<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000500402</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210263.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Fishing nets and video creation: diabetic nephropathy education on screen]]></article-title>
<article-title xml:lang="pt"><![CDATA[Redes de pesca e a criação de vídeo: em tela a educação na nefropatia diabética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Ângela Paveglio Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cáceres]]></surname>
<given-names><![CDATA[Morgana Vielmo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kohl]]></surname>
<given-names><![CDATA[Manoela Michel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mossmann]]></surname>
<given-names><![CDATA[Márcio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dallazen]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pontalti]]></surname>
<given-names><![CDATA[Isadora Rosy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[Lajeado Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Noncommunicable Chronic Diseases (NCDs), such as Diabetes and Hypertension are responsible for 2/3 of deaths in the world, with Diabetic Nephropathy (DN) representing the most important cause of chronic kidney disease. Health Literacy (HL) is one of the social determinants of health. To guide and expand the knowledge of patients and teams involved in the care of people with NCDs, and for a better approach to chronic complications of Diabetes and Hypertension, the development of learning objects (LO) was proposed.  Experience Report: this study involved the construction of an educational video by a group of five students during the academic program of undergraduate Medical School in 2019. They proposed a guiding question in relation to DN from a theoretical material. The chosen question was: &#8220;What is the level of understanding of patients with diabetic nephropathy in relation to their own disease?&#8221;. They developed a questionnaire on diabetes and hypertension and their complications, which was answered by patients with diabetes who were treated at the specialized outpatient clinic, aiming to answer the proposed problem. They drew a synthesis from the analysis of the responses, of the possible gaps in relation to the understanding of the diseases. Then, a script was created with the description of these gaps with the medical explanation and an analogy was made with fishing nets for the video production, containing narratives, texts, audios and images. Finally, the video was presented to teachers and students in the classroom.  Discussion: The characterization of the video as an LO implies constructing it as an educational component, self-sufficient, reusable and with the possibility of combining it with other LOs as new educational tools.  Conclusion: The educational material was characterized as an LO. It allows pointing out aspects of the progression of DN and recommended medical orientations for the disease. It establishes a tool for group discussions and isolated actions based on succinct and evidence-based medical information. The video validation is undergoing validation for use in health services.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  As doenças crônicas não transmissíveis (DCNT), como diabetes e hipertensão, são responsáveis por dois terços das mortes no mundo, sendo a nefropatia diabética (ND) a principal causa de doença renal crônica. O letramento em saúde (LS) constitui um dos determinantes sociais da saúde. Para orientação e ampliação de conhecimento dos pacientes e das equipes envolvidas no cuidado de pessoas com DCNT, e para uma melhor abordagem das complicações crônicas do diabetes e da hipertensão, foi proposta a elaboração de objetos de aprendizagem (OA).  Relato de experiência: O presente trabalho envolveu a construção de um vídeo educacional por um grupo de cinco alunos durante as atividades acadêmicas do curso de Medicina em 2019. Esses alunos propuseram uma questão norteadora em relação à ND a partir de um material teórico. A questão escolhida foi: &#8220;Qual é o nível de entendimento dos pacientes com nefropatia diabética em relação à própria doença?&#8221;. Elaboraram um questionário sobre diabetes e hipertensão e suas complicações, o qual foi respondido por pacientes com diabetes atendidos no ambulatório especializado, buscando atender à problemática proposta. Extraíram uma síntese, a partir da análise das respostas, das possíveis lacunas em relação ao entendimento sobre as doenças. A partir disso, produziram um roteiro e atribuíram uma explicação médica a tais lacunas. O vídeo foi construído com base em uma analogia com redes de pesca e composto por narrativas, textos, áudios e imagens. Ao final, apresentaram o vídeo aos docentes e discentes em sala de aula.  Discussão: Para que se possa caracterizar o vídeo como um OA, ele precisa se configurar como componente educacional, autossuficiente, passível de reusabilidade e com possibilidade de combinação com outros OA, formando novos objetos educacionais.  Conclusão: O material educativo construído pode ser caracterizado como um OA. Tal material pontua aspectos da evolução da ND, bem como traz orientações médicas preconizadas para a doença, podendo ser usado em discussões em grupo ou em ações isoladas, visto que apresenta informações sucintas e embasadas em literatura. Está em curso o processo de validação do vídeo para uso nos serviços de saúde.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Diabetes Complications]]></kwd>
<kwd lng="en"><![CDATA[Diabetic Nephropathies]]></kwd>
<kwd lng="en"><![CDATA[Health Literacy]]></kwd>
<kwd lng="en"><![CDATA[Instructional Film and Video]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="pt"><![CDATA[Complicações do Diabetes]]></kwd>
<kwd lng="pt"><![CDATA[Nefropatias Diabéticas]]></kwd>
<kwd lng="pt"><![CDATA[Letramento em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Filme e Vídeo Educativo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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