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Abstract Objective: Body image is a predictor of physical, psychological, and social health. Therefore, it can be an indicator for detecting health problems, to be used in the context of higher education. The aim of this study was to assess body image satisfaction in higher education students and to determine whether body image dissatisfaction is related to lifestyle behaviours and life satisfaction. Methodology: This study included 166 Portuguese higher education students. Body image was assessed using the Figure Rating Scale. Active choices during everyday life were assessed using the Active Choice Index. The questionnaire also included questions about sleep behaviour and tobacco and alcohol consumption. Satisfaction with Life was assessed using a five-item scale previously adapted for the Portuguese population. Results: There was a predominance of boys dissatisfied with thinness (26.10%), while the majority of girls revealed that they were dissatisfied due to being overweight (55.70%). The results indicate statistically significant differences between boys and girls in terms of body image categories (p<0.001). However, when we analysed the behaviours separately according to gender, there were no differences. Active behaviours, as well as the other health behaviours analysed (hours of sleep per week and alcohol and tobacco consumption) did not differ between the different levels of body image satisfaction (p>0.05). Conclusion: Most of the students are dissatisfied with their body image, with the majority of girls showing dissatisfaction due to being overweight. Lifestyles and life satisfaction do not differ between students who are satisfied and those who are dissatisfied with their body image.
Resumen Objetivo: La imagen corporal es un factor predictivo de la salud psicológica, física y social. Por lo tanto, puede ser un indicador para detectar problemas de salud, para utilizar en el contexto de la educación superior. El objetivo de este estudio fue evaluar la satisfacción con la imagen corporal en estudiantes de enseñanza superior y determinar si la insatisfacción con la imagen corporal está relacionada con los comportamientos de estilo de vida y la satisfacción con la vida. Metodología: En este estudio participaron 166 estudiantes portugueses de enseñanza superior. La imagen corporal se evaluó mediante la escala Figure Rating Scale. Las elecciones activas durante la vida cotidiana se evaluaron mediante el Active Choice Index. El cuestionario también incluía preguntas sobre el comportamiento durante el sueño y el consumo de tabaco y alcohol. La satisfacción con la vida se evaluó mediante una escala de cinco ítems previamente adaptada a la población portuguesa. Resultados: Predominaron los chicos insatisfechos por delgadez (26.10%), mientras que la mayoría de las chicas revelaron estar insatisfechas por sobrepeso (55.70%). Los resultados indican diferencias estadísticamente significativas entre chicos y chicas en cuanto a las categorías de imagen corporal (p<0.001). Sin embargo, al analizar los comportamientos por separado en función del sexo, no se observaron diferencias. Las conductas activas, así como las demás conductas de salud analizadas (horas de sueño semanales y consumo de alcohol y tabaco) no difirieron entre los distintos niveles de satisfacción con la imagen corporal (p>0.05). Conclusiones: La mayoría de los estudiantes están insatisfechos con su imagen corporal, siendo mayoritaria la insatisfacción de las chicas por sobrepeso. Los estilos de vida y la satisfacción vital no difieren entre los alumnos satisfechos y los insatisfechos con su imagen corporal.
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RESUMEN El teletrabajo se ha constituido como modelo de prestación de servicios que requiere necesariamente el uso de herramientas tecnológicas. Esta forma de desarrollar las actividades se ha expandido en el sector educativo. Desde la época de la pandemia por covid-l9 se implementó con un mayor auge en el campo universitario enfrentando grandes retos y dificultades. El objetivo fue analizar las fortalezas, oportunidades, debilidades y amenazas del teletrabajo implementado en el contexto de la educación universitaria, durante los años 2020-2021 en la Universidad Católica de Cuenca, Campus La Troncal, Ecuador En la metodología se aplicó el enfoque cualitativo de tipo descriptivo, el análisis FODA, la técnica de revisión bibliográfica, así como la interpretación y descripción a través de los grupos focales. De los resultados se desprende que, los docentes requieren capacidades y competencias específicas para desarrollar las actividades en teletrabajo. La implementación del teletrabajo en la educación universitaria presenta oportunidades significativas, pero también desafíos, que deben ser abordados con estrategias efectivas y un marco jurídico sólido para garantizar su aplicación exitosa, prevenir la vulneración derechos fundamentales y la aparición de enfermedades ocupacionales que se vinculan con esta forma de organización laboral.
ABSTRACT Teleworking has become a model of service provision that necessarily requires the use of technological tools. This way of developing activities has expanded in the educational sector Since the COVID-19 pandemic, it has implemented a greater boom in the university field facing great challenges and difficulties. The objective was to analyze the strengths, opportunities, weaknesses, and threats of telework implemented in the context of university education, during 2020-2021 at the Catholic University of Cuenca, Campus La Troncal, Ecuador In the methodology applied the qualitative approach of descriptive type, SWOT analysis, the technique of literature review, as well as the interpretation and description through focus groups. From the results, it is clear that teachers require specific skills and competencies to develop telework activities.The implementation of telework in university education presents significant opportunities, but also challenges, which must be addressed with effective strategies and a solid legal framework to ensure its successful implementation, prevent the violation of fundamental rights, and the emergence of occupational diseases that are linked to this form of labor organization.
RESUMO O teletrabalho estabeleceu-se como um modelo de prestação de serviços que requer necessariamente a utilização de ferramentas tecnológicas. Esta forma de realizar actividades expandiu-se no sector educativo. Desde a época da pandemia de covid-l9, tem sido implementado com maior intensidade no âmbito universitário, enfrentando grandes desafios e dificuldades. O objetivo foi analisar os pontos fortes, oportunidades, fraquezas e ameaças do teletrabalho implementado no contexto do ensino universitário, durante os anos 2020-2021 na Universidade Católica de Cuenca, Campus LaTroncal, Equador: A metodologia aplicada foi uma abordagem qualitativa descritiva, análise SWOT técnica de revisão da literatura, bem como interpretação e descrição através de grupos focais. Os resultados mostram claramente que os professores necessitam de aptidões e competências específicas para desenvolver actividades de teletrabalho. A implementação do teletrabalho no ensino universitário apresenta oportunidades significativas, mas também desafios, que devem ser abordados com estratégias eficazes e um quadro jurídico sólido para garantir a sua implementação bem sucedida, evitar a violação dos direitos fundamentais e o aparecimento de doenças profissionais que estão ligadas a esta forma de organização do trabalho.
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En sociedades cada vez más centradas en la productividad laboral, reflexionar sobre el papel del ocio adquiere una relevancia creciente para comprender la vida contemporánea. Uno de los contextos laborales que ha cambiado sustancialmente en los últimos años es el universitario, lo que ha transformado el rol de los profesores. Aunque las investigaciones suelen enfocarse en aspectos profesionales de los profesores, explorar sus percepciones sobre el ocio revela facetas de su vida personal y cómo se adaptan a entornos laborales en constante cambio, así como los efectos de estas adaptaciones en su bienestar, especialmente en el equilibrio entre trabajo y ocio. Este artículo se basa en una investigación1 que buscó identificar los imaginarios de ocio en un grupo de profesores de una institución de educación superior en Colombia. Para ello, se profundizó en tres planos propuestos por Baeza (2003) para el análisis de fenómenos sociales desde la perspectiva de los imaginarios, en este caso de los imaginarios de ocio: el plano aparente (prácticas), el plano subyacente (emociones) y el plano ideacional (pensamientos). La metodología de recolección de datos incluyó una estrategia de recolección de datos mixta, mediante un cuestionario aplicado a 160 profesores (55% mujeres, 45% hombres) y entrevistas semiestructuradas con 12 de ellos, utilizando un enfoque de historia de vida temática. La triangulación de resultados permitió elaborar una propuesta interpretativa de los imaginarios sociales de ocio, tanto instituidos como instituyentes. Este documento profundiza en los hallazgos sobre los pensamientos y las significaciones de ocio de los profesores y presenta los resultados de la propuesta interpretativa de sus imaginarios de ocio.
In societies increasingly focused on labor productivity, reflecting on the role of leisure is becoming increasingly relevant to understanding contemporary life. One of the work contexts that has changed substantially in recent years is the university, which has transformed the role of teachers. Although research tends to focus on professional aspects of professors, exploring their perceptions of leisure reveals facets of their personal lives and how they adapt to constantly changing work environments, as well as the effects of these adaptations on their well-being, especially their work-leisure balance. This article is based on research that sought to identify the leisure imaginaries of a group of professors at a higher education institution in Colombia. To this end, we delved into three levels proposed by Baeza (2003) for the analysis of social phenomena from the perspective of imaginaries, in this case leisure imaginaries: the apparent level (practices), the underlying level (emotions) and the ideational level (thoughts). The data collection methodology included a mixed data collection strategy, through a questionnaire applied to 160 teachers (55% female, 45% male) and semi-structured interviews with 12 of them, using a thematic life history approach. The triangulation of results allowed the elaboration of an interpretative proposal of the social imaginaries of leisure, both instituted and instituting. This paper delves into the findings on teachers' thoughts and meanings of leisure and presents the results of the interpretative proposal of their leisure imaginaries.
Em sociedades cada vez mais focadas na produtividade do trabalho, refletir sobre o papel do lazer está se tornando cada vez mais relevante para a compreensão da vida contemporânea. Um dos contextos de trabalho que mudou substancialmente nos últimos anos foi a universidade, que transformou o papel dos professores. Embora as pesquisas tendam a se concentrar nos aspectos profissionais dos professores, explorar suas percepções de lazer revela facetas de suas vidas pessoais e como eles se adaptam a ambientes de trabalho em constante mudança, bem como os efeitos dessas adaptações em seu bem-estar, especialmente no equilíbrio entre trabalho e lazer. Este artigo baseia-se em uma pesquisa que buscou identificar os imaginários de lazer de um grupo de professores de uma instituição de ensino superior na Colômbia. Para isso, foram explorados três níveis propostos por Baeza (2003) para a análise de fenômenos sociais sob a perspectiva de imaginários, nesse caso, imaginários de lazer: o nível aparente (práticas), o nível subjacente (emoções) e o nível ideacional (pensamentos). A metodologia de coleta de dados incluiu uma estratégia mista de coleta de dados, usando um questionário aplicado a 160 professores (55% mulheres, 45% homens) e entrevistas semiestruturadas com 12 deles, usando uma abordagem temática de história de vida. A triangulação dos resultados permitiu a elaboração de uma proposta interpretativa dos imaginários sociais do lazer, tanto instituídos quanto instituintes. Este artigo discute as descobertas sobre os pensamentos e significados do lazer dos professores e apresenta os resultados da proposta interpretativa de seus imaginários de lazer.
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La importancia de la motivación académica en la educación universitaria, ha sido de gran interés en la investigación educativa, dado que se encuentra a la base del éxito académico, al estar relacionada con la autorregulación del aprendizaje. Por ello, esta revisión sistemática tiene por objetivo analizar los hallazgos de la producción científica relacionada con la motivación académica en la educación superior, publicada entre los últimos 5 años (2016-2021) en las bases de datos Web of Science, Scopus y SciELO, con el fin de orientar la toma de decisiones en los procesos educativos de la educación superior. El método corresponde a una revisión sistemática, de corte cualitativo, de análisis documental definidas en categorías y subcategorías emergentes. Los principales hallazgos indican que existe gran interés por abordar la motivación académica a partir de diferentes tipos de estudio metodológicos como son los descriptivos, relaciones/correlaciones, perfiles con análisis de conglomerados, modelos de ecuaciones estructurales. También, se encuentran, aunque en menor medida, investigaciones sobre creación y validación de instrumentos para medir la motivación académica en la educación superior. Se cree que los resultados de esta revisión pueden constituir un aporte a la elaboración de nuevas propuestas de constructos teóricos e instrumentos sobre motivación académica para la formación universitaria.
The importance of academic motivation in university education has been of great interest in educational research, since it is at the base of academic success, as it is related to self-regulation of learning. Therefore, this systematic review aims to analyze the findings of the scientific production related to academic motivation in higher education, published between the last 5 years (2016-2021) in the Web of Science, Scopus and SciELO databases. in order to guide decision-making in the educational processes of higher education. The method corresponds to a systematic, qualitative review of documentary analysis defined in emerging categories and subcategories. The main findings indicate that there is great interest in addressing academic motivation from different types of methodological study such as descriptive, relationships/correlations, profiles with cluster analysis, structural equation models. There is also, although to a lesser extent, research on the creation and validation of instruments to measure academic motivation in higher education. It is believed that the results of this review may constitute a contribution to the development of new proposals for theoretical constructs and instruments on academic motivation for university education.
A importância da motivação académica no ensino universitário tem sido de grande interesse nas pesquisas educacionais, tendo em vista que ela está na base do sucesso académico, pois está relacionada à autorregulação da aprendizagem. Portanto, esta revisão sistemática tem como objetivo analisar os achados da produção científica relacionada à motivação acadêmica no ensino superior, publicados entre os últimos 5 anos (2016-2021) nas bases de dados Web of Science, Scopus e SciELO, a fim de orientar a tomada de decisão nos processos educacionais no ensino superior. O método corresponde a uma revisão sistemática, qualitativa, de análise documental definida em categorias e subcategorias emergentes. Os principais resultados indicam que existe um grande interesse em abordar a motivação académica a partir de diferentes tipos de estudos metodológicos, tais como estudos descritivos, relações/correlações, perfis com análise de clusters e modelos de equações estruturais. Existe também, embora em menor escala, investigação sobre a criação e validação de instrumentos de medida da motivação académica no ensino superior. Acredita-se que os resultados desta revisão possam constituir um contributo para o desenvolvimento de novas propostas de constructos teóricos e de instrumentos sobre motivação académica para o ensino universitário.
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There is a positive relationship between education and economic development. However, In this paper an attempt has been made to know the salient features, goals ,scope and approach of Rashtriya Uchchatar Shiksha Abiyan. Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS), launched in 2013 aims at providing strategic funding to eligible state higher educational institutions. The central funding in the ratio of 60:40 for general category States, 90:10 for special category states and 100% for union territories would be norm based and outcome dependent. The funding would flow from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions. The funding to states would be made on the basis of critical appraisal of State Higher Education Plans, which would describe each state's strategy to address issues of equity, access and excellence in higher education.
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Higher education system plays an important role for the country includes all eld like economics, social, industrial etc. Indian higher education system is largest in the world. The role of Indian educational institutes such as colleges and universities in the present time is to provide quality based education in the eld of education, research etc. to empower youth for self-justiable. This paper includes the key challenges that India currently facing in higher education and also includes some initiative taken by the government to meet those challenges.
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La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue "Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile". Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el "Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física" de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.
The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.
A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Physical Education and Training , Educational Measurement , Faculty/education , Teacher Training , Universities , Surveys and QuestionnairesABSTRACT
RESUMEN Este artículo tiene como objetivo desarrollar una herramienta computacional basada en la teoría de redes y vigilancia científico-tecnológica para fortalecer los procesos de investigación en una institución de educación superior: Corporación Universitaria Empresarial Alexander von Humboldt en Colombia. Se construyeron dos redes: una de investigadores y coinvestigadores, y otra de palabras clave de proyectos de investigación. El análisis de centralidad reveló grupos de colaboración interdisciplinarios y la existencia de investigadores aislados. Los resultados destacan la importancia de fomentar la colaboración entre investigadores y la interdisciplinariedad. Se proponen futuras investigaciones para mejorar la herramienta y su aplicación en la toma de decisiones estratégicas en una Institución de Educación Superior Esta aproximación basada en redes complejas proporciona percepciones sobre la investigación en la institución y su potencial para enriquecer la producción investigativa y el desarrollo tecnológico.
AВSTRАСT The objective of this article is to develop a computational tool based on network theory and scientific-technological surveillance to strengthen research processes in a higher education institution, case study: The Alexander von Humboldt University Business Corporation in Colombia. Two networks were constructed: one of researchers and co-researchers, and another of keywords of research projects. The centrality analysis revealed interdisciplinary collaborative groups and the existence of isolated researchers. The results highlight the importance of fostering collaboration among researchers and interdisciplinarity Future research is proposed to improve the tool and its application in strategic decision-making in a Higher Education Institution. This approach based on complex networks provides insights about research in the institution and its potential to enrich research production and technological development.
RESUMO Este artigo tem como objetivo desenvolver uma ferramenta computacional baseada na teoria de redes e na vigilância científico-tecnológica para fortalecer os processos de pesquisa em uma instituição de ensino superior, estudo de caso da Corporación Universitaria Empresarial Alexander von Humboldt na Colômbia. Foram construídas duas redes: uma de pesquisadores e co-pesquisadores e outra de palavras-chave de projetos de pesquisa. A análise de centralidade revelou grupos colaborativos interdisciplinares e a existência de pesquisadores isolados. Os resultados destacam a importância de promover a colaboração entre pesquisadores e a interdisciplinaridade. Propõe-se uma pesquisa futura para aprimorar a ferramenta e sua aplicação na tomada de decisões estratégicas em uma instituição de ensino superior Essa abordagem de rede complexa fornece percepções sobre a pesquisa na instituição e seu potencial para enriquecer a produção de pesquisa e o desenvolvimento tecnológico.
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RESUMEN Existe una relación directamente proporcional entre la educación y los avances tecnológicos, es decir conforme la tecnología evoluciona, así mismo la educación debería ir a la vanguardia de estos avances tecnológicos, incorporándolos en sus procesos de formación académica. En este artículo se presentan los resultados de la investigación realizada en el Centro Tutorial de San Juan Nepomuceno de la Universidad de Cartagena (Cartagena-Colombia); cuyo objetivo fue determinar la percepción de los estudiantes sobre la influencia de las Tecnologías de la Información y Comunicación (TIC) en su formación académica, partiendo de las herramientas tecnológicas puestas a su disposición por parte de la institución objeto de estudio. La metodología fue de tipo descriptiva, se realizó una revisión bibliográfica sobre las TIC en la educación, posteriormente se elaboraron, evaluaron y aplicaron los instrumentos utilizados para la recolección de la información. A partir de los resultados obtenidos, se concluye que la percepción que tienen los estudiantes sobre la influencia de las TIC en su formación académica es altamente significativa, además consideran que la institución en cuestión debe mejorar su infraestructura tecnológica. CLASIFICACIÓN JEL 123, O32, O33, M15, Q55, 123
ABSTRACT There is a directly proportional relationship between education and technological advances, that is, as technology evolves, education should also be at the forefront of these technological advances, incorporating them into their academic training processes. This article presents the results of the research carried out at the Centro Tutorial de San Juan Nepomuceno of the University of Cartagena (Cartagena-Colombia); whose objective was to determine the perception of students about the influence of Information and Communication Technologies -ICT- in their academic training, based on the technological tools made available by the institution under study. The methodology was descriptive; a literature review was conducted on ICT in education. Subsequently the instruments used to collect information were developed, evaluated, and applied. From the results obtained, it is concluded that the perception that students have about the influence of ICT in their academic training is highly significant, they also consider that the institution in question must improve its technological infrastructure. JEL CLASSIFICATION 123, O32, O33, M15, Q55, 123
RESUMO Existe uma relação diretamente proporcional entre a educação e os avanços tecnológicos, ou seja, à medida que a tecnologia evolui, a educação deve estar na vanguarda desses avanços tecnológicos, incorporando-os aos seus processos de formação acadêmica. Este artigo apresenta os resultados da pesquisa realizada no Centro Tutorial San Juan Nepomuceno da Universidade de Cartagena (Cartagena-Colômbia), cujo objetivo foi determinar a percepção dos alunos sobre a influência das Tecnologias da Informação e Comunicação (TIC) em sua formação acadêmica, com base nas ferramentas tecnológicas disponibilizadas pela instituição em estudo. A metodologia foi descritiva, foi realizada uma revisão bibliográfica sobre as TIC na educação e, em seguida, foram desenvolvidos, avaliados e aplicados os instrumentos utilizados para coletar as informações. A partir dos resultados obtidos, conclui-se que a percepção dos alunos sobre a influência das TIC em sua formação acadêmica é altamente significativa, e eles também consideram que a instituição em questão deve melhorar sua infraestrutura tecnológica. CLASSIFICAÇÃO JEL: 123, O32, O33, M15, Q55, 123
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Introducción: Las Tecnologías de la Información y las Comunicaciones en la educación superior se mantienen como temáticas de discusión científica a nivel nacional e internacional, empleándose variantes que perfeccionan el escenario pedagógico y didáctico en el proceso de aprendizaje y transmisión de nuevos conocimientos. Objetivo: Elaborar un hiperentorno educativo sobre Atención Estomatológica Integral para la especialidad de Estomatología General Integral, que contribuya al perfeccionamiento del proceso de enseñanza-aprendizaje del postgrado. Métodos: Se desarrolló una investigación-desarrollo e innovación tecnológica en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba, en el curso 2020-2021, siguiendo como etapas generales del proceso de desarrollo: la búsqueda y compilación de información, y la confección y valoración del producto por especialistas y usuarios. Resultados: El producto fue elaborado en la plataforma CrheaSoft 3.5.2, a través de módulos que se interrelacionan y ofrecen diversos recursos hipermedias, que permiten una mejor comprensión y apropiación de los contenidos, de manera interactiva y factible, y contribuye a perfeccionar el aprendizaje en el postgrado en esta especialidad. Los docentes, especialistas de informática y residentes evaluaron de adecuado, pertinente y accesible el hiperentorno, y se demostró que su aplicación puede contribuir al proceso de enseñanza-aprendizaje de Atención Estomatológica Integral en la especialidad de Estomatología General Integral. Conclusiones: El hiperentorno confeccionado permite al residente de Estomatología interactuar con los contenidos esenciales para el estudio de la especialidad, reconociéndose útil para mejorar el aprendizaje del tema que se presenta.
Introduction: Information and Communication Technologies in higher education is one of the topics of scientific discussion at the national and international level, using variants that improve the pedagogical and didactic scenario in the process of learning and transmission of new knowledge. Objective: To develop an educative hyper-environment on Comprehensive Stomatological Care for the specialty of Comprehensive General Dentistry, which contributes to the improvement of the post-graduate teaching-learning process. Methods: A technological development and innovation investigation was carried out at the Faculty of Stomatology of the University of Medical Sciences of Santiago de Cuba, in the 2020-2021 academic year, following as general steps of the development process: the search and compilation of information, preparation and evaluation of the product by specialists and users. Results: The product was developed on the CrheaSoft 3.5.2 platform, through modules that interrelate and offer various hypermedia resources, which allows a better understanding and appropriation of the contents, in an interactive and feasible way, and contributes to improve the postgraduate learning in this specialty. The teachers, computer specialists and residents evaluated the hyper-environment as appropriate, relevant and accessible, and it was demonstrated that its application can contribute to the teaching-learning process of Comprehensive Stomatological Care in the specialty of Comprehensive General Dentistry. Conclusions: The ready-made hyper-environment allows the Stomatology residents to interact with the essential content for the study of the specialty, being recognized as useful for improving the learning process of the topic treated.
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Objetivo: Analisar as potencialidades do relacionamento interpessoal no ensino híbrido de enfermagem. Métodos: Estudo de reflexão com abordagem qualitativa e descritiva com a proposta dialógica, de forma que proporcione reflexões importantes para o desenvolvimento do ensino híbrido na enfermagem. Alguns aspectos são importantes a serem considerados como o relacionamento interpessoal no ensino híbrido e as tecnologias favoráveis a reflexão para o relacionamento interpessoal, visando a autonomia do aluno nas atividades de ensino-aprendizagem. Resultados: O professor tem como oportunidade de ser o mediador do conhecimento no aprendizado do discente através de um relacionamento interpessoal baseado em competências previstas no projeto político pedagógico do curso. Na formação do enfermeiro é evidenciado a importância do relacionamento interpessoal em sua formação porque no seu cotidiano assistencial esse processo comunicativo ocorre entre a equipe multidisciplinar, a própria equipe de enfermagem, bem como nos cuidados desenvolvidos com a clientela assistida. Conclusão: As mudanças pedagógicas a partir do ensino híbrido proporcionam várias possibilidades de convivência com vistas a um aprendizado colaborativo de acordo com o cenário de ensino. (AU)
Objective: Reflection article with the objective of analyzing the potentialities of interpersonal relationships in hybrid nursing education. Methods: The approach used in this article is qualitative and descriptive with the dialogical proposal, so that it provides important reflections for the development of hybrid teaching in nursing. Some aspects are important to be considered as interpersonal relationships in hybrid teaching and technologies favorable to reflection for interpersonal relationships, aiming at student autonomy in teaching-learning activities. Results: Teacher has the opportunity to be the mediator of knowledge in the student's learning through an interpersonal relationship based on competencies foreseen in the political pedagogical project of the course. In nursing education, the importance of interpersonal relationships in their education is evidenced because in their daily care this communicative process occurs between the multidisciplinary team, the nursing team itself, as well as in the care developed with the assisted clientele. Conclusion: The pedagogical changes from hybrid teaching provide several possibilities of coexistence with a view to collaborative learning according to the teaching scenario. (AU)
Objetivo: Artículo de reflexión con el objetivo de analizar las potencialidades de las relaciones interpersonales en la educación híbrida de enfermería. Métodos: El enfoque utilizado en este artículo es cualitativo y descriptivo con la propuesta dialógica, por lo que proporciona importantes reflexiones para el desarrollo de la enseñanza híbrida en enfermería. Algunos aspectos son importantes para ser considerados como relaciones interpersonales en la enseñanza híbrida y tecnologías favorables a la reflexión para las relaciones interpersonales, apuntando a la autonomía del estudiante en las actividades de enseñanza-aprendizaje. Resultados: El docente tiene la oportunidad de ser el mediador del conocimiento en el aprendizaje del alumno a través de una relación interpersonal basada en competencias previstas en el proyecto político pedagógico del curso. En la educación de enfermería, la importancia de las relaciones interpersonales en su educación se evidencia porque en su cuidado diario este proceso comunicativo ocurre entre el equipo multidisciplinario, el propio equipo de enfermería, así como en los cuidados desarrollados con la clientela asistida. Conclusión: Los cambios pedagógicos de la enseñanza híbrida proporcionan varias posibilidades de convivencia con vistas al aprendizaje colaborativo según el escenario de enseñanza. (AU)
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Teaching , Universities , NursingABSTRACT
Higher education institutions (HEIs) must equip engineering and management students with the requisite leadership abilities for this new era as Industry 4.0 (I4.0) changes how organizations function. The evaluation aims to recognize and evaluate the existing HEI practices for developing I4.0 in engineering and management students. According to the findings, HEIs are introducing I4.0-related subjects into their curricula, employing cutting-edge teaching techniques, including project- and problem-based learning, giving leadership development courses, and offering hands-on learning experiences and virtual simulations.The prominence of leadership qualities by HEIs needs to be more consistent, and there is a need for further studies on how beneficial these practices are. The evaluation emphasizes the necessity of interdisciplinary cooperation between higher education institutions and business partners to guarantee that students have the abilities and information required to be successful in I4.0 leadership roles. It also points out several difficulties and restrictions with the current HEI practices for developing I4.0 leadership abilities, including the requirement for standardized procedures, a lack of faculty experience, and insufficient funding. The study offers a thorough review of HEI practices from the body of literature that supports the development of I4.0 in engineering and management students' leadership abilities. The findings can assist in addressing the skills gap in the quickly developing field of I4.0 and guide the creation of future HEI practices that can better prepare students for leadership jobs within the environment of I4.0.
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Se realizó una investigación relacionada con la innovación tecnológica, en la Facultad de Enfermería-Tecnología de la Salud de Santiago de Cuba, durante el curso escolar 2019-2020, con el objetivo de diseñar un software educativo para la asignatura Estratificación de Riesgos Medioambientales, dirigido a los estudiantes de técnico medio en Vigilancia y Lucha Antivectorial. Se utilizaron los métodos teóricos: análisis-síntesis, histórico-lógico, modelación, sistémico-estructural e inductivo-deductivo; y empíricos: observación y análisis documental. La muestra fue de 44 estudiantes y 6 profesores escogidos al azar. Se concluye que el software propuesto es factible, pertinente y necesario como medio de enseñanza; proporciona información actualizada, su navegación es fácil y amena, y permite la autoevaluación de los estudiantes al interactuar con él mismo, lo que contribuye a mejorar el trabajo independiente.
An investigation related to the technological innovation was carried out in the Health Nursing-Technology Faculty from Santiago de Cuba, during the school course 2019-2020, aimed at designing an educational software for the subject Stratification of Environmental Risks, directed to medium technician students in Surveillance and Vector Control. The theoretical methods used were: analysis-synthesis, historical-logical, modelation, systemic-structural and inductive-deductive; and the empiric methods were: observation and documental analysis. The sample had 44 students and 6 professors chosen at random. It was concluded that the proposed software is feasible, pertinent and necessary as teaching aid; provides up-to-date information, it is easy and interesting to surf internet, and allows the self-appraisal of students in the interaction with themselves, what contributes to improve the independent work.
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Software , Surveillance in Disasters , Information Technology , Universities , Vector Control of DiseasesABSTRACT
Resumen Los hábitos tecnológicos de los estudiantes universitarios, actitudes y aptitudes de una sociedad cibernética cada vez consumida por la tecnología, la relación entre la cotidianidad y el ambiente académico generan varios factores como es el manejo de la multitarea. El objetivo de este estudio fue validar un instrumento de medición de la multitarea y las actitudes hacia la tecnología en estudiantes del área de salud mediante el análisis factorial. Para lograrlo se recolectaron 442 observaciones, se utilizó en el análisis de datos un enfoque con métodos estadísticos factoriales para este caso el exploratorio. Previamente el instrumento fue valorado por docentes del área, el mismo que tuvo un coeficiente de confiabilidad de 0,90. Finalmente, se estructuró el instrumento de escala de multitarea y de actitudes hacia las tecnologías constituido por 17 ítems, que se agruparon en 6 factores como la actitud positiva; actitud negativa; ansiedad/dependencia; percepciones; multitarea/redes sociales; multitarea/trabajo. los resultados arrojaron un modelo que explicó el 63% de la varianza, con una raíz cuadrada media de los residuos de 0,07. La estructura factorial identificada y validada por el método estadístico de análisis factorial exploratorio y confirmatorio, ha logrado brindar una base sólida para evaluar estas dimensiones en el contexto de universitarios ecuatorianos de ciencias de la salud en futuras investigaciones.
Abstract The technological habits, attitudes, and aptitudes of university students in a cybernetic society are increasingly consumed by technology. The relationship between everyday life and the academic environment generates several factors, such as multitasking management. This study aimed to validate an instrument for measuring multitasking and attitudes towards technology in health students through factor analysis. To achieve this, 442 observations were collected; an approach with factorial statistical methods was used in the data analysis for this exploratory case. Previously, teachers in the area evaluated the instrument with a reliability coefficient of 0,90. Finally, the multitasking and attitudes towards technologies scale instrument was structured, consisting of 17 items grouped into six factors: Positive Attitude, Negative attitude, Anxiety/Dependency, Perceptions, Multitasking/Social Networks, and Multitasking/Working. The results showed a model that explained 63% of the variance, with a root mean square of the residuals of 0,07. The factor structure identified and validated by the statistical method of exploratory and confirmatory factor analysis has provided a solid basis for evaluating these dimensions in the context of Ecuadorian health sciences university students in future research.
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The National Educational policy (NEP 2020), the first education strategy of the twenty-first century, recognises the value of exploiting technology's benefits while being aware of its possible drawbacks and risks. We are living in a modern technological age when technology is present in all aspects of life, including business, industry, agriculture, and health. Using contemporary information and communication technology for teaching and learning is crucial for the field of education. This paper evaluates the academic literature and provides a theoretical framework for investigating the idea of e-learning, specifically its benefits and drawbacks in higher educational institutions. Many online platforms are used to facilitate e-learning in higher education. Online learning has been described using a variety of terms over the years, including Computer-mediated learning, Web-based training, E-learning systems, and Learning Management Systems. Despite of their names, these systems all utilise the Internet and share a few characteristics that enable registration, evaluation of students' and teachers' actions, as well as lecture delivery and interaction between students, their peers, and teachers. Among the most crucial features of online learning platforms are forums that enable asynchronous student-teacher contact and collaboration, web conferences that provide video, audio, and written communication, and chat, where users can send messages and get responses in real time. It examines several researchers' interpretations of what e-learning is and how it functions in higher education institutions.
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Resumo: Este projeto foi desenvolvido na linha de pesquisa Gerenciamento dos Serviços de Saúde e Enfermagem do Programa de Pós-graduação em Enfermagem. A abordagem da segurança do paciente na formação acadêmica desempenha papel importante na promoção de conceitos que possibilitam o desenvolvimento de atitudes e conhecimentos dos estudantes, colaborando na melhoria da qualidade da assistência. Objetivos: analisar na proposta curricular dos cursos de graduação em enfermagem a descrição de termos e requisitos de ensino da segurança do paciente e avaliar o grau de confiabilidade dos resultados obtidos com a busca dos tópicos recomendados pela OMS sobre o ensino da segurança do paciente. Metodologia: Trata-se de um estudo exploratório documental, com abordagem quanti-qualitativa, dos Projetos Pedagógicos de quatro Cursos de Graduação em Enfermagem de Universidades Federais. Foram verificados se os projetos descreviam os 11 tópicos do Guia Curricular de Segurança do Paciente, por meio da busca de 153 termos rastreadores contidos na lista de verificação. Resultados: Foram localizados somente 18 termos rastreadores da lista de verificação, os quais estavam distribuídos em oito tópicos do Guia Curricular. Os tópicos "O que é a segurança do paciente", "Ser um participante de uma equipe eficaz" e "Aprendendo com os erros para evitar danos" não foram citados nos documentos analisados. Observou-se moderada consistência interna nos termos rastreadores dos Projetos Pedagógicos (a=0.728) e nas matrizes curriculares (a=0.620). Conclusão: Os resultados identificados apontam lacuna na descrição dos conceitos fundamentais de segurança do paciente nos currículos das instituições analisadas, destacando a necessidade premente de uma revisão nos programas de ensino para garantir a conformidade com as recomendações nacionais e internacionais.
Abstract: This project was developed within the research line of Healthcare Services Management and Nursing of the Postgraduate Program in Nursing. The approach to patient safety in academic training plays an important role in promoting concepts that enable the development of students' attitudes and knowledge, contributing to the improvement of the quality of care. Objectives: To analyze in the curricular proposal of undergraduate nursing courses the description of terms and teaching requirements of patient safety and to evaluate the reliability of the results obtained by searching for topics recommended by the WHO on patient safety education. Methodology: This is an exploratory documentary study, with a quantitative-qualitative approach, of the Pedagogical Projects of four Undergraduate Nursing Courses at Federal Universities. It was verified whether the projects described the 11 topics of the Patient Safety Curriculum Guide, through the search for 153 tracer terms contained in the checklist. Results: Only 18 tracer terms from the checklist were located, which were distributed across eight topics of the Curriculum Guide. The topics "What is patient safety", "Being an effective team participant" and "Learning from mistakes to prevent harm" were not mentioned in the analyzed documents. Moderate internal consistency was observed in the tracer terms of the Pedagogical Projects (a=0.728) and in the curriculum matrices (a=0.620). Conclusion: The identified results point to a gap in the description of fundamental patient safety concepts in the curricula of the analyzed institutions, highlighting the urgent need for a review of teaching programs to ensure compliance with national and international recommendations.
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Humans , Male , Female , Patient Care Team , Quality of Health Care , Students, Nursing , Patient Safety , Interprofessional EducationABSTRACT
Introducción: este artículo se enfoca en la experiencia de un Instituto Universitario de gestión privada de la ciudad de Buenos Aires al abordar la inteligencia artificial (IA) en educación. El objetivo es compartir líneas de acción y resultados para promover la reflexión y apropiación crítica de esta tecnología en la comunidad educativa. Desarrollo: se presenta un relato de experiencia referido al diseño de cuatro líneas de acción para abordar el uso de aplicaciones de IA generativa (IAGen) en la educación superior en ciencias de la salud: elaboración de un estado de la cuestión; indagación de conocimientos en la comunidad educativa; capacitaciones para actores institucionales clave; producción de materiales guía. Resultados: se observa un creciente interés en la IAGen en la comunidad educativa. Se registran experiencias positivas con aplicaciones de IAGen, encontrándolas intuitivas y útiles para la investigación y la enseñanza. Sin embargo, se destacan desafíos, como la falta de conocimiento sobre cómo usar estas herramientas de manera eficaz. La formación ha sido clave para abordar estos desafíos y se ha llevado a cabo para integrantes del equipo del Departamento de Educación, autoridades y docentes. Conclusión: la IAGen está atravesando integralmente la educación superior en el campo de las ciencias de la salud. Las instituciones universitarias tienen la responsabilidad de promover el desarrollo de competencias digitales y criterios de uso responsables. A medida que la IAGen continúa desarrollándose, es esencial abordar nuevos desafíos y regulaciones, promoviendo la reflexión y la formación continua en la comunidad educativa. El trabajo interdisciplinario y la colaboración entre diversas áreas de gestión institucional son fundamentales para abordar estos cambios tecnológicos en la educación. (AU)
Introduction:This article focuses on the experience of a privately managed University Institute in Buenos Aires city when addressing artificial intelligence (AI) in education. The aim is to share strategies and outcomes to encourage reflection and critical engagement with this technology within the educational community. Development: We present a narrative of experience concerning the design of four lines of action to address the uses of generative AI applications (GenAI) in higher education in health sciences: drafting a state-of-the-art report; probing knowledge within the educational community; training sessions for core institutional actors; production of guide materials. Results: There is a growing interest in GenAI within the educational community. We register positive experiences with IAGen applications, finding them intuitive and useful for research and teaching. However, we highlight challenges, such as gaps in knowledge on how to use these tools most effectively. Training has been crucial in addressing these challenges and has been conducted for members of the Education Department team, authorities, and teachers. Conclusion: GenAI is fundamentally permeating higher education in the field of health sciences. University institutions are responsible for promoting the development of digital competencies and standards of responsible use. As GenAI continues to evolve, addressing new challenges and regulations is essential, encouraging reflection and ongoing training within the educational community. Interdisciplinary work and collaboration among various areas of institutional management are critical to address these technological changes in education. (AU)
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Humans , Universities/ethics , Computer Literacy , Artificial Intelligence/ethics , Health Sciences/education , Artificial Intelligence/trends , Education/methods , Faculty/educationABSTRACT
This article focuses on inclusive education for deaf and hard-of-hearing students in Rochester, New York, which prepares them to become healthcare professionals or researchers in health science fields. We highlight the unique programs for deaf and hard-of-hearing students to develop their careers at the Rochester Institute of Technology (RIT), the National Technical Institute for the Deaf (NTID), and the University of Rochester (UR). These universities also foster an inclusive work environment that caters to the needs of deaf and hard-of-hearing clinical professionals and faculty specialized in health research, enabling them to play leadership roles in their fields. Notably, Strong Memorial Hospital at UR supports deaf staff by providing interpreter services, allowing them to actively engage in their clinical work as professionals. Such seamless support, spanning from higher education to professional careers in Rochester, demonstrates a compelling model for enabling deaf and hard-of-hearing individuals to pursue and thrive in their chosen professions.
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Objective To reform the teaching content of acupuncture and moxibustion for undergraduate of Nursing College and to evaluate the effectiveness of the teaching reform,so to provide constructive information for optimizing the curriculum.Methods To revise the teaching content of Traditional Chinese Medicine(TCM)acu-puncture course based on the results of previous questionnaires,including reducing boring theoretical knowledge,increasing commonly used acupuncture techniques and clinical case analysis,organizing all undergraduates atten-ding the TCM teaching in the Nursing College of Peking Union Medical College to fill out the"Acupuncture Course Content Questionnaire"in 2023.The content covers four aspects:students'basic cognition of acupuncture and moxibustion before the course,students' learning feedback,students'learning effectiveness after the course and students' suggestions for further optimization of acupuncture and moxibustion course.Results Totally 149 students participated in the questionnaire survey and 73.15%of them were interested in the acupuncture course.There were 62.42%of the students thought that the most difficult part of the course was the"Acupuncture Points",and 71.81%of them complained the most constraining factor to the learning effectiveness was the diffi-culty of memorizing the meridians and acupoints.The most interesting part of the course was"Overview of Acu-puncture Treatment and Acupuncture Treatment of Common Diseases",which accounted for 44.3%of the students.Through the study,88.59%of the students were willing to recommend acupuncture treatment to pa-tients with indications.Students' suggestions for improvement of the acupuncture course was increase of classroom practice or learning by observation of operation videos.Conclusions The reformed acupuncture course highlights the practicability,improves the learning interest and subjective initiative,but the training of practice skill still needs to be strengthened.
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Background@#Higher education was gravely affected by the pandemic which caused academic occupational disruptions and affected students. Challenges in successful engagement in occupations influence the health and well-being of the individual. Consequently, it is vital for occupational therapist (OT) educators to be informed on how to manage academic occupational disruptions to minimize its occurrence, mitigate its impact, and support students’ academic occupations.@*Objectives@#This study aimed to determine the strategies, facilitators, and barriers in managing academic occupational disruptions encountered by Filipino OT educators.@*Methods@#Respondents were ninety (90) Filipino OT educators coming from the different HEIs in the Philippines offering BSOT who completed an online cross-sectional survey. A 4-point Likert-scale was used to determine the strategies, facilitators, and barriers in managing academic occupational disruptions. Descriptive statistics was used for data analysis.@*Results@#Respondents often (M = 2.95, SD = 0.94) utilize strategies for managing academic occupational disruptions, highlighting scheduling of synchronous and asynchronous sessions to balance online workload as the most utilized strategy. Respondents often (M = 3.00, SD = 0.70) encounter facilitators of managing academic occupational disruptions, citing flexibility of the school in adapting existing courses based on the context of delivery as the most common facilitator. Respondents sometimes (M = 2.19, SD = 0.95) encounter barriers to managing academic occupational disruptions, indicating need to work for income as the top barrier.@*Conclusion@#Despite the utilization of strategies and presence of facilitators in managing academic occupational disruptions, Filipino OT educators still encountered barriers. Psychosocial support and needs were also highlighted across strategies, facilitators, and barriers in managing academic occupational disruptions. This prompts for further sustainable development of OT competence to inform occupational therapy educators on how to minimize academic occupational disruptions, to mitigate its impact, and to support students’ academic occupations.