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Prenatalna / postnatalna intervencija koja uključuje proaktivnu telefonsku podršku i pisane materijale provedena je na uzorku od 400 žena iz Splitsko-dalmatinske županije u Hrvatskoj a kojima je ovo prva trudnoća. Žene su randomizirane u tri grupe intervencija (IS), aktivna kontrolna (AKS) i standardna kontrolna skupiina (SKS) od studenog 2013. do prosinca 2016. Primarni ishod bio je isključivo dojenje (EBF) s 3 mjeseca. Sekundarni ishodi bili su poteškoće s dojenjem, stavovi prema hranjenju dojenčadi, samoučivkovitost dojenja i stope dojenja s 3 i 6 mjeseci. Od 400 žena, 45 (11%) se izgubilo tijekom praćenja, a konačne analize provedene su na 129 (IS), 103 (AKS) i 123 (SKS) sudionice. Stope EBF s 3 mjeseca bile su značajno veće za IS (OR 4,6, 95% CI 2,7 do 8,1; EBF 81%) kao i sa 6 mjeseci (OR 15,7, 95% CI 9,1 do 27,1; EBF 64%) u usporedbi s SKS (EBF 47% sa 3 mjeseca, a 3% u 6 mjeseci). Viši postoci zabilježeni su i za AKS nakon 3 mjeseca (OR 2,2, 95% CI 1,3 do 3,8, EBF 68%) i 6 mjeseci (OR 2,3, 95% CI 1,4 do 3,9, EBF 16%). Ispitanice IS-a zabilježile su najveći porast pozitivnog stava prema dojenčadi, u usporedbi s početnom vrijednosti, i značajno veću samoučinkovitost dojenja. Ispitanice SKS imale su znatno veće poteškoće s dojenjem, u dobi od 3 i 6 mjeseci, u usporedbi s AKS i IS. Tiskani materijali za dojenje i proaktivna telefonska podrška žena na kojima je ovo prva trudnoća pokazali su učinkovitim sredstvom za povećanje stope dojenja, smanjenje poteškoća s dojenjem i poboljšanje samoučinkovitosti i stava prema prehrani dojenčadi., An antenatal/postnatal intervention involving proactive telephone support and written materials was conducted among primiparas. 400 women, from the Split-Dalmatia County, Croatia, were randomised between November 2013 and December 2016 into three groups: intervention (IG), active control (ACG) and standard care (SCG). Primary outcome was exclusive breastfeeding (EBF) at 3 months. Secondary outcomes included breastfeeding difficulties, attitudes towards infant feeding, breastfeeding self-efficacy and social support. Practice staff were blinded to group allocation. Of 400 women, 45 (11%) were lost to follow-up, and final analyses were conducted on 129 (IG), 103 (ACG) and 123 (SCG) participants. EBF rates at 3 months were significantly higher for the IG (OR 4.6, 95% CI 2.7 to 8.1; EBF 81%) as well as at 6 months (OR 15.7, 95% CI 9.1 to 27.1; EBF 64%) compared to SCG (EBF 47% at 3 months, and 3% at 6 months). Higher rates were also observed for the ACG at 3 months (OR 2.2, 95%CI 1.3 to 3.8, EBF 68%) and 6 months (OR 2.3, 95%CI 1.4 to 3.9, EBF 16%). Participants in the IG had the highest increase in positive attitudes towards infant feeding, in comparison to baseline, and significantly higher breastfeeding self-efficacy. Participants in SCG experienced significantly more breastfeeding difficulties, both at 3 and 6 months, in comparison to AC and IGs. Written breastfeeding materials and proactive telephone support among primiparas are an effective means of increasing breastfeeding rates, decreasing breastfeeding difficulties and improving self-efficacy and attitudes towards infant feeding.

ilustraciones, fotografías Este documento presenta los tres componentes escritos que conforman el trabajo final de grado para optar al título de Magister en Museología y Gestión del Patrimonio. La primera parte contiene un trabajo conceptual denominado ‘Experiencias participativas en el Museo Itinerante de la Memoria y la Identidad de los Montes de María — El Mochuelo —’, que describe las prácticas participativas del museo a partir de su modelo educativo denominado ‘Mochuelos Cantores’. La segunda parte consta de la memoria crítica de la estancia en la Casa Museo Tequendama, donde se realizó un diagnóstico para la formulación de un plan museológico de la institución. Finalmente, la memoria crítica de la práctica académica en el área educativa del Museo de Arte Moderno de Bogotá (MAMBO) en el que desempeñé actividades de mediación y realicé un estudio de públicos en el marco de la exposición ‘Conversación al Sur’. A través de estas tres experiencias se proponen algunas reflexiones sobre la cultura de la participación en los museos. (Texto tomado de la fuente) This document presents the three written components that constitute the final project for the Master's degree in Museology and Heritage Management. The first part contains a conceptual essay called 'Participatory experiences in the Itinerant Museum of Memory and Identity of the Montes de María - El Mochuelo -', which describes the participatory practices of the museum by its educational model called 'Mochuelos Cantores'. The second part consists of the critical memory of the work at the Casa Museo Tequendama, where was made a diagnosis for the formulation of a museological plan for the institution. Finally, the critical memory of the academic practice in the educational area of the Museum of Modern Art of Bogota (MAMBO) where I performed mediation activities and conducted a visitor study in the framework of the exhibition ‘Conversación al sur'. These three experiences offer some reflections on the culture of participation in museums. Maestría Magíster en Museología y Gestión del Patrimonio

Education in Ecuador is complex because it is influenced by social, political, and economic aspects. This article aims to map out the historical events that have shaped Ecuadorian education to critically analyze the scope of the educational policies. It is essential to specify that this article does not aim to describe in-depth the reforms and public policies. Instead, it aims to critically describe the country's historical evolution and the current educational situation. In this sense, using a qualitative approach, this study starts with a literature review of the historical background of public education and the teaching methods used in Ecuador since 1830. Year when Ecuador became independent. To conclude, there is a discussion that starts with the policies that the governments have imposed on society and the future challenges that public education will face. La educación en el Ecuador se encuentra atravesada por procesos sociales, políticos y económicos que la vuelven compleja en su trayectoria. Por esa razón, este artículo tiene por objetivo retratar los acontecimientos de la complejidad histórica para repensar los alcances de las políticas educativas en el país. Es importante precisar que, no se pretende describir a profundidad las reformas y las políticas públicas del rango de información abordada, más bien se aportan elementos que permitan comprender la evolución histórica y la situación de la educación actual del país. Para ello, este trabajo parte de un enfoque cualitativo, por medio de la revisión de la literatura sobre los antecedentes históricos del proceso de instauración de la educación pública y los modelos de educación empleados en el Ecuador. Estos elementos son xpuestos en un breve recuento desde 1830 cuando Ecuador se convierte en un Estado autónomo. A modo de cierre, se amplía la discusión de la educación desde la comprensión instrumental que los gobiernos han impuesto a la sociedad civil y se presentan los desafíos a futuro de la educación pública.

ilustraciones Teniendo en cuenta los modelos educativos actuales enfocados en el constructivismo y la participación del estudiante de forma activa durante todo su proceso de formación, se decide la creación de una herramienta interactiva dentro de la plataforma Moodle de la Universidad Nacional de Colombia para la realización de un curso dedicado a neuroinfección, dirigido a estudiantes de pregrado de medicina y a residentes de las especialidades de pediatría y neuropediatría, los cuales tendrán contenido y evaluación en base a las competencias de conocimiento de cada grupo, que permita el aprendizaje de forma sencilla de estas entidades causantes de una alta morbimortalidad en la población pediátrica. (Texto tomado de la fuente) Considering the current educational models which focus on constructivism and active student participation throughout their training process, it has been decided to create an interactive tool within the Moodle platform of the Universidad Nacional de Colombia where for the realization if a course dedicated to neuroinfection, aimed at undergraduate medical students and residents of the pediatric and neuropediatric specialties, which will have content and evaluation based on the knowledge competencies of each group, which allows the learning of these entities that cause high morbidity and mortality in the pediatric population Especialidades Médicas Especialista en Neuropediatría

La metodología Flipped Classroom (FC) permite una reorganización de los tiempos en el aula y fuera de ella. Para el trabajo asíncrono, cuando el contenido de la materia es más reflexivo, se pueden utilizar como recurso didáctico las instantáneas culturales, una combinación de cine, música y literatura. El objetivo de esta investigación fue conocer las percepciones de futuros docentes sobre el FC utilizando instantáneas culturales. Se utilizó un diseño cuantitativo de panel longitudinal (pre-test y post-test) con un enfoque descriptivo e inferencial. La muestra la conformaron 111 futuros docentes de la Universidad de Málaga (curso 2021/2022). Se aplicó un instrumento validado para medir percepciones sobre metodología FC. Los resultados reflejaron percepciones positivas sobre la metodología FC, mejorando significativamente las valoraciones al utilizar instantáneas culturales. No se produjeron diferencias significativas al comparar por sexos, aunque los hombres tuvieron mejor percepción tras utilizar las instantáneas culturales. Como conclusión, el uso de instantáneas culturales como recurso didáctico puede suponer una alternativa positiva para trabajar contenidos de mayor complejidad si utilizamos la metodología FC. Flipped Classroom (FC) methodology allows a reorganization of times in the classroom and outside of it. For asynchronous work, when the content of the subject is more reflective, cultural snapshots, a combination of cinema, music and literature, can be used as a didactic resource. The objective of this research was to know the perceptions of future teachers about FC using cultural snapshots. A quantitative longitudinal panel design (pre-test and post-test) with a descriptive and inferential approach was used. The sample consisted of 111 prospective teachers from the University of Malaga (course 2021/2022). A validated instrument was applied to measure perceptions about FC methodology. The results reflect positive perceptions of the FC methodology, significantly improving valuations when using cultural snapshots. There were no significant differences when comparing by gender, although men had a better perception after using the cultural snapshots. In conclusion, the use of cultural snapshots as a didactic resource can be an positive alternative to work on more complex contents if we use the FC methodology.

ilustraciones, tablas Enfoques de aprendizaje en maestrantes de morfología humana Los enfoques de aprendizaje han sido ampliamente estudiados desde sus inicios en los años setenta y han evolucionado hasta consolidarse como una de las principales formas de abordar el aprendizaje desde una perspectiva medible y determinante. Estos enfoques se subdividen en dos grandes categorías: superficial y profundo, cada una con dos componentes: la motivación y la estrategia, que están influenciados por determinantes curriculares particulares en un contexto particular. Objetivo: determinar cuáles son los enfoques de aprendizaje utilizados por los maestrantes de morfología humana de la Universidad Nacional de Colombia durante su proceso de formación en posgrado. Materiales y métodos: estudio cuantitativo observacional, descriptivo y de corte transversal, en el que se tomó como muestra al universo de estudiantes activos de la maestría para el primer periodo académico del año 2022. La participación fue voluntaria luego de una divulgación y sensibilización de los objetivos, metodología y alcance del estudio. La información se recolectó mediante la aplicación de dos instrumentos de manera conjunta en un formulario virtual, a saber: una encuesta para identificación de aspectos de orden sociocultural, elaborada por el grupo investigador, y el instrumento propuesto por Biggs R SPQ-2F para la identificación de los enfoques de aprendizaje. Resultados y conclusiones: En el global de la población el enfoque predominante es el estratégico, al igual que en cada uno de los énfasis. No se analizaron otras variables debido al limitado tamaño de la muestra. Palabras clave: Enfoques de aprendizaje, estudiantes universitarios, teoría SAL, Biggs, educación médica. (Texto tomado de la fuente). Learning approaches in students of human morphology magister Learning approaches have been extensively studied since their beginnings in the 1970s and have evolved into one of the main ways of consolidating an approach to learning from a measurable perspective and determinant. These approaches are divided into two broad categories: superficial and profound, each with two components: motivation and strategy, which are influenced by curricular determinants in a particular context. Objective: to determine the learning approaches used by the students of human morphology magister of the National University of Colombia during their postgraduate training process. Materials and methods: quantitative observational, descriptive, and cross-sectional study, in which the universe of active students of the master’s degree was taken as a sample for the first academic period of 2022. Participation was voluntary following dissemination and awareness of the objectives, methodology and scope of the study. The information was collected through the joint application of two instruments in a virtual form: a survey for the identification of socio-cultural aspects, prepared by the research group, and the instrument proposed by Biggs R SPQ-2F for the identification of learning approaches. Results and conclusions: In the overall population the predominant focus is the strategic, as in each of the emphases. Other variables were not analysed due to the limited sample size. Keywords: Learning approaches, university students, SAL theory, Biggs, medical education. Incluye anexos Maestría Magíster en Morfología Humana Cuantitativo observacional, transversal y descriptivo.

Considering that the educational models respond to the type of individuals and society that one wants to form, the present study investigates about the relations of correspondence between two approaches that have been installed in our society for a few decades and that cohabit in the classrooms of schools belonging to the Valparaiso region, namely, assessment by competencies and evaluation for educational inclusion. For this purpose, 268 teachers from schools where competency curriculum was established and 25 teachers from a school self-defined as inclusive were interviewed. It is expected to determine the compatibility and coherence between the evaluation strategies and instruments of both approaches. As a product of the present study, an instrument will be proposed that makes it possible to evaluate both competencies and educational inclusion simultaneously in the classroom., Considerando que los modelos educativos responden al tipo de individuos y de sociedad que se quiere formar, el presente estudio indaga respecto de las relaciones de correspondencia entre dos enfoques que se han instalado en nuestra sociedad desde hace algunas décadas y que cohabitan en las aulas de escuelas pertenecientes a la región de Valparaíso, a saber, la evaluación por competencias y la evaluación para la inclusión educativa. Para tal efecto se ha encuestado a 268 docentes de escuelas en las que se instauró un currículo por competencias y a 25 docentes de una escuela autodefinida como inclusiva. Se espera determinar la compatibilidad y coherencia entre las estrategias e instrumentos evaluativos de ambos enfoques. Como producto del presente estudio, se propondrá un instrumento que posibilite evaluar tanto las competencias como en la inclusión educativa de manera simultánea en el aula.

The beginning of the emergence of the science of educational design goes back to the end of the first half of the twentieth century, and specifically after the Second World War. Educational design is an important component in the field of educational technology and is considered to be one of the primary tasks for specialists in educational technology.Educational design is an integrated process for analyzing the learner's needs and goals, developing systems and paying attention to developing the educational activities, experimenting and re-examining them. It is a systematic process that aims to plan the educational systems to work with the highest degree of effectiveness and efficiency to facilitate education for students. Furthermore, educational design is the pinnacle among the educational techniques in addressing teaching and learning problems, developing their levels and providing corrective measures for each.The educational design draws attention towards educational goals: The first steps in designing education are defining general educational goals and the specific behavioral goals of the subject to be taught. This step would help the designer distinguish valuable goals from side goals and applied goals from theoretical ones.Educational design, design of tourist facilities. Problem Definition:• Absence of use of the well-known educational design methods that are used in most cases when developing or creating study materials in art institutes and colleges.Research Objectives:• Scientifically developing a curriculum for the course (Design of Tourist Facilities) at the High Institute of Applied Arts - October 6.• Setting scientific rules and guidelines for the development of any curriculum or study program for art institutes and colleges due to the special nature of their courses.Research importance:• Reaching the stages and method for developing design curricula for art colleges.Research limits:• Application on the Department of Interior Design and Architecture of the High Institute of Applied Arts - 6th of October City and the course (Design of Tourist Facilities).

This research aimed to present a survey of the production of knowledge related to the pedagogical trips abroad by educator engineers and funded by the Brazilian government between 1909 and 1946, for purposes related to the structuring of technical education. We analyzed academic production available in the Catálogo de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in Scholar Google. We chose to search in scientific articles, dissertations and theses using the descriptors "Educational Trips", "Technical Education", and "Circulation of ideas and pedagogical models". The writing of the article is anchored in the concepts of educational trips (VIÑAO FRAGO, 2007; VIDAL, 2017; CUNHA, 2012), networks (FUCHS, 2007; PORTUGAL, 2007) and technical education (FONSECA, 1961; MANFREDI, 2002; PEDROSA; SANTOS, 2014). The results reveal that the research and the production of knowledge about the theme of educational trips, especially those carried out with purposes related to the structuring of technical education, is relatively modest, justifying the need and the relevance of new researches that address this theme. Este estudio objetivó presentar una investigación de la producción de conocimiento relacionado con los viajes pedagógicos realizados al extranjero por ingenieros educadores y financiados por el gobierno brasileño entre 1909 y 1946, con fines relacionados con la estructuración de la enseñanza técnica. Analizamos la producción académica disponible en el Catálogo de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), en la Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) y en Google Académico. Elegimos buscar en artículos científicos, disertaciones y tesis utilizando los descriptores "Viajes educativos", "Educación técnica" y "Circulación de ideas y modelos pedagógicos". La redacción del artículo se basa en los conceptos de viajes pedagógicos (VIÑAO FRAGO, 2007; VIDAL, 2017; CUNHA, 2012), redes (FUCHS, 2007; PORTUGAL, 2007) y educación técnica (FONSECA, 1961; MANFREDI, 2002; PEDROSA; SANTOS, 2014). Los resultados revelan que la investigación y la producción de conocimiento sobre el tema de los viajes pedagógicos, especialmente los realizados con fines de la estructuración de la educación técnica, es, relativamente, modesta, lo que justifica la necesidad y relevancia de nuevas investigaciones del tema. Esta pesquisa teve como objetivo apresentar um levantamento da produção do conhecimento relacionado às viagens pedagógicas, realizadas ao exterior por engenheiros educadores e financiadas pelo governo brasileiro, entre os anos de 1909 e 1946, com finalidades relativas à estruturação do ensino técnico. Foram analisadas produções acadêmicas disponibilizadas no Catálogo de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Google Acadêmico. Optou-se pela busca em artigos científicos, dissertações e teses utilizando os descritores “Viagens Pedagógicas”, “Ensino Técnico”, e “Circulação de ideias e modelos pedagógicos”. A escrita do artigo ancora-se nos conceitos de viagens pedagógicas (VIÑAO FRAGO, 2007; VIDAL, 2017; CUNHA, 2012), redes (FUCHS, 2007; PORTUGAL, 2007) e ensino técnico (FONSECA, 1961; MANFREDI, 2002; PEDROSA; SANTOS, 2014). Os resultados revelam que a pesquisa e a produção do conhecimento acerca do tema viagens pedagógicas, especialmente, as que foram realizadas com fins relacionados à estruturação do ensino técnico, é, relativamente, modesta, justificando a necessidade e a relevância de novas pesquisas que abordem essa temática.

Los jóvenes aprendices de algún idioma, normalmente hacen una asociación entre palabras y objetos para entender lo abstracto de las cosas; las palabras que se relacionan con imágenes, animaciones o sonidos, facilitan la comprensión y asimilación de lo que se aprende e incrementan su interés por el conocimiento. Este trabajo muestra un proyecto focalizado en el aprendizaje de idiomas, el cual se cristaliza mediante un sistema, basado en realidad aumentada, que sirve como plataforma de aprendizaje, la cual ayuda tanto a la enseñanza como al entendimiento de conceptos abstractos. El sistema incluye vocabularios que se asocian a las palabras, las cuales se almacenan en una base de datos con diferentes formatos, como imágenes 2D y 3D, texto, video y audio, mismos que son asociados a ítems cuyo contenido es representar entidades abstractas para entrenar la lectura, escritura y pronunciación de un idioma. Además, este sistema le permite a un asesor virtual interactuar con el usuario vía internet, lo cual facilita el aprendizaje a distancia con un funcionamiento iterativo (autoevaluación). Finalmente, el sistema fue evaluado por alumnos de nivel básico donde sus comentarios fueron muy prometedores para la implementación de un modelo pedagógico Flipped Learning en escuelas públicas mexicanas Young language learners usually make an association between words and objects to understand the abstract of things; the words that are related to images, animations or sounds, facilitate the understanding and assimilation of what is learned and increase their interest in knowledge. This work shows a project focused on language learning, which is crystallized through a system, based on augmented reality, that serves as a learning platform, which helps both teaching and understanding abstract concepts. The system includes vocabularies that are associated with words, which are stored in a database with different formats, such as 2D and 3D images, text, video and audio, which are associated with items whose content is to represent abstract entities for train the reading, writing and pronunciation of a language. In addition, this system allows a virtual advisor to interact with the user via the internet, which facilitates distance learning with an iterative operation (self-evaluation). Finally, the system was evaluated by elementary students where their comments were very promising for the implementation of a Flipped Learning pedagogical model in Mexican public schools.

This qualitative study aims to analyze the attitudes and preferences of a group of Italian osteopaths in the clinical application of SD.

Au Maroc, l’Islam est religion d’État et l’éducation islamique fait partie intégrante du curriculum. En parallèle, les réformes éducatives actuelles valorisent l’approche par compétences et les soft skills. Cet article vise à mettre au jour les tensions qui se jouent au sein du système éducatif national, dans les programmes scolaires et les pratiques d’enseignement des langues arabe, française et anglaise, entre une conception identitaire arabo-musulmane d’un citoyen, sujet pieux et révérencieux du royaume, et une conception libérale et pragmatique d’un citoyen autonome, performant et compétitif sur la scène économique mondiale. In Morocco, Islam is the state religion and Islamic education is part of the curriculum. At the same time, current educational reforms promote a competence-based approach and soft skills. This article highlights the existing tensions in curricula and teaching practices for Arabic, French and English in the national education system, between two conceptions of citizenship: one, focused on Arab-Muslim identity,seeks to construct pious and reverential citizens of the kingdom, while the other, resolutely pragmatic and liberal, endeavours to train autonomous, productive and competitive citizens in the global economy.

The article is devoted to the development of open education in Ukraine and the world. The concept of "Open Education" is analyzed and the author offers his vision of the essence and content of this concept, the really relevant problems and ideas of open education, which has become widespread and influential and may determine the development of education, culture of teaching and learning dozens steps forward. Стаття присвячена розвитку відкритої освіти в Україні та світі. Проаналізовано поняття «Відкрита освіта» та автором запропоновано його бачення сутності та змісту цього поняття, про справді актуальні проблеми та ідеї відкритої освіти, що вже набув великого поширення і впливу та, цілком можливо, визначатиме розвиток всієї системи освіти, культури викладання і навчання на десятки кроків вперед.

Scoping review about educational programmes for paediatric healthcare professionales in patient- and family-centred care

Ce rapport dédié aux pédagogies du Sud propose « une décentration par rapport aux orientations dominantes de l’éducation et de la pédagogie ». Les systèmes éducatifs actuels sont en crise. Ils pourraient trouver dans les concepts et chez les penseurs de l’éducation des continents asiatique, africain et sud-américain d’autres modèles éducatifs. Avec la crise climatique et l’inquiétude qu’elle suscite au niveau mondial, les savoirs autochtones ont gagné en crédibilité et sont étudiés dans des s...

Resumo O artigo analisa a formação profissional da enfermagem pós-1930 como parte de um processo histórico que redimensionou a profissão e sua profissionalização no Brasil. Por intermédio de documentos que remetem à experiência das primeiras alunas da Escola de Enfermagem de São Paulo, considera-se que o movimento evoca uma ruptura em relação tanto às origens quanto à manutenção das representações estabelecidas. Derivadas da instalação de um novo modelo de ensino oriundo dos Estados Unidos, mudanças processadas transferem para São Paulo o núcleo intelectual da enfermagem no Brasil, que passa a ser o centro irradiador da profissionalidade preconizada e como parte de acordos bilaterais realizados durante o Estado Novo. Resumen El artículo analiza la formación profesional de los cursos de enfermería posteriores a 1930 como parte de un proceso histórico que redimensionó la profesión y su profesionalización en Brasil. Por intermedio de documentos que remiten a la experiencia de las primeras alumnas de la Escola de Enfermagem de São Paulo, se considera que el movimiento evoca una ruptura tanto en lo que se refiere a los orígenes como al mantenimiento de las representaciones establecidas. Derivados de la instalación de un nuevo modelo de enseñanza proveniente de Estados Unidos, los cambios efectuados trasladan a São Paulo el núcleo intelectual de la enfermería en Brasil, pasando a ser esta ciudad el centro irradiador de la profesionalidad preconizada y parte de acuerdos bilaterales realizados durante el Estado Novo. Résumé L’article analyse la formation professionnelle en infirmerie après 1930 comme partie integrante d’un processus historique qui a redimensionné la profession et sa professionnalisation au Brésil. Par moyen des documents qui renvoyent à l’expérience des premières élèves de l’Escola de Enfermagem de São Paulo, on considère que le mouvement évoque une rupture par rapport aussi bien aux origines qu’à la maintenance des réprésentations établies. Dérivés de l’installation d’un nouveau modèle d’enseignement des États-Unis, les changements effectués déplacent à São Paulo le noyau intellectuel de l’infirmerie au Brésil, qui devient le centre de rayonnement du professionnalisme préconisé et fait partie des accords bilatéraux réalisés pendant l’Estado Novo. Abstract This paper analyzes the professional formation of nursing in Brazil after the 1930s as part of a historical process that evaluates the professions and the professionalization in the country. Through several documents on the experience of the first female students at the Escola de Enfermagem de São Paulo, the movement is thought to underscore a rupture regarding the origins and the maintenance of representations established for nurses in Brazil. Changes were transposed from the new nursing model in the United States and applied in São Paulo as the nursing’s intellectual nucleus, center of professionalism as part of joint ventures undertaken during the Brazilian Estado Novo.

Background Patient safety events (PSE) are opportunities to improve patient care but physicians rarely report them. In a previous study, residents identified knowledge regarding what constitutes a PSE, perceived lack of time, complexity of the reporting process, lack of feedback, and perceived failure to resolve the issue despite reporting to be barriers limiting their PSE reporting. The residency programs and system patient safety and quality improvement departments created targeted interventions to address identified barriers. Objective Assess effectiveness of targeted interventions on improving PSE reporting rates amongst residents. Methods As part of a multi-residency patient safety project, interventions were created to focus on the removal of barriers to reporting PSE identified previously. Post-interventions, an identical cross-sectional survey of the residents at the same two community teaching hospitals was conducted from Sept to Dec 2018 through an online questionnaire tool. Results 78 out of 149 residents (52.3%) completed the survey. We found a significant improvement in the number of residents who endorsed reporting a PSE in the past 1 year (51.2% vs 23.5%, p = 0.001), as well as during the course of their training (52.6% vs 26.5%, P = 0.001). There was also a significant decrease in the number of residents who were unsure of how to report a PSE (p = 0.031) as well as those who viewed medical error as a sign of incompetence (p = 0.036). Conclusion Our study demonstrates that simplifying the PSE reporting process, improving knowledge and acceptance of patient safety/quality improvement principles and promotion of a just culture improves resident PSE reporting.

Relatos de Reconciliación es una experiencia transmedia que recopila las memorias de personas que han convivido con la violencia y la guerra en Colombia. Sus historias son el guion de un largometraje animado y un documental interactivo. Este proyecto, dirigido por Carlos Santa y Rubén Monroy, nació en el año 2015, como respuesta a la necesidad de abrir oportunidades para que los estudiantes de animación del SENA - Centro para la Industria de la Comunicación Gráfica, se vincularan con la industria y el desarrollo de proyectos reales, de tal manera que fortalecieran su desempeño como animadores y las empresas de la industria creativa generaran confianza en su formación. Fue una experiencia en la que se mezcló, o mejor, reconcilió la técnica, la investigación, la expresión artística y las formas de producción comercial y experimental, con el fin de aportar en la construcción del tejido social; que orientara a los estudiantes a desarrollar un pensamiento crítico relacionado con un tema tan complejo como la guerra en Colombia.

A educação para a sexualidade é um pilar fundamental da saúde sexual e reprodutiva. Contudo, há um distanciamento dessa discussão para adolescentes rurais. O objetivo deste artigo é analisar o discurso sobre a sexualidade do adolescente no contexto rural e as perspectivas para romper com a ordens do discurso. Adota como metodologia a pesquisa-ação desenvolvida em duas escolas rurais: uma no Brasil e outra na Colômbia. Para análise dos dados foi aplicada a Análise Crítica do Discurso. A sexualidade do adolescente no contexto da escola rural é atravessada por dispositivos que produzem o silenciamento. A construção da sexualidade é marcada pelos modelos biomédico, biológico e sexista que se exacerbam no contexto rural. É preciso reeducar o conceito de sexualidade como dimensão humanizadora e avançar na discussão sobre como a tecnologia e a mídia interferem nos modos de vida e na sexualidade dos adolescentes no contexto rural. Education for sexuality is a central pillar of sexual and reproductive health. However, adolescents living in rural areas are distanced from this discussion. The aim of this article is to analyze the discourse on the sexuality of adolescents living in rural settings and the prospects for breaking with the orders of discourse. It adopts as methodology the action research study in two rural schools in Brazil and Colombia. The data were analyzed using critical discourse analysis. Adolescent sexuality in the context of rural schools is permeated by devices that create silence. The construction of sexuality is characterized by biomedical, biological and sexist models, which are exacerbated in rural settings. It is necessary to reteach the concept of sexuality as a humanizing dimension and make strides in the discussion of how technology and the media interfere in the ways of life and sexuality of adolescents living in rural areas. La educación para la sexualidad es un pilar fundamental de la salud sexual y reproductiva. No obstante, hay un distanciamiento de esa discusión para adolescentes rurales. El objetivo de este artículo es analizar el discurso sobre la sexualidad del adolescente en el contexto rural y las perspectivas para romper el orden del discurso. Adopta como metodología la investigación-acción desarrollada en dos escuelas rurales, una en Brasil y otra en Colombia. Para el análisis de los datos se adoptó el Análisis Crítico del Discurso. La sexualidad del adolescente en el contexto de la escuela rural está atravesada por dispositivos que producen el silenciamiento. La construcción de la sexualidad está señalada por los modelos biomédico, biológico y sexista que se exacerban en el contexto rural. Es preciso reeducar el concepto de sexualidad como dimensión humanizadora y avanzar en la discusión sobre cómo la tecnología y los medios interfieren en los modos de vida y en la sexualidad de los adolecentes en el contexto rural.

The transformation of educational processes, derived from the technological disruption that has taken place in the educational field, has allowed for the development of certain methodologies and techniques that place emphasis on the students as an active element in their own learning. Among these methodologies is learning based on video games. Serious games are video games with an explicit educational objective, that facilitate the generation of motivating contexts, promoting relevant experiences, and with the possibility of creating challenges of a systemic nature. With a systematic literature review (SLR) methodology, this study analysed the pedagogical models and/or approaches that are implemented in the teaching–learning processes brought about by the use of serious games, with the aim of evidencing the potentialities derived from the conception of the video game as an educational resource. The results show a clear conceptual network in relation to the analysed subject, with little interaction between selected studies. A variety of pedagogical models were identified, pertaining to the use of serious games as an educational resource in the classroom context. As an overall conclusion, there is no one reference model able to generate a single pedagogy for serious games.

Cet article présente certains résultats préliminaires d’une recherche doctorale visant à développer un modèle éducationnel en enseignement des arts plastiques au secondaire. Ce modèle conjugue éducation artistique et éducation relative à l’environnement, rejoignant des éléments clés du Programme de formation de l’école québécoise. Au sein de ce modèle, l’éducation artistique s’intéresse aux horizons extradisciplinaires du domaine des arts, comme la prise en compte de questions socioécologiques, en particulier celle du changement climatique, conséquence d’une dégradation environnementale sans précédent., This article presents some preliminary results of a doctoral research where an educational model in the teaching of visual arts at the secondary level was developed. This model combines arts education and environmental education joining key elements of the Quebec school training program. the Quebec school education program. Within this model, arts education opens up to the extra-disciplinary horizons of the curriculum so as to take into account socio-ecological issues, especially climate change, a consequence of unprecedented environmental degradation.

Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. “Parity” emphasizes health equity as the ultimate goal of global health. “People” comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. “Planet” encompasses various aspects of globalization and environmental health that affect population health. “Priorities” and “practices” include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our “5 Ps model of global health education” provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.

The article touches upon the problem of intensifying the methods of determining the English language as a foreign student from the Asia-Pacific countries, taking into account ethno-pedagogical and cultural approaches to teaching. The necessity of forming intercultural qualifications and qualifications of interlingual requirements among students is noted.

Gestionar uno o más programas curriculares implica tomar decisiones que impactan sobre el aprendizaje de los estudiantes. Es frecuente que sea necesario tomarlas aun cuando se carezca de información confiable sobre el estado real del programa, las causas de sus problemas y el potencial impacto de los cambios que se efectúen. Este libro ayuda a subsanar esa dificultad. No es una bolita de cristal que supla dicha carencia de información. Es una colección de ejemplos sobre cómo construir modelos matemáticos y de software que ayuden a responder preguntas sobre el flujo y número de estudiantes, los tiempos de graduación, los recursos de docencia, la evolución de una facultad, las autoevaluaciones, el perfil profesional, los objetivos de formación, las rutas de aprendizaje y las relaciones entre conceptos. Nos hemos apoyado en conceptos de sistemas discretos, aritmética difusa, ontologías, operadores de agregación, algoritmos genéticos, entre otros, para construir los modelos. Cada área del conocimiento tiene sus especificidades. No pretendemos que los modelos aquí presentados sean extrapolables a todo programa curricular. El principal aporte de cada modelo es su estructura, y la forma en que se ha adaptado para representar una situación en particular. De fondo, está el propósito de explorar nuevos caminos que ayuden a entender mejor los programas curriculares y sus necesidades. 1 Tránsito de los estudiantes a través del plan de estudios 16 1.1 Introducción 1.2 El modelo matemático 1.2.1 Modelo reducido 1.3 Validación del modelo 1.3.1 Información primaria 1.3.2 Obtención de los parámetros y variables de entrada 1.4 Análisis del modelo reducido 1.4.1 Evolución del número de estudiantes 1.4.2 Numero esperado de estudiantes 1.4.3 Efecto de los parámetros sobre el número esperado de estudiantes 1.4.4 Tiempos de graduación 1.4.5 Efecto de los parámetros sobre los tiempos de graduación 1.5 Análisis del incremento de estudiantes de la Facultad de Ingeniería 1.6 Conclusiones 2 Capacidades y necesidades de docencia 2.1 Introducción y contexto 2.2 Metodología para estimar las capacidades de docencia 2.2.1 Capacidad de docencia 2.2.2 Ocupación de la capacidad 2.3 Metodología para estimar las necesidades de docencia 2.3.1 Modelo de los planes de estudio 2.3.2 Docencia de asignaturas obligatorias 2.3.3 Docencia de asignaturas de libre elección y optativas 2.3.4 Docencia de dirección de trabajos 2.3.5 Datos de entrada 2.4 Validación y ajuste 2.5 Resultados 2.5.1 Capacidades de docencia 2.5.2 Necesidades de docencia 2.5.3 Contraste entre capacidades y necesidades 2.6 Conclusiones 3 Evolución de indicadores Introducción 3.2 Información primaria 3.3 Número de docentes de planta 3.4 Número de programas curriculares 3.5 Número de estudiantes y graduados 3.6 Número de asignaturas, cursos y notas 3.7 Docencia en relación con la planta docente 3.8 Conclusiones 4 Autoevaluación difusa en procesos de acreditación 4.1 El modelo del CNA 4.2 Fundamentos de aritmética difusa 4.2.1 Números difusos 4.2.2 Variables lingüísticas 4.2.3 Sistemas de computación con palabras 4.3 Fuzzynet 4.4 Caso de estudio 4.5 Autoevaluación difusa 4.6 Conclusiones 5 Cuantificación de perfiles profesionales 5.1 Modelo cuantitativo de un objetivo de aprendizaje 5.2 Agregación de objetivos de aprendizaje 5.3 Modelo cuantitativo de un perfil 5.3.1 Cuantificación de un perfil ideal 5.3.2 Cuantificación de un perfil personal 5.4 Satisfacción de perfiles 5.4.1 Satisfacción de un objetivo de aprendizaje 5.4.2 Satisfacción de un perfil 5.5 Discusión y aplicaciones potenciales 6 Análisis y definición de objetivos de formación 6.1 Metodología de análisis 6.2 Árbol de conocimientos en metrología 6.3 Una herramienta de software 6.3.1 Modelo de datos 6.3.2 Interfaz de edición 6.3.3 Interfaz de análisis 7 Construcción de rutas de aprendizaje sugeridas 7.1 Formalización del problema 7.1.1 Modelo del plan de estudios 7.1.2 Modelo de una ruta de aprendizaje 7.1.3 Función objetivo 7.2 Implementación en software 7.2.1 Uso del programa de optimización 7.2.2 Archivo de configuración 7.2.3 Archivos de resultados 7.3 Pruebas 8 Representación del contenido curricular mediante ontologías 8.1 Ontologías 8.2 El proceso constructivo de la ontología 8.2.1 Procedimiento ad hoc 8.3 UNTutor A Demostraciones del modelo de tránsito de estudiantes A.1 Demostraciones A.1.1 Obtención del modelo detallado A.1.2 Obtención del modelo reducido A.1.3 Función de transferencia del número total de estudiantes A.1.4 Valor de estado estacionario ante un escalón en el modelo mínimo A.1.5 Respuesta al impulso de la graduación en el modelo reducido Referencias Índice temático

Due to the COVID-19 pandemic and the consequent restrictions, universities have had to adapt their curricula substantially to new schemes in which remote learning is of the essence. In this study, we assess the feasibility of developing a mobile app supplementary to the distant teaching paradigm for the “Cardiology” module of the “General Pathology” subject in undergraduate Medical Education, and we evaluate its impact and acceptability. A cohort of volunteer second-year medical students (n = 44) had access to the app, and their opinions on its utility (1–10) were collected. Additionally, the students were invited to refer their expected satisfaction (1–10) with a blended learning methodology overlapping this new tool with the traditional resources. The average expected satisfaction had been compared to the average satisfaction obtained by just the traditional methodology in other modules from the same subject. Through a qualitative approach, we defined the strengths and weaknesses of the tool. Seventy-seven percent of the participants rated at 8/10 or more the potential learning value of the application and, if used as a supplement to traditional teaching, it would also statistically improve the satisfaction of students (6.52 vs. 8.70, p < 0.001). Similarly, the qualitative data corroborated the benefits of such innovation. Multidisciplinary collaborations are encouraged to develop teaching innovations, although further research should aim to better define the effectiveness of learning with these resources.

Автор статьи аргументирует необходимость переосмысления сущности образовательной сферы, заключающейся в отказе от Болонской системы и обращении к диалектике Гегеля и теории познания Ф. Энгельса, что отвечает сегодня политике контрсанкций. Целью образования необходимо признать преобразование сознания, содержанием – создание педагогических условий для формирования способа познания, высшей формой которого выступает диалектика., The author of the article argues for the need to rethink the essence of the educational sphere, which consists in the rejection of the Bologna system and the appeal to the dialectic of Hegel and the theory of knowledge of F. Engels, which today corresponds to the policy of counter sanctions. The goal of education must be recognized as the transformation of consciousness, the content is the creation of pedagogical conditions for the formation of a method of cognition, the highest form of which is dialectics.

The article presents the theoretical and methodological prerequisites for the formation and development of fractal pedagogy. In addition, the scientific justification of the principles of fractal pedagogy, its features and principles are considered and given. The result of the research is to determine the structure of personal and professional self-development of the teacher (motivational, design, activity-practical, reflexive, emotional volitional components). The presented research is considered as a variant of understanding the problem of personal and professional self-development of a teacher from a new perspective. Fractal methodology applicable to the problem of self-development of the teacher can be the Foundation for various psychological and pedagogical research in their perspective., �� ������������ ������������������������ ������������������-�������������������������������� ���������������������� ������������������������ �� ���������������� ���������������������� ��������������������. ���������� ��������, ���������������������� �� �������� �������������� ���������������������� ������������������ ���������������������� ��������������������, ���� ������������������������ �� ������������������. ���������������������� ������������������������ ���������������� ���������������������� ������������������ ������������������-���������������������������������� ������������������������ ���������������� (��������������������������, ������������������, ��������������������������-������������������������, ������������������������, ������������������������-�������������� ��������������������). ���������������������������� ������������������������ ������������������������������ ������ �������������� �������������������� ���������������� ���������������������� �� ���������������������������������� ������������������������ �������������� �� ���������� ���������� ������������. �������������������� ���������������������� ���������������������� �� ���������������� ������������������������ ���������������� ���������� ���������� �������������� ������ ������������������ ������������������-���������������������������� ������������������������ �� ���� ��������������.

Short forms of learning opportunities, which can be accessed through both public and private providers, are rapidly expanding across Europe in response to the increased demand for learner-centred educational models. They can be developed and offered by a wide range of institutions in various formal, non-formal and informal learning contexts. While micro-credentials have existed for decades across vocational and technical education, in higher education, the burgeoning field of microcredentials is currently gaining momentum. Micro-credentials, which represent an alternative approach to career and professional development, attest to the learning outcomes of short-term courses which provide tailored and adaptive learning opportunities for personal and professional development. However, ambiguous terminology, insufficient standardization, and the lack of transferability are obstacles that need to be addressed in order to make micro-credentials credible and more widely accepted.

[EN] Current research on teachers’ teaching approaches refers to two models: the teacher-centered model and the studentcentered model. This study analyses the teaching approaches of university teachers towards these two models. Based on this objective, three hypotheses were proposed that refer to the tendency of teaching staff towards one model or the other depending on the variables gender, previous training, and years of work experience. This study was carried out with 95 teachers from the Faculty of Education Sciences at the University of Seville, using a purposive accessibility sampling system. Cronbach’s alpha, descriptive statistics for each of the variables and the predominance of each model, Levene’s test, and t-test for independent variables were used to analyze the data. The instrument used for data collection was an online adaptation of the “Questionnaire for the Analysis of the Teaching Orientation of University Teachers” (Feixas, 2006). The results show that there is no significant tendency towards either of the two models, based on the variables gender, psycho-pedagogical training, and years of university teaching experience, nor towards one teaching model or the other. It is concluded that the participating teachers use teaching competencies from both models, with no differences in terms of gender, years of teaching experience, or previous training., [ES] Las investigaciones actuales sobre las orientaciones docentes del profesorado, refieren dos modelos: el modelo centrado en el profesor y el modelo centrado en el alumno. En este estudio se analiza la orientación docente hacia estos dos modelos por parte del profesorado universitario. En base a este objetivo se propusieron tres hipótesis que hacen referencia a la tendencia del profesorado hacia un modelo u otro dependiendo de las variables sexo, formación previa y años de experiencia laboral. Este estudio fue realizado con 95 docentes de la Facultad de Ciencias de la Educación de la Universidad de Sevilla, mediante un sistema de muestreo intencional por accesibilidad. Para el análisis de los datos se ha utilizado el Alfa de Cronbach, estadísticos descriptivos de cada una de las variables y de la predominancia de cada modelo, prueba de Levene y prueba t para variables independientes. El instrumento utilizado para la recogida de datos ha sido una adaptación al formato online del “Cuestionario para el Análisis de la Orientación Docente del Profesor Universitario” (Feixas, 2006). Los resultados muestran que no existe una tendencia significativa hacia ninguno de los dos modelos, en base a las variables sexo, formación psicopedagógica y años de experiencia docente universitaria, ni tampoco hacia un modelo de enseñanza u otro. Se concluye que el profesorado participante utiliza competencias docentes, tanto de un modelo como del otro, sin encontrarse diferencias de género, años de experiencia docente o formación previa.

Enfoques, modelos e linhas emergentes na educação patrimonial: para uma educação de qualidade por meio das artes As últimas mudanças paradigmáticas na educação patrimonial apontam para a necessidade de participação e experiência subjetiva em projetos educativos e, nos últimos anos, surgiram vários estudos de investigação que apelam à educação visual e plástica e à sua expressão como instrumentos de mediação entre as pessoas e o patrimônio. O objetivo é analisar a produção acadêmica sobre educação patrimonial através do TPV (técnicas plásticas e visuais) em revistas das bases de dados da coleção Web of Science Core (WOS) nos últimos 10 anos (2010-2020). As pesquisas e análises bibliográficas foram realizadas através da análise de indicadores de alto impacto, realizando pesquisas microespecializadas no WOS. Foram aplicadas técnicas bibliométricas para identificar as principais linhas de investigação, tópicos e TPV utilizados. Os dados foram processados com o VOSviewer e uma análise qualitativa aprofundada. Em relação aos resultados, foram observadas quatro abordagens: uma primeira abordagem centrada na comunicação do patrimônio, uma segunda abordagem centrada na utilização de técnicas plásticas como forma de expressão, uma terceira centrada na utilização das TIC como instrumento educativo e uma quarta centrada na relação experimental com o ambiente. Palavras-chave: educação patrimonial, técnicas de expressão plástica e visual, modelos educativos, análise bibliométrica. Enfoques, modelos y líneas emergentes en educación patrimonial: hacia una educación de calidad a través de las artes RESUMEN. Los últimos cambios paradigmáticos en la didáctica del patrimonio apuntan a la necesidad de la participación y la experiencia subjetiva en los diseños educativos y, desde los últimos años, han aparecido diversas investigaciones que apelan a la educación plástica y visual y su expresión como herramientas para la mediación entre las personas y el patrimonio. Se pretende analizar la producción académica sobre educación patrimonial a través de las TPV (técnicas plásticas y visuales) en revistas de las bases de datos de la Web Of Science Core Collection (WOS) en los últimos 10 años (2010-2020). Se realizaron búsquedas y análisis bibliográficos a través de análisis de indicadores de alto impacto, efectuando búsquedas microespecializadas en WOS. Se aplicaron técnicas bibliométricas para identificar las principales líneas de investigación, temáticas y TPV utilizadas. Los datos se procesaron con VOSviewer y un análisis cualitativo en profundidad. En relación con los resultados se han podido observar cuatro enfoques un primer enfoque centrado en la comunicación del patrimonio, un segundo enfoque centrado en el uso de técnicas plásticas como forma de expresión, un tercer enfoque centrado en el uso de las TIC como herramienta educativa y un cuarto enfoque centrado en la relación experiencial con el entorno. Palabras clave: educación patrimonial, técnicas de expresión plástica y visual, modelos educativos, análisis bibliométrico. Emerging approaches, models and lines on heritage education: towards a quality education through arts ABSTRACT. The latest paradigm shifts in heritage didactics focuses to the need of participation and subjective experience in educational designs and, during the last years, several researches have arisen around plastic and visual education and its use as tools for mediation between people and heritage. The aim of this article is to analyze the academic production on heritage education through PVT (plastic and visual techniques) in journals of the Web of Science Core Collection (WOS) databases in the last 10 years (2010-2020). Bibliographic searches and analyses were performed through high-impact indicator analysis, making microspecialized searches in WOS. Bibliometric techniques were applied to identify the main lines of research, topics and PVT. The data were processed with VOSviewer and an in-depth qualitative analysis. In relation to the results, four approaches have been observed: a first approach focused on the communication of heritage, a second one focused on the use of plastic techniques as a form of expression, a third one focused on the use of ICT as an educational tool, and a fourth one focused on the experiential relationship with the environment. Keywords: heritage education, plastic and visual expression techniques, educational models, bibliometric analysis. Enfoques, modelos e linhas emergentes na educação patrimonial: para uma educação de qualidade por meio das artes As últimas mudanças paradigmáticas na educação patrimonial apontam para a necessidade de participação e experiência subjetiva em projetos educativos e, nos últimos anos, surgiram vários estudos de investigação que apelam à educação visual e plástica e à sua expressão como instrumentos de mediação entre as pessoas e o patrimônio. O objetivo é analisar a produção acadêmica sobre educação patrimonial através do TPV (técnicas plásticas e visuais) em revistas das bases de dados da coleção Web of Science Core (WOS) nos últimos 10 anos (2010-2020). As pesquisas e análises bibliográficas foram realizadas através da análise de indicadores de alto impacto, realizando pesquisas microespecializadas no WOS. Foram aplicadas técnicas bibliométricas para identificar as principais linhas de investigação, tópicos e TPV utilizados. Os dados foram processados com o VOSviewer e uma análise qualitativa aprofundada. Em relação aos resultados, foram observadas quatro abordagens: uma primeira abordagem centrada na comunicação do patrimônio, uma segunda abordagem centrada na utilização de técnicas plásticas como forma de expressão, uma terceira centrada na utilização das TIC como instrumento educativo e uma quarta centrada na relação experimental com o ambiente. Palavras-chave: educação patrimonial, técnicas de expressão plástica e visual, modelos educativos, análise bibliométrica. Enfoques, modelos y líneas emergentes en educación patrimonial: hacia una educación de calidad a través de las artes RESUMEN. Los últimos cambios paradigmáticos en la didáctica del patrimonio apuntan a la necesidad de la participación y la experiencia subjetiva en los diseños educativos y, desde los últimos años, han aparecido diversas investigaciones que apelan a la educación plástica y visual y su expresión como herramientas para la mediación entre las personas y el patrimonio. Se pretende analizar la producción académica sobre educación patrimonial a través de las TPV (técnicas plásticas y visuales) en revistas de las bases de datos de la Web Of Science Core Collection (WOS) en los últimos 10 años (2010-2020). Se realizaron búsquedas y análisis bibliográficos a través de análisis de indicadores de alto impacto, efectuando búsquedas microespecializadas en WOS. Se aplicaron técnicas bibliométricas para identificar las principales líneas de investigación, temáticas y TPV utilizadas. Los datos se procesaron con VOSviewer y un análisis cualitativo en profundidad. En relación con los resultados se han podido observar cuatro enfoques un primer enfoque centrado en la comunicación del patrimonio, un segundo enfoque centrado en el uso de técnicas plásticas como forma de expresión, un tercer enfoque centrado en el uso de las TIC como herramienta educativa y un cuarto enfoque centrado en la relación experiencial con el entorno. Palabras clave: educación patrimonial, técnicas de expresión plástica y visual, modelos educativos, análisis bibliométrico. Emerging approaches, models and lines on heritage education: towards a quality education through arts ABSTRACT. The latest paradigm shifts in heritage didactics focuses to the need of participation and subjective experience in educational designs and, during the last years, several researches have arisen around plastic and visual education and its use as tools for mediation between people and heritage. The aim of this article is to analyze the academic production on heritage education through PVT (plastic and visual techniques) in journals of the Web of Science Core Collection (WOS) databases in the last 10 years (2010-2020). Bibliographic searches and analyses were performed through high-impact indicator analysis, making microspecialized searches in WOS. Bibliometric techniques were applied to identify the main lines of research, topics and PVT. The data were processed with VOSviewer and an in-depth qualitative analysis. In relation to the results, four approaches have been observed: a first approach focused on the communication of heritage, a second one focused on the use of plastic techniques as a form of expression, a third one focused on the use of ICT as an educational tool, and a fourth one focused on the experiential relationship with the environment. Keywords: heritage education, plastic and visual expression techniques, educational models, bibliometric analysis. Enfoques, modelos e linhas emergentes na educação patrimonial: para uma educação de qualidade por meio das artes As últimas mudanças paradigmáticas na educação patrimonial apontam para a necessidade de participação e experiência subjetiva em projetos educativos e, nos últimos anos, surgiram vários estudos de investigação que apelam à educação visual e plástica e à sua expressão como instrumentos de mediação entre as pessoas e o patrimônio. O objetivo é analisar a produção acadêmica sobre educação patrimonial através do TPV (técnicas plásticas e visuais) em revistas das bases de dados da coleção Web of Science Core (WOS) nos últimos 10 anos (2010-2020). As pesquisas e análises bibliográficas foram realizadas através da análise de indicadores de alto impacto, realizando pesquisas microespecializadas no WOS. Foram aplicadas técnicas bibliométricas para identificar as principais linhas de investigação, tópicos e TPV utilizados. Os dados foram processados com o VOSviewer e uma análise qualitativa aprofundada. Em relação aos resultados, foram observadas quatro abordagens: uma primeira abordagem centrada na comunicação do patrimônio, uma segunda abordagem centrada na utilização de técnicas plásticas como forma de expressão, uma terceira centrada na utilização das TIC como instrumento educativo e uma quarta centrada na relação experimental com o ambiente. Palavras-chave: educação patrimonial, técnicas de expressão plástica e visual, modelos educativos, análise bibliométrica. Enfoques, modelos y líneas emergentes en educación patrimonial: hacia una educación de calidad a través de las artes RESUMEN. Los últimos cambios paradigmáticos en la didáctica del patrimonio apuntan a la necesidad de la participación y la experiencia subjetiva en los diseños educativos y, desde los últimos años, han aparecido diversas investigaciones que apelan a la educación plástica y visual y su expresión como herramientas para la mediación entre las personas y el patrimonio. Se pretende analizar la producción académica sobre educación patrimonial a través de las TPV (técnicas plásticas y visuales) en revistas de las bases de datos de la Web Of Science Core Collection (WOS) en los últimos 10 años (2010-2020). Se realizaron búsquedas y análisis bibliográficos a través de análisis de indicadores de alto impacto, efectuando búsquedas microespecializadas en WOS. Se aplicaron técnicas bibliométricas para identificar las principales líneas de investigación, temáticas y TPV utilizadas. Los datos se procesaron con VOSviewer y un análisis cualitativo en profundidad. En relación con los resultados se han podido observar cuatro enfoques un primer enfoque centrado en la comunicación del patrimonio, un segundo enfoque centrado en el uso de técnicas plásticas como forma de expresión, un tercer enfoque centrado en el uso de las TIC como herramienta educativa y un cuarto enfoque centrado en la relación experiencial con el entorno. Palabras clave: educación patrimonial, técnicas de expresión plástica y visual, modelos educativos, análisis bibliométrico. Emerging approaches, models and lines on heritage education: towards a quality education through arts ABSTRACT. The latest paradigm shifts in heritage didactics focuses to the need of participation and subjective experience in educational designs and, during the last years, several researches have arisen around plastic and visual education and its use as tools for mediation between people and heritage. The aim of this article is to analyze the academic production on heritage education through PVT (plastic and visual techniques) in journals of the Web of Science Core Collection (WOS) databases in the last 10 years (2010-2020). Bibliographic searches and analyses were performed through high-impact indicator analysis, making microspecialized searches in WOS. Bibliometric techniques were applied to identify the main lines of research, topics and PVT. The data were processed with VOSviewer and an in-depth qualitative analysis. In relation to the results, four approaches have been observed: a first approach focused on the communication of heritage, a second one focused on the use of plastic techniques as a form of expression, a third one focused on the use of ICT as an educational tool, and a fourth one focused on the experiential relationship with the environment. Keywords: heritage education, plastic and visual expression techniques, educational models, bibliometric analysis. Enfoques, modelos e linhas emergentes na educação patrimonial: para uma educação de qualidade por meio das artes As últimas mudanças paradigmáticas na educação patrimonial apontam para a necessidade de participação e experiência subjetiva em projetos educativos e, nos últimos anos, surgiram vários estudos de investigação que apelam à educação visual e plástica e à sua expressão como instrumentos de mediação entre as pessoas e o patrimônio. O objetivo é analisar a produção acadêmica sobre educação patrimonial através do TPV (técnicas plásticas e visuais) em revistas das bases de dados da coleção Web of Science Core (WOS) nos últimos 10 anos (2010-2020). As pesquisas e análises bibliográficas foram realizadas através da análise de indicadores de alto impacto, realizando pesquisas microespecializadas no WOS. Foram aplicadas técnicas bibliométricas para identificar as principais linhas de investigação, tópicos e TPV utilizados. Os dados foram processados com o VOSviewer e uma análise qualitativa aprofundada. Em relação aos resultados, foram observadas quatro abordagens: uma primeira abordagem centrada na comunicação do patrimônio, uma segunda abordagem centrada na utilização de técnicas plásticas como forma de expressão, uma terceira centrada na utilização das TIC como instrumento educativo e uma quarta centrada na relação experimental com o ambiente. Palavras-chave: educação patrimonial, técnicas de expressão plástica e visual, modelos educativos, análise bibliométrica. Enfoques, modelos y líneas emergentes en educación patrimonial: hacia una educación de calidad a través de las artes RESUMEN. Los últimos cambios paradigmáticos en la didáctica del patrimonio apuntan a la necesidad de la participación y la experiencia subjetiva en los diseños educativos y, desde los últimos años, han aparecido diversas investigaciones que apelan a la educación plástica y visual y su expresión como herramientas para la mediación entre las personas y el patrimonio. Se pretende analizar la producción académica sobre educación patrimonial a través de las TPV (técnicas plásticas y visuales) en revistas de las bases de datos de la Web Of Science Core Collection (WOS) en los últimos 10 años (2010-2020). Se realizaron búsquedas y análisis bibliográficos a través de análisis de indicadores de alto impacto, efectuando búsquedas microespecializadas en WOS. Se aplicaron técnicas bibliométricas para identificar las principales líneas de investigación, temáticas y TPV utilizadas. Los datos se procesaron con VOSviewer y un análisis cualitativo en profundidad. En relación con los resultados se han podido observar cuatro enfoques un primer enfoque centrado en la comunicación del patrimonio, un segundo enfoque centrado en el uso de técnicas plásticas como forma de expresión, un tercer enfoque centrado en el uso de las TIC como herramienta educativa y un cuarto enfoque centrado en la relación experiencial con el entorno. Palabras clave: educación patrimonial, técnicas de expresión plástica y visual, modelos educativos, análisis bibliométrico. Emerging approaches, models and lines on heritage education: towards a quality education through arts ABSTRACT. The latest paradigm shifts in heritage didactics focuses to the need of participation and subjective experience in educational designs and, during the last years, several researches have arisen around plastic and visual education and its use as tools for mediation between people and heritage. The aim of this article is to analyze the academic production on heritage education through PVT (plastic and visual techniques) in journals of the Web of Science Core Collection (WOS) databases in the last 10 years (2010-2020). Bibliographic searches and analyses were performed through high-impact indicator analysis, making microspecialized searches in WOS. Bibliometric techniques were applied to identify the main lines of research, topics and PVT. The data were processed with VOSviewer and an in-depth qualitative analysis. In relation to the results, four approaches have been observed: a first approach focused on the communication of heritage, a second one focused on the use of plastic techniques as a form of expression, a third one focused on the use of ICT as an educational tool, and a fourth one focused on the experiential relationship with the environment. Keywords: heritage education, plastic and visual expression techniques, educational models, bibliometric analysis. Enfoques, modelos e linhas emergentes na educação patrimonial: para uma educação de qualidade por meio das artes As últimas mudanças paradigmáticas na educação patrimonial apontam para a necessidade de participação e experiência subjetiva em projetos educativos e, nos últimos anos, surgiram vários estudos de investigação que apelam à educação visual e plástica e à sua expressão como instrumentos de mediação entre as pessoas e o patrimônio. O objetivo é analisar a produção acadêmica sobre educação patrimonial através do TPV (técnicas plásticas e visuais) em revistas das bases de dados da coleção Web of Science Core (WOS) nos últimos 10 anos (2010-2020). As pesquisas e análises bibliográficas foram realizadas através da análise de indicadores de alto impacto, realizando pesquisas microespecializadas no WOS. Foram aplicadas técnicas bibliométricas para identificar as principais linhas de investigação, tópicos e TPV utilizados. Os dados foram processados com o VOSviewer e uma análise qualitativa aprofundada. Em relação aos resultados, foram observadas quatro abordagens: uma primeira abordagem centrada na comunicação do patrimônio, uma segunda abordagem centrada na utilização de técnicas plásticas como forma de expressão, uma terceira centrada na utilização das TIC como instrumento educativo e uma quarta centrada na relação experimental com o ambiente. Palavras-chave: educação patrimonial, técnicas de expressão plástica e visual, modelos educativos, análise bibliométrica. Enfoques, modelos y líneas emergentes en educación patrimonial: hacia una educación de calidad a través de las artes RESUMEN. Los últimos cambios paradigmáticos en la didáctica del patrimonio apuntan a la necesidad de la participación y la experiencia subjetiva en los diseños educativos y, desde los últimos años, han aparecido diversas investigaciones que apelan a la educación plástica y visual y su expresión como herramientas para la mediación entre las personas y el patrimonio. Se pretende analizar la producción académica sobre educación patrimonial a través de las TPV (técnicas plásticas y visuales) en revistas de las bases de datos de la Web Of Science Core Collection (WOS) en los últimos 10 años (2010-2020). Se realizaron búsquedas y análisis bibliográficos a través de análisis de indicadores de alto impacto, efectuando búsquedas microespecializadas en WOS. Se aplicaron técnicas bibliométricas para identificar las principales líneas de investigación, temáticas y TPV utilizadas. Los datos se procesaron con VOSviewer y un análisis cualitativo en profundidad. En relación con los resultados se han podido observar cuatro enfoques un primer enfoque centrado en la comunicación del patrimonio, un segundo enfoque centrado en el uso de técnicas plásticas como forma de expresión, un tercer enfoque centrado en el uso de las TIC como herramienta educativa y un cuarto enfoque centrado en la relación experiencial con el entorno. Palabras clave: educación patrimonial, técnicas de expresión plástica y visual, modelos educativos, análisis bibliométrico. Emerging approaches, models and lines on heritage education: towards a quality education through arts ABSTRACT. The latest paradigm shifts in heritage didactics focuses to the need of participation and subjective experience in educational designs and, during the last years, several researches have arisen around plastic and visual education and its use as tools for mediation between people and heritage. The aim of this article is to analyze the academic production on heritage education through PVT (plastic and visual techniques) in journals of the Web of Science Core Collection (WOS) databases in the last 10 years (2010-2020). Bibliographic searches and analyses were performed through high-impact indicator analysis, making microspecialized searches in WOS. Bibliometric techniques were applied to identify the main lines of research, topics and PVT. The data were processed with VOSviewer and an in-depth qualitative analysis. In relation to the results, four approaches have been observed: a first approach focused on the communication of heritage, a second one focused on the use of plastic techniques as a form of expression, a third one focused on the use of ICT as an educational tool, and a fourth one focused on the experiential relationship with the environment. Keywords: heritage education, plastic and visual expression techniques, educational models, bibliometric analysis.

Virtual communities of practice (VCoPs) facilitate distance learning and mentorship by engaging members around shared knowledge and experiences related to a central interest. The American College of Emergency Physicians and Emergency Medicine Residents’ Association's Global Emergency Medicine Student Leadership Program (GEM‐SLP) provides a valuable model for building a VCoP for GEM and other niche areas of interest. This VCoP facilitates opportunities for experts and mentees affiliated with these national organizations to convene regularly despite barriers attributed to physical distance. The GEM‐SLP VCoP is built around multiple forms of mentorship, monthly mentee‐driven didactics, academic projects, and continued engagement of program graduates in VCoP leadership. GEM‐SLP fosters relationships through (1) themed mentoring calls (career paths, work/life balance, etc); (2) functional mentorship through didactics and academic projects; and (3) near‐peer mentoring, provided by mentors near the mentees’ stage of education and experience. Monthly mentee‐driven didactics focus on introducing essential GEM principles while (1) critically analyzing literature based on a journal article; (2) building a core knowledge base from a foundational textbook; (3) applying knowledge and research to a project proposal; and (4) gaining exposure to training and career opportunities via mentor career presentations. Group academic projects provide a true GEM apprenticeship as mentees and mentors work collaboratively. GEM‐SLP mentees found the VCoP beneficial in building fundamental GEM skills and knowledge and forming relationships with mentors and like‐minded peers. GEM‐SLP provides a framework for developing mentorship programs and VCoPs in emergency medicine, especially when niche interests or geographic distance necessitate a virtual format.

This article carried out a patent mapping in dentistry education, mainly using simulators, since it is know that the excellence of learning depends on the development of technical and motor skills in a practical way, and one of the utilities of technological patent mapping of activity is to obtain the technological evolution of a given subject, in this case: the use of simulators in dentistry education. The temporal evolution of patent documents showed 3 peaks (1997; 2001 to 2003; and, 2007 to 2011), and it was possible to highlight the articulator simulator model with 45 patent documents, representing 38% of the relevant documents, of these 10 documents are at the peak between 2007 and 2011. From this mapping, it is possible to subsidize technological innovation strategies and assist in promoting research and developments focused on improving the quality of education in dentistry. Este artigo realizou um mapeamento patentário sobre a educação em odontologia, que se utiliza principalmente de simuladores, uma vez que se sabe que a excelência do aprendizado depende do desenvolvimento de habilidades técnicas e motoras de modo prático e que uma das utilidades do mapeamento patentário tecnológico da atividade é obter a evolução tecnológica de um determinado assunto, neste caso: o uso de simuladores em odontologia. A evolução temporal dos documentos patentários apresentou três picos (em 1997; de 2001 a 2003; e de 2007 a 2011). No entanto, foi possível destacar o modelo de simulador de articuladores com 45 documentos patentários, representando 38% dos documentos relevantes. Destes, 10 documentos encontram-se no pico entre 2007 e 2011. Acredita-se que a partir desse mapeamento, é possível subsidiar estratégias de inovação tecnológica e auxiliar na promoção de pesquisas e de desenvolvimentos focados na melhoria da qualidade da educação em odontologia.

Este artigo objetivou a investigação qualitativa documental sobre os trabalhos de conclusão do curso de Licenciatura em Química da Universidade Federal do Rio Grande do Sul, presentes no repositório digital dessa instituição, havendo foco de interesse nos modelos educacionais discutidos nestes. Os textos dos trabalhos foram interpretados com base na análise de conteúdo, ocorrendo duas categorizações distintas: a primeira investigou as temáticas gerais de cada trabalho da amostra; a segunda enfocou apenas os trabalhos que tinham práticas pedagógicas como objeto de pesquisa. Os resultados mostram algumas tendências e apontam certos desafios decorrentes das análises, tais como a prevalência de práticas pedagógicas identificadas com modelos educacionais parcialmente tradicionais e também construtivistas, e a necessidade de expandir as discussões envolvendo aspectos políticos, sociais (relações com a ciência e a tecnologia) e emancipatórios mais amplos, relacionados aos ambientes em que tais práticas foram desenvolvidas e aos sujeitos que foram interpelados por estas.a. This article aimed at documentary qualitative research on the conclusion work of the Chemistry Teacher Education Course of the Federal University of Rio Grande do Sul present in the digital repository of this institution focusing on the educational models discussed in these. The texts of the works were interpreted based on content analysis, occurring two distinct categorizations: the first investigated the general themes of each work in the sample; the second focused only on works that had pedagogical practices as their object of research. The results show some trends and point to certain challenges arising from the analysis such as the prevalence of pedagogical practices identified with partially traditional and also constructivist educational models and the need to expand discussions involving political and social aspects (relations with science and technology) and broader emancipatory ones related to the environments in which such practices were developed and to the subjects that were challenged by them. Este artículo tuvo como objetivo la investigación cualitativa documental sobre el trabajo de conclusión del curso de Licenciatura en Química de la Universidad Federal de Rio Grande do Sul, presente en el repositorio digital de esta institución, centrándose en los modelos educativos discutidos en estos. Los textos de los trabajos fueron interpretados en base al análisis de contenido, ocurriendo dos categorizaciones distintas: la primera investigó los temas generales de cada trabajo en la muestra; El segundo se centró solo en trabajos que tenían prácticas pedagógicas como objeto de investigación. Los resultados muestran algunas tendencias y apuntan a ciertos desafíos derivados del análisis, como la prevalencia de prácticas pedagógicas identificadas con modelos educativos parcialmente tradicionales y también constructivistas, y la necesidad de ampliar las discusiones que involucran aspectos políticos y sociales (relaciones con la ciencia y la tecnología) y emancipadoras más amplias, relacionadas con los entornos en los que se desarrollaron tales prácticas y con los sujetos que fueron desafiados por ellas.

Introduction: Students use different learning styles. Using these styles can make teaching more effective. The purpose of this study was to compare the learning styles of students majoring in Librarianship and Information Sciences at Isfahan University and Isfahan University of Medical Sciences based on the Vark model. Methods: This was a survey. The research population was all the students of Isfahan University of Medical Sciences and Isfahan University of Medical Sciences, from those, 145 participants were selected randomly using stratified sampling method. The data was collected by Vark's questionnaire and then was analyzed by descriptive and analytical methods using SPSS software as a tool. Results: Librarianship and Information Sciences students use different learning styles. Their preferred learning style is the reading / writing style with an average of 42.62. There is a significant difference between the learning style of undergraduate students with graduate degrees and Ph.D. students. No significant difference was found between the students' learning styles in the two universities. Conclusion: Considering the differences in the learning styles taken by students and the dominant style of studying/writing, it is important that educational authorities consider the existing differences while designing and applying their educational programs and methods based on the needs of students for a more practical education and maximum efficacy of teaching and learning. Citation: Taheri A, Zare abdollahi S, Yousefianzadeh O, Hashemian M.R. Comparing the learning style of students majoring in Librarianship and Information Sciences at Isfahan University of Medical Sciences and Isfahan University Based on Vark Model. Journal of Development Strategies in Medical Education 2019;6(2):75-86 .

The intellectual, cultural, moral and civic value axis of each educable individual is a desirable construct that comes into shape, throughout one’s development, starting with the first educational environment represented by family and continuing through the specific forms/institutions (school, cultural, religious and social institutions). Humanist-democratic tendencies emphasize the need for role-models and educational practices that promote ethical and moral values (truth, justice, altruism) together with socio-emotional attitudes and behaviors (empathy, assertiveness, and consensus). Successful educational solutions aim to develop the socio-educational dimension of human personality.

Objective: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. Methods: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B). Results: Sixty-four students participated in Part A. All agreed that the placement was educational and should be retained in the program. Students agreed that the placement enhanced respect for individuals and awareness of others in need, highlighted the importance of respect for all people, improved empathy for the disadvantaged, and provided an opportunity to improve communication skills. Most indicated that they were more likely to practice in a country setting as a result of their placement, with those participating in a country placement more likely to practice in nonmetropolitan regions after graduation. Conclusion: Many chiropractic programs around the world are adopting CIPs. This study is the 1st to investigate the possible influence of nonmetropolitan CIPs on the development of desirable attributes in Australian chiropractic students. It also discusses the potential influence of nonmetropolitan CIPs on future practice location decisions. These results support the utility of CIPs to help meet the educational objectives of chiropractic programs and possibly address the maldistribution of the chiropractic workforce in Australia.

La jerarquía de valores de cada sujeto determina sus acciones y decisiones. Siendo la adolescencia una etapa clave para la construcción identitaria, las elecciones axiológicas de los y las jóvenes definirán quiénes son e influirán en la convivencia sociocultural. Este trabajo se centra en analizar la jerarquía de valores en estudiantes españoles adolescentes, así como verificar si existen diferencias significativas en sus percepciones en función de la variable sexo. Se utiliza un diseño transeccional de tipo descriptivo para analizar la jerarquía axiológica de una muestra de 248 estudiantes de centros educativos salesianos del sur de España durante el curso académico 2018/2019. La información axiológica se recogió mediante un instrumento estandarizado. Los resultados indican una mejor valoración de las categorías de valores afectivos, morales e individuales por parte de los participantes en el estudio, mientras que las peor consideradas han sido las relacionadas con los valores de participación política e intelectuales. Asimismo, se obtienen diferencias significativas respecto a la variable sexo, siendo las mujeres quienes reflejan mayor percepción de agrado al puntuar más alto en todas las categorías. Se concluye que la población adolescente prioriza los valores que mejoren las relaciones afectivas, la convivencia moral y su desarrollo identitario. Además, la diferencia por sexos subraya que las experiencias personales y las características del contexto generan diferentes percepciones respecto a los valores, siendo preciso trabajar la axiología en todos los niveles educativos., The hierarchy of values of each subject determines their actions and decisions, adolescence being a key stage for the construction of identity. Thus, the axiological choices of young people will define who they are and will influence their sociocultural coexistence. The present work focuses on analysing the hierarchy of values in adolescent Spanish students, as well as examining whether there are significant differences in their perceptions as a function of the gender variable. A descriptive transectional design is used to analyse the axiological hierarchy of a sample of 248 students from Salesian schools in southern Spain during the academic year2018/2019. The axiological information was collected using a standardized instrument. The results indicate the participants’ favourable assessment of the categories of affective, moral and individual values in the study, while the worst considered were those related with the values of political participation and intellectual. Moreover, significant differences were obtained in the gender variable, women being those who reflect a greater perception of satisfaction scoring higher in all categories. The study concludes that adolescents prioritise values that improve affective relationships, moral coexistence and their identity development. Furthermore, the difference by gender underlines that personal experiences and the characteristics of the context generate different perceptions of values, with axiology having to be worked on in all educational levels.

Given the context of implementing new licensing regulations for dentistry, this project report describes not only the current educational situation regarding communicative and social competency in dental education at the Medical Faculty of Heidelberg, but also introduces supportive and expanded measures that include medical educators and clinical staff. Based on less-than-satisfactory skills acquisition in students and experienced practitioners, it is necesssary to develop communicative and social competence not just in university courses with few hours of instruction, but also to practice and continually improve these skills in an educational clinical setting which serves as a system for teaching and learning knowledge and skills., Vor dem Hintergrund der Implementierung einer neuen Zahnärztlichen Approbationsordnung werden in diesem deskriptiven Projektbericht sowohl die aktuelle Ausbildungssituation zum Thema „Kommunikative und soziale Kompetenz“ im Fach Zahnheilkunde an der Medizinischen Fakultät in Heidelberg beschrieben als auch unterstützende und erweiterte Maßnahmen unter Einbeziehung von Dozierenden und Mitarbeitenden vorgestellt. Anhand von ungünstiger Kompetenzentwicklungen Studierender und erfahrener Praktiker wird die Notwendigkeit aufgezeigt, kommunikative und soziale Kompetenz nicht nur in Lehrveranstaltungen mit wenigen Unterrichtsstunden zu entwickeln, sondern sie in einem lernenden System aus Lehre und Klinik im gesamten Studiums- und Arbeitsprozess zu praktizieren und kontinuierlich zu verbessern., GMS Journal for Medical Education; 38(3):Doc60

This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.

Resumen Los modelos educativos aplicados en las diferentes instituciones de educación básica en nuestro país no presentan los mejores resultados en lo que a calidad se refiere. Esta realidad ha llevado al gobierno nacional a considerar la educación como uno de los principales temas de discusión, más aún cuando el crecimiento económico de los países emergentes demanda personas con mejor formación y habilidades específicas, por tal motivo se ha iniciado la implementación de las estrategias necesarias para contribuir a tal fin, el Plan Decenal de Educación 2006-2016 presenta como pilar fundamental la renovación pedagógica para mejorar el aprendizaje. Por otra parte, este documento tiene como objetivo identificar los diferentes factores sociales y culturales que presenta Colombia en la actualidad que permitirían el desarrollo de nuevos modelos educativos basado en las postulaciones realizadas por varios autores que han realizado aportes de gran valor a la educación tales como; María Montessori, Ovide Décroly, Juan Enrique Pestalozzi, Celestin Freinet, entre otros. Para la realización de este documento se estableció una metodología de tipo cualitativo que corresponde a la sistematización de las fuentes documentales, como investigaciones, estudios e informes. Abstract The models applied in different educational institutions of basic education in our country do not have the best results as far as quality is concerned, this has meant that the national government considers as one of the main topics of discussion, even more so when economic growth in emerging countries demand better training and people with specific skills, for this reason it has begun implementing strategies necessary to contribute to this end, the Ten-Year Education Plan 2006-2016 presented as a fundamental pedagogical renewal enhance learning. Moreover, this paper aims to identify the different social and cultural factors that Colombia presents today that would allow the development of new educational models based on the postulations made by several authors who have made valuable contributions to education, such as, Maria Montessori, Ovide Décroly, John Henry Pestalozzi and Celestin Freinet among others. For the realization of this paper established a qualitative methodology corresponding to the systematization of the documentary sources, such as research studies and reports.

Introduction The objective of the pilot study was to determine the association between learning preferences and improvement in the American Academy of Neurology Residency In-Service Training Examination (RITE) scores from postgraduate year 2 (PGY-2) to postgraduate year 3 (PGY-3) in neurology residents. Methods Neurology residents at the University of Florida were approached to participate, and their consent was obtained. VARK inventory, representing four modalities (visual, aural, read/write, kinesthetic) of learning preferences, was completed by participants. Participants could pick more than one modality. The number of responses in each sensory domain was recorded, with higher numbers indicating stronger preference. Residents' performance on the RITE was recorded for PGY-2 and PGY-3. Results Seventeen residents completed the VARK inventory and 16 had data for RITE. Residents demonstrated overall positive change in RITE from PGY-2 to PGY-3 (mean change = 6%; 95%CI: 4%, 9%). The median number of responses was highest for the kinesthetic domain (median = 7, range = 1-12), followed by visual (median = 6, range = 2-12), aural (median = 4, range = 1-10), and read/write (median = 4, range = 1-10). Among VARK domains, the number of responses in read/write had the strongest correlation with mean change in RITE performance from PGY-2 to PGY-3 (r = 0.45; 95%CI: -0.08, 0.78); residents in the high read/write group (number of response above median) had greater mean change in RITE performance (9%; 95%CI: 6%, 12%) while those in the low read/write group showed little to no increase in RITE from PGY-2 to PGY-3 (2%; 95%CI: -1%, 6%). Conclusions Higher VARK survey responses in the read/write domain were related to greater change in RITE scores from PGY-2 to PGY-3. These findings seem intuitively obvious considering the format of the RITE. These pilot data permit further investigation of individual resident learning preference and how it relates to test performance. By understanding a resident's learning style, both educators and the resident will have an awareness of areas that need to be improved to be successful, which may be via remedial curricula and self-study activities.

BACKGROUND Coronary artery bypass graft (CABG) surgery is the most effective treatment for cardiovascular disease (CVD). Adherence to treatment after CABG surgery is very important. One of the educational models used in this regard is the BASNEF (Belief, Attitudes, Subjective Norms, and Enabling Factors) model. The present study aimed to assess the effect of an educational intervention based on BASNEF model on adherence to treatment in patients after CABG surgery. METHODS The present study was a randomized clinical trial. In this study, 72 patients who had undergone CABG surgery participated in the two intervention and control groups. Patients in the intervention group took part in 4 40-minute educational sessions based on BASNEF model after discharge. The patients in both groups completed the Modanloo Adherence to Treatment Questionnaire (MATQ) and a researcher-made BASNEF model questionnaire before the intervention, after the educational intervention, and at the 3-month follow-up. Data were analyzed using independent t-test, chi-square test, Man-Whitney test, and repeated measures analysis of variance (ANOVA). Mauchly’s sphericity test was used for testing sphericity and the Greenhouse-Geisser correction was used in the case of lack of sphericity. All P-values of less than 0.05 were considered significant. RESULTS The total score of the MATQ and its subscales had significantly improved in the intervention group after the intervention compared with the control group (P < 0.050). In addition, the mean scores of the model constructs (knowledge, attitude, behavior intention, subjective norms, and enabling factors) had significantly improved after the intervention in the intervention group in comparison with the control group (P < 0.050). CONCLUSION The educational intervention based on BASNEF model improved adherence to treatment in patients after CABG surgery. Moreover, the model constructs improved in the intervention group in comparison with the control group after the intervention.

Aim: The aim was to describe the development of a caritative caring conceptual model aimed to facilitate undergraduate nursing students learning during clinical practice. Design: An explorative design was used. Methods: The Delphi method with a panel of 12 experts together with a literature search with a systematic approach were used and data were analysed according to content analysis. Results: The Model for Improvements in Learning Outcomes (MILO) consists of eight core concepts divided into four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety) and four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision, a good learning environment). MILO is grounded in the theory of caritative caring with a hermeneutic approach and the understanding of caring and learning as parallel processes. Tools such as reflection, structure and guiding pm are used to intertwine caring, nursing, pathophysiology and medicine. Conclusions: MILO intertwines didactics with concepts important for nursing students learning with a foundation in caritative caring and may facilitate undergraduate nursing students learning in clinical practice. Funding Agencies|Futurum - the Academy for Health and Care, Region Jonkoping County, Sweden

The recent growth of entry-level occupational therapy doctoral (EL-OTD) programs has been met with mixed opinions from both occupational therapy educators and practitioners. These opinions occasionally have been accompanied by uncertainty about the specific curricular components that differentiate the EL-OTD from the entry-level master’s degree. In an effort to address this uncertainty, the purpose of this article is to present one example of an EL-OTD curricular model and describe its distinct educational components. This curricular model integrates recommendations for doctoral education originally proposed by Case-Smith et al. (2014) and is characterized by the following three components: 1) Advanced Coursework; 2) the Doctoral Capstone Project; and 3) the Doctoral Capstone Experience. We share the lessons learned after matriculating three cohorts of EL-OTD students and describe influences from the field of implementation science that have informed the development of our curriculum.