Educational quality and technological complexity on recognition of enhanced learning platform in developing countries using PLS-SEM in a post COVID era.

The e-learning platform provides a new teaching-learning channel in which instructors provide information to learners irrespective of method used to access the platform. The purpose of this study is to examine instructors' acceptance of e-learning in Nigerian universities. The study adopted a quantitative approach, with a total of 299 questionnaires collected from instructors. The result was analyzed using PLS-SEM. The study results indicate the factors affecting instructors' adoption of e-learning platforms and the subsequent impact on instructors' behavioral intention, and consequenly, an impact on the acceptance of the e-learning platform in Nigeria. Based on the study, self-efficacy, educational quality, and ease of use, perceive usefulness, and behavioral intention were found to be predictors for instructors' acceptance of the e-learning platform in Nigeria. Also, the results drawn from the study revealed that there are individual challenges that come from the use of the e-learning platform. We discussed both theoretical and educational implications.

Challenges in the Teaching-Learning Process of the Newly Implemented Module on Bioethics in the Undergraduate Medical Curriculum in India.

The National Medical Commission of India introduced the Competency Based Curriculum in Medical Education for undergraduate medical students in 2019 with a new module named Attitude, Ethics and Communication (AETCOM) across the country. There was a consensus for teaching medical ethics in an integrated way, suggesting dedicated hours in each phase of undergraduate training. The AETCOM module was prepared and circulated as a guide to acquire necessary competency in attitudinal, ethical and communication domains. This study was aimed to explore the perceptions of students and medical teachers and identify the challenges in teaching and learning process of the newly implemented AETCOM module. It was a mixed method designed study with structured questionnaires for students and teachers at various medical schools in India. Based on the quantitative data, in-depth interviews with medical teachers were undertaken. Challenges were perceived by both students and teachers. The students had a mixed perception, facing difficulties in passive learning with scarce resource materials. Challenges identified by teachers were a lack of knowledge and skills required for teaching bioethics, the logistics of managing large numbers of students in the stipulated time frame, interdisciplinary integration-both horizontal and vertical, and assessment program in terms competency-based education. The study draws the attention of all stakeholders for a revision and efforts for further improvement in the teaching and assessment process, and setting a standard model in medical education in India.

Assessment of a Novel Instrument Measuring Perceived Physical Education Teachers' In-Class Skills.

Physical Education (PE) teachers' professional and personal skills may not only affect the quality of the teaching-learning processes in PE, but also individuals' future active/inactive behaviors. The aim of this study is to examine the structure of a pool of items developed for measuring individuals' perception of such skills in PE teachers. Exploratory Factorial Analysis and a following structural modeling test on data collected from 660 participants suggest a two-factor structural model for the 10 items considered (χ2 = 191.155; df = 34; CFI = 0.953, and SRMR = 0.0529), with good internal consistency for both factors (factor 1: alpha = 0.879; omega = 0.878; factor 2: alpha = 0.850, and omega = 0.858) and the overall instrument (alpha = 0.892; omega = 0.895). The final "Teachers' Personal and Professional Skills Questionnaire" is a valid instrument that may be used alone or in combination with other instruments for the analysis of the quality of teaching-learning processes in PE environments and its impact on individuals' behaviors regarding physical activity in their adult life.

Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process.

BACKGROUND: Given the various novel educational approaches and online interactions following the pandemic, it is timely to identify lessons learned for post-pandemic student and teacher relationships within the 'new normal' teaching learning processes. This study aims to explore the dynamics and to what extent the disruption influences student-teacher relationships in teaching and learning process following the COVID-19 pandemic. MATERIALS AND METHODS: A qualitative descriptive approach was employed to explore individual reflections and perspectives from 28 medical teachers and 35 medical students from different institutions who participated in 10 focus groups. Data were analyzed thematically using steps for coding and theorization (SCAT) approach. The emerging themes were then further analyzed and regrouped into the relationship-centered leadership framework based on emotional intelligence. RESULTS: The identified themes described three elements representing student-teacher relationships in the teaching learning processes. The self as the center of the diagram consists of the co-existing role of the self as teachers and as students, which to some extent, is related to their personal and professional development, motivation, and struggles to maintain work-life balance. The middle layer represents the dynamic of student-teacher relationship, which showed that despite the increased number of teaching opportunities, the trust among teachers and students was compromised. These changes in the self and the dynamic relationship occurred in a broader and more complex medical education system, pictured as the outer layer. Thorough curriculum improvements, contents, and new skills were emphasized. CONCLUSIONS: Our findings emphasized the need to recalibrate student-teacher relationships, taking into account the intrapersonal, interpersonal, and the system factors. The pandemic has reemphasized the aim of teachers' roles, not only to nurture students' competencies, but also to nurture meaningful interpersonal reciprocal relationships through responding towards both teachers' and students' needs as well as supporting both personal and professional development.

Pre-eminence of determining factors in second language learning: An educator's perspective from Spain.

Second language acquisition as a process is subject to factors related to the student, the teacher, the learning structure and learning organisation, and also to the learning environment. The research hereby presented aims to establish the relevance of the above-mentioned factors in the process of second language learning. The study addresses the point of view of teachers, as their perspective concerning the learning process is privileged. If it were not to be included in a scientific process, this detailed and contextual knowledge would not be able to contribute to the improvement of teaching. The data obtained will allow for the designing of teaching strategies focused on learners' needs and requirements. This is a descriptive, observational and cross-sectional study with the participation of 216 practicing teachers within the Community of Madrid in Spain. The information was collected through an online questionnaire using the Google Drive tool Google Forms. Then, it was analysed and validated with IBM SPSS Statistics 25.0. The outcomes of the study show that the factors linked to the teacher are the most dominant for those educators in the Community of Madrid. Regarding the teacher-student relationship, the use of teaching resources and materials adequate for learning, together with the communication, strategies used, the linguistic input received by the students and the planning of lessons, are factors showing the greatest capacity to determine the process of teaching and learning a second language.

Towards a More Efficient Training Process in High-Level Female Volleyball From a Match Analysis Intervention Program Based on the Constraint-Led Approach: The Voice of the Players.

The aim of the research was to know the perception of high-level volleyball players of the changes produced (in relation to the previous season) in the efficiency of the training process, after a match analysis intervention program based on the Constraint-led Approach (CLA). The sample consisted of 11 players from a women's volleyball team. The protocol of the intervention program consisted of providing objective, contextualised and systematic information to the coach (adapted to his needs) that would allow understanding the different real game contexts. We used semi-structured interviews to assess players' perceptions. The athletes perceived changes in training, both in their preparation and development, specifically in greater involvement and organisation in preparing the training; in an increase in the specificity and suitability of training tasks according to individual needs; in the representativeness of the restrictions of the game; in a more tactical approach; in the variability of task and in the accountability to achieve the objective proposed. In addition, in the preparation and development for competition, the players detected more game planning; a deeper analysis of the opponents; an objective selection of the most relevant data, an increase in the depth of match analysis and the inclusion of the weekly meeting with the use of video compared to the previous season. These results expose the benefits of coaches incorporate programmes to obtain objective information about the game in their training process.

Perception of the Sports Social Environment After the Development and Implementation of an Identification Tool for Contagious Risk Situations in Sports During the COVID-19 Pandemic.

This study details the methodological process for creating a tool for the identification of COVID-19 potential contagion situations in sports and physical education before, during, and after practice and competition. It is a tool that implies an educational and methodological process with all the agents of the sports system. This tool identifies the large number of interactions occurring through sports action and everything that surrounds it in training, competition, and organization. The aim is to prepare contingency protocols based on an exhaustive analysis, risk detection, and proposal of contingency measures trying to reduce the residual risk to a minimum. In the second part, the results of the implementation of this tool in the sports system of Galicia (Spain) are shown. The technicians have changed their perceptions about the coronavirus transmission in sports. They highlight the problem for returning to sports participation for athletes under 18 years in the pandemic context.

Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting.

The use of effective teaching strategies should be developed from teachers' reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.

Perception of the Sports Social Environment After the Development and Implementation of an Identification Tool for Contagious Risk Situations in Sports During the COVID-19 Pandemic.

The present work details the methodological process for creating a tool for the identification of COVID-19 potential contagion situations in sport and physical education before, during, and after practice and competition. It is a tool that implies an educational and methodological process with all the agents of the sports system. This tool identifies the large number of interactions occurring through sports action and everything that surrounds it in training, competition, and its organization. The aim is to prepare contingency protocols based on an exhaustive analysis, risk detection, and proposal of contingency measures trying to reduce the residual risk to a minimum. In a second part, the results of the implementation of this tool in the sports system of Galicia (Spain) are shown revealing the change in perception about the coronavirus transmission in sport of the technicians and the problem for returning to sport for athletes under 18 years.

Uso de la plataforma Moodle en los estudiantes de la asignatura Enfermería en Urgencias

Introducción: La Universidad de Ciencias Médicas de Matanzas dispone de un aula virtual soportada por la plataforma Moodle. Su uso, a pesar de las actividades de superación realizadas como talleres, cursos y adiestramientos, continúa siendo un reto para estudiantes y profesores, pues no todos son capaces de explotar las herramientas que brinda esta plataforma en función de cumplir con los objetivos determinados en los programas de estudio de cada asignatura. Objetivo: Valorar el uso que hacen de la plataforma Moodle los estudiantes de la asignatura Enfermería en Urgencias, en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: Se realizó un estudio cuantitativo en el período mayo-julio de 2023, para evaluar el uso de la plataforma Moodle que hacen los estudiantes de la asignatura Enfermería en Urgencias en la Facultad de Ciencias Médicas de Matanzas. Resultados: Los resultados mostraron que existió un buen uso de algunas de las herramientas de la plataforma Moodle por parte de los estudiantes, lo que llevó a una alta adquisición de conocimientos. Conclusiones: Sin duda, las nuevas tecnologías pueden suministrar medios para la mejora de los procesos de enseñanza aprendizaje, pero su utilización a favor o en contra de una sociedad más desarrollada, dependerá en gran medida de la educación, de los conocimientos y la capacidad crítica de sus usuarios, que son las personas que ahora se están formando.

Introduction: The Matanzas University of Medical Sciences has a virtual classroom supported by the platform Moodle. Its use, despite the improvement activities carried out, like workshops, courses and trainings continues to be a challenge for students and teachers, since not everyone is capable of exploiting the tools provided by this platform in order to meet the objectives determined in the study programs for each subject. Objective: To assess the use made of the Moodle platform by students of the subject Emergency Nursing, at the Faculty of Medical Sciences of Matanzas. Materials and methods: A quantitative study was carried out in the period May-July2023, to assess the use of the Moodle platform by students of the subject Emergency Nursing at the Faculty of Medical Sciences of Matanzas. Results: The results showed that there was good use of some of the Moodle platform tools by the students, which led to a high acquisition of knowledge. Conclusions: Without a doubt, new technologies can provide means for the improvement of teaching-learning processes, but their use for or against amore developed society will depend to a large extend on the education, knowledge and critical capacity of their users, who are the people who are now being trained.

Formación académica y superación profesional en la Facultad de Ciencias Médicas Manuel Fajardo / Academic Training and Professional Improvement at Facultad de Ciencias Médicas Manuel Fajardo

Introducción: La educación de posgrado es uno de los componentes del modelo de formación continua de la educación superior y da seguimiento al pregrado. Objetivo: Caracterizar las formas organizativas de la formación académica y la superación profesional de la Facultad de Ciencias Médicas Manuel Fajardo durante el curso lectivo 2022. Métodos: Se realizó un estudio observacional descriptivo transversal en el que se describieron los resultados más significativos de las formas organizativas de la formación académica y la superación profesional. Resultados: Se realizaron 359 (68,6 por ciento) y 164 (31,3 por ciento) cursos de superación profesional y capacitación, respectivamente, para un total de 523 actividades. De los 359 cursos de superación, 37,3 por ciento correspondieron a la atención primaria de salud. Se autorizaron 34 especialidades, de ellas 30 médicas, tres de enfermería y una de psicología. A nivel de los institutos existieron nueve especialidades (26,5 por ciento), a nivel de los hospitales 23 especialidades (67,6 por ciento) y dos en la atención primaria de salud (5,9 por ciento). Existieron nueve maestrías aprobadas por la Comisión para la Educación de Posgrado (COPEP) y 13 nuevos expedientes en desarrollo. En relación con las maestrías aprobadas, 8 (88,8 por ciento) pertenecían a los institutos. La estrategia doctoral fue dirigida a 21 residentes. Hubo 93 doctorandos y 85 doctores en ciencias. Conclusiones: A pesar de los avances que ha experimentado la Facultad de Ciencias Médicas Manuel Fajardo en relación con la superación profesional, y la formación académica del posgrado en cada uno de sus procesos sustantivos, se deben perfeccionar los procedimientos, viabilizar los caminos e incentivar el capital humano(AU)

Introduction: Postgraduate education is one of the components of the continuous education model in higher education and follows the undergraduate. Objective: To characterize the organizational forms of academic training and professional development at Facultad de Ciencias Médicas Manuel Fajardo during the academic year 2022. Methods: A cross-sectional, descriptive and observational study was carried out, in which the most significant results of the organizational forms of academic training and professional improvement were described. Results: 359 (68.6 percent) and 164 (31.3 percent) professional development and training courses were carried out, respectively, for a sheer number of 523 activities. Of the 359 professional development courses, 37.3 percent corresponded to primary health care. Thirty-four specialties were authorized, including 30 medical specialties, 3 nursing specialties and 1 psychology specialty. At the institute level, there were 9 specialties (26.5 percent); at the hospital level, 23 specialties (67.6 percent); and 2 specialties in primary health care (5.9 percent). There were 9 approved master's degree programs by the Comisión para la Educación de Posgrado (COPEP) and 13 new programs under development. Of the approved master's degrees, 8 (88.8 percent) belonged to institutes. The doctoral strategy was targeted at 21 residents. There were 93 PhD students and 85 PhDs. Conclusions: Despite the advances experienced by Facultad de Ciencias Médicas Manuel Fajardo regarding professional improvement, as well as within postgraduate academic training in each of its substantive processes, procedures must be perfected, paths must be made viable and human capital must be encouraged(AU)

Fundamentos teóricos de una investigación sobre competencia profesional comunicativa en el docente de la educación médica superior

La competencia profesional comunicativa resulta una necesidad para el logro del desarrollo discursivo en las ciencias médicas, pero sucede que en numerosos casos se adolece de preparación didáctica por desconocimiento sobre competencia comunicativa. Es propósito de este texto fundamentar los presupuestos teóricos que sustentan los estudios sobre el desarrollo de la competencia comunicativa para el desempeño profesional del docente de la educación médica superior. El texto constituye una salida del proyecto de investigación no asociado al programa Perfeccionamiento de competencias profesionales en el contexto de la salud que lidera el Centro de Desarrollo de las Ciencias Sociales y Humanísticas en Salud. Se efectúo la búsqueda en bibliografía impresa y digital certificada, se consultaron bases de datos como SciELOCuba, SciELO Regional, los sitios web Organización Panamericana de la Salud, Organización Mundial de la Salud. El estudio de documentos propició la determinación de los presupuestos teóricos que sustentan el estudio que se desarrolló desde enero de 2021 a diciembre de 2023.

The talkative professional competition is vital in the educational one that imparts the subject History of Cuba in the Medical Sciences, but, it happens that in numerous cases didactic preparation suffers due to lack of knobbledge and communicative competence. It is purpose of this text to substantiate the theoretical assumptions that support studies on the development communicative for the professional performance of Cuban history teachers. It not belongs to the project associated to program: Improvement of professional competitions in the context of the health that leads the Center of Development of the Social and Humanistic Sciences in Health 2021-2023. You makes the search scientifically in certified printed and digital bibliography, databases like SciELOCuba are consulted, Regional SciELO, the places web Pan-American Organization of the Health, World Organization of the Health. The study of documents propitiated the elements to apply for the professors of the subject to reach the professional competition in the formative process.

Resultados de una estrategia para la internacionalización en el desarrollo de la educación médica superior desde la experiencia Cuba - México

La internacionalización de las universidades cubanas favorece el cumplimiento de la misión de la educación superior, propicia que la universidad sea cada vez más innovadora y contribuye, de esa manera, al logro de los objetivos de desarrollo sostenible propuestos en la Agenda 2030. La internacionalización constituye una gran fuerza para el desarrollo de una universidad moderna fundamentada en esquemas de formación: ante todo humanista, de alto nivel, con gran sensibilidad social, lo que sólo se puede alcanzar con el desarrollo de Instituciones de Educación Superior de mayor trascendencia académica, en el contexto internacional. Con estos fundamentos se realizó una investigación con el objetivo de sistematizar los resultados de una estrategia para la internacionalización de la educación médica superior. Se enmarca en un convenio de colaboración entre instituciones de Cuba y México y la creación de una red académica, que impulsa actividades de investigación y docencia en pre y posgrado. Se trata de una investigación de naturaleza documental. La revisión de textos, en formato impreso y digital, se orientó al análisis de los resultados de la experiencia de Cuba- México, en los ámbitos: intercambio académico, movilidad docente, participación en proyectos científicos colaborativos y formación doctoral, que se materializan en los resultados obtenidos.

The internationalization of Cuban universities favors the fulfillment of the mission of higher education, encourages the university to be increasingly innovative and thus contributes to the achievement of the sustainable development goals proposed in the 2030 Agenda. Internationalization constitutes a great force for the development of a modern university based on training schemes: above all humanistic, high level, with great social sensitivity, which can only be achieved with the development of Higher Education Institutions of greater academic significance, in the international context. With these foundations, an investigation was carried out with the objective of systematizing the results of a strategy for internationalization of higher medical education. It is part of a collaboration agreement between institutions in Cuba and Mexico and the creation of an academic network, which promotes research and teaching activities in undergraduate and postgraduate courses. This is an investigation of a documentary nature, in which the review of texts, in printed and digital format, was oriented to the analysis of the results of the Cuba-Mexico exchange experience, in the areas: academic exchange, teacher mobility , participation in collaborative scientific projects and doctoral training, which materialize in the results obtained. From the critical and contrasted reading, the systematization was carried out.

Introducción de un hiperentorno de aprendizaje con contenidos histológicos en la carrera de Medicina

Introducción: En la didáctica de la asignatura Célula, Tejidos, Sistema Tegumentario, se analiza el proceso de enseñanza-aprendizaje en relación con los medios de enseñanza. En este contexto, se enfatiza la importancia de abordar el trabajo con imágenes, que comprende primero la observación, luego la descripción y por último la interpretación. Objetivo: Valorar la introducción de un hiperentorno de aprendizaje en el proceso de enseñanza-aprendizaje de la asignatura Célula, Tejidos, Sistema Tegumentario, de la carrera de Medicina, en la Universidad de Ciencias Médicas de Matanzas. Materiales y métodos: Como método rector se empleó la dialéctica materialista de la filosofía marxista-leninista. Entre los métodos teóricos utilizados están: análisis documental, histórico-lógico, inductivo-deductivo, sistémico estructural funcional y modelación; y en los empíricos: revisión de documentos normativos del proceso enseñanza-aprendizaje, encuestas a estudiantes, entrevista a profesores, observación a clases y selección de expertos. La población estuvo conformada por 10 profesores de la asignatura y una muestra de 290 estudiantes. El trabajo realizado abarcó dos etapas: fase de diagnóstico y valoración de los resultados. Resultados: La valoración de los estudiantes y profesores acerca de los indicadores referidos al proceso de enseñanza-aprendizaje son favorables, especialmente a la posibilidad de interactuar con imágenes y contenidos teóricos, y a la rápida retroalimentación de las evaluaciones. Conclusiones: Se identificaron resultados positivos en el proceso de enseñanza-aprendizaje de la asignatura, en relación al desarrollo de habilidades cognitivas. Se destacó con buenos resultados el indicador "sentido de pertenencia al grupo", con un valor de 9,60.

Introduction: In the didactic of the subject Cell, Tissues, Integumentary System, the teaching-learning process is analyzed in relation to the teaching aids. In this context, the importance of backing the work with images that include first the observation, then the description and finally the interpretation is included. Objective: To assess the introduction of a learning hyperenvironment in the teaching-learning process of the subject Cell, Tissues, Integumentary System, of the Medicine undergraduate course, in the University of Medical Sciences of Matanzas. Materials and methods: The materialist-dialectic method of Marxist-Leninist philosophy was used as a main method. Among the theoretical methods used are documentary analysis, historical-logical, inductive-deductive, systemic-structural-functional and modeling. And among empirical: documentary review of normative documents of the teaching-learning process, surveys of students, surveys of professors, observation of classes and selection of experts. The population consisted of 10 professors of the subject and a sample of 290 students. The work carried out included two stages: diagnosis phase and evaluation of the results. Results: The assessment of the students and professors on the indicators referred to the teaching-learning process are favorable, especially to the possibility of interacting with images and theoretical contents and to the rapid feedback of the evaluations. Conclusions: Positive results were identified in the teaching-learning process of the subject, in relation to the development of cognitive skills. The indicator "sense of belonging to the group", with a value of 9.60, stood out with good results.

Contribución de los estudios sobre figuras representativas de la medicina a la formación del médico

Los estudios sobre figuras representativas de la medicina tienen dimensiones significativas en el proceso de enseñanza-aprendizaje de la asignatura Historia de Cuba, para la formación del médico. En el presente artículo se pretende revelar la contribución de estas investigaciones en el sector de la salud. Para ello se realizó un análisis exhaustivo sobre fuentes bibliográficas y documentos rectores priorizados en el proceso de formación. Asimismo, se utilizó el método histórico-lógico para la evolución espacio-temporal del objeto de investigación. El estudio que existe sobre este tema es insuficiente, lo que condujo a la elaboración de una estrategia didáctica que propicie descubrir los aportes que realizaron en docencia, asistencia y ciencia un selecto grupo de personas, cuya impronta demuestra porqué constituye referente de obligada consulta para el proceso de formación. La incorporación de nuevas figuras ayuda a contextualizar el proceso y a la conformación de la identidad del profesional médico, con aportes, valores, modo de actuación y nivel de compromiso con la patria.

The studies on representative figures of medicine have significant dimensions in the teaching-learning process of the subject History of Cuba, for the training of the physician. This article intends to reveal the contribution of these researches in the health sector. For this an exhaustive analysis was carried out on bibliographic sources and guiding documents prioritized in the training process. Likewise, the historical-logical method was used for the spatial-temporal evolution of the research objective. The study that exists on this topic is insufficient, which led to the elaboration of a didactic strategy that allows to discover the contributions made in teaching, assistance and science by a select group of people, whose imprint demonstrate why they are referents of mandatory consultation for the training process. The incorporation of new figures helps to contextualize the process and the conformation of the identity of the medical professional, with contributions, values, mode of action and level of commitment to the homeland.

Uso de la telefonía móvil en el proceso de enseñanza aprendizaje de la oftalmología / The Usage of Mobile Telephony in the Teaching-Learning Process of Ophthalmology

Introducción: La oftalmología es la ciencia de la medicina que se encarga del estudio del sistema visual y el órgano de la visión, así como de sus anexos. Para ello es dotada de un conjunto de tecnologías de avanzada que permite describir las múltiples patologías que tienen los pacientes. En la actualidad se nutre del uso de los dispositivos móviles, fundamentalmente en la gestión del conocimiento, pero no se explotan sus otras dimensiones. Objetivo: Identificar los referentes que fundamentan el uso de la telefonía móvil en el proceso de enseñanza aprendizaje del residente de oftalmología. Métodos: Se realizó una investigación de desarrollo tecnológico en el campo de la educación médica superior. Se utilizaron como métodos teóricos el histórico-lógico, el analítico-sintético y el método sistémico estructural funcional. Resultados: La telefonía móvil constituye una nueva tendencia en la educación superior cubana y en la educación médica como alternativa para desarrollar los procesos de enseñanza aprendizaje, a través de su uso para la socialización, la comunicación entre los estudiantes, y la gestión de la información, como medio de enseñanza aprendizaje y herramienta de trabajo. Conclusiones: Existe una contradicción entre la formación que deben tener los residentes en oftalmología en cuanto al uso de las tecnologías, y la preparación que poseen para su utilización en función de su especialidad. A pesar de que existen varios estudios que demuestran la importancia del uso de la telefonía móvil en la formación de los residentes de oftalmología, como objeto de estudio y herramienta de trabajo, no se ha establecido la vía para incluirla como una de las tecnologías dentro de la residencia de oftalmología en Cuba(AU)

Introduction: Ophthalmology is the medical science dealing with the study of the visual system and the organ of vision, as well as its annexes. For this purpose, it is equipped with a set of advanced technologies that allow describing the multiple pathologies presented by patients. Nowadays, it is nourished by the use of mobile devices, mainly in knowledge management, but its other dimensions are not exploited. Objective: To identify the references that support the use of mobile telephony in the teaching-learning process of ophthalmology residents. Methods: A technological development research was carried out in the field of higher medical education. As theoretical methods, the historical-logical, the analytical-synthetic, and the systemic-structural-functional methods were used. Results: Mobile telephony is a new trend in Cuban higher education, as well as in medical education, as an alternative to develop teaching-learning processes, through its use for socialization, communication among students, and information management, as a teaching-learning means and a work tool. Conclusions: There is some contradiction between the training that ophthalmology residents should receive with respect to the use of technologies and the preparation that they have for their usage in accordance with their specialty. Although there are several studies that demonstrate the importance of using mobile telephony in the training of ophthalmology residents, as an object for studying and a work tool, there has not been a way to include it as one of the technologies within the ophthalmology residency in Cuba(AU)

Percepción estudiantil del proceso enseñanza-aprendizaje de la Genética Médica en una facultad de medicina / Student Perception about the Teaching-Learning Process of Medical Genetics at a Medical School

Introducción: El colectivo de profesores de la Facultad de Ciencias Médicas Manuel Fajardo trazó una estrategia de perfeccionamiento del proceso docente educativo para el curso 2022-2023. Se trabajó en las esencialidades de la asignatura Genética Médica, caracterizada por el desarrollo de métodos activos de enseñanza y un entorno virtual de aprendizaje, y el uso de un libro de texto de la autoría de uno de los profesores del colectivo de asignatura. Objetivo: Explorar la percepción estudiantil del proceso enseñanza aprendizaje de la Genética Médica en la Facultad de Medicina Manuel Fajardo durante el curso académico 2022-2023. Métodos: Se realizó un estudio observacional descriptivo transversal. Se aplicó un cuestionario, cuyo contenido previamente se validó a través del Coeficiente V de Aikem a 115 estudiantes del segundo año de la carrera de medicina, que ofrecieron su consentimiento informado. Se caracterizaron 13 variables. Resultados: Los mayores porcentajes de satisfacción se agruparon en el nivel de conocimientos impartidos (100 por ciento), la utilización de los medios audio visuales (94,7 por ciento), y la personalización de las consultas docentes (94,6 por ciento). Los mayores porcentajes de insatisfacción estudiantil estuvieron relacionados con la dinámica grupal en la integración del conocimiento (30,1 por ciento), los métodos de evaluación (27,0 por ciento) y utilización de casos clínicos para el aprendizaje (27,0 por ciento). Conclusiones: Existe una buena percepción estudiantil del proceso docente de la asignatura Genética Médica en la Facultad de Medicina Manuel Fajardo durante el curso académico 2022-2023 influido, entre otros factores, por la utilidad práctica del contenido recibido y por el desarrollo de las consultas docentes personalizadas(AU)

Introduction: The faculty of Facultad de Ciencias Médicas Manuel Fajardo outlined a strategy for improving the educational teaching process for the 2022-2023 academic year. Work was done on the essentials of the subject Medical Genetics, characterized by the development of active teaching methods and a virtual learning environment, as well as by the use of a textbook authored by one of the professors of the subject faculty. Objective: To explore the student perception about the teaching-learning process of Medical Genetics at Facultad de Ciencias Médicas Manuel Fajardo during the 2022-2023 academic year. Methods: A cross-sectional descriptive observational study was carried out. A questionnaire, whose content was previously validated through Aikem's V Coefficient, was applied to 115 second-year medical students, who offered their informed consent. Thirteen variables were characterized. Results: The highest percentages of satisfaction were grouped in the level of imparted knowledge (100 percent), the use of audiovisual media (94.7 percent), and the personalization of teaching consultations (94.6 percent). The highest percentages of student dissatisfaction were related to group dynamics in knowledge integration (30.1 percent), the evaluation methods (27.0 percent), and the use of clinical cases for learning (27.0 percent). Conclusions: There is good student perception about the teaching process of the subject Medical Genetics at Facultad de Medicina Manuel Fajardo during the 2022-2023 academic year due to the influence of, among other factors, the practical usefulness of the received content and the development of personalized teaching consultations(AU)

The Educational Situation Quality Model: Recent Advances.

The purpose of this work was to present an educational model developed in recent years entitled the "The Educational Situation Quality Model" (MOCSE, acronym in Spanish). MOCSE can be defined as an instructional model that simultaneously considers the teaching-learning process, where motivation plays a central role. It explains the functioning of an educational setting by organizing and relating the most important variables which, according to the literature, contribute to student learning. Besides being a conceptual framework, this model also provides a methodological procedure to guide research and to promote reflection in the classroom. It allows teachers to implement effective research-action programs to improve teacher-students satisfaction and learning outcomes in the classroom context. This work explains the model's characteristics and functioning, recent advances, and how teachers can use it in an educational setting with a specific subject. This proposal integrates approaches from several relevant psycho-educational theories and introduces a new perspective into the existing literature that will allow researchers to make progress in studying educational setting functioning. The initial MOCSE configuration has been refined over time in accordance with the empirical results obtained from previous research, carried out within the MOCSE framework and with the subsequent reflections that derived from these results. Finally, the contribution of the model to improve learning outcomes and satisfaction, and its applicability in the classroom, are also discussed.

Galería de imágenes de tumores malignos como herramienta didáctica en oncología / Gallery of malignancies images as didactic tool in oncology i: en

Introducción: Los tumores malignos son afecciones prevalentes que exigen un diagnóstico temprano para un tratamiento oportuno. La confección de una galería de imágenes como medio de enseñanza con la tecnología digital constituye una herramienta de aprendizaje de incuestionable valor en la especialidad de oncología. Objetivo: Confeccionar una galería de imágenes digitales de tumores malignos como medio de enseñanza alternativo para la docencia de residentes y profesionales de enfermería. Métodos: Se realizó una innovación tecnológica en el Hospital Oncológico Docente Provincial Conrado Benítez García de Santiago de Cuba, durante el bimestre enero-febrero del 2023. El objeto de estudio y el campo de acción fueron los recursos del aprendizaje y las imágenes digitalizadas sobre tumores malignos, respectivamente. Se combinaron los métodos de investigación teóricos (sistematización, vivencial y analítico sintético) y empíricos (análisis documental y encuesta en forma de cuestionario a informantes clave). Resultados: Como medio de enseñanza alternativo para la docencia médica y de enfermería, manualmente se confeccionó una galería digital con 164 imágenes de tumores malignos que incluían casi todas las localizaciones. Los expertos en informática, especialistas, residentes y enfermeras valoraron de muy adecuado el producto informático, basado en la cientificidad y la didáctica tecnológica para la formación académica integral. Conclusiones: La galería de imágenes digitales constituye una herramienta didáctica, motivacional, atractiva e interesante para el aprendizaje de las neoplasias malignas; es un recurso ilustrativo y utilitario para la docencia médica y del profesional de enfermería.

Introduction: Malignancies are prevalent affections that demand an early diagnosis for an opportune treatment. The making of an images gallery as teaching means with digital technology constitutes a learning tool of unquestionable value in the oncology specialty. Objective: To make a gallery of malignancies digital images as alternative teaching means for the residents and nursing professionals. Methods: A technological innovation was carried out in Conrado Benítez García Provincial Teaching Oncological Hospital in Santiago de Cuba, during the January-February two-month period, 2023. The study object and action field were the learning resources and the digital images on malignancies, respectively. The theoretical investigation methods (systematizing, experiential and analytic synthetic) and empiric (documental analysis and interviews in questionnaire form to key informants) were combined. Results: As alternative teaching means for medical and nursing teaching, a digital gallery was manually made with 164 malignancies images that included almost all the localizations. Computer science experts, specialists, residents and nurses valued as very appropriate the computer product, based on the scientificity and the technological didactics for the integral academic training. Conclusions: The gallery of digital images constitutes a didactic, motivational, attractive and interesting tool for learning of malignancies; it is an illustrative and utilitarian resource for medical and nursing professional teaching.

Consideraciones didácticas acerca de la modalidad no presencial en las universidades / Didactic Considerations about the Non-Face-to-Face Modality in Universities

Introducción: La modalidad no presencial del proceso de enseñanza-aprendizaje se incrementó como respuesta a las condiciones creadas por la COVID-19, sin la necesaria preparación y experiencia de los docentes para implementarla. Objetivo: Proponer algunas consideraciones didácticas que tributan al adecuado manejo del docente de los componentes del proceso de enseñanza-aprendizaje en la implementación de la modalidad no presencial. Posicionamiento de los autores: La exitosa implementación de cualquier variante de modalidad no presencial dependerá de la preparación del docente, particularmente en Didáctica, al asumir las tecnologías de la información y las comunicaciones como medios de enseñanza en la misión de hacer que sus estudiantes aprendan. Conclusiones: La no presencialidad en el proceso de enseñanza-aprendizaje se considera una alternativa viable en circunstancias de pandemia u otras equivalentes, y debe ser una modalidad complementaria en la etapa posCOVID-19. Así que los profesores tendrán que replantear el proceso en todos sus componentes, en un contexto digital que ya no tiene vuelta atrás(AU)

Introduction: Within the teaching-learning process, the non-face-to-face modality was increased as a response to the conditions created by COVID-19, but without the necessary preparation and experience for professors to implement it. Objective: To propose some didactic considerations that contribute to the professor's adequate management of the components of the teaching-learning process in the implementation of the non-face-to-face modality. Authors' position: The successful implementation of any variant of the non-face-to-face modality will depend on the professor's preparation, particularly in didactics, when assuming information and communication technologies as teaching means in the mission of making their students learn. Conclusions: Within the teaching-learning process, the non-face-to-face condition is considered a viable alternative in pandemic, or other equivalent, circumstances; it should be a complementary modality in the post-COVID-19 stage. Thus, professors will have to rethink the process focusing on all its components, within a digital context that has no turning back(AU)