Realidade Aumentada e Realidade Virtual como inovação no curso médico / Augmented Reality and Virtual Reality as innovation in the medical course / Realidad Aumentada y Realidad Virtual como innovación en el curso médico

Apesar do ensino da medicina ser um dos mais tradicionais, o conceito de educação médica tem se desenvolvido nos últimos séculos em paralelo à evolução da medicina. Uma reflexão sobre este processo é extremamente benéfica e esclarecedora, justamente nesta fase caracterizada pelo aumento de escolas médicas e de um profundo questionamento do paradigma curricular vigente na maior parte destas instituições

Current application and limitations of augmented reality in the stomatology / 中华口腔医学杂志

Computer-assisted technology are gradually integrated into dental education and clinical treatment. As a cutting-edge technology in computer-aided medicine, augmented reality can not only be used as an aid to dental education by presenting three-dimensional scenes for teaching demonstration and experimental skills training, but also can superimpose virtual image information of patients onto real lesion areas for real-time feedback and intraoperative navigation. This review explores the current applications and limitations of augmented reality in dentistry to provide a reference for future research.

As startups no contexto da organização capitalista financeira e as subjetividades empreendedoras / Startups in the context of financial capitalist organization and entrepreneurial subjectivities / Startups en el contexto de la organización capitalista financiera y subjetividades emprendedoras

As startups são empresas que apresentam modelos de negócios marcados pela inovação, rapidez, flexibilidade e alta capacidade de adaptação aos mercados. Atuando em diferentes setores socioeconômicos, elas prometem criar e transformar produtos e serviços. A emergência e disseminação dessas empresas ocorrem em um momento histórico de mudanças iniciadas a partir de 1970 e marcadas pelas crises geradas com o esgotamento do paradigma da sociedade urbano industrial. No Brasil, o número desse modelo de negócio apresentou uma expansão expressiva, alcançando a marca de 13.374 nos últimos cinco anos. Atento a esse cenário, o objetivo desta pesquisa consistiu em compreender como sujeitos, grupos e instituições atribuem sentidos à experiência de trabalho nas chamadas startups. Na parte teórica, as condições sociais e econômicas que possibilitaram a emergência e disseminação das startups são analisadas em uma perspectiva crítica. A parte empírica, por sua vez, apresenta depoimentos de empreendedores relatando o contexto geral de atuação nas startups. Ao final deste artigo, conclui-se que há uma instrumentalização capitalística de componentes subjetivos específicos selecionados e colocados em circulação para fortalecer o modo de produção capitalista financeirizado.(AU)

Startups are companies that have business models characterized by innovation, speed, flexibility, and a high capacity to adapt to markets. Operating in different socioeconomic sectors, they promise to create and transform products and services. The emergence and dissemination of these companies occur at a historical moment of changes that began from 1970 and are marked by the crises generated by the exhaustion of the paradigm of industrial urban society. In Brazil, the number of businesses in this model showed a significant expansion, reaching 13,374 companies in the last five years. Attentive to this scenario, the objective of this research was to understand how subjects, groups, and institutions attribute meanings to the work experience in so-called startups. In the theoretical part, the social and economic conditions that enabled the emergence and dissemination of startups are analyzed in a critical perspective. The empirical part presents entrepreneurs reporting the general context of action in startups. At the end of this article, it is concluded that there is a capitalistic instrumentalization of specific subjective components that are selected and put into circulation to strengthen the financed capitalist production.(AU)

Las startups son empresas que tienen modelos de negocio marcados por la innovación, la velocidad, la flexibilidad y una alta capacidad de adaptación a los mercados. Desde diferentes sectores socioeconómicos, las startups prometen crear y transformar productos y servicios. La aparición y difusión de estas empresas se produce en un momento histórico de cambios que comenzó a partir de 1970 y que está marcado por crisis generadas por el agotamiento del paradigma de la sociedad urbana industrial. En Brasil, estas empresas se expandieron significativamente alcanzando la marca de 13.374 empresas en los últimos cinco años. En este escenario, el objetivo de esta investigación fue entender cómo los sujetos, grupos e instituciones atribuyen significados a la experiencia laboral en las startups. En la parte teórica, se analizan las condiciones sociales y económicas que permitieron el surgimiento y la difusión de las startups en una perspectiva crítica. La parte empírica presenta testimonios de emprendedores que informan sobre el trabajo en startups. La investigación concluye que hay una instrumentalización capitalista de componentes subjetivos específicos que se seleccionan y ponen en circulación para fortalecer el modo de producción capitalista financiero.(AU)

Educação alimentar e nutricional para crianças, guiada por aplicativo / Food and nutrition education for children, app-guided / Educación alimentaria y nutricional para niños, guiada por app

Introdução:A formação dos hábitos alimentares ocorre,principalmente,nos primeiros anos de vida. Nesse período, recomenda-se o aleitamento materno e a introdução de alimentos adequados. Esses fatores associados a um estilo de vida saudável são importantes para a prevenção da obesidade infantil. Para que essas informações cheguem ao público-alvoe para que o processo de Educação Alimentar e Nutricional seja mais eficaz, recursos tecnológicos são cada vez mais importantes.Objetivo:O objetivo foi elaborar o designinstrucional do aplicativo AlimentAR, usando Realidade Aumentada,direcionado para Educação Alimentar e Nutricional com crianças de até dois anos. Metodologia:A metodologia utilizada para o conceito de designinstrucional seguiu cinco etapas:Análise, Design, Desenvolvimento, Implementação e Avaliação. A etapa de análise incluiu diagnóstico situacional e/ou identificação de problemas que necessitam de intervenção. No processo de design, o foco estava na estrutura e nos objetivos educacionais. No desenvolvimento, ocorreu seleção de conteúdo, formatação, elaboração de recursos didáticos e storyboard(esboço sequencial de desenhos). As etapas de implementação e avaliação serão tratadas em estudo posterior. Resultados:Neste sentido, o designinstrucional foi desenvolvido de forma sistemática seguindo metodologia proposta. O produto prevê projeção de imagens de alimentosusando Realidade Aumentada, de acordo com necessidade nutricional da criança, considerando o Guia Alimentar para Crianças até 2 anos e a Ficha de Marcador de Consumo Alimentar para crianças até seis meses e crianças de seis a 23 meses.Conclusões:Conclui-se que a utilização da Realidade Aumentadaassociada à abordagem transdisciplinar pode ser uma possível estratégia para a elaboração de instrumento de Educação Alimentar e Nutricionalcom foco na formação de hábitos alimentares saudáveis e prevenção da obesidade infantil (AU).

Introduction:The formation of eating habits occurs mainly in the first years of life. During this period, breastfeeding and the introduction of adequate foods are recommended. These factors associated with a healthy lifestyle are important for the prevention of childhood obesity. In order for these recommendations to reach the target audience and for the process of Food and Nutrition Education to be more effective, technological resources areincreasingly being used. Objective:The objective of this study was to elaborate an instructional design for an application called AlimentAR, using Augmented Reality aimed at Food and Nutrition Education with children up to two years old. Methodology:Themethodology used for the instructional design concept followed five stages: Analysis, Design, Development, Implementation and Evaluation. The analysis stage included situational diagnosis and/or identification of problems that require intervention. In thedesign process, the focus was on educational structure and objectives. In the development, there was content selection, formatting, elaboration of didactic resources and storyboard (sequential sketch of drawings). The implementation and evaluation stages will be dealt with in a later study. Results:The instructional design was developed systematically following the proposed methodology. The product provides projection of food images in Augmented Reality, according to the child's nutritional need, considering the Food Guide for Children up to 2 years and the Food Intake Sheet for children up to six months and children from six to 23 months. Conclusions:In summary,the use of Augmented Reality associated with the transdisciplinary approach may be a possible strategy for the elaboration of an Food and Nutrition Educationinstrument focused on the formation of healthy eating habits and the prevention of childhood obesity (AU).

Introducción: La formación de hábitos alimentarios ocurre, principalmente,en los primeros años de vida. En este periodo, es recomendable la lactancia materna y la introducción de alimentos adecuados. Estos factores asociados a un formade vida saludable,son fundamentalespara prevenir la obesidad infantil. Para que estas informaciones alcancen al público objetivo y que el proceso de Educación Alimentaria y Nutricional sea más efectivo, los recursos son cada vez más importantes. Objetivo: El objetivo fue la elaboración de undiseño instruccional delaplicativoAlimentAR, utilizando Realidad Aumentada dirigido a Educación Alimentaria y Nutricionalcon niños hasta 2 años de edad.Metodología: El elaboración del diseño instruccional comprendióel Análisis, elDiseño, elDesarrollo, laImplementación y laEvaluación. La etapa de análisis incluyóel diagnóstico situacional y/o laidentificación de problemas que exigíanintervención. En el proceso de diseño, el foco de atención se centróen la estructura y enlos objetivos educativos. En la fase dedesarrollo seseleccionaron el contenido, el formateo, la elaboraciónde recursos didácticos y elstoryboard(ilustraciones en forma secuencial). Las etapas de implementación y evaluación serán tratadas en un estudioposterior. Resultados: En este sentido, el diseño instruccional fue desarrollado de forma sistemática siguiendo la metodología propuesta. El producto suministraproyección de imágenes de alimentos medianteRealidad Aumentada, conformea la necesidad nutricional del niño, considerando la Guía Alimentaria para Niños hasta 2 años de edad y la Ficha Marcador de Consumo Alimentariopara niños hasta 6 meses y de 6 a 23 meses de edad. Conclusiones: Se concluye que la aplicación de Realidad Aumentadaasociadaal enfoque transdisciplinario puede revelarse como una posible estrategia para la elaboración de un instrumento Educación Alimentaria y Nutricionalencaminadaa la formación de hábitos alimentarios saludables yala prevención de la obesidad infantil (AU).

Application of augmented reality and mixed reality navigation technology in laparoscopic limited right hepatectomy / 中华外科杂志

Objective: To investigate the application effect of augmented reality and mixed reality navigation technology in three-dimensional(3D) laparoscopic narrow right hepatectomy(LRH). Methods: A retrospective analysis was performed on the clinical data of 5 patients with hepatic malignancy admitted to the First Department of Hepatobiliary Surgery,Zhujiang Hospital,Southern Medical University from September 2020 to June 2021,all of whom were males,aged from 42 to 74 years.Preoperative evaluation was performed using the self-developed 3D abdominal medical image visualization system; if all the 5 patients were to receive right hemihepatectomy,the remnant liver volume would be insufficient,so LRH were planned.During the operation,the independently developed 3D laparoscopic augmented reality and mixed reality surgical navigation system was used to perform real-time multi-modal image fusion and interaction between the preoperative 3D model and 3D laparoscopic scene.Meanwhile,intraoperative ultrasound assisted indocyanine green fluorescence was used to determine the surgical path.In this way,the LRH under the guidance of augmented reality and mixed reality navigation was completed.The predicted liver resection volume was evaluated before surgery,actual resected liver volume,surgical indicators and postoperative complications were analyzed. Results: All the 5 patients completed LRH under the guidance of augmented reality and mixed reality navigation technology,with no conversion to laparotomy.The median operative time was 300 minutes(range:270 to 360 minutes),no intraoperative blood transfusion was performed,and the median postoperative hospital stay was 8 days(range:7 to 9 days).There were no perioperative deaths,or postoperative complications such as liver failure,bleeding,or biliary fistula. Conclusion: For patients who need to undergo LRH,the use of augmented and mixed reality navigation technology can safely and effectively guide the implementation of surgery,retain more functional liver volume,improve surgical safety,and reduce postoperative complications.

Application of mixed reality technology in the field of hepatobiliary surgery / 中华外科杂志

Mixed reality is a new three-dimensional presentation technology that combines the virtual digital world with the real world, which has been initially applied in the field of hepatobiliary surgery. Compared with virtual reality, augmented reality and three-dimensional visualization technology, mixed reality technology has unique advantages in preoperative evaluation and formulation of surgical plan, real-time accurate navigation during operation and three-dimensional virtual teaching. And it is a new generation of auxiliary tool for precision hepatobiliary surgery. This paper describes the application and research progress of mixed reality technology in the field of hepatobiliary surgery, and discusses its application potential and current limitations.

Eficacia contrastada de la Realidad Aumentada en el aprendizaje de la reanimación cardiopulmonar / Compared effectiveness of Augmented Reality in learning cardiopulmonary resuscitation

Introducción: La incidencia de la tecnología en la educación ha propiciado el desarrollo de nuevos recursos innovadores para afrontar los procesos de enseñanza y aprendizaje, por lo que la Realidad Aumentada se muestra como una de las tecnologías con mayor proyección, tanto en el sector educativo, en general, como en la educación médica, en particular. Objetivo: Determinar el nivel de eficacia de una metodología sustentada en Realidad Aumentada frente a una tradicional en el aprendizaje de la reanimación cardiopulmonar, en dos grupos de estudiantes universitarios. Métodos: El estudio comenzó en el curso 2017-2018. Se estableció un diseño experimental con grupo control, de tipo descriptivo y correlacional, en una muestra de 58 discentes de un centro universitario de España. Se desplegó un programa formativo en dos grupos con metodologías diferentes -Realidad Aumentada frente a tradicional-. Se empleó un cuestionario -derivado de la Escala de Autoeficacia general en reanimación cardiopulmonar- validado por el método Delphi y de pertinente fiabilidad (α = 0,86) para recoger los datos. Resultados: La metodología innovadora con Realidad Aumentada aplicada en el grupo experimental obtuvo mejores resultados en la motivación, la participación, la interacción con los contenidos, el rol activo de los participantes y mayores resultados de aprendizaje sobre el grupo que siguió una metodología tradicional sin empleo de la tecnología educativa. Conclusiones: Los hallazgos demostraron la eficacia de la Realidad Aumentada en el aprendizaje de las pautas de reanimación cardiopulmonar en discentes universitarios. Por tanto, se recomienda el uso de esta tecnología educativa para alcanzar la efectividad en el aprendizaje de este tipo de contenidos relacionados con la educación sanitaria(AU)

Introduction: The impact of technology on education has led to the development of new innovative resources to cope with the teaching and learning processes, a reason why augmented reality is shown as one of the technologies with the greatest projection, both in the educational sector, in general, as well as in medical education, in particular. Objective: To identify the level of effectiveness of a methodology based on augmented reality compared to a traditional one in learning cardiopulmonary resuscitation, in two groups of university students. Methods: The study began in the academic year 2017-2018. An experimental design of descriptive and correlational type and with a control group was established in a sample of 58 students from a university center in Spain. A training program was implemented in two groups with different methodologies: augmented reality versus a traditional one. A questionnaire, derived from the Generalized Self-Efficacy Scale in cardiopulmonary resuscitation, validated using the Delphi method with relevant reliability α=0.86, was used to collect the data. Results: The innovative methodology with augmented reality applied in the experimental group showed better results regarding motivation, participation, interaction with the contents, and the active role of the participants; as well as higher learning results over the group that followed a traditional methodology without using any educational technologies. Conclusions: The findings showed the effectiveness of augmented reality in learning cardiopulmonary resuscitation guidelines among university students. Therefore, the use of this educational technology is recommended to achieve effectiveness in learning this type of content related to health education(AU)

Robotic arm control system based on augmented reality brain-computer interface and computer vision / 生物医学工程学杂志

Brain-computer interface (BCI) has great potential to replace lost upper limb function. Thus, there has been great interest in the development of BCI-controlled robotic arm. However, few studies have attempted to use noninvasive electroencephalography (EEG)-based BCI to achieve high-level control of a robotic arm. In this paper, a high-level control architecture combining augmented reality (AR) BCI and computer vision was designed to control a robotic arm for performing a pick and place task. A steady-state visual evoked potential (SSVEP)-based BCI paradigm was adopted to realize the BCI system. Microsoft's HoloLens was used to build an AR environment and served as the visual stimulator for eliciting SSVEPs. The proposed AR-BCI was used to select the objects that need to be operated by the robotic arm. The computer vision was responsible for providing the location, color and shape information of the objects. According to the outputs of the AR-BCI and computer vision, the robotic arm could autonomously pick the object and place it to specific location. Online results of 11 healthy subjects showed that the average classification accuracy of the proposed system was 91.41%. These results verified the feasibility of combing AR, BCI and computer vision to control a robotic arm, and are expected to provide new ideas for innovative robotic arm control approaches.

Application of mixed reality in oromaxillofacial head and neck oncology surgery: a preliminary study / 华西口腔医学杂志

Mixed reality (MR), characterized by the ability to integrate digital data into human real feeling, is a new technique in medical imaging and surgical navigation. MR has tremendous value in surgery, but its application in oromaxillofacial head and neck oncology surgery is not yet reported. This paper reports the application of MR in oromaxillofacial head and neck oncology surgery. The merits, demerits, and present research situations and prospects of MR are further discussed.

Application of mixed reality technique for the surgery of oral and maxillofacial tumors / 北京大学学报(医学版)

OBJECTIVE@#To explore the application of mixed reality technique for the surgery of oral and maxillofacial tumors.@*METHODS@#In this study, patients with a diagnosis of an oral and maxillofacial tumor who were referred to Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology from December 2018 to January 2020 were selected. The preoperative contrast-enhanced computed tomography data of the patients were imported into StarAtlas Holographic Medical Imaging System (Visual 3D Corp., Beijing, China). Three-dimensional (3D) model of tumor and key structures, such as skeleton and vessels were reconstructed to three-dimensionally present the spatial relationship between them, followed with the key structures delineation and preoperative virtual surgical planning. By using mixed reality technique, the real-time 3D model was displayed stereotactically in the surgical site. While keeping sterile during operation, the surgeon could use simple gestures to adjust the 3D model, and observed the location, range, and size of tumor and the key structures adjacent to the tumor. Mixed reality technique was used to assist the operation: 3D model registration was performed for guidance before tumor excision; intraoperative real-time verification was performed during tumor exposure and after excision of the tumor. The Likert scale was used to evaluate the application of mixed reality technique after the operation.@*RESULTS@#Eight patients underwent mixed reality assisted tumor resection, and all of them successfully completed the operation. The average time of the 3D model registration was 12.0 minutes. In all the cases, the surgeon could intuitively and three-dimensionally observe the 3D model of the tumor and the surrounding anatomical structures, and could adjust the model during the operation. The results of the Likert scale showed that mixed reality technique got high scores in terms of perceptual accuracy, helping to locate the anatomical parts, the role of model guidance during surgery, and the potential for improving surgical safety (4.22, 4.19, 4.16, and 4.28 points respectively). Eight patients healed well without perioperative complications.@*CONCLUSION@#By providing real-time stereotactic visualization of anatomy of surgical site and guiding the operation process through 3D model, mixed reality technique could improve the accuracy and safety of the excision of oral and maxillofacial tumors.

O Novo Coronavírus e seus desafios para o Sistema Único de Saúde / The New Coronavirus and its challenges for the Unified Health System

Este livro é fruto de uma produção coletiva realizada por discentes e docentes da disciplina "Seminário Temático I ­ Saúde Coletiva e o SUS" do Mestrado do Programa de Pós-Graduação em Saúde Coletiva da Universidade Estadual do Ceará. Sua motivação foi a necessidade de aprofundar o conhecimento sobre a pandemia de Covid-19 que assolou o mundo em 2020 e cuja ameaça continua, se caracterizando como uma das maiores pandemias da história da humanidade. O livro aborda a doença, medidas de prevenção e tratamento (ressaltando que à época de sua elaboração, cientistas do mundo inteiro estavam a tatear nestes conhecimentos) reflexões críticas sobre as medidas tomadas por diversos países e governantes, a repercussão social e os desafios que a pandemia representa para o Sistema Único de Saúde no Brasil. Além da contribuição no conhecimento sobre o coronavírus, este livro tem o mérito de ser uma produção solidaria, compartilhada em todos os sentidos, realizada sob condições adversas no contexto do distanciamento social imposto pela pandemia, marcado pela solidariedade e desejo de contribuir com um conhecimento em construção, diante de um cenário inesperado pela comunidade científica mundial.

Antimanual para enfrentar a Covid-19: falando de medos, angústias e violências / Anti-manual to face Covid-19: talking about fears, anxieties and violence

Um grupo de pessoas se encontra em plataforma virtual para falar de medos, angústias e violências em tempos de pandemia. Alunos e ex-alunos da UFRGS, falando de diferentes lugares, a maioria não se conhecia. Começam dizendo do porquê de terem vindo. Pedaços de vida, dores, violências, solidão e morte, o mundo esfrangalhado lá fora. Alguns vão embora, 13 ficam. No meio do medo, da angústia e da violência começam a brotar narrativas, o desejo de contar histórias, divisado por poetas, viajantes, profetas e loucos, do qual nos fala Walter Benjamin. Desejo que permanece, quer seja em volta da fogueira, no barraco destelhado, embaixo do viaduto, em frente à tela do computador. O desejo de se contar vigora mesmo no espaço virtual e os fluxos de energia pensante driblam o muro e se lançam no espaço, quebrando as cadeias de ódio emitidas pelas redes de robôs, pelas máquinas da Matrix. Durante três meses, membros e membras deste grupo se reuniram e debulharam os conceitos, queriam saber mais. Depois, amarraram os conceitos nas narrativas pessoais e veio a vontade de fazer, de criar algo, de resistir. Então começou a tarefa grupal, aquela que Pichon-Rivière e Paulo Freire descobriram que acontece nos grupos humanos, quando se irmanam para fazer juntos. Em comunhão. A tarefa pode ser muito simples. Escrever um texto, contar uma história, dar de comer aos que têm fome, ensinar a ler o mundo, enterrar os mortos, semear o grão, amassar o pão de cada dia. Os 13 decidiram escrever um antimanual, como se fosse uma mensagem colocada em uma garrafa e jogada ao mar. Levando apenas a esperança de ser encontrada. Apresento, então esta prosaica criação que inventamos, nós ­ os treze: Um antimanual para enfrentar a Covid 19 ­ falando de medos, angústias e violências. Nele estão mescladas histórias, dores, medos e angústias, um pouco de arte, um pouco de alegria e uma grande vontade de seguir a luta.

Avaliação de uma tecnologia educacional utilizando a realidade aumentada para o ensino sobre visita domiciliar / Evaluation of an educational technology using augmented reality for home visiting teaching / Evaluación de una tecnología educativa que utiliza la realidad aumentada para la enseñanza de visitas domiciliarias

Objetivo: avaliar jogos educativos com realidade aumentada aplicados ao ensino sobre visita domiciliar. Método: pesquisa descritiva de abordagem quantitativa e avaliação tecnológica desenvolvida na Escola de Enfermagem da Universidade Federal de Alfenas, no período de abril a junho de 2016, realizada com 135 universitários de enfermagem, fisioterapia e medicina, aprovado por Comitê de Ética em Pesquisa. Resultados: a análise estatística destacou que 74,8% dos participantes eram do sexo feminino e a média de idades foi de 20 anos. A primeira atividade consistiu em um estudo de caso para realizar a classificação de risco familiar e a segunda abordou a Política Nacional de Atenção Básica, que prevê a qual profissional compete realizar a visita domiciliar. 89,6% dos participantes consideraram adequado e muito adequados os jogos desenvolvidos para o ensino sobre visita domiciliar. Conclusão: os jogos com realidade aumentada foram bem avaliados pelos participantes, sendo uma tecnologia promissora para o ensino.

Objective: to evaluate augmented reality educational games applied to home visiting teaching to university students in the health area. Method: descriptive research of quantitative approach and technological assessment developed at the School of Nursing of the Federal University of Alfenas, from April to June 2016, conducted with 135 undergraduate nursing, physiotherapy and medicine. The Research Ethics Committee approved the study. Results: the statistical analysis highlighted that 74.8% of the participants were female and the average age was 20 years. The first activity consisted of a case study to perform the family risk classification and the second dealt with the National Primary Care Policy, which provides for which professional to perform home visits. 89.6% of participants considered the games developed for home visiting teaching to be appropriate and very appropriate. Conclusion: augmented reality games were well evaluated by the participants, being a promising technology for teaching.

Objetivo: evaluar los juegos educativos de realidad aumentada aplicados a la enseñanza de visitas domiciliarias a estudiantes universitários en la área de salud. Método: investigación descriptiva, cuantitativa y evaluación tecnológica desarrollada en la Facultad de Enfermería de la Universidad Federal de Alfenas, de abril a junio de 2016, realizada con 135 estudiantes de pregrado en enfermería, fisioterapia y medicina, aprobada por Comité de Ética de Investigación. Resultados: el análisis estadístico destacó que el 74.8% de los participantes eran mujeres y la edad promedio era de 20 años. La primera actividad consistió en un estudio de caso para llevar a cabo la clasificación de riesgo familiar y la segunda abordó la Política Nacional de Atención Primaria, que establece qué profesional es responsable de llevar a cabo la visita domiciliaria. El 89,6% de los participantes consideró que los juegos desarrollados para enseñar visitas a domicilio eran apropiados y muy adecuados. Conclusión: los juegos con realidad aumentada fueron bien evaluados por los participantes, siendo una tecnología prometedora para la enseñanza.

Los juegos serios en el entrenamiento y la rehabilitación cognitiva / Serious Games in Training and Cognitive Rehabilitation

El uso de programas de entrenamiento y rehabilitación cognitiva asistido por computadora facilita abordar dificultades del funcionamiento cognitivo con precisión y consistencia. Este tipo de asistencia ha estado basado en los últimos años en juegos serios de tecnologías web, Realidad Virtual y Realidad Aumentada. En el presente trabajo se realizó una revisión bibliográfica de los juegos serios con estas tecnologías para el entrenamiento y la rehabilitación cognitiva, valorándose su incidencia en la motivación y las implicaciones de sus métodos y dispositivos de interacción en personas tratadas con estos juegos. Se exponen evidencias de individuos que han sido atendidos bajo este tipo de tratamiento no farmacológico(AU)

The use of computer-assisted cognitive training and rehabilitation programs facilitates addressing cognitive functioning difficulties with greater precision and consistency. This type of assistance has been based in recent years on serious games of web, Virtual Reality and Augmented Reality technologies. In the present paper, a bibliographic review of serious games with these technologies was carried out for training and cognitive rehabilitation, evaluating their incidence in the motivation and the implications of their methods and interaction devices in people treated with these games. Evidence is presented of individuals who have been treated under this type of non-pharmacological treatment(AU).

Realidad aumentada para el aprendizaje en estudiantes de Fonoaudiología de la Universidad de Playa Ancha / Augmented Reality for the Learning of Phonoaudiology Students from University of Playa Ancha

Introducción: El presente estudio aborda el uso de la herramienta digital Realidad Aumentada, como recurso para la aplicación de metodologías de aprendizaje acordes con un plan de estudios innovado del área de la salud. Objetivo: Describir la percepción de los estudiantes de Fonoaudiología de la Universidad de Playa Ancha, durante el segundo semestre del año 2017, con respecto a la contribución al desarrollo de las competencias declaradas en la actividad curricular "Procesos Generales de Fonoaudiología", mediante la herramienta digital Realidad Aumentada, como metodología innovadora. Métodos: Estudio enmarcado en el paradigma positivista, mediante el uso de técnicas cuantitativas descriptivas. El diseño fue no experimental y transversal, en el que se recolectó la información mediante una encuesta de percepción, elaborada para este objetivo con todas las características psicométricas deseadas. La información recabada se sometió a análisis a través del programa estadístico R, particularmente R Commander. Resultados: En función del análisis factorial de instrumento se establecieron tres dimensiones, las cuales se utilizaron para determinar la orientación de la percepción de los estudiantes con respecto a la metodología empleada. Se apreció que los alumnos que contaban con una orientación integral o compuesta, se concentraron principalmente en las categorías de percepción "buena" y "muy buena", lo que representó más del 50 por ciento de la muestra. Conclusiones: Según la percepción de los estudiantes, el uso de la Realidad Aumentada propició el desarrollo de las competencias del curso, lo que contribuyó al desarrollo del perfil profesional comprometido(AU)

Introduction: The present study addresses the use of the digital tool Augmented Reality as a resource for the application of learning methodologies in correspondence with an innovative curriculum in the area of health. Objective: To describe the perception of the Phonoaudiology students from University of Playa Ancha, during the second semester of 2017, regarding the contribution to the development of the competences declared in the curricular activity "Procesos Generales de Fonoaudiología" [General Processes of Phonoaudiology], using the digital tool Augmented Reality as an innovative methodology. Methods: Study framed within the positivist paradigm, through the use of quantitative descriptive techniques. The design was non-experimental and cross-sectional, in which the information was collected through a perception survey prepared for this purpose and with all the desired psychometric characteristics. The information collected was subjected to analysis through the statistical program R, particularly R Commander. Results: Based on the factorial analysis of the instrument, three dimensions were established, which were used to determine the orientation of the students' perception regarding the methodology used. It was appreciated that students who had a comprehensive or composite orientation concentrated mainly on the categories of perception Good and Very good, which represented more than 50 percent of the sample. Conclusions: According to the students' perception, the use of Augmented Reality led to the development of the competences of the course, which contributed to the development of the profile of a committed professional(AU)

Uso de la simulación en la enseñanza de la patología quirúrgica / Simulation as a teaching tool in Macroscopic and Microscopic Surgical Pathology / Uso de simulação no ensino de patologia cirúrgica macroscópica e microscópica

La enseñanza médica en el pregrado ha sufrido múltiples reformas con el fin de ajustarla a los nuevos retos que plantea esta disciplina en la actualidad. La patología no es ajena a estos cambios, los cuales se han reflejado en la disminución del tiempo dedicado a su enseñanza; al respecto, se han generado diversas opiniones que van desde proponer su completa eliminación de los currículos hasta darle mayor énfasis. La simulación como técnica de enseñanza no es un concepto nuevo en medicina y para el campo de la patología es una oportunidad para optimizar el tiempo de docencia, generar más estudio independiente entre los estudiantes y estimular el aprendizaje en las nuevas generaciones. En esta revisión se mostrarán los diferentes trabajos de simulación realizados en esta área.

Multiple reforms to undergraduate medical education have been carried out to fit to the new challenges posed by current medicine. Pathology is no stranger to these changes and has been reflected in the decrease in the time dedicated to its teaching, with such diverse opinions between completely eliminating pathology from undergraduate curricula or to give it greater emphasis. Simulation is not a new concept in medicine and for pathology is an opportunity to optimize teaching time, generate more independent study among students and stimulate learning to new generations. In this review we will show the different works that have been done in pathology simulation.

Teve várias reformas na educação médica de graduação para conseguir se ajustar aos novos desafios da medicina atual. A patologia não é estranha a essas mudanças e se refletiu na diminuição do tempo dedicado ao seu ensino, com opiniões tão diversas entre eliminar completamente a patologia dos currículos de graduação e dar-lhe maior ênfase. Simulação não é um conceito novo em Medicina e, para a patologia, é uma oportunidade de otimizar o tempo de ensino, gerar um estudo mais independente entre os alunos e estimular o aprendizado para as novas gerações. Nesta revisão, mostraremos os diferentes trabalhos que foram realizados em simulação em patologia.