IMPACTO DE LA EXPERIENCIA DE ENSEÑANZAAPRENDIZAJE EN EL ICTUS
EDUCACIÓN PARA LA SALUD Y GAMIFICACIÓN
Palabras clave:
Accidente cerebrovascular, Educación para la salud, Tecnología Educacional, Compromiso de trabajo, Tecnologías de la informaciónResumen
Este estudio tuvo como objetivo verificar el impacto de la educación para la salud en el Accidente Cerebrovascular (ACV), realizado por estudiantes de ligas académicas para un grupo de estudiantes de secundaria. Los grupos de estudio se formaron bajo la guía del maestro de la escuela para estudiar el accidente cerebrovascular durante un mes. Utilizando la plataforma Quizizz que contiene un cuestionario con 20 preguntas, se evaluó el conocimiento de los estudiantes sobre el accidente cerebrovascular. Los resultados mostraron que esta estrategia de enseñanzaaprendizaje contribuyó al conocimiento sobre el ACV. De los 22 estudiantes evaluados, se obtuvieron respuestas correctas en el 87% de los cuestionarios para el nombre popular; 54,2% a los tipos y 83,3% a las señales. Sin embargo, se equivocaron el 54,2% de las veces al diferenciar en las siguientes preguntas: tipos de ACV y 62,5% por factores de riesgo
Descargas
Citas
Adeoye, O. et al. (2019). Recommendations for the Establishment of Stroke Systems of Care: A 2019 Update. Stroke, 50(7), e187–e210.
Amano, T. et al. (2014). Stroke education program of act FAST for junior high school students and their parents. Journal of Stroke and Cerebrovascular Diseases: The Official Journal of National Stroke Association, 23(5), 1040–1045.
Ashwin, P.; Mcvitty, D. (2015). The Meanings of Student Engagement: Implications for Policies and Practices. In: Curaj, A. et al. (Org.). The European Higher Education Area: Between Critical Reflections and Future Policies. Cham: Springer International Publishing, pp. 343–359. Disponível em: <https://doi.org/10.1007/978-3-319-20877-0_23>.
Berkman, N. D. Davis, T. C. Mccormack, L. (2010). Health Literacy: What Is It? Journal of Health Communication, 15(sup 2), 9–19.
Bickmore, T. W. Paasche-Orlow, M. K. (2012). The Role of Information Technology in Health Literacy Research. Journal of Health Communication, 17 (sup 3), 23–29.
Bouckaert, M. Lemmens, R. Thjis, V. (2009) Reducing prehospital delay in acute stroke. Nature Reviews. Neurology, 5(9), 477–483.
Carini, R. M. Kuh, G. D.; Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages*. Research in Higher Education, 47(1), 1–32.
Cheng, M. et al. (2014). An educational game for learning human immunology: What do students learn and how do they perceive? British Journal of Educational Technology, 45(5), 820–833.
Choudhry, F. et al. (2019). Health Literacy Studies Conducted in Australia: A Scoping Review. International Journal of Environmental Research and Public Health, 16(7), 1112.
Conley, K. M. et al. (2010). Kids Identifying and Defeating Stroke (KIDS): Development and Implementation of a Multi-Ethnic Health Education Intervention to Increase Stroke Awareness Among Middle School Students and Their Parents. Health promotion practice, 11(1), 95–103.
Evans, D. et al. (2001). Can children teach their parents about asthma? Health Education & Behavior: The Official Publication of the Society for Public Health Education, v. 28, n. 4, p. 500–511, ago.
Henderson, M. Selwyn, N. Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579.
Jurkowski, J. M. et al. (2010). Impact of a multimedia campaign to increase intention to call 9-1-1 for stroke symptoms, upstate New York, 2006-2007. Preventing Chronic Disease, 7(2), A35.
Kahu, E. R. (2013). Framing Student Engagement in Higher Education. Studies in Higher Education, 38(5), 758–773.
Kapur, M. (2014). Productive Failure in Learning Math. Cognitive Science, 38(5),1008–1022.
Kato, S. et al. (2017). Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification―school class based intervention study for elementary school students and parental guardians in a Japanese rural area. BMJ Open, 7(12). Disponível em: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5778283/>.
Kleindorfer, D. et al. (2008). The challenges of community-based research: the beauty shop stroke education project. Stroke, 39(8), 2331–2335.
Konak, A. Clark, T. K. Nasereddin, M. (2014). Using Kolb’s Experiential Learning Cycle to improve student learning in virtual computer laboratories. Computers & Education, 72, 11–22.
Lawrence, J. E.; Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105.
Maniva, S. J. C. F. et al. (2018). Educational technologies for health education on stroke: an integrative review. Revista Brasileira de Enfermagem, 71, 1724–1731.
Matheus., B. T.. (2019). The important role of academic leagues (extensions) in Brazilian medical education. Revista da Associação Médica Brasileira , 65(2),98–99.
Matsuo, R. et al. (2017). Association Between Onset-to-Door Time and Clinical Outcomes After Ischemic Stroke. Stroke, 48(11), 3049–3056.
Matsuzono, K. et al. (2015). Effects of stroke education of junior high school students on stroke knowledge of their parents: Tochigi project. Stroke, 46(2), 572–574.
Meira, F. et al. (2018). Knowledge about Stroke in Belo Horizonte, Brazil: A Community-Based Study Using an Innovative Video Approach. Cerebrovascular Diseases Extra, 8(2), 60–69.
Miyamatsu, N. et al. (2012). Effects of Public Education by Television on Knowledge of Early Stroke Symptoms Among a Japanese Population Aged 40 to 74 Years. Stroke, 43(2), 545–549.
Morimoto, A. et al. (2013). Effects of intensive and moderate public education on knowledge of early stroke symptoms among a Japanese population: the Acquisition of Stroke Knowledge study. Stroke, 44(10), 2829–2834.
Moser, D. K. et al. (2006). Reducing delay in seeking treatment by patients with acute coronary syndrome and stroke: a scientific statement from the American Heart Association Council on cardiovascular nursing and stroke council. Circulation, 114(2), 168–182.
Müller-Nordhorn J. et al. (2006). Knowledge About Risk Factors for Stroke. Stroke, 37(4), 946–950.
Ohyama, S. et al. (2015). Effective Education Materials to Advance Stroke Awareness Without Teacher Participation in Junior High School Students. Journal of Stroke and Cerebrovascular Diseases: The Official Journal of National Stroke Association, 24(11), 2533–2538.
Orham G. D. Gürdsoy, G.. (2019) Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15–29.
Ottawa, C. et al. (2015). Stroke preparedness in children: translating knowledge into behavioral intent: a systematic review and meta-analysis. International Journal of Stroke: Official Journal of the International Stroke Society, 10(7), 1008–1013.
Panício, M. I. et al. (2014). The influence of patient’s knowledge about stroke in Brazil: a cross sectional study. Arquivos de Neuro-Psiquiatria, 72(12), 938–941.
Pulvers, J. N.; Watson, J. D. G. (2017). If Time Is Brain Where Is the Improvement in Prehospital Time after Stroke? Frontiers in Neurology, 8, 617.
Sangrà, A. González-Sanmamed, M. (2011). The Role of Information and Communication Technologies in Improving Teaching and Learning Processes in Primary and Secondary Schools. Journal of Asynchronous Learning Networks, 15(4), 47–59.
Scherer, R. et al. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80.
Seaborn, K. Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.
Shigehatake, Y. et al. (2014). Stroke education using an animated cartoon and a manga for junior high school students. Journal of Stroke and Cerebrovascular Diseases: The Official Journal of National Stroke Association, 23(6), 1623–1627.
Silva, G. S. et al. (2018). Stroke Care Services in Brazil. Journal of Stroke Medicine,1(1), 51–54.
Silva, J. B. et al. (2019). Gamificação como estratégia de aprendizagem ativa no ensino de Física. Revista Brasileira de Ensino de Física, 41(4). Disponível em: <http://www.scielo.br/scielo.php?script=sci_abstract&pid=S180611172019000400502&lng=en&nrm=iso&tlng=pt>.
Slavin, R. E. (2008). Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations. Educational Researcher, 37(1), 5–14.
Tadros, A. et al. (2009). Emergency medical services-based community stroke education: pilot results from a novel approach. Stroke, 40(6), 2134–2142.
Valentín, A. et al. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers & Education, 61, 52–58.
Verkijika, S. F. De Wet, L.. (2015). Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113–122.
Viera, A. J. Garrett, J. M. (2008). Preliminary study of a school-based program to improve hypertension awareness in the community. Family Medicine, 40, (4), 264–270.
Wiggins, B. E. (2016). An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education. International Journal of Game-Based Learning, 6(1), 18–29.
Williams, O. et al. (2018). Improving Community Stroke Preparedness in the HHS (Hip-Hop Stroke) Randomized Clinical Trial. Stroke, 49(4), 972–979.
Williams, O.; Noble, J. M. (2008). “Hip-hop” stroke: a stroke educational program for elementary school children living in a high-risk community. Stroke, 39(10), 2809–2816.
Wong, L. et al. (2015). Enculturating seamless language learning through artifact creation and social interaction process. Interactive Learning Environments, 23(2), 130–157.
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86–92.