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

Como resultado se obtuvieron las herramientas más utilizadas con fines personales y académicos. Sobresalen las herramientas usadas por orientación docente como los buscadores, los procesadores de texto, las herramientas para la creación de presentaciones colectivas y las herramientas para leer y enviar correos electrónicos. Lo anterior demuestra la validez de incluir en el diseño didáctico de las asignaturas actividades dirigidas al desarrollo de los PLE de los estudiantes.

This paper analyzes memes’ proliferation in the digital culture of college students from the Ecuadorian National University of Education (UNAE from its Spanish initials, a public university). Using the theoretical framework of the New Literacy Studies and the New Literacies, I performed an ethnographic approach to memes as discursive practices that involve written language and other media to produce meaning. I identified the most successful Facebook page related to memes from the UNAE and gathered all the memes published on October of 2019 (64 in total). I inductively categorized those memes and found three general aspects for its description and interpretation: the issues addressed, the knowledge in play and the implicit functions beyond humor. I made a detailed description and interpretation of the 10 most successful memes (success in terms of the interaction they produced in the community) and provided an overview of the issues addressed (experiences in college, promoting a model of student, and the national strike) and their implicit functions (informative, emotional relief, community bonding, political debate, and recruiting protesters). In conclusion I argue that memes fulfill relevant social functions and could be considered as a support for the participation of college students in other literacy practices, and —therefore— social issues.

Introduction: Academic residents training has been associated with psychosocial risk factors (FPSR) exposure that can affect their health. Academic residents training of a sub-specialty in neonatal intensive care (RCIN) was investigated under the demand-control-social support and effort-reward balance models.Objective: To know the exposure of RCIN to FPSR and their perception of psychosocial risk.Method: Qualitative study, follow-up study and content analysis based on the Mexican Official Standard NOM-035- STPS-2018 Reference Guide III, Psychosocial risk factors at work: Identification, analysis and prevention. Twelve in-depth interviews were conducted and the processing of data with Atlas.ti® v.8.4.3.Results: Four out of five residents of the generation participated. During the first year, the FPSR with the highest number of testimonies were, leadership characteristics [49], high responsibility loads [37] and psychological mistreatment [34]. Risk perception, work influence of outside the workplace [35] extensive work day [29]. In the second year, leadership characteristics [104], limited or no feedback [31], verbal mistreatment [37] and psychological mistreatment [27]. For risk perception, work influence of outside the workplace [10] and decreased control and autonomy at work [3]. In both years, exposure to leadership characteristics [153], contradictory or inconsistent loads [69], social relations at work [68], psychological mistreatment [57] and verbal mistreatment [41] were constant.Conclusions: The demand-control-social support and effort-reward balance models profusely explain the interactions between academic-clinical tasks, exposure to psychosocial risk factors and perception of psychosocial risks in residents.NOM-035-STPS-2018 could be the vehicle to offer residents a more favorable organizational environment during their training, prioritize the analysis of the demands derived from the work process and expose them to the lowest possible psychosocial risk.

Introduction: Health education plays a very important role for health promotion, prevention and limitation of harm. Health promotion contributes to the empowerment of people, individually and collectively, to build a culture of health and make healthy decisions. As part of the objectives of the subject Health Promotion in the Life Cycle, and with the purpose of carrying out a teaching experience, we chose to study “Food, nutritional status and its relationship with attention disorders hyperactivity (ADHD) in high school students.Objective: To evaluate the usefulness of action research in community practice, to favour teaching activity in obtaining meaningful learning and social commitment.Method: that of “action research”. A second-year group in the medical career was the protagonist of the process. A research project was developed in which the organization of previous experiences and knowledge in the study area was highlighted. A food questionnaire was designed and a validated questionnaire about ADHD was used, both were applied by the medical students, performed somatometry, gave talks for healthy eating and developed a database. After each activity, meetings were held with them to recover and organize the experience.Results: The students indicated that the activity allowed them to integrate what they had previously learned, identify their academic limitations, characterize a real public health problem, apply their knowledge and develop skills and identify the value of health promotion.Conclusions: Participation in activities where research is linked to action facilitates meaningful learning. Educational practice was considered as an action committed to the social context in which one lives.

Purpose: The logistical and human resource challenges of implementing Objective Structured Clinical Examinations (OSCE) impede its widespread use in resource-constrained medical schools. The goal of this study is to describe a multi-school collaboration, its processes and scholarly products.Methods: Three Mexican medical schools obtained a grant from the National Board of Medical Examiners (NBME) Latin American Awards Program. The project involved the development of a formative OSCE to assess clinical competence in undergraduate medical students at the end of internship, and to obtain validity evidence for its use. A formal consortium was created to develop and share OSCE stations. Faculty development workshops were implemented.Results: A nine-station OSCE was designed by the three schools’ consortium. A total of 81 examiners and 36 standardized patients were trained. A rubric was developed, and a software application created to capture the data. The test was used with 93 medical students. Cronbach’s alpha was 0.94 and G-coefficient 0.80. Several scholarly products were created.Conclusions: In resource-limited countries, the shared development and use of OSCE stations is a viable option for medical schools. International organizations can be successful catalyzers for implementing complex testing methods in developing countries. The products can be shared with other medical schools in the country and Latin America.

Introduction: Growth and nutrition are basic topics in pediatrics; Although its content is part of undergraduate education, there is limited evidence of the acquisition of knowledge and skills achieved.Objective: Evaluate competencies developed to promote adequate nutrition and growth in the first two years of life in pediatric interns rotating in two hospitals with different educational processes.Method: A quasi-experimental study with intervention developed at the Medical School of Universidad Mayor de San Andrés, La Paz, Bolivia. It included 17 interns from hospital one, which did not have scheduled educational activities for feeding and growth, and 24 from hospital two, which had scheduled educational activities on these topics, with seven theoretical hours and 25 practical, individually and in groups, face-to-face and online. Competencies were evaluated with four objective structured clinical evaluation stations that assessed counseling, breastfeeding, complementary feeding, and growth. The data were analyzed in SPSS. To identify differences between the two comparison groups the Student’s t test was used. Normality and homogeneity of variances were verified, and Student’s t value adjusted if less than 0.05.Results: The results showed that the group of hospital two had a better response in the objective structured clinical evaluation, obtained 23.86 more percentual points in knowledge (p 0.000 95% CI –33.07 to –14.63) and a difference of 15.02% in the rubric (p 0.000 95% CI –20.68 to –9.35) in relation to the group of hospital one.Conclusions: The differentiated teaching-learning process improves the knowledge and skills of the pediatric interns. The limiting factors for acquiring skills were: the interns’ lack of time, the allocation of non-educational activities and the lack of opportunity to apply preventive and promotional care in hospitals; and the facilitating factor is the mandatory fulfillment of theoretical and practical activities.

Introduction: The advance in scientific information and the consequent statistical complexity has generated a greater demand for the critical reading abilities in professionals and students.Objective: The aim of this study is to determine the prevalence of the presence of a medical statistics subject in the curricula of the general medical professional in Mexico.Method: A thorough search was made of the study plans of the 158 schools of medicine of the country listed by the Mexican Council for Accreditation of Medical Education (COMAEM). Four researchers analyzed independently and by duplicates the curricular plans of each school to extract information regarding the impartation of subjects related to medical statistics and scientific investigation.Results: A total of 148 (97.3%) study plans were found, from which 67 (45.2%) included at least one subject of medical statistics throughout the whole study program. No significant differences were observed in the proportion of the impartation of the subject between COMAEM approved or disapproved faculties as well as with public or private ones.Conclusions: With the previously mentioned data, it is suggested that teaching of medical statistics in medical schools in the country is still insufficient. Incorporating this topic in the obligatory formation of medical students would increase their capacity for critical appraisal of scientific information.

Introduction: The Human Rights-Based Approach to Health (ESBDH) postulates that poor training and unfavorable working conditions of human resources for health not only hinders the protection of the right to health, but can be, paradoxically, an important source of violations to it. Can specialist medical training programs violate their right to education and decent work?Objective: Know the opinion of resident physicians on the fact that their right to education and decent work must be respected.Method: A cross-sectional and descriptive study was conducted in a non-random sample of 605 resident doctors from a public university located in Mexico to. A 32-item (Cronbach’s alpha = 0.931) Likert questionnaire was carried out anonymously, confidentially and voluntarily to assess the residents’ opinions on their rights to education and decent work being respected. Simple frequencies are presented and, in a nutshell, the overall score regarding respect for the law and the percentage of favorable and unfavorable events and the score obtained for each item.Results: The average age of the participants was 29.5 years (± 2.9), 58% men, 78.5% single and 79% with no children. 80% of respondents worked more than 80 hours a week. 65% of residents were first and second year. Most of residents (87%) considered there was a medium or greater level of respect for their rights. The overall score of respect was 57%. The percentage of favorable events was 55% and unfavorable events or rights violation was that of 36%.Conclusions: In the light of the human rights-based approach to health, the current training system for medical specialists should be reviewed.

Introduction: Critical thinking is an essential skill in a general practitioner. For its part, clinical simulation is an innovative strategy that proposes the development of this competence, which is why its implementation is increasingly frequent at the undergraduate level of medical schools.Objective: Comparing the self-perception of critical thinking between a group of medical students who participated and one who did not participate in clinical simulation.Method: Observational, cross-sectional, prospective study. The population was made up of sixth and seventh year students of the medical career of the 2018-2019 school year. Descriptive and inferential statistics were used for the purposes of the study.Results: 62 university students participated, of which 45.2% were female and 54.8% male. There was no significant difference in the self-perception of critical thinking between the two groups (p. > 0.05).Conclusions: In this study, the implementation of clinical simulation showed no difference in self-perceptions of critical thinking between the compared groups.

In the face of the COVID-19 pandemic crisis, the medical education must be transformed in order to help build an innovative clinical practice. On the way forward, is essential the development of the principles of complex thinking, which induce: look at the interactions of the elements underlying the emergency, practice interprofessional work, live authentic human relationships with the patient, investigate the multi-inter-dimensionality of phenomena, articulate the clinical care of the individual with the context of the health system. Therefore, medical schools have the inescapable challenge of training students capable of think and act from perspective of complexity, integrating such principles. Faced with the disruption that the pandemic causes in teaching activities in universities and hospitals, technology and didactic basis are decisive to build virtual classrooms, however, the paradigm of complexity must permeate academic tasks. It is fundamental to implement complex thinking experiences, so that students learn to approach systemically to health – disease problems, to navigate amidst the uncertainty, and to be co-creators of a reality, in which the qualities of individual, local and global health and well-being are manifested.