PSICE Project Protocol: Evaluation of the Unified Protocol for Transdiagnostic Treatment for Adolescents with Emotional Symptoms in School Settings / El protocolo del Proyecto PSICE: evaluación del protocolo unificado transdiagnóstico para adolescentes con síntomas emocionales en contextos educativos

Background: The aim of the PSICE (Evidence-based Psychology in Educational Contexts) Project is to examine the effectiveness of the Unified Protocol for Transdiagnostic Treatment of Adolescents (UP-A) with symptoms of anxiety and depression in school settings. The goal is to prevent emotional problems and to improve adolescents’ socioemotional adjustment, learning processes, and academic performance. Method: A randomized controlled trial with two groups will be performed: active control (progressive relaxation training) and experimental (UP-A). After screening, participants with subclinical emotional symptomatology will be selected for pre- and post-test evaluation and follow-up at 6, 12, and 18 months. Results: The impact of different indicators at behavioral, cognitive, affective, social and academic functioning levels will be analyzed, as well as their effects in the short, medium and long term. Conclusions: Examining the effectiveness of the UP-A in the Spanish educational context will, among other things, provide data for informed decision-making in the field of educational psychology. In addition, it will ensure that such interventions, using standardized protocols, are accessible to a large population at such an important stage of human development as adolescence. The PSICE project will provide leadership and guidance on the importance of psychology in schools. (AU)

Antecedentes: El objetivo del Proyecto PSICE (Psicología basada en la evidencia en contextos educativos) es examinar la efectividad del protocolo unificado para el tratamiento transdiagnóstico de síntomas de ansiedad y depresión en adolescentes (UP-A) en contextos educativos. El objetivo es prevenir los problemas emocionales, así como mejorar el ajuste socioemocional, los procesos de aprendizaje y el rendimiento académico de los adolescentes. Método: Se implementa mediante un ensayo controlado aleatorizado con dos grupos: control activo (entrenamiento en relajación progresiva) y experimental (UP-A). Tras un cribado, se seleccionarán participantes con síntomas emocionales subclínicos a los que se realizará evaluación pretest, postest y seguimiento a los 6, 12 y 18 meses. Resultados: Se analizará el impacto de diferentes indicadores a nivel comportamental, cognitivo, afectivo y de funcionamiento social y académico, así como sus efectos a corto, medio y largo plazo. Conclusiones: Examinar la efectividad del UP-A en el contexto educativo español permitirá, entre otras cuestiones, disponer de datos en el campo de la psicología educativa de cara a la toma de decisiones informadas, además de garantizar que dichas intervenciones sean accesibles, empleando protocolos estandarizados, para un gran conjunto de la población y en una etapa del desarrollo humano tan relevante como es la adolescencia. El proyecto PSICE proporcionará liderazgo y orientación sobre la importancia de la Psicología en el contexto educativo. (AU)

Fabricación de modelos anatómicos articulares para formación en intervencionismo ecoguiado / Anatomic joint models for eco-guided interventionism training manufacture

Introducción: El intervencionismo ecoguiado ha supuesto un cambio en la forma en que los especialistas de medicina física y rehabilitación se enfrentan al dolor musculoesquelético y a otros problemas como la espasticidad. La implantación de las unidades de intervencionismo ecoguiado mejora los resultados de los tratamientos mínimamente invasivos, habituales en la práctica clínica de nuestra especialidad. El mayor inconveniente de esta práctica es la larga curva de aprendizaje y la dificultad para llevar a cabo prácticas durante los cursos de formación. Objetivo: Desarrollar un sistema de fantomas que permita la práctica de intervencionismo en modelos anatómicos acortando los tiempos de aprendizaje y mejorando la certeza al alcanzar el objetivo de la práctica intervencionista. Métodos: Se describe el método de fabricación de modelos tridimensionales de articulaciones a partir de imágenes obtenidas de tomografía axial computarizada, y su inclusión posterior en moldes realizados con gelatina alimenticia, que permiten obtener unos fantomas similares a modelos articulares reales que posibilitan su estudio mediante técnicas de ecografía y la práctica del intervencionismo ecoguiado. Conclusión: Los modelos articulares tridimensionales con gelatina alimenticia son útiles en la práctica y aprendizaje de las técnicas de intervencionismo ecoguiado articular.(AU)

Introduction: Eco-guided interventionism has changed the way Physical Medicine and Rehabilitation specialists deal with musculoskeletal pain and other problems such as spasticity. The implementation of the Eco-Guided Intervention Units improves the results of the usual minimally invasive treatments in our speciality's clinical practice. The biggest drawback of this practice is the long learning curve and the difficulty of practice during training courses. Objective: To develop a system of phantoms that allow the practice of interventionism in anatomical models by shortening learning times and improving certainty by achieving the objective of interventionist practice. Methods: Describes the method of manufacturing three-dimensional models of joints with images obtained from computerized axial tomography, and their subsequent inclusion in gelatin's made molds, which allow to obtain phantoms, similar to real joint models, that allow to study using ultrasound techniques, and the practice of eco-guided interventionism. Conclusion: Three-dimensional joint models made with gelatin are useful in the practice and learning of joint eco-guided interventionism techniques.(AU)

An Integrated Analysis of the Impact of Spanish Family Support Programmes with Informed Evidence / Un análisis integrado del impacto de los programas españoles de apoyo familiar basados en la evidencia

A description is made of the quality of Spanish family support programmes, based on their impact, dissemination, scaling up in communities, and sustainability; 57 implemented programmes with informed evidence were selected by EurofamNet. Most of the programmes were shown to make a positive impact, using quantitative methodologies, and they were manualized, while about half of them defined the core contents and included professional training. From a cluster analysis of programmes with scaling up, those with a high and moderate level of systematization were identified, based on the existence of defined core contents, implementation conditions, institutional support, professional training, and reports of findings. The highly systematized programmes were characterized by a greater use of mixed methodologies, their scientific dissemination through different means, and their inclusion in services. A programme quality analysis is proposed, taking an integrated approach that relates the programme’s impact with its design, implementation, and evaluation of sustainability.(AU)

En este trabajo se presenta una descripción de la calidad de los programas españoles de apoyo a las familias, basándose en su impacto, difusión, diseminación institucional y sostenibilidad. En el marco de EurofamNet se seleccionaron 57 programas implementados con evidencia fundamentada. La mayoría de los programas mostraron un impacto positivo utilizando metodologías cuantitativas y estaban manualizados, mientras que cerca de la mitad de ellos definían los contenidos clave e incluían la formación de los profesionales. A partir de un análisis de conglomerados se identificaron los que tenían un nivel de sistematización alto y moderado, definidos los contenidos clave y las condiciones de implementación, apoyo institucional, formación profesional e informes de resultados. Los programas con alto nivel de sistematización se caracterizaron por un mayor uso de metodologías mixtas, su difusión científica a través de diferentes medios y su inclusión en las instituciones. Se propone un análisis de la calidad de los programas, con un enfoque integrado que relacione el impacto del programa con su diseño, implementación y la evaluación de la sostenibilidad.(AU)

Organization of educational support for an inclusive school from the perspective of specialist teachers

La organización del apoyo educativo en las escuelas guarda una estrecha relación con el grado de inclusión que se persigue en la praxis educativa. El modelo inclusivo de apoyo depende de cómo este se conciba en los centros, lo que repercutirá directamente en cómo el profesorado especialista (profesor de Pedagogía Terapéutica –Pt– y de Audición y Lenguaje –Al–) ejerza su rol. El objetivo general de este estudio fue analizar la organización de los apoyos en centros de educación primaria y secundaria desde la percepción del profesorado especialista. Se llevó a cabo una investigación descriptiva, no experimental de carácter mixto. Se utilizó un cuestionario con preguntas abiertas y cerradas que cumplimentaron 23 docentes. Los resultados destacaron la utilización de espacios diferenciados del aula ordinaria, donde a menudo las acciones del docente de apoyo no se encontraron en consonancia con las dinámicas generales que realizaba el profesorado regular. Se concluye que la coordinación y la responsabilidad entre los docentes de apoyo y del aula regular no eran, generalmente, repartidas de manera colaborativa. El estudio destacó una organización del apoyo anclada en el modelo del déficit, cuyos principios correctivos y compensatorios no permitían extender el apoyo al conjunto de las aulas ordinarias y ser más inclusivos. (AU)

The organization of educational support in schools is closely related to the degree of inclusion pursued in educational practice. The inclusive model of support depends on how it is conceived at the centres. This will have a direct impact on how the specialist teachers (Therapeutic Pedagogy Teacher –Pt– and Hearing and Language Teacher –Al–) perform their roles. The general objective of this study was to analyse the organization of support education in primary and secondary schools as perceived by specialist teachers. Descriptive, non-experimental mixed research was carried out. A questionnaire was used with open and closed questions completed by 23 teachers. The results highlighted the use of spaces differentiated from the mainstream classroom, where the actions of the support teacher were often not in line with the general dy-namics carried out by the mainstream teachers. It was concluded that coordination and responsibility between support teachers and mainstream classroom teachers were not generally shared in a collaborative manner. The study highlighted an organization of support based on the deficit model, whose corrective and compensatory principles did not allow support to be extended to all regular classrooms and to be more inclusive. (AU)

A reflection on the role, competence, and training of the nurse-teacher / Uma reflexão sobre o papel, a competência e a formação do enfermeiro-professor

Education is a process that is formed from the application of own methods. Some of the nurse teacher's competencies are: influencing the way of acting and thinking about health inside and outside the classroom; breaking bubbles and paradigms that insist on concentrating the same ideas and conceptions on the same object; and inculcating future perspectives that help to sustain the critical consciousness of humanity in the economic, ecological, social, spatial and cultural spheres. We invite these professionals, based on these reflections, to think, rethink and discuss their roles, competencies, and ongoing training.

A educação é um processo que se forma por meio da aplicação de métodos próprios. Algumas das competências do enfermeiro-professor são influenciar a forma de agir e pensar a saúde dentro e fora da sala de aula; romper bolhas e paradigmas que insistem em concentrar as mesmas ideias e concepções sobre um mesmo objeto, e inculcar perspectivas de futuro que ajudem a sustentar a consciência crítica da humanidade nas esferas econômica, ecológica, social, espacial e cultural. Convidamos esses profissionais, por meio dessas reflexões, a pensar, repensar e discutir seu papel, suas competências e sua formação permanente.

Circo en la escuela: compartiendo prácticas pedagógicas / Circus at School: Sharing Pedagogical Practices

Resumen Introducción: El circo atrae cada vez más la atención de profesionales de áreas diversas, entre ellos el profesorado de Educación Física que actúan en el ámbito de la Educación Básica. De hecho, numerosos estudios discuten la enseñanza de las actividades circenses en la escuela, mostrando que la experiencia de cada docente revela un camino posible para entender mejor esta aproximación. El objetivo de este estudio fue investigar la introducción de la enseñanza de actividades circenses en dos escuelas brasileñas de Educación Básica. Procedimientos metodológicos: El estudio de campo se realizó en dos instituciones brasileñas, una en la ciudad de Itatiba-SP y otra en Belo Horizonte-MG, por medio de observaciones directas y entrevistas en profundidad. Resultados y discusiones: En ambos casos la figura de la persona docente aparece como principal responsable por la inclusión del circo en la escuela y las actividades desarrolladas se justifican por considerar que contribuyen a una educación corporal más expresiva y artística. Consideraciones: Nos parece que las propuestas pedagógicas estudiadas pueden inspirar a otros docentes, gestores o investigadores en ese campo específico de actuación profesional.

Abstract Introduction: The circus attracts the attention of professionals from different areas; among them are Physical Education teachers working in Elementary Education. In fact, several studies reveal that teachers can be the "key" to opening the door to circus activities in school. Therefore, we believe that analyzing their experience is an interesting way to understand this approach. This study aimed to investigate the introduction of the teaching of circus activities in two Brazilian schools in Elementary Education. Methodological procedures: This article presents a field study conducted in two Brazilian schools, one in the city of Itatiba-SP and another in Belo Horizonte-MG. Through observations and interviews, we tried to understand the context and characteristics of each proposal. Results and discussion: We found that, in both cases, the figure of the teacher is mainly responsible for the inclusion of the circus in school and that the activities developed are justified by contributing to a more expressive and artistic education. Considerations: The cases studied show us two interesting proposals to organize classes that can inspire other teachers, managers, or researchers.

Resumo Introdução: O circo está atraindo cada vez mais a atenção de profissionais de diversas áreas, entre eles professores de Educação Física que trabalham na área do Ensino Fundamental. Na verdade, numerosos estudos discutem o ensino das atividades circenses na escola, mostrando que a experiência de cada professor revela uma maneira possível de entender melhor essa abordagem. O objetivo desse estudo é investigar a introdução do ensino das atividades circenses em duas escolas brasileiras de Ensino Fundamental. Procedimentos metodológicos: O estudo de campo foi realizado em duas instituições brasileiras, uma na cidade de Itatiba-SP e outra em Belo Horizonte MG, por meio de observações diretas e entrevistas em profundidade. Resultados e discussões: Em ambos os casos a figura do professor aparece como principal responsável pela inclusão do circo na escola e as atividades desenvolvidas se justificam por considerarem que contribuem para uma educação corporal mais expressiva e artística. Considerações: Parece ser que as propostas pedagógicas estudadas podem inspirar outros professores, agentes ou pesquisadores nesse campo específico de ação profissional.

Co-Learning Computational and Design Thinking Using Educational Robotics: A Case of Primary School Learners in Namibia.

In a two-day educational robotics workshop in a Namibian primary boarding school, learners with no programming skills managed to apply both computational and design thinking skills with the aid of educational robotics. Educational robotics has proved to be an area which enhances learning both computational thinking and design thinking. An educational robotics (ER) workshop focusing on Arduino robotics technologies was conducted with primary school learners at Nakayale Private Academy. Observation methods through watching, listening and video recordings were used to observe and analyze how the learners were interacting throughout the workshop. Based on the results, it was concluded that this approach could be applied in classrooms to enable the primary school learners apply computational and design thinking in preparation of becoming the producers and not only the consumers of the 4IR technologies.

Niveles de conocimientos adquiridos sobre el desarrollo del germen dentario en relación con el período de pandemia de COVID-19 por alumnos de primer año de la Facultad de Odontología de la Universidad Nacional de Cuyo / Levels of knowledge acquired about development of the tooth germ, during the COVID-19 pandemic period by first-year students of the UNCuyo School of Dentistry

Introducción: El desarrollo del germen dental y su evolución, tanto morfo- como histogenético, debe ser conocido en detalle por el alumno de primer año, ya que formará parte esencial de su formación como profesional. El modelo de enseñanza-aprendizaje se vio profundamente alterado durante el período de aislamiento ocurrido por la pandemia de COVID-19. El objetivo de este trabajo fue estudiar en qué medida el aprendizaje virtual exclusivo condicionó la apropiación del conocimiento en alumnos de primer año de la carrera de odontología sobre un tema tan crucial.Materiales y métodos.Se analizaron, en 120 exámenes realizados en el período de pandemia, los aprendizajes teóricos sobre el desarrollo del germen dentario y la capacidad de esquematizar su evolución morfo- e histogenética por alumnos de primer año de odontología.Resultados.Los resultados mostraron un descenso significativo de los niveles de aprendizaje durante la enseñanza virtual exclusiva, especialmente en la capacidad de demostrar, por medio de un esquema o dibujo, el tema aprendido.Conclusiones.Se resalta la importancia de la presencia real del docente frente al alumno y el entorno educativo y social, además del uso de las herramientas virtuales, las cuales lograron un progreso significativo durante la pandemia. (AU)

Introduction: The development of the dental germ and its evolution both morphogenetically and histogenetically should be known in detail by the first-year student since it will form an essential part of his or her training as a professional. The teaching-learning model was profoundly altered during the period of isolation caused by the COVID-19 pandemic. The aim of this work was to study the extent to which exclusive virtual learning conditioned the appropriation of knowledge in first-year dental students on such a crucial subject.Materials and methods.Theoretical learning about the development of the dental germ and the ability to schematize its morphogenic and histogenetic evolution were analyzed in 120 exams taken during the pandemic period by first year dental students.Results.The results showed a significant decrease in learning levels during exclusive virtual teaching, especially in the ability to demonstrate by means of a scheme or drawing, the learned topic.Conclusions.The importance of the real presence of the teacher in front of the student, the educational and social environment in addition to the use of virtual tools is highlighted, which achieved significant progress during the pandemic. (AU)

Intervenciones de enfermería psicoeducativas presenciales y on-line, para el manejo de la ansiedad: revisión integradora de la literatura / Face-to-face and online psychoeducational nursing interventions for anxiety management: an integrative review of the literatura

Objetivo: analizar las evidencias encontradas en la literatura científica sobre el impacto de las intervenciones psico-educativas en el manejo de la ansiedad, desarrolladas en línea o presenciales con participación de profesionales de enfermería. Método: revisión narrativa e integradora de literatura científica mediante la búsqueda de publicaciones en los principales metabuscadores y en los artículos indexados de las bases de datos de SciELO, MEDLINE y LILACS. Resultados/Discusión: la búsqueda de artículos basados en intervenciones psico-educativas en línea para el manejo de la ansiedad y enfermería, aportó 4.295 publicaciones que, tras las tres etapas de lectura y filtrado, sólo 11 fueron seleccionados: dos revisiones sistemáticas, ocho ECAs y un estudio cuasiexperimental. El aspecto psico-educativo es transversal en cada publicación, siendo efectivo para el manejo de la ansiedad en diversas situaciones clínicas. Aunque hay diversos estudios que evidencian la realización de intervenciones psico-educativas presenciales lideradas por enfermería, no se encontró ningún estudio o investigación específica desarrollada por enfermeras íntegramente en formato on-line. Conclusión: Las modalidades de intervención, estrategias y programas psico-educativos que aprovechan la facilidad de uso e impacto que aporta el uso de las TICs, deben ser valorados desde el ámbito clínico de forma más exhaustiva, ya que estas herramientas facilitan la incorporación de la psico-educación en la rutina clínica. La falta de evidencia sobre la eficacia de estas intervenciones cuando son diseñadas y desarrolladas íntegramente por enfermeras hace necesario plantear investigaciones que evalúen sus resultados. (AU)

Objective: To analyze the evidence found in the scientific literature of the impact of psycho-educational interventions on anxiety management, carried out online or in person with the participation of nursing professionals. Method: Narrative and integrative review of scientific literature by searching for publications in the main metasearch engines and in the indexed articles of the SciELO, MEDLINE and LILACS databases. Results/Discussion: The search for articles based on online psycho-educational interventions for anxiety management and nursing, provided 4,295 publications, of which, after the three stages of reading and filtering, only 11 were selected: two systematic reviews, eight RCTs and one quasi-experimental study. The psycho-educational aspect is transversal in each publication, being effective for the management of anxiety in various clinical situations. Although there are several studies that show the realization of face-to-face psycho-educational interventions led by nursing, we did not find any specific investigation or research carried out by nurses in an entirely online format. Conclusion: The intervention modalities, strategies and psycho-educational programs that take advantage of the ease of use and impact provided using ICT should be evaluated from the perspective of the clinical field in a more exhaustive way, since these tools facilitate the incorporation of psychoeducation into the clinical routine. The lack of evidence on the efficacy of these interventions when they are designed and implemented entirely by nurses makes it necessary to propose research that evaluates the results. (AU)

Sports and Psychology Curriculum Development Processes and Reforms of Singapore, Ireland, Finland, Turkey, and Hong Kong / Procesos de desarrollo curricular y reformas de Singapur, Irlanda, Finlandia, Turquía y Hong Kong

The administration faces a hurdle in curriculum building while anticipating the future needs of the pupils. The industrialized nations have the proper system for curriculum development required for students' sustainable learning. There is a lack of emphasis on curriculum development in sports and psychology. This study examines the sports and psychology curriculum development and reform processes in Singapore, Ireland, Finland, Turkey and Hong Kong. This research is based on secondary data and makes use of document analysis. The findings indicate that countries, including Turkey, should prioritize the development of sports and psychological curricula for the optimal development and education of pupils. The study is based on a novel concept that examines the considerable knowledge gap regarding the creation and reform of sports and psychology curricula. Theoretically, this research is very significant because it has explored the sports and psychology curriculum development process and reforms. This research has addressed the practical challenges of the curriculum creation process and changes in Singapore, Ireland, Turkey, Finland, and Hong Kong, making it valuable from a practical standpoint. Future scholarly works that wish to make a substantial contribution to the body of literature are encouraged to follow the future directions advised by the research.(AU)

Caminhos formativos: juventude, trabalho e educação / Formative paths: youth, work and education

CAMINHOS FORMATIVOS: Juventude, Trabalho e Educação ­ Guia de Acesso ao Ensino Superior e Técnico, é uma cartilha produzida por dois Programas de Educação Tutorial da Universidade Federal do Rio Grande do Sul, PET Participação e Controle Social em Saúde e PET Odontologia, e tem como objetivo informar jovens estudantes sobre direitos e oportunidades de estudo e formação, que muitas vezes não são adequadamente divulgadas, diminuindo a probabilidade deste público ocupar estas vagas. Elaborada por discentes que já passaram por situações difíceis para acessar o ensino superior, esta cartilha também busca fomentar a reflexão e o pensamento crítico sobre o direito a educação de qualidade e sobre o acesso e a permanência no ensino superior e técnico. O projeto que originou esta cartilha, também intitulado Caminhos Formativos, acredita na importância das/os jovens desenvolverem o espírito investigativo e a curiosidade sobre seu contexto sociocultural, problematizando as diferentes realidades de vida de maneira crítica e politizada, como forma de incentivar estratégias criativas para construir novas visões de futuro.

Design and Application of Artificial Intelligence Technology-Driven Education and Teaching System in Universities.

In recent years, many colleges and universities have been experimenting and exploring the evaluation of education and teaching system and have achieved certain results. In order to understand the quality of education and teaching system in colleges and universities, to improve the school conditions, and to promote the reform of teaching management, methods and means of evaluating the quality of education and teaching system in general higher education institutions are needed. Modern university education and teaching system should realize the combination of classroom teaching and practice teaching, and education and teaching system adopts the mode of the combination of on-campus practice and off-campus practice, so the design of teaching system is the key to the quality of teaching. Aiming at the current problem that talents cultivated by colleges and universities can hardly meet social demands in terms of engineering practice ability, innovation ability, and international competitiveness, this paper proposes the evaluation and adjustment of college education and teaching system driven by algorithms based on artificial intelligence (AI). By designing the teaching system of talent cultivation, and then establishing a quantitative and controllable quality assurance system for practical teaching, a new mechanism for the design of university education system is further explored. Specifically, the framework of the instructional system is built with the aid of an actor-critic algorithm in reinforcement learning, which assists in the design of the university education system, allowing students to truly understand, master and flex their knowledge, and strengthening the correct understanding of the students' internal learning mechanisms. The practical teaching effect shows that the AI-driven instructional designs are more popular with contemporary students and have higher evaluation scores. The numerical experiment results also show the stability of the instructional design, overcoming the drawbacks of traditional manual subjectivity in the design. AI-driven college education and teaching system is conducive to cultivating students' solid technical theoretical foundation. Therefore, through the AI-driven teaching system to strengthen the training of practical ability, so as to comprehensively improve students' comprehensive quality and innovation ability.

Calidad de vida y personalidaden las personas mayoresque estudian en la universidad / Quality of life and personality in older people university students

FUNDAMENTOS: Las universidades de las personas mayores son centros de educación superior en los que dichas personas pueden adquirir nuevos conocimientos, promoviéndose así la participación activa de las personas retiradas. La participación en estas universidades permite el aprendizaje y las personas que acuden consideran que su salud es mejor porque son más activas y tienen la motivación de aprender, favoreciendo una imagen positiva de sí mismos. Esta investigación tuvo como objetivo explorar por un lado si las personas que asistían a este tipo de universidad presentaban una buena calidad de vida. Por otro lado, qué factores de personalidad podían estar relacionados con una buena calidad de vida en estos estudiantes. MÉTODOS: La calidad de vida se midió con el cuestionario World Health Organization Quality of Life-BREF (WHOQOL-BREF) en 54 estudiantes universitarios mayores de España. Además, también se evaluaron los tipos de personalidad de los estudiantes utilizando el cuestionario Eysenck Personality Questionnaire-Revised (EPQ-R) de Eysenck. Finalmente, se estudió la relación entre las diferentes dimensiones de la personalidad y la calidad de vida. Los análisis estadísticos que se realizaron fueron la media y desviación estándar por un lado y la prueba T para comparar las medias independientes, además de las correlaciones de Pearson para correlacionar las dimensiones de la extraversión, el neuroticismo y el psicoticismo. RESULTADOS: Este estudio demostró que la Universidad de las personas mayores es una experiencia que está ligada a una buena calidad de vida, siendo las puntuaciones de WHOQOL-BREF superiores a 60. También un alto nivel de neuroticismo y psicoticismo son factores relacionados con una mala calidad de vida (p<0,05).(AU)

BACKGROUND: Universities of the older population are centres of higher education where older people can acquire new knowledge, focusing on promoting the active participation of retired people. Participation in these universities enables learning and people who attend consider their health to be better because they are more active and motivated to learn, and have a positive self-image. This research aimed to explore on the one hand whether people attending this type of university have a good quality of life. On the other hand, what personality factors could be related to a good quality of life in these older adult students. METHODS: Quality of life was measured with the World Health Organization Quality of Lif-BREF (WHOQOL-BREF) questionnaire in 54 older university students in Spain. In addition, students’ personality types were also assessed using Eysenck’s Eysenck Personality Questionnaire-Revised EPQ-R questionnaire. Finally, the relationship between the different dimensions of personality and quality of life was studied. The statistical analyses performed were, in addition to the mean and standard deviation, the T-test to compare independent means as well as Pearson’s correlations to correlate the dimensions of extraversion, neuroticism and psychoticism. RESULTS: This study showed that the University of the older population is an experience that is linked to a good quality of life with WHOQOL-BREF scores above 60. Also a high level of neuroticism and psychoticism are factors related to a poor quality of life (p<0.05).(AU)

¿Qué preguntar, cómo explorar y qué escalas usar en el paciente con cefalea? Recomendaciones del Grupo de Estudio de Cefalea de la Sociedad Española de Neurología / Headache: What to ask, how to examine, and which scales to use. Recommendations of the Spanish Society of Neurology's Headache Study Group

Introducción: La cefalea es el motivo de consulta neurológico más prevalente en los distintos niveles asistenciales, donde la anamnesis y exploración son primordiales para realizar un diagnóstico y tratamiento adecuados. Con la intención de unificar la atención de esta patología, el Grupo de Estudio de Cefalea de la Sociedad Española de Neurología (GECSEN) ha decidido elaborar unas recomendaciones consensuadas para mejorar y garantizar una adecuada asistencia en atención primaria, urgencias y neurología. Metodología: El documento es práctico, sigue el orden de la dinámica de actuación durante una consulta: anamnesis, escalas que cuantifican el impacto y la discapacidad y exploración. Además, finaliza con pautas para realizar un seguimiento adecuado y un manejo de las expectativas del paciente con el tratamiento pautado. Conclusiones: Esperamos ofrecer una herramienta que mejore la atención al paciente con cefalea para garantizar una asistencia adecuada y homogénea a nivel nacional. (AU)

Introduction: Headache is the most common neurological complaint at the different levels of the healthcare system, and clinical history and physical examination are essential in the diagnosis and treatment of these patients. With the objective of unifying the care given to patients with headache, the Spanish Society of Neurology's Headache Study Group (GECSEN) has decided to establish a series of consensus recommendations to improve and guarantee adequate care in primary care, emergency services, and neurology departments. Methods: With the aim of creating a practical document, the recommendations follow the dynamics of a medical consultation: clinical history, physical examination, and scales quantifying headache impact and disability. In addition, we provide recommendations for follow-up and managing patients’ expectations of the treatment. Conclusions: With this tool, we aim to improve the care given to patients with headache in order to guarantee adequate, homogeneous care across Spain. (AU)

Urgência da geração de conhecimento durante a pandemia de covid-19: um retrospecto sobre a integridade em publicações em saúde / Urgency of knowledge generation during the covid-19 pandemic: a retrospective on health publication integrity / Urgencia de generación de conocimiento durante la pandemia de covid-19: una retrospectiva a la integridad en las publicaciones sobre salud

Durante a pandemia de covid-19, foi observado um aumento expressivo do número de publicações (artigos e preprints), que levou ao rápido compartilhamento de informações e incentivou a discussão sobre a integridade científica na geração do conhecimento durante emergências sanitárias. Nesse sentido, o objetivo deste trabalho foi o de realizar uma breve análise do cenário referente à integridade em pesquisa em publicações em saúde durante a pandemia de covid-19. Para isso, fizemos uma pesquisa documental em sites de organizações com histórico de promoção da cultura da integridade. Verificamos como a urgência de geração de conhecimento acelerou, de forma positiva, o debate sobre ética e integridade em pesquisa e ciência aberta. Por outro lado, esse contexto expôs pontos críticos, como práticas questionáveis e/ou fraude em pesquisa. Ações educativas em instituições de pesquisa que visem à implementação e à manutenção da cultura da integridade podem contribuir significativamente para transformações positivas no sistema de pesquisa

During the covid-19 pandemic, a significant increase in the number of publications (articles and preprints) was observed, which led to the rapid sharing of information and encouraged the discussion about scientific integrity in the generation of knowledge during health emergencies. In this sense, the present work aims to analyze research integrity in health publications during the covid-19 pandemic. For this goal, we conducted documentary research on websites of organizations that promote the culture of research integrity. We verified how the urgency of generating knowledge positively accelerated the debate on ethics and integrity in research and open science. On the other hand, this context exposed critical points, such as questionable research practices, and/or research fraud. Educational actions in research institutions aimed at implementing and maintaining a culture of integrity can significantly contribute to positive changes in the research system.

Durante la pandemia de covid-19, se observó un aumento en el número de publicaciones (artículos y preprints), lo que condujo al rápido intercambio de información y fomentó la discusión sobre la integridad científica en la generación de conocimiento durante las emergencias sanitarias. El objetivo de este trabajo fue realizar un análisis sobre la integridad de la investigación en publicaciones de salud durante la pandemia de covid-19. Realizamos una investigación documental en sitios web de organizaciones con trayectoria en la promoción de una cultura de integridad. Comprobamos cómo la urgencia de generar conocimiento aceleró positivamente el debate sobre ética e integridad en la investigación y la ciencia abierta, pero expuso puntos críticos, tales como prácticas cuestionables y/o fraude de investigación. Las acciones educativas en instituciones de investigación dirigidas a implementar y mantener una cultura de integridad pueden contribuir a cambios positivos en el sistema de investigación.

Remote ischaemic conditioning: defining critical criteria for success-report from the 11th Hatter Cardiovascular Workshop.

The Hatter Cardiovascular Institute biennial workshop, originally scheduled for April 2020 but postponed for 2 years due to the Covid pandemic, was organised to debate and discuss the future of Remote Ischaemic Conditioning (RIC). This evolved from the large multicentre CONDI-2-ERIC-PPCI outcome study which demonstrated no additional benefit when using RIC in the setting of ST-elevation myocardial infarction (STEMI). The workshop discussed how conditioning has led to a significant and fundamental understanding of the mechanisms preventing cell death following ischaemia and reperfusion, and the key target cyto-protective pathways recruited by protective interventions, such as RIC. However, the obvious need to translate this protection to the clinical setting has not materialised largely due to the disconnect between preclinical and clinical studies. Discussion points included how to adapt preclinical animal studies to mirror the patient presenting with an acute myocardial infarction, as well as how to refine patient selection in clinical studies to account for co-morbidities and ongoing therapy. These latter scenarios can modify cytoprotective signalling and need to be taken into account to allow for a more robust outcome when powered appropriately. The workshop also discussed the potential for RIC in other disease settings including ischaemic stroke, cardio-oncology and COVID-19. The workshop, therefore, put forward specific classifications which could help identify so-called responders vs. non-responders in both the preclinical and clinical settings.