Da oralidade para a autoestima cidadã: a temática da humanização no ensino da odontologia / From orality to citizen self-esteem: the theme of humanization in dentistry teaching

Este trabalho teve como o objetivo comparar dois Projetos Políticos Pedagógicos, descrever e analisar o desenvolvimento da visão humanística no curso de graduação em Odontologia da Universidade Federal Fluminense, a partir da ótica dos acadêmicos do referido curso. Realizou-se uma pesquisa descritivo-exploratória com enfoque quanti-qualitativo. A coleta de dados deu-se em 03 etapas, as duas primeiras por meio de categorização dos fatores selecionados pelos alunos e a terceira pelo método denominado grupo focal. As estratégias de análises utilizadas foram a categorização, operações estatísticas simples, análise temática e análise crítica com a literatura revisada. Entre os resultados da pesquisa têm-se: não existe diferença entre a visão humanística dos alunos no período inicial quando comparada com as dos alunos no final do período do ciclo profissional no Projeto Pedagógico Antigo, no Projeto Pedagógico Novo, em curso, os alunos demonstram em sua maioria estar voltados para uma visão mais humanística. Conclui-se que a humanização, do processo ensino-aprendizagem no contexto acadêmico pesquisado, apresenta ainda deficiências, constituindo-se, portanto, em um caminho a perseguir, onde o comprometimento de todos os envolvidos neste processo de transformação e formação tem um papel fundamental.

The aim of this paper was to compare two Pedagogical Political Projects, to describe and analyze the development of humanistic vision in the undergraduate course in Dentistry of the Federal University of Fluminense, from the perspective of the academics of this course. A descriptive-exploratory research with quantitative-qualitative approach was carried out. The data collection took place in 03 stages; the first two by categorizing the factors selected by the students and the third by the method called the focal group. The analysis strategies used were categorization, simple statistical operations, thematic analysis and critical analysis with the reviewed literature. The results of the research are: there is no difference between the humanistic view of the students in the initial period when compared to the students at the end of the professional cycle in the Pedagogical Project. In the New Pedagogical Project, in progress, students demonstrate, in majority, aimed at a more humanistic view. It is concluded that the humanization of the teaching-learning process in the researched academic context still presents deficiencies, constituting, therefore, a path to be pursued, where the commitment of all those involved in this process of transformation and formation plays a fundamental role.

Effectiveness of different strategies to teach empathy among medical students: A randomized controlled study.

OBJECTIVES: To explore the effectiveness of two educational strategies for teaching empathy to medical students, focusing on their skills and on the theoretical knowledge and self-perception of empathy by patients, professors, and observers. METHODS: This is a randomized controlled study. Clerkship students were divided into two groups: an active group - Role Play and Reflection Group(RRG), and a more traditional group - Lecture Presentation Group(LPG). They were assessed pre- and post-intervention using the Jefferson Empathy Scale(JSPE), ESWIM Empathy Scale, CARE, empathic skills through simulated patient encounters, and a theoretical knowledge test. RESULTS: A total of 169 students were included. The RRG had higher scores (d=0.81) and greater gains (d=0.82) in empathic skills than the LPG. However, there were no significant differences in knowledge or other scales. Upon assessing skill acquisition (Post-Pre gains), there was a significant increase in both groups for all outcomes, except for JSPE in the LPG group and ESWIM for both groups. CONCLUSION: Medical empathy can be taught, and active learning methodologies can lead to better outcomes, especially on the ability to provide empathic care. PRACTICE IMPLICATIONS: These findings reinforce existing literature and helps medical schools make informed decisions regarding their teaching methodologies. TRIAL REGISTRY: https://ensaiosclinicos.gov.br/rg/RBR-8rwx89c.

Teaching the distribution of pulmonary blood flow using a Starling resistor model and turbine flowmeters.

The distribution of pulmonary blood flow is uneven and can be described as a three-zone model, the West zones: zone 1 occurs whenever alveolar pressure exceeds arterial pressure; zone 2 when the arterial pressure is greater than alveolar but the alveolar pressure exceeds the venous pressure; and finally zone 3 when both arterial and venous pressures exceed alveolar pressure. Consequently, the blood flow is almost determined by the difference between the arterial and venous pressures in zone 3 and between arterial and alveolar pressures in zone 2 and ceases in zone 1. The understanding of this subject may be difficult to some medical students. Therefore, to improve the learning of this topic in our physiology course, we used a didactic model to demonstrate the core concept of flow down gradients and its application to pulmonary blood flow. We modeled a Starling resistor by placing a collapsible tube inside a hermetic chamber of variable pressure. Transparent turbine flowmeters were connected to the upstream and downstream extremities of the Starling resistor, and we generated a constant airflow with a brushless motor. By maintaining the input (arterial) pressure constant and varying the chamber (alveolar) pressure, we could simulate the three zones and demonstrate the resulting flow through the turbines. In conclusion, our demonstration using a Starling resistor model combined with visible turbine flowmeters can be used to facilitate comprehension of important concepts in physiology involving flow down gradients, such as pulmonary blood flow.NEW & NOTEWORTHY The understanding of respiratory physiology is a challenge to medical students. To improve the learning of pulmonary blood flow distribution through lung vessels in our physiology course, we modeled a Starling resistor model combined with visible turbine flowmeters. Our model can significantly improve the core concept of flow down gradients teaching and its application to West zones.

Effectiveness of teaching and evaluation methods of clinical competencies for pharmacy: A systematic review.

BACKGROUND: This review aimed to analyze the effectiveness of the teaching and assessment methodologies used to develop fundamental clinical skills in pharmacist who are training in patient care. METHODS: SCOPUS, EMBASE, ERIC, and PubMed were searched for original studies that featured randomized controlled trials as the study design published until March 2024. The search and extraction process followed PRISMA Guidelines. RESULTS: The database search resulted in 2954 articles, of which 14 met the inclusion criteria. Four studies developed and tested interactive web-based software as the teaching methodologies. Eight studies applied simulation to their teaching and/or evaluation strategies. Two articles used high fidelity simulation, and the remaining studies used standardized patients associated with other teaching and evaluation techniques. The simulation methodologies were more effective than the conventional ones in three studies. In the other studies, the interventions were as effective or better than the control, albeit there no meaningful differences between the methods. In the studies that focused on the assessment methods, immediate feedback was preferred by students over delayed feedback. Additionally, the tested assessment tool, General Level Framework, proposed a pragmatic assessment from which the individual's training needs were identified. CONCLUSION: Few studies involved the objective quantification of learning beyond pre- and post-intervention knowledge tests. Proper assessment in pharmaceutical education requires expansion beyond the administration of student satisfaction, self-efficacy research tools, and knowledge assessments, and should encompass an examination of clinical performance and critical thinking.

Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training.

BACKGROUND: Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training. OBJECTIVE: To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice. METHOD: 157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice. RESULTS: Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers. CONCLUSION: These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources.

Reflective practice of nurse residents in the teaching-learning process in teaching hospitals.

OBJECTIVE: To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil. METHODS: Case study, based on the reflective practice framework, conducted in two teaching hospitals. Observation and interviews were conducted with first and second-year residents, and five participants were included for in-depth analysis, with their data subjected to frequency distribution analysis and Critical Discourse Analysis. RESULTS: In 519 observed activities, elements of reflection were identified in 22.2%, especially active listening and expression of doubts. Discourses indicated practice as the best moment for teaching-learning due to its potential to generate reflections. Learning by doing and case discussion were considered potential strategies for reflective learning. CONCLUSION: Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action.

Avaliação da literacia em saúde entre professores e profissionais de saúde do Programa Saúde na Escola, Bahia, Brasil / Assessment of health literacy among teachers and health professionals of the School Health Program, Bahia, Brazil / Evaluación de la alfabetización em salud entre profesores y profesionales de la salud en el Programa de Salud Escolar, Bahía, Brasil

Objetivou-se avaliar o nível de literacia em saúde de profissionais de saúde e professores do ensino funda-mental que atuam no Programa Saúde na Escola. Estudo transversal, analítico, realizado em um município do interior da Bahia, com profissionais de saúde do Programa Saúde da Família e professores do ensino fundamental de escolas públicas. A literacia em saúde foi mensurada por uma escala e associada a variá-veis sociodemográficas, laborais e formativas, quando p=0,05. O nível de literacia em saúde foi suficiente para 84,3% dos participantes, principalmente entre os profissionais de saúde (89,3%). Pretos e pardos, casados/vivem com companheiro, graduação/especialização, maior tempo de atuação no cargo e últimos treinamentos entre 1 e 2 anos associaram-se a níveis insuficientes de literacia em saúde. O emaranhado de variáveis associadas à literacia revela a complexidade e as peculiaridades para as profissões consideradas e a necessidade de educação permanente em saúde.

The objective was to evaluate the level of health literacy of health professionals and elementary school teachers who work in the School Health Program. Cross-sectional, analytical study, carried out in a municipality in the interior of Bahia, with health professionals from the Family Health Program and elementary school teachers from public schools. Health Literacy was measured using a scale and associated with sociodemographic, work and training variables, when p=0.05. The level of health literacy was sufficient for 84.3% of participants, mainly among health professionals (89.3%). Black and brown people, married/living with a partner, graduation/specialization, longer experience in the position and last training between 1 and 2 years were associated with insufficient levels of health literacy. The tangle of variables associated with literacy reveals the complexity and peculiarities of the professions considered and the need for ongoing health education.

El objetivo fue evaluar el nivel de alfabetización en salud de los profesionales de la salud y profesores de educación básica que actúan en el Programa de Salud Escolar. Estudio analítico transversal, realizado en un municipio del interior de Bahía, con profesionales de la salud del Programa Salud de la Familia y profesores de enseñanza básica de escuelas públicas. La alfabetización en salud se midió mediante una escala y se asoció con variables sociodemográficas, laborales y de capacitación, cuando p=0,05. El nivel de alfabetización sanitaria fue suficiente para el 84,3% de los participantes, principalmente entre los profesionales de la salud (89,3%). Las personas negras y de color, casadas/viviendo con una pareja, graduación/especialización, mayor experiencia en el puesto y última capacitación entre 1 y 2 años se asociaron con niveles insuficientes de alfabetización en salud. La maraña de variables asociadas a la alfabetización revela la complejidad y peculiaridades de las profesiones consideradas y la necesidad de una educación sanitaria continua.

A relevância da disciplina presencial de libras no curso de graduação em enfermagem / The relevance of the face-to-face Libras course in the undergraduate nursing course

O trabalho teve como objetivo identificar a relevância atribuída pelos alunos do curso de Graduação em Enfermagem ao aprendizado da Língua Brasileira de Sinais, de forma presencial, caracterizando os aspectos positivos e negativos das estratégias de ensino e mensurar a percepção dos alunos em relação aos princípios de inclusão social. Trata-se de uma pesquisa exploratória e descritiva, de recorte retrospectivo com abordagem quantitativa, escolhermos a escala Likert como instrumento da pesquisa. Analisa-mos que os alunos, a partir do conhecimento teórico e prático refletem sobre a importância do ensino da língua de sinais, como inclusão e acessibilidade durante o curso de Enfermagem e com impacto para a prática profissional. Concluímos que a pesquisa contribuirá para delinear metas e compreender a demanda do aprendizado da língua de sinais, para que possamos aplica-lo em outras formas de multiplicar esses aprendizados para demais áreas do conhecimento.(AU)

The aim of the work was to identify the relevance attributed by students of the Undergraduate Nursing course to learning Brazilian Sign Language, in person, characterizing the positive and negative aspects of teaching strategies and measuring students' perception in relation to the principles of social inclusion. This is an exploratory and descriptive research, with a retrospecti-ve approach and a quantitative approach. We chose the Likert scale as the research instrument. We analyzed that students, based on theoretical and practical knowledge, reflect on the importance of teaching sign language, such as inclusion and accessibility during the Nursing course and with an impact on professional practice. We conclude that the research will contribute to outlining goals and understanding the demand for learning sign language, so that we can apply it in other ways of multiplying this learning to other areas of knowledge.(AU)

El objetivo del trabajo fue identificar la relevancia atribuida por estudiantes de la carrera de Graduación en Enfermería al aprendizaje presencial de la Lengua de Signos Brasileña, caracterizando los aspectos positivos y negativos de las estrategias de enseñanza y midiendo la percepción de los estudiantes en relación a los principios de inclusión social. Se trata de una investigación exploratoria y descriptiva, con enfoque retrospectivo y enfoque cuantitativo. Se eligió como instrumento de investigación la escala Likert. Analizamos que los estudiantes, a partir de conocimientos teóricos y prácticos, reflexionan sobre la importancia de la enseñan-za de la lengua de signos, como la inclusión y accesibilidad durante la carrera de Enfermería y con impacto en la práctica profesional. Concluimos que la investigación contribuirá a trazar objetivos y comprender la demanda de aprendizaje de la lengua de signos, de modo que podamos aplicarla en otras formas de multiplicar este aprendizaje a otras áreas del conocimiento.(AU)

Socioemotional Skills in the Teaching-Learning Process Mediated by Medium- and High-Fidelity Clinical Simulation in Nursing Students: Protocol for a Scoping Review.

BACKGROUND: In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks. OBJECTIVE: The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students. METHODS: The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students. RESULTS: The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned. CONCLUSIONS: Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals. TRIAL REGISTRATION: Open Science Framework p4ays; https://osf.io/p4ays. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/56436.

The pivotal role of clinical tutorial teaching in knowledge construction.

Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.

The Effect of the Team Members Teaching Design vs. Regular Lectures method on the Self-efficacy of the Multiple sclerosis Patients in Iran. Randomised Controlled Trial.

Objective: This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods: This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results: Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion: Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.

10.17533/udea.iee.v42n2e16.

Objective: To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods: A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results: Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion: Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

Nursing students' perception: Escape Room use in teaching leadership skills.

OBJECTIVES: to understand nursing students' perception regarding Escape Room use to develop leadership skills. METHODS: a qualitative exploratory-descriptive study, with 97 nursing students. Escape Room game sessions were held, totaling ten. Subsequently, a debriefing and analysis was carried out using the Discourse of the Collective Subject method, through the focus group technique. Ethical procedures were respected. RESULTS: students' perceptions about using this methodology to develop leadership skills were positive and significant. The effectiveness of the game in teaching and developing these skills in nursing practice stands out. FINAL CONSIDERATIONS: the game was an effective active methodology in approaching the proposed content, promoting satisfaction and easy assimilation.

Agentes de realce de ultrassom: relato dos nossos primeiros 20 casos / Ultrasound enhancement agents: report of our first 20 cases

RESUMO: A utilização de agentes de realce de ultrassom (ARUS) alcançou um papel bem estabelecido na ecocardiografia. Vários motivos como; desconhecimento do perfil de segurança, dúvidas sobre o seu custo/benefício, ou desconhecimento da curva de aprendizado; podem ter levado à subutilização em populações de pacientes com probabilidade de obter benefícios. OBJETIVO: Documentar a primeira experiencia na utilização de ARUS em ecocardiografia, de médicos sem experiencia prévia no método. MÉTODOS: Após ampla revisão da literatura, cinco médicos realizaram 20 exames no período de junho/2023 até março/2024. Foi utilizado agente SONOVUE® (hexafluoreto de enxofre ­ Bracco), com pulsos de ultrassom de baixa energia (índice mecânico de 0,2) e na fase de perfusão, pulsos de alta energia ultrassônica (índice mecânico de 0,8). Em média foram utilizados 2 ml de ARUS por paciente. Nenhum paciente teve reação adversa durante ou após a administração. RESULTADOS: Casos em que o uso de ARUS acrescentou informação diagnóstica: Paciente com cardiopatia catecolaminérgica, paciente com antecedente de infarto apical e presença de trombo em ventrículo esquerdo, paciente com diagnóstico de miocardiopatia hipertrófica com acometimento de VD, Paciente com diagnóstico de miocardiopatia hipertrófica septal assimétrica, paciente com antecedente de osteosarcoma com metástase em pulmão, foi evidenciado trombo em ventrículo direito, paciente com mixoma em átrio esquerdo, paciente com sarcoma em ventrículo direito. Todos os casos de massar intracardíacas tiveram diagnóstico confirmado por RMN e/ou biopsia. Além desses casos o ARUS forneceu imagens de qualidade superior para realce de bordas e avaliação de volumes e fração de ejeção em exames em repouso e eco estresse farmacológico. CONCLUSÃO: Uma intervenção de ensino em ARUS, simples e formalizada pode melhorar a avaliação da anatomia biventricular, da contratilidade segmentar, de volumes e de fração de ejeção, assim como avançar no diagnóstico das massas intracardíacas. Esta intervenção fornece imagens de qualidade superior, serve como uma ferramenta prática para documentar e melhorar a qualidade dos laudos, reduz potencialmente a repetição de exames, a necessidade de complementação com outros métodos de imagem e o tempo entre o diagnóstico e o início do tratamento. O interesse da equipe após a exposição do conteúdo, adequação dos recursos e utilidade apresentados foram fatores determinantes na realização dos exames.

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study / Evaluación de las habilidades docentes en el aula de los estudiantes universitarios de enfermería con el instrumento OSTE: Un estudio cuasiexperimental / Avaliação das competências docentes em sala de aula de estudantes universitários de enfermagem com o instrumento OSTE: um estudo quase-experimental

Objective.To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Original article Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom.Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

Objetivo. Evaluar las habilidades pedagógicas de los estudiantes de tercer curso de enfermería de la Universidad de Yangzhou (China). Métodos. En este estudio se empleó un diseño cuasi-experimental multisitio. Por muestreo por conveniencia se seleccionaron 55 participantes. Se empleó la escala Examen Objetivo Estructurado de la enseñanza(OSTE- Objective Structured Teaching Evaluation, en inglés) para evaluar las habilidades pedagógicas. La evaluación abarcó cuatro estaciones distintas: Análisis de los antecedentes de la enseñanza (E1), Presentación del plan de la lección (E2), Clase simulada (E3) y Reflexión sobre la enseñanza (E4). Antes de la evaluación, los instructores asignaron tareas a los estudiantes que debían realizar en las cuatro estaciones. Resultados. Participaron en la investigación 55 estudiantes de enfermería con un promedio de edad fue de 21.3±0.7 años y predominó el sexo femenino (78.2%). La puntuación media más alta se alcanzó en la E1 (83.1), seguida por E2 y E3 (82.5 y 82.3, respectivamente, mientras que la puntuación media más baja se registró en la E4 (79.6). En la E3 los instructores asignaron puntuaciones más bajas en comparación a las autorreportadas por los estudiantes estandarizados en términos de organización de la enseñanza, características de la enseñanza y rendimiento general (p<0.05). Más del 80% de los estudiantes se mostraron totalmente de acuerdo y recomendaron el OSTE como método principal para evaluar las habilidades docentes en el aula. Conclusión. Se identificaron en los estudiantes participantes las deficiencias en las habilidades pedagógicas; esta información permitirá realizar intervenciones específicas para mejorar situaciones específicas de la situación encontrada. El instrumento OSTE fue un método útil para la valoración de las habilidades pedagógicas de los estudiantes universitarios de enfermería.

Objetivo. Avaliar as competências pedagógicas dos estudantes do terceiro ano de enfermagem da Universidade de Yangzhou (China). Métodos. Um desenho quase-experimental multisite foi utilizado neste estudo. Por amostragem de conveniência, foram selecionados 55 participantes. A escala Objective Structured Teaching Evaluation (OSTE) foi utilizada para avaliar as competências pedagógicas. A avaliação abrangeu quatro estações distintas: Análise do percurso docente (E1), Apresentação do plano de aula (E2), Aula simulada (E3) e Reflexão sobre o ensino (E4). Antes da avaliação, os instrutores atribuíram tarefas aos alunos, que deveriam completar as quatro estações consecutivamente. Resultados. Participaram da pesquisa 55 estudantes de enfermagem com idade média de 21.3±0.7 anos e predominou o sexo feminino (78.2%). A maior pontuação média foi alcançada em E1 (83.1), seguida de E2 e E3 (82.5 e 82.3, respectivamente, enquanto a menor pontuação média foi registrada em E4 (79.6). Em E3 os instrutores atribuíram pontuações mais autorrelatado por alunos padronizados em termos de organização do ensino, características de ensino e desempenho geral (p<0.05). Mais de 80% dos alunos concordaram fortemente e recomendaram o OSTE como principal método para avaliar habilidades de ensino em sala de aula. Conclusão. Foram identificadas deficiências nas competências pedagógicas dos alunos; esta informação permitirá realizar intervenções específicas para melhorar situações específicas da situação encontrada. O instrumento OSTE foi um método útil para avaliar as competências pedagógicas de estudantes universitários de enfermagem.

Low-cost cold porcelain anatomical models: An affordable complementary teaching tool.

BACKGROUND: Human cadavers are an important component of anatomy education; however, they have limitations. In this scenario, alternative artificial models emerge to complement teaching and enable learning in environments with scarce resources. The following study aims to demonstrate the elaboration of handmade cold porcelain models and their acceptance by medical students in a Brazilian university. APPROACH: A cross-sectional study was carried out with 70 first-year medical students using quantitative and qualitative analysis. The students' evaluation was analysed through an online questionnaire with a Likert scale and an open-ended question. The present study was approved by the local Research Ethics Committee. Five models were produced with cold porcelain and resin. EVALUATION: Qualitative evaluation highlighted the ease and practicality of the models. Students agree with the idea that the use of cadavers and handmade anatomical pieces contribute to their learning, that the handmade models are very similar to the human body, and they strongly agree that the use of both made it easier to understand the content. However, they also see the models as complementary materials, disagreeing with the idea that they are the best or the only ways to teach. In the word cloud, the words "unreal" and "complement" are often highlighted converging to the idea that was also observed in the quantitative analysis that handmade models are a complementary teaching tool. IMPLICATIONS: Cold porcelain handmade models enable the democratisation of anatomy teaching; hence, they are low-cost, easy to access, and allow the reproducibility of anatomical structures by each student. Anatomical models that emerge, such as handmade models, are an important complement to anatomy education and a solution for places with scarce resources.

Impact of the educational setting on the teaching and learning of the equine distal limb ultrasonography.

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

Cardiovascular Risk and Lifestyle: comparison between teaching workers in Portugal and Brazil.

OBJECTIVE: Compare Cardiovascular Risk between workers in Brazil and Portugal who work in the teaching context and its relationship with Lifestyle and Common Mental Disorder. METHODS: Cross-sectional study that compared the cardiovascular health conditions of teaching workers in Manaus (Brazil) and Coimbra (Portugal). The odds ratio between groups was estimated. RESULTS: The differences were: Smoking and hypercholesterolemia in participants from Portugal. Hypertension, chronic disease, increased abdominal perimeter, common mental disorder, and absence from work in Brazil. The variables with the greatest effect for high cardiovascular risk were: Country-Portugal [17.273 (95%CI1.538-193.951)], sex-male [61.577 (95%CI5.398-702.469)] and smoking [593.398 (95%CI57.330-6.142.020)]. CONCLUSION: The differences in risk between groups showed that participants from Portugal, men, with high blood pressure and/or smokers are the most vulnerable to having a cardiovascular event. There is a need for interventions to promote cardiovascular health in the workplace in both countries.

Interactive Atlas of the Canine Brain, Heart and Kidney Created from Plastinated Samples

SUMMARY: Currently, training in the field of anatomy requires the implementation of learning and knowledge technologies (TAC). Therefore, the objective of this work was to use digital images taken of plastinated canine brains, hearts, and kidneys to create an interactive atlas that facilitates the teaching-learning of the anatomy of these organs. The research was carried out in 3 phases. In the first, canine brains, hearts and kidneys were obtained using the cold-temperature silicone plastination. In the second stage, photographs were taken, the images were edited with Adobe Photoshop and converted to SVG format using Adobe Illustrator. During the last phase, the 2D atlas was created using MongoDB and Node.js for the backend and Vue.js as the framework for the frontend. In addition, it was used three.js to render the 3D models. As a result, the 'Interactive Canine Atlas', ATINCA, was created. The atlas comprises 27 interactive images and 27 in atlas mode view (28 of the brain, 20 of the heart, and 6 of the kidney). Furthermore, the atlas features 3D models of the three organs. The developed atlas constitutes the first digital tool created in Ecuador based on local institutional needs, including a 3D format. Consequently, ATINCA will be integrated into the curricula as a digital material that will facilitate significant autonomous and collaborative learning of canine anatomical knowledge.

Actualmente, la formación en el campo de la anatomía requiere la implementación de tecnologías del aprendizaje y el conocimiento (TAC). Por ello, el objetivo del trabajo fue utilizar imágenes digitales tomadas de cerebros, corazones y riñones caninos plastinados para crear un atlas interactivo que facilite la enseñanza-aprendizaje de la anatomía de estos órganos. La investigación se llevó a cabo en tres fases. En la primera se obtuvieron cerebros, corazones y riñones caninos mediante la técnica de plastinación con silicona al frío. En la segunda etapa se tomaron fotografías, las imágenes se editaron con Adobe Photoshop y se convirtieron a formato SVG con Adobe Illustrator. Durante la última fase, se creó el atlas 2D usando MongoDB y Node.js para el backend y Vue.js como framework para el frontend. Además, se utilizó three.js para renderizar los modelos 3D. Como resultado se creó el Atlas Interactivo del Canino, ATINCA. El atlas cuenta con 27 imágenes interactivas y 27 en vista modo atlas (28 del cerebro, 20 del corazón y 6 del riñón). Además, el atlas presenta modelos 3D de los tres órganos. El atlas desarrollado constituye la primera herramienta digital creada en el Ecuador con base en necesidades institucionales locales y donde se incluye el formato 3D. Con lo cual, ATINCA podrá incorporarse en las mallas curriculares como material digital que facilitará el aprendizaje autónomo y colaborativo significativo de conocimientos anatómicos de los órganos caninos.