(Dis)satisfaction With Body Image, Lifestyles and Life Satisfaction in Higher Education Students / (In)satisfacción con la imagen corporal, estilos de vida y satisfacción con la vida en estudiantes de enseñanza superior

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.

Revisión narrativa del modelo de desarrollo positivo para adultos emergentes chilenos / A narrative review of the positive development model for Chilean emerging adults / Revisão narrativa do modelo de desenvolvimento positivo para adultos emergentes chilenos

Introducción: El desarrollo positivo es un estadio de ajuste psicosocial que acentúa las potencialidades y los recursos entre jóvenes y sus contextos próximos. En Australia, se desarrolló el primer modelo de desarrollo positivo para adultos emergentes, el cual consta de cinco componentes (competencia social, satisfacción con la vida, confianza y tolerancia con los otros, confianza hacia autoridades e instituciones, acción y compromiso cívico), pero no ha sido investigado en Chile. Objetivo: Analizar la evidencia disponible en la literatura científica sobre los cinco componentes del modelo de desarrollo positivo en adultos emergentes universitarios de Chile. Materiales y métodos: Revisión narrativa de la literatura publicada entre 2013 y 2023, en bases de datos Web of Science, Scopus, SciELO, Redalyc y Dialnet. Resultados: Se obtuvieron 83 artículos, de los cuales 53 cumplieron los requisitos de inclusión; en su mayor parte fueron estudios cuantitativos (81,13%) y en español (75,47%). Se evidenció una disparidad en la cantidad de estudios por temática; se encuentra mayor investigación en satisfacción con la vida y acción y compromiso cívico. Conclusiones: Existen brechas en la literatura científica chilena en el estudio del desarrollo positivo; además de que se discuten particularidades idiosincrásicas y desafíos asociados a la etapa de adultez emergente.

Introduction: Positive development is a stage of psychosocial adjustment that accentuates the potentials and resources of young people and their close contexts. The first positive development model for emerging adulthood was developed in Australia, which includes five components: social; life satisfaction; trust and tolerance of others; trust in the authorities and institutions; and action and civic engagement. However, this model has not been investigated in Chile. Objective: To analyze the evidence available in the scientific literature on the five components of the positive development model in emerging adults universities. Materials and methods: A narrative review of the literature published between 2013 and 2023 in the Web of Science, Scopus, SciELO, Redalyc, and Dialnet databases was conducted. Results: 83 articles were selected, of which 53 met the inclusion criteria; most of them were qualitative studies (81.13%) and in Spanish (75.47%). There is an evident disparity in terms of the number of studies and topics, e.g., there is more research on life satisfaction and civic action and commitment. Conclusions: There are gaps in the Chilean scientific literature in the study of positive development. In addition, idiosyncratic particularities and challenges associated with the stages of emerging adulthood are discussed.

Introdução: O desenvolvimento positivo é uma fase de ajustamento psicossocial que acentua o potencial e os recursos dos jovens e dos seus contextos imediatos. Na Austrália, foi desenvolvido o primeiro modelo de desenvolvimento positivo para adultos emergentes, que consiste em cinco componentes (social, satisfação com a vida, confiança e tolerância com os outros, confiança nas autoridades e instituições, ação e envolvimento cívico), mas ainda não foi investigado no Chile. Objetivo: Analisar as evidências disponíveis na literatura científica sobre os cinco componentes do modelo de desenvolvimento positivo em adultos universitários emergentes no Chile. Materiais e métodos: Revisão narrativa da literatura publicada entre 2013 e 2023, nas bases de dados Web of Science, Scopus, SciELO, Redalyc e Dialnet. Resultados: foram obtidos 83 artigos, dos quais 53 atenderam aos requisitos de inclusão; A maioria deles eram estudos quantitativos (81,13%) e em espanhol (75,47%). Ficou evidente uma disparidade no número de estudos por tema; Há mais pesquisas sobre satisfação com a vida e ação e compromisso cívico. Conclusões: Existem lacunas na literatura científica chilena no estudo do desenvolvimento positivo; Além disso, são discutidas particularidades e desafios idiossincráticos associados à fase da idade adulta emergente.

Sequência didática para o ensino de fendas labiopalatinas / Didactic sequence for the teaching of cleft lip and palate / Secuencia didáctica para la enseñanza de labio leporino y paladar hendido

Introdução: A fenda labial e a fissura palatina, apresentam elevada prevalência na população brasileira, sendo necessária uma formação acadêmica de cirurgiões que gere saberes que transformem a realidade. Diante do exposto, o presente manuscrito objetivou descrever o desenvolvimento, a aplicação e a avaliação de uma sequência didática sobre fissuras labiais, palatinas e labiopalatais com enfoque em aprendizagem significativa em que houve a associação de duas metodologias ativas, a construção de modelos didáticos e a sala de aula invertida. Metodologia: A sequência didática foi realizada na educação superior, com equipes de discentes de Odontologia, seguindo três etapas: planejamento; confecção do modelo didático semiplano de fissuras labiais, palatinas e labiopalatais; apresentação em roda de conversa. O desempenho dos acadêmicos foi avaliado em cada etapa. Resultados: Inicialmente, os discentes possuíam pouco conhecimento sobre o tema. Os modelos didáticos foram construídos com facilidade e durante a roda de conversa foram utilizados os modelos didáticos e compartilhados os conhecimentos sobre Embriologia, Teratologia, aspectos clínicos e tratamento odontológico para cada fenda representada, evidenciando a eficácia do método. Conclusões: As metodologias ativas adotadas utilizadas no processo de planejamento, confecção e debate sobre fissuras labiais, palatinas e labiopalatais foram ferramentas valiosas no processo ensino-aprendizagem na educação em Odontologia... (AU)

Introduction: Cleft lip and cleft palate showed prevalence in the Brazilian population, being an academic training of surgeries that generates knowledge that transforms reality. Given the above, this manuscript aimed to describe the development, application and evaluation of a didactic sequence on cleft lip, palate and lip and palate with a focus on meaningful learning with the association of two active methodologies, the construction of didactic models and the inverted classroom. Methodology: The didactic sequence was carried out in Higher Education with teams of Dentistry students following three stages: planning; making the semiplane didactic model of cleft lip, palate and lip and palate; presentation in conversation circle. Academic performance was assessed at each stage. Results: Initially, the students had little knowledge on the topic. Didactic models were easily built. During the conversation, didactic models were used and knowledge about Embryology, Teratology, clinical aspects and dental treatment was shared for each gap represented, showing the effectiveness of the method. Conclusions: The active methodologies adopted used in the process of planning, making and debating cleft lip, palate and lip and palate were valuable tools in the teaching-learning process in Dentistry Education... (AU)

Introducción: Labio leporino y paladar hendido, presentan elevada prevalencia en la población brasileña, es necesária una formación académica de los cirujanos para generar conocimientos que transformen la realidad, dado lo anterior, este manuscrito tuvo como objetivo describir el desarrollo, la aplicación y la evaluación de una secuencia didáctica sobre el lábio leporino, fisura palatina y paladar hendido con un enfoque de aprendizaje significativo en el que hubo la asociación de dos metodologias activas, la construcción de modelos didácticos y el aula invertida. Metodología: La secuencia didáctica se realizo en la enseñanza superior, con equipos de estudiantes de odontologia, siguiendo tres etapas: Planificación; realización de um modelo didáctico semiplano de lábio leporino y paladar hendido; presentación del circulo de conversación. Se evaluo el desempeño de los académicos en cada etapa. Resultados: Inicialmente, los estudiantes tenían poco conocimiento sobre el tema. Los modelos didácticos se construyeron facilmente y durante la conversación se utilizaron los modelos didácticos y se compartieron sobre Embriologia, Teratología, aspectos clínicos y tratamiento odontológico de cada fisura representada, evidenciando la efectividad del método. Conclusiones: Las metodologias activas adoptadas y utilizadas en el proceso de planificación, realización y debate sobre lábio leporino, paladar hendido y fisura palatina fueron herramientas valiosas en el proceso de enseñanza-aprendizaje en la formación odontológica... (AU)

Metodología para construir una red de investigadores con base en teoría de redes complejas / Methodology for building a network of researchers based on complex network theory / Metodologia para criar uma rede de pesquisadores com base na teoria de redes complexas

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.

Percepción de estudiantes a distancia sobre la influencia de las TIC en su formación académica / Perception of distance students on the influence of ICT on their academic education / Percepções dos alunos à distância sobre a influência das TICs em sua formação acadêmica

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

Concepciones y Prácticas Evaluativas en la Formación Inicial del Profesorado en Educación Física / Concepts and Assessement Practices in Initial Teacher Training for Physical Education / Concepções e Práticas Avaliativas na Formação Inicial de Professores de Educação Física

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.

O relacionamento interpessoal no ensino híbrido de enfermagem / Interpersonal relationships in hybrid nursing education / Relaciones interpersonales en la educación híbrida de enfermería

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)

Method Development and Validation for the determination of Higher Molecular Weight species of Calcitonin Salmon in Calcitonin Salmon injection by High Performance Size Exclusion Chromatography

Protein aggregation is the process by which misfolded proteins self-assemble into soluble oligomers and insoluble aggregates. An isocratic HP-SEC method was developed in order to determine the protein aggregation in the Calcitonin Salmon injection. Since the label claim of the Calcitonin Salmon in Calcitonin Salmon is 33.33mg/ml at this level of test concentration, no aggregate was observed even with 500 ml injection volume of as such test preparation. Therefore, to detect aggregates or high molecular weight impurities, attempts were made to increase the test concentration of Calcitonin Salmon injection by evaporating the test product under a nitrogen stream and subsequently reconstituting it with a diluent. An isocratic HP-SEC method was developed in order to determine the protein aggregation in the Calcitonin Salmon injection. The chromatographic separation was achieved at SEC column i.e., Insulin, HMWP, 300 x 7.8 mm with 0.1%TFA in mixture of Water: Acetonitrile (70:30) with the flow rate 0.5 ml/min. 100 µl of samples were injected at 40°C column temperature and UV detection occurred at 220 nm. The developed method is highly specific and oligomers are completely separated from the principal peak with USP resolution of 1.5. The developed method was found to be accurate, linear, and precise in the range of 0.092 ?g/ml to 300 ?g/ml. The method also examined with stress factors such as temperature, light, agitation, freezing, and thawing to identify and study the factors that induces the aggregation of Calcitonin Salmon in Calcitonin Salmon drug product.

Software educativo para la asignatura Estratificación de Riesgos Medioambientales / Educational software for the subject Stratification of Environmental Risks

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.

Validación de instrumento para evaluar multitarea y actitudes tecnológicas en universitarios de ciencias de la salud / Validation of an instrument to assess multitasking and technological attitudes in health sciences university students

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.

Ensino da segurança do paciente na graduação em enfermagem / Teaching patient safety in undergraduate nursing

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.

La Inteligencia Artificial Generativa en la escena de la educación superior en ciencias de la salud / Generative Artificial Intelligence on the Scene of Higher Education in the Health Sciences

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)

Role of spherical aberration and coma in orthokeratology for myopia control / 国际眼科杂志(Guoji Yanke Zazhi)

As a highly prevalent global condition, myopia significantly impacts the ocular health of young individuals in China. Orthokeratology lens, as a rigid corneal contact lens, has demonstrated effective control over the progression of myopia; however, its mechanism of action remains incompletely elucidated. As one of the factors influencing visual acuity, higher-order aberrations will undergo marked changes after orthokeratology, with particular emphasis on the alterations in spherical aberrations and coma. The changes in corneal morphology induced by orthokeratology lead to significant positive increase in both spherical aberration and coma. Furthermore, the elevation of spherical aberration and coma demonstrates a negative correlation with the rate of axial length growth following orthokeratology. The interplay among spherical aberration, coma, defocus, accommodation, astigmatism, and pseudo-accommodation may constitute the underlying mechanism governing the control of myopia through orthokeratology.

Teaching reform of Traditional Chinese Medicine(TCM)acupuncture course in Nursing College of Peking Union Medical College / 基础医学与临床

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.

Arrhythmia identification algorithm based on continuous wavelet transform and higher-order statistics / 中国医学物理学杂志

Aiming at the non-stationarity and temporal characteristics of variable-length electrocardiogram(ECG)signals,an arrhythmia identification algorithm is proposed based on continuous wavelet transform and higher-order statistics.Considering the varying number of data points for each sample in variable-length ECG signals,the RR interval interpolation method is employed for data preprocessing,and the signal is decomposed into different time-frequency components using continuous wavelet transform,which enables the network to better extract both temporal and frequency features from the ECG signals.Regarding the issue of insufficient utilization of temporal information,a temporal mining module is introduced based on higher-order statistics and long short-term memory network to capture and learn long-term dependencies in the ECG signals,thereby facilitating the identification and understanding of specific arrhythmia categories.Extensive experiments conducted on the publicly available MIT-BIH ECG database validate the effectiveness and superiority of the proposed method.

Strategies, facilitators, and barriers in managing academic occupational disruptions: Implications for occupational therapy education

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.

Difficulties in the Diagnosis of Higher Brain Dysfunction Identified Using a Support Coordinator Survey / The Japanese Journal of Rehabilitation Medicine

Objective：Since there are few surveys of higher brain dysfunction (HBD) support coordinators regarding HBD diagnosis in Japan, we conducted a questionnaire survey to better understand the challenges in the current clinical practices of HBD diagnosis.Methods：Questionnaires were sent to 114 HBD support centers, handling approximately 100,000 consultations annually.Results：The overall response rate was 73.7％．The average number of consultation seekers per center who experienced difficulties in receiving HBD diagnosis was 15.6 (range 0-368), with approximately half of the centers reporting 1-10 consultation seekers. Regarding causes, approximately 30％ of respondents reported “patients or their family members were unaware that they had HBD” and “patients or their families suspected HBD but were told by their doctors that they did not meet the diagnostic criteria.” Furthermore, the most commonly reported difficulty in receiving HBD diagnosis was “a lack of doctors who could make an appropriate diagnosis,” followed by “a lack of knowledge of HBD among medical professionals” and “a lack of knowledge of HBD among administrative officers and welfare professionals.”Conclusion：Many respondents shared their thoughts on their current diagnostic status. These results will serve as foundational material for addressing difficulties related to late HBD diagnosis.

6. Healthcare Professional Education and Development for Deaf and Hard of Hearing Individuals in Rochester, NY: Transitioning from Inclusive Higher Education to Social Contribution / 医学教育

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.

Current status and problems of dental technology specialty development in higher vocational colleges in China / 中华医学教育探索杂志

Objective:To investigate the current status and problems of the development of dental technology specialty in higher vocational colleges in China, and to provide a reference for the establishment of national standards for vocational education on dental technology and the development of high-quality higher vocational education.Methods:We selected 54 higher vocational colleges in eastern, central, and western China offering dental technology programs by stratified random sampling to survey the specialty development situation using a questionnaire. Data were analyzed using the independent samples t test, one-way analysis of variance, or chi-square test with the use of SPSS 18.0. Results:Among the surveyed colleges, the average annual enrollment scale in recent three years was 6 415 students, with the largest enrollment in western regions, accounting for 47.39%. In terms of teaching faculty, there were differences in educational attainment, professional title structure, vocational qualification, and professional background between different regions ( P<0.05). Regarding training conditions, only 26.42% and 3.77% of colleges were equipped with virtual simulation training rooms and dental materials training rooms, respectively; and 18.52% and 22.22% of colleges were equipped with chairside repair systems and virtual simulation software, respectively. Conclusions:Regional imbalances exist in the development of dental technology specialty in higher vocational colleges in China. The overall level of teaching staff, practical training conditions, and curriculum construction need to be improved.

Professional identity status of higher vocational nursing students in Shanghai and its influencing factors / 中华医学教育探索杂志

Objective:To investigate the professional identity status of nursing students in higher vocational colleges in Shanghai, China, and to analyze the influencing factors.Methods:By cluster sampling, we selected 308 nursing students of grade 2019 from a higher vocational college in Shanghai for a survey with the General Information Questionnaire, Professional Identity Questionnaire for Nurse Students (PIQNS), Stanford Presenteeism Scale-6 (SPS-6), Wong and Law Emotional Intelligence Scale (WLEIS), Workplace Social Capital (WSC), and Nurse Psychological Capital Questionnaire (PCQ). SPSS 22.0 was used for descriptive analysis, the independent samples t-test, one-way analysis of variance, Pearson correlation analysis, and multiple linear regression analysis. Results:The total PIQNS score of the students was (64.93±12.83), the total SPS-6 score was (15.91±4.40), the total WLEIS score was (80.57±15.52), the total WSC score was (32.38±6.33), and the total PCQ score was (95.47±18.63). The PIQNS score was negatively correlated with the SPS-6 score ( r=-0.282, P<0.01), positively correlated with the WLEIS score ( r=0.712, P<0.01), positively correlated with the WSC score ( r=0.659, P<0.01), and positively correlated with the PCQ score ( r=0.681, P<0.01). The multiple linear regression analysis showed that personal interest, emotional intelligence, and psychological capital significantly affected the professional identity of nursing students, entering the regression equation for professional identity. Conclusions:The professional identity of higher vocational nursing students in Shanghai is at a medium level, and personal interest, emotional intelligence, and psychological capital are the main factors influencing professional identity.