Abstract Introduction Spinocerebellar ataxias (SCAs) are a heterogeneous group of neurodegenerative diseases. Objective To evaluate the living standard of patients with SCA, by applying the Vestibular Disorders Activities of Daily Living Scale (VADL) and Activitiesspecific Balance Confidence Scale (ABC) questionnaires. Methods An uncontrolled clinical trial study was conducted with 28 patients who underwent anamnesis, ENT evaluation, and vestibular assessment and the application of questionnaires VADL and ABC before and after rehabilitation with virtual reality. Results The vestibular exam was altered in 64.3% of the cases. The result between the correlation of the VADL and ABC questionnaires showed significant results in all cases (p < 0.005). The correlation between the ages and disease length with the VADL and ABC questionnaires was significant in the T3 assessment (p = 0.015). The correlation between the disease length and the VADL questionnaire was significant in all cases (p < 0.005). The comparison of the vestibular rehabilitation result (T1 to T2) showed a significant difference for all the applied games, except for the ski slalom. The comparison of the vestibular rehabilitation result (T1 to T3) showed significant difference for all the applied games (p < 0.005) (1st assessment before the start of rehabilitation designated T1, after 10 rehabilitation sessions, considered T2 and, at the end of 20 rehabilitation sessions, called T3). Conclusion We can point out a direct improvement in the living standard, reflected by the reduction of falls, better balance, and march, contributing to a higher self-confidence in patients in daily activities. SCAs (SCAs diseases SCA (VADL (ABC 2 anamnesis evaluation reality 643 64 3 64.3 p 0.005. 0005 0.005 . 0 005 T 0.015. 0015 0.015 015 0.015) T1 (T slalom 1st st 1 sessions T3. falls balance march selfconfidence self confidence activities 6 64. 000 0.00 00 001 0.01 01 0.0 0.

The recent introduction of artificial intelligence (AI) tools into university education, especially ChatGPT, has raised concerns among teachers and educational managers in two major areas. One is the mishandling of these technologies by students, leading to plagiarism and academic dishonesty; the other is the depth of their learning, along with the potential replacement of teachers by AI. In this context, a qualitative investigation was carried out to analyze the use of ChatGPT in university education, formulating ethical considerations about its use. A phenomenological design was used to describe, from a hermeneutical approach, the experiences and opinions of authors regarding the use of this AI tool at the university, as well as their ethical positions. ChatGPT responses to questions about the topics studied were also analyzed. It is concluded that the use of AI technologies, particularly ChatGPT, in university education will continue to rise. Based on the potential dangers detected, a more complex conception of teaching tasks is considered necessary, requiring a creative effort still inaccessible to AI, and a reinforcement of ethical values to counter the misuse of these technologies by consumers.

La reciente introducción en la educación universitaria de herramientas de Inteligencia Artificial (IA), en especial el ChatGPT, motiva preocupaciones de docentes y gestores educativos en dos grandes campos: uno de ellos es el mal manejo de estas tecnologías por los estudiantes, conducente al plagio y la deshonestidad académica; el otro es la profundidad de su aprendizaje, junto al posible reemplazo del docente por la IA. En este contexto se realizó una investigación cualitativa, para analizar el uso del ChatGPT en la educación universitaria, mediante formulaciones sobre consideraciones éticas de su empleo. Se utilizó un diseño fenomenológico para describir desde el enfoque hermenéutico las experiencias y opiniones de autores sobre el uso de esta herramienta de IA en la universidad, así como sus posiciones éticas. También se analizaron las respuestas de ChatGPT a preguntas sobre los temas estudiados. Se concluye que el uso de las tecnologías de IA, y en particular ChatGPT, en la educación universitaria continuará en ascenso. A partir de los peligros potenciales detectados, se considera necesaria una concepción más compleja de las tareas docentes, que demanden un esfuerzo creativo aún inaccesible a la IA, y un reforzamiento de los valores éticos contra el mal uso de los consumidores de estas tecnologías.

A recente introdução de ferramentas de Inteligência Artificial (IA) no ensino universitário, especialmente o ChatGPT, suscita preocupações entre professores e gestores educacionais em dois grandes campos: um deles é a má gestão destas tecnologias por parte dos estudantes, levando ao plágio e à desonestidade académica; a outra é a profundidade da sua aprendizagem, juntamente com a possível substituição do professor pela IA. Neste contexto, foi realizada uma investigação qualitativa para analisar a utilização do ChatGPT no ensino universitário, através de formulações sobre considerações éticas da sua utilização. Utilizou-se um desenho fenomenológico para descrever, a partir de uma abordagem hermenêutica, as experiências e opiniões dos autores quanto ao uso desta ferramenta de IA na universidade, bem como seus posicionamentos éticos. Também foram analisadas as respostas do ChatGPT às dúvidas sobre os temas estudados. Conclui-se que a utilização de tecnologias de IA, e em particular ChatGPT, no ensino universitário continuará a aumentar. Com base nos potenciais perigos detectados, considera-se necessária uma concepção mais complexa das tarefas docentes, exigindo um esforço criativo ainda inacessível à IA, e um reforço dos valores éticos contra a utilização indevida destas tecnologias pelos consumidores.

Resumen Las desigualdades estructurales sociales y de distinto tipo, intrínsecas al capitalismo, se profundizaron con la pandemia de Covid-19 hasta límites insostenibles para los sectores subalternos, entre los cuales se ubican los conjuntos de migrantes en situación administrativa irregular de los distintos países. A través de un enfoque antropológico transnacional, auxiliado por la etnografía virtual, se aborda el impacto sociosanitario que tuvo la crisis pandémica para estos grupos en Barcelona, São Paulo y Buenos Aires durante 2022-2023, así como sus respuestas grupales-comunitarias para contener y sobrellevar sus necesidades inmediatas y urgentes, más allá de las políticas públicas implementadas en cada país/región/ciudad, con desigual cobertura y eficacia. La realidad abordada, entonces, conjuga esas carencias estructurales que no fueron resueltas como consecuencia de la crisis desatada a partir de la pandemia, con nuevas problemáticas sociosanitarias derivadas de las necesidades de supervivencia de los migrantes en cada contexto, destacándose el protagonismo de las mujeres. tipo capitalismo Covid19 Covid 19 Covid-1 subalternos países transnacional virtual Barcelona 20222023, 20222023 2022 2023, 2023 2022-2023 grupalescomunitarias grupales comunitarias urgentes paísregiónciudad país región ciudad país/región/ciudad eficacia abordada entonces contexto mujeres Covid1 1 Covid- 2022202 202 2022-202 202220 20 2022-20 20222 2 2022-2 2022-

Abstract Social and other structural inequalities, intrinsic to capitalism, deepened with the Covid-19 pandemic up to unsustainable limits for the subaltern sectors, among which are located the groups of migrants in irregular administrative situations from the different countries. Through an anthropological transnational approach, aided by virtual ethnography, is addressed the socio-sanitary impact that the pandemic crisis had for these groups in Barcelona, São Paulo y Buenos Aires for the period 2022-2023, as well as their group-community responses to contain and cope with their immediate and urgent needs, beyond the public policies implemented in each country/region/city, with unequal coverage and effectiveness. The reality addressed, then, combines those structural deficiencies that were not resolved as a result of the crisis unleashed by the pandemic, with new social and health problems arising from the survival needs of migrants in each context, highlighting the leading role played by women. inequalities capitalism Covid19 Covid 19 Covid-1 sectors countries approach ethnography sociosanitary socio sanitary Barcelona 20222023, 20222023 2022 2023, 2023 2022-2023 groupcommunity group community countryregioncity country region city country/region/city effectiveness then context women Covid1 1 Covid- 2022202 202 2022-202 202220 20 2022-20 20222 2 2022-2 2022-

INTRODUCTION: The rising prevalence of stroke in sub-Saharan Africa necessitates the exploration of the role of occupational therapy in rehabilitation of stroke. In the southern African country of South Africa, occupational therapy aligns with healthcare policies and laws, and this article presents a review of synthesized evidence of occupational therapy intervention in stroke care and rehabilitation. METHOD: Rapid review methodology was used to develop a research question about cerebrovascular accident - intervention by occupational therapists., The Cochrane Library and MEDLINE databases were searched for relevant articles published between 2018 and 2023. Twenty four articles met the inclusion criteria and were analysed according to quantitative and qualitative parameters. RESULTS: Evidence of occupational therapy intervention with post-stroke upper limb impairment was found in 37,5% of articles. Occupational therapy for global improvement in function, cognitive rehabilitation, balance, social participation, work, and leisure comprised 45,8% of articles, and one article each reported evidence for occupational therapy addressing ADL and caregiver interventions. CONCLUSION: Evidence from the past five years reflect diverse occupational therapy interventions with clients with stroke. Gaps in recent evidence remain in relation to context-specific interventions, especially from low- and middle-income countries. IMPLICATIONS FOR PRACTICE Occupational therapists adopt a holistic approach to stroke rehabilitation, tailoring interventions to address the multifaceted needs and goals of individual stroke survivors. The effectiveness of individualised, occupation-based approaches across various domains are highlighted. • Therapists stay informed and up to date about emerging technologies and evidence-based practice to enhance their effectiveness in stroke rehabilitation. • This review provides evidence of the prevalence of upper limb impairments post-stroke, which will enable therapists to be well-versed in the diverse intervention approaches for upper limb rehabilitation as outlined in the literature reviewed, including technologies like Brain Computer Interface, Mental Practice, Mirror Therapy, and Action Observation Therapy. • Occupational therapy is vital in addressing cognitive impairments in stroke survivors, and practitioners can apply the evidence provided on interventions such as Virtual Reality and computer-assisted cognitive rehabilitation that have shown promise in improving cognition and ADL.

Abstract: Up to 80% of children admitted to a hospital experience pain, mainly associated with venipuncture. Objective: To analyze whether the use of virtual reality (VR) headsets during venipuncture can modify the perception of pain, anxiety, and fear in pediatrics. Patients and Method: Open label, randomized clinical trial. The presence of intellectual, visual, or hearing impairment were considered exclusion criteria. Two anxiety and fear scales were administered before and after the procedure, and the Wong-Baker face pain scale at the end. The following were recorded: number of venipuncture attempts, duration of the procedure, and side effects. Results: 78 patients were included, 38 males and a mean age of 9.63 years. In the intervention group, the mean pain value was 2.87, with a mean difference (MD) of -0.85 compared with the control one (95% confidence interval (CI) -2.02 to 0.33). There was a significant reduction in the level of anxiety and fear, with MDs of -2.59 (95%CI: -3.92 to -1.26) and -0.85 points (95%CI: -1.45 to -0.24), respectively. Conclusions: the use of VR headsets in venipuncture in hospital daytime care decreases the level of anxiety and fear in children and seems to reduce pain, without adverse effects. The venipuncture procedure has the same success rate and does not increase its duration.

Resumen: Hasta un 80% de los niños ingresados en un hospital experimenta dolor, fundamentalmente asociado con la venopunción. Objetivo: Analizar el impacto de las gafas de realidad virtual durante la venopunción como factor protector en la percepción del dolor, la ansiedad y el miedo en pediatría. Pacientes y Método: Ensayo clínico aleatorizado abierto. La presencia de discapacidad intelectual, visual o auditiva fueron criterio de exclusión. Se pasaron dos escalas de ansiedad y miedo antes y después del procedimiento, y la escala de dolor de caras de Wong-Baker al finalizar. Se registró: número de intentos de venopunción, duración del procedimiento y efectos secundarios. Resultados: Se incluyen 78 pacientes, 38 varones y edad media de 9,63 años. En el grupo intervención el valor medio de dolor fue de 2,87, con una diferencia de medias (DM) de -0,85 respecto al control (intervalo de confianza [IC] 95%: -2,02 a 0,33). Se evidenció una reducción significativa del nivel de ansiedad y del miedo, con DM de -2,59 (IC 95: -3,92 a -1,26) y de -0,85 puntos (IC 95: -1,45 a -0,24), respectivamente. Conclusiones: El uso de gafas de realidad virtual, en la punción venosa en hospital de día, disminuye el nivel de ansiedad y miedo de los niños y parece que puede producir una disminución del dolor, sin que se produzcan efectos adversos. El procedimiento de venopunción tiene la misma tasa de éxito y no aumenta su duración.

Higher Education needs to be reimagined considering the exciting developments within virtual reality and artificial intelligence. As a new generation, Generation Alpha, better known as Gen Alpha,1 is preparing for higher education, and educators are challenged to create opportunities to meet their needs. In this study, we explore an existing paradigm, scenario planning, but within an unfamiliar context - the future of higher education. We pose the question: What are the possible future scenarios within higher education that will appeal to the Gen Alpha student and a millennial parent in a post-pandemic world? As a result, we present a scenario matrix with four learning and teaching models forecast to be successful in 2030 in higher education institutions. These four learning and teaching models are based on two axes: Social connect vs social disconnect in learning and teaching and a single career option or multiple career options as the end goal for the student. Respondents of this longitudinal study are millennial parents of Gen Alpha students. Results indicate that the three main themes that will influence the learning and teaching models of the future are learning spaces and places, glass learning, and techceptance. In line with the three themes, the three major findings were that (1) millennial parents are open to hybrid learning approaches, (2) learning on screens is important, but it should be regulated and based on set standards, and lastly (3) millennial parents are accepting technology (techceptance) as a supportive tool and learning place in higher education. Overall, there was a positive shift in perspectives on higher education regardless of the impact of the pandemic. The outcomes of the research will assist higher educational institutions to strategically align the learning and teaching offerings with the needs and resources of the future student, namely Gen Alpha.

Resumen Este artículo muestra el uso de recursos web para crear entornos para visualizar los poliedros de Arquímedes y los respectivos duales de Catalan. Estos entornos fueron creados utilizando recursos de Realidad Virtual (VR), que permiten al visitante manipular los poliedros y compararlos y sus duales. Para la construcción de las salas virtuales se utilizaron transformaciones geométricas de traslación y rotación, utilizando estructuras de jerarquías de páginas HTML, e insertando cada poliedro en su respectiva sala virtual. Los recursos presentados en este trabajo se pueden utilizar en el aula para visualizar poliedros con gafas inmersivas e incluso en Realidad Aumentada (RA) utilizando smartphones y tablets. Otros estudios que se pueden desarrollar con los poliedros modelados en este artículo son áreas, volúmenes, secciones planas y la relación de Euler. Este artículo muestra la posibilidad de crear materiales didácticos con una tecnología sencilla y gratuita que hace un gran aporte a la mejora de la enseñanza de la Geometría, así como de otras áreas que utilizan representaciones gráficas de objetos 3D.

Abstract This paper shows the use of web resources to create environments for visualizing Archimedean polyhedra and the respective Catalan duals. These environments were created using Virtual Reality (VR) resources, which allow the visitor to manipulate the polyhedra and compare the polyhedra and their duals. Geometric transformations of translation and rotation were used to build the virtual rooms, using HTML page hierarchies structures, and inserting each polyhedron in its respective virtual room. The resources presented in this work can be used in the classroom to visualize polyhedra with immersive goggles and even in Augmented Reality (AR) using smartphones and tablets. Other studies that can be developed with the polyhedra modeled in this article are areas, volumes, plane sections and the Euler relation. This article shows the possibility of creating teaching materials with a simple, free technology that makes a great contribution to improving the teaching of Geometry, as well as other areas that use graphic representations of 3D objects.

The economic upheaval of COVID-19 forced companies to invest in emerging technologies to aid recovery. One such technology is extended reality, which is becoming a mature and innovative tool. Early adopters are seeing significant benefits in learning, training, immersive data visualization, and remote assistance. In South Africa, the mining industry is increasingly interested in using extended reality to optimize and innovate operations. The Minerals Council of South Africa's July 2021 report highlighted the potential of extended reality's to achieve zero-harm production and modernize the industry. However, the extent of extended reality adoption in mining remains unclear due to limited information on its usage. This study addressed this gap by distributing an online survey to assess awareness, knowledge, and current uses of extended reality in South Africa's mining sector. The results indicated that virtual and augmented reality had the highest levels of awareness and usage, primarily for learning and training. Mixed reality, however, had the lowest awareness and knowledge levels. In terms of applications, visualization and remote assistance had the least use cases. These findings highlight that the South African mining industry is deficient in its understanding and use of extended reality technologies. Without better awareness and application, the South African industry risks missing out on the full benefits of extended reality. The study underlines the need for the South African mining industry to improve its outlook on extended reality technologies to fully leverage their potential applications and benefits.

Abstract Introduction : Autism Spectrum Disorder (ASD) is a neurodevelopmental condition which traditional as sessment procedures encounter certain limitations. The current ASD research field is exploring and endorsing innovative methods to assess the disorder early on, based on the automatic detection of biomarkers. How ever, many of these procedures lack ecological validity in their measurements. In this context, virtual reality (VR) shows promise for objectively recording biosignals while users experience ecological situations. Methods : This study outlines a novel and playful VR procedure for the early assessment of ASD, relying on multimodal biosignal recording. During a VR experience featuring 12 virtual scenes, eye gaze, motor skills, elec trodermal activity and behavioural performance were measured in 39 children with ASD and 42 control peers. Machine learning models were developed to identify digital biomarkers and classify autism. Results : Biosignals reported varied performance in detecting ASD, while the combined model resulting from the combination of specific-biosignal models demon strated the ability to identify ASD with an accuracy of 83% (SD = 3%) and an AUC of 0.91 (SD = 0.04). Discussion : This screening tool may support ASD diagnosis by reinforcing the outcomes of traditional assessment procedures.

Resumen Introducción : El Trastorno del Espectro Autista (TEA) es un trastorno del neurodesarrollo, y sus procedimien tos tradicionales de evaluación encuentran ciertas li mitaciones. El actual campo de investigación sobre TEA está explorando y respaldando métodos innovadores para evaluar el trastorno tempranamente, basándose en la detección automática de biomarcadores. Sin embargo, muchos de estos procedimientos carecen de validez ecológica en sus mediciones. En este contexto, la reali dad virtual (RV) presenta un prometedor potencial para registrar objetivamente bioseñales mientras los usuarios experimentan situaciones ecológicas. Métodos : Este estudio describe un novedoso y lúdi co procedimiento de RV para la evaluación temprana del TEA, basado en la grabación multimodal de bio señales. Durante una experiencia de RV con 12 esce nas virtuales, se midieron la mirada, las habilidades motoras, la actividad electrodermal y el rendimiento conductual en 39 niños con TEA y 42 compañeros de control. Se desarrollaron modelos de aprendizaje automático para identificar biomarcadores digitales y clasificar el autismo. Resultados : Las bioseñales reportaron un rendimien to variado en la detección del TEA, mientras que el modelo resultante de la combinación de los modelos de las bioseñales demostró la capacidad de identificar el TEA con una precisión del 83% (DE = 3%) y un AUC de 0.91 (DE = 0.04). Discusión : Esta herramienta de detección pue de respaldar el diagnóstico del TEA al reforzar los resultados de los procedimientos tradicionales de evaluación.

Resumen Las Tecnologías de la Información y las Comunicaciones (TIC) han seguido una trayectoria de desarrollo sistemático y acelerado, marcando transformaciones en diversos sectores de la sociedad. En este contexto dinámico, las instituciones de educación superior enfrentan el imperativo de adaptarse y evolucionar de manera coherente y estratégica en respuesta al progreso tecnológico, científico-técnico y metodológico. Se exige del reconocimiento de niveles de integración en los procesos de formación de posgrado y estas tecnologías. Desde esta perspectiva se planteó como objetivo general, describir experiencias de avanzada en función de las vivencias pedagógicas en la Educación de Posgrado en la Facultad de Postgrado de la Universidad Técnica de Manabí (UTM). Se utilizó una metodología de tipo descriptiva, transversal y con diseño no experimental, con diversos métodos científicos, como el estudio documental, analítico-sintético, sistematización, entrevista no estructurada y estudio de caso. Se analizó la realidad de los programas de posgrado en la Facultad de Posgrado de la UTM, con el empleo de las TIC, y en correspondencia se expresó la emergencia de estrategias orientadas a la actualización de los docentes. Se consultaron diversos autores con estudios relacionados con el empleo de ambientes virtuales y la modalidad en línea en el 4to nivel, y se pudo apreciar, que la tendencia es al aumento de esta modalidad en los programas y así los hace más competitivos y con mayor demanda.

Abstract Information and Communications Technologies (ICT) have followed a trajectory of systematic and accelerated development, marking transformations in various sectors of society. In this dynamic context, higher education institutions face the imperative to adapt and evolve in a coherent and strategic manner in response to technological, scientific-technical and methodological progress. Recognition of levels of integration in postgraduate training processes and these technologies is required. From this perspective, the general objective was proposed to describe advanced experiences based on pedagogical experiences in Graduate Education at the Graduate Faculty of the Technical University of Manabí (UTM). A descriptive, transversal methodology with a non-experimental design was used, with various scientific methods, such as documentary, analytical-synthetic, systematization, unstructured interviews and case studies. The reality of the postgraduate programs in the Graduate Faculty of the UTM was analyzed, with the use of ICT, and in correspondence the emergence of strategies aimed at updating teachers was expressed. Various authors were consulted with studies related to the use of virtual environments and the online modality in the 4th level, and it was possible to see that the trend is to increase this modality in the programs and thus makes them more competitive and with greater demand.

RESUMEN La realidad virtual es prometedora como tecnología prospectiva para la educación química, ya que tiene la capacidad de satisfacer los requisitos simultáneos de las instituciones académicas y sector industrial. El objetivo de la investigación fue determinar la percepción de estudiantes universitarios sobre el uso de la realidad virtual (RV) en el aprendizaje de macromoléculas. El presente estudio se enmarcó en un nivel aprehensivo, alcance descriptivo y un diseño de campo. La estructura metodológica seguida consistió en tres aspectos, que comprendieron, el diseño de la actividad de laboratorio virtual para el reconocimiento de compuestos químicos, la realización de la actividad con los estudiantes, y la medición de la percepción a través de un cuestionario modelo de aceptación tecnológica. El núcleo de este laboratorio lo constituyeron seis dispositivos Meta Quest 2 Advanced All-in-One Virtual Reality Headset, cada uno equipado con 128 GB de capacidad. En la investigación participaron 42 estudiantes del primer semestre de Química. De acuerdo a los resultados obtenidos, el 80%, del alumnado expresó con confianza su creencia de que la incorporación de la RV en sus actividades educativas arrojará resultados positivos en lo que respecta a la comprensión y el rendimiento en el ámbito de la Química. De igual manera, 91% por ciento de los encuestados aseguraron que les gustaría que se incorporarán más actividades de RV. Se concluye que, al integrar la tecnología de la RV en el entorno educativo, se espera que los estudiantes posean la capacidad de comprender principios complejos como enlaces, orbitales y estructuras químicas.

ABSTRACT Virtual reality is promising as a prospective technology for chemistry education, as it has the ability to satisfy the simultaneous requirements of academic institutions and industrial sector. The objective of the research was to determine the perception of university students about the use of virtual reality (VR) in learning macromolecules. The present study was framed at an apprehensive level, descriptive scope and a field design. The methodological structure followed consisted of three aspects, which included the design of the virtual laboratory activity for the recognition of chemical compounds, carrying out the activity with the students, and measuring perception through an acceptance model questionnaire. technological. The core of this laboratory was six Meta Quest 2 Advanced All-in-One Virtual Reality Headset devices, each equipped with 128 GB of capacity. 42 students from the first semester of Chemistry participated in the research. According to the results obtained, 80% of the students confidently expressed their belief that the incorporation of VR in their educational activities will yield positive results in terms of understanding and performance in the field of Chemistry. Likewise, 91% percent of those surveyed said they would like to see more VR activities incorporated. It is concluded that by integrating VR technology into the educational environment, students are expected to possess the ability to understand complex principles such as bonds, orbitals, and chemical structures.

Abstract: Up to 80% of children admitted to a hospital experience pain, mainly associated with venipuncture. Objective: To analyze whether the use of virtual reality (VR) headsets during venipuncture can modify the perception of pain, anxiety, and fear in pediatrics. Patients and Method: Open label, randomized clinical trial. The presence of intellectual, visual, or hearing impairment were considered exclusion criteria. Two anxiety and fear scales were administered before and after the procedure, and the Wong-Baker face pain scale at the end. The following were recorded: number of venipuncture attempts, duration of the procedure, and side effects. Results: 78 patients were included, 38 males and a mean age of 9.63 years. In the intervention group, the mean pain value was 2.87, with a mean difference (MD) of -0.85 compared with the control one (95% confidence interval (CI) -2.02 to 0.33). There was a significant reduction in the level of anxiety and fear, with MDs of -2.59 (95%CI: -3.92 to -1.26) and -0.85 points (95%CI: -1.45 to -0.24), respectively. Conclusions: the use of VR headsets in venipuncture in hospital daytime care decreases the level of anxiety and fear in children and seems to reduce pain, without adverse effects. The venipuncture procedure has the same success rate and does not increase its duration.

Resumen: Hasta un 80% de los niños ingresados en un hospital experimenta dolor, fundamentalmente asociado con la venopunción. Objetivo: Analizar el impacto de las gafas de realidad virtual durante la venopunción como factor protector en la percepción del dolor, la ansiedad y el miedo en pediatría. Pacientes y Método: Ensayo clínico aleatorizado abierto. La presencia de discapacidad intelectual, visual o auditiva fueron criterio de exclusión. Se pasaron dos escalas de ansiedad y miedo antes y después del procedimiento, y la escala de dolor de caras de Wong-Baker al finalizar. Se registró: número de intentos de venopunción, duración del procedimiento y efectos secundarios. Resultados: Se incluyen 78 pacientes, 38 varones y edad media de 9,63 años. En el grupo intervención el valor medio de dolor fue de 2,87, con una diferencia de medias (DM) de -0,85 respecto al control (intervalo de confianza [IC] 95%: -2,02 a 0,33). Se evidenció una reducción significativa del nivel de ansiedad y del miedo, con DM de -2,59 (IC 95: -3,92 a -1,26) y de -0,85 puntos (IC 95: -1,45 a -0,24), respectivamente. Conclusiones: El uso de gafas de realidad virtual, en la punción venosa en hospital de día, disminuye el nivel de ansiedad y miedo de los niños y parece que puede producir una disminución del dolor, sin que se produzcan efectos adversos. El procedimiento de venopunción tiene la misma tasa de éxito y no aumenta su duración.

Abstract Introduction: Most medical students consider neuroanatomy to be a challenging subject, often lacking practical applications due to its extensive and monotonous presentation. Furthermore, over the past few decades, there has been a reduction in the time allocated to the theoretical presentation of neuroanatomy. Recently, during the COVID-19 pandemic, there has been a growing disconnect between teachers and students, exacerbating the challenges in teaching this discipline. Objective: This study aimed to conduct an integrative literature review to explore strategies for enhancing the teaching of neuroanatomy in medical undergraduate programs. Method: To achieve this objective, we conducted an integrative search of articles published on teaching and learning strategies in neuroanatomy for medical students. We utilized three databases: PubMed, SciELO, and BVS, employing the following keywords and the boolean operator “AND” in both Portuguese and English: “ensino,” “aprendizagem,” “neuroanatomia,” “estudantes de medicina,” and “learning,” “teaching,” “neuroanatomy,” and “medical students.” Result: The literature review revealed a growing exploration of new approaches to teaching and learning in neuroanatomy, with a focus on the utilization of technologies such as virtual reality, computer-assisted neuroanatomy courses, anatomical clay models, and the application of clinical case studies. Conclusion: In recent years, there has been a noticeable emergence of new teaching and learning strategies in the academic environment, aimed at enhancing students’ knowledge and experience, particularly in the field of neuroanatomy. Introduction subject Furthermore decades Recently COVID19 COVID 19 COVID-1 pandemic discipline Objective programs Method objective databases PubMed SciELO BVS AND “AND English ensino, ensino “ensino, aprendizagem, aprendizagem “aprendizagem, neuroanatomia, neuroanatomia “neuroanatomia, estudantes medicina, medicina learning, “learning, teaching, “teaching, “neuroanatomy, Result reality computerassisted computer assisted courses models studies Conclusion years environment experience COVID1 1 COVID- “ensino “aprendizagem “neuroanatomia “learning “teaching “neuroanatomy

Resumo Introdução: Uma significativa parcela dos estudantes de Medicina considera a neuroanatomia um conteúdo de difícil compreensão, muitas vezes desprovido de aplicações práticas devido à sua extensa e monótona apresentação. Além disso, ao longo das últimas décadas, houve uma redução no tempo dedicado à apresentação teórica da neuroanatomia. Corroborando tal afirmativa, durante a pandemia de Covid-19, observou-se um distanciamento crescente entre professores e alunos, o que, por sua vez, agravou ainda mais os desafios no ensino da disciplina. Objetivo: Este estudo possui como objetivo realizar uma revisão integrativa da literatura no intuito de explorar estratégias para aperfeiçoamento do ensino da neuroanatomia no curso superior de Medicina. Método: Para atingir esse objetivo, os subscritores efetivaram uma pesquisa integrativa de artigos publicados sobre estratégias de ensino-aprendizagem de neuroanatomia para estudantes de Medicina no período entre 1º de janeiro de 2000 e 26 de maio de 2023. Para obtenção de tais dados, os autores utilizaram três bases de dados - PubMed, SciELO e BVS -, empregando os seguintes descritores e o operador booleano “AND” em ambos os idiomas (português e inglês): “ensino”, “aprendizagem”, “neuroanatomia”, “estudantes de medicina”, “learning”, “teaching”, “neuroanatomy” e “medical students”. Resultado: A revisão da literatura revelou uma crescente exploração de novas abordagens de ensino e aprendizado em neuroanatomia, destacando-se o uso de tecnologias como realidade virtual, cursos de neuroanatomia assistidos por computadores, modelos anatômicos de argila e a aplicação de estudos de casos clínicos. Conclusão: Nota-se nos últimos anos um notável surgimento de novas estratégias de ensino-aprendizagem no cenário acadêmico, que, por sua vez, visam aprimorar o conhecimento e a experiência dos alunos nos mais variados campos, inclusive na neuroanatomia. Introdução compreensão disso décadas afirmativa Covid19, Covid19 Covid 19, 19 Covid-19 observouse observou se que vez disciplina Objetivo Método ensinoaprendizagem aprendizagem º 200 2 2023 PubMed , AND “AND português inglês inglês) ensino, “ensino” aprendizagem, “aprendizagem” “neuroanatomia” medicina, medicina medicina” learning, learning “learning” teaching, teaching “teaching” neuroanatomy “neuroanatomy medical students. students . students” Resultado destacandose destacando virtual computadores clínicos Conclusão Notase Nota acadêmico campos Covid1 1 Covid-1 20 202 “ensino “aprendizagem “neuroanatomia “learning “teaching Covid-

In this essay, I present preliminary reflections on digital technologies as new forms of health promotion in the contemporary world. First, I introduce the concepts of technology, reality, presence, virtual reality, and extended reality, through critical realism. Second, I discuss the emerging concept of meta-presentity as fundamental for the socio-technical appropriation of digital technologies in the fields of Education and Health. Third, I critically analyze the notion of Distance Education, in contrast to the idea of meta-presential learning spaces, in the context of an innovative model of Higher Education. Fourthly, I briefly discuss Digital Health as a set of knowledge, techniques, and practices capable of overcoming the dualism of "hard " vs. "soft" technologies in health. Finally, I evaluate epistemological issues specific to the field of Collective Health, to redefine telehealth as health care mediated by meta-presentiality. essay world First technology reality presence realism Second metapresentity meta presentity sociotechnical socio technical Third metapresential presential spaces Fourthly knowledge techniques hard vs soft "soft Finally metapresentiality. metapresentiality presentiality. presentiality meta-presentiality

En este ensayo presento reflexiones preliminares sobre tecnologías digitales como nuevas formas de promoción de la salud en el mundo contemporáneo. Primero, introduzco los conceptos de tecnología, realidad, presencia, realidad virtual y realidad extendida, a partir del realismo crítico. Segundo, discuto el concepto emergente de metapresencialidad como fundamental para la apropiación sociotécnica de tecnologías digitales en los campos de la educación y de la salud. Tercero, analizo críticamente la noción de Educación a Distancia en contraste con la idea de espacios metapresenciales de aprendizaje, en el contexto de un modelo innovador de educación superior. En cuarto lugar, discuto brevemente la Salud Digital como conjunto de saberes, técnicas y prácticas capaz de superar el dualismo “tecnologías duras” vs “tecnologías blandas” en la salud. Finalmente, evalúo cuestiones epistemológicas propias del campo de la Salud Colectiva, con el objetivo de redefinir la telesalud como cuidado de salud mediado por metapresencialidad. contemporáneo Primero tecnología presencia extendida crítico Segundo Tercero aprendizaje superior lugar saberes duras blandas Finalmente Colectiva

Neste ensaio, apresento reflexões preliminares sobre tecnologias digitais como novas formas de promoção da saúde no mundo contemporâneo. Primeiro, introduzo os conceitos de tecnologia, realidade, presença, realidade virtual e realidade estendida, por meio do realismo crítico. Segundo, discuto o conceito emergente de metapresencialidade como fundamental para apropriação sociotécnica de tecnologias digitais nos campos da Educação e da Saúde. Terceiro, analiso criticamente a noção de Educação a Distância, em contraste com a ideia de espaços metapresenciais de aprendizagem, no contexto de um modelo inovador de Educação Superior. Em quarto lugar, discuto brevemente a Saúde Digital como conjunto de saberes, técnicas e práticas capaz de superar o dualismo “tecnologias duras” vs “tecnologias leves” na saúde. Finalmente, avalio questões epistemológicas próprias do campo da Saúde Coletiva, com vistas a redefinir a telessaúde como cuidado em saúde mediado por metapresencialidade. ensaio contemporâneo Primeiro tecnologia presença estendida crítico Segundo Terceiro Distância aprendizagem Superior lugar saberes duras leves Finalmente Coletiva

ABSTRACT In this article, we discuss the potential of Virtual Reality (VR) technologies for the creation and adaptation of stories aimed at children and young adult, focusing on the specificities of their usage protocols. We begin by introducing narratives in VR and their connection to the field of children and young adult literature. Subsequently, 360º videos targeted at children and young people are presented, along with the reading and engagement protocols that arise from their peculiarities. Starting from the field of Cinematic Virtual Reality (CVR), we discuss about the main challenges posed by this medium for the enjoyment of immersive works, based on the analysis of the work Invasion!, produced by the Baobab studio. Thus, we conclude that both the production and reception of narratives in Virtual Reality presuppose the management of the viewer’s vision and attentional focus, considering the reading protocols already learned and naturalized through other media. article (VR literature Subsequently º presented peculiarities CVR, CVR , (CVR) works Invasion, Invasion Invasion! studio Thus viewers viewer s focus media (CVR

RESUMO Neste artigo, trazemos uma reflexão sobre o potencial das tecnologias de Realidade Virtual (RV) para a criação e a adaptação de histórias destinadas ao público infantil e adolescente, focando nas particularidades de seus protocolos de uso. Iniciamos apresentando as narrativas em RV e sua relação com o campo da literatura infantojuvenil. Logo, são apresentados os vídeos em 360º endereçados a crianças e jovens, bem como os protocolos de leitura e engajamento que emergem de suas particularidades. Partindo do campo da Realidade Virtual Cinematográfica (RVC), discutimos os principais desafios impostos por essa mídia para a fruição de obras imersivas, baseados na análise da obra Invasion!, produzida pelo estúdio Baobab. No contexto da obra analisada, concluímos que tanto a produção quanto a recepção de narrativas em RV pressupõem um gerenciamento da visão e do foco atencional dos observadores, considerando os protocolos de leitura já apreendidos e naturalizados através de outras mídias. artigo (RV adolescente uso infantojuvenil Logo º jovens RVC, RVC , (RVC) imersivas Invasion, Invasion Invasion! Baobab analisada observadores mídias (RVC