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

Introduction: Due to the COVID-19 pandemic, university teaching had to adapt traditional teaching to emergency remote education, looking for the best way to comply with the graduate profile. In the Nutrition and Dietetics career of a public university in southern Chile, the telesimulation tool was used in the subject of adult diet therapy II, taught in the seventh semester. Objective: To determine the quality and satisfaction of students in the Nutrition and Dietetics career when using clinical telesimulation as a teaching and learning method in the subject of adult diet therapy II, during the COVID-19 pandemic. Method: The research design is quantitative, exploratory, non-experimental, descriptive and cross-sectional. with a non-probabilistic sample of 42 students who met the inclusion criteria. The telesimulation applied was protocolized, then the clinical simulation quality and satisfaction survey and a self-assessment were applied to the students. The statistical data were processed and the descriptive statistical analysis was carried out, the answers to the open question were analyzed qualitatively. The ethical aspects of the research were safeguarded according to the ethical principles of the Declaration of Helsinki. Results: in relation to the quality and satisfaction survey in clinical simulation, they reported high satisfaction, with 75.87% of responses “strongly agree”. Telesimulation was associated with the concepts of learning, competence, strength and emotions. Conclusions: Telesimulation is an efficient strategy through which theoretical and practical knowledge can be integrated in a controlled learning environment, favoring the achievement of skills. It is proposed that this strategy be incorporated for the evaluation of the final learning outcome of the subjects.

Introduction: Professional exam is a theoretical and practical evaluation with high consequences and carried out at the end of medical training. Due to COVID-19 face-to-face exams were suspended. Telesimulation is a strategy that uses telecommunications and simulation resources to create learning and assessment environments at distant sites. In the School of Medicine in Mexico City, a high-consequence exam was carried out by telesimulation to assess clinical skills. Objective: To analyze the correlation between results of the online theoretical phase (National Center for Higher Education Evaluation, CENEVAL carried out) and the practical phase by telesimulation (the School of Medicine carried out). Method: This is a descriptive, cross-sectional and correlational study. It included students who applied practical and theoretical phases during the 2020 year. Pearson or Spearman correlation and simple linear regression analysis were carried out. Results: 75 students participated. On a scale from 700 to 1300, the theoretical exam score was 1014.62 ± 26.38. On a scale from 0 to 100, the practical exam score was 69.18 ± 13.93. Correlation was 0.70 (p≤0.01, 95% CI 0.50-0.77). R2 0.43 (p≤0.01). This study showed a moderately high correlation between online theoretical assessment and practical assessment by telesimulation. The theoretical result phase determined 43% of result practical phase result. Conclusions: Using simulation with learning and knowledge technologies has eliminated some barriers derived from social distancing; therefore, it has been possible to assess clinical skills during the COVID-19 pandemic. Telesimulation is a useful tool to evaluate some dimensions of clinical competence and since it favors measures to contain COVID-19, in the current educational context it can be used in high-consequence exams at the end of medical training.

Introduction: Progressive care (PC) can be defined as the organization of the patient’s medical and nursing care according to his or her needs, from admission to outpatient follow-up. A program for a PC residency based on entrustable professional activities (EPA) was designed. Objective: To describe the process of identification, development, and validation of EPA for the PC residency program. Method: A theory review on progressive care was made to define the professional profile of the specialist. EPA for the program were drafted. Validation was achieved through the Delphi method in two rounds where 24 professionals participated. Each EPA was consulted for its representativity and indispensability, keeping only those that reached 70% of agreement. The completeness of the learning scenarios was also evaluated. In the second Delphi round, EPA that did not reach 70% of the agreement were submitted, including suggested drafting modifications. Results: A PC specialist understands the hospital as a set of instruments and tools that integrate and approach the patient, and he or she uses them to manage patient care throughout every stage of treatment. 52 EPA were defined and organized in 9 learning scenarios, according to the PC professional profile established. Of the 52 evaluated EPA, 47 reached 70% of representativity and indispensability. The 5 remaining EPA were submitted to the second Delphi round after modifications, achieving representativity in 3 of them. Conclusions: The education of health care professionals is leaning towards competency-based programs that allow learners to achieve goals in different moments of their training, according to their needs.

Introduction: In a private university, some strategies were proposed to reduce dropout levels at the introductory courses, through innovations in subjects with a high number of topics that show low academic performance. The use of 3D applications for human anatomy learning was proposed in a Kinesiology and Physiatry degree, with a teaching strategy based on international recommendations for 3D anatomy learning -such as the benefit of canonical planes and spatial orientation references- and in suggestions for collaborative learning. Objective: Exploring Kinesiology Student’s perceptions of 3D aplications for human anatomy learning through a metacognitive collaborative teaching strategy. Method: Exploratory study. TAM technology acceptance questionnaire in Google Forms to 60 students of introductory course of Kinesiology and Physiatry. The main variables are perceived ease of use and perceived usefulness. Results: The results of the survey indicated a high general acceptance of both applications. The perceived utility is favorable in 82% and very favorable in 18%. The perceived ease of use is favorable at 72% and unfavorable at 28%. Some preference was shown for Visible Body in the opinion poll (83.33% vs. 16.67%). Conclusions: There is an overall positive perception of the application manipulation with such a strategy. Given the high probability of future use, further studies are feasible to investigate the relationship between learning anatomical concepts and the use of 3D applications.

The problematic question was the methodological deficiencies in the teaching of Social Studies with students with hearing problems of the Educational Unit October 13 of the Bolívar canton, Province of Manabí, in Ecuador. The objective was to determine the appropriate methodologies for teaching Social Studies in students with hearing problems, with the support of technological information and communication resources through the appropriate application of pedagogical strategies to achieve integral people. The study was descriptive, analytical, with the inductive and deductive theoretical method, using language and sign strategies, to capture the attention of the student with hearing problems. Likewise, strategies were used to maintain their attention, and strategies to maintain communication and other aspects of interest that benefited communication in the classroom. The study concluded that the methodologies for working with Special Educational Needs constitute a deficiency that affects the learning of the person who has it, prevents it from developing within an educational context under normal conditions and, therefore, it is essential that Receive differentiated support.