Análisis de la aplicación de indicadores para la evaluación integral del aprendizaje en la asignatura Atletismo

El sistema de evaluación de la asignatura de Atletismo en la Universidad de Ciencias de la Cultura Física y el Deporte "Manuel Fajardo" precisa de un cambio en su proceder, a partir del uso de indicadores que evidencien las transformaciones ocurridas en el aprendizaje de los estudiantes de forma integral, principalmente en las clases prácticas, según el nuevo modelo de formación del profesional propuesto por el Ministerio de Educación Superior (MES). El objetivo consistió en analizar los resultados que se obtienen con la aplicación de los indicadores para la evaluación integral del aprendizaje de los estudiantes en las clases prácticas de la asignatura Atletismo, instrumento valorado a través del criterio de experto y que ofrece una estructura compuesta por dimensiones del conocimiento (cognitiva, procedimental y axiológica), indicadores, parámetros, criterios de medidas que permiten, no solo la evaluación integral del aprendizaje de los estudiantes sino, que posibilita la evaluación por cada dimensión. Se emplearon métodos teóricos y empíricos, fundamentalmente el analítico sintético, experimento, criterio de experto y la observación estructurada, así como técnicas de procesamiento estadístico descriptivas e inferenciales. El análisis de los resultados de la evaluación del aprendizaje en las clases prácticas con orientación productiva en la asignatura Atletismo del grupo D-15 se realizó cualitativa y cuantitativamente y se tuvieron en cuenta los indicadores aplicados, lo que permitió evidenciar la mejoría de los estudiantes en la variable aprendizaje en todas sus dimensiones y de manera integral, lo que garantiza que a través de la coevaluación lleguen a criterios lógicos sobre su conocimiento.

O sistema de avaliação da disciplina de Atletismo da Universidade de Cultura Física e Ciências do Desporto "Manuel Fajardo" exige uma mudança no seu procedimento, baseada na utilização de indicadores que evidenciem as transformações ocorridas na aprendizagem dos alunos. nas aulas práticas, de acordo com o novo modelo de formação profissional proposto pelo Ministério do Ensino Superior (MES). O objetivo foi analisar os resultados obtidos com a aplicação dos indicadores para avaliação integral da aprendizagem dos alunos nas aulas práticas da disciplina de Atletismo, instrumento valorizado por critérios de especialistas e que oferece uma estrutura composta por dimensões de conhecimento (cognitivas, processuais e axiológico), indicadores, parâmetros, critérios de medição que permitem não só a avaliação abrangente da aprendizagem dos alunos, mas também permitem a avaliação por cada dimensão. Foram utilizados métodos teóricos e empíricos, principalmente análise sintética, experimento, julgamento de especialistas e observação estruturada, além de técnicas de processamento estatístico descritivo e inferencial. A análise dos resultados da avaliação da aprendizagem nas aulas práticas com orientação produtiva na disciplina de Atletismo do grupo D-15 foi realizada de forma qualitativa e quantitativa e foram tidos em conta os indicadores aplicados, o que permitiu demonstrar a melhoria dos alunos na variável de aprendizagem em todas as suas dimensões e de forma abrangente, o que garante que através da coavaliação eles atinjam critérios lógicos sobre seus conhecimentos.

The evaluation system for the subject of Athletics at the "Manuel Fajardo" University of Physical Culture and Sports Sciences requires a change in its procedure, based on the use of indicators that show the transformations that have comprehensively occurred in the students' learning, mainly in practical classes, according to the new professional training model proposed by the Ministry of Higher Education (MES). The objective was to analyze the results obtained with the application of the indicators for the comprehensive evaluation of student learning in the practical classes of the Athletics subject, an instrument valued through expert criteria and that offers a structure composed of dimensions of knowledge (cognitive, procedural and axiological), indicators, parameters, measurement criteria that allow not only the comprehensive evaluation of student learning but also enable evaluation by each dimension. Theoretical and empirical methods were used, mainly synthetic analysis, experiment, expert judgment and structured observation, as well as descriptive and inferential statistical processing techniques. The analysis of the results of the learning evaluation in the practical classes with a productive orientation in the Athletics subject of the D-15 group was carried out qualitatively and quantitatively and the applied indicators were taken into account, which made it possible to demonstrate the improvement of the students in the learning variable in all its dimensions and in a comprehensive manner, which guarantees that through co-evaluation they reach logical criteria about their knowledge.

Evaluación del aprendizaje y satisfacción de los estudiantes en la implementación online de la catedra cuidado de enfermería en salud del adulto y adulto mayor I en la Facultad de Enfermería de la Universidad Nacional San Luis Gonzaga, 2022 / Evaluation of the learning and satisfactionof the students in the online implementation of the nursing care chair in adult and older adult health I in the nursing faculty of the San Luis Gonzaga National University, 2022

El estudio tuvo por Objetivo: Evaluar el aprendizaje y satisfacción de los estudiantes en la implementación online de la catedra cuidado de enfermería en salud del adulto y adulto mayor I II en la Facultad de Enfermería de la Universidad Nacional San Luis Gonzaga, 2022. Material y métodos: Estudio de tipo descriptivo, y correlacional, con muestra de 96 alumnos del quinto ciclo de enfermería, empleándose la técnica de encuesta, y como instrumento un cuestionario. Resultados: El nivel de aprendizaje estudiantil en la cátedra del cuidado del adulto y adulto mayor I, fue de nivel bueno 58.3%, regular 40.6%, y deficiente 1.0%, por dimensiones predominó el nivel regular competencia conceptual 69.8%, competencia procedimental 54.2%, y nivel bueno en competencia actitudinal 78.1%. La satisfacción estudiantil con la cátedra fue de nivel alto 77.1% y regular 22.9%, por dimensiones predominó el nivel alto en la enseñanza 82.3%, uso del internet 74%, y flexibilidad con la metodología online 72.9%. La prueba de Rho de Spearman halló relación significativa entre ambas variables (r = 0.359, p=0.000). Conclusiones: Existe relación directa entre el aprendizaje y satisfacción del estudiante en la implementación desarrollo online de la catedra del cuidado de enfermería en salud del adulto y adulto mayor I en la Facultad de Enfermería de la Universidad Nacional San Luis Gonzaga año 2022. (AU)

The Objective of the study was to: Evaluate the learning and satisfaction of students in the online implementation of the nursing care chair in adult health and the elderly I II in the Faculty of Nursing of the San Luis Gonzaga National University, 2022. Material and Methods: Descriptive and correlational study, with a sample of 96 students of the fifth nursing cycle, using the survey technique, and a questionnaire as instrument. Results: The level of student learning in the chair of care for adults and older adults I, was good level 58.3%, regular 40.6%, and deficient 1.0%, by dimensions the regular level conceptual competence predominated 69.8%, procedural competence 54.2%, and good level in attitudinal competence 78.1%. Student satisfaction with the chair was high level 77.1% and regular 22.9%, by dimensions the high level in teaching predominated 82.3%, Internet use 74%, and flexibility with the online methodology 72.9%. Spearman's Rho test found a significant relationship between both variables (r = 0.359, p=0.000). Conclusions:There is a direct relationship between learning and student satisfaction in the implementation of the online development of the chair of nursing care in adult health and the elderly I at the Faculty of Nursing of the San Luis Gonzaga National University in 2022. (AU)

Perceived Level of Usability as an Evaluation Metric in Adaptive E-learning: A Case Study with Dyslexic Children.

The global spread of COVID-19 has shifted the learning process towards e-learning. In this context, a critical challenge for researchers is to understand and evaluate the effectiveness of e-learning, especially when the learning is adapted to the needs of individual users. In this work we argue that the learner's perception of the level of usability of a system is a valuable metric that gives an insight into the learners' engagement and motivation to learn. Little attention has been paid to this metric. In this paper we explore why this is important and valuable. We present a case study which uses the System Usability Scale (SUS) questionnaire to measure the user's perception of usability as an indirect (proxy) measure of engagement. A between-subject experiment was conducted with 41 learners with dyslexia. The intervention group used the adaptive version of the e-learning system that matched the material to the needs of the learner. The control group used a standard version. At the end, learning gain and SUS scores were assessed. The correlation between learning performance and the perceived level of usability was positive and moderate (0.517, p < 0.05) among participants in the intervention group. However, learning performance and perceived level of usability were unrelated in the control group (- 0.364, p > 0.05). From this, and other work, it appears that using a learner's assessment of the usability of a system is an effective way to measure their attitude to their learning. It reflects their perception of its suitability to their needs and this, in turn, is likely to affect their engagement and motivation. As such, this provides an effective instrument to judge whether adaptation based on learner needs has been successful.

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic.

Purpose: Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received. Materials and Methods: At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires. Results: Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items. Conclusion: E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students' experience with e-learning, and we strongly recommend that the students' evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.

Guerra de clanes: aprendizaje basado en equipos como estrategia digital de enseñanza y evaluación a distancia en ciencias morfológicas / Clan war: team-based learning as a digital distance teaching and assessment strategy in morphological sciences

RESUMEN: Debido a la creciente demanda de recursos digitales en la enseñanza y evaluación en morfología, se ha planteado el desafío de evaluar adecuadamente los resultados de aprendizaje adquiridos, la realización de evaluaciones tradicionales en formato digital no es un instrumento adecuado para medir los niveles de aprendizaje adquiridos, lo que hace necesario desarrollar estrategias de enseñanza y evaluación que nos permitan evidenciar de mejor manera lo que los estudiantes aprenden en este formato. En el presente trabajo entregamos una estrategia de aprendizaje basado en equipos, en los cuales se potencia el sentido lúdico, el trabajo en equipo, la motivación, en conjunto con actividades que permiten que los estudiantes demuestren que se desenvuelven en los niveles más complejos del aprendizaje.

SUMMARY: Due to the growing demand for digital resources in teaching and evaluation in morphology, it is necessary to adequately evaluate the learning outcomes acquired. The realization of traditional evaluations in digital format is not an adequate instrument to measure the acquired learning levels. In the present work we show a team-based learning strategy, in which the sense of play, teamwork, and motivation are enhanced, along with activities that allow students to demonstrate that they function in the most complex levels of learning.

A framework for making predictive models useful in practice.

OBJECTIVE: To analyze the impact of factors in healthcare delivery on the net benefit of triggering an Advanced Care Planning (ACP) workflow based on predictions of 12-month mortality. MATERIALS AND METHODS: We built a predictive model of 12-month mortality using electronic health record data and evaluated the impact of healthcare delivery factors on the net benefit of triggering an ACP workflow based on the models' predictions. Factors included nonclinical reasons that make ACP inappropriate: limited capacity for ACP, inability to follow up due to patient discharge, and availability of an outpatient workflow to follow up on missed cases. We also quantified the relative benefits of increasing capacity for inpatient ACP versus outpatient ACP. RESULTS: Work capacity constraints and discharge timing can significantly reduce the net benefit of triggering the ACP workflow based on a model's predictions. However, the reduction can be mitigated by creating an outpatient ACP workflow. Given limited resources to either add capacity for inpatient ACP versus developing outpatient ACP capability, the latter is likely to provide more benefit to patient care. DISCUSSION: The benefit of using a predictive model for identifying patients for interventions is highly dependent on the capacity to execute the workflow triggered by the model. We provide a framework for quantifying the impact of healthcare delivery factors and work capacity constraints on achieved benefit. CONCLUSION: An analysis of the sensitivity of the net benefit realized by a predictive model triggered clinical workflow to various healthcare delivery factors is necessary for making predictive models useful in practice.

miR-497-5p Decreased Expression Associated with High-Risk Endometrial Cancer.

The current guidelines for diagnosis, prognosis, and treatment of endometrial cancer (EC), based on clinicopathological factors, are insufficient for numerous reasons; therefore, we investigated the relevance of miRNA expression profiles for the discrimination of different EC subtypes. Among the miRNAs previously predicted to allow distinguishing of endometrioid ECs (EECs) according to different grades (G) and from serous subtypes (SECs), we verified the utility of miR-497-5p. In ECs, we observed downregulated miR-497-5p levels that were significantly decreased in SECs, clear cell carcinomas (CCCs), and carcinosarcomas (CaSas) compared to EECs, thereby distinguishing EEC from SEC and rare EC subtypes. Significantly reduced miR-497-5p expression was found in high-grade ECs (EEC G3, SEC, CaSa, and CCC) compared to low-grade carcinomas (EEC G1 and mucinous carcinoma) and ECs classified as being in advanced FIGO (International Federation of Gynecology and Obstetrics) stages, that is, with loco-regional and distant spread compared to cancers located only in the uterus. Based on immunohistochemical features, lower miR-497-5p levels were observed in hormone-receptor-negative, p53-positive, and highly Ki-67-expressing ECs. Using a machine learning method, we showed that consideration of miR-497-5p expression, in addition to the traditional clinical and histopathologic parameters, slightly improves the prediction accuracy of EC diagnosis. Our results demonstrate that changes in miR-497-5p expression influence endometrial tumorigenesis and its evaluation may contribute to more precise diagnoses.

Evaluación de competencias del proceso formativo de los residentes utilizando el portafolio: una revisión de la literatura / Assessment of competencies of the residents' training process using the portfolio: a literature review

In the dynamic process of curricular changes and improvements in the different specialties, knowledge, skills, attitudes and values have been taken into account; that is why new forms of study, supervision and evaluation of doctors in training have to be integrated. Recent experiences in our country try to introduce professional portfolios as assessment- learning tools in specialized postgraduate training. The portfolio is an instrument for evaluating the residents' training process that allows not only evaluating competencies, but fundamentally identifying what we should improve, allowing us to monitor the training media as they advance in the acquisition and development of competencies so that become a tool focused on helping us learn and at the same time provide elements to value the participation of tutors and their influence on learners. In the process of planning, designing and reviewing the portfolios, the training centers find an excellent opportunity to make a self-assessment of the consistency of their curricular structure, the clarity of the competences they seek to form and the evidence they may require in the training of its residents.

Using a Mobile Application for Evaluation of Procedural Learning in Neurosurgery.

BACKGROUND: Feedback is a major component of any educational process. Competency assessment and feedback are essential tools for teaching surgical skills. Most current systems of assessment within neurosurgical residency programs use evaluations aggregated over a period of time, which lead to significant bias, rather than case-specific feedback. We describe the use of a mobile device application called SIMPL (System for Improving and Measuring Procedural Learning) to allow for immediate surgical competency assessment and improve the quality of feedback after every operative experience. METHODS: We retrospectively assessed our use of this program and neurosurgery residents' response to the program. Institutional review board approval was not required, and no patients were involved in the study. This application has already been implemented within general surgery programs with promising results. We document its implementation in a neurosurgery program and the output of the program for residents and program directors. RESULTS: This is the first documentation of such an application within a neurosurgical residency program. In a 6-month period at a single institution, around 300 evaluations were completed by residents and faculty, with a >80% response rate within both groups. Furthermore, these evaluations were companied by a 60% dictation rate from faculty, which contains verbal feedback that is available to residents for playback at any time. CONCLUSIONS: The telephone-based SIMPL application allows for assessment of surgical competency and remains quick and easy to use, giving it the potential to improve individual neurosurgical training experiences across the United States.

Estilos de aprendizaje y rendimiento académico en internos de enfermería de una universidad nacional del Perú / Learning And Academic Performance Styles In Nursing Internships Of A Peruvian Public University

Objetivo: Evaluar los estilos de aprendizaje (EEAA) y su relación con el rendimiento académico (RA), en Internos de Enfermería de una universidad nacional del Perú. Métodos: Estudio transversal, cuantitativo, correlacional; realizado en 70 internos de enfermería durante el año 2018, se aplicó el cuestionario validado de Honey-Alonso (CHAEA) para estilos de aprendizaje y record de notas para rendimiento académico, los datos fueron sometidos a estadística descriptiva e inferencial, utilizando el SPSS 26.0. Resultados: Características de población, según edad 84,5% entre 20 a 25 años, generalmente solteros, no trabajan, aunque un grupo significante si lo hace, 82,9% de sexo femenino. En EEAA predomina el aprendizaje reflexivo (0.80), seguido del teórico (0.75), pragmático (0.66) y activo (0.57). El promedio ponderal de R.A. fue de 15.84 predominando la calificación bueno y excelente, 62.86% presentaron un rendimiento bueno, seguido de 32,86% con rendimiento excelente. Los resultados de asociación entre EEAA y RA fueron no significativos (P>0,05). Conclusión: El rendimiento académico de los internos de enfermería fue principalmente bueno y excelente. La evaluación del EEAA mostró al estilo reflexivo como predominante. No encontramos asociación significativa entre los estilos de aprendizaje y su contribución al rendimiento académico.

Objective: To evaluate the learning style (EEAA) and its relation with the academic performance (RA), in Nursing Interns of a national university of Peru. Methods: Cross-sectional, quantitative, correlational study; conducted in 70 nursing interns during 2018, the Honey-Alonso validated questionnaire (CHAEA) was applied for learning styles and record of grades for academic performance, the data were submitted to descriptive and inferential statistics, using SPSS 26.0. Results: The population characteristics, according to age, 84.5% were between 20 and 25 years old, usually single, do not work, although a significant group does, and 82.9% women. In EEAA reflexive learning (0.80) predominates, followed by theoretical (0.75), pragmatic (0.66) and active (0.57). The weight average of R.A. It was 15.84, with a good and excellent qualification, 62.86% presented a good performance, followed by 32.86% with excellent performance. The results of association between EEAA and RA were not significant (P> 0.05). Conclusion: The academic performance of nursing interns was mainly good and excellent. The EEAA evaluation showed the reflexive style as predominant. We found no significant association between learning styles and their contribution to academic performance.

Effects of simulation-based learning on nursing student competences and clinical performance.

The aims of this study were to explore the effects of simulation-based learning (SBL) on nursing student competences and performance in the clinical setting. A comparison group design was used with data obtained from self-administered questionnaires at the onset and end of the semester. Students' practicum grades were also collected to examine their clinical performance. Four simulated scenarios were added to the course and a Chinese version of the Simulation-Based Learning Evaluation Scale (SBLES) was distributed to the participants. The student practicum evaluation form was used to collect the participants' practicum grades. Data analyses included descriptive statistics, paired t-test, and analysis of covariance (ANCOVA). Positive, significant differences were found in five competences in the test group. In the comparison group, results in the professional knowledge and nursing process subscale showed significant differences, and no significant difference was found in the patient safety, communication, and attitude of reflection subscales. The students in the test group perceived greater competences than those in the comparison group. Finally, no significant findings were found in clinical performance between two groups. The findings showed that SBL is seen as an attractive teaching strategy for students' learning as part of their curriculum and that the effects of SBL on clinical practice need further examination.

Learning in Practice: Collaboration Is the Way to Improve Health System Outcomes.

Evidence suggests that it is challenging for universities to develop workplace-relevant content and curricula by themselves, and this can lead to suboptimal educational outcomes. This paper examines the development, implementation, and evaluation of Australia's first tertiary graduate course in healthcare redesign, a partnership initiative between industry and university. The course not only provides students with an understanding of person-centered sustainable healthcare but also the skills and confidence to design, implement, and evaluate interventions to improve health service delivery. Increasing students' application of new knowledge has been through work-integrated learning, a pedagogy that essentially integrates theory with the practice of workplace application within a purposely designed curriculum. The specific aim of this study was to examine the outcomes of the course after two years, utilizing an anonymous online survey of graduates. Sixty-two graduates (48%) completed the survey. Kirkpatrick's four-level evaluation model was used to analyze the data. The analysis revealed high satisfaction levels in relation to the course content and delivery. Through successful completion of the innovative course, students had increased their knowledge of health system redesign methods and, importantly, the ability to translate that knowledge into everyday practice. Graduates of the clinical redesign course reported that they had been able to transfer their skills and knowledge to others in the workplace and lead further improvement projects.

Assessment of effect of situated learning on developing crisis intervention skills / 上海交通大学学报（医学版）

Objective • To exploring effect of the online situated courses which were developed based on the six-step model of crisis intervention on improving the crisis intervention skills. Methods • A total of 118 learners were recruited to receive online course training to improve their crisis intervention skills. Two types of courses were prepared, which were situated interactive course and non-interactive course for situated group and control group respectively. The changes in crisis intervention skills were compared between the two groups of learners before and after learning. The effects of situated learning were evaluated comprehensively from diagnostic evaluation, formative evaluation and summative evaluation. Results • After learning, the scores of crisis intervention skills of both groups were significantly improved (Psituated=0.000, Pcontrol=0.002). And the improved score of crisis intervention skills of situated group was higher than that of control group (P=0.010). The results of comprehensive evaluation showed that the well-mastered crisis intervention skills were identifying problem, providing support and getting commitment, the scores of which were 31.52±4.43, 16.85±4.44 and 14.63±5.27, respectively. Conversely both confirming safety and formulating plan skills should be reinforced, the scores of which were 10.26±3.93 and 5.84±4.10, respectively. Conclusion • The online course has a significant effect on improving the crisis intervention skills of learners, and the situated interactive course is more effective than the non-interactive course.

Exploration of learning evaluation model based on COOC network teaching platform / 中华医学教育探索杂志

Poor experience of teacher-student interaction and low user loyalty exist in MOOC (massive open online courses).Therefore,the campus open online courses (COOC),a network teaching platform,was developed to integrate traditional classroom teaching and network teaching and to build an online-offline curriculum system according to professional training scheme of school.The online-offline teaching design and learning evaluation in COOC platform was also developed.The running data of COOC platform showed that the online-offline learning evaluation model has guiding impact on students' learning attitude because it can record the students' learning process and learning effect,which can enhance students' active participation in self-directed learning.The learning evaluation model in COOC is objective and scientific,which is helpful to improve the quality of teaching and learning.

Assessing Information Transmission in Data Transformations with the Channel Multivariate Entropy Triangle.

Data transformation, e.g., feature transformation and selection, is an integral part of any machine learning procedure. In this paper, we introduce an information-theoretic model and tools to assess the quality of data transformations in machine learning tasks. In an unsupervised fashion, we analyze the transformation of a discrete, multivariate source of information X¯ into a discrete, multivariate sink of information Y¯ related by a distribution PX¯Y¯. The first contribution is a decomposition of the maximal potential entropy of (X¯,Y¯), which we call a balance equation, into its (a) non-transferable, (b) transferable, but not transferred, and (c) transferred parts. Such balance equations can be represented in (de Finetti) entropy diagrams, our second set of contributions. The most important of these, the aggregate channel multivariate entropy triangle, is a visual exploratory tool to assess the effectiveness of multivariate data transformations in transferring information from input to output variables. We also show how these decomposition and balance equations also apply to the entropies of X¯ and Y¯, respectively, and generate entropy triangles for them. As an example, we present the application of these tools to the assessment of information transfer efficiency for Principal Component Analysis and Independent Component Analysis as unsupervised feature transformation and selection procedures in supervised classification tasks.

Aspectos éticos de la evaluación del aprendizaje en las Ciencias Médicas / Medical Sciences learning evaluation ethical issues

Introducción: Las prácticas evaluadoras tienen importantes implicaciones éticas en diversas situaciones problemáticas que pueden presentarse en los diferentes campos disciplinares de las Ciencias Médicas, y en la que la actuación de los profesores tiene un papel fundamental. La ética y la evaluación aportan herramientas para mejorar estrategias didácticas y metodologías encaminadas a la mejoría continua del desarrollo del proceso enseñanza-aprendizaje. Objetivo: Analizar aspectos éticos que pueden presentarse en la evaluación del aprendizaje en las Ciencias Médicas. Material y Métodos: Se realizó una revisión bibliográfica en la que se consultaron 57 artículos relacionados con la evaluación del aprendizaje en las Ciencias Médicas, de los que se utilizaron 23 como referencias bibliográficas. Desarrollo: El ejercicio de la práctica evaluativa, en su dimensión de acto ético, implica valores propios de la educación humanista. Se destacan algunos problemas éticos que se pueden presentar como el poder y la objetividad. Se realizan sugerencias para transformar las prácticas evaluadoras y evitar las fallas éticas que pudieran surgir en el desarrollo del proceso evaluativo. Conclusiones: Las repercusiones éticas más comunes que se pueden presentar en la evaluación del aprendizaje se encuentran en cualquier proceso evaluativo, pero se deben enfrentar con una actitud crítica para lograr el desarrollo del proceso docente-educativo. Se debe dar más utilidad a la evaluación como herramienta ética para orientar la mejoría continua de la calidad del proceso enseñanza aprendizaje y el perfeccionamiento profesional docente(AU)

Introduction: Evaluations practices have an important ethical repercussion in several situations that may occur in the different disciplinary fields of Medical Sciences, and where the behavior of teachers plays a key role. Ethics and evaluation provide tools to improve teaching strategies and methodologies in all teaching areas with the aim of improving continuously the development of teaching-learning process. Objective: To analyze ethical issues that may arise in Medical Science learning evaluations.Material and methods: A bibliographic review was carried out; 57 articles relative to the learning evaluation in the Medical Sciences were consulted, of which 23 were used as bibliographical references. Development: The exercise of evaluation involves, in its dimension as an ethical action, implicate proper values of humanistic education. Among the ethical problems that may arise are power and objectivity. Some suggestions are made to transform evaluation practices and to avoid ethical failures that may arise in the development of the evaluation process.Conclusions: The most common ethical implications that may arise in learning evaluation are found in any evaluation process but must be faced with a critical attitude to achieve a development of the educational process. Ethical evaluation shall be more use as a tool to lead the continuous quality improvement of the teaching-learning process and teachers professional development(AU)

Aspectos éticos de la evaluación del aprendizaje en las Ciencias Médicas / Medical Sciences learning evaluation ethical issues

Introducción: Las prácticas evaluadoras tienen importantes implicaciones éticas en diversas situaciones problemáticas que pueden presentarse en los diferentes campos disciplinares de las Ciencias Médicas, y en la que la actuación de los profesores tiene un papel fundamental. La ética y la evaluación aportan herramientas para mejorar estrategias didácticas y metodologías encaminadas a la mejoría continua del desarrollo del proceso enseñanza-aprendizaje. Objetivo: Analizar aspectos éticos que pueden presentarse en la evaluación del aprendizaje en las Ciencias Médicas. Material y Métodos: Se realizó una revisión bibliográfica en la que se consultaron 57 artículos relacionados con la evaluación del aprendizaje en las Ciencias Médicas, de los que se utilizaron 23 como referencias bibliográficas. Desarrollo: El ejercicio de la práctica evaluativa, en su dimensión de acto ético, implica valores propios de la educación humanista. Se destacan algunos problemas éticos que se pueden presentar como el poder y la objetividad. Se realizan sugerencias para transformar las prácticas evaluadoras y evitar las fallas éticas que pudieran surgir en el desarrollo del proceso evaluativo. Conclusiones: Las repercusiones éticas más comunes que se pueden presentar en la evaluación del aprendizaje se encuentran en cualquier proceso evaluativo, pero se deben enfrentar con una actitud crítica para lograr el desarrollo del proceso docente-educativo. Se debe dar más utilidad a la evaluación como herramienta ética para orientar la mejoría continua de la calidad del proceso enseñanza aprendizaje y el perfeccionamiento profesional docente(AU)

Introduction: Evaluations practices have an important ethical repercussion in several situations that may occur in the different disciplinary fields of Medical Sciences, and where the behavior of teachers plays a key role. Ethics and evaluation provide tools to improve teaching strategies and methodologies in all teaching areas with the aim of improving continuously the development of teaching-learning process. Objective: To analyze ethical issues that may arise in Medical Science learning evaluations. Material and methods: A bibliographic review was carried out; 57 articles relative to the learning evaluation in the Medical Sciences were consulted, of which 23 were used as bibliographical references. Development: The exercise of evaluation involves, in its dimension as an ethical action, implicate proper values of humanistic education. Among the ethical problems that may arise are power and objectivity. Some suggestions are made to transform evaluation practices and to avoid ethical failures that may arise in the development of the evaluation process. Conclusions:The most common ethical implications that may arise in learning evaluation are found in any evaluation process but must be faced with a critical attitude to achieve a development of the educational process. Ethical evaluation shall be more use as a tool to lead the continuous quality improvement of the teaching-learning process and teachers professional development(AU)

Development and validation of the simulation-based learning evaluation scale.

BACKGROUND: The instruments that evaluate a student's perception of receiving simulated training are English versions and have not been tested for reliability or validity. PURPOSE: The aim of this study was to develop and validate a Chinese version Simulation-Based Learning Evaluation Scale (SBLES). METHODS: Four stages were conducted to develop and validate the SBLES. First, specific desired competencies were identified according to the National League for Nursing and Taiwan Nursing Accreditation Council core competencies. Next, the initial item pool was comprised of 50 items related to simulation that were drawn from the literature of core competencies. Content validity was established by use of an expert panel. Finally, exploratory factor analysis and confirmatory factor analysis were conducted for construct validity, and Cronbach's coefficient alpha determined the scale's internal consistency reliability. Two hundred and fifty students who had experienced simulation-based learning were invited to participate in this study. RESULTS: Two hundred and twenty-five students completed and returned questionnaires (response rate=90%). Six items were deleted from the initial item pool and one was added after an expert panel review. Exploratory factor analysis with varimax rotation revealed 37 items remaining in five factors which accounted for 67% of the variance. The construct validity of SBLES was substantiated in a confirmatory factor analysis that revealed a good fit of the hypothesized factor structure. The findings tally with the criterion of convergent and discriminant validity. The range of internal consistency for five subscales was .90 to .93. Items were rated on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). CONCLUSIONS: The results of this study indicate that the SBLES is valid and reliable. The authors recommend that the scale could be applied in the nursing school to evaluate the effectiveness of simulation-based learning curricula.

Concurrent validity of self-rating scale of self-directed learning and self-directed learning instrument among Italian nursing students.

BACKGROUND: Self-Directed Learning develops when students take the initiative for their learning, recognising needs, formulating goals, identifying resources, implementing appropriate strategies and evaluating learning outcomes. This should be seen as a collaborative process between the nurse educator and the learner. At the international level, various instruments have been used to measure Self-Directed Learning abilities (SDL), both in original and in culturally-adapted versions. However, few instruments have been subjected to full validation, and no gold standard reference has been established to date. In addition, few researchers have adopted the established tools to assess the concurrent validity of the emerging new tools. Therefore, the aim of this study was to measure the concurrent validity between the Self-Rating Scale of Self-Directed Learning (SRSSDL_Ita) - Italian version and the Self-Directed Learning Instruments (SDLI) in undergraduate nursing students. METHODS: A concurrent validity study design was conducted in a Bachelor level nursing degree programme located in Italy. All nursing students attending the first, second or third year (n = 428) were the target sample. The SRSSDL_Ita, and the SDLI were used. The Pearson correlation was used to determine the concurrent validity between the instruments; the confidence of intervals (CI 95 %) bias-corrected and accelerated bootstrap (BCa), were also calculated. RESULTS: The majority of participants were students attending their first year (47.9 %), and were predominately female (78.5 %). Their average age was 22.5 ± 4.1. The SDL abilities scores, as measured with the SRSSDL_Ita (min 40, max 200), were, on average, 160.79 (95 % CI 159.10-162.57; median 160); while with the SDLI (min 20, max 100), they were on average 82.57 (95 % CI 81.79-83.38; median 83). The Pearson correlation between the SRSSDL_Ita and SDLI instruments was 0.815 (CI BCa 95 % 0.774-0.848), (p = 0.000). CONCLUSIONS: The findings confirm the concurrent validity of the SRSSDL_Ita with the SDLI. The SRSSDL_Ita instrument can be useful in the process of identifying Self-Directed Learning abilities, which are essential for students to achieve the expected learning goals and become lifelong learners.

Valoración metodológica de la confección de temarios de exámenes finales de medicina y estomatología / Methodological assessment of the preparation of lists of topics in final exams of medicine and dentistry studies

Interesaba precisar cómo se cumplían las indicaciones y recomendaciones en la confección de temarios de exámenes finales. Se revisaron 99 temarios de los cursos 2012/2013 y 2013/ 2014, de la Facultad de Ciencias Médicas Dr. Raúl Dorticós Torrado, Cienfuegos, con el objetivo de valorar aspectos metodológicos. El formato de pregunta más utilizado fue el ensayo de respuestas cortas. El 87,8 por ciento tenía las raíces bien confeccionadas, el 60,6 por ciento los ítems y el 61,6 por ciento las escalas de calificación. Los errores más frecuentes fueron: tarea imprecisa en preguntas de ensayo modificado, preguntas tipo complemento simple con tres opciones de respuestas y escalas con aprobado en menos del 60 por ciento. El 65 por ciento de las preguntas eran reproductivas. En general, los temarios están confeccionados adecuadamente, pero se observan desaciertos en la elaboración de preguntas y escalas de calificación. El predominio de preguntas reproductivas limita la validez conceptual.

This article was aimed at finding out how the indications and recommendations for the preparation of the list of topics for the final exams. Ninety nine of them from 2012-2013 and 2013-2014 academic years in Dr Raul Dorticos Torrado medical sciences school, Cienfuegos province were revised in order to assess the methodological aspects. The most used format was the short-answer test. In the studied group, 87.9 percent had well-constructed stems, 60.6 percent had good items and 61.6 percent showed adequate evaluation scales. The most frequent errors were imprecise tasks in modified essay questions, single complement-type questions and evaluation scales where the pass mark is lower than 60 percent. Sixty five percent of questions were reproduction-type questions. Generally speaking, the list of items was adequately constructed, but there were observed some mistakes in the construction of questions and in the evaluation scales. The predominance of reproduction-type questions restricts the conceptual validity of tests.