<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302023000100138</article-id>
<article-id pub-id-type="doi">10.14393/er-v30a2023-40</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de enseñanza y aprendizaje en un curso de bioestadística durante la pandemia: percepciones de estudiantes de doctorado]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de ensino e aprendizagem em um curso de bioestatística durante a pandemia: percepções de doutorandos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and learning strategies in a biostatistics course during the pandemic: perceptions of doctoral students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaviria-Bedoya]]></surname>
<given-names><![CDATA[Jaime Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Gómez]]></surname>
<given-names><![CDATA[Difariney]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villa-Ochoa]]></surname>
<given-names><![CDATA[Jhony Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia Facultad de Educación ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia Escuela Nacional de Salud pública ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Antioquia Facultad de Educación ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302023000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302023000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302023000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se analizan las percepciones de un grupo de diez estudiantes de doctorado en Salud Pública sobre las estrategias de enseñanza y aprendizaje en un curso de bioestadística durante la pandemia de la Covid-19. Las estrategias didácticas implementadas dentro del curso a través de encuentros en línea fueron la lectura de informes, la lectura crítica de artículos de investigación y el análisis de datos reales utilizando software especializado y libre. Las fuentes de información fueron los diálogos abiertos con los estudiantes al final del curso y las evaluaciones escritas sobre aspectos metodológicos. Cada estudiante hizo una evaluación del curso y analizó sus procesos de aprendizaje y percepciones. En general, las percepciones de los estudiantes fueron positivas en cuanto a la gestión del tiempo, la agenda de clases, los informes de lectura, las revisiones clase por clase, la lectura crítica y el uso de software estadístico con datos reales. Los resultados son consistentes con trabajos previos sobre las percepciones de los estudiantes y las estrategias didácticas contribuyen a transformar positivamente la percepción que los estudiantes tienen de la estadística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO São analisadas as percepções de um grupo de dez doutorandos em Saúde Coletiva sobre estratégias de ensino e aprendizagem em um curso de bioestatística durante a pandemia de Covid-19. As estratégias de ensino implementadas dentro do curso por meio de encontros online foram leitura de relatórios, leitura crítica de artigos de pesquisa e análise de dados reais por meio de softwares especializados e gratuitos. As fontes de informação foram os diálogos abertos com os alunos ao final do curso e as avaliações escritas sobre aspectos metodológicos. Cada aluno avaliou o curso e analisou seus processos e percepções de aprendizagem. No geral, as percepções dos alunos foram positivas em relação à gestão do tempo, agenda das aulas, relatórios de leitura, revisões aula a aula, leitura crítica e uso de software estatístico com dados reais. Os resultados são consistentes com trabalhos anteriores sobre as percepções dos alunos e as estratégias de ensino contribuem para transformar positivamente a percepção que os alunos têm da estatística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study analyzes how ten public health PhD students perceive the teaching strategies implemented in a biostatistics course during the COVID-19 pandemic. The teaching strategies implemented within the course through online meetings were reading reports, critical reading of research articles and analysis of real data using specialized and free software. The sources of information were open dialogues with students at the end of the course and written evaluations regarding methodological aspects. Each student assessed the course and analyzed their learning processes and perceptions. In general, students&#8217; perceptions of time management, class agenda, reading reports, class-by-class reviews, critical reading, and using statistical software with real data were positive. Results are consistent with previous work about students&#8217; perceptions, and these teaching strategies positively transform students&#8217; perception of statistics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Percepciones de los Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de Enseñanza y Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Virtual]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Estadística]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Percepções dos Alunos]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Virtual]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Estatístico]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Online Education]]></kwd>
<kwd lng="en"><![CDATA[Statistics Education]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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