The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review.

OBJECTIVE: To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education. METHODS: The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model. RESULTS: Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. CONCLUSION: There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.

Educational technology for multidisciplinary training for managing waiting lists for elective patients.

OBJECTIVES: to construct and assess an educational technology for managing patient waiting lists for multidisciplinary training. METHODS: study supported by Instructional Design - ADDIE model, whose stages of construction of educational technology were developed in the form of a multi-professional training course. Its respective content assessment was carried out by a committee of experts from 2021 to 2022. The analysis occurred based on the proportion of content adequacy with 95% Confidence Interval. RESULTS: seventeen products were created as educational technology learning objects: five storyboards; four videos; three comic books; two pedagogical action plans; a mind map; and a YouTube® playlist. Nine experts assessed content adequacy, which reached 0.89. CONCLUSIONS: this educational technology contributes to the performance of professionals who manage waiting lists by reducing inequalities, alleviating differences, in addition to promoting equity in care and good health for patients in the Brazilian Health System.

Educational technology to promote self-efficacy in newborn care: a validation study.

Objective: To build and validate an educational technology consisting of a flipchart to promote self-efficacy in newborn care. Methods: A methodological study was carried out in two stages: (i) creation of the flipchart and (ii) validation by 25 experts and 50 people who could be the target audience (pregnant women, mothers or family members of newborns). Clarity, language, practical relevance and theoretical relevance were reviewed using the Suitability Assessment of Materials (SAM) instrument. The Content Validity Index and the Flesch Readability Index were calculated. Results: The serial album "Can you take care of your baby" consists of 30 pages. The overall Content Validity Index was 0.93 among experts and 1.0 among the target audience. The flipchart was considered superior quality material, reaching an agreement percentage of 94.9, indicating that it is suitable as an educational technology. Participants suggested adjustments, incorporated into the material for printed production. Conclusion: The flipchart developed and with content validated by experts is suitable for use in health education activities that aim to promote self-efficacy in caring for newborns.

Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory.

With the rapid advancement of educational technology, the flipped classroom approach has garnered considerable attention owing to its potential for enhancing students' learning capabilities. This research delves into the flipped classroom teaching methodology, employing the Unified Theory of Acceptance and Use of Technology (UTAUT), learning engagement theory, and the 4C skills (comprising communication, collaboration, creativity, and critical thinking) to investigate its effects on learning capabilities. The research surveyed 413 students from three universities in Jiangxi Province, employing stratified random sampling. SPSS 24.0 and Amos were used for structural equation modeling and hypothesis testing analysis. The findings indicate that: (1) Performance expectancy, effort expectancy, and peer influence significantly enhance students' learning engagement in the flipped classroom. (2) Students' learning engagement in the flipped classroom notably promotes their learning capabilities. (3) Performance expectancy, effort expectancy, and peer influence can significantly boost learning capabilities by increasing learning engagement. (4) Personality traits significantly moderate the effect of peer influence on learning engagement, highlighting the crucial role of individual differences in learning. (5) The level of students' learning engagement is differentially influenced by performance expectancy and peer influence across various academic disciplines. Ultimately, this research provides valuable insights for educational policymakers and guides improvements in teaching practices, collectively advancing educational quality and equity.

Assessment of educational technology in lactation physiology by health students.

OBJECTIVES: to assess the suitability, facilitators, and barriers of using a video clip for teaching lactation physiology to health students. METHODS: a cross-sectional study was conducted with online data collection at a higher education institution, using the Assistive Technology Assessment Instrument and open-ended questions. The sample consisted of 88 students. RESULTS: the video clip was deemed suitable in all attributes. Facilitators identified included attractiveness, musicality, and ease of access. Barriers noted were the music's speed and the necessity for prior knowledge. The video clip achieved adequate scores for interactivity (1.71), purpose (1.77), relevance (1.64), and clarity (1.77). The overall average of the attributes was 1.72. CONCLUSIONS: the video clip can serve as an effective learning strategy to enhance hybrid education, potentially contributing to the promotion and support of breastfeeding. However, some barriers underscore the importance of prior knowledge for a complete understanding of the content.

Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students.

INTRODUCTION: This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology. MATERIALS AND METHODS: This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05. RESULTS: There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups. CONCLUSION: With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.

Validação do conteúdo de um recurso audiovisual para pessoas vivendo com HIV / Validación del contenido de un recurso audiovisual para personas que viven con el VIH / Content validation of an audiovisual resource for people living with HIV

Resumo Objetivo Validar o conteúdo do roteiro de um recurso audiovisual para pessoas vivendo com HIV. Métodos Estudo metodológico com abordagem quantitativa, norteado pelo referencial teórico metodológico da psicometria. A validação de conteúdo foi realizada por juízes especialistas na área temática usando a técnica Delphi. A amostra foi composta por 22 juízes na primeira análise de validação e sete juízes na segunda análise. Resultados Todos domínios analisados apresentaram coeficiente de validade de conteúdo (CVC) >0,80, com CVC total (CVCt) de 0,96, consistência interna quase perfeita, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95% 0,969-0,991] e p<0,005 significativo na primeira rodada de avaliação dos especialistas. Na segunda análise, os critérios usados para validação de conteúdo apresentaram CVCt de 0,97, com os critérios de objetividade, simplicidade, clareza, relevância, precisão, variedade, credibilidade e equilíbrio, atingindo 100% de aprovação. Conclusão O roteiro foi validado quanto ao conteúdo, mostrando ser um instrumento representativo e pertinente para construção do recurso audiovisual. Ele contribui para o avanço do conhecimento científico pois apresenta resultados com rigor metodológico, com inovações no campo da educação em saúde para pessoas vivendo com HIV.

Resumen Objetivo Validar el contenido del guion de un recurso audiovisual para personas que viven con el VIH Métodos Estudio metodológico con enfoque cuantitativo, norteado por el marco referencial teórico metodológico de la psicometría. La validación de contenido fue realizada por jueces especialistas en el área temática mediante el uso del método Delphi. La muestra estuvo compuesta por 22 jueces en el primer análisis de validación y siete jueces en el segundo análisis. Resultados Todos los dominios analizados presentaron coeficiente de validez de contenido (CVC) >0,80, con un CVC total (CVCt) de 0,96, consistencia interna casi perfecta, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95 % 0,969-0,991] y p<0,005 significativo en la primera ronda de evaluación de los especialistas. En el segundo análisis, los criterios usados para la validación de contenido presentaron un CVCt de 0,97, con los criterios de objetividad, simplicidad, claridad, relevancia, precisión, variedad, credibilidad y equilibrio, con un 100 % de aprobación. Conclusión Se validó el guion en cuanto al contenido, lo que demuestra que es un instrumento representativo y pertinente para la elaboración del recurso audiovisual. Contribuye al avance del conocimiento científico ya que presenta resultados con rigor metodológico, con innovaciones en el campo de la educación para la salud para personas que viven con el VIH.

Abstract Objective The study aimed to validate the script content of an audiovisual resource for people living with HIV. Methods This methodological study had a quantitative approach and was guided by the methodological theoretical framework of psychometrics. Content validation was performed by expert judges in the thematic area using the Delphi technique. The sample consisted of 22 judges in the first validation analysis and seven judges in the second analysis. Results All domains analyzed had a content validity coefficient (CVC) >0.80, with a total CVC (CVCt) of 0.96, almost perfect internal consistency, Cronbach's alpha of 0.988, ICC of 0.982 [95%CI 0.969-0.991], and p<0.005 which was significant in the first round of expert evaluation. In the second analysis, the criteria used for content validation showed a CVCt of 0.97, with the criteria of objectivity, simplicity, clarity, relevance, accuracy, variety, credibility, and balance achieving 100% approval. Conclusion The script was validated in terms of content, showing to be a representative and relevant instrument for building the audiovisual resource. It contributes to the advancement of scientific knowledge as it presents results with methodological accuracy and innovations in the field of health education for people living with HIV.

Aula invertida y aula virtual en la formación del Técnico Superior en neurofisiología clínica / Inverted Classroom and Virtual Classroom in the Training of Higher-Degree Associates in Clinical Neurophysiology

Introducción: En las ciencias médicas son diversas las investigaciones asociadas a la modalidad virtual, sobre todo durante la pandemia por COVID-19. Sin embargo, en el campo de la neurofisiología clínica existen pocas experiencias descritas. Objetivo: Describir los resultados del desarrollo virtual de las asignaturas Historia de la Neurociencia y la Neurofisiología en Cuba e Introducción a la Metodología de la Investigación Científica, mediante el aula invertida y el aula virtual en la formación del Técnico Superior en neurofisiología clínica en La Habana. Métodos: Estudio descriptivo de corte transversal y no experimental. Se adecuaron las asignaturas en modalidad virtual, al aplicar un modelo constituido por cuatro fases: preparación, análisis y diseño, desarrollo e implementación, y evaluación. Resultados: Se preparó al claustro en materia de educación virtual. Se diseñaron estrategias didácticas para la virtualización del proceso de enseñanza-aprendizaje, mediante la aplicación del aula invertida y el aula virtual. En la fase de evaluación se obtuvieron valores altos al calcular los indicadores de promoción y calidad, y se aplicó una encuesta a los estudiantes. Para ambas asignaturas predominaron los valores de alta satisfacción en los criterios de la encuesta, excepto en Formas de evaluaciones y Distribución del tiempo en el aprendizaje, con mayores valores de satisfacción media. Conclusión: Los resultados obtenidos en el tránsito a la modalidad virtual cumplieron con los objetivos propuestos en el programa de las asignaturas, por lo que fue posible la enseñanza no presencial mediante el aula invertida y el aula virtual(AU)

Introduction: In medical sciences, there are several pieces of research associated with the virtual modality, especially during the COVID-19 pandemic. However, in the field of clinical neurophysiology, few experiences have been described. Objective: To describe the outcomes of virtually developing the subjects History of Neuroscience and Neurophysiology in Cuba and Introduction to the Methodology of Scientific Research, by means of the inverted classroom and the virtual classroom in the training of higher-degree associates in clinical neurophysiology in Havana. Methods: A descriptive, cross-sectional and nonexperimental study was carried out. The subjects were adapted to the virtual modality by applying a model consisting of four phases: preparation, analysis and design, development and implementation, and evaluation. Results: The faculty was trained in virtual education. Didactic strategies were designed for the virtualization of the teaching-learning process, through the application of the inverted classroom and the virtual classroom. In the evaluation phase, high values were obtained when calculating the promotion and quality indicators, and a student survey was applied. For both subjects, high satisfaction values predominated in the survey criteria, except for evaluations forms and distribution of time for learning, with higher values of the medium satisfaction. Conclusions: The outcomes obtained in the transition to the virtual modality complied with the objectives set in the syllabus of the subjects, making possible non-face-to-face teaching by means of the inverted classroom and the virtual classroom(AU)

Digital educational technology content production and validity about Japanese bathtub (ofurô) in neonatal unit.

OBJECTIVE: To describe the elaboration and content validity stages of a digital educational technology for nursing professionals about Japanese bathtub (ofurô) in newborns in neonatal care units. METHOD: A methodological study conducted between August 2019 and July 2021, in a public maternity hospital in Manaus, Amazonas, developed in two stages. In the first, the e-book images, text and editing were produced. In the second, material content validity was carried out, through the opinion of 15 expert judges, nurses and neonatal care experts. In data analysis, the percentage of agreement was applied with agreement score estimation. Items with 80% or more agreement were considered valid. RESULTS: The e-book "Japanese bathtub: manual for nursing professionals" was produced, organized into nine sessions, which describe the technique execution. Content was considered valid by expert judges (general score 90%). CONCLUSION: The e-book was considered suitable for use in training nursing professionals, with potential for dissemination of knowledge regarding humanization of care for premature babies.

Validity study of educational technology on gynecological high dose rate (HDR) brachytherapy.

OBJECTIVE: to construct and validate an educational booklet on high dose rate gynecological brachytherapy (HDR) for women with gynecologic cancer. METHODS: a methodological study, with the construction and validity of a booklet based on the Doak, Doak and Root theoretical-methodological framework. Content and appearance validity was guided by the Delphi technique, by 11 judges, selected using Jasper's criteria. Afterwards, clinical validity was carried out with the target population. RESULTS: the booklet, built from evidence from an integrative review, validated with judges, obtained an overall CVI of 0.98. After clinical validity with 27 women, it presents 24 sheets with illustrations produced by a graphic designer, subdivided into topics: gynecological system anatomy and gynecological cancer epidemiology, gynecological brachytherapy definition, therapeutic steps, approach to side effects and management, and two pages for notes. CONCLUSIONS: the booklet has validity for use in HDR gynecological brachytherapy treatment.

Development and Validation of an Educational Comic Book for Guidance on the Safe Use of Fluoride Toothpaste by Children

ABSTRACT Objective: To describe the elaboration and content validation of a comic book for guidance on the safe use of fluoride toothpaste by children. Material and Methods: Study on the development of educational technology carried out in four phases: 1 - literature review and script; 2 - elaboration of the material (illustrations, layout and design), 3 - validation (Content Validity Index = CVI and Flesch Readability Index = FI), 4 - pilot test to legitimize the material with the target population. Thirty-one individuals participated in the validation, being 07 expert judges and 24 representatives of the lay population, responsible for the daily care of preschool and school-age children. Results: In the validation, CVI= 0.97 (97%), indicating high agreement of the judges' answers; and FI = 92%, which corresponds to "very easy to understand" reading. In the pilot test carried out with the lay population, the 3 assessment blocks had CVI=1.0 (100%). Conclusion: The comic book proved to be valid regarding appearance and content and can be used for health education activities for adults on the use of fluoride toothpaste for oral hygiene in children.

Diga sim à vacina contra o papilomavírus humano: produção e validação de um guia ilustrado / Diga sí a la vacuna contra el papilomavirus humano: producción y validación de una guía ilustrada / Say yes to the human papillomavirus vaccine: production and validation of an illustrated guide

Objetivos: produzir e validar um guia ilustrado como recurso tecnológico de informação para meninos e meninas sobre a vacina contra o Papilomavírus Humano. Método: estudo metodológico, conduzido em ambiente virtual guiado pelo modelo ADDIE (Analysis, Design, Development, Implementation e Evaluation) e pelo Design Instrucional Contextualizado. Participaram da validação de conteúdo e aparência 35 experts da área da saúde e 35 de outras áreas. Na avaliação semântica, participaram 20 meninos e 22 meninas. Resultados: a tecnologia educacional desenvolvida foi um guia ilustrado, constituído de 13 tópicos. A validação de conteúdo global foi 0,91; a validação de aparência, 0,95. Na avaliação, os textos tiveram 94,8% e as ilustrações, 88,8% de acordo total. A versão final constituiu-se de 18 páginas nas versões impressa e digital. Considerações finais: o guia mostrou-se válido e adequado para veicular informações com potencial enquanto recurso didático, para mediar práticas educativas com meninos e meninas sobre a vacina contra o Papilomavírus Humano.

Objetivos: producir y validar una guía ilustrada como recurso tecnológico de información para niños y niñas sobre la vacuna contra el Virus del Papiloma Humano. Método: estudio metodológico, conducido en ambiente virtual guiado por el modelo ADDIE (Analysis, Design, Development, Implementation y Evaluation) y por el Design Instrucional Contextualizado. Participaron en la validación de contenido y apariencia 35 experts en salud y 35 de otras áreas. En la evaluación semántica, participaron 20 niños y 22 niñas. Resultados: la tecnología educativa desarrollada fue una guía ilustrada, constituida por 13 tópicos. La validación de contenido global fue 0,91; la validación de apariencia, 0,95. En la evaluación, los textos tuvieron 94,8% y las ilustraciones, 88,8% de acuerdo total. La versión final constaba de 18 páginas en las versiones impresa y digital. Consideraciones finales: la guía se mostró válida y adecuada para transmitir información con potencial como recurso didáctico, para mediar prácticas educativas con niños y niñas sobre la vacuna contra el Virus del Papiloma Humano.

Objective: to produce and validate an illustrated guide as a technological resource of information for boys and girls about the vaccine against the Human Papillomavirus. Method: methodological study, conducted in a virtual environment guided by the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and by the Contextualized Instructional Design. The participants in the validation of content and appearance were 35 experts in the health area and 35 from other areas. In the semantic evaluation, 20 boys and 22 girls participated. Results: the developed educational technology was an illustrated guide, consisting of 13 topics. Overall content validation was 0.91; appearance validation was 0.95. In the evaluation, the texts had 94.8% and the illustrations, 88.8% of total agreement. The final version consisted of 18 pages in print and digital versions. Final considerations: the guide proved to be valid and adequate to convey information with potential as a didactic resource to mediate educational practices with boys and girls about the vaccine against the Human Papillomavirus.

Modelo teórico-metodológico de elaboração e validação de tecnologia educacional para a área da enfermagem / Modelo teórico-metodológico con el objetivo de crear y validar tecnología educativa para el área de enfermería / Theoretical-methodological model to develop and validate educational technology for the nursing area

Objetivo: apresentar um modelo teórico-metodológico para nortear a elaboração e validação de tecnologia educacional do tipo cartilhas educativas para a área da Enfermagem. Método: trata-se de um estudo teórico-reflexivo, baseado na Taxonomia de Bloom. Resultados: o estudo apresentou um modelo teórico-metodológico que descreve a elaboração do roteiro e conteúdo do material educativo seguindo as recomendações da Taxonomia de Bloom, na dimensão do processo cognitivo. Ainda, apresentou os passos para elaboração e validação de cartilhas educativas: diagnóstico situacional, revisão de literatura e documental, seleção e sumarização de conteúdo, elaboração do roteiro, criação e diagramação de imagens, validação com especialistas e com o público-alvo. Considerações finais: a proposição do modelo teórico-metodológico solidifica o conhecimento da literatura e auxilia enfermeiros e pesquisadores na elaboração de cartilhas educativas com maior rigor científico e passíveis de efetividade.

Objetivo: presentar un modelo teórico-metodológico para orientar la creación y validación de tecnología educativa del tipo folletos didácticos para el área de Enfermería. Método: estudio teórico-reflexivo basado en la Taxonomía de Bloom. Resultados: el estudio presentó un modelo teórico-metodológico que describe la elaboración del guión y contenido del material educativo siguiendo las recomendaciones de la Taxonomía de Bloom, en la dimensión del Proceso cognitivo. También presentó los pasos para crear y validar folletos educativos: Diagnóstico situacional, Revisión de documental y de la literatura, Selección e sumario del contenido, Elaboración del guión, Creación y diagramación de imágenes, y Validación con especialistas y con la población objetivo. Consideraciones finales: la propuesta del modelo teórico-metodológico consolida el conocimiento existente en la literatura y auxilia enfermeros e investigadores en la creación de folletos educativos con mayor rigor científico y buenas perspectivas de efectividad.

Objective: to present a theoretical-methodological framework guiding the development and validation of educational technology, specifically didactic booklets for the Nursing area. Method: this is a theoretical-reflexive study grounded on Bloom's Taxonomy. Results: the study presented a theoretical-methodological model outlining the educational material script and content development in accordance with Bloom's Taxonomy recommendations, in the Cognitive Process dimension. Additionally, it outlined the steps for creating and validating educational booklets: situational analysis, literature and documentary review, content selection and summarization, script development, creation and layout of the illustrations, validation with experts, and validation with the target audience. Final considerations: the theoretical-methodological model proposal consolidates the knowledge existing in the literature and assists nurses and researchers in creating educational booklets with greater scientific rigor, increasing their effectiveness potential.

Visual Resolve of Modern Educational Technology Based on Artificial Intelligence under the Digital Background.

With the development of Internet technology and the arrival of the knowledge-driven era, the breadth and depth of educational informatization are increasing day by day. Educational technology is not only a subject but also a career adapted to education and teaching. The growth speed of modern educational technology and the size of its benefits determine its management level to a large extent. With new technologies, new ideas, and new social needs, it is difficult for new ideas, new thoughts, and new methods to make the traditional e-learning management to accommodate the demands of the new era. At present, the work efficiency of modern educational technology visualization systems is generally not high, and modern distance teaching has an increasing demand for management informatization. However, there is a lack of a management platform for distance education that adapts to organizational characteristics such as openness, dynamics, flexibility, individualization, and decentralization. Therefore, this study introduces machine learning and BP neural network, establishes a visual modern distance teaching management system model, and uses machine learning algorithms to learn the visual process. The experimental results show that the system efficiency after learning is higher, and the time required for visualization of different groups in the experiment is 14.32 s, 13.18 s, 12.27 s, and 13.64 s, respectively, which effectively improves the efficiency of visualization and reduces the consumption of human resources.

Tecnologias digitais de informação e comunicação no ensino de Enfermagem / Las tecnologías digitales de la información y comunicación en la enseñanza de Enfermería / Digital information and communication technologies in Nursing teaching

Objetivo. Conhecer o processo de integração de Tecnologias Digitais de Informação e Comunicação (TDIC), facilidades e limites percebidos por docentes de um curso de graduação em Enfermagem. Metodologia. Estudo descritivo e exploratório, de abordagem qualitativa, realizado no ano de 2018, com nove docentes de um curso graduação de Enfermagem de uma universidade pública localizada no interior cearense. Para o processo de produção dos dados, foram realizadas entrevistas semiestruturadas e procedeu-se à análise de conteúdo. Resultados. As TDIC têm sido integradas às práticas docentes em diferentes perspectivas, em atividades teóricas e práticas, a partir do uso de aplicativos móveis de simulação de práticas, redes sociais, links para websites, grupos de WhatsApp® e vídeos-aulas. Ademais, a integração dessas tecnologias amplia a criação de estratégias que promovem a participação ativa do educando, oferecendo espaços de reflexão, autonomia, bem como o desenvolvimento da criatividade. Os docentes destacam a interatividade e comunicação, o acesso a recursos que não estão disponíveis na Universidade, como modelos anatômicos, manequins/simuladores de procedimentos de Enfermagem. Dentre os limites, as questões estruturais, de acesso à internet, ausência de políticas institucionais e educação permanente são fatores que demandam maior atenção para que aconteça uma efetiva integração pedagógica das TDIC. Conclusão. Embora represente um processo inicial, percebe-se um potencial para continuidade e expansão das TDIC em diferentes ambientes e disciplinas. Esforços têm sido empreendidos pelos docentes para integrar essas tecnologias ao contexto das atividades pedagógicas no curso de Enfermagem.

Objective. The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods. Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results. DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp® groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion. Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.

Objetivo. Conocer el proceso de integración de las Tecnologías de la Información y la Comunicación Digitales (TDIC), facilidades y límites percibidos por profesores de un curso de grado en Enfermería. Métodos. Estudio descriptivo y exploratorio, con abordaje cualitativo, realizado en 2018, con nueve profesores de curso de grado en Enfermería de una universidad pública ubicada en el interior de Ceará. Para el proceso de producción de datos se realizaron entrevistas semiestructuradas y análisis de contenido. Resultado. Las TDIC se han integrado en las prácticas docentes desde diferentes perspectivas, en actividades teóricas y prácticas, utilizando aplicaciones de simulación de prácticas móviles, redes sociales, enlaces a sitios web, grupos de WhatsApp® y video-lecciones. Además, la integración de estas tecnologías incrementa la creación de estrategias que promueven la participación activa del alumno, ofreciendo espacios de reflexión, autonomía, así como el desarrollo de la creatividad y la colaboración. Los docentes destacan la interactividad y la comunicación, el acceso a recursos que no están disponibles en la Universidad, como modelos anatómicos, maniquíes/simuladores de procedimientos de enfermería. Entre los límites, las cuestiones estructurales, el acceso a internet, la ausencia de políticas institucionales y la educación permanente son factores que demandan mayor atención para que se produzca una efectiva integración pedagógica de las TDIC. Conclusión. Aunque represente un proceso inicial de uso, existe un potencial de continuidad y expansión de las TDIC en diferentes entornos y disciplinas. Los profesores han hecho esfuerzos para integrar estas tecnologías en el contexto de las actividades pedagógicas en el curso de Enfermería.

Planejamento e desenvolvimento de atividades criativas no ensino remoto sobre saúde ocular: relato de experiência / Planning and developing creative activities in remote teaching abouteye health: experience report / Planificación y desarrollo de actividades creativas en la enseñanza a distancia de la salud ocular: informe de experiência

Introdução:Propostas pelos docentes do Departamento de Enfermagem da Universidade Federal do Rio Grande do Norte, as metodologias ativas foram cultivadas entre os períodos letivos de forma a dinamizar conteúdos que normalmente carregam um grande acervo teórico para serem aprendidos. Além disso, promovem habilidades na formação dos estudantes, tais como: proatividade, liderança, trabalho em equipe, entre outros.Objetivo:descrever o planejamento e desenvolvimento de atividades criativas no ensino remoto sobre saúde ocular.Metodologia:É um estudo descritivo derivado da disciplina de "Atenção Integral à Saúde do Adulto I", sob forma de sala invertida e vivenciadopor discentes da graduação em Enfermagem do 5.º período da Universidade Federal do Rio Grande do Norte.Resultados:No horário do encontro, foram reproduzidos quatro vídeos teóricos sobre a saúde ocular, intercalando-os entre três rodadas de perguntas na modalidade de gincana. Além disso, realizaram-se atividades lúdicas como reprodução de paródias e quizzespara fixação do conhecimento.Conclusões:Pretende-se contribuir e incentivar o uso de metodologias ativas de forma que o discente construa sua autonomia em potencial, necessária para que se tome a frente da sala de aula, além de construir habilidades de ensino para sua futura atuação profissional (AU).

Introduction:Proposed by faculty members of the Nursing Department at Federal University of Rio Grande do Norte, the active methodologies were cultivated between the teaching periods in order to streamline content that usually carry a large body of theory to be learned. In addition, they promote skills in the formation of students, such as: proactivity, leadership, teamwork, among others.Objective:To describe the planning and development of creative activities in remote teaching about eye health.Methodology:It is a descriptive study derived from the discipline of 'Comprehensive Adult Health Care I', in the form of a flipped classroom and experienced by students of the Nursing undergraduate program of the 5th period of the Federal University of Rio Grande do Norte.Results:During the meeting, four theoretical videos on eye health were reproduced, intercalating them between three rounds of questions in the gymkhana modality. Besides, playful activities such as the reproduction of parodies and quizzes for knowledge fixation were performed.Conclusions:The objective is to contribute and encourage the use of active methodologies so that the student builds his or her potential autonomy, which is necessary to take charge of the classroom, in addition to building teaching skills for his or her future professional performance (AU).

Introducción: Propuestas por profesores del Departamento de Enfermería de la Universidad Federal de Rio Grande do Norte, las metodologías activas fueron cultivadas entre los periodos de enseñanza con el fin de agilizar los contenidos que suelen llevar un gran corpus teórico a aprender. Además, promueven habilidades en la formación de los estudiantes, tales como: proactividad, liderazgo, trabajo en equipo, entre otras.Objetivo: Describir la planificación y el desarrollo de actividades creativas en la enseñanza a distancia de la salud ocular.Metodología: Se trata de un estudio descriptivo derivado de la asignatura "Cuidados Integrales de la Salud del Adulto I", en forma de aula invertida y vivida por estudiantes de pregrado de enfermería del 5º periodo de la Universidad Federal de Rio Grande do Norte.Resultados: Durante el encuentro se proyectaron cuatro vídeos teóricos sobre la salud ocular, intercalados entre tres rondas de preguntas en la modalidad de gymkhana. Además, se realizaron actividades lúdicas como parodias y concursos para fijar los conocimientos.Conclusiones: Se pretende contribuir e incentivar el uso de metodologías activas para que el alumno construya su potencial autonomía, necesaria para tomar el protagonismo en el aula, además de construir competencias docentes para su futuro desempeño profesional (AU).

Alternative to animal experimentation in pharmacology teaching: Development and validation of an equivalent digital learning tool.

Regarding animal experiments in pharmacology teaching, ethical considerations led us to examine an alternative approach to the use of living animals. This study aimed to assess whether digital tools could replace live animal experiments in terms of motivation and knowledge acquisition. The study was carried out with students enrolled in the 5th year of the industry/research stream at the Faculty of Pharmacy of the University of Limoges. The participants were randomly assigned to groups of traditional or digital teaching methods, with the common theme of the class being the effect of a diuretic agent (furosemide) in rats. The scenario and learning objectives were identical for the two groups. Before the class and after randomization, the acceptance of the digital educational material was assessed with a scale, which predicts the acceptability of users according to individual dimensions and social representations, followed by the assessment of the motivation by a situational motivation scale (SIMS) for both groups. After the class, the students' motivation was assessed by a questionnaire based on Deci and Ryan's self-determination theory. In the end, the participants were evaluated for homogeneity, based on general knowledge of renal pharmacology, and for knowledge acquisition concerning specific knowledge related to this teaching session. This study revealed a good acceptance of the digital tool and a good motivation toward the digital method among all the students. It found the two teaching methods (digital and traditional) to be equivalent in terms of motivation and knowledge acquisition. In our study, digital pedagogical tools as an alternative to live animals did not affect students' motivation and knowledge acquisition.

3D Digital technology as an alternative educational tool in preclinical dentistry.

INTRODUCTION: The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. OBJECTIVE: The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. METHODS: Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students' preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p < .05). Students also self-assessed their performance using the digital scanned images and filled out a perception survey. RESULTS: There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self-evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self-assessment (68.3%). CONCLUSION: Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education.

Educação em saúde para pacientes submetidos à revascularização miocárdica: validação de história em quadrinhos / Educación en salud para pacientes sometidos a revascularización miocárdica: validación de historieta / Health education for patients undergoing myocardial revascularization: comic book validation

Resumo Objetivo Desenvolver e analisar as evidências de validade de conteúdo de uma tecnologia educacional do tipo história em quadrinhos (HQ) para pacientes submetidos à Cirurgia de Revascularização do Miocárdio (CRM). Métodos Estudo de validação realizado em três etapas. A primeira consistiu na avaliação das necessidades de informações dos pacientes submetidos à CRM; a segunda foi o desenvolvimento de um roteiro para a tecnologia educacional do tipo HQ; e a terceira, a análise das evidências de validade de conteúdo desse roteiro, realizada por seis especialistas, sendo considerado válido quando obtido um Índice de Validade de Conteúdo superior a 80%, sendo, posteriormente, elaborada a HQ por um ilustrador. Resultados Na primeira etapa, 10 pacientes relataram terem necessidades de informações sobre alimentação, consumo de bebidas alcoólicas, controle da ansiedade e do estresse, controle da dor, cuidados com a ferida operatória, tabagismo, atividade física, relação sexual, retorno ao trabalho, liberação para viagens e direção de automóveis. Com base nesses dados, elaborou-se, a partir de revisão de literatura, a história fictícia de um paciente submetido à cirurgia de revascularização do miocárdio, com as respectivas orientações realizadas pela enfermeira. Esse roteiro da HQ foi avaliado pelos especialistas alcançando adequada concordância após a segunda rodada. Após validação, a HQ foi elaborada pelo ilustrador e analisada pelos especialistas. Conclusão A tecnologia educacional do tipo HQ atingiu adequadas evidências de validade de conteúdo pelos especialistas, podendo ser utilizada como uma das estratégias na orientação da alta hospitalar.

Resumen Objetivo Desarrollar y analizar las evidencias de validez de contenido de una tecnología educativa del tipo historieta para pacientes sometidos a cirugía de revascularización del miocardio (CRM). Métodos Estudio de validación realizado en tres etapas. La primera consistió en la evaluación de las necesidades de información de los pacientes sometidos a CRM; la segunda fue el desarrollo de un guion para la tecnología educativa del tipo historieta, y la tercera fue el análisis de las evidencias de validez de contenido de ese guion, realizada por seis especialistas, donde fue considerado válido un Índice de Validez de Contenido superior al 80 %, y luego un ilustrador elaboró la historieta. Resultados En la primera etapa, 10 pacientes mencionaron la necesidad de obtener información sobre alimentación, consumo de bebidas alcohólicas, control de la ansiedad y del estrés, control del dolor, cuidados de la herida quirúrgica, tabaquismo, actividad física, relación sexual, vuelta al trabajo, autorización para viajar y para conducir vehículos. Con base en estos datos y a partir de la revisión de literatura, se elaboró la historia ficticia de un paciente sometido a una cirugía de revascularización del miocardio, con las respectivas orientaciones realizadas por una enfermera. El guion de la historieta fue evaluado por los especialistas y obtuvo una concordancia adecuada luego de la segunda ronda. Después de la validación, el ilustrador elaboró la historieta y los especialistas la analizaron. Conclusión La tecnología educativa de tipo historieta alcanzó evidencias de validez de contenido adecuadas por los especialistas y puede ser utilizada como una de las estrategias para la orientación en el alta hospitalaria.

Abstract Objective To develop and analyze the evidence of content validity of a comic book-type educational technology for patients undergoing Coronary Artery Bypass Graft surgery (CABG). Methods Validation study conducted in three steps. The first consisted of assessing the information needs of patients undergoing CABG; the second was the development of a comic book-type educational technology script; and the third, was the analysis of the evidence of content validity of this script performed by six experts. It was considered valid when a Content Validity Index above 80% was obtained. Subsequently, the comic book was designed by an illustrator. Results In the first step, ten patients reported needing information about food, alcohol consumption, anxiety and stress control, pain control, surgical wound care, smoking, physical activity, sexual intercourse, returning to work and clearance to travel and drive. Based on these data, a fictitious history of a patient undergoing coronary artery bypass graft surgery was developed from a literature review, with the respective instructions given by the nurse. This comic book script was evaluated by the experts, reaching adequate agreement after the second round. After validation, the comic book was designed by the illustrator and analyzed by the experts. Conclusion The educational technology of the comic book-type reached adequate evidence of content validity by the experts, and can be used as one of the strategies in guidance of hospital discharge.

Efetividade de tecnologia educacional para prevenção de quedas em ambiente hospitalar / Efectividad de tecnología educativa para la prevención de caídas en el ambiente hospitalario / Effectiveness of educational technology for preventing falls in a hospital environment

Resumo Objetivo Avaliar a efetividade de intervenção educativa mediada por tecnologia impressa no conhecimento sobre prevenção de quedas em pacientes hospitalizados. Método Estudo quase-experimental, do tipo antes e depois, aplicou uma intervenção educativa mediada por cartilha. O estudo incluiu 86 pacientes hospitalizados em clínica médica-cirúrgica. Utilizou-se teste de conhecimento sobre prevenção de quedas contendo 12 questões, o qual, foi previamente validado por profissionais com expertise em segurança do paciente. O teste de McNemar foi aplicado, para avaliar de forma pareada, as respostas do teste antes e após a intervenção educativa. Resultados Observou-se que, antes da intervenção, todas as questões do instrumento tiveram menos acertos. Houve associação entre mudança de conhecimento com: percepção sobre causas de quedas durante a internação (p=0,008); eventos considerados como queda (p=0,000); utilização de meios de apoio à mobilidade (p=0,000); dificuldade de visão e audição como fator de risco (p=0,000); o uso de medicamentos (p=0,000); importância de informar o profissional sobre o histórico de quedas (p=0,007); práticas gerais de prevenção (p=0,000); cuidados relacionados ao ambiente (p=0,000) e a prática de exercícios durante a hospitalização (p=0,000). Conclusão A intervenção educativa com uso da cartilha foi efetiva quanto a orientação sobre riscos de quedas em pacientes adultos hospitalizados.

Resumen Objetivo Evaluar la efectividad de una intervención educativa mediada por tecnología impresa sobre os conocimientos en prevención de caídas de pacientes hospitalizados. Método Estudio cuasi experimental, tipo antes y después, donde se aplicó una intervención educativa mediante una cartilla. El estudio incluyó 86 pacientes hospitalizados en una clínica médica quirúrgica. Se utilizó una prueba de conocimientos sobre prevención de caídas con 12 preguntas, que fue previamente validada por profesionales especialistas en la seguridad del paciente. Se aplicó la prueba de McNemar para evaluar de forma controlada las respuestas de la prueba antes y después de la intervención educativa. Resultados Se observó que, antes de la intervención, todas las respuestas del instrumento tuvieron menos aciertos. Se encontró una relación entre cambios de conocimientos y la percepción sobre causas de caídas durante la internación (p=0,008), los eventos considerados como caída (p=0,000), la utilización de medios de apoyo a la movilidad (p=0,000), las dificultades de visión y audición como factor de riesgo (p=0,000), el uso de medicamentos (p=0,000), la importancia de informar al profesional sobre el historial de caídas (p=0,007), las prácticas generales de prevención (p=0,000), los cuidados relacionados con el ambiente (p=0,000) y la práctica de ejercicios durante la hospitalización (p=0,000). Conclusión La intervención educativa con uso de la cartilla fue efectiva respecto a las instrucciones sobre riesgos de caídas en pacientes adultos hospitalizados.

Abstract Objective To evaluate the effectiveness of an educational intervention mediated by printed technology on knowledge about fall prevention in hospitalized patients. Method This is a quasi-experimental study, of before and after type, applied an educational intervention mediated by a booklet. The study included 86 patients hospitalized in a medical-surgical clinic. A knowledge test on fall prevention was used, containing 12 questions, which was previously validated by professionals with expertise in patient safety. McNemar test was applied to assess, in a paired fashion, test responses before and after the educational intervention. Results It was observed that, before the intervention, all questions of the instrument had less success. There was an association between change in knowledge with: perception of causes of falls during hospitalization (p=0.008); events considered as fall (p=0.000); use of means to support mobility (p=0.000); difficulty in seeing and hearing as a risk factor (p=0.000); the use of medications (p=0.000); importance of informing the professional about the history of falls (p=0.007); general prevention practices (p=0.000); care related to the environment (p=0.000) and the practice of exercises during hospitalization (p=0.000). Conclusion Educational intervention using the booklet was effective in providing guidance on the risk of falls in hospitalized adult patients.