The effectiveness of a blended-learning training methodology on the dialysis nurse’s perception of competence. Quasi-experimental study / Efetividade de um programa de formação b-learning na perceção de competência do enfermeiro de diálise. Estudo quase-experimental

Introdução:Os enfermeiros que prestam cuidados à pessoa com doença renal crónica em hemodiálise devem ter formação específica em técnicas dialíticas. Assim, os Enfermeiros de Diálise deverão desenvolver competências específicas e diferenciadas ao longo do seu percurso profissional. O b-learning desempenha um papel fundamental na modernização do ensino, tornando-o mais acessível, flexível e adaptado às necessidades dos enfermeiros. Oferece oportunidades para melhorar a quali-dade da aprendizagem e promover a colaboração e a inovação no processo educativo.Objetivos:Os objetivos do estudo foram: avaliar a influência das variáveis sociodemográficas (idade e habilitações literárias) e da formação adquirida (frequência e duração) no perfil de competências e avaliar a eficácia de um programa de formação em técnicas de HD, na perceção de competência do Enfermeiro de Diálise. Material e Métodos:Estudo quase-experimental, pré e pós-teste, sem grupo controle. Resultados:A idade, a frequência e a duração da formação influenciam a perceção de competência do enfermeiro de diálise. Os participantes apresentaram uma melhoria significativa em alguns domínios da perceção de competência do Enfermeiro de Diálise após a implementação de um programa de formação em técnicas de HD. Conclusões:A existência de um programa de formação para Enfermeiros de Diálise, devidamente estruturado e padronizado, é uma mais-valia na aquisição, consolidação e atualização de conhecimentos. (AU)

Introduction: Nurses providing care to individuals with chronic kidney disease undergoing hemodialysis must have specific training in dialysis techniques. Therefore, Dialysis Nurses should develop specific and differentiated competencies throughout their professional career. Blended learning plays a fundamental role in modernizing education, making it more accessible, flexible, and tailored to the needs of nurses. It offers opportunities to improve the quality of learning and promote collaboration and innovation in the educational process. Objectives: The study’s objectives were to assess the influence of sociodemographic variables (age and education) and acquired training (frequency and duration) on the competence profile and to evaluate the effectiveness of a training program in HD techniques on the perception of competence of Dialysis Nurses. Material and Methods: Quasi-experimental, pre and post-test study without a control group. Results: Age, frequency, and duration of training influence dialysis nurses’ perceptions of competence. Participants showed a significant improvement in some domains of dialysis nurses’ perceptions of competence after the implementation of a training program in HD techniques. Conclusions: A properly structured and standardized training program for dialysis nurses is an asset in acquiring, consolidating, and updating knowledge. (AU)

Resiliencia en estudiantes universitarios de ciencias de la salud chilenos en el contexto de la telesimulación / Resilience in Chilean university health science students in the context of telesimulation

Introducción: El presente trabajo tuvo como propósito conocer el nivel de resiliencia en contexto pandémico en una muestra de estudiantes de pregrado de ciencias de la salud y cómo ésta se comporta en escenarios de telesimulación. Sujetos y métodos: El estudio tuvo un enfoque cuantitativo, con diseño observacional y temporalidad transversal. Se incluyó a 192 estudiantes pertenecientes a cinco carreras de las ciencias de la salud, cuyas edades oscilaron entre los 20 y los 49 años. Para medir la variable de interés se utilizó el cuestionario de resiliencia adaptado a 44 ítems con respuestas en escalamiento de tipo Likert. Resultados: Los resultados muestran niveles altos de resiliencia en carreras con programas de estudio que incluyen la telesimulación y las diferencias entre cada una de estas carreras. Conclusiones: Se sugiere la ampliación de la línea de investigación en otros contextos situacionales e intervención de metodologías de enseñanza-aprendizaje, con el fin de potenciar los procesos de adaptación de los estudiantes de salud y evaluar competencias esperadas del perfil de egreso, directamente relacionadas con su desempeño en su quehacer profesional.(AU)

Introduction: The purpose of this work was to know the level of resilience in a pandemic context in a sample of undergraduate students of health sciences, and how it behaves in tele-simulation scenarios. The study had a quantitative approach, with observational design, cross-sectional temporality and prospective.Subjects and methods: We included 192 students belonging to 5 careers in health sciences, whose ages ranged between 20 and 49 years. To measure the variable of interest, the resilience questionnaire adapted to 44 items with Likert-type scaling responses was used. Results: The results show high levels of resilience in careers with study programs that include tele-simulation and the differences between each of these careers. Conclusions: It is suggested to expand the line of research in other situational contexts and intervention of teachinglearning methodologies, to enhance the adaptation processes of health students and evaluate expected competencies of the graduation profile, directly related to their performance in their professional work.(AU)

Impacto de retroalimentación integral (debriefing) frente al modelo de enseñanza tradicional en la mejora de la calidad en estudios de ultrasonido obstétrico / Impact of comprehensive feedback (debriefing) vs traditional teaching model on quality improvement in obstetric ultrasound studies

Introducción: El debriefing es una técnica que permite mejorar los resultados en el proceso de aprendizaje a través de un proceso de reflexión y retroalimentación. El objetivo del estudio es comparar la efectividad del debriefing frente al modelo tradicional de enseñanza para mejorar el cumplimiento de calidad en ultrasonido obstétrico. Sujetos y métodos: Se evaluaron los resultados del control de calidad de 45 médicos recién egresados de diplomados de ultrasonido durante tres meses. Los médicos fueron divididos en dos grupos para llevar a cabo la retroalimentación de áreas de oportunidad: el grupo de control sólo recibió educación a través del modelo tradicional y el grupo de intervención recibió retroalimentación con metodología de debriefing. Resultados: Al comparar, ambos métodos mostraron ser efectivos para la mejora global del cumplimiento de calidad (42,9% el tradicional; p = 0,0083; 75% el de debriefing; p = 0,0002). El grupo de debriefing fue significativamente mejor en los rubros de calidad global (el 56,7 frente al 38,1%; p = 0,009 frente a p = 0,0432) y error de medición (el 88,1 frente al 68,7%, con significancia estadística; p = 0,349). Conclusión: Ambas técnicas de retroalimentación tuvieron un impacto positivo para la mejora del cumplimiento de la calidad en estudios de ultrasonido obstétrico, y la técnica de debriefing mostró ventajas significativas sobre el modelo deenseñanza tradicional en la retroalimentación de las áreas de oportunidad detectadas.(AU)

Introduction: Debriefing is a technique to improve learning outcomes through a process of reflection and feedback. The aim of the study is to compare the effectiveness of debriefing vs. the traditional teaching model to improve quality compliance in obstetric ultrasound. Subjects and methods: Forty-five recent graduates of ultrasound diploma courses were evaluated during three months of quality control. The physicians were divided into two groups to carry out feedback on areas of opportunity: the control group only received education through the traditional model and the intervention group, which received feedback with debriefing methodology. Results: When compared, both methods were shown to be effective for the overall improvement of quality compliance (42.9% traditional, p = 0.0083, 75% debriefing, p = 0.0002). The debriefing group was significantly better in the areas of overall quality (56.7% vs. 38.1%, p = 0.0090 vs. p = 0.0432), measurement error (88.1% vs. 68.7%, with statistical significance p = 0.349). Conclusion: Both feedback techniques offered positive results for the improvement of quality compliance in obstetric ultrasound studies, with the debriefing technique showing significant advantages over the traditional teaching model in the feedback of detected areas of opportunity.(AU)

Cine debate y racialidad en la facultad de medicina n 1 de Santiago de Cuba / Cinema debate and raciality at the No. 1 medical school in Santiago de Cuba

La educación a través del cine constituye un exponente de concientización contra la discriminación racial y sus efectos. En la Facultad de Medicina No.1 de Santiago de Cuba se facilita el debate de filmes que abordan este asunto, partiendo del intercambio creativo y reflexivo con estudiantes y docentes según las situaciones complejas de diversas épocas que se reflejan en los materiales exhibidos y su paralelismo en la actualidad mundial, y en las complejas situaciones que prevalecen en la sociedad cubana.(AU)

Education through cinema is an exponent of awareness against racial discrimination and its effects. In the Faculty of Medicine No.1 of Santiago de Cuba the debate of films that promotes activity based on the creative and reflective exchange with students and teachers according to the complex situations of different times that are reflected in the exhibited materials and their parallelism in world news and the complex situations that prevail in Cuban society.(AU)

Percepción de los estudiantes de las carreras de la salud sobre la utilización de metodologías activas para la enseñanza y aprendizaje de la histología / Perception of students of health careers on the use of active methodologies for teaching and learning histology

Introducción:Las metodologías activas tienen como protagonista al estudiante y, al ser enriquecidas con las tecnologías de la información y las comunicaciones, optimizan el aprendizaje activo, la participación y el trabajo colaborativo. El objetivo de este trabajo fue identificar la percepción de la satisfacción de los estudiantes de segundo año de Medicina y Tecnología Médica frente a la implementación de metodologías activas para el aprendizaje de la histología. Sujetos y métodos:Se utilizó un diseño cuantitativo, de corte transversal, descriptivo-comparativo. La percepción de los estudiantes se obtuvo a través de la aplicación de un cuestionario de satisfacción sobre metodologías activas, como el atlas digital y el póster científico, que incluyó cuatro dimensiones: metodología, atmósfera de aprendizaje, autorregulación y evaluación. Resultados:Las puntuaciones promedio obtenidas en cada dimensión fueron: metodología, media = 4,29; atmósfera de aprendizaje, media = 4,46; autorregulación, media = 4,37; y evaluación, media = 4,31, equivalentes a un porcentaje de satisfacción del 87,6, el 91,2, el 88,5 y el 83,7%, respectivamente. Las mejores percepciones se obtuvieron de los estudiantes de la carrera de Tecnología Médica. Conclusión:Los estudiantes percibieron positivamente las metodologías activas en beneficio de su aprendizaje en histología. Este tipo de metodologías favoreció principalmente la percepción de un buen ambiente para el aprendizaje y el logro de la autorregulación.(AU)

Introduction: Active methodologies have the student as their protagonist and, when enriched with Information and Communication Technologies (ICT), optimize active learning, participation and collaborative work. The objective of this work was to identify the perception of satisfaction of second-year students of medicine and medical technology, regarding the implementation of active methodologies for learning histology. Subjects and methods: A cross-sectional, descriptive-comparative quantitative design was used. The perception of the students was obtained through the application of a satisfaction questionnaire on active methodologies such as digital atlas and scientific poster, which included 4 dimensions: methodology, learning atmosphere, self-regulation and evaluation. Results: The average scores obtained in each dimension were: methodology M = 4.29, learning atmosphere M = 4.46, self-regulation M = 4.37 and evaluation M = 4.31, equivalent to a percentage of satisfaction of 87.6%, 91.2%, 88.5% and 83.7%, respectively. The best perceptions were obtained from the students of the medical technology career. Conclusion: The students positively perceived the active methodologies for the benefit of their learning in histology. This type of methodologies mainly favored the perception of a good environment for learning and the achievement of self-regulation.(AU)

Classroom Discourse: What Is Conveyed Through Educational Interpretation.

When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational interpreters. Elements studied include conveyance of main ideas, directions for assignments, relevance strategies, orienting commentary, participation solicitation, mental state reference, and semantic organization. The interpretations clearly and completely conveyed approximately one-third to two-thirds of the information (M = 48.6%) related to these elements of classroom discourse. Frequent omissions and alterations rendered large parts of the message markedly different. Results suggest a need to improve training of educational interpreters, increase communication between teachers and interpreters, provide students supplementary services, and heighten awareness that the interpretation process is fallible in ways that can impact access to classroom discourse.

Strategic career building during your PhD: a timeline for maximizing your opportunities.

PhD training can be incredibly versatile, leading to many downstream careers. There is potential to gain training to help you enter any of these careers after graduation. However, it is often only in retrospect that the options and optimal strategies become clear. Here we provide a strategic framework to empower PhD researchers to build and expand their career options in a method compatible with tomorrow's career ecosystem. The strategic framework encourages early career researchers to take a self-directed approach to establish flexible career goals, diversify exposures and build professional networks. Researchers increase their chances of success by building early markers of multiple career pathways into their PhD program. The framework emphasizes self-direction, adaptability and resilience, enabling early career researchers to embrace new opportunities and to navigate uncertainties. This structured approach empowers PhD researchers to maximize their opportunities, positioning them for long-term success in the various career options within and beyond academia.

Metodología 'SLIDE-4-U' para implicar al alumnado en el desarrollo de la clase presencial / How to involve students in the development of the face-to-face class: the 'SLIDE-4-U' methodology

Introducción: Desde hace unos años, tanto en grupos grandes como pequeños, y principalmente en clases en línea, se hapuesto en práctica la metodología ‘SLIDE-4-U’ o ‘una diapositiva para ti’ (2020PID-UB/023), con el objetivo de implicar alestudiante en su propio proceso de aprendizaje y en el de sus compañeros. Se consiguió mediante la participación delalumnado en la explicación en clase de diapositivas específicamente diseñadas para este fin. Métodos: La experiencia se llevó a cabo en el primer semestre del curso 2021-22 en la asignatura Nutrición Molecular delgrado de Nutrición Humana y Dietética (Universitat de Barcelona). Se preparó una sesión de seminario presencial centrada en inmunonutrición. El profesor dirigió la sesión seleccionando de forma aleatoria al estudiante, que debía explicar ladiapositiva sin preparación previa. Las explicaciones del alumnado fueron complementadas o corregidas por el profesordurante el desarrollo de la actividad. Al final del seminario se realizó una encuesta de opinión en la que se constató labuena aceptación de esta iniciativa (puntuaciones medias superiores a 4,2 sobre 5). Resultados: El alumnado consideró que era un reto explicar una diapositiva sin prepararla previamente y que este hecho,asociado a no saber quién haría la explicación, había provocado un cierto clima de nerviosismo. Ahora bien, la mayoríaestaba de acuerdo en que los esquemas/imágenes aportados fueron suficientes para poder desarrollar la actividad y quelas explicaciones hechas por los compañeros eran suficientemente correctas. Asimismo, también valoraban positivamente la participación del profesor a la hora de completar las explicaciones de sus compañeros. En general, la metodologíautilizada hizo que el alumnado fuera más consciente de que las diapositivas tienen una estructura y un objetivo, y de ladificultad de comunicar correctamente...(AU)

Introduction: Lately, both in large and small groups and mainly in online classes, the 'SLIDE-4-U' or 'one slide for you' methodology (2020PID-UB/023) has been put into practice, with the aim of involving the student in their own learning process and that of their classmates. It is achieved through the participation of the students in the explanation of slides in class, specially designed for this purpose. Methods: The experience was carried out in the first semester of the 2021-22 academic year in the subject Molecular Nutrition of the Human Nutrition and Dietetics degree (Universitat de Barcelona). A face-to-face seminar session focused on immunonutrition was prepared with this type of material. The teacher led the session by randomly selecting the student, who had to explain the slide without prior preparation. The explanations of the students were complemented and/or corrected by the teacher, during the development of the activity. At the end of the seminar, an opinion survey was carried out in which the good acceptance of this initiative was verified (average scores higher than 4.2 out of 5). Results: The students considered that it was a challenge to explain a slide without previously preparing it, and that this fact, associated with not knowing who would do the explanation, had caused a certain climate of nervousness. However, the majority agreed that the diagrams/images provided were sufficient to be able to carry out the activity and that the explanations made by the classmates were correct enough. Likewise, they also positively valued the teacher's participation when completing the explanations of their classmates. In general, the methodology used made the students more aware that the slides have a structure and an objective, and of the difficulty of communicating correctly...(AU)

Atiende y atento/a. Estrategias para mejorar la asistencia y el provecho de las clases presenciales / Attend and attentive. Strategies to improve attendance and use of on-site classes

Introducción: Recientemente se ha percibido una reducción significativa de la asistencia del alumnado a las clases de teoría del grado de Podología. El profesorado, consciente de la existente correlación positiva entre la asistencia y el rendimiento acadèmico, se ha propuesto adaptar las clases de teoría para hacerlas más atractivas para el alumnado. Métodos: Se plantearon cambios en dos niveles en las materias de Fisiología, Bioquímica y Biofísica en los cursos 2021-22 y 2022-23. Por un lado, se estructuraron las clases en bloques de 15-20 minutos, alternando la transmisión de información con actividades de participación activa. Por otro lado, se cambió el sistema de evaluación, introduciendo pequeñas actividades evaluativas en algunas clases teóricas. Resultados: Se alcanzó una asistencia superior al 75% en la mayoría de las clases. Las principales causas de absentismo descritas por los estudiantes fueron estudiar otras asignaturas y motivos de salud. El alumnado valoró tanto el formato de clase como el sistema de evaluación con una puntuación de notable. Se analizó si esta estrategia docente comportó mejoras en el rendimiento acadèmico mediante la comparación de las notas obtenidas con las notas de cursos anteriores, y no se observaron diferencias significativas. El profesorado manifestó que la estrategia docente, aunque satisfactoria, implicaba una mayor dedicación. Conclusión: En definitiva, la estrategia descrita para promover la asistencia a clase, aparte de dar más trabajo al profesorado, no ha significado una mejoría en el nivel de aprendizaje del alumnado, pero ha sido satisfactoria para el alumnado y el profesorado.(AU)

Introduction: Recently, a significant reduction in student attendance to theory classes of the Podiatry degree has been perceived. The teaching staff, aware of the existing positive correlation between attendance and academic performance, has proposed to adapt the theory classes to make them more attractive for the students. Methods: Changes were proposed at two levels in the subjects of Physiology, Biochemistry and Biophysics in the academic years 2021-22 and 2022-23. On one hand, classes were structured in blocks of 15-20 minutes, alternating the transmission of information with active participation activities. On the other hand, the continuous assessment system was changed by introducing small evaluative activities in some theoretical classes. Results: Attendance over 75% was achieved in most of the classes. The main causes of absenteeism reported by students were studying other subjects and health reasons. The students rated both the class format and the evaluation system with a grade of B. An analysis was made of whether this teaching strategy led to improvements in academic performance by comparing the grades obtained with those of previous years, and no significant differences were observed. The faculty stated that the teaching strategy, although satisfactory, entailed a greater teaching load for a result that did not improve academic performance. Conclusions: In short, this strategy described to promote class attendance, apart from giving more work to the teaching staff, has not meant an improvement in the level of student learning. But it has been satisfactory for students and teachers.(AU)

Percepción de satisfacción de los estudiantes frente al uso del Team-Based Learning en línea y su relación con el rendimiento académico / Perception of student satisfaction with the use of Team-Based Learning online and its relationship with academic performance

Introducción: Es necesario adaptar técnicas didácticas que favorezcan el logro de competencias de modo virtual, sincrónico o asincrónico, en previsión de situaciones contingentes socialmente complejas que dificulten la presencialidad, como ha sido la actual pandemia de COVID-19. Objetivo: Identificar la percepción de satisfacción de los estudiantes sobre el uso del Team-Based Learning (TBL) como una metodología activa y participativa en la enseñanza remota de emergencia y su relación con el rendimiento académico en estudiantes de la carrera de Tecnología Médica de la Universidad Católica de la Santísima Concepción (UCSC). Sujetos y métodos: Se realizó una intervención pedagógica en el curso de Fisiología Humana de la Facultad de Medicina de la UCSC, en la cual se empleó el TBL como método de apoyo al aprendizaje de contenidos entregados en clases sincrónicas en línea en dos unidades teóricas: renal y digestivo. La recolección de datos sobre percepción de satisfacción se realizó a través de una encuesta de elaboración propia. Las calificaciones se obtuvieron del registro académico del curso. Se realizó un análisis estadístico descriptivo-correlacional. Resultados: Se encontró aceptable consistencia interna de los diversos ítems de la escala de percepción de satisfacción. Se describió una mejor percepción para los ítems de metodología y autorregulación del aprendizaje, con una mayor correlación positiva para los estudiantes con mejor rendimiento académico. Conclusiones: El TBL, como técnica didáctica para favorecer la interacción y el aprendizaje en contextos tradicionales, parece susceptible de mantener esta característica favorecedora de interacción y aprendizaje cuando es adaptada a condiciones complejas socialmente, como ha sido el contexto de pandemia de COVID-19.(AU)

Introduction: It is necessary to adapt didactic techniques that favor the achievement of skills in a virtual, synchronous or asynchronous way, in anticipation of socially complex contingent situations that make it difficult to attend, as has been the current COVID-19 pandemic. Objective: To identify the perception of student satisfaction regarding the use of Team-Based Learning (TBL) as an active and participatory methodology in emergency remote teaching and its relationship with academic performance in students of the Universidad Católica de la Santísima Concepción (UCSC) Medical Technology major. Subjects and methods: A pedagogical intervention was carried out in the Human Physiology course of the UCSC School of Medicine, in which the TBL was used as a method of supporting the learning of contents delivered in synchronous online classes in two theoretical units: renal and digestive. The collection of data on the perception of satisfaction was carried out through a self-developed survey. The grades were obtained from the academic record of the course. A descriptive-correlational statistical analysis was performed. Results: Acceptable internal consistency of the various items of the perception of satisfaction scale was found. Better perception was reported for the items of methodology and self-regulation of learning, with a greater positive correlation for those students with better academic performance. Conclusions: The TBL as a didactic technique to favor interaction and learning in traditional contexts, seems likely to maintain this characteristic that favors interaction and learning, when it is adapted to socially complex conditions such as the context of the COVID-19 pandemic.(AU)

Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project.

BACKGROUND: Education outside the classroom (EOtC) is considered beneficial to children's physical and mental health. Especially, stress resilience has been linked to nature experience. AIMS: This study experimentally explored the effects of pupils' autonomy support (AUT) and physical activity (PA) on their biological stress responses and brain development in EOtC. SAMPLE: The study comprised 48 fifth and sixth graders. METHODS: The intervention consisted of one day/week taught in a forest over one school year. Structural magnetic resonance imaging (MRI) was conducted at the beginning and the end of the school year, functional MRI under a stress condition at the end. Regions of interest were amygdala, hippocampus and the anterior cingulate cortex (ACC). All other measures were obtained at the beginning, at mid-term and at the end of the school year. PA was measured using accelerometry. Cortisol levels were obtained three times during the examined school days. AUT was measured with a paper-based survey. Data were analysed using Bayesian multivariate models. RESULTS: EOtC students exhibit more efficient regulation of biological stress-reactivity and show a reduction of cortisol over the day associated with light PA in the forest. Cortisol is further associated with amygdala activation in the stress condition. Cerebral structural change is best explained by age; however, AUT has a positive direct effect on the maturation of the ACC, which is stronger in EOtC. CONCLUSIONS: Our results support the idea that autonomy supportive teaching fosters cerebral maturation and that EOtC can have a positive effect on biological stress regulation.

Improvement impact of nudges incorporated in environmental education on students' environmental knowledge, attitudes, and behaviors.

This study conducted randomized controlled trials to evaluate the effectiveness of an environmental education class and the impacts of nudges and boosts implemented in this program on high school students' basic knowledge, attitudes, and behaviors regarding environmental issues in Japan. This environmental education class consisted of a lecture on reducing the use of plastic products for energy conservation in daily life, a board game for learning how to reduce plastic waste, and a worksheet for reflection. Four types of worksheets were randomly distributed: nudges, in which students were asked to set a goal regarding their level of effort in not throwing away plastic products such as plastic bags, wet wipes, and plastic bottles; boosts, in which participants were asked to write an essay to help increase their empathy for the parties impacted by environmental issues; both nudges and boosts; and none (neither nudges nor boosts). After environmental education, an end-line survey was conducted to evaluate the effectiveness of this class. This study found that the environmental education class significantly improved students' basic environmental knowledge and promoted their concerns about plastic waste. Although there was no evidence that nudges and boosts amplify the effects of the environmental education class on the students' knowledge, nudges were successful in making them more concerned about plastic waste. The results showed that students who received nudges or boosts were more likely to refuse free wet wipes offered at convenience stores but were not more likely to refuse plastic bottles. These results also indicated that interventions through environmental education can change students' pro-environmental behaviors only if the cost of behavioral change is low. The environmental education class not only increased students' environmental knowledge and attitudes, but the use of worksheets in administering nudges and boosts ensured the effectiveness of environmental education.

Papel de la atención psicopedagógica en el sistema educativo / Role of psychopedagogical care in the educational system

La educación es un proceso complejo en cualquiera de los niveles educativos. Los educandos pueden sentir distintas sensaciones como miedo, inseguridad, alegría, temor y ansiedad que condicionan la actitud y predisposición al régimen educativo. La adaptación al proceso se hace diferente en cada estudiante y depende de la capacidad propia de vencer, controlar o modificar los sentimientos que se generan. En ocasiones, es necesario la orientación profesional, como alternativa orientadora, para lograr una mejor adaptación de los estudiantes al medio que los rodea y que no se afecte su rendimiento académico ni su comportamiento social. La atención psicopedagógica se considera una herramienta metodológica de apoyo al sistema educativo, cuya importancia no es dimensionada correctamente en muchas ocasiones(AU)

Education is a complex process at any educational level. Learners can feel different sensations such as fear, insecurity, happiness, fear and anxiety that condition the attitude and predisposition to the educational system. Adaptation to the process is different for each student and depends on their own ability to overcome, control or modify the feelings that are generated. Sometimes professional guidance is necessary, as a guidance alternative, to achieve a better adaptation of students to the environment that surrounds them and that neither their academic performance nor their social behavior is affected. Psychopedagogical attention is considered a methodological tool to support the educational system, whose importance is not correctly dimensioned on many occasions(AU)

Reflexões sobre metodologias de pesquisa: perspectivas de colaboração em investigações crítico-educacionais / Reflections about research methodologies: collaborative perspectives in critical-educational investigations / Réflexions sur les méthodologies de recherche: perspectives collaboratives dans les investigations critiques en éducation

Escrito em três línguas ­ embora suas partes não sejam traduzidas em todas as línguas que o constituem ­ esse texto tripartido tem dois objetivos: primeiramente, busca fornecer uma ideia geral do curso - três cursos em um - que foi oferecido durante a primavera europeia e o outono brasileiro de 2021 por três professoras em parceria para os seus alunos de mestrado e doutorado, ou seja, para estudantes, em sua maioria, das três universidades onde elas lecionam, promovendo uma discussão densa e uma visão ampla acerca do tema do curso, qual seja, Metodologias Críticas de cunho colaborativo, especialmente as que se embasam nos estudos histórico-culturais, conforme discutidos por L. S. Vigotski (1924-1934). O curso foi organizado a partir da ideia inicial e central de uma oportunidade para aprofundar a compreensão dos aspectos que aproximam e diferenciam os trabalhos das três pesquisadoras - Clínica de Atividades, Pesquisa-Trans-Formação, Pesquisa Crítica de Colaboração - e de seus grupos de pesquisa, especialmente no tocante às metodologias empregadas e ao seu trabalho com profissionais da educação. Os resultados das discussões demonstram que as três metodologias se apoiam, em maior ou menor escala, em conceitos tais como contradição, trabalho colaborativo, instrumento-e-resultado, dialética, totalidade-unidade, sentido e significado (ou significação), entre outros. Alguns autores foram também convidados para contribuir com sua visão sobre aspectos específicos da teoria histórico-cultural e/ou possibilidades metodológicas que podem ser desenvolvidas a partir desses estudos. Já outros autores que contribuíram com esse número temático da Revista Psicologia da Educação foram participantes do curso em si ­ como professores convidados ou como estudantes ­ e apresentam suas visões sobre o que foi discutido nas semanas de trabalho, i.e., as metodologias de pesquisa e suas bases ou as ideias principais que surgiram nas discussões e contribuíram com a elaboração dos componentes metodológicos de suas teses ou dissertações. (AU)

Written in three languages ­ though not translated into all of them ­ this tripartite text's aim is twofold: First and foremost, it aims at providing an overview of a course - three courses in one - delivered over the European Spring and Brazilian Autumn of 2021, in partnership by the three authors to their Master's and Doctorate students, i.e., to participants of the three universities where they lecture, providing a sound discussion and broad overview of critical collaborative research methodologies, especially those that are developed bearing in mind the cultural-historical studies as per L. S. Vygotsky (1924-1934). The course was organized from the initial and central idea of creating an opportunity to deepen the understanding of the aspects that bring the work of the three researchers closer and differentiating the work of the three researchers - Activity Clinic, Trans-Formation Research, Critical Collaboration Research - and their research groups, especially regarding the methodologies employed and their work with education professionals Results show that the three methods are, to a greater or lesser degree, supported by concepts such as contradiction, collaborative work, instrument-and-result, dialectics, totality-uniqueness, sense and meaning (or signification), among others. Secondly, this paper aims at briefly explaining that the thematic issue of the Journal Educational Psychology has also received contribution from other colleagues - whilst some authors were invited to contribute with their view on specific aspects of the cultural-historical theory and/or the methodological possibilities that can be developed from these studies, other writers who have contributed to this thematic issue took part in the above-mentioned course, and either provided a text on their view of what was discussed, the research methodologies and their bases, or on the main ideas arising from the debates for their thesis/dissertation thesis' methodological organization. (AU)

Cet article trilingue s'inscrit dans le prolongement d'un cours donné conjointement par trois universités (deux brésiliennes, une suisse) en 2021. A cette période, les mesures liées à l'épidémie de covid nous forçaient à donner nos cours à distance. Transformant cette contrainte en ressource pour faire ce que nous désirions faire depuis longtemps, c'est-à-dire enseigner ensemble, nous avons construit ce cours comme une opportunité importante de co-enseigner, malgré les distances géographiques, et de permettre aux étudiant-es de deux continents, vivant dans des pays et contextes très différents, de se connaître et de collaborer. Le cours s'adressait ainsi aux étudiant-es de master et aux doctorant-es des trois universités. Des professeur-es invité-es et des étudiant-es d'autres universités ont rejoint ponctuellement le cours. L'objectif était de comprendre et de discuter les approches de recherche collaborative critiques d'inspiration vygotskienne portées par les trois organisatrices. Le cours offrait ainsi un cadre pour explorer ces trois approches, ainsi que leurs convergences et divergences, ce dont cet éditorial garde trace. L'entrée dans la réflexion était principalement méthodologique. Cette comparaison méthodologique met en évidence l'importance des concepts de contradiction, dialectique, collaboration, totalité-singularité, sens et signification, approche instrumentale, en particulier. S'appuyant sur les mêmes textes théoriques de Vygotskij et de son école, qu'elles déclinent dans des contextes et avec des objectifs différents, nos trois approches présentent des convergences fortes, avec des vocabulaires et conceptualisations différents, nécessitant un travail précis de compréhension théorique et de traduction. Cet éditorial présentera donc brièvement les trois approches et les similitudes que nous avons relevées. Les articles qui composent ce numéro spécial du journal Educational Psycholog ont été écrits suite à cette expérience collective, scientifique et pédagogique. Nous avons invité certain-es auteurs/trices à développer certains points méthodologiques centraux, d'autres ont poursuivi dans ce cadre la réflexion entamée dans leurs mémoires et thèses, d'autres encore ont élaboré leurs réflexions sur certaines idées débattues ensemble. (AU)

Training College Students with Hearing Loss in Theory of Mind.

This paper explored training methods to improve the Theory of Mind levels of Chinese college students with hearing loss and investigated the transfer effect of training. Ninety Chinese college students with hearing loss were randomly divided into two groups: the ToM training group and the physical-conversation training group. The ToM training group received ToM training, and the physical-conversation training group as the control group received physical-conversation training. All the participants attended four separate 60-min lectures. The ToM Story Task and the False Belief Task were used to assess the training's effect, and the ToM animation task was adopted to investigate the transfer effect. Before training, the level of ToM of the two participant groups was similar. After training, the ToM level of Chinese college students with hearing loss who participated in ToM training was significantly higher than the students who underwent physical-conversation training. Moreover, the findings revealed that ToM training has long-term transfer effects. This study thus showed that ToM training can effectively improve the ToM level of Chinese college students with hearing loss.