La atención a la diversidad cultural: esencialidades para la formación de los profesores de medicina

La diversidad cultural es el resultado de un proceso que se conforma en el marco de las relaciones sociales, económicas y culturales. Se hace imprescindible que los profesores universitarios estén preparados para atender la diversidad cultural de sus estudiantes, teniendo en cuenta las particularidades de su cultura nacional y la de otros grupos de diferentes procedencias que coexisten en un mismo escenario educativo. La diversidad cultural es un reto de la comunidad educativa y debe estar contemplada en la formación permanente de los profesores de las universidades médicas fundamentalmente por sus contextos, los ambientes socioeconómicos y los problemas de salud, sobre todo por las enfermedades crónicas no trasmisibles debido a su alta prevalencia y su repercusión en el individuo y su familia, en los que influyen los factores de riesgo y las determinantes sociales, condicionados por sus orígenes, creencias, vivencias y representaciones que matizan los contextos interculturales actuales a nivel mundial.

Cultural diversity is the result of a process that is formed within the framework of social, economic and cultural relations. It is essential that university professors are prepared to address the cultural diversity of their students, taking into account the particularities of their national culture and that of other groups of different origins that coexist in the same educational setting. Cultural diversity is a challenge for the educational community and must be considered in the ongoing training of professors at medical universities, fundamentally due to their contexts, socioeconomic environments and health problems, especially chronic non-communicable diseases due to their high prevalence and its impact on the individual and his or her family, influenced by risk factors and social determinants, conditioned by their origins, beliefs, experiences and representations that color current intercultural contexts worldwide.

La Tecnología Educativa como Herramienta Inclusiva para los Estudiantes con Discapacidad: Experiencias de Profesores Universitarios Españoles / Educational Technology as an Inclusive Tool for Students with Disabilities: Experiences of Spanish University Professors

RESUMEN Este artículo explora los recursos tecnológicos utilizados por 21 profesores universitarios españoles para desarrollar una pedagogía inclusiva, los motivos para su uso y cómo influyen en el aprendizaje de los estudiantes con discapacidad. En el estudio de corte cualitativo se realizaron entrevistas semi-estructuradas individuales para la recogida de información. Se utilizó un sistema de categorías y códigos inductivo para el análisis de datos. En los resultados se describe cómo se promueve la inclusión de los estudiantes con discapacidad a través de herramientas tecnológicas tradicionales e innovadoras, y se analizan los principales beneficios de estos recursos. Como conclusión, la investigación pone en valor el uso de recursos tecnológicos en el ámbito universitario con el fin de promover que todos los estudiantes permanezcan y finalicen con éxito sus estudios.

ABSTRACT This article explores the technological resources used by 21 Spanish university professors to develop an inclusive pedagogy, the reasons for its use and how they influence the learning of students with disabilities. In this qualitative study, individual semi-structured interviews were used to data gathering. An inductive system of categories and codes was used for data analysis. The results describe how the inclusion of students with disabilities is encouraged through traditional and new technological tools, and the main benefits implicit in these resources are analyzed. In conclusion, the research highlights the value of the use of technological resources in the university context in order to promote that all students stay and successfully complete their studies.

Programa de activación física para disminuir el estrés laboral en docentes universitarios

Introducción: El docente universitario está sometidos a diversas presiones sociales y profesionales en su centro laboral, los cuales pueden generar ruptura de la homeostasis, y provocar estrés negativo. En tal sentido, es importante establecer acciones de intervención alternativas, como serían los posibles efectos de estímulos físicos programados, para lo cual existe la necesidad de valorar cómo influyen en los estados psicológicos del personal docente-educativo. Objetivo: Valorar los efectos de un programa de activación física en los niveles de estrés laboral en docentes universitarios de la Escuela Superior Politécnica de Chimborazo. Métodos: Investigación descriptiva/explicativa de orden correlacional, estudiando los efectos de un programa de actividad física en docentes universitarios seleccionados bajo un muestreo intensional (n= 23), valorando los efectos del estímulo físico en dos momentos del proceso de intervención, al medir el estrés auto-percibido con el cuestionario adaptado LSB-150, utilizando una escala tipo Likert. Resultados: Se presentaron diferencias significativas al valorar todas las opciones de respuesta en los dos momentos de intervención, según Friedman (Pretest: p= 0,031; Postest: p= 0,000), disminuyendo los rangos promedios en la opción "Siempre", y aumentando los rangos promedios en la opción "Nunca" en relación al postest. La Prueba de los Signos evidenciaron diferencias significativas en la opción "Siempre" (p= 0,008) y la opción "Nunca" (p= 0,002), a favor del postest. Conclusiones: Las actividades físicas pueden contribuir a disminuir el estrés auto-percibido en docentes universitarios, aunque se recomienda establecer investigaciones de tipo experimentales, e investigar otras variables ajenas que puedan influir notablemente.

Introduction: University teachers are subject to various social and professional pressures in their workplace, which can cause disruption of homeostasis and cause negative stress. In this sense, it is important to establish alternative intervention actions, such as the possible effects of programmed physical stimuli, for which there is a need to assess how they influence the psychological states of teaching-educational personnel. Objective: To assess the effects of a physical activation program on work stress levels in university teachers at the Escuela Superior Politécnica de Chimborazo. Methods: Descriptive/explanatory research of a correlational order, studying the effects of a physical activity program in university teachers selected under an intentional sampling (n= 23), evaluating the effects of the physical stimulus at two moments of the intervention process, by measuring the self-perceived stress with the adapted LSB-150 questionnaire, using a Likert-type scale. Results: There were significant differences when evaluating all the response options at the two intervention moments, according to Friedman (Pretest: p= 0.031; Posttest: p= 0.000), decreasing the average ranges in the "Always" option, and increasing the average ranges in the "Never" option in relation to posttest. The Signs Test showed significant differences in the "Always" option (p= 0.008) and the "Never" option (p= 0.002), in post-test favor. Conclusions: Physical activities can contribute to reducing self-perceived stress in university teachers, although it is recommended to establish experimental research and investigate other extraneous variables that may have a notable influence.

Bienestar y salud ocupacional de profesores universitarios en la formación investigativa mediante el teletrabajo / Well-being and occupational health of university professors in research training through teleworking i: en

Introducción: La COVID-19 provocó cambios laborales e influyó en el comportamiento de los docentes universitarios. Objetivo: Describir el bienestar y la salud ocupacional de profesores universitarios en la formación investigativa mediante el teletrabajo. Métodos: Se realizó un análisis sistemático mediante la metodología PRISMA que incluyó todo el año 2022 y los primeros meses del 2023. Con los artículos incluidos se aplicó la herramienta de búsqueda bibliográfica en línea Litmaps. Asimismo, se empleó un cuestionario y posteriormente la escala de Likert. El instrumento se validó con el coeficiente alfa de Cronbach y se consideró la prueba t de una muestra para probar como hipótesis descriptiva si el bienestar y la salud ocupacional desde la formación investigativa en docentes universitarios mediante el teletrabajo eran satisfactorios. Resultados: En el estudio, 41,2 % de los artículos de revisión e investigación seleccionados con la metodología PRISMA correspondieron al año 2022; sin embargo, el 50,0 % de los artículos semillas fueron del 2023, donde su análisis mapa indicó que no hubo citas de correspondencias. En cuanto al resultado de la valoración con la escala de Likert y luego con la prueba de hipótesis, se obtuvo insatisfacción en los profesores respecto a la formación investigativa mediante el teletrabajo. Conclusiones: Existió insatisfacción respecto al bienestar y la salud ocupacional para la formación investigativa desde el teletrabajo porque los docentes universitarios consideraban que las condiciones laborales no fueron favorables.

Introduction: COVID-19 caused job changes and influenced the behavior of university professors. Objective: To describe well-being and occupational health in research training of university professors through teleworking. Methods: A systematic analysis was carried out using the PRISMA methodology that included the entire year 2022 and the first months of 2023. The online bibliographic search tool Litmaps was applied to the included articles. Likewise, a questionnaire was used and subsequently the Likert scale. The instrument was validated with Cronbach's alpha coefficient and the one-sample T-test was considered as a descriptive hypothesis whether well-being and occupational health from research training in university professors through teleworking were satisfactory. Results: In the study, 41.2% of the review and research articles selected with the PRISMA methodology corresponded to the year 2022; however, 50.0% of the seed articles were from 2023, where their map analysis indicated that there were no citations of correspondences. Regarding the result of the assessment with the Likert scale and then with the hypothesis test, dissatisfaction was obtained among professors concerning research training through teleworking. Conclusions: There was dissatisfaction regarding well-being and occupational health for research training through teleworking because university professors considered that working conditions were not favorable.

Inter-relações entre insatisfação com o trabalho docente e sintomas depressivos: modelagem com equações estruturais / Interrelationships between dissatisfaction with teaching work and depressive symptoms: Structural equation modelling

Resumo O objetivo deste artigo é avaliar inter-relações de fatores associados a sintomas depressivos (SD) em professores, considerando a insatisfação com o trabalho docente como possível mediador. Estudo transversal utilizando dados de 700 professores da rede pública de ensino de um município brasileiro. O desfecho de interesse foi SD aferido pelo Inventário de Depressão de Beck (BDI). Foram testadas inter-relações diretas e indiretas entre o desfecho e insatisfação com o trabalho, idade, renda, estilo de vida e adiposidade. Essas variáveis compuseram modelo operacional testado por meio de modelagem de equações estruturais. A maior idade (β=0,12) e a maior insatisfação com o trabalho (β=0,12) associaram-se diretamente aos SD. Já o estilo de vida mais favorável (β=-0,60) e a adiposidade (β=-0,10), associaram-se a menor ocorrência de SD. As variáveis estilo de vida (β=-0,06) e adiposidade (β=-0,02) também apresentaram efeitos indiretos negativos nos SD, mediados pela insatisfação com o trabalho. O modelo de equação estrutural testado identificou inter-relações que influenciaram os SD. A insatisfação com o trabalho docente associou-se aos SD e mediou a relação de outros fatores sobre tais sintomas.

Abstract The objective of this article is to evaluate the interrelationships of factors associated with depressive symptoms (DS) in teachers, considering dissatisfaction with the teaching job as a possible mediator. This was a cross-sectional study using data from 700 teachers from the public school system of a Brazilian municipality. The outcome of interest was DS, as assessed using the Beck Depression Inventory (BDI). Direct and indirect interrelationships between the outcome and dissatisfaction with work, age, income, lifestyle and adiposity were tested. These variables composed the operational model tested by structural equation modelling. Older age (β=0.12) and greater dissatisfaction with work (β=0.12) were directly associated with DS. A more favourable lifestyle (β=-0.60) and adiposity (β=-0.10) were associated with a lower occurrence of DS. The variables lifestyle (β=-0.06) and adiposity (β=-0.02) also had negative indirect effects on DS, mediated by job dissatisfaction. The structural equation model tested identified interrelationships that influenced DS. Dissatisfaction with teaching work was associated with DS and mediated the relationship of other factors with such symptoms.

Implementación del plan de estudio de enfermería a distancia durante la pandemia de COVID-19 / The Implementation of a Nursing Distance Curriculum during the COVID-19 Pandemic

Introducción: La pandemia de COVID-19 ha ocasionado que las universidades deban transitar de un plan de estudios presencial a la educación a distancia de emergencia. Para la Escuela de Enfermería de la Universidad de Chile, se adiciona la imposibilidad de asistir a centros de salud con estudiantes, por la crisis sanitaria que golpea a nivel nacional; mas, junto con los desafíos, se presentan oportunidades de innovación, creatividad y colaboración. Objetivo: Exponer la experiencia de la implementación de un plan de estudio de enfermería a distancia durante la pandemia COVID-19 sobre la base del modelo de Kern. Métodos: Se analizó la implementación de un plan de educación online desde el modelo de Kern, que planteaba una propuesta centrada en el estudiantado, con el fin de elaborar un marco curricular orientado a resolver las demandas formativas. Se consideraron los intereses, las necesidades, los recursos y la articulación de aprendizajes, a partir de los actores que intervienen en el proceso educativo. Resultados: Las problemáticas y los desafíos se presentaron de manera transversal para estudiantes y docentes, y en todos los niveles organizacionales. Estas se relacionaron principalmente con brechas sociales, imposibilidad de realizar actividades presenciales y factores emocionales. La flexibilidad, la adaptación, el trabajo colaborativo y el manejo de la incertidumbre fueron habilidades primordiales en este proceso. Conclusiones: La virtualización en la educación ha sido una alternativa de emergencia que ha permitido enfrentar los desafíos de la pandemia de COVID-19. Reflexionar sobre la experiencia de manera crítica ha posibilitado identificar aquellas prácticas educativas efectivas e innovadoras, así como las oportunidades(AU)

Introduction: The COVID-19 pandemic has caused universities to undergo a transition from a face-to-face curriculum to emergency distance education. For the Nursing school of the University of Chile, the impossibility of attending health centers with students is added, due to the health crisis affecting the country; however, along with the challenges, opportunities emerge for innovation, creativity and collaboration. Objective: To present the experience concerning the implementation of a distance learning Nursing curriculum during the COVID-19 pandemic based on the Kern model. Methods: The implementation of an online education plan was analyzed following the Kern's model, which proposed a student-centered proposal, in order to elaborate a curricular framework oriented to solve the training demands. Interests, needs, resources and learning articulation were considered, with an initial focus on the actors involved in the educational process. Results: The problem situations and challenges appeared in a cross-sectional manner for students and teachers, as well as at all organizational levels. These are mainly related to social gaps, the impossibility of carrying out face-to-face activities, and emotional factors. Flexibility, adaptation, collaborative work and uncertainty management were paramount skills in this process. Conclusions: Virtualization in education has been an emergency alternative that has permitted to face the challenges of the COVID-19 pandemic. Reflecting on the experience in a critical manner has allowed to identify effective and innovative educational practices, as well as opportunities(AU)

Un profesor clínico y pedagogo en el Aprendizaje Basado en Problemas / A clinician and pedagogy professor for problem-based learning

Introducción: Las cualificaciones requeridas a un profesor tienen implicaciones en la vinculación laboral, el desarrollo profesoral y la calidad de la formación del recurso humano en salud. Objetivo: Determinar la experticia de un profesor y si existe evidencia empírica de que sus antecedentes en Aprendizaje Basado en Problemas influyan en el aprendizaje de los estudiantes. Métodos: En esta revisión de alcance se buscaron artículos publicados en las bases de datos Medline, Scopus, PubMmed, Google Scholar, EBSCO y ScienceDirect. La búsqueda incluyó, inicialmente, artículos publicados entre 2015 y 2020; luego, se incluyeron los estudios citados en estos artículos para aumentar el número de la muestra. La evaluación fue realizada de manera independiente por dos investigadores. En total, 11 artículos cumplían con los criterios de inclusión. Se extrajeron y analizaron datos sobre las cualidades del profesor del ABP. Resultados: Los estudios que exploran las cualificaciones del docente del Aprendizaje Basado en Problemas son escasos y no existe un criterio unificado sobre la formación y la experiencia requeridas a ellos. Las evidencias empíricas encontradas son cuestionables y muestran vacíos en la comprensión de este problema, aunque sugieren como mejor opción a un profesor experto en medicina y pedagogía. Conclusiones: Estos hallazgos representan un serio defecto del Aprendizaje Basado en Problemas. Una posible solución es integrar la enseñanza de la pedagogía a los currículos médicos para contar con una mayor cantidad de profesores expertos tanto en medicina como en docencia(U)

Introduction: The qualifications required from a professor have implications for job placement, professional development and the quality of health human resource training. Objective: To determine a professor's expertise and whether there is empirical evidence that his or her background in problem-based learning (PBL) influences student learning. Methods: In this scoping review, published articles were searched for in the Medline, Scopus, PubMed, Google Scholar, EBSCO and ScienceDirect databases. The search initially included articles published between 2015 and 2020; then, studies cited in these articles were included to increase the sample number. The assessment was performed independently by two researchers. A sheer number of eleven articles met the inclusion criteria. Data about the qualities of the PBL professor were extracted and analyzed. Results: Studies exploring the qualifications of the PBL professor are scarce, while there is no unified criterion on the training and experience required from them. The empirical evidence found is questionable and shows gaps in the understanding of this problem, although it suggests a professor with expertise in medicine and pedagogy as the best option. Conclusions: These findings represent a serious shortcoming of PBL. A possible solution is to integrate the teaching of pedagogy into medical curricula in order to have a greater number of professors with expertise in both medicine and teaching(AU)

Cardiometabolic risk factors and social jetlag in university professors

Chronic stress leads to circadian disruption, with variability in sleep time and duration. This scenario increases the prevalence and incidence of cardiometabolic abnormalities. Social jetlag (SJL), a proxy of circadian disruption, has been associated with increased vulnerability to the development of metabolic syndrome, obesity, and type 2 diabetes. This research aimed to evaluate how variables associated with cardiometabolic risk are related to SJL and poor sleep among university professors. From 2018 to 2019, full-time university professors (n=103) with a mean age of 44±5.4 years were assessed for sleep quality, chronotype, SJL, metabolic components, sociodemographic characteristics, and physical evaluation. Sleep quality and weekday sleep duration were associated with stress (r=0.44 and r=-0.34) and anxiety (r=0.40), respectively. Mean sleep duration (n=65) was 7.0±1.1 h and all professors with poor sleep (41.2%; n=28) worked 40 h/week. Professors who slept less were significantly (r=-0.25) older, and teaching time (years) was positively correlated with blood glucose (r=0.42). Mean SJL was 59.8 ±4.5 min (n=68) and 48.5% of these professors had values ≤1 h and 51.4% ≥1 h. SJL and blood glucose concentration were associated (r=0.35), which reinforced that challenges to the circadian system reverberate on metabolism. In this study, professors at the Federal University of Rio Grande do Norte had cardiometabolic risks related to anxiety, stress, and sleep quality.

Effect of sleep quality and duration on Jitter, Shimmer, and Harmonics-to-noise ratio among colombian university professors / Efecto de la calidad y duración del sueño sobre el Jitter, Shimmer y la relación Armónicos-Ruido en profesores universitarios colombianos

Professorswho sleep 6 or fewer hours are more likely to report voice symptoms. However, only three studies have been published on this topic, basingtheir conclusions on self-reported surveysand displayingan overall weak methodological quality, which hindersthe generalization of these results. This exploratory, correlational, and longitudinal study aimed to determine the association between sleep quality and duration andthree acoustic parameters linkedto voiceharmonicity and quality (jitter, shimmer, and Harmonics-to-Noise Ratio [HNR]) among 24 Colombian universityprofessors. Generalized linear models with gamma distribution were used to analyzethis association. Our results indicate that the professors who reported good sleep quality had significantly lower HNR values compared with thosewho had alow sleep quality. Additionally, increased jitter (B= 0.10)and shimmer (B= 0.10), and decreased HNR (B= -0.05) values were found when the duration of sleep increased. In contrast, participantswith good self-perceived sleep quality and a shorter sleep durationpresented lower voice harmonicity compared to those with bad sleep quality and shorter sleep duration, which may be associated with the physiological and emotional effects of sleep on voice production. Considering the multifactorial nature of voice production and the exploratory nature of the present study, it is important to note that a statistically significant correlationbetween sleep quality and duration andvoice harmonicity does not necessarily imply that sleep directly causes voice disorders, but rather suggests that sleep is a variable tobe considered when analyzing and treating individuals with voice issues. These findings provide insight into the complex interplay of variablesthat may contribute to voice disorders andhighlight the importance of considering sleep as a potential contributing factorin the assessment and management of individuals with voice issues.

Los profesores que duermen 6 horas o menos tienen más probabilidades de reportar síntomas de voz. Sin embargo, solo se han publicado tres estudios sobre este tema, los cuales basan sus conclusiones solo en auto reportes, lo que dificulta la generalización de esta relación. Este estudio exploratorio, correlacional y longitudinal tuvo como objetivo determinar la asociación entre la calidad y la duración del sueño con tres parámetros acústicos relacionados con la armonía y la calidad de la voz (jitter, shimmer y relación armónicos-ruido (HNR) en 24 profesores universitarios colombianos. Se utilizaron modelos lineales generalizados con distribución gamma para determinar la asociación de estas variables con los parámetros acústicos de la voz. Nuestros resultados indican que los profesores con buena calidad de sueño tenían valores de HNR significativamente más bajos en comparación con aquellos con menor calidad del sueño. Específicamente, hubo un aumento del jitter (B= 0,10), shimmer (B= 0,10) y disminución del HNR (B= -0,05) al incrementar la duración del sueño. Por su parte, los profesores con una buena calidad del sueño y con una corta duración de este (medida a través de auto-reporte) tenían menos armonía vocal que aquellos con una mala calidad y una duración del sueño corta, lo que puede estar asociado con los efectos fisiológicosy emocionales del sueño en la producción vocal. Teniendo en cuenta la naturaleza multifactorial de la producción de voz y la naturaleza exploratoria del presente estudio, es importante destacar que una asociación estadísticamente significativa entre la calidad y duración del sueño con la armonía vocal no implica necesariamente que la mala calidad o corta duración del sueño causen directamente trastornos de voz. Más bien, sugiere que el sueño es una variable que debe considerarse al analizar y tratar a personas con problemas de voz. Estos resultados proporcionan información sobre la compleja interacción de factores que pueden contribuir a los trastornos de voz y resaltan la importancia de considerar el sueño como un factor potencial que contribuye en la evaluación y tratamiento de las personas con dichos trastornos.

Ensino de segurança do paciente segundo as percepções e vivências de docentes de enfermagem / La enseñanza en seguridad del paciente según las percepciones y experiencias de profesores de enfermería / The teaching of patient safety according with the perceptions and experiences of nursing professors

Objetivo: descrever as percepções e vivências de docentes da graduação de enfermagem sobre o ensino de segurança do paciente. Método: estudo transversal, descritivo, quali-quantitativo, realizado com professores de enfermagem de uma universidade federal, realizado de setembro a novembro de 2018. Os dados foram coletados através de um formulário eletrônico e processados de forma descritiva simples com auxílio do software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Resultados: a amostra foi composta por 21 docentes e emergiram três classes: primeiros passos e estímulos para o ensino de segurança do paciente no curso de enfermagem (42,5%), ações realizadas em prol do ensino de segurança do paciente na graduação (26,4%) e agentes promotores de mudanças no ensino de segurança do paciente na graduação de enfermagem (31,1%). Conclusão: os docentes reconheceram a segurança do paciente como um tema transversal e importante no processo formativo, mas com pouca expressividade na instituição.

Objetivo: describir las percepciones y experiencias de profesores de graduación en enfermería sobre la enseñanza de la seguridad del paciente. Método: estudio transversal, descriptivo, cuali-cuantitativo, realizado con profesores de enfermería de una universidad federal, realizado de septiembre a noviembre de 2018. Los datos fueron recolectados a través de un formulario electrónico y procesados de forma descriptiva simple con ayuda del Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Resultados: la muestra estuvo compuesta por 21 profesores y surgieron tres clases: primeros pasos y estímulos para la enseñanza de la seguridad del paciente en la carrera de enfermería (42,5%), acciones realizadas a favor de la enseñanza de la seguridad del paciente en la graduación (26,4%) y agentes promotores cambios en la enseñanza de la seguridad del paciente en la graduación de enfermería (31,1%). Conclusión: los profesores reconocieron la seguridad del paciente como un tema transversal e importante en el proceso de formación, pero con poca expresión en la institución.

Objective: To describe the perceptions and experiences of nursing graduation professors regarding the teaching of patient safety. Method: Cross-sectional, descriptive, quali-quantitative study, carried out with nursing professors from a federal university from September to November 2018. Data was collected using an electronic form and processed using simple descriptive analysis aided by the software Interface de R pour Analyses Multidimensionnelles de Textes et de Questionneires. Results: The sample was formed by 21 professors, and three classes were generated: First steps and encouragement for the teaching of patient safety in the nursing course (42.5%); Actions towards patient safety teaching in graduation (26.4%); and Actors of change in the teaching of patient safety in nursing graduation (31.1%). Conclusion: The professors recognized patient safety as an important cross-sectional topic in the formation process, despite its little presence in the institution.

Cenário da publicação fonoaudiológica brasileira na área voz do professor: uma revisão de escopo / The Brazilian speech-language pathology publication's scenario in teacher's voice area: a scoping review / Escenario de la publicación brasileña de terapia del habla y el lenguaje en el área de la voz del docente: una revisión de alcance

Introdução: Os professores são a categoria profissional com maior risco para a disfonia, sendo a mais estudada na literatura fonoaudiológica na área da voz, o que mostra a importância de conhecer mais sobre os seus aspectos vocais e levantar as lacunas existentes para que pesquisas futuras possam preenchê-las satisfatoriamente. Objetivo: Mapear e caracterizar as pesquisas primárias na área da voz do professor, publicadas em periódicos nacionais de Fonoaudiologia, no período de 2011 a março de 2021. Métodos: Trata-se de uma revisão de escopo, realizada nas bases de dados LILACS, SciELO, além de uma busca complementar nas referências dos artigos incluídos e sites dos periódicos, foram levantados artigos de estudos primários publicados entre janeiro de 2011 e março de 2021. A busca eletrônica resultou em 247 artigos, dos quais apenas 78 foram incluídos na presente revisão. Resultados: Os estudos foram, em sua maioria, do tipo observacional (65,4%), com maior pico de publicação (20,5%) no ano de 2016; sendo 53,8% dos estudos conduzidos na região Sudeste, com maior publicação no estado de São Paulo, 34,6%. No que se refere às categorias temáticas, os estudos de correlação/associação foram mais prevalentes (24,4%), seguidos dos estudos que versam sobre autopercepção (12,8%) e sintomatologia (11,5%). Conclusão: No período da busca foram encontrados 78 estudos na área da voz do professor, publicados em periódicos nacionais de Fonoaudiologia. Há uma prevalência de estudos quantitativos, principalmente, aqueles com desenho observacional, o maior pico de publicações foi em 2016 e a região sudeste lidera o número de publicações.

Introduction: Teachers are the professional category at greatest risk for dysphonia, being the most studied in speech therapy literature, in the area of voice, which shows the importance of knowing more about their vocal aspects and raising existing gaps so that future researches can fill. Objective: To map and characterize primary research in the area of teacher voice, published in national journals of speech-language pathology and audiology, from 2011 to March 2021. Methods: a scoping review, carried out in LILACS, SciELO databases, and a complementary search in the references of the included articles and journal websites. Articles from primary studies published between January 2011 and March 2021 were collected. The electronic search resulted in 247 articles, of which only 78 were included in this review. Results: the studies were mostly observational (65.4%), with the highest publication peak (20.5%) in 2016; with 53.8% of the studies conducted in the Southeast region, with the largest publication in the state of São Paulo (34.6%). With regard to thematic categories, correlation/association studies were more prevalent (24.4%), followed by self-perception (12.8%) and symptomatology (11.5%). Conclusion: During the search period, 78 studies were found in the area of the teacher's voice, published in national journals of Speech-Language Pathology and Audiology. There is a prevalence of quantitative studies, especially those with observational design, the highest peak of publications was in 2016 and the Southeast region leads the number of publications.

Introducción: Los docentes son la categoría profesional con mayor riesgo de disfonía, siendo los más estudiados en la literatura logopédica, en el área de la voz, lo que demuestra la importancia de conocer más sobre sus aspectos vocales y plantear los vacíos existentes para que las investigaciones futuras puedan llenar. Objetivo: Mapear y caracterizar la investigación primaria en el área de la voz docente, publicada en revistas nacionales de Terapia del lenguaje, desde 2011 a marzo de 2021. Métodos: Se trata de una revisión de alcance, realizada en LILACS, bases de datos SciELO, además de una búsqueda complementaria en las referencias de los artículos incluidos y sitios web de revistas. Se recopilaron artículos de estudios primarios publicados entre enero de 2011 y marzo de 2021. La búsqueda electrónica dio como resultado 247 artículos, de los cuales solo 78 se incluyeron en esta revisión. Resultados: Los estudios fueron en su mayoría observacionales (65,4%), con el pico de publicación más alto (20,5%) en 2016; siendo el 53,8% de los estudios realizados en la región Sudeste, con la mayor publicación en el estado de São Paulo, el 34,6%. En cuanto a las categorías temáticas, los estudios de correlación / asociación fueron más prevalentes (24,4%), seguidos de la autopercepción (12,8%) y la sintomatología (11,5%). Conclusión: Durante el período de búsqueda, se encontraron 78 estudios en el área de la voz del docente, publicados en revistas nacionales de Patología del Habla y el Lenguaje. Existe una prevalencia de estudios cuantitativos, especialmente aquellos con diseño observacional, el pico más alto de publicaciones fue en 2016 y la región Sudeste lidera el número de publicaciones.

A STUDY OF WELL-BEING AMONG THE DEGREE COLLAGE PROFESSOR

The present investigation is an attempt to study of well-being among degree college professors. The study comprises of 100 samples of degree college professors. The Satisfaction with Life Scale (SWLS) by Ed.Diener was administrated on the sample. The sample was collected through Google form and the obtained responses were analysed through mean, sd, and t-test. The result showed that the most of the professor's well-being is good.

Publicaciones en revistas científicas por docentes de la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia, 2010- 2019 / Publications in scientific journals by professors from Faculty of Stomatology in Universidad Peruana Cayetano Heredia, 2010-2019

RESUMEN Tras el aumento de la producción científica en los últimos años, no existen reportes del perfil de las publicaciones realizadas por los docentes de la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia (FAEST- UPCH) en los últimos 10 años. Objetivo: Analizar las publicaciones en revistas científicas por docentes de la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia en el período 2010-2019. Material y métodos: La investigación fue de diseño retrospectivo, descriptivo, transversal, observacional; se identificaron las publicaciones científicas realizadas por los docentes desde 2010-2019. Las variables fueron sexo, ejercicio profesional, departamento académico, condición laboral, categoría docente, grado académico, segunda especialidad, publicaciones por docente, tipo de publicación, año de publicación, revistas indexadas internacionalmente, clasificación Scimago y clasificación WoS. Las bases de datos para la búsqueda bibliográfica fueron Scielo, Pubmed, Google Scholar, Scopus y WoS; se realizó un análisis descriptivo y bivariado con el programa STATA v. 16.0. Resultados: Se encontró que el 58,38% (n=101) de los docentes tuvo al menos una publicación, el 52,28% (n=241) fueron artículos originales, el 4,56% (n=20) fueron indexadas internacionalmente, el 20,00% (n=4) tenían FI ≥2 según SCIMAGO y 20,00% (n=9) fueron Q1 según WoS. Conclusión: El ratio de publicación/docente fue de 0,58 en los docentes de la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia en el período 2010-2019.

ABSTRACT After the increase in scientific production in recent years, there aren't reports of the profile of the publications made by the professors at the Faculty of Stomatology in Universidad Peruana Cayetano Heredia (FAEST-UPCH) in the last 10 years. Objective: Analyze the publications in scientific journals by professors at the Faculty of Stomatology in Universidad Peruana in the period 2010-2019. Material and methods: The research was of a retrospective, descriptive, cross-sectional, observational design; Scientific publications made by teachers from 2010-2019 were identified. The variables were sex, professional practice, academic department, employment status, teaching category, academic degree, second specialty, publications by teacher, type of publication, year of publication, internationally indexed journals, Scimago classification and WoS classification. The databases for the bibliographic search were Scielo, Pubmed, Google Scholar, Scopus and WoS; A descriptive and bivariate analysis was performed with the STATA v. 16.0. Results: It was found that 58.38% (n = 101) of the professors had at least one publication, 52.28% (n = 241) were original articles, 4.56% (n = 20) were indexed internationally, 20.00% (n = 4) had FI ≥2 according to SCIMAGO and 20.00% (n = 9) were Q1 according to WoS. Conclusion: The publication/professor's ratio was 0.58 in the professors of the Faculty of Stomatology of the Universidad Peruana Cayetano Heredia in the period 2010-2019.

Effects and implications of the COVID-19 pandemic on medicine use by employees of a Brazilian public university: a cross-sectional study

Abstract BACKGROUND: During the COVID-19 pandemic, universities have had to adopt remote education, a strategy that caused sudden changes of routine for everyone involved in academia. OBJECTIVE: To assess the profile of medicine use by the employees of a Brazilian public university during the COVID-19 pandemic. DESIGN AND SETTING: Cross-sectional study at a Brazilian public university. METHODS: Employees were invited to answer an online self-administered questionnaire, containing questions on sociodemographic features, medicine use, mental health and lifestyle habits during the COVID-19 pandemic. The outcome variable was the use of medicines stratified according to occupation. Descriptive, bivariate and multivariate (Poisson regression) statistical analyses were performed. RESULTS: A total of 372 employees participated in the study and use of medicine was reported by 53.2%. Among professors, suicide attempts (prevalence ratio [PR], 1.81; 95% confidence interval [CI], 1.20-2.74), physical activity (PR, 1.53; 95% CI, 1.11-2.11) and poor self-rated health (PR, 1.29; 95% CI, 1.01-1.66); and among technicians, decreased workload during the COVID-19 pandemic (PR, 1.41; 95% CI, 1.00-1.99), excess body weight (PR, 1.39; 95% CI, 1.02-1.88) and poor self-rated health (PR, 1.48; 95% CI, 1.14-1.92) were positively associated with use of medicines. In addition, among technicians, engaging in physical activity (PR, 0.60; 95% CI, 0.46-0.78) was a protective factor against medicine use. CONCLUSION: The profile of medicine use among these employees was similar to that of the Brazilian population. However, some associated factors may have been influenced by the COVID-19 pandemic, thus highlighting the need to examine this topic in a longitudinal study.

Quality of life of physical education professors: a cluster analysis / Qualidade de vida de professores universitários de educação física: uma análise de clusters

ABSTRACT Teaching in Higher Education requires involvement in several roles that can affect perceived quality of life within this class of workers. This study sought to determine the quality of life profiles of Physical Education professors and to associate them with their personal and professional characteristics. A total of 93 professors from the Greater Florianópolis mesoregion participated. A profiling questionnaire and the Whoqol-bref were used, in addition to Cluster analysis, the Ward method, and the Kruskal-Wallis, Friedman's and Chi-Square tests. Three groups of professors were identified: Group I had a more negative perception and lower scores in the whole quality of life construct (no involvement in extension); Group II had a more positive perception and higher quality of life scores (extension program coordinators); Group III had a regular perception of the overall assessment and of the physical and psychological domains, and intermediate scores compared to the other Groups (university extension collaborators).

RESUMO A docência no Ensino Superior exige o envolvimento em diversas funções que podem afetar a percepção de qualidade de vida desta classe de trabalhadores. O estudo buscou determinar os perfis de qualidade de vida de professores de Educação Física do Ensino Superior e associá-los às suas características pessoais e profissionais. Participaram 93 professores da mesorregião da Grande Florianópolis. Utilizou-se um questionário de caracterização e o Whoqol-bref e empregou-se análise de Clusters, método Ward e testes Kruskal Wallis, Friedman e Qui-Quadrado. Identificou-se três grupos de professores: Grupo I apresentou percepção mais negativa e escores menores em todo constructo da qualidade de vida (sem vínculos com a extensão); Grupo II revelou percepção mais positiva e escores mais elevados da qualidade de vida (coordenadores de ações extensionistas); Grupo III apresentou percepção regular da avaliação geral e dos domínios físico e psicológico e escores intermediários quando comparados aos demais Grupos (colaboradores da extensão universitária).

Presença de ansiedade em docentes universitários do curso de Odontologia da Universidade Federal do Espírito Santo em tempos de pandemia / Anxiety in university professors of the Dentistry course at the Federal University of Espírito Santo in pandemic times

Introdução: A situação atual caracterizada por uma pandemia causada pela cepa de coronavírus 2019 (COVID-19) estabelece essa crise de saúde pública como uma calamidade de preocupação global, devido à alta virulência e ao elevado poder de disseminação desse novo vírus na população, fator este que está desencadeando grandes transtornos de ansiedade não só na população, mas também nos profissionais da área da saúde. Objetivo: Analisar os níveis de ansiedade em professores do curso de Odontologia da Universidade Federal do Espírito Santo (UFES) durante a pandemia da COVID-19. Material e método: Estudo transversal no qual foram avaliados os níveis de ansiedade de acordo com a presença de sintomas de ansiedade em 48 professores do curso de Odontologia da UFES que responderam a dois questionários autoaplicáveis: o questionário Beck Anxiety Inventory (BAI) e outro questionário que caracterizou o perfil sociodemográfico dos respondentes no período de 30 de agosto de 2020 a 30 de outubro de 2020. Foram utilizados estatística descritiva e os testes qui-quadrado e o exato de Fisher para analisar as associações entre as variáveis, e também o Odds Ration. Resultado: Os resultados demonstraram que a maioria dos docentes - n=20, (41,7%) - apresentam pelo menos um nível de ansiedade e sintomatologias referentes a essa condição, porém, sem diferenças estatisticamente significativas. Conclusão: Constata-se que, frente às demandas atuais, precisam estimular a construção crítica dos indivíduos para que aprendam a conviver na sociedade como sujeitos conscientes, reflexivos e participativos, mas para isso é fundamental que também estejam física e mentalmente saudáveis.

Introduction: The current situation characterized by a pandemic caused by the coronavirus disease (COVID-19) establishes this public health crisis as a global calamity, due to the increased virulence and higher transmissibility of this new variant of the CoV virus, a factor which is triggering major anxiety disorders, not only in the general population, but also among health professionals. Objective: To analyze the levels of anxiety in professors of the Dentistry Course at the Federal University of Espírito Santo (UFES) during the COVID-19 outbreak. Material and method: This is a cross-sectional study, in which anxiety levels were evaluated according to the presence of symptoms in 48 professors of the Dentistry course at UFES who answered two self-administered questionnaires: the Beck Anxiety Inventory (BAI) scale and another survey that aimed to identify the sociodemographic profile of the participants, the present study was conducted from August 30, 2020 to October 30, 2020. Descriptive statistics, chi-squared and Fisher's exact tests were used to analyze the associations between the variables as well as the odds ratio. Result: The results showed that most professors - n=20, (41.7%) - do experience at least one level of anxiety and symptoms related to this condition, albeit, without statistically significant differences. Conclusion: It appears that in the face of current demands, we need to stimulate the construction of critical thinking so that people may learn to live in society as conscious, thoughtful and proactive individuals, furthermore, it is essential that they are both physically and mentally healthy.

Preditores de estresse no trabalho e de uso do álcool entre docentes de uma universidade pública / Predictors of work stress and alcohol use among faculty members at a public university

O objetivo do presente estudo foi identificar, entre os docentes de uma universidade pública paulista, fatores associados ao nível de estresse no trabalho e padrão de uso do álcool. Trata-se de estudo epidemiológico, transversal e de caráter correlacional-descritivo, desenvolvido em um campus universitário de uma universidade pública localizada no interior paulista. O total de 253 docentes participou do estudo. Foram utilizados os seguintes instrumentos para a coleta online de dados: questionário sobre dados sociodemográficos, econômicos, histórico de saúde, trabalho docente e uso de psicofármacos; a Escala de Estresse no Trabalho (EET) para avaliar o nível de estresse; o Teste para Identificação de Problemas Relacionados ao Álcool (AUDIT) e o Self-Reporting Questionnaire - (SRQ-20) para estimar a prevalência de TMC. Para análise dos dados referentes às variáveis desfecho estresse no trabalho e uso de álcool, foram realizadas análises univariadas e modelos de regressão logística multivariada, sendo consideradas significativas as associações com valor de p <0,05. Os resultados mostraram que 9,1% dos participantes do estudo apresentaram estresse no trabalho de nível alto e, em relação ao padrão de uso do álcool, 9,9% foram classificados na zona II (consumo de risco) e 1,2% zona IV (provável dependência). Na análise univariada, houve associação entre estresse no trabalho de nível alto e sexo, idade, cor da pele, orientação sexual, situação conjugal e carga horária de aula/semana. No modelo de regressão logística para predição de estresse no trabalho, foram identificados como fatores de risco: ser do sexo feminino, idade inferior a 40 anos, orientação homossexual, carga horária de aulas semanais acima de 10 horas, e ser positivo para TMC. Em relação ao uso do álcool, na análise univariada, identificou-se associação entre uso de risco e provável dependência e as variáveis sexo, idade, problemas clínicos de saúde, quantidade de problemas clínicos de saúde, uso de cigarro, problemas de saúde agrupados por sistemas, uso de medicamentos para o trato alimentar e metabolismo, uso de psicofármacos hipnóticos e área de conhecimento do curso em que o docente ministra aula (ciências da saúde e ciências sociais aplicadas). No modelo de regressão logística para predição do uso de risco ou provável dependência do álcool, foram fatores de risco: ser do sexo masculino, idade inferior a 40 anos, uso de tabaco, apresentar problemas de saúde, ministrar aula na área das ciências sociais aplicadas e utilizar medicamentos hipnóticos. Os achados deste estudo apontam para a necessidade de viabilizar intervenções com base nos fatores de risco identificados na presente pesquisa, visando ao êxito nas estratégias de prevenção e redução de estresse no trabalho e uso de álcool entre docentes universitários

The objective of this study was to identify, among the professors of a public university in São Paulo, factors associated with the level of stress at work and pattern of alcohol use. This is an epidemiological, cross-sectional, correlational-descriptive study, developed in a university campus of a public university located in the interior of São Paulo. A total of 253 faculty members participated in the study. The following instruments were used for online data collection: a questionnaire about sociodemographic and economic data, health history, teaching work, and use of psychotropic drugs; the Scale of Stress at Work (TSS) to assess stress level; the Test for Identification of Alcohol-Related Problems (AUDIT) and the Self-Reporting Questionnaire - (SRQ-20) to estimate the prevalence of CMT. Univariate analyses and multivariate logistic regression models were performed to analyze the data related to the outcome variables work stress and alcohol use. The results showed that 9.1% of the study participants had high levels of work stress, and, regarding the pattern of alcohol use, 9.9% were classified as zone II (risky drinking) and 1.2% as zone IV (probable dependence). In the univariate analysis there was an association between high levels of job stress and gender, age, skin color, sexual orientation, marital status and class hours/week. In the logistic regression model for predicting job stress, the risk factors identified were being female, younger than 40 years old, homosexual orientation, more than 10 hours of classes per week, and being positive for CMT. Regarding alcohol use, the univariate analysis identified an association between risk use and probable dependence and the variables gender, age, clinical health problems, number of clinical health problems, cigarette use, health problems grouped by systems, use of medications for the alimentary tract and metabolism, use of hypnotic psychotropic drugs, and area of knowledge of the course the professor teaches (health sciences and applied social sciences). In the logistic regression model for predicting risk use or probable alcohol dependence, the risk factors were: being male, younger than 40 years old, tobacco use, health problems, teaching in the area of applied social sciences, and use of hypnotic drugs. The findings of this study point to the need for feasible interventions based on the risk factors identified in this research, aiming at the success of strategies for prevention and reduction of work-related stress and alcohol use among university professors

Fadiga vocal e fatores associados em professores universitários em ensino remoto / Vocal fatigue and associated factors in university teachers in remote education

RESUMO Objetivo Verificar a autopercepção da fadiga vocal e fatores associados em professores universitários em ensino remoto durante a pandemia de COVID-19. Métodos Estudo transversal, observacional, descritivo e analítico, com abordagem quantitativa com professores universitários em ensino remoto no período da pandemia de COVID-19. Os participantes, após o aceite, responderam a um questionário sociodemográfico, Questionário de Sinais e Sintomas Vocais, Protocolo Índice de Fadiga Vocal (IFV) e Protocolo Índice de Desvantagem Vocal 10 (IDF-10). A análise dos dados ocorreu por meio da estatística descritiva e inferencial. As associações entre as variáveis qualitativas foram verificadas por meio dos testes Qui-quadrado e Exato de Fisher. Já as médias do IFV e IDV-10, foram comparadas com o número de sinais e sintomas por meio do teste de Mann-Whitney. Resultados Amostra de 91 professores, maioria do gênero feminino (83,5%) e média de idade de 44,0 anos. Os professores apresentaram média de 3,8 sinais e sintomas e o escore total do IFV indicou a presença de risco para fadiga vocal, com valores compatíveis para indivíduos disfônicos. Não apresentaram desvantagem vocal. Conclusão Os professores universitários em ensino remoto se autoavaliaram apresentando risco para fadiga vocal. Entre os fatores associados ao IFV, os docentes que apresentaram mais de dois sinais e sintomas vocais tiveram maior sensação de fadiga vocal. Não foi observada autopercepção de desvantagem vocal, porém, aqueles que apresentaram mais de dois sinais e sintomas vocais tiveram pior autopercepção para desvantagem vocal.

ABSTRACT Purpose To verify the self-perception of vocal fatigue and associated factors in university professors in remote teaching during the COVID-19 pandemic. Methods Cross-sectional, observational, descriptive and analytical study, with a remote approach with university professors in teaching during the COVID-19 pandemic. After acceptance, the participants answered a sociodemographic questionnaire, the Vocal Signs and Symptoms Questionnaire, Vocal Fatigue Index Protocol and Vocal Handicap Index 10. The analysis of the data identified through descriptive and initial statistics, using the given Chi-square and Mann-Whitney tests. Associations between qualitative variables were verified using chi-square and Fisher's exact tests. The IFV and IDV-10 means were verified with the number of signs and symptoms using the Mann-Whiney test. Results Sample of 91 teachers, mostly female (83.5%), and mean age of 44.0 years. Teachers had an average of 3.8 signs and symptoms and the total core of the IFV indicated the presence of vocal risk, with values considered for dysphonic subjects. Teachers don't want vocals. Conclusion University professors in remote teaching self-assessed being at risk for vocal fatigue. Among the factors associated with IFV, professors who presented more than two vocal signs and symptoms had a greater sensation of vocal fatigue. No self-perception of voice handicap was observed, however, those who had more than two vocal signs and symptoms had worse self-perception of voice handicap.

Trabalho docente, desigualdades de gênero e saúde em universidade pública / The work of professors, gender inequalities, and health at public universities

Resumo O objetivo do presente estudo foi problematizar aspectos do trabalho docente do ensino superior em relação a gênero, políticas de avaliação e saúde. Para tal, realizou-se uma pesquisa social de caráter qualitativo sob a vertente dos estudos participativos e do enfoque do feminismo materialista. A análise do material foi efetuada por meio da análise de conteúdo, na modalidade temática, e identificados quatro temas principais: conflitos entre trabalho docente e trabalho doméstico; trabalho docente, maternidade e culpa; políticas de avaliação do trabalho docente e relações de gênero; divisão sexual do trabalho e docência. Percebeu-se o quanto as demandas da esfera produtiva têm extrapolado o tempo da jornada de trabalho para a esfera reprodutiva e a vida privada das professoras, comprometendo a luta e a defesa pela saúde que podem levar a processos de sofrimento e adoecimento. O tema da divisão sexual do trabalho em universidades públicas desponta como importante questão que evidencia sobrecarga de trabalho e mal estar psíquico, especialmente em um momento em que o trabalho docente se torna crescentemente competitivo. Concluiu-se pela imperativa necessidade de investimentos em políticas públicas que garantam igualdade de gênero no trabalho do ensino superior.

Abstract This study aimed to problematize aspects of the work of professors in relation to gender, assessment policies, and health. For this purpose, a qualitative social investigation was conducted within the aspect of participatory studies and the views of materialist feminism. An analysis of the material was carried out through content analysis, according to the topic, using four main themes: conflicts between professors' work and domestic work; professors' work, motherhood, and guilt; policies for the assessment of professors and gender relations; and the sexual division of labor and teaching. It was possible to perceive just how much the demands of the productive sphere have gone beyond the time of the workday and into the reproductive sphere and the private life of professors, compromising the struggle for health and leading to processes of suffering and illness. The theme of the sexual division of labor in public universities appears to be an important issue that highlights work overload and psychological illness, especially at a time when the teaching profession is becoming increasingly competitive. In conclusion, we believe that there is an imperative need for investments in public policies that can guarantee gender equality in higher education.

Importancia de la categorización profesoral en el proceso de acreditación universitaria / Importance of the professional categorization in the university accreditation process

RESUMEN El Programa de Acreditación Universitaria tiene como propósito fundamental la elevación continua de la calidad del proceso de formación en las diferentes carreras universitarias. El nivel de desarrollo de los centros de educación superior y su desempeño como institución está determinado por la preparación y el nivel que posea su claustro. La preparación de los docentes de las ciencias médicas para realizar cambio de categoría docente, es un aspecto importante para el correcto desarrollo del proceso de categorización y de acreditación de las universidades. En el ejercicio académico que deben realizar los profesores para el cambio de categoría se aprecian dificultades que denotan falta de preparación. La autora se pronuncia acerca de este tema y propone que se programen cursos de perfeccionamiento para estos profesores, los que deben ser impartidos por aquellos docentes de mayor experiencia y mejor preparación. Así se elevará la preparación profesoral y se garantizará mayor calidad en la acreditación institucional (AU).

ABSTRACT The main purpose of the University Accreditation Process is the continuous improvement of the quality of the training process in the different university courses. The level of development of the high education centers and their performance as institution are determined by the training and level their staff have. The training of the medical sciences teachers to change their teaching category is an important aspect for the correct development of the categorization and accreditation process of the universities. In the academic exercise to be carried out by the professors for the change of category there are difficulties that denote lack of training. The author makes a statement on this subject and proposes to schedule training courses for these professors, which should be provided by those teachers with more experience and better training. Professors' training will increase that way and greater quality in institutional accreditation will be ensured (AU).