RESUMENES

Novena Sesión de Presentaciones Orales

R-108

Evaluating the Blackboard Learning System in the Teaching and Learning Process of Health Professionals from Students Perspective. C. Ortiz, MBA; R. Garcia,PhD; A. Castro, MS, Proyecto Título V, Oficina del Rector, Recinto de Ciencias Médicas, Universidad de Puerto Rico, Puerto Rico.

Blackboard Course Management Systems provide online access to instructional materials to support learning and also serve as virtual classrooms for distance education for faculty and students. The system provides collaborative learning environments by offering tools such as electronic mail, file transfer, discussion forums and online chat. How do faculty and students employ tools within a Blackboard course management system, and how does utilization it related to student success? The Title V Project at the Medical Sciences Campus evaluated how the courses created by faculty members of the School of Pharmacy, the School of Nursing and the College of Health Related Professions are used by the students to achieve their academics goals. The presentation will explain the methodology utilized to survey students in order to discover how the Blackboard Course Management System impacted teaching and student’s learning process. This evaluation provides critical information to (1) understand how students are using the system, (2) provide a basis for future decisions about instructional design, faculty training, support, etc., and (3) document any connection between the technology and learning outcomes for accreditation purposes and institutional accountability.

R-109

The Development of the Anatomy-Physiology Multimedia Virtual Lab (APMVL): Educational tool for health professions students. R. García, Ph.D.; C.Ortiz, M.S., S. Aponte, AD. MSEIP Project, Chancellor Office, Medical Sciences Campus, University of Puerto Rico.

The MSEIP Project proposes to improve the teaching-learning process on the Anatomy-Physiology courses to increase student performance by the Anatomy-Physiology Multimedia Virtual Laboratory (APMVL); and further develop the computer skills of the students and faculty. Objectives: provide ease access to the information and technological resources; develop in the AP faculty the necessary skills to create multimedia-virtual educational materials (MVEM); increase the frequency of use of technology resources; and the student performance in the AP courses. Strategies: development of the communication infrastructure; establish the APMVL; training of the faculty and students in the use of computers, and the faculty in the preparation of MVEM using Microsoft Producer. Results: six AP faculty members were identified; two levels of training were offered; the priority areas for the MVEM were established (nervous and cardiovascular systems); two interdisciplinary modules. Conclusions: It is expected that this virtual educational scenario will provide the students a teaching environment in which they acquire the skills, knowledge and motivation required to succeed in the health sciences. In addition the faculty will increase their teaching tools in order to improve and transform the curricula in the anatomy –physiology field. This scenario will substantially increase our Hispanic minority students with the opportunities to seek to graduate degrees in anatomy-physiology science and will become a model to follow by others fields. Supported by MSEIP of the Department of Education through the Grant #P120A039975-04.

R-110

Partnership to Improve Women’s Health: UPR Center of Excellence in Women’s Health, Local Battered Women Shelters and Industry. L. Laras; D. Camacho; M. Cruz; Y. Arroyo; M. González, Women Health Center, Dean for Academia Affairs, University of Puerto Rico, Medical Sciences Campus, San Juan, Puerto Rico.

As a Center of Excellence in Women's Health, we receive requests for health education. We learned that many participants didn’t have a yearly PAP, some were hypertensive without medications, diabetics were not sure of recommendations given, many were treating each other, and others were getting health complications because of lack of or improper care. Some difficulties in providing health education to participants of the shelters are: rapid turn over of women, busy professionals, different levels of education, lack of health professionals with understanding of victimization issues and dynamics, among others.In an effort to provide health education for women of Battered Women Shelters, a partnership was established among the UPR Women’s Health Center, local shelters and a private corporation with the following objectives: assess health information needs, produce “user friendly” health reference materials in a manual style, train and rehearse roles to facilitate personnel’s interaction with participants and evaluate the experience. From 7 shelters, 70 subjects answered, 27 participants and 43 employees. Most of the participants were under 30 years old. Only 50% of the women had health care within the last year while 74% had no knowledge about their rights and responsibilities. Reported health problems were obesity (27%), asthma (23%), and poor circulation(22%). Results of the evaluation of educational strategy will be presented.

Sponsored by UPR National Center of Excellence in Women’s Health, Johnson & Johnson Corporation and San Francisco National Center of Excellence in Women’s Health.

R-111

Evaluación de las dimensiones éticas de la reforma de salud de Puerto Rico. Oliver Vázquez, M; Santos Vargas, L.; Fábregas Troche, S.; Ferrer, J.; Villarini, A.; Izquierdo Mora, L. 1Escuela Graduada de Salud Pública, Recinto de Ciencias Médicas; 2Instituto Hostosiano de Bioética, Recinto de Ciencias Médicas; 3Escuela de Farmacia, Recinto de Ciencias Médicas; 4Facultad de Artes y Ciencias, Recinto Universitario de Mayagüez; 5Facultad de Humanidades, Recinto de Río Piedras; Ex Secretario de Salud de Puerto Rico

Como parte de los trabajos de la Comisión Evaluadora del Sistema de Salud de Puerto Rico, el Comité de Ética evaluó el modelo actual en sus dimensiones éticas a nivel organizacional-ambiental y en la relación proveedor de salud-paciente. Luego de elaborar el marco de referencia ético fundamental, se analizaron los datos empíricos disponibles sobre el Sistema de Salud y sobre el funcionamiento de la “Reforma” legislada y puesta en vigor por el Gobierno de P.R. para garantizar cuidado de salud a las poblaciones vulnerables; se recopilaron las fuentes de datos disponibles: Procuraduría del Paciente, vistas públicas de la Comisión, prensa nacional, legislación, otros. Se utilizó la técnica de análisis de contenido para evaluar el cumplimiento con los principios éticos de autonomía, beneficencia, no maleficiencia y justicia. Se desarrolló un instrumento para analizar los criterios de: acceso al buen cuidado de salud, respeto a la dignidad humana, autodeterminación, justicia, competencia professional, y Cooperación y aprecio mutuo. La evaluación concluye que el advenimiento de la reforma, resultó en la fragmentación del sistema en sus diversos componentes y niveles de cuidado, en la pérdida del enfoque salubrista de atención primaria, la desvinculación con la comunidad y cambio al criterio de funcionamiento predominantemente economicista.
En resumen, el modelo y estilo de prestación de servicios de salud bajo la Reforma viola los principios éticos evaluados y presenta asuntos de importancia en el orden tanto de la micro ética, como la macro ética, tanto del sector de pacientes como de proveedores de salud.

R-112

How Prepared is the Public Health Workforce to Respond to Bioterrorism or other Public Health Emergencies? J. Toro; B. Santiago; M. Morales; E. Negrón; M del C. Santos; A. Pattatucci; M. Vera. UPR Center for Evaluation and Sociomedical Research, School of Public Health.

Terrorist events occurring in this millennium have highlighted the role of the governmental public health workforce in responding to disasters, assisting communities in recovery, and assuring the quality and accessibility of health services. With this newly acknowledged threat has come the realization that public health workers are not adequately prepared to address these challenges, accentuating the importance of providing training. An assessment of emergency preparedness and response training needs of the Puerto Rico Department of Health (PRDOH) public health workforce was conducted to provide the basis for planning training activities. This training needs assessment targeted 6,038 public health professionals. A total of 4,935 completed questionnaires were returned, yielding an overall response rate of 82%. Across most occupational classifications, the major training needs that emerge are related to a lack of understanding of 1) the agency’s terrorism response plans and protocols and 2) their own individual roles and responsibilities in a public health terrorism response. In almost half of the 38 core emergency preparedness competencies, more than 70% of the respondents indicated that they had a high need for training in the area associated with the competency. The findings from this needs assessment allow identifying high priority training areas for the development of a training plan that is both appropriate and applicable. This assessment also provides baseline data for the future evaluation of the training programs targeted at improving emergency preparedness and response capacity of the PRDOH public health workforce.