Building bio-innovation systems through advanced biotechnology education.

We discuss the role of advanced biotechnology education in fostering sustainable bio-innovation systems. As a case study, we focus on Paraguay's Graduate Diploma in Innovation Management and Biotechnological Projects, which emphasizes interdisciplinary collaboration, stakeholder integration, and professionals skilled in the interplay between biotechnology, society, and governance. We highlight the relevance of educational programs in addressing the gap between academic research and industrial needs, thereby contributing to sustainable growth in the biotechnology sector.

Formación de la capacidad clínica de diagnóstico en los futuros odontólogos a través del entorno virtual Moodle

Como consecuencia de la emergencia sanitaria de la COVID-19, la enseñanza académica se reformuló y generó que la educación asumiera la virtualidad como espacio para generar aprendizajes y desarrollar las capacidades clínicas. El objetivo del estudio fue determinar la relación que existe entre el uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico en estudiantes de Odontología en una Universidad privada de Cusco, Perú. Se realizó un estudio analítico de corte transversal con una población de 215 estudiantes y una muestra a 139 estudiantes de Odontología, que cursaban el área de clínica, seleccionados mediante un muestreo no probabilístico por conveniencia; los datos se recolectaron mediante un formulario Google. Como resultados se obtuvo que los estudiantes de la muestra tienen entre 19 a 40 años de edad y predomina el sexo femenino. El 56,8 % usa el entorno virtual Moodle de manera eficiente y el 40,3 % regularmente. El 62,6 % logró desarrollar, medianamente, la capacidad clínica de diagnóstico y el 25,2 % en un nivel alto. En cuanto a la relación del uso del entorno virtual Moodle y el desarrollo de la capacidad clínica de diagnóstico, los resultados muestran valores de p = 0,001 y Rho = 0,280. Se concluye que existe una correlación positiva y se comprueba la asociación establecida en el objetivo del estudio.

As a consequence of the COVID-19 health emergency, academic teaching was reformulated and caused education to assume virtuality as a space to generate learning and develop clinical capabilities. The objective of the study was to determine the existing relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity in Dentistry students at a private University in Cusco, Peru. A cross-sectional analytical study was carried out with a population of 215 students and a sample of 139 Dentistry students, who were studying the clinical area, selected through non-probabilistic convenience sampling. Data was collected using a Google form. As results, it was obtained that the students in the sample are between 19 and 40 years old and the female sex predominates. 56.8% use the Moodle virtual environment efficiently and 40.3% regularly. 62.6% managed to develop, moderately, the clinical diagnostic capacity and 25.2% at a high level. Regarding the relationship between the use of Moodle virtual environment and the development of clinical diagnostic capacity, the results show values of p = 0.001 and Rho = 0.280. It is concluded that there is a positive correlation and the association established in the objective of the study is verified.

Competencies Development Strategy Using Augmented Reality for Self-Management of Learning in Manufacturing Laboratories (AR-ManufacturingLab).

Technological tools in education open new learning possibilities. This proposal describes integrating augmented reality and different educational elements to develop engineering competencies, specifically using specialized machinery in the manufacturing laboratory. It is necessary to encourage self-management of learning, where users interact with the devices employing an application that contains significant information about procedures to perform and essential elements to consider when manipulating the machinery. The machines involved include industrial robots, CNC (Computer Numerical Control) lathes and milling machines, and PLCs (Programmable Logic Controls). In a traditional training model, an instructor guides the users in learning how to manipulate the equipment. This proposal intends that the participants use their mobile devices to receive each machine's instruction and the necessary documentation. The participants' learning pace varies. So, the research aimed to reduce the deficit in the disciplinary competencies since, in the traditional methodology, there is no heterogeneity in understanding the contents. We designed a competency development strategy with six laboratory practices, integrating multimedia elements to address the significant learning content of each manufacturing cell device. Each lesson contained information about each device and a practice activity and self-evaluation to ensure learning the content.

In-between worlds: Chilean university lecturers' experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic.

The advent of new technology is breaking the boundaries of traditional teaching and learning patterns with virtual worlds (VW) creating new frontiers in education. Previous research has explored the use of VW within educational settings. However, limited studies have investigated the transition processes that educators experience by adopting VW based online tools during the COVID-19 pandemic. This qualitative exploratory study investigated 18 Chilean lecturers' teaching experiences using a three-dimensional computer-mediated environment: Second Life. Findings suggest that changing from traditional to virtual teaching context is a complex process, which (re)shaped the lecturers' various senses of identity and agency towards different instructional approaches resulting in the sense of in-betweenness with multiple digital competencies. These changes indicated that they taught in an 'in-between' mode mapped by different teaching mediations. The participants' teaching experiences of shaping a sense of in-betweenness could provide a unique theoretical lens to explore instructors' teaching experiences from traditional to a technology-mediated online setting.

Effectiveness of an online continuing education course in infant hearing health for primary care professionals.

OBJECTIVE: To evaluate the effectiveness of an online continuing education course on infant hearing health for primary care professionals. DESIGN: A prospective longitudinal study with interrupted time series pre-test/post-test design. The effectiveness of the online course was assessed by comparing pre- vs. post-training performance and analysing responses to evaluations of the quality of the course. STUDY SAMPLE: The sample comprised individuals enrolled between September 2018 and August 2019 in a Ministry of Health course, "Actions in primary care for the early identification of hearing impairment" offered on the AVASUS platform. RESULTS: Of the 2908 individuals registered, 1842 (63.3%) completed the course. Their ages ranged from 18 to 77 years, and 67.4% of them were females. Students and doctors were overrepresented among the enrollees. All Brazilian states were included in the sample. Comparisons of pre- and post-training performances showed a significant improvement in knowledge, and 99.3% of the participants provided positive comments regarding the quality of the course. CONCLUSIONS: The course is an effective distance learning tool on infant hearing health for primary care professionals. The online course circumvents the limitations posed by geographical barriers and also facilitates decentralisation.

Diseño de entorno virtual en la asignatura Sistema Nervioso, Endocrino y Reproductor, como apoyo al proceso de enseñanza-aprendizaje / Design of virtual environment in the subject Nervous, Endocrine and Reproductive System as support to the teaching-learning process

RESUMEN Introducción: la utilización del entorno virtual de aprendizaje en la asignatura Sistema Nervioso, Endocrino y Reproductor, por parte de los estudiantes de primer año de la carrera de Medicina, constituye una meta a lograr en el contexto cubano. Esto requiere de tareas que permitan modular el manejo de los entornos virtuales de aprendizaje al perfeccionamiento de las asignaturas presenciales. Objetivo: diseñar un entorno virtual como espacio de aprendizaje en la asignatura Sistema Nervioso, Endocrino y Reproductor. Materiales y métodos : se realizó un estudio observacional descriptivo transversal. La población estuvo constituida por 285 estudiantes. Se le aplicó la encuesta a una muestra de 165 estudiantes, para un nivel de confianza del 95 % y un margen de error del 5. Los individuos se escogieron a través del método de muestreo probabilístico aleatorio simple. Resultados: de modo general, se observó un alto grado de satisfacción en todos los indicadores, destacándose el 3, el 7 y el 9. Conclusiones: el entorno virtual descrito constituye un espacio de aprendizaje importante para los estudiantes -como soporte al proceso de enseñanza-aprendizaje-, valorado con alto grado de satisfacción por los participantes.

ABSTRACT Introduction: the use of a virtual learning environment in the subject Nervous, Endocrine and Reproductive System by first-year students of Medicine, is a goal to be achieved in the Cuban context. This requires tasks which will allow modulating the management of virtual learning environments to the classroom subjects' improvement. Objective: to design a virtual environment as learning space in the subject Nervous, Endocrine and Reproductive System. Materials and methods: a cross-sectional, descriptive, observational study was performed. The population was constituted by 285 students. The survey was applied to a sample of 165 students, for a confidence level of 95 % and an error margin of 5. Individuals were chosen through simple random probabilistic sampling. Results: in general, a high degree of satisfaction was found in all indicators, standing out indicators 3, 7 and 9. Conclusions: the described virtual environment is an important learning space for students-as support to the teaching learning process-, valued with high satisfaction degree by the participants.

Gamification in the microbiology classroom for biology students during the COVID-19 pandemic / Gamificación en el aula de microbiología para estudiantes de Biologia durante la pandemia COVID-19 / Gamificação na sala de aula de microbiologia para estudantes de biologia durante a pandemia da COVID-19

ABSTRACT Gamification is an underdeveloped didactic method in the microbiology classroom, mainly due to teachers' limited experience with ICT. However, it can positively influence learning, especially in virtual environments such as those established by the COVID-19 pandemic. This work aimed to analyze the effects of gamification applied to microbiology classes in Biology students in blended and online modalities under the current context. A focus group of students, who experienced the didactics of gamification, Problem-Based Learning, and Project-Based Learning, was surveyed to determine the effects of these methods on its learning. Teachers and graduates also approached gamification, and their responses were analyzed. Students considered that gamification contributed to their engagement in the learning process, increasing the interest in classroom activities. The results also indicated that the three didactic approaches complemented each other and can be integrated into the face-to-face curriculum. Evidence denoted that gamification can indeed enhance cognitive, metacognitive, praxeological, and attitudinal skills, thereby bettering the learning experience.

RESUMEN La gamificación es un método didáctico poco desarrollado en el aula de microbiología debido principalmente al bajo dominio de herramientas TIC en los docentes. Sin embargo, puede tener efectos positivos en el aprendizaje, especialmente en entornos virtuales como los establecidos obligatoriamente por la pandemia COVID-19. El objetivo de este trabajo fue analizar los efectos de la gamificación aplicada al aprendizaje de las clases de microbiología en estudiantes de Biología en modalidad de alternancia y virtual bajo el contexto actual. Se encuestó a un grupo focal de estudiantes, quienes experimentaron las didácticas de gamificación, Aprendizaje Basado en Problemas y Aprendizaje Basado en Proyectos, para determinar los efectos sobre su aprendizaje. Docentes y egresados también fueron usuarios de la gamificación, y sus respuestas analizadas. Los estudiantes consideraron que la gamificación contribuyó con su proceso de aprendizaje al ayudar a potenciar su interés por las actividades de clase. Los resultados también indicaron que las didácticas son complementarias e incorporables en el curriculum presencial. La evidencia probó que la gamificación puede mejorar el desarrollo de habilidades cognitivas, metacognitivas, praxeológicas y actitudinales, además de mejorar la experiencia de aprendizaje.

RESUMO A gamificação é um método didático pouco desenvolvido na sala de aula de microbiologia, principalmente devido ao baixo domínio das ferramentas TIC pelos professores. No entanto, pode ter efeitos positivos na aprendizagem, especialmente em ambientes virtuais como os exigidos pela pandemia COVID-19. O objetivo deste trabalho foi analisar os efeitos da gamificação aplicada à aprendizagem das classes da microbiologia em alunos de Biologia na modalidade semipresencial e virtual no contexto atual. Um grupo focal de alunos, que experimentou as didáticas da gamificação, Aprendizagem Baseada em Problemas e Aprendizagem Baseada em Projetos, foi entrevistado para determinar os efeitos em sua aprendizagem. Professores e graduados também foram usuários da gamificação e suas respostas analisadas. Os alunos consideraram que a gamificação contribuiu em seu processo de aprendizagem, ajudando a aumentar seu interesse nas atividades de aula. Os resultados também indicaram que as didáticas são complementares e podem ser incorporadas no curriculum presencial. As evidéncias mostraram que a gamificação pode aprimorar o desenvolvimento de habilidades cognitivas, metacognitivas, praxeológicas e atitudinais, além de aprimorar a experiéncia de aprendizagem.

La virtualización de la superación profesional para el mejoramiento del desempeño pedagógico durante la COVID-19 / Virtualization of professional upgrading for improving teaching performance during COVID-19

Introducción: La pandemia generada por la COVID-19 promovió que la superación profesional adquiriera nuevos matices. Las universidades fomentaron el uso de las tecnologías de la información y las comunicaciones, y el aprendizaje en los entornos virtuales. Objetivo: Exponer criterios sobre la virtualización de la superación profesional para el mejoramiento del desempeño pedagógico durante la COVID-19. Posicionamiento del autor: La situación generada por la COVID-19 exigió realizar el proceso de enseñanza aprendizaje en los entornos virtuales, por esta razón los profesores del Departamento de Ciencias Sociales asumieron este reto sin preparación previa. La superación profesional realizada en el Aula Virtual constituyó una vía eficaz para la aplicación de los recursos educativos virtuales. Conclusiones: La superación profesional en circunstancias sanitarias de emergencia se realizó en el Aula Virtual de la Escuela Latinoamericana de Medicina, donde se logró el mejoramiento del desempeño pedagógico de los docentes del Departamento de Ciencias Sociales(AU)

Introduction: The COVID-19 pandemic caused professional upgrading to acquire new shades. Universities encouraged the use of information and communication technologies, as well as learning in virtual settings. Objective: To present criteria on the virtualization of professional upgrading for the improvement of pedagogical performance during COVID-19. Author's stance: The situation caused by COVID-19 demanded to carry out the teaching-learning process in virtual settings; therefore, the professors from the social sciences area took up this challenge without previous preparation. The professional upgrading process carried out in the virtual classroom proved to be an effective way for the application of virtual educational resources. Conclusions: Professional upgrading during public health circumstances of emergency was carried out in the virtual classroom of the Latin American School of Medicine, where pedagogical performance could be improved among the professors from the social sciences area(AU)

Experience of a virtual course of pneumonology for Medical students at the University of Buenos Aires during the COVID-19 pandemic / Experiencia de un curso virtual de la materia neumonología para alumnos de la carrera de Medicina de la Universidad de Buenos Aires durante la pandemia COVID-19

ABSTRACT Experience of a virtual course of pneumonology for Medical students at the University of Buenos Aires during the COVID-19 pandemic The COVID-19 pandemic not only affects people´s health: schools and universities around the world had to forcibly adapt to a distance education modality. Knowing that the epidemiological situation could continue for several months, the teachers of our Unit, in charge of teaching Pneumonology, had to anticipate and devise a contingency plan to ensure training continuity during 2020-21. The virtual courses took place in four weeks. The classes were given in mp4 format and virtual workshops. Once a week a virtual meeting was held to answer questions related to the content. The students had to be divided into groups to solve practical assignments and a final work with their defense at the end of the course. In addition, they conducted a survey to evaluate the course. The final exam was presential for the 2020 course and virtual for the 2021. All the students who took the exam approved. The experience was enriching, different and challenging. It allowed us to reflect and ask ourselves that the traditional way of teaching can and should be complemented with the resources that technology brings us. Although the total reopening of the University may seem uncertain, this is the opportunity to better plan the way out of the crisis and promote internal reflection on the renewal of the teaching and learning model.

RESUMEN La pandemia por COVID-19 no solo afecta la salud de las personas: escuelas y universidades de todo el mundo debieron adaptarse de forma forzosa a la modalidad de educación a distancia. Sabiendo que la situación epidemiológica de la pandemia podía continuar por varios meses, los docentes de nuestra Unidad, encargada de dictar la asignatura Neumonología, debimos anticiparnos e idear un plan de contingencia para asegurar la continuidad formativa durante el período 2020-21. Los cursos virtuales se llevaron a cabo en cuatro semanas. Se dictaron clases en formato mp4 y talleres virtuales. Una vez por semana se realizaba una reunión virtual para responder preguntas relacionadas con el contenido. Los alumnos debieron dividirse en grupos para resolver trabajos prácticos y un trabajo final con su defensa al completar el curso. Además, realizaron una encuesta para evaluar el curso. El examen final oral fue presencial para el curso 2020 y virtual para el de 2021, y aprobaron todos los alumnos que se presentaron. La experiencia fue enriquecedora, diferente y desafiante. Nos permitió reflexionar y plantearnos que la forma de enseñanza tradicional puede y debe complementarse con los recursos que la tecnología nos acerca. Aunque el momento de la reapertura total de la Universidad pueda parecer incierto, esta es la oportunidad para planificar mejor la salida de la crisis y promover la reflexión interna sobre la renovación del modelo de enseñanza y aprendizaje.

Experiencia de un curso virtual de la materia neumonología para alumnos de la carrera de Medicina de la Universidad de Buenos Aires durante la pandemia COVID-19 / Experience of a Virtual Course of Pneumonology For Medical Students At The University of Buenos Aires During The COVID-19 Pandemic

La pandemia por COVID-19 no solo afecta la salud de las personas: escuelas y universidades de todo el mundo debieron adaptarse de forma forzosa a la modalidad de educación a distancia. Sabiendo que la situación epidemiológica de la pandemia podía continuar por varios meses, los docentes de nuestra Unidad, encargada de dictar la asignatura Neumonología, debimos anticiparnos e idear un plan de contingencia para asegurar la continuidad formativa durante el período 2020-21. Los cursos virtuales se llevaron a cabo en cuatro semanas. Se dictaron clases en formato mp4 y talleres virtuales. Una vez por semana se realizaba una reunión virtual para responder preguntas relacionadas con el contenido. Los alumnos debieron dividirse en grupos para resolver trabajos prácticos y un trabajo final con su defensa al completar el curso. Además, realizaron una encuesta para evaluar el curso. El examen final oral fue presencial para el curso 2020 y virtual para el de 2021, y aprobaron todos los alumnos que se presentaron. La experiencia fue enriquecedora, diferente y desafiante. Nos permitió reflexionar y plantearnos que la forma de enseñanza tradicional puede y debe complementarse con los recursos que la tecnología nos acerca. Aunque el momento de la reapertura total de la Universidad pueda parecer incierto, esta es la oportunidad para planificar mejor la salida de la crisis y promover la reflexión interna sobre la renovación del modelo de enseñanza y aprendizaje.

Experience of a virtual course of pneumonology for Medical students at the University of Buenos Aires during the COVID-19 pandemic The COVID-19 pandemic not only affects people´s health: schools and universities around the world had to forcibly adapt to a distance education modality. Knowing that the epidemiological situation could continue for several months, the teachers of our Unit, in charge of teaching Pneumonology, had to anticipate and devise a contingency plan to ensure training continuity during 2020-21. The virtual courses took place in four weeks. The classes were given in mp4 format and virtual workshops. Once a week a virtual meeting was held to answer questions related to the content. The students had to be divided into groups to solve practical assignments and a final work with their defense at the end of the course. In addition, they conducted a survey to evaluate the course. The final exam was presential for the 2020 course and virtual for the 2021. All the students who took the exam approved. The experience was enriching, different and challeng ing. It allowed us to reflect and ask ourselves that the traditional way of teaching can and should be complemented with the resources that technology brings us. Although the total reopening of the University may seem uncertain, this is the opportunity to bet ter plan the way out of the crisis and promote internal reflection on the renewal of the teaching and learning model.

Conceptual Integration and Empirical Validation of a Unified Taxonomy: Quantitative Data Analysis for Virtual Learning Environments.

Specific classes of cyberspaces emphasize different types of digital transactions given the user's context, thus making it essential to take into account what these environments can afford. In this way, we can portray the niches of technological use as ecologies of particular possibilities and compare how they differ between distinct spheres of human life. The present research is focused on describing the conceptual integration of a taxonomic crossover between Virtual Learning Environments and Educational Affordances of Technology, while also performing empirical testing and determining the psychometric properties in a scale regarding the aforementioned taxonomy. The study sample consisted of 320 students in the departments of foreign languages from three different universities in Sonora (northwestern region of Mexico). Students were given a questionnaire of 21 items organized into four subscales with a Likert-type response option to measure the notions concerning their usage of Virtual Learning Environments. Internal consistency procedures and confirmatory factor analysis by means of Cronbach's alpha and Structural modeling support the derived factorial structure, which contains Cyber-Communications, Virtual Behavior Settings, Virtual Communities, and Availability and Access to Connectivity. This structure traces the environmental properties perceived by learners in a virtual environment. Results sustain the initial conceptual construction regarding the proposed taxonomy, conclude that the 'Virtual Learning Environments Questionnaire' demonstrates adequate psychometric properties, and validate it as a fitting measure to assess the perceived psychological experience of students in a digital educational setting.

Revolution in modern teaching in dentistry since the appearance of the COVID-19 pandemic: A review.

Dentistry schools have attempted to overcome the challenges imposed by the coronavirus disease 2019 (COVID-19) pandemic through teaching via the Internet with the use of virtual platforms, designed to simulate face-to-face interaction and counteract the social isolation affecting the integral development of students. This review searched the main health databases, including MEDLINE via PubMed, Scopus and LILACS, and selected 31 articles to proceed with the research. During the pandemic, platforms such as Facebook, Instagram, YouTube, Zoom, Google Meet, and other similar tools allowed teachers to develop dynamic slides and dental models to simulate procedures, which played an important role in the course of mainly theoretical classes. In addition, applications such as WhatsApp allowed the rapid acquisition and sharing of useful information on a specific topic. While virtual resources facilitate the learning process through generating interest as well as providing accurate, necessary, valuable, and easily accessible information, which is constantly updated, the disadvantages of remote learning include the lack of instruments, infrastructure and materials, apart from supervision, to promote personal development and progressive evolution to directly treat patients. Another issue with regard to virtual learning is whether within a short period of time students can achieve a comparable level of practical skills as in the case of the conventional learning. In conclusion, the current pandemic has changed not only the use of technology in education, but also educational strategies for the future.

BioSin UFMG Club: Engaging a multilevel and multidisciplinary community in synthetic biology.

Learning synthetic biology is often seen as a far distant possibility, restricted to those who have the privilege of an academic career. We propose a student-centered discussion group around synthetic biology, aimed at people from high school onwards with different backgrounds to interact and learn about synthetic biology. We developed a 14-week long program with three modules: "Leveling," "Introducing," and "Discussion." By completing the first two modules, the members should be more comfortable with biological names, structures, concepts, and techniques. The modules developed are available in Portuguese, Spanish, and English via the Open Lab Idea Real website (https://ideareal.org/clube-de-biologia-sintetica/) and can be used to implement the Club either in place or virtually around the world. We put it to practice at Universidade Federal de Minas Gerais (UFMG) creating the Club named BioSin. There are programs such as the International Genetically Engineered Machine (iGEM) competition focused on disseminating synthetic biology. Although iGEM is one fantastic way of learning about synthetic biology, there is a high cost. Because of that, a study and discussion Club is a tool to spread knowledge and engage with the study area.

Virtual learning environment and its relationship with worker characteristics and occupational accident rates.

Introduction: Information and Communication Technologies (ICT) have been employed widely in Occupational Health and Safety Management Systems training programs. However, it is necessary to investigate the influence and workers characteristics to ensure effectiveness. The study presents the relationship between demographic characterization and learning styles with the satisfaction and approval of a training course for teachers through virtual modality and the incidence in accident indicators of an educational institution. Methods: Analytical and longitudinal study. In 2019, 385 teachers participated in a virtual course on falls prevention. Learning styles were surveyed and records of teachers' entrance and approval of the course were consolidated. The evaluation of the course by teachers was reviewed and the behavior of accident frequency and severity indicators were analyzed comparing 2018 and 2019. To determine significant relationships, Cramer's V was applied for learning styles and demographic characteristics with access and course approval. ANOVA was applied for the demographic variables and the evaluation given by teachers to the course. T-test was used to compare the average values of the indicators for the period 2018-2019. Results and discussion: Statistical relationships were found between the predominant learning style and access (P < 0.01) and approval (P < 0.01). Educational level of the population with access (P < 0.05) and course approval (P < 0.01). In addition to the age range and the rating given to the methodology applied in the course (P < 0.05). No differences were found between the values of the indicators. By identifying significant relationships between learning styles and demographic characteristics of the working population and the use of virtual learning environments, it is important to continue researching the influence of workers' characteristics and didactic methodologies for the design of virtual learning environments that encourage workers to follow safe procedures during their work.

Sistema de gestión para enseñanza-aprendizaje virtual de embriología y genética en la Universidad Mayor de San Andrés / Management system for virtual teaching-learning of embryology and genetics at the "Mayor de San Andrés" University

A partir de la pandemia del COVID 19, con el conocimiento de la afinidad por los medios digitales de los jóvenes millennials, surge la necesidad de incorporar oficialmente las Tecnologías de la Información y Comunicación para la educación complementaria en salud. Por otra parte, se visibilizaron todas las deficiencias en infraestructura, equipamiento, recursos humanos en nuestras universidades; motivando en las Facultades de Medicina a nivel mundial un cambio de estrategia dentro del proceso enseñanza-aprendizaje. Por todas estas razones se hace imprescindible la implementación de un Sistema de gestión para enseñanza-aprendizaje virtual de Embriología y Genética en la Universidad Mayor de San Andrés, fortaleciendo el vínculo sincrónico y asincrónico con los estudiantes que les permita reforzar los contenidos trabajados en las clases teóricas y prácticas de la asignatura, construyendo material didáctico para que pudieran abordar un contenido determinado de la materia en distintos formatos físicos y digitales, en tiempo real y con la ventaja de acceder a los mismos en cualquier momento. El presente Sistema de gestión para enseñanza- aprendizaje, coadyuvará a fortalecer los diferentes requerimientos actuales de aprendizaje de los universitarios brindándoles conceptos vigentes y útiles sobre Embriología y Genética, contribuyendo en la formación de los futuros Médicos para que respondan a las necesidades de nuestra población.

As of the COVID 19 pandemic, with knowledge of the affinity for digital media of young millennials, the need arises to officially incorporate Information and Communication Technologies for complementary health education. On the other hand, all the deficiencies in infrastructure, equipment, human resources in our universities were made visibilized; motivating in the Faculties of Medicine worldwide a change of strategy within the teaching-learning process. For all these reasons, it is essential to implement a Management System for virtual teaching learning of Embryology and Genetics at the Mayor de San Andrés University, strengthening the synchronous and asynchronous link with the students that allows them to reinforce the contents worked on in the classes. theoretical and practical aspects of the subject, building didactic material so that they could address a specific content of the subject in different physical and digital formats, in real time and with the advantage of accessing them at any time. This teaching-learning management system will help strengthen the different current learning requirements of university students by providing them with current and useful concepts on Embryology and Genetics, contributing to the training of future doctors so that they respond to the needs of our population.

Surgical education in the COVID-19 era: What did the general surgery residents' report in Argentina leave us? Part 2.

Social distancing to curb the COVID-19 pandemic has impacted medical and surgical education. This health crisis led us to raise doubts, controversies, and dilemmas in health care in general, and in surgery in particular, understanding that residents are possibly as or more vulnerable than all health professionals. During the 32nd International Congress of General Surgery in Cordoba, which was the first general surgery congress held in Argentina during 2021; The Association of Residents and Concurrent Surgery of Cordoba presented its official report about the current challenges faced by residents during their surgical training.

Surgical education in the COVID-19 era: What did the General Surgery Residents' report in Argentina leave us? Part 1.

Social distancing to curb the COVID-19 pandemic has impacted medical and surgical education. This health crisis led us to raise doubts, controversies, and dilemmas in health care in general, and in surgery in particular, understanding that residents are possibly as or more vulnerable than all health professionals. During the 32nd International Congress of General Surgery in Cordoba, which was the first general surgery congress held in Argentina during 2021; The Association of Residents and Concurrent Surgery of Córdoba presented its official report about the current challenges faced by residents during their surgical training.

Enfoque axiológico en la Educación Superior mediante la interacción de los estudiantes en el Entorno Virtual de Aprendizaje / Axiological approach in Higher Education through the interaction of students in the Virtual Learning Environment

Resumen: El presente artículo se circunscribe en el marco de la educación superior, analizando el entorno virtual de aprendizaje en la plataforma Moodle de la Universidad Técnica de Machala como primer centro universitario de la Provincia de El Oro, la cual se encuentra inmersa dentro de este proceso sistémico que es el avance tecnológico y también social. La metodología utilizada se enmarca en un enfoque mixto (cuantitativo-cualitativo) para lo cual se aplicó como técnica de recolección de datos un cuestionario en línea a un número de población de doscientos estudiantes de trece carreras de la Facultad de Ciencias Sociales del periodo académico 2019-2. El estudio evidencia que los estudiantes se han acoplado al uso de los recursos y actividades del Entorno Virtual de Aprendizaje basado en la plataforma Moodle como parte de su formación académica. Sin embargo, muchos estudiantes no interactúan correctamente respetando las normas de la virtualidad puesto que aún existe una ausencia de controles que no proporcionan autenticidad del usuario mediante el soporte de cámaras, la presentación tardía de tareas y evaluaciones que suelen ser propensas a la divulgación de los cuestionarios por medio de las redes sociales y dispositivos móviles. Aunque existan una serie de parámetros y rubricas para las calificaciones, se denota una pérdida de valores personales. El tema de la axiología en la educación resulta ser interesante, los docentes se encuentran interesados en identificar los aspectos a mejorar ante el comportamiento de los estudiantes frente al aprendizaje virtual, pues la tarea de la Universidad Técnica de Machala es formar en valores a los futuros profesionales en el Modelo Educativo Integrador Desarrollador adoptado desde el año 2016.

ABSTRACT: This article is circumscribed within the framework of higher education, analyzing the virtual learning environment in the Moodle platform of the Technical University of Machala as the first university center in the Province of El Oro, which is immersed within this systemic process which is technological and social advancement. The methodology used is part of a mixed approach (quantitative-qualitative) for which an online questionnaire was applied as a data collection technique to a population of two hundred students from thirteen careers of the Faculty of Social Sciences of the academic period 2019-2. The study shows that students conveniently use the resources and activities of the Virtual Learning Environment based on the Moodle platform as part of their academic training. However, many students do not interact correctly respecting the rules of virtuality since there is still an absence of controls that do not provide user authenticity through the support of cameras, late submission of assignments and assessments that are often prone to disclosure of the questionnaires through social networks and mobile devices. Although there are a series of parameters and rubrics for the qualifications, a loss of personal values ​​is denoted. The topic of axiology in education turns out to be interesting, teachers are interested in identifying the aspects to improve before the behavior of students in the face of virtual learning, since the task of the Technical University of Machala is to train in values ​​in the future professionals in the Developer Integrative Educational Model adopted since 2016.

Diseño y validación de un entorno virtual de enseñanza-aprendizaje como recurso didáctico de la alfabetización informacional / Design and validation of a virtual teaching-learning environment as a didactic resource for information literacy training

Este trabajo tuvo como objetivo describir el diseño, la validación y la implementación de un entorno virtual de enseñanza-aprendizaje como recurso didáctico de la alfabetización informacional. Se realizó una investigación aplicada, de innovación tecnológica, y con un estudio descriptivo en el Hospital Provincial General Docente Dr. Antonio Luaces Iraola, de Ciego de Ávila. Se utilizó el soporte tecnológico de la plataforma Moodle. La investigación se realizó en tres fases (facto perceptible, construcción de los aportes y validación y aplicación de los aportes); se validó por criterios de expertos el entorno virtual de aprendizaje y se aplicó en 55 participantes. El diseño del EVEA-salud posibilitó la autogestión y el aprendizaje desarrollador de los participantes en calidad de estudiantes. La validación por criterio de expertos no solo permitió evaluar la factibilidad y la pertinencia científico-metodológica del entorno virtual de enseñanza aprendizaje, sino también su enriquecimiento. El alto porcentaje de aprobados con calificación de bien y excelente demostró que los participantes desarrollaron competencias informacionales en torno al adecuado manejo de las fuentes de información y el uso de la información científica. Esta investigación aporta un conocimiento nuevo sobre la utilidad de la implementación de un entorno virtual de enseñanza aprendizaje como recurso didáctico de la alfabetización informacional para el desarrollo de competencias informacionales en salud(AU)

The purpose of the study was to describe the design, validation and implementation of a virtual teaching-learning environment as a didactic resource for information literacy training. An applied descriptive technological innovation analysis was conducted at Dr. Antonio Luaces Iraola Provincial General University Hospital in Ciego de Avila. Use was made of the technological support in the Moodle platform. The research developed along three stages: facto-perceptible, development and validation of contributions, and application of contributions). The virtual learning environment was validated by expert criteria and applied to 55 participants. The EVEA-health design fostered self-management and skill-developing learning among student participants. Validation by expert criteria not only made it possible to evaluate the feasibility and scientific-methodological relevance of the virtual teaching-learning environment, but also its enrichment. The high percentage of good and excellent scores showed that participants developed information competencies related to the appropriate management of information sources and the use of scientific data. The study contributes new knowledge about the usefulness of implementing a virtual teaching-learning environment as a didactic resource for information literacy training and the development of health information competencies(AU)

A software architecture perspective about Moodle flexibility for supporting empirical research of teaching theories.

Moodle represents a great contribution to the educational world since it provides an evolving platform for Virtual Learning Management Systems (VLMS) that became a standard de facto for most of the educational institutions around the world. Through the pedagogical functions provided, it collects in the many globally spread out databases a huge amount of information regarding the activities that teachers and students perform during the learning process. This reality makes Moodle a natural choice for conducting experimental research by Artificial Intelligence researchers interested in theories for improving learning and teaching; particularly those related with the controversial learning styles concept. Roughly defined, a learning style intends to be a model of the way and media an apprentice acquires knowledge and hence the way a teacher should present that knowledge to the apprentice matching his/her learning style. Independently of the many controversies (be these scientific, psychological or even ethical) about the soundness and real outcomes that such ideas can bring to improve learning, it's a worthy intriguing research area for many researchers pursuing the ideal automated teacher: the teachbot dream. Behind this goal we have developed Middle, a Moodle plug-in able to infer the learning style of each student taking a course using an advanced version of a Bayesian network model that we previously tested. Middle intends support personalized teaching based on the Felder-Silverman's ILS model and has been evaluated through controlled experiments and pilot test in high schools and university courses. Such experiments showed promising results that shed some light on learning styles modeling and its potential outcomes. During the experience we found strong limitations in the Moodle design regarding its supposed flexibility to incorporate new functionalities. From a strict software architecture point of view, we found that such flexibility is far from being enough to easier the implementation of the dynamic computational behavior required to support a teachbot. This made our effort much harder than expected, perhaps because of the illusion induced by the widespread use of Moodle. In this article we present our results and experiences extending Moddle with intelligent behavior from a software architecture point of view, focusing on the lessons learnt in such extension. Our experience indicates that this simplicity is far from being so and hence it is worth to share the limitations and how we overcome them.