Papel de la atención psicopedagógica en el sistema educativo / Role of psychopedagogical care in the educational system

La educación es un proceso complejo en cualquiera de los niveles educativos. Los educandos pueden sentir distintas sensaciones como miedo, inseguridad, alegría, temor y ansiedad que condicionan la actitud y predisposición al régimen educativo. La adaptación al proceso se hace diferente en cada estudiante y depende de la capacidad propia de vencer, controlar o modificar los sentimientos que se generan. En ocasiones, es necesario la orientación profesional, como alternativa orientadora, para lograr una mejor adaptación de los estudiantes al medio que los rodea y que no se afecte su rendimiento académico ni su comportamiento social. La atención psicopedagógica se considera una herramienta metodológica de apoyo al sistema educativo, cuya importancia no es dimensionada correctamente en muchas ocasiones(AU)

Education is a complex process at any educational level. Learners can feel different sensations such as fear, insecurity, happiness, fear and anxiety that condition the attitude and predisposition to the educational system. Adaptation to the process is different for each student and depends on their own ability to overcome, control or modify the feelings that are generated. Sometimes professional guidance is necessary, as a guidance alternative, to achieve a better adaptation of students to the environment that surrounds them and that neither their academic performance nor their social behavior is affected. Psychopedagogical attention is considered a methodological tool to support the educational system, whose importance is not correctly dimensioned on many occasions(AU)

Reflexões sobre metodologias de pesquisa: perspectivas de colaboração em investigações crítico-educacionais / Reflections about research methodologies: collaborative perspectives in critical-educational investigations / Réflexions sur les méthodologies de recherche: perspectives collaboratives dans les investigations critiques en éducation

Escrito em três línguas ­ embora suas partes não sejam traduzidas em todas as línguas que o constituem ­ esse texto tripartido tem dois objetivos: primeiramente, busca fornecer uma ideia geral do curso - três cursos em um - que foi oferecido durante a primavera europeia e o outono brasileiro de 2021 por três professoras em parceria para os seus alunos de mestrado e doutorado, ou seja, para estudantes, em sua maioria, das três universidades onde elas lecionam, promovendo uma discussão densa e uma visão ampla acerca do tema do curso, qual seja, Metodologias Críticas de cunho colaborativo, especialmente as que se embasam nos estudos histórico-culturais, conforme discutidos por L. S. Vigotski (1924-1934). O curso foi organizado a partir da ideia inicial e central de uma oportunidade para aprofundar a compreensão dos aspectos que aproximam e diferenciam os trabalhos das três pesquisadoras - Clínica de Atividades, Pesquisa-Trans-Formação, Pesquisa Crítica de Colaboração - e de seus grupos de pesquisa, especialmente no tocante às metodologias empregadas e ao seu trabalho com profissionais da educação. Os resultados das discussões demonstram que as três metodologias se apoiam, em maior ou menor escala, em conceitos tais como contradição, trabalho colaborativo, instrumento-e-resultado, dialética, totalidade-unidade, sentido e significado (ou significação), entre outros. Alguns autores foram também convidados para contribuir com sua visão sobre aspectos específicos da teoria histórico-cultural e/ou possibilidades metodológicas que podem ser desenvolvidas a partir desses estudos. Já outros autores que contribuíram com esse número temático da Revista Psicologia da Educação foram participantes do curso em si ­ como professores convidados ou como estudantes ­ e apresentam suas visões sobre o que foi discutido nas semanas de trabalho, i.e., as metodologias de pesquisa e suas bases ou as ideias principais que surgiram nas discussões e contribuíram com a elaboração dos componentes metodológicos de suas teses ou dissertações. (AU)

Written in three languages ­ though not translated into all of them ­ this tripartite text's aim is twofold: First and foremost, it aims at providing an overview of a course - three courses in one - delivered over the European Spring and Brazilian Autumn of 2021, in partnership by the three authors to their Master's and Doctorate students, i.e., to participants of the three universities where they lecture, providing a sound discussion and broad overview of critical collaborative research methodologies, especially those that are developed bearing in mind the cultural-historical studies as per L. S. Vygotsky (1924-1934). The course was organized from the initial and central idea of creating an opportunity to deepen the understanding of the aspects that bring the work of the three researchers closer and differentiating the work of the three researchers - Activity Clinic, Trans-Formation Research, Critical Collaboration Research - and their research groups, especially regarding the methodologies employed and their work with education professionals Results show that the three methods are, to a greater or lesser degree, supported by concepts such as contradiction, collaborative work, instrument-and-result, dialectics, totality-uniqueness, sense and meaning (or signification), among others. Secondly, this paper aims at briefly explaining that the thematic issue of the Journal Educational Psychology has also received contribution from other colleagues - whilst some authors were invited to contribute with their view on specific aspects of the cultural-historical theory and/or the methodological possibilities that can be developed from these studies, other writers who have contributed to this thematic issue took part in the above-mentioned course, and either provided a text on their view of what was discussed, the research methodologies and their bases, or on the main ideas arising from the debates for their thesis/dissertation thesis' methodological organization. (AU)

Cet article trilingue s'inscrit dans le prolongement d'un cours donné conjointement par trois universités (deux brésiliennes, une suisse) en 2021. A cette période, les mesures liées à l'épidémie de covid nous forçaient à donner nos cours à distance. Transformant cette contrainte en ressource pour faire ce que nous désirions faire depuis longtemps, c'est-à-dire enseigner ensemble, nous avons construit ce cours comme une opportunité importante de co-enseigner, malgré les distances géographiques, et de permettre aux étudiant-es de deux continents, vivant dans des pays et contextes très différents, de se connaître et de collaborer. Le cours s'adressait ainsi aux étudiant-es de master et aux doctorant-es des trois universités. Des professeur-es invité-es et des étudiant-es d'autres universités ont rejoint ponctuellement le cours. L'objectif était de comprendre et de discuter les approches de recherche collaborative critiques d'inspiration vygotskienne portées par les trois organisatrices. Le cours offrait ainsi un cadre pour explorer ces trois approches, ainsi que leurs convergences et divergences, ce dont cet éditorial garde trace. L'entrée dans la réflexion était principalement méthodologique. Cette comparaison méthodologique met en évidence l'importance des concepts de contradiction, dialectique, collaboration, totalité-singularité, sens et signification, approche instrumentale, en particulier. S'appuyant sur les mêmes textes théoriques de Vygotskij et de son école, qu'elles déclinent dans des contextes et avec des objectifs différents, nos trois approches présentent des convergences fortes, avec des vocabulaires et conceptualisations différents, nécessitant un travail précis de compréhension théorique et de traduction. Cet éditorial présentera donc brièvement les trois approches et les similitudes que nous avons relevées. Les articles qui composent ce numéro spécial du journal Educational Psycholog ont été écrits suite à cette expérience collective, scientifique et pédagogique. Nous avons invité certain-es auteurs/trices à développer certains points méthodologiques centraux, d'autres ont poursuivi dans ce cadre la réflexion entamée dans leurs mémoires et thèses, d'autres encore ont élaboré leurs réflexions sur certaines idées débattues ensemble. (AU)

Fonoaudiologia na comunidade em período de pandemia: relato de experiências de estudantes de graduação / Speech Language Therapy in the community during pandemic: report of experiences of undergraduate students / Terapia del lenguaje en la comunidad en periodo de pandemia: informe de experiencias de estudiantes de pregrado

Introdução: A pandemia de Covid-19 tem exigido adaptações e planejamentos constantes das instituições de ensino para a manutenção das atividades acadêmicas. Houve a substituição das disciplinas presenciais por remotas, através das Tecnologias de Informação e Comunicação (TICs). Como as atividades de cunho prático (como estágios acadêmicos) são fundamentais para os estudantes da Saúde, elas também migraram para a forma remota. Diante disso, modelos assíncronos de fornecimento de serviço foram sugeridos e regulamentados nesse período pandêmico. Objetivo: Relatar a experiência de estagiários do curso de Fonoaudiologia da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo na aplicação de atividades remotas direcionadas a escolares e idosos usuários de serviços de Atenção Primária à Saúde, durante a pandemia. Métodos: Trata-se de um estudo descritivo, do tipo relato de experiência. Resultados: Foram elaboradas ações passíveis de realização no ambiente domiciliar, segmentadas em atividades físicas, de linguagem e de memória, todas com abordagem lúdica, fornecendo oportunidades de interação e estimulação/aprimoramento dessas habilidades. Para os estudantes, as experiências foram fundamentais para o desenvolvimento dessa nova metodologia, estimulando sua criatividade. Conclusão:As atividades remotas dirigidas às crianças e idosos permitiram que essas populações fossem amparadas durante a restrição social. O estabelecimento de contato com o público-alvo e a possibilidade de interação com a comunidade foi muito importante para os estudantes. É possível a replicação das ações propostas a qualquer grupo, desde que sejam adequadas à faixa etária.

Introduction: Covid-19 pandemic has required constant adaptations and planning by educational institutions to preserve academic activities. In-person classes were replaced by remote courses through Information and Communication Technologies (ICTs). Since practical activities (such as academic internships) are essential for students in the Health Areas, they also migrated to remote classes. Thus, asynchronous models of service provision were suggested and regulated during this pandemic period. Objective: reporting the experience of interns at the Speech Language and Audiology Course at the Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo during the development of remote activities aimed at students and elderly users of Primary Health Care services during the pandemic. Methods: This is a descriptive study of the experience report type. Results: Actions that could be performed at home were created, divided into physical, speech and memory activities, all with a playful approach, providing opportunities for interaction and stimulation/improvement of the aforementioned skills. For these students, these experiences were fundamental to the development of this new methodology, stimulating their creativity. Conclusion: Remote activities aimed at children and elderly allowed these populations to be supported during social restriction. The opportunity to establish contact with the target audience and the possibility of keeping up interaction with the community was extremelly important for the students. There is a chance of spreading these actions to any group, if they are adapted according to the group age.

Introducción: La pandemia de Covid-19 ha requerido constantes adaptaciones y planificación de las instituciones educativas para mantener las actividades académicas. Se sustituyeron los cursos presenciales por los remotos, mediante las Tecnologías de la Información y las Comunicaciones (TIC). Como las actividades prácticas (como las prácticas académicas) son fundamentales para los estudiantes de Salud, también ellas han migrado a la forma remota. Por lo tanto, se sugirieron y reglamentaron modelos de prestación de servicios asincrónicos en este período pandémico. Objetivo: Informar la experiencia de los pasantes del Curso de Terapia del Lenguaje de la Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo en la aplicación de actividades a distancia dirigidas a estudiantes y usuarios ancianos de los servicios de Atención Primaria durante la pandemia. Métodos: este es un estudio descriptivo, del tipo relato de experiencia. Resultados: Se desarrollaron acciones que se pueden realizar en el ámbito del hogar, segmentadas en actividades físicas, de lenguaje y de memoria, todas con un enfoque lúdico, brindando oportunidades de interacción y estimulación/mejora de las habilidades mencionadas. Para los pasantes, las experiencias fueron fundamentales para el desarrollo de esta nueva metodología, estimulando su creatividad. Conclusión: Las actividades remotas dirigidas a niños y ancianos permitieron apoyar a estas poblaciones durante la restricción social. Establecer contacto con el público objetivo y la posibilidad de interacción con la comunidad fue muy importante para los estudiantes. Es posible replicar las acciones propuestas a cualquier grupo, siempre que sean adaptadas para el grupo de edad.

Impact of Fellow Participation During Colonoscopy on Adenoma Detection Rates.

BACKGROUND: An endoscopist's adenoma detection rate (ADR) is inversely related to interval colorectal cancer risk and cancer mortality. Previous studies evaluating the impact of gastroenterology fellow participation in colonoscopy on ADR have generated conflicting results. AIMS: We aimed to determine the impact of fellow participation, duration of fellowship training, and physician sex on ADR and advanced ADR (AADR). METHODS: We retrospectively analyzed average-risk patients undergoing screening colonoscopy at Veterans Affairs New York Harbor Healthcare System Brooklyn Campus and Kings County Hospital Center. Review of colonoscopy and pathology reports were performed to obtain adenoma-specific details, including the presence of advanced adenoma and adenoma location (right vs. left colon). RESULTS: There were 893 colonoscopies performed by attending only and 502 performed with fellow participation. Fellow participation improved overall ADR (44.6% vs. 35.4%, p < 0.001), right-sided ADR (34.1% vs. 25.2%, p < 0.001), and AADR (15.3% vs. 8.3%, p < 0.001); however, these findings were institution-specific. Year of fellowship training did not impact overall ADR or overall AADR, but did significantly improve right-sided AADR (p-value for trend 0.03). Female attending physicians were associated with increased ADR (47.1% vs. 37.0%, p = 0.0037). Fellow sex did not impact ADR. CONCLUSIONS: Fellow participation in colonoscopy improved overall ADR and AADR, and female attending physicians were associated with improved ADR. Year of fellowship training did not impact overall ADR or AADR.

Critical Perspectives to Advance Educational Equity and Health Justice.

A robust body of research supports the centrality of K-12 education to health and well-being. Critical perspectives, particularly Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit), can deepen and widen health justice's exploration of how and why a range of educational inequities drive health disparities. The CRT approaches of counternarrative storytelling, race consciousness, intersectionality, and praxis can help scholars, researchers, policymakers, and advocates understand the disparate negative health impacts of education law and policy on students of color, students with disabilities, and those with intersecting identities. Critical perspectives focus upon and strengthen the necessary exploration of how structural racism, ableism, and other systemic barriers manifest in education and drive health disparities so that these barriers can be removed.

Autonomia política como prática de cuidado: a gramática da educação zapatista / La autonomía política como práctica del cuidado: la gramática de la educación zapatista / Political autonomy as a practice of care: the grammar of zapatista education

RESUMO. Este artigo tem como objetivo discutir, com bases em diferentes registros, a gramática presente na discursividade de informes oficiais do Movimento Zapatista, no que tange especificamente à educação zapatista, em especial desde a noção de autonomia como modo de organizar esta dimensão da vida em sociedade, entendendo a autonomia como resistência à tutela do Estado na gestão da escola e, micropoliticamente, a ruptura da tutela do processo educativo pelo promotor de educação. Observamos, a partir do estudo das Declarações da Selva Lancadona e da Escuelita Zapatista, que estas fundam-se numa crítica aos modelos estatais de governo da educação, refutando a perspectiva intercultural, defendendo a pluridiversidade. Este modo de compreender o processo educativo, e o modo de praticar o cuidado nos leva a uma compreensão mais ampla para a psicologia, refletindo sobre possibilidades de conexão entre novas invenções psi no trabalho junto à infância e à psicologia da educação.

RESUMÉN Este artículo tiene como objetivo discutir, a partir de diferentes registros, la gramática presente en el discurso de los informes oficiales del Movimiento Zapatista, con respecto específicamente a la educación zapatista, especialmente desde la noción de autonomía como una forma de organizar esta dimensión de la vida en sociedad, entendiendo la autonomía como resistencia a la tutela del Estado en la gestión de la escuela y, micropolíticamente, la ruptura de la tutela del proceso educativo por parte del promotor de la educación. Observamos, a partir del estudio de las Declaraciones de la Selva Lancadona y Escuelita Zapatista, que estos se basan en una crítica a los modelos estatales de gobierno en educación, refutando la perspectiva intercultural, defendiendo la pluridiversidad. Esta forma de entender el proceso educativo, y la forma de practicar el cuidado, nos lleva a una comprensión más amplia de la psicología, reflexionando sobre las posibilidades de conexión entre los nuevos inventos psi en el trabajo con los niños y la psicología de la educación.

ABSTRACT. This article aims to discuss, based on different records, the grammar present in the discourse of Zapatista Movement official reports, specifically regarding the Zapatista education, especially from the idea of autonomy as a way of organizing this dimension of life in society, understanding this autonomy as resistance to State tutelage in the management of schools, as well as the rupture of the educational process tutelage by the promoters of education in micropolitical terms. We observed, based on the study of the Statements of the Selva Lancadona and Escuelita Zapatista, that these are centered on a criticism of state models of government in education, refuting the intercultural perspective, defending pluridiversity. This way of understanding the educational process, and the way of practicing care, leads us to a broader understanding of psychology, reflecting on possibilities of connection between new psychology inventions at work with children and the psychology of education.

Self-regulated learning of Natural Sciences and Mathematics future teachers: learning strategies, self-efficacy, and socio-demographic factors

Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI ­ Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical pproaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported an aging their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Jovens em vulnerabilidades psicossociais: grupo como lugar de acolhimento e subjetivação política / Jóvenes en vulnerabilidades psicosociales: grupo como un sitio de recepción e subjetivación política / Young people in psychosocial vulnerabilities: the group as a device for psychological support and political subjectivation

RESUMO. Este artigo visa relatar uma experiência de estágio realizado em um Serviço de Convivência e Fortalecimento de Vínculos (SCFV) junto a jovens de periferias da cidade de Florianópolis (SC), de modo a problematizar as possibilidades e desafios do uso do dispositivo grupal como instrumento de intervenção psicossocial. Este serviço, vinculado à Proteção Social Básica da Política Nacional de Assistência Social (PNAS), tem como objetivo prevenir as situações de riscos e vulnerabilidades, bem como fortalecer os laços familiares e comunitários. Por meio da intervenção grupal, buscamos, junto com estes(as) jovens, criar um espaço de elaboração psíquica e política sobre temas significativos para suas vidas e para a atual sociedade. Apostamos na ideia de que as oficinas propiciaram a construção de um espaço coletivo que servisse de acolhimento ao sofrimento ético-político destes(as) jovens, subsidiando um afago às dores da vida e, também, servindo de catalisador aos processos de subjetivação política frente às iniquidades sociais que atravessam, sistematicamente, o cotidiano destes(as) jovens. Neste trabalho, trazemos reflexões em torno das potencialidades que o dispositivo grupal pode desencadear na constituição do sujeito, compreendendo-o como uma profícua ferramenta de intervenção psicossocial de escuta, acolhimento, fortalecimento comunitário e protagonismo político.

RESUMEN. Este artículo tiene por objeto relatar una experiencia realizada en un Servicio de Convivencia y Fortalecimiento de Vínculos (SCFV) junto a jóvenes de periferias de la ciudad de Florianópolis (SC), de modo a problematizar las posibilidades y desafíos del uso del dispositivo grupal como instrumento intervención psicosocial. Este servicio, vinculado a la Protección Social Básica de la Política Nacional de Asistencia Social (PNAS), tiene como objetivo prevenir las situaciones de riesgos y vulnerabilidades, así como fortalecer los lazos familiares y comunitarios. Por medio de la intervención grupal, buscamos, junto con estos jóvenes, crear un espacio de elaboración psíquica y política sobre temas significativos para sus vidas y para la actual sociedad. Apostamos en la idea de que los encuentros propiciaron la construcción de un espacio colectivo que sirviera de acogida al sufrimiento ético-político de estos jóvenes, subsidiando un ahogo a los dolores de la vida y, también, sirviendo de catalizador a los procesos de subjetivación política frente a las iniquidades sociales que atraviesan sistemáticamente el cotidiano de estos jóvenes. En este trabajo, traemos reflexiones en torno a las potencialidades que el dispositivo grupal puede desencadenar en la constitución del sujeto, comprendiéndolo como una útil herramienta de intervención psicosocial de escucha, acogida, fortalecimiento comunitario y protagonismo político.

ABSTRACT. This article aimed to report an experience developed at a Service of Coexistence and Strengthening of Bonds (SCSB) with young people from outskirts of the city of Florianópolis (SC) problematizing the possibilities and challenges of the use of the group as a psychosocial intervention device. This service, linked to the Basic Social Protection of the National Social Assistance Policy, aims to prevent situations of risks and vulnerabilities, as well as strengthen family and community bonds. Through group intervention, we sought, along with these young people, to create a space of psychic and political elaboration on themes that are significant for their lives and for the current society. We believe that the workshops allowed the construction of a collective space that served as support for the ethical-political suffering of these young people, and also served as a catalyst for the processes of political subjectification fighting the social inequities that permeate the daily lives of these young people. In this work, we brought reflections about the potential that the group device can trigger in the constitution of the subject, understanding it as a useful tool for psychosocial intervention of listening, support, community strengthening and political protagonism.

A docência na educação a distância: uma análise crítica da prática profissional / Enseñanza en educación a distancia: un análisis crítico de la práctica profesional / Teaching in distance education: a critical analysis of professional practice

RESUMO. O estudo ora proposto tem por objetivo compreender as transformações provocadas pelo advento da Educação a Distância (EaD) no contexto educacional brasileiro, particularmente nas práticas da docência. Para isso, o referencial histórico-teórico descreve o surgimento da modalidade da EaD em cinco diferentes fases até a atualidade, bem como uma caracterização conceitual dessa prática educacional. Metodologicamente, optou-se pela pesquisa qualitativa, com a realização de entrevistas semiestruturadas com três sujeitos, professores que atuaram no ensino presencial e a distância. A análise dos dados foi realizada sobre os depoimentos do histórico profissional dos docentes, comparando as práticas do ensino presencial e o não presencial, e evidenciando as problemáticas, os limites e as perspectivas da EaD. Como conclusão parcial, foi assinalado o risco de uma formação superior na modalidade da EaD perder características fundamentais dessa etapa educacional: acompanhamento rigoroso e sistemático do estudante, diversidade de perspectivas no conteúdo ministrado, pensamento crítico e dialogado sobre as condições da vida em sociedade.

RESUMEN. El estudio propuesto tiene como objetivo comprender las transformaciones provocadas por el advenimiento de la educación a distancia (EAD) en el contexto educacional brasileño, particularmente en las prácticas pedagógicas. Para ello, la referencia histórica-teórica describe la aparición del modo de aprendizaje en cinco diferentes etapas hasta la actualidad, así como una caracterización conceptual de esta práctica educativa. Metodológicamente, la investigación cualitativa con entrevistas semiestructuradas con tres sujetos, profesores que trabajaron en modo presencial y en la educación a distancia. Análisis de los datos fue realizado en la historia profesional de testimonios de docentes, comparando las prácticas de aula educación y falta de asistencia y destacar los problemas, los límites y las perspectivas de la EAD. Como conclusión parcial, señaló el riesgo de una educación más alta en el modo de aprendizaje pierden características fundamentales de esta etapa: estricto control y educación sistemática del estudiante, diversidad de perspectivas sobre el contenido, crítica pensado y hablado acerca de las condiciones de vida en la sociedad.

ABSTRACT. This study aimed to understand the transformations caused by the advent of Distance Education (EAD) in the Brazilian educational context, particularly in teaching practices. For this, the historical-theoretical reference describes the emergence of EAD learning mode in five different stages to the present, as well as a conceptual characterization of this educational practice. This was a qualitative research with semi-structured interviews with three subjects, teachers who worked in face-to-face and distance education. Data analysis was performed on the testimonies of the teachers' professional history, comparing the practices of face-to-face and non-face-to-face teaching, and highlighting the problems, the limits and the perspectives of EAD. As a partial conclusion, we point to the risk of higher education in the distance learning modality losing fundamental characteristics of this educational stage: strict and systematic monitoring of the student, diversity of perspectives in the content taught, critical thinking and dialogue about the conditions of life in society.

O convívio entre adolescentes em medida socioeducativa de internação / La convivencia entre adolescentes en medida socioeducativa de internamiento / The coexistence between juvenile offenders at a treatment facility

RESUMO. O objetivo desta pesquisa é caracterizar o convívio entre adolescentes em medida socioeducativa de internação, a partir da perspectiva dos adolescentes. Foram realizadas entrevistas semiestruturadas com dez adolescentes entre 16 e 18 anos em uma unidade socioeducativa de Porto Alegre. Os dados gerados nas entrevistas foram organizados a partir de uma análise temática de perspectiva êmica, isto é, geraram-se categorias nativas de acordo com a percepção dos participantes. Os adolescentes revelaram que facções criminosas eram o ponto de partida para o estabelecimento de relações amistosas ou de rivalidade; também descreveram um conjunto de normas que configuravam um pacto coletivo a favor de uma ordem institucional. Relações de amizades foram descritas, indicando a confiança e a segurança como facilitador do momento de internação. Houve ainda o relato da ocorrência de relações sexuais consentidas como resultado do longo período de internação. Os resultados indicam, sobretudo, um clima interpessoal hostil que promove o sofrimento psicológico e agrava a situação de vulnerabilidade. Ademais, a convivência entre adolescentes ociosos sem o devido acompanhamento pedagógico favorece a perpetuação de valores e interesses relacionados ao envolvimento com a criminalidade.

RESUMEN. El objetivo de este artículo es caracterizar la convivencia entre adolescentes en medida socioeducativa de internamiento, desde la perspectiva de los adolescentes. Se realizó entrevistas semiestructuradas con diez adolescentes, entre 16 y 18 años, internos en una unidad socioeducativa en Porto Alegre. Los datos generados en las entrevistas fueron tratados a partir de un análisis temático émico, esto és, generando categorías nativas de acuerdo con las percepciones de los participantes. Los adolescentes revelaron que las facciones criminales eran el base para el establecimiento de relaciones de amistad y rivalidad. Describieron también un conjunto de normas que configuraban un pacto colectivo en favor de una orden institucional. Relaciones de amistad fueron retratadas, lo que indica la confianza y la seguridad como facilitadores del tiempo de internación. Había también el relato de relaciones sexuales consentidas en consecuencia del longo período de internación. Los resultados indican un clima interpersonal hostil que promueve el sufrimiento psicológico y empeora la situación de vulnerabilidad. Además, la convivencia entre adolescentes ociosos sin el apoyo pedagógico adecuado favorece la perpetuación de los valores e intereses relacionados con la implicación con la criminalidad.

ABSTRACT. The objective of this research is to characterize the coexistence among adolescents in a juvenile detention facility from their perspective. Semi-structured interviews were conducted with ten adolescents between 16 and 18 years of age in a social-educational unit in Porto Alegre. The data generated in the interviews were organized based on thematic analysis from an emic perspective, that is, generating native categories according to the perception of the participants. The adolescents revealed that criminal factions were the starting point for the establishment of friendly or rivalry relationships. They also described a set of norms that configured a collective pact in favor of an institutional order. Friendly relationships were described, indicating trust and safety as a facilitator of the moment of deprivation of liberty. There were also reports of consensual sexual relations as a result of the long period of detention. The results mainly indicate a hostile interpersonal climate that promotes psychological suffering and aggravates the situation of vulnerability. Furthermore, the coexistence of idle adolescents without the proper pedagogical following favors the perpetuation of values and interests related to involvement in criminal behaviors.

Education for non-citizen children in Malaysia during the COVID-19 pandemic: A qualitative study.

The COVID-19 pandemic disrupted schooling for children worldwide. Most vulnerable are non-citizen children without access to public education. This study aims to explore challenges faced in achieving education access for children of refugee and asylum-seekers, migrant workers, stateless and undocumented persons in Malaysia during the pandemic. In-depth interviews of 33 stakeholders were conducted from June 2020 to March 2021. Data were thematically analysed. Our findings suggest that lockdowns disproportionately impacted non-citizen households as employment, food and housing insecurity were compounded by xenophobia, exacerbating pre-existing inequities. School closures disrupted school meals and deprived children of social interaction needed for mental wellbeing. Many non-citizen children were unable to participate in online learning due to the scarcity of digital devices, and poor internet connectivity, parental support, and home learning environments. Teachers were forced to adapt to online learning and adopt alternative arrangements to ensure continuity of learning and prevent school dropouts. The lack of government oversight over learning centres meant that measures taken were not uniform. The COVID-19 pandemic presents an opportunity for the design of more inclusive national educational policies, by recognising and supporting informal learning centres, to ensure that no child is left behind.

Entorno virtual sincrónico y su efecto en el desarrollo de un programa de salud en contextos de la pandemia / Synchronous virtual environment and its effect on the development of a health program in the context of the pandemic

Se realizó un estudio en 106 estudiantes peruanos adscritos 3 instituciones universitarias, los cuales fueron reincorporados al proceso académico bajo la modalidad semipresencial en los meses de mayo y junio de 2021, de acuerdo a las resoluciones ministeriales. Se diseñó un programa de salud dirigido al autocuidado por COVID-19 en el contexto del riesgo biológico inherente a la interacción con los diversos actores académicos dada la modalidad presencial de estudio, considerando la evidencia científica y los lineamientos gubernamentales para el sector educativo. Posterior a la revisión y validación de un panel de 9 expertos, se establecieron 15 temáticas distribuidas en 5 dimensiones, haciendo uso de recursos virtuales científicos y académicos. Para explorar los efectos del modelo instruccional en el desarrollo de las competencias de los estudiantes, 53 de ellos fueron asignados aleatoriamente a un grupo donde se aplicaron estrategias lúdicas adicionales de acuerdo al Entorno Virtual Sincrónico (EVS) mientras que los 53 restantes recibieron actividades lúdicas propias del Entorno Virtual Asincrónico (EVA)., el análisis de los procesos evaluativos de ambos entornos permite considerar que los estudiantes adscritos al EVS lograron desarrollar mejores actitudes y prácticas en 4 de las 5 competencias planteadas en comparación a los alumnos del EVA, diferencia que fue estadísticamente significativa en la práctica de las competencias actuar ante la COVID-19 (x2=4,898; p=0,027), replicar el autocuidado en el entorno y la comunidad (x2=7,609; p=0,006) y aplicar medidas para prevenir la transmisión, tanto en su componente actitudinal (x2=3,938; p=0,047) como práctico (x2=7,609; p=0,006). Se propone que el EVS permite un mejor desarrollo de las competencias en los programas de salud(AU)

A study was carried out on 106 Peruvian students assigned to 3 university institutions, who were reincorporated into the academic process under the blended modality in the months of May and June 2021, in accordance with ministerial resolutions. A health program aimed at self-care for COVID-19 was designed in the context of the biological risk inherent in the interaction with the various academic actors given the face-to-face study modality, considering the scientific evidence and government guidelines for the education sector. After the review and validation of a panel of 9 experts, 15 themes distributed in 5 dimensions were established, making use of scientific and academic virtual resources. To explore the effects of the instructional model on the development of student competencies, 53 of them were randomly assigned to a group where additional playful strategies were applied according to the Synchronous Virtual Environment (SVE), while the remaining 53 received their own playful activities. of the Asynchronous Virtual Environment (EVA), the analysis of the evaluative processes of both environments allows us to consider that the students assigned to the EVS managed to develop better attitudes and practices in 4 of the 5 competences proposed in comparison to the EVA students, a difference that was statistically significant in the practice of competencies act before COVID-19 (x2=4.898; p=0.027), replicate self-care in the environment and the community (x2=7.609; p=0.006) and apply measures to prevent transmission, both in its attitudinal component (x2=3.938; p=0.047) and practical (x2=7.609; p=0.006). It is proposed that the EVS allows a better development of competencies in health programs(AU)

Adapting Surgical Clerkship Curricula in Response to the COVID-19 Pandemic.

BACKGROUND: Coronavirus disease-19 (COVID-19) impacted medical education and led to the significant modification or suspension of clinical clerkships and rotations. OBJECTIVES: To describe a revised surgery clerkship curriculum, in which we divided in-person clinical teaching into smaller groups of students and adopted online-based learning to foster student and patient safety while upholding program standards. METHODS: The third-year surgery core clerkship of a 4-year international English-language program at the Medical School for International Health at Ben Gurion University of the Negev, Beer Sheva, Israel, was adapted by dividing students into smaller capsules for in-person learning and incorporating online learning tools. Specifically, students were divided evenly throughout three surgical departments, each of which followed a different clinical schedule. RESULTS: National Board of Medical Examiners clerkship scores of third-year medical students who were returning to in-person clinical clerkships after transitioning from 8 weeks of online-based learning showed no significant difference from the previous 2 years. CONCLUSIONS: To manage with the restrictions caused by COVID-19 pandemic, we designed an alternative approach to a traditional surgical clerkship that minimized the risk of exposure and used online learning tools to navigate scheduling challenges. This curriculum enabled students to complete their clinical rotation objectives and outcomes while maintaining program standards. Furthermore, this approach provided a number of benefits, which medical schools should consider adopting the model into practice even in a post-pandemic setting.

Factores de riesgo de carga en cuidadores de ancianos con síndrome demencial / Burden risk factors in caregivers of elder people with dementia syndrome

RESUMEN Introducción: las demencias son enfermedades que producen discapacidad física y mental, con una disminución notable en la calidad y expectativa de vida del enfermo y su cuidador. Objetivo: identificar la frecuencia de carga y los factores de riesgo asociados a esta en cuidadores de ancianos con síndrome demencial del municipio San Miguel del Padrón, provincia La Habana. Materiales y métodos: estudio observacional analítico de corte transversal (de casos y controles), realizado en San Miguel del Padrón, de enero de 2013 a diciembre de 2015. Se estudiaron 329 cuidadores seleccionados por muestreo intencional no probabilístico, pertenecientes a las seis áreas de salud de dicho municipio. La variable dependiente fue la carga y las independientes fueron las relacionadas con el cuidador, el anciano y la familia. Para las diferencias de porcentajes o tablas de contingencia se utilizó el Chi2 de Pearson, con el tamaño del error prefijado de p ≤ 0,05. Para identificar los posibles factores de riesgo de carga se empleó la regresión logística múltiple con respuesta dicotómica. Resultados: la mitad de los cuidadores presentaban carga, y los factores de riesgo identificados fueron la religiosidad, la severidad de los síntomas psicológicos y conductuales, la depresión, los motivos para el cuidado, padecer enfermedad crónica y el funcionamiento familiar. Conclusiones: los resultados evidencian la necesidad de diseñar futuras intervenciones educativas para disminuir la carga del cuidador del anciano con síndrome demencial (AU).

ABSTRACT Introduction: dementias are diseases that cause physical and mental disability, with a marked decrease in the life quality and life expectancy of the patient and his/her caregiver. Objective: to identify the burden frequency and risk factors associated with it in caregivers of the elder people with dementia syndrome from the municipality of San Miguel del Padrón, La Habana province. Materials and methods: cross-sectional analytical observational study (of cases and controls), carried out in San Miguel del Padrón, from January 2013 to December 2015. The authors studied 329 caregivers chosen by intentional non-probabilistic sampling, belonging to the six health areas of that municipality. The dependent variable was the burden, and the independent ones were those related to the caregiver, the elder person and the family. For percentage differences or contingency tables Pearson's Chi2 was used, with the prefixed error size of p ≤ 0.05. The multiple logistic regression with dichotomous answer was used to identify the possible burden risk factors. Results: half of the caregivers had burden, and the identified risk factors were religiosity, the severity of psychological and behavioral symptoms, depression, the reasons of care, suffering a chronic disease, and family functioning. Conclusions: the results evidenced the need of designing future educational interventions to lessen the burden on the caregiver of elder person with dementia syndrome (AU).

The shared genetic architecture between epidemiological and behavioral traits with lung cancer.

The complex polygenic nature of lung cancer is not fully characterized. Our study seeks to identify novel phenotypes associated with lung cancer using cross-trait linkage disequilibrium score regression (LDSR). We measured pairwise genetic correlation (rg) and SNP heritability (h2) between 347 traits and lung cancer risk using genome-wide association study summary statistics from the UKBB and OncoArray consortium. Further, we conducted analysis after removing genomic regions previously associated with smoking behaviors to mitigate potential confounding effects. We found significant negative genetic correlations between lung cancer risk and dietary behaviors, fitness metrics, educational attainment, and other psychosocial traits. Alcohol taken with meals (rg = - 0.41, h2 = 0.10, p = 1.33 × 10-16), increased fluid intelligence scores (rg = - 0.25, h2 = 0.22, p = 4.54 × 10-8), and the age at which full time education was completed (rg = - 0.45, h2 = 0.11, p = 1.24 × 10-20) demonstrated negative genetic correlation with lung cancer susceptibility. The body mass index was positively correlated with lung cancer risk (rg = 0.20, h2 = 0.25, p = 2.61 × 10-9). This analysis reveals shared genetic architecture between several traits and lung cancer predisposition. Future work should test for causal relationships and investigate common underlying genetic mechanisms across these genetically correlated traits.

Effect of training and individual operator's expertise on prostate cancer detection through prostate biopsy: Implications for the current quantitative training evaluation system.

PURPOSE: This study was conducted to evaluate the relevance of training and experience to gaining expertise in prostate biopsy based on an assessment of outcomes from the performance of urology residents. MATERIALS AND METHODS: We retrospectively reviewed the medical records of 10,299 patients who underwent prostate biopsy by 50 operators under a unified urology residency program. The number of prostate biopsies performed by an operator for each patient was used as an indicator of operator experience. Residents were grouped into quartiles according to cancer detection rates in the first 50 and the last 50 procedures. RESULTS: Among 10,299 patients (median age, 67.5 years; median prostate-specific antigen [PSA], 7.04 ng/mL), the overall prostate cancer detection rate and that for patients with PSA <10.0 ng/mL were 37.0% and 25.9%, respectively. Operator experience was a significant predictor for cancer detection in patients with PSA <10.0 ng/mL. Cancer detection rates and the proportion of more advanced prostate cancers were higher in the last 50 cases than in the first 50 cases. Detection rates varied significantly among operator; residents with higher detection rates at training initiation showed even higher detection rates after additional training. CONCLUSIONS: Training that adds to the cumulative experience of a trainee appears to play a meaningful role in improving cancer detection rates. The level of skill required to achieve mastery for independent practice may be assessed from the accuracy results of prostate biopsy procedures, and trainees with poor rates will require more technical training to improve precision.