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Com as universidades fechadas e a implementação do Ensino Remoto Emergencial, as atividades curriculares ocorreram através de plataformas digitais. O objetivo do presente trabalho foi avaliar a percepção de aprendizagem on-line na disciplina de Biomateriais da Faculdade de Odontologia da Universidade Federal Fluminense no período da pandemia. O questionário COLLES (Constructivist OnLine Learning Environment Survey) foi enviado individualmente por e-mail aos cinquenta alunos, apresentando 24 declarações divididas em seis quesitos: relevância, reflexão crítica, interatividade, apoio dos tutores, apoio entre os colegas e compreensão; e para cada declaração cinco opções de resposta: quase sempre, frequentemente, algumas vezes, raramente e quase nunca. Quarenta e um alunos responderam. A soma das médias obtidas em quase sempre e frequentemente foi de 87,2% para relevância, 70% para reflexão crítica, 33,9% para interatividade, 47,6% para apoio dos tutores, 44,2% para apoio dos colegas e 89,5% para compreensão. Concluiu-se que a relevância, a reflexão crítica e a compreensão apresentaram melhores resultados, enquanto a interatividade, o apoio entre os colegas e o apoio dos tutores demonstraram necessidade de aprimoramento. E apesar das limitações do ERE, a avaliação positiva dos alunos evidenciou esta modalidade de educação on-line como uma solução plausível.

With universities closed and the implementation of Emergency Remote Teaching, curricular activities took place through digital platforms. The objective of this study was to assess the perception of online learning in the Biomaterials course at the Dental School of the Federal Fluminense University during the pandemic. The COLLES questionnaire (Constructivist OnLine Learning Environment Survey) was individually sent via email to fifty students, presenting 24 statements divided into six aspects: relevance, critical reflection, interactivity, tutor support, peer support, and comprehension. For each statement, there were five response options: almost always, often, sometimes, rarely, and almost never. Forty-one students responded. The sum of the averages obtained for almost always and often was 87.2% for relevance, 70% for critical reflection, 33.9% for interactivity, 47.6% for tutor support, 44.2% for peer support, and 89.5% for comprehension. It was concluded that relevance, critical reflection, and comprehension showed better results, while interactivity, peer support, and tutor support demonstrated a need for improvement. Despite the limitations of Emergency Remote Teaching, the positive evaluation from the students highlighted this mode of online education as a plausible solution.

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A resenha apresenta a obra 'Curso de especialização em direito sanitário ­ EAD: uma jornada virtual de reflexões e conhecimentos', fruto de importante ação pedagógica desenvolvida na área de Direito Sanitário e que disponibilizou ao público em geral, o resultado desse trabalho. O livro, disponível de forma eletrônica e gratuita, estimula o pensamento crítico e contribui para a consolidação de conhecimentos de questões sanitárias relevantes.

The review presents the work 'Specialization Course in Health Law ­ EAD: A Virtual Journey of Reflections and Knowledge,' the result of an important pedagogical initiative developed in the field of Health Law, which made the outcome of this work available to the general public. The book, available electronically and free of charge, stimulates critical thinking and contributes to the consolidation of knowledge on relevant health issues.

La reseña presenta la obra 'Curso de especialización en derecho sanitario ­ EAD: un viaje virtual de reflexiones y conocimientos', resultado de una importante acción pedagógica desarrollada en el área de Derecho Sanitario, que puso a disposición del público en general el resultado de este trabajo. El libro, disponible en formato electrónico y de forma gratuita, estimula el pensamiento crítico y contribuye a la consolidación de conocimientos sobre temas sanitarios relevantes.

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Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

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PURPOSE: To assess the impact of transformations in pediatric dental clinics following reopening during the COVID-19 pandemic on pediatric dentistry procedures performed by dental students. METHODS: Data were collected from electronic clinical records of Integrated Dental Clinical disciplines (I, II, III, and IV) from 2018 to 2023. The procedures were categorized into phases: prevention/stabilization, restorative/definitive, and maintenance. The data were analyzed descriptively and by t-test considering the pre-pandemic and pandemic periods (α = 5%). RESULTS: During the pandemic, Integrated Dental Clinics I and III saw increased prevention/stabilization procedures percentages (92.4% and 74.3%) compared to pre-pandemic (84.9% and 70%), while Integrated Dental Clinic II and IV saw a decline (76.6% and 66.1%) compared to pre-pandemic (79.1% and 67.9%). Restorative/definitive procedures decreased in Integrated Dental Clinic I and III (5.5% and 20.3%) from pre-pandemic period (10% and 24.1%) but increased in Integrated Dental Clinic II and IV (18.3% and 26.2%) from pre-pandemic (15.3% and 25%). Maintenance procedures decreased in Integrated Dental Clinic I, II, and III (2.1%, 5%, and 5.4%) compared to pre-pandemic (5.1%, 5.6%, and 6%), except for Integrated Dental Clinic IV, which saw an increase (7.8% from 7.2%). Despite the percentage changes, no significant differences were found between the periods analyzed (p > 0.05). However, when considering the total procedures across all disciplines and phases, there was a significant decrease during the pandemic in phases 1 and 3 (p < 0.05). CONCLUSION: Despite the changes in pediatric dentistry procedures, the transformations within the dental clinic suggest tangible benefits for the teaching-learning process and safe patient care.

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Se estudia el desarrollo de habilidades motrices básicas en niños con trastorno por déficit de atención e hiperactividad y se planteó como objetivo diseñar y validar una estrategia didáctica inclusiva en una unidad educativa del Ecuador, con el empleo de una metodología mixta y pre experimental. Se utilizó un muestreo no probabilístico, intencional y estratificado, con criterio de inclusión, la muestra la conformaron cinco niños con trastorno por déficit de atención e hiperactividad, en su grupo, clase, y su docente de Educación Física. La medición de las variables inclusión-atención del trastorno con enfoque educativo y el desarrollo de habilidades motrices básicas, se realizó mediante ocho indicadores, con el empleo de una guía de observación, el análisis documental, y apoyada en la técnica de tarjado simple para agrupar los datos observados. Como resultado se expone una estrategia didáctica inclusiva para el desarrollo de las habilidades motrices básicas, en niños con trastorno por déficit de atención e hiperactividad, durante las clases de Educación Física, diseñada a través del enfoque sistémico estructural y funcional que mostró su efectividad en la práctica educativa, al comparar los resultados del pre- y postest, por medio de la prueba no paramétrica de los signos.

Estuda-se o desenvolvimento de habilidades motoras básicas em crianças com transtorno de déficit de atenção e hiperatividade e o objetivo foi desenhar e validar uma estratégia de ensino inclusiva em uma unidade educacional no Equador, utilizando uma metodologia mista e pré-experimental. Foi utilizada uma amostragem não probabilística, intencional e estratificada, com critérios de inclusão, a amostra foi composta por cinco crianças com transtorno de déficit de atenção e hiperatividade, em seu grupo, turma, e seu professor de Educação Física. A mensuração das variáveis ​​inclusão-atenção do transtorno com abordagem educativa e desenvolvimento de habilidades motoras básicas foi realizada por meio de oito indicadores, com uso de guia de observação, análise documental e apoiado na técnica de pontuação simples para agrupar os dados observados. Como resultado, apresenta-se uma estratégia didática inclusiva para o desenvolvimento de habilidades motoras básicas, em crianças com transtorno de déficit de atenção e hiperatividade, durante as aulas de Educação Física, desenhada através da abordagem sistêmica estrutural e funcional que mostrou sua eficácia na prática educativa, ao comparar os resultados do pré e pós-teste, por meio do teste não paramétrico de sinais.

The development of basic motor skills in children with attention deficit and hyperactivity disorder is studied and the objective was to design and validate an inclusive teaching strategy in an educational unit in Ecuador, using a mixed and pre-experimental methodology. An intentional and stratified non-probabilistic sampling was used, with inclusion criteria, the sample was made up of five children with attention deficit and hyperactivity disorder, in their class group, and their Physical Education teacher. The measurement of the inclusion-attention variables of the disorder with an educational approach and the development of basic motor skills was carried out using eight indicators, with the use of an observation guide, documentary analysis, and supported by the simple scoring technique to group the observed data. As a result, an inclusive didactic strategy is presented for the development of basic motor skills in children with attention deficit and hyperactivity disorder during Physical Education classes, designed through the structural and functional systemic approach that showed its effectiveness in the educational practice, when comparing the results of the pre- and post-test, through the non-parametric test of signs.

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Resumo Objetivou-se analisar a percepção de estudantes e egressos sobre a utilização da Aprendizagem Baseada em Problemas (ABP) na formação do enfermeiro. Trata-se de um estudo qualitativo que utiliza a modalidade compreensiva e interpretativa proposta pela Hermenêutica-Dialética. Realizaram-se quatro grupos focais com a participação de 17 estudantes e 16 egressos de uma instituição de ensino superior que aplica a ABP na formação de enfermeiros. A análise dos resultados permitiu a definição de cinco categorias temáticas: dificuldade de adaptação em relação ao método; conquista de autonomia sobre o próprio aprendizado; incentivo ao desenvolvimento do raciocínio clínico; aprimoramento da comunicação e das relações interpessoais e integração entre teoria e prática. Evidencia-se que a utilização da ABP favorece a aproximação com as proposições das diretrizes curriculares para a formação do enfermeiro por meio do desenvolvimento de habilidades e competências como autonomia, comunicação, relações interpessoais e raciocínio clínico mediante práticas integrais e contextualizadas. Entretanto, os estudantes enfrentam dificuldades com as mudanças observadas ao serem inseridos nela ABP, as quais são superadas no decorrer do processo de implementação.

Abstract This study aimed to analyze students' and graduates' perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one's own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process.

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Objective: This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods: This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results: Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion: Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.

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Objective: To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods: A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results: Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion: Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

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Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.

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Objective. This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods. This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results. Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion. Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.

Objetivo. Determinar el efecto del diseño de la enseñanza colaborativa de los miembros del equipo (En inglés: Team Members Teaching Design -TMTD) frente al método de las clases regulares sobre la autoeficacia de los pacientes con esclerosis múltiple (EM).Métodos. Ensayo controlado aleatorizado realizado con la participación de 48 personas con esclerosis múltiple afiliados a la Sociedad de Esclerosis Múltiple de Jahrom (Iran), que fueron seleccionados por muestreo aleatorio simple y luego asignados en forma randomizada en tres grupos, dos de intervención: TMTD (n=16) y método de clases regulares (n=16), y un grupo control (n=16). En los grupos de intervención se impartieron seis sesiones educativas (dos por semana); mientras que el grupo control no recibió educación. Se empleó el cuestionario de autoeficacia en EM de Rigby et al. en los momentos: antes, inmediatamente después de terminada la intervención y un mes de finalizada la misma.Resultados. Los pacientes de los tres grupos de intervención y control eran similares en cuanto a variables demográficas. Los resultados de la prueba de medidas repetidas antes, inmediatamente y un mes después de la intervención mostraron que la media de todas las dimensiones de autoeficacia en los dos grupos de intervención había aumentado significativamente (p<0.05). Mientras que estos cambios no fueron significativos en el grupo de control (p ≥ 0.05). Además, hubo una diferencia significativa en la media de todas las dimensiones de autoeficacia entre los grupos de intervención de TMTD y clases regulares, siendo mayor en TMTD. Conclusión. El TMTD comparado con el método de clases regulares, tuvo un mejor efecto en el aumento de la autoeficacia de los pacientes con EM. Por lo tanto, se sugiere a enfermería utilizar este enfoque educativo para aumentar la autoeficacia de los pacientes.

Objetivo. Determinar o efeito do desenho de ensino colaborativo dos membros da equipe (em inglês: Team Members Teaching Design -TMTD) comparado ao método de aulas regulares na autoeficácia de pacientes com esclerose múltipla (EM). Métodos. Ensaio controlado randomizado realizado com a participação de 48 pessoas com esclerose múltipla afiliadas à Sociedade de Esclerose Múltipla de Jahrom (Irã), que foram selecionadas por amostragem aleatória simples e depois distribuídas aleatoriamente em três grupos, dois grupos de intervenção: TMTD (n=16 ) e método de aula regular (n=16), e um grupo controle (n=16). Foram ministradas seis sessões educativas nos grupos de intervenção (duas por semana); enquanto o grupo de controle não recebeu educação. Foi utilizado o questionário de autoeficácia em SM de Rigby et al. nos momentos: antes, imediatamente após o término da intervenção e um mês após seu término. Resultados. Os pacientes dos três grupos intervenção e controle foram semelhantes em termos de variáveis demográficas. Os resultados do teste de medidas repetidas antes, imediatamente e um mês após a intervenção mostraram que a média de todas as dimensões da autoeficácia nos dois grupos de intervenção aumentou significativamente (p<0.05). Embora essas alterações não tenham sido significativas no grupo controle (p ≥ 0.05). Além disso, houve diferença significativa na média de todas as dimensões de autoeficácia entre os grupos de intervenção TMTD e aulas regulares, sendo maior no TMTD. Conclusão. O TMTD comparado ao método de aula regular teve melhor efeito no aumento da autoeficácia dos pacientes com EM. Portanto, sugere-se que a enfermagem utilize essa abordagem educativa para aumentar a autoeficácia dos pacientes.

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Objective.To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Original article Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom.Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

Objetivo. Evaluar las habilidades pedagógicas de los estudiantes de tercer curso de enfermería de la Universidad de Yangzhou (China). Métodos. En este estudio se empleó un diseño cuasi-experimental multisitio. Por muestreo por conveniencia se seleccionaron 55 participantes. Se empleó la escala Examen Objetivo Estructurado de la enseñanza(OSTE- Objective Structured Teaching Evaluation, en inglés) para evaluar las habilidades pedagógicas. La evaluación abarcó cuatro estaciones distintas: Análisis de los antecedentes de la enseñanza (E1), Presentación del plan de la lección (E2), Clase simulada (E3) y Reflexión sobre la enseñanza (E4). Antes de la evaluación, los instructores asignaron tareas a los estudiantes que debían realizar en las cuatro estaciones. Resultados. Participaron en la investigación 55 estudiantes de enfermería con un promedio de edad fue de 21.3±0.7 años y predominó el sexo femenino (78.2%). La puntuación media más alta se alcanzó en la E1 (83.1), seguida por E2 y E3 (82.5 y 82.3, respectivamente, mientras que la puntuación media más baja se registró en la E4 (79.6). En la E3 los instructores asignaron puntuaciones más bajas en comparación a las autorreportadas por los estudiantes estandarizados en términos de organización de la enseñanza, características de la enseñanza y rendimiento general (p<0.05). Más del 80% de los estudiantes se mostraron totalmente de acuerdo y recomendaron el OSTE como método principal para evaluar las habilidades docentes en el aula. Conclusión. Se identificaron en los estudiantes participantes las deficiencias en las habilidades pedagógicas; esta información permitirá realizar intervenciones específicas para mejorar situaciones específicas de la situación encontrada. El instrumento OSTE fue un método útil para la valoración de las habilidades pedagógicas de los estudiantes universitarios de enfermería.

Objetivo. Avaliar as competências pedagógicas dos estudantes do terceiro ano de enfermagem da Universidade de Yangzhou (China). Métodos. Um desenho quase-experimental multisite foi utilizado neste estudo. Por amostragem de conveniência, foram selecionados 55 participantes. A escala Objective Structured Teaching Evaluation (OSTE) foi utilizada para avaliar as competências pedagógicas. A avaliação abrangeu quatro estações distintas: Análise do percurso docente (E1), Apresentação do plano de aula (E2), Aula simulada (E3) e Reflexão sobre o ensino (E4). Antes da avaliação, os instrutores atribuíram tarefas aos alunos, que deveriam completar as quatro estações consecutivamente. Resultados. Participaram da pesquisa 55 estudantes de enfermagem com idade média de 21.3±0.7 anos e predominou o sexo feminino (78.2%). A maior pontuação média foi alcançada em E1 (83.1), seguida de E2 e E3 (82.5 e 82.3, respectivamente, enquanto a menor pontuação média foi registrada em E4 (79.6). Em E3 os instrutores atribuíram pontuações mais autorrelatado por alunos padronizados em termos de organização do ensino, características de ensino e desempenho geral (p<0.05). Mais de 80% dos alunos concordaram fortemente e recomendaram o OSTE como principal método para avaliar habilidades de ensino em sala de aula. Conclusão. Foram identificadas deficiências nas competências pedagógicas dos alunos; esta informação permitirá realizar intervenções específicas para melhorar situações específicas da situação encontrada. O instrumento OSTE foi um método útil para avaliar as competências pedagógicas de estudantes universitários de enfermagem.

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Introducción. Anudar es una de las habilidades quirúrgicas esenciales y de su correcta ejecución dependen procesos de vital importancia. La adquisición de estas competencias requiere trabajo motor, entornos amigables y realistas. Una estrategia para facilitar el aprendizaje de la técnica de anudado es generar instrumentos de simulación accesibles. Métodos. Se presenta un simulador de nudos quirúrgicos, construido con materiales de bajo costo y asequibles para la población en general, con un presupuesto de aproximadamente $5.000 COP (US$ 1,23). Resultados. Se desarrolló un simulador de nudos quirúrgicos que, al fijarse a la extremidad inferior desde una posición sentada, proporciona una superficie estable para llevar a cabo la práctica de anudado de manera efectiva. Conclusión. La cirugía moderna considera la seguridad del paciente como la principal prioridad, por lo que ya no es apropiado adoptar un método de formación de "ver uno, hacer uno, enseñar uno". Es la práctica constante mediante simuladores, el método más adecuado. Este trabajo presenta una alternativa de aprendizaje ininterrumpido de las técnicas quirúrgicas relacionadas con los nudos.

Introduction. Knotting is one of the essential surgical skills and vitally important processes that depends on its correct execution. The acquisition of these skills requires motor work, friendly and realistic environments. A strategy to facilitate learning the knotting technique is to generate accessible simulation instruments. Methods. A surgical knot simulator is presented, built with low-budget materials and affordable for the general population, with a budget of approximately $5,000 COP (US$ 1.23). Results. A surgical knot simulator has been developed in a way that, when attached to the thigh of a lower extremity from a seated position, provides a stable surface to effectively perform knot tying practice. Conclusion. Modern surgery considers patient safety as the top priority, so it is no longer appropriate to adopt a "see one, do one, teach one" training method. Constant practice using simulators is the most appropriate method. This work presents an alternative for uninterrupted learning of surgical techniques related to knots.

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The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

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Terminologia Anatomica (TA) is a unique collection of technical terms that allow communication in anatomy and medicine around the world. Considering this, we reviewed articles published by Latin American authors on Terminologia Anatomica and synthesized the main results found in this article. This study is a systematic review about Terminologia Anatomica that focuses on non-English-speaking countries in Latin America. The database used was Scopus via Elsevier. 207, and candidate articles were identified after applying the search strategy and with no restriction of year of publication. After the exclusion of articles whose authorship was not Latin American, 68 articles were filtered based on their titles and abstracts without the exclusion of any of them. These articles were fully evaluated resulting in 66 articles that met all the inclusion criteria of this review. We collected the following data: title of the article, year of publication, journal of publication, keywords of the study, country of origin, and aim of the article. Among the analyzed articles, 22 proposed changes to terms present in Terminologia Anatomica, 15 of them proposed the inclusion of terms for Terminologia Anatomica, and several articles sought to explain the existence of the existing terms. It is necessary to analyze the terms that are and their origins in the Latin America languages to evaluate their coherence and anatomical correspondence. A standard descriptor for Terminologia Anatomica was not obtained and it is a limitation since eventual articles may not have been obtained. As the study evaluates only articles that were published in journals indexed in Scopus, some articles published in non-indexed journals were not included.

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BACKGROUND: We present the first results of the Accreditation System of Medical Schools (Sistema de Acreditação de Escolas Médicas - SAEME) in Brazil. METHODS: We evaluated the results of the accreditation of medical schools from 2015 to 2023. The self-evaluation form of the SAEME is specific for medical education programs and has eighty domains, which results in final decisions that are sufficient or insufficient for each domain. We evaluated the results of the first seventy-six medical schools evaluated by the SAEME. RESULTS: Fifty-five medical schools (72.4%) were accredited, and 21 (27.6%) were not. Seventy-two (94.7%) medical schools were considered sufficient in social accountability, 93.4% in integration with the family health program, 75.0% in faculty development programs and 78.9% in environmental sustainability. There was an emphasis on SAEME in student well-being, with seventeen domains in this area, and 71.7% of these domains were sufficient. The areas with the lowest levels of sufficiency were interprofessional education, mentoring programs, student assessment and weekly distribution of educational activities. CONCLUSION: Medical schools in Brazil are strongly committed to social accountability, integration with the national health system, environmental sustainability and student well-being programs. SAEME is moving from episodic evaluations of medical schools to continuous quality improvement policies.

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SUMMARY: Currently, training in the field of anatomy requires the implementation of learning and knowledge technologies (TAC). Therefore, the objective of this work was to use digital images taken of plastinated canine brains, hearts, and kidneys to create an interactive atlas that facilitates the teaching-learning of the anatomy of these organs. The research was carried out in 3 phases. In the first, canine brains, hearts and kidneys were obtained using the cold-temperature silicone plastination. In the second stage, photographs were taken, the images were edited with Adobe Photoshop and converted to SVG format using Adobe Illustrator. During the last phase, the 2D atlas was created using MongoDB and Node.js for the backend and Vue.js as the framework for the frontend. In addition, it was used three.js to render the 3D models. As a result, the 'Interactive Canine Atlas', ATINCA, was created. The atlas comprises 27 interactive images and 27 in atlas mode view (28 of the brain, 20 of the heart, and 6 of the kidney). Furthermore, the atlas features 3D models of the three organs. The developed atlas constitutes the first digital tool created in Ecuador based on local institutional needs, including a 3D format. Consequently, ATINCA will be integrated into the curricula as a digital material that will facilitate significant autonomous and collaborative learning of canine anatomical knowledge.

Actualmente, la formación en el campo de la anatomía requiere la implementación de tecnologías del aprendizaje y el conocimiento (TAC). Por ello, el objetivo del trabajo fue utilizar imágenes digitales tomadas de cerebros, corazones y riñones caninos plastinados para crear un atlas interactivo que facilite la enseñanza-aprendizaje de la anatomía de estos órganos. La investigación se llevó a cabo en tres fases. En la primera se obtuvieron cerebros, corazones y riñones caninos mediante la técnica de plastinación con silicona al frío. En la segunda etapa se tomaron fotografías, las imágenes se editaron con Adobe Photoshop y se convirtieron a formato SVG con Adobe Illustrator. Durante la última fase, se creó el atlas 2D usando MongoDB y Node.js para el backend y Vue.js como framework para el frontend. Además, se utilizó three.js para renderizar los modelos 3D. Como resultado se creó el Atlas Interactivo del Canino, ATINCA. El atlas cuenta con 27 imágenes interactivas y 27 en vista modo atlas (28 del cerebro, 20 del corazón y 6 del riñón). Además, el atlas presenta modelos 3D de los tres órganos. El atlas desarrollado constituye la primera herramienta digital creada en el Ecuador con base en necesidades institucionales locales y donde se incluye el formato 3D. Con lo cual, ATINCA podrá incorporarse en las mallas curriculares como material digital que facilitará el aprendizaje autónomo y colaborativo significativo de conocimientos anatómicos de los órganos caninos.

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SUMMARY: Histology is considered one of the most important but challenging topics in health sciences. Deficiencies in teaching and general histology directly affect the student's understanding, performance and promote dynamism and integration while covering the primary curriculum. The goal of the current study was to assess and provide a better experience of difficulties in learning histology, examine some standard teaching strategies, and determine how to implement suitable changes to improve the curriculum from students' perspectives. The study comprised of a self-administered questionnaire that included descriptive questions. Data was collected based on the survey conducted via 100 students studying histology. Data was analyzed further qualitatively and quantitatively to elaborate on the difficulties in this area. Many of them strongly agreed that the lack of essential comprehension regarding using light and electron microscopes resulted in challenges with comprehending and identifying tissue samples for image identification due to inadequate anatomical knowledge. Moreover, according to students, some difficulties understood the topic, perception of new terminologies, and insufficient teaching strategies to grasp students' interests. They also agreed that improvement was needed in terms of the modes of teaching employed by histology teachers; they felt that modern education techniques based on practical tasks should be incorporated to stimulate student interest and make understanding histological concepts easier. The Institution should modify the teaching system to allocate more time to relevant subjects to make this subject matter more interesting. This survey-based study evaluated that students faced some challenges while studying the current curriculum of histology. From the student's perspective, it is identified that some changes are needed to improve the course curriculum and way of teaching to make it more understandable.

La histología se considera uno de los temas más importantes pero desafiantes de las ciencias de la salud. Las deficiencias en la enseñanza y en la histología general afectan directamente la comprensión, el desempeño del estudiante y promueven el dinamismo y la integración al abarcar el currículo primario. El objetivo del estudio actual fue evaluar y proporcionar una mejor experiencia de las dificultades en el aprendizaje de histología, examinar algunas estrategias de enseñanza estándar y determinar cómo implementar cambios adecuados para mejorar el plan de estudios desde la perspectiva de los estudiantes. El estudio constaba de un cuestionario auto administrado que incluía preguntas descriptivas. Los datos se recopilaron a partir de una encuesta realizada a 100 estudiantes de histología. Los datos se analizaron más a fondo de forma cualitativa y cuantitativa para profundizar en las dificultades en esta área. Muchos de ellos estuvieron totalmente de acuerdo en que la falta de comprensión esencial sobre el uso de microscopios ópticos y electrónicos resultó en desafíos para comprender e identificar muestras de tejido para la identificación de imágenes debido a un conocimiento anatómico inadecuado. Además, según los estudiantes, algunas dificultades en la comprensión del tema, percepción de nuevas terminologías y estrategias de enseñanza insuficientes para captar los intereses de los estudiantes. También coincidieron en que era necesario mejorar los métodos de enseñanza empleados por los profesores de histología; sintieron que deberían incorporarse técnicas educativas modernas basadas en tareas prácticas para estimular el interés de los estudiantes y facilitar la comprensión de los conceptos histológicos. La Institución debería modificar el sistema de enseñanza para asignar más tiempo a materias relevantes para hacer esta materia más interesante. Este estudio basado en encuestas evaluó que los estudiantes enfrentaron algunos desafíos mientras estudiaban el plan de estudios actual de histología. Desde la perspectiva del estudiante, se identifica que se necesitan algunos cambios para mejorar el plan de estudios del curso y la forma de enseñar para hacerlo más comprensible.

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En el marco de un proceso de aprendizaje activo, se investigó el rendimiento académico a corto y a largo plazo de los estudiantes en dos sesiones prácticas de la asignatura de Histología a las que se incorporó un escape room. También se evaluó su impacto en la motivación y la retención del conocimiento. Los estudiantes fueron clasificados en un grupo control, que siguió una metodología de enseñanza tradicional, y un grupo experimental, que participó en la actividad del escape room. Los resultados revelaron mejoras significativas en las calificaciones posteriores a la intervención en el grupo experimental. El estudio también evaluó la percepción estudiantil de la experiencia del escape room que demostró valoraciones muy satisfactorias.

SUMMARY: In the context of an active learning process, this study investigated the short-term and long-term academic performance of students in two practical sessions of the Histology course, which included an escape room activity. The impact of this approach on motivation and knowledge retention was also assessed. Students were divided into a control group, which followed a traditional teaching methodology, and an experimental group, which participated in the escape room activity. The results revealed significant improvements in post-intervention grades in the experimental group. Additionally, the study assessed students' perceptions of the escape room experience, which showed highly satisfactory evaluations.

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Resumen Objetivo: Explorar y discutir literatura científica teórica y práctica para comparar la diversificación y la especialización deportivas tempranas como un enfoque deportivo y educativo. Métodos: Se realizó una revisión sistemática siguiendo las pautas PRISMA, se incluyó un total de 61 estudios. Resultados: Entrenadores, padres e hijos consideran que la mejor forma de desarrollar el talento deportivo y alcanzar la élite en el deporte es participar en una sola disciplina y hacerlo lo antes posible para lograr la especialización y las máximas habilidades técnicas, físicas y psicológicas. Los caminos de especialización deportiva pueden conducir a una situación física, social y mental que comprometa su desarrollo integral. Conclusión: Se puede plantear, en primer lugar, la diversificación deportiva en edades tempranas y luego la especialización; una vez alcanzadas las bases de la fuerza, el acondicionamiento y el entrenamiento neuromuscular, así como una maduración psicomotora específica, para que su rendimiento deportivo y su salud no se vean comprometidos en el mediano o largo plazo. Es necesario considerar que pocos niños logran obtener un lugar en los deportes de élite, por lo que, para muchos de ellos, la educación en torno al deporte será la base para el ejercicio de su ciudadanía como personas activas.

Abstract Purpose: To explore and discuss theoretical and practical scientific literature to compare sports diversification and early sports specialization as a sport and educational approach. Methods: A systematic review was conducted following PRISMA guidelines, and 61 studies were included. Results: Coaches, parents, and children consider that the best way to develop sports talent and enter the elite in sports is to practice a single discipline as early as possible to achieve specialization and maximum technical skills and physical and psychological conditions. Sports specialization paths may lead to a physical, social, and mental state that compromises their integral development. Conclusion: Sports diversification should be considered first at an early age and, afterward, the specialization once the bases of strength, conditioning, neuromuscular training, and a specific psychomotor maturation have been achieved, so that sports performance and health are not compromised in the medium or long term. It is necessary to consider that few children enter elite sports, so for many of them, sports education will be the basis for exercising their citizenship as active people.

Resumo Objetivos: Explorar e discutir literatura científica teórica e prática para comparar a diversificação e especialização esportiva precoce como uma abordagem esportiva e educacional. Métodos: uma revisão sistemática foi realizada seguindo as diretrizes do PRISMA, um total de 61 estudos foram incluídos Resultados: Treinadores, pais e crianças acreditam que a melhor maneira de desenvolver talentos esportivos e ingressar na elite do esporte é participar de uma única disciplina e fazer o mais cedo possível para alcançar a especialização e o máximo de habilidades técnicas, físicas e psicológicas. Os caminhos da especialização esportiva podem levar a uma situação física, social e mental que comprometa seu desenvolvimento integral. Conclusão: Primeiro, a diversificação esportiva pode ser considerada em uma idade precoce e depois a especialização, uma vez que os princípios básicos de força, condicionamento e treinamento neuromuscular tenham sido alcançados, bem como a maturação psicomotora específica para que seu desempenho esportivo e saúde não sejam comprometidos a médio ou longo prazo. É necessário considerar que poucas crianças conseguem obter um lugar nos esportes de elite, de modo que, para muitas delas, a educação em torno do esporte será a base para o exercício de sua cidadania como pessoas ativas.

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RESUMO Analisar discursivamente os objetivos educacionais presentes nos documentos oficiais referentes aos Programas de Residência em Área Profissional da Saúde. Análise de documentos oficiais brasileiros que configuram o ensino para os Programas de Residência em Área Profissional da Saúde. Busca realizada entre fevereiro e abril de 2023 em bancos de dados disponibilizados nos sites do Governo Federal do Brasil e do Sistema de Legislação da Saúde do Ministério da Saúde. Realizou-se Análise de Discurso Crítica, na perspectiva de Fairclough. Nove documentos oficiais abordavam os objetivos educacionais dos Programas de Residência em Área Profissional da Saúde. Os dados foram sistematizados em princípios, concepções, valores e estratégias educacionais que orientam os programas de residência e em modo de organização, a partir das atividades de ensino. Os objetivos educacionais dos Programas de Residência em Área Profissional da Saúde caminham rumo à formação técnica dos residentes, enquanto o discurso sobre o modelo educacional, expresso nas atividades de ensino, avança para a ampliação do conceito.

ABSTRACT Discursively analyze the educational objectives present in official documents referring to Residency Programs in the Professional Health Area. Analysis of official Brazilian documents that configure teaching for Residency Programs in the Professional Health Area. Search carried out between February and April 2023 in databases available on the websites of the Federal Government of Brazil and the Health Legislation System of the Ministry of Health. Critical Discourse Analysis was carried out, from Fairclough's perspective. Nine official documents addressed the educational objectives of Residency Programs in the Professional Health Area. The data were systematized into principles, conceptions, values, and educational strategies that guide the residency programs and organization mode, based on teaching activities. The educational objectives of Residency Programs in the Professional Health Area move towards the technical training of residents, while the discourse on the educational model, expressed in teaching activities, moves towards expanding the concept.