Theoretical principles underlying the practices of eduTubers.

According to reports, Internet users spend an average of 8 h online per day, with a significant portion of this time dedicated to social media platforms such as YouTube. Among content creators on YouTube, eduTubers produce educational content. Students are increasingly using digital social media platforms as a supplement and support to education. Although certain educators question the validity of such educational videos, only limited studies have examined the scientific and academic rigor of eduTubers. This study identifies the underlying theoretical principles in the practices of eduTubers through qualitative research that employs digital methods and ethnographic tools. This study examined 13 eduTubers and analyzed 196 videos and more than 7500 comments from their channels. The results reveal four categories of practices, namely, pedagogical strategies, content management, resource management, and communication strategies. These practices unconsciously incorporate principles from various learning (e.g., cognitive theory of multimedia learning or the theory of meaningful learning) and communication (e.g., inverted pyramid theory or the temptation of teacher prophecy) theories. Educators could benefit from familiarizing themselves with and adopting the practices of eduTubers to enhance students' perception about learning in classrooms.

Development and content validity of educational videos on self-management of fluid restriction and thirst for individuals with heart failure.

OBJECTIVE: To create and evaluate the content validity of educational videos on self-management of fluid restriction and thirst for individuals with heart failure (HF). METHOD: A psychometric study was conducted in three stages: (1) an integrative literature review to identify strategies for self-management of fluid restriction and thirst by individuals with HF; (2) creation of animated videos about strategies for self-management of fluid restriction and thirst; and (3) analysis of the content validity of the educational videos by 11 experts. For each criterion, the content validity ratio (CVR) was calculated; it was considered adequate when <0.636. Suggestions were evaluated by the researchers, and the videos were modified. RESULTS: Ten scripts and videos were created, averaging 30 s each. The videos' contents were based on 11 studies retrieved from the review and one specialized website. The videos were evaluated by experts, and adjustments were made when CVR < 0.636 and when allowed by the video production platform. CONCLUSIONS: Educational videos were developed and have satisfactory content validity evidence according to expert opinions. IMPLICATIONS FOR NURSING PRACTICE: These videos are expected to be used as educational strategies in clinical practice to prevent episodes of decompensation due to excessive fluid volume.

Materiais educativos digitais sobre habilidades culinárias como estratégia de promoção de saúde na Atenção Primária / Digital educational materials on culinary skills as a health promotion strategy in Primary Health Care

Resumo Este estudo visa reportar desenvolvimento e validação de materiais educativos digitais baseados nas dimensões de habilidades culinárias domésticas (HCD) avaliadas por escala destinada aos profissionais da APS, nas recomendações do Guia Alimentar Para a População Brasileira e no Marco de Educação Alimentar e Nutricional (EAN) para Políticas Públicas. Foram desenvolvidos 5 vídeos e materiais gráficos com propostas de atividades para desenvolvimento de HCD e estímulo à sua implementação em ações e orientações junto à comunidade e em atendimentos profissionais. O conteúdo dos materiais foi avaliado por especialistas utilizando técnica Delphi de 2 rounds e análises estatísticas para evidência de consenso. Especialistas proferiram comentários para aprimoramento dos produtos e sua aplicabilidade. Os materiais apresentaram linguagem decodificada, ilustrações lúdicas, com personagens representativos da população-alvo. Apresentaram evidência de validade de conteúdo satisfatória e podem ser utilizados em ações de educação permanente, visando a qualificação da força de trabalho, e em ações de EAN junto aos sujeitos de direito. Os materiais gráficos possibilitam associar o conteúdo dos vídeos à prática, em contextos condizentes com a realidade dos sujeitos.

Abstract This study aims to report on the development and validation of digital educational materials based on the dimensions of home cooking skills (HCS) assessed on a scale destined for PHC professionals, following the recommendations of The Dietary Guidelines for the Brazilian Population and on The Food and Nutrition Education Framework (FNE) for Public Policies. Five videos and graphic materials were developed with proposals for activities to develop HCS and encourage its implementation in actions and guidelines in the community and in professional care. The content of the materials was evaluated by experts using the Two-Round Delphi-based technique and statistical analyses for evidence of consensus. Specialists presented comments to improve the products and their applicability. The materials presented decoded language and playful illustrations with characters representative of the target population. Evidence of satisfactory content validity was presented and can be used in permanent education actions, seeking the qualification of the workforce and in FNE actions within the scope of the law. The graphic materials make it possible to associate the content of the videos with practice in contexts consistent with the reality of the individuals.

As vacinas contra a covid-19 em plataformas de vídeos curtos no Brasil: o caso do Kwai / Covid-19 vaccines on short video platforms in Brazil: the case of Kwai / Las vacunas contra la covid-19 en plataformas de videos cortos en Brasil: el caso del Kwai

Neste artigo, analisamos as temáticas, os posicionamentos, as formas expressivas, os atores legitimados e os recursos visuais e sonoros empregados na produção de 482 vídeos sobre vacinas, publicados de 2020 a 2022 na plataforma de vídeos curtos Kwai. A partir de análise temática e de análise de conteúdo, identificamos que os vídeos apresentaram, em sua maioria, posicionamento favorável ou neutro em relação às vacinas e que ressaltaram as experiências pessoais com a vacinação. Não obstante, utilizaram sobretudo um tom hu-morístico no tratamento do assunto, com potencial desinformativo quanto aos efeitos colaterais das vacinas. Concluímos assim que, por um lado, o Kwai tem sido utilizado para expressão de experiências positivas com a vacinação, que podem estimular a adesão aos imunizantes, mas, por outro, tem sido também espaço para a circulação de percepções negativas e temores que podem suscitar dúvidas quanto à segurança das vacinas.

In this article, we analyze the themes, positions, expressive forms, legitimized actors, and both visual and sound resources used in the production of 482 videos about vaccines, published from 2020 to 2022 on the short video platform Kwai. Based on thematic analysis and content analysis, we identified that the videos predominantly presented a favorable or neutral stance toward vaccines and that they highlighted personal experiences with immunization. However, they mainly used a humorous tone when dealing with the subject, thereby potentially disseminating misinformation regarding the adverse effects of vaccines. We thus conclude that, on the one hand, Kwai has been used to express positive experiences with vaccination, which can stimulate adherence to vaccinations, but, on the other hand, it has also been a space for the circulation of negative perceptions and fears that can raise doubts regarding the safety of vaccines.

En este artículo, analizamos los temas, posiciones, formas expresivas, actores legitimados y recursos visuales y sonoros utilizados en la producción de 482 videos sobre vacunas publicados de 2020 a 2022 en la plataforma de videos cortos Kwai. A partir del análisis temático y de contenido, identificamos que los videos presentaban, en su mayoría, una posición favorable o neutral con relación a las vacunas y que destacaban experiencias per-sonales con la vacunación. Sin embargo, al abordar el tema, utilizaron, principalmente, un tono humorístico, con potencial desinformativo sobre los efectos secundarios de las vacunas. De ese modo, concluimos que, por un lado, el Kwai tiene sido utilizado para expresar experiencias positivas con la vacunación que pueden estimular la adhesión a las vacunas, pero, por otro lado, también tiene sido un espacio para la circulación de percepciones negativas y miedos que pueden plantear dudas sobre la seguridad de las vacunas.

Serious games are more than just games. / Los serious games son más que juegos.

Serious games (SG) or educational games are complete games designed for a specific purpose that fulfill both their classic function of entertainment and promote the learning of specific concepts or skills and optimize health care in general. In the pediatric setting, these games combine strategies to educate about health issues, promote healthy behaviors, provide therapy or medical treatment. SG have been shown to promote adherence to treatment in children with chronic diseases, reduce anxiety in those undergoing invasive medical procedures, and stimulate the development of cognitive, emotional, or psychomotor skills. However, it is important to emphasize that the success of SG in pediatrics depends to a large extent on game quality, their design based on clear objectives, and their accurate adaptation to the individual needs and preferences of patients.

Los juegos serios, serious games (SG) o juegos formativos son juegos completos diseñados con un propósito determinado, que cumplen tanto su función clásica de entretenimiento como la de estimular el aprendizaje de conceptos o habilidades específicas y optimizar la atención médica en general. En el ámbito de la pediatría, estos juegos combinan estrategias para educar sobre temas de salud, promover comportamientos saludables, proporcionar terapia o tratamiento médico. Los SG han demostrado favorecer la adherencia al tratamiento en niños con enfermedades crónicas, reducir la ansiedad en aquellos que se enfrentan a procedimientos médicos invasivos y estimular el desarrollo de habilidades cognitivas, emocionales y/o psicomotoras. Sin embargo, es importante destacar que el éxito de los SG en pediatría depende en gran medida de la calidad de los juegos, del diseño basado en objetivos claros y de su adaptación precisa a las necesidades y preferencias individuales de los pacientes.

Instructional videos for parents/guardians of children with lip and palate clefts: integrative literature review.

OBJECTIVE: This study aimed to review literature from the past five years, focusing on the use of educational videos as a guidance tool for parents and guardians of children with lip and palate clefts. SOURCE OF DATA: Conducted between April and July 2022, this integrative literature review was framed around the question: 'What is the evidence regarding the use of videos in health education for parents/guardians of children with cleft lip and palate? PICO strategy was used to develop the research. A literature search was undertaken across PubMed, Web of Science, Scopus, and the Virtual Health Library databases. Of the eight articles included in this review, four were sourced from the PubMed database, with three published in 2021. SUMMARY OF THE FINDINGS: The findings indicated that YouTube videos were moderately satisfactory and met the needs of parents or legal guardians to a partial extent. The majority of the videos analyzed in this review were characterized by a moderate level of informational content. One study particularly underscored that the content of these videos only partially satisfies the requirements of the parents or legal guardians of the children. CONCLUSIONS: Nevertheless, such videos are considered viable alternatives for health education, offering numerous benefits yet facing challenges, primarily due to the scarcity of information on orofacial malformations.

Anclaje de Contenidos Mediante Metodologías Activas y Videos, una Experiencia de Postítulo

El anclaje es el proceso que permite insertar lo nuevo en el entramado de esquemas preexistentes. Posibilita instrumentalizar el contenido en la comunicación. En formación de especialistas, anclamos contenidos con un diagnóstico situacional. El propósito de este ensayo fue, anclar contenidos de masticación y dinámica mandibular en profesionales, estudiantes del programa de especialización en Periodoncia, Facultad de Odontología, Universidad de Chile. El programa posee la unidad de rehabilitación en periodonto reducido (un crédito, 5 sesiones). Esta se imparte con diagnóstico situacional y metodologías activas: aula reversa y discusión de grupo pequeño. Los contenidos masticación y dinámicamandibular se anclaron mediante estas metodologías con videos, para estimular la identificación de patrones; contenido anclado es identificado. Se incentivó la reflexión individual y colectiva y se compararon los estudiantes de las promociones 2020 (telemática) y 2022 (presencial). Los estudiantes fueron codificados del 1 al 14. Caracterización de la cohorte 2020: 4 hombres, 4 mujeres; 5.75 años de egreso promedio, 2 U. Desarrollo, 1 U. de Concepción, 2 U. de Talca, 2 U. de Chile y 1 U de los Andes. Caracterización cohorte 2022: 3 mujeres, 3 hombres; 6 años de egreso promedio, 5 U. de Chile y 1 U. de La Frontera. La cohorte 2020 identificó patrones en la segunda sesión, a excepción de los estudiantes 5 y 7 que lo hicieron en la quinta sesión. Durante la reflexión colectiva, predominaron liderazgos transformacionales. De la cohorte 2022, solo el estudiante 14 identificó patrones en la segunda sesión y todos sus compañeros lo hicieron en la quinta sesión. Durante la reflexión colectiva, predominaron liderazgos transaccionales. En educación de profesionales, iguales metodologías, aplicadas telemáticamente o de manera presencial para anclar nuevos contenidos, se vieron influenciadas por los estilos de liderazgos de los estudiantes, que favorecieron o retardaron la identificación de patrones.

Anchoring is the process that allows new information to be inserted into the framework of pre-existing schemes. Allows to instrumentalize the content in communication. In During the training of specialists, we anchor contents with a situational diagnosis. The purpose of this essay was to anchor contents of mastication and mandibular dynamics in professionals, students in the specialization program in Periodontics, of the Faculty of Dentistry, Universidad de Chile. The program has a rehabilitation unit in reduced periodontium (one credit, 5 sessions). This is taught with situational diagnosis and active methodologies: Reverse classroom and small group discussion. The chewing and mandibular dynamics contents were anchored through these methodologies with videos, to stimulate the identification of patterns; pinned content is identified. Individual and collective reflection was encouraged and students from the 2020 (telematic) and 2022 (in-person) classes were compared. Students were coded from 1 to 14. Characterization of the 2020 cohort: 4 men, 4 women; 5.75 years of average graduation, 2 from U. del Desarrollo, 1 U. de Concepción, 2 U. de Talca, 2 U. de Chile and 1 U. de Los Andes. Cohort characterization 2022: 3 women, 3 men; 6 years of average graduation, 5 U. de Chile and 1 U. de La Frontera. The 2020 cohort identified patterns in the second session, except for students 5 and 7 who did so in the fifth session. During the collective reflection, transformational leadership predominated. Of the 2022 cohort, only student 14, was able to identify patterns in the second session, while all of her classmates did so in the fifth session. During the collective reflection, transactional leadership predominated. In teaching professionals, the same methodologies, applied telematically or in person to anchor new content, were influenced by the leadership styles of the students, which favored or delayed the identification of the patterns.

Metodologías utilizadas por los profesionales de enfermería en la producción de videos educativos: revisión integradora / Methodologies used by Nursing professionals in the production of educational videos: An integrative review / Metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos: revisão integrativa

Objetivo: evaluar la evidencia científica sobre las metodologías que utilizan los profesionales de enfermería para producir videos educativos. Método: revisión integradora. La búsqueda de estudios primarios se realizó en las bases de datos CINAHL, LILACS y MEDLINE/PubMed. La muestra estuvo compuesta por 19 investigaciones. La calidad metodológica de los estudios incluidos se evaluó usando una herramienta propuesta por la Johns Hopkins Nursing Evidence-Based Practice y los resultados se analizaron de forma descriptiva. Resultados: las etapas metodológicas utilizadas para el proceso de elaboración y realización de los videos incluyen preproducción, producción y postproducción. Los estudios revelan que, en general, los autores aplicaron y/o describieron correctamente las etapas, además contemplaban el método adoptado. Sin embargo, en 14 estudios no se utilizó un marco metodológico para garantizar el rigor en su realización y en 11 presentaron validación por parte del público objetivo. Conclusión: la síntesis de conocimientos mostró que aún hay necesidad de atención en la construcción de videos educativos en cuanto al marco metodológico y la validación por la población objetivo. La ejecución rigurosa de los procedimientos metodológicos necesarios para el desarrollo de videos educativos, para fomentar la adquisición de habilidades esenciales para la creación de material didáctico de alta calidad.

Objective: to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos. Method: an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form. Results: the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience. Conclusion: the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

Objetivo: avaliar as evidências científicas sobre as metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos. Método: revisão integrativa. A busca dos estudos primários foi realizada nas bases de dados CINAHL, LILACS e MEDLINE/PubMed. A amostra foi composta por 19 pesquisas. A qualidade metodológica dos estudos incluídos foi avaliada por meio ferramenta proposta por Johns Hopkins Nursing Evidence-Based Practice e os resultados foram analisados de forma descritiva. Resultados: as etapas metodológicas utilizadas para o processo de elaboração e construção dos vídeos compreendem a pré-produção, produção e pós-produção. Os estudos revelaram que, majoritariamente, as etapas foram aplicadas e/ou descritas corretamente pelos autores, além de contemplar o método adotado. No entanto, em 14 estudos não houve a utilização de referencial metodológico para assegurar o rigor em sua condução e em 11 apresentaram a validação pelo público-alvo. Conclusão: a síntese de conhecimento mostrou que ainda há necessidade de atenção para a construção de vídeos educativos quanto ao referencial metodológico e validação pela população-alvo. A execução rigorosa dos procedimentos metodológicos para o desenvolvimento de vídeos educacionais, permitem fomentar a aquisição de habilidades essenciais para a criação de materiais didáticos de elevada qualidade.

Animated Videos Based on Food Processing for Guidance of Brazilian Adults: Validation Study.

BACKGROUND: Ultraprocessed foods (UPFs) contribute almost one-fifth of the calories consumed by the Brazilian population. This consumption has been favored by aspects such as the ease of acquisition and low cost of this food group. Initiatives focused on supporting and promoting healthy eating practices have been implemented. Among them, the availability of educational resources is an important strategy to maximize the effectiveness of these actions in the field of food and nutrition education (FNE). OBJECTIVE: This study aims to describe the development and validation process of animated videos based on the NOVA food classification for FNE actions aimed at Brazilian adults. METHODS: This methodological study was developed in the following 4 phases: planning, preproduction, production, and postproduction. In the planning phase, a literature review was con-ducted on the topic and to define the content to be covered. The design of the material was based on the cognitive theory of multimedia learning. In the preproduction phase, video scripts were developed and evaluated by 7 content specialists. In the production phase, videos were developed based on the assessed scripts and then assessed by 3 multimedia production specialists. In the postproduction phase, the videos were evaluated by 15 representatives of the target audience. All results obtained in the evaluation phases were analyzed using the content validity index (CVI). RESULTS: We developed 3 animated videos covering the following themes: food processing levels, food categories according to processing levels, and UPFs and their impact on health. In the evaluation by the content specialists, the scripts of videos 1, 2, and 3 obtained CVIs at the scale level and average method equal to 0.96, 0.98, and 0.98, respectively. When the animated videos were evaluated by multimedia production specialists and representatives of the target audience, these indexes were equal to 1.0. These results attest to the videos' adequacy and quality in communicating the addressed content. CONCLUSIONS: The animated videos developed and validated in this study proved to be adequate for their purpose. Thus, it is expected that they will be an important instrument for FNE actions aimed at an adult audience and for disseminating the Dietary Guidelines for the Brazilian Population.

Are YouTube videos on smell dysfunction a good source of information for patients seeking a cure for their illness?

OBJECTIVE: To conduct unbiased research into the quality and reliability of videos published on YouTube on the subject of smell dysfunction and treatment through two Ear, Nose, and Throat (ENT) specialists using three different tools. METHODS: The videos were separated into two groups (reliable: Group 1; non-reliable: Group 2) according to whether or not the content was scientifically reliable, proven, accurate, and useful, as determined by two ENT specialist physicians. The DISCERN reliability tool, Global quality scale (GQS), and JAMA scoring system were used as video scoring tools in the evaluations. RESULTS: Group 1 included 173 videos, and Group 2, 16 videos. The GQS (First ENT specialist) points were 3 (2-5) and GQS (Second ENT specialist) points were 3 (2-5) in Group 1, and 2 (2-3) and 2 (1-3) in Group 2, respectively (p = 0.0001). The points in the DISCERN and JAMA scoring systems were found to be higher in Group 1 than in Group 2 (p = 0.0001). CONCLUSION: Although the majority of videos on YouTube related to smell dysfunction are reliable, the number of unreliable videos is not inconsiderable. When videos related to medical information are accepted onto YouTube, weighting should be given to videos which include scientifically proven evidence uploaded by specialist professionals and institutions.

OBJETIVO: realizar una investigación imparcial sobre la calidad y la confiabilidad de los videos publicados en YouTube sobre el tema de la disfunción y el tratamiento del olfato, a través de dos especialistas en oído, nariz y garganta que utilizan tres herramientas diferentes. MÉTODOS: Los videos se separaron en dos grupos (confiables: Grupo 1; no confiables: Grupo 2) según si el contenido era o no científicamente confiable, probado, preciso y útil, según lo determinado por dos médicos especialistas en Otorrinolaringología. La herramienta de confiabilidad DISCERN, la escala de calidad global (GQS) y el sistema de puntuación JAMA se utilizaron como herramientas de puntuación de video en las evaluaciones. RESULTADOS: el Grupo 1 incluyó 173 videos y el Grupo 2, 16 videos. Los puntos GQS (Primer especialista en ORL) fueron 3 (2-5) y los puntos GQS (Segundo especialista en ORL) fueron 3 (2-5) en el Grupo 1, y 2 (2-3) y 2 (1-3) en el Grupo 2, respectivamente (p= 0.0001). Se encontró que los puntos en los sistemas de puntuación DISCERN y JAMA eran más altos en el Grupo 1 que en el Grupo 2 (p= 0.0001). CONCLUSIÓN: aunque la mayoría de los videos en YouTube relacionados con la disfunción del olfato son confiables, la cantidad de videos poco confiables no es despreciable. Cuando se aceptan videos relacionados con información médica en YouTube, se debe dar peso a los videos que incluyen evidencia científicamente probada y subidos por instituciones y profesionales especialistas.

Dental students' perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations.

OBJECTIVE: To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. METHODS: Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. RESULTS: Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. CONCLUSIONS: Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.

Production and validation of an educational video on the use of the Z-Track Technique / Preparación y validación de un vídeo educativo sobre el uso de la Técnica Z / Elaboração e validação de vídeo educativo sobre a utilização da Técnica em Z

ABSTRACT Objective: to create and validate an educational video on intramuscular drug administration using the Z-track technique. Methods: the Delphi Technique was used to validate the script. PhDs in Nursing and PhDs in Social Communication with experience in the production of educational videos participated in the process. After editing, the video was validated by three nursing professors and assessed by students of the undergraduate nursing program at a public university. Results: the video was validated by the examiners with 100% agreement in three rounds for script validation and in two for video validation after editing. The duration of the video was 9 minutes. Conclusion: after validation by the examiners, students assessed the video and considered it suitable for learning. We This video is expected to aid in the training of nursing professionals and the enhancement of patient care.

RESUMEN Objetivo: construir y validar un vídeo educativo sobre la administración intramuscular de fármacos, utilizando la Técnica Z. Métodos: se utilizó la técnica Delphi para validar el guion. Participaron en el proceso dos doctores en enfermería y dos doctores en comunicación social con experiencia en la producción de vídeos educativos. Tras su edición, el vídeo fue validado por tres docentes de enfermería y evaluado por estudiantes del curso de licenciatura en enfermería de una universidad pública. Resultados: el vídeo fue validado por los expertos con un 100% de acuerdo en tres rondas para la validación del guion y dos para la validación del vídeo después de la edición. La duración del vídeo fue de 9 minutos. Conclusión: tras la validación por parte de los expertos, los estudiantes evaluaron el vídeo y lo consideraron adecuado para el aprendizaje. Se espera que este vídeo pueda contribuir a la formación de los profesionales de enfermería y mejorar la asistencia a los pacientes.

RESUMO Objetivo: construir e validar um vídeo educativo sobre a administração de medicamentos por via intramuscular, com utilização da Técnica em Z. Métodos: utilizou-se a Técnica Delphi para a validação do roteiro. Participaram do processo doutores em enfermagem e doutores em comunicação social com experiência na produção de vídeos educativos. Após a edição, o vídeo foi validado por três docentes de enfermagem e avaliado por estudantes do Curso de Graduação em Enfermagem de uma universidade pública. Resultados: o vídeo foi validado pelos juízes com 100% de concordância ocorrida em três rodadas para validação do roteiro e duas para validação do vídeo após a edição. A duração do vídeo foi de 9 minutos. Conclusão: Após a validação pelos juízes, estudantes avaliaram o vídeo e o consideraram adequado para o aprendizado. Espera-se que esse vídeo possa contribuir para a formação do profissional de enfermagem e melhoria da assistência ao paciente.

Estratégia educativa no controle da hipertensão arterial entre motoristas de caminhão: ensaio clínico randomizado / Educational strategy in the control of arterial hypertension in between truck drivers: randomized clinical trial

Introdução: Hipertensão arterial (HA) é uma condição crônica que tem afetado a população, sobretudo os motoristas de caminhão devido ao seu estilo de vida e exposição ocupacional. Objetivo: analisar o efeito de uma estratégia educativa, realizada por meio de vídeos compartilhados em mídia social, para promover o conhecimento sobre HA, adesão ao tratamento não medicamentoso, medicamentoso e o controle dos valores de pressão arterial entre motoristas de caminhão de uma empresa de transportes do interior de Mato Grosso - Brasil. Método: estudo desenvolvido em duas etapas: etapa 1: construção e validação de vídeos e infográficos educativos sobre HA; para isso realizou-se um estudo metodológico; etapa 2: estudo experimental, do tipo ensaio clínico randomizado, que foi apresentado de acordo com o Consolidated Standarts of Reporting Trials (CONSORT). Para esta etapa participaram do estudo cento e cinco motoristas de caminhão que foram divididos aleatoriamente na proporção 1:1 em dois grupos de WhatsApp®: um grupo experimental que recebeu a intervenção por meio de vídeos educativos e um grupo controle que recebeu infográficos educativos. Para análise da intervenção foram aplicados teste de conhecimento sobre HA e o questionário de adesão ao tratamento medicamentoso e não medicamentoso para HA; foram realizadas avaliações clínicas dos valores de pressão arterial sistólica e diastólica, frequência cardíaca e peso. Para a análise estatística, foi utilizada a classe de Modelos Aditivos Generalizados para Posição, Escala e Forma (GAMLSS). Resultados: em relação ao conhecimento, observou-se melhora nas pontuações para os dois grupos, segundo o formulário utilizado para análise, e as chances de atingirem pontuações máximas de conhecimento foi 550 vezes maior após a intervenção; quanto a adesão ao tratamento para hipertensão arterial, houve aumento nos scores de adesão para todos os participantes; não houve diferença estatística entre os grupos e houve aumento de 4,49% nos scores em relação ao período pré-intervenção. Houve redução nas médias de pressão arterial sistólica e diastólica, e quando comparados os grupos, observou-se redução média de 3,95% mmHg para a pressão arterial sistólica e de 3,12 mmHg na média da pressão arterial diastólica no período pós-intervenção. A frequência cardíaca e o peso também apresentaram redução em seus valores após a intervenção. Conclusão: a utilização de vídeos educativos, compartilhados por WhatsApp® pode contribuir para a melhoria do conhecimento, melhor adesão ao tratamento para hipertensão e controle dos valores de pressão arterial em motoristas de caminhão. Registro Brasileiro de Ensaios Clínicos: RBR-3yqmgtk.

Introduction: The Hypertension is a chronic condition that has affected the population, especially truck drivers due to their lifestyle and occupational exposure. Objective: to analyze the effect of an educational strategy, through videos shared on social media, to promote knowledge about hypertension, adherence to non-drug and drug treatment and control of blood pressure values among truck drivers of a health care transport company in the middle of the state Mato Grosso - Brazil. Method: The study was developed in two phases: phase 1: construction and validation of educational videos and infographics about hypertension; for this, a methodological study was carried out; phase 2: experimental study, randomized clinical trial type that was presented in accordance with the Consolidated Standards of Reporting Trials (CONSORT). For this phase, one hundred and five truck drivers participated in the study, they were randomly divided in a 1:1 ratio into two WhatsApp® groups: an experimental group that received the intervention through educational videos and a control group that received infographics education. For the analysis of the intervention, a knowledge test about hypertension and a questionnaire of adherence to drug and non-drug treatment for hypertension were applied; clinical assessments of systolic and diastolic blood pressure, heart rate and weight were performed. For statistical analysis was used the class of Generalized Additive Models of Location, Scale and Shape (GAMLSS). Results: Regarding knowledge, there was an improvement in the scores for both groups according to the form used for analysis and the chances of reaching maximum knowledge scores were 550 times greater after the intervention; regarding adherence to treatment for hypertension, there was an increase in adherence scores for all participants; there was no statistical difference between groups and there was a 4.49% increase in scores compared to the pre-intervention period. There was a reduction in the mean systolic and diastolic blood pressure, and when the groups were compared, there was a mean reduction of 3.95% mmHg for systolic blood pressure and 3.12 mmHg in mean diastolic blood pressure in the post-intervention period. Heart rate and weight also showed a reduction in their values after the intervention. Conclusion: The use of educational videos shared via WhatsApp® can contribute to improve knowledge, better adherence to treatment for hypertension and control of blood pressure values in truck drivers. Brazilian Registry of Clinical Trials: RBR-3yqmgtk.

Effectiveness of educational video on deaf people's knowledge and skills for cardiopulmonary resuscitation: a randomized controlled trial / Efectividad de video educativo sobre conocimiento y habilidad de personas sordas para reanimación cardiopulmonar: ensayo controlado aleatorizado / Efetividade de vídeo educativo no conhecimento e habilidade de surdos para ressuscitação cardiopulmonar: ensaio randomizado controlado

ABSTRACT Objective: To analyze the effectiveness of an educational video on deaf people's knowledge and skills about cardiopulmonary resuscitation. Method: A randomized trial, carried out at three schools with 113 deaf people (control group = 57 and intervention group = 56). After the pre-test, the control group was exposed to the lecture, while the intervention group was exposed to the video. The post-test occurred immediately after the intervention and was repeated after 15 days. A validated instrument was used, with 11 questions, presented in video/Libras (to enable understanding by deaf people) and in written/printed form (to record the answers). Results: In the analysis of knowledge, the median of correct answers in the pre-test was similar between the groups (p = 0.635), while the intervention group had a higher accuracy in the immediate post-test (p = 0.035) and after 15 days (p = 0.026). In the skill analysis, the median of correct answers in the pre-test was higher in the control group (p = 0.031). There was no difference in the immediate post-test (p = 0.770), and there was a higher accuracy in the intervention group in the post-test after 15 days (p = 0.014). Conclusion: The video proved to be effective in increasing deaf people's knowledge and skills about cardiopulmonary resuscitation. Brazilian Registry of Clinical Trials: RBR-5npmgj.

RESUMEN Objetivo: Analizar la efectividad de un video educativo sobre el conocimiento y la habilidad de las personas sordas acerca de la reanimación cardiopulmonar. Método: Ensayo aleatorizado, realizado en tres escuelas con 113 personas sordas (grupo control = 57 y grupo intervención = 56). Después de la prueba previa, el grupo de control fue expuesto a la conferencia, mientras que el grupo de intervención fue expuesto al video. La posprueba se realizó inmediatamente después de la intervención, y se repitió a los 15 días. Se utilizó un instrumento validado, con 11 preguntas presentadas en video/Libras (para que los sordos comprendan) y en forma escrita/impresa (para registrar las respuestas). Resultados: En el análisis de conocimientos, la mediana de aciertos en la preprueba fue similar entre los grupos (p = 0,635), mientras que el grupo intervención tuvo mayor acierto en la posprueba inmediato (p = 0,035) y después 15 días (p = 0,026). En el análisis de habilidades, la mediana de aciertos en la preprueba fue mayor en el grupo control (p = 0,031). No hubo diferencia en la posprueba inmediato (p = 0,770), y el grupo intervención tuvo más éxito en la posprueba a los 15 días (p = 0,014). Conclusión: El video demostró ser efectivo para aumentar el conocimiento y las habilidades de las personas sordas sobre la reanimación cardiopulmonar. Registro Brasileño de Ensayos Clínicos: RBR-5npmgj.

RESUMO Objetivo: Analisar a efetividade de vídeo educativo no conhecimento e habilidade de surdos acerca da ressuscitação cardiopulmonar. Método: Ensaio randomizado, realizado em três escolas com 113 surdos (grupo controle = 57 e grupo intervenção = 56). Após o pré-teste, o grupo controle foi exposto à aula expositiva, enquanto o grupo intervenção foi exposto ao vídeo. O pós-teste ocorreu imediatamente depois da intervenção, e foi repetido após 15 dias. Foi utilizado instrumento validado, com 11 questões apresentadas em vídeo/libras (para viabilizar compreensão dos surdos) e de forma escrita/impressa (para registro das respostas). Resultados: Na análise do conhecimento, a mediana dos acertos do pré-teste foi semelhante entre os grupos (p = 0,635), enquanto houve maior acerto do grupo intervenção no pós-teste imediato (p = 0,035) e após 15 dias (p = 0,026). Na análise da habilidade, a mediana dos acertos do pré-teste foi maior no grupo controle (p = 0,031). Não houve diferença no pós-teste imediato (p = 0,770), e houve maior acerto do grupo intervenção no pós-teste após 15 dias (p = 0,014). Conclusão: O vídeo mostrou-se efetivo no aumento do conhecimento e habilidade de surdos acerca da ressuscitação cardiopulmonar. Registro Brasileiro de Ensaios Clínicos: RBR-5npmgj.

A bioethical examination of the use of human emotions as a film marketing tool on short video platforms: normative morality applicable to film marketing matrix / Un examen bioético del uso de las emociones humanas como herramienta de marketing cinematográfico en plataformas de vídeo de corta duración: moralidad normativa aplicable a la matriz de marketing cinematográfico / Um exame bioético do uso de emoções humanas como uma ferramenta de marketing em plataformas de vídeos curtos: moralidade normativa aplicável à matriz de marketing

Abstract: The marketing matrix on a short video platform is an intriguing research topic. It is a novel film marketing strategy on the short video platform that successfully stimulates the audience's emotion in the film marketing process, but it must also be ethically tested.To address this desire, we examine the problem using normative ethics (consequentialism, deontology, and virtue ethics). The marketing matrix will be addressed within the framework of philosophical ethics, whose emotional marketing can be tested, in what follows, through reviews of literature and content analysis. First and foremost, a matrix standpoint will be adopted in order to provide a preliminary conceptualization along with its emotional techniques of the marketing matrix; then, the marketing matrix will be addressed within the framework of philosophical ethics, whose emotional marketing can be tested. In the future, when creating a moral marketing matrix, the author proposes that numerous ethical concepts be taken into account comprehensively.

Resumen: La matriz de marketing en una plataforma de vídeo de corta duración es un tema de investigación intrigante. Se trata de una novedosa estrategia de marketing cinematográfico en la plataforma de vídeos cortos que estimula con éxito la emoción de la audiencia en el proceso de marketing cinematográfico, pero también debe ponerse a prueba desde el punto de vista ético. Para hacerlo, examinamos el problema utilizando la ética normativa (consecuencialismo, deontología y ética de la virtud). La matriz de marketing se abordará en el marco de la ética filosófica, cuyo marketing emocional puede ponerse a prueba, en lo que sigue, mediante revisiones de la literatura y análisis de contenido. En primer lugar, se adoptará un punto de vista matricial para proporcionar una conceptualización preliminar junto con sus técnicas emocionales de la matriz de marketing; a continuación, se abordará la matriz de marketing en el marco de la ética filosófica, cuyo marketing emocional puede ponerse a prueba. En el futuro, a la hora de crear una matriz de marketing moral, el autor propone que se tengan en cuenta numerosos conceptos éticos de forma exhaustiva.

Resumo: A matriz de marketing em plataforma de vídeos curtos é um tópico de pesquisa intrigante. É uma nova estratégia de marketing em plataforma de vídeos curtos que estimula com sucesso as emoções da audiência no processo de marketing, mas deve ser também eticamente testada. Visando esse propósito, nós examinamos o problema usando ética normativa (consequencialismo, deontologia e ética da virtude). A matriz de marketing será abordada na perspectiva da ética filosófica, cujo marketing emocional pode ser testado através de revisões da literatura e de análise de conteúdo. Em primeiro lugar, um ponto de vista de matriz será adotado de forma a fornecer uma conceitualização juntamente com suas técnicas emocionais de matriz de marketing; em seguida, a matriz de marketing será abordada na perspectiva da ética filosófica, cujo marketing emocional pode ser testado. No futuro, ao criar uma matriz de marketing moral, o autor propõe que inúmeros conceitos éticos sejam levados em consideração de forma abrangente.

Computational method for aid in the diagnosis of sixth optic nerve palsy through digital videos.

The sixth cranial nerve, also known as the abducens nerve, is responsible for controlling the movements of the lateral rectus muscle. Palsies on the sixth nerve prevent some muscles that control eye movements from proper functioning, causing headaches, migraines, blurred vision, vertigo, and double vision. Hence, such palsy should be diagnosed in the early stages to treat it without leaving any sequela. The usual methods for diagnosing the sixth nerve palsy are invasive or depend on expensive equipment, and computer-based methods designed specifically to diagnose the aforementioned palsy were not found until the publication of this work. Therefore, a low-cost, non-invasive method can support or guide the ophthalmologist's diagnosis. In this context, this work presents a computational methodology to aid in diagnosing the sixth nerve palsy using videos to assist ophthalmologists in the diagnostic process, serving as a second opinion. The proposed method uses convolutional neural networks and image processing techniques to track both eyes' movement trajectory during the video. With this trajectory, it is possible to calculate the average velocity (AV) in which each eye moves. Since it is known that paretic eyes move slower than healthy eyes, comparing the AV of both eyes can determine if the eye is healthy or paretic. The results obtained with the proposed method showed that paretic eyes move at least 19.65% slower than healthy ones. This threshold, along with the AV of the movement of the eyes, can help ophthalmologists in their analysis. The proposed method reached 92.64% accuracy in diagnosing the sixth optic nerve palsy (SONP), with a Kappa index of 0.925, which highlights the reliability of the results and gives favorable perspectives for further clinical application.

Duodeno pancreatectomía cefálica laparoscópica / Laparoscopic cephalic pancreatectomy duodenum / Pancreatectomia cefálica laparoscópica duodeno

Apertura ligamento gástro-cólico, acceso a transcavidad de los epiplones. Descenso ángulo hepato-colónico, maniobra Kocher. Sección de vasos gastroepiplóicos derechos. Sección de antro gástrico. Sección de arteria pilórica y gastroduodenal. Pasaje retropancreático, sección cuello páncreas. Decruzamiento retromesentérico, sección de primera asa. Liberación proceso uncinado, sección vía biliar. Linfadenectomía pedículo hepático. Extracción de pieza. Ascenso de yeyuno vía retromesentérica, confeccionando anastomosis: hepático-yeyuno. Pancreato-yeyunal. Ducto-mucosa, tutorizada a exterior. Apertura mesocolon-transverso, pasaje de yeyuno y sección. Gastro-yeyuno anastomosis, por vía trasmesocolónica. Confeccionando anastomosis al pie en Y de Roux, 60 cm de anastomosis previa. Drenajes sobre anastomosis pancreático-biliar fijándolos a piel.

Recursos audiovisuais como ferramenta de ensino da segurança do paciente: uma revisão integrativa da literatura

Resumo Objetivo: Apresentar resultados de uma revisão integrativa da literatura nacional e internacional sobre o uso de tecnologias educacionais com mídias audiovisuais para o ensino da segurança do paciente. Fonte de dados: Foram analisados artigos publicados de 2010 a 2020 a partir da seleção nas bases de dados da Literatura Latino-americana e do Caribe em Ciências da Saúde (Lilacs) via Biblioteca Virtual de Saúde, Medline via PubMed-NCBI, Scopus e a CINAHL. Resumo das conclusões: A amostra final foi composta de oito estudos. Foram identificadas três modalidades de tecnologias educacionais audiovisuais. Se apropriar destas ferramentas no ensino da Segurança do Paciente, com uso de cenários, por exemplo, onde o indivíduo se enxerga como parte de um todo, tornar-se-ia uma oportunidade de qualificar os profissionais e estudantes da saúde, e quiçá fomentar uma assistência mais segura, reduzindo a cultura punitiva ainda presente e melhorando a comunicação efetiva entre a equipe multidisciplinar.

Procedimiento heller-dor laparoscópico, tratamiento de la acalasia / Heller-dor laparoscopic procedure, treatment of achalasia / Heller-dor procedimento laparoscópico, tratamento da acalasia

Incisión supraumbilical, colocación de trocar de 10 mm, técnica Hasson. Otros trocares bajo visión directa. Apertura de membrana freno esofágica y liberación de esófago de pilares, identificación de nervio vago anterior, separando y preservándolo. Disección de fibras musculares longitudinales y sección de las fibras circulares hasta exposición mucosa esofágica, 6 cm en esófago y 2 cm a nivel gástrico. Funduplicatura tipo Dor con puntos separados 3.0 a nivel de fondo gástrico, muscular esofágica y pilares diafragmáticos. Extracción de trocares bajo visión, exsuflación de neumoperitoneo. Cierre de laparotomía umbilical. Síntesis cutánea.

Evaluation of quality and utility of YouTube vitreoretinal surgical videos.

BACKGROUND: We evaluated the utility and quality of surgical videos posted on the main retinal YouTube channels by surgeons at different career stages and assessed how well the steps of the vitrectomy videos conformed to the parameters in the Casey Eye Institute Vitrectomy Indices Tool for Skills assessment (CEIVITS) scale. METHODS: Forty-five videos were included from nine retinal YouTube channels posted from 2011 to 2021. For each surgeon, 10 videos were randomized and the utility, quality, and educational content were assessed. For each video, the surgeons also assessed how the validated CEIVITS items were presented in the videos. The surgeons were divided based on years of experience: fellows (0-3 years), young surgeons (4-10 years), and senior surgeons (more than 10 years). RESULTS: The video image quality was rated as good in 63.52% of evaluations, moderate in 30.37%, and poor in 6.11%. The quality assessment of the videos among the groups did not differ. The fellows rated the use of the videos as educational tools higher (3.99) than the young (3.87) and senior surgeons (3.47) (p < 0.0002, Kruskal-Wallis test); 34.76% of the fellows reported learning something new from the videos compared with 19.17% of the senior surgeons (p < 0.05). The CEIVITS scale item that was seen more frequently was related to core vitrectomies (72.29%) and the least represented was about checking infusion lines (80.17%). CONCLUSIONS: Vitreoretinal surgical videos are useful educational tools during all stages of surgeons' careers, and the evaluation of the quality of the images did not differ significantly among the groups, however, surgeons with expertise shorter than 10 years report significantly greater use of videos than experienced surgeons. Videos posted to the public domain on different social media, most often YouTube, are widespread and unregulated for providing complimentary surgical education. Retinal societies should formulate guidelines and improve the educational value of the surgical videos posted on the Internet. Trial Registration The Federal University of São Paulo institution's Research Ethics Committee reviewed and approved this study protocol (Approval Number, 4.726.589).