Abstract Critical thinking is a fundamental competence in current educational approaches; however, it has been the subject of diverse definitions, requiring a comprehension from its epistemology, theorization, and praxis. The objective of this research was to analyze notions about critical thinking and pedagogical practices in a group of Latin American teachers. The qualitative-critical paradigm was used through the hermeneutic method. The selection of participants was carried out through theoretical saturation sampling, obtaining a group of eight teachers to whom in-depth non-directive interviews were applied. In the analysis of results, 5 categories emerged: 1) Notions about critical thinking, in which the tendency towards a cognitive and rational emphasis is evident; 2) Didactic praxis, expressing greater mastery of linguistic content subjects as appropriate to promote critical thinking; 3) Self-assessment and need for greater reflection and training on teaching praxis in the area, 4) Curriculum and educational policies, in which inconsistencies between curricula and classroom practice are exposed, and 5) Critical thinking and performance academic, which exposes a non-linear relationship between both concepts. It is concluded that it is essential to avoid determinisms based on skills that express critical thinking and instead promote complex approaches that allow including cultural, social and ethical experiences also inherent to the process.

Resumen El pensamiento crítico es una competencia fundamental en los actuales enfoques educativos, sin embargo, ha sido objeto de definiciones diversas, exigiendo un abordaje desde su epistemología, teorización y praxis. Esta investigación tuvo como objetivo analizar las nociones sobre el pensamiento crítico y las prácticas pedagógicas aplicadas en el aula por docentes latinoamericanos. Se acudió al paradigma cualitativo-crítico a través del método hermenéutico. La selección de participantes se realizó mediante el muestreo por saturación teórica, obteniéndose un grupo de ocho docentes a quienes se aplicaron entrevistas no directivas a profundidad. En el análisis de resultados emergieron cinco categorías: 1) nociones sobre pensamiento crítico, en las cuales se evidencia la tendencia a un énfasis cognitivo y racional; 2) praxis didáctica, expresando mayor dominio de las asignaturas de contenido lingüístico como adecuadas para promover el pensamiento crítico; 3) autoevaluación y necesidad de mayor reflexión y capacitación sobre la praxis docente en el área; 4) currículo y políticas educativas, en la cual se exponen incongruencias entre los currículos y la práctica de aula; 5) pensamiento crítico y rendimiento académico, que expone una relación no lineal entre ambos conceptos. Se concluye que es fundamental evitar los determinismos basados en habilidades que expresan el pensamiento crítico y en su lugar promover aproximaciones complejas que permitan incluir experiencias culturales, sociales y éticas que son también inherentes al proceso.

Abstract Student involvement through peer assessment can have important benefits for the development of competences in initial teacher education. Therefore, the aims of this research are: (i) to find out the characteristics of the peer assessment processes experienced by students during their training and their evaluation of these processes; (ii) to value their perception of the usefulness of using peer assessment processes for the development of teaching competences after a peer assessment experience; and (iii) to value their perception of the usefulness of using peer assessment processes for the development of assessment competences after a peer assessment experience. To this end, a case study was conducted with 10 participants in 2 teacher education subjects. In each subject, three workshops were held in which students had to peer assess the performance of their peers and give them feedback. The information was collected through a semi-structured interview at the end of the subjects. The results show that the students had hardly any experience of this kind, although they valued these processes positively for their learning, although they also encountered difficulties and uncertainties due to their lack of experience. Finally, they also emphasise the importance of carrying out these processes in initial training in order to develop assessment competence and to be able to transfer this learning to their future work context.

Resumen La implicación del alumnado a través de la coevaluación puede tener importantes beneficios para el desarrollo de las competencias en la formación inicial del profesorado. Por ello, esta investigación se plantea los siguientes objetivos: (i) Conocer las características de los procesos de coevaluación vivenciados por el alumnado durante su formación y la valoración que realizan de dichos procesos; (ii) Valorar la percepción que tienen sobre la utilidad del uso de procesos de coevaluación para el desarrollo de las competencias docentes tras el desarrollo de una experiencia de coevaluación; y (iii) Valorar la percepción que el alumnado tiene sobre la utilidad del empleo de procesos de coevaluación para el desarrollo de la competencia evaluadora tras la experiencia de coevaluación. Para ello, se desarrolló un estudio de caso con diez participantes de dos asignaturas dirigidas a la formación docente. En cada asignatura se realizaron tres talleres donde el alumnado debía coevaluar el desempeño de sus pares y darles retroalimentación. La información se recogió a través de una entrevista semi-estructurada al finalizar las asignaturas. Los resultados muestran que el alumnado apenas ha tenido vivencias de este tipo, aunque valora positivamente estos procesos para su aprendizaje, aunque también encuentran dificultades e inseguridad debido a su falta de experiencia. Finalmente, también destacan la importancia de realizar estos procesos en la formación inicial para desarrollar la competencia evaluativa y poder transferir estos aprendizajes a su futuro contexto laboral.

ABSTRACT The modern system of higher education is subject to significant transformation under the influence of digital technologies and their deep penetration into the educational process. The teaching staff of higher education today is subject to significant requirements in terms of digital literacy and skills in the development and application of information systems in the educational process and the methodological development of the educational process organized on their basis.This article focuses on the work of teachers in the digital environment. An important problem is the issue of teachers' adaptation to the dynamically changing digital environment, taking into account the requirements to the level of competence due to the specifics of the digital environment and the already existing level of digital literacy of the teacher. It is noted that in a modern university the teacher is a multifunctional subject performing teaching, methodological, research and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization. The article presents the results of the study of the digital maturity of an educational organization as a set of organized processes and interrelations between the subjects of the educational process in the totality of technical and technological digital space of the university.The authors proposed a model of "digital maturity of an educational organization", which allows to determine the level of digital development and directions of digital transformation. The method of digital development assessment is proposed, taking into account the digital environment of teachers within the framework of educational, methodological, administrative, research activities.

RESUMEN El sistema moderno de educación superior está sujeto a una transformación significativa bajo la influencia de las tecnologías digitales y su profunda penetración en el proceso educativo. Hoy en día, el personal docente de la enseñanza superior está sujeto a requisitos significativos en términos de alfabetización digital y competencias en el desarrollo y la aplicación de sistemas de información en el proceso educativo y el desarrollo metodológico del proceso educativo organizado sobre su base. Este artículo se centra en el trabajo de los profesores en el entorno digital. Un problema importante es la cuestión de la adaptación de los profesores al entorno digital que cambia dinámicamente, teniendo en cuenta los requisitos al nivel de competencia debido a las especificidades del entorno digital y el nivel ya existente de alfabetización digital del profesor. Se señala que en una universidad moderna el profesor es un sujeto multifuncional que desempeña tareas docentes, metodológicas, de investigación y administrativas, cuya solución suele estar asociada al trabajo en el entorno digital de una organización educativa. El artículo presenta los resultados del estudio de la madurez digital de una organización educativa como conjunto de procesos organizados e interrelaciones entre los sujetos del proceso educativo en la totalidad del espacio digital técnico y tecnológico de la universidad. Los autores propusieron un modelo de "madurez digital de una organización educativa", que permite determinar el nivel de desarrollo digital y las direcciones de la transformación digital. Se propone el método de evaluación del desarrollo digital, teniendo en cuenta el entorno digital de los profesores en el marco de las actividades educativas, metodológicas, administrativas, de investigación.

Abstract Written production is one of the most concerning issues regarding the skill development of the student population at all levels. However, research on related topics, both in student writing samples and in other samples of written and spoken language, remains limited and has little or no impact on the didactics and assessment of this skill in teaching practice. Therefore, it is relevant to review the studies currently conducted in the country, based on the publications of this century, to answer the question of how academic writing has continued to be approached in Costa Rica and determine if there are any changes with respect to the situation of the previous century. At the same time, this systematic review of academic sources enables an analysis of their approaches, objectives, proposals, and conclusions. The 21st century represents a paradigm shift, as Carlos Sanchez takes up the proposals of Rodino, Ross, and Vincenzi, who were the only authors offering a nontraditional vision in the last century. Since then, the contribution of most of the new researchers has followed the direction of these pioneers, which augurs a promising future for academic production and, hopefully, for the teaching of writing in Costa Rica. These studies indicate a pressing need to change how this subject is taught in this country.

Resumen La expresión escrita es uno de los temas más preocupantes en relación con el desarrollo de habilidades de la población estudiantil de todos los niveles. A pesar de ello, la investigación sobre temas afines, tanto entre muestras de escritura de estudiantes como en otras muestras de lengua escrita y oral, es escasa, y tiene un impacto mínimo o nulo en la didáctica y la evaluación de esta habilidad en la práctica docente. De ahí que resulte pertinente revisar los estudios llevados a cabo en el país, a partir de las publicaciones realizadas en el presente siglo, con el fin de resolver la pregunta de cómo se ha seguido abordando el tema de la escritura académica en Costa Rica y determinar si existen cambios con respecto a la situación del siglo anterior. A la vez, esta revisión sistemática de las fuentes académicas permite hacer un análisis en cuanto a sus enfoques, objetivos, propuestas y conclusiones. El siglo XXI representa un giro de paradigma, con Carlos Sánchez, quien retoma las propuestas de Rodino, Ross y Vincenzi, únicos autores que mostraron una visión no tradicional en el siglo anterior. A partir de entonces, el aporte de la mayoría de los nuevos investigadores sigue la línea de estos pioneros, lo cual augura un futuro promisorio para la producción académica y, ojalá, de la didáctica de la escritura en Costa Rica. Los estudios realizados demuestran que es urgente un cambio en la enseñanza de este tema en nuestro país.

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach's alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

INTRODUCTION: The Work Ability Screening Profile (WASP) was conceptualised and developed by occupational therapists at the University of Durban Westville to provide a basic vocational screening assessment. Its purpose was to screen competence in generic work skills which reflected performance in activities essential to workplace participation relevant to the South African context. The assessment was revised in 2005 and renamed the WASP II. It was decided this screening assessment tool would be continuously reviewed using action research with clinicians involved in the ongoing evaluation so ensure validity and reliability for the population with which it is used. This study considered the clinical evaluation, useability and utility of the WASP II in order to inform further revision. METHOD: A cross sectional survey was used to gather data from 70 occupational therapy clinicians familiar with or using the WASP II in clinical practice. RESULTS: A sample of 70 respondents indicated the WASP II was suitable to assess current work ability and production speed with a variety of clients with physical and mental health dysfunction. Ten of the 12 subtests were used by at least 40% of the time by the 28 respondents who used the WASP II frequently. These respondents reported good to adequate useability in terms of cost, sensitivity to clients' educational level and ease of understanding instructions, incorporation into clinical practice contexts while supporting clinical reasoning and judgement. The accommodation of clients' language and provision of standard scores were indicated as inadequate. Utility was considered adequate for all aspects including discrimination of moderate to severe dysfunction, informing the choice of other assessmentsas well as supporting vocational rehabilitation intervention. The WASP II outcomes were also understood by other service providers, employers, referring parties as well asclients. CONCLUSION: While the WASP II was considered appropriate for use in the South African context and has adequate useability and utility, some subtests need to be updated and revised in terms of the standard times and content validity for current practice in the work environment. IMPLICATIONS FOR PRACTICE: The WASP II has useability • aligned with generic work skills of acquiring information or following directions numeracy, conveying information and written communication • for with those with work experience and with scholars and students yet to enter the workplace The WASP II has utility in relation to • cost and clients' educational levels • detailed instructions on the task layout but some standardisation needs to be interpreted with care • sensitivity to all aspects of assessment of generic work skills, except discrimination of mild dysfunction

Abstract Objective: The aim of this study was to evaluate the effect of three training methodologies on the acquisition of psychomotor skills for laparoendoscopic single-site surgery (LESS), using straight and articulating instruments. Methods: A prospective study was conducted with subjects randomly divided into three groups, who performed a specific training for 12 days using three laparoscopic tasks in a laparoscopic simulator. Group-A trained in conventional laparoscopy setting using straight instruments and in LESS setting using both straight and articulating instruments. Group-B trained in LESS setting using straight and articulating instruments, whereas Group-C trained in LESS setting using articulating instruments. Participants´ performance was recorded with a video-tracking system and evaluated with 12 motion analysis parameters (MAPs). Results: All groups obtained significant differences in their performance in most of the MAPs. Group-C showed an improvement in nine MAPs, with a high level of technical competence. Group-A presented a marked improvement in bimanual dexterity skills. Conclusions: Training in LESS surgery using articulating laparoscopic instruments improves the quality of skills and allows smoother learning curves.

Resumen Objetivo: Evaluar el efecto de tres métodos de entrenamiento en la adquisición de habilidades psicomotrices para la cirugía laparoendoscópica por puerto único (LESS, laparoendoscopic single-site surgery) utilizando instrumental recto y articulado. Método: Se realizó un estudio prospectivo con sujetos divididos aleatoriamente en tres grupos, quienes realizaron un entrenamiento específico durante 12 días utilizando tres tareas laparoscópicas en un simulador laparoscópico. El grupo A entrenó en el entorno laparoscópico convencional con instrumentos rectos, y en el entorno LESS con instrumentos rectos y articulados. El grupo B entrenó en el entorno LESS con instrumentos rectos y articulados. El Grupo C entrenó en el entorno LESS con instrumentos articulados. El desempeño de los participantes se registró con un sistema de seguimiento en video y fue evaluado con 12 parámetros de análisis de movimiento (MAP, motion analysis parameters). Resultados: Todos los grupos obtuvieron diferencias significativas en su desempeño para la mayoría de los MAP. El grupo C mostró una mejora en nueve MAP, con un alto nivel de competencia técnica. El grupo A mostró una marcada mejora en la habilidad de destreza bimanual. Conclusiones: El entrenamiento en cirugía LESS con instrumentos articulados mejora la calidad de las habilidades adquiridas y permite curvas de aprendizaje más suaves.

Resumen Objetivo. Este estudio de caso exploratorio tiene como propósito analizar las actitudes, prácticas y preferencias del profesorado y alumnado de educación superior en relación con la evaluación en línea. Metodología. Se aplicó una metodología cuantitativa basada en el cuestionario, y se realizó un análisis descriptivo y correlacional. Las personas participantes incluyeron alumnado y profesorado de una universidad española presencial. Resultados. Se presentan ciertas similitudes y diferencias en cuanto a actitudes, prácticas y preferencias entre alumnado y profesorado. También se identificaron ciertas relaciones, si bien débiles, entre las prácticas de evaluación en línea utilizadas y algunas características del perfil del profesorado o su docencia (experiencia docente, carga docente y tamaño de las clases). Conclusiones. Los hallazgos ponen de manifiesto que gran parte del profesorado muestra ciertas reticencias en el diseño y realización de estrategias de evaluación en línea más allá de los exámenes tradicionales, así como una gran preocupación en cuanto al control del alumnado y el peligro de fraude. Por su parte, el alumnado presenta actitudes generalmente más positivas que el personal docente respecto a la evaluación en línea. Las recomendaciones apuntan a la consideración del papel de las unidades institucionales de apoyo y de formación al profesorado para la mejora de la competencia digital docente en relación con la evaluación en línea, la importancia de la actualización de los sistemas de seguridad en las infraestructuras técnicas, y el ajuste de los efectos de la carga docente y el tamaño de las clases cuando se aplica la evaluación en línea.

Resumo Objetivo. Este estudo de caso exploratório procura analisar as atitudes, práticas e preferências dos docentes e estudantes do ensino superior em relação à avaliação em linha. Metodologia. Foi utilizada uma metodologia quantitativa baseada num questionário, tendo sido efetuada uma análise descritiva e correlacional. Os participantes incluíam estudantes e professores de uma universidade espanhola presencial. Resultados. São apresentadas algumas semelhanças e diferenças de atitudes, práticas e preferências entre alunos e professores. Foram também identificadas algumas relações, embora tênues, entre as práticas de avaliação em linha utilizadas e algumas características do perfil dos professores ou do seu ensino (experiência de ensino, carga lectiva e dimensão da turma). Conclusões. Os resultados mostram que uma grande parte do pessoal docente mostra alguma relutância na concepção e aplicação de estratégias de avaliação em linha para além dos exames tradicionais, bem como uma grande preocupação com o controlo dos alunos e o perigo de fraude. Por outro lado, os estudantes mostram atitudes geralmente mais positivas em relação à avaliação em linha do que o pessoal docente. As recomendações apontam para a consideração do papel do apoio institucional e das unidades de formação de professores para a melhoria da competência digital dos professores em relação à avaliação em linha, para a importância da atualização dos sistemas de segurança nas infraestruturas técnicas e para o ajustamento dos efeitos da carga lectiva e da dimensão das turmas quando a avaliação em linha é aplicada.

Abstract Objective. This exploratory case study aims to analyze the attitudes, practices and preferences of higher education faculty and students in relation to online assessment. Methodology . A quantitative methodology based on a questionnaire was used, and a descriptive and correlational analysis was conducted. Participants included students and faculty members from a Spanish on-site university. Results. Certain similarities and differences in attitudes, practices and preferences between students and teachers are presented. Some relationships, albeit weak, were also identified between the online assessment practices used and some characteristics of the teachers’ profile or teaching (teaching experience, teaching load and class size). Conclusions. The findings show that a large part of the teaching staff shows some reluctance in the design and implementation of online assessment strategies beyond traditional exams, as well as a great concern about student control and the danger of fraud. On the other hand, students show generally more positive attitudes towards online assessment than the teaching staff. The recommendations point to the consideration of the role of institutional support and teacher training units for the improvement of teachers’ digital competence in relation to online assessment, the importance of updating security systems in technical infrastructures, and adjusting the effects of teaching load and class size when online assessment is applied.

Resumen Ante el notorio incremento de la producción de la información y su disponibilidad, el acceso a fuentes electrónicas de información exige el desarrollo de habilidades informativas. En el área médica existe interés en el aprendizaje relacionado a la búsqueda y selección de información, especialmente durante la formación profesional. El objetivo de esta investigación fue evaluar el efecto del Taller de Alfabetización Informacional (T-ALFIN), mediante un cuasiexperimento de dos mediciones, con un grupo natural de médicos residentes de segundo año de pediatría. Para evaluar se elaboró y validó el "Cuestionario de la Competencia de Acceso a la Información", de cuatro secciones. El Taller se realizó en tres sesiones de 60 minutos y una de 120 minutos. La confiabilidad de la sección 3 del cuestionario fue de 0.90 y de la sección 4 fue de 0.60. Las calificaciones de los médicos residentes al terminar el Taller fueron superiores a las iniciales (sección 3 p=0.01 y sección 4 p=0.05). El Taller tuvo un efecto favorable en la alfabetización informacional de los médicos residentes.

Abstract In the face of the conspicuous increase in information generation and availability, access to electronic sources demands specific skills. The medical sphere is not exempt from a genuine interest in learning to research and select information, particularly during professional training phases. This report aimed to evaluate the effect of an Information Literacy Workshop through a two-measurement quasi-experimental study carried out among a natural group of second-year resident pediatricians. A 4-section "Information Access Competence Questionnaire" was prepared and validated for this assessment. The Workshop consisted of three sessions of 60 minutes and a fourth one of 120 minutes. Section 3 reported a reliability of 0.90, while section 4 reported 0.60. Final grades were superior to initial grades (section 3 p=0.01, section 4 p=0.05). The Workshop had a favorable effect on resident physicians' information literacy.

ABSTRACT Introduction: With the changing landscape of medical education, it is crucial to critically examine existing approaches and frameworks. competency-based medical education (CBME) emerges as a promising paradigm shift, which prioritizes learner-centered, outcome-oriented development of skills, knowledge, and attitudes. Objective: To identify the essential structural and procedural adjustments needed for effective implementation of CBME. It underscores the importance of reorganizing educational institutions, adapting instructional and assessment techniques, and fostering acceptance of CBME in the classroom. Results: To effectively deliver CBME, it is imperative to restructure educational institutions to focus on competency-based curricula and personalized instruction. Also, there is a need to modify teaching and assessment strategies to facilitate continuous assessment and active learning. Conclusions: Adopting CBME principles can enable medical education to produce professionals equipped with the skills necessary to meet the dynamic demands of modern medicine.

RESUMEN Introducción: Con el panorama cambiante de la educación médica, es crucial examinar críticamente los enfoques y marcos existentes. La educación médica basada en competencias (EMBC) surge como un prometedor cambio de paradigma, que prioriza el desarrollo de habilidades, conocimientos y actitudes explícitas centrado en el alumno y orientado a los resultados. Objetivo: Identificar los ajustes estructurales y procedimentales esenciales necesarios para una implementación eficaz de la EMBC. Se subraya la importancia de reorganizar las instituciones educativas, adaptar las técnicas de instrucción y evaluación y fomentar la adopción de la EMBC en el aula. Resultados: Para impartir con eficacia la EMBC, es imperativo reestructurar las instituciones educativas para que se centren en planes de estudios basados en competencias y en la enseñanza personalizada. Asimismo, es necesario modificar las estrategias de enseñanza y evaluación para facilitar la evaluación continua y el aprendizaje activo. Conclusiones: Adoptar los principios de EMBC puede permitir que la educación médica produzca profesionales equipados con las habilidades necesarias para satisfacer las demandas dinámicas de la medicina moderna.

ABSTRACT Objective : To describe the association between the teaching performance perceived by a population of students and the level of satisfaction self-reported by the professors of the bachelor’s degree program in Dental Surgery of the Facultad de Estudios Superiores Zaragoza of the Universidad Nacional Autónoma de México. Materials and methods : Observational, prolective, cross-sectional, descriptive study, conducted in two phases. The first phase showed the self-reported job satisfaction of 123 academics; in the second phase, 120 students were surveyed to evaluate their 6 very satisfied teachers and 140 for the 7 dissatisfied ones, for which a survey adapted from the Department of Teaching Evaluation of the faculty was applied. Results : When associating the performance of the 6 teachers most satisfied with their job with the perception that their 120 students have of them, the results show that 2 % (n = 2) consider that the academics have a poor performance vs. 44 % (n = 53) who consider that they have an excellent performance. As for the 7 teachers identified as very dissatisfied, from the students' point of view, 10 % (n = 14) consider the performance poor; and for 49 % (n = 68), it is excellent. The job satisfaction self-reported by the 13 academics and the teaching performance perceived by their students did not show statistically significant differences. For the students, a teacher has excellent performance despite job dissatisfaction and poor performance even when he or she perceives himself or herself as very satisfied. Conclusions : The research results show no association between teaching performance and job satisfaction according to students. A teacher's attitude towards students does not always coincide with his or her level of job satisfaction.

RESUMEN Objetivo : Describir la asociación del desempeño docente percibido por una población de estudiantes y el nivel de satisfacción autorreportada por los profesores de la Licenciatura de Cirujano Dentista de la Facultad de Estudios Superiores Zaragoza de la Universidad Nacional Autónoma de México. Materiales y métodos: Estudio observacional, prolectivo, transversal, descriptivo, realizado en dos fases. En la primera se mostró la satisfacción laboral autorreportada por 123 académicos; en la segunda fase se encuestó a 120 estudiantes para que evaluaran a sus 6 docentes muy satisfechos, y a 140 para los 7 muy insatisfechos, para lo cual se les aplicó una encuesta adaptada del Departamento de Evaluación Docente de la facultad. Resultados : Al asociar el desempeño de los 6 docentes más satisfechos laboralmente con la percepción que de ellos tienen sus 120 estudiantes, los resultados muestran que el 2 % (n = 2) considera que los académicos tienen un mal desempeño vs. el 44 % (n = 53) que considera que tienen un desempeño excelente. En cuanto a los 7 docentes identificados como muy insatisfechos, desde la mirada de los estudiantes, el 10 % (n = 14) considera que el desempeño es malo; y para el 49 % (n = 68) es excelente. La satisfacción laboral autorreportada por los 13 académicos y el desempeño docente percibido por sus estudiantes no mostró diferencias estadísticamente significativas. Para los estudiantes, un docente tiene un excelente ejercicio de su actividad pese a su insatisfacción laboral, así como un mal desempeño aun cuando se autopercibe como muy satisfecho. Conclusiones : Los resultados de la investigación muestran que no hay una asociación entre el rendimiento docente y la satisfacción laboral según los estudiantes. La actitud de un profesor hacia los estudiantes no siempre coincide con su nivel de satisfacción laboral.

RESUMO Objetivo : Descrever a associação entre o desempenho docente percepcionado por uma população de estudantes e o nível de satisfação autoreportado pelos professores da Licenciatura em Cirurgia Dentária na Facultad de Estudios Superiores Zaragoza da Universidad Nacional Autónoma de México. Materiais e métodos : Estudo observacional, proletivo, transversal e descritivo realizado em duas fases. Na primeira fase, foi analisada a satisfação profissional autorreferida de 123 académicos; na segunda fase, 120 estudantes foram inquiridos para avaliar os seus 6 professores altamente satisfeitos e 140 para os 7 insatisfeitos, utilizando um inquérito adaptado do Departamento de Avaliação do Ensino da faculdade. Resultados : Ao associar o desempenho dos 6 professores mais satisfeitos com o seu trabalho à percepção que os seus 120 alunos têm deles, os resultados mostram que 2 % (n = 2) consideram que os académicos têm um mau desempenho contra 44 % (n = 53) que consideram que têm um excelente desempenho. Quanto aos 7 professores identificados como muito insatisfeitos, do ponto de vista dos estudantes, 10 % (n = 14) consideram que o seu desempenho é mau; e para 49 % (n = 68) é excelente. A satisfação profissional autorrelatada pelos 13 académicos e o desempenho docente percepcionado pelos seus estudantes não revelaram diferenças estatisticamente significativas. Para os estudantes, um professor tem um desempenho excelente apesar da sua insatisfação profissional e tem um desempenho fraco mesmo quando se considera muito satisfeito. Conclusões : Os resultados da investigação mostram que não existe uma associação entre o desempenho docente e a satisfação profissional, segundo os estudantes. A atitude de um professor em relação aos alunos nem sempre coincide com o seu nível de satisfação profissional.

Abstract Introduction: Knowledge of clinical communication skills is essential for the proper practice of Family Medicine, since one of the principles of the specialty treats the doctor-person relationship as fundamental. Good communication is a basic clinical competence and must be learned, above all, during medical residency. Communication is not an innate characteristic, but a process of self-knowledge, therefore requiring self-assessments. Objective: This study aimed to evaluate the perception of Family Medicine residents doctors in relation to their communication skills. Method: This is a quantitative, descriptive and cross-sectional study. The study setting was the set of Family Medicine Residency Programs in the city of João Pessoa, Paraíba. Data collection was performed using an online questionnaire, available to be completed from September to November 2022. We used the instrument A consulta em 7 passos (7-step consultation) to construct the questionnaire. We developed scores called overall performance index (IDg), query step performance index (IDp) and item performance index (IDitem). In the statistical analysis, we used the t test for independent samples. Result: The average overall performance index (IDg) was 72.0%. Residents had the highest IDp rate in step 5 of the consultation (81.7%), followed by step 2 (77.6%), step 3 (76.1%) and step 6 (75.9% ). While residents had the lowest performances in descending order in steps 4 (68.9%), 7 (63.7%) and 1 (63.3%). There was no statistical significance between sexes, year of residency and residency program. Conclusion: MFC residents positively evaluate their communication skills. However, there is still room forto improvement in how to encourage critical-reflective moments about the subjective phenomena that occur in the consultation. Furthermore, the use of a consulta em 7 passos is an important tool in the training and evaluation process in residency. Introduction doctorperson doctor person fundamental learned all characteristic selfknowledge, selfknowledge self knowledge, knowledge self-knowledge selfassessments. selfassessments assessments. assessments self-assessments Objective Method quantitative crosssectional cross sectional Pessoa Paraíba questionnaire 2022 7step IDg, IDg , (IDp IDitem. IDitem . (IDitem) analysis samples Result (IDg 720 72 0 72.0% 81.7%, 817 81.7% 81 (81.7%) 77.6%, 776 77.6% 77 (77.6%) 76.1% 761 76 (76.1% 75.9% 759 75 9 (75.9 ) 68.9%, 689 68.9% 68 (68.9%) 63.7% 637 63 (63.7% 63.3%. 633 63.3% (63.3%) sexes program Conclusion However criticalreflective critical reflective Furthermore 202 (IDitem 72.0 81.7 8 (81.7% 77.6 (77.6% 76.1 (76.1 75.9 (75. 68.9 (68.9% 63.7 (63.7 63.3 (63.3% 20 72. 81. (81.7 77. (77.6 76. (76. 75. (75 68. (68.9 63. (63. (63.3 (81. (77. (76 (7 (68. (63 (81 (77 ( (68 (6 (8

Resumo Introdução: O conhecimento das habilidades de comunicação clínica é primordial para o adequado exercício da medicina de família e comunidade (MFC), visto que um dos princípios da especialidade advém da relação médico-pessoa. A comunicação assertiva é uma competência clínica básica que deve ser aprendida, sobretudo, durante a residência médica. Não se trata de uma característica inata, perpassa um processo de conhecer, aplicar e dominar, necessitando, portanto, de avaliações. Objetivo: Este estudo teve como objetivo avaliar a percepção dos médicos residentes de MFC em relação às suas habilidades de comunicação. Método: Trata-se de um estudo quantitativo, descritivo e transversal. O cenário de estudo foi o conjunto de programas de residência de MFC do município de João Pessoa, na Paraíba. A coleta de dados foi feita a partir de um questionário on-line, disponível para preenchimento de setembro a novembro de 2022. Utilizamos para a construção do questionário o instrumento A Consulta em 7 Passos. Desenvolvemos escores denominados índice de desempenho geral (IDg), índice de desempenho por passo da consulta (IDp) e índice de desempenho por item (IDitem). Na análise estatística, utilizamos o teste t para amostras independentes. Resultado: O IDg médio foi de 72,0%. Os residentes tiveram o maior índice de IDp no passo 5 da consulta (81,7%), seguido pelos passos 2 (77,6%), 3 (76,1%) e 6 (75,9%). Os menores desempenhos foram nos passos 4 (68,9%), 7 (63,7%) e 1 (63,3%). Não houve significância estatística quanto ao desempenho quando se compararam sexo, ano de residência e programa. Conclusão: Os residentes de MFC avaliam positivamente suas habilidades de comunicação. Entretanto, ainda há o que aprimorar, como fomentar momentos crítico-reflexivos sobre os fenômenos subjetivos que ocorrem na consulta. Destarte, a utilização do instrumento A Consulta em 7 Passos se revelou, no presente estudo, como uma ferramenta importante no processo de formação e avaliação da comunicação clínica durante a residência. Introdução MFC, , (MFC) médicopessoa. médicopessoa médico pessoa. pessoa médico-pessoa aprendida sobretudo médica inata conhecer dominar necessitando portanto avaliações Objetivo Método Tratase Trata quantitativo transversal Pessoa Paraíba online, online on line, line on-line 2022 IDg, (IDg) (IDp IDitem. IDitem . (IDitem) independentes Resultado 720 72 0 72,0% 81,7%, 817 81,7% 81 (81,7%) 77,6%, 776 77,6% 77 (77,6%) 76,1% 761 76 (76,1% 75,9%. 759 75,9% 75 9 (75,9%) 68,9%, 689 68,9% 68 (68,9%) 63,7% 637 63 (63,7% 63,3%. 633 63,3% (63,3%) sexo programa Conclusão Entretanto aprimorar críticoreflexivos crítico reflexivos Destarte revelou (MFC 202 (IDg (IDitem 72,0 81,7 8 (81,7% 77,6 (77,6% 76,1 (76,1 75,9 (75,9% 68,9 (68,9% 63,7 (63,7 63,3 (63,3% 20 72, 81, (81,7 77, (77,6 76, (76, 75, (75,9 68, (68,9 63, (63, (63,3 (81, (77, (76 (75, (68, (63 (81 (77 (7 (75 (68 (6 (8 (

Abstract The mathematical music composition workshop, an endeavor that integrates mathematics and music majors, is a concrete example of a STEAM (science, technology, engineering, arts, and mathematics) project. In this article, the authors analyze how mathematics students and music composition students have worked together, have learned to interpret specialized languages from one another, and have presented their results to a public interested in the relationship that guards these two disciplines. The goal of improving the understanding of abstract mathematical concepts through the application to musical structures is analyzed using the Onto-semiotic Approach (OSA). This framework sheds light on some of the written and oral manifestations of the students who participated. The mathematical competence that the participants were expected to achieve through this interdisciplinary endeavor are privileged in this article over the music education goals (which were also present). workshop majors science, science (science technology engineering arts project together another disciplines Ontosemiotic Onto semiotic OSA. OSA . (OSA) participated which present. present present) (OSA

Resumen El taller de composición musical matemática, un esfuerzo que integra a las carreras de matemáticas y música, es un ejemplo concreto de proyecto STEAM (ciencia, tecnología, ingeniería, artes y matemáticas). En este artículo, los autores analizan cómo los estudiantes de matemáticas y los de composición musical han trabajado juntos, han aprendido a interpretar los lenguajes especializados de unos y otros, y han presentado sus resultados a un público interesado en la relación que guardan estas dos disciplinas. El objetivo de mejorar la comprensión de los conceptos matemáticos abstractos mediante la aplicación a las estructuras musicales se analiza utilizando el Enfoque onto-semiótico (OSA). Este marco arroja luz sobre algunas de las manifestaciones escritas y orales de los alumnos que participaron. En este artículo se privilegian las competencias matemáticas que se esperaba que los participantes alcanzaran a través de este esfuerzo interdisciplinario por encima de los objetivos de educación musical (que también estaban presentes). matemática música ciencia, ciencia (ciencia tecnología ingeniería matemáticas. . matemáticas) juntos otros disciplinas ontosemiótico onto semiótico OSA. OSA (OSA) participaron presentes. presentes presentes) (OSA

El objetivo de este estudio es analizar la priorización y valorización de las competencias para la producción de cuidados integrales en el Internado Obligatorio de la Facultad de Medicina de la Universidad Federal Fluminense. La metodologia incluye análisis documental y entrevistas con profesores. El análisis de contenido fue categorizado en unidades temáticas según el momento de producción de la atención integral: en el encuentro y en los encuentros necessários a partir de este encuentro com el paciente. Em el encuentro, se priorizó la integración de habilidades comunicativas y técnicas semióticas y de razonamiento clínico con actitudes éticas y humanísticas, y en los demás encuentros, las habilidades relacionadas con el trabajo en equipo, participación en espacios colectivos de discusión, gestión del cuidado, enfoque comunitario, además del propio proceso de producción de conocimiento, todos basado en la idea de lo que significa ser médico. Fluminense profesores integral paciente humanísticas equipo discusión cuidado comunitario conocimiento médico

The objective of this study is to analyze the prioritization and valorization of competences within the production of comprehensive care at Mandatory Internship at the Faculty of Medicine at Fluminense Federal University. The methologic included analysis of the documents that contained the competencies and its forms of assessment at the Mandatory Internship, and remote interviews with professors. The analysis of the content was categorized into thematic units according to the moment of the production of comprehensive care: in the encounter with patient and beyond others encounters needed after this first one. By the encounter, there was a prioritization of the integration of communication skills and semiotic techniques and clinical reasoning with ethical and humanistic attitudes, and in the second one the competencies related to teamwork, participation in collective spaces for discussion, care management, community approach, in addition of the knowledge production process itself, based on the idea of being a doctor. University professors attitudes teamwork discussion management approach itself doctor

O objetivo deste estudo foi analisar a priorização e valorização de competências para a produção do cuidado integral no internato obrigatório (IO) da faculdade de Medicina da Universidade Federal Fluminense. O percurso metodológico contou com análise documental das competências para o IO e suas formas de avaliação, seguido de entrevistas remotas com docentes. A análise de conteúdo categorizou unidades temáticas de acordo com o momento da produção do cuidado integral no encontro com o paciente e nos demais encontros ocorridos para além deste. Foram evidenciadas priorização e valorização da integração de habilidades de comunicação e de técnicas semióticas; e raciocínio clínico com atitudes éticas e humanísticas e de competências relacionadas ao trabalho em equipe; participação em espaços coletivos de discussão; gestão do cuidado; abordagem comunitária; e processo de produção do conhecimento baseado nos signos do “ser médico(a)”. (IO Fluminense avaliação docentes semióticas equipe discussão comunitária ser médicoa. médicoa médico . médico(a)” médico(a) médico(a

Objetivo: evaluar el nivel de competencia cultural de una población de estudiantes de pregrado en enfermería de cuatro instituciones europeas de educación superior. Método: en nuestro estudio se incluyeron en total 168 estudiantes de enfermería de cuatro países diferentes. La metodología de estudio implicó una evaluación transversal de la competencia cultural de los estudiantes de pregrado en enfermería de cuatro universidades europeas. La recolección de datos incluyó variables sociodemográficas y las siguientes herramientas validadas: la Escala de Sensibilidad Intercultural, la Herramienta de Evaluación de la Competencia Cultural (versión para estudiantes) y la Escala de Conciencia Cultural. Resultados: los estudiantes demostraron un alto nivel de sensibilidad intercultural pero un nivel moderado de competencia y conciencia cultural. Hubo variaciones entre los estudiantes de diferentes países, lo que sugiere posibles diferencias en los enfoques educativos. A pesar de que se esperaba que los estudiantes de educación superior tuvieran mayor competencia cultural, no se encontraron diferencias significativas por año de estudio, lo que indica que la competencia cultural no se incluye de forma efectiva en los planes de estudio de las carreras de pregrado en enfermería. Conclusión: los educadores de enfermería deben considerar la competencia cultural de los estudiantes antes de diseñar programas de estudio relacionados con la misma. Los programas de formación relacionados con la competencia cultural deben incluir elementos que se hayan asociado con una mayor competencia cultural, eso incluye habilidades lingüísticas, encuentros culturales y oportunidades de internacionalización. Objetivo Método 16 validadas Intercultural versión Resultados educativos Conclusión misma lingüísticas internacionalización 1

Objetivo: avaliar o nível de competência cultural de uma população de estudantes de graduação em enfermagem de quatro instituições europeias de ensino superior. Método: um total de 168 estudantes de enfermagem de quatro países diferentes foram incluídos em nosso estudo. A metodologia do estudo envolveu uma avaliação transversal da competência cultural entre estudantes de graduação em enfermagem de quatro universidades europeias. A coleta de dados incluiu variáveis sociodemográficas, bem como as seguintes ferramentas validadas: Escala de Sensibilidade Intercultural, Ferramenta de Avaliação de Competência Cultural (versão do aluno) e Escala de Consciência Cultural. Resultados: nossos resultados indicaram que os alunos demonstraram um alto nível de sensibilidade intercultural, mas um nível moderado de competência e consciência cultural. Houve variações entre os alunos de diferentes países, o que sugere possíveis diferenças nas abordagens educacionais. Apesar das expectativas de que os alunos de nível superior apresentariam maior competência cultural, não foram encontradas diferenças significativas por ano de estudo, indicando uma falta de integração eficaz da competência cultural nos currículos de enfermagem. Conclusão: os educadores de enfermagem devem considerar a competência cultural dos alunos antes de elaborar programas de estudo relacionados. Os programas de treinamento relacionados à competência cultural devem incluir elementos que tenham sido associados a uma maior competência cultural, incluindo habilidades linguísticas, encontros culturais e oportunidades de internacionalização. Objetivo Método 16 sociodemográficas validadas Intercultural versão aluno Resultados intercultural educacionais Conclusão linguísticas internacionalização 1

Objective: to evaluate the level of cultural competence of an undergraduate nursing students’ population from four European higher education institutions. Method: a total of 168 nursing students from four different countries were included in our study. The study methodology involved a cross-sectional assessment of cultural competence among undergraduate nursing students from four European universities. Data collection included sociodemographic variables, as well as the following validated tools: the Intercultural Sensitivity Scale, the Cultural Competence Assessment Tool (student version) and the Cultural Awareness Scale. Results: our results indicated that students demonstrated a high level of intercultural sensitivity but a moderate level of cultural competence and cultural awareness. Variations existed among students from different countries, suggesting potential differences in educational approaches. Despite expectations that higher-level students would exhibit greater cultural competence, no significant differences were found by year of study, indicating a lack of effective integration of cultural competence into nursing curricula. Conclusion: nurse educators should consider the students’ cultural competence before designing related study programmes. Training programmes related to cultural competence should include elements which have been associated with enhanced cultural competence, including language skills, cultural encounter, and opportunities for internationalisation. Objective institutions Method 16 crosssectional cross sectional universities variables tools Scale student version Results awareness approaches higherlevel curricula Conclusion skills encounter internationalisation 1