RESUMEN
Objective: Many studies have observed different characteristics among productive systems in the rural territories of Latin America. Therefore, understanding and characterizing them while they function plays an essential role in determining their relationship between development and environment. A study has been conducted in the Orellana province of NE Ecuador to determine their typology and then classify them according to the variables that describe their main traits or attributes using cluster analysis (CA). Materials and Methods: A survey was structured to investigate physical, productive, environmental, as well as socioeconomic character variables, which were subsequently applied to a random sample of the 5,963 agricultural productive units (APUs) through face-to-face contact with producers during an in situ visit to their farms. Result: The CA allowed us to identify three typologies of APUs in the Orellana Province. The first has been Type 1, which is denominated as the most conventional (40%), while Type 2 uses more efficient natural resources but represents an amount of only 9.4%. In contrast, type 3 (50.6%) depends on a significant part of local or national development programs. Conclusion: All groups indicated some peculiarities in common, as there were marked differences in the use and distribution of land as well as production methods among them. Consequently, this pioneering study allowed us to identify different production methods. Therefore, we encourage local and national governments to establish policies for natural resource conservation in such high-diversity zones.
RESUMEN
Breastfeeding is invaluable for postpartum physical healing and mental wellbeing, but psychosocial stress and depression impede such recovery processes. To inform future interventions and policies, associations between breastfeeding, maternal stress, and depression were examined. Data from the Pregnancy Risk Assessment Monitoring System (PRAMS) were analyzed (2016-2019). Logistic regression models were used to calculate adjusted odds ratios with 95% confidence intervals. Of the total sample (n = 95,820), approximately 88% of participants attempted breastfeeding. Our findings indicate that participants who experienced any form of stress had a slightly higher likelihood of breastfeeding compared to those without stress. Specifically, partner-related and financial-related stressors were significantly associated with increased odds of breastfeeding. However, no significant associations were observed trauma-related or emotional-related stressors and breastfeeding. Additionally, no significant association was found between depression at different stages (preconception, prenatal, and postpartum) and breastfeeding. A significant interaction effect was noted between having experienced any of the 13 stressors and Black race/ethnicity on breastfeeding odds. Similarly, significant interaction effects were observed between partner-related, trauma, financial, or emotional stressors and Black race/ethnicity. These findings emphasize the importance of considering various factors when promoting breastfeeding in diverse populations, and screening for psychosocial stress during postpartum visits. Our study recommends tailoring breastfeeding interventions to address the needs of Black mothers which could significantly improve maternal health and breastfeeding outcomes.
RESUMEN
With the growing complexity in managing multiple disease and illness-related problems, increased attention is being paid to the importance of interprofessional education (IPE) in preparing students for working collaboratively with different professionals. Educational activities for mixed groups of health professional students are increasing, and facilitation of learning in interprofessional student groups is now acknowledged as an essential part of successful interprofessional learning activities. However, little is known about the strategies used by facilitators with students from different professions, and how they promote learning. Using data obtained through an analysis of videos taken as part of a large study of IPE and interprofessional practice, this study aimed to identify the pedagogical strategies and behaviours of facilitators participating in seven different learning activities with health care students from five different professions. The data captured student reactions and behaviours and provided insight into the dynamics of the interprofessional encounters. The findings showed that facilitating groups involved a complex interchange of three types of interaction between facilitators and students: facilitator-controlled interaction, facilitator-driven interaction and student-driven interactions. The findings also suggest that faculty development programs should assist facilitators to re-examine teaching approaches and encourage students to assume the responsibility for discussing issues and collaborating with others in all their interprofessional contacts. Continuity and stability in faculty development activities will better prepare clinical educators and young professionals to become interprofessional champions.
