The academic formation challenges: what does retail expect from higher education institutions in pharmacy?

BACKGROUND: The drug retail represents the main area of activity for pharmacists worldwide. In Brazil, this sector is responsible for employing around 80% of professionals. Before this reality, the academic training of pharmacists requires specialized skills and knowledge so they can fulfill their tasks. In this sector, considering the influence of managers and mentors on the model of pharmaceutical practice, their perceptions about the demands of the market can help discussions related to the training of pharmacists. AIM: To analyze the academic training of pharmacists for the drug retail market from the perspective of managers and mentors. METHOD: This is a qualitative study conducted with managers and mentors of the drug retail market. A semi-structured interview guide was prepared and applied to the intentionally selected participants. The study was approved by the Research Ethics Committee under the number 4,169,752. The interviews were conducted through videoconference by an experienced researcher. The data obtained were analyzed using Bardin's analysis technique, following the steps of categorical thematic content analysis using the ATLAS.ti software. RESULTS: 19 interviews were carried out. Among the reports, the interviewees highlighted the importance of retail in the employability of pharmacists, as well as inconsistency in the academic training for this sector, originating the following categories: curriculum reform to include the market demands, follow-up and career plan, training for entrepreneurship and sales, practical application of knowledge, and encouragement of experience. CONCLUSION: Pharmaceutical academic training is linked to several challenges, whether organizational, structural, or budgetary. To overcome these challenges, it is necessary to unite the interested parties in the formulation and implementation of a strategy for the professionalization of pharmacists, considering their social role in patient care, aligned with the company's sustainability, so that both coexist.

Soccer above all? Analysis of academic and vocational education among female soccer players in the German women's Bundesliga and 2nd women's Bundesliga.

Introduction: Career-related (financial) reasons as well as advantages in terms of expanding social support systems, promoting a balanced lifestyle and personal development suggest that female soccer players should pursue academic or vocational education in parallel to elite sport. However, dual careers are fraught with challenges, mainly due to simultaneity in time and the associated conflicting goals. The aim of this article is to analyze the vocational or academic educational careers of professional female soccer players. Methods: To generate the data, an online survey was conducted among soccer players in the German Women's Bundesliga and 2nd Women's Bundesliga. A total of n = 200 questionnaires (German: n = 191; English: n = 9) were included in the analysis, which corresponds to approx. 29.6% of the population addressed. Results: 90.6% of the players are pursuing or have already completed academic or vocational education. The majority (71.2%) of female soccer players choose to study. 81.8% of players report no impact or even a positive impact of soccer on their performance in academic or vocational education. Willingness to pursue and complete academic or vocational education is influenced by membership of the A-National Team, time spent playing soccer, form of school-leaving qualification, nationality and age. Discussion: This study increases the visibility of professional women's soccer as an object of analysis in sports science research, follows up on demands for a more athlete-centered approach and generates further insights for research and practice with regard to the success of dual careers in elite sport.

A formação em saúde coletiva nos cursos de fonoaudiologia de instituições públicas do Nordeste: um estudo a partir das matrizes curriculares / Public health training in public institutions' speech-language-hearing programs in Northeastern Brazil: a curricular framework study

RESUMO Objetivo Descrever as características da formação inicial em saúde coletiva de fonoaudiólogos do Nordeste do Brasil. Método A pesquisa foi realizada com base nas matrizes curriculares de Instituições de Ensino Superior (IES) públicas do Nordeste a partir das quais foram analisados dados gerais dos cursos de Fonoaudiologia de cada Instituição ー estado em que está localizado, carga horária total e última reformulação de matriz curricular; e dados que diziam respeito especificamente às disciplinas relacionadas à Saúde Coletiva ー carga horária de cada disciplina, semestre de oferta, conteúdo da ementa, caráter teórico, prático, teórico-prático ou estágio, se obrigatória ou optativa. Resultados Os dados revelam que existem oito IES públicas do nordeste que oferecem o curso de Fonoaudiologia, sendo que os Projetos Pedagógicos de Cursos datam de 2009 a 2021. A Carga Horária (CH) total das disciplinas vinculadas à área de Saúde Coletiva varia de 7,5% a 20,5% da CH total dos cursos analisados. A maioria destas disciplinas é eletiva, tem caráter teórico e é ofertada na primeira metade da formação. Conclusão A formação inicial em saúde coletiva de fonoaudiólogos de IES públicas do nordeste parece ainda estar embasada em práticas tradicionais, que acabam distanciando os discentes do campo da saúde coletiva e de práticas que atendam os princípios do Sistema Único de Saúde, e as reais necessidades da população, especialmente na Atenção Primária à Saúde.

ABSTRACT Purpose To describe the characteristics of the initial public health training for speech-language-hearing therapists in Northeastern Brazil. Methods The research was based on the curricular framework of public higher education institutions in the Northeast. The analysis approached each institution's general speech-language-hearing program data (state where it is located, total course load, and most recent curricular framework reformulation) and specific data on public health courses (their individual course load, the term when it is offered, syllabus content, whether it was theoretical, practical, both, or internship, and whether it was required or elective). Results The data show that eight public higher education institutions in the Northeast offer speech-language-hearing programs, whose pedagogical frameworks date from 2009 to 2021. The total course load of those related to public health ranges from 7.5% to 20.5% of the total program among those analyzed. Most courses were elective, exclusively theoretical, and were offered in the first half of the program. Conclusion The initial public health training for speech-language-hearing therapists in public higher education institutions in the Northeast still seems to be based on traditional practices. These create a distance between students, public health, and practices that meet the principles of Health Unic System (in Portuguese - Sistema Único de Saúde) and the population's real needs, especially in primary healthcare

Present and future are getting confused: are we equipped to face the technological revolution?

BACKGROUND: This is a commentary reporting the outcome of a workshop promoted by the Department of Woman's and Child's Health of the University of Padua (Italy) focused on the emerging issue of what seems to be the increasing agemone role of technology. MAIN BODY: Over the centuries, technology has always been at the service of science, with theoretical insights anticipating experimental proofs. Over the last decades, however, the situation has radically changed, due to several factors. Technology seems to be playing an agemone role. The present and notably the future generation of scientists have major challenges to face. They have to deal with the forces generated by the infosphera; to dominate the technology and to maintain the capacity of generating inquisitive, creative, ethical and spiritual thoughts capable of addressing new scientific hypotheses and projects directed to the individual and collective good. However, in this scenario, what seems more relevant is to focus all our efforts in preparing ourselves, first, and then the new generations to face these challenges. From this point of view, the academic institutions and the scientific societies, have a major responsibility to deal with. CONCLUSIONS: The academic ecosystem traditionally used to educate the new generation of professionals as well as, and most importantly, the cultural, the professional pathways presently used to form them need to be extensively revised. The time is running short and the stakes are high. The debate is open.

Deterioration experienced by French otolaryngology residents in their training during the COVID-19 pandemic: A STROBE analysis.

OBJECTIVE: To evaluate the impact of the first three waves of COVID-19 on the academic and surgical training of ENT and Head and Neck Surgery residents in France. MATERIAL AND METHODS: Observational, retrospective study. A 55-item survey of academic education and surgical training was sent to ENT residents in five major French regions (Île-de-France, Rhône-Alpes Auvergne, Occitanie, Grand Est, Grand Ouest) from August to October 2021. RESULTS: Eighty-nine out of 135 residents (66%) responded. Two-thirds considered that surgical training was more affected than academic education, with reductions evaluated of 50-75%, 25-50% and 0-25% for the first three waves, respectively. Residents in Île-de-France, Rhône-Alpes Auvergne and Grand Est were the most affected by the first wave (75-100% reduction in surgical activity, in parallel to increased admissions). Otology, rhinology and functional exploration were the most affected, whereas pediatrics and oncology were spared. Seventy-one of the 89 residents (79.7%) felt that the first wave impacted their career, while this proportion decreased to 39.3% and 44.9% for the second and third waves, respectively. CONCLUSION: The first wave of COVID-19, compared to the following two waves, severely impacted the surgical training of French ENT residents, especially in regions severely impacted by the pandemic, while academic education was relatively safeguarded by the implementation of e-learning alternatives.

Educação física e cultura digital: perspectivas, tensões e contribuições na formação de professores e professoras desse componente curricular / Physical education and digital culture: perspectives, stress and contributions in teacher training of this curricular component / Educación física y cultura digital: perspectivas, estrés y aportes en la formación de profesores de este componente curricular

Resumo O objetivo deste texto é compreender e explicar quais são as perspectivas, tensões e contribuições da cultura digital na formação de professores e professoras do componente curricular Educação Física (EF). A metodologia consistiu na aplicação de questionários, por meio de formulários online, e de entrevistas, configurando-se como um estudo de caso. Os sujeitos da pesquisa foram docentes do curso de Licenciatura em EF da Universidade Federal de Sergipe. A análise dos dados se constituiu mediante a aplicação da análise de conteúdo, sendo que os resultados identificaram que os(as) docentes possuem perspectivas formativas heterogêneas no cenário da cultura digital, bem como relataram tensões que se apresentam como desafios e obstáculos construtivos no decorrer do diálogo com a cultura digital. Nesse contexto, evidenciam-se contribuições formativas, como a constituição de uma perspectiva crítica no processo de ensino-aprendizagem, escolar e acadêmico para o campo da EF, que possibilita o desenvolvimento de temáticas diversas, como o esporte e sua relação com o cinema, e o esporte e sua relação com os meios de comunicação.

Abstract The objective of this text is to understand and explain what are the perspectives, tensions, and contributions of digital culture to the training of teachers of the curricular component of Physical Education (P.E.). The applied methodology consisted of the application of questionnaires through online forms and the application of interviews, configuring itself as a case study. The subjects of the research were professors of the P.E. course at the Federal University of Sergipe. The analysis of two data forms was constituted through the application of the content analysis technique. The results show that teachers have heterogeneous training perspectives in the context of digital culture. In this context, formative contributions are evident, such as the establishment of a critical perspective in the teaching-learning process, both in the school and academic setting, for the field of physical education. This enables the development of diverse themes, such as sports and its relationship with cinema and media in general.

Resumen El objetivo de este texto es comprender y explicar cuáles son las perspectivas, tensiones y aportes de la cultura digital en la formación de docentes del componente curricular de Educación Física (EF). La metodología aplicada consistió en la aplicación de cuestionarios a través de formularios en línea y la aplicación de entrevistas, configurándose como un estudio de caso. Los sujetos de la investigación fueron profesores de la Licenciatura en EF de la Universidad Federal de Sergipe. El análisis de los datos se constituyó mediante la aplicación de la técnica de análisis de contenido, donde los resultados identifican que los docentes tienen perspectivas formativas heterogéneas en el contexto de la cultura digital, así como también reportarán tensiones que se presentan como desafíos y obstáculos constructivos en el diálogo con la cultura digital. En este contexto, se evidencian contribuciones formativas, como el establecimiento de una perspectiva crítica en el proceso de enseñanza-aprendizaje, tanto en el ámbito escolar como académico, para el campo de la Educación Física. Esto permite el desarrollo de diversas temáticas, como el deporte y su relación con el cine, y el deporte y su relación con los medios de comunicación.

A epistemologia da prática na produção acadêmica stricto sensu sobre formação de professores em Educação Física / The epistemology of practice in stricto sensu academic production on teacher training in Physical Education / La epistemología de la práctica en la producción académica estricto sensu sobre la formación docente en Educación Física

RESUMO Esta pesquisa teve como objetivo compreender como as teorias que sustentam a chamada epistemologia da prática se fazem presentes no debate acadêmico sobre a formação de professores de Educação Física. Trata-se de uma pesquisa do tipo bibliográfica, que buscou investigar as produções acadêmicas stricto sensu, selecionadas no Catálogo de Teses e Dissertações da Capes, produzidas nos últimos dez anos e que versam sobre formação de professores de Educação Física. Apesar de identificarmos produções onde o caráter ideológico de tais teorias é questionado, a análise nos permitiu compreender que as teorias que sustentam a epistemologia da prática se fazem presentes na maior parte das produções acadêmicas, reforçando a finalidade pragmática sobre o trabalho docente.

ABSTRACT This research aimed to understand how the theories that support the so-called epistemology of practice are present in the academic debate on the training of Physical Education teachers. This is a bibliographical research, which sought to investigate stricto sensu academic productions, selected in the Catalog of theses and dissertations of Capes, produced in the last ten years and that deal with the training of Physical Education teachers. Despite identifying productions where the ideological character of such theories is questioned, the analysis allowed us to understand that the theories that support the epistemology of practice are present in most academic productions, reinforcing the pragmatic purpose of teaching work.

RESUMEN Esta investigación tuvo como objetivo comprender cómo las teorías que sustentan la llamada epistemología de la práctica están presentes en el debate académico sobre la formación de profesores de Educación Física. Se trata de una investigación bibliográfica, que buscó investigar producciones académicas estricto sensu, seleccionadas en el Catálogo de tesis y disertaciones de la Capes, producidas en los últimos diez años y que versan sobre la formación de profesores de Educación Física. A pesar de identificar producciones donde se cuestiona el carácter ideológico de tales teorías, el análisis permitió comprender que las teorías que sustentan la epistemología de la práctica están presentes en la mayoría de las producciones académicas, reforzando el propósito pragmático del trabajo docente.

Perfil das teses da área da linguagem defendidas por fonoaudiólogos brasileiros / Profile of language area theses defended by Brazilian speech language pathologists / Perfil de tesis en el area de lenguaje defendidas por logopedas brasileños

Introdução: Parafortalecer uma profissão é imprescindível a prática vinculada a estudos científicos. Doutorado é o curso de pós-graduação que permite aos profissionais se dedicar a uma pesquisa aprofundada sobre determinado tema com objetivo de solucionar problemas relevantes à sociedade e contribuir com o conhecimento acadêmico e o progresso científico. Objetivo: Caracterizar o perfil dos fonoaudiólogos brasileiros e suas respectivas teses defendidas na área de linguagem entre os anos de 1976 e 2017.Método: Estudo documental retrospectivo do tipo exploratório baseado em análise de banco de dados com informações de diferentes variáveis sobre o perfil do pesquisador e das teses defendidas, a saber: sexo; tempo entre término da graduação e defesa da tese; tipo de instituição em que a tese foi defendida; região geográfica; área de conhecimento estabelecida pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico-CNPq; temáticas de acordo com os Comitês da Sociedade Brasileira de Fonoaudiologia-SBFa e quanto aos objetivos e métodos utilizados. Resultados: Dentre as 396 teses analisadas, a maioria dos doutores é do sexo feminino (94%), defendeu sua tese em até 10 anos após a graduação (35%), em instituições públicas (76%), situadas na região Sudeste (67,7%), em programas da área da Linguística, Letras e Artes (42,5%), com temática em Linguagem oral e escrita na infância e adolescência (57,6%), versando sobre avaliação (60,7%). Conclusão: A maioria das teses foi defendida por doutores do sexo feminino em instituições brasileiras e públicas da região Sudeste, abordando temas de linguagem oral e escrita na infância e na adolescência.

Introduction: In order to strengthen a profession, it is essential to link practice to scientific studies. The Doctoral Degree is the graduate program that allows professionals to dedicate themselves to in-depth research on a given topic in order to solve problems relevant to society and contribute to academic knowledge and scientific progress. Objective: To characterize the profile of Brazilian speech-language pathologists and their respective theses defended in the language area from 1976 to 2017. Method:This is an exploratory retrospective documentary study based on database analysis with information from different variables on the researcher's profile and the theses defended, namely: sex; time between undergraduate studies and thesis defense; type of institution; geographic region; area of knowledge established by the National Council for Scientific and Technological Development-CNPq; topics according to the Committees of the Brazilian Society of Speech-Language Pathology and Audiology-SBFa and the objectives and procedures used. Results: Most of the professionals with a Doctoral Degree among the 396 theses analyzed are female (94%), defended their thesis within 10 years after the Undergraduate Degree (35%), in public institutions (76%), located in the Southeast region (67.7%), mostly in the area of Linguistics, Literature and Arts (42.5%), focused on oral and written language in childhood and adolescence (57.6%), and addressing assessment (60.7%). Conclusion: Most of the theses were defended by female doctors in Brazilian public institutions in the Southeast region, addressing topics of oral and written language in childhood and adolescence.

Introducción: Para fortalecer una profesión, la práctica ligada a los estudios científicos es fundamental. El doctorado es el curso de posgrado que permite a los profesionales dedicarse a la investigación profunda sobre un tema determinado con el fin de resolver problemas relevantes para la sociedad y contribuir al conocimiento académico y al progreso científico. Objetivo: Caracterizar el perfil de los fonoaudiólogos brasileños y sus respectivas tesis defendidas en el área de lenguaje entre 1976 y 2017. Método: Estudio documental retrospectivo exploratorio basado en el análisis de bases de datos con información de diferentes variables sobre el perfil del investigador y las tesis defendidas, a saber: sexo; tiempo entre graduación y defensa de tesis; tipo de institución en la que se defendió la tesis; región geográfica; área de conocimiento establecida por el Consejo Nacional de Desarrollo Científico y Tecnológico-CNPq; temas de acuerdo con los Comités de la Sociedad Brasileña de Patología del Habla-Lenguaje y Audiología-SBFa y los objetivos y métodos utilizados. Resultados: Entre las 396 tesis analizadas, la mayoría de los doctores son mujeres (94%), defendieron su tesis dentro de los 10 años posteriores a la graduación (35%), en instituciones públicas (76%), ubicadas en la región Sudeste (67,7%), en programas del área de Lingüística, Letras y Artes (42,5%), con temática sobre lenguaje oral y escrito en la niñez y la adolescencia (57,6%), que se ocupan de la evaluación (60,7%). Conclusión: La mayoría de las tesis fueron defendidas por doctoras en instituciones públicas y brasileñas de la región Sudeste, abordando temas del lenguaje oral y escrito en la infancia y la adolescencia.

Research on the Effect of Executive Incentive Institutional Innovation on the Cost of Equity-Evidence From Chinese Listed Companies.

Executive incentive has long been a hot topic among academics and practitioners. With the continuous development of China's manager market, the spirit of innovation and entrepreneurship among executives has exerted a greater influence on corporate performance. Enterprise innovation is an important part of the entrepreneurial spirit. Moreover, China's supply-side reforms and compensation system of the state-owned enterprises (SOEs) have been advanced and innovative. Therefore, based on the manager human capital theory and the organizational innovation theory, and using 15,492 firm-year observations from China's Shanghai and Shenzhen A-share listed companies for the period 2005-2018, we constructed various models, including the Gorden model, the Growth Rate of Price-Earnings Ratio model (PEG), the Ohlson and Juettner-Nauroth model (OJ), and the Capital Asset Pricing model (CAPM), to measure the cost of equity. We investigated the effect of the institutional innovation of executive incentives on the cost of equity, and the heterogeneous influence of China's special property rights system on the relationship between the two. We found that the innovations of the executive incentive system have a positive governance effect on the cost of equity. In particular, executive compensation incentives significantly reduce a company's equity costs. We also find that the state-owned property rights may weaken the positive effect of institutional innovation of executive incentives. Furthermore, China's executive incentives system and corporate governance mechanism are imperfect; and therefore, institutional innovation is a matter of great urgency and more innovative ideas for the manager market need to be introduced. China's listed companies should give full play to the spirit of innovation and entrepreneurship, constantly innovating incentive-based compensation systems of companies, and establishing a scientific and innovative concept of the cost of equity. The findings are robust after controlling for potential endogeneity concerns.

Oncology Resources for Students Enrolled in Pre-Licensure and Graduate Nursing Programs in the United States: A Scoping Review of the Literature.

OBJECTIVES: This scoping review summarizes oncology resources for pre-licensure and graduate nursing programs in the United States. DATA SOURCES: PubMed, CINAHL, and Scopus databases were searched to identify resources (2008-2019) published in peer-reviewed journals. While 1,503 papers were initially identified, 49 met inclusion criteria. CONCLUSION: Thematic analysis revealed five themes with subthemes: (1) didactic courses; (2) clinical opportunities; (3) didactic and clinical resources; (4) simulation resources; and (5) other. IMPLICATIONS FOR NURSING PRACTICE: Academic educators are charged with preparing a nursing workforce capable of providing safe and quality evidence-based care across the cancer continuum. Findings offer examples that overcome curriculum barriers.

Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context.

The aim of this study was to validate and adapt the academic-resilience scale in the Spanish context. The study involved 2967 university students aged 18-33 (Mean, M = 23.65; Standard Deviation, SD = 2.57) from several universities in Andalusia (Spain). Exploratory and confirmatory factorial analyses revealed adequate adjustment rates for the new version of the scale showing the factorial structure invariant with respect to that generated. Three factors that integrate the scale obtained high correlation, internal consistency, and temporal stability. The Spanish version of the academic-resilience scale was shown to have adequate psychometric properties to measure academic resilience in the Spanish university context.

Emergency general surgeons: the special forces of general surgery (the "navy seals paradigm").

Emergency surgeons have a crucial role in bridging the gap of skills resulting from the well-known general surgery fragmentation. The multi-specialist general surgery approach is still necessary to define proper diagnosis and therapy priorities in an emergency. Governments have to find effective organizational solutions to maintain emergency general surgery standards of care and to improve them further.

Conhecimentos de estudantes de psicologia sobre normas de atuação com indivíduos LGBTs / Psychology students' knowledge concerning guidelines for psychological practice with LGBTs / Conocimientos de estudiantes de psicología sobre las normas de actuación con individuos LGBTs

Discussões sobre gênero e sexualidade têm sido abordadas em vários contextos. Na Psicologia, autarquias como o Conselho Federal de Psicologia (CFP) elaboraram diversos documentos orientando a prática psicológica com indivíduos LGBTs. Entretanto, pesquisas têm mostrado que esses saberes têm sido omitidos nos currículos de graduação em Psicologia de várias faculdades, o que pode acarretar concepções diversas àquelas normatizadas e, muitas vezes, patologizantes sobre indivíduos LGBTs, podendo levar a condutas preconceituosas e até opostas às recomendações do CFP. Assim, o objetivo dessa pesquisa foi analisar as concepções de alunos de graduação em Psicologia interessados nas temáticas de gênero e sexualidade, com relação à diversidade sexual e de gênero, assim como seus conhecimentos sobre as declarações do CFP a respeito das homossexualidades e identidades trans. Oitenta e dois alunos, de diferentes faculdades e períodos responderam um questionário com perguntas sobre a formação e dados sociodemográficos, conhecimentos acerca da diversidade sexual e de gênero, e sobre as concepções e recomendações do CFP com relação aos indivíduos LGBTs. Os resultados mostraram que, para a maioria dos participantes, suas concepções acerca das homossexualidades foram, em geral, condizentes com as concepções das autarquias responsáveis pela normatização e fiscalização do exercício profissional do psicólogo. Entretanto, quando se trata das identidades trans, há um desconhecimento e concepções diversas às normatizadas a respeito das definições correntemente utilizadas, além da patologização de tais identidades. Desse modo, mostra-se imprescindível o oferecimento de disciplinas sobre gênero e sexualidade na Psicologia.

Debates regarding the topics of gender and sexuality are present in a myriad of contexts. In the field of Psychology, autarchies such as the Federal Council of Psychology (CFP, in Portuguese) produced documents and guidelines for psychological practice with LGBTs. Still, research has pointed out that these guidelines have been omitted in the curriculum of Psychology as a major, which could lead to conceptions that differed from the regulated by those autarchies, including prejudicial attitudes, and discrimination or practices opposed to the recommendations. In this sense, the present study aimed to analyze Psychology students' conceptions regarding gender and sexual diversity, as well as the students' knowledge concerning the official guidelines for psychological practice with LGBTs. Eighty-two Brazilian Psychology students, from different universities and periods, answered a questionnaire about their academic education, demographic data, and knowledge regarding gender and sexual diversity, as well as about the official guidelines for professional practice with LGBTs. Results showed that, for most participants, their conceptions about the homosexualities were generally consistent with the conceptions of the autarchies responsible for normalizing and supervising psychologist's professional practice. However, students showed conceptions that differed from the regulated ones regarding the definitions of trans identities, including pathologizating them, which calls for the inclusion of the subjects of gender and sexuality in the Psychology curriculum.

Las discusiones sobre género y sexualidad se han abordado en varios contextos. En la psicología, autoridades como el Consejo Federal de Psicología (CFP) han producido varios documentos que guían la práctica psicológica con individuos LGBTs. Sin embargo, la investigación ha demostrado que este conocimiento se ha omitido en los planes de estudios de estudiantes de Psicología de pregrado de varias universidades, lo que puede conducir a concepciones diferentes a las estandarizadas y a menudo patologizadoras sobre personas LGBTs, y puede conducir a prejuicios e incluso oponerse a las recomendaciones del CFP. Por lo tanto, el objetivo de esta investigación fue analizar las concepciones de los estudiantes universitarios de psicología interesados en los temas de género y sexualidad, en relación con la diversidad sexual y de género, así como sus conocimientos sobre las declaraciones del CFP sobre homosexualidades e identidades trans. Ochenta y dos estudiantes de diferentes universidades y períodos respondieron un cuestionario con preguntas sobre su formación académica y datos sociodemográficos, conocimiento sobre la diversidad sexual y de género, y las concepciones y recomendaciones del CFP con respecto a las personas LGBTs. Los resultados mostraron que, para la mayoría de los participantes, sus concepciones sobre las homosexualidades eran, en general, consistentes con las concepciones de las autoridades responsables por la estandarización y supervisión de la práctica profesional del psicólogo. Sin embargo, cuando se trata de identidades trans, existe una falta de conocimiento y concepciones diferentes de las estandarizadas con respecto a las definiciones utilizadas actualmente, además de la patologización de tales identidades. Por lo tanto, es esencial ofrecer disciplinas sobre género y sexualidad en los cursos de Psicología.

Imaging appropriateness in an academic emergency medicine program.

INTRODUCTION: As radiologic assessment is a key part in evaluating patients visited in emergency department, this survey was conducted to measure emergency medicine residents' competency in choosing appropriate diagnostic imaging in different clinical scenarios. METHODS: All emergency medicine residents enrolled in an academic emergency medicine discipline in the three medical universities of Tehran, Iran were recruited. A questionnaire was designed consisting of 10 clinically common scenarios selected from the American College of Radiology appropriateness criteria. Each resident completed the survey separately with answers only given after all residents participated. RESULTS: 196 residents completed the survey (95% of all residents). The results were stratified by post-graduate year and university. The average number of correct answers was 6.2. First, second and third year residents scored the average of 6.1, 5.8 and 6.5, respectively (P=0.04). The average score of residents from different universities did not differ significantly. CONCLUSION: According to the low average score, it is recommended that attentive educational perfections are needed to help residents order more appropriate diagnostic images, which may also be helpful for other healthcare providers. However, it seems that our emergency medicine academic curriculum is relatively efficient to enhance residents' skills in choosing proper imaging.

Mulheres atletas olímpicas brasileiras: início e final de carreira por modalidade esportiva / Brazilian olympic athletes women: initial and final career by sports modality

Este estudo buscou investigar o contexto e a idade de início e final de carreira das mulheres atletas olímpicas brasileiras, bem como a razão do encerramento da carreira. Para tanto, participaram da amostra 444 mulheres brasileiras participantes de Jogos Olímpicos até Londres em 2012. Dos relatos de vida, foram retirados dados relacionados aos objetivos deste estudo. Os resultados nos permitem inferir que, em modalidades como natação, ginástica e tênis, o início foi muito precoce, já nos esportes coletivos a idade de início corresponde à fase escolar, quando neste momento o profissional de Educação Física é o principal responsável pela iniciação ao rendimento. Esportes como tiro, arco, boxe e levantamento de peso têm seu início já no final da adolescência. Com relação ao final de carreira, a faixa etária de aposentadoria corresponde à modalidade, e naqueles esportes em que se começa cedo, as idades de aposentadoria são menores. Observou-se também que os motivos principais para a finalização da carreira são: número de lesões, fadiga e cansaço, percepção de que a idade estava atrapalhando, maternidade e casamento e a necessidade de continuar os estudos. Outro fato abordado foi a exclusão da atleta pela comissão técnica, o que foi determinante para que a atleta não quisesse mais fazer parte daquele meio. A escolha de uma nova profissão e outro fator importante e que nos apresenta um panorama diferenciado para as atletas olímpicas, já que 50% destas se formaram e hoje, a grande maioria (65%) trabalham na área esportiva. Pode-se concluir que cada modalidade tem o momento ideal de início e que as atletas olímpicas não saíram deste padrão. Quanto ao término da carreira, este pode não ser compulsório (lesões, cansaço e fadiga, dispensas da equipe, maternidade, casamento) ou programado (formação acadêmica e profissional, necessidade de novas metas)....(AU)

The purpose of this study was to investigate the context of Brazilian women athletes, specifically the age at which they began and ended their careers, the reason for ending their careers and surrounding factors. For that, the sample was attended by 444 Brazilian women participating in the Olympic Games until London in 2012. Data related to the objectives of this study were collected from self-reports from the athletes. The results showed that in modalities such as swimming, gymnastics and tennis, the starting age for athletes was very young. In collective sports, the starting age corresponded to the age of schooling, wherein Physical Education is responsible for the initiation to the sport. Sports such as shooting, archery, boxing and weight lifting have their beginning as early as the end of adolescence. The age of retirement was found to correspond with the modality, whereby those sports that are begun at an early age were found to be associated with earlier retirement ages. It was also noted that the main reasons for career completion are: multiple injuries, fatigue, distress caused by self-perception of old age, maternity and marriage, and the continuation of studies. Another factor addressed was the exclusion of an athlete by a technical committee, acting as a driving force for the athlete to no longer want to be part of the sport environment. Following departure from a sport, the choice of a new profession is another important factor that presents us with a view of the Olympic athletes, since 50% of retired athletes went on to complete undergraduate degrees and the vast majority (605) went on to work in sport. It can be concluded that each modality has an ideal age at which to begin the sport and the Olympic athletes adhered to this standard. As for the end of the careers, the age of completion cannot be programmed in some cases (e.g. due to injuries, fatigue, team layoffs, maternity, marriage) and can be programmed in other cases (academic and professional training, need for new goals)....(AU)

A percepção e formação dos acadêmicos de enfermagem acerca da sexualidade humana / Percepción y formación de estudiantes de enfermería acerca de la sexualidad humana / Perception and formation of nursing academics regarding human sexuality

Objetivo: Analisar a sexualidade através da perspectiva dos alunos do curso de enfermagem de uma instituição pública de ensino, elencando sua formação teórica e prática nessa temática. Métodos: Tratou-se de uma pesquisa de campo, de caráter qualitativo e descritivo, realizada no período de abril a julho de 2013, tendo como público-alvo os 151 alunos do curso de graduação em enfermagem de uma instituição pública de ensino localizada no noroeste do estado do Paraná, Brasil. Os dados foram obtidos por meio de questionário semiestruturado e submetidos à análise de conteúdo do tipo temática. Resultados: Os acadêmicos possuem percepções reduzidas da sexualidade, centradas nos aspectos da genitalidade, sendo a formação nessa temática frágil durante a graduação. Conclusão: A incorporação do tema sexualidade no contexto acadêmico é necessária para o avanço rumo à integralidade do cuidado, requerendo formação que conduza a uma assistência adequada e contextualizada.

Objetivo: Analizar la sexualidad desde la perspectiva de los estudiantes del curso de enfermería de una institución de educación pública, enumerando su formación teórica y práctica en esta materia. Métodos: Se realizó una investigación de campo, cualitativa y descriptiva, realizada en el periodo de abril a julio de 2013, con el público los 151 estudiantes del curso de graduación en enfermería en una institución de educación pública, ubicados en el noroeste estado de Paraná, Brasil. Los datos fueron obtenidos a través de cuestionario semi-estructurado y se sometieron a análisis de contenido temático. Resultados: Los estudiantes tienen reducida percepción de la sexualidad, centrándose en los aspectos de la genitalidad, con formación frágil en este tema durante la graduación. Conclusión: La incorporación del tema de la sexualidad en el contexto académico es necesaria para el progreso hacia la atención integral, que requiere una formación que conduce a una asistencia adecuada y contextualizada.

Objective: To analyze sexuality from the perspective of students of the nursing course of a public educational institution, listing their theoretical and practical training about this subject. Methods: It is a field research, qualitative and descriptive study, held from April to July 2013, with a targeted audience of the 151 students of the undergraduate nursing course in a public educational institution located in northwest of Paraná State, Brazil. Data were obtained through semi-structured questionnaire and submitted to thematic content analysis. Results: The students have reduced perceptions of sexuality, focusing on aspects of genitality, with insubstantial training in this issue during graduation. Conclusion: The incorporation of the sexuality theme in the academic context is necessary for progress towards comprehensive care, requiring training leading to appropriate and contextualized assistance.

Education, training, and practice among nordic neuropsychologists. Results from a professional practices survey.

OBJECTIVE: To investigate sociodemographic characteristics, clinical and academic training, work setting and salary, clinical activities, and salary and job satisfaction among practicing neuropsychologists in four Nordic countries. METHODS: 890 neuropsychologists from Denmark, Finland, Norway, and Sweden participated in an internet-based survey between December 2013 and June 2015. RESULTS: Three-fourths (76%) of the participants were women, with a mean age of 47 years (range 24-79). In the total sample, 11% earned a PhD and 42% were approved as specialists in neuropsychology (equivalent to board certification in the U.S.). Approximately 72% worked full-time, and only 1% were unemployed. Of the participants, 66% worked in a hospital setting, and 93% had conducted neuropsychological assessments during the last year. Attention deficit hyperactivity disorder, learning disability, and intellectual disability were the most common conditions seen by neuropsychologists. A mean income of 53,277 Euros was found. Neuropsychologists expressed greater job satisfaction than income satisfaction. Significant differences were found between the Nordic countries. Finnish neuropsychologists were younger and worked more hours every week. Fewer Swedish neuropsychologists had obtained specialist approval and fewer worked full-time in neuropsychology positions. Danish and Norwegian neuropsychologists earned more money than their Nordic colleagues. CONCLUSION: This is the first professional practice survey of Nordic neuropsychologists to provide information about sociodemographic characteristics and work setting factors. Despite the well-established guidelines for academic and clinical education, there are relevant differences between the Nordic countries. The results of the study offer guidance for refining the development of organized and highly functioning neuropsychological specialty practices in Nordic countries.

To Punish or Not to Punish-That Is the Question.

Attitudes toward punishment have long been of interest to policymakers, researchers, and criminal justice practitioners. The current study examined the relationship between academic education in criminology and attitudes toward punishment among 477 undergraduate students in three subgroups: police officers, correctional officers, and criminology students who were not employed by the criminal justice system (CJS). Our main findings concluded that (a) punitive attitudes of the correctional officers and police officers at the beginning of their academic studies were harsher than those of the criminology and criminal justice students who were not employed by the CJS, (b) punitive attitudes of the correctional officers at the end of their academic studies were less severe than their first-year counterparts, (c) fear of crime was higher among women than among men, and (d) the strongest predictor of punitive attitudes was a firm belief in the principles of the classical and labeling theories (beyond group). Implications of these results are discussed.

How to Avoid Doctor of Nursing Practice Reality Shock 2.0: From Clinical Practice to the Classroom.

"Reality shock 1.0," which is experienced by new nursing graduates as they enter the nursing profession, has been an issue of concern for decades. Since the proliferation of multiple nursing doctoral degree programs, beginning in approximately 2004, when the American Association of Colleges of Nursing (2013) recommended that the doctor of nursing practice (DNP) replace the master's degree as the minimum for advanced practice nursing, an era of reverse "reality shock 2.0" may be developing for graduates of DNP programs. Specifically, early evidence indicates that the acquisition of an academic position, and its attendant transition back to the academia, may be difficult. The purpose of this article is to deconstruct the typical process of being interviewed and accepted (appointed) as a tenure-track faculty member at a teaching-intensive 4-year public institution and to recommend strategies for obtaining the best salary, benefits, and other resources during the negotiation process.

Changes in Perceptions and Attitudes of Healthcare Profession Students Pre and Post Academic Course Experience of Team-Based 'Care for the Critically Ill'.

The aim of this study was to describe the development and outcomes of an interprofessional course "Interprofessional Care of the Critically Ill," involving pharmacy, nursing, social work, and respiratory therapy students from two universities. An institutional review board-approved survey was adapted from the TeamSTEPPS surveys investigating clinical practitioners' attitudes and perceptions regarding teamwork, collaboration, and interprofessional engagement. Items applicable to an academic setting were revised and resulted in a 28-statement survey and comments section. Participation was voluntary, and students were requested to participate in the survey on the first and last day of class. There was a significant increase in the perceived understanding of scope of practice of other disciplines from the beginning to end of class (24.4 to 60%, strongly agreed/agreed). Furthermore, students gained appreciation for the complexities associated with working in an interprofessional team with a significant increase in the percent agreeing and strongly agreeing that working on an interdisciplinary team is challenging (66.7 to 81%). Students and faculty gained a greater understanding and appreciation for other disciplines represented in the class and are therefore better prepared to engage in health care teams upon graduation. IPE should be embedded in curriculums and not just an add-on.