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Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

Antecedentes: Los estudiantes con alta capacidad requieren estrategias educativas efectivas. Este estudio presenta y evalúa un programa de enriquecimiento curricular diseñado para mejorar la creatividad. El programa se basa en un marco de competencias y se implemen tó utilizando variaciones de estrategias de aprendizaje basado en proyectos (ABP). Método: Un diseño cuasi-experimental comparó dos intervenciones utilizando grupos pretest y postest. La primera intervención consistió en una unidad de ABP de 12 semanas centrada en el diseño de un videojuego utilizando programación basada en bloques mediante Scratch. La segunda intervención, también de 12 semanas de duración, consistió en tres proyectos independientes de diseño vectorial y programación de un robot basado en Arduino. En ambas intervencio nes se utilizaron estrategias para el desarrollo del pensamiento creativo. La muestra incluía estudiantes con altas capacidades de entre 8 y 12 años. Resultados: Ambas intervenciones aumentaron significativamente la creatividad, sin diferencias estadísticas entre ellas. Esto sugiere que ambos tipos de intervenciones de ABP mejoraron efectivamente la creatividad de los participantes. Conclusiones: Este estudio sugiere que los programas de enriquecimiento curricular basados en ABP son efectivos para fomentar la creatividad entre los estudiantes con altas capacidades.

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Sustainable Engineering education must provide cyber-physical and distributed systems competencies, such as the Internet of Things (IoT), to contribute to the Sustainable Development Goals (SDG). The COVID-19 pandemic caused profound impacts arising from a traditional on-site teaching model rupture and demanded distance learning for engineering students. In this context, we considered the following Research Questions (RQ): How can Project Based Learning (PjBL) be applied in hardware and software courses from the Engineering curriculum to foster practical activities during the COVID-19 pandemic? Is the student performance in the fully remote offering comparable to the face-to-face offering? (RQ1); Which Sustainable Development Goals are related to the Engineering students' project themes? (RQ2). Regarding RQ1, we present how PjBL was applied in first-, third- and fifth-year Computer Engineering Courses to support 31 projects of 81 future engineers during the COVID-19 pandemic. Student grades in a Software Engineering course indicate no relevant differences between student performance in remote and face-to-face offerings. Regarding RQ2, most Computer Engineering students from the Polytechnic School of the University of São Paulo in 2020 and 2021 decided to create projects related to SDG 3-Good Health and Well-being, SDG 8-Decent Work and Economic Growth and SDG 11-Sustainable Cities and Communities. Most projects were related to health and well-being, which was an expected behavior according to how health issues were brought into highlight during the pandemic.

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En la última década la educación superior ha sufrido transformaciones metodológicas con fines de optimizar el proceso enseñanza aprendizaje para lograr una mejor adaptación de los estudiantes a las demandas actuales y consolidar el conocimiento adquirido. Ante estas necesidades han surgido nuevas herramientas metodológicas que persiguen dar un vuelco a los conceptos tradicionales e introducir técnicas de avanzadas que se centran en la participación activa del estudiante en la formación de su propio aprendizaje. El aprendizaje basado en proyectos constituye una nueva herramienta metodológica que centra el proceso enseñanza aprendizaje en la actividad directa del estudiante, quien es el eje central de su propio desarrollo académico. El rol del docente pasa de ser un rol principal a tener una representación secundaria con un rol orientador(AU)

In the last decade, higher education has undergone methodological transformations in order to optimize the teaching-learning process to achieve a better adaptation of students to current demands and consolidate the knowledge acquired. Given these needs, new methodological tools have emerged that seek to overturn traditional concepts and introduce advanced techniques that focus on the active participation of the student in the formation of their own learning. Project-based learning is a new methodological tool that focuses the teaching-learning process on the direct activity of the student, this being the central axis of their own academic development. The role of the teacher goes from being a main role to having a secondary representation with a guiding role(AU)

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Introducción: En los procesos de enseñanza-aprendizaje, los profesores deben reflexionar continuamente sobre las estrategias que se aplican directamente en el aula. Se ha estudiado el efecto de metodologías como el aprendizaje basado en problemas, el aprendizaje basado en proyectos, las simulaciones apoyadas en la tecnología, entre otras, en comparación con las metodologías tradicionales. Objetivo: Describir las fortalezas del aprendizaje basado en proyectos como estrategia educativa en el contexto de las ciencias de la salud. Desarrollo: El proceso de enseñanza-aprendizaje de las ciencias de la salud requiere de estrategias dinámicas que permitan articular los conocimientos adquiridos, con una visión práctica de las disciplinas en un contexto basado en la solución de problemas y el pensamiento crítico. Se destaca el aprendizaje basado en proyectos como una metodología que exige una participación activa, investigativa y reflexiva, para la solución de un problema; así, el conocimiento es consecuencia de la discusión, la argumentación y la toma de decisiones, que implican la construcción de dicha solución. Conclusiones: El aprendizaje basado en proyectos puede introducir mejoras y cambios con respecto a las estrategias tradicionales, al fomentar la motivación, el trabajo colaborativo, la adquisición y el afianzamiento de conocimientos en los estudiantes. Asimismo, es una metodología basada en la autoformación del estudiante que fortalece su capacidad de expresión oral y escrita, y la planificación del tiempo, por lo que se facilita la conformación y participación en equipos interdisciplinarios, competencias esenciales para el desempeño ideal de los profesionales de la salud(AU)

Introduction: In teaching-learning processes, professors must continually reflect on the strategies applied directly in the classroom. The effect of methodologies such as problem-based learning, project-based learning, technology-supported simulations, among others, has been studied in comparison with traditional methodologies. Objective: To describe the strengths of project-based learning as an educational strategy in the context of health sciences. Development: The teaching-learning process of health sciences requires dynamic strategies that allow the articulation of the acquired knowledge, with a practical vision of disciplines in a context based on problem solving and critical thinking. Project-based learning is highlighted as a methodology that requires active, investigative and reflective participation to solve a problem; thus, knowledge is the consequence of discussion, argumentation and decision-making, which imply the construction of such a solution. Conclusions: Project-based learning can introduce improvements and changes with respect to traditional strategies, by promoting motivation, collaborative work, as well as knowledge acquisition and consolidation in students. Likewise, it is a methodology based on student self-training and strengthening their capacity for oral and written expression, as well as time planning, thus facilitating the formation and participation in interdisciplinary teams, essential competences for an ideal performance of health professionals(AU)

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INTRODUCTION: Project-based learning (PjBL) is a teaching methodology designed to engage students in solving real-world problems, acknowledging that students are active agents of their learning process. This methodology has historically been popular in architecture and industrial sciences; however, its use in teaching veterinary anatomy is scarcely published. METHODS: Using information and communication technologies, the PjBL methodology was implemented in a first-year veterinary anatomy course. The methodology included teamwork and the selection of a routine object in the veterinary clinic at the beginning of the academic semester. The project's goal was to analyze the object and associate it with both a domestic animal species and an anatomical region, along with making and presenting a video or a simulation model about the object. RESULTS: More than 80% of students prefer active learning classes compared to traditional classes. In addition, 66% and 86% of students indicate that PjBL allowed them to improve their understanding of theoretical content for the first and second years of post-implementation, respectively. Students' self-assessment indicates that more than 80% of the students (first and second year post-implementation) felt they were responsible for the execution of the project, able to conduct research, and able to develop autonomous learning skills. After 2 years of PjBL implementation, failure rates in the course decreased by 21%. DISCUSSION: In general, PjBL results show that veterinary students prefer active learning activities that allow them to learn in a team-based learning process as well as to develop soft skills such as self-learning, responsibility, and teamwork. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-021-01205-1.

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Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p < 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p < 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

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No sétimo semestre do curso de Medicina de uma universidade federal brasileira, construímos um componente curricular de Saúde Coletiva para problematizar as questões de gênero e sexualidade na interface com as políticas públicas e o cuidado em saúde das pessoas. Elegemos a Aprendizagem Baseada em Projetos (ABPj) como método de ensino-aprendizagem deste componente curricular. Relatamos essa experiência em diálogo com a literatura, refletindo sobre suas potencialidades e desafios. Identificamos a ABPj como capaz de desenvolver habilidades de resolução de problemas e de comunicação, pensamento crítico, gestão de conflitos e profissionalismo. A ABPj também foi capaz de integrar o ensino-aprendizagem das políticas públicas na Saúde Coletiva com a assistência individual desenvolvida em outros componentes curriculares do curso médico. Assim, recomendamos fortemente o uso da ABPj como estratégia para se alcançar o perfil esperado para o profissional de saúde do século XXI. (AU)

During the seventh semester of a medical degree offered by a federal university in Brazil, we developed the curriculum module Public Health to problematize issues related to gender and sexuality at the interface of public policy and health care. We chose project-based learning (PBL) as the teaching-learning method for this module. Drawing on the relevant literature, we provide an account of this experience, reflecting on its strengths and weaknesses. The findings show that PBL enabled the development of problem-solving, communication and conflict management skills, critical thinking and professionalism. PBL was also capable of integrating the teaching and learning of public health policy and individual care developed in other course modules. We therefore strongly recommend the use of PBL as a strategy for achieving the desired health professional profile in the twenty-first century. (AU)

En el séptimo semestre del curso de Medicina de una Universidad Federal Brasileña, construimos un componente curricular de Salud Colectiva para problematizar las cuestiones de género y sexualidad en la Interfaz con las Políticas Públicas y el cuidado de salud de las personas. Elegimos el Aprendizaje Basado en Proyectos (ABPj) como método de enseñanza-aprendizaje de este componente curricular. Relatamos esa experiencia en diálogo con la literatura, reflexionando sobre sus potencialidades y desafíos. Identificamos el ABPj como capaz de desarrollar habilidades de resolución de problemas y de comunicación, pensamiento crítico, gestión de conflictos y profesionalismo. El ABPj también fue capaz de integrar la enseñanza-aprendizaje de las Políticas Públicas en la Salud Colectiva con la asistencia individual desarrollada en otros componentes curriculares del curso médico. Por lo tanto, recomendamos fuertemente el uso del ABPj como estrategia para alcanzar el perfil esperado para el profesional de salud del siglo XXI. (AU)

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RESUMO Diante da necessidade de integrar o debate de gênero e sexualidade à formação médica, uma unidade curricular de Saúde Coletiva de um curso de Medicina público federal propôs a metodologia da Aprendizagem Baseada em Projetos (ABPj) para essa formação. Nessa proposta pedagógica, os estudantes constroem um produto final como recurso para intervenção/aprimoramento da realidade. Dessa forma, a metodologia da Problematização, com o Arco de Maguerez, forneceu o subsídio à concretização desses produtos. Cada um desses projetos utilizou uma das políticas públicas relacionadas ao debate em torno do gênero e da sexualidade. Neste artigo, relata-se o projeto relacionado à Política Pública de Atenção Integral à Saúde de Adolescentes e Jovens na Promoção, Proteção e Recuperação da Saúde. Na apresentação desse produto foi utilizada a metodologia do role-play, com três cenas, para intervenção/aprimoramento da realidade observada/vivida. Essa experiência também conquistou a premiação de melhor trabalho apresentado naquele ano no Congresso Brasileiro de Educação Médica, construindo nessa escola médica um espaço formal para o desenvolvimento de competências no tocante aos determinantes sociais de gênero e sexualidade, para uma prática médica integral e equânime. Este relato de experiência destaca ainda a relevância do uso de metodologias ativas, como a ABPj e role-play, na educação médica.

ABSTRACT Faced with the need to integrate the gender and sexuality debate into medical training, a Public Health curricular unit from a Federal Public Medicine course proposed the Project Based Learning (PjBL) methodology as a resource for the implementation of this debate. In this pedagogical proposal, the students construct a final product as a resource for intervention/improvement of reality. Thus, the methodology of Problematization, with the Arch of Maguerez, supported the consolidation of these products. Each of these projects was based on one of the public policies that are related to the debate of gender and sexuality. In this article, we report the project related to the public policy of Comprehensive Health Care for Adolescents and Young People in Health Promotion, Protection and Recovery. The presentation of this product was made using the methodology of role-play, with three scenarios, for intervention/improvement in the observed/lived reality. This experience also won the award for best work presented that year at the Brazilian Congress of Medical Education, building a formal space for the development of gender and sexuality determined competencies in the Medical School, to ensure comprehensive and equal medical practice. Moreover, this report highlights the relevance of the use of active methodologies, such as PjBL and role-play, in medical education.

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Resumen: Los constantes cambios en la sociedad en la que nos vemos inmersos conllevan la necesidad de investigar metodologías y recursos que supongan una mejora en el aprendizaje de los alumnos e incrementar su motivación. Dentro de los diferentes tipos de metodologías, existe la denominada metodología de aprendizaje basado en proyectos (ABP), la cual ofrece multitud de variantes que se pueden adaptar al sistema educativo actual y futuro. Para que la metodología basada en proyectos logre conectar con los estudiantes y consiga mejorar su rendimiento académico y su nivel motivacional, debe ser interesante y atractiva. Es por este hecho por el que se plantea el uso de un nuevo recurso educativo en las aulas utilizando dicha metodología. Ese recurso didáctico es la impresora 3D, debido a su gran variedad de oportunidades que ofrece para trabajar con ella en el aula y su futuro tan prometedor en diferentes campos profesionales. Con el presente trabajo se pretende por un lado, indagar en las bases teóricas que posicionan la impresión 3D junto con el aprendizaje basado en proyectos como una metodología que potencia la motivación del alumno y su aprendizaje significativo, y por el otro, hacer una propuesta metodológica que incluya los aspectos necesarios para poder llevar a cabo un proyecto de estas características en el aula.

Abstract: The current society in constant change where we are immersed requires to investigate methodologies and resources that suppose an improvement in the students´ learning process and an increase of their motivation. Within the different types of methodologies, there is one denominated Project-based learning (PBL), which offers a multitude of variants that are perfectly adapted to the current and future educational system. The project-based learning needs to be interesting and engaging to connect with students and improve their academic performance and motivational level. It is for this reason that the use of a new educational resource in the classrooms is proposed meanwhile this methodology is applied. This didactic resource is the 3D printer due to its wide variety of opportunities to work with it in the classroom and its promising future in different professional fields. The present work intends on the one hand to investigate the theoretical bases that position the 3D impression together with the project based learning as a methodology that enhances the motivation of the student and his significant learning and on the other hand to develop a methodological proposal that includes necessary aspects to be able to carry out a project of these characteristics in the classroom.

Resumo: A sociedade atual em constante mudança em que estamos imersos precisa investigar metodologias e recursos que supõem uma melhoria na aprendizagem dos alunos e aumentar sua motivação. Entre as várias metodologias encontra-se a denominada aprendizagem baseada em projetos (ABP), a qual oferece um vasto leque de opções que se adaptam perfeitamente ao sistema educativo atual e futuro. A fim de cativar os estudantes e de melhorar o seu rendimento académico e o seu nível motivacional, ametodologia baseada em projetos deverá ser interessante e atrativa. Perante este facto, propõe-se a adoção de um novo recurso educacional nas salas de aula que permitirá aplicar e desenvolver esta mesma metodologia. O dito recurso trata-se da impressora 3D dada a grande variedade de opções que oferece no trabalho em sala de aula e o seu promissor futuro em diferentes campos profissionais. No presente trabalho, pretende-se por um lado aferir as bases teóricas que posicionam a impressão 3D e a aprendizagem baseada em projetos como uma metodologia que potencia a motivação do aluno e a sua aprendizagem significativa, e por outro lado apresentar uma proposta metodológica que inclua os aspetos necessários para poder levar a cabo um projeto com estas características no contexto da aula.

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Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

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RESUMEN Este trabajo presenta una experiencia educativa, parte de las actividades del proyecto Caribbean Computing Center for Excellence, desarrollada en la Universidad del Turabo del Sistema Universitario Ana G. Méndez en Puerto Rico, otras universidades puertorriqueñas y en la Universidad de las Islas Vírgenes. El proyecto contempla dos componentes: uno orientado a estudiantes de pregrado y otro a estudiantes preuniversitarios, que se complementan con la mentoría ofrecida por los estudiantes universitarios a los estudiantes preuniversitarios para desarrollar sus proyectos de investigación, mediante una metodología guiada por el aprendizaje basado en proyectos y el aprendizaje activo. Queremos argumentar que estas son estrategias apropiadas para incentivar y orientar a estudiantes a estudiar pregrados y posgrados en diferentes áreas de la computación y la ingeniería, pero principalmente queremos mostrar su utilidad para iniciar a los estudiantes en la investigación científica en estas áreas.

ABSTRACT This work presents an educational experience, which is part of the activities of the project Caribbean Computing Center for Excellence, developed at the University of Turabo in Puerto Rico, from the Ana G. Mendez University System, other Puerto Rican universities and the University of the Virgin Islands. The project includes two components, one aimed at undergraduates and other to precollege students, both are complementary through the mentoring done by undergraduate students to precollege students to develop their research projects using a methodology focused on project based learning and active learning. We want to discuss that these are appropriate strategies to encourage and guide students to pursue undergraduate and graduate programs in different areas of computing and engineering, but mainly we want to show their usefulness to initiate the students in scientific research in these areas.

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INTRODUÇÃO: Esta dissertação é resultado do trabalho desenvolvido no Mestrado Profissional em Avaliação e Produção de Tecnologias para o SUS da Escola GHC. OBJETIVOS: teve como objetivo analisar a tecnologia educacional da Aprendizagem Baseada em Projetos (ABP) a partir da ótica de ex-residentes e facilitadores que vivenciaram o espaço denominado Seminário de Campo (SC) dos programas de residência Médica em Medicina de Família e Comunidade e de Residência Multiprofissional em Saúde da Família e Comunidade do Serviço de Saúde Comunitária do GHC. Também se propõe a analisar a utilização de aspectos da metodologia da ABP no cotidiano atual de trabalho dos participantes. MATERIAL E MÉTODO: O desenho metodológico escolhido foi a pesquisa qualitativa com abordagem de estudo de caso. Os dados foram coletados por meio de questionário sociodemográfico e entrevista semiestruturada. O tratamento dos achados pautou-se na análise temática proposta por Minayo (2008). RESULTADOS: Dentre os principais resultados destaca-se que a ABP constitui um processo pedagógico participativo que promove a elaboração de um projeto de intervenção que pode ser aplicado nos serviços de Atenção Primária à Saúde (APS). CONCLUSÃO: Podemos então concluir que a ABP demonstra ser uma potente ferramenta metodológica, ampliando as possibilidades de integração dos conhecimentos adquiridos teoricamente, aplicando-os na prática dos processos de trabalho em saúde, especificamente no âmbito da APS e, consequentemente, no Sistema Único de Saúde.

INTRODUCTION: This thesis results from the research developed in the Professional Masters Course in Health Technology Assessment and Production for the National Health System, Grupo Hospitalar Conceição, Brazil. OBJECTIVE: It was aimed to assess the Project-based Learning (PBL) as an educational technology based on the Perspective of former residents and facilitators who experienced the teaching-learning scope of the Field Seminaries within the Family and Community Medical Residence Program and the Multiprofessional Residence Program ­ emphasis on Family Health, both developed in a Primary Health Care service of Porto Alegre/Brazil. It was also aimed to analyze the use of aspects of this technology in the current daily work of the participants. MATERIALS AND METHODS: This is a qualitative case study. Data were collected by means of a social-demographic questionnaire and semi-structured interviews. RESULTS: The findings were examined according to Minayo's thematic analysis (2008). Among the main results, it is emphasized that PBL is a participatory pedagogical tool that promotes the elaboration of an intervention project that can be applied to primary health care (PHC) services. CONCLUSION: It can also be concluded that PBL proved to be a powerful methodological tool, expanding the possibilities of the theoretically acquired knowledge, applying them to the work processes in health, specifically within the PHC scope and, consequently in the National Unified Health System.

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Se describe el resultado del proyecto Pediatic luego de año y medio de ejecución cuyo objetivo era contribuir al desarrollo de competencias en Tecnologías de la información y la comunicación (TIC) a través de la elaboración de recursos digitales sobre enfermedades pediátricas. En él participaron los estudiantes de 4to semestre de medicina que cursaron la asignatura Telemática II en la Universidad de La Sabana durante el 2008 y 2009. Dentro de sus principales resultados está el desarrollo de competencias en TIC en más del 85 por ciento de los estudiantes y la elaboración de más de 50 recursos educativos digitales sobre enfermedades pediátricas.

The results of the Pediatic project one and a half year after being implemented were described. The objective of the project was to support the development of competencies in ICT by means of the creation of digital resources aimed at pediatric diseases. The students in the fourth semester of the medical studies, who had Telematic II subject in their curricula in Universidad de La Sabana during 2008 and 2009, participated. Some of the main results were the development of competencies in ICT management in 85 percent of students along with the creation of over 50 digital educational resources about pediatric diseases.