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1.
Rev. pesqui. cuid. fundam. (Online) ; 11(4): 921-924, jul.-set. 2019.
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1005399

RESUMO

Objetivo: avaliar o impacto da sensibilização no setor e a adesão ao protocolo de sepse em unidade de tocoginecologia. Método: Trata-se de uma pesquisa-ação no período de janeiro a março de 2016, com 63 profissionais que trabalham em unidade de tocoginecologia de um hospital de alta complexidade. Resultados: 51% dos profissionais receberam o treinamento sobre o protocolo de sepse e, após, 50% dos pacientes que tinham critérios de Síndrome da resposta inflamatória Sistêmica (SIRS) foram incluídos no protocolo de sepse, sendo que o desfecho de três destes foi alta hospitalar e dois foram transferidos para UTI devido sepse grave. O tempo médio de administração do antibiótico foi cinquenta minutos, da solicitação do hemograma foi 46,25 minutos e do resultado do lactato foi acima de trinta minutos. Conclusão: Ainda há necessidade de melhoria em relação à adesão pela equipe de enfermagem para implantação de medidas de combate à sepse


Objetivo: evaluar el impacto de la sensibilización en el sector y la adhesión al protocolo de sepsis en unidad de tocoginecología. Método: Se trata de una investigación-acción en el período de enero a marzo/2016, con 63 profesionales que trabajan en unidad de tocoginecología de un hospital de alta complejidad. Resultados: 51% de los profesionales recibieron el entrenamiento sobre el protocolo de sepsis y después, 50% de los pacientes que tenían criterios de SIRS fueron incluidos en el protocolo de sepsis, siendo el desenlace de 03 de ellas, fue alta hospitalaria y 02 fueron transferidas a UTI Debido a la sepse grave. El tiempo promedio de administración del antibiótico fue de 50 minutos, de la solicitud del hemograma fue 46,25 minutos y el resultado del lactato fue de más de 30 minutos. Conclusión: Aún hay necesidad de mejora en relación a la adhesión por el equipo de Enfermería para implantación de medidas de combate a la sepsis


Objective: to evaluate the impact of the sensitization in the sector and adherence to the protocol of sepsis in a unit of tocoginecology. Method: This is an action research from January to March/2016, with 63 professionals working in a tocoginecology unit of a highly complex hospital. Results: 51% of the professionals received training on the sepsis protocol and after that, 50% of the patients who had SIRS criteria were included in the sepsis protocol, and the outcome of 03 of these was hospital discharge and 02 were transferred to the ICU Due to severe sepsis. The mean time of administration of the antibiotic was 50 minutes, the request of the blood count was 46.25 minutes and the result of the lactate was over 30 minutes. Conclusion: There is still a need for improvement regarding adherence by the Nursing team to implement measures to combat sepsis


Assuntos
Humanos , Masculino , Feminino , Gravidez , Adulto , Complicações Infecciosas na Gravidez/prevenção & controle , Tecnologia Educacional/instrumentação , Tecnologia Educacional/estatística & dados numéricos , Equipe de Assistência ao Paciente , Protocolos Clínicos , Sepse/diagnóstico , Sepse/terapia , Tocologia/normas
2.
RECIIS (Online) ; 13(2): 411-427, abr.-jun. 2019. ilus, tab, graf
Artigo em Português | LILACS | ID: biblio-1005647

RESUMO

Este artigo apresenta um mapeamento sistemático do estado de conhecimento das técnicas e dos métodos de utilização de sistemas audiovisuais, tais como vídeos, apps e jogos no processo de ensino de habilidades aos portadores do transtorno do espectro autista. O mapeamento contempla artigos de quatro bases de dados e classifica os resultados por meio dos problemas e soluções de pesquisa dos estudos. Como resultado, percebe-se o uso de soluções com foco em conteúdo, tecnologia e contexto para atingir problemas de habilidades sociais, mentalização, aspectos recreativos e acadêmicos. As soluções identificadas atuam em quatro cenários de interação e, por meio de medidas clínicas, acompanham a intervenção e mapeiam novas estratégias. Por fim, percebe-se a necessidade de integrar os processos de intervenção aos cenários de interação, além das particularidades de uso dos indivíduos com o intuito de construir sistemas audiovisuais modulares e adaptativos para o treinamento das habilidades sociais.


This article presents a systematic mapping of the state of knowledge of techniques and methods of using audio and video systems, such as videos, apps and games in the process of teaching skills to people with autism spectrum disorder. The mapping comprises articles from four databases and classifies the results through the problems and research solutions of the studies. The results reveal the use of solutions focused on content, technology and context to reach problems of social skills, mentalization, recreational and academic aspects. The identified solutions act on four interaction scenarios and by means of clinical measures they accompany the intervention and map out new strategies. Finally, we observe there is a need for integrate the intervention processes into the interaction scenarios, as well as the use of the particularities of individuals should be take into account in order to build modular and adaptive audiovisual systems for training social skills.


Este artículo presenta un mapeo sistemático del estado de conocimiento de las técnicas y de los métodos de utilización de sistemas de audio y vídeo, tales como videos, aplicaciones y juegos en el proceso de enseñanza de habilidades a los portadores del trastorno del espectro autista. El mapeo comprende artículos de cuatro bases de datos y clasifica los resultados por medio de los problemas y soluciones de investigación de los estudios. Como resultado, se percibe el uso de soluciones con foco en contenido, tecnología y contexto para alcanzar problemas de habilidades sociales, mentalización, aspectos recreativos y académicos. Las soluciones identificadas actúan en cuatro escenarios de interacción y por medio de medidas clínicas acompañan la intervención y mapean nuevas estrategias. Por último, se percibe la necesidad de integrar los procesos de intervención a los escenarios de interacción, además de las particularidades de uso de los individuos con el propósito de construir sistemas audiovisuales modulares y adaptativos para el entrenamiento de las habilidades sociales.


Assuntos
Recursos Audiovisuais , Transtorno Autístico , Criança , Jogos de Vídeo , Habilidades Sociais , Recursos Audiovisuais , Tecnologia Educacional , Tecnologia da Informação , Transtornos do Neurodesenvolvimento , Aprendizagem
3.
RECIIS (Online) ; 13(2): 428-438, abr.-jun. 2019.
Artigo em Português | LILACS | ID: biblio-1005723

RESUMO

As rápidas mudanças no contexto educacional, somadas aos grandes avanços tecnológicos, nos últimos anos, têm exigido dos atores envolvidos no processo de construção do conhecimento mudanças significativas no ato de ensinar e aprender. O objetivo deste artigo é relatar e analisar a experiência de produção de um vídeo educacional, como estratégia de formação pedagógica, desenvolvida no âmbito do Mestrado Profissional Ensino na Saúde. A construção do vídeo foi proposta como atividade da disciplina Tecnologia da Informação e Comunicação Aplicada ao Ensino na Saúde. Elegeu-se, para o roteiro, a temática Reforma Psiquiátrica. Na dimensão da aplicabilidade da tecnologia educacional, optou-se por exibir o vídeo na abertura do módulo de psiquiatria de um curso de medicina. A experiência de produção e utilização do vídeo contribuiu significativamente para a formação docente de profissionais de saúde, além de propiciar maior dinamicidade e interação em sala de aula, permitindo melhor compreensão e contextualização, por parte dos alunos, da temática abordada.


The fast changes in the educational context and the great technological advances in recent years have demanded that the actors involved in the process of knowledge construction change significantly the act of teaching and learning. The objective of this article is to report and analyze the experience of recording an educational video, as a pedagogical training strategy, developed within the scope of the Mestrado Profissional Ensino na Saúde (Profissional master's degree health teaching) in Ceará, Brazil. The video was proposed as an activity of the subject of study Tecnologia da Informação e Comunicação Aplicada ao Ensino na Saúde (Information and communication technologies applied to teaching in health). The Psychiatric Reform was chosen to be the theme of the script. With regard to the applicability of the educational technology, it was chosen to display the video in the opening of the module of psychiatry of a course of medicine. The experience of production and use of the video contributed significantly to the professional training in health teaching, in addition to provide greater dynamicity and interaction with the students in the classroom, allowing better understanding and contextualization of the subject by them.


Los rápidos cambios en el contexto educativo, sumados a los grandes avances tecnológicos, en los últimos años, han exigido a los actores envueltos en el proceso de construcción del conocimiento, transformaciones significativas en el acto de enseñar y aprender. Este artículo tiene el objetivo de relatar y analizar la experiencia de producción de un vídeo educativo como estrategia de formación pedagógica, desarrollada en el ámbito del Mestrado Profissional Ensino na Saúde (Postgrado profesional enseñanza en salud). La elaboración del vpídeo fue propuesta como actividad de la asignatura Tecnologia da Informação e Comunicação Aplicada ao Ensino na Saúde (Tecnología de la información y comunicación aplicada a la enseñanza en la salud). Se eligió para el guión, la temática Reforma Psiquiátrica. En cuanto a la aplicabilidad de la tecnología educativa, se optó por exhibir el vídeo en la apertura del módulo de psiquiatría de un curso de medicina. La experiencia de producción y utilización del vídeo ha contribuido significativamente a la formación docente de profesionales de la salud, además de propiciar mayor dinamismo e interacción en la sala de aula, permitiendo una mejor comprensión y contextualización, por parte de los alumnos, de la temática abordada.


Assuntos
Humanos , Recursos Audiovisuais , Materiais de Ensino , Tecnologia Educacional , Filmes e Vídeos Educativos , Capacitação de Recursos Humanos em Saúde , Docentes , Saúde , Tecnologia da Informação , Aprendizagem
4.
Adv Exp Med Biol ; 1156: 13-39, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31338775

RESUMO

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.


Assuntos
Biologia/educação , Biologia/métodos , Ritmo Circadiano , Imagem Tridimensional , Mamíferos , Treinamento por Simulação , Animais , Tecnologia Educacional/métodos , Tecnologia Educacional/normas , Humanos , Software , Fluxo de Trabalho
5.
Nurse Educ Pract ; 37: 29-38, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31060016

RESUMO

The aim of this review and discussion paper is to advance the debate on competence in nursing, simulation education, and literacy in simulation education pedagogy. Building on our previous patient-safety critical translational research work on drug dosage calculation-competence modelling, and safeMedicate® virtual learning and diagnostic assessment environment design, we introduce three new concepts. First, we re-conceptualise the cognitive and physical modalities of a theory-practice gap, created by the traditional organisation of health professional education practice. Second, that simulated clinical environments occupy the liminal spaces between the ordered, symbolic and abstract world of the classroom, and the situated, messy world of clinical healthcare practice. Third, technology-enhanced boundary objects (TEBOs) function as simulation pedagogy modalities that (a) support students' transition across the liminal space and boundaries between classroom and practice setting, and (b) support competence development and integration in nursing. We use a constructivist-based clinical simulation education model as a guiding pedagogical framework for applying TEBOs and an integrated nursing competence model. The e-version of the paper has embedded animation and illustrative video content to demonstrate these constructivist principles, using technology and computer animation to make complex education ideas accessible to experienced educators and clinicians, early-stage educators, and nursing and healthcare students.


Assuntos
Competência Clínica , Tecnologia Educacional , Modelos Educacionais , Treinamento por Simulação , Bacharelado em Enfermagem , Humanos , Pesquisa em Educação de Enfermagem , Resolução de Problemas , Estudantes de Enfermagem
6.
J Dent Educ ; 83(8): 966-972, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31085686

RESUMO

The aim of this study was to compare the effect of different types of instructional styles-traditional lecture with and without video examples and contemporary format that simulated a flipped classroom-on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second-year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20-minute mini-lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post-course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four-point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.


Assuntos
Educação em Odontologia/métodos , Odontopediatria/educação , Satisfação Pessoal , Estudantes de Odontologia/psicologia , Ensino , Adulto , Avaliação Educacional , Tecnologia Educacional/métodos , Docentes de Odontologia , Feminino , Humanos , Aprendizagem , Masculino , Aprendizagem Baseada em Problemas , Faculdades de Odontologia , Fatores Sexuais , Inquéritos e Questionários , Tennessee , Adulto Jovem
8.
J Dent Educ ; 83(8): 904-913, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31010893

RESUMO

Clinical instructors play a significant role in student learning in dental hygiene education, but more information is needed on which instructor characteristics best promote student development. The aim of this study was to identify clinical dental hygiene instructor traits that are effective and ineffective for student learning as defined by dental hygiene students and instructors. A qualitative study using grounded theory and critical incident technique was conducted to investigate junior students', senior students', and instructors' perceptions in one U.S. dental hygiene program in 2014. The methods used were an open-ended electronic survey, one-on-one interviews, and focus groups. Qualities identified were coded and organized into categories and themes, then tabulated by importance by cohort. A total of 24 junior students, 22 senior students, and nine clinical faculty members participated in all three parts of the study. The surveys revealed 322 qualities and characteristics, and the interviews revealed 162, which were then coded into 26 and 23 categories of effective and ineffective traits, respectively. Three major themes of instructor characteristics emerged: affective, pedagogical, and expertise-related. Variances in the frequency of these themes were found between junior and senior students. Differences were also noted between students and instructors in terms of the importance of several characteristics. Specific effective teaching methods were also discovered in the interviews. In this study, multiple effective and ineffective dental hygiene clinical instructor characteristics were identified. These findings have implications for curriculum, instructor training, and evaluation and create a foundation for future research.


Assuntos
Higienistas Dentários/educação , Higiene Bucal/educação , Estudantes de Odontologia/psicologia , Ensino , Adulto , Atitude do Pessoal de Saúde , Currículo , Tecnologia Educacional , Docentes de Odontologia , Feminino , Humanos , Masculino , Pesquisa Qualitativa , Inquéritos e Questionários , Estados Unidos
9.
Rev Bras Enferm ; 72(2): 427-434, 2019 Mar-Apr.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31017206

RESUMO

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.


Assuntos
Tecnologia Educacional/normas , Educação de Pacientes como Assunto/métodos , Higiene da Pele/métodos , Estomas Cirúrgicos , Tecnologia Educacional/tendências , Grupos Focais/métodos , Humanos , Educação de Pacientes como Assunto/normas , Pesquisa Qualitativa , Higiene da Pele/enfermagem
10.
J Dent Educ ; 83(5): 553-559, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30858277

RESUMO

The aim of this retrospective study was to assess agreement between faculty and virtual assessment software in depth evaluation of rounded rectangular preparations in non-anatomical teeth prepared by second-year dental students. A total of 184 non-anatomical ivorine mandibular first molars prepared by second-year students were retrospectively evaluated in 2018. Each tooth was prepared to a depth of 1.5 mm within a laser-marked outline using a 330 bur, as detailed in the technique skills course syllabus. Preparations were recorded using an intraoral scanner. Then, virtual assessment software was used to superimpose a three-dimensional (3D) image of each preparation on a 3D image of a standard preparation produced by a faculty member. The software was used to calculate percentage comparison (%Comparison) values at 200 µm tolerance. Values of %Comparison ≥72% were considered satisfactory. In addition, each preparation depth was evaluated by two calibrated faculty members using a periodontal probe and a 330 bur. The preparation depth was considered satisfactory when more than 50% of the tooth preparation had a depth of 1.5 mm. The results showed almost perfect agreement (0.81 < kappa < 0.99) between faculty assessment and %Comparison value. The findings suggest that %Comparison values may be used to assess the tooth preparation depth of rounded rectangular preparations in non-anatomical teeth when prepared in a laser-marked outline.


Assuntos
Educação em Odontologia/normas , Avaliação Educacional/métodos , Docentes de Odontologia , Competência Clínica/normas , Currículo , Educação em Odontologia/métodos , Tecnologia Educacional , Feedback Formativo , Humanos , Imagem Tridimensional , Variações Dependentes do Observador , Estudos Retrospectivos , Interface Usuário-Computador
11.
Rev. Asoc. Odontol. Argent ; 107(1): 1-4, ene.-mar. 2019.
Artigo em Espanhol | LILACS | ID: biblio-998412

RESUMO

El uso de las nuevas tecnologías en la enseñanza universitaria no consiste solo en emplear dispositivos o softwares, sino que involucra cambios en por lo menos tres ejes: nuevas relaciones con el conocimiento, la transformación de la didáctica y la posibilidad de contribuir como nunca antes a la igualdad educativa. Asimismo, los entornos virtuales son potentes espacios educativos, tanto en la educación a distancia como en la presencial (AU)


The use of new technologies in university education not only consists of using devices or software, but involves changes in at least three axes: new relationships with knowledge, the transformation of pedagogical approaches and the possibility of contributing as never before to educational equality. Also, virtual environments are powerful educational spaces, both in online and face to face education (AU)


Assuntos
Tecnologia Educacional , Educação a Distância , Internet , Educação Continuada , Universidades , Acesso à Informação , Bibliotecas Digitais , Projetos de Tecnologias de Informação e Comunicação
13.
Hu Li Za Zhi ; 66(2): 14-21, 2019 Apr.
Artigo em Chinês | MEDLINE | ID: mdl-30924510

RESUMO

The importance, complexity, and current problems of nursing education are a consistent subject of concern and research in medical and nursing education. Therefore, the use of efficient and new teaching methods in nursing education is necessary. Concept mapping is a core component of the currently most-prominently applied teaching method. Previous studies have identified concept mapping as a positive teaching method that may be used to help nursing professors train students in critical-thinking and problem-solving skills. This article first explains the theoretical basis of concept maps and concept mapping and explores the effectiveness of traditional concept mapping in medical and nursing education. Secondly, the effectiveness of technology-assisted concept mapping is explored and explained and the application of technology-assisted concept mapping in teacher teaching / student learning is explained in order to help medical and nursing teachers correctly apply technology-assisted concept mapping in their future teaching practice.


Assuntos
Formação de Conceito , Educação Médica , Educação em Enfermagem , Tecnologia Educacional , Humanos
14.
Clinics (Sao Paulo) ; 74: e840, 2019 03 25.
Artigo em Inglês | MEDLINE | ID: mdl-30916211

RESUMO

OBJECTIVE: This study aimed to characterize and compare the handwriting performance of Brazilian students from the 3rd to the 5th grade level of elementary school I with a computerized instrument that allowed the real performance to be observed during the execution of the handwriting. METHODS: Ninety-five students, aged 8 years to 11 years and 11 months, were assigned the production tasks of handwriting letters and pseudocharacters to assess the variables of latency, letter duration production and movement fluency. The stimulus presentation and the analysis of the movements were analyzed by Ductus software. RESULTS: In relation to the writing duration, latency and fluency of the alphabet letters, there was a diminution of values from the 3rd to 5th grade. For the comparison between alphabet and pseudocharacter latency, the results indicated a difference between the alphabet letter and its corresponding pseudocharacter, with greater latency for the pseudocharacter. This finding suggests that a motor sequence has not been established, so it cannot be assumed that the production of the alphabet letters was automatic. CONCLUSION: The results of this study make it possible to verify the interaction failures between the central and peripheral processes, with progression between the 3rd and 5th grade. It also highlights the influence of the lack of systematized teaching of the tracing of letters for Brazilian students since proficiency in calligraphy is critically linked to academic performance. These findings provide a great contribution to Brazilian educational psychology and reflect both educational and clinical practices.


Assuntos
Tecnologia Educacional/métodos , Escrita Manual , Estudantes/estatística & dados numéricos , Brasil , Criança , Correspondência como Assunto , Feminino , Humanos , Masculino , Movimento/fisiologia , Prática (Psicologia) , Desempenho Psicomotor/fisiologia , Tempo de Reação/fisiologia
15.
Motrivivência (Florianópolis) ; 31(57): e55308, mar. 2019.
Artigo em Português | LILACS | ID: biblio-994610

RESUMO

A partir do reconhecimento das implicações das tecnologias digitais de informação e comunicação (TDIC) e da mídia no âmbito da educação, esse estudo buscou analisar as propostas curriculares dos cursos de Educação Física - Licenciatura oferecidos por universidades federais brasileiras, identificando possíveis abordagens no uso das mídias e das tecnologias em seus componentes curriculares. Metodologicamente, a pesquisa qualitativa documental-descritiva realizou um levantamento de dados dos projetos pedagógicos de cursos de licenciatura em Educação Física distribuídos nas universidades federais. Para isso, se procedeu a identificação de componentes curriculares que tematizam as TDIC/mídia, a sua natureza quanto à obrigatoriedade ou não, assim como a sua caracterização quanto à abordagem teórico-metodológica. Os resultados mostraram que os cursos de formação de professores de Educação Física das instituições investigadas ainda têm um longo caminho a percorrer no que diz respeito a integração da temática que envolve as TDIC/mídia nos currículos.


From the recognition of the implications of digital information and communication technologies (DICT) in the field of education, this study analyzed how curricular proposals of Physical Education courses ­ graduation, offered by Brazilian Federal Universities, identifying possible approaches about media and digital technologies in its curricular components. Methodologically, the qualitative documental-descriptive research carried out a survey of data of the pedagogical projects of undergraduate courses in Physical Education distributed in the federal universities. To do this, we proceed to identify the curricular components that are referred to as DICT / media; the kind of curricular components with regard to compulsory or not; as well as its characterization in the theoreticalmethodological approach. The results show that the training courses of physical education teachers of the institutions investigated still have a long way to go in regards to the integration of the issue that involves the technologies/media in the curriculum.


Con el reconocimiento de las implicaciones de las tecnologías digitales en el ámbito de la educación, este estudio ha analizado las propuestas curriculares de grados de formación de profesorado de Educación Física ofertados por universidades federales brasileñas, identificando posibles aproximaciones en el uso de los medios y de las tecnologías en sus asignaturas. Para su elaboración, se ha utilizado una metodología cualitativa documental-descriptiva que realizó una recogida de datos de las propuestas de grados de Educación Física distribuidos en las universidades federales. Para ello se procedió a la identificación de las asignaturas que trataban de las TDIC/medios, la naturaleza de las disciplinas en el currículo obligatorias u optativa, y su caracterización en relación a su aproximación teórico-metodológica. Los resultados muestran que los grados de formación de profesorado de las instituciones investigadas cuentan con un largo recorrido hasta la integración de la temática que trata de las TDIC/medios en los currículos.


Assuntos
Educação Física e Treinamento/métodos , Tecnologia Educacional , Capacitação de Professores/métodos
16.
J Dent Educ ; 83(4): 437-444, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30745349

RESUMO

Textbooks, once the standard of education, now have competition when students prefer the Internet and digital technology. The aim of this research study was to survey dental students at one dental school about their use of student-managed Google Docs and other online technologies in collaborative e-learning. All dental students in all four classes at Midwestern University College of Dental Medicine-Arizona were invited to participate in online surveys in 2015 and 2017. The average class size was 140 (n=560 for all four years) for each survey. The 2015 survey focused on the emerging use of Google Docs in collaborative learning. The 2017 study asked not only about Google Docs but how students were using other e-learning technologies and textbooks. In 2015, 282 students responded, for a 50.4% response rate; in 2017, 129 students responded, for a 23% response rate. The 2017 survey showed a 36% increase (p<0.0001) in the use of Google Docs in all dental classes over use in 2015, and a 67% increase (p<0.0001) in respondents' reporting they had used Google Docs during their undergraduate education. Google Docs, Blackboard, and collaboration with peers were the most popular study choices in 2017. The results showed a decline in respondents' reported use of hard copy textbooks from 24.5% in 2015 to 14.8% in 2017 (p=0.0405). Future studies are needed to increase dental educators' understanding of the ways their students are using collaborative technologies in learning and to define ways to overcome challenges posed by these technologies identified in our study.


Assuntos
Instrução por Computador , Educação em Odontologia/métodos , Estudantes de Odontologia , Instrução por Computador/métodos , Comportamento Cooperativo , Tecnologia Educacional , Feminino , Humanos , Masculino , Estudantes de Odontologia/psicologia , Livros de Texto como Assunto
17.
Cien Saude Colet ; 24(2): 589-602, 2019 Feb.
Artigo em Português | MEDLINE | ID: mdl-30726390

RESUMO

Technologies can be promoters of breastfeeding. The scope of this review is therefore to identify health technologies and their contribution to the promotion of breastfeeding. A search was conducted in the following databases: Lilacs, SCOPUS, Medline and CINAHL, using the key words "breastfeeding," "technology" and "health promotion." The final sample consisted of 24 original articles, among which 19 technologies were identified and classified in managerial, educational and healthcare groupings. Educational technologies were predominant (12) and presented greater contributions to the promotion of breastfeeding. The combination of different technologies has revealed positive results in maintaining breastfeeding. The lack of studies with the use of managerial technologies during the lactation process, as well as the development of other research that prove the effects of each technology on increasing the prevalence of breastfeeding, was clearly detected in the review.


Assuntos
Tecnologia Biomédica/métodos , Aleitamento Materno , Promoção da Saúde/métodos , Tecnologia Educacional/métodos , Feminino , Educação em Saúde/métodos , Humanos
18.
J Vet Med Educ ; 46(3): 367-371, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30721107

RESUMO

Due to limitations in traditional approaches to didactic and clinical learning, professional veterinary medical students face challenges in developing skills and competencies related to clinical practice. The Veterinary Information Network's (VIN) Virtual Clinic (VVC) aims to support learning by using gaming techniques to simulate clinical case management in a low-risk setting. The VVC lets students explore medical scenarios inside a virtual hospital. The purpose of this article is to describe the development and implementation of a learning approach that blends classroom instructor-directed learning with online simulation-based learning, using the VVC. We share challenges and successes of this approach. The case vignettes in the specific example described herein are for canine multicentric lymphoma. However, the lessons learned through the implementation of this oncology clinic module are expected to apply to a wide range of clinical disciplines.


Assuntos
Educação a Distância , Educação em Veterinária , Tecnologia Educacional/métodos , Oncologia , Animais , Cães , Humanos , Estudantes , Ensino
19.
J Med Syst ; 43(3): 66, 2019 Feb 07.
Artigo em Inglês | MEDLINE | ID: mdl-30729354

RESUMO

Neurophobia is a term coined to describe university students' fear of neuroscience, which negatively affect learning. The implementation of new technologies in higher education, such as new response systems, provide an opportunity to improve neurosciences learning and teaching by engaging students. However, most response systems rely on student devices such as clickers. The aim of this study is to illustrate the application of a new digital application for collection of real-time formative assessment data in higher education. Results of this study support the utility paper-based response cards to foster engagement and active learning in higher education, even with complex neuroscience topics, providing real-time formative assessment data without the need for student devices.


Assuntos
Tecnologia Educacional , Neurociências/educação , Aprendizagem Baseada em Problemas , Estudantes de Medicina/psicologia , Estudos Transversais , Educação de Graduação em Medicina , Humanos , Transtornos Fóbicos/prevenção & controle
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