Ansiedad frente a exámenes, un tipo de ansiedad fóbica que se presenta en el contexto académico / Test anxiety, a type of phobic anxiety that occurs in the academic context

Experimentar ansiedad frente a exámenes desencadena una respuesta emocional acompañada de cambios fisiológicos que el estudiante siente ante una situación percibida como amenazante, específicamente ante una evaluación, examen escrito u oral; actualmente, se la cataloga dentro de las fobias específicas. El individuo que busca evitar o eludir dicho escenario cae en la conducta de procrastinación. Esto afecta su rendimiento académico y acarrea consecuencias graves de salud mental, el estudiante comienza a percibirse afectado en su autovalia, autoestima y en su ambiente social, que muchas veces lo lleva a contraer trastorno depresivo e ideación suicida. El presente artículo es un estudio de revisión bibliográfica y su objetivo fue describir la experiencia de la. ansiedad frente a exámenes como fobia específica situacional, las consecuencias de dicho padecimiento, su comorbilidad con otros trastornos psicológicos y los tratamientos disponibles. Fueron analizados y comparados unos 26 artículos científicos, basados en ensayos controlados de manera aleatoria, otros son estudios controlados de caso único, publicados en importantes revistas electrónicas de impacto. La búsqueda se realizó utilizando las palabras clave. Como conclusión, se destacó la importancia del conocimiento de esta patología, a fin de realizar un diagnóstico precoz y prevención en psicoterapia, evitando así un mayor deterioro en la salud mental de los estudiantes. No obstante, es necesaria la realización de más investigación controlada al respecto.

Experiencing test anxiety triggers an emotional response accompanied by physiological changes that the student feels in a situation perceived as threatening, specifically in the face of an evaluation, written or oral exam; Currently, it is classified as a specific phobia. The individual who seeks to avoid or avoid this scenario falls into procrastination behavior. This affects their academic performance and has serious mental health consequences. The student begins to feel affected in his or her self-worth, self-esteem, and social environment, which often leads him or her to contract a depressive disorder and suicidal ideation. This article is a bibliographic review study regarding experiencing test anxiety as a situational specific phobia, the consequences of said condition, its comorbidity with other psychological disorders and the available treatments. Some 26 scientific articles were analyzed and compared, based on randomized controlled trials, others are controlled single case studies, published in important impact electronic journals. The search was carried out using keywords. In conclusion, the importance of knowledge of this pathology was highlighted, in order to make an early diagnosis and prevention in psychotherapy, thus avoiding further deterioration in the mental health of students. However, more controlled research is needed in this regard.

Actively Explore Science and Technology Evaluation in the Cardiovascular Specialty / 中国循环杂志

Science and technology evaluation plays an important role in improving the hospital's science and technology innovation capabilities and academic discipline construction.The global Cardiovascular Academic Performance Evaluation(CAPE)system focuses on the development of cardiovascular specialties in hospitals,emphasizing the evaluation of international academic performance of cardiovascular specialties,and delving into the sub-specialty of cardiovascular diseases.CAPE system contributes to pioneering preliminary explorations in literature searching strategies,data standardization,disciplinary definitions and other aspects.

Methodological Exploration for Global Cardiovascular Academic Performance Evaluation(CAPE)System / 中国循环杂志

Objectives:To establish a comprehensive system of Cardiovascular Academic Performance Evaluation(CAPE)and rank global TOP100 medical institutions in the fields of cardiovascular diseases(CVD). Methods:CVD-related terms were extracted from Medical Subject Headings(MeSH),Embase thesaurus(EMtrees)and International Classification of Diseases(ICD)by CVD-related professionals,as well as by librarians and information professionals.Terminology databases(named as Fuwai Subject Headings)were established,and nine sub-disciplines were proposed,including ischemic heart diseases,hypertension,vascular diseases,arrhythmia,pulmonary vascular diseases,heart failure,congenital heart diseases,cardiomyopathy,and valvular heart diseases.The mapping patterns of sub-discipline,cardiovascular terminology and entry terms were pre-defined.The CVD-related research literature published from January 1,2016 to December 31,2022 were retrieved from Web of Science,PubMed and Scopus.Based on this,metadata were fused and duplicates were excluded.Fuwai Subject Headings were searched and matched into four respects for each literature,including subject words,titles,keywords,and abstracts,which was used to generate an information table of"Position—CVD terminology—Frequency",and to calculate CVD correlation scores and sub-discipline scores.We standardized the names of medical institutions and scholars,and make a ranking system for CAPE based on original articles with strong cardiovascular correlation(correlation score≥4).When evaluating the science and technological performance for Chinese hospitals in cardiovascular diseases,National Natural Science Foundation Projects,authorized invention patents,prize achievements,research platforms,and registered data of drug clinical trials in Center for Drug Evaluation(CDE)were considered besides research papers. Results:During 2016 and 2022,1 545 103 CVD research literatures were found worldwide.After excluding meeting abstracts,books,biographies,news,videos,audio texts,retracted publications,and corrections,1 178 019 CVD research literatures were further evaluated.518 058 literatures were indexed as"strongly correlated to CVD"using Fuwai Subject Headings.Besides papers,other data sources were also collected,including 11 143 CVD-related Natural Science Foundation Projects,19 382 CVD-related effective authorized invention patents,103 CVD-related national prize achievements,24 CVD-related national research platforms,and 2 084 CDE registered data of CVD-related drug clinical trials.Research teams from nine sub-disciplines reviewed and validated research literature in respective fields,and classification rules of corresponding sub-disciplines were created and improved based on their opinions.Finally,eleven individual indexes were chosen to construct CAPE system for ranking global TOP100 medical institutions in overall CVD field and TOP30 in nine sub-disciplines.From 2016 to 2022,the number of cardiovascular disease research papers published by Chinese institutes has increased by 123.5%,with a total of approximately 76.8 thousands papers published(about 30 papers per day on average),ranked the second under the United States(approximately 114.1 thousands papers).However,the proportion of papers published by the Chinese Journal Citation Reports(JCR)and the Chinese Academy of Sciences only ranked eighth in the world.In the comprehensive academic performance of original cardiovascular research papers in global hospitals from 2020 to 2022,only two Chinese medical institutions ranked in the TOP20 as evaluated by CAPE system. Conclusions:Based on multi-source data from 2016 to 2022,CAPE initiated to establish a cardiovascular academic performance evaluation system.

Prevalence of brain fag syndrome and its correlation with stimulant use and socioeconomic/demographic characteristics among university undergraduate students in Nigeria

Background: Brain Fag Syndrome (BFS) is a culture-bound syndrome characterized by cognitive and somatic symptoms, commonly reported among African students. This study aimed to determine the prevalence of BFS among Nigerian university students and examine its associated factors. Methods: A cross-sectional survey was conducted among undergraduate students from a university in the northwest region of Nigeria. The study utilized a self-administered questionnaire to collect data on socio-demographic characteristics, stimulant use, course of study, and academic performance. The presence of BFS was assessed using standardized diagnostic criteria. Results:The study included a total of 625 participants, in their young adulthood. The prevalence of BFS among Nigerian university students was found to be 62.7%. The majority of affected students were aged 20-30, male, and from the Hausa ethnic group. No significant association was found between stimulant use and BFS. However, there was a significant relationship between the course of study and the occurrence of BFS. Academic performance (CGPA) showed a weak negative association with BFS. Other socio-demographic factors such as age, gender, ethnicity, relationship status, birth position, type of home, and family income did not predict the occurrence of BFS. Conclusion: The high prevalence highlights the need for attention to mental health issues among this population. The results emphasize the importance of considering the course of study and academic performance when studying BFS. Further research is warranted to explore the underlying mechanisms and develop effective interventions for students affected by BFS.

Relationships between internet addiction, smartphone addiction, sleep quality, and academic performance among high-school students

SUMMARY OBJECTIVE: In this study, we aimed to evaluate the relationships between Internet addiction, smartphone addiction, sleep quality, and academic success. METHODS: In this cross-sectional study, high-school students were surveyed to evaluate sleep quality, Internet addiction, and smartphone addiction. Students were queried about their demographics, and grade averages from the previous term were taken as an indicator of academic success. RESULTS: A total of 1,959 students were enrolled in this study, with 1,034 (52.8%) girls and 925 (47.2%) boys, and the median age of the participants was 16 (13-21) years. Multivariate analyses found that poor sleep quality in students who did not have breakfast before going to school was 1.58 times higher than those who did (p<0.001). Students who stayed in a dormitory had 1.79 times more poor sleep quality than those who stayed with their family, and a one-unit increase in the total score of the Young's Internet Addiction Test short form resulted in a 1.08-fold increase (both, p<0.001). CONCLUSION: Our study has shown that students' sleep quality was predicted to be lower if they stayed in a dormitory and skipped breakfast. In addition, Internet and smartphone addictions have a negative effect on sleep quality and academic performance.

Influence of motivation to learn on adolescents' quality of life and school performance: A protocol for a systematic review with meta-analysis / Influência da motivação para aprender na qualidade de vida e no desempenho escolar de adolescentes: um protocolo de revisão sistemática com metanálise

ABSTRACT Purpose: to verify the relationship between motivation to learn and the quality of life and academic performance of middle-school adolescents. Methods: the review will be based on international guidelines. The PEO (Population, Exposure, Outcome) strategy was used to develop the research question, and eligibility criteria were established. The MEDLINE (via PubMed), Scopus, and Web of Science databases will be consulted with the respective search equations. Evaluators will independently follow some steps to select the studies. Data will be extracted with a specific instrument. Protocols according to the study type will be used to assess the methodological quality or risk of bias of the studies. The results will be analyzed and presented both qualitatively and quantitatively. Final Considerations: this study will analyze the pieces of research on the topics in question, identifying existing gaps and enabling closer observation of the available evidence to guide educational practices and action planning aimed at promoting health for adolescent students.

RESUMO Objetivo: verificar a relação da motivação para aprender com a qualidade de vida e com o desempenho escolar de adolescentes do ensino fundamental. Métodos: a revisão será embasada em diretrizes internacionais. A estratégia PEO (População, Exposição, Desfecho) foi utilizada para elaborar a pergunta norteadora e foram estabelecidos critérios de elegibilidade. As bases de dados Medline, via PubMed, Scopus e Web of Science serão consultadas por meio das respectivas equações de busca. Para seleção dos estudos, algumas etapas serão cumpridas por avaliadoras de forma independente. A extração dos dados será realizada por meio de instrumento próprio. Para a avaliação da qualidade metodológica ou risco de viés dos estudos serão utilizados protocolos segundo o tipo de estudo. A análise e a apresentação dos resultados serão feitas de forma qualitativa e quantitativa. Considerações Finais: o desenvolvimento deste trabalho possibilitará uma análise das pesquisas realizadas sobre as temáticas envolvidas, identificando lacunas existentes, além de possibilitar a observação mais detida das evidências disponíveis para nortear a prática educativa e o planejamento de ações que visem à promoção da saúde para estudantes adolescentes.

Can oral health have an impact on academic performance and school absenteeism?: a systematic review and meta-analysis

Aim: The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods: Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results: Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion: Therefore, students with oral problems were more likely to take time off school and present inferior academic performance

Why should Medical Societies increasingly attend to their Specialist Title exams and why should medical professionals obtain it? / Por que as Sociedades Médicas devem cada vez mais cuidar de suas provas de Título de Especialista e porque os profissionais médicos devem obtê-lo?

ABSTRACT Medical societies must maintain high standards of competence and quality when awarding specialist titles, defining the certification criteria, taking into account the needs and realities of the health system and medical practice.

RESUMO As Sociedades Médicas devem manter padrões elevados de competência e qualidade na concessão dos Títulos de Especialista, com definição dos critérios de certificação, considerando as necessidades e realidades do sistema de saúde e da prática médica.

Comparative performance of artificial ıntelligence models in physical medicine and rehabilitation board-level questions

SUMMARY OBJECTİVES: The aim of this study was to compare the performance of artificial intelligence models ChatGPT-3.5, ChatGPT-4, and Google Bard in answering Physical Medicine and Rehabilitation board-style questions, assessing their capabilities in medical education and potential clinical applications. METHODS: A comparative cross-sectional study was conducted using the PMR100, an example question set for the American Board of Physical Medicine and Rehabilitation Part I exam, focusing on artificial intelligence models' ability to answer and categorize questions by difficulty. The study evaluated the artificial intelligence models and analyzed them for accuracy, reliability, and alignment with difficulty levels determined by physiatrists. RESULTS: ChatGPT-4 led with a 74% success rate, followed by Bard at 66%, and ChatGPT-3.5 at 63.8%. Bard showed remarkable answer consistency, altering responses in only 1% of cases. The difficulty assessment by ChatGPT models closely matched that of physiatrists. The study highlighted nuanced differences in artificial intelligence models' performance across various Physical Medicine and Rehabilitation subfields. CONCLUSION: The study illustrates the potential of artificial intelligence in medical education and clinical settings, with ChatGPT-4 showing a slight edge in performance. It emphasizes the importance of artificial intelligence as a supportive tool for physiatrists, despite the need for careful oversight of artificial intelligence-generated responses to ensure patient safety.

Association of Sleep Quality and Stress with Academic Performance among Undergraduate Dental Students of Bhubaneswar, India

ABSTRACT Objective: To assess sleep quality and stress level and to analyze their effect on the academic performance of undergraduate dental students. Material and Methods: A cross-sectional descriptive survey was conducted among 234 undergraduate dental students at Bhubaneswar. Pittsburgh Sleep Quality Index (PSQI), consisting of 18 items rated on a 4-point Likert scale, assessed sleep quality. Kessler Psychological Distress Scale (K10) evaluated the stress level. Google Forms collected demographic details and marks obtained in their previous examination. Chi-square, Mann-Whitney U, Kruskal-Wallis tests, and Spearman correlation coefficient were used for analysis (p≤0.05). Results: Mean PSQI and K10 scores were 4.87±4.5 and 17.60±8.5, respectively. 38% of students had poor sleep quality, and mean actual sleep hours were 8.01±1.7. One-fourth (24.8%) of subjects had moderate to severe stress. Sleep quality significantly differed among the various academic years (p=0.001). A post-hoc test showed a difference between 1st and 2nd-year students and 1st and 4th-year students. A statistically significant difference between genders regarding the components of the K10 scale was observed. A non-significant positive correlation between total marks and K10 score and a negative correlation between marks and global PSQI score was found. Conclusion: Sleep quality and stress harm the academic performance of dental students.

Implementation of the São Paulo Nursing Courses Consortium for the Progress Test: experience report / Implementación del Consorcio de Cursos de Enfermería de São Paulo para la Prueba de Progreso: relato de experiencia / Implementação do Consórcio dos Cursos de Enfermagem Paulistas para o Teste de Progresso: relato de experiência

ABSTRACT Objective: To report the experience of implementing the São Paulo Nursing Courses Consortium for the Progress Test. Method: This is an experience report of the consortium's work in Progress Test preparation and application for Public Schools of Nursing in São Paulo in 2019, 2021 and 2022, with a descriptive analysis of the work process and the results obtained. Results: The consortium's activities are structured into the following stages: planning; theme review; distributing and requesting questions; professor training; question elaboration; question reception; question selection; question validation; student registration; test application; analysis and dissemination of results. A total of 57.3% of enrolled students participated. There was a predominance of questions of medium difficulty and a gradual progression in the level of discrimination of the questions, with, in 2022, 82.5% being considered adequate. Final considerations: The consortium has allowed the test to be applied interinstitutionally, with greater scope, accuracy, and quality of questions. Through this experience, it is expected to encourage progress testing in undergraduate nursing courses in other contexts.

RESUMEN Objetivo: Relatar la experiencia de implementación del Consorcio de Cursos de Enfermería de São Paulo para la Prueba de Progreso. Método: Se trata de un relato de experiencia del trabajo del consorcio en la elaboración y aplicación de la Prueba de Progreso para las Escuelas Públicas de Enfermería de São Paulo en los años 2019, 2021 y 2022, con un análisis descriptivo del proceso de trabajo y de los resultados obtenidos. Resultados: Las actividades del consorcio se estructuran en las siguientes etapas: planificación; revisión de temas; distribución y solicitud de preguntas; capacitación de docentes; elaboración de preguntas; recepción de preguntas; selección de preguntas; validación de preguntas; registro de estudiantes; aplicación de la prueba; análisis y difusión de resultados. Participaron el 57,3% de los estudiantes matriculados. Hubo un predominio de preguntas de dificultad media y una progresión gradual en el nivel de discriminación de las preguntas, considerándose adecuadas en 2022 un 82,5%. Consideraciones finales: El consorcio ha permitido que la prueba sea aplicada de manera interinstitucional, con mayor alcance, precisión y calidad de preguntas. A través de esta experiencia, se espera fomentar la realización de la prueba de progreso en cursos de pregrado en enfermería en otros contextos.

RESUMO Objetivo: Relatar a experiência da implementação do Consórcio dos Cursos de Enfermagem Paulistas para o Teste de Progresso. Método: Trata-se de relato de experiência da atuação do consórcio na elaboração e aplicação do Teste de Progresso para as Escolas de Enfermagem Públicas Paulistas nos anos de 2019, 2021 e 2022, com análise descritiva do processo de trabalho e dos resultados obtidos. Resultados: As atividades do consórcio estão estruturadas nas seguintes etapas: planejamento; revisão de temas; distribuição e solicitação de questões; capacitação de docentes; elaboração de questões; recepção de questões; seleção de questões; validação de questões; inscrição de estudantes; aplicação do teste; análise e divulgação de resultados. Participaram 57,3% dos estudantes matriculados. Houve predomínio de questões de média dificuldade e progressão gradual do nível de discriminação das questões, sendo que, em 2022, 82,5% foram consideradas adequadas. Considerações finais: O consórcio tem permitido a aplicação do teste de forma interinstitucional, com maior abrangência, acurácia e qualidade das questões. Por meio dessa experiência, espera-se fomentar a realização do teste de progresso em cursos de graduação em enfermagem em outros contextos.

Negative affectivity in university students and its relationship with academic performance and professional outlook after COVID-19 / Afectividades negativas en universitarios y su relación con el desempeño académico y la perspectiva profesional después del COVID-19 / Afetividades negativas em universitários e relação com desempenho acadêmico e perspectiva profissional após a COVID-19

ABSTRACT Objectives: to evaluate the prevalence of negative affectivity in university students in the post-COVID-19 pandemic context and its relationship with academic performance and professional outlook. Methods: a cross-sectional study was conducted with undergraduate students from a public university in Minas Gerais between September 2022 and September 2023. Data were collected using a sociodemographic and psychosocial characterization questionnaire and the Depression, Anxiety, and Stress Scale 21. The relationships between negative affectivity, academic performance, and professional outlook were verified using the Kruskal-Wallis test, with a significance level of 5%. Results: a total of 585 students participated in the study. A high prevalence of depression, anxiety, and stress was found among university students in the post-COVID-19 context, with a notable severity of anxiety. A negative association was detected between the investigated negative affectivity, academic performance, and professional outlook. Conclusions: the results indicate an emotional vulnerability in university students, with a relationship between negative affectivity and a decline in academic performance and professional outlook.

RESUMEN Objetivos: evaluar la prevalencia de afectividades negativas en estudiantes universitarios en el contexto post-pandemia de COVID-19 y su relación con el rendimiento académico y la perspectiva de futuro profesional. Métodos: estudio transversal realizado con estudiantes de pregrado de una universidad pública de Minas Gerais entre septiembre de 2022 y septiembre de 2023. Los datos fueron recolectados a partir de un cuestionario de caracterización sociodemográfica y psicosocial y de la Depression, Anxiety and Stress Scale 21. Las relaciones entre las afectividades negativas, el rendimiento escolar y la perspectiva de futuro profesional fueron verificadas mediante la prueba de Kruskal-Wallis, con un nivel de significancia del 5%. Resultados: participaron en el estudio 585 estudiantes. Se verificó una alta prevalencia de depresión, ansiedad y estrés entre los estudiantes universitarios en el contexto post-pandemia de COVID-19, destacándose la ansiedad en un nivel severo. Se detectó una asociación negativa entre las afectividades negativas investigadas, el rendimiento académico y la perspectiva de futuro profesional. Conclusiones: los resultados indican una vulnerabilidad emocional en los estudiantes universitarios, con la existencia de una relación entre las afectividades negativas y un deterioro del rendimiento académico y de la perspectiva de futuro profesional.

RESUMO Objetivos: avaliar a prevalência de afetividades negativas em estudantes universitários no contexto pós-pandemia da COVID-19 e sua relação com o desempenho acadêmico e a perspectiva de futuro profissional. Métodos: estudo transversal realizado com estudantes de graduação de uma universidade pública mineira entre setembro de 2022 e setembro de 2023. Os dados foram coletados a partir do questionário de caracterização sociodemográfica e psicossocial e da Depression, Anxiety and Stress Scale 21. As relações entre as afetividades negativas, o rendimento escolar e a perspectiva de futuro profissional foram verificadas por meio do teste de Kruskal-Wallis, com 5% de significância. Resultados: participaram do estudo 585 estudantes. Verificou-se alta prevalência de depressão, ansiedade e estresse entre os estudantes universitários no contexto pós-pandemia da COVID-19, com destaque para a ansiedade em nível severo. Foi detectada associação negativa entre as afetividades negativas investigadas, o desempenho acadêmico e a perspectiva de futuro profissional. Conclusões: os resultados apontam para uma vulnerabilidade emocional dos estudantes universitários, com existência de relação entre afetividades negativas e piora do desempenho acadêmico e perspectiva de futuro profissional.

Variables que influyen el desempeño de los estudiantes de enfermería de la Universidad del Magdalena en las pruebas SABER PRO

Objetivo: Analizar la relación entre las variables personales, familiares e institucionales con el desempeño en las pruebas SABER PRO del periodo 2016 a 2019 de los estudiantes de enfermería de la Universidad del Magdalena (Colombia). Metodología: Estudio de tipo descriptivo, correlacional. Se realizó el análisis de los puntajes objetivos en los módulos genéricos y específicos de las pruebas SABER PRO, extrayendo los puntajes de los estudiantes de la carrera de Enfermería de la Universidad del Magdalena. Se realizó el análisis descriptivo e inferencial utilizando el programa Infostat/L. Resultados: El desempeño en los distintos módulos de las pruebas SABER PRO se encontró asociado a variables personales como la menor edad, género masculino y área de residencia rural; variables familiares como el acceso a servicio de televisión por cable, la tenencia de computadora y de consola de videojuegos, residir en un hogar permanente y no tener personas a cargo y variables institucionales como el valor intermedio de la matrícula y la tenencia de becas. Conclusiones: Se identificaron variables personales, familiares e institucionales que se relacionan con un mejor desempeño en las pruebas de estado. Estos hallazgos destacan la importancia de considerar múltiples factores tanto individuales como contextuales al abordar la mejora de los resultados académicos y la equidad educativa. Se sugiere que las políticas y programas educativos deberían dirigirse hacia la reducción de las brechas existentes en relación con estas variables, proporcionando un acceso equitativo a recursos y oportunidades de aprendizaje para todos los estudiantes.

Objetivo: Analisar a relação entre variáveis pessoais, familiares e institucionais com o desempenho nas provas SABER PRO de 2016 a 2019 de estudantes de enfermagem da Universidade de Magdalena (Colômbia). Metodologia: Estudo descritivo, correlacional. Foi realizada a análise das pontuações objetivas nos módulos genéricos e específicos dos testes SABER PRO, extraindo as pontuações dos estudantes do curso de Enfermagem da Universidade de Magdalena. Foi realizada uma análise descritiva e inferencial por meio do programa Infostat/L. Resultados: Verificou-se que o desempenho nos diferentes módulos dos testes do SABER PRO está associado a variáveis pessoais como ser mais jovem, do sexo masculino e residir em área rural; variáveis familiares, como acesso ao serviço de televisão a cabo, posse de computador e console de videogame, residência em casa própria e não ter dependentes, e variáveis institucionais, como o valor intermediário da matrícula e ter bolsas de estudo. Conclusões: Foram identificadas variáveis pessoais, familiares e institucionais que estão relacionadas com um melhor desempenho nos testes estaduais. Esses achados destacam a importância de considerar múltiplos fatores, tanto individuais quanto contextuais, ao abordar a melhoria dos resultados acadêmicos e a equidade educacional. Sugere-se que as políticas e programas educacionais sejam direcionados para reduzir as lacunas existentes em relação a essas variáveis, proporcionando acesso equitativo a recursos e oportunidades de aprendizagem para todos os alunos.

Objective: To analyze the relationship between personal, family, and institutional variables with the performance in the SABER PRO tests from 2016 to 2019 of nursing students at the Universidad del Magdalena (Colombia). Methodology: Descriptive correlational study. The analysis of the scores obtained in the generic and specific modules of the SABER PRO tests of the nursing students of the Universidad del Magdalena was carried out. Descriptive and inferential analyses were performed using Infostat/L software. Results: The performance in the different modules of the SABER PRO tests was found to be associated with personal variables such as younger age, male gender, and rural residence; family variables such as access to cable television service, ownership of a computer and video game console, residence in a permanent home and no dependents; and institutional variables such as the mean value of tuition fees and scholarships. Conclusions: Personal, family, and institutional variables were identified that are associated with better performance on state tests. These findings highlight the importance of considering multiple individual and contextual factors, when addressing academic achievement and educational equity. It is suggested that educational policies and programs should be designed to reduce existing gaps in these variables and provide equitable access to resources and learning opportunities for all students.

Percepciones de profesores y estudiantes acerca de la utilización del portafolios en la asignatura Prevención en Salud

Fundamento: en el ámbito de la pedagogía universitaria, el modelo docente adopta una nueva visión, el aprendizaje desarrollador y la evaluación educativa; en este contexto ha surgido, en los últimos años, el portafolios. Objetivo valorar la percepción de profesores y estudiantes sobre la utilización del portafolio como herramienta de aprendizaje en la asignatura Prevención en Salud. Métodos: investigación educacional, realizada en la Universidad de Ciencias Médicas de Cienfuegos en el primer período del curso 2022, sobre un universo constituido por el total de estudiantes de segundo año que cursaron la asignatura y los profesores que fungieron como tutores. La muestra fue seleccionada al azar, 64 estudiantes y 36 profesores, que aceptaron participar en la investigación respetando los principios éticos. Se empleó la técnica de la entrevista, se diseñó un cuestionario semiestructurado para explorar la opinión de estudiantes y profesores. Resultados: los docentes consideraron de utilidad el portafolio para el aprendizaje, al permitir objetivar y documentar las competencias, logrando dinamismo y estímulo para la reflexión; alegaron inconformidad en la evaluación refiriendo que requiere de mucho tiempo. Los estudiantes recibieron orientaciones sobre el portafolio, que les permitieron prepararse para su profesión, organizarse y autoevaluarse. Como debilidad destacaron la laboriosidad al considerarlo estresante, refiriéndose a la responsabilidad y al tiempo disponible e insuficiente motivación que brindan los tutores. Conclusiones: el portafolio es un instrumento centrado en el aprendizaje de competencias, con participación del estudiante y un tipo de evaluación que estimula la responsabilidad aplicando los conocimientos de la vida real en la práctica médica.

Foundation: in the university pedagogy field, the teaching model adopts a new vision: developer learning and educational evaluation; in this context, the portfolio has emerged in recent years. Objective: to assess the perception of teachers and students about the use of the portfolio as a learning tool in the Health Prevention subject. Methods: educational research, at the Cienfuegos Medical Sciences University in the first period of the 2022 academic year, a universe made up of the total number of second-year students who took the subject and the professors who served as tutors. The sample was randomly selected, 64 students and 36 teachers, who agreed to participate in the research respecting ethical principles. The interview technique was used, a semi-structured questionnaire was designed, exploring the opinion of students and teachers. Results: the teachers considered the portfolio useful for learning, as it allowed objectifying and documenting the competencies, achieving dynamism and stimulating reflection, they claimed disagreement in the evaluation, stating that it requires a lot of time. The students received guidance on the portfolio, which allowed them to prepare for their profession, organize and self-evaluate. As a weakness, they highlighted industriousness, considering it stressful, referring to the responsibility and the time available and insufficient motivation provided by the tutors. Conclusions: the portfolio is an instrument focused on learning competencies, with student participation and a type of evaluation that stimulates responsibility by applying real-life knowledge in medical practice.

Resiliencia académica, rendimiento e intención de abandono en estudiantes universitarios de Quito / Academic resilience, performance and intention to drop out in university students in Quito / Resiliência académica, desempenho e intenção de desistir entre os estudantes universitários em Quito

(analítico) La resiliencia académica es la capacidad para responder adaptativamente a las adversidades del proceso educativo y superarlas exitosamente. Este estudio explora los efectos de la resiliencia académica en una muestra de estudiantes de psicología (N = 550) de Quito, Ecuador. Los resultados de los análisis de regresión evidencian que la resiliencia se relaciona positivamente con el rendimiento académico y negativamente con la intención de abandonar los estudios universitarios. Respecto a las dimensiones de resiliencia académica (perseverancia, reflexión y búsqueda adaptativa de ayuda, así como afecto negativo y respuesta emocional), estas presentan un patrón de influencia diferenciado sobre el rendimiento y la intención de abandono. Asimismo, los efectos favorables de la resiliencia son mayores para los estudiantes que cursan niveles iniciales de carrera y se reducen en los estudiantes de niveles superiores.

(analytical) Academic resilience is the individual ability to respond adaptively to the adversities of the educational process and overcome them successfully. This study explores the effects of academic resilience in a sample of Psychology students (N=550) from Quito-Ecuador. The results of regression analyses show that resilience is positively related to academic performance and negatively related to the intention to drop out of university studies. Regarding the dimensions of academic resilience: a) perseverance, b) reflecting and adaptive help-seeking, and c) negative affect and emotional response, these present a pattern of differentiated influence on performance and dropout intention. Likewise, the favorable effects of resilience are greater for students at initial levels of career, and are reduced for students at higher levels.

(analítico) A resiliência acadêmica é a capacidade de responder de forma adaptativa às adversidades do processo educacional e superálas com sucesso. Este estudo explora os efeitos da resiliência acadêmica em uma amostra de estudantes de psicologia (N=550) de Quito-Equador. Os resultados das análises de regressão mostram que a resiliência está positivamente relacionada ao desempenho acadêmico e negativamente relacionada à intenção de abandonar os estudos universitários. Relativamente às dimensões da resiliência académica: a) perseverança, b) reflexão e procura adaptativa de ajuda, e c) afeto negativo e resposta emocional, apresentam um padrão diferenciado de influência no desempenho e na intenção de abandono. Da mesma forma, os efeitos favoráveis da resiliência são maiores para alunos que cursam níveis iniciais do curso e são reduzidos em alunos de níveis superiores.

Terapias de estimulación visual y rendimiento académico de niños de primer año de Educación Básica / Visual stimulation therapies and academic performance of children in the first year of Elementary School / Terapias de estimulação visual e desempenho acadêmico de crianças no primeiro ano do Ensino Fundamental

La terapia visual como tratamiento de estimulación neurofisiológica, permite el desarrollo y mejoría de las habilidades visuales; mismas que inciden de manera directa en el aprendizaje y la lectura. Objetivo. Evaluar el impacto de las terapias de estimulación visual en el rendimiento académico en niños de primer año de básica de una unidad educativa privada en Quito-Ecuador. Materiales y métodos. La investigación fue descriptiva, modalidad de intervención educativa, con alcance explicativo causal y longitudinal. Se trabajó con una muestra intencional conformada por 32 estudiantes de 5 años cumplidos, ambos sexos biológicos, que asistían a clases presenciales, no recibían terapias visuales y, contaban con el consentimiento de los padres. Un profesional especialista en salud visual ejecutó la investigación en tres fases: 1) diagnóstica: medición de las variables como pre-test; 2) aplicación de estrategias: con el despliegue del programa por seis meses para trabajar la estimulación de habilidades visuo-perceptuales y; 3) evaluación del programa tras la intervención de las variables como post - test. Resultados. Tras las terapias, el 97% de la población tuvo un impacto positivo de +60, el porcentaje de agudeza visual inferior se redujo al 0%, incrementó la agudeza visual óptima en OD (43%) y OI (47%), la estereopsis mejoró en un 84% de sujetos, las habilidades visuo-perceptuales fueron aceptables y se mejoró el rendimiento escolar. Conclusiones. Se pudo evidenciar que la estimulación de habilidades visuales a través de terapias específicas, en edades tempranas, es importante y necesaria para evitar problemas futuros en el aprendizaje.

Visual therapy as a treatment of neurophysiological stimulation, allows the development and improvement of visual skills, which have a direct impact on learning and reading. Objective. To evaluate the impact of visual stimulation therapies on the academic performance of children in the first year of elementary school in a private educational unit in Quito-Ecuador. Materials and methods. The research was descriptive, educational intervention modality, with causal and longitudinal explanatory scope. We worked with an intentional sample of 32 students of 5 years of age, both biological sexes, who attended presential classes, did not receive visual therapies and had parental consent. A professional specialist in visual health carried out the research in three phases: 1) diagnostic: measurement of the variables as a pre-test; 2) application of strategies: with the deployment of the program for six months to work on the stimulation of visual-perceptual skills and; 3) evaluation of the program after the intervention of the variables as a post-test. Results. After the therapies, 97% of the population had a positive impact of +60, the percentage of inferior visual acuity was reduced to 0%, optimal visual acuity increased in OD (43%) and OI (47%), stereopsis improved in 84% of subjects, visuo-perceptual skills were acceptable and school performance was improved. Conclusions. It could be evidenced that the stimulation of visual skills through specific therapies, at early ages, is important and necessary to avoid future learning problems.

A terapia visual como um tratamento de estimulação neurofisiológica permite o desenvolvimento e a melhoria das habilidades visuais, que têm um impacto direto no aprendizado e na leitura. Objetivo. Avaliar o impacto das terapias de estimulação visual no desempenho acadêmico de crianças no primeiro ano do ensino fundamental em uma unidade educacional privada em Quito-Equador. Materiais e métodos. A pesquisa foi descritiva, na modalidade de intervenção educacional, com um escopo explicativo causal e longitudinal. Trabalhamos com uma amostra intencional de 32 alunos de 5 anos de idade, de ambos os sexos biológicos, que frequentavam as aulas presenciais, não recebiam terapia visual e tinham o consentimento dos pais. Um profissional especialista em saúde visual realizou a pesquisa em três fases: 1) diagnóstico: mensuração das variáveis como pré-teste; 2) aplicação de estratégias: com a implantação do programa durante seis meses para trabalhar a estimulação das habilidades perceptivo-visuais e; 3) avaliação do programa após a intervenção das variáveis como pós-teste. Resultados. Após as terapias, 97% da população teve um impacto positivo de +60, a porcentagem de acuidade visual inferior foi reduzida para 0%, a acuidade visual ótima aumentou em OD (43%) e OI (47%), a estereopsia melhorou em 84% dos indivíduos, as habilidades visuo-perceptuais foram aceitáveis e o desempenho escolar melhorou. Conclusões. Foi possível demonstrar que a estimulação das habilidades visuais por meio de terapias específicas em uma idade precoce é importante e necessária para evitar futuros problemas de aprendizagem.

EL SUEÑO EN ESTUDIANTES DE ENFERMERÍA EN UNA UNIVERSIDAD DEL SUR DE CHILE / SLEEP IN NURSING STUDENTS AT A UNIVERSITY IN SOUTHERN CHILE

El sueño es una función y necesidad básica en el ser humano; permite el descanso de la mente y cuerpo, recuperar energías y restablecer funciones para un buen rendimiento. Los trastornos del sueño pueden desencadenar problemas gástricos, cardiovasculares, cognitivas, desequilibrio en el rendimiento académico, alterando negativamente la capacidad de concentración, aprendizaje, memoria; dormir poco se asocia a fatiga y disminución de las capacidades cognitivas y motoras durante el día. Las demandas sociales, familiares y académicas de estudiantes universitarios los hace adoptar patrones de sueño irregulares, dando lugar a cambios en el hábito del sueño, especialmente en el contexto de la pandemia por COVID-19, debido al incremento de horas de conexión tele presencial y el uso de aparatos electrónicos para sus actividades académicas. Por ello el presente estudio evaluado y aprobado por Comité De Ética, certificado ORD: Nº 145- 2021/RevOct.2021, pretende describir la calidad del sueño en estudiantes de Enfermería en una Universidad del sur de Chile durante el segundo semestre del 2021; aplicando el Índice de Calidad de Sueño de Pittsburgh a 165 estudiantes de primero a quinto año, a través de un estudio de tipo cuantitativo, observacional, descriptivo, de secuencia transversal, con muestreo probabilístico estratificado y con afijación simple. Solo el 12% de los estudiantes de Enfermería presentó óptima calidad del sueño; el 64% sugiere problemas de sueño y el 24% se acercan a una peor calidad de sueño. La existencia de una alta prevalencia de la mala calidad del sueño indica la necesidad de adquirir una buena higiene del sueño que permita el descanso adecuado y necesario para realizar sus actividades de manera óptima.

Sleep is a basic function and need in humans; it allows the brain and body to rest, recover energy, and restore functions for good performance. Sleep disorders can trigger gastric, cardiovascular, and cognitive problems, as well as affect academic performanceby negatively altering the ability to concentrate, learn, and recall. Insufficient sleep is associated with fatigue and decreased cognitive and motor skills during the day. The social, family, and academic demands of university students often make them adopt irregular sleep patterns, leading to changes in sleep habits. This was especially true during the COVID-19 pandemic, due to the increase in hours of online connection and the use of electronic devices for academic activities. This study, evaluated and approved by the Ethics Committee, certified ORD: Nº 145- 2021/RevOct.2021, aims to describe the quality of sleep in Nursing students at a university in southern Chile during the second semester of 2021. The Pittsburgh Sleep Quality Index was administered to 165 first-year to fifth-year Nursing students, through a quantitative, observational, descriptive, cross-sectional sequence study, with stratified probabilistic sampling and simple assignment. Only 12% of Nursing students had optimal sleep quality; 64% suggest sleep problems and 24% indicated a worse quality of sleep. The high prevalence of poor sleep quality indicates the need for students to adopt good sleep hygiene that allows adequate and necessary rest for optimal academic performance.

MOTIVOS INTRÍNSECOS, EXTRÍNSECOS Y EXPECTATIVAS PARA ELECCIÓN DE LA CARRERA, COMO PREDICTORES DE RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE ENFERMERÍA / INTRINSIC AND EXTRINSIC MOTIVATIONS AND EXPECTATIONS FOR CAREER CHOICE, AS PREDICTORS OF ACADEMIC PERFORMANCE IN NURSING STUDENTS

[{"text": "INTRODUCCIÓN. El decantarse por una carrera universitaria, es una decisión que marca el futuro profesional de los jóvenes; en ella están envueltas motivaciones intrínsecas, extrínsecas y expectativas que pueden predecir el desempeño académico. OBJETIVO. Predecir el rendimiento académico de los estudiantes de una facultad de enfermería, a través de los motivos intrínsecos, extrínsecos y expectativas para la elección de la carrera. METODOLOGÍA. Estudio correlacional, longitudinal, analítico. La muestra estuvo constituida por 400 estudiantes de primer semestre. Se aplicó una cédula socio demográfica; Escala de Motivación en Educación (EME); Escala de Expectativas Para la Elección de la Carrera e Interés Hacia los Estudios (EEPECIHE); Escala de Seguimiento Cambios en las Expectativas, Grado de Interés y Satisfacción de los Estudiantes (ESCEGIS). Los datos se analizaron con el software SPSS versión 25 para iOS; el estudio contó con la aprobación del comité de bioética en investigación de la Facultad de Enfermería Culiacán. RESULTADOS. Existen diferencias significativas de las motivaciones, expectativas y rendimiento académico (p <.05) al inicio del semestre y al finalizar el semestre; las motivaciones y expectativas predicen el rendimiento académico, en 74.6%, (R2=0,747, Ajuste R2 = 0,746,

Estudiantes con gratuidad en universidades prestigiosas: ajustes académicos para permanecer / Fee-free students at prestigious universities: academic adjustments so that they can remain in education

(analítico) La educación superior en Chile se ha masificado; sin embargo, se mantiene una alta segmentación en el sistema. En 2016 comienza a implementarse la política de gratuidad, dirigida a estudiantes de menores ingresos. Esta investigación buscó comprender las experiencias académicas de estudiantes con gratuidad en universidades prestigiosas y selectivas, espacios tradicionalmente de reproducción de las clases altas y élites. Se realizaron entrevistas biográficas a trece estudiantes de estas universidades, así como un análisis temático temporal. Los resultados muestran que la obtención de la gratuidad emerge como un facilitador en el acceso, pero los/as estudiantes experimentan fuertes sensaciones de inadecuación académica; se muestran activos en transformar sus disposiciones, realizando un fuerte trabajo sobre sí para permanecer. Las experiencias de jóvenes de menores capitales muestran la persistencia de desigualdades.

(analytical) Higher education in Chile has experienced massification during the last 30 years. However, a high level of segmentation in the system continues. In 2016, the fee-free policy began to be implemented and was designed for lower-income students. This research study sought to understand the academic experiences of fee-free students at prestigious and selective universities, which are considered spaces that reproduce power dynamics in favor of the country's upper classes. Biographical interviews were conducted with 13 fee-free students who are currently enrolled in these universities and a temporal thematic analysis was carried out. The results of the study show that: obtaining fee-free tuition facilitates access to education; both male and female fee-free students experience strong feelings of academic inadequacy; and these students take an active role in transforming their situations by adopting a strong work ethic that helps them continue with their studies. These experiences of young people from lower income backgrounds show the persistence of inequalities in the higher education sector.

(analítico) O Ensino Superior no Chile se massificou nos últimos 30 anos, porém, ainda há uma alta segmentação no sistema. No ano 2016 começa a implementação da política de gratuidade, destinada a estudantes de menor renda. Esta pesquisa buscou compreender as experiências acadêmicas de estudantes com gratuidade em universidades prestigiadas e seletivas, espaços de reprodução das classes altas e das elites. Foram realizadas entrevistas biográficas a treze estudantes destas universidades. Além disso, foi realizada uma análise temática temporal. Os resultados mostram que a obtenção da gratuidade surge como um facilitador no acesso, os e as estudantes experimentam fortes sentimentos de inadequação acadêmica, são ativos na transformação de suas disposições, trabalhando arduamente em si mesmos para permanecer. As experiências dos jovens de menores rendas mostram a persistência das desigualdades.

Terminal efficiency, Lag and dropout in cohorts from 2007 to 2014 of dental students at the University of Costa Rica / Eficiencia terminal, rezago y abandono en las cohortes del 2007 al 2014 de estudiantes de Odontología de la Universidad de Costa Rica

Abstract Determine the terminal efficiency, lag and dropout in the cohorts of students who entered the dentistry career at the Faculty of Dentistry at University of Costa Rica in the lapse 2007 to 2014. Data from 736 files were collected. The variables considered were sex, admission age, nationality, marital status, children, admission note, domicile and high school. The data was collected from the Student Application System, the physical files, and the data base from the Supreme Court of Elections of Costa Rica. Descriptive statistics, bivariate and multivariate analysis were made, which were implemented from two logistic regression models. 98% of the students were Costa Rican, 68% women, 79% entered according to the admission note, 43% entered with an age of 18 years or less, 50% came from a public school, 77% resided in the Greater Metropolitan Area and 95% were single and remained without children. The average terminal efficiency was 6%; 46% of students have graduated with lag, 16% are still enrolled and 32% dropped out. Sex, age, admission note, and motherhood are sociodemographic variables that are associated with terminal efficiency and dropout. The average terminal efficiency in the cohorts from 2007 to 2014 in the courses at the Faculty of Dentistry University of Costa Rica was very low, almost half of the students graduated with lag and about a third dropped out the studies. The grade from the admission note seems to be a predictor of students'academic behavior, higher grade had more chances of graduating and less likely to dropout.

Resumen Determinar la eficiencia terminal, el rezago y el abandono en las cohortes de los estudiantes que ingresaron a la carrera de Odontología de la Facultad de Odontología UCR en el período 2007 al 2014. Se recopilaron los datos de 736 expedientes. Las variables consideradas fueron: sexo, edad de ingreso, nacionalidad, estado civil, hijos, lugar y colegio de procedencia, y nota de examen de admisión. Los datos se recopilaron del Sistema de Aplicaciones Estudiantiles, los expedientes físicos y del Tribunal Supremo de Elecciones de Costa Rica. Se realizó estadística descriptiva, análisis bivariado y multivariado que se implementó a partir de dos modelos de regresión logística. El 98% de los estudiantes fueron costarricenses, el 68% mujeres, el 79% ingresó según la nota de admisión, el 43% ingresó con una edad de 18 años o menos, el 50% provenía de un colegio público, el 77% residía en la gran área Metropolitana y el 95% eran solteros y permanecieron sin hijos. La eficiencia terminal en promedio fue de 6%; el 46% de los estudiantes se han graduado con rezago, el 16% continúan matriculados y el 32% hizo abandono de los estudios. El sexo, la edad, la nota del examen de admisión y la maternidad son variables sociodemográficas que se asocian con la eficiencia terminal y el abandono. El promedio de la eficiencia terminal en las cohortes del 2007 al 2014 en la carrera de Odontología de la Facultad de Odontología UCR fue muy bajo, casi la mitad de los estudiantes se han graduado con rezago y cerca de un tercio hizo abandono de los estudios. La nota del examen de admisión parece ser un predictor en el comportamiento académico de los estudiantes: a mayor nota más posibilidades de graduarse y menos de abandonar la carrera.