Perfiles de aprendizaje y estrategias didácticas para estudiantes de pregrado de la carrera de Odontología de la Universidad de Valparaíso, Chile / Learning profiles and didactic strategies for dental students of the University of Valparaíso, Chile

Introducción: Los modelos educativos innovados requieren estrategias diversas que consideren distintos estilos de aprendizaje y favorezcan la adquisición de nuevo conocimiento. Sujetos y métodos. Se realizó la evaluación de perfiles en estudiantes de Odontología de la Universidad de Valparaíso, Chile, empleando test de perfiles específicos, aplicando variedad de estrategias didácticas en función de ello y analizando los logros de aprendizaje alcanzados por los estudiantes del grupo de estudio.Resultados: Los test permitieron establecer perfiles de aprendizaje y distribución; las estrategias educativas orientadas necesarias; y los logros de aprendizaje alcanzados por las personas consideradas en el trabajo y evidenciadas en las evaluaciones. Discusión: El trabajo estableció todos los tipos de perfiles y distribución equilibrada, lo que implica la consideración de seis estrategias diferentes, que se aplicaron y evaluaron mediante la identificación de los logros de aprendizaje. Conclusiones: El objetivo general y los específicos se alcanzaron mediante el empleo de evaluaciones individualizadas con test y análisis específicos, determinando toda gama de perfiles y composición equilibrada; consecuentemente, se implementaron estrategias diversas que permitieron alcanzar resultados de aprendizaje satisfactorios para todos los estudiantes evaluados.(AU)

Introduction: Innovative educational models require different strategies considering different learning styles, allowing the acquisition of new knowledge. Subjects and methods. An evaluation of profiles was carried out in Dentistry students of the University of Valparaíso, Chile, using specific profile tests; applying a variety of didactic strategies depending on it and analyzing the learning achievements of the students of the study group. Results: The tests allowed to establish learning and distribution profiles; the necessary oriented educational strategies applied; together with the achievement of learning objectives for all the people considered in the work, evidenced in the evaluations. Discussion: This study identified all types of profiles and balanced distribution, implying consideration of six different strategies, which were applied and evaluated by identifying learning achievements. Conclusions: General and specific objective achieved through the use of individualized evaluations with specific tests and analyses, determining all the range of profiles and balanced composition; consequently, using diverse strategies that allowed to achieve satisfactory learning results for all the students evaluated.(AU)

Nuevas formas de motivación en la enseñanza de la anatomía humana / New forms of motivation in the teaching of human anatomy

Introducción: Las nuevas generaciones de alumnos (generación Z o nativa digital) en la actualidad han provocado la necesidad de implantar nuevas metodologías docentes en las que el alumnado sea un sujeto activo y participativo en su propio proceso de aprendizaje. Entre estas metodologías, el uso del aprendizaje basado en juegos puede considerarse una alternativa que refuerce a la clásica ‘clase magistral’ y las clases prácticas en la docencia universitaria. Sujetos y métodos: Utilización del aprendizaje basado en juegos (juegos serios) en los alumnos matriculados de la asignatura de Anatomía Humana I (Aparato Locomotor), de primer curso del grado de Medicina en la Universidad de Zaragoza. Resultados: El uso de esta metodología ha sido valorado, mediante encuesta de evaluación de respuesta voluntaria, de manera muy positiva, haciendo hincapié en el efecto que tiene sobre la motivación, la participación y la integración de contenidos teóricos y prácticos. Conclusión: El aprendizaje basado en juegos debe considerarse como una potente alternativa que mejora la motivación, la participación y la integración de contenido en el aula de educación superior.(AU)

Introduction: The new generations of students, such as the current generation Z or digital natives, have provoked the need to implement new teaching methodologies where students are active and participative subjects in their own learning process. Among these methodologies, the use of game-based learning can be considered an alternative to reinforce the classic ‘master class’ in university teaching. Subjects and methods: Use of game-based learning (serious games), in students enrolled in the subject of Human Anatomy I (Locomotor System), first year of the Degree of Medicine at the Universidad de Zaragoza. Results: The use of this methodology has been evaluated, by means of a voluntary evaluation survey, in a very positive way, emphasizing the effect on motivation, participation and integration of theoretical and practical contents. Conclusion: Game-based learning should be considered as a powerful alternative that improves motivation, participation and content integration in the higher education classroom.(AU)

Percepción del ambiente educacional en estudiantes de Odontología pertenecientes a la Universidad de Valparaíso / Perception of the educational environment in dental students belonging to the University of Valparaíso

Introducción: El ambiente educacional es todo lo que rodea al estudiante en una comunidad educativa. Actualmente ha tomado mucha relevancia, ya que se conoce su relación con el proceso de enseñanza-aprendizaje y sirve como base para generar una transformación social y un desarrollo significativo para los estudiantes. A pesar de ello, resulta ser diferente en cada institución y dependiente de la propia percepción de los alumnos. Por eso, esta investigación tiene como objetivo describir la percepción del ambiente educacional de los estudiantes de la Escuela de Odontología de la Universidad de Valparaíso. Sujetos y métodos: Se realizó una encuesta, Dundee Ready Education Enviroment Measure (DREEM), a 117 estudiantes de 3.er a 6.o años que cumplieron con los criterios de inclusión y exclusión. Los datos se analizaron utilizando Excel y el software JASP con los estadísticos chi cuadrado y Kruskal-Wallis. Resultados: De las 117 encuestas DREEM se obtuvo una media de 111,9 puntos. En la dimensión 1, el 56% indicó percepción positiva; en la dimensión 2, un 53% indicó buena dirección en la percepción docente; en la dimensión 3, un 67% indicó una autopercepción académica positiva; en la dimensión 4, un 53% indicó que el ambiente podía mejorar; y en la dimensión 5, un 45% percibió que no era un buen ambiente. Todas las dimensiones tuvieron una asociación estadísticamente significativa y una igualdad entre sus medias. Conclusión: Los estudiantes valoraron la carrera de Odontología de la Universidad de Valparaíso como con ‘más aspectos positivos que negativos’ según los parámetros del cuestionario DREEM.(AU)

Introduction: The educational environment is everything that surrounds the student in an educational community. This has currently taken on a lot of relevance, since its dependence on the teaching-learning process is known, serving as a basis to generate social transformation and significant development for students. Despite this, this turns out to be different in each institution and depend on the student’s own perception. This is why this research aims to describe the perception of the educational environment of the students of the School of Dentistry of the University of Valparaíso. Subjects and methods: A Dundee Ready Education Environment Measure (DREEM) survey was administered to 117 students in grades 3rd-6th who met the inclusion and exclusion criteria. The data were analyzed using Excel and JASP software with chi-square and Kruskal-Wallis’s statistics. Results: Of the 117 DREEM surveys, an average of 111.9 points was obtained. In the dimension (D) 1 a 56% indicated a positive perception; in D2 a 53% indicated good direction in teaching perception; in D3 a 67% indicated an academic, selfperception positive; in D4 53% considered that the environment can improve and in D5 45% that it is not a good environment. All dimensions had a statistically significant association and equality between their means. Conclusion: The students evaluated the dentistry career at the University of Valparaíso as ‘more positive than negativeaspects’ according to the parameters of the DREEM questionnaire.(AU)

An Exploratory-Descriptive Study on the Impact of COVID-19 on Teaching and Learning: The Experiences of Student Nurses in the Rural-Based Historically Disadvantaged University of South Africa.

Covid-19 has disrupted normal working conditions as people were not allowed to assemble in one place. There is a limit that is placed on the number of people congregating in public areas, and these measures also affect the education system worldwide. The purpose of the study was to explore nursing students' experiences in a historically disadvantaged rural-based university on the impact of Covid-19 on teaching and learning. The study employed an exploratory-descriptive qualitative design among nursing students who were purposively sampled to participate in the study. A qualitative self-administered open-ended online google form was used to collect data. Thematic analysis was employed for this study. All ethical measures were respected during this study. Interviews were conducted with 68 participants, including 12 undergraduate second-year students, 7 third-year students, and 49 fourth-year students. A total of 51 females and 17 males participated in this study. The study yielded several themes, including participants' expression of their experiences related to teaching and learning during the national lockdown, participants' views on the impact of COVID-19 on teaching and learning/research, and Participants suggested sustainable strategies to promote teaching and learning during the national lockdown. In conclusion, the role of preceptors in all clinical areas should be strengthened to improve clinical teaching and learning. The researchers recommend strengthening collaboration among university lecturers for sharing ideas and finding innovative solutions appropriate for handling any pandemic that threatens teaching and learning processes.

Exploring nursing students' need for social presence and its relevance to their learning preferences.

AIM: To explore nursing students' need for social presence in online learning, looking at its relevance to the adopted sensory modality learning styles. DESIGN: A qualitative descriptive design. METHODS: Two semi-structured online focus groups were held with five second-year and seven third-year undergraduate nursing students, purposively recruited from the Malta College of Arts, Science and Technology. Using a structured guide based on the Social Presence Model, participants were asked about their perceived need for social presence (a construct used to understand online interactions), and its relevance to their learning preferences using the VARK (Visual, Aural/Auditory, Read/write and Kinesthetic) learning styles. RESULTS: Despite varying learning preferences, all participants remarked on the need for social presence. Social presence was required for their perceived learning and for actively participating in online lectures. Several participants expressed the need for social presence for a collaborative constructivist learning experience, drawing on their diverse learning styles for a better learning experience.

BNAS: Efficient Neural Architecture Search Using Broad Scalable Architecture.

Efficient neural architecture search (ENAS) achieves novel efficiency for learning architecture with high-performance via parameter sharing and reinforcement learning (RL). In the phase of architecture search, ENAS employs deep scalable architecture as search space whose training process consumes most of the search cost. Moreover, time-consuming model training is proportional to the depth of deep scalable architecture. Through experiments using ENAS on CIFAR-10, we find that layer reduction of scalable architecture is an effective way to accelerate the search process of ENAS but suffers from a prohibitive performance drop in the phase of architecture estimation. In this article, we propose a broad neural architecture search (BNAS) where we elaborately design broad scalable architecture dubbed broad convolutional neural network (BCNN) to solve the above issue. On the one hand, the proposed broad scalable architecture has fast training speed due to its shallow topology. Moreover, we also adopt RL and parameter sharing used in ENAS as the optimization strategy of BNAS. Hence, the proposed approach can achieve higher search efficiency. On the other hand, the broad scalable architecture extracts multi-scale features and enhancement representations, and feeds them into global average pooling (GAP) layer to yield more reasonable and comprehensive representations. Therefore, the performance of broad scalable architecture can be promised. In particular, we also develop two variants for BNAS that modify the topology of BCNN. In order to verify the effectiveness of BNAS, several experiments are performed and experimental results show that 1) BNAS delivers 0.19 days which is 2.37× less expensive than ENAS who ranks the best in RL-based NAS approaches; 2) compared with small-size (0.5 million parameters) and medium-size (1.1 million parameters) models, the architecture learned by BNAS obtains state-of-the-art performance (3.58% and 3.24% test error) on CIFAR-10; and 3) the learned architecture achieves 25.3% top-1 error on ImageNet just using 3.9 million parameters.

Marcos teóricos para comprender y explicar los procesos de mentoría en investigación / Theoretical frameworks to understand and explain research mentoring processes

En este artículo especial, el tercero de una serie publicada en EVIDENCIA, el autor resume cuatro marcos teóricos adicionales que ayudan a comprender los procesos de la mentoría en investigación: la teoría ecológica de los sistemas, la teoría del intercambio social, la teoría de las redes sociales y la pedagogía de la formación doctoral. Para finalizar, integra los contenidos realizando una comparación de los todos los marcos teóricos comentados en esta serie, en términos de sus diferencias y sus puntos de intersección. (AU)

In this special issue, the third in a series published in EVIDENCIA, the author summarises four additional theoretical frameworks that help to understand the processes of mentoring in research: the ecological systems theory, the social exchange theory, the social network theory and the doctoral training pedagogy. Finally, a comparison of all the theoretical frameworks discussed in this series is integrated in terms of their differences and points of intersection. (AU)

Revelations of service-learning project: Multiple perspectives of college students' reflection.

This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants' reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants' reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.

Developing Global Health Diplomacy-related Skills Using a COVID-19-like Epidemic Simulation as a Learning Strategy.

Public health and global health practitioners need to develop global health diplomacy (GHD) skills to efficiently work within complex global health scenarios, such as the current coronavirus disease (COVID-19) pandemic. Problem-based learning was used as a framework to create a scenario-based activity designed to develop GHD-related skills. The application and effectiveness of this scenario-based activity to develop GHD-related skills were assessed. A mixed-methods approach involving a self-administered survey and one focus group discussion was used. The survey collected baseline participant characteristics as well as understanding and improvements in GHD-related skills using a 5-point Likert scale. The focus group was audio-recorded and thematically analyzed using both inductive and deductive codes. Data integration was achieved by connecting and weaving. Method and investigator triangulation techniques were used. Participants self-reported significantly better postscenario-based activity responses when asked about their understanding of diplomacy, negotiation, communication, and how to address public health emergencies (P < 0.01, Wilcoxon signed rank test). Most participants either agreed or strongly agreed that their GHD-related skills improved with participation in the scenario-based activity (diplomacy = 55.6%; negotiation = 66.5%; communication = 72.2%; addressing public health emergencies = 72.1%). Overall, qualitative data were consistent with results obtained using quantitative methods. The scenario-based activity was effective for improving the self-reported understanding of GHD-related skills. The scenario-based activity was also effective for developing the selected GHD-related skills (as self-reported). This scenario-based activity is likely to reduce cognitive load and avoid participant overload, thereby facilitating learning. Further research is required to elucidate its long-term impact on skills development.

Estilos de aprendizaje de estudiantes de fisioterapia de cursos básicos y prácticas formativas de una universidad en Colombia / Learning styles of physiotherapy students of core courses and practical training in a university in Colombia

OBJETIVO: Caracterizar los estilos de aprendizaje de 2grupos de estudiantes de fisioterapia de una universidad en Santiago de Cali Valle (Colombia). MATERIAL Y MÉTODOS: Estudio descriptivo, transversal y correlacional, con 198 estudiantes que cursaban la carrera de fisioterapia, quienes respondieron, previo consentimiento informado, preguntas sociodemográficas y el cuestionario de Felder y Silverman, para identificar las preferencias en los estilos de aprendizaje. RESULTADOS: La distribución de los estilos de aprendizaje fue similar en los 2grupos estudiados: predominaron los estilos activo, sensorial, visual y secuencial. Se encontró significación estadística entre la dimensión de percepción y los estudios secundarios de la madre (p < 0,05). De igual manera ocurrió con la dimensión tipo de información y nivel de formación básico de los estudiantes: el 100% de los estudiantes son sensitivos (p < 0,05). CONCLUSIONES: Existe predominio por los aprendizajes prácticos, el trabajo en equipo, el avance paso a paso de manera lineal y la percepción de la información en formato visual. El nivel educativo de la madre tiene una asociación con la forma de percibir la información de los estudiantes. La intensidad de preferencia por los estilos en cada dimensión fue equilibrada, lo que permite que puedan desarrollar cierto grado de flexibilidad cognitiva al momento de desarrollar los aprendizajes

OBJECTIVE: To describe the learning style of 2groups of physiotherapy students from a university in Cali, Colombia, according to their level of training, in order to establish guidelines for pedagogical and didactic guidance to teachers and the institution. MATERIAL AND METHODS: Descriptive, cross-sectional and correlational study, in which 198 students participated in the physiotherapy course at 2levels of training, respondents informed consent, demographic questions and the Felder and Silverman questionnaire consisting of 44 questions grouped into 4dimensions, which allow to identify the preferences in learning styles. RESULTS: The distribution of preference of styles was similar in the 2groups studied, in which active lifestyles predominated, including sensory, visual and sequential. Statistical significance was found between the size of perception and secondary studies of the mother (P<.05). The same happened with the dimension type of information and level of training of students, 100% of the students are sensitive (P<.05). CONCLUSIONS: There is predominance by the practical programming, teamwork, step-by-step forward in a linear fashion, and the perception of information in visual formats. The educational level of the mother has a partnership with the way they perceive the information from students. The intensity of preference for the styles in each dimension was balanced, which allows them to develop some degree of cognitive flexibility when developing the programming

Teaching anatomy under COVID-19 conditions at German universities: recommendations of the teaching commission of the anatomical society.

BACKGROUND: In this viewpoint representatives of the Teaching Commission of the Anatomical Society summarize their teaching experiences gained during the COVID-19 pandemic in the summer term of 2020 and derive first recommendations concerning face-to-face and remote teaching of anatomy for the future. METHODS: Representatives of the Teaching Commission of the Anatomical Society met virtually, exchanged experiences and summarized them in writing and answered a short questionnaire. RESULTS: The required transition to remote learning during summer term of 2020 was possible, but revealed technical shortcomings and major deficits concerning practical hands-on teaching. CONCLUSION: The Teaching Commission of the Anatomical Society recommends that universities should follow the idea of as much face-to-face teaching as possible and as much online teaching as necessary for future terms.

A Common Task Structure Links Together the Fate of Different Types of Memories.

Our memories frequently have features in common. For example, a learned sequence of words or actions can follow a common rule, which determines their serial order, despite being composed of very different events [1, 2]. This common abstract structure might link the fates of memories together. We tested this idea by creating different types of memory task: a sequence of words or actions that either did or did not have a common structure. Participants learned one of these memory tasks and then they learned another type of memory task 6 h later, either with or without the same structure. We then tested the newly formed memory's susceptibility to interference. We found that the newly formed memory was protected from interference when it shared a common structure with the earlier memory. Specifically, learning a sequence of words protected a subsequent sequence of actions learned hours later from interference, and conversely, learning a sequence of actions protected a subsequent sequence of words learned hours later from interference provided the sequences shared a common structure. Yet this protection of the newly formed memory came at a cost. The earlier memory had disrupted recall when it had the same rather than a different structure to the newly formed and protected memory. Thus, a common structure can determine what is retained (i.e., protected) and what is modified (i.e., disrupted). Our work reveals that a shared common structure links the fate of otherwise different types of memories together and identifies a novel mechanism for memory modification.

Psychometric properties of the Adelaide Diagnostic Learning Inventory-Brief (ADLIB).

OBJECTIVE: There has been increased attention in recent years to mental health, quality of life, stress and academic performance among university students, and the possible influence of learning styles. Brief reliable questionnaires are useful in large-scale multivariate research designs, such as the largely survey-based research on well-being and academic performance of university students. The objective of this study was to examine the psychometric properties of a briefer version of the 39-item Adelaide Diagnostic Learning Inventory. RESULTS: In two survey samples-medical and physiotherapy students-a 21-item version Adelaide Diagnostic Learning Inventory-Brief (ADLIB) was shown to have the same component structure as the parent instrument, and the component structure of the brief instrument was found to generalise across students of medicine and physiotherapy. Subscale reliability estimations were in the order of magnitude of the parent instrument. Subscale inter-correlations, inter-component congruence coefficients, and correlations between ADLIB subscale scores and several external measures provide support support for the construct and criterion validity of the instrument.

Towards a new taxonomy of primate vocal production learning.

The extent to which vocal learning can be found in nonhuman primates is key to reconstructing the evolution of speech. Regarding the adjustment of vocal output in relation to auditory experience (vocal production learning in the narrow sense), effects on the ontogenetic trajectory of vocal development as well as adjustment to group-specific call features have been found. Yet, a comparison of the vocalizations of different primate genera revealed striking similarities in the structure of calls and repertoires in different species of the same genus, indicating that the structure of nonhuman primate vocalizations is highly conserved. Thus, modifications in relation to experience only appear to be possible within relatively tight species-specific constraints. By contrast, comprehension learning may be extremely rapid and open-ended. In conjunction, these findings corroborate the idea of an ancestral independence of vocal production and auditory comprehension learning. To overcome the futile debate about whether or not vocal production learning can be found in nonhuman primates, we suggest putting the focus on the different mechanisms that may mediate the adjustment of vocal output in response to experience; these mechanisms may include auditory facilitation and learning from success. This article is part of the theme issue 'What can animal communication teach us about human language?'

A taxonomy for vocal learning.

Humans and songbirds learn to sing or speak by listening to acoustic models, forming auditory templates, and then learning to produce vocalizations that match the templates. These taxa have evolved specialized telencephalic pathways to accomplish this complex form of vocal learning, which has been reported for very few other taxa. By contrast, the acoustic structure of most animal vocalizations is produced by species-specific vocal motor programmes in the brainstem that do not require auditory feedback. However, many mammals and birds can learn to fine-tune the acoustic features of inherited vocal motor patterns based upon listening to conspecifics or noise. These limited forms of vocal learning range from rapid alteration based on real-time auditory feedback to long-term changes of vocal repertoire and they may involve different mechanisms than complex vocal learning. Limited vocal learning can involve the brainstem, mid-brain and/or telencephalic networks. Understanding complex vocal learning, which underpins human speech, requires careful analysis of which species are capable of which forms of vocal learning. Selecting multiple animal models for comparing the neural pathways that generate these different forms of learning will provide a richer view of the evolution of complex vocal learning and the neural mechanisms that make it possible. This article is part of the theme issue 'What can animal communication teach us about human language?'

Musculoskeletal anatomy by self-examination: A learner-centered method for students and practitioners of musculoskeletal medicine.

BACKGROUND: The authors describe a series of learner-centered exercises, highlighting a technique in which the musculoskeletal anatomy is explored and learned through self-examination, with the examiner required to identify designated structures in both the static and dynamic state. METHODS: The technique of musculoskeletal anatomy through self-examination consists of applying knowledge of the surface anatomy of a region as it exists in the static state, to the analysis and understanding of changes that occur with movement and function of that body part. The sensory input of the examined part may contribute to the overall perception of the exercise. RESULTS: Three tables provide details that allow the reader to understand and perform the exercises describing the anatomic part explored, the physical maneuver required, the expected anatomic finding(s), and their clinical relevance. CONCLUSIONS: The authors believe that musculoskeletal self-examination provides an engaging learner-centered pedagogy that may complement that which is learned in peer or model examination. The lack of cost, the absence of intimacy barriers, and the opportunity to extend the method to further areas and functions are additional benefits of musculoskeletal self-examination as a learner-centered, self-study methodology.

Does item difficulty affect the magnitude of the retrieval practice effect? An evaluation of the retrieval effort hypothesis

Retrieving information by testing improves subsequent retention more than restudy, a phenomenon known as the retrieval practice effect. According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice. In two experiments, we tested this prediction. Participants learned sets of easy and difficult Swahili-Portuguese word pairs (study phase) and repeatedly restudied half of these items and repeatedly retrieval practiced the other half (practice phase). Forty-eight hours later, they took a cued-recall test (final test phase). In both experiments, we replicated both the retrieval practice and the item difficulty effects. In Experiment 1 (N = 51), we found a greater retrieval practice effect for easy items, MDifference = .26, SD = .17, than for difficult items, MDifference = .19, SD = .19, t(50) = 2.01, p = .05, d = 0.28. In Experiment 2 (N = 28), we found a nonsignificant trend-F(1, 27) = 2.86, p = .10, = .10-toward a greater retrieval practice effect for difficult items, MDifference = .28, SD = .22, than for easy items, MDifference = .18, SD = .21. This was especially true for individuals who benefit from retrieval practice (difficult: MDifference = .32, SD = .18; easy: MDifference = .20, SD = .20), t(24) = -2.08, p = .05, d = -0.42. The results provide no clear evidence for the REH and are discussed in relation to current accounts of the retrieval practice effect

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Categorias freireanas no ensino de graduação em enfermagem: revisão integrativa da literatura / Freireanas categories in nursing undergraduate education: integrative literature review / Categorías Freireanas en enfermería educación universitaria: revisión de la literatura integrativa

Objetivo: Identificar as principais publicações relacionadas às categorias Freireanas no ensino de graduação em enfermagem. Método: Revisão Integrativa de literatura a partir da busca nas bases Literatura LatinoAmericana e do Caribe em Ciências da Saúde, Sistema Online de Busca e Análise de Literatura Médica, Base de Dados de Enfermagem. Obteve-se 482 estudos, destes apenas 13 atendiam aos critérios de inclusão. Resultados: As categorias emergentes foram: diálogo e autonomia; tomada de consciência com vistas a formação de sujeitos críticos, reflexivos e participantes; metodologia da problematização para uma educação humanizante e um cuidar humanizado. Conclusão: Conclui-se que a incorporação das categorias Freireanas no ensino de enfermagem é fundamental para um ensino com travessias dialógicas. Tal incorporação tece uma educação humanizante, caminho para o cuidado humanizado do discente/futuro profissional

Objective: The study's purpose has been to identify the main publications relating to the use of Freirean categories in nursing undergraduate education. Methods: This integrative literature review was performed by searching publications in the following databases: Literatura LatinoAmericana e do Caribe em Ciências da Saúde (LILACS) [Latin American and Caribbean Literature in Health Sciences], Medical Literature Analysis and Retrieval System (MEDLINE), and Base de Dados de Enfermagem (BDENF) [Nursing Database]. A total of 482 studies were found, of which only 13 met the inclusion criteria. Results: The following categories were identified: "Dialogue and Autonomy"; "Raising awareness with a view to the training of people focused on the development of critical, reflective and participatory skills"; and "Problematization methodology as a form of humanizing education for a humanized care". Conclusion: It is concluded that the incorporation of Freirean categories into nursing education is fundamental for a dialogic education. Such incorporation leads to humanizing education, making it possible for students/future professionals to deliver humanized care

Objetivo: identificar las principales publicaciones relacionadas con las categorías Freireanas en la docencia de licenciatura en enfermería. Método: revisión Integrativa de la literatura a partir de la búsqueda en las bases de la literatura latinoamericana y caribeña en Ciencias de la salud, sistema online de búsqueda y análisis de la literatura médica, base de datos de enfermería. Se obtuvieron 482 estudios, de estos sólo 13 cumplieron los criterios de inclusión. Resultados: las categorías emergentes fueron: diálogo y autonomía; Sensibilización con vistas a la formación de sujetos críticos, reflexivos y participantes; Metodología de cuestionamiento para una educación humanizadora y un cuidado humanizado. Conclusión: se concluye que la incorporación de las categorías Freireanas en la enseñanza de enfermería es esencial para una enseñanza con cruces dialogales. Esta incorporación teje una educación humanizadora, el camino hacia el cuidado humanizado del estudiante/futuro profesional

Aplicaciones de la inteligencia artificial en cardiología: el futuro ya está aquí / Applications of artificial intelligence in cardiology. The future is already here

Existen pocos temas de actualidad equiparables a la posibilidad de la tecnología actual para desarrollar las mismas capacidades que el ser humano, incluso en medicina. Esta capacidad de simular los procesos de inteligencia humana por parte de máquinas o sistemas informáticos es lo que conocemos hoy en día como inteligencia artificial (IA). Este artículo pretende aclarar diferentes términos que todavía nos resultan lejanos como IA, machine learning (aprendizaje automático, AA), deep learning (aprendizaje profundo, AP), data science o big data; describir en profundidad el concepto de IA y sus tipos, las técnicas de aprendizaje y la metodología que se utiliza en el AA, el análisis en imagen cardiaca con AP, la aportación de esta revolución tecnológica a la estadística clásica, sus limitaciones actuales, sus aspectos legales y, fundamentalmente, sus aplicaciones iniciales en cardiología. En este sentido se ha realizado una búsqueda detallada en PubMed de la evolución en el último lustro de las contribuciones de la IA a las diferentes áreas de aplicación en cardiología, y se ha identificado un total de 673 artículos originales. Se describen en detalle 19 ejemplos de diferentes áreas de la cardiología que utilizando IA han mostrado mejoras diagnósticas y terapéuticas, y que facilitarán la comprensión de la metodología AA y AP

There is currently no other hot topic like the ability of current technology to develop capabilities similar to those of human beings, even in medicine. This ability to simulate the processes of human intelligence with computer systems is known as artificial intelligence (AI). This article aims to clarify the various terms that still sound foreign to us, such as AI, machine learning (ML), deep learning (DL), and big data. It also provides an in-depth description of the concept of AI and its types; the learning techniques and technology used by ML; cardiac imaging analysis with DL; and the contribution of this technological revolution to classical statistics, as well as its current limitations, legal aspects, and initial applications in cardiology. To do this, we conducted a detailed PubMed search on the evolution of original contributions on AI to the various areas of application in cardiology in the last 5 years and identified 673 research articles. We provide 19 detailed examples from distinct areas of cardiology that, by using AI, have shown diagnostic and therapeutic improvements, and which will aid understanding of ML and DL methodology

Simulación clínica en cardiología: promesas y realidades / Health care simulation in cardiology: promises and realities

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