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The primary objective of this research is to identify elements and concepts that intervene in the existing gender gap in STEM areas (science, technology, engineering and mathematics), to subsequently design and validate a serious game that allows training and raising awareness among university students. A bibliographic review of serious games focused on training in the concept is performed. A three-phase game development methodology is applied to design and validate the serious game "Brechas." The proposed game has a board mediated by digital tools in which participants answer questions while learning the main concepts about gender gaps in the international, national, and local contexts. The designed tool is refined by the application to 47 participants. In conclusion, this tool allows instructing and raising awareness among students regarding existing disparities in gender issues, especially in STEM areas. [ABSTRACT FROM AUTHOR]

Humanities are an integral part of health professions. However, with educational focus shifting gradually toward knowledge, information, evidence-based medicine, and technology, it has taken a back seat and become a part of the “hidden curriculum.” Humanities are hardly ever taught upfront to students of the health profession, let alone its assessment. With the need of its inclusion in health professional education now recognized and established through competency-based education, we need to be aware of the tools and strategies which can be used to teach and assess it. In this article, we share selected tools with relevant readily usable examples for teaching humanities to students of the health profession. Faculty may find it useful to plan sessions around related competencies. Incorporation of such experiential teaching and learning methods can help us achieve the transition from “high-tech” to “high touch” health professions education.

Humanities are an integral part of health professions. However, with educational focus shifting gradually toward knowledge, information, evidence-based medicine, and technology, it has taken a back seat and become a part of the "hidden curriculum." Humanities are hardly ever taught upfront to students of the health profession, let alone its assessment. With the need of its inclusion in health professional education now recognized and established through competency-based education, we need to be aware of the tools and strategies which can be used to teach and assess it. In this article, we share selected tools with relevant readily usable examples for teaching humanities to students of the health profession. Faculty may find it useful to plan sessions around related competencies. Incorporation of such experiential teaching and learning methods can help us achieve the transition from "high-tech" to "high touch" health professions education. [ABSTRACT FROM AUTHOR]

The least one would expect of an academic institution of higher learning, as a provider of knowledge delivery and practice - depending on the nature, curricula, programs and standard operating procedure (SOP) governance and compliance, is to become increasingly immersed in the advocacy-practice of new normal culture ensuing the COVID-19 pandemic lockdowns, prohibitive policy requirements, emaciated businesses and atrophied consumerism, and restrictive mobility in public places and premises of business complexes including the so-called 'corridors of knowledge' or the old 'ivory tower' of yesteryears. 'Work from Home' (WFH) has never been the same again since the concept, years ago in good economic times and experimental employer-employee models of working-managing choices, started as an option of the corporate world to allow its employees to improve productivity with the liberty of WFH environment. Today, under the hovering cloud of death-threatening COVID epidemic and the virusvaccination against its host of mutations, WFH is reshaped by a culture of new norms touted as 'new normal'. The prevailing normative culture and conventional SOPs of higher institutions of learning are, and its delivery of crisis management results must now become, a phenomenological expression of the new reality to operate education more effective and efficiently. It is no longer an issue of retaining competitiveness or to claim the trophy of competitive advantage. It is more than an issue of survival but essentially a solution-driven commitment to grow a new direction for education delivery of content, methods and other paraphernalia of teaching-learning tools for beneficiaries, communities, societies and country to generate new values and winning strategies in the public interest. In this paper, 'iSOS' (institutional Survival on Sustenance) and 'iSOWS' (institution Solutions of Winning Strategies) are tendered as value-conserving and value-creating complementary platforms, without compromising the fundamental philosophical foundation of education per se, to turnaround the inertia of COVID-19 inhibitive disruptions in the management and delivery of the higher education chain of business continuity. [ABSTRACT FROM AUTHOR]

Los laboratorios virtuales se han consolidado en la última década como una valiosa herramienta de apoyo para el ejercicio docente en diferentes áreas de la formación profesional. En la actualidad podemos encontrar implementaciones que van desde la virtualización de prácticas en ciencias básicas hasta la experimentación virtual en temas específicos de ingeniería. Si bien los mayores desarrollos en este campo se han alcanzado en otras latitudes, en los últimos años, local y regionalmente, se han dado pasos firmes hacia la incorporación efectiva de estos escenarios de enseñanza-aprendizaje a la actividad académica universitaria. Se plantea la implementación de prácticas virtuales para la asignatura de Instrumentación Electrónica como elemento de optimización de los recursos tecnológicos y locativos existentes. Adicionalmente, dentro del marco metodológico del proyecto, se plantean estos escenarios como un medio para fortalecer las experiencias académicas e investigativas del estudiante por fuera del aula de clase. Concluimos que más allá de una mera implementación o novedad tecnológica, los laboratorios virtuales nos abren una puerta para la experimentación con nuevas formas y medios de enseñanza aprendizaje, contribuyendo así a la efectividad formativa de la relación docente-estudiante.

The use of rock music in English teaching-learning contexts gains relevance as many of the people involved in them listen to this kind of music. The integration of rock music into language learning can be done if the music is treated as class material, taking into account that it requires previous and careful preparation. In this article I will show my experience working with two students in classes in which the materials were based on the lyrics of rock songs. The motivations, reflections, information collected and findings made during the process compose the following article in which rock music and learning are the central characters of a research study carried out with two adult students.El uso de la música rock en el contexto de la enseñanza y aprendizaje del inglés cobra relevancia dado que muchas personas involucradas en el proceso escuchan esta clase de música. La integración de este tipo de material en la enseñanza de lenguas es posible si la música se presenta como material de clase, teniendo en cuenta que requiere preparación previa y cuidadosa. En este artículo deseo compartir la experiencia de trabajar con dos estudiantes en clases cuyos materiales se basaron principalmente en letras de canciones de rock. Las motivaciones, reflexiones, información recolectada y hallazgos durante el proceso se incluyen en este artículo en el cual la música rock y el aprendizaje son los protagonistas principales de un estudio realizado con dos adultos.