A consciência do jovem universitário: O grupo ampliando possibilidades de ser / The young college student’s conscience: The group expanding possibilities of being / La conciencia del joven estudiante universitario: El grupo expandiendo las posibilidades de ser

Este estudo objetivou acompanhar um grupo de psicoterapia breve na abordagem fenomenológico-existencial com adultos jovens universitários e observar como se dá o aumento da consciência de si e o ganho de responsabilização, que permitisse a superação de crises e a elaboração de angústias. Realizou-se uma pesquisa qualitativa, por meio do método fenomenológico, na qual sete universitários participaram de 13 sessões psicoterapêuticas grupais. O processo grupal se mostrou um espaço no qual os participantes puderam compartilhar experiências de vida, compreender-se, aceitar-se e acolher-se mutuamente. Na prática clínica, foi necessário compreender significados e sentimentos dos membros do grupo sobre sua percepção do mundo, entrando na relação terapêutica de forma empática, permitindo que o processo constituísse uma oportunidade de as pessoas se reconhecerem e se colocarem a partir do que sentiam. Durante as sessões, em clima de empatia e coesão entre os participantes, foi possível observar o desenrolar do projeto de ser de cada jovem e as inúmeras autodescobertas que alteraram os níveis de consciência dos jovens participantes, de modo não sequencial e irregular.

This study aimed to follow a brief psychotherapy group, with young undergraduate adults, using the existential-phenomenological approach. It also aimed to observe how the improvement of self-awareness and gains of accountability arise, which allowed overcoming crises and the elaboration of anguish. A qualitative survey was carried out through the phenomenological method, in which seven university students took part in 13 group psychotherapeutic sessions. The group process proved to be a space in which participants could share life experiences, understand each other, accept themselves, and care for each other. In clinical practice, it was necessary to understand group members' meanings and feelings about their perception of the world, entering into the therapeutic relationship in an empathic way, allowing the process to be an opportunity for them to recognize themselves and to talk about how they felt. During the sessions, in an atmosphere of empathy and cohesion between the participants, it was possible to observe the unfolding of each young person's project of being and the innumerable self-discoveries that altered the participants' awareness levels, in a non sequential and irregular way.

El estudio tuvo como objetivo acompañar a un grupo de psicoterapia breve en el enfoque fenomenológico-existencial con jóvenes universitarios y observar cómo hay un aumento de la autoconciencia y la ganancia de responsabilidad, lo que permitió la superación de las crisis y la elaboración de la angustia. Se realizó una investigación cualitativa a través del método fenomenológico, en el que siete estudiantes universitarios participaron en 13 sesiones grupales de psicoterapia. El proceso grupal resultó ser un espacio en el que los participantes podrían compartir experiencias de la vida, entenderse, aceptarse y darse la bienvenida. En la práctica clínica, era necesario comprender los significados y sentimientos de los miembros del grupo sobre su percepción del mundo, entra en la relación terapéutica de una manera empática, permitiendo que el proceso sea una oportunidad para que las personas se reconozcan y se pongan en función de lo que sintieron. Durante las sesiones en un clima de empatía e cohesión entre los participantes, fue posible observar el desarrollo del proyecto de ser de cada joven y los innumerables autodescubrimientos que alteraron los niveles de conciencia de los jóvenes participantes, de manera no secuencial e irregular.

Relación entre aprendizaje autorregulado, antecedentes académicos y características sociodemográficas en estudiantes de medicina / Relationship between self-regulated learning, academic antecedents and sociodemographic characteristics in medical students

Introducción: Las exigencias de la educación superior requieren que los estudiantes movilicen variadas competencias que les permitan enfrentar de manera exitosa las nuevas demandas dentro y fuera del aula. En este sentido, cobra especial interés el aprendizaje autorregulado, ya que involucra la puesta en práctica de una serie de estrategias cognitivas, metacognitivas, motivacionales y de apoyo, que permiten al estudiante construir conocimientos de forma significativa. Objetivo: Describir la relación entre el aprendizaje autorregulado, los antecedentes académicos y las características sociodemográficas en estudiantes de medicina de primer año. Métodos: Se realizó un estudio descriptivo, cuantitativo, no experimental transversal, de alcance correlacional. Se obtuvo una muestra de 106 estudiantes, mediante muestreo no probabilístico por accesibilidad. La autorregulación se evaluó mediante Motivated Strategies for Learning Questionnaire, adaptado para estudiantes universitarios chilenos. Resultados: El valor de la tarea, la autorregulación, las expectativas y la organización presenta más alta ponderación. Los hombres reportan altas expectativas y pensamiento crítico; en cambio, las mujeres muestran un mayor nivel de ansiedad y organización. Bajo número de subescalas de motivación y estrategias de aprendizaje se correlacionaron con el rendimiento, las pruebas de ingreso y el tipo de establecimiento educacional. Conclusiones: Esta muestra de estudiantes utiliza preferentemente componentes motivacionales y estrategias de procesamiento profundo para autorregular su aprendizaje. Hombres y mujeres difieren en aspectos motivacionales y cognitivos para autorregular su aprendizaje. La supervisión, el compromiso y la gestión de recursos se relacionan con un mayor rendimiento en la asignatura(AU)

Introduction: The demands of higher education require that students activate several competencies that allow them to face new demands successfully inside and outside the classroom. In this respect, self-regulated learning is of special interest, since it involves the implementation of a series of cognitive, metacognitive, motivational, and support-related strategies that allow the student to construct knowledge in a meaningful way. Objective: To describe the relationship between self-regulated learning, academic background, and sociodemographic characteristics in first-year medical students. Methods: A descriptive, quantitative, non-experimental, cross-sectional study was carried out, with a correlational scope. A sample of 106 students was obtained through non-probability sampling by accessibility. Self-regulation was assessed using the Motivated Strategies for Learning Questionnaire, adapted for Chilean university students. Results: The value of the task, self-regulation, expectations, and organization have a much higher importance. The men reported high expectations and critical thinking; on their part, the women showed a higher level of anxiety and organization. Low number of motivational subscales and learning strategies were correlated with performance, entrance tests, and type of educational institution. Conclusions: This sample of students preferably uses motivational components and deep processing strategies for their self-regulated learning. Men and women differ in motivational and cognitive aspects for their self-regulated learning. Supervision, commitment, and resource management are related to higher performance in the subject(AU)

Evaluación del curso virtual de Genética Humana en estudiantes universitarios de ciencias de la salud / Evaluation of the Human Genetics virtual course by university health sciences students

Introducción: Los entornos de aprendizaje en línea ofrecen nuevas formas de comunicación que permiten a docentes y estudiantes intercambiar información, conocimientos e ideas, tanto en espacios asincrónicos como en tiempo real. En esta modalidad se desarrolló un curso electivo de Genética Humana para complementar la formación de estudiantes de pregrado del área de la salud. Objetivo: Evaluar la satisfacción con el uso y la percepción del trabajo en una asignatura virtual de Genética Humana en estudiantes universitarios pertenecientes a carreras del área de la salud de la Universidad de Concepción. Métodos: Estudio de tipo cuantitativo, no experimental y transversal. Mediante una encuesta de preguntas cerradas y abiertas, se determinó el grado de satisfacción de los estudiantes con respecto a los aspectos pedagógicos, tecnológicos y el ambiente virtual de aprendizaje. Resultados: Los estudiantes evaluaron en forma satisfactoria el curso virtual. En cuanto a la percepción del ambiente virtual, las opiniones positivas estuvieron centradas en la autonomía (40 por ciento) y en la experiencia de aprendizaje (38 por ciento). Los aspectos negativos se enfocaron en la responsabilidad hacia el aprendizaje (75 por ciento) y la relación con el docente (25 por ciento). Conclusiones: El curso virtual es útil para el aprendizaje de la Genética Humana, y constituye un espacio que favorece la adquisición de conocimientos y el desarrollo de competencias como la autonomía y el trabajo en equipo(AU)

Introduction: Online learning environments offer new forms of communication allowing teachers and students to exchange information, knowledge and ideas, either asynchronously or in real time. An elective Human Genetics course was taught online to complement the training of undergraduate health sciences students. Objective: Evaluate the satisfaction with and perception of the work done in a virtual Human Genetics course taught to university health sciences students from the University of Concepción. Methods: A quantitative cross-sectional non-experimental study was conducted. A survey containing open-ended and closed-ended questions was used to determine the students' level of satisfaction with pedagogical and technological aspects of the course, and with the virtual learning environment. Results: Students ranked the virtual course as satisfactory. Concerning perception of the virtual environment, positive opinions referred to the students' autonomy (40 percent) and the learning experience itself (38 percent). Negative opinions focused on the students' responsibility towards learning (75 percent) and their relationship to the teacher (25 percent). Conclusions: The virtual course proved to be useful to learn about Human Genetics, as well as an environment fostering the acquisition of knowledge and the development of competences such as autonomy and team work(AU)

Prevalência de infecções congênitas e perinatais em gestantes HIV positivas da região metropolitana de Belo Horizonte / Prevalence of congenital and perinatal infection in HIV positive pregnant in Belo Horizonte metropolitan region

OBJETIVOS: Avaliar a prevalência de toxoplasmose, rubéola, citomegalovirose, hepatites B e C e sífilis (Torchs) em uma coorte de gestantes, bem como identificar os fatores sociodemográficos, clínicos e laboratoriais.MÉTODOS: Entre 1998 e 2013, foram atendidas 1.573 gestantes com sorologia positiva para o HIV em área metropolitana do Brasil, das quais 704 (44,8%) foram submetidas a algum dos testes sorológicos. Gestantes Torchs positivas (Gtp) foram consideradas aquelas com resultado positivo para uma dessas infecções, e gestantes Torchs negativas (Gtn) aquelas com resultados negativos para todas elas. As variáveis maternas investigadas foram: idade, estado civil, escolaridade, momento e forma de contágio da infeccção pelo HIV, contagem de linfócitos TCD4+, carga viral plasmática do HIV próxima ao parto e uso de terapia antirretroviral durante a gestação. As variáveis neonatais investigadas foram ocorrência de: transmissão vertical, prematuridade, baixo peso ao nascimento, complicações fetais, aborto e óbito fetal. Foram utilizadas razões de chance com intervalo de confiança de 95% para quantificar a associação entre as variáveis maternas e neonatais e a presença de Torchs.RESULTADOS: Entre as 704 gestantes, 70 (9,9%; IC95% 7,8-12,4) tinham alguma sorologia positiva para Torchs. Foram encontradas taxas: 1,5% (10/685) para a toxoplasmose; 1,3% (8/618) para rubéola; 1,3% (8/597) para citomegalovirose; 0,9% (6/653) para hepatite B e 3,7% (20/545) para hepatite C; e 3,8% (25/664) para sífilis. A transmissão vertical do HIV entre as gestantes Gtp foi 4,6% e de 1,2% entre as Gtn. As variáveis associadas à presença de Torchs na análise univariada foram: uso de terapia antirretroviral, transmissão vertical do HIV, baixo peso ao nascimento e complicações fetais.CONCLUSÃO: A prevalência das Torchs mostrou-se elevada para algumas infecções. Conclui-se que é importante manter o rastreamento de Torchs na gravidez, especialmente nas gestantes HIV positivas, para que se possa estabelecer diagnóstico e tratamento, e/ou medidas preventivas para evitar a transmissão materno-fetal.

PURPOSE: To evaluate the prevalence of toxoplasmosis, rubella, cytomegalovirus, hepatitis B&C and syphilis (Torchs) in a cohort pregnant women and to identify the sociodemographic, clinical and laboratory factors.METHODS: A total of 1,573 HIV-infected pregnant women from a Brazilian metropolitan region were studied between 1998 and 2013. The results of serological tests were available for 704 (44.8%) pregnant women. Pregnant women were considered to be Torchs positive (Gtp) when they had positive results for at least one of these infections, and to be Torchs negative (Gtn) when they had negative results for all of them. Maternal covariables were: age, marital status, educational level, time and mode of infection, CD4 lymphocyte count, viral load at delivery, and use of antiretroviral therapy (ARV). Neonatal covariables were: HIV infection, prematurity, low birth weight, neonatal complications, abortion and neonatal death. Odds ratios with 95% confidence interval were used to quantify the association between maternal and neonatal variables and the presence of Torchs.RESULTS: Among 704 pregnant women, 70 (9.9%; 95%CI 7.8-12.4) had positive serological tests for any Torchs factor. The individual prevalence rates were: 1.5% (10/685) for toxoplasmosis; 1.3% (8/618) for rubella; 1.3% (8/597) for cytomegalovirus; 0.9% (6/653) for hepatitis B and 3.7% (20/545) for hepatitis C; and 3.8% (25/664) for syphilis. The HIV Vertical HIV transmission was 4.6% among Gtp pregnant women and 1.2% among Gtn women. Antiretroviral therapy (ARV), vertical transmission, low birth weight and neonatal complications were significantly associated with Torchs positivity in univariate analysis.CONCLUSIONS: The Torchs prevalence found in the study was high for some infections. These findings emphasize the need to promote serological Torchs screening for all pregnant women, especially HIV-infected women, so that an early diagnosis can be made and treatment interventions can be implemented to prevent vertical HIV transmission.