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

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

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

Indicadores del éxito académico en la educación universitaria: análisis naturaleza de los cursos / Indicadores do sucesso acadêmico na educação superior: análise segundo natureza dos cursos / Indicators of academic success in higher education: analysis in function of courses nature

O sucesso acadêmico na Educação Superior é um construto multidimensional, influenciado por diferentes variáveis da trajetória estudantil. Assim, analisamos o rendimento acadêmico (CRE) de estudantes ingressantes da ES, tomando variáveis pessoais/sociais, adaptativas e relacionadas à aprendizagem, diferenciando as análises de acordo com a natureza dos cursos. Participaram 715 estudantes (M = 22.10 anos, DP = 6.92), oriundos de 26 cursos superiores do Instituto Federal da Paraíba (Brasil), cujos dados foram coletados de forma documental e usando um questionário aplicado online. Os resultados apontam que o conjunto das variáveis do estudo explicam 89% do CRE de estudantes do bacharelado, 85% da licenciatura e 84% do rendimento de cursos tecnológicos, com destaque para as variáveis renda familiar, opção na escolha do curso, contato extraclasse com professor e atividades extracurriculares, faltas e disciplinas aprovadas versus disciplinas cursadas. Apontam-se implicações desses resultados para futuras intervenções com foco no sucesso acadêmico e conclusão dos cursos.

El éxito académico en la Educación Universitaria es un constructo multidimensional, influenciado por distintas variables de la trayectoria estudiantil. Así, analizamos el rendimiento académico (CRE) de estudiantes ingresantes de la ES, tomando variables personales/sociales, adaptativas y relacionadas al aprendizaje, diferenciando los análisis de acuerdo con la naturaleza de los cursos. Participaron 715 estudiantes (M = 22.10 años, DP = 6.92), provenientes de 26 cursos universitarios del Instituto Federal de Paraíba (Brasil), cuyos datos se recolectaron de forma documental y utilizando un cuestionario aplicado online. Los resultados apuntan que el conjunto de las variables del estudio explica el 89% del CRE de estudiantes de bachillerato, el 85% da licenciatura y el 84% del rendimiento de cursos tecnológicos, con destaque para las variables renta familiar, opción en la escoja del curso, contacto extra-aula con profesor y actividades extracurriculares, faltas y asignaturas aprobadas versus asignaturas cursadas. Se apuntan implicaciones de estos resultados para futuras intervenciones con enfoque en el éxito académico y conclusión de los cursos.

Academic success in Higher Education is a multidimensional construct, influenced by different variables in the student trajectory. Thus, we assessed the academic performance (CRE) of incoming Higher Education students, taking personal/social, adaptive, and learning-related variables, differentiating the analysis according to the nature of the courses. In this way, 715 students participated (age: M = 22.10 years, SD = 6.92), from 26 Higher Education courses at a Federal Institute of Paraíba (Brazil), whose data were collected in a documentary form and using an online questionnaire. The results indicate that the set of variables in the study explain 89% of the CRE of bachelor students, 85% of undergraduate students, and 84% of the performance of technological courses, with the following variables: emphasis on family income, option in choosing the course, extra-class contact with teacher and extracurricular activities, absences and discipline approvals versus completed disciplines. Implications of these results are highlighted for future interventions focusing on academic success and course completion.

Relationships between internet addiction, smartphone addiction, sleep quality, and academic performance among high-school students

SUMMARY OBJECTIVE: In this study, we aimed to evaluate the relationships between Internet addiction, smartphone addiction, sleep quality, and academic success. METHODS: In this cross-sectional study, high-school students were surveyed to evaluate sleep quality, Internet addiction, and smartphone addiction. Students were queried about their demographics, and grade averages from the previous term were taken as an indicator of academic success. RESULTS: A total of 1,959 students were enrolled in this study, with 1,034 (52.8%) girls and 925 (47.2%) boys, and the median age of the participants was 16 (13-21) years. Multivariate analyses found that poor sleep quality in students who did not have breakfast before going to school was 1.58 times higher than those who did (p<0.001). Students who stayed in a dormitory had 1.79 times more poor sleep quality than those who stayed with their family, and a one-unit increase in the total score of the Young's Internet Addiction Test short form resulted in a 1.08-fold increase (both, p<0.001). CONCLUSION: Our study has shown that students' sleep quality was predicted to be lower if they stayed in a dormitory and skipped breakfast. In addition, Internet and smartphone addictions have a negative effect on sleep quality and academic performance.

Influence of motivation to learn on adolescents' quality of life and school performance: A protocol for a systematic review with meta-analysis / Influência da motivação para aprender na qualidade de vida e no desempenho escolar de adolescentes: um protocolo de revisão sistemática com metanálise

ABSTRACT Purpose: to verify the relationship between motivation to learn and the quality of life and academic performance of middle-school adolescents. Methods: the review will be based on international guidelines. The PEO (Population, Exposure, Outcome) strategy was used to develop the research question, and eligibility criteria were established. The MEDLINE (via PubMed), Scopus, and Web of Science databases will be consulted with the respective search equations. Evaluators will independently follow some steps to select the studies. Data will be extracted with a specific instrument. Protocols according to the study type will be used to assess the methodological quality or risk of bias of the studies. The results will be analyzed and presented both qualitatively and quantitatively. Final Considerations: this study will analyze the pieces of research on the topics in question, identifying existing gaps and enabling closer observation of the available evidence to guide educational practices and action planning aimed at promoting health for adolescent students.

RESUMO Objetivo: verificar a relação da motivação para aprender com a qualidade de vida e com o desempenho escolar de adolescentes do ensino fundamental. Métodos: a revisão será embasada em diretrizes internacionais. A estratégia PEO (População, Exposição, Desfecho) foi utilizada para elaborar a pergunta norteadora e foram estabelecidos critérios de elegibilidade. As bases de dados Medline, via PubMed, Scopus e Web of Science serão consultadas por meio das respectivas equações de busca. Para seleção dos estudos, algumas etapas serão cumpridas por avaliadoras de forma independente. A extração dos dados será realizada por meio de instrumento próprio. Para a avaliação da qualidade metodológica ou risco de viés dos estudos serão utilizados protocolos segundo o tipo de estudo. A análise e a apresentação dos resultados serão feitas de forma qualitativa e quantitativa. Considerações Finais: o desenvolvimento deste trabalho possibilitará uma análise das pesquisas realizadas sobre as temáticas envolvidas, identificando lacunas existentes, além de possibilitar a observação mais detida das evidências disponíveis para nortear a prática educativa e o planejamento de ações que visem à promoção da saúde para estudantes adolescentes.

Ligas acadêmicas em saúde: uma revisão sistemática e proposta de checklist norteador de novos estudos / Academic leagues in health: a systematic review and proposed checklist to guide new studies

Resumo Introdução: As ligas acadêmicas (LA) são grupos organizados sem fins lucrativos que seguem os princípios do trinômio universitário (ensino, pesquisa e extensão) por discentes e profissionais orientadores, historicamente presentes em faculdades de Medicina, mas também difundidas em diversos cursos de saúde. No entanto, o conhecimento sobre as LA é limitado. Objetivo: Este estudo teve como objetivos realizar uma revisão sistemática sobre as LA de saúde no Brasil, analisar o perfil demográfico e atuação delas no país, e propor concomitantemente um checklist norteador para a redação de relatos de experiência sobre a temática. Método: O estudo consiste em uma revisão sistemática que adotou as orientações do PRISMA e utilizou como banco de dados a BVS e Medline. Realizaram-se a descrição de detalhes das LA, a evolução histórica, o perfil demográfico e a avaliação bibliométrica dos dados obtidos. Além disso, elaborou-se um checklist (Crelas) para orientar novos relatos de experiência de LA. Resultado: Foram selecionados 2.064 estudos, e incluíram-se 74 artigos em 20 anos de análise (2003-2022). O perfil das LA em saúde se alterou com o passar dos anos, chegando ao modelo atual pautado no tripé de atividades. Ainda assim, as LA são heterogêneas no país, concentradas em algumas regiões, especialmente no Sudeste. Ademais, observaram-se uma heterogeneidade dos estudos, ausência de uma revista central e carência de estudos quantitativos uni/multicêntricos que avaliassem o impacto das LA na formação dos estudantes. Conclusão: Ainda são necessários novos estudos sobre essa temática com o propósito de esclarecer a lacuna acerca das atividades desenvolvidas e seus impactos acadêmicos e sociais.

Abstract Introduction: Academic Leagues (ALs) are not-for-profit groups commonly organized by graduate students and advisors in Brazilian universities, that follow the principles of the academic triad (teaching, research, and service). Historically found in medical schools, they have also been widespread in several health courses. However, knowledge about ALs is limited. Objectives: To conduct a systematic review on academic health leagues in Brazil, analyze the demographic profile and performance of ALs in Brazil, proposing concomitantly a checklist guide for the writing of experience reports on the subject. Methods: The study consists of a systematic review following the PRISMA guidelines and using the BVS Health and Medline databases. Details of ALs, their historical evolution, demographic profile, and bibliometric evaluation of the obtained data were described. In addition, a checklist was developed to guide new reports on AL experiences. Results: A total of 2,064 studies were selected, with 74 articles included in 20 years of analysis (2003-2022). The profile of health ALs has changed over the years, reaching the current model based on the triad of activities. However, ALs are heterogeneous in Brazil, concentrated in some regions, especially in the Southeast. Moreover, the heterogeneity of the studies, absence of a central scientific journal, and lack of quantitative uni/multicentric studies that assess the impact of ALs on student education were observed. Conclusion: New studies within this theme are still necessary to clarify the activities developed and their academic and social impacts.

A mercantilização anunciada da Pesquisa na Espanha dos anos 2000 / The announced commodification of Research in Spain in the 2000s

Resumo: Este artigo problematiza o processo de mercantilização universitária na Espanha, relacionando-o às tendências globais, mediante realização de pesquisa bibliográfica. Destaca o papel crucial desempenhado pela Agência Nacional de Avaliação da Qualidade e Acreditação (ANECA) e a imposição progressiva de fatores de impacto em periódicos científicos como expressão do fortalecimento do denominado capitalismo acadêmico e do trabalho digital nas universidades, no âmbito das reformas universitárias dos anos 2000.

Abstract: This article problematizes the process of university commodification in Spain, relating it to global trends, through bibliographic research. It highlights the crucial role played by the National Agency for Quality Evaluation and Accreditation (ANECA) and the progressive imposition of impact factors in scientific journals as an expression of the strengthening of academic capitalism and digital work in universities, within the framework of the university reforms of the 2000s.

A literacia em saúde no ChatGPT: explorando o potencial de uso de inteligência artificial para a elaboração de textos acadêmicos / Health literacy in ChatGPT: exploring the potential of the use of artificial intelligence to produce academic text

Resumo O presente estudo buscou conhecer as principais características das respostas geradas pela ferramenta ChatGPT a consultas sobre um tema emergente na literatura acadêmica de língua portuguesa - a literacia em saúde -, assim como discutir de que forma tais evidências podem contribuir para uma melhor compreensão sobre os limites e os desafios relacionados ao uso de Inteligência Artificial (IA) para a construção do conhecimento acadêmico. Trata-se de um estudo descritivo e exploratório, baseado em consultas ao ChatGPT, a partir de cinco perguntas disparadoras, feitas em sequência, nas línguas portuguesa (Brasil) e inglesa, com níveis de complexidade linguística crescentes. A análise dos resultados evidenciou uma ampla perspectiva para o uso de tecnologias baseadas em IA, como o ChatGPT, uma ferramenta disponibilizada de forma ampla e irrestrita, com uma interface intuitiva e simples, que se mostrou capaz de gerar textos coerentes, estruturados, em linguagem natural. Considerando o fenômeno do produtivismo acadêmico, associado a uma tendência crescente de má conduta profissional, sobretudo o plágio, coloca-se necessidade de um olhar ainda mais cuidadoso sobre o processo de produção e divulgação do conhecimento científico mediado por tecnologias de IA.

Abstract The aim of this study was to identify and analyze the main constituent elements of text generated by ChatGPT in response to questions on an emerging topic in the academic literature in Portuguese - health literacy - and discuss how the evidence produced can contribute to improving our understanding of the limits and challenges of using artificial intelligence (AI) in academic writing. We conducted an exploratory descriptive study based on responses to five consecutive questions in Portuguese and English with increasing levels of complexity put to ChatGPT. Our findings reveal the potential of the use of widely available, unrestricted access AI-based technologies like ChatGPT for academic writing. Featuring a simple and intuitive interface, the tool generated structured and coherent text using natural-like language. Considering that academic productivism is associated with a growing trend in professional misconduct, especially plagiarism, there is a need too take a careful look at academic writing and scientific knowledge dissemination processes mediated by AI technologies.

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

Prevalence of brain fag syndrome and its correlation with stimulant use and socioeconomic/demographic characteristics among university undergraduate students in Nigeria

Background: Brain Fag Syndrome (BFS) is a culture-bound syndrome characterized by cognitive and somatic symptoms, commonly reported among African students. This study aimed to determine the prevalence of BFS among Nigerian university students and examine its associated factors. Methods: A cross-sectional survey was conducted among undergraduate students from a university in the northwest region of Nigeria. The study utilized a self-administered questionnaire to collect data on socio-demographic characteristics, stimulant use, course of study, and academic performance. The presence of BFS was assessed using standardized diagnostic criteria. Results:The study included a total of 625 participants, in their young adulthood. The prevalence of BFS among Nigerian university students was found to be 62.7%. The majority of affected students were aged 20-30, male, and from the Hausa ethnic group. No significant association was found between stimulant use and BFS. However, there was a significant relationship between the course of study and the occurrence of BFS. Academic performance (CGPA) showed a weak negative association with BFS. Other socio-demographic factors such as age, gender, ethnicity, relationship status, birth position, type of home, and family income did not predict the occurrence of BFS. Conclusion: The high prevalence highlights the need for attention to mental health issues among this population. The results emphasize the importance of considering the course of study and academic performance when studying BFS. Further research is warranted to explore the underlying mechanisms and develop effective interventions for students affected by BFS.

A qualitative exploration on the role of occupational therapy in mental health and psychosocial support for students in the university setting in the Philippines

Background@#Occupational therapy (OT) can be part of mental health and psychosocial support (MHPSS) in the university setting. Numerous studies worldwide have highlighted the negative impact of COVID-19 on mental health due to isolation and restrictions. In the Philippines, these issues were exacerbated among students, whose abrupt shift to remote learning negatively affected their mental well-being. As universities reopened, there is an opportunity for OT to support students' mental health. @*Objectives@#This study presents the findings of an online group discussion and an online forum that explored the role of OT in MHPSS in the Philippine university setting. Moreover, this study aimed to (1) describe the perceptions of Filipino OT practitioners (OTPs) on their role in the university setting, and (2) describe thoughts of Filipino OTPs on being part of MHPSS services. @*Method@#Using a qualitative exploratory design, data was gathered through an online discussion and an online forum. Thirty-five Filipino OTPs with a background in mental health practice served as the participants. Data was analysed using constant comparison.@*Results@#Analyses of data generated four themes: (1) awareness of the importance of MHPSS as student support, (2) mental health and occupation-focused support in the education setting, (3) role of OT in MHPSS, and (4) potential for interprofessional services. @*Conclusion@#Need for OT in MHPSS is justified by rising issues in anxiety, depression, trauma, and stress that can be addressed using an occupation-focused approach. OTPs can provide non-specialized services like PFA, or specialized individual or group-based interventions. However, OTPs think that they need to know more about MHPSS to contribute across all levels of MHPSS.

Terminal efficiency, Lag and dropout in cohorts from 2007 to 2014 of dental students at the University of Costa Rica / Eficiencia terminal, rezago y abandono en las cohortes del 2007 al 2014 de estudiantes de Odontología de la Universidad de Costa Rica

Abstract Determine the terminal efficiency, lag and dropout in the cohorts of students who entered the dentistry career at the Faculty of Dentistry at University of Costa Rica in the lapse 2007 to 2014. Data from 736 files were collected. The variables considered were sex, admission age, nationality, marital status, children, admission note, domicile and high school. The data was collected from the Student Application System, the physical files, and the data base from the Supreme Court of Elections of Costa Rica. Descriptive statistics, bivariate and multivariate analysis were made, which were implemented from two logistic regression models. 98% of the students were Costa Rican, 68% women, 79% entered according to the admission note, 43% entered with an age of 18 years or less, 50% came from a public school, 77% resided in the Greater Metropolitan Area and 95% were single and remained without children. The average terminal efficiency was 6%; 46% of students have graduated with lag, 16% are still enrolled and 32% dropped out. Sex, age, admission note, and motherhood are sociodemographic variables that are associated with terminal efficiency and dropout. The average terminal efficiency in the cohorts from 2007 to 2014 in the courses at the Faculty of Dentistry University of Costa Rica was very low, almost half of the students graduated with lag and about a third dropped out the studies. The grade from the admission note seems to be a predictor of students'academic behavior, higher grade had more chances of graduating and less likely to dropout.

Resumen Determinar la eficiencia terminal, el rezago y el abandono en las cohortes de los estudiantes que ingresaron a la carrera de Odontología de la Facultad de Odontología UCR en el período 2007 al 2014. Se recopilaron los datos de 736 expedientes. Las variables consideradas fueron: sexo, edad de ingreso, nacionalidad, estado civil, hijos, lugar y colegio de procedencia, y nota de examen de admisión. Los datos se recopilaron del Sistema de Aplicaciones Estudiantiles, los expedientes físicos y del Tribunal Supremo de Elecciones de Costa Rica. Se realizó estadística descriptiva, análisis bivariado y multivariado que se implementó a partir de dos modelos de regresión logística. El 98% de los estudiantes fueron costarricenses, el 68% mujeres, el 79% ingresó según la nota de admisión, el 43% ingresó con una edad de 18 años o menos, el 50% provenía de un colegio público, el 77% residía en la gran área Metropolitana y el 95% eran solteros y permanecieron sin hijos. La eficiencia terminal en promedio fue de 6%; el 46% de los estudiantes se han graduado con rezago, el 16% continúan matriculados y el 32% hizo abandono de los estudios. El sexo, la edad, la nota del examen de admisión y la maternidad son variables sociodemográficas que se asocian con la eficiencia terminal y el abandono. El promedio de la eficiencia terminal en las cohortes del 2007 al 2014 en la carrera de Odontología de la Facultad de Odontología UCR fue muy bajo, casi la mitad de los estudiantes se han graduado con rezago y cerca de un tercio hizo abandono de los estudios. La nota del examen de admisión parece ser un predictor en el comportamiento académico de los estudiantes: a mayor nota más posibilidades de graduarse y menos de abandonar la carrera.

Percepciones de profesores y estudiantes acerca de la utilización del portafolios en la asignatura Prevención en Salud

Fundamento: en el ámbito de la pedagogía universitaria, el modelo docente adopta una nueva visión, el aprendizaje desarrollador y la evaluación educativa; en este contexto ha surgido, en los últimos años, el portafolios. Objetivo valorar la percepción de profesores y estudiantes sobre la utilización del portafolio como herramienta de aprendizaje en la asignatura Prevención en Salud. Métodos: investigación educacional, realizada en la Universidad de Ciencias Médicas de Cienfuegos en el primer período del curso 2022, sobre un universo constituido por el total de estudiantes de segundo año que cursaron la asignatura y los profesores que fungieron como tutores. La muestra fue seleccionada al azar, 64 estudiantes y 36 profesores, que aceptaron participar en la investigación respetando los principios éticos. Se empleó la técnica de la entrevista, se diseñó un cuestionario semiestructurado para explorar la opinión de estudiantes y profesores. Resultados: los docentes consideraron de utilidad el portafolio para el aprendizaje, al permitir objetivar y documentar las competencias, logrando dinamismo y estímulo para la reflexión; alegaron inconformidad en la evaluación refiriendo que requiere de mucho tiempo. Los estudiantes recibieron orientaciones sobre el portafolio, que les permitieron prepararse para su profesión, organizarse y autoevaluarse. Como debilidad destacaron la laboriosidad al considerarlo estresante, refiriéndose a la responsabilidad y al tiempo disponible e insuficiente motivación que brindan los tutores. Conclusiones: el portafolio es un instrumento centrado en el aprendizaje de competencias, con participación del estudiante y un tipo de evaluación que estimula la responsabilidad aplicando los conocimientos de la vida real en la práctica médica.

Foundation: in the university pedagogy field, the teaching model adopts a new vision: developer learning and educational evaluation; in this context, the portfolio has emerged in recent years. Objective: to assess the perception of teachers and students about the use of the portfolio as a learning tool in the Health Prevention subject. Methods: educational research, at the Cienfuegos Medical Sciences University in the first period of the 2022 academic year, a universe made up of the total number of second-year students who took the subject and the professors who served as tutors. The sample was randomly selected, 64 students and 36 teachers, who agreed to participate in the research respecting ethical principles. The interview technique was used, a semi-structured questionnaire was designed, exploring the opinion of students and teachers. Results: the teachers considered the portfolio useful for learning, as it allowed objectifying and documenting the competencies, achieving dynamism and stimulating reflection, they claimed disagreement in the evaluation, stating that it requires a lot of time. The students received guidance on the portfolio, which allowed them to prepare for their profession, organize and self-evaluate. As a weakness, they highlighted industriousness, considering it stressful, referring to the responsibility and the time available and insufficient motivation provided by the tutors. Conclusions: the portfolio is an instrument focused on learning competencies, with student participation and a type of evaluation that stimulates responsibility by applying real-life knowledge in medical practice.

Factores limitantes de la formación académica de posgrado en enfermeros

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

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

Resiliencia académica, rendimiento e intención de abandono en estudiantes universitarios de Quito / Academic resilience, performance and intention to drop out in university students in Quito / Resiliência académica, desempenho e intenção de desistir entre os estudantes universitários em Quito

(analítico) La resiliencia académica es la capacidad para responder adaptativamente a las adversidades del proceso educativo y superarlas exitosamente. Este estudio explora los efectos de la resiliencia académica en una muestra de estudiantes de psicología (N = 550) de Quito, Ecuador. Los resultados de los análisis de regresión evidencian que la resiliencia se relaciona positivamente con el rendimiento académico y negativamente con la intención de abandonar los estudios universitarios. Respecto a las dimensiones de resiliencia académica (perseverancia, reflexión y búsqueda adaptativa de ayuda, así como afecto negativo y respuesta emocional), estas presentan un patrón de influencia diferenciado sobre el rendimiento y la intención de abandono. Asimismo, los efectos favorables de la resiliencia son mayores para los estudiantes que cursan niveles iniciales de carrera y se reducen en los estudiantes de niveles superiores.

(analytical) Academic resilience is the individual ability to respond adaptively to the adversities of the educational process and overcome them successfully. This study explores the effects of academic resilience in a sample of Psychology students (N=550) from Quito-Ecuador. The results of regression analyses show that resilience is positively related to academic performance and negatively related to the intention to drop out of university studies. Regarding the dimensions of academic resilience: a) perseverance, b) reflecting and adaptive help-seeking, and c) negative affect and emotional response, these present a pattern of differentiated influence on performance and dropout intention. Likewise, the favorable effects of resilience are greater for students at initial levels of career, and are reduced for students at higher levels.

(analítico) A resiliência acadêmica é a capacidade de responder de forma adaptativa às adversidades do processo educacional e superálas com sucesso. Este estudo explora os efeitos da resiliência acadêmica em uma amostra de estudantes de psicologia (N=550) de Quito-Equador. Os resultados das análises de regressão mostram que a resiliência está positivamente relacionada ao desempenho acadêmico e negativamente relacionada à intenção de abandonar os estudos universitários. Relativamente às dimensões da resiliência académica: a) perseverança, b) reflexão e procura adaptativa de ajuda, e c) afeto negativo e resposta emocional, apresentam um padrão diferenciado de influência no desempenho e na intenção de abandono. Da mesma forma, os efeitos favoráveis da resiliência são maiores para alunos que cursam níveis iniciais do curso e são reduzidos em alunos de níveis superiores.

Terapias de estimulación visual y rendimiento académico de niños de primer año de Educación Básica / Visual stimulation therapies and academic performance of children in the first year of Elementary School / Terapias de estimulação visual e desempenho acadêmico de crianças no primeiro ano do Ensino Fundamental

La terapia visual como tratamiento de estimulación neurofisiológica, permite el desarrollo y mejoría de las habilidades visuales; mismas que inciden de manera directa en el aprendizaje y la lectura. Objetivo. Evaluar el impacto de las terapias de estimulación visual en el rendimiento académico en niños de primer año de básica de una unidad educativa privada en Quito-Ecuador. Materiales y métodos. La investigación fue descriptiva, modalidad de intervención educativa, con alcance explicativo causal y longitudinal. Se trabajó con una muestra intencional conformada por 32 estudiantes de 5 años cumplidos, ambos sexos biológicos, que asistían a clases presenciales, no recibían terapias visuales y, contaban con el consentimiento de los padres. Un profesional especialista en salud visual ejecutó la investigación en tres fases: 1) diagnóstica: medición de las variables como pre-test; 2) aplicación de estrategias: con el despliegue del programa por seis meses para trabajar la estimulación de habilidades visuo-perceptuales y; 3) evaluación del programa tras la intervención de las variables como post - test. Resultados. Tras las terapias, el 97% de la población tuvo un impacto positivo de +60, el porcentaje de agudeza visual inferior se redujo al 0%, incrementó la agudeza visual óptima en OD (43%) y OI (47%), la estereopsis mejoró en un 84% de sujetos, las habilidades visuo-perceptuales fueron aceptables y se mejoró el rendimiento escolar. Conclusiones. Se pudo evidenciar que la estimulación de habilidades visuales a través de terapias específicas, en edades tempranas, es importante y necesaria para evitar problemas futuros en el aprendizaje.

Visual therapy as a treatment of neurophysiological stimulation, allows the development and improvement of visual skills, which have a direct impact on learning and reading. Objective. To evaluate the impact of visual stimulation therapies on the academic performance of children in the first year of elementary school in a private educational unit in Quito-Ecuador. Materials and methods. The research was descriptive, educational intervention modality, with causal and longitudinal explanatory scope. We worked with an intentional sample of 32 students of 5 years of age, both biological sexes, who attended presential classes, did not receive visual therapies and had parental consent. A professional specialist in visual health carried out the research in three phases: 1) diagnostic: measurement of the variables as a pre-test; 2) application of strategies: with the deployment of the program for six months to work on the stimulation of visual-perceptual skills and; 3) evaluation of the program after the intervention of the variables as a post-test. Results. After the therapies, 97% of the population had a positive impact of +60, the percentage of inferior visual acuity was reduced to 0%, optimal visual acuity increased in OD (43%) and OI (47%), stereopsis improved in 84% of subjects, visuo-perceptual skills were acceptable and school performance was improved. Conclusions. It could be evidenced that the stimulation of visual skills through specific therapies, at early ages, is important and necessary to avoid future learning problems.

A terapia visual como um tratamento de estimulação neurofisiológica permite o desenvolvimento e a melhoria das habilidades visuais, que têm um impacto direto no aprendizado e na leitura. Objetivo. Avaliar o impacto das terapias de estimulação visual no desempenho acadêmico de crianças no primeiro ano do ensino fundamental em uma unidade educacional privada em Quito-Equador. Materiais e métodos. A pesquisa foi descritiva, na modalidade de intervenção educacional, com um escopo explicativo causal e longitudinal. Trabalhamos com uma amostra intencional de 32 alunos de 5 anos de idade, de ambos os sexos biológicos, que frequentavam as aulas presenciais, não recebiam terapia visual e tinham o consentimento dos pais. Um profissional especialista em saúde visual realizou a pesquisa em três fases: 1) diagnóstico: mensuração das variáveis como pré-teste; 2) aplicação de estratégias: com a implantação do programa durante seis meses para trabalhar a estimulação das habilidades perceptivo-visuais e; 3) avaliação do programa após a intervenção das variáveis como pós-teste. Resultados. Após as terapias, 97% da população teve um impacto positivo de +60, a porcentagem de acuidade visual inferior foi reduzida para 0%, a acuidade visual ótima aumentou em OD (43%) e OI (47%), a estereopsia melhorou em 84% dos indivíduos, as habilidades visuo-perceptuais foram aceitáveis e o desempenho escolar melhorou. Conclusões. Foi possível demonstrar que a estimulação das habilidades visuais por meio de terapias específicas em uma idade precoce é importante e necessária para evitar futuros problemas de aprendizagem.

Trayectoria del compromiso académico en estudiantes secundarios de la provincia de Entre Ríos, Argentina

El objetivo del presente trabajo fue conocer la trayectoria del compromiso académico en estudiantes secundarios de Entre Ríos, Argentina, en tres tiempos de su recorrido escolar. El diseño fue cuantitativo, siendo un estudio de tipo longitudinal. El muestreo utilizado fue no probabilístico intencional. La muestra se constituyó por adolescentes escolarizados de Entre Ríos, consistió en 105 sujetos para el primer tiempo, 101 para el segundo y 97 para el tercero. Las edades abarcaron desde los 13 hasta los 15 años. En cuanto al instrumento, se utilizó la adaptación argentina de la Utrecht-Work Engagement Scale en su versión para estudiantes. Se realizaron análisis de estadística descriptiva básica y análisis de modelos de curva de crecimiento latente. Los resultados evidencian bajos niveles de compromiso de los estudiantes con sus actividades escolares. Además, en relación a la trayectoria del engagement, los hallazgos indican que el compromiso se mantuvo constante en el tiempo en la dimensión vigor y disminuyó en los componentes dedicación y absorción hacia el tercer tiempo de evaluación. Se reflexiona sobre la importancia de la promoción del compromiso académico en población adolescente, por ejemplo, a través de la ejecución de intervenciones.

The objective of the work was to know the trajectory of academic engagement in secondary students from Entre Ríos, Argentina, in three stages of their school journey. The design was quantitative, being a longitudinal study. The sampling used was intentional non-probabilistic. The sample was made up of school adolescents from Entre Ríos. It consisted of 105 subjects for the first time, 101 for the second and 97 for the third. The ages ranged from 13 to 15 years. Regarding the instrument, the Argentine adaptation of the Utrecht-Work Engagement Scale in its version for students was used. Analysis of basic descriptive statistics and Analysis of Latent Growth Curve Models were performed; The results show low levels of student engagement to their school activities. In addition, in relation to the trajectory of engagement over time, the findings indicate that the commitment remained constant over time in the vigor dimension and decreased in the dedication and absorption components towards the third evaluation period.

La voz ajena. Las prácticas de citación en el ingreso a una universidad argentina

Este artículo se propone revisar las prácticas de citación en un conjunto de exámenes realizados por estudiantes que comienzan sus carreras universitarias en una institución argentina, en particular los modos en que se construyen dos tipos de citas: las citas textuales y las citas de reformulación. Debido a las dificultades recurrentes que se observan en esta incorporación, busca categorizar estos problemas y determinar su frecuencia de aparición. El material de análisis está constituido por una muestra de ochocientos exámenes pertenecientes a dos materias iniciales que se dictaron bajo la modalidad virtual y presencial. Este estudio, por un lado, da cuenta de diversos problemas que surgen en las prácticas de citación y que involucran tanto aspectos que pueden inscribirse en el plano formal como aquellos que lo exceden. Por el otro, demuestra que la distribución de estas rupturas no son siempre equivalentes. Algunas de estas transgresiones podrían atribuirse al encuentro entre el o la ingresante con convenciones académicas ajenas a sus experiencias previas; no obstante, muchas de ellas evidencian estudiantes con escaso entrenamiento en la lectura y la escritura.

This article intends to examine the citation practices in a set of exams taken by students who begin their university careers in an Argentine institution, in particular the ways in which two types of citations are constructed: textual citations and reformulation citations. Due to the recurring difficulties that are observed in this incorporation, it seeks to categorize these problems and determine their frequency of appearance. The analysis material is made up of a sample of eight hundred exams belonging to two initial courses that were dictated under the virtual and face-to-face modality. This study on the one hand, reports on various problems that arise in citation practices and that involve both aspects that can be included in the formal level and those that go beyond it. On the other, it shows that the distribution of these ruptures is not always equivalent. Some of these transgressions could be attributed to the encounter between the first-year students with academic conventions alien to their previous experiences; however many of them show students with little training in reading and writing.

Este artigo tem como objetivo analisar as práticas de citação num conjunto de exames realizados por alunos em início de carreira universitária numa instituição argentina, em particular, as formas como são construídos dois tipos de citações: as citações textuais e as citações de reformulação. Devido às dificuldades recorrentes observadas nesta incorporação, procurase categorizar estes problemas e determinar a sua frequência de ocorrência. O material de análise é constituído por uma amostra de 800 provas de exame de duas disciplinas iniciais leccionadas online e presencialmente. Este estudo, por um lado, revela varios problemas que surgem nas práticas de citação e que envolvem tanto aspectos que podem ser inscritos no nível formal como aqueles que vão para além dele. Por outro lado, mostra que a distribuição dessas rupturas nem sempre é equivalente. Algumas dessas transgressões podem ser atribuídas ao encontro do participante com convenções académicas alheias às suas experiências anteriores; no entanto, muitas delas são evidencias de estudantes com pouca formação em leitura e escrita.

Un diálogo teórico de la diplomacia cultural y la comunicación promovido por la escuela de verano alaic xviii en pandemia

Se plantea como antecedente y ámbito de referencia para este artículo de reflexión desarrollar un haz de observación predominantemente bibliográfico, acerca de la tangencia entre los campos de las relaciones internacionales y los estudios de comunicación. Para develar en esta intersección diálogos teóricos sobre la diplomacia cultural y aplicarlos como óptica en el desempeño de la Escuela de Verano ALAIC. Exponer e interpretar a esta última como una institución académica internacional de investigación. Este abordaje parte de un recorte bibliográfico teórico sobre los principales diálogos sobre el concepto de diplomacia cultural, para luego plantear como estudio de caso, el desarrollo y desempeño como curso documental de la escuela de Verano ALAIC, sus propósitos, objetivos y prácticas. Desde este prisma de observación se pretende buscar asociaciones entre los temas, y así verificar si es adecuado interpretar la iniciativa como un movimiento catalizador de espacios y encuentros de alteridad para la diplomacia cultural.

A predominantly bibliographic observation context, on the tangency between the fields of international relations and communication studies, is proposed as background and scope of reference for this article to be developed,. To reveal, in this intersection, theoretical dialogues on cultural diplomacy, and to apply them as an optic, in the performance of the ALAIC's Summer School. Thus, to expose and to interpret this association as an international academic research institution. This approach starts from a theoretical bibliographic clipping on the main dialogues on the concept of cultural diplomacy, ergo, to propose its development and performance of the ALAIC summer school of an academic course, its purposes, objectives, and practices, as a case study. From this perspective of observation, it is intended to look for associations between themes, and thereby, to verify if it is appropriate to interpret the initiative as a catalyst movement of spaces and encounters of otherness, for cultural diplomacy.

La lectura y la escritura en la formación profesional de médicos: enfoque por géneros discursivos

Introducción: Este artículo reporta los avances y desafíos observados por un equipo de profesores involucrados en la orientación de la lectura y escritura académica al iniciar la preparación profesional en el programa de Medicina de la Universidad Industrial de Santander, desde un enfoque de géneros discursivos. Objetivo: Analizar la reorientación del perfil curricular y las decisiones pedagógicas de los profesores de la asignatura Taller de Lenguaje, orientada en el primer semestre de los años 2020 y 2021. Metodología: El artículo se orienta por el modelo de "reflexión sobre la acción" para la investigación pedagógica, el diseño de la enseñanza y el aprendizaje de las profesiones. Análisis y resultados: Se introdujo a los estudiantes en su cultura disciplinar por la vía de su léxico especializado y del contacto inicial con la terminología médica en su discurso científico. A su vez, se abordó, desde la lectura, el género disciplinar artículo de investigación y su componente el resumen o abstract; y desde la escritura, los géneros de formación glosario y bibliografía anotada. Se estudiaron temas puntuales de escritura, como los discursos referidos y el uso de signos ortográficos, de manera articulada con la producción de dichos géneros. Conclusiones: El avance principal de la pedagogía implementada consiste en la pertinencia de los textos elegidos y de los saberes lingüísticos ofrecidos en la formación profesional de los estudiantes de recién ingreso. El currículo actualmente integra la enseñanza de competencias generales referidas a prácticas, géneros y aspectos normativos de la comunicación académica con la enseñanza de competencias específicas para leer y escribir textos propios de cada disciplina. Finalmente, surgen desafíos como el de articular enfoques entre los profesores de Taller de Lenguaje y los de Medicina, o el de pensar en formas de evaluar el impacto del Taller de Lenguaje con indicadores ajustados a las disciplinas.

Introduction: This article reports the progress and challenges observed by a team of professors involved in the teaching of academic reading and writing at the beginning of professional training in the Medicine undergraduate program at Universidad Industrial de Santander, using a genre-based approach. Objective: To analyze the reorientation of the curricular design as well as the educational decisions made by professors of the subject, Taller de Lenguaje, taught during the first semester of 2020 and 2021. Methodology: The present study is guided by the reflection-on-action model for pedagogical research, teaching design, and professional training. Analysis and results: Students were introduced to their disciplinary culture by means of specialized vocabulary and initial contact with medical terminology and its scientific discourse. Regarding the reading practice, the research article was addressed along with the abstract as one of its components. In turn, students wrote training genres such as glossaries and annotated bibliographies. Specific issues related to academic writing such as the use of reported speech and punctuation marks were studied in parallel to the production of such genres. Conclusions: The main progress with the implemented pedagogy lies in the relevance of the chosen texts and the linguistic knowledge made available for the professional training of first year students. The current curriculum integrates the teaching of general competences related to practices, genres, and normative aspects of academic communication, with the teaching of specific skills to read and write texts particular to each discipline. Finally, challenges arise as to the articulation of approaches among professors in charge of Taller de Lenguaje and professors from the Faculty of Medicine, or as to the assessment of the impact of Taller de Lenguaje by means of subject-oriented indicators.

Ergonomia en actividades académicas desde casa

Introducción: A consecuencia de la emergencia sanitaria por el virus SARS-CoV2, las actividades académicas migraron de forma repentina a un entorno de trabajo remoto; esto provocó que los hogares de todo el mundo se convirtieran en el asentamiento urgente de las estaciones de trabajo académico. La ergonomia como disciplina científica cobra relevancia al ser un aliado subsanador para mitigar los riesgos asociados con la aparición de lesiones musculoesqueléticas. De acuerdo con la memoria estadística del Instituto Mexicano de Seguridad Social, IMSS1, en el primer año de pandemia de COVID-19 se registraron 30 860 atenciones por lesiones en la región de manos y muñecas, 9696 en la zona de cabeza y cuello, 6251 dorsopatías y 1673 atenciones por astenopia a jóvenes de entre 18 a 29 años que desarrollaban actividades escolares. Objetivo: En este sentido, se aborda la presente investigación para conocer la composición de los espacios de trabajo académico en casa y analizar si existen factores o elementos que incidan en el riesgo de lesiones musculoesqueléticas en los estudiantes del nivel superior. Metodología: A través de un modelo de ecuaciones estructurales que cuenta con el constructo latente de las posibles lesiones (PL) en manos, espalda, piernas, cabeza, vista, oído, agotamiento físico y la respiración, las variables observables se atribuyen a los espacios utilizados para las actividades académicas en casa, muebles y equipos, Condiciones y Medio Ambiente (CyMAT). Resultados y discusión: Se encontró que un mal diseño de la estación de trabajo académico en casa, aunado a la utilización inadecuada de los muebles y equipos, aumenta la posibilidad de presentar síntomas asociados con las LMEs y, por tanto, daños en la salud del estudiante. Conclusión: La mediación de las estaciones de trabajo a través de la implementación de elementos ergonómicos mejora de forma sustancial la calidad de trabajo académico en casa, y hace evidente la importancia de la ergonomía como disciplina científica.

Introduction: As a result of the health emergency of the SARS-CoV2 virus, academic activities suddenly migrated to a remote work environment, causing homes around the world to become the urgent settlement of academic workstations. Ergonomics as a scientific discipline becomes relevant as it is a healing ally to mitigate the risks associated with the appearance of musculoskeletal injuries. According to the statistical report of the Mexican Institute of Social Security, IMSS1, in the first year of the COVID 19 pandemic, 30,860 care for injuries in the hands and wrists region, 9,696 in the head and neck area, 6,251 dorsopathies and 1,673 care for asthenopia were registered to young people between 18 and 29 years old who develop school activities. Objective: In this sense, this research is addressed to know the composition of academic workspaces at home and analyze if some factors or elements affect the risk of musculoskeletal injuries in students of the higher level. Methodology: Through a structural equations model that has the latent construct of possible injuries (PL) in the hands, back, legs, head, eyesight, hearing, physical exhaustion, and breathing; the observable variables are attributed to the spaces used for academic activities at home, furniture and equipment, conditions and environment (CyMAT) Results and discussion: It is explored that a bad design of the academic workstation at home coupled with the inappropriate use of furniture and equipment increases the possibility of presenting symptoms associated with SCI and therefore, damage to the student's health. Conclusion: The mediation of workstations through the implementation of ergonomic elements substantially improves the quality of academic work at home, making evident the importance of ergonomics as a scientific discipline