The gap in technology for visitor experience in a zoo: A case study in Indonesia.

Technology has routinely been used in zoos to enhance the visitor experience, for public education and for conservation awareness. However, studies into technology-aided exhibits in zoos have thus far been limited to zoos in western society. This article reports on an Indonesian zoo deploying new technology in its exhibits and how visitors interacted with these exhibits. A case study guided both an investigation of the visitors' technology usage of zoo exhibits and zoo implementation of technological processes. Interviews with visitors, zoo staff, and managers were conducted and analyzed and these were supplemented with on-site observations. The results indicated that the majority of zoo visitors did not use the technological applications provided by the zoo. In addition, there was found to be a significant lack of staff engagement in the consultation, design, implementation, and maintenance of the technology. Correlations were found between visitors' level of technology usage, their reading of signage, their day-to-day technology usage, and their conservation knowledge. The findings suggest that an understanding of visitor' behavior, active staff engagement in the development and implementation of new technology, in addition to emotion-inducing interpretation, and purposefully guided interactions, could increase the use of technology at a zoo and thus enhance positive visitor engagement, ultimately resulting in heightened educational as well as conservational outcomes.

A mobile technology-based cooperative learning platform for undergraduate biology courses in common college classrooms.

As a high-impact educational practice, cooperative learning uses a structured group study to promote students' active learning. Currently, it lacks economical yet effective tools to facilitate the interactive nature of structured cooperative learning in regular classrooms. Here, we have established a mobile technology-based cooperative learning (MBCL) platform that comprises the 2018 iPad, Apple Pencil, LiveBoard, Google Forms, and Google Drive. We tested the MBCL platform in multiple undergraduate biology courses. During semester-long MBCL studies, the students engaged in cooperative learning to discuss a real-life issue or chapter-based contents. With the MBCL platform, the students' group study processes were shown on shared, visible electronic whiteboards that were updated in real-time, generating visible thinking and instant, interactive communication. The instructor was able to guide the students promptly to conduct knowledge integration and knowledge synthesis using tables and diagrams. The deep learning outcome was evident in the examples and quantitative analyses of students' whiteboard study results and team presentations. Thus, integrating innovative mobile technologies into high-impact teaching practices, exemplified by the MBCL platform, promotes deep learning in higher education.

Meu Estágio Enfermagem: criação e avaliação de um protótipo de aplicativo para apoio no estágio curricular supervisionado em enfermagem / My Nursing Internship: creation and evaluation of an application prototype to support the supervised curricular internship in nursing

Introdução: O estágio curricular supervisionado é um importante instrumento utilizado na formação dos profissionais de enfermagem, que visa proporcionar aos alunos o aperfeiçoamento das técnicas de enfermagem e o desenvolvimento de uma visão crítica e reflexiva da profissão. Entretanto, não são poucas as dificuldades enfrentadas pelas envolvidos ao longo deste processo, incluindo questões burocráticas, organizativas e pedagógicas. Algumas dessas dificuldades podem ser amenizadas com o uso de tecnologias educacionais digitais especialmente desenvolvidas para esse fim, uma vez que permitem acesso a informações com bases científicas, controle de horários, realização de registros e cálculos, entre outras atividades pertinentes ao estágio. Objetivo: Desenvolver e avaliar um protótipo de aplicativo educacional para apoiar alunos e docentes durante os estágios. Método: Trata-se de uma pesquisa aplicada, exploratória e descritiva, de produção tecnológica. No desenvolvimento do protótipo do aplicativo, utilizou-se como referencial metodológico o Design Thinking, para os momentos de inspiração, implementação e ideação, precedido de revisão da literatura sobre as dificuldades enfrentadas pelos alunos e docentes durante os ECS. Posteriormente, foi desenvolvida a primeira versão do protótipo para interação com especialistas em inovação e tecnologia e alunos de enfermagem, resultando na nova versão submetida à avaliação de nove juízes docentes enfermeiros, nove especialistas em informática e nove alunos do curso técnico em enfermagem. Na avaliação do protótipo foram utilizados os instrumentos System Usability Scale, Net Promoter Score e de Avaliação da Qualidade Adaptado de Sperandio (2008). Na análise dos dados foram empregadas técnicas de estatísticas descritivas. Para concordância entre os avaliadores, adotou-se a análise AC1, de acordo com Gwet (2008). Resultados: Foi desenvolvido um protótipo de aplicativo de média fidelidade, com as seguintes funcionalidades: disponibilização das escalas de estágio, chat de comunicação entre docentes e alunos, registro de presença no estágio com geolocalização, disponibilização das técnicas de enfermagem, checklist das técnicas realizadas, recurso para cálculos de medicação e gotejamento, registros de enfermagem, consulta dos planos de trabalho docente, informações para segurança do paciente, código de ética e normas e rotinas dos estágios. Com base nas avaliações foi possível considerar a viabilidade do protótipo de aplicativo. As avaliações do score SUS alcançaram o melhor resultado possível, com valores de 91,4 e 91,9 entre os alunos e enfermeiros docentes, respectivamente. O NPS ficou na zona de excelência com média de respostas 94,4. Na avaliação da qualidade nos itens funcionalidade, confiabilidade, usabilidade, eficiência, manutenibilidade e portabilidade, a média das respostas dos enfermeiros docentes, alunos e especialistas em informática ficou dentro do esperado. Importantes sugestões foram feitas e permitirão novas implementações a partir da visão dos usuários finais. A avaliação dos especialistas em informática identificou a necessidade de melhorias, sobretudo nos itens confiabilidade, eficiência, manutenibilidade e portabilidade. A avaliação da concordância evidenciou a discordância dos avaliadores, o que reitera a necessidade de aperfeiçoar versões futuras do protótipo, bem como de considerar novas avaliações. Conclusão: O protótipo de aplicativo desenvolvido tem potencial para colaborar no desenvolvimento dos ECS em enfermagem, além de apresentar caráter inovador. Além disso, considera-se relevante a avaliação futura dos aspectos pedagógicos, não contemplados neste estudo

Introduction: The supervised curricular internship is an important instrument used in the training of nursing professionals, which aims to provide students with the improvement of nursing techniques and the development of a critical and reflective view of the profession. However, there are many difficulties faced by those involved throughout this process, including bureaucratic, organizational and pedagogical issues. Some of these difficulties can be alleviated with the use of digital educational technologies specially developed for this purpose, as they allow access to scientifically based information, control of schedules, carrying out records and calculations, among other activities relevant to the internship. Objective: Develop and evaluate an educational application prototype to support students and faculty during internships. Method: This is an applied, exploratory and descriptive research of technological production. In the development of the application prototype, Design Thinking was used as a methodological framework, for moments of inspiration, implementation and ideation, preceded by a literature review on the difficulties faced by students and teachers during the ECS. Subsequently, the first version of the prototype was developed for interaction with innovation and technology specialists and nursing students, resulting in the new version being evaluated by nine nurse faculty judges, nine informatics specialists and nine students from the technical nursing course. In the evaluation of the prototype, the instruments System Usability Scale, Net Promoter Score and Quality Assessment Adapted from Sperandio (2008) were used. In the data analysis descriptive statistics techniques were used. For agreement between the evaluators, the AC1 analysis was adopted, according to Gwet (2008). Results: A prototype of a medium-fidelity application was developed, with the following features: availability of internship schedules, communication chat between professors and students, registration of internship attendance with geolocation, availability of nursing techniques, checklist of performed techniques, resource for medication and drip calculations, nursing records, consultation of teacher work plans, patient safety information, code of ethics and internship rules and routines. Based on the evaluations, it was possible to consider the feasibility of the application prototype. The evaluations of the SUS score achieved the best possible result, with values of 91.4 and 91.9 among students and teaching nurses, respectively. NPS was in the zone of excellence with an average of 94.4 responses. In assessing the quality of the items functionality, reliability, usability, efficiency, maintainability and portability, the average of the responses of professors, students and computer specialists was within expectations. Important suggestions were made and will allow new implementations from the end users' perspective. The assessment of computer specialists identified the need for improvements, especially in the items reliability, efficiency, maintainability and portability. The agreement assessment evidenced the evaluators' disagreement, which reiterates the need to improve future versions of the prototype, as well as to consider new assessments. Conclusion: The developed application prototype has the potential to collaborate in the development of ECS in nursing, in addition to presenting an innovative character. In addition, the future assessment of pedagogical aspects not covered in this study is considered relevant

Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education / Efectividad de la Autorregulación y los Serious Games Para el Aprendizaje de Conocimientos STEM en Educación Primaria

BACKGROUND: The learning of scientific and technological subjects is fundamental in the society of the 21st century. However, a gender gap is detected in the choice of degrees in these subjects. Recent studies indicate the need to take action from the primary education stage to increase student motivation towards these disciplines. METHODS: We worked with a sample of 147 students in the final years of Primary Education. SRL and serious games were applied in initial tasks to computer programming. The objectives were to study the influence of gender, environment and academic level variables on the results in the resolution of initial programming tasks and on student satisfaction with their completion. RESULTS: The mean level of results in these tasks was high (8 out of 10). However, significant differences were found for gender, academic level, and the covariate age. With respect to satisfaction, no significant differences were found except in the continuity of work. CONCLUSIONS: The use of SRL and serious play tasks promotes good levels of performance and satisfaction in all students, although differences in favour of the male gender are detected

ANTECEDENTES: el aprendizaje de materias científico-tecnológicas es fundamental en la sociedad del s. XXI. Si bien, se detecta una brecha de género en la elección de titulaciones en estas materias. Estudios recientes indican la necesidad de realizar acciones desde la etapa de Educación Primaria para aumentar la motivación de los estudiantes hacia estas disciplinas. MÉTODO: se trabajó con una muestra de 147 estudiantes de los últimos cursos de Educación Primaria. Se aplicó SRL y serious games en tareas de inicio a la programación informática. Los objetivos fueron estudiar la influencia de las variables género, entorno y nivel académico sobre los resultados en la resolución de tareas de inicio a la programación y en la satisfacción de los estudiantes con su realización. RESULTADOS: el nivel medio de resultados en estas tareas fue alto (8 sobre 10). Sin embargo, se hallaron diferencias significativas respecto de las variables género, nivel académico y efectos de la covariable edad. Relativo de la satisfacción no se hallaron diferencias significativas salvo en la continuidad de trabajo. CONCLUSIONES: la utilización de SRL y de tareas de juego serios potencia buenos niveles de rendimiento y de satisfacción en todos los estudiantes, aunque se detectan diferencias a favor del género masculino

Classification accuracy and efficiency of writing screening using automated essay scoring.

The present study leveraged advances in automated essay scoring (AES) technology to explore a proof of concept for a writing screener using the Project Essay Grade (PEG) program. First, the study investigated the extent to which an AES-scored multi-prompt writing screener accurately classified students as at risk of failing a Common Core-aligned English language arts state test. Second, the study explored whether a similar level of classification accuracy could be achieved with a more efficient form of the AES-screener with fewer writing prompts. Third, the classification accuracy of the AES-scored screeners was compared to that of screeners scored for word count. Students in Grades 3-5 (n = 185, 167, and 187, respectively) composed six essays in response to multiple writing-prompt screeners on six different randomly assigned topics, consisting of two essays in each of three different genres (narrative, informative, and persuasive). Receiver operating characteristic (ROC) curve analysis was used to assess classification accuracy and to identify multiple cut scores with associated sensitivity and specificity values, and positive and negative posttest probabilities. Results indicated that the AES-scored multi-prompt screener and screeners with fewer prompts yield acceptable classification accuracy, are efficient, and are more accurate than screeners scored for word count. Overall, results illustrate the viability of writing screening using AES.

An Educational Scenario for the Learning of the Conic Section: Studying the Ellipse with the Use of Digital Tools and Elements of Differentiated Instruction and Cognitive Neurosciences.

This study presents an educational scenario for the learning of the conic section, the ellipse. The scenario was designed based on the results of neuroeducation research and upon the principles of differentiated instruction. The proposition includes utilization of multiple representational tools as well as several tangible tools, the use of which can support the context of differentiated instruction according to the principles of cognitive neurosciences. In addition, it includes a large number of activities derived from the real world and other disciplines. The proposed scenario lasts four teaching periods, during which students will have the opportunity to discover, to experiment with, and above all to collaboratively pursue learning while choosing their own learning path in the context of differentiated instruction.

Support, technology and mental health: correlates of trainee workplace satisfaction.

INTRODUCTION: Low physician workplace satisfaction may negatively impact patient care. Dissatisfaction may begin during residency training, where trainees face lower autonomy and less control over work conditions. The theoretical and empirical literature on trainees is couched mainly in terms of burnout. Theories of satisfaction, a different construct, are derived from studies of independent physicians. Identifying specific correlates of trainee satisfaction may be a clearer path to preparing a sustainable physician workforce. METHODS: We surveyed 3300 residents and fellows (response rate of 7.2% to 46,574 surveys sent) across multiple specialties and institutions in the US. The instrument was adapted from a previous large-scale survey of physician satisfaction, with changes reflecting factors theorized to specifically affect trainee satisfaction. We applied generalized linear regression to identify correlates of higher satisfaction. RESULTS: A total of 1444 (44%) residents/fellows reported they were very satisfied and 1311 (40%) reported being somewhat satisfied. Factors associated with satisfaction included positive perceptions of supporting clinical staff, the electronic health record, and stability of personal mental health. Surprisingly, a strong negative perception of completing insurance and/or disability forms was also associated with higher satisfaction. Factors often presumed to correlate with satisfaction, such as duty hours, debt load, and specialty, did not show significant associations. DISCUSSION: Multiple workplace factors are correlated with trainee satisfaction, but they are not the factors (such as financial debt) that we initially hypothesized. The factors we identified, including clinical staff support and personal mental health, may be targets for further study and/or pilot interventions aimed at improving satisfaction.

Assessing the Role of Screencasting and Video Use in Anatomy Education.

The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today's students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.

Effect of student-directed solicitation of evaluation forms on the timeliness of completion by preceptors in the United States.

PURPOSE: Summative evaluation forms assessing a student's clinical performance are often completed at the end of a clinical experience from a faculty preceptor. In our institution, despite the use of an electronic system, completion timeliness has been suboptimal potentially limiting our ability to monitor student progress. The aim of the present study was to determine if a student-centered approach to summative evaluation form collection at the end of a pediatrics clinical experience will enhance timeliness of completion for third year medical students at Pennsylvania State College of Medicine. METHODS: This was a pre- and post-intervention educational quality improvement project focused on 156 (82 pre-intervention, 74 post-intervention) third year medical students at Pennsylvania State College of Medicinecompleting their four-week pediatric clerkship. Utilizing Research Electronic Data Capture (REDCap) informatics support, student-directed evaluation form solicitation was encouraged. Wilcoxon rank sum test was applied to compare pre-intervention (May 1, 2017 to March 2, 2018) and post-intervention (April 2, 2018 to December 21, 2018) percentages of forms completed before rotation midpoint. RESULTS: Seven hundred and forty evaluation forms were submitted during the pre-intervention phase and five-hundred and seventeen were submitted during the post-intervention phase. Form completion percentage before rotation midpoint increased after implementation of student-directed solicitation (9.6% versus 39.7%, P<0.05). CONCLUSION: Our clerkship relies on subjective summative evaluations to track student progress, employ improvement strategies, and determine criteria for advancement; however, our preceptors struggled with timely submission. Allowing students to direct the solicitation of evaluation forms enhanced the timeliness of completion at our institution and should be considered in clerkships with similar difficulties.

Validation of Brazilian educational technology for disseminating knowledge on leprosy to adolescents / Validación de tecnología educativa brasileña para difusión de conocimientos sobre lepra entre adolescentes / Validação da tecnologia educacional brasileira para disseminação de conhecimento sobre a hanseníase para adolescentes

ABSTRACT Objective: Elaborate and validate an educational technology for adolescents on leprosy, focusing on preventing the disease and reducing stigma. Method: First, a prototype of the educational technology was elaborated and later analyzed by 17 adolescents and 7 researchers' experts in the leprosy area and educational technologies who answered a questionnaire with questions related to the subject. Subsequently, the technology has been applied to 43 adolescents, and a questionnaire was handed before and after the use of the game, so that questionnaire scores were compared by a Wilcoxon paired test. Results: After the data collection with researchers and adolescents, the answers received descriptive treatment, and the Content Validity Index was calculated, which reached a good level of agreement, with an overall value (0.86), although there were improvements to the technology, based on the perceptions of researchers and adolescents. Conclusions: There was an increase in knowledge about leprosy.

RESUMEN Objetivo: Elaborar y validar una tecnología educativa sobre lepra para adolescentes, enfocada en la prevención de la enfermedad y en la reducción del estigma. Método: Inicialmente, se elaboró un prototipo de tecnología educativa, luego analizado por 17 adolescentes y 7 investigadores expertos en las áreas de lepra y tecnologías educativas. Respondieron un cuestionario con preguntas relacionadas con la temática. Posteriormente, la tecnología fue utilizada con 43 adolescentes, a los que se les entregó un cuestionario antes y después del uso del juego. Los puntajes del cuestionario fueron comparados por Prueba Pareada de Wilcoxon. Resultados: Una vez recolectados los datos de los investigadores y los adolescentes, las respuestas recibieron tratamiento descriptivo y se calculó su Índice de Validez de Contenido, que alcanzó buen nivel de concordancia en su valor global (0.86), aunque igualmente se mejoró la tecnología acorde las percepciones de investigadores y adolescentes. Conclusiones: Se aumentó el conocimiento sobre lepra.

RESUMO Objetivo: Elaborar e validar uma tecnologia educacional para adolescentes com hanseníase, focando na prevenção da doença e redução do estigma. Método: Inicialmente, um protótipo da tecnologia educacional foi elaborado, e então analisado por 17 adolescentes e 7 pesquisadores especialistas na área de hanseníase e tecnologias educacionais, que responderam a um questionário com questões relacionadas ao tema. Posteriormente, a tecnologia foi aplicada a 43 adolescentes, e um questionário foi entregue antes e após o uso do jogo, para que os escores dos questionários fossem comparados com o teste de Wilcoxon pareado. Resultados: Após a coleta de dados com os pesquisadores e adolescentes, as respostas foram submetidas a um tratamento descritivo, e o Índice de Validade de Conteúdo foi calculado, alcançando bom nível de concordância, com valor global de 0,86, embora houvesse melhorias a serem feitas na tecnologia, de acordo com as percepções dos pesquisadores e adolescentes. Conclusões: Houve um aumento no conhecimento sobre a hanseníase.

Validation of Brazilian educational technology for disseminating knowledge on leprosy to adolescents.

OBJECTIVE: Elaborate and validate an educational technology for adolescents on leprosy, focusing on preventing the disease and reducing stigma. METHOD: First, a prototype of the educational technology was elaborated and later analyzed by 17 adolescents and 7 researchers' experts in the leprosy area and educational technologies who answered a questionnaire with questions related to the subject. Subsequently, the technology has been applied to 43 adolescents, and a questionnaire was handed before and after the use of the game, so that questionnaire scores were compared by a Wilcoxon paired test. RESULTS: After the data collection with researchers and adolescents, the answers received descriptive treatment, and the Content Validity Index was calculated, which reached a good level of agreement, with an overall value (0.86), although there were improvements to the technology, based on the perceptions of researchers and adolescents. CONCLUSIONS: There was an increase in knowledge about leprosy.

Delineando criterios para la evaluación de tecnología educativa / Designating criteria for educational technology assessment

INTRODUCCIÓN: Cada año se diseñan nuevas herramientas de tecnología educativa. Los profesores de escuelas de medicina con poca experiencia en el uso de tecnología tienen dificultades para seleccionar una herramienta y estar a la vanguardia ante los retos de la educación médica moderna. El objetivo del estudio es diseñar una rúbrica para evaluar las propiedades que poseen las herramientas de tecnología educativa. De esta manera será posible para los docentes seleccionar las más versátiles y de más fácil implementación en el aula. Métodos y materiales: Los profesores expertos en tecnología educativa de la escuela de medicina de una universidad privada diseñaron una rúbrica con criterios para evaluar la tecnología considerando el tiempo de capacitación del profesor, el material educativo, la compatibilidad de dispositivos, y la interacción con el estudiante en tiempo real. RESULTADOS: Se identificaron 10 propiedades evaluables de las herramientas tecnológicas y se estableció un criterio para distinguir las herramientas más versátiles y de fácil aplicación en el aula al sumar los diferentes puntajes de la rúbrica. DISCUSIÓN: El contar con una rúbrica respaldada por la experiencia de profesores brinda la posibilidad de ayudar a otros docentes en el proceso de evaluación, selección y uso de la tecnología para crear material educativo e interactuar con los estudiantes dentro y fuera del aula

INTRODUCTION: New technology is designed and created every day. Medical school teachers have difficulty choosing technological tools to aid them in the teaching process, and at the same time keep up with the challenges of modern medical education. The objective of this study was to design a rubric to assess the characteristics of different technological tools from the educational standpoint. This would enable lecturers to identify the most versatile and easily implementable tool for the classroom. METHODS AND MATERIALS: The experts in educational technology in the school of medicine designed a rubric with the following criteria: teacher tool-training time required, educational materials available, device compatibility, and real-time interaction with the students. RESULTS: Ten assessable properties of technological tools were identified, and criteria were established for scoring versatility and ease of application in the classroom. DISCUSSION: Having an assessment tool backed up by teachers with user-focused experience, opens the possibility of helping others in the process of evaluating, selecting and using specific technology to create different educational resources and interact with their students inside and outside the classroom

Interactive 3D Visualisation of the Mammalian Circadian System.

The daily fluctuations that govern an organism's physiology and behaviour are referred to as the circadian rhythm. Dramatic changes in our internal or external environment can affect these fluctuations by causing them to shift abnormally. Chronic readjustment in circadian rhythmicity can lead to health defects that extend throughout the organism. These patterns have been known to affect nearly every facet of our health, from our mental state to our physiological wellbeing. Thus, it is important for healthcare professionals from a range of backgrounds to comprehend these connections early on in their education and incorporate this knowledge into patient guidance and treatment.Traditionally, the teaching of the circadian rhythm is undertaken by didactic teaching, 2-dimensional (2D) diagrams, and biochemical processes shown from a fixed perspective. There has been a surge in technologies used to develop educational products, but the field of the circadian rhythm has been lagging behind.Therefore, the purpose of this study was to create an interactive learning application for the end-stage user, incorporating industry standard and widely available software packages. Using a mixture of 3DS Max, Photoshop, MeshLab, Mudbox, Unity and Pro Tools, we created a fully interactive package incorporating educational resources and an interactive self test quiz section.Here, we demonstrate a simple workflow methodology that can be used in the creation of a fully interactive learning application for the circadian rhythm, and its wider effects on the human body. With a small-scale study based on feedback demonstrating positive results, and with limited resources in this field, there is enormous potential for this to be applied in the educational and wider public engagement environment related to the circadian rhythm. Indeed, this also provides an excellent framework and platform for development of educational resources for any type of field that needs modernising and updating with modern technological advances, engaging a wider audience.

Elaboration of an educational technology for ostomized patients: peristomal skin care.

OBJECTIVE: to describe the elaboration of an educational technology to support orientations on peristomal skin care for ostomized patients. METHOD: the research had a qualitative approach and used the Action-Research method; data was collected through the Focus Group technique, with eight ostomized patients. The data was analyzed through Thematic Content analysis. RESULTS: the analysis generated for categories: the educational material as source of knowledge; difficulties in the peristomal skin care; peristomal skin self-care; and educational technology for ostomized patients. Based on these data, the Educational Technology was elaborated. After its validation, it will contribute to the prevention of peristomal dermatitis. FINAL CONSIDERATIONS: we highlight the contribution of educational technologies in the context of health education and the role of this resource to promote health, prevent complications, develop skills and promote patient autonomy and confidence.

Elaboration of an educational technology for ostomized patients: peristomal skin care / Construcción de tecnología educativa para estomizados: enfoque en el cuidado de la piel periestoma / Construção de tecnologia educacional para estomizados: enfoque no cuidado da pele periestoma

ABSTRACT Objective: to describe the elaboration of an educational technology to support orientations on peristomal skin care for ostomized patients. Method: the research had a qualitative approach and used the Action-Research method; data was collected through the Focus Group technique, with eight ostomized patients. The data was analyzed through Thematic Content analysis. Results: the analysis generated for categories: the educational material as source of knowledge; difficulties in the peristomal skin care; peristomal skin self-care; and educational technology for ostomized patients. Based on these data, the Educational Technology was elaborated. After its validation, it will contribute to the prevention of peristomal dermatitis. Final considerations: we highlight the contribution of educational technologies in the context of health education and the role of this resource to promote health, prevent complications, develop skills and promote patient autonomy and confidence.

RESUMEN Objetivo: describir la construcción de una tecnología educativa para mediar la orientación sobre los cuidados con la piel periestoma de personas estomizadas. Método: la investigación fue de abordaje cualitativo, utilizando el método de la Investigación-Acción; la recolección de los datos se dio a través de la técnica del Grupo Focal con ocho estomizados. El análisis de los registros fue de Contenido del tipo Temática. Resultados: el análisis originó cuatro categorías: el material educativo como fuente de conocimiento; dificultades para el cuidado con la piel periestoma; autocuidado con la piel periestoma; y tecnología educativa para estomizados. A partir de esos datos fue posible la construcción de la Tecnología Educativa, que tras su validación contribuirá en la prevención de la dermatitis periestoma. Consideraciones Finales: se hace relevante la contribución de tecnologías educativas escritas en el contexto de la educación en salud y el papel de ese recurso para promover la salud, prevenir complicaciones, desarrollar habilidades y favorecer la autonomía y confianza del paciente.

RESUMO Objetivo: descrever a construção de uma tecnologia educacional para mediar à orientação sobre os cuidados com a pele periestoma de pessoas estomizadas. Método: a pesquisa foi de abordagem qualitativa - utilizando o método da Pesquisa-Ação - a coleta dos dados deu-se através da técnica do Grupo Focal com oito estomizados. A análise dos registros foi de Conteúdo do tipo Temática. Resultados: a análise originou quatro categorias: o material educativo como fonte de conhecimento; dificuldades para o cuidado com a pele periestoma; autocuidado com a pele periestoma; e tecnologia educacional para estomizados. A partir desses dados foi possível a construção da Tecnologia Educacional, que após sua validação contribuirá na prevenção da dermatite periestoma. Considerações finais: torna-se relevante a contribuição de tecnologias educativas escritas no contexto da educação em saúde e o papel desse recurso para se promover a saúde, prevenir complicações, desenvolver habilidades e favorecer a autonomia e confiança do paciente.

Value of Electronic Educational Media in Combatting Parasitic Diseases.

Parasitic diseases have plagued mankind throughout history, and even today parasites continue to cause disease, disability and death in millions of people worldwide. Targeted electronic educational media for bringing awareness to local inhabitants of endemic communities, including public health practitioners, are vital tools in the battle against parasitic diseases.

Educational technologies for health education on stroke: an integrative review.

OBJECTIVE: to identify in the scientific literature the educational technologies used in the health education process related to stroke. METHOD: integrative review, whose eligibility criteria of the articles were: match the keywords "health education" and "stroke"; be a research paper; be in Portuguese, English and Spanish; be available electronically in the databases LILACS, PubMed/Medline, Scopus and CINAHL; year of publication between 2000 and 2016. RESULTS: 24 publications were found. The analysis was carried out by means of analytical and interpretive readings. There were many educational technologies used in the health education process for stroke. FINAL CONSIDERATIONS: the printed material for general public stood out, aiming to the recognition of alert signs of the disease and the emergency decision-making before suspicious cases of the disease.

Educational technology to mediate care of the "kangaroo family" in the neonatal unit.

OBJECTIVE: to validate the content of an educational technology in the form of a booklet developed to mediate care of family members of newborns hospitalized in a neonatal unit. METHOD: Methodological research with content validation. Data collected from October 2011 to February 2012; research developed in three steps: development, evaluation and adaptation. The study population was 15 judges, health professionals and other professionals. The participants answered a Likert-type questionnaire with 3 blocks of evaluative items. Data were analyzed statistically. RESULTS: validation reached the results proposed in most responses (80%); 16 items exceeded the parameter, 4 were equal to the score established and 2 were below the parameter. CONCLUSION: the content of educational technologies need to be validated. The booklet, after the evaluation, constitutes an adequate device to mediate care of the family members in the NICU.

Blockchain Technology: A Data Framework to Improve Validity, Trust, and Accountability of Information Exchange in Health Professions Education.

Health professions educators face multiple challenges, among them the need to adapt educational methods to new technologies. In the last decades, multiple new digital platforms have appeared in the learning arena, including massive open online courses and social-media-based education. The major critique of these novel methods is the lack of the ability to ascertain the origin, validity, and accountability of the knowledge that is created, shared, and acquired. Recently, a novel technology based on secured data storage and transmission, called blockchain, has emerged as a way to generate networks where validity, trust, and accountability can be created. Conceptually, blockchain is an open, public, distributed, and secure digital registry where information transactions are secured and have a clear origin, explicit pathways, and concrete value. Health professions education based on blockchain will potentially allow improved tracking of content and the individuals who create it, quantify educational impact on multiple generations of learners, and build a relative value of educational interventions. Furthermore, institutions adopting blockchain technology would be able to provide certification and credentialing of health care professionals with no intermediaries. There is potential for blockchain to significantly change the future of health professions education and radically transform how patients, professionals, educators, and learners interact around safe, valid, and accountable information.