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BACKGROUND: The study of gratitude has been a trending subject in psychology and emerging in health sciences education. For the past several years, interest has been aroused through various published contributions that still lack scientific support, so it is necessary to have instruments that obtain valid and reliable data about it. Gratitude has proven to be sensitive to different cultures. This research aims to determine the psychometric properties using a combined scale to measure dispositional gratitude in health sciences faculty. METHOD: A quantitative study was conducted with a non-experimental trans-sectional design with a correlational scope, with a sample of 216 professors of health sciences in a northeastern Mexico private university divided into subsamples for an Exploratory Factor Analysis (n = 113) and a Confirmatory Factor Analysis (n = 103). The Gratitude Questionnaire, Work Questionnaire and Brief Interactive Optimism-Garcia was applied to 110 women, 104 men and 2 who prefer not to specify their gender. RESULTS: The result was a unifactorial measurement model composed of 10 items with evidence of construct validity (χ2 = 59.83, df = 20, p < 0.001, χ2/df = 59.83/20 = 2.99, SRMR = 0.11, GFI = 0.96; NFI = 0.93, RFI = 0.91, AGFI = 0.93), PRATIO = 0.78, PNFI = 0.73; concurrent validity with interactive optimism (r = 0.45, p < 0.001); convergent validity (AVE = 0.42); and reliability (α = 0.88; ω = 0.88). CONCLUSIONS: This model measures dispositional gratitude in health sciences Mexican faculty and contributes a vital instrument to advance future educational innovations involving this construct. The validation of the one-factor model with convergent reliability and validity suggests that the total scale score serves as an adequate measure of gratitude. Finally, it represents a valuable contribution to the teaching of health sciences since it generates healthy environments with prosocial attitudes that facilitate flourishing in personal and academic life, and in the future, health professionals with humanism as their standard.

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The objective of this study was to identify the factors that best predict variations in tension, irritability, and fatigue (TIF) among university professors in Ecuador. Using a quantitative approach with a non-experimental, cross-sectional design, data were collected from a probabilistic sample of 364 participants. Psychometric measures were adapted and linguistically validated to assess TIF, and participants completed the Perceived Stress Questionnaire, alongside a sociodemographic questionnaire. Written informed consent was obtained, and participation was entirely voluntary. The results indicated that TIF significantly contribute to perceived stress levels among professors. Specific sociodemographic predictors were identified as statistically significant, providing insight into the multifaceted nature of work-related stress in academic settings and its potential implications for health and job satisfaction. The findings underscore the importance of targeted strategies to reduce stress-related outcomes, addressing factors unique to the academic environment in Ecuador. Additionally, while sociodemographic aspects were associated with variations in stress levels, other stress types also triggered TIF among university professors.

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In this paper, we looked at the effect of mobility by students, post-doctorates and professors on science in Brazil. We analysed CAPES, CNPq, FAPESP and Incites data to examine the number of scholarships and their impact on posterior publishing. Decision trees, including the region of the country, length of stay by student and Professor, as well as institution abroad, were evaluated, along with logistic regressions. The number of incoming professionals to Brazil is still incipient. The number of undergrad students was not crucial in forming scientific ties, but the number of postgraduates (> 180 days) and professor stays (>90 days) was important. The highest impact factor of publications shows a greater probability of higher impact with more than six postgraduate students going to institutions in the global north region and professors staying for more than 90 days. Looking only at doctors and professors (Mobility after training), the country of most interest was the United States, followed by France and England, which are similar regarding professors. France had a greater emphasis on postdoctoral studies. Databases need to be improved to include factors such as gender and color/race as well as the origin of scholars from abroad.

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OBJECTIVES: to correlate the development of Burnout Syndrome in higher education professors with the following variables: sociodemographic, economic, work, sleep pattern, level of anxiety and quality of life. METHODS: observational, analytical, cross-sectional study with a quantitative approach. Data collection took place from August to November 2022, with 140 professors from a private higher education institution in the Western Brazilian Amazon. RESULTS: professors who carried out activities outside institutional hours and who had sleep duration < 5 hours, presented lower scores in the personal fulfillment dimension of burnout, with (p=0.002) and (p=0.001), respectively. The higher the scores for the physical (p=0.001), psychological (p=0.000) and social relationships (p=0.002) domains of quality of life, the lower the personal fulfillment scores for the syndrome. CONCLUSIONS: through linear regression, it was evidenced that several variables explain the development of burnout. Institutional and governmental actions can minimize the negative influence of these variables.

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Background: Private universities in Peru still need to implement digital transformation models to enhance the job performance of faculty and staff, achieving consistent improvement in the performance levels of university teachers by deploying technological and didactic tools for students. Therefore, the study aims to determine the relationship between digital transformation and the job performance of employees at a Private University. Methods: The research approach was quantitative, employing a non-experimental, longitudinal correlational design. The technique used was a survey, applied to a sample of 104 employees (school heads, faculty, and a director) from the university on a national level from a total population of 144. Results: Descriptive results reveal that the university has regularly adopted tools related to digital transformation. In particular, it has efficiently employed agile technologies, Big Data, and various technological means, benefiting 90% (52% and 38%) of the staff. The study also showed a high positive correlation (0.92>0.7) between digital transformation and the job performance of staff at the Private University, confirming that there is a significant connection between the variables studied. Conclusions: Therefore, creating an innovative culture across all hierarchical levels and identifying key technologies that add value to the learning flow can meet the needs of an increasingly demanding society.

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Objetivou-se avaliar o nível de literacia em saúde de profissionais de saúde e professores do ensino funda-mental que atuam no Programa Saúde na Escola. Estudo transversal, analítico, realizado em um município do interior da Bahia, com profissionais de saúde do Programa Saúde da Família e professores do ensino fundamental de escolas públicas. A literacia em saúde foi mensurada por uma escala e associada a variá-veis sociodemográficas, laborais e formativas, quando p=0,05. O nível de literacia em saúde foi suficiente para 84,3% dos participantes, principalmente entre os profissionais de saúde (89,3%). Pretos e pardos, casados/vivem com companheiro, graduação/especialização, maior tempo de atuação no cargo e últimos treinamentos entre 1 e 2 anos associaram-se a níveis insuficientes de literacia em saúde. O emaranhado de variáveis associadas à literacia revela a complexidade e as peculiaridades para as profissões consideradas e a necessidade de educação permanente em saúde.

The objective was to evaluate the level of health literacy of health professionals and elementary school teachers who work in the School Health Program. Cross-sectional, analytical study, carried out in a municipality in the interior of Bahia, with health professionals from the Family Health Program and elementary school teachers from public schools. Health Literacy was measured using a scale and associated with sociodemographic, work and training variables, when p=0.05. The level of health literacy was sufficient for 84.3% of participants, mainly among health professionals (89.3%). Black and brown people, married/living with a partner, graduation/specialization, longer experience in the position and last training between 1 and 2 years were associated with insufficient levels of health literacy. The tangle of variables associated with literacy reveals the complexity and peculiarities of the professions considered and the need for ongoing health education.

El objetivo fue evaluar el nivel de alfabetización en salud de los profesionales de la salud y profesores de educación básica que actúan en el Programa de Salud Escolar. Estudio analítico transversal, realizado en un municipio del interior de Bahía, con profesionales de la salud del Programa Salud de la Familia y profesores de enseñanza básica de escuelas públicas. La alfabetización en salud se midió mediante una escala y se asoció con variables sociodemográficas, laborales y de capacitación, cuando p=0,05. El nivel de alfabetización sanitaria fue suficiente para el 84,3% de los participantes, principalmente entre los profesionales de la salud (89,3%). Las personas negras y de color, casadas/viviendo con una pareja, graduación/especialización, mayor experiencia en el puesto y última capacitación entre 1 y 2 años se asociaron con niveles insuficientes de alfabetización en salud. La maraña de variables asociadas a la alfabetización revela la complejidad y peculiaridades de las profesiones consideradas y la necesidad de una educación sanitaria continua.

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Introduction: There is a lot of discussion about the world's quality of life, mental health, disease improvement standards according to the WHO, and so many actions and attitudes in a movement to improve life, in addition to life expectancy. Objectives: To determine the mental health status of university medical professors at Unifipa. emphasizing the relation between headache disabling and depression and anxiety'scores. Methodology: Cross-sectional cohort in a single intervention, which consisted of responding to a health and quality of life questionnaire, focusing on mental health, and in this report, headaches. Results: Participants' number was 46. About 51% were between 31 and 40 years old; 56.5% were women, 67.4% were married or in a stable union, 21.7% had a master's degree and 26.1% had a PHD. Regarding mental health, it was noted that professors with severe depression showed the presence of a moderate or severe level of anxiety, while those with minimal depression showed a low level of anxiety. Regarding to the headaches, it was observed that HIT-test scores above 50 correlated more with higher depression and anxiety scores and lower HIT-test scores correlated with lower depression and anxiety scores. Conclusion: Research is important to evaluate the university professors' mental health and predict actions that can be taken to improve it. And headaches cause disabling when associated to depression and anxiety. We conclude that headache's burden can related to worsening depression and anxiety'scores, even though not significantly. (AU)

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Introduction: The quality of life of professors is an important standard for their job performance. Objective: To determine the influence of workload on the quality of life of professors at a Peruvian university. Materials and Methods: This was a study with a quantitative, explanatory, cross-sectional approach applied to 326 active employees and professors at a Peruvian university during the years 2023 and 2024. Two questionnaires validated in Peru were administered. The questionnaires asked about sociodemographic data, SF-36 quality of life, and the workload scale. The data were analyzed using Studio R software, correlation analysis with Pearson R, and the explanatory model with linear regression methods. Results: It was found that, in the workload, an average of 11.56 was obtained, which shows a workload with low distribution among professors. Discussion: It was found that there is a positive and moderate correlation between workload and four dimensions of quality of life, which are physical role, bodily pain, emotional role, and social functioning; it was observed that these are significant predictors of workload. Conclusion: It is concluded that workload and quality of life influence each other. However, no relationship was found between the variables; important specific correlations were identified between workload and three dimensions of quality of life (emotional role, bodily pain, and social functioning).

Introducción: La calidad de vida del docente es un estándar importante para su desempeño laboral. Objetivo: Determinar la influencia entre la carga de trabajo y la calidad de vida de los docentes de una universidad peruana. Materiales y Métodos: Este fue un estudio con un enfoque cuantitativo, explicativo de corte transversal, aplicado en 326 empleados activos, docentes de una universidad peruana durante los años 2023 y 2024. Se administraron dos cuestionarios validados en Perú, con preguntas sobre sus datos sociodemográficos, calidad de vida SF-36 y la escala de carga de trabajo. Los datos fueron analizados mediante el software Studio R, los análisis de correlación con R de Pearson y el modelo explicativo con métodos de regresión lineal. Resultados: Se encontró que, en la carga de trabajo, se obtuvo una media de 11.56 lo cual muestra una carga de trabajo con distribución baja en los docentes. Discusión: Se evidenció que existe una correlación positiva y moderada entre carga de trabajo y cuatro dimensiones de la calidad de vida las cuales son: rol físico, dolor corporal, rol emocional y función social, se observó que estos son predictores significativos de la carga de trabajo. Conclusión: Se concluye que existe una influencia entre la carga de trabajo y la calidad de vida, a pesar de que no se encontró relación entre las variables se identificó correlaciones especificas importantes entre la carga de trabajo y tres dimensiones de calidad de vida (rol emocional, dolor corporal y función social).

Introdução: A qualidade de vida dos professores é um padrão importante para o desempenho do seu trabalho. Objetivo: Determinar a influência entre carga horária e qualidade de vida de professores de uma universidade peruana. Materiais e Métodos: Trata-se de um estudo com abordagem quantitativa, explicativa e transversal, aplicado a 326 funcionários ativos, professores de uma universidade peruana durante os anos de 2023 e 2024. Foram aplicados dois questionários validados no Peru, com perguntas sobre seus dados sociodemográficos, qualidade de vida SF-36 e escala de carga de trabalho. Os dados foram analisados através do software Studio R, análises de correlação com R de Pearson e modelo explicativo com métodos de regressão linear. Resultados: Verificou-se que, na carga horária, obteve-se uma média de 11.56, o que demonstra uma carga horária com baixa distribuição entre os professores. Discussão: Evidenciou-se que existe uma correlação positiva e moderada entre a carga de trabalho e quatro dimensões da qualidade de vida que são: função física, dor corporal, função emocional e função social, observou-se que estas são preditores significativos da carga de trabalho. Conclusão: Conclui-se que existe influência entre carga de trabalho e qualidade de vida, embora não tenha sido encontrada relação entre as variáveis, foram identificadas correlações específicas importantes entre carga de trabalho e três dimensões da qualidade de vida (papel emocional, dor corporal e função social).

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Introducción: La preparación metodológica de directivos académicos de la Disciplina Principal Integradora Estomatología Integral es esencial para lograr un proceso docente educativo de calidad, al contribuir con la formación integral de los egresados. Objetivo: Diseñar un instrumento para evaluar la preparación metodológica de los directivos académicos de la Disciplina Principal Integradora Estomatología Integral Métodos: Se realizó una investigación observacional descriptiva transversal en la Facultad de Estomatología, Universidad de Ciencias Médicas de Santiago de Cuba, de enero a mayo de 2023. Para el diseño del instrumento se seleccionaron dimensiones e indicadores según criterios pedagógicos, metodológicos investigativos y gerenciales; la propuesta se sometió a consideración de un grupo de expertos, que cumplieron los requisitos de inclusión y la evaluaron a través de una escala de Likert con tres alternativas: muy de acuerdo, de acuerdo y en desacuerdo. Se emplearon métodos teóricos: análisis y síntesis, inducción y deducción; empírico: revisión documental, y estadístico: porcentaje como medida de resumen. Resultados: El instrumento propuesto contó con tres dimensiones y 18 indicadores. De los expertos 61,1 % estuvieron muy de acuerdo con la propuesta. Conclusiones: El instrumento diseñado para evaluar la preparación metodológica de los directivos académicos de la Disciplina Principal Integradora Estomatología Integral es útil, novedoso, de fácil aplicación, que obtuvo valoración de muy de acuerdo en más de la mitad de los expertos.

Introduction: The methodological preparation of academic directive of the Main Integrative Discipline Integral Stomatology is essential to achieve an educational process with quality, when contributing the integral formation of the graduate. Objective: To design an instrument for the evaluation of the methodological preparation of the academic directive of the Main Integrative Discipline Integral Stomatology. Methods: A descriptive, traverse, observational study was carried out in the Stomatology Faculty, University of Medical Sciences of Santiago from Cuba, from January to May 2023. For the design of the instrument dimensions and indicators were selected according to pedagogic, methodological investigative and managerial approaches; the proposal underwent consideration of a group of experts that completed the inclusion requirements and evaluated it through a Likert scale with three alternatives: very good agreement, in agreement and in disagreement. Theoretical: analysis-synthesis, induction-deduction; empiric: documental revision, and statistical: percentage like summary measure methods were used. Results: The instrument proposed had three dimensions and 18 indicators; 61,1 % of the experts was very of agreement with the proposal. Conclusions: The instrument designed to evaluate the methodological preparation of the academic directive of the Main Integrative Discipline Integral Stomatology is useful, novel, of easy application, that obtained an evaluation of very good agreement in more than half of the experts.

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Introdução: houve a realizaçãodoSeminário Distúrbio de Voz Relacionado ao Trabalho: conquistas e desafíos na América Latina e os vídeos e slides dos participantes foram analisados com o objetivo de conhecer as conquistas e desafios para o reconhecimento do distúrbio da voz relacionado ao trabalho (DVRT) nos países convidados (Argentina, Chile, Colômbia, Peru, Venezuela e Brasil). Descrição:foram identificadas categorias de análise, levando em consideração além dos desafios e conquistas, as legislações existentes em cada um dos países representados no evento. Todos os países identificaram a voz do professor como representativa das doenças profissionais, considerando, ainda, semelhanças no ambiente e na organização do contexto do trabalho docente ao comparar o Brasil com outros países latino-americanos. A legislação, na maioria deles, ainda é ineficaz. O fonoaudiólogo é o profissional essencial para planejar e executar ações. A assistência aos trabalhadores com DVRT nos diferentes países é de responsabilidade de instituições públicas ou privadas, em sua maioria vinculadas ao Ministério da Saúde. Considerações finais: as semelhanças e diferenças encontradas mostram a necessidade de maior troca de experiências entre os países latino-americanos, com o objetivo de promover a criação de um fórum permanente de discussão e planejamento de pesquisas multicêntricas. Outros países devem ser convidados a aderir a este movimento. (AU)

Introduction: the Work-Related Voice Disorder Seminar: achievements and challenges in Latin America was held and the participants videos and slides were applied with the aim of understanding the achievements and challenges in recognizing work-related voice disorder (DVRT) ) in the guest countries (Argentina, Chile, Colombia, Peru, Venezuela and Brazil). Description: categories of analysis were identified, considering, in addition to the challenges and achievements, the existing legislation in each of the countries represented at the event. All countries identified the teacher's voice as representative of occupational diseases, also considering similarities in the environment and organization of the context of teaching work when comparing Brazil with other Latin American countries. The legislation, in most of them, is still ineffective. The speech therapist is the essential professional for planning and executing actions. Assistance to workers with DVRT in different countries is the responsibility of public or private institutions, mostly linked to the Ministry of Health. Final considerations: the similarities and differences found show the need for greater exchange of experiences between Latin American countries, with the aim of promoting the creation of a permanent forum for discussion and planning of multicenter research. Other countries should be invited to join this movement. (AU)

Introducción: aquí se presenta el Seminario Trastorno de la Voz Laboral: Logros y Desafíos en América Latina y se analizan los videos y diapositivas de los participantes con el objetivo de comprender los logros y desafíos para la reconfirmación del trastorno de la voz laboral (DVRT), entre los países invitados (Argentina, Chile, Colombia, Perú, Venezuela y Brasil). Descripción: se identificaron categorías de análisis, teniendo en cuenta tanto los desafíos como los logros, de acuerdo con la legislación vigente en cada uno de los dos países representados en el evento. Todos los países identificarán la voz docente como representativa de la educación profesional, considerando las similitudes en el entorno y la organización del contexto del trabajo docente a comparar Brasil con otros países latinoamericanos. La legislación, en la mayoría de los casos, sigue siendo ineficaz. El logopeda es el profesional imprescindible para planificar y ejecutar acciones. La atención a los trabajadores con DVRT en diferentes países es responsabilidad de instituciones públicas o privadas, en su mayoría vinculadas al Ministerio de Salud. Consideraciones finales: las similitudes y diferencias encontradas muestran la necesidad de un mayor intercambio de experiencias entre los países latinoamericanos, con el objetivo de promover la creación de un foro permanente de discusión y planificación de investigaciones multicéntricas. Se debería invitar a otros países a unirse a este movimiento. (AU)

Introducción: aquí se presenta el Seminario Trastorno de la Voz Laboral: Logros y Desafíos en América Latina y se analizan los videos y diapositivas de los participantes con el objetivo de comprender los logros y desafíos para la reconfirmación del trastorno de la voz laboral (DVRT), entre los países invitados (Argentina, Chile, Colombia, Perú, Venezuela y Brasil). Descripción: se identificaron categorías de análisis, teniendo en cuenta tanto los desafíos como los logros, de acuerdo con la legislación vigente en cada uno de los dos países representados en el evento. Todos los países identificarán la voz docente como representativa de la educación profesional, considerando las similitudes en el entorno y la organización del contexto del trabajo docente a comparar Brasil con otros países latinoamericanos. La legislación, en la mayoría de los casos, sigue siendo ineficaz. El logopeda es el profesional imprescindible para planificar y ejecutar acciones. La atención a los trabajadores con DVRT en diferentes países es responsabilidad de instituciones públicas o privadas, en su mayoría vinculadas al Ministerio de Salud. Consideraciones finales: las similitudes y diferencias encontradas muestran la necesidad de un mayor intercambio de experiencias entre los países latinoamericanos, con el objetivo de promover la creación de un foro permanente de discusión y planificación de investigaciones multicéntricas. Se debería invitar a otros países a unirse a este movimiento. (AU)

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BACKGROUND: The growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis. METHODS: The systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test. RESULTS: We included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs. CONCLUSION: Our study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.

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This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

Este ensaio explora as convergências e singularidades do diálogo entre a educação popular (EP) e a educação alimentar e nutricional (EAN) a partir de fragmentos biográficos do percurso formativo da graduação em Nutrição de três docentes universitários que constituíram as suas trajetórias acadêmico-profissional mediados pela Educação Popular. Inspirando-se na autobiografia, as narrativas revelaram que as indignações iniciais com as desigualdades sociais foram mobilizadoras do percurso formativo, possibilitando a compreensão dos fenômenos da fome, do sofrimento e do cuidado humano. Assim, o exercício de buscarem espaços e oportunidades na qual pudessem conhecer e experienciar o trabalho social em contextos de vulnerabilidades mostrou-se decisivo nas construções pessoais e profissionais, revelando as contradições dos modelos tradicionais de formação e foram o ponto de partida para a gênese do pensamento crítico. Assim, pretende-se oferecer pistas para compreender as interfaces entre EP e EAN, na convergência de ações em torno da luta contra a fome e pelo Direito à Alimentação, sem, entretanto, reduzir-se uma à outra, quando a alimentação e nutrição se projetam no horizonte das práticas.

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El síndrome del Burnout es un estado de agotamiento físico y emocional que implica una pérdida del interés en el trabajo, actitudes negativas hacia los demás, y baja autoestima. Las habilidades emocionales se definen como capacidades para conocer y dominar emociones propias y de otros/as. El objetivo de la presente investigación fue analizar la relación entre los niveles de habilidades emocionales y síndrome de Burnout en docentes universitarios de escuelas de Educación Física. Se evaluaron a 31 docentes universitarios de dos universidades de Santiago de Chile. Se aplicó la Escala de rasgo de metaconocimiento emocional validada en estudiantes de Educación Física de Chile y el inventario de Burnout de Maslach (MBI). Los resultados revelan una relación baja y negativa entre los puntajes de despersonalización y reparación emocional en la muestra. El sexo del docente, los años de docencia universitaria, tener cargos directivos o estar en tratamiento psicológico o farmacológico no influyen en los niveles de estrés laboral y habilidades emocionales. Se recomienda replicar esta investigación con muestras de docentes universitarios de escuelas de Educación Física en otras universidades, además del control de otras variables como ansiedad, depresión, motivación, etc.

Burnout syndrome is a state of physical and emotional exhaustion that involves a loss of interest in work, negative attitudes towards others, and low self-esteem. Emotional skills are defined as the ability to recognize and manage one's own emotions and the emotions of others. The aim of the present research was to analyze the relationship between levels of emotional skills and Burnout syndrome in university professors from Physical Education schools. A total of 31 university professors from two universities in Santiago, Chile, were evaluated. The Trait Meta-Mood Scale, validated in Physical Education students in Chile, and the Maslach Burnout Inventory (MBI) were employed. The results reveal a low and negative relationship between depersonalization and emotional repair scores in the sample. The professor's gender, years of university teaching experience, holding managerial positions, or undergoing psychological or pharmacological treatment do not influence levels of occupational stress and emotional skills. It is recommended to replicate this research with samples of university professors from Physical Education schools in other universities, controlling other variables such as anxiety, depression, motivation, etc.

A síndrome o Burnout é um estado de esgotamento físico e emocional que implica uma perda do interesse no trabalho, atitudes negativas para com os outros, e baixa auto-estima. A habilidades emocionais é definida como capacidade para conhecer e dominar emoções próprias e de outros/as. O objetivo da presente pesquisa foi analisar a relação entre os níveis de habilidades emocionais e síndrome de Burnout em docentes universitários de Educação Física. Foram avaliados 31 docentes universitários de duas universidades de Santiago do Chile. Foi aplicada a Escala de rasgo de meta-conhecimento emocional validada em estudantes de Educação Física do Chile e o inventário de Burnout de Maslach (MBI). Os resultados revelam uma relação baixa e negativa entre as pontuações de despersonalização e reparação emocional na amostra. O sexo do docente, os anos de ensino universitário, ter cargos directivos ou estar em tratamento psicológico ou farmacológico não influem nos níveis de stress laboral e habilidades emocionais. Recomenda-se replicar esta pesquisa com amostras de docentes universitários de escolas de Educação Física em outras universidades, além do controle de outras variáveis como ansiedade, depressão, motivação, etc.

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La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue "Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile". Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el "Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física" de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.

The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.

A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.

RESUMO

Introducción: La identificación de las necesidades de superación profesional de los docentes universitarios permite el diseño de programas de formación continua. Objetivo: Identificar las necesidades de superación profesional de los docentes de la Facultad de Estomatología de Santiago de Cuba en el curso académico 2023. Métodos: Se realizó un estudio observacional, descriptivo y trasversal, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba, entre abril y julio de 2023. La población estuvo constituida por 177 docentes y la muestra probabilística fue de 73, seleccionada de forma aleatoria simple. Las variables analizadas fueron profesión, categoría docente, categoría científica, título académico/grado científico, grado de especialización y necesidad de superación profesional. Esta última se midió a través de un cuestionario que contó con 15 temáticas. Resultados: Hubo un predominio de los estomatólogos (69,9 %) y de los profesores con categorías docentes de auxiliar y asistente. La mayoría expresó ser máster en ciencias y no poseer categoría científica. Se identificaron, la preparación en idioma inglés (71,2 %) y en gestión de información y publicación científica (52,1 %), como las principales necesidades de superación profesional. Conclusiones: Las necesidades de superación identificadas condicionan un mejor desempeño profesional y pedagógico de los docentes.

Introduction: The identification of the professional training necessities in the university teaching staff allows the design of continuous training programs. Objective: To identify necessities of professional training in teaching staff of Dentistry Faculty in Santiago de Cuba during the academic course 2023. Methods: An observational, descriptive and cross-sectional study was carried out in Dentistry Faculty of Santiago de Cuba Medical Sciences University, between April and July, 2023. The population was constituted by 177 professors and the probabilistic sample was of 73, selected in a simple random way. The analyzed variables were profession, teaching category, scientific category, academic title/scientific degree, specialization degree and necessity of professional training. To measure the latter a questionnaire with 15 subject matters was applied. Results: There was a prevalence of dentists (69.9 %) and professors with teaching categories of auxiliary and assistant. Most of them expressed having a master degree in sciences and no scientific category. The preparation in English language (71.2 %) information management and scientific publication (52.1 %) were identified, as the main necessities of professional training. Conclusions: The identified, necessities of training determine a better professional and pedagogic performance of the teaching staff.

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Resumo Este estudo identificou as fontes de conhecimento mais valorizadas pelos treinadores de voleibol escolar de Santa Catarina, considerando a formação acadêmica, a formação federativa, a experiência como atleta e os ciclos de desenvolvimento profissional. Participaram voluntariamente do estudo 52 treinadores de voleibol escolar que atuaram nas etapas estaduais dos Jogos Escolares de Santa Catarina. Os dados foram recolhidos através do questionário Coach Training Profile, que inclui três dimensões: Formação Acadêmica, Experiência do Atleta e Experiência Profissional. Os dados foram analisados ​​no software SPSS, versão 20.0, com nível de significância p≤ 0,05. Os resultados apontam para uma maior valorização das fontes de conhecimento da experiência profissional (42,08±5,79) e da formação académica (41,19±6,00) na preparação do processo formativo. Professores-treinadores licenciados e/ou licenciados, com menor tempo de experiência profissional e sem formação federativa, valorizam significativamente as fontes de conhecimento adquiridas durante experiências esportivas competitivas como atletas.

Abstract This study identifies the sources of knowledge that are most highly valued by school volleyball teacher/coaches in Santa Catarina, considering academic training, federative training, their experience as athletes and the cycles of professional development. The sample included 52 voluntary school volleyball coaches that operated in the state stages of the Santa Catarina School Games in 2022. The data were collected through the Coach Training Profile questionnaire, which includes three dimensions: Academic Training, Experience as an Athlete, and Professional Experience. The data were analyzed with SPSS software, version 20.0, with a significance level of p ≤ 0.05. The results point towards a higher valuation of professional experience (42.08 ± 5.79) and academic training (41.19 ± 6.00) as sources of knowledge in the preparation for the training process. Teacher/coaches with a degree and/or a license that have less time of professional experience and no federative training ascribe significant value to the sources of knowledge acquired during their competitive sports experiences as athletes.

Resumen El estudio analizó las fuentes de conocimiento más valoradas por los profesores-entrenadores de voleibol escolar de Santa Catarina, considerando la formación académica, la formación federativa, la experiencia como deportista y los ciclos de desarrollo profesional. La muestra estuvo constituida por 52 profesores-entrenadores de voleibol escolar que trabajaron en los escenarios estatales de los Juegos Escolares de Santa Catarina en 2022. Los datos se recogieron a través del cuestionario Perfil de Formación de Entrenadores, que contempla las dimensiones de formación académica, experiencia del deportista y experiencia profesional. Los datos fueron analizados con el software SPSS, versión 20.0, con un nivel de significancia de p ≤ .05. Los resultados apuntan a una mayor valoración de las fuentes de conocimiento provenientes de la experiencia profesional (42.08 ± 5.79) y de la formación académica (41.19 ± 6.00) en la elaboración del proceso formativo. Los profesores-entrenadores titulados y/o licenciados con menos tiempo de experiencia profesional y sin formación federativa valoran significativamente las fuentes de conocimiento adquiridas durante las experiencias deportivas competitivas como atletas.

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Background: Due to the accumulation of information generated by the information society, it is necessary to establish scientific criteria for its systematization. The objective of the research was to understand the implicit theories on the use of bibliographic managers in the organization of scientific information in university teachers in Latin American university teachers (Colombia, Ecuador and Peru). Methods: The interpretative paradigm, phenomenological method and qualitative approach were used. The key informants were defined by fifteen teachers with research experience. The technique was the semi-structured interview, and the instrument was the interview script. The study was based on four cyclical-recursive moments, the first was the natural attitude, where information was obtained from the key informants as a result of the interviews. The second moment allowed the epoche-eidetic reduction, consisting of the analysis of each interview. The third moment originated the transcendental epoche-reduction, analyzing each attribute and their consistency. The fourth moment revealed the constitution of the study, integrating in a semantic network the categories, subcategories, and attributes that emerged. Results: Even when it is recognized from the cognitive conception about the concept of bibliographic managers, its applicability or use, it seems not to be so effective in scientific academic spaces and activities, because teachers are still anchored to the traditionalist vision of organizing information through "drive, folder or excel", reflecting the resistance to change. Conclusions: The imperative need for continuous training in the use of bibliographic managers in both students and teachers is asserted, reflected as a transversal strategy throughout all academic cycles and semesters and internalized as a research policy that leads to generate a new change in the conception of researching reliable scientific sources, optimizing time, organizing information and guaranteeing quality research.

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BACKGROUND: In response to the COVID-19 pandemic, educational institutions had to swiftly adapt and transition to remote teaching in order to maintain academic activities. However, these changes presented a number of challenges for professors, which could have negative effects on their health. OBJECTIVE: To analyze the association between changes in dietary and sleep habits, physical activity level, and sedentary behavior with the development of non-communicable diseases (NCDs) among Brazilian higher education professors during the pandemic period. METHODS: This is a cross-sectional and retrospective study conducted using an online form. Generalized linear models, adjusted for age, sex, and body mass index, were used to verify the difference between pre-pandemic and pandemic periods. Logistic regression models were used to predict the odds ratio (OR) for the development of NCDs according to physical activity time, sedentary behavior time, dietary and sleep patterns. RESULTS: A total of 936 professors residing across Brazil participated in the survey. The duration of sedentary behavior increased, sleep duration slightly decreased, and meal times shifted to earlier during the pandemic. A total of 22.9%of the participants reported the diagnosis of some NCDs during this period. Physical activity practice was associated with a lower risk of diseases during the pandemic, regardless of the intensity performed. On the other hand, late eating habits and excessive food consumption during the pandemic were associated with a higher risk. CONCLUSION: The results provide data that can help in the development of public policies that promote health actions to minimize the consequences associated with the pandemic period.

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INTRODUCCIÓN. El pilar fundamental en el docente universitario en el campo de las Ciencias de la Salud, es la modestia intelectual, su vocación, innovación, empatía, organización y actualización constante, resumidas en el saber, saber hacer y saber ser, las cuales permitirán transmitir conocimientos y habilidades relevantes de manera integral y funcional al conglomerado estudiantil, con la misión de unificar la docencia ­ investigación ­ vinculación con la sociedad. OBJETIVO. Caracterizar las competencias básicas y específicas del docente universitario en el campo de las Ciencias de la Salud. JUSTIFICACIÓN. Elaborar un perfil modelo de competencias para incrementar la calidad docente en las Instituciones de Educación Superior, priorizar y solventar las necesidades de la sociedad en la actualidad. METODOLOGÍA. Estudio de revisión bibliográfica de 21 manuscritos seleccionados de Google académico, PubMed y LILACS Regional, cuyas fechas de publicación corresponden al año 2011 ­ 2023, con excepción de un documento del año 1994 por la importancia sobre la articulación en la formación del personal de salud. El criterio de búsqueda consistió en el empleo de frases clave como "Educación Basada en Competencias", "Personal Docente", "Ciencias de la Salud", "Educación Basada en Competencias", "Educación Médica", "Universidades". RESULTADOS. El docente universitario en el campo de las Ciencias de la Salud debe contar con un perfil de competencias básicas (comunicativas, tecnológicas, sociales, cognitivas, personales), competencias específicas (planificación, organización, didáctica, evaluación, reflexión), que permita un desempeño óptimo, con la misión de cumplir con los indicadores de calidad de las Instituciones de Educación Superior y trascender en el proceso enseñanza ­ aprendizaje. CONCLUSIÓN. Las competencias básicas y específicas del docente universitario en el campo de las Ciencias de la Salud se sustentan y resumen en el saber, saber hacer y saber ser, es transversal la aplicación de la competencia de modestia intelectual y el valor de la empatía que mantienen el espíritu de crecimiento sostenido en la búsqueda del conocimiento y excelencia académica para la docencia en las Ciencias de la Salud priorizando la calidad del proceso de enseñanza aprendizaje.

INTRODUCTION. The fundamental pillar in the university teacher in the field of Health Sciences is intellectual humility, his vocation, innovation, empathy, organization and constant updating, summarized in knowledge, knowing how to do and knowing how to be, which will allow the transmission of knowledge and skills relevant in a comprehensive and functional way to the student group, with the mission of unifying teaching ­ research ­ connection with society. AIM. Characterize the basic and specific competencies of the university teacher in the field of Health Sciences. JUSTIFICATION. Develop a model profile of competencies to increase teaching quality in Higher Education Institutions, prioritize and solve the needs of society today. METHODOLOGY. Bibliographic review study of 21 manuscripts selected from Google Scholar, PubMed and LILACS Regional, whose publication dates correspond to the year 2011 ­ 2023, with the exception of a document from 1994 due to the importance of articulation in the training of health personnel. The search criteria consisted of the use of key phrases such as "Competency-Based Education", "Educational Personnel", "Health Sciences", "Competency-Based Education", "Education, Medical", "Universities". RESULTS. University teachers in the field of Health Sciences must have a profile of basic competencies (communicative, technological, social, cognitive, personal), specific competencies (planning, organization, didactics, evaluation, reflection), that allow performance optimal, with the mission of complying with the quality indicators of Higher Education Institutions and transcending the teaching-learning process. CONCLUSION. The basic and specific competencies of the university teacher in the field of Health Sciences are based on and summarized in knowledge, knowing how to do and knowing how to be; the application of the competence of intellectual humility and the value of empathy that maintain the spirit of sustained growth in the search for knowledge and academic excellence for teaching in the Health Sciences, prioritizing the quality of the teaching-learning process.

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This article describes the organization, operation, and contents of the Virtual Historical Archive of the Faculty of Psychology, University of Buenos Aires, Argentina. The organization of this archive started in 2008, as part of the activities planned by the Chair II of History of Psychology, and gained the support of the Faculty of Psychology. From its beginnings to the present, several documentary sources and materials related to the history of psychology in Argentina have been incorporated. It currently contains six thematic sections and three special collections, and it is expected that in the future it will be extended to other thematic areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved).