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Debido a la pandemia y las restricciones en cuanto a la presencialidad, diferentes metodologías de aprendizaje debieron ser exploradas e implementadas para virtualizar los contenidos en la asignatura de Anatomía. El objetivo de este trabajo fue evaluar la percepción de los docentes y alumnos con respecto a las metodologías utilizadas en la virtualización de dicha asignatura. Estudio observacional- descriptivo, con enfoque cuantitativo. La población de estudio correspondió a una muestra por conveniencia constituida por 57 alumnos y 4 docentes pertenecientes a la asignatura de Anatomía Humana Normal y Embriología de la carrera de Odontología, Universidad Andrés Bello, sede Viña del Mar, dictada el año 2021. Dichos participantes contestaron un cuestionario validado que contemplaba preguntas cerradas con escala de Likert de 5 niveles, considerando las dimensiones de aprendizaje, motivación y rendimiento, y preguntas de calificación para conocer la percepción sobre las estrategias y recursos utilizados. Los alumnos perciben positivamente todos los recursos digitales, destacando el Manual de Anatomía Humana Normal, siendo el aprendizaje, la dimensión mejor evaluada. La estrategia activa mejor percibida en cuanto a las 3 dimensiones corresponde a método de casos. Por el contrario, las clases invertidas fueron percibidas negativamente en todas las dimensiones. En relación a los docentes, el recurso digital mejor percibido fue videos y cápsulas, destacando la dimensión motivación. Las estrategias activas mejor evaluadas fueron método de casos y clases invertidas. Pese a haber una percepción positiva con respecto a la virtualización, no hay concordancia entre las estrategias activas y recursos digitales mejor evaluados entre docentes y alumnos.

SUMMARY: As a result of the pandemic and the restrictions regarding in person attendance, different learning methodologies had to be explored and implemented to virtualize the contents in the Anatomy subject. The objective of this study was to evaluate the perception of teachers and students regarding the methodologies used in the virtualization of this subject. An observational-descriptive study with a quantitative approach was carried out. The study population was a convenience sample made up of 57 students and 4 teachers of the Normal Human Anatomy and Embryology subject of the Dentistry degree, Universidad Andrés Bello, Viña del Mar campus during 2021. These participants answered a validated questionnaire that included closed questions with a 5-level Likert scale, considering learning dimensions, motivation and performance, and qualifying questions to find out the perception of the strategies and resources used. Students positively perceive all digital resources, highlighting the Normal Human Anatomy Manual, with learning being the best evaluated dimension. The best perceived active strategy in terms of the 3 dimensions corresponds to the case method. In contrast, the inverted classes were perceived negatively in all dimensions. In relation to teachers, the best perceived digital resource was videos and capsules, highlighting the motivation dimension. The best evaluated active strategies were the case method and inverted classes. Despite having a positive perception regarding virtualization, there is no agreement between the best evaluated active strategies and digital resources among teachers and students.

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Embryology is a basic science, of the medical curriculum and of the health area, it serves as a foundation for the understanding of the phenomena that occur in normal development and its alterations. Over the years, active methodologies have been increasingly used as innovative tools in the academic training of health professionals. In this work we aim, through an integrative review, to search for the active methodologies used in the teaching of embryology. The PICo strategy was used to form the guiding question, the results were presented through the Prisma Flow diagram. The databases consulted were PubMed, Embase, Scopus, Web of Science, Science Direct, Medline, Scielo and LILACS, searching for articles until the year 2021. Our results show that embryology is a science still to be explored in the field of methodologies active, few works were found, most using TBL or digital platforms; however, the authors agree that active methodologies are valuable tools in the teaching of embryology, capable of improving student motivation and engagement.

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RESUMEN: El año 2020 se declaró a la COVID-19 como pandemia, afectando a Chile en sus actividades comerciales, sociales y de educación, haciendo imposible la interacción presencial estudiante-docente en todas las universidades del país. Lo anterior, sumado al difícil momento económico y social que los estudiantes atraviesan, se torna necesario la búsqueda de estrategias que lo acerquen al docente para brindarles de manera más sencilla y rápida el material de estudio. Instagram resulta ser una herramienta de fácil uso y acceso para todos. El objetivo fue utilizar la plataforma de redes sociales Instagram como una herramienta útil de acercamiento a contenidos de Histología y Embriología, para estudiantes de la Universidad de Talca, Chile. Como metodología, se utilizó la plataforma Instagram, con una cuenta diseñada para entregar material docente a estudiantes de primer y segundo año de la Universidad de Talca, en las carreras de las Ciencias de la Salud, en las áreas de Histología y Embriología, consistentes en preguntas teóricas y prácticas, figuras rotuladas, caricaturas y esquemas diseñados y confeccionados de manera propia. Dicho material fue puesto diariamente en la plataforma según las materias que el estudiantado debería ver por calendario en los distintos módulos. Luego de transcurrido el primer semestre del se procedió a realizar una encuesta con el fin de evaluar el impacto de la iniciativa en los estudiantes. Éstos percibieron la iniciativa docente de manera positiva, con metodologías que incentivaron la participación e interacción académico-estudiante. Resaltaron la calidad del material y el acceso más rápido y en todo momento desde sus teléfonos móviles. Instagram viene a ser una buena herramienta coadyuvante a otras metodologías de entrega de material docente por vías formales institucionales, permitiendo a los estudiantes un fácil acceso, rápido y de bajo costo.

SUMMARY: In 2020, COVID-19 was declared a pandemic, affecting our country both in commercial, social and educational activities; making student-teacher interaction impossible in all the country's universities. This, added to the difficult economic and social times that our students are going through, make it increasingly necessary to search for strategies that bring us closer to providing them with study material in a simpler way. This is why Instagram turns out to be a tool that is accessible and easy to use. The objective was to describe the social media platform Instagram as a useful tool for accessing Histology and Embryology content, for students at the Universidad de Talca, Chile. As a methodology, the Instagram platform was used, with an account designed to deliver teaching material to first and second year students of the Universidad de Talca, in the Health Sciences degree programs, in areas of Histology and Embryology, consisting of theoretical and practical questions, labeled figures, cartoons and diagrams designed and created themselves. This material was posted on the platform daily according to the subjects that the students should see according to the calendar in the different modules. After the first semester of this year, a survey was taken in order to evaluate the impact of the initiative on students. The students perceived the teaching initiative in a positive way, with methodologies that encouraged academic-student participation and interaction. They highlighted the quality of the material and the quicker access at all times from their mobile phones. Instagram becomes a good tool to help other methodologies to delivery of teaching material through formal institutional channels, allowing students to access faster and at a low cost of navigation.

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RESUMEN: El uso de plataformas virtuales se muestra como un nuevo recurso didáctico que posibilita el proceso de enseñanza-aprendizaje de forma dinámica. A grandes rasgos, permite el acceso a imágenes digitales en alta resolución mediante el uso de computadores, smartphones y/o tabletas. Portanto, este trabajo presenta nuestra metodología en el campo de la embriología de aves domésticas y la experiencia adquirida en el desarrollo de recursos para la enseñanza por medio de las tecnologías de la información y comunicación, de gran utilidad hoy en día en medio de la pandemia ocasionada por el nuevo coronavirus.

SUMMARY: Online platforms are a new didactic resource that enable an active teaching-learning process. In general, they allows access to high resolution digital images through the use of computers, smartphones and / or tablets. Therefore, this study presents our methodology in the field of domestic bird embryology and the experience acquired in the development of teaching resources through information and communication technologies, which are very useful nowadays, particularly in the midst of the pandemic caused by the new coronavirus.

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Así como la memoria institucional permite valorar hechos rescatables y evitar pasados errores, la trayectoria académica, imitando la vida misma, sobrelleva tiempos apacibles y tormentosos. En este contexto, y cercanos al centenario de nuestra Facultad y de las tradicionales Cátedras de Anatomía Normal e Histología y Embriología, fue emprendida la tarea de evocar a quienes asumieron sucesivamente la máxima responsabilidad en esta última desde 1920 hasta mediados de los 70s. De esta manera, este artículo concluye con tal saga biográfica haciendo foco en el Profesor Doctor Aníbal Humberto Daniel Castañé Decoud, el catedrático asunceno quien, merced a su desempeño académico, pudo enfrentar y superar variados desafíos durante su prolongada gestión (AU)

As well as the institutional memory allows appreciating ancient facts and avoiding past faults, the academic trajectory, as life by itself, undergoes calm and turbulent times. Within this context, and close to the centenary of our Faculty and the ensuing traditional Chairs of Normal Anatomy and Histology and Embryology, a remembrance of those professors who successively assumed the highest responsibility in the latter one from 1920 to mid-70s was carried out. In this way, this article concludes that biographic saga focusing on Professor Doctor Aníbal Humberto Daniel Castañé Decoud, the Paraguayan professor who, endowed by his academic background, could face and overcome varied challenges during his prolonged management (AU)

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Introducción: El éxito académico de la educación universitaria depende en gran medida de la calidad del desempeño de sus docentes. Para lograr un buen desempeño docente se requiere una formación profesional especializada y sistemática. Objetivo: Evaluar el desempeño del docente desde la percepción de los estudiantes. Métodos: El instrumento utilizado fue el cuestionario de opinión del estudiante sobre la docencia, compuesto por 40 reactivos, repartidos en nueve dimensiones. Se evaluaron 160 cuestionarios, donde los análisis estadísticos permitieron la obtención de porcentajes, medidas de tendencia central y de variabilidad, comparación de muestras y de análisis factorial, los análisis estadísticos se llevaron a cabo mediante el programa SPSS, versión 21.Resultados: Se presentó los resultados de la aplicación del Cuestionario de Opinión del Estudiante sobre la Docencia, en la asignatura Histología y Embriología de la Escuela de Medicina de la Facultad de Ciencias de la Salud, Universidad de Carabobo. Conclusiones: Con los datos obtenidos tenemos que la asignatura Histología y Embriología presenta un cuerpo docente que exhibe un alto desempeño en sus actividades relacionadas con el proceso de enseñanza-prendizaje(AU)

Introduction: Academic success in university education largely depends on the quality of the teacher's performance. To achieve good teaching performance specialized and systematic professional training is required. Objective: To evaluate the teacher's performance based on the student's perception. Methods: The instrument used was the questionnaire of the student's opinion about teaching, made up by 40 items, divided into nine dimensions. A total of 160 questionnaires were evaluated, in which statistical analysis allowed obtaining percentages, measures of central tendency and variability, comparison of samples and factorial analysis. The statistical analyzes were carried out through the SPSS program, version 21. Results: The results of the application of the Student's Opinion Questionnaire on Teaching were presented in the subject Histology and Embryology of the School of Medicine of the Health Sciences School at University of Carabobo. Conclusions: With the obtained data, we concluded that the subject Histology and Embryology presents a faculty that shows high performance in their activities related to the teaching-learning process(AU)

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This paper intends to clarify a concept with multiple meanings and a complex reality. It starts providing varied histological and embryological examples apt to contribute the stimulation of teacher and student imaginations in favor of a crucial skill, as thematic integration is, into the present and changing curricula in Medicine in particular and Health Sciences in general. In this sense, it offers linear and branched sequences as well as consolidation graphics which focusing in both disciplines may also include other basic ones, key for clinic diagnosis, among the competences to be developed. After registering some preliminary results revealing the need of its continuous and progressive training along the complete medical career, its own integrative value and the integrative one for their teachers due to its natural link with other basic ones is outlined, its relevance for undergraduate is reaffirmed and possible future variations for them are previewed, considering the present exponential growth of science and technology.

Este trabajo intenta aclarar un concepto con múltiples significados y una realidad compleja y proveer ejemplos de distinta dificultad centrados en la Histología y la Embriología, potencialmente útiles para currículos tradicionales y, esencialmente, para aquéllos en vías de transformación dentro de la Medicina en particular y de las Ciencias de la Salud en general. En ese sentido, propone secuencias lineales, ramificadas y gráficas de consolidación que, pivoteando en ambas disciplinas, pueden comprender también a otras ciencias básicas, todas de significado clave para el diagnóstico clínico. Tras registrar algunos resultados que, aunque limitados, revelarían la necesidad de su entrenamiento continuo y en complejidad creciente a lo largo de la carrera médica, se subraya su valor integrador intrínseco así como la potencialidad integradora que desarrolla en quienes las cultivan en virtud de su ligazón natural con otras disciplinas básicas. Asimismo, a la par que se reafirma la relevancia de una y otra en el grado, se vislumbran posibles variaciones en las mismas en virtud de los exponenciales avances científico-tecnológicos de la hora.

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Las tecnologías de información y comunicación (TICs) tienen un alto potencial de desarrollo en la educación a distancia para apoyar los procesos de enseñanza/aprendizaje. Por otro lado, el desarrollo científico y tecnológico no depende sólo de los conocimientos científicos y de la experiencia técnica cumulada. Por el contrario, están condicionados por factores sociales, económicos, culturales, éticos y políticos. El núcleo central de la Embriología Humana es el desarrollo. Su enseñanza se basa tradicionalmente en métodos explicativos e ilustrativos desarrollados sobre un paradigma biológico. Nuestro objetivo general consistió en diseñar un ambiente virtual (Laboratorio) de apoyo para la enseñanza/aprendizaje a distancia de la Embriología humana en sus aspectos biológicos, éticos y sociales destinado a los alumnos de grado y postgrado de las Ciencias de la Salud. Nuestros objetivos específicos fueron : a-realizar actividades relacionadas al proyecto: búsqueda bibliográfica, encuestas, trabajos académicos, b- producir y seleccionar recursos digitales adecuados a los temas biológicos, éticos y sociales, c- diseñar un laboratorio virtual con los recursos disponibles para la enseñanza universitaria de la embriología humana. -Se realizaron: 1-búsqueda bibliográfica a través de las plataformas PubMed/Medline, Scimago/Scopus y Biblioteca Virtual en Salud (BVS)/Cielo, Cochrane. 2- encuestas estructuradas en base a opciones múltiples a fin de conocer la opinión de los estudiantes sobre la incorporación de actividades opcionales virtuales. 3- trabajos académicos con las experiencias presenciales y virtuales locales e internacionales entre diferentes unidades académicas de Argentina, Chile y Brasil ( grado y post-grado).

ABSTRACT: Communication and Information Technology (TICs) has a high potential for development in distance education to support teaching and learning. Scientific and technological developments do not solely depend on scientific knowledge and technical skills acquired through experience. Rather, they are also shaped by a multitude of factors, including social, economical, cultural, ethical and political influences. The central core of human embryology is development. Teaching of embryology has been traditionally based on explanatory and illustrative methods developed on a biological paradigm. Our overall objective was to design a virtual environment (Lab) to support distance teaching and learning of human embryology in its biological, social and ethical aspects. This environment would be intended for undergraduate and graduate students of the Health Sciences. Our objectives were: a-to produce project-based activities, b-to produce and select appropriate digital resources covering biological, ethical and social issues and c-to design a virtual laboratory with the resources available to the human embryology university education. Were performed: 1-through literature search platforms PubMed / MEDLINE, Scimago / Scopus and Virtual Health Library (VHL) / Heaven, Cochrane. 2 - structured surveys based on multiple options to obtain the views of students on incorporating virtual optional activities. 3 - reports the experiences and virtual local and international between different institutions in Argentina, Chile and Brazil (undergraduate and graduate)l.

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Las tecnologías de información y comunicación (TICs) tienen un alto potencial de desarrollo en la educación a distancia para apoyar los procesos de enseñanza/aprendizaje. Por otro lado, el desarrollo científico y tecnológico no depende sólo de los conocimientos científicos y de la experiencia técnica cumulada. Por el contrario, están condicionados por factores sociales, económicos, culturales, éticos y políticos. El núcleo central de la Embriología Humana es el desarrollo. Su enseñanza se basa tradicionalmente en métodos explicativos e ilustrativos desarrollados sobre un paradigma biológico. Nuestro objetivo general consistió en diseñar un ambiente virtual (Laboratorio) de apoyo para la enseñanza/aprendizaje a distancia de la Embriología humana en sus aspectos biológicos, éticos y sociales destinado a los alumnos de grado y postgrado de las Ciencias de la Salud. Nuestros objetivos específicos fueron : a-realizar actividades relacionadas al proyecto: búsqueda bibliográfica, encuestas, trabajos académicos, b- producir y seleccionar recursos digitales adecuados a los temas biológicos, éticos y sociales, c- diseñar un laboratorio virtual con los recursos disponibles para la enseñanza universitaria de la embriología humana. -Se realizaron: 1-búsqueda bibliográfica a través de las plataformas PubMed/Medline, Scimago/Scopus y Biblioteca Virtual en Salud (BVS)/Cielo, Cochrane. 2- encuestas estructuradas en base a opciones múltiples a fin de conocer la opinión de los estudiantes sobre la incorporación de actividades opcionales virtuales. 3- trabajos académicos con las experiencias presenciales y virtuales locales e internacionales entre diferentes unidades académicas de Argentina, Chile y Brasil ( grado y post-grado).(AU)

ABSTRACT: Communication and Information Technology (TICs) has a high potential for development in distance education to support teaching and learning. Scientific and technological developments do not solely depend on scientific knowledge and technical skills acquired through experience. Rather, they are also shaped by a multitude of factors, including social, economical, cultural, ethical and political influences. The central core of human embryology is development. Teaching of embryology has been traditionally based on explanatory and illustrative methods developed on a biological paradigm. Our overall objective was to design a virtual environment (Lab) to support distance teaching and learning of human embryology in its biological, social and ethical aspects. This environment would be intended for undergraduate and graduate students of the Health Sciences. Our objectives were: a-to produce project-based activities, b-to produce and select appropriate digital resources covering biological, ethical and social issues and c-to design a virtual laboratory with the resources available to the human embryology university education. Were performed: 1-through literature search platforms PubMed / MEDLINE, Scimago / Scopus and Virtual Health Library (VHL) / Heaven, Cochrane. 2 - structured surveys based on multiple options to obtain the views of students on incorporating virtual optional activities. 3 - reports the experiences and virtual local and international between different institutions in Argentina, Chile and Brazil (undergraduate and graduate)l.(AU)

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This paper intends to clarify a concept with multiple meanings and a complex reality. It starts providing varied histological and embryological examples apt to contribute the stimulation of teacher and student imaginations in favor of a crucial skill, as thematic integration is, into the present and changing curricula in Medicine in particular and Health Sciences in general. In this sense, it offers linear and branched sequences as well as consolidation graphics which focusing in both disciplines may also include other basic ones, key for clinic diagnosis, among the competences to be developed. After registering some preliminary results revealing the need of its continuous and progressive training along the complete medical career, its own integrative value and the integrative one for their teachers due to its natural link with other basic ones is outlined, its relevance for undergraduate is reaffirmed and possible future variations for them are previewed, considering the present exponential growth of science and technology.

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This paper intends to clarify a concept with multiple meanings and a complex reality. It starts providing varied histological and embryological examples apt to contribute the stimulation of teacher and student imaginations in favor of a crucial skill, as thematic integration is, into the present and changing curricula in Medicine in particular and Health Sciences in general. In this sense, it offers linear and branched sequences as well as consolidation graphics which focusing in both disciplines may also include other basic ones, key for clinic diagnosis, among the competences to be developed. After registering some preliminary results revealing the need of its continuous and progressive training along the complete medical career, its own integrative value and the integrative one for their teachers due to its natural link with other basic ones is outlined, its relevance for undergraduate is reaffirmed and possible future variations for them are previewed, considering the present exponential growth of science and technology.

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The objective of this study was to evaluate the effectiveness of virtual learning as an approach to teaching human embryology. For this purpose, clinical cases comprising the six major topics of human embryology were organized into a blog in order to complement the content discussed in the classroom. Scientific articles were made available to reinforce theoretical contents and ethical-humanistic issues were addressed in discussion forums. The mean grades of the students at the end of the semester were compared with those of the previous semester when the method had not been applied. Student perceptions of blog effectiveness were evaluated using an electronic questionnaire. A substantial increase in mean grades was observed compared to the previous class. Analysis of the questionnaires showed that the students considered the blog to be a practical and useful learning tool. In conclusion, the use of clinical cases in a virtual learning environment is an effective tool to teach human embryology.

El objetivo del trabajo fue evaluar la eficacia de un método de enseñanza de la Embriología en ambiente virtual. Para complementar el contenido discutido en clases, fueron organizados en un blog, casos clínicos abordando seis ejes temáticos de Embriología Humana. Artículos científicos estuvieron disponibles para consolidación de los contenidos teóricos y el eje ético-humanístico fue abordado en foros de discusión. Al final del semestre la media de las notas de los alumnos fue comparada con la media de un semestre anterior donde la metodología no fue utilizada. La percepción de los alumnos con relación a la eficacia del uso del blog en el aprendizaje fue evaluada a través de un cuestionario electrónico. Se observó aumento considerable de la media de las notas al ser comparadas con las notas del período lectivo anterior. El análisis de los cuestionarios reveló que los alumnos consideraron el blog como un instrumento práctico y útil de aprendizaje. Se concluye que esta metodología representó una herramienta eficiente em la enseñanza de los contenidos de Embriología Humana.

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This aim of this paper is to briefly report the education methodology employed at the Santa Casa School of Medical Sciences’ undergraduate program, founded in 1963, Sao Paulo, Brazil. Some relevant historical aspects are also brought out in order to provide readers with a glimpse of the social scenario that have yielded such successful model, based on integrative, practice-based strategies. Developed from simple concepts, innovative at that time, the educational system, the building structure of the hospital-university facilities and the pedagogical method remains modern and still inspires educators nowadays. The Department of Morphology is in alignment with these principles, working with the minimum possible lectures and exploring practical experience to the maximum. The disciplines of anatomy, histology and embryology comprise the curricular unit, elaborated per organ system, in a pedagogical program based on: timeline organization of the disciplines, strong theory-practice linkage, and a proactive learning system. The faculty members are trained in multiple areas to be as versatile as possible, delivering lectures and assisting in the practical training. New teaching methods may aggregate value to this model. We believe that such didactic approach can provide students with a realistic perspective of the main purpose and applicability of the basic sciences.

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Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.

Recientemente, el plan de estudios y las metodologías educativas asociadas a los cursos de ciencias de la salud están siendo revisados y adaptados. Ciencias pre-clínicas tales como la Anatomía y la Embriología son también sometidas a cambios. En los cursos de Embriología Humana, es común el uso de modelos para representar las diferentes fases del desarrollo, y así facilitar el aprendizaje, ya que los estudiantes pueden ver y tocar los modelos, así se realiza la obtención de conocimientos por medio de analogías. El propósito del presente estudio fue investigar si la construcción de modelos por parte de los estudiantes, durante las clases prácticas de Embriología, mejora o facilita su aprendizaje. Después de un año, 60 estudiantes respondieron a un cuestionario con nueve preguntas objetivas, incluidos los espacios para sugerencias y observaciones. De acuerdo con las respuestas de los estudiantes, la construcción de modelos han contribuido a su aprendizaje.

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O processo educacional sofreu massificação nos últimos anos devido ao crescimento do conhecimento, a facilidade de acesso, a oferta de cursos, aliados às novas tecnologias da informação e comunicação. Assim, surgiram grupos de pesquisa dedicados a métodos de aprendizagem com o objetivo de elucidar e aperfeiçoar o processo de aquisição de conhecimentos e suas competências, além de torná-los mais eficientes. Desta forma, esta pesquisa teve como objetivos elaborar conteúdos didáticos, na forma de curso sobre o tema “Embriologia Comparada”, transpô-los para um ambiente virtual de apoio ao aprendizado presencial e não presencial, disponibilizá-lo aos alunos do 2º ano de Biologia noturno da UNESP, Campus de Botucatu, e por fim avaliar o seu impacto no processo ensino/aprendizagem. Para isto, foi necessária a construção do projeto didático-pedagógico sobre o tema proposto voltado para a educação não presencial O conteúdo didático foi produzido por professores especialistas e dividido em 15 módulos para facilitar a sua visualização, interação e compreensão pelos alunos. Estes foram customizados para linguagem digital, contendo textos, hipertextos, multimídia, hipermídia, imagens, vídeos e animações. Após, baseado na análise do público-alvo, iniciou-se a construção da sua programação visual e seu design instrucional, sendo inserido no ambiente virtual de ensino Moodle, que era acessado mediante senha. Este foi customizado e disponibilizado durante o oferecimento da Disciplina de “Embriologia Comparada” aos alunos do 2º ano de Biologia noturno da UNESP, Campus de Botucatu. Os alunos participaram do ambiente por meio de fórum, consulta ao material didático, chat, wiki e jogos interativos...

The educational process has undergone massification in recent years due to the growth of knowledge, ease of access and offering of courses combined with new information and communication technology. Thus, research groups appeared devoted to study learning methods in order to clarify and improve the process of acquiring knowledge and skills, as well as to make them more efficient. This research aimed to develop an educational content in “Comparative Embryology”, and customize it in a virtual environment of learning to support classroom and distance learning. The content was available to second-year Biology students of UNESP, Botucatu, and its impact on teaching/learning process was assessed. It as necessary to build the didactic-pedagogic project while the scientific contents were produced by expert teachers and divided into 15 modules for easy viewing, interaction and understanding among the students. The modules were adapted to digital language and contained texts, hypertexts, multimedia, hypermedia, images, videos and animations. Based on analysis of the target audience, the visual programming and instructional design begun, inserted in Moodle Virtual Learning Environment, which was accessed by password. The students participated in the online learning environment through forums, consultation of the material, chat, wiki and interactive games...

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Se realiza un esbozo de la vida estudiantil y laboral de la Dra. Ener Fernández Suárez, consagrada profesora de Ciencias Biológicas y, en particular, de la especialidad de Embriología en el Instituto de Ciencias Básicas y Preclínicas Victoria de Girón (ICBP) con el objetivo de rendirle tributo a quien dedicó toda su vida a la formación de técnicos y profesionales de las Ciencias de la Salud y propiciar el interés de estudiantes y profesores por el conocimiento de la impronta dejada por esta profesora entre sus amigos y compañeros de trabajo(AU)

It is an outline of the student's and working's life of Dr. Ener Fernandez Suarez a devoted professor of Biological sciences. Embryology in particular in the I.C.B.P Victoria de Girón with the objective of giving honour to who worked all her life in the formation and education of health technicians and professionals and to propitiate the interest of students and professionals for the knowledge and the impression she left among her friends and colleagues(AU)

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Human embryology requires students to understand the simultaneous changes in embryos, but students find it difficult to grasp the concepts presented and to visualise the related processes in three dimensions. The aims of this study have been to develop and evaluate new educational materials and a teaching methodology based on multimedia approaches to improve the comprehension of human development. The materials developed at the State University of Campinas include clinical histories, movies, animations, and ultrasound, as well as autopsy images from embryos and foetuses. The series of embryology lectures were divided into two parts. The first part of the series addressed the development of the body's structures, while in the second part, clinical history and the corresponding materials were shown to the students, who were encouraged to discuss the malformations. The teaching materials were made available on software used by the students in classes. At the end of the discipline, the material and methodology were evaluated with an attitudinal instrument, interviews, and knowledge examination. The response rate to the attitudinal instrument was 95.35%, and the response rate to the interview was 46%. The students approved of the materials and the teaching methodology (reliability of the attitudinal instrument was 0.9057). The exams showed that most students scored above 6.0. A multimedia approach proved useful for solving an important problem associated with teaching methods in many medical institutions: the lack of integration between basic sciences and clinical disciplines.

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La comunicación en las Ciencias de la Salud requiere de una terminología clara y precisa. Sin embargo, en el ámbito de las cienciasmorfológicas (Anatomía, Histología y Embriología) se mantienen diversas denominaciones para diferentes estructuras, basadas enanalogías de formas, nombre de los maestros, sinónimos y epónimos. Aunque desde hace muchos años se viene trabajando -a nivelnacional e internacional- para lograr la unificación de los criterios terminológicos, en la práctica esto aún no se ha conseguido satisfactoriamente; pudiendo comprobarlo con la lectura de algunos libros y artículos científicos. En distintos textos aparecen diferentes términos para designar el mismo concepto o estructura o el mismo término se usa con diferentes acepciones. Con el fin de superar estas imprecisiones y contradicciones se realizaron diferentes Simposios SILAT. El objetivo de estos Simposios es divulgar y conocer en profundidad la terminología morfológica internacional. Estos Simposios están también destinados a orientar al docente y al estudiante (degrado y postgrado) frente a la diversidad terminológica que se presenta cuando consulta bibliografía diversa (Samar et al.). Las recomendaciones y conclusiones de estos Simposios Iberolatinoamericanos, sirven de base para conocer y conciliar términos"panamericanos" surgidos en el laboratorio de disección y en el quirófano( Cruz Gutierrez et al.). Actualmente se encuentran programados SILAT Brasil (San Pablo) y Chile (Temuco). Nuestra propuesta es poner en consideración el anteproyecto del Estatuto de SILAT quese discutirá en San Pablo. Este Estatuto fue realizado por ex presidentes de la Asociación Panamericana de Anatomía (APA). Aquellos que no puedan asistir pueden dar su parecer sobre este anteproyecto para que dichas consideraciones sean incluidas en la reunión de San Pablo.

Communication in Health Sciences requires a clear and precise terminology . However, in the field of science morphological ( Anatomy, Histology and Embryology ) different names for different structures are maintained , based on analogies of forms, teachers name , synonyms and eponyms . Although many years have been working - level nationally and internationally for the unification of terminology criteria , in practice this has not been achieved satisfactoril y ;can check it by reading some books and scientific articles. Different terms in different texts appearto designate the same concept or structure or the same term is used with different meanings. In order to overcome these inaccuracies and contradictions different SILAT. El Symposia were held goal of these symposia is reported and disclosed incross international morphological terminology. These symposia are also intended to guide the teacher and the student (undergraduate and graduate ) versus terminological diversity that occurs when different consultation literature ( Samar et al. ) . there commendations and conclusions of these Symposia Iberolatinoamericanos , are the basis for reconciling terms and" Pan " encountered in the dissection lab and operating room (Cruz Gutierrez et al. ) . They are currently scheduled SILAT Brazil (Sao Paulo ) and Chile ( Temuco ) . Our proposal is to consider the draft Statute that SILAT will be discussed in San Pablo . This statute was made by presidents of the Pan American Association of Anatomy ( APA). those unable to attend may give its opinion on this draft so that these considerations are included in the meeting San Pablo.

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