Smart glasses (SG) could be a breakthrough in emergency situations, so the aim of this work was to assess the potential benefits of teleassistance with smart glasses (SG) from a midwife to a lifeguard in a simulated, unplanned, out-of-hospital birth (OHB). Thirty-eight lifeguards were randomized into SG and control (CG) groups. All participants were required to act in a simulated imminent childbirth with a maternal–fetal simulator (PROMPT Flex, Laerdal, Norway). The CG acted autonomously, while the SG group was video-assisted by a midwife through SG (Vuzix Blade, New York, NY, USA). The video assistance was based on the OHB protocol, speaking and receiving images on the SG. The performance time, compliance with the protocol steps, and perceived performance with the SG were evaluated. The midwife’s video assistance with SG allowed 35% of the SG participants to perform the complete OHB protocol. No CG participant was able to perform it (p = 0.005). All OHB protocol variables were significantly better in the SG group than in the CG (p < 0.05). Telemedicine through video assistance with SG is feasible so that a lifeguard with no knowledge of childbirth care can act according to the recommendations in a simulated, unplanned, uncomplicated OHB. Communication with the midwife by speaking and sending images to the SG is perceived as an important benefit to the performance.

El Método de Proyectos (MP) es uno de los dispositivos de formación concebido como respuesta a cuestiones de organización de la escuela y de desarrollo del currículo que habían sido suscitadas por los principios de la Escuela Nueva. Este método también tuvo su repercusión en la formación de los maestros durante la Segunda República. En esta investigación estudiamos el MP, usando como referencia el marco teórico que proporciona la teoría antropológica de lo didáctico (TAD). Para ello, adoptamos un punto de vista ecológico,que se caracteriza por considerar, junto a los problemas específicos del estudio de una organización matemática, los aspectos más genéricos de la organización del estudio, las elecciones didácticas, a veces inconscientes, hechas en niveles menos específicos; tal es el caso del nivel pedagógico o incluso político