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Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Facultad Nacional de Salud Pública is the property of Universidad de Antioquia, Facultad Nacional de Salud Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la Facultad de Medicina Humana is the property of Instituto de Investigaciones en Ciencias Biomedicas de la Universidad Ricardo Palma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objective: The ravages caused by the COVID-19 pandemic have affected medical education by losing the tutorial teaching that we carried out in out Institution. Method: The strategies implemented through information and communication technologies are described in this article. Results: With the strategies carried out, it was possible to continue with all the theoretical education virtually at a distance, including the daily hospital rounds, the presentation of clinical cases, the remote analysis of laboratory and cabinet methods, as well as the teaching of the physical examination and the acquisition of diagnostic aid methods. In addition, the number of attendants for the weekly academic general session of the institute increased from 100 in-person attendants to 500 virtual attendants (average), with approximately 5000 reproductions of the recorded sessions. The advantages and disadvantages of these new techniques and the challenges for the future are discussed in this manuscript. Conclusions: Undoubtedly, the pandemic has caused damage to the teaching of two generations of medical students during 2020 and 2021, and we are still afraid that, in 2022, it will persist. Therefore, in our opinion, the medical education implemented by us is not ideal, but, at least, it constitutes a good palliative for the harm that the pandemic caused to medical education. [ABSTRACT FROM AUTHOR]

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of the didactic guides by the teacher was not frequent despite being a traditional resource in the teaching-learning process. It was not until after the scourge of COVID-19 that it reached a greater peak in the development of autonomous learning in students, especially linked to distance education. This article reflects on the importance of an adequate orientation of independent work by the teacher, who must provide the student with the resources to appropriate the necessary knowledge of the subject. However, in face-to-face education, advocating for the autonomy of learning requires teachers to develop guides that allow them not only to direct, but also to contribute to the organization of the student's work and their own.

Objetivos: examinar los aspectos conceptuales que sustentan las pirámides educativas, sus limitaciones, las modificaciones que se han propuesto en algunas de ellas y hacer una descripción de su utilidad. Materiales y métodos: a partir de la selección de las pirámides con base en que el diseño gráfico hubiera sido parte de su conceptualización original, y de la descripción conceptual, se hace una reflexión de las críticas que han sido objeto y las modificaciones resultado de estas observaciones y del uso que se ha dado a las pirámides más comúnmente utilizadas en la educación médica. Resultados: se incluyeron cinco pirámides: George Miller, Edgar Dale, Donald Kirkpatrick, Benjamín Bloom, y Abraham Maslow. Las pirámides describen diferentes aspectos de la evaluación en la educación médica, ya sea en los individuos o en los programas, tales como: competencias, identidad, confiabilidad, aprendizaje, comportamiento, resultado, complejidad cognitiva y realización personal. Conclusiones: las pirámides revisadas han contribuido, como referentes teóricos, para el soporte de procesos educativos en las profesiones de la salud. Su utilidad práctica es extensiva a diferentes especialidades y niveles de educación por cuanto pueden asistir a los profesores para optimizar los procesos de diseño curricular, instruccional y de evaluación. Es importante evaluar, en el medio local, los efectos en los programas de ciencias de la salud que se han basado en estos referentes teóricos.

En esta investigación se analizan las características del método clínico y la importancia de la enseñanza-aprendizaje de este proceso en un programa de medicina de licenciatura de una universidad privada. Se asume que el desarrollo del método clínico es una competencia cognitiva indispensable para el desarrollo del razonamiento clínico óptimo para garantizar, que, durante el ejercicio de la práctica médica, las y los pacientes recuperen su salud. En este programa, la enseñanza-aprendizaje del razonamiento clínico se imparte en dos asignaturas: Sesiones Integradoras (asignatura extracurricular impartida de primer a tercer semestre) y Metodología de la Investigación (asignatura impartida en cuarto semestre). Con base en una metodología de tipo descriptivo de corte transversal, se mostró que el uso del método clínico como estrategias de enseñanza-aprendizaje alternativa, permite al colectivo docente de estos cursos de iniciar la formación de estudiantes analíticos y reflexivos. Sin embargo, la tarea de desarrollar el razonamiento clínico no es solamente un asunto de interés intrínseco y extrínseco en el alumnado, éstos necesitan formación científica en el bachillerato.

Las asignaturas de Patología general y Anatomía patológica son impartidas durante el quinto y sexto semestre de la carrera de Medicina de la Universidad de Concepción. En estas se utiliza un estilo de enseñanza tipo aula invertida y se realiza una actividad práctica de “Diseño de Casos Clínico-Patológicos” (DCCP), iniciada en sala de patología quirúrgica, donde los estudiantes vivencian en forma real el trabajo del anatomopatólogo en grupos de 3 a 4 personas, realizando desde el dictado macroscópico hasta el diagnóstico microscópico, con una presentación final del caso a estudiantes y docentes. Se realizó un estudio observacional analítico transversal a una muestra de 87 estudiantes que cursaron ambas asignaturas. Se efectuó un análisis descriptivo cuantitativo y un método cualitativo de análisis de contenido, codificándose y clasificándose las respuestas de 2 instrumentos. La satisfacción general de la actividad DCCP fue de 82,4%, siendo percibida como innovadora y útil para el desarrollo de habilidades y aprendizajes teóricos de patología, que prepara a los alumnos de mejor manera para enfrentar los desafíos del mundo real como profesionales de la salud. No se debe olvidar la importancia de considerar las preferencias y necesidades de los estudiantes al diseñar estrategias de enseñanza. La evaluación cualitativa de la actividad DCCP y de las asignaturas entregó valiosa información para un mejoramiento continuo; reafirmando la importancia de incorporar éstas en las evaluaciones de prácticas docentes. Se concluye que la actividad práctica DCCP ayuda de mejor forma a los estudiantes de medicina a entender los aspectos macroscópicos y microscópicos de la Anatomía Patológica; superando incluso al aula invertida. La combinación de enfoques centrados en el alumno, trabajo en entornos reales, un apoyo docente adecuado y material de estudio de calidad puede conducir a una experiencia de aprendizaje más efectiva y satisfactoria para los estudiantes en estas disciplinas.

Introducción: La inteligencia artificial (IA) está generando nuevas controversias, oportunidades y riesgos en la educación médica. Este estudio evalúa la capacidad de las versiones de inteligencia artificial (IA) ChatGPT-3 y GPT-4 para responder a las preguntas del examen de acceso a la formación médica especializada MIR en España, comparando el rendimiento entre las convocatorias de 2022 y 2023. Metodología: Se realizó un estudio descriptivo transversal, utilizando GPT-4 para responder a las 210 preguntas del examen MIR 2023, comparando los resultados con los de ChatGPT-3 en el examen MIR 2022. Se utilizó análisis estadístico para determinar el porcentaje de acierto en función de la especialidad, tipo de pregunta y contenido de la misma. Resultados: GPT-4 consiguió 173 aciertos de un total de 210 preguntas, rendimiento superior al de ChatGPT-3, que obtuvo 108 aciertos en el examen de la convocatoria anterior. Se observó una mejora notable en especialidades como Reumatología, Pediatría, Geriatría y Oncología, aunque algunos campos como Neumología y Oftalmología mostraron menos progreso o incluso resultados inferiores. Conclusión: GPT-4 demostró un mejor rendimiento en comparación con ChatGPT-3, indicando avances en el procesamiento y análisis de datos por parte de la IA, así como en su comprensión contextual y aplicación de conocimientos médicos. Sin embargo, se enfatiza la importancia de reconocer las limitaciones de la IA y la necesidad de un enfoque crítico en su uso en educación médica.

Surgical simulation laboratories make it possible to perfect skills and reduce learning gaps in the teaching of surgical sciences because it is possible to reduce training time and improve quality, without stress for professionals and with greater safety for patients. The use of simulators allows minimizing the ethical conflict between patient safety and teaching, achieving greater efficiency in the teaching-learning process, by reducing costs for supplies and patient complications. It is the author's purpose to communicate about the importance of surgical simulation laboratories in medical teaching and to motivate the Universities of Medical Sciences in Cuba so that, through development projects, they can obtain useful alternatives with these learning strategies before the economic effects caused by the blockade.

Introduction: reading and writing constitute essential practices in learning, research and scientific communication. Objective: to identify the key theories and concepts about college reading and writing appropriate to support the academic-research training of health professionals. Method: a bibliographic review was developed (October 2022 - April 2023), based on the following phases: information search, evaluation, analysis and synthesis. Keywords were used combined in different search equations: research training, research skills, science communication, communication skills, reading, writing. 238 documents were located; 131 were excluded based on the determined criteria. Development: the main contributions were determined in the evaluation phase, through recurring readings and analysis sheets. In the analysis phase, content sheets were prepared with the main concepts, after grouping the articles into thematic groups. In the synthesis phase, the main theoretical approaches were identified. The resulting body of ideas is organized as follows: reading and writing in academic-research training, literacy and academic literacy, reading and critical thinking, academic writing and reading and writing in digital environments. Final considerations: there is sufficient theoretical background to support scientific communication in the academic-research training of health professionals. The possibility of pedagogically supporting communicative interaction in the appropriation of information and the construction of knowledge in disciplinary contexts is confirmed.

El mundo necesita profesionales de medicina formados en habilidades complejas. Sin embargo, el currículum de las universidades se enfoca principalmente en la adquisición de conocimientos teóricos. La evidencia muestra que la participación en actividades extracurriculares (AE) permite el desarrollo de numerosas habilidades. Desde la perspectiva de Maslow, involucrarse en AE contribuiría a la autorrealización, escalón más alto en la pirámide de necesidades humanas. Por otro lado, se han documentado impactos negativos de la participación en AE, como la presencia de burnout. Poco se conoce sobre el impacto real que implica llevar una AE durante el pregrado en la carrera de medicina, a pesar de que a nivel mundial son unos de los factores determinantes para optar a alternativas profesionales futuras. El objetivo de esta revisión es determinar a partir de la evidencia actual el impacto de las AE en la autorrealización de estudiantes de medicina. Se realizó una búsqueda sistemática en cuatro bases de datos: SCOPUS, ERIC, WOS y PubMed, con cuatro conceptos: “Extracurricular activities”, “Higher education”, “Medical Students” y “Self Actualization”, donde se consideraron publicaciones entre los años 2018 a 2023, en español, inglés y alemán; se obtuvieron 5807 resultados (526 duplicados). Mediante el protocolo PRISMA y la plataforma COVIDENCE, tres autoras revisaron los resultados y seleccionaron aquellos alineados con los criterios de inclusión y exclusión. Aquellos estudios que llevaron a conflicto fueron revisados por un cuarto autor. Finalmente se obtuvieron 26 publicaciones, las cuales fueron revisadas y sintetizadas por las autoras. Dentro de los hallazgos, pocas investigaciones abordaron el tema de búsqueda. Los estudios tienen metodologías que propician la existencia de sesgos favorables hacia las AE, por utilizar muestras pequeñas o poblaciones seleccionadas. En general, las AE evidencian ser un factor relevante para desarrollar y lograr la autorrealización en estudiantes de medicina.

Introducción: La formación en habilidades de liderazgo por parte del estudiantado de Medicina es un tema cada vez más abordado en virtud de la necesidad de que este profesional responda a las cambiantes circunstancias de su entorno. Objetivo: Analizar las tendencias investigativas sobre el desarrollo de habilidades de liderazgo en la formación de grado y posgrado de la persona estudiante de Medicina durante los años 2018 y 2023. Método: Se realiza una revisión sistemática utilizando la metodología PRISMA, de modo que cumplan con una serie de indicadores para las publicaciones de este tipo, dicha revisión, con un alcance mundial, utilizó las bases de datos electrónicas Scopus, Education Research Complete, PubMed y Web of Science. Discusión: A partir del cribado y respectivo análisis se concluye que existe un interés científico en tres áreas investigativas: desarrollo de habilidades de liderazgo en el estudiantado, desarrollo de programas y proyectos educativos y, por último, estudios por género.

Background: the development of the teaching-learning processes of the postgraduate level require a consistent systematization that provides innovations from their most urgent needs, especially if they are focused on solving a health problem, such as oral cancer. Objective: to design a professional development programme for nurses from primary health care basic team on the early detection programme for oral cancer. Methods: the research was carried out in the health area of the "XX Anniversary" polyclinic in the municipality of Santa Clara, Villa Clara province, Cuba. We worked with a non-probabilistic sample, performed an intentional sampling, from which it was formed by 18 nurses. The study used theoretical and empirical methods. Results: it is evident that the contents on oral cancer are insufficient in the undergraduate and postgraduate nursing programs, so a professional improvement program with four topics was designed, where team work and group discussions are enhanced. According to the criteria of the specialists consulted, the program meets the didactic and curricular requirements to be applied: it is relevant, affordable, and with a proposal of topics adequately treated from the scientific and methodological point of view, necessary to contribute to raise from the overcoming, the contents related to the subject of study. Conclusions: a professional improvement program on early detection of oral cancer was designed for nurses of the primary health care basic team.

Introduction: The rational use of health resources has awakened us to the importance of including this theme in the curriculum of medical schools. This research aims to compare the perception of cost-conscious attitudes of medical students before and after the implementation of the CW campaign and after 1 year of medical practice. Material and methods: Longitudinal study conducted with students and physicians, who answered a questionnaire on cost-conscious perception at 3 moments: before the implementation of the CW campaign during the undergraduate phase; immediately after the campaign; and after 1 year of medical practice. In order to make the comparison among the different moments, the T-test for paired samples was used. Results: In the first 2 moments, 98 students participated, of which 80 also participated in the third moment, already as physicians. Most students disagreed that physicians should not think about cost when making therapeutic decisions, with a change after the educational actions (P = .001). There was agreement by the students on the items that refer to the physicians’ posture regarding science and responsibility to contain costs and discuss treatment options with patients. Comparing the answers after the campaign and at 1 year of practice, it was observed that the perception of cost-conscious attitudes was maintained. Conclusions: Students showed high perception of cost-consciousness, even before the implementation of the campaign. Nevertheless, after the educational actions, an increase in this perception was observed; and, after 1 year of medical practice, this perception was maintained. Resumen: Introducción: el uso racional de los recursos de salud nos ha despertado la importancia de incluir este tema en el currículo de las facultades de Medicina. Esta pesquisa pretende comparar la percepción de las actitudes conscientes de los costos de los estudiantes de Medicina antes y después de la implementación de la campaña CW y después de un año de práctica médica. Materiales y métodos: estudio longitudinal realizado con estudiantes y médicos, quienes respondieron un cuestionario de percepción de conciencia de los costos en 3 momentos: antes de la implementación de la campaña CW durante la etapa de pregrado, inmediatamente después de la campaña y después de un año de práctica médica. Para realizar la comparación entre los diferentes momentos se utilizó la prueba T para muestras apareadas. Resultados: en los 2 primeros momentos participaron 98 estudiantes, de los cuales 80 también participaron en el tercer momento, ya como médicos. La mayoría de los estudiantes no estuvo de acuerdo en que los médicos no deben pensar en el costo al tomar decisiones terapéuticas, con un cambio después de las acciones educativas (p = 0,001). Hubo acuerdo de los estudiantes en los ítems que se refieren a la postura de los médicos frente a la ciencia y la responsabilidad de contener costos y discutir opciones de tratamiento con los pacientes. Comparando las respuestas después de la campaña y al año de práctica, se observó que se mantuvo la percepción de actitudes conscientes de los costos. Conclusiones: los estudiantes mostraron alta percepción de conciencia de los costos, incluso antes de la implementación de la campaña. Sin embargo, luego de las acciones educativas, se observó un aumento en esta percepción, y después de un año de práctica médica, esta percepción se mantuvo.

Introduction: In the assessment of the second specialty training programs, the opinion of residents and graduates is essential to know the degree of satisfaction with the training received. The aimed was to assess the perceptions of Peruvian nephrology residents and graduates regarding their training. Material: A descriptive, cross-sectional study included all final-year residents and graduates of the nephrology program in 2022. An anonymous virtual survey assessed sociodemographic aspects, nephrology tutoring, clinical training, external rotations, research, the impact of the COVID-19 pandemic, and overall perception of their training. Results: With a response rate of 79.68%, 51 participants were evaluated. 76.48% of the participants rated their overall training during the residency as good. 58% agreed or strongly agreed that their tutor's performance was good. 66.6% agreed or strongly agreed that their theoretical training was good, with less certainty in genetic kidney diseases. 90% agreed or strongly agreed that their practical training was good, with less certainty in training in slow therapies, renal biopsies, acute peritoneal dialysis, and peritoneal dialysis catheter placement. 80.4% agreed or strongly agreed that the pandemic affected their training. The general perception had a positive correlation with the tutor's performance as good (r=0.50; P

Epidemiology is a basic science of Public Health because its scientific foundations make possible decision-making regarding health problems. To control the training quality for professionals and improve it, the accreditation system for teaching scenarios is applied, a very important process that guarantees the quality of undergraduate and postgraduate training. At the University of Medical Sciences of Villa Clara, in the specialty of Hygiene and Epidemiology, this process was carried out; the strategic self-assessment of the work scenario as a prior activity, was used. To expose the method followed to comply with the established requirements, is the aim of the authors. By using this strategic matrix to achieve the desired state in the teaching process of the specialty of Hygiene and Epidemiology at the University of Medical Sciences of Villa Clara, an excellent evaluation was achieved.

Introduction: studying the educational reality in the field of content integration allows us to designer actions to improve the teaching-learning process in universities. Objective: to support the theoretical bases that allows the integration in the teaching-learning process of basic biomedical sciences, as well as aspects related to its conception. Methods: a bibliographic review was carried out on the integration of the contents, original and review articles published from 2017 to 2022 in Spanish, Portuguese, and English in indexed national and international journals and in recognized databases were considered: Scopus, Scielo and Academic google. 59 articles were reviewed and 23 were selected. The key words used were integration, teaching-learning and basic biomedical sciences. Development: the integration of content enhances their mastery, together with the development of researching methods and the impacts of science, technology, society, and the environment. The achievement of a professional prepared to perform successfully depends on the teaching-learning process developed by all subjects comprehensively, from academic, work and research. The integration of the essential dimensions: instructional, educational, and developmental promotes motivation for study and ensures the comprehensive training of the student. Conclusions: the integration of basic biomedical sciences constitutes a first-order task, the study and determination of the theoretical-methodological references and foundations that support it requires resizing its definition and the characterization of integration in the teaching-learning process.

Introduction: knowledge of history is necessary to record the origin and development of the different specialties in Villa Clara. Objective: present a synthesis of historical elements about the specialty of Clinical Laboratory in Villa Clara, after the triumph of the Cuban Revolution and the evolution of said specialty. Methods: a bibliographic review was carried out with reflective critical analysis of the content of the bibliographies. The files of the specialty, books and materials related to the topic discussed were reviewed, interviews were conducted with clinical laboratory personnel to inquire about previous years and up to the present; Doctoral theses, master's degrees, original and review articles published from 2005 to 2019 in Spanish and English were included. The search was carried out in the SciELO and Google academic databases from January to March 2020. Development: the historical development of the specialty in Villa Clara and the professionals who participated were explained, aspects of the training of human resources, the evolution of the specialty and the new challenges were shown. Conclusions: some historical elementswere socialized about the specialty of Clinical Laboratory in Villa Clara, in the stage after the triumph of the Cuban Revolution in recognition of all those who contributed to the beginning and development of said specialty that today meets the required quality standards.

Antecedentes: Los internos de medicina frecuentemente son víctimas de un sistema jerárquico, sufriendo diversas formas de abuso, que van desde daño psicológico hasta amenazas sexuales y agresiones físicas. Objetivo: Determinar la prevalencia de la violencia e identificar los factores que contribuyen a la misma en los internos de medicina. Métodos: Estudio transversal de encuesta con 161 participantes. Se utilizó la encuesta “Workplace Violence in The Health Sector Country Case Studies Research Instruments Survey Questionnaire 2003”. Resultados: El 59% ha sufrido algún tipo de violencia, un 87.3% violencia psicológica, 3.1% violencia física y 9.4% ambos tipos de violencia. En la violencia psicológica, la agresión verbal fue la más prevalente (76.6%). El personal de salud es la principal fuente de violencia, en la psicológica fue enfermería (32.2%) y en la física, los médicos de mayor jerarquía (41.6%). En ambos tipos de violencia, la mayoría lo percibe como un evento cotidiano. La causa de violencia radica en el comportamiento del agresor debido al abuso de autoridad (31%) y estrés en un 27%. Apenas el 18.1% conoce las políticas para afrontar la violencia. La mayoría no reporta el incidente debido principalmente al miedo. Conclusión: La violencia hacia los estudiantes de medicina se manifiesta de diferentes formas y emana de posiciones jerárquicas, esto puede traer consecuencias en el desarrollo profesional y emocional del futuro médicos.

Introducción: Los sistemas para la gestión del aprendizaje han captado gran atención después de la pandemia por COVID-19 para el desarrollo de las modalidades de enseñanza virtual (remoto) y mixta (blended learning) en las instituciones de educación superior. Estos procesos merecen un proceso de evaluación constante para realizar intervenciones para su fortalecimiento y adaptación a los requerimientos de docentes y alumnos. El objetivo del presente estudio fue comparar las calificaciones parciales de los alumnos que cursaron asignaturas en modalidad presencial y semipresencial de la Facultad de Ciencias de la Salud y evaluar el grado de satisfacción del alumnado con la modalidad semipresencial. Metodología: Estudio descriptivo, retrospectivo y cuantitativo. La muestra estuvo constituida por 2356 calificaciones parciales de 45 asignaturas y 189 alumnos de la Facultad de Ciencias de la Salud. Se implementó el Cuestionario de Satisfacción de alumnos universitarios hacia la formación on-line de Llorente. Resultados: Se encontraron medias de calificaciones que oscilaban entre 6,49 y 6,60 en los periodos comparados sin detectarse diferencias estadísticamente significativas. Respecto a la satisfacción del alumnado, se identificó un mayor nivel de satisfacción con los aspectos relacionados con el profesor-tutor y la satisfacción fue alta en todas las dimensiones. Conclusión: Las calificaciones son equivalentes en los periodos comparados, mostrando que la semipresencialidad no impactó para mejor, ni peor en las calificaciones parciales de los alumnos en el periodo estudiado, y el nivel de satisfacción de los alumnos fue alto y estuvo vinculado con buena conexión a internet, menor edad y sede del aprendizaje.

La evaluación de los aprendizajes en la educación médica es una de las mayores preocupaciones del docente, lo que me invita a presentar esta propuesta heurística cualitativa en desarrollo, con el propósito de generar un corpus teórico sobre la evaluación de los aprendizajes desde los discursos de un grupo de docentes médicos pertenecientes al Programa de Medicina de la Universidad Centroccidental “Lisandro Alvarado”. Me fundamento en el interpretativismo y utilizo el método fenomenológico hermenéutico; pues pretendo develar, interpretar y comprender los significados y sentidos que los docentes dan a la evaluación de los aprendizajes en su práctica cotidiana. Los actores sociales son docentes médicos de la asignatura Propedéutica Clínica I, elegidos intencionalmente para obtener saberes sustanciales a través de la entrevista en profundidad. Actualmente me encuentro en la fase de categorización para analizar la información e interpretarla a través de un proceso recursivo reflexivo.

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Introduction: Irrational use of medications is, among other elements, due to the lack of professional training; situation with more repercussion in primary health care, where comprehensive general doctors generally work. Objective: To characterize the professional training activities of comprehensive general doctors on the rational use of medications. Methods: A descriptive and cross-sectional study of 269 comprehensive general doctors who worked in the family doctor offices or in the emergency services of the 17 health areas of Santiago de Cuba municipality was carried out from January to July, 2022, who were selected by means of a probabilistic sampling by biphase conglomerate. The activities of professional training related to the rational use of medications were considered as variable, which were valued through 5 indicators. Results: The methodological triangulation of the results evidenced that the level reached as for the frequency of realization of this activities was low (index of 1.18), as well as what was obtained in the analyzed indicators, except the one referred to the selfpreparation which showed a mean level. Conclusions: Professional training activities of comprehensive general doctors related to the rational use of medications in Santiago de Cuba municipality were characterized by a low level of realization frequency. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To understand the concept and dimensions most accepted by different authors about the hidden or informal curriculum in medical education. METHODOLOGY: Scoping review methodology was used to guide the search for relevant documents in electronic databases. PubMed, Elsevier, Google Academico, by a pair of researchers in the English language, with the keywords "informal curriculum" OR "hidden curriculum" AND "medical education", from January 2018 to May 2022. Full text, quantitative, qualitative, and mixed research articles that addressed the concept and elements of the hidden curriculum were selected. RESULTS: Of the 607 writings found initially, duplicates, articles not accessed due to cost, letters to the editor and non-medical research studies were eliminated. Ultimately 19 studies were retained and included in this review. The components of hidden curriculum that were most pointed out were organizational and human factors and their content, which includes habits and customs, norms, values, belief systems, attitudes, behavioral expectations, motivational-psychological, and educational aspects. CONCLUSIONS: The concepts of Jackson in 1968 and more recently in 1990 by Hafferty were the most used, and considering the latter author, he defines it as a set of influences that work in an organizational and cultural structure, which is generated in hospital practice before the patient. [ABSTRACT FROM AUTHOR]

From a transcolonial and comparative approach we analize the medical education enlightened reforms in the colonial territories of Santafé, Lima, Rio and Bahía. First, we describe the Spanish and Portuguese enlightened reformist agenda; second, we present the enlightened reform plans in each colonial territory and the process of their constitution to understand the peculiarities of those transcolonial reformist agendas in each territory; third, we discuss the advantages of our theoretical and methodological approach to understand the dynamics regardind transcolonial agendas in these specific territories and in the field of medicine and surgery. [ABSTRACT FROM AUTHOR]

To start teaching anatomy, the recently established medical school of the University of Tarapacá (UTA) acquired innovative and state of the art technological resources in digital and 3D media. The first cohort of medical students used these resources in 2016 and positively assessed the subject studied and its didactic methodology through a combined approach (BLearn). These results were published in 2018, and it was deemed a successful local teaching model until 2019. Since the beginning of 2020 the COVID-19 pandemic impacted Chile particularly hard, and universities had to adapt their teaching model. In our case, we carried it out by teaching the subjects using a comprehensive online learning approach through the Internet (E-Learn). The first and second semester of anatomy were taught to 36 students in the first year of medicine 2020. In addition to traditional resources such as study texts and laboratory guides, to migrate to a fully online ELearn course model, the digital and 3D resources stored in the local database of the SECTRA® digital dissection table and its RIS/PACS portal IDS7 SECTRA® platform were used to be taught via the internet through Zoom® in real-time and via Intranet UTA platforms in conjunction with Moodle® for the tasks and subsequent evaluations. The transition from a B-Learn model to an E-Learn model was carried out successfully thanks to the experience gained in previous years in terms of design and use of teaching resources, in addition to the local database with previously stored anatomical resources in digital format. Student performance was outstanding during the pandemic, showing the versatility and adaptation of new digital native students to emerging learning conditions. [ABSTRACT FROM AUTHOR]

A corpse is the body's final destination and, as a social construction, it challenges Western cultural taboos and practices around the corpse, having been shown in cinema. The present paper aims to analyze 17 films that portray Human Anatomy, identifying which themes specifically related to morphological sciences are addressed, namely: a) reactions to first contact with a cadaver, b) medical school and dissection classes, c) origin of cadavers, d) anatomy and suspense or horror movies, e) romance, drama and comedy, f) body snatchers/resurrectionists, g) anatomical techniques, h) racism, prejudice and anatomy. This is a critical review of films in which, after thorough tripleblind analysis by the authors, it was observed that the encounter with the cadaver provides a series of emotions to the characters participating in the practical anatomy classes shown in the films, such as apprehension, fear, disgust, curiosity, etc. Generally, this surprising contact between the living and the dead is associated with the practice of dissection, which often results in the accentuation of emotions previously reported. From all this, it is concluded that the history of the teaching of Human Anatomy has been interestingly portrayed in cinema from different points of view. [ABSTRACT FROM AUTHOR]

Objective: To determine the level of digital skills among academics who teach first- to fifth-year students of health sciences programs using a self-perception questionnaire during the first semester 2023. Materials and methods: The study used a descriptive and cross-sectional research design. The sample consisted of 63 professors of health sciences programs at Universidad de Viña del Mar, Chile. Digital teaching skills were assessed using the DigCompEdu CheckIn questionnaire and a Likert scale response format. The instrument considered the dimensions professional commitment, digital resources/pedagogy, evaluation and feedback, student empowerment and facilitating students' digital skills. Data were collected using Google Forms and analyzed with descriptive statistics that included means, standard deviation, coefficient of variation, percentages and frequencies. Results: The results show that the professors, as a whole, achieved an average score of 3.4 in the complete instrument, with a standard deviation of 1.2. This indicates that professors are in an intermediate range in terms of digital teaching skills, thus suggesting that they have a moderate perception of their digital skills. Conclusions: Professionals, in their teaching role, should feel empowered to address online security issues, use digital assessment tools and customize teaching through technology. By doing so, they will be able to provide a more comprehensive and high-quality education in today's digital age. Therefore, training in digital teaching skills among professors may be a criterion for improving educational quality and students' training in a world where digital skills play a key role. [ABSTRACT FROM AUTHOR]

Copyright of Revista Argentina de Cardiología is the property of Sociedad Argentina de Cardiologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To describe the interactions of some students from two Medicine programs in Colombia related to the hidden curriculum. Methodology: Hermeneutic study, which used ethnography and grounded theory, through the application of participant observation in five practice scenarios and eleven in-depth interviews. The data analysis was done with open, axial and selective coding, typical of the grounded theory, which generated a matrix of the paradigm. Results: Studying Medicine implies being part of a hierarchy from inspiring to excessive. The demand of medical education to train a tireless and blameless doctor, the competition to be admitted to each rank and the fear of making mistakes exacerbate the negative functioning of the medical hierarchy. This hierarchy is based on the power of knowledge that allows abuse. The above triggers exhaustion, frustration, lack of interest and affects professional ethics, aspects that spoil the doctor in training. Conclusion: The hidden curriculum determines the doctor's training more than the formal curriculum. Recognizing and reflecting on the hidden curriculum from the academic community makes visible, in future curricular reforms, the role it plays. [ABSTRACT FROM AUTHOR]

Foundation: self-assessment contributes to the self-regulation of learning by students, so it is convenient to monitor this activity. Objective: to analyze the students' participation rate from the Miguel Enríquez, 10 de Octubre and Salvador Allende Medical Sciences Faculties, in their learning self-assessment from the subject Cells, Tissues and Integumentary System, during the 2023-2024 academic year. Methods: a descriptive, cross-sectional research with a mixed approach was developed. Theoretical methods were used: analysis-synthesis, inductive-deductive and logical history; empirical: documentary review and content analysis; as well as the statistical mathematician. Results: the data analysis obtained allowed us to classify the students' participation rate in the self-assessment of their learning as very low in the Miguel Enríquez and 10 de Octubre Medical Sciences Faculties, and low in Salvador Allende. A significantly positive Spearman correlation index was determined between the students' participation index and their schools of origin (p < 0.001), in six of the eight self-assessment activities considered, with a tendency to higher index values in the Salvador Allende faculty. Conclusions: the research carried out made it possible to determine the existence of limitations regarding the students' participation in the self-assessment of their learning, in the subject Cells, Tissues and Integumentary System, whose degree is related to the origin faculties. [ABSTRACT FROM AUTHOR]

An educational environment is a physical or mental space where knowledge should be easier to perform and generate, where the constructivism of science favored by experience and the desire to learn could be carried out, in a self-regulated or programmed manner with all intentionality in its different forms and subdivisions, using cognitive and even playful methodology, achieving communication and linkage of the doctor with his environment and the rest of the world, with his different problems, natural or human resources or of various types existing in nature of his professional development. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta Médica de México is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The teaching of basic biomedical sciences at the Cienfuegos University of Medical Sciences had its beginnings in 1982 with the opening of the first year of the medical career at the Medical Sciences Faculty of that southern province, initially dependent, since the methodological point of view, from the Villa Clara Medical Sciences Higher Institute. The directors, professors and technicians who began teaching with the first Carlos J. Finlay Medical Sciences detachment are mentioned in this research, the result of the Commander in Chief Fidel Castro Ruz’ thought to universalize the teaching of medical sciences throughout the country. As the forty years of this teaching event in the Cienfuegos province were completed in 2022, this research serves as acknowledgement to the basic biomedical sciences teaching initiators in this province.

Estimada editora: La investigación científica en pregrado forma parte del desarrollo integral del estudiante de medicina; sin embargo, presenta limitaciones como las reducidas oportunidades de participar en proyectos de investigación, miedo al rechazo por la editorial, ausencia de la cultura investigativa, ausencia de asesores, desinterés de los docentes y la falta de financiamiento (1). A pesar de la baja producción científica estudiantil en América Latina (2), se evidenció un incremento significativo, atribuyendo a la creación de las sociedades científicas. En el Perú, se fundó la Sociedad Científica Peruana de Estudiantes de Medicina (SOCIPEM) el 27 de agosto de 1992 en la ciudad del Cusco, que luego cambiaría de nombre a Sociedad Científico Médico Estudiantil Peruana (SOCIMEP). Undergraduate scientific research is part of the integral development of the medical student, but it has limitations, such as reduced opportunities to participate in research projects, fear of rejection by the editorial, absence of research culture, lack of advisors, disinterest of teachers and lack of funding (1). Despite the low student scientific production in Latin America (2), a significant increase was evident, attributing it to the creation of scientific societies. In Peru, the Peruvian Scientific Society of Medical Students (SOCIPEM) was founded on August 27, 1992 in the city of Cusco, which would later change its name to the Peruvian Medical Student Scientific Society (SOCIMEP).

Background: the impact tasks carried out by medical sciences students constituted an essential factor in the confrontation with COVID-19.Objective: to characterize the medical science students work in the confrontation with COVID-19 in Cienfuegos.Methods: observational, descriptive and cross-sectional study from February to September 2021. The universe consisted of 1815 Dentistry and Medicine students who were fighting against COVID-19. The whole universe was studied. Variables such as the municipality of origin, members of the Student Helpers Movement, impact task, place where they worked and multiple tasks were also analyzed. Descriptive statistical techniques were used.Results: the average age was 20.6 years and the female sex predominated (70%). The medical career was the most represented (96.0%). The Cienfuegos municipality had the highest student participation (49.4%). All students were incorporated into at least one impact task. 99.8% contributed to the active research in the community. The task with the greatest impact for first-year students was research (90%), while vaccination was in the remaining academic years.Conclusions: medical science students from Cienfuegos joined different impact tasks in the fight against COVID-19, which contribute to their comprehensive training and show the sense of duty that characterizes health personnel trained in the country.

Introducción: las relaciones interdisciplinarias entre la unidad curricular Farmacología y las asignaturas clínicas en la carrera Estomatología, resultan necesarias para lograr en los estudiantes un mayor desarrollo de habilidades teórico-prácticas dirigidas a la prescripción de medicamentos de uso estomatológico. Objetivo: diseñar una estrategia didáctica para favorecer las relaciones interdisciplinarias entre la Farmacología y las asignaturas clínicas en la carrera Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Métodos: se realizó una investigación educativa en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba, entre enero de 2021 y enero de 2022. Se asumió como método universal de investigación el dialéctico materialista y de manera particular, métodos teóricos (modelación y sistémico-estructural-funcional) y empíricos (taller de socialización con especialistas). Resultados: la estrategia didáctica diseñada consta de fundamentos teóricos, objetivo general y tres etapas (preparatoria, ejecutiva y evaluativa), cada una con sus objetivos, acciones, métodos y medios. El taller de socialización con especialistas permitió valorar la actualidad, pertinencia y factibilidad de la estrategia didáctica diseñada y, por consiguiente, corroborar el valor científico-metodológico de la misma.