Teacher Emotion Inventory: validación en una muestra de profesorado español / Teacher Emotion Inventory: validation in a sample of Spanish teachers

Antecedentes: La escala Teacher Emotion Inventory (TEI) es un instrumento que evalúa emociones discretas experimentadas por el profesorado en el proceso de enseñanza-aprendizaje. El objetivo de este estudio es examinar las propiedades psicométricas de la versión breve española de la escala Teacher Emotion Inventory (TEI-BSV) en una muestra de 567 profesores (65.5% son mujeres), con edades comprendidas entre 25 y 65 años (M = 46.04; DT = 9.09). Método: Tras su adaptación mediante traducción inversa, el profesorado completó una batería que incluía el TEI-BSV, un cuestionario de inteligencia emocional, dos escalas de bienestar subjetivo, una escala sobre burnout y una escala sobre engagement. Resultados: Los resultados mostraron una consistencia interna adecuada de las subescalas del TEI-BSV. Los análisis factoriales (exploratorio y confirmatorio) proporcionaron pruebas de que el TEI-BSV tiene una estructura de cuatro factores con un buen ajuste, frente a la estructura de cinco factores original. Se han hallado evidencias de validez convergente, así como de validez criterial e incremental del TEI-BSV. Conclusiones: el TEI-BSV podría ser una herramienta útil para la evaluación ecológica de las emociones discretas del profesorado en su contexto laboral.(AU)

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M= 46.04; SD= 9.09). Methods: After adaptation through back-translation, the teachers com-pleted a battery of tests included in the TEI-BSV: an emotional intelli-gence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirma-tory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assess-ment of teachers' discrete emotions in the context of their workplace.(AU)

Inteligencia emocional rasgo como amortiguador del estado de ánimo en doentes de educación infantil y primaria durante el impacto de la COVID-19 / Trait emotional intelligence as buffer of mood of in-service and pre-service teachers of preschool and elementary education during the impact of COVID-19

Antecedentes: La Inteligencia Emocional (IE) rasgo es una característica personal que puede actuar como factor protector contra circunstancias vitales desafiantes y ser un predictor del estado de ánimo en situaciones naturales como las derivadas del contexto social de la pandemia COVID-19. El objetivo general fue estudiar la relación entre IE rasgo y los estados anímicos docentes durante el confinamiento. Método: Se contó con 478 participantes, 316 docentes de Educación Infantil (EI) y Primaria (EP) de centros públicos de la Región de Murcia y 162 estudiantes de los Grados de EI y EP. Los instrumentos empleados fueron: para evaluar la IE rasgo, el TEIQue-SF; para evaluar los estados de ánimo vividos durante el impacto de la COVID-19 se utilizó una versión breve del POMS. Resultados: Los docentes con IE elevada se percibieron más enérgicos y considerados con los demás; así como menos nerviosos, malhumorados, tristes y cansados, justo el patrón contrario al de docentes con perfil de IE baja. Además, las maestras obtienen puntuaciones mayores en los estados emocionales negativos. Conclusiones: Si bien el estudio es correlacional, los resultados avalan la idea de la IE rasgo como factor protector frente al estrés, lo que refuerza su papel como promotor del bienestar docente.(AU)

Background: Trait Emotional Intelligence (EI) is a personal characteristic that can act as a buffer factor against vital challenging cir-cumstances and be a predictor of mood in a variety of natural situations such as those derived from the social context of the COVID-19 pandemic. The general aim of this research was to study the relationship between trait EI and teacher moods during confinement. Method: The study included 478 participants, 316 Preschool teachers and Elementary teachers from public centers in the Region of Murcia and 162 university students of Pre-school and Elementary education degrees. The instrument used to assess trait EI was the TEIQue-SF; to assess the moods experienced during the impact of COVID-19, a short version of the POMS was used.Results: Teachers with high trait EI were perceived to be more energized and kind-er, as well as less nervous, moody, sad and tired, just the opposite pattern of teachers with a low trait EI profile. In addition, female teachers ob-tained higher scores in negative mood states. Conclusions: Although the study is correlational, the results support the idea of trait EI as a protective factor against stress, which reinforces its role as a promoter of teacher well-being.(AU)

Evidence of emotion dysregulation as a core symptom of adult ADHD: A systematic review.

Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder, with an onset in childhood, that accompanies the person throughout their life, with prevalence between 3 and 5% in adults. Recent studies point towards a fourth core symptom of the disorder related to the emotional information processing that would explain the repercussions that ADHD has on the social, academic, and professional life of the people affected. This review aims to describe emotion dysregulation features as well as the brain activity associated in adults with ADHD. A search of the scientific literature was launched in specialized databases: PsycInfo, Medline, Eric, PsycArticle, Psicodoc and Scopus, following PRISMA guidelines. Twenty-two articles met the inclusion criteria: (a) an ADHD clinical diagnosis, (b) participants over 18 years old, (c) emotion regulation measurement, (d) empirical studies, and (c) in English. Due to the heterogeneity of the studies included, they were classified into three sections: measures and features of emotion regulation (ER) in people with ADHD, neurological and psychophysiological activity related to ER, and treatments. The studies found that meet the selection criteria are scarce and very heterogeneous both in aims and in sample features. Adults with ADHD show a more frequent use of non-adaptive emotion regulation strategies compared to people without ADHD symptoms. Moreover, emotion dysregulation was associated with symptom severity, executive functioning, psychiatric comorbidities, and even with criminal conviction. Different patterns of brain activity were observed when people with and without ADHD were compared. These results may suggest that psychopharmacological treatments as well as behavioral therapies could be useful tools for improving emotional difficulties in adult ADHD.

Invariance of the Trait Emotional Intelligence Construct Across Clinical Populations and Sociodemographic Variables.

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence (trait EI). Assessing trait EI in different populations fosters cross-cultural research and expands the construct's nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile (120), 28% from Peru (150), and 49% from Spain (258). The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling (to test measurement invariance) and analysis of covariance (ANCOVA). Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education (i.e., strong invariance), although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents.

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children's socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

Educación emocional en la educación para la salud: cuestión de Salud Pública / Emotional education in health education: a matter of Public Health

El modelo holístico de salud exige incluir las emociones en las estrategias de prevención y promoción. Para comprobar la extensión de su consideración en la educación para la salud, se realizó una revisión sistemática en las bases de datos Medline, PsycInfo y ERIC. Se aceptaron 66 de los 648 artículos revisados, hallándose gran diversidad temática, teórica y terminológica respecto a la salud emocional. Por tanto, la representación en la literatura científica de las estrategias de educación para la salud que incluyen las emociones es todavía pequeña. Asimismo, aquellas que sí las incluyen presentan una gran variedad terminológica y teórica que dificulta la difusión del conocimiento y la generalización de resultados. Se pone de manifiesto la necesidad de implementación de un modelo de formación para la salud en el que se incluya la educación emocional como componente fundamental de la misma, en sintonía con los recientes avances científicos

The holistic model of health requires the inclusion of emotions in prevention and promotion policies. A systematic review was carried out in databases Medline, PsychInfo, and ERIC to check the extent to which emotions are covered in health education. Sixty-six of the 648 papers reviewed were accepted, presenting a wide range of topics, theories, and terms regarding emotional health. Therefore, health education strategies that take emotions into consideration are still underrepresented in scie.jpgic literature. Moreover, a great terminological and theorical diversity is found among the ones that incorporate emotional health, hindering knowledge dissemination and generalization of results. The need for an implementation of a health education model where emotional education is included as an essential part of it, according to recent scie.jpgic advances is clearly shown

Cultura de seguridad del paciente por enfermería perioperatoria en un hospital público de Aguascalientes / Culture of security of the patient by perioperative nursing in a public hospital of Aguascalientes

Introducción: la cultura de seguridad del paciente es el resultado de los valores individuales y grupales, así como de actitudes, percepciones, competencias y patrones de comportamiento, que determinan el compromiso, estilo y competencia de una organización hacia la salud y manejo de la seguridad. Diversos organismos internacionales y nacionales reconocen el quirófano como un servicio hospitalario de alto riesgo en materia de seguridad del paciente. Objetivo: describir la cultura de seguridad del paciente por enfermería perioperatoria en un hospital público de Aguas- calientes, México. Metodología: estudio descriptivo y transversal. La muestra se conformó con 59 trabajadores con contratación indefinida que desempeñaban funciones de circulante, instrumentista, en sala de preanestesia y de recuperación posanestésica, durante los turnos matutino, vespertino y nocturno. Se realizó un censo estadístico. La población de estudio incluyó a 52 personas. Se utilizó el cuestionario sobre seguridad de los pacientes, con alfa de Cronbach de 0.96. Resultados: el aprendizaje organizacional mostró 57.7% de respuestas positivas. Las dimensiones restantes tuvieron res- puestas neutras. El grado de seguridad del paciente fue µd = 8.0. El grado de cultura de seguridad del paciente fue µd = 133.0 puntos. Existió buena cultura en el 73% de los casos. Conclusiones: la cultura de seguridad del paciente fue buena. El turno vespertino registró mayor cultura de seguridad del paciente.

Introduction: The Patient Safety Culture is the result of individual and group values, as well as attitudes, perceptions, competencies and behavior patterns, which determine the commitment, style and competence of an organization towards health and management of the security. The opera- ting room is recognized by various international and national organizations as a high-risk hospital service in terms of patient safety. Objective: To describe the Patient Safety Culture for perioperative nursing in a public hospital in Aguascalientes, Mexico. Methods: Descriptive-transversal study. The universe was made up of 59 workers with permanent contracts who per- formed the functions of circulating, instrumentalist, in the pre-anesthesia and post-anesthesia recovery rooms, during the morning, afternoon and night shifts. A statistical census was carried out. The study population was 52 people. The Patient Safety Survey was used, with a Cronbach's alpha of 0.96. Results: Organizational learning presented 57.7% positive responses. The remaining dimensions showed neutral responses. The degree of patient safety was µd = 8.0. The level of Patient Safety Culture was µd = 133.0 points. There was a good culture in 73% of the cases. Conclusions: The Patient Safety Culture was good. The afternoon shift presented a higher Patient Safety Culture.

Strengths Against Psychopathology in Adolescents: Ratifying the Robust Buffer Role of Trait Emotional Intelligence.

The aim of this study was to unravel the interrelated effects of trait emotional intelligence (Trait EI), mindfulness, and irrational beliefs on adolescent mental health. A random sample of students from three secondary schools in Spain and eight secondary schools in Portugal was recruited. We conducted four-step hierarchical regression analyses. We also conducted regression analyses to examine the role of mindfulness skills and catastrophizing as mediators of the link between emotional intelligence and psychosocial problems. Finally, the SPSS PROCESS computing tool was used to perform conditional process analysis (model 6). A total of 1370 adolescents from Spain (n = 591) and Portugal (n = 779) participated in this study (mean age = 14.97, SD = 1.50; range = 12-18). The mediation analyses confirmed that adolescent mental health was determined by Trait EI directly, and by mindfulness skills and catastrophizing thoughts in an indirect way. Together, the four variables explained 44% of psychopathology, with EI being the most powerful predictor, which ratify the robust buffer role and incremental validity of Trait EI against youth mental health. The identified pathways provide keys for emotional education interventions aimed at promoting adolescent mental health.

Effect of set up protocols on the accuracy of alchemical free energy calculation over a set of ACK1 inhibitors.

Hit-to-lead virtual screening frequently relies on a cascade of computational methods that starts with rapid calculations applied to a large number of compounds and ends with more expensive computations restricted to a subset of compounds that passed initial filters. This work focuses on set up protocols for alchemical free energy (AFE) scoring in the context of a Docking-MM/PBSA-AFE cascade. A dataset of 15 congeneric inhibitors of the ACK1 protein was used to evaluate the performance of AFE set up protocols that varied in the steps taken to prepare input files (using previously docked and best scored poses, manual selection of poses, manual placement of binding site water molecules). The main finding is that use of knowledge derived from X-ray structures to model binding modes, together with the manual placement of a bridging water molecule, improves the R2 from 0.45 ± 0.06 to 0.76 ± 0.02 and decreases the mean unsigned error from 2.11 ± 0.08 to 1.24 ± 0.04 kcal mol-1. By contrast a brute force automated protocol that increased the sampling time ten-fold lead to little improvements in accuracy. Besides, it is shown that for the present dataset hysteresis can be used to flag poses that need further attention even without prior knowledge of experimental binding affinities.

Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender.

Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.

Tratamiento de multiples recesiones en el sector estético mediante el empleo de la técnica bilaminar: descripción de la técnica quirúrgica y resultados / Treatment of multiple recessions in the aesthetic sector through the use of the bilaminar technique: description of the surgical technique and results

La recesión gingival, definida como la denudación parcial radicular por el desplazamiento apical del margen gingival involucra al hueso alveolar vestibular y a la encía libre situada sobre él. Las recesiones gingivales fueron clasificadas por Miller según el pronóstico para el recubrimiento radicular. Se han propuesto diferentes procedimientos quirúrgicos y diseños de colgajos para el tratamiento de recesiones múltiples en área estética. En este trabajo se presentan y describen el tratamiento de múltiples recesiones gingivales adyacentes que afectan a la zona estética, las cuales se trataron mediante la técnica bilaminar de injerto de tejido conectivo y derivados de la matriz del esmalte en combinación con un colgajo de reposición coronal. La utilización de la técnica bilaminar dio lugar a un recubrimiento radicular satisfactorio en el tratamiento de múltiples recesiones gingivales

Gingival recession, defined as partial radicular denudation by the apical displacement of the gingival margin, involves the vestibular alveolar bone and the free gingiva located above it. Gingival recessions were classified by Miller as the prognosis for root coverage. Different surgical procedures and flap designs have been proposed for the treatment of multiple recessions in the aesthetic area. This paper presents and describes the treatment of multiple adjacent gingival recession affecting the aesthetic zone, which were treated by bilaminar technique connective tissue graft and enamel matrix derivatives in combination with a coronally advanced flap. The use of bilaminar technique resulted in a satisfactory root coverage in treating multiple gingival recession

El cuestionario sociométrico Guess Who 4 como screening de la competencia social en educación primaria / Guess Who 4 Sociometric Questionnaire as Screening of Social Competence in Elementary Education

Resumen Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.

Abstract This paper presents the Spanish adaptation and validation of the Guess Who 4 Sociometric Questionnaire (GW4) (Mavroveli, Petrides, Sangareau, and Furnham, 2009), which assesses the social reputation in the context of group-classroom, based on the peer assessment technique by Coie and Dodge (1988). The sample consists of 668 students from third to sixth of primary education, aged 7-13 years (M =9.6, SD=1.11). GW4 correlations with emotional and behavioral problems of child and academic performance are analyzed. The results support the reliability and criterion validity of the instrument as a brief assessment of social competence, for use in research or application to psychoeducational assessment and counseling.

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes / Multiple Intelligences and their Relationships with Cognitive and Emotional Intelligences in Adolescents

Resumen A partir del Inventario de Autoeficacia para Inteligencias Múltiples (IAMI), desarrollado en Argentina por Pérez, Beltramino y Cupani (2003), presentamos una adaptación abreviada para adolescentes españoles (IAMI-M40). IAMI evalúa la autoeficacia que los adolescentes tienen sobre las distintas inteligencias múltiples (IIMM) propuestas por Gardner (1999). En una muestra de estudiantes españoles de educación secundaria de 11 a 19 años (n = 313), se evaluó su inteligencia fluida (PMA-R), cristalizada (16-PF-R) y emocional (TEIQue-ASF), y su nivel de IIMM mediante una adaptación española. El análisis factorial exploratorio de la adaptación española identificó ocho factores correspondientes a cada tipo de inteligencia del modelo de Gardner (1999), reteniendo 40 ítems de los 69 originales. Los resultados avalan la fiabilidad y la validez convergente del IAMI-M40.

Abstract From the Self-Efficacy Inventory for Multiple Intelligences (IAMI), developed in Argentina by Pérez, Beltramino and Cupani (2003), we present a shortened adaptation of this self-report for Spanish adolescents (IAMI-M40). IAMI evaluates the self-efficacy that adolescents have about the different multiple intelligences (IIMM) proposed by Gardner (1999). In a sample of Spanish secondary school students 11 to 19 years (n = 313), its fluid (PMA-R), crystallized (16-PF-R), and emotional intelligence (TEIQue-ASF) and their level of IIMM by an Spanish adaptation of IAMI was assessed. Exploratory factor analysis of the Spanish adaptation of IAMI identified eight factors for each type of intelligence according to the Gardner's (1999) model, holding 40 items of the 69 original. The results support the reliability and convergent validity of IAMI-M40.

Dificultades de reconocimiento emocional facial como déficit primario en niños con trastorno por déficit de atención/hiperactividad: revisión sistemática / Emotional facial recognition difficulties as primary deficit in children with attention deficit hyperactivity disorder: a systematic review

Introducción. Recientemente se ha advertido que los niños con trastorno por déficit de atención/hiperactividad (TDAH) muestran algún déficit en su competencia o inteligencia emocional, en concreto, en su capacidad de reconocimiento emocional. Pacientes y métodos. Se presenta una revisión sistemática de la literatura científica referente al reconocimiento emocional de expresiones faciales en niños con TDAH con el objeto de establecer o descartar la existencia de déficits emocionales como disfunciones primarias en dicho trastorno y, en su caso, el tamaño del efecto de las diferencias con niños de desarrollo normal o neurotípico. Resultados. Los resultados desvelan lo reciente del interés sobre el asunto y la limitada información al respecto. A pesar de que no hay acuerdo total, la mayor parte de los estudios evidencia que el reconocimiento emocional de expresiones faciales está afectado en los niños con TDAH, y éstos se muestran significativamente menos precisos que niños pertenecientes a grupos control en el reconocimiento de emociones comunicadas a través de expresiones faciales. Una parte de estos estudios realiza comparaciones en el reconocimiento de diferentes emociones discretas, y se observa en los niños con TDAH una tendencia a la mayor dificultad para el reconocimiento de emociones negativas, principalmente ira, miedo y asco. Conclusiones. Estos resultados tienen implicaciones directas para el diagnóstico educativo y clínico del TDAH, y para la intervención educativa con niños con TDAH, a quienes la educación emocional podría suponerles una ventajosa ayuda (AU)

Introduction. It has recently been warned that children with attention deficit hyperactivity disorder (ADHD) show a deficit in emotional competence and emotional intelligence, specifically in their ability to emotional recognition. Patients and methods. A systematic review of the scientific literature in reference to the emotional recognition of facial expressions in children with ADHD is presented in order to establish or rule the existence of emotional deficits as primary dysfunction in this disorder and, where appropriate, the effect size of the differences against normal development or neurotypical children. Results. The results reveal the recent interest in the issue and the lack of information. Although there is no complete agreement, most of the studies show that emotional recognition of facial expressions is affected in children with ADHD, showing them significantly less accurate than children from control groups in recognizing emotions communicated through facial expressions. A part of these studies make comparisons on the recognition of different discrete emotions; having observed that children with ADHD tend to a greater difficulty recognizing negative emotions, especially anger, fear, and disgust. Conclusions. These results have direct implications for the educational and clinical diagnosis of ADHD; and for the educational intervention for children with ADHD, emotional education might entail an advantageous aid (AU)

Pathways into psychopathology: Modeling the effects of trait emotional intelligence, mindfulness, and irrational beliefs in a clinical sample.

We investigated possible pathways into mental illness via the combined effects of trait emotional intelligence (trait EI), mindfulness, and irrational beliefs. The sample comprised 121 psychiatric outpatients (64.5% males, mean age = 38.8 years) with a variety of formal clinical diagnoses. Psychopathology was operationalized by means of 3 distinct indicators from the Millon Clinical Multi-Axial Inventory (mild pathology, severe pathology, and clinical symptomatology). A structural equation model confirmed significant direct trait EI and mindfulness effects on irrational beliefs and psychopathology. Trait EI also had a significant indirect effect on psychopathology via mindfulness. Together, the 3 constructs accounted for 44% of the variance in psychopathology. A series of hierarchical regressions demonstrated that trait EI is a stronger predictor of psychopathology than mindfulness and irrational beliefs combined. We conclude that the identified pathways can provide the basis for the development of safe and effective responses to the ongoing mental health and overmedication crises. KEY PRACTITIONERS MESSAGES: Self-perception constructs concerning one's beliefs about oneself have a major impact on the likelihood of developing psychopathological symptoms. Emotional perceptions captured by trait emotional intelligence were stronger predictors of psychopathology than either or both mindfulness and irrational beliefs in a clinical sample of adults. If the seed factors of psychopathology are mainly psychological, rather than mainly biological, and given that psychological constructs, like trait emotional intelligence, mindfulness, and irrational beliefs, are amenable to training and optimization, the findings herein provide the impetus for a much needed shift of emphasis from pharmacological to psychological treatments.

El currículo de la educación médica en Venezuela: tendencias y realidades: el currículo por competencia / The curriculum of medical education in Venezuela: trends and realities: the curriculum for competition

La tendencia en la educación médica plantea el diseño de currículos por competencia, que representa la integración en el desempeño del estudiante de Capacidades, Valores y Conocimientos e implica un cambio de paradigma: los conocimientos dejan de ser la finalidad del currículo para convertirse en un Medio orientado al desarrollo de Habilidades/Destrezas (Capacidades) como componente cognitivo y Actitudes(Valores) como componente afectivo o axiológico,que son sus nuevos Fines. El desarrollo de una metodología amigable y transferible para el diseño de currículos por competencia, integrados e interdisciplinarios, fundamentada en teorías educativas y de diseño curricular derivada de la investigación en educación y en educación médica. Se elaboró de manera deliberada y consensuada una metodología para el diseño coherente de currículos por competencia, que se concreta en una secuencia de seis pasos: 1. Definir las premisas y establecer los parámetros del nuevo currículo. 2. Construir el Perfil de Competencia Profesional del egresado, como una descripción detallada del desempeño del futuro profesional. 3. Establecer los criterios para la organización del Plan de Estudio (Áreas del Plan de Estudio) y designar las Unidades de Aprendizaje (Cursos). 4. Distribuir los Aspectos Particulares(Competencias) del Perfil de Competencia en el “Modelo T” de las Unidades de Aprendizaje, distinguiendo las Competencias Específicas y las Competencias Genéricas de cada Unidad. 5. Completar el “Modelo T” de cada Unidad de Aprendizaje, agregándole los Medios (Conocimientos requeridos y Estrategias de Aprendizaje). 6. La evaluación de la Competencia Profesional. La experiencia generada en los últimos años en el diseño de currículos por competencia en la Facultad de Medicina de la UCV, pone a la disposición de nuestra comunidad académica, un cuerpo de conocimientos y una metodología amigable y transferible que permiten responder a los requerimientos institucionales y a los desafíos....

The trend in medical education is the curriculum design by competence, which represents the integration in the performance of the student's abilities, values and knowledge, and involves a paradigm shift: knowledge ceases to be the purpose of the curriculum to become the mean as affective or axiological component-oriented development abilities/skills (capabilities), as a cognitive component and attitudes (values) which are their new purposes. The development of a friendly and transferable methodology for the design of curricula for competence, integrated and interdisciplinary, based on educational and curriculum design theories derivated from research in Education and Medical Education. A coherent curriculum by competence design process, was consensually developed after thorough deliberations. It has a sequence of six steps: 1. To define the premises and set the parameters of the new curriculum. 2. To build the of professional competence profile of the graduate, as a detailed description of the performance of the future professional. 3. To establish the criteria for the organization of the curriculum (curriculum areas) and define the learning units (courses) 4. To distribute the particular aspects (competences) of the competence profile in the "Model T" of the learning units, specifying the specific competences and generic competences in for unit. 5. To complete the "Model T" of each learning unit, adding the means (required knowledge and learning strategies). 6. Assessment of professional competence. The experience generated in recent years in the design of curriculum by competence in the Faculty of Medicine of the Universidad Central de Venezuela. Caracas, makes available in our academic community a body of knowledge and a friendly transferable methodology which allows to respond to the institutional requirements and to the challenges of global medical education as a whole.

Educación médica: uso del modelo socio-cognitivo para el diseño de un currículo por competencia / Medical education: use of socio-cognitive model for the design of a curriculum for competition

El uso de modelos pedagógicos que incorporan los avances en las ciencias cognitivas puede llevar al enriquecimiento de la educación médica. El Modelo Socio-Cognitivo, desarrollado en la Universidad Complutense de Madrid, es un marco conceptual para lograr el protagonismo del estudiante en su propio proceso de aprendizaje. Aunque concebido para la enseñanza general, este modelo ha sido adaptado a la educación médica y utilizado desde el año 2005 en el diseño y currículos de grado y postgrado. Con la incorporación de los principios de la “Educación Basada en Resultados” y en el concepto de “Competencia” como un constructo que integra destrezas/habilidades, actitudes y conocimiento, el primer paso de su aplicación en el diseño curricular es la construcción de un Perfil de Competencia Profesional. A través de la técnica del Modelo T, todos los componentes del perfil de competencia (destrezas/habilidades y actitudes) se incorporaron como los resultados o metas del currículo en las Unidades de Aprendizaje que integran el plan de estudios y los contenidos relevantes, además de los métodos de aprendizaje, como los medios para alcanzar esas metas o fines. El nuevo currículo se completa con las actividades como estrategias de aprendizaje, la evaluación y la administración del currículo. Modelos Pedagógicos desarrollados para la educación general pueden ser usados con éxito Educación Médica para el diseño de currículos médicos basados en perfiles de competencia

La actitud de Investigar / The attitude of investigating

El siglo XX produjo cambios de gran importancia en el ejercicio y la enseñanza de la medicina: el desarrollo de las bases científicas de la práctica médica, iniciando durante el renacimiento, se hizo explosivo con los progresos crecientes de la ciencia y la tecnología durante cada década de ese siglo y continúa a pasos agigantados, sin signos de atenuación, abriendo prespectivas inimaginables hace pocos años para la salud humana. Todo este proceso ha resultado del uso de un proceso ordenado y sistemático de interrogación al mundo que nos rodea: la investigación científica. La presencia creciente de la investigación en los centros de enseñanza y práctica de la medicina fue el motor fundamental de la explosión de conocimientos y tecnologías que soportan el ejercicio actual de nuestra profesión.

Qué podemos aprender de la revisión de los trabajos libres enviados al XLI congreso venezolano de cardiología? / What can we learn from the rewiew of the abstracts submitted to the XLI venezuelan congress of cardiology?

Se estudió el proceso de revisión de 118 resúmenes de trabajos recibidos para el XLI Congreso Venezolano de Cardiología. Fueron evaluados independientemente por tres pares de revisores, quienes desconocían los autores y la institución de origen, usando 15 criterios ("ítem"). Expresaron su opinión sobre la aplicabilidad de cada ítem mediante una escala de Likert: totalmente en desacuerdo (TD), en desacuerdo (D), de acuerdo (A) y totalmente de acuerdo (TA). Fueron cuantificadas de 1 a 4 respectivamente, generando un puntaje por criterio, el cual fue multiplicado por un factor de proporcionalidad que asignó pesos diferentes a cada ítem. La suma de los puntajes de ítem (PIs) produjo un puntaje total (PTN) que fue normalizado como % del puntaje máximo posible. Se estudió la variabilidad entre los revisores mediante análisis de correlación / regresión (C / R) y cálculo de índice Kappa. PTN promedio (236 evaluaciones) fue 63,71 + 17% (D. S.) (mínimo 25% y máximo 92,3%). Un 20% con puntajes < 50%, y 11% obtuvieron PTN > 80%. Los resúmenes fueron clasificados en grupos I a IV mediante el promedio de los PTN asignados por los dos revisores. C / R mostró R = 0,35 y R2 = 0,12, m = 0,44 y b = 37% para todos los pares. El análisis por pares mostró valores más satisfactorios para algunos (par 2 y 3) que para otros (par 5 y 6) y 0,15 (par 1 - 4). Los resultados sugieren que el proceso de revisión de los ítem y consensuado su interpretación por los revisores.

A study was carried out of the review process applied to 118 abstracts received by the XLI Venezuelan Congress of Cardiology. Abstracts were assessed independently by pairs of reviewers, blinded as to authors and institutions of origin, using 15 criteria ("items"). Reviews expressed their option about the applicability of each item by means of a Likert scale: Total Disagreement (TD), Disagreement (D), Agreement (A) and Total Agreement (TA). Responses were graded to 1-4, generating a criterion score, which was multiplied by a Proportionality Factor (PF) to assign a weight to each criterion. The sum of item Scores generated a Total Score (NTS) which was normalized as percentage of the maximum possible score. Variability among reviewers was assessed by a correlation/regression analysis (C/R) and by calculating the Kappa index. Mean NTS for all 118 abstracts (236 assessments) was 63.71 + 17% (SD) (min. 25% and max. 92.3%). For 20% of abstracts the NTS < 50% whereas only 11% obtained a NTS > 80%. Abstracts were classified into Groups I to IV on the basis of the mean NTS assigned by two reviewers. C / R yielded R = 0.35 and R2 = 0.12, m = 0.44 and b = 37% for all pairs. Reviews pairs assigned more satisfactory results for some (Pairs 2 - 3) That for others (Pair 5 - 6). The mean Kappa for all pairs was 0.13, ranging from 0.008 (pair 5 - 6) to 0.15 (pair 1 - 4). Our results suggest that the reviews process can be improved by modifying the text of items and by building consensus on its interpretation by reviewers.