<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442022000200405</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v46i2.47580</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de intervenciones comunitarias de salud pública por estudiantes de Farmacia de la Universidad de Costa Rica durante la pandemia por SARS-COV2]]></article-title>
<article-title xml:lang="en"><![CDATA[Developing community public health interventions by pharmacy students during the SARS-COV2 pandemic in Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo Ramírez]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz González]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Herrera]]></surname>
<given-names><![CDATA[Luis Guillermo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Salas]]></surname>
<given-names><![CDATA[Angie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quesada Morúa]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<fpage>405</fpage>
<lpage>424</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442022000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442022000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442022000200405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objetivo: Describir el desarrollo de intervenciones comunitarias virtuales en el marco de intervenciones de salud pública, como estrategia didáctica en educación universitaria desde un enfoque constructivista para su posterior implementación en momentos donde estas iniciativas no puedan ser llevadas presencialmente. Método: El estudiantado desarrolló intervenciones virtuales en los temas de vacunación, asma, depresión y fibromialgia, temas asignados por el equipo docente. El desarrollo de las intervenciones se basó en los 10 servicios esenciales de la salud pública y bajo la premisa de la participación de la comunidad o actantes con interés. Se trabajaron seis fases: descripción de la comunidad, identificación del problema, propuesta de un plan de acción, desarrollo de intervenciones, desarrollo de un plan de mercadeo y evaluación de intervenciones. Para identificar el problema se indagó sobre inquietudes y necesidades mediante entrevistas a personas relacionadas con cada tema, esto para determinar temas recurrentes. Los aspectos en los que la población participante coincidió fueron considerados como el problema a trabajar. Resultados: Las intervenciones desarrolladas fueron principalmente charlas, talleres y campañas educativas virtuales, las cuales se llevaron a cabo mediante infografías, pósteres y redes sociales. Conclusiones: Las actividades del curso pudieron adaptarse a la virtualidad con bastante facilidad, lo que podría significar un replanteamiento de la modalidad del curso. El uso de la virtualidad para el desarrollo de intervenciones de salud en la comunidad es un recurso que facilita a la población el acceso a la educación sanitaria, especialmente a aquella que vive en lugares alejados; constituye una forma de dotar a las personas de herramientas digitales para el autocuidado de la salud.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Objective: To describe the development of virtual community interventions within the framework of public health interventions in community pharmacies, as a didactic strategy in university education from a constructivist approach for its subsequent implementation at times when these initiatives cannot be carried out face to face. Method: The students developed virtual interventions in communities or specific population groups on the topics of vaccination, asthma, depression, and fibromyalgia, previously chosen by the professors. The interventions were developed in accord with the 10 essential services in public health and with the mandatory participation of the community or interested stakeholders; interventions consisted of six phases: description of the community, problem identification, proposal of an action plan, construction of the interventions, marketing plan development, and the evaluation of interventions. To identify the problem, students conducted interviews on people familiar with each assigned topic, to identify common needs or concerns. These common needs or concerns were considered the aspects on which the participating population agreed were considered as the problem to work on. Results: The interventions developed were mainly talks, workshops, and virtual educational campaigns through infographics, posters, and social networks. Conclusions: The activities of the course were easily adapted to the virtuality, which could mean a reconsideration of the course modality. The use of virtuality for the development of health interventions in the community is an important resource that facilitates access to health education for the population especially for those who live in rural or remote areas. It constitutes a way of providing people with digital tools for self-care in health.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Farmacia]]></kwd>
<kwd lng="es"><![CDATA[Acción comunitaria]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Salud pública]]></kwd>
<kwd lng="es"><![CDATA[SARS-COV2]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Coronavirus]]></kwd>
<kwd lng="en"><![CDATA[Pharmacy]]></kwd>
<kwd lng="en"><![CDATA[Community Interventions]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning]]></kwd>
<kwd lng="en"><![CDATA[Public Health]]></kwd>
<kwd lng="en"><![CDATA[SARS-COV2]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Coronavirus]]></kwd>
</kwd-group>
</article-meta>
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