Résumé Cet article propose em indicateur qui décrit, pour chaque municipalité brésilienne, son niveau et ses inégalités d’apprentissage. Cet indicateur est nécessaire car les inégalités d’apprentissage augmentent et ne sont pourtant pas observées par l’indicateur éducatif principal du pays, l’Indice de Développement de l’Éducation de Base (IDEB). L’étude onstatelize initialement la justice em éducation et se situe dans le débat sur les théories de la justice distributive. Ensuite, on onstate les aspects méthodologiques de l’indicateur et les résultats obtenus. La principale constatation est que les matières et les séries scolaires où l’on a onstat le plus grand nombre de municipalités augmentant leur niveau d’apprentissage sont également celles où l’on a onstate une forte augmentation des inégalités. décrit brésilienne dapprentissage. dapprentissage d apprentissage. apprentissage lindicateur l pays lIndice Indice lÉducation Éducation IDEB. IDEB . (IDEB) Létude L étude distributive Ensuite obtenus lon (IDEB

Resumen Este artículo propone un indicador que describe, para cada municipio brasilero, el nivel y las desigualdades de aprendizaje y sus diferencias. Ese indicador es necesario porque las desigualdades de aprendizaje son crecientes y, no obstante, no son observadas por el principal indicador educativo del país, el Índice de Desarrollo de la Educación Básica (IDEB). El estudio inicialmente conceptualiza la justicia en educación, situándose en el debate sobre teorías de justicia distributiva. Después, presenta los aspectos metodológicos del indicador y los resultados obtenidos. La principal constatación es que las disciplinas y grados escolares en que se verificó un mayor número de municipios con aumento de su nivel de aprendizaje son también en los que se verificó un fuerte aumento de las desigualdades. describe brasilero diferencias obstante país IDEB. IDEB . (IDEB) educación distributiva Después obtenidos (IDEB

Abstract This article proposes an indicator that describes each Brazilian municipality’s learning level of its elementary school students, as well as learning inequalities among groups of students defined by socioeconomic status, race, and sex. This indicator is necessary because learning inequalities are growing and are not observed by the country’s main educational indicator, the Basic Education Development Index (IDEB). This study initially conceptualizes justice in education, positioning itself in the debate on theories of justice. Then, it presents the methodological aspects of the indicator and the results obtained. The main finding is that the subjects and school grades in which the highest number of municipalities increased their learning levels are also those in which there was a strong increase in inequalities. municipalitys municipality s status race sex countrys country IDEB. IDEB . (IDEB) education Then obtained (IDEB

Resumo Este artigo propõe um indicador que descreve, para cada município brasileiro, o nível de aprendizagem de seus estudantes do ensino fundamental e as desigualdades de aprendizagem entre grupos de estudantes definidos por nível socioeconômico, raça e sexo. Esse indicador é necessário porque as desigualdades de aprendizagem são crescentes e, contudo, não são observadas pelo principal indicador educacional do país, o Índice de Desenvolvimento da Educação Básica (IDEB). O estudo inicialmente conceitualiza justiça em educação, situando-se no debate sobre teorias de justiça distributiva. Em seguida, apresenta os aspectos metodológicos do indicador e os resultados obtidos. A principal constatação é que as disciplinas e séries escolares nas quais se verificou o maior número de municípios aumentando o seu nível de aprendizagem são também aquelas em que se verificou forte aumento das desigualdades. descreve brasileiro socioeconômico sexo contudo país IDEB. IDEB . (IDEB) educação situandose situando distributiva seguida obtidos (IDEB

Abstract Introduction: The nursing process is the method that allows us to administer care to people with chronic diseases through the disease stages, that is, assessment, diagnostic reasoning, nursing care plan and evaluation. Objective: Evaluate a nursing care plan for an older adult with type 2 diabetes mellitus and osteoporosis with a focus on therapeutic health education. Methodology: Observational, descriptive, and longitudinal clinical case study of a 63-year-old patient with diabetes mellitus and osteoporosis; the Marjory Gordon instrument was used for assessment, and standardized language was used for diagnostic reasoning, planning, execution and evaluation. Under bioethical principles, this is a minimal risk research, and the privacy and data of the elderly are protected. Results: Alteration was found in the pattern of perception/maintenance of health, nutritional/metabolic, exercise activity and coping with stress; with the establishment of activities to control glucose, priority was given to prescribed diet, exercise, adherence to treatment and coping with stress. Acceptance of the disease, learning to take capillary glucose and glycemic control was achieved, as well as adherence to the prescribed diet and exercise. Conclusions: Therapeutic health education achieved adherence to pharmacological and non-pharmacological treatment, as well as the acceptance of the health status, which allows acquiring self-control of the disease. Continuous and long-term follow-up is important due to the pathological progress, age and general deterioration of the patient.

Abstrato Introdução. O processo de enfermagem é o método que nos permite administrar a assistência a pessoas com doenças crônicas por meio dos estágios da doença, ou seja, avaliação, raciocínio diagnóstico, plano de assistência de enfermagem e avaliação. Objetivo: Avaliar um plano de cuidados de enfermagem para um adulto mais velho com diabetes mellitus tipo 2 e osteoporose com foco na educação terapêutica em saúde. Metodologia: Estudo de caso clínico observacional, descritivo e longitudinal de uma paciente de 63 anos com diabetes mellitus e osteoporose; para a avaliação foi utilizado o instrumento Marjory Gordon para raciocínio diagnóstico, planejamento, execução e avaliação, para raciocínio diagnóstico, planejamento, execução e avaliação, foi utilizada a linguagem padronizada. De acordo com os princípios bioéticos, essa é uma pesquisa de risco mínimo, e a privacidade e os dados dos idosos são protegidos. Resultados: Foi encontrada alteração no padrão de percepção/manutenção da saúde, nutricional/metabólico, atividade física e enfrentamento do estresse; com o estabelecimento de atividades para controlar a glicose, a prioridade foi dada à dieta prescrita, aos exercícios, à adesão ao tratamento e ao enfrentamento do estresse. Houve aceitação da doença, aprendizado da medição da glicose capilar e controle glicêmico, além de adesão à dieta e aos exercícios prescritos. Conclusões: A educação terapêutica em saúde conseguiu a adesão ao tratamento farmacológico e não farmacológico, bem como a aceitação do estado de saúde, que permite adquirir o autocontrolo da doença, sendo importante a monitorização contínua e a longo prazo da evolução patológica, da idade e da deterioração geral do paciente.

Resumen Introducción: El proceso de enfermería es el método que nos permite administrar los cuidados a personas con enfermedades crónicas a través de sus etapas: valoración, razonamiento diagnóstico, plan de cuidados de enfermería y evaluación. Objetivo: Evaluar un plan de cuidados de enfermería a una adulta mayor con diabetes mellitus tipo 2 y osteoporosis con enfoque a la educación para la salud terapéutica. Metodología: Estudio de caso clínico, observacional, descriptivo y longitudinal, a paciente de 63 años con diabetes mellitus y osteoporosis; para la valoración se empleó el instrumento de Marjory Gordon, para el razonamiento diagnóstico, planeación, ejecución y evaluación se utilizó el lenguaje estandarizado de enfermería. Bajo los principios bioéticos es una investigación de riesgo mínimo, se protege la privacidad y datos del adulto mayor. Resultados: Se encontró alteración en el patrón percepción / mantenimiento de la salud, nutricional / metabólico, actividad ejercicio y afrontamiento del estrés; estableciendo actividades para el control de su glucosa, se priorizó en dieta prescrita, ejercicio, adherencia al tratamiento y afrontamiento al estrés. Se logró aceptación de la enfermedad, aprendizaje de toma de glucosa capilar y control glucémico, además del apego a dieta y ejercicio prescrito. Conclusiones: La educación para la salud terapéutica logró el apego al tratamiento farmacológico y no farmacológico, así como la aceptación del estado de salud le permite adquirir el autocontrol de su enfermedad, es importante el seguimiento continuo y a largo plazo por el avance patológico, edad y deterioro general de la paciente.

Abstract In this article, the business diagnosis is addressed through a case study focused on Bioeko. The problem context is centered on the need to understand the factors affecting the achievement of an organization's strategic objectives. The aim of the article is to conduct a comprehensive analysis of Bioeko, using an organizational diagnostic tool. The methodology adopted was based on a descriptive and inductive approach backed by a qualitative analysis. An organizational diagnostic tool was developed in Excel that allows the assessment of the organization in five key areas: strategy, finance, marketing, operations, and human resource management. This tool is complemented with specific automatic questionnaires and is based on various dimensions of analysis to evaluate and improve key areas of the company, including the current situation, forecasts, general diagnosis, and results. The study revealed that, despite having strengths in human capital management, Bioeko needs to improve its coordination, marketing, and financial administration to boost its competitiveness. In conclusion, it is argued that the implementation of diagnostic tools will drive continuous improvements in SMEs, promoting innovation and learning through a collaborative working environment. These efforts are fundamental for the growth and sustainable success of small and medium-sized enterprises.

Resumen En este artículo, se aborda el diagnóstico empresarial a través de un estudio de caso centrado en Bioeko. El contexto del problema se centra en la necesidad de comprender los factores que afectan al logro de los objetivos estratégicos de una organización. El objetivo del artículo es realizar un análisis exhaustivo de Bioeko, utilizando una herramienta de diagnóstico organizacional. La metodología adoptada se basó en un enfoque descriptivo e inductivo respaldado por un análisis cualitativo. Se desarrolló una herramienta de diagnóstico organizacional en Excel que permite evaluar la organización en cinco áreas clave: estrategia, finanzas, marketing, operaciones y gestión de recursos humanos. Esta herramienta se complementa con cuestionarios específicos automáticos y se basa en diversas dimensiones de análisis para evaluar y mejorar áreas clave de la empresa, incluyendo la situación actual, previsiones, diagnóstico general y resultados. El estudio reveló que, a pesar de contar con fortalezas en la gestión del capital humano, Bioeko necesita mejorar su coordinación, marketing y administración financiera para impulsar su competitividad. En conclusión, se sostiene que la implementación de herramientas de diagnóstico impulsará mejoras constantes en las Mipymes, fomentando la innovación y el aprendizaje a través de un entorno laboral colaborativo. Estos esfuerzos son fundamentales para el crecimiento y el éxito sostenible de las pequeñas y medianas empresas.

Resumo: O trabalho colaborativo entre professores possibilita abordar experiências educativas inovadoras que possibilitem o uso de tecnologias educativas de forma interdisciplinar. É assim que a realização de ativi- dades orientadas para um currículo baseado em competências permite trabalhar metodologias ativas como a Aprendizagem Baseada em Projetos (ABP) e o uso da avaliação formativa. Portanto, o objetivo da experiência educativa é apresentar o projeto interdisciplinar de sala de aula através da temática dos Jogos Olímpicos, sen- do a matéria de Educação Física a base para a abordagem do ABP. Para isso, os docentes geraram reuniões de trabalho no Google Meet® por meio do desenvolvimento de um plano com a participação de todas as matérias e da equipe multidisciplinar no curso de Terceiro Básico. A abordagem do problema nasceu do interesse dos es- tudantes e as matérias centrais correspondem à Educação Física e Saúde e História em apoio às demais. Durante seu processo, o projeto utiliza a plataforma Google Drive® para compartilhar as atividades dos docentes, que apresentam seus progressos que são repassados aos mesmos participantes. É assim que os professores têm valorizado positivamente o trabalho de forma interdisciplinar com base na metodologia ativa do ABP sobre um tema comum. Adicionalmente, destaca-se a utilização de ambientes virtuais para trabalhar as etapas do projeto. Contudo, é necessário aumentar as experiências baseadas em metodologias ativas.

Resumen: El trabajo colaborativo entre docentes permite abordar experiencias de aprendizaje innovadoras que faculten el uso de las tecnologías educativas de forma interdisciplinar. Es así como realizar actividades orientadas a un currículum basado en las competencias permite trabajar metodologías activas como el aprendizaje basado en proyectos (ABP) y el uso de la evaluación formativa. Por lo tanto, el objetivo de la experiencia educativa es pre- sentar el proyecto de aula interdisciplinar, por medio del tema de los Juegos Olímpicos, siendo la asignatura de Educación Física base para abordar el ABP. Para ello, las personas docentes han generado reuniones de trabajo en Google Meet® por medio del desarrollo de una planificación donde participan todas las asignaturas y el equipo multidisciplinario en el curso de Tercero Básico. El planteamiento del problema ha nacido del interés de estudian- tes y las asignaturas ejes corresponden a Educación Física y Salud e Historia en apoyo de las demás. El proyecto durante su proceso utiliza la plataforma de Google Drive® para compartir las actividades del personal docente, el cual presenta sus estados de avances que son retroalimentados entre las mismas personas participantes. Es así como el profesorado valoró de manera positiva trabajar de forma interdisciplinar con base en la metodología activa del ABP sobre un tema en común. Además, se destaca el uso de los entornos virtuales para trabajar las etapas del proyecto. Sin embargo, se requiere aumentar las experiencias basadas en metodologías activas.

Abstract: Collaboration among teachers allows for innovative learning experiences that enable the use of educational technologies in interdisciplinary ways. Thus, the implementation of activities oriented to a competency- based curriculum allows working with active methodologies such as project-based learning (PBL) and the use of formative assessment. Therefore, the goal of the educational experience is to present the interdisciplinary classroom project through the theme of the Olympic Games, as the subject of Physical Education is the basis for approaching PBL. To do this, teachers have generated working meetings in Google Meet® through the development of a planning where all subjects and the multidisciplinary team participate in the course of the Third Basic. The approach to the problem was born from the interest of the students and the core subjects correspond to Physical Education and Health and History in support of the others. During the process, the project uses the Google Drive® platform to share the activities of the teachers, who present their progress reports, which are fed back to the participants themselves. In addition, the use of virtual environments to work on the stages of the project is highlighted. However, there is a need to increase experiences based on active methodologies.

Resumen (Objetivo) En este articulo se describe el proceso de elaboración de una Guia de valoración de la idoneidad didáctica de un proceso de estudio del concepto de diferencial de una función. El objetivo que se persigue es proponer un instrumento que promueva, oriente y apoye el análisis y la reflexión del profesorado en torno a los procesos de enseñanza y aprendizaje del concepto de diferencial. (Metodologia) El metodo de investigación empleado es el análisis de contenido y toma como punto de partida la revision sistematica de los conocimientos didactico-matematicos en investigaciones claves. El análisis esta orientado por las dimensiones o facetas que intervienen en un proceso educativo: epistémica, cognitiva, afectiva, instruccional y ecologica cuyos componentes y criterios se fundamentan en noción de idoneidad didáctica propuesta por el enfoque ontosemiotico del conocimiento y la instrucción matemáticos (EOS). (Resultados) La construccion de la Guia de valoración de la idoneidad didáctica introduce una metodologia para la reconstruccion del significado de referencia para el estudio de la diferencial en sus diversas facetas. Ademas, esta guía representa una herramienta potente para el profesor en el momento del diseño, implementación y valoración de procesos de estudio teniendo en cuenta los diversos significados de la diferencial, sus conexiones, sus potenciales conflictos semióticos y sus relaciones con otros conceptos. (Conclusiones) En línea con el marco teorico de referencia, se concluye que su uso idoneo permitiria al profesor tomar decisiones didácticas argumentadas sobre la propia gestión del proceso didactico teniendo en cuenta el contexto educativo.

Resumo (Objetivo) Este artigo descreve o processo de elaboração de um guia para avaliar a adequação didatica de um processo a fim de estudar o conceito de diferencial de uma função. O objetivo buscado e propor um instrumento que promova, oriente e apoie a analise e a reflexão dos professores sobre os processos de ensino e aprendizagem do conceito de diferencial. (Metodologia) O metodo de pesquisa utilizado e a analise de conteúdo e tem como ponto de partida a revisão sistematica do conhecimento didatico-matematico em pesquisas-chave. A analise esta norteada pelas dimensões ou facetas que intervêm em um processo educacional: epistêmica, cognitiva, afetiva, instrucional e ecologica cujos componentes e criterios se baseiam na noção de adequação didatica proposta pela abordagem ontosemiotica do conhecimento e da instrução matematica (EOS). (Resultados) A construção do Guia de avaliação da adequação didatica introduz uma metodologia para a reconstrução do significado de referência para o estudo da diferencial em suas varias facetas. Alem disso, esse guia representa uma ferramenta poderosa para o professor ao projetar, implementar e avaliar processos de estudo, levando em conta os diferentes significados da diferencial, suas conexões, seus possiveis conflitos semioticos e suas relações com outros conceitos. (Conclusões) De acordo com o marco teorico de referência, conclui-se que seu uso ideal permitiria que o professor tomasse decisões didaticas fundamentadas sobre a propria gestão do processo didatico, considerando o contexto educacional.

Abstract (Objective) This article describes the process of preparing a Guide for the Assessment of Didactic Suitability of a process for studying the concept of the differential of a function. The objective of this exercise was to propose an instrument to promote, guide and support teachers’ analysis of, and reflection on, teaching and learning processes of the differential concept. (Methodology) The research method used was content analysis, and its starting point was a systematic review of didactic-mathematical knowledge in key research. The analysis was guided by the dimensions or facets that characterize an educational process - epistemic, cognitive, affective, instructional and ecological - whose components and criteria are based on the notion of didactic suitability proposed in the Onto-semiotic Approach to Mathematical Knowledge and Instruction (OSA). (Results) The construction of the Didactic Suitability Assessment Guide introduced a methodology for the reconstruction of the reference meaning for the study of various facets of the differential. In addition, this guide represents a powerful tool for teachers at the time of designing, implementing. and evaluating study processes, taking into account the various meanings of the differential, its connections, its potential semiotic conflicts and its relationships with other concepts. (Conclusions) In line with the theoretical reference framework, it is concluded that its ideal use would allow teachers to make informed decisions about management of the didactic process, taking into account its educational context.

Resumen (Objetivo) El objetivo de este estudio es caracterizar tareas matemáticas evaluadas en exámenes, centrándose en rasgos didácticos relacionados con el significado de los contenidos matemáticos que tratan y con aspectos cognitivos. Así como describir la evolución de estos rasgos a través del tiempo. (Metodología) En este estudio descriptivo longitudinal se llevó a cabo un análisis de contenido de 568 tareas matemáticas evaluadas en 51 exámenes, a lo largo de 17 periodos lectivos consecutivos entre 2014 y 2022. El análisis se realizó en el contexto de un curso de Cálculo Diferencial e Integral impartido en una universidad en Costa Rica. La información se organizó e interpretó utilizando un sistema de siete variables relacionadas con rasgos didácticos propios del análisis de tareas matemáticas escolares. (Resultados) Las tareas matemáticas evaluadas se distinguen por variedad de contenidos y predominio de representación verbal-simbólica, situación científica exclusivamente matemática y demanda cognitiva a nivel de procedimientos sin conexiones. El predominio de las situaciones científicas exclusivamente matemáticas fue constante a lo largo del tiempo. Mientras que, a partir de cierto periodo, la representación verbal-simbólica y los procedimientos sin conexiones tendieron a disminuir a favor de la representación múltiple y de los procedimientos con conexiones. (Conclusiones) Las tareas matemáticas evaluadas reflejan parcialmente rasgos relacionados con el significado de los contenidos matemáticos y con aspectos cognitivos esenciales para el aprendizaje del cálculo. La evolución a lo largo del tiempo muestra que se ha progresado en ciertos rasgos, aunque en otros todavía existe un amplio margen de mejora.

Resumo (Objetivo) O objetivo deste estudo é caracterizaras tarefas matemáticas avaliadas em provas, concentrando-se em características didáticas relacionadas ao significado do conteúdo matemático abordado e aos aspectos cognitivos. Assim como descrever a evolução dessas características ao longo do tempo. (Metodologia) Neste estudo descritivo longitudinal, foi realizada uma análise de conteúdo de 568 tarefas matemáticas avaliadas em 51 provas durante 17 períodos letivos consecutivos entre 2014 e 2022. A análise foi realizada no contexto de um curso de Cálculo Diferencial e Integrl ministrado em uma universidade da Costa Rica. As informações foram organizadas e interpretadas por meio de um sistema de sete variáveis relacionadas a características didáticas típicas da análise de tarefas matemáticas escolares. (Resultados) As tarefas matemáticas avaliadas se distinguem pela variedade de conteúdo e predominância de representação verbal-simbólica, situação científica exclusivamente matemática e demanda cognitiva no nível de procedimentos sem conexões. A predominância de situações científicas exclusivamente matemáticas foi constante ao longo do tempo. Ao passo que, depois de um certo período, a representação verbal-simbólica e os procedimentos sem conexões tenderam a diminuir em favor da representação múltipla e dos procedimentos com conexões. (Conclusões) As tarefas matemáticas avaliadas refletem parcialmente características relacionadas ao significado do conteúdo matemático e aos aspectos cognitivos essenciais para o aprendizado de cálculo. A evolução ao longo do tempo mostra que houve progresso em determinadas características, embora em outras ainda haja muito espaço para melhorias.

Abstract (Objective) This study seeks to characterize mathematical tasks assessed in exams, with a focus on didactic features related to the meaning of the mathematical content they address, and their cognitive aspects. Additionally, it aims to describe the evolution of these features over time. (Methodology) In this longitudinal descriptive study, a content analysis of 568 mathematical tasks from 51 exams was conducted over 17 consecutive academic periods between 2014 and 2022. The analysis was conducted within the context of a Differential and Integral Calculus course taught at a university in Costa Rica. Information was organized and interpreted using a system of seven variables related to didactic features specific to the analysis of school-level mathematical tasks. (Results) The assessed mathematical tasks stand out for their variety of content and a predominance of verbal-symbolic representation, exclusively mathematical scientific situations, and cognitive demand at the level of procedures without connections. The predominance of exclusively mathematical scientific situations remained constant over time. However, from a certain point onwards, there was a tendency for verbal-symbolic representation and procedures without connections to decrease in favor of multiple representations and procedures with connections. (Conclusions) The assessed mathematical tasks partially reflect features related to the meaning of mathematical content and cognitive aspects essential for learning calculus. The evolution over time indicates progress in several features, although there is still ample room for improvement in others.

Resumo Introdução: O uso da ultrassonografia no local de atendimento (PoCUS) tem ganhado relevância na prática médica, melhorando a capacidade diagnóstica e a segurança do paciente. Contudo, no Uruguai, o treinamento PoCUS para internistas é limitado. O objetivo é concretizar a implementação da formação PoCUS para os cursos de pós-graduação em Medicina Interna. Metodologia: Foi criado um curso-oficina dividido em módulos por sistemas e protocolos clínicos. Bibliografia e material audiovisual foram fornecidos aos participantes. Foram utilizados aparelhos de ultrassom portáteis sem fio e modelos voluntários. Foram realizados testes diagnósticos de conhecimento, avaliações clínicas objetivas estruturadas e pesquisas de satisfação. Resultados: 30 dos 32 participantes concluíram e foram aprovados no curso. A pesquisa de satisfação mostrou alta avaliação dos objetivos do curso, logística e instrutores. Houve uma melhoria estatisticamente significativa no conhecimento do PoCUS entre o pré e o pós-teste (54,72% vs. 82,5%). A avaliação final teve média de aprovação de 92%, com uma única exceção que exigiu recuperação. Discussão: A formação PoCUS em Medicina Interna é considerada valiosa, mas o seu desenvolvimento é limitado no Uruguai. A implementação de um curso estruturado demonstrou melhorias no conhecimento e elevados níveis de satisfação. Foi comparado com outros cursos de habilidades clínicas com resultados semelhantes. A curva de aprendizado para diferentes órgãos varia, destacando a necessidade de monitoramento contínuo. Conclusões: Altos níveis de satisfação dos participantes foram obtidos com resultados positivos em conhecimentos e habilidades. Acreditamos que é importante continuar investigando a curva de aprendizagem pós-curso.

Resumen: Introducción: El uso de la ultrasonografía en el punto de atención (PoCUS) ha ganado relevancia en la práctica médica, mejorando la capacidad diagnóstica y la seguridad de los pacientes. Sin embargo, en Uruguay, la formación en PoCUS para médicos internistas es limitada. El objetivo es lograr la implementación de la formación de PoCUS en los posgrados de Medicina Interna. Metodología: Se creó un curso-taller dividido en módulos por sistemas y protocolos clínicos. Se proporcionó bibliografía y material audiovisual a los participantes. Se utilizaron ecógrafos portátiles inalámbricos y modelos voluntarios. Se realizaron pruebas de conocimiento diagnósticas, evaluaciones clínicas objetivas estructuradas y encuestas de satisfacción. Resultados: 30 de los 32 participantes completaron y aprobaron el curso. La encuesta de satisfacción mostró una alta evaluación de los objetivos del curso, la logística y los instructores. Hubo una mejora estadísticamente significativa en el conocimiento de PoCUS entre el pre y post test (54.72% vs. 82.5%). La evaluación final tuvo una media de aprobación del 92%, con una sola excepción que requirió recuperación. Discusión: La formación en PoCUS en Medicina Interna es percibida como valiosa, pero su desarrollo es limitado en Uruguay. La implementación de un curso estructurado demostró mejoras en conocimientos y altos niveles de satisfacción. Se comparó con otros cursos de habilidades clínicas con resultados similares. La curva de aprendizaje para diferentes órganos varía, lo que destaca la necesidad de un seguimiento continuo. Conclusiones: Se obtuvieron altos niveles de satisfacción de los participantes con resultados de conocimientos y destrezas positivos. Creemos que es de importancia seguir investigando la curva de aprendizaje posterior al curso.

Abstract Introduction: The use of point-of-care ultrasound (PoCUS) has gained relevance in medical practice, improving diagnostic capacity and patient safety. However, in Uruguay, PoCUS training for internal medicine physicians is limited. The objective is to achieve the implementation of PoCUS training in Internal Medicine postgraduate courses. Methodology: A course-workshop was created divided into modules by clinical systems and protocols. Bibliography and audiovisual material were provided to participants. Wireless portable ultrasound machines and voluntary models were used. Diagnostic knowledge tests, structured objective clinical evaluations, and satisfaction surveys were conducted. Results: 30 of the 32 participants completed and passed the course. The satisfaction survey showed a high evaluation of the course objectives, logistics, and instructors. There was a statistically significant improvement in PoCUS knowledge between the pre and post test (54.72% vs. 82.5%). The final assessment had an average passing rate of 92%, with only one exception requiring retake. Discussion: PoCUS training in Internal Medicine is perceived as valuable, but its development is limited in Uruguay. The implementation of a structured course demonstrated improvements in knowledge and high levels of satisfaction. It was compared with other clinical skills courses with similar results. The learning curve for different organs varies, highlighting the need for continued monitoring. Conclusions: High levels of satisfaction were obtained from participants with positive knowledge and skills results. We believe that it is important to continue investigating the learning curve after the course.

The Portuguese Language (LP) is identified as one of the areas in which nursing students in Secondary Technical Professional Education (EPTNM) present difficulties, mainly in grammatical and spelling aspects. Therefore, the present study aims to analyze the knowledge of LP among EPTNM nursing students. This is a cross-sectional, descriptive and observational study, with a quantitative approach, carried out between March and September 2022 with 184 participants from two private educational institutions, located in the Northeast and Southeast Regions of Brazil. Furthermore, grammatical knowledge of the LP standard norm was assessed using the categories phonology, morphology, semantics and syntax, using an online questionnaire. The results showed that, regarding their approach to LP, 65.22% (n= 120) considered themselves to have an aptitude for the discipline. Less than half (42.39%; n= 78) attested that learning in PL was completely effective/sufficient in Basic Education and less than ¼ believed they had fully mastered basic knowledge (17.93%; n= 33). The average correct answers in the assessment of grammatical knowledge of the standard norm were 48.37% for phonology, 50.44% for morphology, 58.91% for syntax and 59.45% for semantics. The main weaknesses identified were: use of plural; accentuation; verbal tense identification; adequacy of whys; connotation/denotation recognition; use of crasis and verbal agreement. It is concluded, therefore, that although the participants claim to have a certain affinity for LP, the existence of gaps in knowledge of the discipline is noticeable, thus highlighting weaknesses in the training process of this professional category of nursing.

La Lengua Portuguesa (LP) es identificada como una de las áreas en las que los estudiantes de enfermería de la Educación Secundaria Técnico Profesional (EPTNM) presentan dificultades, principalmente en aspectos gramaticales y ortográficos. Por lo tanto, el presente estudio tiene como objetivo analizar el conocimiento sobre PL entre estudiantes de enfermería de la EPTNM. Se trata de un estudio transversal, descriptivo y observacional, con enfoque cuantitativo, realizado entre marzo y septiembre de 2022 con 184 participantes de dos instituciones educativas privadas, ubicadas en las regiones Nordeste y Sudeste de Brasil. Además, se evaluó el conocimiento gramatical de la norma estándar LP mediante las categorías fonología, morfología, semántica y sintaxis, mediante un cuestionario virtual. Los resultados mostraron que, en cuanto a su abordaje de la LP, el 65,22% (n= 120) consideraron tener aptitud para la disciplina. Menos de la mitad (42,39%; n= 78) afirmó que el aprendizaje en PL fue completamente efectivo/suficiente en Educación Básica y menos de ¼ creía que había dominado completamente los conocimientos básicos (17,93%; n= 33). El promedio de aciertos en la evaluación del conocimiento gramatical de la norma estándar fue del 48,37% en fonología, del 50,44% en morfología, del 58,91% en sintaxis y del 59,45% en semántica. Las principales debilidades identificadas fueron: uso del plural; acentuación; identificación del tiempo verbal; adecuación de los porqués; reconocimiento de connotación/denotación; Uso de crasis y acuerdo verbal. Se concluye, por lo tanto, que aunque los participantes afirman tener cierta afinidad por la LP, se nota la existencia de lagunas en el conocimiento de la disciplina, destacando debilidades en el proceso de formación de esta categoría profesional de enfermería.

A Língua Portuguesa (LP) é identificada como uma das áreas em que estudantes de enfermagem da Educação Profissional Técnica de Nível Médio (EPTNM) apresentam dificuldades, principalmente, em aspectos gramaticais e ortográficos. Por conseguinte, o presente estudo tem como objetivo analisar o conhecimento de LP entre estudantes da EPTNM em enfermagem. Trata-se de um estudo transversal, descritivo e observacional, com abordagem quantitativa, realizado entre março e setembro de 2022 com 184 participantes de duas instituições de ensino privadas, localizadas nas Regiões Nordeste e Sudeste do Brasil. Ademais, os conhecimentos gramaticais da norma-padrão da LP foram avaliados com base nas categorias fonologia, morfologia, semântica e sintaxe, por meio de questionário on-line. Os resultados evidenciaram que, quanto à aproximação com a LP, 65,22% (n= 120) consideraram possuir aptidão com a disciplina. Menos da metade (42,39%; n= 78) atestou que a aprendizagem em LP foi totalmente eficaz/suficiente na Educação Básica e menos de ¼ acreditou dominar totalmente os conhecimentos básicos (17,93%; n= 33). As médias de respostas corretas na avaliação dos conhecimentos gramaticais da norma-padrão foram de 48,37% para fonologia, 50,44% para morfologia, 58,91% para sintaxe e 59,45% para semântica. As principais fragilidades identificadas foram: uso de plural; acentuação; identificação de tempo verbal; adequação dos porquês; reconhecimento de conotação/denotação; uso da crase e a concordância verbal. Conclui-se, portanto, que embora os participantes afirmem ter certa afinidade pela LP, é perceptível a existência de lacunas nos conhecimentos da disciplina, evidenciando, assim, fragilidades no processo formativo desta categoria profissional da enfermagem.

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

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

Abstract: The purpose of this article is to assess the effect of a writing framework model for pedagogical reflection in a sample of elementary school teachers who took part in a lifelong learning program. To do so, a combined research design was carried out, implementing, on the one hand, inferential and multivariable statistical techniques to determine the tempering effect of feedback on the performance of written reflection and, on the other hand, content analysis of the teachers' written production to identify their development of pedagogical reflection. He results reveal that encouraging this reflection in teachers' writing allows them to develop a more in-depth assessment and analysis of their own practices, which is evidenced by the use of more detailed explanations and arguments and the precision of the terminological use of specific concepts.

Resumen: El objetivo de este artículo es evaluar el efecto de un modelo de andamiaje de la escritura para la reflexión pedagógica en un grupo de docentes de educación primaria que participaron en un programa de formación continua. Para ello se realizó un diseño de investigación mixto, aplicando, por una parte, técnicas estadísticas inferenciales y multivariables para determinar el efecto moderador de la retroalimentación en el desempeño de la reflexión escrita y, por otra, análisis de contenido de los textos del profesorado para identificar su desarrollo de reflexión pedagógica. Los resultados muestran que propiciar esta reflexión en la escritura del profesorado permite desarrollar con mayor profundidad la evaluación y el análisis de sus propias prácticas, lo que se evidencia en el uso de explicaciones y argumentaciones más elaboradas y la precisión del uso terminológico de determinados conceptos.

BACKGROUND: Multimodal or online learning is the use of electronic technology to deliver, support and enhance both learning and teaching. It involves communication between learner nurses and lecturers using online content. The study aims to contribute to achieving Sustainable Development Goal 4 on quality education by promoting inclusive education at tertiary institutions. The use of multimodal teaching and learning (MTL) in higher education institutions (HEI) has increased over the last decade, particularly during the COVID-19 pandemic OBJECTIVES: To explore and describe the perspectives of the undergraduate learner nurses regarding MTL challenges at the HEI, Limpopo Province, South Africa METHODS: A qualitative, explorative, descriptive and contextual research design was used to explore and describe the perspectives of the undergraduate nurses at a HEI in Limpopo Province, South Africa. A non-probability purposive sampling method was employed to select participants. Data were collected through five focus group interviews (FGI) and analysed using Tesch's open coding data analysis method. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study RESULTS: Study findings revealed the perspectives of the undergraduate nurses during MTL. The challenges related to connectivity issues, technological difficulties during online teaching, learning and assessment as well as the unapproved platforms used by module facilitators for online teaching CONCLUSION: Undergraduate learner nurses expressed their perspectives regarding the challenges they experience when using MTL. Our study findings could influence educational institutions and policymakers to improve the quality of online teaching, learning and assessment by embracing innovative instructional techniques and providing teachers with ongoing training

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

Abstract This study is set within the realm of community education, focusing on teachers working with Tseltal communities in Chiapas, Mexico. Historically, interactions between learning assessment and indigenous communities have been contentious due to the past use of assessment as a tool for control and accountability, creating inequities in these settings. This research aims to bridge these dimensions, investigating how Tseltal teachers understand the notion of learning assessment from their own cultural and linguistic context. The aim was to understand this process through the unique assessment concepts and practices of community educators. Thus, the main purpose is to comprehend how, from culture and language, Tseltal community teachers in Chiapas conceptualize learning assessment. A qualitative methodological approach was used, taking the systematization of experiences as the main interpretive and analytical reference. It is important to note that this study presents information from an initial immersion in the field.

Resumen Este estudio se sitúa en el ámbito de la educación comunitaria y se enfoca en los docentes que trabajan con comunidades tseltales en Chiapas, México. Tradicionalmente, las interacciones entre la evaluación del aprendizaje y las comunidades indígenas han sido conflictivas debido al histórico uso de la evaluación como herramienta de control y rendición de cuentas, generando inequidades en estos contextos. Esta investigación intenta establecer un puente entre estas dimensiones, indagando en cómo entienden los maestros tseltales la noción de la evaluación del aprendizaje a partir de su propio contexto cultural y lingüístico. Se buscó entender este proceso a través de las concepciones y prácticas de evaluación propias de los educadores comunitarios. Así, el propósito principal es entender cómo, desde la cultura y el idioma, los docentes comunitarios tseltales en Chiapas conceptualizan la evaluación del aprendizaje. Se utilizó un enfoque metodológico cualitativo, tomando la sistematización de experiencias como principal referencia interpretativa y analítica. Es importante señalar que este estudio presenta información de una primera inmersión en el campo.

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL.

The relation between learners' metacognitive skills and conceptual understanding is often portrayed as an input-output relation when dealing with science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, studies indicate that not all pedagogies yield positive correlations between learners' metacognitive skills and conceptual understanding, particularly in the science (S) strand of STEM. On the other hand, it has been revealed that self-organised learning environments (SOLEs) pedagogy incorporates the characteristics of some of the learning models that were found to induce positive correlations between learners' metacognitive skills and conceptual understanding in other non-STEM disciplines. Due to the lack of established research, particularly around the "S" in STEM, in the study reported on here we investigated the correlation between metacognitive skills and conceptual understanding under SOLEs pedagogy. We employed a quasi-experimental design which included 2 experimental and 2 control groups. Data were collected from 155 participants using the sciences (strand of STEM) performance test and metacognition self-assessment scale (MSAS) questionnaire. Data were statistically analysed using Pearson's product-moment correlation coefficient (r), means (x), and t-test. The results indicate a positive correlation between learners' metacognitive skills and conceptual understanding of sciences when SOLEs pedagogy was employed.