Impact of the educational setting on the teaching and learning of the equine distal limb ultrasonography.

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

Prevalence of hypertension links with body mass index by academic population in Babylon city.

Many risk factors have been listed that predispose to the occurrence of high blood pressure (BP). Although high body mass index (BMI) is a recognized risk factor for hypertension, the cutoff value for the high BMI was not taken into consideration as a predictor risk. There is no clear data on the occurrence of hypertension in Iraq in the highly educated population. Moreover, studies on hypertension in Iraq have been limited to a few studies. To assess and study the prevalence of BP in the academic population of Babylon city, a prospective study of 100 people was conducted. In the course of 3 months, during their work at the university in the morning, the questionnaire was filled out along with the body weight measurement. The receiver operating characteristic curve was used to measure the maximum area under the curve for the BMI score. Outcomes demonstrated that despite the high level of education, the prevalence of hypertension remains unacceptable. Awareness raising about the risk factors should be addressed through ongoing health education in health sectors and media. BMI of more than 25 could be considered a predictable risk value.

The effects of global postural re-education on sleep quality and stress in university women lecturers: a randomized controlled trial.

Objective: The present study aimed to evaluate the effect of global postural re-education (GPR) on sleep quality and stress in female health science lecturers. Methods: A total of 24 female university lecturers were allocated in this randomized controlled trial into intervention (n = 12) and control (n = 12) groups. The intervention group underwent familiarization and training on the therapy to execute an 8-week treatment with GPR. Data collected on sleep quality were analyzed using 24-h accelerometry (Actigraphy GT3X+) in addition to the Pittsburgh Sleep Quality Index (PSQI) questionnaire score as well as the State-Trait Anxiety Inventory (STAI) anxiety questionnaire. Data on stress were collected by measuring salivary cortisol. Results: After comparing the GPR of the groups, there was a main effect of the group (F = 5.278, p = 0.044) for PSQI. The post-hoc analysis revealed that both groups decreased scores between pre- and post-treatment. Additionally, post-treatment, there were differences between groups. For sleep latency, there were main effects of group (F = 6.118, p = 0.031) and score × group (F = 9.343, p = 0.011) interactions. The post-hoc analysis revealed that treatment groups decreased scores between pre- and post-treatment, and there were differences between groups (all p < 0.050). Conclusion: The self-administered GPR improves sleep quality in female university lecturers, providing a valuable self-regulation tool for enhanced sleep quality and enhanced academic performance. Further study may help to develop this as a potential tool to help university lecturers' job performance.

Predictors of SARS-CoV-2 Infection in University Students: A Case-Control Study.

Closure of Higher Education Institutions in the early phase of the SARS-CoV-2 pandemic was largely diffused. With their reopening, numerous preventive measures have been enacted, but limited evidence exists on students' behavior that could influence their infection risk. We conducted a case-control study at the Sapienza University of Rome to identify protective and risk factors for SARS-CoV-2 infection. Students attending the campus within 48 h of SARS-CoV-2 infection were considered cases. Controls were students who come in contact with a confirmed case within the campus. Demographic features and activities carried out before positivity or contact were investigated. Multivariable logistic regression models were built to identify factors associated with SARS-CoV-2 infection, estimating adjusted odds ratios (aOR) and 95% confidence intervals (95% CI). The analysis showed an increased risk of SARS-CoV-2 infection for attending the second year or above of university (aOR 17.7, 95% CI 2.21-142.82) and participating in private parties or ceremonies (aOR 15.9, 95% CI 2.30-109.67) while living outside the family (aOR 0.08, 95% CI 0.01-0.54) and attending practical activities or libraries on campus (aOR 0.29, 95% CI 0.08-0.97) reduced the risk. Data strongly suggests that it may be safe to participate in activities organized under strict infection prevention guidelines. Tailored prevention measures might reduce the risk of infection in university students.

Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic.

This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

Implementation of Knowledge Management in Higher Education: A Comparative Study of Private and Government Universities in India and Abroad.

All academic institution contributes to the corpus of knowledge in some way. To keep expanding, the resulting information and data must be collected in a single area and shared throughout society. Knowledge developed in academic institutions is not adequately preserved or gathered, according to research. It has also been observed that the majority of the content or knowledge developed in academic institutes is unknown to the general public and is categorized as a literature review, which may be useful if proper coding is kept in the organization. The purposeful integration of humans, processes, and technology dedicated to developing, capturing, and executing an organization's creative infrastructure is known as a Knowledge Management (KM) method. Knowledge Management supports educational institutes in refining their capability to acquire and share information and knowledge, applying it to problem resolution and promoting research and continuous development. This paper advocates a holistic strategy for finding, analyzing, recording, retrieving, and distributing the whole of an administration's data properties. Databases, records, procedures, regulations and hitherto un-captured knowledge and talent in ordinary employees are samples of these properties. Higher education institutions can use KM as a tried and true approach to dealing with their problems. KM aids in the motivation of research as well as the promotion of partnerships and innovations in the future.

Nomography: A renewed pedagogical tool to sciences and engineering high-education studies.

Nomography is defined as a branch of mathematics in which methods of graphical representation of functional dependencies are studied. The resulting graphs are called nomograms, alignment charts, or abacs. Along the past century, this science branch experienced extensive development and use in many contexts to support scientists and engineers with accurate and fast calculations of complex formulas to a practical precision. However, nomography declined by the end of the twentieth century with the development and popularisation of more capable and powerful personal computers and handheld calculators. Despite this context, nomography remains attractive due to its potential for rapid and accurate graphical calculations contributing to a better understanding of complex formulas. Thus, this work defines the alignment charts and their capabilities to justify their importance as graphical tools in sciences and engineering studies. Also, PyNomo software is introduced to build vector-based and scalable nomograms. Then, this work emphasizes the importance of including nomography as a valuable and renewed computational tool, in conjunction with PyNomo software, in an academic context. In line with that, several nomograms, which have been obtained with PyNomo software, are examined to grasp the true importance of this science branch and its capabilities in an educational context.

Incidence of SARS-CoV-2 infection in a cohort of workers from the University of Porto, Portugal.

BACKGROUND: Repeated serosurveys in the same population provide more accurate estimates of the frequency of SARS-CoV-2 infection and more comparable data over time than notified cases. We aimed to estimate the incidence of SARS-CoV-2 infection, identify associated factors, and assess time trends in the ratio of serological/molecular diagnosis in a cohort of university workers. METHODS: Participants had a serological rapid test for SARS-CoV-2 immunoglobulins M and G, and completed a questionnaire, in May-July 2020 (n = 3628) and November 2020-January 2021 (n = 2661); 1960 participated in both evaluations and provided data to compute the incidence proportion and the incidence rate. Crude and adjusted incidence rate ratios (aIRR) and 95% confidence intervals (CI) were computed using generalized linear models with Poisson regression. RESULTS: The incidence rate was 1.8/100 person-months (95% CI: 1.5-2.0), and the 6 months' cumulative incidence was 10.7%. The serological/molecular diagnosis ratio was 10:1 in the first evaluation and 3:1 in the second. Considering newly identified seropositive cases at the first (n = 69) and second evaluation (n = 202), 29.0% and 9.4% never reported symptoms, respectively, 14.5% and 33.3% reported contact with a confirmed case and 82.6%, and 46.0% never had a molecular test. Males (aIRR: 0.61; 95% CI: 0.44-0.85) and 'high-skilled white-collar' workers (aIRR: 0.74, 95% CI: 0.53-1.04) had lower risk of infection. CONCLUSION: University workers presented a high SARS-CoV-2 incidence while restrictive measures were in place. The time decrease in the proportion of undiagnosed cases reflected the increased access and awareness to testing, but opportunities continued to be missed, even in the presence of COVID-19-like symptoms.

La herramienta Actividad Tarea de la plataforma Moodle aplicada a trabajos de terminación de curso / The Activity Task tool of the Moodle platform applied to course completion projects

RESUMEN Fundamento: las plataformas interactivas favorecen el proceso enseñanza aprendizaje en el modelo a distancia, semipresencial y presencial al ofrecer herramientas para el diseño y creación, mantenimiento y desarrollo de aulas virtuales. Objetivo: describir las experiencias del uso de la herramienta Actividad Tarea de la plataforma interactiva Moodle en el desarrollo del trabajo de terminación de curso por los estudiantes universitarios. Métodos: el estudio se realizó en la Facultad de Cultura Física de la Universidad Central "Marta Abreu" de Las Villas, Villa Clara, durante el curso 2021-2022. Se emplearon métodos teóricos: análisis-síntesis e inducción-deducción; y empíricos: análisis documental, análisis del contenido del trabajo de terminación de curso utilizando la Actividad Tarea de la plataforma Moodle, a partir de elementos solicitados en una guía; y la entrevista a estudiantes. Resultados: se evidenció que el uso de la herramienta Actividad Tarea facilitó la ejecución del trabajo de terminación de curso, así como su revisión por los profesores. El cumplimiento del cronograma donde se programaron los diferentes aspectos de interacción estudiante-profesor favoreció la obtención de resultados positivos en ascenso gradual hasta alcanzar evaluaciones sobresalientes; los estudiantes se sintieron motivados y emitieron criterios de satisfacción sobre la metodología empleada. Conclusiones: la aplicación de la herramienta Actividad Tarea de la plataforma interactiva Moodle en el desarrollo del trabajo de terminación de curso resultó una experiencia positiva y aplicable en los centros de educación superior, porque contribuyó a lograr un aprendizaje significativo en la ejecución de esta forma evaluativa.

ABSTRACT Background: interactive platforms favor the teaching-learning process in the distance, blended and face-to-face learning model by offering tools for the design and creation, maintenance and development of virtual classrooms. Objective: to describe the experiences of the use of the Task Activity tool of the Moodle interactive platform in the development of course completion work by university students. Methods: the study was carried out at the Faculty of Physical Culture of the "Marta Abreu" Central University of Las Villas, Villa Clara, during the 2021-2022 academic year. Theoretical methods were used: analysis-synthesis and induction-deduction; and empirical: documentary analysis, analysis of the content of the course completion work using the Task Activity of the Moodle platform, based on elements requested in a guide; and student interview. Results: it was evidenced that the use of the Task Activity tool facilitated the execution of the course completion work, as well as its review by the teachers. Compliance with the schedule where different aspects of student-teacher interaction were scheduled favored the achievement of positive results in gradual ascent until reaching outstanding evaluations; the students felt motivated and expressed satisfaction criteria about the methodology used. Conclusions: the application of the Activity Task tool of the Moodle interactive platform in the development of course completion work was a positive and applicable experience in higher education centers, because it contributed to achieving significant learning in the execution of this evaluative form.

Psychological Distress among Students in Higher Education: One Year after the Beginning of the COVID-19 Pandemic.

The COVID-19 pandemic has affected the psychological well-being of students. Several stressors (such as socioeconomic and education-related contexts) could influence mental health, as well as individual and relational dimensions. This study proposes to evaluate the predictive effect of these factors on anxiety and depressive symptoms among students in higher education one year after the beginning of the pandemic. A sample of 23,307 students (Mage = 20.89; SD = 1.96; 69.08% of women) was assessed through an online self-report questionnaire including adapted and validated measures. The main rates were as follows: 50.6% of students presented anxiety symptoms; 55.1% reported depressive symptoms; 20.8% manifested suicidal ideations; 42.4% saw their financial situation deteriorate; 39.1% felt they were dropping out of school. One year after the beginning of the pandemic, students in higher education are anxious and depressed, especially those who identify as women (for both anxiety and depression) and as a non-binary gender (only for anxiety), experience a deterioration in their financial situation, are dropping out of school, or manifest hostility (for both anxiety and depression). The degree of study affects the symptoms' severity (Bachelor 2 and 3 for anxiety and Master for depression). Contact with family and friends (for both anxiety and depression) as well as regular physical activity (only for depression) should provide some protection against psychological distress. Policy-makers must make a long-term investment in the well-being and positive mental health of the student community.

Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity.

Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

Top business schools legitimacy quest through the Sustainable Development Goals.

An organization acquires legitimacy when it operates in an appropriate and desirable manner, satisfying the stakeholders' needs and expectations. Stakeholders claim to business schools sustainable and responsible management, knowledge transfer and research. In the last years, business schools adopted Corporate Social Responsibility as guideline of an integrated and holistic approach for their legitimation process. The aim of this research is to understand how business schools are reacting to the criticism that affects them and how they are reshaping their strategies in order to fulfill stakeholders' expectations, and to confirm which UN Sustainable Development Goals are the most cited in the sustainability reports of the best business schools in the world. We perform a content analysis of the latest sustainability reports published by the top 50 business schools, analyzing the 17 UN Sustainable Development Goals. We highlight that business schools focus social responsibility strategies mainly to define the professional standards to train future leaders qualified to manage organizations with a social, economic and environmental positive impact for all the stakeholders and capable to shape a better world.

The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students.

The objective of this study was to analyze the effect of final dissertation defense language in the autonomic stress response and cortical arousal of Physiotherapy students. We analysed in 110 students divided in 2 groups: native language (83) and non-native language (27), the autonomic stress response in four different moments of the dissertation defense; the cortical arousal and subjective perception of distress before and after the dissertation; and academic performance perception of students and the real performance obtained. Results showed a high sympathetic modulation at the beginning of the evaluation, which was maintained until the end of the evaluation in both groups. In addition, no decrease in cortical activity was found, possibly due to the short time of exposure to the stressful event. The final dissertation defense of Physiotherapy students produces an anticipatory anxiety response and a maintained high sympathetic nervous system activation during the defense, not negatively affecting cortical arousal, regardless of defending in native or non-native language.

A pós-graduação como lócus de formação para a docência: uma experiência com metodologias ativas de ensino-aprendizagem na área da saúde / The post-graduation as lócus of training for teaching: an experience with teaching-learning active methodologies in health area

O perfil profissional almejado pelo Sistema Único de Saúde requer uma formação baseada na problematização e que reconheça o estudante como corresponsável pela construção do conhecimento, promovendo seu desenvolvimento para além das dimensões técnico-científica e procedimental. Este texto problematiza uma prática de ensino realizada na educação superior, a partir de um programa de pós-graduação da área da saúde, fundamentada em metodologias ativas de ensino-aprendizagem. O objetivo deste trabalho foi problematizar as possibilidades de a pós-graduação assumir um papel protagonista na formação para a docência na área da saúde. O texto apresenta os pressupostos das metodologias ativas de ensino-aprendizagem que fundamentam a prática docente e, ao relatar a experiência realizada junto a um curso de graduação, a problematiza. A reflexão desenvolvida evidencia a importância de que a pós-graduação assuma a condição de lócus privilegiado para a formação docente.(AU)

The professional profile aimed by the Unified Health System (Sistema Único de Saúde, in Portuguese) requires a training based on problematization and that recognizes the student as responsible for the construction of knowledge, promoting his development beyond the technical-scientific and procedural dimensions. This paper discusses a teaching practice carried out in higher education, from a postgraduate program in the health area, based on active teaching-learning methodologies. The objective of this work was to problematize the possibilities of the postgraduate taking a leading role in training for teaching in the health area. The text presents the assumptions of the active teaching-learning methodologies that underlie the teaching practice and, when reporting the experience of teaching carried out in an undergraduate course, problematizes it. The developed reflection evidences the importance of the post-graduation assuming the privileged locus condition for teacher training.

WAIS Information Subtest as an indicator of crystallized cognitive abilities and brain reserve among highly educated older adults: A three-year longitudinal study.

The Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Information Subtest (IS) is known as a neuropsychological "Hold" test that is relatively resistant to decline with aging. We administered neuropsychological tests among highly educated healthy older adults once a year for three subsequent years. Results showed highly stable performances on the IS across years (Mean Z score: T0 = 1.39, SD = 0.60; T1 = 1.37, SD = 0.77; T2 = 1.50, SD = 0.66; T3 = 1.48, SD = 0.66), that were significantly higher than zero (T0: t = 12.08; T1: t = 9.29; T2: t = 11.71; T3: t = 11.68; for all, p < 0.0001). In contrast, other neuropsychological tests showed differences in performance across time; some performances significantly declined (Rey Osterrieth Complex Figure test-copy, Rey-Auditory Verbal Learning Test, and Montreal Cognitive Assessment test [MoCA]), whereas others were improved, possibly due to practice effects (Rey Osterrieth Complex Figure test- delayed, Rey-Auditory Verbal Learning Test- delayed, and Trail Making Test- part A). Correlation with whole brain volumetric analysis revealed a positive correlation between gray matter volumes and IS scores (r = 0.46, p < 0.05) even when controlling for age and education (partial correlations: r = 0.43; r = 0.45, for both p < 0.05). No significant correlations were found between gray matter and other test scores. Therefore, the WAIS-III Information subtest appears to be an adequate neuropsychological measurement of crystallized ability in highly educated older adults and may be considered as a proxy measure of brain reserve.

Dual Career of the U-23 Spanish Canoeing Team.

Canoeing is one of the sport disciplines that brings great success to Spain in international competitions and Olympic Games (of the 17 medals won in Rio in 2016, four were in this sport, including three gold). However, the journey to become an elite athlete coincides in time with the challenge of pursuing an academic education, which often involves making difficult choices in the training-university dichotomy. The aim of this research was to ascertain how the Spanish under-23 calm water canoeing team perceives their athletic and academic careers. The present study was carried out with the Spanish under-23 flat water canoeing team, the step prior to competition at the highest level. The study sample comprised the whole population, namely the entire national team, made up of 21 athletes (11 women and 10 men) with a mean age of 20.57 ± 2.64 years and 10.00 ± 3.49 years of experience. These athletes are usually based at La Cartuja High Performance Center (Seville) and combine their sports activity with studying toward a university degree. A double qualitative and quantitative methodology was used. For the first of these, an interview script was elaborated based on the theoretical model by Wylleman et al. (2013). Applicable consents were requested from the Spanish Royal Canoeing Federation, coaches and paddlers. Interviews were carried out with each athlete twice: at the beginning and at the end of the season/academic year, which were recorded and subsequently tabulated and analyzed. Concerning quantitative methodology, the ESTPORT dual career questionnaire validated by Sánchez-Pato et al. (2016) was used. The results show that for all the paddlers canoeing is very important. It is typically complicated for them to attend classes, and subject planning is usually based on their training schedules. In the second/last part of the course, it is stressful for these athletes to combine both activities and some drop out of school. During the course, though, they appreciate having another activity that allows them to escape from the training routine. In addition, they miss not having an academic tutor to guide and advise them. These student-athletes are aware that their sport causes them to miss out on many moments with family and friends due to training or competing. However, at present this is offset, largely because of their high level of performance, which makes it easier for them to obtain scholarships that provide economic support.

The international partner universities of East African health professional programmes: why do they do it and what do they value?

BACKGROUND: Globalization and funding imperatives drive many universities to internationalize through global health programmes. University-based global health researchers, advocates and programmes often stress the importance of addressing health inequity through partnerships. However, empirical exploration of perspectives on why universities engage in these partnerships and the benefits of them is limited. OBJECTIVE: To analyse who in international partner universities initiated the partnerships with four East African universities, why the partnerships were initiated, and what the international partners value about the partnerships. METHODS: Fifty-nine key informants from 26 international universities partnering with four East African universities in medicine, nursing and/or public health participated in individual in-depth interviews. Transcripts were analysed thematically. We then applied Burton Clark's framework of "entrepreneurial" universities characterized by an "academic heartland", "expanded development periphery", "managerial core" and "expanded funding base", developed to examine how European universities respond to the forces of globalization, to interpret the data through a global health lens. RESULTS: Partnerships that were of interest to universities' "academic heartland" - research and education - were of greatest interest to many international partners, especially research intensive universities. Some universities established and placed coordination of their global health activities within units consistent with an expanded development periphery. These units were sometimes useful for helping to establish and support global health partnerships. Success in developing and sustaining the global health partnerships required some degree of support from a strengthened steering or managerial core. Diversified funding in the form of third-stream funding, was found to be essential to sustain partnerships. Social responsibility was also identified as a key ethos required to unite the multiple elements in some universities and sustain global health partnerships. CONCLUSION: Universities are complex entities. Various elements determine why a specific university entered a specific international partnership and what benefits it accrues. Ultimately, integration of the various elements is required to grow and sustain partnerships potentially through embracing social responsibility as a common value.

Creencias de estudiantes de psicología sobre el uso de tecnologías de la información y la comunicación / Beliefs of psychology students about the use of information and communication technologies

Resumen Se presenta un estudio sobre creencias en estudiantes de psicología de seis universidades chilenas, sobre tecnologías de la información y la comunicación (TIC); se consideran metas en las creencias, valoradas como medios o como fines. Se empleó un estudio cualitativo, en el cual participaron 76 estudiantes de psicología de instituciones públicas y privadas. A fin de configurar las creencias, se aplicó una matriz ideográfica que registró opiniones sobre la relación entre informática y psicología, con una justificación de esa razón. El análisis consistió en una primera etapa de construcción de categorías mediante codificación abierta; en la segunda etapa se realizó el levantamiento de la estructura de las metas, a través de análisis de menciones de vínculos entre categorías, que correspondería al modelo de creencias respecto a las TIC. Los resultados evidencian siete categorías, entre las que se destaca, como base para el uso de TIC, la denominada "Comodidad y rapidez", así como una meta de finalidad denominada "Apoyo en tareas psicológicas" que es, además, la que se valora de forma más abstracta. Se concluye que los estudiantes poseen una representación instrumental de las TIC solo como medio de apoyo a las actividades psicológicas, la cual se acepta y valora socialmente, de manera que esto obstaculiza su inclusión en la psicología como área de desarrollo e investigación.

Abstract A study about the beliefs of Psychology students from six Chilean universities in relation to Information and Communication Technologies (ICT) is presented; goals on beliefs, valued as media or aims are considered. A qualitative study was employed, where 76 Psychology students were part of, from public and private institutions. In order to set the beliefs, an ideographic matrix was used, which registered opinions about the relation between informatics and psychology, with a cause for that reason. The analysis consisted of a first stage of construction of categories, through open coding; on the second stage the raising of the structure of goals was carried out, through the analysis of the reference of links amongst categories, which would correspond to the model of beliefs regarding ICT. The results show seven categories, highlighting as the basis for the ICT use, the entitled Comfort and speed, as well as a purpose goal entitled Support on psychological tasks, which also is, the most abstractly valued. It is concluded that the students possess an instrumental representation of ICT, just as support media to the psychological activities, which is accepted and socially valued, obstructing its inclusion on psychology as a development and investigation field.

Modelo innovador de enseñanza en farmacia / Innovative model of teaching in pharmacy

El Modelo de formación docente favorece la construcción de itinerarios personales de enseñanza, que comprende componentes, dimensiones y unidades autocontenidas de aprendizaje. la organización por itinerarios personales de aprendizaje plantea la necesidad de generar una nueva organización académica estableciendo tejidos vinculantes entre la formación, la investigación y la gestión social del conocimiento, que se concreta en el espacio educativo y crea nuevas unidades epistémicas dirigidas a la comprensión articulada y transdisciplinaria del ejercicio docente en Farmacia, esta propuesta tendrá como resultado más evidente en la generación de recursos didácticos digitales a través de esquemas de trabajo cooperantes. El modelo favorece el diseño de modelos pedagógicos que promueven el aprendizaje creador y la autonomía en el estudiante. La reorganización de la experiencia educativa. Cabe destacar que en momento actual se está aplicando, pero aún no egresa la primera generación de profesores.

The teacher training model promote the construction of personal itineraries for teaching, which includes components, dimensions and self-contained learning units. The organization for Personal Itineraries of Learning raises the need to generate a new academic organization establishing binding fabrics between training, research and social knowledge management, which takes shape in the educational space and creates new epistemic units aimed at articulated understanding and transdisciplinary teaching in pharmacy, the principal result is the generation of digital teaching resources through cooperative work schemes. The model favors the design of pedagogical models that promote creative learning and student autonomy. The educational experience reorganization Social responsibility, and the appropriation of digital skills and the development of complex thinking skills for self-management of learning.

Programa de tutoria por pares no ensino superior: Estudo de caso Artigo / Peer tutoring program in higher education: A case study / Programa de tutoría por pares en la enseñanza superior: Estudio de caso

A literatura aponta que o período de transição entre o ensino médio e o ensino superior tem gerado dificuldades de adaptação dos universitários. Os programas de tutoria por pares vêm ganhando espaço em diversos países devido aos bons resultados constatados após a sua aplicação no bem-estar e processo de adaptação dos universitários recém-ingressos. O presente estudo tem como objetivo apresentar um programa de tutoria por pares no ensino superior. Participaram deste estudo 18 estudantes universitários, sendo que 9 exerceram o papel de tutor e 9 de tutorando. Os participantes avaliaram positivamente o programa, para os tutores atendeu suas demandas iniciais ao fornecer informações em relação à universidade e ao curso, gestão de tempo e métodos de estudo, para os tutores possibilitou o contato com a prática.

The literature shows that the transition period between high school and higher education has generated difficulties in adapting university students. Peer tutoring programs have been gaining ground in several countries due to the good results found to the well-being and adaptation process of newcomers. The present study aims to present a peer tutoring program in higher education. A total of 18 college students participated in this study, 9 of which were tutor and 9 tutoring students. Participants positively evaluated the program, for tutors met their initial demands by providing information regarding university and course, time management and study methods, to the tutors made it possible to contact with the practice.

La literatura apunta que el período de transición entre la enseñanza media y la enseñanza superior ha generado dificultades de adaptación de los universitarios. Los programas de tutoría por pares vienen ganando espacio en diversos países debido a los buenos resultados constatados después de su aplicación en el bienestar y proceso de adaptación de los universitarios recién ingresados. El presente estudio tiene como objetivo presentar un programa de tutoría por pares en la enseñanza superior. Participaron de este estudio 18 estudiantes universitarios, siendo que 9 ejercieron el papel de tutor y 9 de tutorando. Los participantes evaluaron positivamente el programa, para los tutores atendió sus demandas iniciales al proporcionar informaciones en relación a la universidad y al curso, gestión de tiempo y métodos de estudio, para los tutores posibilitó el contacto con la práctica.