Abstract Introduction: The COVID-19 pandemic has had an important impact on the training of nursing professionals, affecting the mental health of students due to the experiences they have faced. Objective: Assess the level of academic stress in nursing students and its relationship to anxiety, depression, insomnia, post-traumatic stress disorder, and experiences during the COVID-19 pandemic. Methodology: Correlational study with 1009 nursing students who agreed to participate. A virtual survey was applied, collecting sociodemographic and COVID-19 Pandemic experiences data, in addition to questionnaires on anxiety, depression, insomnia, and post-traumatic and academic stress, with prior authorization from the research and ethics committee. Statistical analysis such as Square Chi, Spearman's Rho and logistic regression model were used. Results: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusions: Mental health problems were related to academic stress levels in nursing students during the COVID-19 pandemic. The nursing professional must design educational and training strategies to reduce the levels of these problems, applicable from educational training to the workplace.

Abstrato Introdução: A Pandemia do COVID-19 teve um impacto significativo na formação dos profissionais de enfermagem, afetando a saúde mental dos estudantes devido às vivências por eles enfrentadas. Objetivo: Avaliar o nível de estresse acadêmico em estudantes de enfermagem e sua relação com ansiedade, depressão, insônia, transtorno de estresse pós-traumático e experiências durante a pandemia de COVID-19. Metodologia: Estudo correlacional com 1009 graduandos de enfermagem que concordaram em participar. Foi aplicada uma pesquisa virtual, coletando dados sociodemográficos e experiências da Pandemia da COVID-19, além de questionários sobre ansiedade, depressão, insônia e estresse pós-traumático e acadêmico, com autorização prévia do comitê de ética e pesquisa. Foram utilizadas análises estatísticas como Qui-cuadrado, Rho de Spearman e modelo de regressão logística. Resultados: 68.1 % presented anxiety, 64.3 % depression, 56.3 % insomnia and 85.7 % academic stress. Academic stress showed statistical association with sex, school period, diagnosis in a family member and contact with a person suspected or confirmed of having COVID-19. Presenting academic stress is 3.9 times higher with moderate anxiety, 10.6 times higher with moderate depression, 12.7 times higher with moderate clinical insomnia, 1.8 times higher with a family member diagnosed with the disease, and 2.6 times higher with contact of suspected or confirmed COVID-19 cases. Conclusões: Problemas de saúde mental foram relacionados aos níveis de estresse acadêmico em estudantes de enfermagem durante a pandemia de COVID-19. O profissional de enfermagem deve traçar estratégias educacionais e de treinamento para reduzir os níveis desses problemas, aplicáveis desde a formação educacional até o ambiente de trabalho.

Resumen Introducción: La pandemia por COVID-19 ha generado un impacto importante en la formación de profesionales de enfermería, afectando la salud mental en estudiantes debido a las experiencias enfrentadas. Objetivo: Evaluar el nivel de estrés académico en estudiantes de enfermería y su relación con la ansiedad, depresión, insomnio, estrés postraumático y experiencias durante la pandemia de COVID-19. Metodología: Estudio correlacional con 1009 estudiantes matriculados de licenciatura en enfermería que aceptaron participar. Se aplicó encuesta virtual, recolectando datos sociodemográficos y de experiencias durante la pandemia de COVID-19, además de los cuestionarios sobre ansiedad, depresión, insomnio, estrés postraumático y académico, con previa autorización del comité de investigación y ética. El análisis se realizó con Ji cuadrada, Rho de Spearman, y el modelo de regresión logística. Resultados: El 68.1 % presentaron ansiedad, el 64.3 % depresión, el 56.3 % insomnio y el 85.7 % estrés académico. El estrés académico mostró asociación estadística con sexo, periodo académico, diagnóstico en familiar y contacto con persona sospechosa/confirmada de COVID-19. Presentar estrés académico es 3.9 veces mayor con ansiedad moderada, 10.6 veces mayor con depresión moderada, 12.7 veces mayor con insomnio clínico moderado, 1.8 veces mayor con familiar diagnosticado con la enfermedad y 2.6 veces mayor con contacto de casos sospechosos/confirmados de COVID-19. Conclusión: Problemas de salud mental mostraron relación estadística con estrés académico en estudiantes de enfermería durante la pandemia por COVID-19. El profesional de enfermería debe diseñar estrategias educativas y de capacitación para disminuir los niveles de estos problemas, aplicables desde la formación hasta lo laboral.

Abstract Choosing a university degree in Mexico is an important decision, especially if, upon completing high school, you wish to enter a Higher Education Institution. Indeed, private universities have assumed the responsibility of being competitive by offering professional training that allows effective job placement. That is why the present study was carried out in the City of Puebla Mexico, since it is one of the entities with the largest number of universities. A qualitative research was carried out, supported by an exploratory methodology, content analysis and digital positioning, including a search in different academic databases such as Scopus, Ebsco, Web of Science, among others. Among the results, it stands out that there are activities that favor brand positioning in private universities in Puebla through educational marketing; likewise, it was found that the actions that the different private higher education institutions have are numerous and seek to capture the attention of applicants and, finally, it was determined which of these actions represented favorable results in terms of improving perception and achieve improvement in their enrollment in an institution.

Resumen La elección de una carrera universitaria en México es una decisión importante sobre todo si al concluir los estudios de bachillerato se desea ingresar a una Institución de Educación Superior. En efecto, las universidades privadas han asumido la responsabilidad de ser competitivas al ofrecer una formación profesional que permita una inserción laboral efectiva. Es por ello que, el presente estudio se realizó en la Ciudad de Puebla México, ya que es una de las entidades con un mayor número de universidades. Se realizó una investigación de tipo cualitativa, sustentada bajo una metodología exploratoria, el análisis de contenido y posicionamiento digital incluyendo una búsqueda en diferentes bases de datos académicas tales como Scopus, Ebsco, Web of Science, entre otros. Entre los resultados se destaca que existen actividades que favorecen el posicionamiento de marca en universidades privadas de Puebla a través del marketing educativo; asimismo, se encontró que las acciones que tienen las diferentes instituciones de educación superior de carácter privado en son numerosas y buscan captar la atención de los aspirantes y, finalmente, se determinó cuáles de esas acciones representaron resultados favorables en cuestión de mejoramiento de la percepción y alcance la mejora en la inscripción del mismo en una institución.

ABSTRACT The 1991 constitutional reform created spaces for political participation through legal mobilization to make claims for identity-based rights that had previously remained hidden. In recent years, the High Courts in Latin America have begun presenting themselves as human rights defenders and intervening in significant political controversies. The National Gender Commission of the Colombian Judicial Branch seeks to promote the gender agenda in the judiciary by training judges who have been trying to introduce a gender perspective in their rulings. Whether or not this has contributed to eliminating the barrier to women's access to justice has yet to be determined. However, there seems to be an embarrassing gap between our commitments and daily practices regarding access to justice. Although the production of women academics in the law and gender field is extensive, most rulings do not cite it. In order to evaluate the impact of academic production on jurisprudence this research uses the methodological tools of bibliometric and dynamic analysis of rulings, revealing the jurisprudential doctrine with a gender perspective in the jurisprudential decisions of the Supreme Court of Justice between 1992 and 2022.

RESUMEN La reforma constitucional de 1991 creó espacios de participación política por medio de la movilización legal para hacer reclamos de derechos basados en la identidad que antes permanecían ocultos. En los años recientes las altas cortes en Latinoamérica han comenzado a presentarse como defensoras de los derechos humanos y a intervenir en controversias políticas significativas. La Comisión Nacional de Género de la Rama Judicial colombiana busca impulsar la agenda de género en las instancias judiciales por medio de formación a los jueces, quienes han venido realizado un esfuerzo por introducir la perspectiva de género en sus fallos. Si esto ha contribuido o no a eliminar la barrera de acceso de las mujeres a la justicia está aún por determinarse. Sin embargo, pareciera que existe una vergonzosa brecha entre nuestros compromisos y nuestras prácticas cotidianas en torno al acceso a la justicia. Aunque la producción de las académicas en el campo del derecho y género es amplia, los fallos en su mayoría no la citan. Con el objetivo de evaluar el impacto de la producción académica en la jurisprudencia, la presente investigación utiliza las herramientas metodológicas del análisis bibliométrico y dinámico de sentencias para revelar la doctrina jurisprudencial con perspectiva de género en las decisiones jurisprudenciales de la Corte Suprema de Justicia entre los años 1992 a 2022.

Resumo: O plano de estudos das carreiras de engenharia considera a formação em ciências básicas e ciências da engenharia. Portanto, esta análise aborda investigações que implementam metodologias ativas para o ensino de engenharia como construção de uma experiência formativa. As informações coletadas nas bases de dados Web of Science, Scopus e SciELO, sob o modelo PRISMA de revisão sistemática da literatura, analisaram as me- todologias ativas, os instrumentos de avaliação e seu enfoque e impactos curriculares. Obteve-se uma amostra de 646 artigos, dos quais, devido à aplicação de critérios de inclusão e exclusão, apenas 85 foram selecionados. A investigação concentra-se em matérias relacionadas às ciências da engenharia mediadas pela aprendizagem cooperativa e pela aprendizagem baseada em projetos; além disso, são utilizadas técnicas de coleta de dados baseadas em questionários e pesquisas focadas na experiência de inovação. Os impactos das decisões pedagó- gicas estão focados no desempenho acadêmico e na aquisição de conteúdos. Conclui-se que a configuração estabelecida entre o objeto de ensino e os sujeitos é mediada por experiências de aprendizagem nas quais interagem currículo, didática e avaliação. Isso permite aos estudantes mapear uma experiência formativa que aponta para a subjetivação, ou seja, reconstruir sua visão do mundo tanto no nível pessoal quanto profissional.

Resumen. El plan de estudio de las carreras de ingeniería considera una formación en ciencias básicas y ciencias de la ingeniería. Por lo que este análisis aborda las investigaciones que implementan metodologías activas para la enseñanza de la ingeniería como construcción de una experiencia formativa. La información recolectada en las bases de datos Web of Science, Scopus y SciELO, bajo el modelo PRISMA de revisión sistemática de la literatura, analizó las metodologías activas, instrumentos de evaluación y su enfoque e impactos curriculares. Se obtuvo una muestra de 646 artículos, de los cuales, debido a la aplicación de criterios de inclusión y exclusión, fueron seleccionados únicamente 85. Las investigaciones se centran en asignaturas relacionadas a las ciencias de la ingeniería mediadas por aprendizaje cooperativo y aprendizaje basado en proyectos; además, se utilizan técnicas de recolección de datos basadas en cuestionarios y encuestas focalizadas en la experiencia de la innovación. Los impactos de las decisiones pedagógicas están centrados en el rendimiento académico y la adquisición de con- tenidos. En conclusión, la configuración que se establece entre el objeto de enseñanza y los sujetos es mediada por experiencias de aprendizaje en las que interactúan el currículum, la didáctica y la evaluación. Esto le permite al estudiantado mapear una experiencia formativa que apunta hacia la subjetivación, es decir, a reconstruir su visión del mundo tanto a nivel personal como profesional.

Abstract: The curriculum of engineering careers includes training in basic sciences and engineering sciences. This analysis addresses research that applies active methodologies to teaching engineering as a formative ex- perience. The information collected in the Web of Science, Scopus and SciELO databases, under the PRISMA model of systematic literature review, analyzed the active methodologies, evaluation tools and their curricular approach and impact. A total of 646 articles were obtained, of which only 85 were selected according to the inclusion and exclusion criteria. The research focuses on engineering subjects taught through cooperative learning and project-based learning, using data collection techniques such as questionnaires and surveys focused on the experience of innovation. The effects of pedagogical choices are focused on academic achievement and content acquisition. In conclusion, the relationship between the teaching object and the subjects is mediated by learning experiences in which curriculum, didactics, and evaluation interact. This allows students to map a formative experience aimed at subjectivation, that is, reconstructing their vision of the world at both the personal and professional levels.

RESUMEN Este artículo presenta los resultados de una experiencia de formación docente enfocada en la lectura, la escritura y la oralidad, realizada por docentes de lengua de la Facultad de Información y Comunicación de la Universidad de la República con otros docentes de la institución. Se fundamenta en dos conceptos: primero, que los docentes de las disciplinas son actores fundamentales en la enseñanza de las prácticas académicas letradas y, segundo, que las prácticas de lectura, escritura y oralidad universitarias, aunque tienen características comunes, son manifestaciones de saberes disciplinarios específicos de cada área. Nuestro objetivo es observar en qué aspectos las inquietudes sobre la enseñanza de la lectura, la escritura y la oralidad de docentes de diferentes asignaturas son comunes y en qué aspectos difieren, así como observar cómo esa preocupación, al ser explicitada, se refleja en la creación de recursos didácticos para la enseñanza en las disciplinas. Los datos fueron recogidos mediante notas de campo durante el intercambio individual con once docentes de diez asignaturas usando cuestionarios de autorreflexión, descriptores de niveles de lectura y escritura, intercambios orales y elaboración de propuestas didácticas. Se realizó un análisis cualitativo de esos registros considerando las variaciones entre asignaturas en cuanto a las inquietudes manifestadas. Los resultados muestran un cuerpo común de preocupaciones relacionadas principalmente con la escritura, en menor proporción con la lectura y, solo en algunos casos, con la oralidad. Muestran, asimismo, que hay inquietudes relacionadas con los saberes de lenguaje específicos de las áreas disciplinarias en algunos docentes. institución conceptos primero segundo universitarias área difieren preocupación explicitada autorreflexión didácticas manifestadas casos Muestran asimismo

ABSTRACT This article presents the results of a teacher training experience focused on reading, writing and orality, carried out by language teachers from the Facultad de Información y Comunicación of Universidad de la República with other teachers from the institution. It is based on two concepts: first, that teachers of the disciplines are fundamental actors in the teaching of literate academic practices and, second, that university reading, writing and oral practices, although they have common characteristics, are manifestations of disciplinary knowledge specific to each area. Our objective is to observe in what aspects the concerns about the teaching of reading, writing and orality of teachers of different subjects are common and in what aspects they differ, as well as to observe how this concern, when made explicit, is reflected in the creation of didactic resources for teaching in the disciplines. The data were collected through field notes during the individual exchange with eleven teachers of ten subjects using self-reflection questionnaires, reading and writing level descriptors, oral exchanges and the development of didactic resources. These records were qualitatively analysed, considering the variations between subjects regarding the concerns expressed. The results show a common body of concerns related mainly to writing, to a lesser extent to reading and, only in some cases, to orality. They also show concerns about specific language knowledge of the disciplinary areas in some teachers. institution concepts first second characteristics area differ concern explicit selfreflection self reflection questionnaires descriptors analysed expressed cases

Abstract Background: Nurses need not only practical knowledge to apply Advanced Life Support (ALS) but also theoretical knowledge. Objectives: To assess nurses’ theoretical knowledge of ALS in the care of critically ill people and to examine the relationship between nurses’ theoretical knowledge of ALS in the care of critically ill people and their sociodemographic, academic, and professional variables. Methodology: A quantitative and descriptive-correlational study was conducted on 36 nurses selected through non-probabilistic convenience sampling. Results: In the applied questionnaire, the nurses achieved a correct answer rate of 73.53%. Statistically significant differences were found between specialist nurses and their knowledge of emergency drug administration [amiodarone (t = 4.292; p = 0.038); and atropine (t = 4.912; p = 0.027)] and capnography monitoring (t = 4.788; p = 0.029). Conclusion: Nurses showed good levels of theoretical knowledge of ALS, and practical refresher training every 3 months is recommended.

Resumo Enquadramento: Os conhecimentos dos enfermeiros sobre suporte avançado de vida (SAV) implicam não só a aplicação de conhecimentos práticos, mas igualmente a mobilização dos conhecimentos teóricos. Objetivos: Avaliar o nível dos conhecimentos teóricos dos enfermeiros sobre SAV na prática de cuidados à pessoa em situação crítica (PSC) e relacionar o nível dos conhecimentos teóricos dos enfermeiros sobre SAV na prática de cuidados à PSC e as variáveis sociodemográficas, académicas e profissionais dos enfermeiros. Metodologia: Estudo quantitativo, descritivo-correlacional, onde participaram 36 enfermeiros selecionados através de uma técnica de amostragem não probabilística por conveniência. Resultados: Os enfermeiros apresentaram uma percentagem de respostas corretas de 73,53% no questionário aplicado. Evidenciaram-se diferenças estatisticamente significativas entre ser enfermeiro especialista e o conhecimento sobre a administração de fármacos de emergência [amiodarona (t = 4,292; p = 0,038); e atropina (t = 4,912; p = 0,027)] e a monitorização com capnografia (t = 4,788; p = 0,029). Conclusão: Os enfermeiros revelaram bons níveis de conhecimentos teóricos sobre SAV, sugerindo-se uma atualização da formação prática a cada 3 meses.

Resumen Marco contextual: El conocimiento de los enfermeros sobre el soporte vital avanzado (SVA) implica no sólo la aplicación de conocimientos prácticos, sino también la movilización de conocimientos teóricos. Objetivos: Evaluar el nivel de conocimiento teórico de los enfermeros sobre los SVA en la práctica de la atención a personas en situación crítica (PSC) y relacionar el nivel de conocimiento teórico de los enfermeros sobre los SVA en la práctica de la atención a PSC con las variables sociodemográficas, académicas y profesionales de los enfermeros. Metodología: Estudio cuantitativo, descriptivo-correlacional, en el que participaron 36 enfermeros seleccionados mediante una técnica no probabilística de muestreo por conveniencia. Resultados: Los enfermeros presentaron un 73,53% de respuestas correctas al cuestionario. Hubo diferencias estadísticamente significativas entre ser enfermero especialista y el conocimiento de la administración de fármacos de urgencia [amiodarona (t = 4,292; p = 0,038); y atropina (t = 4,912; p = 0,027)] y la monitorización capnográfica (t = 4,788; p = 0,029). Conclusión: Los enfermeros mostraron buenos niveles de conocimientos teóricos sobre el SVA y se sugiere que la formación práctica se actualice cada 3 meses.

Abstract: This study proposes a model to evaluate the impact of a quality management system on the processes linked to teaching and learning in students recently graduated from the Faculty of Engineering at the Autonomous University of Baja California (Mexico). The perceptions of youth about the influence of processes directly related to their learning are gathered by using an online survey. The survey is evaluated by experts in academic areas and with experience implementing a quality system in the educational field. The sample consists of 82 participants at the end of the 2023-1 cycle. The results highlight a positive influence on student training and reveal areas for improvement to enrich future educational experience. It is concluded that this analysis allows identifying risks in quality management, opening the way to continuous improvement.

Resumen: Este estudio propone un modelo para evaluar el impacto de un sistema de gestión de calidad en los procesos vinculados con la enseñanza y el aprendizaje en estudiantes recién egresados de la Facultad de Ingeniería de la Universidad Autónoma de Baja California (México). Se recogen las percepciones de los jóvenes sobre la influencia de los procesos directamente relacionados con su aprendizaje utilizando una encuesta en línea. La encuesta es evaluada por expertos en áreas académicas y con experiencia en implementación de un sistema de calidad en el ámbito educativo. La muestra es de 82 participantes al final del ciclo 2023-1. Los resultados destacan una influencia positiva en la formación estudiantil y señalan áreas de mejora para enriquecer la experiencia educativa futura. Se concluye que este análisis permite identificar riesgos en la gestión de calidad, abriendo camino a la mejora continua.

Abstract: The objective of this research study is to describe the motivation of university students through their willingness and interest in research from the perspective of university social responsibility (RSU) in Peru. An instrument is provided to 390 university students from various universities in Peru. An exploratory factor analysis is applied and statistically significant differences are examined according to sociodemographic characteristics. The results show statistically differences in some variables that comprise motivation in agreement research: years of study, study discipline, and participation in RSU projects. In conclusion, the management of research during university education must consider academic, sociodemographic, and personal aspects for the design of strategies that develop in students the will and interest in the development of studies that allow them to respond to the needs and demands of society.

Resumen: El objetivo de esta investigación es describir la motivación de los estudiantes universitarios a través de la voluntad e interés sobre la investigación desde el enfoque de la responsabilidad social universitaria (RSU) en Perú. Se suministra un instrumento a 390 estudiantes universitarios de diversas universidades de Perú. Se aplica un análisis factorial exploratorio y se examinan diferencias estadísticamente significativas según características sociodemográficas. Los resultados señalan diferencias estadísticamente en algunas variables que integran la motivación en la investigación de acuerdo: años de estudio, disciplina de estudio y participación en proyectos de RSU. En conclusión, la gestión de la investigación durante la formación universitaria debe considerar aspectos académicos, sociodemográficos y personales para el diseño de estrategias que desarrollen en los estudiantes la voluntad e interés por el desarrollo de estudios que permitan responder a las necesidades y demandas de la sociedad.

SUMMARY: The purpose of this research was to understand how second-semester students of the Medicine and Surgery academic program at Universidad del Valle learn about the main ideas of Human Macroscopic Anatomy (HMA). As a methodological proposal, a case study was carried out. Students' knowledge and understanding of HMA was assessed. For this, the Pedagogical Content Knowledge (PCK) model was taken into account, which includes the motivations and interests for learning, as well as the student’ previous ideas. A participant observation of the theoretical and practical classes was carried out for 16 weeks, recording observations in a field diary, and obtaining audiovisual material. All the information was organized in an analytical index, creating codes for the analysis. The analysis, interpretation and representation of results were done using the ATLAS.ti 22 software. It was found that students learn the main ideas of HMA through a process that implies commitment to their academic training, where interests, motivations, prior knowledge and participation are involved. It is important that different study methods are used during this process, and that there is the support from the professor and the institution, who should favor the learning and immersion of the students into the academic world and university culture, through the design of proposals that integrate teaching, learning and assessment, and also take into account the social and cultural realities of their students.

RESUMEN: El propósito de esta investigación fue comprender cómo los estudiantes de segundo semestre del programa académico de Medicina y Cirugía de la Universidad del Valle aprenden sobre las ideas principales de la Anatomía Macroscópica Humana (AMH). Como propuesta metodológica se realizó un estudio de caso. Se evaluó el conocimiento y comprensión de los estudiantes sobre la AMH. Para ello se tomó en cuenta el modelo de Conocimiento Pedagógico del Contenido (CPC), que incluye las motivaciones e intereses por el aprendizaje, así como las ideas previas de los estudiantes. Se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, registrando las observaciones en un diario de campo y obteniendo material audiovisual. Toda la información se organizó en un índice analítico, creando códigos para el análisis. El análisis, interpretación y representación de los resultados se realizó mediante el software ATLAS.ti 22. Se encontró que los estudiantes aprenden las ideas principales de la AME a través de un proceso que implica compromiso con su formación académica, en donde se involucran intereses, motivaciones, conocimientos previos y participación. Es importante que durante este proceso se utilicen diferentes métodos de estudio, y que se cuente con el apoyo del docente y de la institución, quienes deben favorecer el aprendizaje y la inmersión de los estudiantes en el mundo académico y la cultura universitaria, mediante el diseño de propuestas que integren la enseñanza, el aprendizaje y la evaluación, y que además tengan en cuenta las realidades sociales y culturales de sus estudiantes.

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and subsequent coronavirus disease 2019 (COVID-19) had widespread disruptive consequences on various sectors including tertiary education. Universities were shut down and forced to introduce emergency remote teaching and learning. This coincided with the period where the authors of this article started advanced professorial training through the Future Professors Programme Phase 2, Cohort 1 (FPP). Like other educators, the authors experienced COVID-19-linked challenges and opportunities and decided to report on this through a review of the literature and reflective writing. While most publications between 2020 and now focused on the challenges and opportunities caused by the pandemic within the teaching and learning environment, challenges and opportunities experienced in the research environment were less reported on. Often, the findings presented also focused on one discipline or in single institutions. This meant that the responses to address pandemic-associated disruptions would be limited in its view and weighted to teaching and learning and specific discipline(s). Set against the background of the South African higher education (HE) system, the authors review how COVID-19 augmented existing challenges as well as how it presented opportunities for improved teaching, learning and research. This is done by providing context to the challenges and opportunities of not only teaching and learning but of the research environment whilst focusing on several disciplines and institutions. While there is an overlap in the COVID-19 experience within the five Institutions (UCT, UWC, UJ, NWU and TUT) in terms of challenges and opportunities, the impact on research was as devastating as it was on teaching and learning with unique scenarios applicable to the respective disciplines/institutions. The supplemental FPP training and teachings placed the authors in a unique position compared to our peers, in our approach to dealing with the academic disruption. While the pandemic had a general negative outlook for most academics, the FPPs programme better prepared the authors to reimagine and reshape our teaching, learning and research practices to face future pandemics.

Abstract Introduction: Gender is a social determinant of people's health. Integrating a gender perspective into medical education makes improving clinical skills and investigating biopsychosocial differences possible, contributing to health equity. Despite the global concern of reducing the gender gap in education and society, incorporating the gender approach in health in medical schools in Chile is uncertain. This study aims to report whether student representatives from medical schools in Chile perceive the incorporation of gender-related topics in their respective curricula and to understand these perceptions by considering some indicators of gender equity in their medical schools and universities as a context. Methods: This is an exploratory study in 2023 that surveyed student representatives from all accredited medical schools in our country. Results: With a response rate of 75%, most students identified some educational intervention related to a gender approach in health in their training. The review of public data showed progress in the presence of organizations in charge of ensuring gender equality in the country's universities. These data are observed when the percentage of female enrollment is higher than that of men. However, this feminization does not coincide with female representation, which decreases as one rises in positions of authority. Discussion: More studies are needed to explore the perception of the academic community about this issue and identify curricular opportunities to implement the gender approach in health.

Resumen Introducción: el género es una determinante social de la salud de las personas. Integrar en la educación médica una perspectiva de género permite mejorar habilidades clínicas y pesquisar diferencias biopsicosociales, contribuyendo a la equidad en salud. A pesar de la preocupación global por reducir la brecha de género en educación y sociedad, la incorporación del enfoque de género en las escuelas de medicina en Chile es incierta. El objetivo de este estudio es reportar si las representaciones estudiantiles de las escuelas de medicina de Chile perciben la incorporación de las temáticas de género en sus currículos y comprender estas percepciones considerando como contexto algunos indicadores de equidad de género de sus facultades de medicina y universidades. Material y método: se trata de un estudio exploratorio realizado el 2023 que encuestó integrantes de la representación estudiantil de las escuelas de medicina acreditadas en Chile. Resultados: con una tasa de respuesta del 75%, la mayoría del estudiantado identifica alguna intervención educativa relacionada con enfoque de género en salud en su formación. La revisión de los datos públicos arrojó un avance en la presencia de organismos encargados de velar por la equidad de género en las universidades. Estos datos se observan en un momento en que el porcentaje de ingreso femenino es mayor que el masculino. Sin embargo, en la estructura organizacional de la unidad académica, la representación femenina disminuye conforme se asciende en cargos de autoridad. Discusión: existen instancias formativas relacionadas al género en las escuelas de medicina Chilenas, sin embargo, se necesitan más estudios que exploren la percepción de la comunidad académica acerca de este tema e identifiquen oportunidades curriculares para implementar el enfoque de género en salud.

BACKGROUND: Despite benefits, structured mentorship needs to be better recognised within health profession training institutions (HPI) in Southern Africa (SA). Given the need to transform faculties and retain skilled personnel, mentoring programmes can be used to address these needs and warrant further exploration OBJECTIVE: To explore mentorship models within HPI in SA METHODS: During the annual South African Health Educationalists Conference (SAAHE) in 2022, five academics from HPIs in the region conducted an interactive national workshop on mentorship in health professions education. Following a presentation on mentorship models, participants were allowed to share their perspectives on current mentorship practices, gaps and recommendations for enhancing mentorship. Key concepts and themes generated are reported RESULTS: Three key approaches to mentorship models were identified during the workshop. These were 'top-down', 'ad-hoc' and 'supportive' approaches. Mentorship models were largely self-initiated and followed a traditional dyadic style with little innovation. Mandatory 'top-down', over-regulated programmes compared with 'grassroots' approaches were the two extremes reflected on the spectrum of models. While the benefits of mentorship were recognised, institution-wide implementation is lacking, reflecting varied or no widescale adoption. Mentorship could serve as a focused, formal strategy to ensure the demographic transformation of HPIs. Recommendations were made to measure the effectiveness of mentorship programmes against academic promotion criteria and research outputs CONCLUSION: While mentorship is positively viewed as a means to ensure improved equity and outputs, practical implementation is lacking. Mentorship programmes require further exploration of models and processes to facilitate successful implementation

Abstract The article presented here is based on some reflections on the first findings and the methodology followed in the research that I began in 2021 on the life and work of Dr. María Bertely, which is titled: “María Bertely Academic Activism: contributions and tensions in educational research. The analysis of her intellectual work and pedagogical practice constitutes the object of study that guides this qualitative research and has a narrative biographical approach. This study has made it possible to identify her main contributions by exploring relevant aspects of her interdisciplinary training and academic career. Something that must be highlighted is that most of her contributions focused on collaborative educational research committed to indigenous peoples. The reconstruction and recognition of the work of this great researcher as an academic activist has been carried out through the collection of verbal, observational, and textual data, which, given its great extension, are currently in the process of artisanal analysis. However, preliminary results show the links Dr. Bertely created in various teaching and educational research spaces, which refer to some significant experiences and the main shared learnings. This exploration and inquiry have been possible thanks to the voices of indigenous educators and Mexican academics, and those of other nations, with whom she shared efforts in the multiple projects she coordinated, who have been configured as nodes of the networks she wove. These voices are the ones that are currently naming María.

Resumen El artículo que aquí se presenta se basa en algunas reflexiones sobre los primeros hallazgos y la metodología seguida en la investigación que inicié en el año 2021 sobre la vida y obra de la Dra. María Bertely, misma que lleva por título: “El activismo académico de María Bertely: aportes y tensiones en la investigación educativa”. El análisis de su obra intelectual y práctica pedagógica constituyen el objeto de estudio que orienta esta investigación cualitativa y tiene un enfoque biográfico narrativo. Este trabajo ha permitido identificar sus principales aportes mediante la exploración de aspectos relevantes de su formación interdisciplinaria y trayectoria académica. Un aspecto que cabe resaltar es que la mayoría de sus contribuciones estuvieron enfocadas a la investigación educativa colaborativa y comprometida con los pueblos originarios. La reconstrucción y reconocimiento de la labor de esta gran investigadora como académica activista se ha realizado a través de la recopilación de datos verbales, observacionales y textuales, mismos que, dada su gran extensión, actualmente están en proceso de análisis artesanal. No obstante, se presentan resultados preliminares que dan cuenta de los vínculos que la Dra. Bertely creó en diversos espacios de docencia e investigación educativa, que refieren algunas experiencias significativas y los principales aprendizajes compartidos. Dicha exploración e indagación ha sido posible gracias a las voces de los educadores indígenas y de los académicos mexicanos, y de otras naciones, con los que ella compartió esfuerzos en los múltiples proyectos que coordinó, quienes se han configurado como nodos de las redes que tejió. Estas voces son las que actualmente nombran a María.

INTRODUCTION: The COVID-19 pandemic significantly impacted dental education and resulted in unprecedented curricular changes. While virtual teaching enabled theoretical content delivery, practical training was temporarily postponed. Upon resumption, innovative approaches were required to safeguard students, staff and patients. AIMS AND OBJECTIVES: This study aimed to provide a comprehensive overview of COVID-19's impact on dental education at a South African institution. The objectives were to explore the resultant changes, staff and students' experiences in adapting to the implemented changes, the opportunities for innovation and growth that emerged in response to the pandemic, and the potential long-term implications of these changes for dental education. METHODS: A qualitative study was conducted. The 2021 and 2022 final year Dental Therapy students were invited to participate in separate, virtual focus group discussions. In 2022, all 12 academic staff members were invited to participate in individual interviews. Among others, participants responded to structured questions regarding pandemic-related changes and how they adapted. Data were audio-recorded with consent, transcribed verbatim and thematically analysed. RESULTS: Study participants included eight staff members and two groups of six students. Four pandemic-related themes were identified, namely the sudden shift to online learning and virtual communication, safety protocols, students' wellbeing and long-term implications. Among other findings, home-based learning posed opportunities and challenges for students. Furthermore, the 2021 cohort reported concerns regarding limited clinical training. CONCLUSION: The knowledge acquired by institutions during the pandemic must serve as a foundation for future curricular disruptions. This may be achieved through consultation between institutions and dissemination of information.

Abstract Introduction: Organizational management models influence supervisory activity in nursing. Collaborative practice between students and health professionals in the provision of person- and family-centred care allows them to evolve in the process of autonomy and knowledge transfer. However, this does not guarantee the acquisition of supervisory practices and inter-organisational interaction between the hospital and the academy, which are necessary for carrying out safe and qualified clinical procedures. However, this does not guarantee efficient acquisition of supervisory practices and inter-organizational interaction between hospital and academia, which are necessary to provide safe and effective clinical procedures. Objectives: The aim is to understand the possible dimensions of inter-organisational collaborative practice (academic and hospital), identifying its possible processes and results capable of guaranteeing the safety and quality of clinical procedures. Methods: This study emerges from a first mixed research intervention with N=50 nurse supervisors, non-randomized, using the snowball technique. We will, nevertheless, focus on its qualitative, exploratory, and descriptive approach, using the Focus Group technique in which seven nurse supervisors took part. By using Bardin's assumptions, we conducted the content analysis of the participants' speech. Results: The content analysis allowed us to recognise the Processes of Inter-Collaborative Supervision in Nursing as the main dimension of analysis. The results identify, on the one hand, potential threats, highlighted by the time dedicated to supervision and access to information in the hospital context and, on the other hand, opportunities for articulation, highlighted by the importance of involving the various actors in each context, both in planning training programmes and in using supervisory strategies. Conclusion: This study explores the collaborative processes of nursing supervision between academia and hospitals, highlighting common elements of care and education. It reveals the influence of both bureaucratic and anarchic models in shaping these relationships. The findings underscore the importance of inter-organizational coordination, which plays a critical role in effective health promotion practices.