant difference was observed between the post-test and the retention test (p>0.05). Moreover, the satisfaction survey revealed a preference for simulation (p<0.001). CONCLUSION: As a single intervention, simulation is not significantly different from case-based discussion in terms of acquisition and retention of knowledge but is superior in terms of student satisfaction. .

Effectiveness of planned teaching programme on preeclampsia for primigravida women in a selected community at Mangalore.

A study to assess the effectiveness of planned teaching programme on pre-eclampsia for primigravida women in a selected commmunity at Mangalore was undertaken with 30 samples. The research approach was pre-experimental approach with one group pre-test post-test design. Purposive sampling technique was used to select the samples. The study findings revealed that in the pre-test knowledge assessment the mean percentage of response was (32.23%) and in the post-test the mean percentage was (84.9%). Furthur effectivess of planned teaching programme was tested by inferential statistics using paired “t” test. A very significant (P< 0.001) difference was found between pre-test and post-test knowledge scores of the respondents indicating an increase in knowledge after planned teaching programme. Thus, planned teaching programme was found to be effective in improving the knowledge of primigravida women regarding pre-eclampsia.

An inexpensive yet realistic model for teaching vasectomy

Purpose Teaching the no-scalpel vasectomy is important, since vasectomy is a safe, simple, and cost-effective method of contraception. This minimally invasive vasectomy technique involves delivering the vas through the skin with specialized tools. This technique is associated with fewer complications than the traditional incisional vasectomy (1). One of the most challenging steps is the delivery of the vas through a small puncture in the scrotal skin, and there is a need for a realistic and inexpensive scrotal model for beginning learners to practice this step. Materials and Methods After careful observation using several scrotal models while teaching residents and senior trainees, we developed a simplified scrotal model that uses only three components–bicycle inner tube, latex tubing, and a Penrose drain. Results This model is remarkably realistic and allows learners to practice a challenging step in the no-scalpel vasectomy. The low cost and simple construction of the model allows wide dissemination of training in this important technique. Conclusions We propose a simple, inexpensive model that will enable learners to master the hand movements involved in delivering the vas through the skin while mitigating the risks of learning on patients. .

El enfoque investigativo en el proceso formativo de los tecnólogos de la salud / The research approach in the formative process of health technologists

En este trabajo se exponen los resultados parciales de un estudio exploratorio realizado en la Facultad de Tecnología de la Salud Dr. Juan Manuel Páez Inchausti de Santiago de Cuba, desde febrero de 2013 hasta enero 2014 para determinar el estado de la utilización del enfoque investigativo en el proceso formativo de los tecnólogos de la salud y su incidencia en el proceso de enseñanza aprendizaje. Se utilizaron métodos teóricos y empíricos, los cuales revelaron las insuficiencias en el conocimiento y utilización de este enfoque. La investigación responde a una tarea del proyecto: Evaluación y Acreditación para el mejoramiento educativo en Santiago de Cuba. El diagnóstico tuvo como antecedente la operacionalización aportada por el proyecto que consta de 5 dimensiones, además de su sistema instrumental para las diferentes fuentes utilizadas, constatándose diversas dificultades, lo que indica la necesidad de su perfeccionamiento con vista al mejoramiento de la calidad educativa.

This paper set out the partial outcomes of an exploratory study conducted in Dr. Juan Manuel Paez Inchausti school of health technology located in Santiago de Cuba province from February 2013 through January 2014. It was aimed at determining how the research approach is used in the formative process of the health technologists and its incidence on the teaching/learning process. The theoretical and empirical methods showed the deficiencies found in the knowledge about and the use of this approach. The research responded to one of the tasks of the project named Evaluation and Accreditation for educational upgrading in Santiago de Cuba. The antecedent of the diagnosis was operationalizing concept contributed by the project, which has five dimensions, in addition to its instrumental system for the various sources. It was proved the existence of several difficulties, all of which points to the need of upgrading this research approach with a view to improving the quality of education.

Evaluation of a simulation tool in ophthalmology: application in teaching funduscopy / Avaliação do uso de um instrumento de simulação em oftalmologia: aplicação no ensino da fundoscopia

Purpose: The aim of this study was to evaluate the Eye Retinopathy Trainer® as a teaching tool for direct ophthalmoscopy examination by comparing it with the traditional method using volunteers. Methods: Fourth year medical students received training in direct ophthalmoscopy using a simulation tool and human volunteers. Ninety students were randomized into a Simulation Group or a Control Group by the inclusion or absence of the simulation model in classroom practice. Differences between the groups were analyzed using unpaired Student’s t-test. Results: The Simulation Group was superior to the Control Group, with 51.06% successful in performing fundus examination in both the anatomical model simulation and the human model in comparison with 21.15% in the Control Group. Conclusion: The Eye Retinopathy Trainer® appears to be an effective teaching tool for practice and improvement of ophthalmologic examination among fourth year medical students. .

Objetivo: O objetivo desse estudo foi avaliar o Eye Retinopathy Trainer® como ferramenta didática complementar ao treinamento do exame ocular, em comparação ao método tradicional, baseado na aprendizagem com voluntários. Métodos: Noventa estudantes receberam treinamento em oftalmoscopia direta utilizando um modelo de simulação e voluntários humanos. Os alunos foram divididos em grupo Simulação e em grupo Controle mediante a inclusão ou ausência do simulador no treinamento em aula prática. Diferenças entre os grupos foram analisadas por teste t de Student não pareado. Resultados: O desempenho prático do Grupo Simulador mostrou-se superior ao Grupo Controle, evidenciando que 51,06% dos alunos do primeiro grupo foram bem sucedidos ao realizar a fundoscopia tanto no modelo anatômico de simulação quanto no modelo humano, comparado a 21,15% dos alunos grupo Controle. Conclusão: O simulador Eye Retinopathy Trainer® mostrou ser uma ferramenta didática efetiva para a prática e aprimoramento do exame oftalmológico entre estudantes do quarto ano de medicina. .

Curricular and Pedagogical Implications for the Carnegie Study, Educating Nurses: A Call for Radical Transformation

No abstract available.

Risk Factoretailored Small Group Education for Patients with First-time Acute Coronary Syndrome

PURPOSE: The purpose of this study was to evaluate the effects of a risk factoretailored small group education on anxiety and depressive symptoms, self-efficacy and self-care compliance in patients with first-time acute coronary syndrome (ACS) for 12-month follow-up. METHODS: A quasi-experimental pretest and post-test design was used. Patients were recruited from a national university hospital from 2010 to 2011 in Korea. The group education consisted of a 60-minute long video developed using multimedia contents including voice-recorded texts, flash animation, and video clips, with nurses' dialogue. The intervention group (n = 34) participated in group education using the multimedia video in a small group of patients with similar risk factors, and received periodic telephone counseling and text messages. The control group (n = 40) received usual care and counseling upon request. RESULTS: Depressive symptoms decreased, and self-efficacy and self-care compliance in the areas of medication, exercise, and healthy diet practice significantly increased in patients in the intervention group, compared with those in the control group. CONCLUSIONS: Risk factoretailored small group education and periodic text message were an effective strategy for decreasing depression, and increasing self-efficacy and long-term compliance with lifestyle changes in patients with first-time ACS. We suggested that risk factoretailored small group education need to be given for first-time ACS patients for psychological support and behavioral change in clinical practice. It is also comparable to individual approach to encourage psychological and behavioral change.

Praxis teaching in the ambit of learning assessment of endodontics in a Chilean university

The practice of assessing must ensure that the outcome of the process be a reflection of the learning achieved by students. The aim of this study was to describe the essential attributes of the praxis teacher in the area of Endodontics Learning Evaluation, in the School of Dentistry at the Universidad de Concepción, Chile. This study is designed to diagnose the reliability and objectivity of assessing the learning process, as a framework for innovation, and with a focus on evaluating endodontics skills. This hermeneutic study has a qualitative methodology. It was based on in-depth semi-structured interviews applied to 14 students and 5 teachers, and two focus groups consisting of eight students each. When the study was conducted, the research findings indicated that the evaluation process was not objective and lacked established criteria, and especially a guide to determining the skills. The theoretical evaluation was only summative. The formative role was not formally established. The subjects answered mostly psychometric instruments by multiple choice and with short or extended answers. It was concluded that teacher practice held meaning only if it was backed by academic expertise in the area of endodontics, according to no clear criteria or validated instruments. On the other hand, the groundwork was in place for using an epistemological style in endodontics. This provided a basis for the actual improvements, and allowed the tools developed to be dialectically interconnected with teacher experience. A quantitative analysis was not considered, but could be supplemented later to enhance the data analysis in a future study.

Siervos en ciudadanización: el potencial de las prácticas ludo – corporales escolarizadas y no escolarizadas en la construcción del entramado social en la ciudad de Medellín, caso: en la I.E. Antonio Ricaurte / Servants in ciudadanización: the potential of ludo practices - body educated and uneducated in the construction of the social fabric in the city of Medellin case: in the I.E. Antonio Ricaurte

En el contexto de la Práctica Pedagógica universitaria, a partir de una convocatoria abierta dirigida a los grupos decimo y once de la Institución Educativa Antonio Ricaurte, ubicado en Belén Rincón/Comuna 16 de Medellín (Una de las más grandes y pobladas de esta ciudad con 193.343 habitantes), se desarrolla una propuesta de intervención pedagógica de tipo IAP; dos practicantes universitarios de licenciatura en educación física y quince jóvenes de ambos sexos asumen el rol de coinvestigadores, exploran, valoran y experimentan prácticas ludocorporales escolarizadas y no escolarizadas que tengan a juicio de los participantes potencial educativo para la formación de una ciudadanía crítica.

In the context of university pedagogical practice, from an open call directed to the tenth and eleventh degree students of the high school from the Educative Institution (E.I) Antonio Ricaurte in Belen Rincon/Commune 16 of Medellin (One of the largest and most populous of the city with 193,343 inhabitants), is developed a proposal of pedagogical intervention of IAP type; two college interns of physical education and fifteen young men and women assume the role of co investigators which explore, appreciate and experience ludic-corporal practices both inside school and also outside school which have educative potential for the formation of a critical citizenship.

Telegenetics: application of a tele-education program in genetic syndromes for Brazilian students

With the high occurrence of genetic anomalies in Brazil and the manifestations of communication disorders associated with these conditions, the development of educative actions that comprise these illnesses can bring unique benefits in the identification and appropriate treatment of these clinical pictures. Objective The aim of this study was to develop and analyze an educational program in genetic syndromes for elementary students applied in two Brazilian states, using an Interactive Tele-education model. Material and Methods The study was carried out in 4 schools: two in the state of São Paulo, Southeast Region, Brazil, and two in the state of Amazonas, North Region, Brazil. Forty-five students, both genders, aged between 13 and 14 years, of the 9th grade of the basic education of both public and private system, were divided into two groups: 21 of São Paulo Group (SPG) and 24 of Amazonas Group (AMG). The educational program lasted about 3 months and was divided into two stages including both classroom and distance activities on genetic syndromes. The classroom activity was carried out separately in each school, with expository lessons, graphs and audiovisual contents. In the activity at a distance the educational content was presented to students by means of the Interactive Tele-education model. In this stage, the students had access a Cybertutor, using the Young Doctor Project methodology. In order to measure the effectiveness of the educational program, the Problem Situation Questionnaire (PSQ) and the Web Site Motivational Analysis Checklist adapted (FPM) were used. Results The program developed was effective for knowledge acquisition in 80% of the groups. FPM showed a high satisfaction index from the participants in relation to the Interactive Tele-education, evaluating the program as "awesome course". No statistically significant differences between the groups regarding type of school or state were observed. ...

Efeitos da aprendizagem da relação entre palavra ditada e figura sobre a nomeação de figuras: relações entre o ouvir e o falar / Learning the effects of the relationship between the dictated word and naming figures on the picture: relationship between listening and speaking / Efectos del aprendizaje de la relación entre la palabra dictada y figura sobre el nombramiento de figuras: las relaciones entre escuchar y hablar

Investigações sobre linguagem têm explorado possíveis relações entre ouvir e falar, bem como se aprender uma relação entre palavra ditada e objeto (ouvir) seria condição suficiente para emergência da nomeação desse objeto (falar). Este estudo verificou se, após o ensino de relações condicionais auditivovisuais entre palavra ditada e figura, ocorreria a nomeação dessas figuras em seis escolares com comprometimentos acadêmicos e de linguagem que frequentavam um atendimento educacional especializado. O procedimento constituiu-se de blocos de tarefas de seleção de figuras em tentativas de emparelhamento segundo modelo, seguidas de testes de nomeação de figuras. Os resultados indicam que a maioria dos participantes aprendeu novas relações entre palavras ditadas e figuras, todavia esse ensino não garantiu que nomeassem imediatamente as figuras. Obteve-se nomeação após sucessivas exposições às tarefas de seleção e de nomeação. Esses resultados demonstram que condições sob as quais se aprende a falar novas palavras podem não depender exclusivamente do reconhecimento auditivo.

Investigations about language have explored possible relations between listening and speaking, as well as the learning relation between the dictated word and object (listener) would be a sufficient condition for the emergence of naming this object (speak). This study examined whether, after auditoryvisual relations conditional teaching between dictated word and figure, would occur in the naming of these pictures, in six students with academic and language impairment, who frequented specialized educational services. A procedure of block task was established, a selection of figures in matching trials to samples, followed up by naming tests. The results indicate that most participants learned new relations between dictated words and figures, however this learning does not guaranteed that they immediately nominate the figures; naming was obtained after successive exposures to the tasks of selection and naming. These results demonstrate that the conditions under which learning to speak new words cannot depend exclusively on auditory recognition.

Las investigaciones sobre lenguaje han explorado las posibles relaciones entre escuchar y hablar, así como si el aprendizaje de una relación entre la palabra dictada y el objeto (escuchar) sería una condición suficiente para la emergencia del nombramiento de este objeto (hablar). Este estudió examinó si, después de enseñar relaciones condicionales auditivo-visuales entre la palabra dictada y la figura, ocurriría el nombramiento de las figuras, en seis estudiantes con dificultades académicas y de lenguaje, que frecuentan los servicios de educación especial. El procedimiento se constituyó en bloques de tareas de selección de figuras en tentativas de emparejamiento según modelo, seguido de pruebas de nombramiento de las figuras. Los resultados indican que la mayoría de los participantes aprendieron nuevas relaciones entre palabras dictadas y figuras, no obstante esta enseñanza no garantiza el nombramiento inmediatamente de las figuras; el nombramiento se obtuvo después de sucesivas exposiciones a las tareas de selección y nombramiento. Estos resultados demuestran que las condiciones en las que aprenden a decir nuevas palabras no dependen exclusivamente del reconocimiento auditivo.

Abordagens pedagógicas e sua relação com as teorias de aprendizagem / Pedagogical approaches and their relationship with the learning theories

A prática docente demanda o conhecimento de como o indivíduo aprende, como se origina e se desenvolve o aprendizado e como se transforma em experiência significativa de aprendizagem. O objetivo deste artigo é apresentar as concepções teóricas sobre o processo de aprendizagem dos indivíduos e sua relação com as abordagens pedagógicas adotadas nos modelos de cursos de graduação. Nesse sentido, os modelos pedagógicos foram agrupados de forma sintetizada, em modelos que se distinguem por estarem centrados no professor; no estudante; no saber; no meio de comunicação ou na técnica; no contexto social e na interação. Foram apresentadas algumas das principais vertentes discutidas na área da Psicologia do Desenvolvimento Humano, que influenciaram as tendências pedagógicas, como a Inatista, a Ambientalista/Behaviorista, e as Interacionistas. Discute a necessidade das práticas educativas serem conceitualmente fundamentadas.

Abstract: The teaching practice requires the knowledge of how individuals learn, how the learning originates and develops and becomes as meaningful learning experience. The objective of this paper is to present the theoretical conceptions of the learning process of individuals and their relationship to pedagogical approaches adopted in the models of undergraduate courses. In this sense, the pedagogical models were grouped in a synthesized form, in models that are distinguished by being centered on theteacher; on the student; in the know; on medium of communication or technique; the social context and interaction. Were presented some of the principal aspects discussed in the Psychology Human Development, influencing teaching trends, as Innate, the Environmentalist / Behaviorist, and Interactionist. Discusses the need of educational practices be substantiate conceptually.

Estratégias inovadoras para métodos de ensino tradicionais: aspectos gerais / New approaches to traditional learning: general aspects

Novos desafios se impõem nos cenários atuais da educação e currículos universitários altamente complexos. Para atender as demandas sociais, transformações na educação de profissionais de saúde enovas formas de trabalhar com o conhecimento foram exigidas do aparelho formador. Nesse artigo serão discutidos: o avanço em diferentes âmbitos, as características e obstáculos para a ruptura com a estrutura tradicional e a implantação de metodologias de ensino-aprendizagem inovadoras, sob a perspectiva institucional, do docente e do aluno.

New challenges are needed in today’s educational settings and highly complex university curricula. To meet the social demands, changes in health professional education and new ways of working with knowledge of the educational institutions were required. In this article will be discussed: the advancement indifferent spheres, characteristics and barriers to break with the traditional structure and implementation of innovative teaching methodologies and learning. The institutional, the teacher and the student perspectives of this process will be discussed.