Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The pandemic declared by the World Health Organization impacts multiple economic and social sectors, including health care services and higher education. Especially, the Faculties of Medicine and Health Sciences are struggling with the duality of training socially responsible healthcare professionals, protecting their physical and emotional integrity, and contributing to the vulnerable scenarios. Faculty members face an imminent increase in health care needs for infected patients according to the estimates of experts and authorities, resulting in and high risk and saturation of work.This document proposes a guideline as an action plan to face the expansion of COVID-19. First, the Protection and Safety of the educational community should be privileged by suspending clinical training activity whit the purpose of training. Secondly, Academic continuity should be performed with distance education, considering stages of preparation, design, implementation, and evaluation. It is imperative an intensive use of technology, digital resources, and application of virtual simulation scenarios. A third component is the Communication and emotional follow-up of the academic community to mitigate the anxiety, uncertainty, and loneliness for students, teachers, parents, and support staff. Finally, the Response and social responsibility is part of the Medical and Health Sciences mission. Health professionals can contribute to the education, prevention, and support of people impacted by the pandemic situation. Students learn new competencies during this process. The conclusion relates to the opportunity to reconcile through unique approaches the clinical work and the need for support for this new reality.

Introduction: The teaching of human anatomy is fundamental in health area careers. The most prevalent teaching-learning methodology in our country consists in exhibition classes, laboratories and autonomous study. Information and communication technologies (ICT) offer new forms of interaction, where virtual learning spaces (VLS) have incorporated into university education in recent years. Objective: To develop an anatomy online course to guide the autonomous learning of physical therapy students from Anatomy I module, and determine their perception of this digital educative resource.Method: The design of this research is quantitative and descriptive. The sample was selected in a non-probabilistic way and corresponded to the 83 students who accomplished the selection criteria. The online course was implemented in the Moodle Learning Management System (LMS) platform. In order to know the students’ perception regarding access, content, use and utility, an evaluation instrument was built, which was fed back by experts and students. This instrument was applied online at the end of each learning result, after an informed consent acceptance.Results: The online course average approval was 88% in the first and final survey. The “access” and “content” dimensions are those who reported more satisfaction from the participants.Conclusions: The online course was well valued by the students and the platform’s approval level is significantly high in all its dimensions.

Learning and teaching in clinical settings, whether these are more or less formal, are a fundamental task in the healthcare professions. These environments foster the establishment of teaching and learning relationships among healthcare workers and undergraduate and postgraduate students. The opportunities for learning in clinical spaces are much more diverse and realistic than those found in texts, classrooms, or digital tools, and the real experience of clinical learning at the bedside is not comparable to any of these learning sources. Moreover, certain practical maneuvers, even if they seem simple (obtaining a venous blood sample), can only be effectively taught in a clinical environment. In this paper, we review some general principles of education in clinical settings: the identification of student’s needs, teaching with an appropriate model, and providing feedback accordingly. Implementing systematic methodologies with enough validity evidence for teaching in clinical context allows for more complete and uniform guidance and feedback among students rotating in different clinical environments. We discuss some of the most frequently used models for teaching in clinical settings: BEDSIDE, SNAPPS, IDEA, and the one-minute preceptor. We concisely present their methodology, application context, validity evidence, and limitations.

The inculcation of simple medical knowledge in general public allows them now, during the pandemic, to actively participate in the generation of medical knowlegde (something known as “citizen science”)

COVID-19 has become a new pandemic of the 21st century. This Letter highlights the importance of teaching zoonoses to health students under the “One Health” approach as a way to face this type of threats to global public health.

Virtual education, as a space for scientific dissemination, still presents various challenges such as the digital competence of teachers in Health Sciences, the gender gap, as well as the negative stereotype of distance education.

La gamificación mediante el uso de videojuegos aún no se aplica por completo en el sistema de educación peruana, debido a factores como: inversión económica, probable provocación de ludopatías; o por el desconocimiento de su aplicación. En este caso, se propuso incluir videojuegos como gamificadores básicos de proyectos educativos para desarrollar el pensamiento matemático en estudiantes de contextos vulnerables. El enfoque del trabajo fue cuantitativo, de diseño experimental a nivel explicativo. La muestra fue de 79 estudiantes de tercer y cuarto grado de primaria de tres escuelas de los distritos de Comas y Ventanilla en Lima, Perú (M = 7,8 años; D.E. = 1,44), estos fueron seleccionados de tres contextos determinados por la zonificación en sus respectivos distritos: a) asentamiento humano, b) asociación de vivienda y c) urbanización. Se utilizaron los instrumentos Evaluación diagnóstica enactiva, icónica y simbólica y Prueba de precálculo. Los resultados indicaron diferencias entre las mediciones pretest y postest de la dimensión cálculo y operaciones de estudiantes del asentamiento humano (sig. = 000; p <.001), también se obtuvieron diferencias en sujetos del contexto asociación de vivienda y urbanización. En cuanto a la dimensión razonamiento matemático, los datos reportaron diferencias en estudiantes del contexto asentamiento humano y asociación de vivienda; sin embargo, no se encontraron diferencias en el grupo de estudiantes de la urbanización (sig. = ,325; p >.005). Finalmente, el estudio contribuyó en la comprensión de la gamificación de proyectos educativos como acompañante de la pedagogía o didáctica de las matemáticas en distintos contextos de vulnerabilidad.

Recientemente la multiliteracidad ha despertado mucho interés académico. Dada la creciente migración, la globalización y el incremento de matrimonios entre personas procedentes de diferentes culturas, en 2017 había 203 Hoshukos (o escuelas japonesas en el extranjero) a lo largo de 56 países, todas apoyadas por el Ministerio de Educación de Japón.Este estudio analiza las prácticas letradas plurialfabéticas con la tecnología de 11 niños que asisten a este tipo de centros educativos, en Barcelona, a partir del análisis de las capturas de pantallas que ven en móvil, portatil y ipad. Asimismo realizamos las entrevistas a sus progenitores para revelar sus actitudes y perspectivas. Para profundizar en la investigación hicimos el estudio sobre un caso de un niño de 7 años.Entre los resultados obtenidos, descubrimos que al usar la tecnología estos niños utilizan catalán, castellano, inglés y japonés dipendiendo de lo que busquen. Por lo que respecta al uso que hacen los niños de las tecnologías de la información y la comunicación, las entrevistas muestran que están fuertemente reguladas por sus progenitores y que la mayoría tienen actitudes negativas, porque piensan que el uso de la tecnología hace daño a la habilidad de la escritura de los niños.