Instrumental med: application to support the teaching-learning process in a surgical clinic
DOI:
https://doi.org/10.33448/rsd-v12i8.42899Keywords:
Teaching; Educational technology; Medical education; Surgical instruments.Abstract
Due to the high transmissibility of the coronavirus, entire nations have adopted social confinement measures with profound global socioeconomic impacts and enormous damage to medical education, which for many years was unidirectional. With this, several limitations have arisen regarding teaching, especially medical teaching since the frequency of medical students in hospitals and health-related departments makes them at greater risk of acquiring the disease and may become potential symptomatic or asymptomatic vectors. The use of digital information and communication technologies offers many advantages currently, as in addition to being cost-effective, they allow social isolation, minimizing educational losses. To develop an application that aims to facilitate the teaching-learning process of basic surgical practice for medical students. Methodology: The study was developed from April to November 2021, where the stages of analysis, design, development, and evaluation followed, chronologically obeying these stages based on the Galvis-Panqueva framework. Instrumental Med was developed to facilitate the teaching-learning process in clinical surgery, we used the contents taught in the discipline to develop software capable of contributing and adding to the individual study of students in the clinical cycle of the medical course, through active activities that stimulate learning. We believe that the use of technology can positively contribute to the teaching and learning process of these students, thus reinventing existing forms of study and consequently contributing to their motivation.
References
Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education. The Lancet infectious diseases, 20(7), 777-778.
Brasil (2020a). Portaria Nº 343, de 17 de março de 2020.Dispõesobre a substituição das aulas presenciais por aulas em meios digitais enquanto durar a situação de pandemia do Novo Coronavírus -COVID-19. http://www.in.gov.br/en/web/ dou/-/portaria-n-343-de-17-de-marco-de-2020-248564376.
Bulcão, L.G. (2020). O ensino médico e os novos cenários de ensino-aprendizagem. Rev Bras Educ Med., 28(1), 61-72.
Ellaway, R., & Masters, K. (2008). AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Medical teacher, 30(5), 455-473.
Galvis Panqueva, A. H. (2019). Direccionamiento estratégico de la modalidad híbrida en educación superior: Conceptos, métodos y casos para apoyar toma de decisiones. Ediciones Uniandes-Universidad de los Andes.
Giannella, T. R., & Struchiner, M. (2010). Integração de tecnologias de informação e de comunicação no ensino de ciências e saúde: construção e aplicação de um modelo de análise de materiais educativos baseados na internet. Revista Electrónica de Enseñanza de las ciências, 9(3), 530-548.
Gomez, E., Azadi, J., & Magid, D. (2020). Innovation born in isolation: rapid transformation of an in-person medical student radiology elective to a remote learning experience during the COVID-19 pandemic. Academic radiology, 27(9), 1285-1290.
Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: a long and winding road. Medical education, 35(9), 867-875.
Ismail, N. A., Abd Wahid, N., Yusoff, A. S. M., Wahab, N. A., Abd Rahim, B. H., Abd Majid, N., ... & Zakaria, R. (2020). The challenges of industrial revolution (IR) 4.0 towards the teacher’s self-efficacy. In Journal of Physics: Conference Series 1529 (4), e042062.
Lüdke, M., & da Cruz, G. B. (2010). Contribuições ao debate sobre a pesquisa do professor da educação básica. Formação Docente–Revista Brasileira de Pesquisa sobre Formação de Professores, 2(3), 86-107.
Machado Júnior, A. J., & Pauna, H. F. (2020). Distance learning and telemedicine in the area of Otorhinolaryngology: lessons in times of pandemic. Brazilian journal of otorhinolaryngology, 86, 271-272.
Mussi, R. F. D. F., Flores, F. F., & Almeida, C. B. D. (2021). Pressupostos para a elaboração de relato de experiência como conhecimento científico. Revista práxis educacional, 17(48), 60-77.
Pedrosa, G. F. S., & Dietz, K. G. (2020). Representações sociais de pais/responsáveis sobre o ensino à distância no contexto da pandemia do COVID-19. Research, Society and Development, 9(8), e88984921-e88984921.
Pereira A. S. et al. (2018). Metodologia da pesquisa científica. UFSM.
Rose, S. (2020). Medical student education in the time of COVID-19. Jama, 323(21), 2131-2132.
Sampaio, R. M. (2020). Práticas de ensino e letramentos em tempos de pandemia da COVID-19. Research, Society and Development, 9(7), e519974430-e519974430.
Santos, B. M., Cordeiro, M. E. C., Schneider, I. J. C., & Ceccon, R. F. (2020). Educação médica durante a pandemia da Covid-19: uma revisão de escopo. Revista Brasileira de Educação Médica, 44, e139.
Soares Neto, J., Pinho, F. V. A., Matos, H. L., Oliveira Lopes, A. R., Cerqueira, G. S., & de Souza, E. P. (2021). Tecnologias de ensino utilizadas na Educação na pandemia COVID-19: uma revisão integrativa. Research, Society and Development, 10(1), e51710111974-e51710111974.
Sohrabi, C., Alsafi, Z., O'neill, N., Khan, M., Kerwan, A., Al-Jabir, A., & Agha, R. (2020). World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). International journal of surgery, 76, 71-76.
Struchiner, M., Gianella, T. R., & Ricciardi, R. M. V. (2005). Novas tecnologias de informação e educação em saúde diante da revolução comunicacional e informacional. Críticas e Atuantes: ciências sociais e humanas em saúde na América Latina. FIOCRUZ, 257-272.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Thaysa Lima Magalhães ; Gabriela Borges Soares ; Beatriz Lima Coelho; Nayze Lucena Sangreman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
