Historia de la enseñanza universitaria / History of university education

El vocablo "universidad" viene del latín universitas, término que hace referencia a "totalidad" o "reunido en un todo". Históricamente fue conformado por el grupo de "los que enseñan" y el de "los que aprenden". Una de las primeras universidades fue la Universidad de Bologna donde si bien predominaban los estudios jurídicos, también se dictaban filosofía, teología, farmacia, astronomía, matemáticas y medicina. Su contrapartida fue la Universidad de París, donde se enseñaba fundamentalmente teología. En esta última institución los pontífices se reservaron la vigilancia de su actuación y enseñanza. La universidad moderna surge del modelo de Guillermo Humboldt, en el que se restablece la coexistencia de la ciencia y la investigación, que constituyen el germen de nuestra relación docencia - investigación. En las universidades de América Latina se destaca la reforma universitaria de Córdoba, uno de cuyos puntos centrales fue la autonomía universitaria, definida como la facultad de los estudiantes de dirigir la Universidad sin la intromisión de los poderes del estado, en el ámbito propio de la deliberación y la decisión libre de los alumnos y maestros, despojados de toda autoridad diferente a su capacidad docente. (AU)

The word "university" comes from the Latin universitas, a term that refers to "totality" or "united as a whole". Historically it was formed by the group of "those who teach" and "those who learn". One of the first universities was the University of Bologna where, although legal studies predominated, philosophy, theology, pharmacy, astronomy, mathematics and medicine were also taught. Its counterpart was the University of Paris, where theology was the main subject. In the latter institution, the pontiffs reserved for themselves the supervision of their actions and teaching. The modern university arises from the model of William Humboldt, in which the conjunction of science and research is reestablished, which constitute the germ of our teaching-research relationship. In Latin American universities, the university reform of Córdoba stands out, one of the central points of which was university autonomy defined as the faculty of students to direct the University, without the interference of the powers of the state, in the proper scope of deliberation and free decision of students and teachers, stripped of any other authority different from their teaching capacity. (AU)

Construction Method of Industrial College in Vocational Colleges Based on Cluster Analysis Algorithm.

In the context of the combination of industry and education, the construction of industrial colleges in vocational colleges can drive the scientific development of specialty settings in colleges and universities, and promote the way for colleges to expand students' practical teaching under the teaching of theoretical knowledge, and it is also an effective way for students to stimulate their learning enthusiasm and innovation enthusiasm. Colleges and universities can increase the direction and characteristics of specialist settings in colleges while enhancing instructors' professional level through school-business collaboration, and growing measures of talent training in colleges and universities plays a significant guiding role. The way to set up industrial colleges in vocational colleges reflects the development characteristics of talent training mode in the new era, and it is also an effective way to meet the practical training of students and the actual needs of society. It is a new school running mode of transforming productivity, cooperation, and mutual benefit, which is very worthy of promotion and development. This paper analyzes the problems existing in the construction of industrial colleges in vocational colleges in China and finds out the corresponding solutions. A path method of industrial college construction in vocational colleges based on the cluster analysis algorithm is proposed. The validity of this model is verified by experiments, which lays a foundation for the construction of industrial colleges in vocational colleges.

Use of Mayer wave activity to demonstrate aberrant cardiovascular autonomic control following sports concussion injury.

Dysregulation of cardiovascular autonomic control is gaining recognition as a prevailing consequence of concussion injury. Characterizing the presence of autonomic dysfunction in concussed persons is inconsistent and conventional metrics of autonomic function cannot differentiate the presence/absence of injury. Mayer wave (MW) activity originates through baroreflex adjustments to blood pressure (BP) oscillations that appear in the low-frequency (LF: 0.04-0.15 Hz) band of the BP and heart rate (HR) power spectrum after a fast Fourier transform. We prospectively explored MW activity (∼0.1 Hz) in 19 concussed and 19 noninjured athletes for 5 min while seated at rest within 48 h and 1 week of injury. MW activity was derived from the LF band of continuous digital electrocardiogram and beat-to-beat BP signals (LFHR, LF-SBP, MWHR, and MW-SBP, respectively); a proportion between MWBP and MWHR was computed (cMW). At 48 h, the concussion group had a significantly lower MWBP and cMW than controls; these differences were gone by 1 week. MWHR, LFHR, and LF-SBP were not different between groups at either visit. Attenuated sympathetic vasomotor tone was present and the central autonomic mechanisms regulating MW activity to the heart and peripheral vasculature became transiently discordant early after concussion with apparent resolution by 1 week.

Experiência de disciplinas do Programa de Estágio Supervisionado de Capacitação Docente na pósgraduação: reflexão e potência no ensino superior / Experiencia de asignaturas do Programa de Pasantía Supervisada de Capacitación Docente en el postgrado: reflexión y potencia en la enseñanza superior / Experience of disciplines from the Supervised Internship Program for Teachers' Training in graduate studies: reflection and potency in higher education

Apresenta-se uma experiência na formação para a docência do ensino superior nas disciplinas que compõem o Programa de Estágio Supervisionado de Capacitação Docente. Os principais desafios relatados pelos pós-graduandos no contato com seus estudantes foram: o conflito geracional, a aprendizagem empírica do fazer do professor e a frágil apropriação de conceitos educacionais. Os desafios das docentes na condução das disciplinas perpassam a mediação da aprendizagem na quebra de paradigmas; e o estímulo à prática reflexiva e à aprendizagem significativa. As disciplinas permitiram, na avaliação discente, a análise crítica do seu papel social; a gestão do processo educativo; a aproximação de conceitos e de estratégias educacionais; e mudanças na prática. Espera-se que este relato possa inspirar outros programas e apoiar iniciativas que considerem rever o papel da pós-graduação na formação para a docência. (AU)

Se presenta una experiencia en la formación para la docencia de la enseñanza superior juntamente con las asignaturas que componen el Programa de Pasantía Supervisada de Capacitación Docente. Los principales desafíos relatados por los alumnos de postgrado en el contacto con sus estudiantes fueron: el conflicto generacional, el aprendizaje empírico del quehacer del profesor, la frágil apropiación de conceptos educativos. Los desafíos de las docentes en la dirección de las asignaturas atraviesan la mediación del aprendizaje en la ruptura de paradigmas, el incentivo a la práctica reflexiva y al aprendizaje significativo. Las asignaturas permitieron, en la evaluación discente, el análisis crítico de su papel social, la gestión del proceso educativo, la aproximación de conceptos y estrategias educativas y cambios en la práctica. Se espera que este relato pueda inspirar otros Programas y dar apoyo a iniciativas que consideren la revisión del papel del postgrado en la formación para la docencia. (AU)

An experience in training for teaching in higher education is presented in the subjects encompassed by the Supervised Internship Program for Teacher Education. The main challenges reported by graduate students were: generational conflict; the empirical learning of the teacher's doing; the fragile appropriation of educational concepts. The challenges faced by teachers in conducting the disciplines permeate the mediation of learning by breaking paradigms and encouraging reflection of the practice and meaningful learning. The subjects allowed, in the student evaluation, the critical analysis of their social role; the management of the educational process; the approximation of educational concepts and strategies; and changes in practice. It is hoped that this report can inspire other programs and support initiatives that consider reviewing the role of graduate studies in teacher education. (AU)

Universities' Scientific and Technological Transformation in China: Its Efficiency and Influencing Factors in the Yangtze River Economic Belt.

Universities are important sources of knowledge and key members of the regional innovation system. The key problem in Chinese universities is the low efficiency of the scientific and technological (S&T) transformation, which limits the promotion of regional innovation and economic development. This article proposes the three-stage efficiency analytical framework, which regards it as a complex and interactive process. Avoiding the problem of considering the input and output of university S&T transformation as a "black box" and neglecting the links among different transformation stages. The super efficiency network SBM model is applied to the heterogeneous region of the Yangtze River Economic Belt. Empirical research proves that university S&T transformation has not been effectively improved and the scientific resources invested in universities have not been efficiently utilized in recent years. Generally, Despite the correlation between regional economy and transformation efficiency, the exclusive increase in resources is not enough. Regional openness and the quality of research talents are key factors for the application of technological innovation and technology marketization. Universities should not only pursue the number of research outputs but pay more attention to high-quality knowledge production to overcome difficulties in research achievements transformation.

An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes.

As part of a wider reform to scaffold quantitative and research skills throughout the biology major, we introduced course-based undergraduate research experiences (CURE) in sections of a large-enrollment introductory biology laboratory course in a mid-level, public, minority-serving institution. This initiative was undertaken as part of the in the National Science Foundation / Council for Undergraduate Research Transformations Project. Student teams performed two or three experiments, depending on semester. They designed, implemented, analyzed, revised and iterated, wrote scientific paper-style reports, and gave oral presentations. We tested the impact of CURE on student proficiency in experimental design and statistical reasoning, and student research confidence and attitudes over two semesters. We found that students in the CURE sections met the reformed learning objectives for experimental design and statistical reasoning. CURE students also showed higher levels of experimental design proficiency, research self-efficacy, and more expert-like scientific mindsets compared to students in a matched cohort with the traditional design. While students in both groups described labs as a positive experience in end-of-semester reflections, the CURE group showed a high level of engagement with the research process. Students in CURE sections identified components of the research process that were difficult, while also reporting enjoying and valuing research. This study demonstrates improved learning, confidence, and attitudes toward research in a challenging CURE laboratory course where students had significant autonomy combined with appropriate support at a diverse public university.

Disrupción académica provocada por COVID-19 en la educación médica superior. Respuestas inmediatas y propuestas de futuro / Academic disruption caused by COVID-19 in higher medical education. Direct responses and proposals for the future

RESUMEN Las instituciones de educación superior de Salud han afrontado un gran reto con la aparición de la pandemia de COVID-19. Esta situación generó una ruptura de los tradicionales modelos de formación, caracterizados por la presencialidad en el aula, obligando a pasar hacia la educación a distancia, conocida en esta situación como educación remota de emergencia. Este proceso de disrupción académica, determinó acciones para lograr, aun en estas condiciones, la continuidad del curso escolar, estructurándose las mismas en dos etapas sucesivas: la primera, con predominio del principio de depósito sin interacción (estantería o repositorio), y la segunda con predominio del principio de interacción (verdadero espacio virtual de intercambio) (AU).

ABSTRACT The institutions of higher health education have faced a major challenge with the emergence of the COVID-19 pandemic. This situation caused a rupture of the traditional training models, characterized by the presence in the classroom, forcing to move towards distance education, known in this situation as remote emergency education. This process of academic disruption determined actions to achieve, even under these conditions, the continuity of the school year, structuring them in two successive stages: the first, with predominance of the principle of non-interaction deposit (shelving or repository), and the second with predominance of the principle of interaction (true virtual space of exchange) (AU).

The enduring pursuit of public science at U.S. land-grant universities.

Since the 1990s, universities have faced a push toward output commercialization that has been seen as a potential threat to the public science model. Much less attention has been given to the enduring nature of internal organizational features in academia and how they shape the pursuit of traditional scholarly activities. This article exploits four waves of representative, random-sample survey evidence from agricultural and life science faculty at the 52 major U.S. land-grant universities, spanning 1989-2015, to examine faculty attitudes/preferences, tenure and promotion criteria, output, and funding sources. Our findings demonstrate that faculty attitudes toward scientific research have remained remarkably stable over twenty-five years in strongly favoring intrinsic and public science goals over commercial or extrinsic goals. We also demonstrate the faculty's positive attitudes toward science, an increased pressure to publish in top journals and secure increasingly competitive grants, as well as declining time for science. These trends suggest a reconsideration of university commercialization strategies and a recommitment of universities and their state and federal funders toward fostering public agricultural and life science research.

Three Mediating Pathways of Anxiety and Security in the Relationship between Coping Style and Disordered Eating Behaviors among Chinese Female College Students.

Background: According to previous studies, eating disorders and disordered eating behaviors are associated with coping style, anxiety, and sense of security. However, the specific mechanism between them has not been elucidated. The purpose of this study was to explore whether anxiety and sense of security play mediating roles in coping style and disordered eating behaviors among Chinese female college students. Method: Six hundred and ninety-one female college students (mean age = 19.36; SD = 1.06) completed the Simple Coping Style Questionnaire, the Eating Disorder Inventory, the Security Questionnaire, the Hospital Anxiety and Depression Scale, and a brief demographic survey. The percentage bootstrap method of deviation correction was conducted to determine the mediating effect of anxiety and sense of security on coping style and disordered eating behaviors. Results: Coping style had direct and indirect effects on disordered eating behaviors. Anxiety and sense of security were not only independent mediators in the relationship between coping style and disordered eating behaviors but also chain mediators. Conclusions: The results of the current study provide preliminary evidence that preventive interventions targeting anxiety and sense of security may be feasible for young women who develop disordered eating behaviors due to stress in their lives.

Prevalence of Computer Vision Syndrome and Associated Factors among Instructors in Ethiopian Universities: A Web-Based Cross-Sectional Study.

BACKGROUND: In this globalized and high-tech era, the computer has become an integral part of daily life. A constant use of computer for 3 hours and more per day can cause computer vision syndrome (CVS), which is one of the leading occupational hazards of the 21st century. The visual difficulties are the most common health problems associated with excessive computer use. Therefore, this study aimed to assess the prevalence and associated factors of CVS among instructors working in Ethiopian universities. METHODS: A web-based cross-sectional study was conducted among 422 university instructors in Ethiopia from February 02 to March 24, 2021. A structured and self-administered questionnaire prepared by Google Forms was shared among instructors through their e-mail addresses, Facebook, and Telegram accounts. Data cleanup and cross-checking were done before analysis using SPSS version 23. A multivariable logistic regression was applied to identify factors associated with CVS using p value <0.05 and 95% confidence interval. RESULTS: Of the total 416 participants, about 293 (70.4%) were reported to have CVS (95% CI: 65.9-74.5%), of which 54.6% were aged 24-33 years. Blurred vision, pain in and around the eye, and eye redness were the main symptoms reported. Working in third-established universities (AOR = 8.44, 95% CI: 5.47-21.45), being female (AOR = 2.69, 95% CI: 1.28-5.64), being 44 years old and above (AOR = 2.73, 95% CI: 1.31-5.70), frequently working on the computer (AOR = 5.51, 95% CI: 2.05-14.81), and sitting in bent back position (AOR = 8.10, 95% CI: 2.42-23.45) were the factors associated with computer vision syndrome. CONCLUSIONS: In this study, nearly seven-tenths of instructors in Ethiopian universities reported having symptoms of computer vision syndrome. Working in third-generation universities, being female, age, frequently working on the computer, and sitting in bent back position were statistically significant predictors in computer vision syndrome. Therefore, optimizing exposure time, addressing ergonomic hazards associated with computer usage through on-the-job and off-the-job training, and making the safety guidelines accessible for all university instructors would be critical to address the problem.

Team Sport Participation Protects Against Burnout During Neurosurgery Training: Cross-Sectional Survey Study.

OBJECTIVE: Burnout is experienced by up to two thirds of neurosurgery residents. Team sport participation as an adolescent protects against adverse mental health outcomes in adulthood. The objective of this study was to determine whether high school or collegiate team sport participation is associated with improved psychological well-being during neurosurgery residency. METHODS: A cross-sectional survey study of U.S. neurosurgery residents was conducted between June 2020 and February 2021. Outcomes included self-ratings of sadness, anxiety, stress, burnout, optimism, and fulfillment, on 100-point scales, which were averaged into a "Burnout Composite Score" (BCS). Respondents were grouped and compared according to their prior self-reported participation in team sports (participants vs. nonparticipants). A 3-way analysis of variance tested the effects of resident level, exercise days, and team sport participation on BCS. RESULTS: Of 229 submitted responses, 228 (99.5%) provided complete data and 185 (81.1%) residents participated in team sports. Days/week of exercise was similar across groups (2.5 ± 1.8 vs. 2.1 ± 1.8, P = 0.20). The team sport group reported lower mean BCS (37.1 vs. 43.6 P = 0.030, Cohen d = 0.369). There was a significant interaction between prior team sport participation and exercise regimen on BCS (F [3, 211] = 3.39, P = 0.019, n2 = 0.046), such that more exercise days per week was associated with decreased BCS for prior team sport athletes (F [3, 211] = 11.10, P < 0.0005), but not for nonparticipants (F [3, 211] = 0.476, P = 0.699). The positive impact of prior team sport participation was more pronounced for senior residents (-11.5 points, P = 0.016) than junior residents (-4.3 points, P = 0.29). CONCLUSIONS: Prior team sport participation was associated with lower BCS among neurosurgery residents, an effect more pronounced during senior residency. Lessons imparted during early team sport experience may have profound impacts on reducing burnout throughout a 7-year neurosurgery residency.

Perception of personalized medicine, pharmacogenomics, and genetic testing among undergraduates in Hong Kong.

BACKGROUND: The global development and advancement of genomic medicine in the recent decade has accelerated the implementation of personalized medicine (PM) and pharmacogenomics (PGx) into clinical practice, while catalyzing the emergence of genetic testing (GT) with relevant ethical, legal, and social implications (ELSI). RESULTS: The perception of university undergraduates with regards to PM and PGx was investigated, and 80% of undergraduates valued PM as a promising healthcare model with 66% indicating awareness of personal genome testing companies. When asked about the curriculum design towards PM and PGx, compared to undergraduates in non-medically related curriculum, those studying in medically related curriculum had an adjusted 7.2 odds of perceiving that their curriculum was well-designed for learning PGx (95% CI 3.6-14.6) and a 3.7 odds of perceiving that PGx was important in their study (95% CI 2.0-6.8). Despite this, only 16% of medically related curriculum undergraduates would consider embarking on future education on PM. When asked about their perceptions on GT, 60% rated their genetic knowledge as "School Biology" level or below while 76% would consider undergoing a genetic test. As for ELSI, 75% of undergraduates perceived that they were aware of ethical issues of GT in general, particularly on "Patient Privacy" (80%) and "Data Confidentiality" (68%). Undergraduates were also asked about their perceived reaction upon receiving an unfavorable result from GT, and over half of the participants perceived that they would feel "helpless or pessimistic" (56%), "inadequate or different" (59%), and "disadvantaged at job seeking" (59%), while older undergraduates had an adjusted 2.0 odds of holding the latter opinion (95% CI 1.1-3.5), compared to younger undergraduates. CONCLUSION: Hong Kong undergraduates showed a high awareness of PM but insufficient genetic knowledge and low interest in pursuing a career towards PM. They were generally aware of ethical issues of GT and especially concerned about patient privacy and data confidentiality. There was a predominance of pessimistic views towards unfavorable testing results. This study calls for the attention to evaluate education and talent development on genomics, and update existing legal frameworks on genetic testing in Hong Kong.

Plastic Surgery amidst the Pandemic: The New York University Experience at the Epicenter of the COVID-19 Crisis.

SUMMARY: The coronavirus disease of 2019 pandemic became a global threat in a matter of weeks, with its future implications yet to be defined. New York City was swiftly declared the epicenter of the pandemic in the United States as case numbers grew exponentially in a matter of days, quickly threatening to overwhelm the capacity of the health care system. This burgeoning crisis led practitioners across specialties to adapt and mobilize rapidly. Plastic surgeons and trainees within the New York University Langone Health system faced uncertainty in terms of future practice, in addition to immediate and long-term effects on undergraduate and graduate medical education. The administration remained vigilant and adaptive, enacting departmental policies prioritizing safety and productivity, with early deployment of faculty for clinical support at the front lines. The authors anticipate that this pandemic will have far-reaching effects on the future of plastic surgery education, trends in the pursuit of elective surgical procedures, and considerable consequences for certain research endeavors. Undoubtedly, there will be substantial impact on the physical and mental well-being of health care practitioners across specialties. Coordinated efforts and clear lines of communication between the Department of Plastic Surgery and its faculty and trainees allowed a concerted effort toward the immediate challenge of tempering the spread of coronavirus disease of 2019 and preserving structure and throughput for education and research. Adaptation and creativity have ultimately allowed for early rebooting of in-person clinical and surgical practice. The authors present their coordinated efforts and lessons gleaned from their experience to inform their community's preparedness as this formidable challenge evolves.

Assessment of a COVID-19 Control Plan on an Urban University Campus During a Second Wave of the Pandemic.

Importance: The COVID-19 pandemic has severely disrupted US educational institutions. Given potential adverse financial and psychosocial effects of campus closures, many institutions developed strategies to reopen campuses in the fall 2020 semester despite the ongoing threat of COVID-19. However, many institutions opted to have limited campus reopening to minimize potential risk of spread of SARS-CoV-2. Objective: To analyze how Boston University (BU) fully reopened its campus in the fall of 2020 and controlled COVID-19 transmission despite worsening transmission in Boston, Massachusetts. Design, Setting, and Participants: This multifaceted intervention case series was conducted at a large urban university campus in Boston, Massachusetts, during the fall 2020 semester. The BU response included a high-throughput SARS-CoV-2 polymerase chain reaction testing facility with capacity to deliver results in less than 24 hours; routine asymptomatic screening for COVID-19; daily health attestations; adherence monitoring and feedback; robust contact tracing, quarantine, and isolation in on-campus facilities; face mask use; enhanced hand hygiene; social distancing recommendations; dedensification of classrooms and public places; and enhancement of all building air systems. Data were analyzed from December 20, 2020, to January 31, 2021. Main Outcomes and Measures: SARS-CoV-2 diagnosis confirmed by reverse transcription-polymerase chain reaction of anterior nares specimens and sources of transmission, as determined through contact tracing. Results: Between August and December 2020, BU conducted more than 500 000 COVID-19 tests and identified 719 individuals with COVID-19, including 496 students (69.0%), 11 faculty (1.5%), and 212 staff (29.5%). Overall, 718 individuals, or 1.8% of the BU community, had test results positive for SARS-CoV-2. Of 837 close contacts traced, 86 individuals (10.3%) had test results positive for COVID-19. BU contact tracers identified a source of transmission for 370 individuals (51.5%), with 206 individuals (55.7%) identifying a non-BU source. Among 5 faculty and 84 staff with SARS-CoV-2 with a known source of infection, most reported a transmission source outside of BU (all 5 faculty members [100%] and 67 staff members [79.8%]). A BU source was identified by 108 of 183 undergraduate students with SARS-CoV-2 (59.0%) and 39 of 98 graduate students with SARS-CoV-2 (39.8%); notably, no transmission was traced to a classroom setting. Conclusions and Relevance: In this case series of COVID-19 transmission, BU used a coordinated strategy of testing, contact tracing, isolation, and quarantine, with robust management and oversight, to control COVID-19 transmission in an urban university setting.

Situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas / Current situation of doctoral training at the Medical Sciences University of Matanzas

RESUMEN Introducción: dentro de las formas organizativas de la formación académica se destaca el doctorado, regulado en la legislación del Sistema Nacional de Grados Científicos. A pesar de existir una estrategia actualizada de formación doctoral en la Universidad de Ciencias Médicas de Matanzas y en el resto de las instituciones docente-asistenciales de la provincia, se gradúan pocos doctores. Objetivo: reflexionar sobre la situación actual de la formación doctoral en la Universidad de Ciencias Médicas de Matanzas. Materiales y métodos: se realizó una investigación diagnóstica con un enfoque cuanti-cualitativo del campo de la gestión universitaria. Se emplearon métodos teóricos como el análisis y la síntesis de la información y el sistémico estructural, y empíricos como revisión documental de diferentes informes, bases de datos y convenios. Resultados: más de la mitad de los doctores laboran en la Universidad de Ciencias Médicas de Matanzas. Los de las carreras de la salud constituyen menos de la mitad, mientras que el perfil pedagógico ocupa el segundo lugar. La relación entre doctorado y categoría docente, maestría, categoría investigativa y segundo grado de especialidad con el grado científico es muy baja, y en ninguno de los casos rebasa el 5 %. En la cantera doctoral ocurre lo mismo. Conclusiones: la formación de doctores en Ciencias en determinadas áreas del conocimiento en la Universidad de Ciencias Médicas de Matanzas, ha sido insuficiente a lo largo de los años, y en la actualidad continúa comprometida; sin embargo, la reorganización de la cantera doctoral y los convenios establecidos pueden ayudar a revertir la situación (AU).

ABSTRACT Introduction: the doctorate stands out within the organizational forms of academic training; it is regulated in the legislation of the National System of Scientific Degrees. Despite the existence of an updated doctoral training strategy in the Medical Sciences University of Matanzas and of the rest of the health care teaching institutions of the province, few science doctors are graduated. Objective: to reflect on the current situation of doctoral training at the Medical Sciences University of Matanzas. Materials and methods: a diagnostic research with a quantitative-qualitative approach was carried out in the field of university management. Theoretical methods like information analysis and synthesis were used, and also the systemic structural one and empirical like documental review of different reports, databases and agreements. Results: more than half of science doctors work in the Medical Sciences University of Matanzas. The science doctors of the health care specialties are less than half of them, while the pedagogical profile is on the second place. The relationship between doctorate and teaching category, masters' degree, research category, and second grade specialty to the scientific degree is very low, and in no case exceeds 5%. The same occurs in the doctoral reserve. Conclusions: the training of doctors of sciences in some fields of the knowledge has been inadequate in the Medical Sciences University of Matanzas for many years, and currently is still compromised; nevertheless, the organization of doctoral reserve and the established agreements can help to revert the situation (AU).

Drinking to Cope in the COVID-19 Era: An Investigation Among College Students.

OBJECTIVE: The COVID-19 pandemic has resulted in abrupt, drastic changes to daily life in many nations. Experiences within the United States have varied widely. In the State of Oregon in the early months of the pandemic protective protocols (e.g., social distancing) were comparatively high, resulting in concern for increases in loneliness and COVID-related stress. The present study of college students examined the indirect relationship of loneliness and other stressors to alcohol use, via drinking-to-cope motives. METHOD: A sample of traditional- and nontraditional-aged college students (N = 215; 68.1% female; mean age = 24.8 years) completed an online survey assessing COVID-19 experiences during shelter-in-place orders in Oregon over a 5-week period in April and May of 2020. RESULTS: Cross-sectional structural equational modeling revealed that loneliness and COVID-19 news consumption were associated with stronger coping motives, whereas rated seriousness of COVID-19 was related to weaker coping motives. Coping motives, in turn, were related to more frequent past-30-day consumption; significant indirect effects were revealed for all three predictors on drinking frequency and heavy drinking frequency, via drinking-to-cope motives. Drinking-to-cope motives were also related to greater past-30-day marijuana use. CONCLUSIONS: These findings provide insight into how COVID-related stressors and associated social relationship repercussions relate to alcohol and marijuana use and drinking-to-cope motivations while sheltering in place. These results have implications for how frequent substance use and coping-motivated use can be mitigated during a crisis.