The Metamorphosing Professor: Adapting Teaching to Fulfill the Promise of Biology Education.

Teaching students at all levels of education has undergone extensive changes, particularly in the past decade. Our present student population has transformed dramatically in the 21st century due to the changing demographics of the nation, an increasing use of technology both inside and outside the classroom, along with an expectation to have information instantaneously available to peruse and utilize as a source of material. Today's instructors also need to adapt to these changes by assessing how well students are learning new concepts, as well as how much material students retain for future coursework. Here, we explore the recent history of science education, and the progress that has been made to overcome multiple learning obstacles, particularly relevant to PEERs (persons excluded because of their ethnicity or race) in STEM (science, technology, engineering, and mathematics). We hope to provide insight into how educators are restructuring the way they design their teaching portfolios to provide better outcomes for the students of today's educational system.

Construction Method of Industrial College in Vocational Colleges Based on Cluster Analysis Algorithm.

In the context of the combination of industry and education, the construction of industrial colleges in vocational colleges can drive the scientific development of specialty settings in colleges and universities, and promote the way for colleges to expand students' practical teaching under the teaching of theoretical knowledge, and it is also an effective way for students to stimulate their learning enthusiasm and innovation enthusiasm. Colleges and universities can increase the direction and characteristics of specialist settings in colleges while enhancing instructors' professional level through school-business collaboration, and growing measures of talent training in colleges and universities plays a significant guiding role. The way to set up industrial colleges in vocational colleges reflects the development characteristics of talent training mode in the new era, and it is also an effective way to meet the practical training of students and the actual needs of society. It is a new school running mode of transforming productivity, cooperation, and mutual benefit, which is very worthy of promotion and development. This paper analyzes the problems existing in the construction of industrial colleges in vocational colleges in China and finds out the corresponding solutions. A path method of industrial college construction in vocational colleges based on the cluster analysis algorithm is proposed. The validity of this model is verified by experiments, which lays a foundation for the construction of industrial colleges in vocational colleges.

Anatomía Patológica para el estudiante de Medicina: videotutoriales con integración de Patología digital como una valiosa herramienta para hacer la asignatura más práctica y atractiva / Undergraduate Pathology: Video tutorials including digital pathology make teaching more practical and the subject more attractive

Introducción y objetivo: La asignatura de Anatomía Patológica es fundamental en la formación del estudiante de Medicina. Sin embargo, para muchos estudiantes la asignatura presenta un excesivo contenido teórico, poco trasladable a la práctica clínica. Presentamos los resultados de un proyecto de innovación docente dirigido a facilitar la transmisión del conocimiento a distancia y hacer de la Anatomía Patológica una asignatura más práctica y atractiva para el estudiante de Medicina. Materiales y métodos: Elaboramos material didáctico integrando imágenes de enfermedad digital con videotutoriales para la exposición de casos clínicos donde los alumnos debían llegar al diagnóstico final. Creamos un vídeo explicativo donde exponemos como se procesan las biopsias y utilizamos redes sociales (Twitter) para mantener una comunicación más fluida con los estudiantes. Finalmente, valoramos la percepción del estudiante sobre las actividades realizadas a través de una encuesta. Resultados: Al final de la actividad todos los alumnos resolvieron los casos clínicos y llegaron al diagnóstico correcto de manera exitosa. El 89% de los alumnos mostró un alto nivel de satisfacción con la actividad. Para la mayoría de los participantes la actividad resultó interesante y didáctica, mejorando su experiencia de aprendizaje, por lo que recomendaban mantenerla en el futuro. Conclusiones: Nuestros resultados soportan la integración de la enfermedad digital en combinación con video tutoriales como una herramienta exitosa en el aprendizaje de la Anatomía Patológica. Este modelo podría mantenerse en el futuro como un recurso útil en combinación con el aprendizaje presencial.(AU)

Introduction and objectives: Although pathology is one of the cornerstone subjects of the medical curriculum, for many students it can prove too theoretical and remote from clinical relevance. We present the results of a new distance learning project designed to make the teaching of pathology more practical and render the subject more attractive to the medical student. Materials and methods: We developed a teaching programme which included digital pathology images and video tutorials of clinical cases; the students were required to arrive at a final diagnosis. An explanatory video of how biopsies are processed was also included. Twitter was used for rapid interaction with the students. A questionnaire was then completed by the participants evaluating the various aspects of the project. Results: All the students reached a correct diagnosis for the clinical cases. 89% of the participants were extremely satisfied with the project. The majority agreed that the different activities were interesting and useful for improving their understanding of pathology and thus recommended that they should be continued.Conclusions: Our results support the inclusion of digital pathology into the curriculum together with video tutorials to enhance undergraduate pathology teaching. In the future, such distance learning could prove a useful resource in combination with conventional face-to-face lectures and tutorials.(AU)

Ateneo General de la Residencia de Psicopedagogía: ¡Estamos en problemas! Revisitando las matemáticas desde la clínica psicopedagógica / General Athenaeum of the Psychopedagogical Residence: We are in problems!: Revisiting mathematics from the clinic psychopedagogical

Ateneo donde en una primera parte se reflexiona sobre la valoración social de las matemáticas y de dónde surge. Luego se realiza un recorrido para pensar las matemáticas como un lenguaje a ser aprendido; cómo los niños y las niñas construyen este objeto de conocimiento y qué operaciones del pensamiento permiten esta construcción; y cómo se enseña en la escuela. Se continúa con los problemas matemáticos y sus estructuras y finalmente se reflexiona acerca de la clínica psicopedagógica a partir de casos clínicos y desafíos matemáticos.

Sharp increase in inequality in education in times of the COVID-19-pandemic.

The COVID-19-pandemic forced many countries to close schools abruptly in the spring of 2020. These school closures and the subsequent period of distance learning has led to concerns about increasing inequality in education, as children from lower-educated and poorer families have less access to (additional) resources at home. This study analyzes differences in declines in learning gains in primary education in the Netherlands for reading, spelling and math, using rich data on standardized test scores and register data on student and parental background for almost 300,000 unique students. The results show large inequalities in the learning loss based on parental education and parental income, on top of already existing inequalities. The results call for a national focus on interventions specifically targeting vulnerable students.

Why science education is more important than most scientists think.

The COVID-19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake-up call for scientists, clearly demonstrating that the standard way that we teach science - as a large collection of "facts" that scientists have discovered about the world - needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works - and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level.

Reconocimiento docente de los valores éticos y morales en la formación curricular de la carrera de odontología de la Universidad de Viña del Mar, Chile / Teaching recognition of ethical and moral values in the curriculum training of the dentistry career of the Universidad de Viña del Mar, Chile

El objetivo de esta investigación es determinar la coherencia entre lo declarado por los programas de estudios de pregrado en la carrera de Odontología de la Universidad de Viña del Mar, en relación a los valores éticos y morales y, cómo son reconocidos efectivamente por los docentes en los estudiantes. El diseño de investigación corresponde a un estudio descriptivo y transversal. Para esto se adaptaron dos instrumentos, el primero: "cuestionario sobre percepción en la categorización de valores" que busca determinar la importancia que le dan los docentes a los valores. Mientras que en el segundo: "Encuesta sobre valores en estudiantes de odontología" solicita que cada docente evalúe la frecuencia con que se manifiestan ciertos valores éticos y morales en sus estudiantes. Se consideraron los 28 académicos que constituyen la totalidad del universo de docentes clínicos de los cursos de 4to y 5to años de la carrera de odontología en el año 2019. Se discuten los resultados comparándolos con experiencias similares en otras instituciones. Los resultados muestran la percepción y el reconocimiento de los valores por parte del cuerpo docente en los estudiantes, donde se identificó que los valores incorporados de mejor manera son la dignidad, el trato humano y el dialogo; mientras que la autocrítica y el conocimiento fueron los menos incorporados, estos son clave para establecer reflexión y mejoras en los planes de estudio. Se marca el punto de inicio para la generación de futuras líneas de investigación que incorporen otros aspectos como la perspectiva de los pacientes, los estudiantes, así como también continuar recabando información para utilizar metodologías que puedan contribuir a la integración de valores y poner en debate la importancia de ellos en la formación de pregrado.

The aim of this article is to determine the coherence between what is declared by the undergraduate study programs in the Dentistry career at the University of Viña del Mar, in relation to ethical and moral values and how they are effectively recognized by teachers in the students. The research design corresponds to a descriptive and cross-sectional study. Two instruments were adapted for this, the first: "questionnaire on perception in the categorization of values" that seeks to determine the importance that teachers give to values. While in the second: "Survey on values in dentistry students" requests that each teacher evaluates the frequency of certain ethical and moral values which are manifested in their students. 28 academics constituting the entire universe of clinical teachers of the 4th and 5th year courses of dentistry career in 2019 were considered. The results were discussed, comparing them with similar experiences in other institutions. Results show the perception and recognition of the values by the teaching staff in the students. These values incorporated in the best way were dignity, humane treatment and dialogue; while self-criticism and knowledge were the least incorporated. These are key values to establish a reflection and subsequent improvements in the study plans. This article marks a starting point for the generation of future lines of research that incorporate other aspects such as the perspective of patients, students, as well as continuing to collect information to use methodologies that can contribute to the integration of values and put them into a debate about the importance of them in undergraduate training.

Transmitir e aprender: dilemas do educar contemporâneo / Transmitir y aprender: dilemas de la educación contemporánea / Transmitting and learning: dilemmas of contemporary education / Transmettre et apprendre: les dilemmes de l'éducation contemporaine

O presente artigo trata do discurso pedagógico contemporâneo apontando transformações nas noções de transmitir e aprender, as quais se deslocaram da dialética própria à relação educativa para uma dilemática que se caracteriza mais pela promoção de uma paralisia que pela fluidez do trabalho subjetivo de educar. O objetivo é demonstrar, a partir de uma peça do discurso pedagógico contemporâneo, a Base Nacional Comum Curricular (BNCC) brasileira, que tais transformações são efeito do discurso chamado por Lacan (1969) de capitalista, cujo funcionamento se pauta na não formação de laço e na justa adequação entre sujeito e objeto. Para essa demonstração, foram pinçados elementos que se articulam num deslize ao discurso do capitalista. Desse modo, concluiu-se que o discurso presente nesse texto acaba por promover a referida dilemática.

Este artículo aborda el discurso pedagógico contemporáneo que ha cambiado en las nociones de transmitir y aprender, que han pasado de la dialéctica de la relación educativa a un dilema que se caracteriza más por la promoción de la parálisis que por la fluidez del subjetivo labor de educar. El objetivo es demostrar, a partir de un fragmento del discurso pedagógico contemporáneo, la Base Curricular Común Nacional Brasileña (BNCC), que tales transformaciones son efecto del discurso llamado por Lacan (1969) como capitalista, cuyo funcionamiento se basa en la no formación de vínculo y en la justa adecuación entre sujeto y objeto. Para esta demostración se seleccionaron elementos que se articulan en un desliz al discurso capitalista. Así, se concluye que el discurso presente en este texto termina por promover el dilema mencionado

This article deals with the contemporary pedagogical discourse that has changed in the notions of transmitting and learning, which have shifted from the dialectic of the educational relationship to a dilemma that is characterized more by the promotion of paralysis than by the fluidity of the subjective work of educating. The goal is to demonstrate, from a piece of contemporary pedagogical discourse, the Brazilian National Common Curricular Base (BNCC), that such transforms are effect of the discourse called by Lacan (1969) as capitalist, whose functioning is based on the non-formation of bond and in the fair adequacy between subject and object. For this demonstration, elements that are articulated in a slip to the capitalist discourse were selected. Thus, it is concluded that the discourse present in this text ends up promoting the aforementioned dilemma

Le présent article traite du discours pédagogique contemporain, en pointant les transformations des notions de transmission et d'apprentissage, qui sont passées de la dialectique de la relation éducative à un dilemme qui se caractérise plus par la promotion de la paralysie que par la fluidité du subjectif travail d'éducation. L'objectif est de démontrer, à partir d'un discours pédagogique contemporain, le Base Curriculaire Nationale Commune brésilienne (BNCC), que de telles transformations sont un effet du discours qualifié par Lacan (1969) de capitaliste, dont le fonctionnement est fondé sur le non-formation d'un lien et dans la juste adéquation entre sujet et objet. Pour cette démonstration, des éléments qui s'articulent dans un glissement au discours capitaliste ont été sélectionnés. Ainsi, il a été conclu que le discours présent dans ce texte finit par promouvoir le dilemme susmentionné

Inclusión del modelo emergente de educación aventura en la educación física en México / Inclusion of the emerging adventure education model in physical education in Mexico

RESUMEN La Educación Física ha estado en constante evolución, en las últimas décadas se ha transitado por diversos planteamientos educativos, en México se ha pasado de un enfoque militar, a uno deportivo, psicomotriz, orgánico-funcional, hasta llegar al actual que contempla la adquisición de aprendizajes claves. En este sentido, la adaptación de actividades físicas en el medio natural al contexto escolar surge como una posibilidad innovadora. En otros países, los programas basados en el modelo de Educación Aventura han demostrado favorecer el desarrollo integral de los escolares, teniendo beneficios psicológicos sociales y motrices. Por tal motivo, se propone la aplicación de actividades lúdicas con cuerdas como actividades pedagógicas en la Educación Física. Se concluye que el modelo de Educación Aventura representa posibilidades pedagógicas y didácticas que son pertinentes en las sesiones de Educación Física. Así mismo, las instituciones de educación superior deben replantear sus currículos incluyendo nuevos modelos pedagógicos para la práctica en el contexto educativo.

ABSTRACT Physical Education has been in constant evolution, in the past decades it has passed through various educational approaches, in Mexico it has gone from a military approach, to sports-based, to psychomotor-based, to organic-functional approach, to the current one that contemplates the acquisition of key learnings aspects. In this way, the adaptation of physical activities in the natural environment to the school context emerges as an innovative possibility. In other countries, programs based on the Adventure Education model have shown to favor the integral development of school children, having psychological, social and motor benefits. For this reason, the implementation of playful activities with ropes is proposed as pedagogical activities in Physical Education. It is concluded that the Adventure Education model represents pedagogical and didactic possibilities that are relevant in Physical Education sessions. Likewise, higher education institutions must rethink their curricula including emerging models for practice in the educational context.

La docencia médica cubana en tiempos de COVID-19 / Cuban medical teaching in times of COVID-19

La situación epidemiológica generada por la aparición del nuevo coronavirus SARS-CoV-2 ha desatado una emergencia de salud pública mundial y la búsqueda de estrategias en las cuestiones relacionadas con la educación médica en esta etapa. El objetivo fue de limitar las particularidades de la educación médica superior cubana en los tiempos de COVID-19. El método fue un enfoque cualitativo sustentado en una concepción teórica que permitió identificar las estrategias trazadas por la docencia médica cubana en el período de la pandemia por el virus SARS-CoV-2. Se concluyó que la suspensión de actividades presenciales, la docencia a través de procesos de virtualización, la modificación del currículo y las actividades de los estudiantes fueron las estrategias fundamentales de la enseñanza y que la participación del estudiantado en la pesquisa activa constituyó la esencia en la prevención de la COVID-19 en Cuba(AU)

The epidemiological situation generated by the appearance of the new SARS-CoV-2 coronavirus has unleashed a global public health emergency and the search for strategies in matters related to medical education at this stage. The objective was to delimit the particularities of Cuban higher medical education in the times of COVID-19. The method was a qualitative approach based on a theoretical conception that allowed identifying the strategies outlined by Cuban medical teaching in the period of the SARS-CoV-2 virus pandemic. It was conclud ed that the suspension of face-to-face activities, teaching through virtualization processes, the modification of the curriculum and the activities of the students were the fundamental strategies of teaching and that the participation of the student body in the active research constituted the essence in the prevention of COVID-19 in Cuba(EU)

Objetos de aprendizaje para el estudio de la Ontogenia Humana. Argumentación teórica / Learning objects for the study of Human Ontogeny. Theoretical argument

Introducción: con la apertura a las Tecnologías de la Informática y las Comunicaciones en el país y principalmente en el sistema educacional se han desarrollado estrategias para mejorar la calidad de las clases en las aulas cubanas. Los objetos de aprendizaje constituyen actualmente una poderosa herramienta de apoyo a la docencia por lo que es necesario profundizar en su estudio desde la perspectiva pedagógica. Con el objetivo de argumentar sobre los referentes teóricos de los objetos de aprendizaje para el estudio de la Ontogenia Humana se realizó esta revisión bibliográfica. Desarrollo: la asignatura Ontogenia Humana y SOMA es nueva dentro del plan de estudio, por ello está en pleno desarrollo la creación de medios para el aprendizaje, que se sustenten en la didáctica especial como elemento de la creatividad pedagógica de los profesores, siendo necesario argumentar los referentes teóricos de los objetos de aprendizaje, su evolución en el proceso enseñanza–aprendizaje en las Ciencias Médicas. Caracterización, ventajas y desventajas. Conclusiones: los Objetos de Aprendizaje brindan la posibilidad a los estudiantes de interactuar y dinamizar los procesos, potenciando las actividades educativas, lo que resulta de gran utilidad para fortalecer los contenidos de Ontogenia Humana(AU)

Introduction: with the opening to Information Technology and Communications in the country and mainly in the educational system, strategies have been developed to improve the quality of classes in Cuban classrooms. Learning objects are currently a powerful tool to support teaching, so it is necessary to deepen their study from a pedagogical perspective. With the aim of arguing about the theoretical references of learning objects for the study of Human Ontogeny, this bibliographic review was carried out. Development: the subject Human Ontogeny and SOMA is new within the study plan, for this reason the creation of means for learning is in full development, which are based on special didactics as an element of the pedagogical creativity of teachers, being necessary to argue the theoretical references of learning objects, their evolution in the teaching-learning process in Medical Sciences. Characterization, advantages and disadvantages. Conclusions: the Learning Objects provided the possibility for students to interact and streamline the processes, enhancing educational activities, which is very useful to strengthen the contents of Human Ontogeny(EU)

A novel system for teaching the in-plane vascular access technique: A simulation study.

ABSTRACT: The long-axis in-plane approach is amenable to ultrasound-guided central venous catheterization. However, the long-axis in-plane approach is considered difficult to learn because the needle should remain visible in the ultrasound beam during the procedure. We developed a novel competency-based modular system to acquire the skills for the long-axis in-plane approach. The purpose of this study is to evaluate the efficacy of this system.The study was approved by the local ethics committee. Participants performed ultrasound guided venous catheterization (pre-test), attended a 2-hour hands-on session with the teaching system and were then evaluated again (posttest). The teaching system is a simulator device consisting of an ultrasound probe, a simulated vessel, a needle, and an endoscope connected to a computer to visualize the image inside the simulated vessel. The success rate, visualization of the needle tip, and puncture accuracy were measured before and after training. The puncture accuracy was determined by evaluating the distance of the needle tip and needle shaft from the center of a simulated vessel. Primary outcomes were the success rate and the puncture accuracy. The secondary outcome was needle tip visualization. McNemar test was used to analyze success rate and needle tip visualization. Tukey test was used to analyze puncture accuracy. A P value <.05 was considered statistically significant.Forty-seven participants were enrolled in this study. The success rate was significantly increased (pre-test 79%, posttest 94%, P = .04). Ultrasound images from 42 participants were analyzed for puncture accuracy. Puncture accuracy significantly increased for needle tip distance (P = .03), but not shaft distance (P = .1). The needle tip visualization was significantly improved (P = .02).A novel competency-based teaching system was constructed in a step-by-step manner, which improved needle tip visualization and puncture accuracy, with a higher success rate.