Educational Strategies to Combat Harmful Cosmetic Dermatology Trends in Generations Alpha and Z.

This article argues in favor of implementing comprehensive educational strategies to combat the harmful effects of social media (SM) on body image and self-perception among generations Alpha and Z. These generations are often exposed to unattainable beauty standards that can lead to distorted self-perceptions and body image disorders such as Zoom dysmorphia. To address this issue, we propose embedding health education, critical media literacy, and active parental involvement in educational curricula. The goal is to help young individuals develop the skills necessary to critically evaluate and navigate the pressures of SM. We believe that incorporating health education, critical media literacy, and active parental engagement into school programs is urgently needed to counteract the adverse effects of SM on body image and self-perception. These initiatives will equip young people with the necessary tools to evaluate SM content critically, navigate SM influences more safely and effectively, and develop a more resilient and informed perspective. This proactive educational approach is vital for improving mental health outcomes and mitigating the psychological impacts of digital media. Ultimately, we hope that this comprehensive strategy will help future generations face SM pressures with confidence and critical awareness.

Moral Distress and Nursing Education: Curricular and Pedagogical Strategies for a Complex Phenomenon.

Moral distress is a common phenomenon among nurses and is related to the complicated work environments and complex nature of ethical situations in day-to-day nursing practice. Moral distress impacts nurses as well as patient care and the health care system. Few strategies have been identified for instructors to effectively engage with learners when communicating about moral distress. We discuss two key curricular and pedagogical strategies that should be utilized when learning about moral distress: difficult knowledge' and 'terror management theory'. Whether it is with new nursing students or experienced nurses, there is necessary learning that needs to occur on moral distress. Difficult knowledge' and 'terror management theory', when implemented, can provide a starting point for both the learner and the instructor to discuss the emotionally difficult and complex topic of moral distress. Knowledge about moral distress has the potential to mitigate its negative effects, therefore it is vital to consider educational strategies to teach nurses about this complex phenomenon.

Perfiles de aprendizaje y estrategias didácticas para estudiantes de pregrado de la carrera de Odontología de la Universidad de Valparaíso, Chile / Learning profiles and didactic strategies for dental students of the University of Valparaíso, Chile

Introducción: Los modelos educativos innovados requieren estrategias diversas que consideren distintos estilos de aprendizaje y favorezcan la adquisición de nuevo conocimiento. Sujetos y métodos. Se realizó la evaluación de perfiles en estudiantes de Odontología de la Universidad de Valparaíso, Chile, empleando test de perfiles específicos, aplicando variedad de estrategias didácticas en función de ello y analizando los logros de aprendizaje alcanzados por los estudiantes del grupo de estudio.Resultados: Los test permitieron establecer perfiles de aprendizaje y distribución; las estrategias educativas orientadas necesarias; y los logros de aprendizaje alcanzados por las personas consideradas en el trabajo y evidenciadas en las evaluaciones. Discusión: El trabajo estableció todos los tipos de perfiles y distribución equilibrada, lo que implica la consideración de seis estrategias diferentes, que se aplicaron y evaluaron mediante la identificación de los logros de aprendizaje. Conclusiones: El objetivo general y los específicos se alcanzaron mediante el empleo de evaluaciones individualizadas con test y análisis específicos, determinando toda gama de perfiles y composición equilibrada; consecuentemente, se implementaron estrategias diversas que permitieron alcanzar resultados de aprendizaje satisfactorios para todos los estudiantes evaluados.(AU)

Introduction: Innovative educational models require different strategies considering different learning styles, allowing the acquisition of new knowledge. Subjects and methods. An evaluation of profiles was carried out in Dentistry students of the University of Valparaíso, Chile, using specific profile tests; applying a variety of didactic strategies depending on it and analyzing the learning achievements of the students of the study group. Results: The tests allowed to establish learning and distribution profiles; the necessary oriented educational strategies applied; together with the achievement of learning objectives for all the people considered in the work, evidenced in the evaluations. Discussion: This study identified all types of profiles and balanced distribution, implying consideration of six different strategies, which were applied and evaluated by identifying learning achievements. Conclusions: General and specific objective achieved through the use of individualized evaluations with specific tests and analyses, determining all the range of profiles and balanced composition; consequently, using diverse strategies that allowed to achieve satisfactory learning results for all the students evaluated.(AU)

Estudiantes con gratuidad en universidades prestigiosas: ajustes académicos para permanecer

(analítico) La educación superior en Chile se ha masificado; sin embargo, se mantiene una alta segmentación en el sistema. En 2016 comienza a implementarse la política de gratuidad, dirigida a estudiantes de menores ingresos. Esta investigación buscó comprender las experiencias académicas de estudiantes con gratuidad en universidades prestigiosas y selectivas, espacios tradicionalmente de reproducción de las clases altas y élites. Se realizaron entrevistas biográficas a trece estudiantes de estas universidades, así como un análisis temático temporal. Los resultados muestran que la obtención de la gratuidad emerge como un facilitador en el acceso, pero los/as estudiantes experimentan fuertes sensaciones de inadecuación académica; se muestran activos en transformar sus disposiciones, realizando un fuerte trabajo sobre sí para permanecer. Las experiencias de jóvenes de menores capitales muestran la persistencia de desigualdades.

(analytical) Higher education in Chile has experienced massification during the last 30 years. However, a high level of segmentation in the system continues. In 2016, the fee-free policy began to be implemented and was designed for lower-income students. This research study sought to understand the academic experiences of fee-free students at prestigious and selective universities, which are considered spaces that reproduce power dynamics in favor of the country's upper classes. Biographical interviews were conducted with 13 fee-free students who are currently enrolled in these universities and a temporal thematic analysis was carried out. The results of the study show that: obtaining fee-free tuition facilitates access to education; both male and female fee-free students experience strong feelings of academic inadequacy; and these students take an active role in transforming their situations by adopting a strong work ethic that helps them continue with their studies. These experiences of young people from lower income backgrounds show the persistence of inequalities in the higher education sector.

(analítico) O Ensino Superior no Chile se massificou nos últimos 30 anos, porém, ainda há uma alta segmentação no sistema. No ano 2016 começa a implementação da política de gratuidade, destinada a estudantes de menor renda. Esta pesquisa buscou compreender as experiências acadêmicas de estudantes com gratuidade em universidades prestigiadas e seletivas, espaços de reprodução das classes altas e das elites. Foram realizadas entrevistas biográficas a treze estudantes destas universidades. Além disso, foi realizada uma análise temática temporal. Os resultados mostram que a obtenção da gratuidade surge como um facilitador no acesso, os e as estudantes experimentam fortes sentimentos de inadequação acadêmica, são ativos na transformação de suas disposições, trabalhando arduamente em si mesmos para permanecer. As experiências dos jovens de menores rendas mostram a persistência das desigualdades.

Assessment of professional identity formation: a transcultural validation of the professional identity essay for brazilian portuguese.

INTRODUCTION: Professional identity formation (PIF) is recognized worldwide as an outcome of medical education grounded in the psychology of adult development and the literature on medical professionalism. However, instruments to assess and support PIF are scarce. The Professional Identity Essay (PIE) is an open-ended question assessment of PIF that elicits short narrative responses from learners and that can be analyzed to provide formative feedback and an overall stage of development. In this study, our aim was to translate and adapt the PIE to Brazilian Portuguese. METHODS: We followed a systematic procedure for the translation and cross-cultural adaptation of the instrument. A pilot study was conducted with medical students from the University of São Paulo. After providing individual formative feedback, we administered an online questionnaire to the Brazilian students to better understand the consequences of using the PIE. Content analyses of qualitative data were performed, we employ manifest content analysis, and the categories of analysis emerged from the participants' speeches. RESULTS: Students found the instrument's questions easy to interpret and self-reflective. It also gave students the opportunity to consider their PIF. The PIE was perceived as reliable and brought more awareness of the students' own processes in addition to a sense of capability to foster their own development. In the same way, the students emphasized the importance of being helped in this process. CONCLUSION: We found sufficient evidence of the validity of the PIE in terms of content, face validity, and consequences of use. The PIE enhances self-assurance in PIF through formative assessment and is sensitive to different cultures, making it a potential tool for educators.

"Writing Right": A Workshop Approach to Improving Nursing Students' Writing.

Introduction: Effective communication is an essential skill for the professional nurse. Previous research demonstrates that nursing students lack skills in written communication, and there is limited time in the nursing curriculum to provide needed instruction. To address this issue, a writing workshop was provided for students at a regional state university. Methods: Nursing faculty developed and led four identical in-person sessions of the workshop over the course of one semester. Before and after each workshop, students completed the same quantitative survey. Results: Data indicate that students' knowledge and confidence of American Psychological Association (APA) format increased significantly as a result of the workshop. Conclusion: A workshop approach is a useful strategy to address the writing needs of nursing students.

Healthcare Simulation: An effective way of learning in health care.

Background and Objective: Simulation-based learning has been a part of teaching in healthcare for a long time; however, in recent decades, simulation-based learning has been adopted by a significant number of healthcare institutes at different levels to improve practical skills, confidence, and preparedness to ensure patient safety and its application in real-life situations towards better patient care. The main objective of this paper was to use existing literature to explore aspects of simulation in healthcare teaching. Methods: It is a narrative review on simulation in healthcare that was conducted by using various search engines for English-language articles published between 2010 and August 2020. The main search terms were simulation, healthcare teaching, and simulation in healthcare. All articles found relevant to the title and/or abstract were retrieved. Searches were conducted using the academic databases PubMed, Google Scholar, MEDLINE, CINAHL, and Athabasca University (AU) library site. The studies were reviewed if they were considered relevant to the search by the primary authors. Results: Thirty-nine articles, which met the pre-set criteria, were analyzed and employed as a reference in this paper to support the idea that simulation is an effective way of learning in healthcare. Conclusion: This paper reviewed various aspects of simulation, including its background, philosophies, and highlighted the advantages and disadvantages of incorporating simulation as a pedagogical approach into current educational curriculums for healthcare students. Furthermore, it presents a brief discussion on the current uses of simulation, followed by the educational strategies related to simulation and the importance of debriefing in simulation activities.

Intervention for Intraoperative Teaching in Anesthesiology Using Weekly Keyword Program: Development and Usability Study.

BACKGROUND: Learning in the operating room (OR) for residents in anesthesiology is difficult but essential for successful resident education. Numerous approaches have been attempted in the past to varying degrees of success, with efficacy often judged afterward using surveys distributed to participants. The OR presents a particularly complex set of challenges for academic faculty due to the pressures required by concurrent patient care, production pressures, and a noisy environment. Often, educational reviews in ORs are personnel specific, and instruction may or may not take place in this setting, as it is left to the discretion of the parties without regular direction. OBJECTIVE: This study aims to determine if a structured intraoperative keyword training program could be used to implement a curriculum to improve teaching in the OR and to facilitate impactful discussion between residents and faculty. A structured curriculum was chosen to allow for the standardization of the educational material to be studied and reviewed by faculty and trainees. Given the reality that educational reviews in the OR tend to be personnel specific and are often focused on the clinical cases of the day, this initiative sought to increase both the time and efficiency of learning interactions between learners and teachers in the stressful environment of the OR. METHODS: The American Board of Anesthesiology keywords from the Open Anesthesia website were used to construct a weekly intraoperative didactic curriculum, which was distributed by email to all residents and faculty. A weekly worksheet from this curriculum included 5 keywords with associated questions for discussion. The residents and faculty were instructed to complete these questions on a weekly basis. After 2 years, an electronic survey was distributed to the residents to evaluate the efficacy of the keyword program. RESULTS: A total of 19 teaching descriptors were polled for participants prior to and following the use of the intraoperative keyword program to assess the efficacy of the structured curriculum. The survey results showed no improvement in intraoperative teaching based on respondent perception, despite a slight improvement in teaching time, though this was statistically insignificant. The respondents reported some favorable aspects of the program, including the use of a set curriculum, suggesting that greater structure may be beneficial to facilitate more effective intraoperative teaching in anesthesiology. CONCLUSIONS: Although learning is difficult in the OR for residents, the use of a formalized didactic curriculum, centered on daily keywords, does not appear to be a useful solution for residents and faculty. Further efforts are required to improve intraoperative teaching, which is well known to be a difficult endeavor for both teachers and trainees. A structured curriculum may be used to augment other educational modalities to improve the overall intraoperative teaching for anesthesia residents.

Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review.

AIM/OBJECTIVE: To report and synthesize the main strategies for teaching clinical reasoning described in the literature in the context of advanced clinical practice and promote new areas of research to improve the pedagogical approach to clinical reasoning in Advanced Practice Nursing. BACKGROUND: Clinical reasoning and clinical thinking are essential elements in the advanced nursing clinical practice decision-making process. The quality improvement of care is related to the development of those skills. Therefore, it is crucial to optimize teaching strategies that can enhance the role of clinical reasoning in advanced clinical practice. DESIGN: A scoping review was conducted using the framework developed by Arksey and O'Malley as a research strategy. Consistent with the nature of scoping reviews, a study protocol has been established. METHODS: The studies included and analyzed in this scoping review cover from January 2016 to June 2022. Primary studies and secondary revision studies, published in biomedical databases, were selected, including qualitative ones. Electronic databases used were: CINAHL, PubMed, Cochrane Library, Scopus, and OVID. Three authors independently evaluated the articles for titles, abstracts, and full text. RESULTS: 1433 articles were examined, applying the eligibility and exclusion criteria 73 studies were assessed for eligibility, and 27 were included in the scoping review. The results that emerged from the review were interpreted and grouped into three macro strategies (simulations-based education, art and visual thinking, and other learning approaches) and nineteen educational interventions. CONCLUSIONS: Among the different strategies, the simulations are the most used. Despite this, our scoping review reveals that is necessary to use different teaching strategies to stimulate critical thinking, improve diagnostic reasoning, refine clinical judgment, and strengthen decision-making. However, it is not possible to demonstrate which methodology is more effective in obtaining the learning outcomes necessary to acquire an adequate level of judgment and critical thinking. Therefore, it will be necessary to relate teaching methodologies with the skills developed.

7. Educational Strategies and Good Practice (1) / 医学教育

In the 2022 revision of the Model Core Curriculum, a new "Educational Strategies and Assessment" section was added as a further development in outcome-based education. By adding a chapter on strategies and evaluation, which is an important element of the curriculum, and linking it to qualities and abilities, we have devised a way for learners and instructors to make use of the Core Curriculum more easily. In addition, 11 example of strategy and assessment cases are included as Good Practice to encourage practical application. However, since these are only examples, we hope this chapter will be further developed as universities create strategies and evaluations that make the most of their unique characteristics.

Estrategias didácticas desarrolladas con estudiantes de enfermería para el logro de competencias profesionales: Revisión integrativa / Estratégias didáticas desenvolvidas com estudantes de enfermagem para o alcance de competências profissionais: revisão integrativa / Didactic strategies develop ed hit nursing students to achieve professional competencies: Integrative review

The development of didactic strategies that contribute to the achievement of professionalcompetences, requires a continuous thought of social relevance that guides the construction of disciplinary knowledge consistent with the epistemological nature of the profession and for the training of competent nurses. At present, nursing students report confusion and dissatisfaction with theprogress of their learning, compromising the achievement of the provided competencies. It is essential to recognize the didactic strategies developed by nursing students to achieve learning outcomes, proposed as indicators of the quality of care learned, within the framework of professionalcompetencies. In this work, an integrative literature review was carried out using the electronic resourcesof ProQuest and EBSCO, 15 studies were included, most of them quasi-experimental, carried outmainly in Brazil, during 2018. The use of active didactic strategies was identified, which involve thestudent in the construction of knowledge related to specific teaching-learning phenomena such ascommunication skills, instrumental (assessment, diagnosis or intervention). It is necessary to transit,through these strategies, to pedagogical and didactic proposals that articulate disciplinaryknowledge for the analysis and resolution of care situations that are typically faced at the beginningof professional practice.(AU)

El desarrollo de estrategias didácticas que aportan al logro de competencias profesionalesrequiere una continua reflexión de pertinencia social que orienta la construcción de conocimientosdisciplinares coherentes con la naturaleza epistemológica de la profesión y para la formación deenfermeros competentes. Actualmente los estudiantes de enfermería refieren confusión e insatisfacción frente al progreso de su aprendizaje, comprometiendo el logro de las competencias previstas.Resulta indispensable reconocer las estrategias didácticas desarrolladas en estudiantes de enfermería para el logro de resultados de aprendizaje, propuestos como indicadores de la calidad del cuidado aprendido, en el marco de las competencias profesionales. Para esto se realizó una revisiónintegrativa de literatura mediante los recursos electrónicos de ProQuest y EBSCO; se incluyeron 15estudios, la mayoría cuasi-experimentales, realizados principalmente en Brasil, durante el año 2018.Se identificó la utilización de estrategias didácticas activas, que involucran al estudiante en la construcción de conocimientos relacionados con fenómenos de enseñanza-aprendizaje específicos comohabilidades comunicativas, instrumentales (valoración, diagnóstico o intervención). Se hace necesario transitar, mediante estas estrategias, a propuestas pedagógicas y didácticas articuladoras de saberes disciplinares para el análisis y la resolución de situaciones de cuidado a las que típicamentese hace frente al inicio del ejercicio profesional.(AU)

O desenvolvimento de estratégias didáticas que contribuam para o alcance das competên-cias profissionais requer uma reflexão contínua de relevância social que oriente a construção desaberes disciplinares condizentes com a natureza epistemológica da profissão e para a formação deenfermeiros competentes. Atualmente os estudantes de enfermagem relatam confusão e insatisfaçãocom o andamento de sua aprendizagem, comprometendo o alcance das competências planejadas. Éimprescindível reconhecer as estratégias didáticas desenvolvidas nos estudantes de enfermagempara o alcance dos resultados de aprendizagem, propostas como indicadores da qualidade do cuidado aprendido, no âmbito das competências profissionais. Para isso, foi realizada uma revisão integrativa da literatura utilizando os recursos eletrônicos da ProQuest e EBSCO; Foram incluídos 15estudos, a maioria quase experimentais, realizados principalmente no Brasil, durante 2018. Foi identificada a utilização de estratégias didáticas ativas, que envolvem o aluno na construção de conhecimentos relacionados a fenômenos específicos de ensino-aprendizagem, como habilidades de comunicação, instrumental (avaliação, diagnóstico ou intervenção). É necessário transitar, por meiodessas estratégias, para propostas pedagógicas e didáticas que articulem saberes disciplinares paraa análise e resolução de situações de cuidado tipicamente enfrentadas no início da prática profissional.(AU)

Developing Medical Students as Educators: A Course Applying Teaching and Learning Theory to Question Writing.

There is a need for formal students-as-teachers education with authentic application. We report on a course that teaches and models effective educational theory. Students applied theory by writing questions with answer explanations which were incorporated into an online educational platform used by first-year medical students.

Features of human papillomavirus vaccination education strategies in low- and middle-income countries: a scoping review.

OBJECTIVE: We aimed to describe studies on human papillomavirus (HPV) vaccination education strategies from low- and middle-income countries in the published literature that could be applicable in Sub-Sahara Africa. STUDY DESIGN: This scoping review was guided by Arksey and O'Malley's methodological framework advanced by Levac et al. METHODS: We searched four electronic health sciences databases for relevant reports published between January 2006 and January 2021. Two reviewers screened for inclusion and extracted data for analysis and synthesis. Descriptive statistics and narrative descriptions were used to summarize the findings. RESULTS: The database search retrieved 1757 reports, of which 48 were from low- and middle-income countries and met the inclusion criteria. Of these, there were 39 interventional studies (81.3%). Less than one-fifth of the studies (n = 9) reported a theoretical basis for their strategies. Most strategies sought to improve knowledge and awareness about HPV (75%, n = 36), whereas outcomes for the remaining studies were related to increasing HPV vaccine acceptability. HPV education strategies (1) primarily targeted females, (2) were mostly provided by health professionals, and (3) used various modalities of learning, including in-person sessions, text-based materials, media, theater, and online delivery. CONCLUSIONS: HPV educational strategies are underresearched in most LMICs, suggesting the need for more primary observational, interventional, and experimental research, as well as program evaluations, focused on HPV educational strategies and theoretically informed. Once additional studies are added to the body of evidence, it will be valuable to review and synthesize diverse sources of evidence to determine what educational strategies are most useful and have the greatest impact on HPV vaccination in these settings, particularly Sub-Saharan Africa.

Assessment of the importance of ostomy patients' understanding of dietary and lifestyle recommendations / Evaluación de la importancia de la comprensión de las recomendaciones dietéticas y de estilo de vida en los pacientes con ostomía

Objective: the objective of our study was to evaluate the level of understanding of ostomy patients regarding lifestyle, diet, and high output stoma (HOS) management recommendations provided by healthcare professionals. Method: a prospective study to follow up ostomy patients at nutritional consultations was designed. The follow-up process was performed 7-10 days after hospital discharge and again one month later. At the first visit, patients were instructed in the detection and management of HOS. At the second visit, the level of understanding of the training received was assessed using an evaluation questionnaire. A descriptive analysis of the answers to each of the questionnaire's items was performed. Fisher's exact test was used to evaluate differences in the level of understanding recorded with the questionnaire. Results: a total of 35 patients were recruited; 71.4 % did not provide correct answers to all the questions. There were no significant differences in the correctness of the answers to the questionnaire according to education level. Conclusions: many patients do not adequately understand the information provided by healthcare professionals and this could have a negative impact on the incidence of clinical complications (AU)

Objetivo: el objetivo de nuestro estudio fue evaluar el nivel de comprensión de los pacientes ostomizados con respecto a las recomendaciones sobre estilo de vida, dieta y manejo de la ostomía de alto débito (OAD) proporcionadas por los profesionales de la salud. Método: se diseñó un estudio prospectivo para el seguimiento de pacientes ostomizados en consulta de nutrición. El seguimiento se realizó 7-10 días después del alta hospitalaria y a continuación un mes después. En la primera visita, se instruyó a los pacientes sobre la detección y el tratamiento de OAD. En la segunda visita se evaluó el nivel de comprensión de la formación recibida mediante un cuestionario de evaluación. Se registraron las respuestas dadas a cada uno de los ítems del cuestionario y se realizó un análisis descriptivo. Para evaluar las diferencias en el nivel de comprensión registrado con el cuestionario se utilizó la prueba exacta de Fisher. Resultados: se reclutaron 35 pacientes. El 71,4 % no respondieron correctamente a todas las preguntas. La exactitud de las respuestas al cuestionario no mostró diferencias significativas según el nivel educativo. Conclusiones: un gran número de pacientes no comprende adecuadamente la información que ofrecen los profesionales sanitarios y esto podría tener un impacto negativo en el desarrollo de complicaciones clínicas (AU)

Educación alimentaria nutricional: Estrategias para mejorar la adherencia al plan dietoterapéutico

RESUMEN La educación alimentaria nutricional es la combinación de estrategias educativas, acompañadas de apoyos ambientales, diseñadas para facilitar la adopción voluntaria de elecciones alimentarias que conducen a un estado óptimo de salud y bienestar. La educación alimentaria nutricional tiene tres componentes: 1) motivación, 2) acción y 3) ambiente. Para elegir la técnica de educación adecuada para cada persona, se deben considerar las características psicoemocionales individuales, especialmente las motivaciones para el cambio y el tipo de personalidad, ya que ambos han mostrado ser buenos predictores de la conducta alimentaria. Dentro de los recursos educativos posibles de utilizar para realizar la educación en alimentación nutricional se encuentran indicaciones verbales, material escrito, uso de internet, dispositivos portátiles, aplicaciones de teléfonos inteligentes, e incluso la clase de cocina. La evidencia demuestra que la educación alimentaria nutricional impacta favorablemente la adherencia a las intervenciones nutricionales, lo cual a la vez se ve reflejado en efectos positivos en la salud.

ABSTRACT Food and nutrition education is the combination of educational strategies, accompanied by environmental supports designed to facilitate voluntary adoption of food choices conducive of health and well-being. It has a motivational phase, an action phase, and an environmental component. To choose the right educational technique for each patient, their individual psychoemotional characteristics must be considered; especially what their motivations for change are, as well as their personality type, because both are good predictors of food behavior. Among the resources that can be used to perform nutrition education are verbal indications, written material, the internet, mobile devices, smartphone applications, and even the kitchen as a place for education. Evidence shows that nutrition education has a favorable impact on diet adherence in different conditions that have an important nutritional component, such as celiac disease, inflammatory bowel disease, diabetes and obesity, which at the same time produces positive health outcomes.

Engaging medical students and residents in nephrology education: an updated scoping review.

BACKGROUND: There is global recognition that interest in nephrology among pediatric and adult trainees is waning, while the burden of kidney disease continues to wax. There is a growing need to engage trainees in nephrology education. The objective of this study was to systematically review the literature on nephrology education for medical students and residents published in the last six years, collate the findings, and extract major themes in order to better define the gaps in this field. METHODS: A systematic literature search was conducted on four major academic search engines including MEDLINE (OvidSP), ERIC, EMBASE and Web of Science until October 22, 2020, retrieving a total of 2,694 studies. Forty studies published after September 2014 met the inclusion and exclusion criteria. These studies were analyzed based on study focus, type of study design, and outcomes. RESULTS: The studies fell into three main areas of focus: (a) factors that influence interest in nephrology careers (b) current gaps in nephrology knowledge and (c) innovative educational strategies. Barriers to engaging learners in nephrology include a lack of exposure, lack of mentorship, and perceived complexity of nephrology. Baseline awareness is deficient in the management of chronic kidney disease and acute kidney injury. Applying active learning strategies may reduce the perceived barriers to understanding nephrology. CONCLUSION: The importance of engaging the future nephrology workforce is well-recognized. Nephrologist educators should focus their efforts in studying curriculum interventions and their impact not only on learner satisfaction, but also future behavior, career choices, and patient outcomes.

Gifted Children through the Eyes of Their Parents:Talents, Social-Emotional Challenges, and Educational Strategies from Preschool through Middle School.

Few studies have been conducted analyzing the experience of raising a gifted child. The present exploratory study focused on examining the profiles of a sample of 44 gifted children, exploring aspects related to health status, precociousness of development, and peculiarities of their potentiality and peculiar emotional profile. Through the administration of a semi-structured questionnaire and an in-depth interview, the experience of parents of gifted children was also analyzed, deepening the challenges they have to face and the educational strategies they implement. The evidence that emerged helps shed light on specific aspects that characterize gifted children and have implications for family educational practices.

Didática de professores e habilidades cognoscitivas de crianças no início de idade escolar / Didáctica de maestros y habilidades cognoscitivas de niños en inicio de edad escolar / Teacher didactics and children's cognitive skills in early school age

RESUMEN El estudio analizó el vínculo entre la didáctica de maestros y las habilidades cognoscitivas de atención, memoria, velocidad y fluidez verbal en estudiantes de primeros grados de un colegio público en Cúcuta-Colombia. Se propuso un diseño exploratorio concurrente con análisis cualitativo y recolección de datos de fuente mixta, con muestreo intencional de 22 estudiantes y 4 maestras. Se evaluaron habilidades cognoscitivas mediante pruebas neuropsicológicas estandarizadas para Colombia y la didáctica fue explorada mediante entrevista semiestructurada siguiendo categorías de enseñanza, aprendizaje y técnicas. Las habilidades cognoscitivas se analizaron mediante estadística descriptiva y las entrevistas por análisis de triangulación categorial, concluyendo en los niños sobresaliente memoria-velocidad y disminuida atención y fluidez verbal, hallazgos sobresalientes vinculados a didácticas basadas en uso de fichas de aprendizaje, repetición, mecanización, mientras que los resultados inferiores se asociaron al uso de video y pasatiempos.

RESUMO O estudo analisou a relação entre a didática de professores e as habilidades cognoscitivas de atenção, memória, velocidade e fluidez verbal em estudantes de primeiros anos de uma escola pública em Cúcuta - Colômbia. Utilizou-se um roteiro exploratório junto com análises qualitativa e levantamento de dados de fonte mista, com amostra intencional de 22 estudantes e 4 professores. Avaliaram-se habilidades cognoscitivas mediante testes neuropsicológicos normatizados para Colômbia e a didática foi explorada mediante entrevista semiestruturada seguindo categorias de ensino, aprendizagem e técnicas. As habilidades cognoscitivas foram analisadas mediante estatística descritiva e as entrevistas por análise de triangulação categorial, concluindo-se nas crianças importantes memória-velocidade e diminuída atenção e fluidez verbal, achados marcantes vinculados a didáticas baseadas no uso de fichas de aprendizagem, repetição, mecanização, enquanto os resultados inferiores foram associados ao uso de vídeo e passatempos.

ABSTRACT The study analyzed the relationship between teacher didactics and cognitive skills of attention, memory, speed and verbal fluidity in first-year students of a public school in Cúcuta-Colombia. An exploratory script was used, together with qualitative analysis and mixed-source data collection, with an intentional sample of 22 students and 4 teachers. Cognitive abilities were evaluated through neuropsychological tests standardized for Colombia, and didactics were explored through semi-structured interviews following categories of teaching, learning and techniques. Cognitive skills were analyzed using descriptive statistics and interviews by categorical triangulation analysis, concluding in important children memory-speed and reduced attention and verbal fluidity, remarkable findings linked to didactics based on the use of learning sheets, repetition, mechanization, while lower results were associated with the use of video and hobbies.

Estrategias de Acompañamiento Educativo y Familiar en la Educación Inicial: una revisión teórica / Strategies for Educational and Family Accompaniment in Early Education. A theoretical review / Estratégias de Educação e Acompanhamento Familiar na Educação Precoce. Uma Revisão Teórica

Resumen Introducción: El primer capítulo dará cuenta de las percepciones sobre educación inicial y su relación con los ámbitos familiar y escolar y cómo inciden en el desempeño escolar en la infancia. El segundo capítulo referencia los estudios relacionados con las responsabilidades y obligaciones de la familia y la escuela en el acompañamiento educativo de los niños y finalmente se desarrolla un apartado que indaga las estrategias de acompañamiento educativo en el contexto familiar y escolar. Objetivo: Realizar una revisión bibliográfica sobre las estrategias de acompañamiento educativo y familiar y su incidencia en el proceso formativo en la infancia. Materiales y Métodos: El enfoque privilegiado, es cualitativo a partir de una estrategia de revisión documental. Se presenta un estudio analítico de artículos de investigación, lo cual permite evidenciar el grado de profundización que ha tenido el tema en los últimos tiempos. Resultado: Carencia de estrategias de acompañamiento en el entorno familiar que sean exitosas y favorezcan el proceso educativo de los niños. Conclusión: Las instituciones gubernamentales continúan apostándole a la vinculación familia y escuela, pero la realidad muestra una brecha entre ellas que afecta de manera indirecta el proceso educativo en la infancia.

Abstract Introduction: The first will give an account of the perceptions about initial education and its relationship with the family and school environments and how they affect school performance in childhood. The second chapter refers to the studies related to the responsibilities and obligations of the family and the school in the educational accompaniment of children and finally a section is developed that investigates the educational accompaniment strategies in the family and school context. Objective: To carry out a bibliographic review on the strategies of educational and family support and their impact on the formative process in childhood. Methodology: The privileged approach is qualitative based on a document review strategy. An analytical study of research articles is presented, which shows the degree of deepening that the subject has had in recent times. Result: Lack of support strategies in the family environment that are successful and favor the educational process of children. Conclusion: Government institutions continue to focus on family and school ties, but reality shows a gap between them that indirectly affects the educational process in childhood.

Resumo Introdução: O acompanhamento educativo a nível escolar e familiar é o tema que pretendemos explorar em profundidade através da revisão documental das principais categorias deste estudo. O tema surge da necessidade observada nos centros educativos relativamente às estratégias utilizadas para acompanhar as curianas e à forma como as famílias são assertivamente envolvidas nos mesmos processos para benefício da formação académica dos seus filhos. O Objectivo deste artigo é realizar uma revisão bibliográfica das estratégias educativas e de acompanhamento familiar e do seu impacto no processo formativo na infância. Materiais e métodos: O enfoque é qualitativo, com base numa estratégia de revisão documental, é apresentado um estudo analítico de artigos de investigação, o que permite demonstrar o grau de estudo aprofundado do tema nos últimos tempos. Os resultados indicam uma falta de estratégias de apoio bem sucedidas no ambiente familiar que favorecem o processo educativo das crianças. Conclusões que as instituições governamentais continuam a concentrar-se na ligação entre a família e a escola, mas a realidade mostra um fosso entre elas que afecta indirectamente o processo educativo na infância.

A survey assessing sleep efficiency among Saudis during COVID-19 home confinement using the Pittsburgh sleep quality index: A call for health education.

The COVID-19 pandemic has introduced uncertainties that have disrupted regular routines. Sleep may be adversely affected by stressful circumstances that jeopardize general health. Hence, the impact of home confinement on the sleep efficiency of the general population was assessed. An online survey was conducted by using the Pittsburgh sleep quality index (PSQI) to assess sleep duration, sleep efficiency, latency to fall asleep, and global PSQI score. Questions pertaining to demography, home confinement, and anxiety were included. Data was collected from the residents of the Southwestern region from April 15, 2020 to May 15, 2020. Data were analyzed through bivariate, multivariate logistic regression, and independent t tests. A total of 593 subjects responded to the survey. Males (OR 1.92 [1.3-2.7], p < 0.001), and subjects aged ≥51 years (OR 2.49 [1.3-4.4], p = 0.002) were more likely to be poor sleepers (<6 h). In hypertensive subjects, inadequate sleep was twice as high (OR 2.2 [1.1-4.4], p < 0.05) than other comorbidities. Males were less likely to have sleep latency (OR 0.58 [0.40-0.86], p = 0.005) but smoking increased the latency of falling asleep (OR 2.41 [1.47-4.0], p < 0.001). Sleep duration was significantly influenced by home confinement (p = 0.002), whereas sleep duration (p = 0.001), latency (p = 0.018), sleep efficiency (p = 0.005), and global PSQI scores (p = 0.005) were significantly affected by anxiety. In the southwestern region, we found sleep influenced by anxiety about COVID-19. Community pharmacists are the most accessible health care professionals and could play a pivotal role in educating the lay public on the importance of sleep hygiene through posters displayed in pharmacies and with the help of public education material.