Clustering e Switching nos testes de fluência verbal em crianças do ensino fundamental I com e sem dificuldade de aprendizagem / Clustering and Switching on verbal fluency tests in elementary school children with and without learning difficulties

RESUMO Objetivo Avaliar o desempenho nos testes de Fluência Verbal Semântica e Fonêmica em relação aos componentes cognitivos de clustering e switching e explorar as mudanças no desenvolvimento no ensino fundamental. Método Participaram 68 crianças do 2º ao 5º ano do ensino fundamental I de uma escola pública do município de Santo André, divididas em dois grupos, Dificuldade de Aprendizagem (DA) e Desenvolvimento Típico (DT). Resultados Os testes de Fluência Verbal foram comparados para o número de clusters, tamanho médio dos clusters e número de switches. Todas as variáveis comparadas mostraram uma pontuação estatisticamente significante maior para o teste de Fluência Verbal Semântica. Foram realizadas as médias e desvios-padrão das mesmas variáveis para efeito de ano e grupo em ambos os testes. Foi observada diferença estatisticamente significante apenas para o número total de clusters no teste de Fluência Verbal Semântica para efeito de grupo, com o melhor desempenho do grupo DT. Observou-se correlação alta no total de acertos em ambos os testes de Fluência Verbal com o número total de clusters e número de switches. Além disso, foi observada correlação entre o total de acertos com a média de tamanho dos clusters apenas no teste de Fluência Verbal Fonêmica. A análise de regressão linear apresentou maior variância para o número total de clusters, o tornando mais preditivo para o desempenho em ambos testes de Fluência Verbal. Conclusão Os testes de Fluência Verbal podem ser sensíveis e preditivos para a identificação de possíveis diferenças no desempenho escolar associados à leitura.

ABSTRACT Purpose Evaluate the performance in the Semantic and Phonemic Verbal Fluency tests in relation to the cognitive components of clustering and switching and explore the changes in development in elementary school. Methods Participants were 68 children from the 2nd to 5th grade of elementary school of a public school in the municipality of Santo André, divided into two groups, Learning Difficulty (LD) and Typical Development (TD). Results The Verbal Fluency tests were compared for the number of clusters, mean size of the clusters, and number of switches. All variables compared showed a statistically significant higher score for Semantic Verbal Fluency. Means and standard deviations of the same variables for year and group effect were realized in both Verbal Fluency tests. A statistically significant difference was observed only for the total number of clusters in the Semantic Verbal Fluency test for group effect, with the best performance of the TD group. A high correlation was observed between the total number of correct answers with the total number of clusters and number of switches in both Verbal Fluency tests. In addition, a correlation was observed between the total number of correct answers and the mean size of the clusters only in the Phonemic Verbal Fluency. Linear regression analysis showed greater variance for the total number of clusters, making it more predictable for performance in both verbal fluency tests. Conclusion Verbal Fluency tests may be sensitive and predictive for the identification of possible differences in school performance associated with reading.

Manuscript: effects of bereavement on graduate students: a qualitative study / Manuscrito: efeitos do luto em pós-graduandos: um estudo qualitativo

Abstract Introduction Bereavement can be characterized by the loss, through death, of a significant person. Individuals who experience bereavement can experience changes in their roles, habits, and routines. In addition, individuals can experience changes in their occupations, such as social and leisure participation and in their activities of daily living. Objective This research aimed to identify graduate students' needs and problem areas following the loss of a loved one to better inform the role of occupational therapy in assisting students during the bereavement process. Method This study utilized a mixed-methods approach. The survey developed and distributed to participants contained qualitative and quantitative data to understand better the relationship between grief, occupational participation, and academic performance. Results This study reviewed the students' needs and problem areas after losing a loved one and determined the areas that impact students' daily living. Conclusion This study demonstrated that losing a loved one affects students' academic performance and ability to perform daily activities.

Resumo Introdução O luto pode ser caracterizado pela perda, por morte de uma pessoa significativa. Indivíduos que vivenciam o luto podem experimentar mudanças em seus papéis, hábitos e rotinas. Além disso, as pessoas podem experimentar mudanças em suas ocupações, tais como na participação social, no lazer e nas atividades da vida diária. Objetivo Identificar as necessidades e áreas problemáticas dos alunos de pós-graduação após a perda de um ente querido para melhor informar o papel da terapia ocupacional na assistência aos alunos durante o processo de luto. Método Este estudo utilizou uma abordagem de métodos mistos, com dados qualitativos e quantitativos, para melhor entender a relação entre luto, a participação ocupacional e o desempenho acadêmico. Resultados as necessidades dos alunos e as áreas problemáticas após a perda de um ente querido foram revisadas e determinadas as áreas que afetam a vida diária dos alunos. Conclusão Este estudo demonstrou que a perda de um ente querido afeta o desempenho acadêmico e a capacidade dos alunos em desempenhar as suas atividades diárias.

La creatividad en estudiantes con TDAH y altas capacidades / Creativity in students with ADHD and high capacities

El trastorno por déficit de atención e hiperactividad (TDAH) es una patología recurrente en el contexto escolar, la cual ha sido asociada a un bajo rendimiento académico y dificultades en la capacidad cognitiva. Sin embargo, en los últimos años, ha surgido un interés por estudiar otros factores que también parecen asociarse con este trastorno. Entre ellos, destacan la alta capacidad y la creatividad como componentes que en al-gunas ocasiones aparecen de forma conjunta con el TDAH. El objetivo de la presente revisión bibliográfica consiste en recopilar información teórica relacionada con la crea-tividad como factor que se articula con el TDAH y las altas capacidades. Para esto, se realizó la búsqueda de antecedentes investigativos, relacionados con esta temática en diferentes bases de datos, desde el año 2006 hasta el 2020. Los resultados de esta búsqueda indican que algunos de los niños con TDAH, presentan un coeficiente intelec-tual superior y un alto índice de creatividad, que puede verse alterado por los efectos del tratamiento farmacológico. Por ello, la mayoría de estas investigaciones sugiere la realización de otros estudios empíricos que soporten esta relación

Attention deficit hyperactivity disorder (ADHD) is a recurrent pathology in the school context, which has been associated with low academic performance and difficulties in cognitive ability. However, in recent years, there has been an interest in studying other factors that also seem to be associated with this disorder. Among them, high ability and creativity stand out as components that sometimes appear together with ADHD. The aim of this literature review is to compile theoretical information related to creativity as a factor that is articulated with ADHD and high abilities. For this purpose, a search of research background related to this topic was carried out in different databases, from 2006 to 2020. The results of this search indicate that some of the children with ADHD have a higher IQ and a high creativity index, which may be altered by the effects of pharmacological treatment. Therefore, most of these investigations suggest that further empirical studies should be carried out to support this relationship

Características del ingreso y resultados académicos en estudiantes de primer año de Medicina / Characteristics of admission and academic results in first-year medical students

RESUMEN Fundamento: la identificación de factores que influyen en el rendimiento académico de los estudiantes constituye un pilar importante para el perfeccionamiento del proceso enseñanza aprendizaje. Objetivo: analizar el desempeño académico de los estudiantes previo a su ingreso en la educación superior y en su primer año de estudios. Métodos: se realizó un estudio transversal descriptivo con estudiantes que matricularon como nuevo ingreso en el primer año de Medicina, durante los cursos escolares 2017-2018 y 2018-2019. Las variables principales empleadas fueron el género, los resultados de exámenes de ingreso, índice académico y de escalafón. A partir de las calificaciones en las asignaturas de las ciencias básicas biomédicas se realizó la clasificación en rendimiento académico alto, medio, bajo y deficiente. Se realizó un análisis descriptivo y de asociación entre las variables del estudio. Resultados: se constató que tanto en hembras como en varones el número de estudiantes con rendimiento académico en ciencias básicas es bajo, con índice académico menor de 90; los que desaprobaron duplican o triplican el número de los aprobados. Se observó correlación positiva entre el índice de escalafón y la nota promedio de ciencias básicas al final del primer año de la carrera. Conclusiones: en los estudiantes de primer año de Medicina se reconoció un bajo nivel académico en las ciencias básicas, en el que influyeron los resultados de la enseñanza precedente.

ABSTRACT Background: the identification of factors that influence the academic performance of students constitutes an important pillar for the improvement of the teaching-learning process. Objective: to analyze the academic performance of students prior to entering higher education and in their first year of studies. Methods: a descriptive cross-sectional study was carried out with students who enrolled as a new student in the first year of Medicine, during the 2017-2018 and 2018-2019 school years. The main variables used were gender, entrance exam results, academic index and ranking. Based on the grades in the subjects of basic biomedical sciences, the classification was made into high, average, low and poor academic performance. A descriptive and association analysis was performed among the study variables. Results: it was found that in both males and females the number of students with academic performance in basic sciences is low, with an academic index of less than 90; those who flunked double or triple the number of those who passed. A positive correlation was observed between the ranking index and the average grade in basic sciences at the end of the first year of the degree. Conclusions: in the first-year medical students, a low academic level was recognized in the basic sciences, which was influenced by the results of the previous teaching.

Reflections of the social determinants of health on school children's learning / Reflexiones de los determinantes sociales de la salud sobre el aprendizaje de los escolares / Reflexos dos determinantes sociais da saúde na aprendizagem de crianças escolares

ABSTRACT Objective: understanding the repercussions of the social determinants of health on school children's learning, linked to the public-school network, from the point of view of health and education professionals. Method: qualitative study, participant-action type, articulated to Freire's Research Itinerary, through three moments: Thematic Investigation; Coding and Decoding; Critical Unveiling. The participants were 27 health professionals and 18 education professionals, working in four municipalities of Santa Catarina. Individual interviews and a Culture Circle took place between November 2020 and March 2021. The analysis was developed in the discussions in the Culture Circle, with reflection on the themes. Results: unfavorable living conditions, unhealthy habits, and weak social relationships tend to negatively influence children's school learning. There is a need for the implementation of actions involving the health and education sectors, such as the Health at School Program. Conclusion: the articulated action of health and education professionals on social determinants is the way to promote health and children's school performance, in order to minimize the effects of existing inequities.

RESUMEN Objetivo: comprender los reflejos de los determinantes sociales de la salud en el aprendizaje de los escolares, vinculados a la red pública de enseñanza, desde la perspectiva de los profesionales de la salud y de la educación. Método: estudio cualitativo, de tipo acción-participante, articulado al Itinerario de Investigación de Freire, a través de tres momentos: Investigación temática; codificación y descodificación; desvelamiento crítico. Participaron 27 profesionales de la salud y 18 de la educación, que trabajan en cuatro municipios de Santa Catarina. Entre noviembre de 2020 y marzo de 2021 se celebraron entrevistas individuales y un Círculo de Cultura. El análisis se desarrolló en los debates del Círculo de Cultura, con reflexión sobre los temas. Resultados: las condiciones de vida desfavorables, los hábitos poco saludables y las relaciones sociales débiles tienden a influir negativamente en el aprendizaje escolar de los niños. Es necesario poner en marcha acciones que impliquen a los sectores sanitario y educativo, como el Programa Salud en la Escuela. Conclusión: la acción articulada de los profesionales de la salud y de la educación sobre los determinantes sociales es el camino para promover la salud y el rendimiento escolar de los niños, con el fin de minimizar los efectos de las desigualdades existentes.

RESUMO Objetivo: compreender os reflexos dos determinantes sociais da saúde na aprendizagem de crianças escolares, vinculadas à rede pública de ensino, sob a ótica dos profissionais da saúde e da educação. Método: estudo qualitativo, do tipo ação participante, articulado ao Itinerário de Pesquisa de Freire, percorrendo três momentos: Investigação Temática; Codificação e Decodificação; Desvelamento Crítico. Participaram 27 profissionais da saúde e 18 da educação, atuantes em quatro municípios de Santa Catarina. Realizaram-se entrevistas individuais e um Círculo de Cultura entre novembro de 2020 a março de 2021. A análise desenvolveu-se nas discussões no Círculo de Cultura, com reflexão dos temas. Resultados: as condições de vida desfavoráveis, hábitos pouco saudáveis e as relações sociais frágeis tendem a influenciar negativamente na aprendizagem escolar das crianças. Há necessidade de implementação de ações envolvendo o setor saúde e educação, como o Programa Saúde na Escola. Conclusão a atuação articulada dos profissionais de saúde e educação sobre os determinantes sociais é o caminho para promover saúde e o desempenho escolar infantil, com vistas a minimizar os efeitos das iniquidades existentes.

Fatores sociodemográficos, comportamentais e bucais associados a reprovação em escolares adolescentes: estudo transversal / Sociodemographic, behavioral, and oral factors associated with failure in adolescent schoolchildren: a cross-sectional study

Objetivo: avaliar associações entre fatores sociodemográficos, sociais e bucais e reprovação escolar entre adolescentes. Métodos: Trata-se de um estudo transversal e analítico realizado com 251 adolescentes, entre 14 e 18 anos, provenientes de cinco escolas estaduais do município de Piracicaba, São Paulo, Brasil. A variável desfecho avaliada foi a reprovação escolar e as variáveis independentes incluíram fatores sociodemográficos e bucais. Para se avaliar a associação entre as variáveis, realizou-se regressão logística simples e múltipla, permanecendo no modelo final as variáveis com p≤0,05, após o ajuste para as demais variáveis. Resultados: A maioria dos participantes era do sexo feminino (61,8%), com idade até 16 anos (58,6%), tinham mais que um irmão (60,2%) e o grau de instrução dos chefes das famílias era acima de oito anos (71,3%). A reprovação escolar foi relatada por 12,7% dos adolescentes. No modelo ajustado final, verificou-se que a reprovação escolar permaneceu associada aos adolescentes que apresentavam mais de um irmão (OR = 3,79: IC 95%: 1,34-10,73), que foram ao dentista na última vez por motivo de dor (OR = 3,00: IC 95%: 1,26-7,15) e com autoavaliação negativa da saúde bucal (OR = 5,50: IC9 5%: 2,10-14,36). Conclusão: Fatores sociodemográficos e bucais estiveram associados com a reprovação escolar em adolescentes. Nesse contexto, recomenda-se a continuidade das ações e políticas públicas intersetoriais entre os setores de educação e saúde para a melhoria da saúde bucal dos escolares, a qual apresenta associações com o rendimento acadêmico.

Aim: to evaluate the association between sociodemographic, social and oral factors, and school failure among adolescents. Methods: This is a cross-sectional and analytical study carried out with 251 adolescents, between 14 and 18 years of age, from five state schools in the city of Piracicaba, São Paulo, Brazil. This work evaluated the outcome variable of school failure, and the independent variables included sociodemographic, social, and oral factors. To assess the association between the variables, simple and multiple logistic regressions were performed, with the variables presenting p≤0.05 remaining in the final model after adjustments for the other variables. Results: Most participants were female (61.8%), up to 16 years of age (58.6%), who had more than one sibling (60.2%), and whose level of education of the heads of the household was over eight years (71.3%). School failure was reported by 12.7% of the adolescents. In the final adjusted model, school failure remained associated with adolescents who had more than one sibling (OR = 3.79: 95% CI: 1.34-10.73), who went to the dentist the last time due to pain (OR = 3.00: 95% CI: 1.26-7.15) and a negative oral health self-assessment (OR = 5.50: 95% CI: 2.10-14.36). Conclusion: Sociodemographic and oral factors were associated with school failure in adolescents. In this context, it is recommended to continue intersectoral actions and public policies between education and health to improve the oral health of schoolchildren and, consequently, their academic performance.

Relationship between bullying victimization and perpetration, academic achievement and screen time among primary and secondary school students / 中国学校卫生

Objective@#The study aims to determine the latent class of roles in bullying victimization and perpetration among primary and secondary school students and to explore its relationship with academic achievement and screen use, to provide a reference for developing preventive measures and intervention plans.@*Methods@#A total of 29 099 students at grade 5,6,7,8,10, and 11 from Shenzhen were surveyed through convenient cluster sampling method by Olweus Bully/Victim Questionnaire. The latent class analysis was used for classifying bully/victim category.@*Results@#The latent class analysis revealed three classes, the noninvolvement group (low response rate at all items, 80.9%), the bullying victimization group (low response rate at bullying and high response rate at victimization items, 15.9%), and the bullying victimization and perpetration group (high response rate at all items,3.3%). Boys were more likely than girls to belong to the bullying victimization and perpetration at all study sections ( OR =0.83,0.74, 0.47 , P <0.05). Transfer students were at higher risk to be in the bullying victimization group in elementary and middle school ( OR = 1.21 ,1.21), while they were more likely to fall into the bullying victimization and perpetration group in high school ( OR =2.65)( P < 0.05). Students with poor academic performance were more likely to be in the bullying victimization group at all sections ( OR = 0.98 ,0.98,0.98) and in the bullying victimization and perpetration group at elementary and middle school ( OR =0.97, 0.98)( P < 0.05 ). Students spending longer time on screen had elevated risk in the bullying victimization group ( OR =1.06,1.04,1.08, P < 0.05 ).@*Conclusion@#Students with poor academic achievement and prolonged screen time are at higher risks to be involved in bullying victimization and perpetration. Collaboration between home and school are needed to preventing bullying victimization perpetration.

Prevalence of learning disabilities among middle school students in Beijing / 中国学校卫生

Objective@#To understand the prevalence and distribution of learning disabilities among middle school students in Beijing.@*Methods@#By using stratified random cluster sampling, 6 365 students in grade one and grade two of 12 public middle schools in urban and rural in Beijing were selected. Criteria for learning disabilities included the following: on campus healthy students without serious physical and mental diseases and normal IQ assessed by combined Raven intelligence test; positive in the teacher rated Screening Scale for Middle School Students with Learning Disabilities; percentile ranking (below the bottom 10% percentile of grade) of the academic performance in the Chinese, mathematics and English tests.@*Results@#The learning disabilities of the subjects were determined by the teachers and it was found that the score of words reading, reading understanding, words spell, written expression, number calculation, mathematical reasoning and the total score of the scale were respectively (20.78±4.00, 18.16 ±4.35, 21.50±3.89, 20.06±3.92, 21.12±5.23. 18.67±5.35, 120.28±19.99) points. There were differences in the total score of learning ability between urban and rural areas, gender and grade. Urban area was better than rural area, girls were better than boys, and junior two students were better than junior one students( t=12.94, 9.94, 3.07, P <0.05). A total of 445(7%) students with learning disabilities were detected. Reading disabilities accounted for 5.0%, dysgraphia 2.7% and math disabilities 4.6%. Prevalence of learning ability differed by urban rural regions, gender and grade, with girls and students from urban areas and grade two being significantly lower( t =12.94, 9.94, 3.07, P <0.05).@*Conclusion@#The prevalence of learning disabilities in middle school students is high, which needs more attention.

Análisis predictivo de la deserción estudiantil en la carrera de Medicina / Predictive analysis on student dropout in the Medicine degree

RESUMEN Fundamento: la deserción escolar debe ser analizada en un contexto multivariado para identificar sus causas y efectos, de ningún modo debe ser atribuida a una sola causa. Objetivo: determinar la capacidad predictiva de algunos factores sobre la deserción escolar de estudiantes de Medicina, a través de un modelo de regresión logística múltiple. Métodos: se realizó un estudio analítico, predictivo en 87 estudiantes de Medicina matriculados en el curso 2015-2016. Se aplicaron métodos teóricos y empíricos y se realizó en dos etapas: en la primera se identificaron las variables más asociadas a la deserción escolar a través de un análisis bivariado; y en la segunda, se analizó la capacidad de estas variables para predecir la deserción a través de la regresión logística (análisis multivariado). Resultados: en el análisis bivariado, nueve variables mostraron relación significativa con la deserción escolar; al someterlas al análisis multivariado (correlación y regresión logística), solo cuatro mantuvieron la significación estadística, por lo que finalmente fueron las escogidas como variables predictoras. Conclusiones: la deserción escolar en estudiantes de la carrera de Medicina puede predecirse por la combinación sinérgica de los cuatro predictores: dedicarle al estudio menos de 15 horas por semana, el sexo femenino, la repitencia escolar y el bajo rendimiento académico en Morfofisiología.

ABSTRACT Background: school dropout should be analyzed in a multivariate context to identify its causes and effects; in no way, it should be attributed to a single cause. Objective: to determine the predictive capacity of some factors on the school dropout of medical students, through a multiple logistic regression model. Methods: an analytical, predictive study was carried out in 87 medical students enrolled in the 2015-2016 academic year. Theoretical and empirical methods were applied and it was carried out in two stages: in the first, the variables most associated with school dropout were identified through a bivariate analysis; and in the second, the ability of these variables to predict dropout was analyzed through logistic regression (multivariate analysis). Results: in the bivariate analysis, nine variables showed a significant relationship with school dropout; when subjected to multivariate analysis (correlation and logistic regression), only four maintained statistical significance, that´s why they were finally chosen as predictor variables. Conclusions: school dropout in Medicine students can be predicted by the synergistic combination of the four predictors: dedicating less than 15 hours per week to study, female sex, school repetition and low academic performance in Morphology-physiology.

Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura / Influence of phonological processing on poor school performance: systematic literature review

RESUMO Objetivo: Realizar revisão sistemática de produções científicas que abordaram o tema processamento fonológico quanto à influência no mau desempenho escolar, bem como sua interferência no desenvolvimento de leitura e escrita. Estratégia de pesquisa: Foram pesquisados, em bases de dados eletrônicos, artigos publicados até agosto de 2017. Após elaboração da pergunta norteadora do estudo: "Qual a influência do processamento fonológico no mau desempenho escolar e sua relação no desenvolvimento de leitura e escrita?", foram realizados levantamento e seleção dos relatos utilizando descritores, reunidos em uma única equação de busca, de acordo com três eixos temáticos: processamento fonológico, aprendizagem e mau desempenho escolar. Critérios de seleção: Foram incluídas pesquisas originais com avaliação de no mínimo duas habilidades do processamento fonológico. Foram excluídos os artigos que não apresentavam relação entre as habilidades do processamento fonológico e desempenho escolar. Análise dos dados: Foi realizada a leitura dos títulos e resumos por duas profissionais fonoaudiólogas, separadamente. Os resultados foram comparados e as divergências encontradas, decididas por uma terceira pesquisadora fonoaudióloga, também responsável pelo estudo. Os artigos incluídos foram lidos na íntegra e realizada a extração de dados para análise da metodologia e dos principais resultados. Resultados: Foram selecionados 982 estudos potencialmente relevantes. Após a utilização das matrizes de evidência, 38 produções científicas foram incluídas para análise detalhada. Conclusão: O estudo das produções científicas revelou que a alteração em habilidades do processamento fonológico apresentou relação com o mau desempenho escolar e, associada à fase de escolarização, houve influência direta nas competências de leitura e escrita.

ABSTRACT Purpose: To carry out a systematic review of scientific productions that dealt with the topic of phonological processing in relation to the influence of poor academic performance, as well as its interference in the development of reading and writing. Research strategy: Articles published until August 2017 were searched in electronic databases. After elaborating the guiding question of the study: "What is the influence of phonological processing on poor school performance and its relation in the development of reading and writing?", we collected and selected the reports using descriptors, gathered in a single search equation, according to three thematic axes: phonological processing, learning and poor school performance. Selection criteria: Original researches with an evaluation of at least two phonological processing skills were included. Articles that had no relationship between phonological processing skills and school performance were excluded. Data analysis: The titles and abstracts were read by two speech-language pathologists, separately. The results were compared and the divergences found decided by a third researcher speech therapist, also responsible for the study. The articles included were read in full and data extraction was performed to analyze the methodology and the main results. Results: 982 potentially relevant studies were selected. After using the evidence matrices, 38 scientific productions were included for detailed analysis. Conclusion: The study of scientific productions revealed that the alteration in phonological processing skills presented a relation with poor academic performance and, together with the schooling phase, directly influenced reading and writing skills.

Interdisciplinariedad e inclusión escolar de niños con discapacidad desde los relatos maternos / Interdisciplinarity and school inclusion of disabled children from maternal stories

RESUMEN Fundamento: La mirada inclusiva sobre las escuelas debe ser de cambios y amplitud para establecer en el sistema educacional la comprensión del ser humano, considerando sus historias, concepciones, percepciones, creencias, experiencias y trayectorias personales de forma interdisciplinar, especialmente de los niños con deficiencia. Objetivo: Analizar las experiencias de los niños con deficiencias, vivenciadas en una escuela de un municipio brasileño, a partir de los relatos maternos. Metodología: Estudio transversal, exploratorio con abordaje cualitativo. Se aplicó una encuesta a 20 madres de niños con deficiencias que estaban en seguimiento en un Centro de Salud, ubicado en una ciudad del estado de Minas Gerais, Brasil. Fue adoptado el referencial teórico-metodológico de la perspectiva hermenéutica dialéctica, buscando comprender la realidad situada en su contexto, atada a la confrontación y análisis crítico de las categorías empíricas. Resultados: Emergieron puntos problemáticos relativos a la inclusión escolar, inequidades de los derechos, escasez de profesionales de educación y de salud capacitados para el cuidado de los niños con deficiencias, así como las inadecuaciones arquitectónicas, selección y adaptación de mobiliarios para los niños. Conclusiones: La inclusión escolar se presenta como un reto multidimensional, una vez que aún son necesarias condiciones estructurales y contextuales adecuadas en correspondencia con un enfoque de desarrollo sostenible, de modo que la educación inclusiva en las escuelas se efectúe de manera concreta y real, ultrapasando el idealismo referido en las propuestas de políticas públicas.

ABSTRACT: The inclusive view on schools must be of changes and breadth to establish in the educational system the understanding of the human being, considering their histories, conceptions, perceptions, beliefs, experiences and personal trajectories in an interdisciplinary way, especially from disabled children. Objective: To analyze the experiences of disabled children, experienced in a school from a Brazilian municipality, based on the maternal stories. Methodology: Cross-sectional, exploratory study with qualitative approach. A survey was applied to 20 mothers of disabled children being followed up in a health center, located in a city in the state of Minas Gerais, Brazil. The theoretical-methodological reference of the dialectical hermeneutical perspective was adopted, seeking to understand the reality located in its context, tied to the confrontation and critical analysis of the empirical categories. Results: Problematic points emerged regarding school inclusion, rights inequities, scarcity of education and health professionals trained for the care of disabled children, as well as architectural inadequacies, selection and adaptation of furniture for children. Conclusions: School inclusion is presented as a multidimensional challenge, since adequate structural and contextual conditions are still necessary in correspondence with a sustainable development approach, so that inclusive education in schools is carried out in a concrete and real way, exceeding the idealism referred to in public policy proposals.

Adicción a internet y rendimiento académico de estudiantes de Odontología / Internet Addiction and Academic Performance in Dental Students

RESUMEN Objetivo: Estimar la asociación entre la adicción a internet (AI) y el rendimiento académico de los estudiantes de Odontología de la Universidad de Cartagena. Material y métodos: Estudio de corte transversal en 402 estudiantes, seleccionados de modo no probabilístico, que respondieron a un cuestionario anónimo autoaplicado que incluía variables sociodemográficas, rendimiento académico (promedio acumulado del último semestre), presencia de AI (test de Young) y variables relacionadas con la AI en función del rendimiento académico. Los datos se analizaron a partir de proporciones, relaciones entre variables con test de la X 2, y la asociación se obtuvo por razones de disparidad (OR) a través de regresión logística nominal. Resultados: El 75,3% de los estudiantes mostraban AI; el 24,63% utilizaba internet mucho menos que la población promedio; el 73,13% mostraba una AI leve; el 2,24%, una AI moderada y no hubo casos de AI grave; el 5,2% tenía bajo rendimiento académico. En el análisis multivariable, el modelo que mejor explica la AI en relación con el rendimiento académico fue: estudiar en semestres inferiores (OR = 0,54; IC95%, 0,32-0,91), estudiar en lugar distinto de la casa (OR = 3,38; IC95%, 1,71-6,68), usar elemento no portátil para estudiar (OR = 0,41; IC95%, 0,19-0,89), chatear por celular (OR = 2,43; IC95%, 1,45-3,06) y demorar más de 18 min (OR = 3,20; IC95%, 1,71-5,99) mientras se estudia. Conclusiones: El rendimiento académico no se asocia con la AI. Sin embargo, estudiar en semestres inferiores, en un lugar distinto de la casa, emplear elementos no portátiles para estudiar e invertir más de 18 min en contestar el celular y chatear mientras se estudia son covariables estadísticamente asociadas con la AI.

ABSTRACT Objective: To determine the association between Internet addiction (IA) and academic performance in dental students at the University of Cartagena. Material and methods: A cross-sectional study was conducted in 402 students included through non-probabilistic sampling who answered an anonymous and self-reporting questionnaire that included socio-demographic variables, academic performance (last semester overall grade), presence of IA (Young's Test) and covariates related to IA based on academic performance. Data were analysed by means of proportions, relationships between variables with the X 2 test and strength of association was estimated with odds ratios (OR) using nominal logistic regression. Results: Approximately 24.63% of the students used the Internet much less than the average population, but 75.3% had IA; 73.13% of cases were considered mild and 2.24% moderate. There were no severe cases. Around 5.2% had poor academic performance. In multivariate analysis, the model that best explained IA in relation to academic performance was: studying in lower-level courses (OR=0.54; 95% CI, 0.32-0.91); studying in a different places of the house (OR=3.38; 95% CI, 1.71-6.68); not using laptop for studying (OR=0.41; 95% CI, 0.19-0.89), chatting on mobile phone (OR=2.43; 95% CI, 1.45-3.06); and spending more than 18 minutes on mobile phone while studying (OR=3.20; 95% CI, 1.71-5.99). Conclusions: Academic performance was not associated with AI. However, studying in lower-level courses, in a different place of the house, not using laptop to study, and spending more than 18 minutes answering their mobile phone and chatting on mobile phone while studying were covariates statistically associated with IA.

Rendimiento académico en estudiantes de ciencias médicas: una visión desde la psicología educativa / Academic performance in medical sciences students: a vision from educational psychology

RESUMEN Existe preocupación acerca del bajo rendimiento escolar en estudiantes de ciencias médicas. Los autores de esta comunicación analizaron varios factores que condicionan este fenómeno, y enfatizan en la necesidad de investigar los asociados a los estados psicológicos de los estudiantes, entre ellos, las causas afectivas o emocionales relacionadas con el funcionamiento familiar, social y personal. Toda investigación dirigida hacia la solución de esta problemática debe partir de un diagnóstico profundo y la implementación de estrategias para la intervención oportuna a fin de minimizar las influencias negativas de la psiquis en los procesos mentales.

ABSTRACT There is concern about poor school performance in medical science students. The authors of this research paper analyzed several factors that condition this phenomenon, and emphasize the need to investigate those associated with the psychological states of students, among them, affective or emotional causes related to family, social and personal functioning. All research aimed at solving this problem must start with a deep diagnosis and the implementation of strategies for timely intervention in order to minimize the negative influences of the psyche on mental processes.

Quality of life of children with poor school performance: association with hearing abilities and behavioral issues / Qualidade de vida de crianças com mau desempenho escolar: associação com as habilidades auditivas e aspectos comportamentais

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

RESUMO Investigar a qualidade de vida de crianças de 7 a 12 anos de idade com mau desempenho escolar e a associação com as características comportamentais e habilidades auditivas. Métodos: Estudo observacional transversal realizado com crianças de 7 a 12 anos de idade, com mau desempenho escolar das escolas públicas municipais de uma cidade do interior de Minas Gerais, Brasil, participantes de atendimentos educacionais especializados. Etapas: 1) coleta de informações com os pais sobre a saúde, perfil escolar e socioeconômico e preenchimento do Strengths and Difficulties Questionnaire; 2) etapa com as crianças para aplicação da Escala de Avaliação da Qualidade de Vida. Para a avaliação da função auditiva foram utilizadas as Emissões Otoacústicas Transientes e a avaliação do processamento auditivo, sendo os testes aplicados: teste de memória de sons verbais em sequência, teste de memória de sons não verbais em sequência, localização sonora, teste dicótico de dígitos, teste de padrão de duração (flauta) e Random Gap Detection. Os dados coletados foram analisados por meio dos programas Excel e STATA 11.0. Foi considerada como variável resposta a qualidade de vida e as variáveis explicativas foram agrupadas para análise de regressão logística uni e multivariada, considerando o nível de significância de 5%. Resultados: Foi encontrada associação estatística entre qualidade de vida prejudicada, comportamento pró-social alterado e ausência de queixa parental de linguagem escrita. Conclusão: A qualidade de vida está comprometida nas crianças com mau desempenho escolar. A ausência de queixa sobre o desenvolvimento da linguagem escrita e comportamento pró-social alterado aumentaram a chance de a criança apresentar qualidade de vida prejudicada.

Tempo de amamentação e sinais de respiração oral em crianças com mau desempenho escolar / Breastfeeding duration and sings of mouth breathing in children with poor school performance / Tiempo de lactancia materna y signos de respiración bucal en niños con rendimiento escolar malo

Introdução: A amamentação é fator de proteção para doenças respiratórias, além de contribuir para o desenvolvimento intelectual das crianças. Objetivo: Analisar a relação do tempo de amamentação com sinais de respiração oral em crianças com mau desempenho escolar. Métodos: Estudo transversal, realizado com 82 crianças de 7 a 12 anos de idade, com mau desempenho escolar, recrutadas nas escolas públicas de uma cidade do interior de Minas Gerais. Os pais responderam a um questionário contendo os seguintes temas: tempo de amamentação em meses, sexo da criança, escolaridade materna e sinais de respiração oral. Para a análise estatística foi empregado o teste Qui-quadrado de Pearson e Teste Exato de Fisher, considerando o nível de significância de 5%. Resultados: Do total das crianças estudadas, 61 (74%) receberam amamentação por mais de seis meses, 60 (73%) eram do sexo masculino, 47 (56%) das mães eram analfabetas ou tinham o ensino fundamental incompleto. Os sinais de respiração oral estavam presentes em 57 (70%) dos escolares. Houve associação entre o tempo de amamentação e o relato de queixas de obstrução nasal esporadicamente, dificuldade ou demora ao engolir o alimento e dormir de boca aberta. Conclusão: As crianças que foram amamentadas por tempo inferior a seis meses apresentaram maior número combinado de sinais de respiração oral. Houve associação estatisticamente significante entre os sinais de respiração oral e o tempo de amamentação. O rastreamento de crianças que precisam ser encaminhadas para avaliação multiprofissional do modo respiratório pode ser realizado por meio das informações sobre tempo de amamentação e sinais de respiração oral combinados.

Introduction: Breastfeeding is a protective factor for respiratory diseases, as well as contributing to the intellectual development of children. Objective: To analyze the relationship of breastfeeding time with signs of oral breathing in children with poor school performance. Methods: A cross-sectional study was carried out with 82 children aged 7 to 12 years old with poor school performance, recruited from public schools in a city in the interior of Minas Gerais. The parents answered a questionnaire containing the following topics: breastfeeding time in months, gender of the child, maternal schooling and signs of oral breathing. For the statistical analysis, Pearson's Chi-square test and Fisher's exact test were used, considering a significance level of 5%. Results: Of the total number of children studied, 61 (74%) received breastfeeding for more than six months, 60 (73%) were male, 47 (56%) of the mothers were illiterate or had incomplete elementary education. Signs of oral breathing were present in 57 (70%) of schoolchildren. There was an association between the time of breastfeeding and the report of complaints of nasal obstruction sporadically, difficulty or delay when swallowing food and sleeping with open mouth. Conclusion: Children who were breastfed for less than six months had a greater combined number of signs of oral breathing. There was a statistically significant association between the signs of oral breathing and the time of breastfeeding. Screening of children who need to be referred for multiprofessional evaluation of the respiratory mode can be performed through information on breastfeeding time and combined mouth breathing signals.

Introducción: La lactancia materna es un factor de protección para las enfermedades respiratorias, además de contribuir al desarrollo intelectual de los niños. Objetivo: Analizar la relación del tiempo de lactancia con signos de respiración oral en niños con mal desempeño escolar. Métodos: Estudio transversal, realizado con 82 niños de 7 a 12 años de edad, con mal desempeño escolar, reclutados en las escuelas públicas de una ciudad del interior de Minas Gerais. Los padres respondieron a un cuestionario que contenía los siguientes temas: tiempo de lactancia en meses, sexo del niño, escolaridad materna y signos de respiración oral. Para el análisis estadístico se empleó la prueba Chi-cuadrado de Pearson y la prueba exacta de Fisher, considerando el nivel de significancia del 5% .Resultados: Del total de los niños estudiados, 61 (74%) recibieron amamantación superior a seis meses, 60 (73%) eran del sexo masculino, 47 (56%) de las madres eran analfabetas o tenían la enseñanza fundamental incompleta. Los signos de respiración oral estaban presentes en 57 (70%) de los escolares. Se observó asociación entre el tiempo de lactancia y el relato de quejas de obstrucción nasal esporádicamente, dificultad o demora al tragar el alimento y dormir de boca abierta. Conclusión: Los niños que fueron amamantados por tiempo inferior a seis meses presentaron mayor número combinado de signos de respiración oral. Se observó asociación estadísticamente significativa entre los signos de respiración oral y el tiempo de lactancia. El seguimiento de niños que necesitan ser encaminados para evaluación multiprofesional del modo respiratorio puede ser realizado por medio de las informaciones sobre tiempo de lactancia y señales de respiración oral combinadas.

Associação entre reprovação escolar, bullying e drogas ilícitas em adolescentes: estudo transversal / Association between school disapproval, bullying and illicit drugs in adolescents: a cross-sectional study / Relación entre repitencia escolar, bullying y drogas ilícitas en adolescentes: estudio transversal

OBJETIVOS: Caracterizar os adolescentes com situação de reprovação escolar e investigar sua associação com a vivência de bullying e consumo de álcool/maconha. MÉTODO: Estudo epidemiológico, do tipo corte transversal, cujos participantes foram adolescentes de uma escola pública do município de Salvador, Bahia, Brasil. A magnitude da associação entre as variáveis foi verificada por meio da razão de prevalência, través do programa Stata. RESULTADO: O estudo identificou associação significativa entre reprovação escolar e consumo de álcool. Com o bullying direto, apresentou uma relação limítrofe. Também sem significância estatística, a reprovação escolar está ainda associada com o bullying relacional e consumo de maconha. DISCUSSÃO: Considerando a associação entre reprovação escolar e consumo de bebidas alcoólicas na adolescência, o estudo possibilita identificar grupo de adolescentes, para os quais devem ser priorizadas ações de educação em saúde. CONCLUSÃO: O consumo de álcool e a vivência de bullying direto por adolescentes os vulnerabilizam para a reprovação escolar.

AIMS: To characterize adolescents with a school failure situation and to investigate their association with the experience of bullying and alcohol/marijuana use. METHOD: This is a cross-sectional, epidemiological study, whose participants were adolescents from a public school in the city of Salvador, Bahia, Brazil. The magnitude of the association between the variables was verified through the prevalence ratio, through the program Stata. RESULT: The study identified a significant association between school failure and alcohol consumption. With direct bullying, it presented a borderline relationship. Moreover, with no statistical significance, school disapproval is still associated with relational bullying and marijuana use. DISCUSSION: Considering the association between school failure and consumption of alcoholic beverages in adolescence, the study makes it possible to identify a group of adolescents for whom health education actions should be prioritized. CONCLUSION: The consumption of alcohol and the experience of direct bullying by adolescents make them vulnerable to school disapproval.

OBJETIVOS: Caracterizar a los adolescentes que repiten en la escuela e investigar su relación con la experiencia de bullying y el consumo de alcohol/marihuana. MÉTODO: Estudio epidemiológico, de tipo corte transversal, cuyos participantes fueron adolescentes de una escuela pública del municipio de Salvador, Bahía, Brasil. La magnitud de la relación entre las variables se verificó a través de la razón de prevalencia, por el programa Stata. RESULTADO: El estudio identificó una relación significativa entre la repitencia escolar y el consumo de alcohol. Con el bullying directo, presentó una relación limítrofe. También sin significancia estadística, la repitencia escolar está asociada con el bullying relacional y el consumo de marihuana. DISCUSIÓN: Considerando la relación entre la reprobación escolar y el consumo de bebidas alcohólicas en la adolescencia, el estudio posibilita que se identifiquen grupo de adolescentes, para los cuales, se deben priorizar acciones de educación para la salud. CONCLUSIÓN: El consumo de alcohol y la experiencia de bullying directo propician la repitencia escolar de los adolescentes.

Qualidade de vida e autopercepção de saúde de crianças com mau desempenho escolar / Quality of life and health self-perception in children with poor school performance

RESUMO Objetivo: Verificar a associação entre qualidade de vida e autopercepção de saúde em crianças com mau desempenho escolar, considerando fatores sociodemográficos. Métodos: Estudo observacional analítico transversal com 99 crianças de 7 a 12 anos, participantes dos Atendimentos Educacionais Especializados. Os responsáveis responderam a questões sobre aspectos sociodemográficos. Para a avaliar a qualidade de vida e os domínios propostos (autonomia, funções, lazer e família) as crianças responderam ao Autoquestionnarie Qualité de Vie Enfant Imagé (AUQEI) e a uma questão referente à autopercepção de saúde. A análise de dados foi realizada por meio da regressão linear múltipla, considerando nível de significância de 5%. Resultados: Das crianças avaliadas, 69 (69,7%) eram do sexo masculino, com média de idade de 8,7±1,5. Do total, 27% delas autoavaliaram a saúde como ruim/muito ruim e 36,4% referiram ter qualidade de vida prejudicada. Quanto aos domínios avaliados pelo AUQEI, houve significância estatística dos domínios família e idade, autonomia e classificação econômica, lazer e funções em relação à autopercepção de saúde. Conclusões: A qualidade de vida de crianças com mau desempenho escolar está associada à autopercepção de saúde e a características sociodemográficas.

ABSTRACT Objective: To examine the association between quality of life and health self-perception of children with poor school performance, considering sociodemographic factors. Methods: An analytical, observational, cross-sectional study was conducted with 99 children aged 7 to 12 years receiving specialized educational assistance. Parents and legal guardians answered questions concerning the sociodemographic profile. For an assessment of the quality of life and proposed domains (autonomy, functioning, leisure, and family), the children completed the Autoquestionnarie Qualité de Vie Enfant Imagé (AUQEI) and answered a question concerning their self-perceived health. Data were analyzed using multiple linear regression, considering a 5% significance level. Results: Among the evaluated children, 69 (69.7%) male participants with mean age of 8.7±1.5, 27% self-assessed their health status as poor/very poor, and 36.4% of the children reported having impaired quality of life. As for the domains assessed by AUQEI, there was statistical significance in the associations between family with age, autonomy with economic classification, and leisure and functioning with self-perceived health. Conclusions: The quality of life of children with academic underachievement is associated with their health self-perception and sociodemographic characteristics.

Estudio de casos y controles de factores relacionados con el rendimiento académico en estudiantes de medicina / Case-control study on factors related with the academic performance of medical students

Introducción: el bajo rendimiento y la consecuente deserción académica son problemas crecientes que pueden afectar la situación socio-económica de un país. Se han postulado los estilos de aprendizaje como factores determinantes del rendimiento académico y es necesario estudiarlos, con el fin de proponer estrategias encaminadas a su resolución. Objetivos: relacionar el estilo de aprendizaje y diferentes variables sociodemográficas con el rendimiento académico en los estudiantes de medicina de una universidad privada del suroccidente colombiano. Métodos: participaron los estudiantes de medicina que cumplían los criterios de inclusión: caso por bajo rendimiento y su respectivo control, a quienes se les analizó variables sociodemográficas, académicas y estilos de aprendizaje; información que se obtuvo de la base de registro académico de la universidad ICESI, mediante un proceso avalado por el comité de ética de dicha universidad. Para el análisis, se usaron técnicas de estadística descriptiva e inferencial por medio del software SPSS 19.0. Resultados: del total de la población (n= 340 estudiantes), 35 cumplieron los criterios de elegibilidad, a quienes se les asignó el respectivo control. No se encontró relación estadísticamente significativa entre el estilo de aprendizaje y el rendimiento académico general, ni con el rendimiento específico de las materias profesionales evaluadas. Tampoco se encontró relación entre el rendimiento académico y las variables sociodemográficas de la población a estudio. Conclusiones: el rendimiento académico en los estudiantes de medicina de nuestra población, puede estar influenciado por otras variables diferentes al estilo de aprendizaje. Sin embargo, se deben tener en cuenta las diversas limitaciones técnicas que este estudio pudo haber tenido(AU)

Introduction: low academic performance and dropout rates are consistently growing problems that can affect the socio-economic situation of a country. The determinants of the problem need to be identified, in order to propose strategies which could be adopted for a further solution. Objectives: Relate learning style and different sociodemographic variables with academic performance in medical students of a private university in southwestern Colombia. Methods: The study includes medical students which met the criteria for inclusion as a case for underperformance and its respective control. Socio-demographic, academic and learning style variables were analyzed with information obtained from the basis of the academic record from Icesi university. Through a process, supported by the ethics committee of the institution. For the analysis, descriptive and inferential statistics techniques were used by SPSS 19.0 software. Results: of the total population (n = 340 students), 35 met the criteria for eligibility and were assigned to their respective control. No statistically significant relationship between learning style and the general performance or the specific performance of professionalizing subjects was found. Nor relationship between academic performance and socio-demographic variables of the study population was found. Conclusions: academic performance in medical students in our population may be influenced by other different learning style variables. However, the technical limitations of the study should had been considered(AU)

Relação entre o desempenho em aritmética e a memória de trabalho fonológica em crianças / Relation between arithmetic performance and phonological working memory in children

RESUMO Objetivo Comparar os resultados da Memória de Trabalho - Alça Fonológica (MTAF) em crianças com dificuldades específicas em aritmética. Método O estudo foi realizado com 30 crianças, com idade entre sete e nove anos que frequentavam a segunda ou terceira série do Ensino Fundamental da rede pública de ensino. Foram excluídas da pesquisa as crianças com sinais sugestivos de perda auditiva, alterações neurológicas, baixo desempenho na prova de compreensão leitora ou em acompanhamento fonoaudiológico. As crianças incluídas na pesquisa foram submetidas ao subteste de aritmética do Teste de Desempenho Escolar para divisão em dois grupos (G1 e G2). O G1 foi composto por crianças com baixo desempenho em aritmética e o G2, por crianças com desempenho médio/superior em aritmética. Todas as crianças foram submetidas à avaliação da MTAF por meio da prova de repetição de palavras sem significado. Para análise estatística, foi utilizado o teste de Mann-Whitney, considerados significativos os valores de p-valor <0,05. Resultados Participaram do estudo 20 meninas e 10 meninos, com idade média de 8,7 anos. O G1 foi composto por 17 crianças e o G2, por 13 crianças. Houve diferença estatisticamente significativa entre os grupos estudados para a repetição de palavras sem significado com três e quatro sílabas, com pior desempenho para o G1. Conclusão Os resultados deste estudo fornecem suporte para a hipótese de que a alteração na MTAF está relacionada com dificuldades em aritméticas.

ABSTRACT Purpose To compare the results of Loop Phonological Working Memory (LPWM) in children without global learning alterations, with lower and average/higher arithmetic performance. Methods The study was conducted with 30 children, between the ages of seven and nine years old, who attended the second or third grade of elementary school in the public network. Exclusion criteria were children with suggestive signs of hearing loss, neurological disorders, poor performance in the reading comprehension test or in speech therapy. The children included in the study were submitted to the subtest of arithmetic of Academic Achievement Test for division into two groups (G1 and G2). The G1 was composed of children with low performance in arithmetic and G2 for children with average/higher performance in arithmetic. All children were submitted to PWM assessment through the repetition of pseudowords test. Statistical analysis was performed using the Mann-Whitney test and a p-value <0.05 was considered significant. Results The study included 20 girls and 10 boys, mean age 8.7 years. The G1 was composed of 17 children and G2 of 13 children. There was a statistically significant difference between the groups studied for the repetition of pseudowords with three and four syllables. Conclusion The results of this study provide support for the hypothesis that changes in phonological working memory are related to difficulties in arithmetic tests.

Pérdida de asignaturas en los estudiantes de enfermería: aspectos económicos, familiares y psicosociales / Loss of subjects in nursing students: economical, psychosocial and family related aspects

Introducción: El análisis de las asignaturas predice el desempeño académico y favorece la ejecución de intervenciones para el mejoramiento estudiantil. Objetivo: Evaluar la pérdida de asignaturas y la existencia de factores asociados; tales como los sociodemográficos, académicos, familiares, económicos y de salud, en estudiantes de enfermería de la Universidad Industrial de Santander durante el primer año de su carrera. Métodolos: Estudio de corte transversal analítico, realizado en estudiantes durante su primer año de estudios, a partir de información académica y psicosocial, recogida entre el 2005 y 2012. Se realizó una regresión binomial negativa para identificar los factores relacionados al número de materias no aprobadas. Resultados: 171 (63.33%) estudiantes no aprobaron alguna asignatura y en promedio un estudiante perdió 1,92 materias. La mayor pérdida se encontró en asignaturas de ciencias básicas. Como factores asociados a la disminución del número de materias reprobadas, se identificaron variables como trabajar antes de presentar el examen de estado para el ingreso a la educación superior, nivel educativo de la madre y depresión; en contraste, mayores ingresos, disfunción familiar, ansiedad y uso de cigarrillo, se asociaron a una mayor pérdida de materias. Conclusiones: Las materias de ciencias básicas son factores académicos que influyen en la pérdida de materias de estudiantes de enfermería; igualmente, aspectos familiares como su funcionalidad, ingreso económico, educación de la madre y condiciones psicosociales como depresión, ansiedad y consumo de cigarrillo, pueden afectar el éxito o fracaso en las asignaturas.

Introduction: The analysis of subjects predicts academic performance and promotes the implementation of interventions for student improvement. Objective: To evaluate the loss of subjects and the existence of associated factors such as socio-demographic, academic, family, economic and health in nursing students from the Industrial University of Santander during the first year of their career. Methods: Analytic cross-sectional study, perform in students during their first year of study, from academic and psychosocial information collected between 2005 and 2012. A negative binomial regression was performed to identify factors related to the number of subjects not passed. Results: 171 (63.33%) students did not pass a subject and a student lost an average of 1.92 subjects. The greatest loss was found in basic science subjects. As associated factors with the decrease in the number of subjects failed, variables such as work before presenting the state exam for admission to higher education, educational level of the mother and depression were identified; in contrast, higher income, family dysfunction, anxiety and cigarette use were associated with a greater loss of subjects. Conclusion: The subjects of basic science are academic factors that influence the loss of subjects of nursing students; equally familiar aspects as functionality, income, maternal education and psychosocial conditions such as depression, anxiety and cigarette smoking, can affect the success or failure in the subjects.