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

Introduction: Dentistry’s clinical competence involves domains that have been evaluated in combination, and it is difficult to identify which are better developed in the formative process.Aim: To assess the development of clinical competence’s domains in dental students in Pediatric Dentistry subject. Method: A pre-post study was performed in the Faculty of Dentistry at UNAM, Mexico City. Clinical competence was assessed before and after the fourth-grade Pediatric dentistry course with an Objective Structured Clinical Examination that consisted of 18 six-minutes stations, with rubrics from 4 to 20 criteria in 4 categories. Student’s t-test for paired samples was used to identify changes in the clinical competence and seven domains.Results: 120 and 110 students participated in the pre- and post-assessment, respectively. 75% of students who participated pre, they also realized post. An improvement in clinical competence was observed (Pre-x= 43.7, Post-x= 53.5; p<.0001). The domains mainly developed were: treatment plan (Pre- x= 39.9, Post-x=53.2) and technical skills (Pre-x= 49.4, Post-x=65.4).Conclusions: The domains’ development assessment allows us to identify, in depth, the competences that are adequately developed and those that are not. The dentists’ professional training mainly focuses on the know-how of technical-procedural skills. However, rethinking the educational strategies is required to develop the other clinical competence’s domains in an equitable manner.

Introduction: The strategies selected for health training are essential aspects of the change in the educational paradigm; the resulting interaction affects the achievement of professional reasoning skills that have social responsibility.Objective: To reveal aspects related to the status of the methodological renewal and the evaluation for the development of professional professional reasoning skills in kinesiology/physiotherapy students.Method: Qualitative descriptive study based on Strauss and Corbin's grounded theory, carried out with 28 students from 4 accredited kinesiology/physiotherapy schools, who were for selected through accessibility sampling, and who participated in focus groups after signing informed consent. Whose experiences and stories were recorded, transcribed and reduced. The data were analyzed by open and axial coding through the Atlas.ti 7.0® program.Results: Two axial phenomena emerge from the data: a) the imbalance of the methodological renewal process that is linked to the students' perception and b) the maladjustment of the training process that are related to the consequences on learning reasoning.Discussion: It is evident that students recognize weaknesses derived from the implementation of methodological renewal and evaluation that affect their learning, however, they do not always recognize that they also have a passive culture.Conclusion: This dysfunction can impact the acquisition of fundamental skills for professional practice which could be depending on the type of institution in which they are studying, given the models adopted to develop reasoning skills.

Validity threats in educational assessment are elements that interfere with the proposed interpretation of a test score. They can occur in written tests as well as in performance and clinical competency assessments. They are usually grouped in two major categories: construct underrepresentation and construct-irrelevant variance. The former refers to tests with insufficient items, cases, or observations to make a proper generalization towards the full to-be-assessed domain. The latter is related to the presence of biases that can interfere systematically with the interpretation of a test score, such as item quality and raters’ systematic errors, among other factors that may have an effect on the obtained score. In this paper we describe the characteristics of some of these threats, their importance, and some recommendations to avoid them during the development of assessment instruments in health sciences education. The insights offered can be useful to devise tests and assessment instruments that allow us to draw more valid inferences about students’ knowledge and abilities.

A previous research paper discussed the results of a critical literature review that identified innovative approaches in curriculum and teaching for medical education in the post-Flexner era. In this article, a second group of findings are presented: new approaches to assessment, including the theoretical and methodological innovations that have enabled the systematic evaluation of doctors in different contexts, both for accreditation and certification purposes, as well as for the continuous improvement of medical education process and the profession. Advances in technology that have contributed to the transformation of medical education are described and their impact on innovation is analyzed.  

Gran parte de las investigaciones estudiantiles en ciencias de la salud son rechazadas actualmente por revistas biomédicas; se debe eliminar la mentalidad de que solo por ser estudiantes, el artículo no es publicable.  

Ante la presencia del síndrome de Burnout en estudiantes de internado, se busca saber cuán afectados están los estudiantes de grados inferiores al internado, obteniendo el porcentaje de los diagnosticados en dos estudios realizados en Perú.

La incursión de las Tecnologías de la Información y la Comunicación (TIC) en los sistemas educativos han abierto nuevos panoramas, conocimientos y habilidades que son necesarios reforzar tanto en los estudiantes universitarios como en el personal docente. Esta integración de la tecnología en la vida cotidiana también ha modificado muchas de nuestras prácticas, por ejemplo, la forma en que nos comunicamos o socializamos entre colegas, estudiantes o directivos, el acceso y creación de recursos digitales, las formas de evaluación y gestión administrativa, la participación social a través del uso de redes sociales digitales, la literacidad académica, el requerimiento de nuevas y cambiantes competencias digitales, por mencionar algunas de las configuraciones a las cuales nos hemos tenido que adaptar, tanto en nuestros ámbitos académicos como personales.

Los dispositivos multitáctiles posibilitan el acceso e interacción con recursos enriquecidos con realidad aumentada. Dada su flexibilidad y adaptabilidad pueden ser utilizados en diferentes contextos para optimar los procesos formativos. En esta línea, en el marco de la asignatura de Tecnologías de la Información y Comunicación aplicadas a la Educación Infantil se llevó a cabo una experiencia formativa centrada en la utilización de la realidad aumentada. Así, los 119 futuros maestros que la cursaron diseñaron una propuesta meotdologica mediante la creación de recursos con realidad aumentada para organizar acciones formativas estrcuturadas en tres rincones, en los que se abordaban contenidos de las áreas de ciencias, lengua y matemáticas. Para llevar a cabo esta experiencia se presentó un conjunto de pautas para articular las propuestas educativas. Tras su desarrollo, se solicito a los estudiantes que valorasen como futuros maestros el potencial didáctico de esta tecnología. Para ello, dieron respuesta a siete items creados al efecto. Constatando que éstos consideran que la realidad aumentada es muy motivadora y atrayante para abordar, sobre todo, contenidos lingüísticos. Si bien manifiestan su dificultad para abordar contenidos matemáticos y cientificos, dadas las limitaciones técnicas que declaran poseer para generar recursos innovadores en estas áreas

La enseñanza en la actualidad requiere enfrentarse a nuevos retos cada día, innovando y vinculando los hechos pedagógicos a la realidad educativa y social, para la mejora constante del aprendizaje en el aula. Para lograr este objetivo, corresponde a la educación fomentar, igualmente, el desarrollo ético y social a partir de acciones y estrategias que promuevan la integración, el diálogo y la tolerancia, entre otras, así como realizar actividades que ayuden a conocer y reflexionar al alumnado sobre los problemas más apremiantes de nuestra sociedad y le sirvan para resolver conflictos, pues la escuela ha sido desde siempre una constructora de valores y competencias. Con nuestra investigación hemos generado y puesto en práctica un plan de integración educativa de inspiración dialógica en Educación Secundaria, a través de un proyecto comunicativo de recursos didácticos y multimedia mediante el uso didáctico del cine y las tecnologías de la información, para la modificación o erradicación del maltrato escolar entre iguales, el llamado bullying, un fenómeno frecuente que afecta a todas las clases sociales. Su desarrollo práctico aborda la necesidad de diseñar y aplicar actividades pedagógicas y formativas basadas en las TIC y sus posibilidades educativas exitosas para la integración igualitariaToday's teaching requires facing new challenges every day, innovating and linking the pedagogical facts to the educational and social reality, for the constant improvement of learning in the classroom. To achieve this goal, it is up to education to promote, as well, ethical and social development based on actions and strategies that promote integration, dialogue and tolerance, among others, as well as carrying out activities that help to know and reflect on students about the most pressing problems of our society and to solve conflicts, because the school has always been a builder of values and skills. With our research we have generated and put into practice an educational integration plan of dialogical inspiration in Secondary Education, through a communicative project of didactic and multimedia resources through the didactic use of cinema and information technologies, for the modification or eradication of scholastic abuse between equals, the so-called bullying, a frequent phenomenon that affects all social classes. Its practical development addresses the need to design and apply pedagogical and formative activities based on ICT and its successful educational possibilities for equal integration.