Resumen El objetivo de este trabajo fue analizar la correlación entre teoría y práctica observada durante una experiencia docente en tiempos de pandemia por COVID-19 en el módulo de métodos cuantitativos. Se aplicó un diseño observacional, transversal, prospectivo y analítico. Se obtuvieron calificaciones teórico-prácticas durante cuatro meses del ciclo escolar de un grupo de 22 estudiantes de Enfermería. Se aplicaron tres instrumentos de medición tipo cuestionario para medir el aprendizaje teórico, práctico de entrenamiento y práctico aplicado en los temas de cálculo del tamaño muestral, validación interna de instrumentos, estadística univariada/bivariada y estadística multivariada. Los datos se obtuvieron al recolectar las calificaciones obtenidas en formularios de Google aplicados en línea. Se realizaron análisis de correlación teórico-práctica con las calificaciones obtenidas. Solo se obtuvo una correlación directa, moderada y significativa entre teoría y práctica de estadística multivariada (. = .579; . = .005). En conclusión, prácticamente no hubo correlación teórico-práctica entre los contenidos evaluados, excepto en aquellos considerados complejos (Estadística multivariada). Se sugiere que la estrategia aquí presentada, sea aplicada en cualquier asignatura como método de control pedagógico con la finalidad de observar si la unidad dialéctica teoría-práctica se conserva o se ha perdido, y se analicen los posibles factores causantes de ello.

Abstract As the main objective of this paper, the investigators aimed to analyze the correlation between theory and practice observed during a teaching experience in times of the COVID-19 pandemic in the quantitative methods module. Hence, the authors applied an observational, cross-sectional, prospective, and analytical design through which theoretical-practical qualifications were acquired during four months of the school year from a group of 22 nursing students. In addition, they used three questionnaire-type measurement instruments to estimate theoretical, practical training, and practical learning applied in topics such as sample size calculation, internal validation of instruments, univariate/bivariate statistics, and multivariate statistics. In terms of data, it was obtained by collecting the qualifications from Google Forms. In this way, the researchers carried out a theoretical-practical correlation analysis with the grades obtained, reaching only a direct, moderate, and significant correlation between theory and practice of multivariate statistics (r = .579; p = .005). In conclusion, there was practically no theoretical-practical correlation between the contents evaluated, except in those considered complex (multivariate statistics). Hence, the researchers suggested that the strategy presented here be applied in any subject as a method of pedagogical control in order to observe if the theory-practice dialectical unity is preserved or has been lost, and the possible factors that cause it are analyzed.

Resumen En este artículo se presenta una estrategia didáctica, cuyo propósito fue mejorar el aprendizaje de la Estadística en estudiantes de la licenciatura en Enfermería en una institución educativa de nivel superior en México. Lo particular de la estrategia fue que se apoyó en los niveles de investigación que fueron propuestos en la Master Class de Bioestadística, organizada por la Sociedad Hispana de Investigadores Científicos. El objetivo del estudio fue demostrar que el aprendizaje estadístico se incrementa con la aplicación de la estrategia didáctica. Con un diseño cuasi-experimental, con cuatro exámenes del aprendizaje, se compararon los resultados de los exámenes con un análisis multivariante intrasujetos. 33 personas estudiantes fueron seleccionadas según el criterio de investigación, cuyo origen fue una población de 135 estudiantes. Los resultados mostraron la evolución del aprendizaje estadístico durante el semestre escolar, en el que se destaca un incremento raquítico en la calificación media en los primeros tres exámenes (4.3, 5.6 y 6.3 respectivamente), para después volver a disminuir hasta 5.6 de calificación media en el cuarto examen. Se concluye que, no obstante el escaso mejoramiento del aprendizaje, hubo casos particulares en los que se obtuvieron hasta 8.8 puntos en la escala de 0 a 10, lo que permite sugerir que el éxito de la estrategia podría estar asociado a factores personales específicos.

Abstract This study examines a Biostatistics education strategy among undergraduate nursing students at a university in Mexico. This strategy is unique in that it relies on research proposed by the Biostatistics Master Class organized by the Hispanic Society of Scientific Researchers. The objective of the study was to demonstrate how this teaching strategy is useful in improving Biostatistics education. This study used a quasi-experimental design and four exams to verify student knowledge. Exam results were compared applying a multivariate within-subject analysis. A select group of 33 students were chosen from 135 students, based on the criteria of the researchers. Results reveal a rise in statistical learning among students during the school semester, highlighting a slight increase in average grades after the three exams (4.3, 5.6 and 6.3 respectively) which progressively dropped to 5.6 - the average grade for the fourth exam. It was concluded that, despite limited improvement in student performance, there were particular cases in which up to 8.8 points were obtained on the scale from 0 to 10, which suggests that the success of the strategy could be associated with specific individual factors.

ABSTRACT Background: The ideal treatment of coronavirus disease (COVID)-19 has yet to be defined, but convalescent plasma (CoPla) has been successfully employed. Objective: The objective of the study was to study the safety and outcomes of the administration of CoPla to individuals with severe COVID-19 in an academic medical center. Methods: Ten patients were prospectively treated with plasma from COVID-19 convalescent donors. Results: Over 8 days, the sequential organ failure assessment score dropped significantly in all patients, from 3 to 1.5 (p = 0.014); the Kirby index (PaO2/FiO2) score increased from 124 to 255, (p < 0.0001), body temperature decreased significantly from 38.1 to 36.9°C (p = 0.0058), and ferritin levels also dropped significantly from 1736.6 to 1061.8 ng/ml (p = 0.0001). Chest X-rays improved in 7/10 cases and in 6/10, computerized tomography scans also revealed improvement of the lung injury. Decreases in C-reactive protein and D-dimer levels were also observed. Three of five patients on mechanical ventilation support could be extubated, nine were transferred to conventional hospital floors, and six were sent home; two patients died. The administration of CoPla had no side effects and the 24-day overall survival was 77%. Conclusions: Although other treatments were also administered to the patients and as a result data are difficult to interpret, it seems that the addition of CoPla improved pulmonary function.