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

RESUMEN Existe una relación directamente proporcional entre la educación y los avances tecnológicos, es decir conforme la tecnología evoluciona, así mismo la educación debería ir a la vanguardia de estos avances tecnológicos, incorporándolos en sus procesos de formación académica. En este artículo se presentan los resultados de la investigación realizada en el Centro Tutorial de San Juan Nepomuceno de la Universidad de Cartagena (Cartagena-Colombia); cuyo objetivo fue determinar la percepción de los estudiantes sobre la influencia de las Tecnologías de la Información y Comunicación (TIC) en su formación académica, partiendo de las herramientas tecnológicas puestas a su disposición por parte de la institución objeto de estudio. La metodología fue de tipo descriptiva, se realizó una revisión bibliográfica sobre las TIC en la educación, posteriormente se elaboraron, evaluaron y aplicaron los instrumentos utilizados para la recolección de la información. A partir de los resultados obtenidos, se concluye que la percepción que tienen los estudiantes sobre la influencia de las TIC en su formación académica es altamente significativa, además consideran que la institución en cuestión debe mejorar su infraestructura tecnológica. CLASIFICACIÓN JEL 123, O32, O33, M15, Q55, 123

ABSTRACT There is a directly proportional relationship between education and technological advances, that is, as technology evolves, education should also be at the forefront of these technological advances, incorporating them into their academic training processes. This article presents the results of the research carried out at the Centro Tutorial de San Juan Nepomuceno of the University of Cartagena (Cartagena-Colombia); whose objective was to determine the perception of students about the influence of Information and Communication Technologies -ICT- in their academic training, based on the technological tools made available by the institution under study. The methodology was descriptive; a literature review was conducted on ICT in education. Subsequently the instruments used to collect information were developed, evaluated, and applied. From the results obtained, it is concluded that the perception that students have about the influence of ICT in their academic training is highly significant, they also consider that the institution in question must improve its technological infrastructure. JEL CLASSIFICATION 123, O32, O33, M15, Q55, 123

RESUMO Existe uma relação diretamente proporcional entre a educação e os avanços tecnológicos, ou seja, à medida que a tecnologia evolui, a educação deve estar na vanguarda desses avanços tecnológicos, incorporando-os aos seus processos de formação acadêmica. Este artigo apresenta os resultados da pesquisa realizada no Centro Tutorial San Juan Nepomuceno da Universidade de Cartagena (Cartagena-Colômbia), cujo objetivo foi determinar a percepção dos alunos sobre a influência das Tecnologias da Informação e Comunicação (TIC) em sua formação acadêmica, com base nas ferramentas tecnológicas disponibilizadas pela instituição em estudo. A metodologia foi descritiva, foi realizada uma revisão bibliográfica sobre as TIC na educação e, em seguida, foram desenvolvidos, avaliados e aplicados os instrumentos utilizados para coletar as informações. A partir dos resultados obtidos, conclui-se que a percepção dos alunos sobre a influência das TIC em sua formação acadêmica é altamente significativa, e eles também consideram que a instituição em questão deve melhorar sua infraestrutura tecnológica. CLASSIFICAÇÃO JEL: 123, O32, O33, M15, Q55, 123

Cultural topics with clinical implications needed in the dental curriculum to develop intercultural competence: A systematic review.

OBJECTIVE: To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. METHODS: Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. RESULTS: The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. CONCLUSIONS: This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.

Anesthesia training: Are we doing enough in three years? Cross-sectional study

Introduction: The mínimum number of procedures required to be performed during anesthesia training has not been officially defined in Colombia. Although a number is no guarantee of acquired competencies, it does indicate the level of opportunity offered by the different programs. This study describes the practical training afforded to residents in a graduate anesthesia program in Colombia, and compares its results with international standards. Objective: Describe exposure to procedures performed by residents enrolled in a three-year anesthesia specialization program in Colombia between 2015 and 2020, and compare with the standards proposed by ASCOFAME and ACGME. Methods: Descriptive, cross-sectional study which included residents who did their specialization in a Colombian anesthesia program between 2015 and 2020. Complexity, anesthesia techniques, invasive monitoring and airway approach were described. Finally a descriptive comparison was made with the published references of the Colombian Association of Medical Schools (ASCOFAME) and the Accreditation Council for Graduate Medical Education (ACGME). Results: The results for 10 residents were included. Each resident had a median of 978 cases (IQR 942-1120), corresponding to 25 surgical specialties, the most frequent being general surgery (18%), orthopedics (16%), pediatric surgery (19%), and obstetrics (10.8%). According to the American Society of Anesthesiology (ASA) classification, the majority of patients were ASA II (39.63%) and ASA III (28.4%). Adequate exposure was achieved in 11 of the 15 categories proposed by ACGME and in 6 of the 15 proposed by ASCOFAME. Conclusions: A detailed description of the practice component acquired by the residents during their three years of training was obtained. This baseline provides insight into the national landscape and allows to describe the relationship with international standards.

Introducción: En Colombia no se encuentra oficialmente definido el número mínimo de procedimientos que se deben realizar durante el entrenamiento en anestesiología. Aunque el número no garantiza la adquisición de competencias de la especialidad, sí es un indicador de la oportunidad ofertada por parte de los programas. Este estudio describe el entrenamiento práctico que tienen los médicos residentes en un programa de posgrado de anestesiología en Colombia y compara sus resultados con estándares internacionales. Objetivo: Describir la exposición a procedimientos realizados por los médicos residentes de un programa de especialización en anestesiología de tres años en Colombia, entre 2015 y 2020, y compararlo con los estándares propuestos por ASCOFAME y el ACGME. Métodos: Estudio descriptivo de corte transversal; se incluyeron los residentes que cursaron su programa de especialidad en un programa colombiano de anestesiología entre 2015 y 2020. Se describieron la complejidad, técnicas anestésicas, monitoría invasiva y abordaje de la vía aérea. Finalmente, se compararon los resultados de manera descriptiva con lo referenciado por la Asociación Colombiana de Facultades de Medicina y el Accreditation Council for Graduate Medical Education (ACGME). Resultados: Se incluyeron los resultados de 10 médicos residentes. El número de casos por residente tuvo una mediana de 978 casos (RIQ942-1120), correspondientes a 25 especialidades quirúrgicas; cirugía general (18 %), ortopedia (16 %), cirugía pediátrica (19 %) y obstetricia (10,8 %) fueron las más frecuentes. Según la clasificación de la Sociedad Americana de Anestesiología (ASA), la mayoría de los pacientes tenían ASA 2 (39,63 %), ASA 3 (28,4 %). Se alcanzó una exposición adecuada en 11 de las 15 categorías propuestas por el ACGME y en 6 de las 15 propuestas por la Asociación Colombiana de Facultades de Medicina. Conclusiones: Se obtuvo una descripción detallada del aspecto práctico de los residentes de anestesiología durante sus tres años de formación. Esta línea de base permite ampliar el panorama a escala nacional y describir la relación con estándares internacionales.

Evaluación del conocimiento y manejo de la violencia basada en género desde la perspectiva de los ginecotocólogos y posgrados en la práctica clínica en Uruguay / Evaluation of knowledge and management of gender-based violence from the perspective of gynecologists and postgraduates in clinical practice in Uruguay / Avaliação do conhecimento e do gerenciamento da violência baseada em gênero sob a perspectiva de ginecologistas e pós-graduandos na prática clínica no Uruguai

Introducción: la violencia basada en género (VBG) es un grave problema de salud con cifras alarmantes. Las mujeres víctimas de VBG acuden a los centros de salud para ser atendidas por este y otros motivos, siendo en muchos casos el primer y único contacto de las mujeres con el sistema sanitario. El objetivo de este estudio es investigar acerca del nivel de formación, conocimientos, actuación y percepciones sobre la atención por parte de los ginecotocólogos y posgrados de Ginecotocología en casos de VBG en la práctica clínica diaria en nuestro medio. Método: se realizó un estudio descriptivo observacional de corte transversal de una muestra por conveniencia. Se encuestaron 143 profesionales, comprendiendo ginecotocólogos y posgrados de Ginecotocología en el período comprendido entre el 1 y el 30 de septiembre de 2019. Resultados: 9 de cada 10 de los profesionales refirieron no realizar o realizar pocas preguntas sobre VBG en la práctica clínica, y 80% no tiene claro sobre cuál es su rol en la detección de una víctima de VBG, siendo profesionales que asisten a un promedio de 20 a 60 mujeres semanalmente. Un tercio de los encuestados manifestaron tener menos de una hora de formación académica en VBG. Conclusión: existe escasa formación académica en esta temática. Se mostró que entender el papel del profesional en la detección de casos de VBG y la capacidad para responder apropiadamente están íntimamente relacionados con la capacidad de identificar la VBG en la práctica clínica diaria.

Introduction: Gender-based violence (GBV) is a serious health problem that accounts for alarming figures. Women victims of GBV come to health centers to be treated for this and other reasons, in many cases being this the first and only contact they have with the health system. The objective of this study is to find out the level of training, knowledge, actions, and perceptions regarding care by gynecologists and gynecology postgraduates in cases of gender-based violence seen during daily clinical practice in our setting. Method: A descriptive observational study was conducted, with a cross-sectional design and convenience sample. A total of 143 professionals were surveyed, including gynecologists and gynecology postgraduates, between September 1st and September 30th, 2019. Results: Nine out of ten professionals reported not asking or asking few questions about GBV in their clinical practice, and 80% were unclear about their role in detecting GBV victims, despite assisting an average of 20 to 60 women weekly. One-third of respondents reported having less than an hour of academic training in GBV. Conclusion: There is limited academic training in this area. The study showed that understanding the professionals' role in detecting GBV cases and their ability to respond appropriately to it are closely related to the ability to identify GBV in daily clinical practice.

Introdução: a violência baseada em gênero (VBG) é um grave problema de saúde com números alarmantes. As mulheres vítimas de VBG procuram os centros de saúde para tratamento por esse e outros motivos e, em muitos casos, esse é o primeiro e único contato que as mulheres têm com o sistema de saúde. O objetivo deste estudo é pesquisar o nível de formação, conhecimento, desempenho e percepções do atendimento por tocoginecologistas e pós-graduandos em Tocoginecologia nos casos de VBG na prática clínica diária. Métodos: foi realizado um estudo observacional descritivo de corte transversal com uma amostra de conveniência. Foram incluídos 143 profissionais, incluindo tocoginecologistas e pós-graduandos em Tocoginecologia no período entre 1º e 30 de setembro de 2019. Resultados: 9 em cada 10 profissionais relataram não fazer nenhuma ou poucas perguntas sobre a VBG na prática clínica, e 80% não tinham clareza sobre seu papel na identificação de uma vítima de VBG em sua prática, sendo profissionais que atendem uma média de 20 a 60 mulheres por semana. Um terço dos entrevistados relatou ter menos de uma hora de formação acadêmica em VBG. Conclusão: Há pouca formação acadêmica nessa área. A compreensão do papel do profissional na detecção de casos de VBG e a capacidade de responder adequadamente estão intimamente relacionadas à capacidade de identificar VBG na prática clínica diária.

Assessment of preparedness and proficiency in basic and advanced life support among nursing professionals: a cross-sectional study.

Background: Cardiac diseases are among the leading causes of death worldwide, including sudden cardiac arrest in particular. Nursing professionals are often the first to encounter these scenarios in various settings. Adequate preparation and competent knowledge among nurses significantly impact survival rates positively. Aim: To describe the state of knowledge about Basic and Advanced Life Support guidelines among Ecuadorian nursing professionals. Methodology: A nationwide, descriptive, cross-sectional study was conducted from February to April 2023 among Ecuadorian nursing professionals. Participants were invited through official social media groups such as WhatsApp and Facebook. The study utilized a self-administered online questionnaire to evaluate theoretical knowledge of Basic Life Support (BLS) and Advanced Life Support (ALS). Knowledge scores were assigned based on the number of correct answers on the tests. T-tests and one-way ANOVA were used to examine relationships between knowledge scores and demographic and academic training variables. Results: A total of 217 nursing professionals participated in the study. The majority of the participants were female (77.4%) and held a university degree (79.9%). Among them, only 44.7% claimed to have obtained a BLS training certificate at least once, and 19.4% had ALS certification. The overall BLS knowledge score (4.8/10 ± 1.8 points) was higher than the ALS score (4.3/10 ± 1.8 points). Participants who had obtained BLS certification and those who used evidence-based summaries as a source of extracurricular training achieved higher BLS and ALS knowledge scores. Conclusion: Ecuadorian nursing professionals in this study exhibited a significant deficiency in theoretical knowledge of BLS and ALS. Formal training and preparation positively impact life support knowledge. Support and inclusion of Ecuadorian nurses in training and academic preparation programs beginning at the undergraduate level are essential for promoting life support knowledge and improving outcomes.

Formación académica y superación profesional en la Facultad de Ciencias Médicas Manuel Fajardo / Academic Training and Professional Improvement at Facultad de Ciencias Médicas Manuel Fajardo

Introducción: La educación de posgrado es uno de los componentes del modelo de formación continua de la educación superior y da seguimiento al pregrado. Objetivo: Caracterizar las formas organizativas de la formación académica y la superación profesional de la Facultad de Ciencias Médicas Manuel Fajardo durante el curso lectivo 2022. Métodos: Se realizó un estudio observacional descriptivo transversal en el que se describieron los resultados más significativos de las formas organizativas de la formación académica y la superación profesional. Resultados: Se realizaron 359 (68,6 por ciento) y 164 (31,3 por ciento) cursos de superación profesional y capacitación, respectivamente, para un total de 523 actividades. De los 359 cursos de superación, 37,3 por ciento correspondieron a la atención primaria de salud. Se autorizaron 34 especialidades, de ellas 30 médicas, tres de enfermería y una de psicología. A nivel de los institutos existieron nueve especialidades (26,5 por ciento), a nivel de los hospitales 23 especialidades (67,6 por ciento) y dos en la atención primaria de salud (5,9 por ciento). Existieron nueve maestrías aprobadas por la Comisión para la Educación de Posgrado (COPEP) y 13 nuevos expedientes en desarrollo. En relación con las maestrías aprobadas, 8 (88,8 por ciento) pertenecían a los institutos. La estrategia doctoral fue dirigida a 21 residentes. Hubo 93 doctorandos y 85 doctores en ciencias. Conclusiones: A pesar de los avances que ha experimentado la Facultad de Ciencias Médicas Manuel Fajardo en relación con la superación profesional, y la formación académica del posgrado en cada uno de sus procesos sustantivos, se deben perfeccionar los procedimientos, viabilizar los caminos e incentivar el capital humano(AU)

Introduction: Postgraduate education is one of the components of the continuous education model in higher education and follows the undergraduate. Objective: To characterize the organizational forms of academic training and professional development at Facultad de Ciencias Médicas Manuel Fajardo during the academic year 2022. Methods: A cross-sectional, descriptive and observational study was carried out, in which the most significant results of the organizational forms of academic training and professional improvement were described. Results: 359 (68.6 percent) and 164 (31.3 percent) professional development and training courses were carried out, respectively, for a sheer number of 523 activities. Of the 359 professional development courses, 37.3 percent corresponded to primary health care. Thirty-four specialties were authorized, including 30 medical specialties, 3 nursing specialties and 1 psychology specialty. At the institute level, there were 9 specialties (26.5 percent); at the hospital level, 23 specialties (67.6 percent); and 2 specialties in primary health care (5.9 percent). There were 9 approved master's degree programs by the Comisión para la Educación de Posgrado (COPEP) and 13 new programs under development. Of the approved master's degrees, 8 (88.8 percent) belonged to institutes. The doctoral strategy was targeted at 21 residents. There were 93 PhD students and 85 PhDs. Conclusions: Despite the advances experienced by Facultad de Ciencias Médicas Manuel Fajardo regarding professional improvement, as well as within postgraduate academic training in each of its substantive processes, procedures must be perfected, paths must be made viable and human capital must be encouraged(AU)

Factores limitantes de la formación académica de posgrado en enfermeros / Limiting Factors in Nurse Postgraduate Academic Training

Introducción: La formación académica de posgrado es un proceso continuo de incorporación de conocimientos, que se puede ver afectado por factores intrínsecos y extrínsecos. Objetivo: Determinar los factores limitantes de la formación académica de posgrado en enfermeros. Métodos: Se realizó un estudio observacional descriptivo en el Hospital Pediátrico de Camagüey durante el primer semestre de 2022. El universo estuvo constituido por 275 enfermeros, y la muestra quedó conformada por 272 que se cumplieron con los criterios de selección. Se estudiaron las variables: grupo etario, factores limitantes de la superación profesional relacionados con los ambientes físico, psicológico, social, familiar y económico. Para el procesamiento de los datos se empleó el paquete estadístico para las ciencias sociales y se expresaron en valores absolutos y porcentajes. Resultados: En el estudio predominó el grupo etario de 20-29 años (29,0 por ciento); condiciones de trabajo inadecuado (33,8 por ciento); presencia de estrés (61,8 por ciento) lo que se sumó la no disponibilidad de desarrollo o promoción (55,5 por ciento) al igual que el bajo nivel retributivo como el principal factor limitante relacionado en la esfera económica (97,4 por ciento). Conclusiones: Los factores que limitaron la formación académica de posgrado en enfermeros incluyen los relacionados con el ambiente físico, psicológico, social, laboral y económico, entre los que se encuentran las condiciones de trabajo inadecuadas, el estrés y el bajo nivel retributivo(AU)

Introduction: Postgraduate academic training is a continuous process of incorporating knowledge, which can have effects due to intrinsic and extrinsic factors. Objective: To determine the limiting factors of nurse postgraduate academic training. Methods: A descriptive observational study was carried out at Camagüey Pediatric Hospital during the 2022 first semester. The universe consisted of 275 nurses and the sample was made up of 272, once the selection criteria were applied. The variables were studied age group, limiting factors of professional improvement related to the physical, psychological, social and family, and economic environments. The Social Science Statistical Package was used to process the data and they were expressed in absolute values and percentages. Results: The age group of 20-29 years predominated in the study (29.0%), with inadequate working conditions (33.8percent), presence of stress (61.8percent), which added to the lack of availability of development or promotion (55.5percent), as well as the low level of remuneration as the main limiting factor related to the economic sphere (97.4percent). Conclusions: The factors that limited nurse postgraduate academic training include those related to the physical, psychological, social, work and economic environment, among which are inadequate working conditions, stress and low remuneration(AU)

How the training of ultrasonographers influences the certainty of prenatal detection of congenital malformations of interest to the pediatric surgeon.

BACKGROUND: The training needed for doing obstetric ultrasounds is rarely reported. The aim of this study was to determine whether the training of the ultrasonographer influences the prenatal diagnostic certainty of some congenital malformations. METHODS: We conducted a retrospective evaluation of antepartum sonographic findings of newborn infants found ultimately to have a congenital anomaly in a tertiary level pediatric reference center. Data were collected on admission for consecutive patients at a tertiary-level pediatric reference center. The mother´s pregnancy and birth demographic variables and those of the prenatal ultrasound (PUS) were analyzed and correlated with the final diagnosis. RESULTS: Sixty-seven neonates were included. All cases underwent PUS with a mean of 4.6. Prenatal diagnosis was established in 24 cases (35.8%). Thirteen surgical anomalies were detected, particularly anorectal malformation and gastroschisis. The accuracy of PUS was associated with the training of the physician performing the PUS, whereby PUS with the greatest accuracy were performed by gynecologists and maternal-fetal specialists against radiologists and general practitioners (p = 0.005). Patients without an accurate prenatal diagnosis had a greater risk of presenting comorbidities (relative risk [RR]: 1.65, p = < 0.001, 95% confidence interval [CI]: 1.299-2.106). CONCLUSIONS: In our setting, prenatal diagnosis of these malformations is directly determined by the training of the person performing the ultrasound.

INTRODUCCIÓN: Con poca frecuencia se ha reportado el entrenamiento necesario para realizar ultrasonido (US) obstétrico. El objetivo de este estudio fue determinar si el entrenamiento del ultrasonografista influye en la certeza del diagnóstico prenatal de algunas malformaciones congénitas. MÉTODOS: Se llevó a cabo una evaluación retrospectiva de los hallazgos ultrasonográficos prenatales de neonatos que tuvieron malformaciones congénitas en un hospital de referencia pediátrico de tercer nivel. Se realizó al ingreso de neonatos consecutivos en un hospital de referencia de tercer nivel. Se recolectaron y analizaron datos del embarazo y alumbramiento, así como los de los ultrasonidos prenatales (USP) correlacionando con el diagnóstico final. RESULTADOS: Se incluyeron 67 neonatos. Todos tuvieron USP con media de 4.6. Se realizó diagnóstico prenatal en 24 casos (35.8%). Se detectaron 13 malformaciones congénitas, predominando malformación anorectal gastrosquisis. La certeza del USP se asoció con el entrenamiento del individuo que realizó el US y la mayor certeza se encontró cuando lo realizaron ginecólogos y especialistas materno-fetales contra radiólogos y médicos generales (p = 0.005). Los pacientes sin diagnóstico prenatal certero tuvieron mayor riesgo de presentar comorbilidades (riesgo relativo [RR]: 1.65, p = < 0.001, 95% intervalo de confianza [CI]: 1.299-2.106). CONCLUSIONES: En nuestro medio, el diagnóstico prenatal de estas malformaciones está determinado directamente por el entrenamiento de la persona que realiza el ultrasonido.

How the training of ultrasonographers influences the certainty of prenatal detection of congenital malformations of interest to the pediatric surgeon / Cómo el entrenamiento del ultrasonografista influye en la certeza de la detección prenatal de malformaciones congénitas de interés para el cirujano pediatra

Abstract Background: The training needed for doing obstetric ultrasounds is rarely reported. The aim of this study was to determine whether the training of the ultrasonographer influences the prenatal diagnostic certainty of some congenital malformations. Methods: We conducted a retrospective evaluation of antepartum sonographic findings of newborn infants found ultimately to have a congenital anomaly in a tertiary level pediatric reference center. Data were collected on admission for consecutive patients at a tertiary-level pediatric reference center. The mother´s pregnancy and birth demographic variables and those of the prenatal ultrasound (PUS) were analyzed and correlated with the final diagnosis. Results: Sixty-seven neonates were included. All cases underwent PUS with a mean of 4.6. Prenatal diagnosis was established in 24 cases (35.8%). Thirteen surgical anomalies were detected, particularly anorectal malformation and gastroschisis. The accuracy of PUS was associated with the training of the physician performing the PUS, whereby PUS with the greatest accuracy were performed by gynecologists and maternal-fetal specialists against radiologists and general practitioners (p = 0.005). Patients without an accurate prenatal diagnosis had a greater risk of presenting comorbidities (relative risk [RR]: 1.65, p = < 0.001, 95% confidence interval [CI]: 1.299-2.106). Conclusions: In our setting, prenatal diagnosis of these malformations is directly determined by the training of the person performing the ultrasound.

Resumen Introducción: Con poca frecuencia se ha reportado el entrenamiento necesario para realizar ultrasonido (US) obstétrico. El objetivo de este estudio fue determinar si el entrenamiento del ultrasonografista influye en la certeza del diagnóstico prenatal de algunas malformaciones congénitas. Métodos: Se llevó a cabo una evaluación retrospectiva de los hallazgos ultrasonográficos prenatales de neonatos que tuvieron malformaciones congénitas en un hospital de referencia pediátrico de tercer nivel. Se realizó al ingreso de neonatos consecutivos en un hospital de referencia de tercer nivel. Se recolectaron y analizaron datos del embarazo y alumbramiento, así como los de los ultrasonidos prenatales (USP) correlacionando con el diagnóstico final. Resultados: Se incluyeron 67 neonatos. Todos tuvieron USP con media de 4.6. Se realizó diagnóstico prenatal en 24 casos (35.8%). Se detectaron 13 malformaciones congénitas, predominando malformación anorectal gastrosquisis. La certeza del USP se asoció con el entrenamiento del individuo que realizó el US y la mayor certeza se encontró cuando lo realizaron ginecólogos y especialistas materno-fetales contra radiólogos y médicos generales (p = 0.005). Los pacientes sin diagnóstico prenatal certero tuvieron mayor riesgo de presentar comorbilidades (riesgo relativo [RR]: 1.65, p = < 0.001, 95% intervalo de confianza [CI]: 1.299-2.106). Conclusiones: En nuestro medio, el diagnóstico prenatal de estas malformaciones está determinado directamente por el entrenamiento de la persona que realiza el ultrasonido.

Lazer nos cursos de educação física do sertão da Paraíba: uma breve análise / Leisure in physical education courses in the sertão of Paraíba: a brief analysis

A crescente inserção dos profissionais de Educação Física no lazer reafirma as inúmeras possibilidades no mercado de trabalho, e a necessidade de uma formação que atenda a essas aspirações. Diante disso, a proposta investigada visa compreender como o lazer é tratado nos currículos dos cursos de Educação Física no sertão da Paraíba. Realizada a partir de buscas no e-Mec e plataformas digitais das instituições encontradas, a pesquisa se caracteriza como qualitativa e documental, sendo estabelecido as nomenclaturas "lazer" e "recreação" para a busca de conteúdos e disciplinas que contemplam a temática. No término do processo, foram encontradas treze instituições dispostas em nove cidades do sertão paraibano que certificam o caráter introdutório do lazer nos currículos de formação inicial, na oferta de poucas disciplinas e baixa carga horária.

The increasing insertion of Physical Education professionals in leisure reaffirms the numerous possibilities in the labor market, and the need for an education that meets these aspirations. Therefore, the investigated proposal aims to understand how leisure is dealt with in the curricula of Physical Education courses in the sertão of Paraíba. Conducted from searches in e-Mec and digital platforms of the institutions found, the research is characterized as qualitative and documentary, being established the nomenclatures "leisure" and "recreation" for the search for content and subjects that contemplate the theme. At the end of the process, thirteen institutions in nine cities in the sertão of Paraiba were found that certify the introductory nature of leisure in the initial training curricula, offering few subjects and low workload.

How much do Latin American medical students know about radiology? Latin-American multicenter cross-sectional study.

BACKGROUND: Radiology is a useful tool for diagnosis and intervention in medical practice, and all the components within the teaching-learning process of this subject during undergraduate studies influence successful knowledge application. OBJECTIVE: This study aimed to describe the level of knowledge in radiology of students in the last two years of medical school and curricular characteristics of their courses in seven Latin American countries. METHODS: A multicenter cross-sectional study was carried out on medical students of 7 Latin American countries (Bolivia, Brazil, Colombia, Ecuador, Mexico, Paraguay, and Peru) in their final two years of medical school, using an online questionnaire validated by experts and adapted for each country that assessed knowledge and curricular characteristics in radiology subject. Scores were assigned according to the number of correct answers for the knowledge test. The T-test, and regression analysis with one-way ANOVA were used to search for relationships between the level of knowledge and other variables. RESULTS: A total of 1514 medical students participated in this study. All countries had similar participation (n > 200); most participants were women 57.8%. The country with the highest knowledge score was Brazil. Male, sixth year (internship) and from public universities students had higher knowledge score (n < 0.05). Participants, who considered radiology more important, and who reported higher compliance with teaching staff with the proposed syllabus, and programmed classes, obtained better scores (n < 0.05). CONCLUSIONS: Latin American medical students included in this study have a regular overall level of knowledge of Radiology, apparently influenced by curricular differences such as class and academic program compliance. Efforts to better understand and improve academic training are indispensable. LIMITATIONS: The study was subject to selection bias determined by non-probability convenience sampling. The questionnaire assessed only theoretical knowledge and the evaluation system was designed by the investigators.

Basketball course optimization based on mechanical characteristics / Otimização do curso de basquete com base em características mecânicas / Optimización del curso de baloncesto en función de las características mecánicas

ABSTRACT Introduction Currently, college basketball lacks evaluation criteria, making the teaching of many classes reduced to the study of superficial movements, preventing the optimization of the sport's intrinsic mechanical characteristics. Objective Optimize the methodology of the basketball course by implementing the kinematic analysis of its key movements. Methods Four elite athletes were selected as research subjects. Infrared reflective balls were used as markers on the right elbow joint, right shoulder joint, left hip joint, right knee joint, right ankle joint, and left ankle joint, among other areas. The mechanical characteristics of the possession preparation phase, the ground takeoff phase, the takeoff stage, and the landing phase were compared, classified, and analyzed kinematically by APA software. The data were processed by SPSS software. Experimental data were classified and analyzed using independent variance, considering significant differences for P < 0.05. Results Differences in sports habits, physical conditions, and mechanical characteristics of elite athletes resulted in distinct joint angles, although within a common range. Conclusion When optimizing the basketball course, teachers should fully study the experience of professional athletes and update and optimize the basketball course for students from a more scientific and technical point of view for a better orientation in the sports teaching of the basketball course. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.

RESUMO Introdução Atualmente, o basquete universitário carece de critérios de avaliação, tornando o ensino de muitas classes reduzido ao estudo de movimentos superficiais, impedindo a otimização das características mecânicas intrínsecas do esporte. Objetivo Otimizar a metodologia do curso de basquete pela implementação da análise cinemática dos seus principais movimentos. Métodos Quatro atletas de elite foram selecionados como sujeitos de pesquisa. Bolas reflexivas infravermelhas foram utilizadas como marcadores na articulação do cotovelo direito, articulação do ombro direito, articulação do quadril esquerdo, articulação do joelho direito, articulação do tornozelo direito, articulação do tornozelo esquerdo entre outras áreas. As características mecânicas da fase de preparação da posse de bola, a fase de decolagem do solo, a etapa de decolagem e a fase de pouso foram comparadas, classificadas e analisadas cinematicamente pelo software APA. Os dados foram processados pelo software SPSS. Dados experimentais foram classificados e analisados por meio de variância independente, considerando diferença significativa para P < 0,05. Resultados As diferenças de hábitos esportivos, condições físicas e características mecânicas dos atletas de elite resultaram em distintos ângulos articulares, ainda que dentro de uma faixa em comum. Conclusão Ao otimizar o curso de basquete, os professores devem estudar plenamente a experiência dos atletas profissionais, atualizar e otimizar o curso de basquete aos alunos do ponto de vista mais científico e técnico, para uma melhor orientação no ensino esportivo do curso de basquete. Nível de evidência II; Estudos terapêuticos - investigação dos desfechos do tratamento.

RESUMEN Introducción En la actualidad, el baloncesto universitario carece de criterios de evaluación, lo que hace que la enseñanza de muchas clases se reduzca al estudio de movimientos superficiales, impidiendo la optimización de las características mecánicas intrínsecas del deporte. Objetivo Optimizar la metodología del curso de baloncesto mediante la aplicación del análisis cinemático de sus principales movimientos. Métodos Se seleccionaron cuatro atletas de élite como sujetos de la investigación. Se utilizaron bolas reflectantes infrarrojas como marcadores en la articulación del codo derecho, la articulación del hombro derecho, la articulación de la cadera izquierda, la articulación de la rodilla derecha, la articulación del tobillo derecho y la articulación del tobillo izquierdo, entre otras zonas. Las características mecánicas de la fase de preparación de la posesión, de la fase de despegue en tierra, de la fase de despegue y de la fase de aterrizaje fueron comparadas, clasificadas y analizadas cinemáticamente por el software APA. Los datos se procesaron con el software SPSS. Los datos experimentales fueron clasificados y analizados por varianza independiente, considerando la diferencia significativa para P < 0,05. Resultados Las diferencias en los hábitos deportivos, las condiciones físicas y las características mecánicas de los atletas de élite dieron lugar a distintos ángulos articulares, aunque dentro de un rango común. Conclusión A la hora de optimizar el curso de baloncesto, los profesores deben estudiar a fondo la experiencia de los deportistas profesionales, actualizar y optimizar el curso de baloncesto para los alumnos desde el punto de vista más científico y técnico, para una mejor orientación en la enseñanza deportiva del curso de baloncesto. Nivel de evidencia II; Estudios terapêuticos - investigación de los resultados del tratamiento.

Perspectivas de estudantes da área de saúde sobre participação em programa intergeracional: potencialidades e desafios / Health students' perspectives on participation in an intergenerational program: potentialities and challenges

Resumo: Introdução: As habilidades de comunicação (HC) são competências indispensáveis para qualquer profissional da área de saúde, pois permitem maior adesão, compreensão e satisfação geral do paciente. O constante envelhecimento da população brasileira resulta cada vez mais na presença do público idoso no sistema de saúde. Esse cenário tem levado as escolas médicas a pensar em uma reformulação dos seus componentes curriculares no âmbito das HC, visto que esse assunto ainda apresenta lacunas. Nesse contexto, os programas intergeracionais possuem um valioso papel no desenvolvimento das HC por permitirem a interação entre diferentes gerações. Objetivo: Este estudo teve como objetivo investigar as perspectivas de estudantes da área de saúde sobre a participação em um programa intergeracional no município de Paulo Afonso, na Bahia, intitulado "[Tec-Idoso]: utilização de tecnologia como ferramenta de inclusão digital e de apoio psicossocial ao idoso", vinculado à Universidade Federal do Vale do São Francisco (Univasf). Método: Trata-se de um estudo qualitativo e exploratório, realizado a partir de entrevistas semiestruturadas, utilizando o método de análise de conteúdo. Resultado: As seguintes categorias temáticas foram definidas: contato intergeracional, percepção e estigma com pessoas idosas, HC, impacto no desempenho acadêmico e impacto nas práticas profissionais futuras. Conclusão: Os resultados da presente pesquisa incluem melhora do desempenho acadêmico e da interação social por meio do desenvolvimento das HC, mudança de perspectivas perante o envelhecimento e preparação para o enfrentamento com mais confiança de situações da vida pessoal e profissional.

Abstract: Introduction: Communication skills (CS) are indispensable competencies for any healthcare professional as such skills lead to greater patient compliance, understanding, and overall satisfaction. The constant aging of the Brazilian population increasingly results in the presence of the older people in the healthcare system. This has led medical schools to think about a reformulation of their curricular components within the scope of CS, since this subject still presents gaps. In this context, intergenerational programs play a valuable role in the development of CS by allowing interaction between different generations. Objective: To investigate the perspectives of health students about their participation in an intergenerational program in the city of Paulo Afonso/BA entitled "[Tec-Idoso]: utilização de tecnologia como ferramenta de inclusão digital e de apoio psicossocial ao idoso" [Tec-Idoso: use of technology as a tool for digital including and psychosocial support for the elderly], linked to the Federal University of Vale of São Francisco (UNIVASF). Method: This is an exploratory qualitative study based on semi-structured interviews, using the data analysis method. Results: The following thematic categories were defined: intergenerational contact, perception and stigma about old age, CS, impact on academic performance and impact on future professional practices. Conclusion: Given the above, the results obtained from this research include improved academic performance and social interaction through the development of CS, change of paradigms facing aging, and preparation for handling personal and professional life situation with more confidence.

A literatura como elemento de humanização na formação acadêmica: um contraponto ao produtivismo / Literature as an element of humanization in academic education: a counterpoint to productivism / La literatura como elemento de humanización en la formación académica: un contrapunto al productivismo

A formação acadêmica tem sido permeada por exigências cada vez mais voltadas para as demandas do capital, o que vem consolidando o produtivismo por parte de docentes e discentes causando automação do processo de ensino e aprendizagem. Baseados na Ontologia Marxiano-Lukacsiana, e, de modo particular na Psicologia Histórico-Cultural, com o intuito de contribuir para a reflexão sobre o academicismo nas instituições de ensino superior, este estudo objetiva discutir o papel da literatura na formação acadêmica. Trata-se de um estudo de natureza teórico-bibliográfica, utilizando a Revisão Narrativa de Literatura (RNL) como caminho metodológico específico; assim, foram acessados artigos, livros, dissertações e teses vinculados aos temas "produtivismo", "formação acadêmica" e "literatura". Nesse sentido, entende-se que a literatura, como forma de linguagem e arte, pode ser um elemento de promoção de fortalecimento da consciência, integração entre cognição-afeto, bem como de emancipação frente às implicações do capital no ensino superior e em seus processos de ensino-aprendizagem. Obviamente, há clareza dos limites impostos pela materialidade, no entanto, acredita-se que, pela via da literatura, docentes e discentes possam compartilhar experiências acadêmicas uns com os outros e repensar sua formação como futuros profissionais que atuarão na sociedade.(AU)

Academic training has been permeated by demands increasingly focused on the demands of the capital, which has consolidated productivism on the part of teachers and students, causing automation of the teaching and learning process. Based on Marxian-Lukacsian Ontology, and, in particular, on Cultural-Historical Psychology, with the purpose of contributing to the reflection about academicism in higher education institutions, this study aims to discuss the role of literature in academic education. This is a theoretical-bibliographical study, using the Narrative Literature Review (NLR) as a specific methodological path; thus, articles, books, dissertations and thesis linked to the themes "productivism", "academic education" and "literature" were accessed. In this sense, it is understood that literature, as a form of language and art, can be an element to promote the strengthening of consciousness, integration between cognition and affect, as well as emancipation from the implications of capital in higher education and its teaching-learning processes. Obviously, there is clarity about the limits imposed by materiality, however, it is believed that, through literature, teachers and students can share academic experiences with each other and rethink their training as future professionals who will act in society.(AU)

La formación académica ha sido permeada por exigencias cada vez más centradas en las demandas del capital, lo que ha consolidado el productivismo por parte de profesores y alumnos provocando la automatización del proceso de enseñanza y aprendizaje. A partir de la ontología marxiana-lucsiana y, en particular, de la psicología histórico-cultural, con el fin de contribuir a la reflexión sobre el academicismo en las instituciones de enseñanza superior, este estudio pretende discutir el papel de la literatura en la formación académica. Se trata de un estudio teórico-bibliográfico, utilizando la Revisión Narrativa de la Literatura (RNL) como vía metodológica específica; así, se accedió a artículos, libros, disertaciones y tesis vinculadas a los temas "productivismo", "formación académica" y "literatura". En este sentido, se entiende que la literatura, como forma de lenguaje y arte, puede ser un elemento que promueva el fortalecimiento de la conciencia, la integración entre cognición y afecto, así como la emancipación de las implicaciones del capital en la educación superior y sus procesos de enseñanza-aprendizaje. Obviamente, hay claridad sobre los límites que impone la materialidad, sin embargo, se cree que, a través de la literatura, profesores y alumnos pueden compartir experiencias académicas entre sí y repensar su formación como futuros profesionales que actuarán en la sociedad.(AU)

Learning and quality of life in undergraduate nursing students: An exploratory study in Chile during the COVID-19 pandemic.

BACKGROUND: Coronavirus disease 2019 (COVID-19) is a global pandemic that has modified all social and, especially, learning instances. The purpose of this study was to determine the perception of final-year nursing students at a university in southern Chile regarding the impact of the pandemic on their learning, and consequently on their quality of life, in the context of the COVID-19 pandemic. MATERIALS AND METHODS: This is a qualitative study. The research was conducted on 14 nursing students who were selected from a university located in the province of Talca, Maule Region, Chile. Data collection was done through semi-structured interviews conducted during July and September 2021. The data were analyzed using the inductive logic of theoretical categorization; this process was assisted by the Nvivo 10 program. RESULTS: Two mega categories were generated that accounted for the nursing students' experience during the COVID-19 pandemic: objective factors category and subjective factors category. Six subcategories were derived from these two categories: free time, social relationships, learning from practice, physical exercise, eating habits, and emotional state. CONCLUSION: The research findings indicate that the students, in addition to feeling upset about not being able to do the internship, also feel that they have not been able to acquire all the knowledge necessary for their training and professional development, since the virtual classes fail to deliver adequate learning as they lack the practical component that is so important in their careers. This has repercussions in the physical, social, and psychological areas, affecting their quality of life.

Analysis of training method of taekwondo athletes with reaction ball / Análise do método de treinamento de atletas de taekwondo com bola de reação / Análisis del método de entrenamiento de atletas de tae kwon do con pelota de reacción

ABSTRACT Introduction: Brief introduction: Taekwondo is a sport that integrates explosive power and reaction speed. The reaction speed of the athletes has a direct bearing on the result of the competition. Objective: To improve the reaction time effect of athletes. Methods: Forty-one Taekwondo team athletes were selected as the research subjects. Then, the training methods were introduced, and special technology using an emg tester and a synchronous camera system was implemented to analyze the earliest emg signals and the moment of the hit, the time from signal emergence to the emg reaction for reaction time, and from signal emergence to hit for the total time. Results: The average score of the 41 athletes before the test was 0.282673,with standard deviation of 0.0377349 and standard error of 0.0058932. The average score, standard deviation, and standard error of the 41 athletes after small training were 0.28217, 0.037744 and 0.005895. Conclusions: From the test results of the three training modes, the small training mode had a significant impact on the reaction time of Taekwondo athletes, while the medium and large training modes did not have significant effects. The results show that a small amount of training is best and plays a significant role in improving the reaction of an athlete. Level of evidence II; Therapeutic studies - investigation of treatment results.

RESUMO Introdução: Introdução breve: O Taekwondo é um esporte que incorpora força explosiva e velocidade de reação. A velocidade de reação dos atletas tem influência direta sobre o resultado da competição. Objetivo: Melhorar o efeito do tempo de reação dos atletas. Métodos: Quarenta e um atletas de equipes de Taekwondo foram selecionados como participantes da pesquisa. A seguir, foram introduzidos os métodos de treinamento e uma tecnologia especial usando um testador EMG e foi implementado um sistema de câmera sincrônica para analisar os primeiros sinais do EMG e o momento da batida, o tempo desde a emergência do sinal até a reação EMG para verificar tempo de reação e da emergência do sinal até a batida para verificar o tempo total. Resultados: O escore médio dos 41 atletas antes do teste foi de 0,282673, com desvio padrão de 0,0377349 e erro padrão de 0,0058932. O escore médio, desvio padrão e erro padrão dos 41 atletas depois de um pequeno treinamento foram 0,28217, 0,037744 e 0,005895, respectivamente. Conclusões: A partir dos resultados dos testes dos três modos de treinamento, o modo de treinamento pequeno teve impacto significativo no tempo de reação dos atletas de Taekwondo, enquanto os modos de treinamento médio e grande não tiveram efeitos significativos. Os resultados mostram que uma pequena quantidade de treinamento é melhor e tem papel significativo na melhora da reação dos atletas. Nível de Evidência II; Estudos terapêuticos - Investigação dos resultados do tratamento.

RESUMEN Introducción: Breve introducción: El Tae Kwon Do es un deporte que incorpora fuerza explosiva y velocidad de reacción. La velocidad de reacción de los atletas influye directamente en el resultado de la competición. Objetivo: Mejorar el efecto del tiempo de reacción de los atletas. Métodos: Se seleccionaron 41 atletas de equipos de Tae Kwon Do como participantes de la investigación. A continuación, se introdujeron los métodos de entrenamiento y una tecnología especial que utiliza un probador EMG y se implementó un sistema de cámaras sincrónicas para analizar las primeras señales EMG y el momento del golpe, el tiempo desde la aparición de la señal hasta la reacción EMG para verificar el tiempo de reacción y desde la aparición de la señal hasta el golpe para verificar el tiempo total. Resultados: La puntuación media de los 41 atletas antes de la prueba fue de 0,282673, con una desviación estándar de 0,0377349 y un error estándar de 0,0058932. La puntuación media, la desviación estándar y el error estándar de los 41 atletas tras una breve sesión de entrenamiento fueron de 0,28217, 0,037744 y 0,005895, respectivamente. Conclusiones: A partir de los resultados de las pruebas de los tres modos de entrenamiento, el modo de entrenamiento pequeño tuvo un impacto significativo en el tiempo de reacción de los atletas de Tae Kwon Do, mientras que los modos de entrenamiento mediano y grande no tuvieron efectos significativos. Los resultados demuestran que una pequeña cantidad de entrenamiento es mejor y desempeña un papel importante en la mejora del tiempo de reacción de los atletas. Nivel de Evidencia II; Estudios terapéuticos - Investigación de los resultados del tratamiento.

Estilo de liderazgo situacional en el profesional de enfermería y su relación con factores laborales / Style of situational leadership in the nursing professional and its relationship with labor factors in a second level hospital, 2021 / Estilo de liderança situacional no profissional de enfermagem e sua relação com fatores de trabalho. hospital de segundo nível, 2021

RESUMEN Objetivo: Identificar el estilo de liderazgo situacional del profesional de enfermería y su relación con los factores laborales en un hospital de segundo nivel. Metodología: Se trata de un estudio descriptivo relacional de corte transversal. La población de estudio fueron 111 enfermeras, para la recolección de datos se utilizó el instrumento de Paul Hersey y Keneth Blanchard (1973), el cual consta de 12 situaciones. El instrumento del estudio se envió por correo electrónico y WhatsApp, y se utilizó el formato en papel para incrementar la tasa de respuesta. La información se procesó a través del programa SPSS V24. Resultados: Se obtuvo una tasa de respuesta del 56%. Los participantes tienen una edad media de 36 años y una DE 11,82. Hay un predominio del sexo femenino del 90,3%, el 36% tiene estudios a nivel de especialización y maestría. En cuanto a los años laborando, más del 40% tiene menos de 5 años. El estilo mayormente adoptado por el personal es el estilo participativo (E3) 42%, seguido del estilo persuasivo (E2) 37%, dirigir (E1) 13%, por último, el estilo delegar (E4) 8%. El estilo de liderazgo situacional no presentó asociación estadísticamente significativa con los años laborando y la preparación académica, ya que se obtuvo valores p> 0.05. Se evidencio una relación estadísticamente significativa entre los años de labor como profesional de enfermería y la preparación académica, con una p<0.05. Conclusión: El estilo de liderazgo predominante es el participativo y no se evidenció relación estadísticamente entre el estilo de liderazgo y los factores laborales.

ABSTRACT Objective: To identify the situational leadership style of the nursing professional and its relationship with work factors in a second-level hospital. Methodology: This is a descriptive, relational, cross-sectional study. The study population was 111 nurses; for data collection the instrument of Paul Hersey and Keneth Blanchard (1973), which consists of 12 situations, was used. The research instrument was sent by email and WhatsApp, and available in print to increase the response rate. The information was processed through the SPSS V24 program. Results: A response rate of 56% was obtained. The participants have a mean age of 36 years and a SD of 11.82. There is a female predominance of 90.3%, where 36% has studied at the specialization and master's level. Regarding the years working, more than 40% has worked less than 5 years. The style mostly adopted by the staff is the participative style (E3) 42%, followed by the persuasive style (E2) 37%, directing (E1) 13%, and finally, the delegative style (E4) 8%. The situational leadership style did not present a statistically significant association with the years of work and academic preparation, since p values> 0.05 were obtained. A statistically significant relationship was evidenced between the years of work as a nursing professional and academic preparation, with a p <0.05. Conclusion: The predominant leadership style is participative and there was no statistically evidenced relationship between leadership style and work factors.

RESUMO Objetivo: Identificar o estilo de liderança situacional do profissional de enfermagem e sua relação com fatores de trabalho em um hospital de segundo nível. Metodologia: Trata-se de um estudo descritivo relacional transversal. A população do estudo foi de 111 enfermeiros, para coleta de dados o instrumento de Paul Hersey e Keneth Blanchard (1973), que consiste em 12 situações. O instrumento de estudo foi enviado por email e WhatsApp, e o formato de papel foi utilizado para aumentar a taxa de resposta. As informações foram processadas através do programa SPSS V24. Resultados: Obteve-se uma taxa de resposta de 56%. Os participantes têm idade média de 36 anos de idade e DE de 11,82. Há predominância do sexo feminino de 90,3%, 36% têm estudos no nível de especialização e mestrado. Quanto aos anos de trabalho, mais de 40% têm menos de 5 anos. O estilo adotado principalmente pelos funcionários é o estilo participativo (E3) 42%, seguido pelo estilo persuasivo (E2) 37%, direto (E1) 13%, e por último, o estilo delegado (E4) 8%. O estilo de liderança situacional não apresentou associação estatisticamente significante com os anos de trabalho e preparação acadêmica, uma vez que foram obtidos valores p> 0,05.Foi evidenciada uma relação estatisticamente significativa entre os anos de trabalho como profissional de enfermagem e preparação acadêmica, com p<0,05. Conclusão: O estilo de liderança predominante é participativo e não houve relação estatística entre estilo de liderança e fatores de trabalho.

Causas da dificuldade de aprendizado na medicina veterinária entre os períodos matutino e noturno / Causes of learning difficulty in veterinary medicine between the morning and night periods / Causas de la dificultad de aprendizaje en medicina veterinaria entre los periodos de la mañana y la noche

Atualmente há diversas evoluções metodológicas de ensino. Assim, os cursos de Medicina Veterinária devem se adequar a formação curricular, tanto para o âmbito acadêmico quanto para preparação profissional, buscando novas possibilidades de ensino-aprendizagem centralizadas no discente, inclusive quando comparada a produtividade entre o período matutino e noturno. Com este propósito, foi desenvolvido um questionário, respondido de forma voluntária pelos alunos do curso de Medicina Veterinária, buscando analisar a importância e as dificuldades apresentadas por estes na disciplina de Biotecnologia da Reprodução Animal entre os períodos matutino e noturno. O questionário foi baseado no método observacional descritivo transversal, para coleta de dados foi utilizada a ferramenta online Google Formulários, possibilitando analisar limitações individuais, potenciais, experiências e expectativas sobre of conhecimento acadêmico entre os discentes. Concomitantemente, o questionário avaliou a realidade socioeconômica e cultural dos discentes. Através dos resultados foi possível concluir que alunos do período noturno, devido à realização de outras atividades durante o dia e fatores relacionados com a rotina apresentam maior estresse e cansaço. Tais fatores influenciam diretamente no desgaste fisico, psicológico e emocional dos discentes, do período noturno. Assim sendo, alunos de Medicina Veterinária do período noturno, na disciplina de Biotecnologia da Reprodução Animal, apresentam maiores dificuldades de assimilar conteúdo quando comparados aos alunos do período matutino.

There are currently several methodological developments in teaching. Thus, the Veterinary Medicine courses must adapt to the curricular formation, both for the academic scope and for professional preparation, seeking new possibilities of teaching-learning centered on the student, even when comparing the productivity between the morning and night shifts. With this purpose, a questionnaire was developed, answered voluntarily by students of the Veterinary Medicine course, seeking to analyze the importance and difficulties faced by them in the discipline of Animal Reproduction Biotechnology between the morning and night periods. The questionnaire was based on the transversal descriptive observational method, for data collection an online tool from Google Forms was used, enabling the analysis of individual limitations, potentials, experiences and expectations about academic knowledge among students. Concomitantly, the questionnaire assessed the socioeconomic and cultural reality of the students. Based on the results, it was possible to conclude that students from the night period, due to the performance of other activities during the day and factors related to their routine, present greater stress and fatigue. Such factors directly influence the physical, psychological and emotional wear of students at night. Therefore, night shift students of Veterinary Medicine, in the Animal Reproduction Biotechnology discipline, have greater difficulties in assimilating the content when compared to morning students.

Actualmente, existen varios avances metodológicos en la docencia. Así, los cursos de Medicina Veterinaria deben adaptarse a la formación curricular, tanto para el ámbito académico como para la preparación profesional, buscando nuevas posibilidades de enseñanza-aprendizaje centradas en el alumno, incluso al comparar la productividad entre los turnos matutino y nocturno. Con este propósito, se elaboró un cuestionario, respondido voluntariamente por los estudiantes del curso de Medicina Veterinaria, buscando analizar la importancia y dificultades que presentan en la disciplina de Biotecnología de la Reproducción Animal entre los períodos matutino y nocturno. El cuestionario se basó en el método observacional descriptivo transversal, para la recolección de datos se utilizó la herramienta en línea Google Forms, que permitió analizar las limitaciones, potenciales, experiencias y expectativas individuales sobre el conocimiento académico entre los estudiantes. Paralelamente, el cuestionario evaluó la realidad socioeconómica y cultural de los estudiantes. A través de los resultados se pudo concluir que los estudiantes del período nocturno, por realizar otras actividades durante el día y factores relacionados con su rutina, presentan mayor estrés y fatiga. Tales factores influyen directamente en el desgaste fisico, psicológico y emocional de los estudiantes durante la noche. Por tanto, los estudiantes del turno de noche de Medicina Veterinaria, en la disciplina de Biotecnología de la Reproducción Animal, tienen mayores dificultades para asimilar contenidos en comparación con los estudiantes de la mañana.

Experiencias académicas en la consolidación del ser enfermero en los estudiantes de la Carrera de Enfermería de la Universidad Mayor de San Andrés, Bolivia / Academic experiences in the consolidation of being a nurse in the students of the Nursing Career of the "Mayor San Andres" University, Bolivia

El presente estudio tiene como objetivo determinar experiencias académicas de los estudiantes de la carrera de enfermería de la Universidad Mayor de San Andrés. Los participantes son 20 estudiantes que comprenden desde 2do año a 5to año seleccionados por conveniencia por las características del estudio. En los resultados se observó que, del total, un 35% de los estudiantes indican que el motivo para estudiar enfermería fue el ayudar al prójimo, seguido de atender al paciente con algún problema de salud con un 25%. Respecto al ingreso a la carrera indicaron que ingresaron mediante la prueba de suficiencia académica en un 80%. A la mayoría (80%) de los estudiantes le agrada la profesión. En cuanto a la forma de enseñanza de los docentes en su mayoría si conocen (75%), sin embargo, un 10% no la conocen los aspectos teóricos prácticos de laboratorio y simulaciones. En la práctica clínica, un 55% indicaron que fue de mucha utilidad para adquirir habilidades. Para rendir sus evaluaciones estudian lo avanzado en las clases teóricas (40%). En cuanto a la atención a los pacientes algunos estudiantes no se sienten preparados (75%), porque es mucha responsabilidad por ello sienten temor (20%), timidez (10%), ansiedad (10%), pánico (5%). En general podemos decir que un 95% si conoce las funciones de la enfermera. En conclusión, en la Carrera de Enfermería, es necesario implementar un modelo básico académico que guie en el proceso enseñanza ­ aprendizaje para alcanzar el máximo rendimiento académico.

The objective of this study is to determine the academic experiences of nursing students at the Mayor de San Andrés University. The participants are 20 students ranging from 2nd year to 5th year selected for convenience due to the characteristics of the study. In the results, it was observed that, of the total, 35% of the students indicate that the reason for studying nursing was to help others, followed by caring for the patient with a health problem with 25%. Regarding admission to the career, they indicated that they entered through the academic sufficiency test in 80%. The majority (80%) of the students like the profession. As for the way teachers teach, most of them know (75%), however, 10% do not know the practical theoretical aspects of the laboratory and simulations. In clinical practice, 55% indicated that it was very useful for acquiring skills. To render their evaluations, they study the advanced in the theoretical classes (40%). Regarding patient care, some students do not feel prepared (75%), because it is a lot of responsibility, so they feel fear (20%), shyness (10%), anxiety (10%), panic (5%). In general, we can say that 95% if you know the functions of the nurse. In conclusion, in the Nursing Career, it is necessary to implement a basic academic model that guides the teaching-learning process to achieve maximum academic performance.