Uso de la imagen como herramienta de enseñanza aprendizaje en peritonitis aguda / The use of images as tools for teaching and learning about acute peritonitis

Introducción: La imagen como medio de enseñanza constituye un recurso de aprendizaje muy empleado en la cirugía general. Objetivo: Exponer la utilidad de la imagen digital como medio de enseñanza ilustrativa en la peritonitis aguda. Métodos: Se realizó una investigación de desarrollo en el Hospital Clínico Quirúrgico Docente Dr. Ambrosio Grillo Portuondo de Santiago de Cuba, desde enero hasta julio de 2020. Se utilizaron como métodos teóricos la sistematización y el histórico-lógico; y como empíricos, el vivencial y la observación, con la práctica atencional-docente de la autora. Resultados: La experiencia práctica contextualizada de la autora en el escenario hospitalario diverso de atención clínico quirúrgica a pacientes con peritonitis aguda permitió constatar el uso de la imagen digital estática y dinámica como herramienta de enseñanza-aprendizaje de la enfermedad. El carácter científico y pedagógico de las imágenes tomadas a este tipo de enfermo incrementó la habilidad diagnóstica y terapéutica en los residentes de cirugía. Conclusiones: La imagen digital como medio de enseñanza ilustrativo de la peritonitis aguda constituye un recurso de aprendizaje de incuestionable valor. Su utilidad, pertinencia y factibilidad incrementan la motivación de los residentes de cirugía en pos de lograr una formación académica integral(AU)

Introduction: Images as teaching aids are learning resources widely used in the field of general surgery. Objective: To show the usefulness of digital images as illustrative teaching tools in acute peritonitis. Methods: A developmental research was carried out at Dr. Ambrosio Grillo Portuondo Clinical Surgical Teaching Hospital, of Santiago de Cuba, from January to July 2020. The historical-logical and systematization methods were used as theoretical methods, while the experiential and observation methods were used as empirical methods, together with the healthcare provision and teaching practice of the author. Results: The contextualized practical experience of the author in the diverse hospital setting of clinical-surgical care for patients with acute peritonitis allowed confirming the use of static and dynamic digital images as tools for teaching and learning about the disease. The scientific and pedagogical character of the images taken of this type of patients increased the diagnostic and therapeutic skills among surgery residents. Conclusions: Digital images as illustrative aids for teaching acute peritonitis are learning resources of unquestionable value. Their usefulness, relevance and feasibility increase the motivation of surgery residents, in view of achieving comprehensive academic training(AU)

Body painting e body projection: simulação no ensino-aprendizagem em enfermagem / Body painting and body projection: simulation in nursing teaching-learning / Body painting y body projection: simulación en la enseñanza-aprendizaje de la enfermería

Objetivo: relatar a experiência da utilização das tecnologias body painting e body projectioncomo ferramentas facilitadoras do processo ensino-aprendizagem na perspectiva de docentes de Enfermagem durante o ensino do exame físico cardiovascular. Método: relato de experiência de estratégia facilitadora aplicada ao processo de ensino-aprendizagem do exame físico cardiovascular durante o curso de graduação em Enfermagem de uma universidade privada de São Paulo­Brasil. Resultados: participaram da experiência 40 estudantes, dois professores, um artista plástico e dois modelos que receberam a pintura corporal. O uso das referidas tecnologias suscitou reflexões sobre a possibilidade de utilizá-las como ferramentas para o ensino de forma lúdica e eficaz, otimizando o contexto acadêmico formal. Conclusão: as ferramentas body painting e body projection, de acordo com a percepção dos docentes, facilitam o processo de ensino-aprendizagem do exame físico cardiovascular, uma vez que aproximam a teoria da prática e permitem, aos estudantes, associações visuais que superam as tradicionais barreiras de ensino-aprendizagem.(AU)

Objective: to report the experience of using the body painting and body projection technologies as facilitating tools in the teaching-learning process from the perspective of Nursing professors during teaching of the cardiovascular physical examination. Method: an experience report of a facilitating strategy applied to the teaching-learning process corresponding to the cardiovascular physical examination in the Nursing undergraduate course at a private university from São Paulo, Brazil. Results: a total of 40 students, two professors, one plastic artist and two models on whom body painting was applied took part in the experience. Use of the aforementioned technologies raised reflections about the possibility of employing them as tools for playful and effective teaching, optimizing the formal academic context. Conclusion: according to the professors' perception, the body painting and body projection tools facilitate the teaching-learning process corresponding to the cardiovascular physical examination, as they bring the theory closer to the practice and allow students to make visual associations that overcome the traditional teaching-learning barriers.(AU)

Objetivo: informar sobre la experiencia del uso de las tecnologías de body painting y body projection como herramientas facilitadoras del proceso de enseñanza-aprendizaje desde la perspectiva de los profesores de enfermería durante la enseñanza del examen físico cardiovascular. Método: informe de experiencia de estrategia facilitadora aplicada en el proceso de enseñanza-aprendizaje del examen físico cardiovascular durante el curso de graduación en enfermería de una universidad privada de São Paulo- Brasil. Resultados: participaron en la experiencia 40 alumnos, dos profesores, un artista plástico y dos modelos que recibieron la pintura corporal. El uso de estas tecnologías suscitó reflexiones sobre la posibilidad de utilizar ambas como herramientas para la enseñanza de forma lúdica y eficaz, optimizando el contexto académico formal. Conclusión: las herramientas de body painting y body projection, según la percepción de los profesores, facilitan el proceso de enseñanza-aprendizaje del examen físico cardiovascular, ya que aproximan la teoría a la práctica y permiten a los alumnos realizar asociaciones visuales que superan las barreras tradicionales de enseñanza-aprendizaje.(AU)

Año 1932: descripción inicial detallada de la enteritis regional / Year 1932: The first detailed description of regional enteritis

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Uso de cómics para la formación médica en contenidos de migraciones internacionales y salud / Use of comics in medical education in international migration and health

INTRODUCCIÓN: El estudio de las migraciones internacionales y sus relaciones con salud-enfermedad-atención en Chile es un foco relevante en la actualidad. El objetivo que se planteó fue analizar cómics efectuados por estudiantes de medicina para conocer los mensajes en ellos sobre salud y migraciones, además de la percepción respecto a su uso educativo. Sujetos y métodos: Estudio cualitativo que considera la descripción y la interpretación de cómics realizados por estudian-tes de medicina de la Universidad de Valparaíso para aprobar un curso de interculturalidad y salud siguiendo los principios de análisis fotográfico. Se evalúa la percepción de su uso para el aprendizaje en la asignatura, obtenido de grupos foca-les, y se realiza posteriormente análisis de contenido. La participación fue anónima y voluntaria. RESULTADOS: Los cómics dan cuenta de una realidad migratoria personificada en población haitiana. La barrera idiomática, el hacinamiento en que viven y las dificultades para encontrar trabajo o atención frente a una enfermedad dentro del sistema de salud son algunas de las características expresadas por los estudiantes. El uso de esta herramienta para la evaluación del curso fue novedoso, aunque encontró resistencia en un inicio. Favorece el trabajo en equipo y la humanización de la medicina. Da cuenta además del aprendizaje de contenidos. CONCLUSIÓN: El uso de cómics en estudiantes de medicina contribuye al aprendizaje de migraciones internacionales y de salud y a la humanización de la medicina

INTRODUCTION: Research on international migration and their relationship with health-disease-care in Chile is currently relevant. This study was aimed to analyze comics made by medical students, in order to know the messages about health and migrations and the perception with respect to their use in education. Subjects and methods: Qualitative study that analyzed comics made by medical students from the University of Valparaíso, as a requisite to pass a course about intercultural health. The principles of photographic analysis were employed to describe and interpret the comics. Focus groups and content analysis were used to identify the perceptions with respect to the use of comics as a learning tool in the course. Participation was voluntary and anonymous. RESULTS: Comics expressed a migrant reality personified in Haitian people. Language barriers, overcrowding, limited access to job and difficulties to obtain health care are characteristics expressed by the students. Although innovative, the use of comics as an assessment tool was initially resisted. It was perceived as promoting teamwork and humanization of medicine. It was also considered that comics could reflect the contents learned. CONCLUSION: The use of comics in medical students contributes to education in international migrations and health and to the humanization of medicine

Anatomy theaters in the history and teaching of surgery.

The study of anatomy has played a large part in the progress of scientific observation throughout the centuries and was pivotal in elevating anatomy from the magical thinking of the Hippocrates era and freeing it from subservience to medicine which was all-powerful in the past. Anatomy theaters appeared in Northern Italy in the 14th century and developed in Western Europe from the early 16th century to the beginning of the 19th century. Anatomy theaters lived their golden age in France during the 18th century when the Royal Academy of Surgery (Académieroyaledechirurgie) was created in 1743. These theaters were open to the public, and therefore offered the double vocation of teaching and public entertainment: they were used to teach anatomy and surgery to students and surgeons and offered distraction for the well-informed public that was fascinated by death, ever-present and familiar to all. Anatomical dissection accomplished a double ritual: the "profane" ritual of valorization of scientific knowledge and the "sacred" ritual, where mankind, obsessed with death, respected the human body considered as a divine image. Anatomy theaters declined as they became overshadowed by progress in anatomical teaching using well-illustrated works in well-equipped medical schools while exhibition of anatomic oddities for public amusement was relegated to fairs and circus sideshows. Nonetheless they opened the way to modern anatomo-clinical methods and surgery.

Diagram comprehension ability of college students in an introductory biology course.

College biology courses commonly use diagrams to convey information. These visual representations are embedded in course materials with the expectation that students can comprehend and learn from them. Educational research, however, suggests that many students have difficulty understanding diagrams and the conventions (e.g., labels, arrows) they contain. The present study evaluates biology students' ability to comprehend scientific diagrams and the diagram characteristics that affect this comprehension. Participants were students in a physiology course who completed a multiple-choice test of diagram comprehension ability (DCA) (Cromley JG, Perez TC, Fitzhugh SL, Newcombe NS, Wills TW, Tanaka JC. J Exp Educ 81: 511-537, 2013). We coded the conventions used in each test diagram and used these codes to capture the diagram characteristics of conventions and complexity. Descriptive analyses examine students' ability to understand scientific diagrams and which diagram characteristics cause the most difficulty. We also compared groups with low and high DCA scores to evaluate how students at different levels of comprehension ability are affected by diagram characteristics. Results show relatively poor DCA; the average total test score was only 69.5%. The conventions used in a diagram also affected diagram comprehension, and results show students had the most difficulty comprehending diagrams using a letter or numbering system, where arbitrary letters/numbers were used to signify objects and diagrams using cut-outs that showed cross sections and magnified interior views. Additionally, students' comprehension was higher on diagrams with higher complexity (i.e., more types of conventions used), potentially indicating students are able to take advantage of the supports that different conventions provide. Implications for instruction are identified.

National guidelines and your continuing professional development.

There are several links between the national guidelines produced by the Institute of Medical Illustrators (IMI), the development of evidence-based practice and continuing professional development (CPD). This includes their development, research and testing in practice, their use either to support the development of best practice or their direct implementation. This paper suggests a number of ways to engage with the guidelines to support your professional learning and CPD.

Uso de colores en ilustraciones de anatomía para relacionar estructuras, función y patología en el aprendizaje de anatomía humana / Use of colors in anatomy illustrations to relate structures, function and pathology in human anatomy learning

Introducción: El aprendizaje de anatomía humana se ha realizado a lo largo de la historia, de forma teórica y práctica, a través de la disección cadavérica. Diversas teorías de aprendizaje señalan que el uso de claves de colores resulta esencial para mejorar el reconocimiento de estructuras complejas. Por este motivo, el objetivo de este artículo es presentar esta propuesta y describir algunas percepciones de los estudiantes de medicina de una universidad peruana ante esta estrategia. Sujetos y métodos: La estrategia se basa en el uso de diferentes colores para relacionar músculos con sus respectivas inserciones óseas y los nervios que los inervan. En el mismo sentido se hace uso del color para resaltar la dirección y relaciones de las arterias. En última instancia, se hace una relación de la misma clave de color con la función ejercida por determinado grupo muscular y la patología derivada del daño de dicha estructura. Para evaluar la aceptación del método y las percepciones que generó en los estudiantes, se aplicó una breve encuesta con motivos exploratorios en estudiantes de segundo a sexto año de medicina que hubieran usado estas ilustraciones. Resultados: Un 85,6% respondió que las ilustraciones 'son útiles como resumen gráfico de segmentos corporales', y un 84,9%, que 'pueden reproducirlas con facilidad y constituyen una ayuda nemotécnica en el estudio'. Conclusión: Se presenta un método sobre el uso de los colores como recurso para la relación de estructuras, función y patología en las ilustraciones de anatomía humana, el cual genera percepciones positivas en los estudiantes

Introduction: The learning of human anatomy has been carried out throughout history in a theoretical and practical way, through cadaveric dissection. Several learning theories point out that the use of color keys is essential to improve the recognition of complex structures, for this reason the objective of this article is to present this proposal, and to describe some perceptions of the medical students of a Peruvian university before this strategy. Subjects and methods: The strategy is based on the use of different colors to relate muscles with their respective bony inserts and the nerves that innervate them. In the same sense, color is used to highlight the direction and relationships of the arteries. Ultimately, a relation of the same color key is made with the function exerted by a certain muscle group and the pathology derived from the damage of said structure. To evaluate the acceptance of the method and the perceptions it generated in the students, we applied a brief survey with exploratory reasons in students from the second to the sixth year of medicine who have used these illustrations. Results: A 85.6% answered that 'they are useful as a graphic summary of body segments', and a 84.9%, that 'they can reproduce them easily, being a mnemonic aid in the study'. Conclusion: We present a method on the use of colors as a resource for the relationship of structures, function and pathology in human anatomy illustrations, which generates positive perceptions in students

Evaluation of CIAP (Clarification, Illustration, Application, Participation) as a teaching tool in rheumatology.

INTRODUCTION: The CIAP (Clarification, Illustration, Application, Participation) teaching, was adopted by our faculty since 1988. It allows a pedagogical approach favoring teacher / student contact. It puts the disciple in the center of the work. However, this method has been initiated for a long time, its actual place in our teaching is not yet well established and not all teachers adhere to it because it has never been evaluated before. AIM: To evaluate the CIAP teaching in rheumatology in abarticular shoulder pathology in DCEM1 students. METHODS: A cross-sectional study of students in DCEM1 during the internship at the Kassab institute. Students were informed about the teaching (CIAP) a week before so they could read their corresponding self-teaching module in advance. A pre-test and a post-test were prepared in advance as well as an evaluation of the teaching by the learners. RESULTS: We founded after this teaching, an improvement of the score of the pre-test with a progression of the means statistically significant (p <10-3). Concerning the assessment of CIAP teaching by our learners in terms of relevance in general, organization and implementation, it showed a majority of satisfaction with a predominance of a "2" rating according to the scale of Likert. CONCLUSION: Our work has highlighted a positive impact and a good adhesion of students to the abarticular pathology by the CIAP teaching.