RESUMEN: El estudio de la anatomía humana como asignatura básica tiene el desafío de promover el desarrollo de competencias genéricas en los estudiantes. Tal es el caso del trabajo colaborativo, trascendental en el trabajo en salud. Así, aparece aula invertida cuyo esquema desarrolla actividades de trabajo en equipo. Por ello, el objetivo de este trabajo es analizar el impacto de aula invertida sobre el trabajo colaborativo en la enseñanza de la anatomía. Estudio cuantitativo, transversal, no experimental que involucró la implementación de aula invertida en un curso de Terapia Ocupacional de 2023. A partir de 5 sesiones planificadas se desarrollaron trabajos en 6 grupos; incluyeron síntesis de contenido y casos clínicos. Al cerrar el semestre se determinó un promedio de calificaciones (PC), junto a una autoevaluación (AE) y coevaluación (CE) que midió trabajo colaborativo mediante 3 subcompetencias (SC1-SC3) (escala 1,0 a 7,0). Se aplicaron pruebas estadísticas para determinar diferencias entre de SC1-SC3 según AE y CE, por grupos y si existe relación con PC. La prueba de U de Mann Whitney no arrojó diferencias entre AE y CE. La prueba de Friedman no evidenció diferencias entre SC1-SC3. La prueba H de Kruskal-Wallis halló diferencias de las subcompetencias según grupos; SC1 podrían influir en el PC, SC2 registra diferencias en el grupo G1 y G5, y “gestión de conflictos” (SC3) no difiere de forma destacada entre los grupos. La correlación de Spearman presenta una asociación positiva débil entre las subcompetencias y PC, aunque el valor-p no fue significativo. Es sumamente necesario potenciar el trabajo colaborativo en el inicio del pregrado. Anatomía humana, en este contexto, tiene la oportunidad de promover su desarrollo. Ello puede generarse en el marco de aula invertida, cuyo esquema promueve actividades de trabajo colaborativo, y como es sabido, en el rendimiento académico.

SUMMARY: As a basic subject, the study of human anatomy challenges the development of generic skills in students. Such is the case of collaborative work which is transcendental in the areas of healthcare work. Consequently, an inverted classroom is developed wherein teamwork activities are developed. The objective of this work is to analyze the impact of the flipped classroom on collaborative work in teaching anatomy. A quantitative, cross-sectional, non-experimental study that involved the implementation of a flipped classroom in an Occupational Therapy course in 2023 was applied. From 5 planned sessions, work was developed in 6 groups; they included content synthesis and clinical cases. At the end of the semester, a grade average (GA) was determined, along with a self-assessment (SA) and co-assessment (CA) measuring collaborative work through 3 sub competences (SC1-SC3) (scale 1.0 to 7.0). Statistical tests were applied to determine differences between SC1-SC3 according to SA and CA, by groups and if there is a relationship with GA. The Mann Whitney U test did not show differences between SA and CA. The Friedman test did not show differences between SC1-SC3. The Kruskal-Wallis H test found differences in sub competences according to groups; SC1 could influence GA, SC2 records differences in group G1 and G5, and “conflict management” (SC3) does not differ significantly between the groups. The Spearman correlation presented a weak positive association between the sub competences and GA, although the p-value was not significant. It is extremely necessary to promote collaborative work at the beginning of the undergraduate degree. In this context, human anatomy is an opportunity to promote its development. This can be generated within the framework of the inverted classroom promoting collaborative work activities, and academic performance as well.

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: To evaluate the Special Study Modules (SSMs) that were developed with the aim that students should have learnt new skills, adopt new attitudes and acquire knowledge in areas outside the mainstream of medical education that enrich and enhance their professional development. Methods: A review of records in the office of curriculum affairs was undertaken to identify and categorize all topics administered as SSMs to medical students since the last revision of the curriculum. Additionally, a nested case study was done on one of the modules on ‘taking a spiritual history ’. Results: The SSMs were divided into three broad subject panels. Each SSM regardless of its subject panel had expressed goals, a set of objectives, and a defined development structure. The nested case study revealed that 40 students took part in the SSM on spiritual health. Overall, students reported positive feedback on the experience and there has been a growing demand for this SSM. Conclusion: From all indications, this programme ensures development of lifelong skills, transferable or generic, associated with opportunities to explore topics outside the core of the undergraduate medical curriculum.

Foundation programmes provide an alternate access route for prospective students whose prior academic results exclude direct entry to undergraduate studies. Bridging courses within foundation programmes address gaps in prior knowledge while developing content knowledge and requisite skills to equip students for the rigour of undergraduate degree study. This study looks for relationships between motivation and learning strategies at course commencement and the final course results of 796 purposively chosen participants across four iterative cycles (cohorts) enrolled in an algebra course within a foundation programme at a private higher education institution in South Africa. Data were collected with the motivated strategies for learning questionnaire, and cohort responses were analysed using correlational statistics. Statistically significant differences mainly were detected in the motivation subscales, and the academic performance was largely related to gender and prior mathematics syllabus. Where cohorts are similar, generic interventions designed to equip one cohort may equip others. Specific intervention strategies that target the needs of students based on the needs identified in this study may equip future students to improve their algebraic knowledge. CONTRIBUTION: The research contributes by augmenting the exiguous literature of studies of students in algebra courses in foundation programmes who aim to progress to undergraduate degree studies. Investigating relationships between motivation and learning strategies at course commencement and final course results within multiple cohorts promotes the development of flexible, relevant intervention strategies that can be implemented timeously. A study of multiple cohorts further allows for improved validity and reliability in conclusions relating to scalability.

Abstract It is common knowledge that the publication of translation projects carried out by students is a very motivating factor for training. Since the second semester of 2015-2016, undergraduate translation students of the Faculty of Arts and Humanities of the University of Porto have participated in the development of the French and English versions of the digital encyclopaedia Ulyssei@s, created by the Institute for Comparative Literature Margarida Losa (ILCML) in the early 2010s. Besides motivating students, this translation project published on the Internet allows us to develop translation skills, foster teamwork, consolidate the three-phase methodology proposed by Gouadec (2002, 2007), and experiment with several essential tasks in language services: collaborative glossary-making, translation, revision of human translation and post-editing neural machine translation (NMT). Some of the challenges posed by the translation of Ulyssei@s are common to all types of translation, while others are specific to the translation of entries of this sui generis encyclopaedia, such as a variety of textual genres (biography, literary criticism, prose, poetry, theatre, essay) in hybrid texts and the need to find the original or the official translation of the works cited. This paper focuses on the data collected in the spring semester of 2022 and is based on the results of a survey submitted to students at the end of the project. It aims to share the experience of developing an inevitably unfinished project and adapting training and learning to the latest advances in Human Language Technology, since NMT has become a valuable tool for human translators, and Ulyssei@s is a digital encyclopaedia regularly enriched by ILCML collaborators with new entries. 20152016, 20152016 2015 2016, 2016 2015-2016 Ulysseis Ulyssei s (ILCML 2010s skills teamwork threephase three phase 2002, 2002 (2002 2007, 2007 , 2007) services glossarymaking, glossarymaking glossary making, making glossary-making postediting post editing NMT. . (NMT) biography, biography (biography criticism prose poetry theatre essay cited 202 Technology translators 2015201 201 2015-201 200 (200 (NMT 20 201520 2015-20 (20 2 20152 2015-2 (2 2015- (

Tot op hede is baie min navorsing gedoen oor die konsep van korporatiewe sosiale verantwoordelikheid (KSV), veral die praktyk van KSV binne die globale en plaaslike konstruksiebedryf. Dit strek tot studies wat KSV-implementeringsuitdagings identifiseer wat konstruksie-organisasies raak. Hierdie werk poog om die KSV-implementeringsuitdagings wat klein en medium ondernemings (KMO)-eienaars/ bestuurders in die Suid-Afrikaanse konstruksie bedryf raak, te ondersoek, en om te analiseer of KMO's soortgelyk of anders geraak word, wat as 'n riglyn dien vir verdere navorsing rakende versagtende maatreëls teenoor die KSV-implementeringsuitdagings wat deur KMO-eienaars/bestuurders ervaar word. Bestaande literatuur is gebruik om 'n oorsig te verskaf van die huidige KSV-implementeringsuitdagings van beide die globale konstruksiebedryf sowel as generiese sakesektore gelei deur die St. Gallen Bestuursmodel. 'n Gemengde navorsingsbenadering is gevolg deur gebruik te maak van 'n aanlyn vraelysopname en gestruktureerde persoonlike onderhoude, met die data wat ontleed is deur beide beskrywende (gemiddelde, standaardafwyking, rangorde en temas) en inferensiële (Analise van Variansie ANOVA) statistieke te gebruik. Die bevindinge toon dat KMO's in die Suid-Afrikaanse konstruksiebedryf geraak word deur KSV-implementeringsuitdagings wat verband hou met 'n gebrek aan integrasie in die KMO-kultuur en besigheidsdoelwitte; beperkte finansiële hulpbronne om KSV-inisiatiewe te onderneem; gebrek aan KMO-vaardighede en -kennis, en onstabiele ekonomiese toestande. Alhoewel KMO's verskillend gekategoriseer word in terme van hul Konstruksie-industrie Ontwikkelingsraad gradering en hul boonste limiet van tenderwaarde-reeks, ervaar die twee groepe kontrakteurs soortgelyke KSV-implementeringsuitdagings oor vier bestuursvlakke, soos gelei deur die St. Gallen-bestuursmodel.

To date, there is a paucity of research on the concept of corporate social responsibility (CSR), particularly the practice of CSR within the global and local construction industry. This extends to studies identifying CSR implementation challenges affecting construction organisations. This article investigates the CSR implementation challenges affecting SME owner-managers in the South African construction industry and analyses whether small and medium enterprises (SMEs) are affected similarly or differently. This article serves as a guideline for further research regarding mitigating measures towards the CSR implementation challenges experienced by SME owner-managers in the South African construction industry. Existing literature is reviewed to provide an overview of the current CSR implementation challenges from both the global construction industry and generic business sectors guided by the St. Gallen Management Model. The study conducts a mixed method research approach, using an online questionnaire survey and structured face-to-face interviews, with the data analysed using both descriptive (mean, standard deviation, rank, and themes) and inferential (Analysis of Variance ANOVA) statistics. Findings reveal that SMEs in the South African construction industry are affected by CSR implementation challenges related to a lack of integration in the SME culture and business objectives; limited financial resources to undertake CSR initiatives; lack of CSR skills and knowledge, and unstable economic conditions. In addition, although SMEs are categorised differently in terms of their Construction Industry Development Board (cidb) grade and their upper limit of tender value range, the two groups of contractors' experience similar CSR implementation challenges across four management levels as guided by the St. Gallen Management Model. This finding will guide future research regarding mitigating factors to address CSR implementation challenges experienced by SME owner-managers in the South African construction industry.

ORIENTATION: The accounting labour market has undergone a metamorphosis in recent years, leading to new demands for generic skills. Universities have responded to the new demands by implementing several reforms in the accounting curriculum to address skills gap. Despite these major reforms, educational expectation gap is persistent in Botswana. RESEARCH PURPOSE: The purpose of this study was to develop a framework for skills development for employability in the competitive and dynamic accounting environment in Botswana. MOTIVATION FOR THE STUDY: A skills gap was identified, implying the need for a framework for skills development for employability in the competitive and dynamic environment, thereby improving the graduate's pervasive skills. RESEARCH DESIGN, APPROACH AND METHOD: This study employs a qualitative research approach to extract and analyse key themes, quotes and insights from recent reports submitted to Institutions of Higher Learning (IHLs) by students and industrial supervisors. Utilising thematic data analysis, this research systematically examines the qualitative data gathered to elucidate the effectiveness of competency frameworks as perceived by both parties. MAIN FINDINGS: Institutions of Higher Learning in Botswana are mandated to equip students with job market-relevant skills. However, graduates often fall short in critical areas such as advanced cognitive abilities, socio-behavioural competencies and information technology (IT) proficiency, hindering their effective transition from academia to the workforce. PRACTICAL AND/OR MANAGERIAL IMPLICATIONS: The contribution and societal impact of this study are summed up in a proposed framework for skills development for employability in the competitive and dynamic accounting environment in Botswana. CONTRIBUTION AND/OR VALUE-ADD: The proposed framework is designed so that universities can equip students with soft skills needed in ever changing accounting environment.

Abstract Knowing the requirements of the labor market is a key element in the field of higher education management and, in particular, for institutions committed to the relevance of their educational offer. This study seeks to know how employees evaluate the work performance of graduates of the Civil Engineering Degree program of the Universidad Michoacana de San Nicolás de Hidalgo. From a mixed approach and under the logic of the case study, the information collected through a survey and a focus group with recipients was analyzed and it is concluded, on the one hand, that the job performance of the graduates of the educational program under study, In general, it is good and its evaluation improves when compared with graduates of other educational institutions. Likewise, users will appreciate the generic skills that graduates have as much as the specific skills; However, when highlighting the main areas of opportunity in which attention should be paid for the comprehensive training of future generations, there seems to be a general opinion that it is the generic competences where it can be said that the University has a greater debt with the labor market of civil engineering professionals.

Resumen Conocer los requerimientos del mercado laboral es un elemento clave para la gestión de la educación superior y, particularmente, para las instituciones comprometidas con la pertinencia de su oferta educativa. Por ende, este estudio busca conocer cómo evalúan los empleadores el desempeño laboral de los egresados del programa de licenciatura en Ingeniería Civil de la Universidad Michoacana de San Nicolás de Hidalgo. Desde un enfoque mixto y a partir de la lógica del estudio de casos, se analizó la información recopilada mediante una encuesta en un grupo focal de empleadores. Se concluye, por una parte, que el desempeño laboral de los egresados del programa educativo mencionado, en general, es bueno, y su valoración mejora al compararse con graduados de otras instituciones educativas. Asimismo, los empleadores aprecian tanto las competencias específicas como las genéricas con que cuentan los egresados, aunque también señalan que en estas últimas es donde se debe prestar más atención para la formación integral de futuros profesionales de la ingeniería civil.

Resumo Conhecer as exigências do mercado de trabalho é um elemento chave para a gestão do ensino superior e, particularmente, para instituições comprometidas com a relevância da sua oferta educativa. Portanto, este estudo busca saber como os empregadores avaliam o desempenho profissional dos egressos do curso de bacharelado em Engenharia Civil da Universidade Michoacana de San Nicolás de Hidalgo. A partir de uma abordagem mista e com base na lógica do estudo de caso, foi analisada a informação recolhida através de um inquérito a um grupo focal de empregadores. Conclui-se, por um lado, que o desempenho profissional dos egressos do referido programa educacional, em geral, é bom, e sua avaliação melhora quando comparada com a dos egressos de outras instituições de ensino. Da mesma forma, os empregadores apreciam tanto as competências específicas como as genéricas que os licenciados possuem, embora também apontem que é nestas últimas que se deve prestar mais atenção à formação integral dos futuros profissionais de engenharia civil.

Abstract Knowing the assessment of qualified professionals about their educational experience allows training programs to respond to the needs of the social and labour environment. The perceptions of graduates from the careers of Secondary Pedagogy in Mathematics and Secondary Pedagogy in Natural Sciences and Biology from a Chilean university are described in terms of the generic and specific competencies acquired and identifies the factors that influence the existence of training gaps.The study was conducted between 2020 and 2021 and considered a mixed approach. Forty-three women and 26 men participated. Data was collected using a questionnaire, semi-structured interviews, and focus groups. From the analysis, it was observed that the participants recognize greater spaces for developing institutional identity competencies. The Use of ICT competence is perceived with few spaces for its development, but with a high valuation of its mastery, particularly in distance teaching. In both careers, various spaces are recognized for the development of the specific Teaching Design competence and a high command of it is perceived; however, the perceptions differ for the Evaluation of Learning and Research in teaching performance competencies. Regarding the gaps identified, the participating group proposes to incorporate, into training the co-teaching strategy and the Universal Learning Design (ULD) model to strengthen the development of generic competencies, Collaborative work and Respect and appreciation of diversity, as well as the specific ones of Design of the teaching and Evaluation for the Learning.

Resumen Conocer la valoración de personas profesionales tituladas respecto de su experiencia educativa permite a los programas formativos responder a las necesidades del medio sociolaboral. Se describen las percepciones de personas tituladas de las carreras de Pedagogía Media en Matemáticas y Pedagogía Media en Ciencias Naturales y Biología de una universidad chilena en cuanto a competencias, genéricas y específicas, alcanzadas, identificando factores que influyen en la existencia de brechas formativas. El estudio realizado durante los años 2020 y 2021, consideró un enfoque mixto. Participaron 43 mujeres y 26 hombres. Los datos se recopilaron mediante un cuestionario, entrevistas semiestructuradas y grupos focales. A partir del análisis, se observó que los participantes reconocen mayores espacios para el desarrollo de las competencias identitarias institucionales. La competencia Uso de TIC es percibida con pocos espacios para su desarrollo, pero con alta valoración de su dominio, en particular en el contexto de docencia a distancia. En ambas carreras se reconocen diversos espacios para el desarrollo de la competencia específica Diseño de la enseñanza, y se percibe un alto dominio de ella; no obstante, las percepciones difieren para las competencias de Evaluación para el aprendizaje e Investigación en la actuación docente. En cuanto a las brechas identificadas, el grupo participante plantea incorporar, en la formación, la estrategia de co-enseñanza y el modelo de Diseño Universal de Aprendizaje (DUA) para fortalecer el desarrollo de las competencias genéricas, Trabajo colaborativo, y Respeto y valoración de la diversidad, así como también las específicas de Diseño de la enseñanza y Evaluación para el aprendizaje.

Abstract This paper explores qualitative changes in freshmen’s writing of factorial explanations throughout a genre-based syllabus implemented within a year in a Spanish L1 writing course offered at a Colombian university. The aim was to assess the extent to which explicit modelled and scaffolded writing of generic exemplars resulted in freshmen’s appropriation of the generic features of the target genre. The analysis of independently produced instances showed students’ appropriation of the contextual structure of factorial explanations as well as adequate control of textual and ideational resources for making meaning across generic stages and phases. We discuss findings in connection with the contribution of Genre Based Literacy Pedagogy in the development of reading and writing skills in initial literacy education at the university level.

Resumen Este artículo estudia los cambios cualitativos emergentes en la escritura de explicaciones factoriales en universitarios que asisten a un curso de escritura académica en español ofrecido en el primer año de la carrera. El estudio analiza la posible influencia del modelamiento explícito y del andamiaje de la escritura de este género en la producción de textos que reflejen la apropiación de los recursos lingüísticos propios del género meta. El análisis reveló una apropiación de la estructura genérica de las explicaciones factoriales y un control adecuado de recursos textuales e ideacionales característicos. Discutimos estos resultados en relación con la contribución de la Pedagogía de Géneros Textuales en el desarrollo de las habilidades de lectura y escritura la literacidad académica inicial en educación superior.

Resumen: Las prácticas letradas están en constante transformación en la era digital. Por lo tanto, los docentes requieren de constante actualización para responder a nuevos retos y escenarios al enseñar y convivir con una competencia básica y transversal como es la lectoescritura. Este trabajo presenta una revisión sistemática que analiza el estado de investigación en los últimos once años (2010-2021) en Iberoamérica y Norteamérica en cuestión a la formación docente en lectoescritura en el nivel de Educación Media Superior (EMS). Se siguió el protocolo PRISMA y se establecieron criterios de inclusión y exclusión, así como se hizo una búsqueda en bases de datos tanto cerradas como abiertas tales como ERIC, Academic Search, Dialnet, entre otras. Los resultados demuestran que entre las necesidades de formación de los docentes de EMS se encuentra un énfasis en el desarrollo de competencias docentes genéricas como lo es la habilidad comunicativa y el uso de las Tecnologías de la Información y Comunicación (TIC). En los cursos de formación, sobresale el uso de la promoción de la lectura personal como un acto de autorreflexión y construcción de identidades lectoras; con igual importancia se detectaron los espacios de diálogo para promover trabajo colaborativo entre docentes que supere una visión individualista en la docencia. Se concluye que es importante considerar en el área de formación las plataformas emergentes y los nuevos formatos de las prácticas de lectura y escritura propias del siglo XXI para integrarlas dentro del ámbito de la escuela y motivar el desarrollo de esta competencia en el nivel de EMS.

Resumo: As práticas de alfabetização estão em constante transformação na era digital. Portanto, os professores exigem constante atualização a fim de responder a novos desafios e cenários ao ensinar e viver com uma competência básica e transversal, como é a alfabetização. Este documento apresenta uma revisão sistemática que analisa o estado da pesquisa nos últimos onze anos (2010-2021) na Ibero-América e América do Norte sobre a formação de professores em alfabetização no nível do Educação Média Superior (EMS). O protocolo PRISMA foi seguido e critérios de inclusão e exclusão foram estabelecidos, assim como uma busca em bancos de dados fechados e abertos, tais como ERIC, Academic Search, Dialnet, entre outros. Os resultados mostram que entre as necessidades de formação dos professores de EMS, há uma ênfase no desenvolvimento de competências pedagógicas genéricas, tais como habilidades de comunicação e o uso de Tecnologias de Informação e Comunicação (TIC). Nos cursos de formação, se destaca o uso da promoção da leitura pessoal como um ato de autorreflexão e construção de identidades de leitura; igualmente importantes são os espaços de diálogo para promover o trabalho colaborativo entre professores para superar uma visão individualista do ensino. Conclui-se que é importante considerar na área de formação as plataformas emergentes e novos formatos de práticas de leitura e escrita típicas do século XXI, a fim de integrá-las ao ambiente escolar e motivar o desenvolvimento desta competência no nível do SEM.

Abstract:Literacy practices are constantly changing in the digital era. This paper presents a systematic review that analyzes the state of research in the last eleven years (2010-2021) in Latin America and North America regarding teacher training in literacy at a Higher Secondary Education (HSE) level. The PRISMA protocol was followed, and inclusion and exclusion criteria were established, along with research in both closed and open databases such as ERIC, Academic Search, Dialnet, among others. Results show that among the training needs of HSE teachers, there should be an emphasis on developing generic teaching skills such as communication skills and the use of Information and Communication Technologies (ICT). In training courses, promoting personal reading stands out as an act of self-reflection and for building reading identities; with equal importance, spaces for dialogue were detected to promote collaborative work between teachers that overcomes an individualistic vision in teaching. It is concluded that it is essential to consider in the area of training the emerging platforms and the new formats of the reading and writing practices of the 21st century to integrate them within the scope of the school and motivate the development of this competence at the HSE level.

RESUMEN Objetivo: Identificar el estado actual del conocimiento de los conceptos relacionados con los procesos de investigación, investigación aplicada, desarrollo tecnológico, desarrollo experimental e innovación, y su relación con la formación, con el fin de obtener o fortalecer competencias pertinentes demandadas por la actual sociedad de la información y el conocimiento. Para ello, se analizan las diferentes definiciones respecto a competencia y su aplicación en los actuales procesos educativos en el entorno de una sociedad globalizada e interconectada. Metodología: Según el planteamiento propuesto por Jackeline Hurtado de Barrera desde la óptica de la investigación holística, la presente investigación se enmarca como un trabajo descriptivo, de tipo documental, transaccional, multivariable, no experimental y de corte cualitativo. Se aplicó la técnica de revisión documental y los instrumentos, matriz de análisis y registro de fuentes. Para el desarrollo de esta investigación se realizó una revisión sistemática mediante la búsqueda en diferentes bases de datos y fuentes de información de carácter científico y académico, en donde se aplicaron palabras claves y conectores booleanos para la adecuada segmentación y recopilación de información durante el periodo 2015-2022. Del mismo modo, en este trabajo se realizaron dos tipos de análisis: uno orientado a la coocurrencia de palabras y el otro de coautoría de los países de filiación de los autores a través del software VOSViewer. Resultados: Se identificó que tanto los conceptos sobre investigación aplicada y desarrollo experimental, como los asociados a competencias tienen diversas características y enfoques de análisis; estos pueden ir desde un punto de vista empresarial pasando por el académico, y hasta el más humanista. Todo redunda en proponer definiciones estructuradas que fortalecen el conocimiento de las interacciones complejas del sujeto con el objeto y cómo, desde esas interacciones, el sujeto puede mejorar su contexto. Conclusiones: Se pudo identificar que el aporte de las actividades de investigación aplicada y desarrollo experimental a través de procesos educativos orientados a la investigación formativa pueden fortalecer las competencias que demanda la actual sociedad la información y el conocimiento, desde diferentes dimensiones; es decir, desde las competencias genéricas conformadas por las básicas y transversales, hasta las específicas enmarcadas por las técnicas, relacionadas concretamente a su área de formación.

ABSTRACT Objective: To identify the current state of knowledge regarding the concepts related to research processes, applied research, technological development, experimental development and innovation and its relationship with training processes, in order to obtain and/or strengthen relevant skills. demanded by the current information and knowledge society, for this, it also deepens and analyzes the different definitions that are found regarding competence and its application in current educational processes in the environment of a globalized and interconnected society. Methodology: The research, according to the approach given by Jacqueline Hurtado de Barrera from the perspective of the holistic research methodology, is proposed from a descriptive work, with a design, according to the origin of the data, of a documentary type, according to the temporality of the study, it is framed as transactional, likewise, according to the criterion of breadth of focus, it is considered multivariable and according to the criterion of data manipulation, it would be non-experimental, likewise, the approach is qualitative, applying the documentary review technique and the instrument, analysis matrix and sources registry. For the development of this research, a systematic review was carried out based on the search in different databases and sources of information of a scientific and academic nature, where keywords and Boolean connectors were applied for their adequate segmentation and collection of information during the window. of observation from 2015 to 2022. In the same way, in this work two types of analysis were carried out, one oriented to the co-occurrence of words and the other to co-authorship of the countries of affiliation of the authors through the VOSViewer software. Results: It was identified that both the concepts related to applied research and experimental development and those related to competencies have different characteristics and approaches according to the perspective being analyzed, which can range from a business point of view through a academic perspective and ending with a more humanistic look, everything results in proposing structured definitions that strengthen the knowledge of the complex interactions of the subject with the object and how from these interactions, the subject can improve its context. Conclusions: It was possible to identify that the contribution of applied research activities and experimental development through educational processes oriented to formative research can strengthen the skills demanded by the current society, information and knowledge from different dimensions, that is, from the generic competencies made up of basic competencies and transversal competencies up to specific competencies framed mainly by technical competencies specifically related to their area of training.

Background: Clinical simulation is a strategy with broad support especially when face-to-face medical attention is difficult. In Psychiatry, the use and availability of simulation is lower than in other medical specialties, even for remote teaching. Aim: To report a pedagogical experience whose objective was to develop and implement the simulated patient technique as a teaching strategy for psychopathology and face-to-face Psychiatry for Psychiatry residents and remote for undergraduate medical students. Material and Methods: Six residents and 115 medical students participated in the activity. A descriptive qualitative-quantitative study was designed. Surveys were used to measure the quality and satisfaction of clinical simulation and simulation in psychopathology and psychiatry. In addition, an opinion was requested about the activity. All residents and 104 students participated in the assessment. Results: The simulations were satisfactorily evaluated. The participants perceived that the pedagogical activity favored the development of generic competencies and specific skills for general Psychiatry. Conclusions: Simulation in Psychiatry does not replace face-to-face practical teaching, but it is a transitional and complementary method for clinical activities.

Resumen Objetivo: interpretar las experiencias relacionadas con la adquisición de competencias en lectoescritura académica de estudiantes de la carrera de enfermería que cursan el último año en dos universidades públicas de Colombia y Ecuador. Metodología: estudio con enfoque interpretativo, cualitativo, de tipo fenomenológico hermenéutico, de corte transversal. La recolección de datos fue mediante entrevista semiestructurada hasta la saturación de datos. La muestra fue seleccionada de forma intencional. Resultados: el desarrollo de competencias en lectoescritura académica de estudiantes en enfermería se realiza de forma autónoma, por imitación o tomando como guía lo enseñado por el docente. Las mayores dificultades se presentan a inicios de la carrera al no comprender la terminología disciplinar, así como la escritura académica sin usar el lenguaje coloquial, por lo que experimentan distintos sentimientos y experiencias según el grado de adquisición de competencias genéricas o de las específicas de enfermería. Conclusión: la lectoescritura académica es una de las primeras competencias por desarrollar en los estudiantes de enfermería, con un aprendizaje significativo para poder culminar sus estudios de grado sin mayores dificultades en el momento de elaborar sus trabajos de titulación. Es importante retomar las voces de los estudiantes a partir de sus vivencias, ya que permite buscar estrategias adecuadas para mejorar el proceso en la adquisición de competencias en lectoescritura académica.

Abstract Objective: To interpret the experiences related to the acquisition of academic literacy skills of nursing students in their last year at two public universities in Colombia and Ecuador. Methodology: Study with an interpretive, qualitative, hermeneutic phenomenological, cross-sectional approach. Data collection was through a semi-structured interview until data saturation. The sample was selected intentionally. Results: The development of academic literacy skills in nursing students is done autonomously, by imitation or taking as a guide what is taught by the teacher. The greatest difficulties occur at the beginning of the course when they do not understand the disciplinary terminology, as well as academic writing without using colloquial language, so they experience different feelings and experiences according to the degree of acquisition of generic or specific nursing competencies. Conclusion: Academic literacy is one of the first competencies to develop in nursing students, with significant learning to be able to complete their degree studies without major difficulties at the time of preparing their degree works. It is important to take up the students voices from their experiences, since it allows search for appropriate strategies to improve the process in the acquisition of academic literacy skills.

This paper addresses the negative impact of a generic skills discourse on a curriculum that is drawn from disciplinary expertise. The findings are directed towards the Department of Basic Education's curriculum strengthening process that is underway for 2025 and, in particular, their expressed intention to infuse 21st-century or generic skills and emotional competencies into the curriculum. The visual art curriculum and assessment policy statement for Grades 10-12 is used as a case study, with a focus on the generic skills of visual literacy and critical thinking. I argue that although generic skills statements point to noble objectives, they obscure requirements for learners, teachers, and examination setters. The paper makes an argument for explicit specification drawn from a disciplinary base in visual art, and highlights particular areas of concern regarding specification and specialisation that can be taken up by subject specialists in other subject areas.