Therapeutic or lifelong training effects on pancreatic morphological and functional parameters in an animal model of aging and obesity.

AIMS: Obesity, aging, and physical training are factors influencing pancreatic functional and morphological parameters. Aiming to clarify the impact of the interaction of these factors, we analyzed the effect of therapeutic or lifelong physical training on body adiposity and pancreatic functional and morphological parameters of aged and obese rats. METHODS: 24 male Wistar rats were (initial age = 4 months and final age = 14 months) randomly divided into three aged and obese experimental groups (n = 8/group): untrained, therapeutic trained, and lifelong trained. Body adiposity, plasmatic concentration and pancreatic immunostaining of insulin, markers of tissue inflammation, lipid peroxidation, activity and immunostaining of antioxidant enzymes, and parameters of pancreatic morphology were evaluated. RESULTS: Lifelong physical training improved the body adiposity, plasmatic insulin concentration, and macrophage immunostaining in the pancreas. The animals submitted to therapeutic and lifelong training showed an increase in the density of the pancreatic islets; lower insulin, Nuclear Factor Kappa B (NF-κB), and Transforming Growth Factor beta (TGF-ß) immunostaining in the pancreatic parenchyma, as well as lower pancreatic tissue lipid peroxidation, lower fibrosis area, increased catalase and glutathione peroxidase (GPx) activity and increased heme oxygenase-1 (HO-1) immunostaining, with the greatest effect in the lifelong training group. CONCLUSION: Lifelong training promoted greater beneficial effects on the pancreatic functional and morphological parameters of aged and obese animals compared to therapeutic exercise.

Educação permanente para farmacêuticos preceptores que atuam na atenção primária no Sistema Único de Saúde: um estudo qualitativo / Lifelong learning for pharmacist preceptors in primary healthcare in the Brazilian health system: a qualitative study

Resumo O bom exercício da preceptoria exige educação permanente dos profissionais de saúde. Nesse contexto, foi desenvolvido curso para preceptores farmacêuticos em um município do leste de Minas Gerais, visando promover o desenvolvimento de competências clínicas. O objetivo do estudo é descrever a experiência educacional desenvolvida e a perspectiva dos participantes sobre a mesma. Trata-se de estudo qualitativo, com coleta de dados por observação participante, entrevistas semiestruturadas e análise documental. Os dados transcritos foram submetidos a análise temática. O planejamento da atividade educacional, realizado a partir de diagnóstico com os farmacêuticos, resultou em satisfação por parte dos mesmos, que ressaltaram a relevância dos temas abordados para sua prática cotidiana. O curso teórico-prático com estudos de casos que objetivava desenvolver competências clínicas iniciais demonstrou-se satisfatório na perspectiva dos participantes. Problemas na gestão do sistema de saúde local dificultaram a realização da fase de apoio in loco, prevista inicialmente. Além disso, evidenciaram-se fatores que influenciam na possibilidade de aplicação de tais competências no cotidiano profissional. Os conhecimentos gerados podem ser subsidiar outras experiências de integração universidade-serviço de saúde para educação permanente de farmacêuticos, com aproveitamento dos aspectos positivos e desenvolvimento de estratégias de prevenção dos problemas identificados.

Abstract A good preceptorship practice requires lifelong education. In this context, a course was developed for pharmacist preceptors aiming to promote the development of clinical skills. This study aims to describe the educational experience developed and the participants' perspective on it. This is a qualitative study, with data collection through participant observation, semi-structured interviews and document analysis. The transcribed data were submitted to thematic analysis. The planning of the educational activity, carried out based on a diagnosis with the pharmacists, resulted in satisfaction on the part of the pharmacists, who stressed the relevance of the topics addressed for their daily practice. The theoretical-practical course with case studies that aimed to develop initial clinical skills proved to be satisfactory from the perspective of the participants. Problems in the management of the local health system made it difficult to carry out the on-site support phase, initially planned. In addition, factors that influence the possibility of applying such competences in professional daily life were evidenced. The knowledge generated can be used to support other university-health service integration experiences for the lifelong education of pharmacists, taking advantage of the positive aspects and developing strategies to prevent the identified problems.

Virtual Learning Environment of the Brazilian Health System (AVASUS): Efficiency of Results, Impacts, and Contributions.

The Virtual Learning Environment of the Brazilian Health System (AVASUS) is a free and open distance education platform of the Ministry of Health (MS). AVASUS is a scalable virtual learning environment that has surpassed 800,000 users, 2 million enrollments, and 310 courses in its catalog. The objective of this paper was to assess the impacts of the educational offerings on health services and AVASUS course participants' professional practice. This study analyzed data from AVASUS, the Brazilian National Registry of Health Care Facilities (CNES), the Brazilian Occupational Classification (CBO), and a questionnaire applied to 720-course participants from five regions of Brazil. After acquiring and extracting data, computational methods were used for the evaluation process. Only the responses of 462 participants were considered for data analysis, as they had a formal link to CNES. The results showed that respondents recommended 76.2% of AVASUS courses to peers. Accordingly, the quality of educational offerings motivated 81.3% of such recommendations. In addition, 75.6% of course participants who answered the questionnaire also indicated that AVASUS course contents contribute to enhancing existing health services in the health facilities where they work. Finally, 24.6% of all responses mentioned that courses available in AVASUS were essential in offering new health services in such facilities.

Marco de referencia para la formación de competencias informacionales en el contexto cubano de las ciencias de la salud / Frame of reference for information competence training in the Cuban health sciences context

Este trabajo tuvo como objetivo actualizar el marco de referencia para la formación de competencias informacionales en el Sistema Nacional de Salud. Se aborda la necesidad de incidir en la formación de competencias informacionales en los profesionales del Sistema Nacional de Salud, a partir de la identificación de elementos conceptuales y estructurales que deben actualizar las competencias núcleo definidas en el año 2008 y replanteadas en la actualidad, en correspondencia con los cambios que se han producido en la conceptualización de la alfabetización informacional. Esta actualización (adaptada al contexto actual cubano donde el conocimiento, las tecnologías y la innovación ocupan un lugar preponderante en el desarrollo de la sociedad( se basó en un sólido sustento metodológico, para que pueda ser utilizado en otros ámbitos que requieran dar solución a problemáticas similares. Con un enfoque cualitativo se utilizaron métodos científicos de nivel teórico y empírico; y en el proceso de solución del problema se utilizó el diagrama causa-efecto. Se aplicó un cuestionario a expertos. Se utilizó la triangulación como método de recolección de datos y se realizó el análisis de la información disponible. Como resultado se obtuvo una versión actualizada del marco de referencia para la formación de competencias informacionales en el sistema Nacional de Salud, lo que facilita y potencia el desarrollo de estas en los profesionales y técnicos en los servicios en Cuba(AU)

The purpose of the study was to update the frame of reference for information competence training in the National Health System. Attention is paid to the need to address the information competence training of professionals from the National Health System based on identification of conceptual and structural elements intended to update the core competences defined in the year 2008 and reinstated at present, in keeping with conceptual changes undergone by information literacy. Such update, adjusted as it is to the current Cuban context, where knowledge, technologies and innovation play a leading role in the development of society, was based on a solid methodological foundation, so that it may be used in other settings requiring solutions for similar problems. A qualitative analysis was performed using theoretical and empirical scientific methods, as well as the cause-effect diagram for the solution of the problem. A questionnaire was applied to experts. Data collection was based on the triangulation method and the available information was analyzed. The result obtained is an updated version of the frame of reference for information competence training in the National Health System, thus facilitating and strengthening their development among service professionals and technicians in Cuba(AU)

Tejido social competente para la participación ciudadana en el gobierno de las ciudades / Competent social weaving for citizen participation in city government / Tecido social competente para a participação dos cidadãos na governação das cidades

RESUMEN La Gobernanza Inteligente o participación ciudadana en el gobierno de las ciudades, es una de las dimensiones clave para considerar una ciudad como inteligente, y los portales de Gobierno En Línea han sido un medio para que esa participación se dé; sin embargo, dicha colaboración requiere de otro factor importante como lo es, la Gente Inteligente, representada en el capital social y humano existente en la ciudad o el tejido social. En esta investigación, se propone un modelo estadístico de regresión logística para la creación de dicho tejido social, con base en las competencias ciudadanas y digitales desarrolladas en las comunidades, mediante estrategias de aprendizaje permanente. El método científico soporta esta propuesta, desde la identificación del problema, el planteamiento de la solución a través del uso del modelo, la recolección de datos teniendo como muestra poblacional una comunidad de personas con discapacidad cognitiva de la Fundación FANDIC de la ciudad de Bucaramanga, Colombia y la interpretación de los resultados que sugieren la existencia de una ecuación para predecir la probabilidad de que un individuo, después de participar en un programa educativo diseñado de forma adaptativa desde la filosofía del aprendizaje permanente, forme parte de un tejido social competente. CLASIFICACIÓN: JEL 12, 13

ABSTRACT The Intelligent Governance or citizen participation in the government of the cities, is one of the key dimensions to consider a city as intelligent, and the portals of Online Government have been a means so that participation occurs; nevertheless, this collaboration requires of another important factor as it is, the Intelligent People, represented in the social and human capital existing in the city or the social weave. This research proposes a statistical model of logistic regression to support social weaving, based on the citizen and digital competencies developed in the communities, through lifelong learning strategies. The scientific method supports this proposal, from the identification of the problem, the proposal of the solution through the use of the model, the collection of data having as population sample a community of people with cognitive disability of the FANDIC Foundation of the city of Bucaramanga, Colombia and the interpretation of the results that suggests the existence of an equation to predict the probability that an individual, after participating in an educational program designed in an adaptive way from the philosophy of lifelong learning, is part of a competent social weaving. JEL CLASSIFICATION: 12, 13

RESUMO A governação inteligente ou a participação dos cidadãos no governo das cidades, é uma das dimensões chave para considerar uma cidade como inteligente, e os portais do Governo Online têm sido um meio para que essa participação seja dada; contudo, tal colaboração requer outro factor importante como é, as Pessoas Inteligentes, representadas no capital social e humano existente na cidade ou no tecido social. Nesta investigação, é proposto um modelo estatístico de regressão logística para a criação deste tecido social, baseado no cidadão e nas competências digitais desenvolvidas nas comunidades, através de estratégias de aprendizagem ao longo da vida. O método científico apoia esta proposta, desde a identificação do problema, a abordagem da solução através da utilização do modelo, a recolha de dados tendo como amostra populacional uma comunidade de pessoas com deficiências cognitivas da Fundação FANDIC da cidade de Bucaramanga, Colômbia e a interpretação dos resultados que sugerem a existência de uma equação para prever a probabilidade de um indivíduo, após participar num programa educativo concebido de forma adaptativa a partir da filosofia da aprendizagem ao longo da vida, fazer parte de um tecido social competente. CLASSIFICAÇÃO JEL: 12, 13

Professional learning of physical education professors: a look at lifelong professional development / Aprendizagem profissional de professores universitários em educação física: um olhar no desenvolvimento profissional ao longo da vida

ABSTRACT The purpose of this research is to analyze theoretically the lifelong learning of Physical Education professors at university. During the biographical processes of life, the teacher goes through episodic experiences that unfold in skills, knowledge, among other elements. This process occurs by the meaning that is attributed to such experiences, meaning this constructed by levels of critical reflection that qualify the professional performance. In this scenario, it is important to emphasize and consider that this process is social, and the university professor is an individual socially interconnected to a social culture, which in turn reveals the idiosyncratic process of learning of this subject. Thus, in his biography, the life experiences of the university professor lead his professional development.

RESUMO O objetivo deste trabalho é analisar teoricamente a aprendizagem ao longo da vida de professores universitários em Educação Física. Durante os processos biográficos da vida, o professor passa por experiências episódicas que se desdobram em habilidades, conhecimentos, entre outros elementos. Este processo ocorre pelo significado que é atribuído a tais experiências, significado este construído por níveis de reflexão crítica que qualificam a atuação profissional. Neste cenário, importa destacar e considerar que este processo é social e o professor universitário é um indivíduo socialmente interligado a uma cultura social, o que por sua vez revela o processo idiossincrático da aprendizagem deste sujeito. Assim, na sua biografia, as experiências de vida do professor universitário conduzem o seu desenvolvimento profissional.

O papel do gerontólogo nas universidades da terceira idade durante a pandemia de covid-19: estudo de caso / Gerontologist's role in the universities of the third age during covid-19 pandemic: case study

As Universidades da Terceira Idade (U3As) geralmente visam promover o envelhecimento saudável com atividades educacionais e sociais, mas desde 2020, o isolamento social da pandemia de Covid-19 tem exigido uma reorganização desses programas. Este artigo discute as possibilidades de intervenções e praxes em uma U3A para o enfrentamento das estratégias de mitigação da pandemia, na perspectiva de estagiários de Gerontologia que atuam em uma U3A, comparando os momentos antes e durante a pandemia. Para tanto, este relato de experiência descreve dois estudos de caso, sendo um relacionado ao estágio profissional anterior e outro durante a pandemia de Covid-19. Os dados foram coletados por meio de diagnóstico organizacional observacional e análise de documentos. Para a interpretação do material, foram realizadas análises documentais e de conteúdo, efetuando a comparação e discussão dos dados. Este projeto foi aprovado pelo Comitê de Ética em Pesquisa (CEP) e seguiu todos os preceitos éticos. Os resultados demonstram que o cenário de atuação do gerontólogo é amplo, mas o letramento digital, as informações sobre políticas de inclusão digital, profissionais capacitados para trabalhar com esse público e o fortalecimento de vínculos tornaram-se mais urgentes na pandemia de Covid-19.(AU)

Universities of the Third Age (U3As) generally aim to promote healthy ageing through educational and social activities, but since 2020, the social isolation of the Covid-19 pandemic has required a reorganization of these programs. This article discusses the possibilities of interventions and practices in a U3A to face the new reality of pandemic mitigation strategies, from the perspective of Gerontology interns who work in a U3A, comparing the moments before and during the pandemic. To this end, this experience report describes two case studies, being one related to internship before and the other during the Covid-19 pandemic. Data were collected through observational organizational diagnosis and document analysis. For the interpretation of the material, documentary and content analyzes were performed, making the comparison and discussion of the data. The Research Ethics Committee (CEP) approved this study. The results demonstrate that the gerontologist's role is broad, but digital literacy, information on digital inclusion policies, professionals trained to work with this audience, and strengthening professional bonds are more urgent in the Covid-19 pandemic.(AU)

Empathy Enhancement Based on a Semiotics Training Program: A Longitudinal Study in Peruvian Medical Students.

BACKGROUND: Empathy, as a core element of medical professionalism, is part of leadership in medicine. This attribute, predominantly cognitive, involves understanding and communication capacity. Empathy can be enhanced with courses on medical semiotics. It appears adequate to apply this enhancement in the early stages of professional training. Based on this, this study was performed with the purpose of demonstrating the positive effect that an academic course on medical semiotics has on the development of empathy in medical students. METHODS: A quasi-experimental study was conducted in one School of Medicine in Peru, where medical students had to attend a 17-week course on medical semiotics as part of their regular training. The sample, composed by 269 students, included two cohorts of third-year medical students. As main measures, the Jefferson Scales of Empathy (JSE), inter-professional collaboration (JSAPNC), and lifelong learning (JeffSPLL), were used. In addition, students' scores evaluating theoretical and practical aspects of the course were collected once the course was finished. Pre- and post-tests were administered in week 1 and in week 17. Analyses compared measures in both moments and in time. Inter-professional collaboration and lifelong learning scores and empathy scores were used as discriminant and convergent validity measures of students' course scores, respectively. RESULTS: Gender differences on empathy appeared, but only at the beginning. In the entire sample, empathy enhancement was confirmed in time (p < 0.001), with a large effect size (r = 0.45). This effect was also observed in both gender groups, separately. On the contrary, no changes appeared in inter-professional collaboration and in lifelong learning abilities in time. In addition, a positive correlation was observed among empathy, inter-professional collaboration and lifelong learning abilities at the beginning and at the end, confirming that the improvement observed was specific for empathy and explained by the educational intervention assessed. CONCLUSION: These findings bring empiric evidence supporting the positive effect that training in medical semiotics has on empathy. In addition, these findings highlight some gender differences in the development of empathy in medical students.

Family Loneliness: Its Effects in the Development of Empathy, Teamwork and Lifelong Learning Abilities in Medical Students.

CONTEXT: Family offers an important source of social support where individuals acquire social abilities that are necessary to create positive human relationships. This influence has been discussed by different sociological and psychological theories along the life span of individuals. In medicine, empathy, teamwork, and lifelong learning have been described as specific elements of professionalism that have special importance in the interaction with patients and in physicians' well-being at the workplace. This study was performed with the aim of demonstrating the following hypothesis: In the absence of specific training in empathy and teamwork and lifelong learning abilities, their development in medical students is associated with the students' perception of loneliness from their family environment. METHODS: A cross-sectional study was performed in the only two medical schools of Cusco (Peru), one private and the other public. Jefferson Scales of Empathy, Teamwork, and Lifelong Learning were used as the main measures. Mother-son and father-son relationships and family loneliness were measured to characterize the family environment. In addition, information related to sex, medical school, academic achievements, and place of origin were collected to control possible biases. Comparative, correlation, and multiple regression analyses were performed among the variables studied. RESULTS: In a sample of 818 medical students, differences by school appeared in empathy, teamwork, lifelong learning, and family loneliness. In addition, family loneliness showed an inverse correlation with empathy, teamwork, and learning measures. While having a positive relationship with the mother was associated with a greater development of empathy and learning abilities in the entire sample, a similar effect was observed in father-son relationships, but only in the private medical school group. Finally, in the public medical group, a multiple regression model explained 43% of the variability of empathy based on a lineal relationship with teamwork (p < 0.001), lifelong learning (p < 0.001), and family loneliness (p < 0.001). CONCLUSION: These findings confirm how family loneliness is detrimental to the development of medical professionalism. Also, they support the important role that the family, and especially parents, plays in the development of empathy, teamwork, and abilities in medical students. Finally, these findings highlighted important differences among students enrolled in public and private medical schools.

Factors Related to the Differential Development of Inter-Professional Collaboration Abilities in Medicine and Nursing Students.

Introduction: For physicians and nurses, teamwork involves a set of communication and social skills, and specific training in interdisciplinary work in order to be able to work together cooperatively, sharing responsibilities, solving problems, and making decisions to carry out actions centered on patients' care. Recent studies demonstrate that in the absence of targeted interdisciplinary educational programs, the development of teamwork abilities is sensitive to the influence of the dominant work environment. The purpose of this study was to characterize the role that environmental and individual factors play in the development of teamwork in environments with a dominant hierarchical work model. Methods: Questionnaires were distributed to 1,880 undergraduate students (980 medicine students and 900 nursing students) from three universities of Cusco city (Peru). The Jefferson Scale of Attitudes toward Physician-Nurse Collaboration was used as the main variable. The Jefferson Scales of Empathy and Lifelong Learning, the Social and Emotional Loneliness Scale for Adults, the Scale of Life Satisfaction, sex, discipline, age, and academic semester were used as explanatory variables. After calculating internal reliability and normality of the main measures, descriptive, comparative, and correlation analyses were performed to determine variables influencing the teamwork score. Results: A total of 1,518 (81%) surveys were returned fully completed. Adequate reliability was confirmed in all instruments. In the sample, nursing students showed greater inter-professional collaborative abilities than medicine students (p < 0.001). This attitudinal gap was higher in advanced semesters. A three-way ANOVA indicated differences in teamwork were associated with discipline (p < 0.001), sex (p < 0.01), and university (p < 0.001). However, main effects were associated only with discipline (η p2 = 0.14). Teamwork showed an inverse correlation with loneliness (ρ = -0.28; p < 0.001) and a positive correlation with empathy (ρ = + 0.49; p < 0.001) and lifelong learning (ρ = + 0.48; p < 0.001). Teamwork positively correlated with life satisfaction only in the medicine student group (ρ = + 0.15; p < 0.001). Conclusion: These findings bring new evidence to support the main effect that social environments, in the absence of targeted interdisciplinary educational programs, play in the development of teamwork.

Attitudes and Values of Physical Education Professionals and Undergraduate Students about Their Role in Health Promotion.

Physical education (PE) is identified with health, with PE teachers and school PE regarded as legitimate instruments for health promotion. The PE teacher's conceptions, attitudes, and values regarding the role of PE are inseparable from their performance. Thus, the objective of the present work is to verify concepts and attitudes of PE professionals and undergraduate students, in order to verify how they value their role in health promotion. This was a cross-sectional study that used surveys to assess attitudes and values of PE professionals and undergraduate students about their concepts of the role of PE in health promotion. A total of 942 PE professionals and undergraduate students regards themselves as players in health promotion (86.9%) despite no clear definition about the concept of health or the curriculum to attain such a goal, mainly based on academic training only. Also, they attribute the responsibility for childhood obesity and lack of motivation for the practice of physical activity to external factors, such as media (72.6%), family (84.7%), and technologies (83.1%). Despite participants regarding themselves as players in health promotion, there is a loose definition on how to promote health, and how to provide curriculum and strategies to meet the needs of public health.

De seniores para seniores, Proalfa: um projeto de alfabetização com dinâmicas de animação / From seniors to seniors Proalfa: a literacy project with socio-educational animation dynamics

Num contexto de transformações demográficas, de incentivo à educação ao longo da vida, de necessidade de valorizar o papel dos seniores na sociedade e de promover a convivência entre gerações, foi criado o projeto ProAlfa, para utentes de uma estrutura residencial para pessoas idosas de Leiria ­ Portugal. O objetivo é potenciar a aprendizagem da leitura e da escrita, a partir de estratégias de animação socioeducativa, e promover a interação social. As oficinas decorrem uma vez por semana, no espaço da instituição, sendo dinamizadas, voluntariamente, por quatro estudantes seniores do Programa 60+ do Politécnico de Leiria. O presente artigo apresenta parte da investigação realizada no âmbito do ProAlfa, com os seguintes objetivos: conhecer os motivos que levam os seniores a participar no projeto, identificar as atividades que realizam e as que mais valorizam, além de conhecer as expetativas dos participantes sobre o mesmo. Em nível metodológico, a pesquisa é um estudo de caso, de abordagem mista concretizado a partir de um inquérito por entrevista, de cariz estruturado, aplicado a dezesseis participantes no ProAlfa. Estes são maioritariamente mulheres, têm idades compreendidas entre os 58 e os 102 anos, e são pouco escolarizados. Os resultados evidenciam que a oportunidade para a realização de aprendizagens valiosas e para conviver são os motivos apontados para a participação no projeto. Realizam semanalmente atividades de leitura, escrita e pintura, sendo esta última a mais valorizada. Apre- sentam expectativas reduzidas quanto à sua participação no projeto, nomeadamente em relação à aquisição de competências de leitura.(AU)

In a context of demographic changes, of encouraging lifelong education, of valuing the role of seniors in society and of promoting coexistence between generations, the ProAlfa project was created for users of a residential structure for elderly people in Leiria ­ Portugal. The objective is to enhance the learning of reading and writing, based on socio-educational animation strategies, and to promote social interaction. The workshops take place once a week, in the institution's space, being voluntarily promoted by four senior students of the Programa 60+ of the Polytechnic of Leiria. This article presents part of the research carried out within the scope of ProAlfa, with the following objectives: know the reasons that lead seniors to participate in the project, identify the activities they carry out and those that they value most, and to know the expectations of the participants about the project. At a methodological level, the research is a case study, with a mixed approach, obtained through an interview survey, of a structured nature, applied to 16 participants in ProAlfa. These are mostly women, ages between 58 and 102 years old, and with low level of education. The results show that the opportunity to learn valuable skills and to enjoy their time together are the reasons given for participating in the project. They carry out weekly reading, writing and painting sessions, the latter being the most valued. They have low expectations regarding their participation in the project, namely in relation to the acquisition of reading skills.(AU)

Projeto en-red-versad@s-clube de poesia on- line- relato de uma experiência de utilização de um blogue por seniores portugueses e espanhóis / En-red- versad@s project-online poetry club- report of an experience of ising a blog by portuguese and spanish seniors

O presente relato é parte de um projeto mais vasto de intervenção e investigação em curso no âmbito do Projeto En­Red­Versad@s.Clube de poesia on line, dinamizado pela Universidade Sénior da Universidade da Corunha e pelo seu parceiro Programa 60+ do Politécnico de Leiria. Este clube visa, através da dinamização de um blogue, a divulgar a língua e a poesia portuguesas, bem como desenvolver competências linguísticas, culturais e digitais, através do domínio e uso das Tecnologias da Informação e Comunicação (TIC). O projeto desenvolve-se no quadro de uma educação plurilinguística, poética e digital, ao longo da vida, em ordem a um envelhecimento ativo e saudável, bem como à construção de uma cidadania consciente e comprometida por parte dos estudantes seniores. Através deste relato, pretende-se apresentar os objetivos, participantes, metodologias de ação e os primeiros dados de participação dos seniores, decorrentes do registo de acesso ao blogue e aos conteúdos partilhados, cuja análise se insere num paradigma quantitativo. Os resultados obtidos, através de estatístisca descritiva, sugerem que o projeto tem potencialidades formativas que impulsionam o envolvimento dos participantes seniores no clube de poesia on line, abrindo a discussão sobre as vantagens de um alargamento da sua participação e sobre as estratégias pedagógicas para a promover. Afirma-se como uma resposta socioeducativa válida, em ordem à valorização pessoal e intergeracional dos participantes.(AU)

This report is part of a broader intervention and research project integrated within the scope of the En­Red­Versad@s Project. Online poetry club. Such project is developed by the Senior University of the University of A Coruña and its partner Program 60+ at the Polytechnic of Leiria. Through a blog, this club aims to promote the Portuguese language and poetry, as well as develop linguistic, cultural and digital competences, increasing proficiency with technologies and computers. The project is developed within the framework of a multilingual, poetic and digital education, through the life course, in order to achieve an active and healthy aging, as well as construct a conscious and committed citizenship by the senior students. This report intends to present the aims, participants and methods of action, as well as the first data of participation from the seniors, including their access records to the blog and the contents shared. The analysis is based on a quantitative paradigm. The results, obtained through, descriptive statisticssuggest that the project has training opportunities that can enhance the involvement of senior participants in the online poetry club. This opens the discussion about the advantages of widening their participation and the pedagogical ways of promoting it. This arises as a valid socio-educational response, in order to enhance the personal and intergenerational value of the participants.(AU)

Idosos on-line: tecnologia como recurso para a aprendizagem ao longo da vida / Online elderly: technology as a resource for lifelong learning

As tecnologias digitais de informação e comunicação geram benefícios na vida pessoal e coletiva. Para as pessoas idosas, os recursos tecnológicos promovem saúde, conforto nas atividades diárias, bem-estar social e engajamento no próprio percurso de aprendi- zagem. No entanto, evidenciam-se dificuldades na utilização de dispositivos móveis pelos idosos, bem como na análise crítica das informações disponibilizadas. Observam-se poucas pesquisas direcionadas ao processo de ensino-aprendizagem no contexto de alfabetização e letramento digital de idosos. Este trabalho apresenta uma intervenção educativa sobre dispositivos móveis para idosos, utilizando-se da tecnologia como forma de apoio personalizado e remoto à aprendizagem de práticas com smartphones e tablets. Um sistema computacional de multiplataforma capaz de coletar e armazenar dados, cadastrar intervenções programadas e executá-las de maneira interativa por meio de um aplicativo foi adotado como recurso pedagógico. No total de 155 idosos participantes, houve um aumento significativo na frequência de uso de 79% dos recursos do smartphone (Wilcoxon, p< 0,05) no pré e pós-teste. Houve diferenças quanto à autoeficácia geral e alcance de metas via smartphone (0,18 < r > 0,66), e ainda, quanto à escolaridade e à idade na utilização de recursos do smartphone (de 58% para 16% e de 47% para 21%, respectivamente) no pré e pós-teste. Os resultados preliminares da intervenção apontam possibilidades de desenvolvimento de um modelo educativo de letramento digital para a pessoa idosa.(AU)

Digital information and communication technologies generate benefits in personal and collective life. For the elderly, technological resources promote health, comfort in daily activities, social well-being and engagement in the learning path itself. However, difficulties are shown in the use of mobile devices by the elderly, as well as in the critical analysis of the information available. There is little research directed to the teaching-learning process in the context of digital literacy of the elderly. This paper presents an educational intervention on mobile devices for the elderly, using technology as a form of personalized and remote support for learning practices with smartphones and tablets. The research adopted a multiplatform computational system capable of collecting and storing data, registering scheduled interventions and executing them interactively through an application. In a total of 155 elderly participants, there was a significant increase in the frequency of use of 79% of smartphone resources (Wilcoxon, p <0.05) in the pre- and post-test. There were differences in overall self-efficacy and goal range via smartphone (0.18 < r > 0.66), and also, regarding schooling and age in the use of smartphone resources (from 58% to 16% and from 47% to 21%, respectively) in the pre and post-test. The preliminary results of the intervention indicate possibilities for the development of an educational model of digital literacy for the elderly.(AU)

As universidades seniores e o envelhecimento ativo: os impactos junto das pessoas idosas em Portugal / Senior Universities and Active Aging: the impacts on the elderly in Portugal / Las universidades mayores y el envejecimiento activo: el impacto con las personas mayores en Portugal

Este artigo discute a temática das universidades seniores e do envelhecimento ativo e a sua importância na vida das pessoas idosas. Trata-se de uma revisão crítica de literatura que aborda o assunto do envelhecimento no contexto social a partir da oferta atual da participação das pessoas idosas nas universidades seniores. Analisa-se a fundação das universidades seniores, em nível internacional e nacional, dando-se destaque a uma universidade sénior localizada no interior de Portugal, mais concretamente na cidade de Castelo Branco, designada por Universidade Sénior Albicastrense (USALBI).

This article discusses the theme of senior universities and active aging and their importance in the lives of the elderly. This is a critical literature review that addresses the issue of aging in the social context from the current offer of participation of older people in senior universities. In this context, the foundation of these institutions, at an international and national level, is analyzed, highlighting a senior university located in the interior of Portugal, more concretely in the city of Castelo Branco, known as Senior University Albicastrense (USALBI).

Este artículo discute la temática de las universidades mayores y el envejecimiento activo y su importancia en la vida de las personas mayores. Se trata de una revisión crítica de literatura que aborda el tema del envejecimiento en el contexto social a partir de la oferta actual de la participación de las personas mayores en las universidades mayores. Analiza el fundamento de las universidades, altos niveles internacionales y nacionales, haciendo especial hincapié en una universidad de alto nivel situado en el interior de Portugal, concretamente en la ciudad de Castelo Branco, llamada Universidad Albicastrense Senior (USALBI).

Improvement of Inter-Professional Collaborative Work Abilities in Mexican Medical and Nursing Students: A Longitudinal Study.

Background: Inter-professional and interpersonal relationships in collaborative work environments can prove to be critical elements in healthcare practice. When implementers fail to understand the importance of a collaborative perspective, this can lead to communication problems which ultimately harm the users. Objectives: To improve the inter-professional collaborative work skills of Mexican students in their first year of medical and nursing degrees through the use of a training program geared toward development of interpersonal skills and interdisciplinary work. Methods: The sample was composed of 162 students (62 males and 99 females) from the School of Healthcare Sciences of the Autonomous University of Coahuila, Mexico. The main measures used were the Jefferson Scale of Empathy (JSE); the Jefferson Scale of Attitudes toward Inter-Professional Collaborative Work between Medical and Nursing Professionals (JSAPNC); and the Jefferson Scale of Lifelong Learning (JeffSPLL). The entire sample was divided into two groups (experimental and control groups). Both groups attended an extra-curricular program using a coaching methodology. In the first case the topic focused on attitudes toward inter-professional collaborative work. In the second case, the program focused on addiction. Both programs ran for 4 months. Psychometric instruments were applied at the beginning and at the end of both programs. After analyzing the reliability of the instruments, an ANOVA test was performed. Results: The control group of medical students showed a deterioration in the development of collaborative work skills (p < 0.01), whereas in the experimental group this deterioration was not present. In the experimental group of nursing students, a significant increase in the development of collaborative work skills (p < 0.05) was observed. The differences were clearly due to the professional area of study (p < 0.001). Conclusion: There are differences in collaborative work skill development among different professional areas. These differences can be reduced through the implementation of a program aimed at developing collaborative work and interpersonal skills in the early stages of training.

Single shot of 17D vaccine may not confer life-long protection against yellow fever

The yellow fever (YF) vaccine has been used since the 1930s to prevent YF, which is a severe infectious disease caused by the yellow fever virus (YFV), and mainly transmitted by Culicidae mosquitoes from the genera Aedes and Haemagogus . Until 2013, the World Health Organization (WHO) recommended the administration of a vaccine dose every ten years. A new recommendation of a single vaccine dose to confer life-long protection against YFV infection has since been established. Recent evidence published elsewhere suggests that at least a second dose is needed to fully protect against YF disease. Here, we discuss the feasibility of administering multiple doses, the necessity for a new and modern vaccine, and recommend that the WHO conveys a meeting to discuss YFV vaccination strategies for people living in or travelling to endemic areas.