[Emotional intelligence among undergraduate students of health care careers]. / Inteligencia emocional y perfil sociodemográfico en estudiantes de primer año de una facultad de Medicina.

BACKGROUND: Emotional Intelligence (EI) in students is related with physical and psychological well-being, personal satisfaction, and better academic performance. AIM: To assess EI in students from eight health careers at the beginning and end of a year of university experience. MATERIAL AND METHODS: Sociodemographic and EI questionnaires were answered by 364 first-year students (74% women) at the beginning and end of the academic year. The EI questionnaire comprised attention, understanding and regulation of emotions subscales. RESULTS: The mean EI score increased at the end of the academic year from 79.5 to 81.2 (p < 0.01). A similar trend was observed in the subscales of emotional attention and emotional clarity. No significant differences between sexes were observed. First-year medical students had higher scores on all subscales, both at the beginning and end of the academic year. In all students, the subscale with the highest score was emotional repair. CONCLUSIONS: Tools to diagnose students' strengths and weaknesses are relevant for higher education institutions. These tools facilitate the implementation of educational and personal improvement strategies.

Inteligencia emocional y perfil sociodemográfico en estudiantes de primer año de una facultad de Medicina / Emotional intelligence among undergraduate students of health care careers

BACKGROUND: Emotional Intelligence (EI) in students is related with physical and psychological well-being, personal satisfaction, and better academic performance. Aim: To assess EI in students from eight health careers at the beginning and end of a year of university experience. MATERIAL AND METHODS: Sociodemographic and EI questionnaires were answered by 364 first-year students (74% women) at the beginning and end of the academic year. The EI questionnaire comprised attention, understanding and regulation of emotions subscales. RESULTS: The mean EI score increased at the end of the academic year from 79.5 to 81.2 (p < 0.01). A similar trend was observed in the subscales of emotional attention and emotional clarity. No significant differences between sexes were observed. First-year medical students had higher scores on all subscales, both at the beginning and end of the academic year. In all students, the subscale with the highest score was emotional repair. CONCLUSIONS: Tools to diagnose students' strengths and weaknesses are relevant for higher education institutions. These tools facilitate the implementation of educational and personal improvement strategies.

Design and Validation of a Basic Dental Psychomotor Skills Test for Novice Dental Students.

The aim of this study was to design and validate the Dental Psychomotor Skills (DePS) test as an instrument to assess dental students' psychomotor skills and to help educators adapt their academic practices to students' needs. The DePS test was created considering three of the main skills needed for dental study and practice. The dimensions measured in the test were Indirect Vision (IV) with 24 items, Instructions Follow-Up (FI) with 17 items, and Accuracy (A) with six items; each item was assessed at two stations. Scores were obtained with detailed rubrics, assessed by the same evaluator at each station. A total of 237 first-year dental students, in four cohorts from 2012 to 2015, and 16 dental faculty instructors were evaluated. The construct validity of the instrument was supported by the rigorous build of ten stages, and the discriminative validity was supported by the comparison of the student and faculty results. The overall mean scores were 245.5±2.09 in the student group and 280.6±4.217 in the faculty group (difference: 35.15±7.00; p<0.001). Internal consistency was assessed by analyzing responses for each dimension using Cronbach's alpha, a statistical measure of reliability. Overall, Cronbach's alpha was 0.909 for dental students and 0.773 for faculty instructors. These results suggest that the DePS test is a valid test that could be used as a reliable basic skill tool at the beginning of the dental program to assess the abilities of novice dental students, to recognize student qualities, and to identify individuals requiring additional training.

Falla multiorgánica asociada a síndrome de realimentación / Multiple organ failure refeeding syndrome associated / Falência de múltiplos órgãos associada à síndrome de realimentação

Resumen: El síndrome de realimentación es una entidad clínica subdiagnosticada, de no reconocerse puede causar desenlaces fatales. La literatura sobre la prevalencia de este trastorno es escasa. La presentación clínica es inespecífica y por tanto es de suma importancia la sospecha de esta entidad. Presentamos el caso de una paciente con múltiples factores de riesgo quien, posterior al inicio de nutrición parenteral hipercalórica, desarrolló disfunción orgánica múltiple manifestada con insuficiencia cardiaca aguda, edema agudo de pulmón, encefalopatía y oliguria. Mediante tratamiento de soporte hemodinámico, nutrición parenteral adecuada y corrección electrolítica se obtuvo un desenlace favorable.

Abstract: Refeeding syndrome is a commonly under diagnosed pathology, with potentially fatal outcomes when untreated. Nowadays few data exists about its prevalence. The clinical presentation is unspecific that is the reason why it is so important to recognize this disease. The case presented here is about a multiple risk factor patient who developed multiple organ failure with acute heart failure, acute lung edema, encephalopathy and diminishment of urine output after been treated with a hypercaloric parenteral nutrition. Treatment with hemodynamic support, an adequate parenteral nutrition and electrolyte correction, brought to a favorable clinical outcome.

Resumo: A síndrome de realimentação é uma entidade clínica subdiagnosticada, o seu não reconhecimento pode ser fatal. A literatura sobre a prevalência dessa difunção é escassa. A apresentação clínica é inespecífica e, portanto, é de suma importância suspeitar desta entidade. Relatamos o caso de uma paciente com múltiplos fatores de risco que, após o início da nutrição parenteral hipercalórica desenvolveu disfunção de múltiplos órgãos manifestado com insuficiência cardíaca aguda, edema agudo pulmonar, encefalopatia e oligúria. Obteve-se um resultado favorável no tratamento com o suporte hemodinâmico, nutrição parenteral adequada e correção electrolítica.

Aprendizaje colaborativo a través de un ambiente virtual en la formación en salud: un enfoque cualitativo / Colaborative learning in health formation through a virtual environment: a qualitative approach

Las tendencias en Educación y Salud están provocando profundas reflexiones y cambios concretos en la manera de enfrentar la formación en salud. Cada vez más, se promueve el trabajo en equipo, en redes y el aprendizaje colaborativo y las herramientas informáticas utilizadas como base para lograr estas competencias. El objetivo de este trabajo fue evaluar, desde una perspectiva cualitativa, la utilidad de un ambiente virtual para el aprendizaje colaborativo de un grupo de estudiantes durante su Internado Rural. Se utilizó un diseño de estudio de caso, en un grupo de 11 estudiantes y una docente de la carrera de Obstetricia y Puericultura. Se realizó triangulación por técnica de recolección de información y por investigador para asegurar la credibilidad de los datos. La información se agrupó en un sistema de ejes con cuadrantes valorados como positivos, negativos e intermedios positivo y negativo para la extracción de los resultados. Las principales percepciones fueron: desconocimiento de los estudiantes de las políticas institucionales relacionadas con metodologías colaborativas; satisfacción de necesidades pedagógicas entre los estudiantes y entre éstos y la docente a través del ambiente virtual, pero con algunos aspectos que obstaculizaron el proceso; existió aprendizaje en la utilización de herramientas informáticas y apertura hacia otras dimensiones posibles en su utilización desde la perspectiva profesional; cumplimiento desorganizado de roles en el trabajo colaborativo, pero con resultados positivos. El proceso se vio influenciado favorablemente, encontrando efectivo y motivador el intercambio a través del ambiente virtual.

[Associated factors to depressive symptoms and somatic symptoms in climacteric women in the city of Temuco]. / Factores asociados a síntomas depresivos y síntomas somáticos en mujeres climatéricas de la ciudad de Temuco.

BACKGROUND: Depression is an important mental health problem. The Chilean Ministry of Health has considered depression in women as one of the health priorities for the country. AIM: To assess the prevalence of depressive and somatic symptoms and their risk factors in climacteric women. MATERIAL AND METHODS: A special questionnaire was applied to 171 women (45 to 55 years of age), coming from a community organization (PRODEMU) and a private health institution (ISAPRE Banmedica). Risk factors for depression were determined using multiple logistic regression. RESULTS: The prevalence of depressive symptoms was 43%. Women with primary education had an odds ratio for depression of 2.49, compared with women with high school or university education. Other risk factor for depression was the lack of a renumerated job (Odds ratio 1.9). The risk factors for somatic symptoms were the presence of depressive symptoms (OR 3.2), lack of secondary or university education (OR 2.4), low income (OR 1.9) and having a current partner (OR 3.6). CONCLUSIONS: There is a high prevalence of depressive symptoms in the studied population of climacteric women. Lack of education and of a renumerated job are important risk factors for the presence of such symptoms. Women with a low level of education and with depressive symptoms have also a high risk of presenting somatic symptoms.