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1.
Movimento (Porto Alegre) ; 25(1): e25066, jan.- dez. 2019.
Artigo em Inglês | LILACS | ID: biblio-1047349

RESUMO

The aim of this paper is to substantiate the educational potential of sport in PE programs at school and to explore how critical sport pedagogy can contribute to these programs. To this end, the main ideas behind critical-emancipatory movements in Germany over the past 40 years are investigated and outlined. Due to the absence of a holistic approach, the focus of the current concept of educative PE in Germany is twofold: to educate toward sport and to educate through sport. In line with this concept, sport in society needs to be addressed without simply being adopted as a model. Following these core assumptions, this paper puts forward the thesis that sport has the potential to empower children to deal with their increasingly complex and contingent lifeworlds, which is important when facing future challenges such as social issues and, thus, provides pedagogical legitimization of PE as a school subject


O objetivo desse artigo é evidenciar o potencial educacional do esporte em programas de Educação Física na escola e explorar como a pedagogia crítica do esporte pode contribuir para esses programas. Para este fim, as principais ideias pressupostas nos movimentos crítico-emancipatórios de Alemanha, nas últimas quatro décadas, são investigadas e delineadas. Graças à ausência de uma abordagem holística, o propósito atual de Educação Física na Alemanha é duplo: educar para o esporte e educar através do esporte. Segundo esse conceito, o esporte na sociedade precisa ser problematizado sem ser apenas assumido como um modelo. Conforme essas premissas centrais, esse texto trabalha com a tese de que o esporte tem o potencial de empoderar crianças para lidar com seus mundos cada vez mais complexos e contingentes, o que é importante para enfrentar os futuros desafios como uma questão social e, portanto, oferecer a legitimação pedagógica da Educação Física como matéria escolar


El objetivo de este artículo es evidenciar el potencial educacional del deporte en programas de Educación Física en la escuela y explorar como la pedagogía crítica del deporte puede contribuir a estos programas. Para este fin, las principales ideas presupuestas en los movimientos crítico-emancipatórios de Alemania en las últimas cuatro décadas son investigadas y delineadas. Debido a la ausencia de un abordaje holístico, el propósito del actual concepto de Educación Física educativa en Alemania es duplo: educar para el deporte y educar a través del deporte. Según este concepto, el deporte en la sociedad necesita ser problematizado sin ser solamente asumido como un modelo. De acuerdo con esas premisas centrales, este artículo trabaja con la tesis de que el deporte tiene el potencial de empoderar niños para tratar con sus mundos cada vez más complejos y contingentes, lo que es importante para enfrentar los futuros desafíos como una cuestión social y, por lo tanto, ofrecer legitimación pedagógica de la Educación Física como materia escolar


Assuntos
Humanos , Masculino , Feminino , Educação Física e Treinamento , Valores Sociais , Esportes , Ensino/educação
2.
Movimento (Porto Alegre) ; 25(1): e25068, jan.- dez. 2019.
Artigo em Inglês, Português | LILACS | ID: biblio-1047353

RESUMO

Este artigo objetiva discutir alguns dilemas e desafios da pedagogia crítica da Educação Física, considerando, para tanto, a paisagem cognitiva e política contemporânea. Assim o faz a partir da eleição de três temas condutores. O primeiro deles discute o status da própria noção de crítica e seus reflexos no plano social e epistemológico. O segundo problematiza as condições da normatividade no âmbito da pedagogia crítica. O último deles reflete sobre o "dilema culturalista" das perspectivas críticas em Educação Física, representado pelo "problema da articulação" entre a linguagem e o corpo


The aim of this paper is to discuss some dilemmas and challenges in critical pedagogy for Physical Education regarding the contemporary cognitive and political landscape. Three main themes organise our discussion. The first one is the status of the notion of "critical" and its possible effects in the social and epistemological sphere. The second topic problematizes the conditions of the normative knowledge in critical pedagogy. The last theme provides a reflection on the "cultural dilemma" of the critical perspectives in Physical Education, represented by the "problem of articulation" between language and body


Este artículo tiene por objetivo discutir algunos dilemas y desafíos de la pedagogía crítica de la Educación Física, considerando, para esto, el paisaje cognitivo y político contemporáneo. Se desarrolla a partir de tres temas conductores. El primero discute el status de la propia noción de crítica y sus reflejos en el plano social y epistemológico. El segundo problematiza las nociones de la normatividad en el plan de la pedagogía crítica. El último reflexiona sobre el "dilema culturalista" de las perspectivas críticas en Educación Física, representado por el "problema de la articulación" entre lenguaje y cuerpo


Assuntos
Humanos , Masculino , Feminino , Educação Física e Treinamento , Ensino/educação , Corpo Humano
3.
Cuad. Hosp. Clín ; 60(2): 32-38, dic. 2019. ilus.
Artigo em Espanhol | LILACS | ID: biblio-1046719

RESUMO

INTRODUCCIÓN: la cátedra de pediatría con apoyo del Instituto de Investigación en Salud y Desarrollo de la UMSA, ha elaborado un módulo de enseñanza teórico práctico para brindar conocimiento científico actualizado sobre alimentación y nutrición del menor de dos años. Durante la última gestión universitaria se ha incursionado en la enseñanza virtual para incrementar el tiempo de lectura, y contar con mayor espacio para las actividades prácticas. MÁTERIALES Y MÉTODOS: el objetivo de este artículo es identificar las fortalezas y debilidades del proceso de enseñanza y aprendizaje (PEA) combinado; usando metodología cuantitativa (pre y post-prueba) y cualitativa (grupo focal). Se contó con un total de 39 estudiantes. La prueba de conocimientos post intervención tuvo un puntaje de 771 mayor que la previa (p=0,000 ((IC 95% 642,35 - 901,23); y se respondió en menor tiempo (-219,43 segundos p=0.0000 (IC 95% (146,98 ­ 291,88). Un 81% de estudiantes estaba en el límite o por encima de lo que se consideró mínimo adecuado de facilidades informáticas. El grupo focal evidencio dificultades en el portal virtual, como muchos pasos para el ingreso, la saturación del servicio y otras; se dieron múltiples sugerencias para mejorar el módulo. RESULTADOS: este estudio demuestra que además de adquirir conocimientos, los estudiantes se han involucrado en los diferentes aspectos PEA; en base a sus sugerencias se ha comenzado a realizar cambios incluyendo la introducción de herramientas digitales de uso colaborativo como Wiki. CONCLUSIÓN: se concluye que el PEA combinado aplicado en la catedra de pediatría de la UMSA mejora la adquisición de conocimientos y prácticas sobre lactancia materna y alimentación complementaria del menor de dos años.


INTRODUCTION: the pediatric department with the support of the Institute of Research in Health and Development of the UMSA has developed a practical and theoretical teaching module to provide updated scientific knowledge on food and nutrition for children under two years of age. During the last university year, virtual teaching has been introduced to increase reading time, and to have more space for practical activities. MATERIAL AND METHODS: the objective of this article is to identify the strengths and weaknesses of the combined Learning Teaching Process using quantitative (pre and post-test) and qualitative methodology (focus group); 39 students participated in the study. In the post-intervention knowledge test obtained a score of 771 higher than the one prior to intervention (p = 0.000 ((95% CI 642.35 - 901.23), and spent shorter time in answers (-219.43 seconds p = 0.0000 (95% CI % (146.98 - 291.88). A total of 81% of students were in the limit or above what was considered adequate or minimum computer facilities. The focus group evidenced difficulties in the virtual portal, as many steps for the entrance, the saturation of the service and others, multiple suggestions were given to improve the module. RESULTS: this study shows that in addition to acquiring knowledge, students have been involved in the different aspects of the Teaching Learning Process (TLP). Based on their suggestions, changes such as the introduction of collaborative digital tools (Wiki) have been made. CONCLUSIONS: the article concludes indicating that the combined TLP applied in the pediatric department of the UMSA improves the students' acquisition of knowledge and practices on breastfeeding and complementary feeding of the child two years.


Assuntos
Ensino/educação , Educação Superior , Aprendizagem
4.
PLoS Comput Biol ; 15(10): e1007433, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31671097

RESUMO

Teaching well is a craft like any other, and success often comes from an accumulation of small improvements rather than from any single large change. This paper describes 10 practices you can use when teaching programming (and other subjects). All are easy to adopt and have proven their value in institutional classrooms, intensive workshops, and other settings.


Assuntos
Ensino/educação , Humanos , Ensino/psicologia
5.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(5): 211-217, sept.-oct. 2019. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-187493

RESUMO

Introducción: Como parte de las actividades de perfeccionamiento académico del Departamento de Ciencias Médicas, se aplicó un cuestionario a médicos especialistas en cirugía de la carrera de medicina de la Universidad de Antofagasta que desarrollan actividades curriculares en el ámbito clínico o teórico en el internado de cirugía y asignaturas clínicas del plan de estudios, con el fin de caracterizar su experiencia en docencia universitaria. Sujetos y métodos: Estudio cuantitativo transversal de carácter exploratorio y descriptivo, en el que participaron 13 médicos cirujanos especialistas que cumplen labores docentes en el internado de cirugía y asignaturas clínicas de la carrera de medicina de la Universidad de Antofagasta. El procedimiento de recogida de información consistió en una encuesta descriptiva. Resultados: La mayoría de los docentes posee trayectoria en docencia entre 1 y 15 años; no obstante, es importante realizar perfeccionamiento académico considerando que un 53,8% refiere no poseer capacitaciones en docencia, lo que se refleja en una mayor utilización de estrategias de aprendizaje y de evaluación tradicionales. Además, las necesidades de capacitación aluden a estrategias metodológicas de enseñanza y de evaluación. Conclusión: La investigación realizada da cuenta de la oportunidad del Departamento de Ciencias Médicas para capacitar en habilidades pedagógicas a sus docentes médicos especialistas en cirugía, para la adopción de estrategias metodológicas y evaluativas centradas en el estudiante


Introduction: As part of the academic improvement activities of the Department of Medical Sciences, a questionnaire was applied to medical specialists in surgery of the medicine career of the University of Antofagasta, who develop curricular activities in the clinical and/or theoretical field in the internship of surgery and clinical subjects of the plan of studies, to characterize their experience in university teaching. Subjects and methods: A cross-sectional quantitative study of an exploratory-descriptive nature, in which 13 specialized surgeon physicians participated in teaching at the surgery board and clinical subjects of the medicine career at the University of Antofagasta. The information collection procedure consisted of a descriptive survey. Results: Most teachers have a teaching career between 1 and 15 years, however, it is important to perform academic improvement, considering that 53.8% say they do not have teaching skills, which is reflected in a greater use of learning strategies and traditional evaluation. In addition, the training needs refer to methodological strategies of teaching and evaluation. Conclusion: The research carried out shows the opportunity of the Department of Medical Sciences to train their teaching physicians specialized in surgery in pedagogical skills, for the adoption of methodological and evaluative strategies centered on the student


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Aptidão , Ensino/educação , Educação Médica , Capacitação Profissional , Chile , Estudos Transversais , Inquéritos e Questionários , Cursos de Capacitação
6.
Rev. Hosp. Ital. B. Aires (2004) ; 39(3): 86-93, sept. 2019. graf., tab.
Artigo em Espanhol | LILACS | ID: biblio-1048273

RESUMO

Introducción: en el proceso de enseñanza-aprendizaje existen múltiples conflictos al momento de seleccionar el tipo de evaluación que debería aplicarse a estudiantes de Medicina. Nuestro objetivo es comparar diferencias en la media de notas de tres modalidades de examen (oral, escrito para desarrollar y preguntas de opción múltiple) para así determinar cómo estas podrían afectar el desempeño de los estudiantes de Medicina en el campo de la Farmacología. Material y métodos: estudio cuasi experimental con una intervención no aleatorizada en una muestra por conveniencia de estudiantes de Medicina. A fin de evaluar diferencias en la media de notas se hizo un análisis ANOVA para muestras pareadas y luego los correspondientes tests de T para muestras pareadas. Resultados: enrolamos inicialmente a 36 estudiantes; 7 fueron excluidos (4 por ausencia y 3 por abandono), y se obtuvieron 29 participantes. La media de notas del examen oral y la de preguntas de opción múltiple fueron ambas significativamente superiores a la del examen escrito para desarrollar (oral vs. escrito: diferencia 1,8 puntos; IC 95% 0,8 a 2,7; p < 0,01; opción múltiple vs. escrito: diferencia 2,1 puntos; IC 95% 1,4 a 2,9; p < 0,01). No hubo diferencias estadísticamente significativas entre las notas medias del examen oral y del examen de preguntas de opción múltiple (p = 0,37). Conclusión: los estudiantes de Medicina obtienen peores notas en el examen escrito para desarrollar en Farmacología, en relación con los exámenes oral y de preguntas de opción múltiple. Esto posiblemente se asocie al hecho de que aquella modalidad es menos frecuentemente empleada en la carrera de Medicina. (AU)


Introduction: in the teaching-learning process, there are many problems in the selection of the most suitable type of exam for evaluating medical students. Our target was to compare differences in the average grade of medical students upon taking three different types of exam (oral, written, and multiple-choice questions) to determine how these different types of exam may affect the performance of medical students in the area of Pharmacology. Material and methods: we conducted a quasi experimental study by applying a non-randomized intervention to a convenience sample of medical students. To evaluate differences in the average grades among three groups, an ANOVA analysis was applied followed by paired T-tests. Results: we initially enrolled 36 students; 7 were excluded (4 were absent and 3 abandoned the intervention), arriving at a total sum of 29 participants. The average grades of the oral exam and multiple-choice questions were both significantly higher than the written exam (oral vs. written: difference 1.8 points; 95%CI 0.8 to 2.7, p < 0.01; multiple-choice vs. written: difference 2.1 points, 95%CI 1.4 to 2.9, p < 0.01). There were no significant differences between the average grades on the oral exam and the multiple-choice exam (p = 0.37). Conclusion: medical students have worse grades on written exams in Pharmacology, as compared to oral and multiple-choice exams. This could possibly be associated with the fact that this type of exam is less frequently applied in Medical School. (AU)


Assuntos
Humanos , Masculino , Feminino , Adulto , Adulto Jovem , Farmacologia/educação , Avaliação Educacional/estatística & dados numéricos , Habilidades para Realização de Testes/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Ensino/educação , Questões de Prova , Desempenho Acadêmico/estatística & dados numéricos , Aprendizagem
8.
Biochem Mol Biol Educ ; 47(5): 493-497, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31390135

RESUMO

Just as students undergo "learning progressions" in moving from naivety to mastery of biochemical topics, faculty experience "teaching progressions" as they experiment with pedagogy, listen to students' feedback, and become members of a community of educators. An important element of both teaching and learning is assessment. Good assessment tools reflect the value we place on thoughtful instruction and in-depth thinking. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):493-497, 2019.


Assuntos
Bioquímica/educação , Aprendizagem , Ensino/educação , Docentes , Retroalimentação , Humanos , Estudantes
9.
Biochem Mol Biol Educ ; 47(6): 632-637, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31403746

RESUMO

Genomics is a core course for bioscience-majored undergraduates in many universities. However, the teaching of genomics faces many challenges such as the need for rapid updating of related knowledge, content overlap between genomics and molecular biology, lack of motivation of students in the traditional passive classroom-learning model, the difficulty of presenting omics data analysis processes through lectures, and the challenges of developing the research abilities of senior students. Here we report our updated genomics course design and the teaching practices we used to address these issues, including: use of the presentation-assimilation-discussion (PAD) pedagogy and opportunities for students to practice real data analysis and intensive reading of research papers. The resultant positive outcomes and problems are also discussed. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):632-637, 2019.


Assuntos
Genômica/educação , Aprendizagem , Ensino/educação , Currículo , Humanos , Estudantes , Universidades
10.
Mol Biol Cell ; 30(13): 1575-1577, 2019 06 15.
Artigo em Inglês | MEDLINE | ID: mdl-31194669

RESUMO

Each faculty recruiting season, many postdocs ask, "What is a chalk talk?" The chalk talk is many things-a sales pitch, a teaching demonstration, a barrage of questions, and a description of a future research program. The chalk talk is arguably the most important component of a faculty search interview. Yet few postdocs or grad students receive training or practice in giving a chalk talk. In the following essay, I'll cover the basics of chalk talk design and preparation.


Assuntos
Ensino/educação , Comunicação , Humanos , Projetos de Pesquisa , Estudantes , Ensino/tendências
11.
Biochem Mol Biol Educ ; 47(5): 560-564, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31188537

RESUMO

Individualized instruction of biochemistry has been a promising alternative to large lecture format classes at our institution. The challenge, however, is that individualized instruction courses have larger staff requirements, which can be infeasible under the current scope of educational budget and human resource constraints. In this article, we highlight how we have met those larger staff requirements in a sustainable way by utilizing undergraduate teaching assistants. We also provide an effective framework for recruiting, training, and utilizing undergraduate teaching assistants, which can be replicated in other contexts. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):560-564, 2019.


Assuntos
Bioquímica/educação , Avaliação Educacional , Docentes/educação , Aprendizagem Baseada em Problemas , Ensino/educação , Currículo , Humanos , Universidades
12.
PLoS Biol ; 17(6): e3000312, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-31173580

RESUMO

The MooSciTIC project is a capacity-building initiative targeting West African research scientists and higher education teachers. The project aimed to improve the self-reliance of researchers and upgrade research practices by providing on-site summer schools on trans-disciplinary topics such as scientific writing, communication, and integrity. Here, we explain how this program was designed and implemented and share the positive responses from our trainees, hoping to inspire similar initiatives.


Assuntos
Pessoal de Laboratório/educação , Pesquisadores/educação , Ensino/educação , África Ocidental , Comunicação , Humanos , Pobreza , Instituições Acadêmicas
13.
Biochem Mol Biol Educ ; 47(5): 581-588, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31225950

RESUMO

One of the well-accepted ways of introducing undergraduates to the method of scientific inquiry is to introduce them to primary literature. A matter of concern is that undergraduate students of Indian universities are generally not trained to read primary literature. We combined traditional teaching and student-centered approach in a 3-day module for introducing first-year students to critical reading of primary literature. This article describes the design of the module, the method of assessment of student performance, the learning outcomes, and student feedback. We received positive feedback from students and observed significant improvement in their understanding of the rationale and results of the research paper under consideration. The module may be viewed as an example of a simple introductory activity to enthuse and initiate college students to scientific thinking and research paper reading. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):581-588, 2019.


Assuntos
Leitura , Ciência/educação , Estudantes , Ensino/educação , Adolescente , Adulto , Currículo , Humanos , Estudantes/psicologia , Universidades , Adulto Jovem
14.
PLoS Biol ; 17(6): e3000348, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-31242174

RESUMO

Technological breakthroughs in the past two decades have ushered in a new era of biomedical research, turning it into an information-rich and technology-driven science. This scientific revolution, though evident to the research community, remains opaque to nonacademic audiences. Such knowledge gaps are likely to persist without revised strategies for science education and public outreach. To address this challenge, we developed a unique outreach program to actively engage over 100 high-school students in the investigation of multidrug-resistant bacteria. Our program uses robotic automation and interactive web-based tools to bridge geographical distances, scale up the number of participants, and reduce overall cost. Students and teachers demonstrated high engagement and interest throughout the project and valued its unique approach. This educational model can be leveraged to advance the massive open online courses movement that is already transforming science education.


Assuntos
Educação/métodos , Disseminação de Informação/métodos , Robótica/educação , Adolescente , Automação , Relações Comunidade-Instituição/tendências , Farmacorresistência Bacteriana Múltipla , Feminino , Humanos , Internet , Masculino , Instituições Acadêmicas , Estudantes , Ensino/educação , Tecnologia
15.
PLoS One ; 14(6): e0218869, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31242248

RESUMO

This paper analyses the representations and discourse of 41 trainee teachers on the inclusion of gaming elements in education and their potential contribution to covering social problems in the curriculum, and to education on and for gender equality between men and women. The study follows the principles of mixed methods research, based on the transcription, coding, categorisation, and analysis of data obtained from 34 semi-structured interviews and two focus groups, in addition to their descriptive quantitative analysis. The results showed optimum reception of gamification as a useful formative strategy in the various stages of education and that it can be validly used to include gender as a category of analysis in the teaching of social sciences.


Assuntos
Ciências Sociais/educação , Ensino/educação , Adolescente , Adulto , Currículo , Estudos de Avaliação como Assunto , Feminino , Identidade de Gênero , Humanos , Masculino , Problemas Sociais , Apoio ao Desenvolvimento de Recursos Humanos/métodos , Adulto Jovem
16.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 51-54, jun. 2019.
Artigo em Espanhol | LILACS | ID: biblio-1047857

RESUMO

La devolución facilitadora, también conocida como feedback, es una herramienta fundamental de la evaluación formativa, mediante la cual el docente le acerca al alumno información sobre su desempeño con el objetivo de destacar fortalezas, identificar debilidades y planificar cómo superarlas. La forma en la cual se lleva a cabo es fundamental y tiene un impacto directo sobre el resultado del proceso. El objetivo de este trabajo es abordar conceptualizaciones sobre la retroalimentación formativa a partir de un relato autobiográfico de una docente en el ámbito de la salud que involucra la enseñanza clínica en la sala de internación de residentes de Dermatología. El análisis de las experiencias previas de la evaluación formativa a la luz de los conocimientos construidos durante la formación como docente, pone en evidencia que es crucial que se aprenda a educar y a dar feedback para poder contar con herramientas que permitan acompañar a los alumnos en la construcción del conocimiento. (AU)


Formative feedback is considered an important tool of formative evaluation, that allows the teacher to provide information to the students about their performance, in order to highlight their strengths, identify weaknesses and plan how to overcome them. The way in which this is carried out is fundamental and has a direct impact on the outcome of the process. We sought to evaluate the perceptions and ideas on the training feedback loop, based on the autobiographical report of a Senior Faculty whose core activities are directed towards the teaching of Medical Residents and Dermatology trainees. The analysis of past experiences in light of knowledge constructed while becoming a Teacher shows the crucial need and interrelationship of teaching and timely feedback. The latter provide much needed tools for Students during their learning process. (AU)


Assuntos
Humanos , Educação Baseada em Competências/métodos , Educação Profissionalizante/métodos , Avaliação Educacional/métodos , Feedback Formativo , Estudantes de Medicina , Ensino/educação , Medicina Clínica/educação , Dermatologia/educação , Capacitação Profissional , Docentes de Medicina/educação , Capacitação de Professores/tendências , Internato e Residência/métodos
17.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 55-59, jun. 2019. graf.
Artigo em Espanhol | LILACS | ID: biblio-1047950

RESUMO

En vista de la transformación que se está produciendo en la educación universitaria en general y en la educación para profesionales de la salud en particular, el Instituto Universitario del Hospital Italiano plantea un cambio curricular para la carrera de Medicina. Esto implica, una forma de cambio sociocultural profunda, que afecta los distintos aspectos de la vida institucional. Se propone dejar atrás, el "sistema flexneriano" de enseñanza, proponiendo el sistema Aprendizaje Basado en Problemas (ABP), sumado a talleres y laboratorios donde el conocimiento y las habilidades se irán adquiriendo con diferente grado de complejidad en forma espiralada. El Laboratorio de Práctica Profesional (LPP) es el espacio y el ambiente educacional donde ocurre la máxima integración, trabajando sobre todos los conocimientos necesarios para llevar adelante la actividad profesional correspondiente. En el primer módulo, el enfoque fue guiado, fundamentalmente, hacia lo comunicacional persiguiendo como objetivo que el alumno desarrolle habilidades que le permitan establecer una adecuada relación médico-paciente-familia, así como vínculos adecuados con el equipo de trabajo y la comunidad . Se evaluó el taller en sí mismo y a los tutores mediante encuestas a los estudiantes, y estos últimos a su vez fueron evaluados periódicamente por los tutores y al final del módulo con un examen escrito y un examen tipo evaluación clínica objetiva estructurada. Por lo trabajado creemos que el LPP, como estrategia de enseñanza, contribuye a la formación de habilidades complejas; el resultado de las evaluaciones y el feedback rsultan indispensables para establecer un plan de mejoras. (AU)


In view of the transformation that is taking place in university education in general and in education for health professionals in particular, it is that the University Institute of the Italian Hospital proposes a curricular change for the Medicine career. This implies a socio-cultural change that affects the different aspects of institutional life. It is proposed to leave behind the "Flexnerian system", proposing a system based on: Problem Based Learning, in addition to workshops and laboratories where knowledge and skills will be acquired with a different degree of complexity in spiral form. The Professional Practice Laboratory is the space and educational environment where maximum integration occurs, working on all the necessary knowledge to carry out the corresponding professional activity. In the first module the focus was guided, fundamentally, to the communicational pursuing as objective: that the student develops skills that allow him to establish an adequate doctor-patient-family relationship, as well as adequate links, with the work team and the community. The evaluation was carried out to workshop itself and to the tutors through students' quiz. The students were periodically evaluated by the tutors and at the end of the module with a written exam and a structured Objective Clinical Evaluation type test. For what we have worked to this moment, we believe that: The laboratory of professional practice, as a teaching strategy, contributes to the formation of complex skills; being the result of the evaluations and the feedback, fundamental to establish an improvement plan. (AU)


Assuntos
Humanos , Educação Baseada em Competências/métodos , Aprendizagem Baseada em Problemas/métodos , Educação Médica/métodos , Educação de Graduação em Medicina/métodos , Relações Médico-Paciente , Ensino/educação , Universidades/tendências , Mentores/educação , Características Culturais , Avaliação Educacional/métodos , Capacitação Profissional , Habilidades Sociais , Feedback Formativo , Capacitação de Professores/tendências , Hospitais Universitários/tendências
19.
Index enferm ; 28(1/2): 56-60, ene.-jun. 2019.
Artigo em Espanhol | IBECS | ID: ibc-184985

RESUMO

Objetivo principal: El objetivo es presentar algunas reflexiones sobre las teorías del aprendizaje, así como problematizar sus posibles implicaciones pedagógicas en los contextos de salud y de asistencia en Enfermería. Metodología: Estudio teórico, a partir de la revisión narrativa de la literatura científica. Resultados principales: Se presentan las nociones de aprendizaje y desarrollo a partir de diferentes espectros teóricos, como los de autores ligados al cognitivismo, al procesamiento de información ya los de base histórico-cultural, referenciales que fundamentan muchos de los saberes en el campo de la educación en salud. Los límites, similitudes, contrapuntos y alcances de estos enfoques son presentados y discutidos. Conclusión principal: Se concluye con la necesidad de una práctica de educación en salud que sea histórica y que dialogue con la comunidad, sus conocimientos previos y etnoteorías, a fin de promover actuaciones que consideren y corporifiquen una noción más integral y humanizada de cuidado en salud


Objective: The aimis to present some reflections on the theories of learning, as well as to problematizeits possible pedagogical implications in the contexts of health and nursing care. Methods: Theoretical study, based on a narrative review of the scientific literature. Results: The notions of learning and development are presented from diferente approaches, such as those related to cognitivism, information processing, and those with a historical-cultural basis, which are the basis for many of the knowledge in the field of health education. Limits, similarities, counterpoints, and scopes of the se approaches are presented and discussed. Conclusions: It concludes with the need for a practice of health education that is historicized and that dialogues with the reference community, its previous knowledge and ethnoteories, in order to promoteactions that consider and embody a more integral and humanized notion of health care


Assuntos
Humanos , Educação em Enfermagem , Ensino/educação , Ensino/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Educação em Saúde , Desenvolvimento Humano , Promoção da Saúde , Aprendizagem/métodos , Escolaridade
20.
J Food Sci ; 84(6): 1239-1246, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31066914

RESUMO

Proper food safety training is essential to decrease incidences and overall rates of foodborne illnesses and outbreaks. Though many commercial restaurants should provide proper food safety training to food handler employees, this training is not always offered or effective. Here, we summarize the results of a primary literature study concerning the effectiveness of food safety training in commercial settings. The literature chosen for review contained only studies with experimental food safety training, with before and after training data. Through evaluation of these studies, the best practice for ensuring effective training and follow-through were the use of food safety training programs, which incorporated both knowledge and behavior-based training. PRACTICAL APPLICATION: Food safety managers in food service establishments may consider reevaluating their current food safety training program to incorporate behavioral-based food safety training in addition to knowledge-based training.


Assuntos
Indústria Alimentícia/educação , Serviços de Alimentação/economia , Ensino/educação , Manipulação de Alimentos/economia , Manipulação de Alimentos/métodos , Indústria Alimentícia/economia , Indústria Alimentícia/normas , Inocuidade dos Alimentos , Serviços de Alimentação/normas , Humanos
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