RESUMEN Los estilos de vida de los estudiantes están influenciados por desafíos académicos, carga horaria y preferencias alimentarias no siempre saludables,situación que puede derivar en agotamiento físico, mental y enfermedades. El presente estudio tuvo como objetivo analizar la relación entre Hábitos Alimenticios (HA), Índice de Masa Corporal (IMC) e Índice de Satisfacción con la Vida y la Comida (ISVC) en 280 estudiantes seleccionados a través de muestreo probabilístico aleatorio. Se aplicó el enfoque hipotético-deductivo. Los resultados han permitido determinar que el Índice de Satisfacción con la Vida (ISV) y el ISVC no están relacionados con el Índice de Alimentación Saludable (IAS). Existe una correlación significativa negativa entre IMC e IAS, indicando que, a mayor índice de alimentación saludable, menor IMC. Sin embargo, el IMC no determina el ISVC, que es subjetivo y personal, relacionándose más con valoraciones personales, familiares, sociales y estilos de vida.

ABSTRACT Students' lifestyles are influenced by academic challenges, workload and not always healthy food preferences, which can result in physical and mental exhaustion and illness. The objective of this study was to analyze the relationship between Eating Habits (HA), Body Mass Index (BMI) and Index of Satisfaction with Life and Food (ISVC) in 280 students selected through random probabilistic sampling. The hypothetico-deductive approach was applied. The results have allowed us to determine that the Life Satisfaction Index (ISV) and the ISVC are not related to the Healthy Eating Index (HEI). There is a significant negative correlation between BMI and HEI, indicating that the higher the Healthy Eating Index, the lower the BMI. However, BMI does not determine ISVC, which is subjective and personal, relating more to personal, family, social and lifestyle assessments.

INTRODUCTION: Lecturers and students at tertiary institutions have different teaching strategies and learning styles (TS) and it is essential to align these strategies and styles to ensure that students understand the concepts they are taught. This study was conducted to assess and compare the TS preferences among lecturers and undergraduate oral hygiene students at a university in South Africa. METHODS: A cross-sectional study was conducted, inviting all full-time lecturers (35) and undergraduate dental hygiene students (40) registered for the 2021 academic year to participate. The visual, auditory, reading and kinesthetic (VARK) teaching and learning questionnaires (version 7.8) for lecturers and students respectively was utilised to capture the necessary information. This is a validated questionnaire and consists of a variety of questions which students complete using a multiple-choice approach. SPSS statistical package, version 27 was used for statistical analysis with a significance of p< 0.05. RESULTS: Twenty-seven (27) lecturers (77%) and 40 students (100%) completed the questionnaire. The highest mean teaching scores were in visual (6.44) and auditory (6.22) teaching styles. The highest mean learning scores was auditory (6.43) and visual (5.98). The kinesthetic sensory modality constituted the lowest mean score in both lecturers and students. The majority of lecturers (63%) preferred using a single mode of teaching while 77% of students preferred learning using a multimode approach. CONCLUSIONS: The most common teaching and learning scores corresponded with each other. The preferred teaching strategy of lecturers was unimodal while the majority of students preferred a multimodal means of teaching. As a result, to improve student understanding and learning lecturers should use multimodal means of teaching.

Dieser Beitrag untersucht die Nutzungsmuster von ein- und zweisprachigen Wörterbüchern unter Lernenden von Englisch als Fremdsprache und Deutsch als Fremdsprache im ungarischen Hochschulkontext. Trotz des vorherrschenden kommunikativen Ansatzes im Sprachunterricht, der die Verwendung von Wörterbüchern oft zugunsten des kontextbezogenen Lernens ablehnt, sind Wörterbücher nach wie vor wichtige Ressourcen für den Erwerb und das Verstandnis von sprachlichen Nuancen und Terminologie, insbesondere im akademischen und geschäftlichen Umfeld. Unter Verwendiung eines quantitativen Forschuungsparadigmas wurden in dieser Arbeit Daten von 371 Universitätsstudenten gesammelt, wobei der Schwerpunkt auf ihren Vorlieben für bestimmte Wörterbücher lag und die Beziehung zwischen ihrer Bereitschaft, diese Wörterbücher zu benutzen, und ihrem tatsachlichen Nutzungsverhalten untersucht wurde. Die Ergebnisse zeigen, dass Englisch als Fremdsprache-Lernende zwar renommierte einsprachige englische Wörterbücher wie Oxford und Cambridge bevorzugen, ihre Bereitschaft zur Nutzung von Wörterbüchern jedoch nicht unbedingt stark mit der Nutzungshäufigkeit korreliert, was auf andere motivationale oder kontextbezogene Einflüsse schliefien lässt. Andererseits zeigten Deutsch als Fremdsprache-Lernende insgesamt eine geringere Bereitschaft, sowohl einsprachige als auch zweisprachige Wörterbücher zu benutzen, was auf mögliche Unterschiede in den Lernstrategien oder eine geringere Abhängigkeit von Wörterbüchern hindeutet.

This paper examines the usage patterns of monolingual and bilingual dictionaries among English as a Foreign Language (EFL) and German as a Foreign Language (GFL) learners within the Hungarian higher education context. Despite the prevalent communicative approach in language teaching that often discourages dictionary use in favour of context-based learning, dictionaries are still important resources in acquiring and understanding linguistic nuances and terminology, especially in academic and business settings. Utilizing the quantitative research paradigm, this study gathered data from 371 university students, focusing on their preferences for specific dictionaries and exploring the relationship between their willingness to use these dictionaries and actual usage behaviours. The findings reveal that while EFL learners prefer renowned English monolingual dictionaries, such as Oxford and Cambridge, their willingness to use dictionaries does not necessarily correlate strongly with the frequency of use, suggesting other motivational or contextual influences at play. On the other hand, GFL learners displayed a lower overall engagement with both monolingual and bilingual dictionaries, underscoring potential differences in educational strategies or lower reliance on dictionaries.

BACKGROUND: Healthcare institutions are increasingly receiving patients from diverse cultural backgrounds because of migration, rapid urbanisation, and easier access to healthcare. Because the satisfaction of these patients is linked to their perceptions of appropriate cultural care, understanding patient perspectives about cultural competence is imperative. Additionally, patient perceptions about nurses' cultural competence are largely unexplored in South Africa. AIM: This study explored how the concept of cultural competence is perceived by patients. SETTING: Three public sector hospitals in Gauteng, one from each of the three different levels of public sector hospitals - district (level one), regional (level two), and academic (tertiary, level three). METHODS: This study derives from the qualitative phase of a larger sequential exploratory mixed methods study. The study population was patients in public sector hospitals. A total of 21 interviews were conducted after purposive stratified sampling was done. Data analysis followed Tesch's eight steps of data analysis. RESULTS: Patients in public sector hospitals in Gauteng believe consideration of culture is important in nursing. They identified the cultural needs they would like nurses to acknowledge, such as being asked about their food preferences and mentioned the need to evaluate nurses' level of cultural competence. CONCLUSION: Patient perceptions about cultural competence and their cultural needs can assist nurses in gauging how culturally competent they are and improving care to patients. CONTRIBUTION: Patients' perceptions revealed that nurses must be competent to acknowledge their specific cultural needs such as food, language preferences, and religious practices.

Resumen El capital psicológico y la motivación, bajo la perspectiva teórica de la psicología positiva y la autodeterminación respectivamente, conducen al ser humano a la obtención de resultados y al éxito del desarrollo profesional y personal. Asimismo, ante situaciones problemáticas, representan recursos para generar estrategias de resolución. Se planteó como hipótesis que el capital psicológico ejerce influencia sobre la motivación intrínseca de estudiantes universitarios. El objetivo fue identificar un modelo empírico compuesto por dos factores en interacción de un grupo de 253 estudiantes universitarios de primer ingreso en la carrera de psicología, con un promedio de edad de 19.64 años (DT = 3.34). Se integró una muestra por conveniencia a la que se aplicó un cuestionario con reactivos de tipo escala valorativa: 29 reactivos midieron motivación con cinco opciones de respuesta y 24 reactivos capital psicológico con seis opciones de respuesta. La recolección de datos se realizó en diversas sesiones que duraron aproximadamente 20 minutos; el cuestionario fue contestado voluntariamente, y los datos recabados fueron analizados con ecuaciones estructurales. Se obtuvo un modelo con bondad de ajuste que identificó la influencia del capital psicológico sobre la motivación intrínseca, lo que representa que los estudiantes poseen fuertes motivadores internos para realizar sus estudios y auguran el desempeño exitoso, según advierten algunos estudios preliminares. De acuerdo con la teoría de la autodeterminación, prevalecen los factores internos para generar acciones que repercuten con diversos comportamientos organizacionales.

Abstract Psychological capital and motivation under the perspective of positive psychology and self-determination lead the human being to obtain results and success of professional and personal development; when faced with problematic situations, they also represent resources to generate resolution strategies. In work environments, psychological capital is considered an important resource as the human capital is in any organization. Currently, the study of the psychological capital is focused on university students, which means that educational institutions have to plan the graduate profile that will characterize future professionals. Psychological capital is a construct composed of personal resources defined as: optimism, hope, resilience, and self-efficacy. The data collected in the work environment indicated that these variables could favorably affect organizational effectiveness and job performance. Also, in the educational field, it has been observed that university students who scored high in psychological capital showed greater academic performance and success in completing their studies than those who obtained low scores. Specifically, some studies have shown a predominance of high hope and resilience scores of students. Psychological capital is an antecedent, mediating, or consequent variable that interacts with motivation, with various organizational behaviors, with academic performance, and success in completing professional studies. Therefore, this article set out to identify the influence that psychological capital exerted on the intrinsic motivation of the group of students included in the sample. The aim of this study was to identify an empirical model capable of showing if psychological capital is linked to intrinsic motivation in a group of 253 university newly admitted students the career of Psychology, with an average age of 19.64 years (DT = 3.34); 199 were female and 54 were male. A convenience sample was integrated, by choosing the participation of a cohort of students who were in groups conformed by the preferences of the students' schedules and the availability of space in each classroom. A questionnaire with rating scale items was applied: 29 items belonged to the Educational Motivation Scale, with five response options; and 24 items belonged to the Psychological Capital Scale, with six response options. The items on both scales demonstrated internal consistency in previous research. A psychologist carried out the data collection in several sessions that lasted approximately 20 minutes. The sample voluntarily answered the questionnaire. Structural equations were used to analyze the data. The confirmatory factor analysis technique was performed, since it allowed testing the hypothesis. The empirical model obtained had practical goodness of fit, since it presented a C2 = 26.51 (13 gl, p = .01). The practical goodness of fit was manifested in the fit values of .97 for BBN, .97 for BBNN and .98 for CFI. The RMSEA was equal to .06. The measurement model obtained was made up of four latent first-order variables (self-efficacy, hope, optimism, and resilience); these variables formed a latent second-order variable called psychological capital that influenced the second-order variable called intrinsic motivation. Intrinsic motivation was integrated by three first-order latent variables (intrinsic motivation to know, intrinsic motivation to accomplish, and intrinsic motivation to experience stimulation). A good-fit model identified the influence of psychological capital on intrinsic motivation, which meant that students had strong internal motivators to carry out their studies and predict successful performance according to some preliminary studies. The empirical model registered also had high factorial weights for hope and resilience. In this study, psychological capital (self-efficacy, hope, optimism, and resilience) was associated with intrinsic motivation (intrinsic motivation to know, intrinsic motivation to accomplish, and intrinsic motivation to experience stimulation). In previous research, the relationship with motivation was more generic. According to the theory of self-determination, internal factors prevail to generate actions that affect several organizational behaviors.

Abstract Objective: This article aimed to analyze the relationship between learning styles, gender, and students' academic performance in the Fundamentals of Economics course at the Universidad Tecnológica de Bolívar (UTB). Methodology: The study used a quantitative approach with a descriptive-correlational research design. It administered the Honey-Alonso Learning Style Questionnaire (CHAEA) to 166 students. The data was processed with the Stata (version 13.0) statistical package for Windows. Two models were designed and applied to establish correlations and probability: a linear probability model and a probabilistic probit model. Results: Statistical significance is evident at 10% with respect to the preferences of active and reflective styles. Similarly, there is a possible association between the preference for reflective style and the increased chances for students to pass the course. Conversely, the probability of passing the course is lower when the preference is for the active style. Conclusion: The study evidenced the relationship between gender and pragmatic learning style. It also showed that students with preferences for the reflective learning style have a higher probability of improving their academic performance in the Fundamentals of Economics course. In addition, those who prefer the active learning style are less likely to enhance their academic performance.

Resumen Objetivo: Este artículo tiene como propósito analizar la relación existente entre los estilos de aprendizaje, el género y el rendimiento académico del estudiantado del curso Fundamentos de Economía en la Universidad Tecnológica de Bolívar (UTB). Metodología: El enfoque del estudio es cuantitativo, con un tipo de investigación descriptiva-correlacional. Se aplicó el cuestionario Honey-Alonso de estilos de aprendizaje (CHAEA) a un grupo de 166 estudiantes. Los datos se procesaron con el paquete estadístico Stata versión 13.0 para Windows. Para establecer las correlaciones y la probabilidad se diseñaron y ejecutaron dos modelos: uno de tipo lineal de probabilidad y un modelo probabilístico de tipo probit. Resultados: Se evidencia significancia estadística al 10% respecto a las preferencias de los estilos activo y reflexivo. De igual modo, se observa una asociación entre la preferencia por el estilo reflexivo y el aumento de las posibilidades de aprobar el curso por el estudiantado. Por el contrario, la probabilidad de aprobar el curso es menor cuando la preferencia es por el estilo activo. Conclusión: El estudio permitió evidenciar la relación entre el género y el estilo de aprendizaje pragmático; también se observó que el estudiantado con preferencias por el estilo reflexivo tiene una mayor probabilidad de mejorar el rendimiento académico en el curso de Fundamentos de Economía. Además, quienes tienen preferencia por el estilo activo, su probabilidad de mejorar el rendimiento académico es menor.

Resumo Objetivo: O presente artigo tem como objetivo analisar a relação entre os estilos de aprendizagem, gênero e o desempenho acadêmico dos estudantes do curso Fundamentos de Economia da Universidad Tecnológica de Bolívar (UTB). Metodología: A abordagem do estudo é quantitativa, com um tipo de pesquisa descriptivo-correlacional. Foi aplicado o questionário de Estilos de Aprendizagem Honey-Alonso (CHAEA) a um grupo de 166 estudantes. Os dados foram processados com o pacote estatístico Stata versão 13.0 para Windows. Para estabelecer as correlações e a probabilidade, foram desenhados e aplicados dois modelos: um do tipo linear de probabilidade e um modelo probabilístico do tipo probit. Resultados: Foi evidenciada uma significância estatística ao 10% respeito às preferências dos estilos ativo e reflexivo. Da mesma maneira, se observou uma possível associação entre a preferência pelo estilo reflexivo e o aumento das probabilidades de aprovação do curso pelo estudante. Ao contrário, a probabilidade de aprovação do curso é menor quando a preferência é pelo estilo ativo. Conclusão: O estudo possibilitou demonstrar a relação entre gênero e estilo pragmático de aprendizagem. Observou-se também que estudantes com preferências pelo estilo reflexivo têm maior probabilidade de melhorar o desempenho acadêmico no curso de Fundamentos de Economia. Além disso, aqueles que têm preferência pelo estilo ativo, sua probabilidade de melhorar o desempenho acadêmico é menor.

Resumo: O presente estudo explora os conhecimentos e percepções que 72 professores chilenos de pré-serviço de língua inglesa têm a respeito do efeito dos jogos de vídeo em sua rotina diária e acadêmica em termos de aprendizagem de línguas estrangeiras. Aplicando uma escala de 5 pontos Likert, foi possível reunir dados relativos às suas características sociodemográficas e seus pontos de vista em relação a cinco dimensões: (1) Experiência geral com jogos de vídeo; (2) Preferências gerais sobre jogos de vídeo; (3) Pontos fortes e fracos dos jogos de vídeo; (4) Jogos de vídeo como uma experiência de aprendizagem; e (5) Os videogames e as quatro habilidades linguísticas. Uma vez coletados os dados, foi aplicada uma análise de correlação Spearman com o objetivo de determinar as relações entre as respostas dos entrevistados. Os resultados indicaram que as quatro habilidades linguísticas, especialmente as habilidades receptivas, podem ser praticadas enquanto se joga jogos de vídeo. Além disso, os jogos digitais permitiram que os participantes ensinassem e aprendessem com outros jogadores através da jogabilidade. Este processo foi seguido por uma análise hierárquica de agrupamento que alocou os respondentes em quatro grupos com base nas semelhanças de suas respostas.

Abstract: The present study explores the knowledge and perceptions that 72 Chilean EFL (English as a foreign language) pre-service teachers have regarding the effect of video games in their daily and academic routine in terms of foreign language learning. By applying a 5-point Likert scale, it was possible to gather data concerning their sociodemographic characteristics and their views in relation to five dimensions: (1) General experience with video games, (2) general preferences about video games, (3) strengths and weaknesses of video games, (4) video games as a learning experience, and (5) video games and the four language skills. Once the data were collected, the Spearman’s orrelation coefficient was used with the purpose of determining the relationships among the respondents’ answers. The results indicated that the four language skills, especially the receptive skills, can be practiced while playing video games. Also, digital games allowed the participants to teach and learn from other players through gameplay. This process was followed by a hierarchical cluster analysis that allocated the respondents into four groups based on the similarities of their responses.

Resumen: El presente estudio explora el conocimiento y las percepciones que setenta y dos profesores/as de inglés en formación, de nacionalidad chilena, tienen sobre el efecto de los videojuegos en su vida diaria y estudiantil, en términos del aprendizaje de un idioma extranjero. Al aplicar una escala de Likert de cinco puntos fue posible reunir información concerniente a sus características sociodemográficas y sus puntos de vista con relación a cinco dimensiones: (1) Experiencia general con videojuegos, (2) preferencias generales acerca de los videojuegos, (3) fortalezas y debilidades de los videojuegos, (4) videojuegos como una experiencia de aprendizaje y (5) videojuegos y las cuatro habilidades del idioma. Una vez que los datos fueron recopilados, se aplicó el análisis correlacional de Spearman para identificar relaciones entre las respuestas de los participantes. Se estableció que las cuatro habilidades lingüísticas, especialmente las receptivas, pueden ser practicadas mientras se juegan videojuegos. También, los juegos digitales permitieron a los/as participantes que enseñaran a otros jugadores/ as en línea y aprendieran de ellos/as a través del juego. Este proceso fue seguido de un análisis de conglomerados (cluster) jerárquico que asignó a los/as participantes en cuatro grupos sobre la base de las similitudes de sus respuestas.

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ABSTRACT Introduction: The interest in spinal endoscopy is rising, particularly among younger spine surgeons. Formalized postgraduate training programs for endoscopic spinal surgery techniques are lacking behind. Methods: The authors performed a retrospective survey study amongst participants of the 2022 AMCICO endoscopic surgery symposium. Descriptive and correlative statistics were done on the surgeon’s responses recorded in multiple-choice questions. In addition, surgeons were asked about their clinical experience and preferences with spinal endoscopy, training background, the types of lumbar endoscopic decompression they perform by approach, and future training requirements. SPSS (version 27) statistical software package was used for data analysis. Descriptive statistic measures were used to count responses and calculate the mean, range, standard deviation, and percentages. In addition, chi-square statistics were used to determine the strength of the association between factors. Results: The online survey was accessed by 321 surgeons, of which 92 completed it (53.4%). Demographic data showed the majority of responding surgeons being orthopedic surgeons (73.6%) and under the age of 50 (69.2%), with over half (51.1%) having less than three months of formalized training in endoscopic spinal surgery techniques. Most surgeons practiced uni-portal (58.9%) versus bi-portal (3.4%) spinal endoscopy. The transforaminal approach (65.5%) was preferred over the interlaminar method (34.4%). The bi-portal technique was indicated almost exclusively for the lumbar spine (94.8%). For endoscopically assisted spinal fusions, a uni-portal approach was preferred by 72% of surgeons over a bi-portal procedure (24.5%). 84.1% of respondents were interested in navigation, of which 30.7% preferred optical over electromagnetic technology (18.2%). Robotics was of interest to 51.1% of survey participants. Respondents’ bias was estimated with course attendance assessments, with 37% of surgeons having attended all three days, 27.2% two days, and 16.3% one day. One-fifth of responding spine surgeons did not participate in any curriculum activities but completed the survey. The academic impact of the AMCICO endoscopy symposium was high, with 68.1% of respondents indicating interest in continued training and 61.1% of trainees ready to apply their newly acquired knowledge base to clinical practice. Conclusion: The interest in spinal endoscopy surgery techniques and protocols is high among AMCICO members. Many surgeons are interested in learning advanced endoscopic surgical techniques to integrate the technology into their surgical procedure portfolio to address common painful conditions of the degenerative spine beyond herniated discs and foraminal stenosis. The authors concluded that its academic impact was high based on the responses given by the participating surgeons. Level of evidence III; Retrospective study. Introduction rising behind Methods 202 surgeon s multiplechoice multiple choice questions addition background requirements version 27 analysis mean range deviation percentages chisquare chi square factors Results 32 9 53.4%. 534 53.4% . 53 4 (53.4%) 73.6% 736 73 6 (73.6% 5 69.2%, 692 69.2% , 69 2 (69.2%) 511 51 1 (51.1% uniportal uni portal 58.9% 589 58 (58.9% biportal bi 3.4% 34 3 (3.4% 65.5% 655 65 (65.5% 34.4%. 344 34.4% (34.4%) 94.8%. 948 94.8% 94 8 (94.8%) fusions 72 24.5%. 245 24.5% 24 (24.5%) 841 84 84.1 navigation 307 30 7 30.7 18.2%. 182 18.2% 18 (18.2%) 51.1 Respondents assessments 37 days 272 27.2 163 16 16.3 day Onefifth One fifth 681 68 68.1 611 61 61.1 practice Conclusion members stenosis III 20 53.4 (53.4% 73.6 (73.6 69.2 (69.2% (51.1 58.9 (58.9 3.4 (3.4 65.5 (65.5 34.4 (34.4% 94.8 (94.8% 24.5 (24.5% 84. 30. 18.2 (18.2% 51. 27. 16. 68. 61. 53. (53.4 73. (73. 69. (69.2 (51. 58. (58. 3. (3. 65. (65. 34. (34.4 94. (94.8 24. (24.5 18. (18.2 (53. (73 (69. (51 (58 (3 (65 (34. (94. (24. (18. (53 (7 (69 (5 ( (6 (34 (94 (24 (18 (9 (2 (1

Resumo: Introdução: O interesse em cirurgia endoscópica da coluna tem aumentado especialmente entre os jovens cirurgiões, contudo, são poucos os centros que atualmente oferecem programas de treinamento nesta disciplina. Métodos: Foi realizada uma pesquisa retrospectiva entre os participantes do simpósio de “Cirurgia Minimamente Invasiva e Endoscópica da Coluna Vertebral” realizado durante o Congresso AMCICO 2022. Estatísticas descritivas e testes de correlação foram aplicados às respostas das perguntas de múltipla escolha. Os cirurgiões foram questionados sobre experiência clínica e preferências pela endoscopia espinhal, histórico de treinamento, tipos de descompressão lombar endoscópica que realizaram e requisitos futuros para um treinamento adicional. O software estatístico SPSS (versão 27) foi utilizado para a análise de dados. As medidas estatísticas descritivas foram utilizadas para quantificar as respostas e calcular a mediana, a média, o desvio padrão e as porcentagens. O qui-quadrado foi empregado para determinar a associação entre os fatores estudados. Resultados: A pesquisa on-line foi visualizada por 321 cirurgiões, dos quais 92 a completaram (53,4%). As informações demográficas mostraram que a maioria dos participantes são cirurgiões ortopédicos (73,6%) e menores de 50 anos (69,2%), com mais da metade deles (51,1%) possuindo menos de 3 meses de treinamento formal em técnicas endoscópicas. A maioria dos cirurgiões pratica abordagens uniportais (58,9%, contra 3,4% bi-portais). A abordagem transforaminal (65,5%) foi preferida em relação à abordagem interlaminar (34,4%). A abordagem biportal foi selecionada como a abordagem indicada para a região lombar (94,8%). Para a fusão endoscopia-assistida, a abordagem unilateral foi preferida por 72% dos participantes contra a abordagem biportal (24,5%). Os sistemas de navegação foram de interesse para 84,1% dos participantes, dos quais 30,7% responderam que preferiam a óptica em vez da eletromagnética (18,2%). O uso da robótica foi de interesse para 51,1% dos participantes. O viés dos participantes foi calculado com base no percentual de participação, onde 37% participaram de todos os 3 dias de conferências, 27,2% participaram de 2 dias e 16,3% participaram de apenas um dia. Um quinto dos cirurgiões não participaram das atividades do simpósio e ainda assim responderam à pesquisa. O impacto acadêmico do simpósio de “Cirurgia Minimamente Invasiva e Endoscópica da Coluna Vertebral” foi alto, com 68,1% dos participantes respondendo que têm interesse em treinamento adicional nestas técnicas e 61,1% respondendo que estão prontos para aplicar novos conhecimentos em sua prática médica. Conclusão: O interesse em técnicas cirúrgicas endoscópicas da coluna vertebral é alto entre os membros da AMCICO. Um grande número de cirurgiões está interessado em aprender técnicas cirúrgicas endoscópicas avançadas da coluna vertebral e integrar esta tecnologia como parte de suas ferramentas cirúrgicas para resolver problemas comuns que afetam a coluna com doença degenerativa, além de hérnias de disco e estenoses foraminais. Baseados nas respostas fornecidas pelos cirurgiões participantes, os autores concluem que o impacto acadêmico foi elevado. Nível de evidência III; Estudo retrospectivo. Resumo Introdução contudo disciplina Métodos Cirurgia Vertebral 2022 escolha espinhal versão 27 dados mediana média porcentagens quiquadrado qui quadrado estudados Resultados online on line 32 9 53,4%. 534 53,4% . 53 4 (53,4%) 73,6% 736 73 6 (73,6% 5 69,2%, 692 69,2% , 69 (69,2%) 511 51 1 (51,1% 58,9%, 589 58 (58,9% 34 3,4 biportais. biportais bi portais bi-portais) 65,5% 655 65 (65,5% 34,4%. 344 34,4% (34,4%) 94,8%. 948 94,8% 94 8 (94,8%) endoscopiaassistida, endoscopiaassistida assistida, assistida endoscopia-assistida 72 24,5%. 245 24,5% 24 (24,5%) 841 84 84,1 307 30 7 30,7 18,2%. 182 18,2% 18 (18,2%) 51,1 participação 37 conferências 272 27,2 163 16 16,3 dia 681 68 68,1 611 61 61,1 médica Conclusão degenerativa foraminais elevado III retrospectivo 202 53,4 (53,4% 73,6 (73,6 69,2 (69,2% (51,1 58,9% (58,9 3, bi-portais 65,5 (65,5 34,4 (34,4% 94,8 (94,8% 24,5 (24,5% 84, 30, 18,2 (18,2% 51, 27, 16, 68, 61, 20 53, (53,4 73, (73, 69, (69,2 (51, 58,9 (58, 65, (65, 34, (34,4 94, (94,8 24, (24,5 18, (18,2 (53, (73 (69, (51 58, (58 (65 (34, (94, (24, (18, (53 (7 (69 (5 (6 (34 (94 (24 (18 ( (3 (9 (2 (1

ABSTRACT Objective: To investigate the attractiveness, acceptability, visibility and willingness-to-pay for clear aligner therapy (CAT) systems in first-year and final-year dental students and instructors. Methods: A questionnaire designed to collect information regarding esthetic preferences and intentions related to seven CAT systems was handed out to 120 undergraduate students and instructors at the Academic Centre for Dentistry Amsterdam (ACTA). Proportional odds models and population average generalized estimating equation models were used to examine potential association between participant characteristics, esthetic perceptions and CAT systems. Results: Overall, the examined CAT systems received favorable esthetic ratings. Expertise status was significantly associated with willingness-to-pay additionally for CAT, compared to fixed orthodontic appliances. There was no association between sex, previous orthodontic treatment history, satisfaction with own dental appearance and potential interest in treatment and aligner visibility and willingness-to-pay. CAT system was significantly associated with the perceived aligner visibility, acceptability and attractiveness by students and instructors. Conclusions: CAT systems were considered to a great extent attractive and acceptable for future treatment by dental school instructors and students. Willingness-to-pay for CAT systems was significantly associated with expertise status, with instructors appearing more reluctant to pay for CAT. Objective willingnesstopay willingness (CAT firstyear first year finalyear final Methods 12 ACTA. ACTA . (ACTA) characteristics Results Overall ratings appliances sex history willingnesstopay. pay. Conclusions Willingnesstopay Willingness 1 (ACTA

RESUMO Objetivo: Comparar diferentes sistemas de tratamento com alinhadores transparentes (CAT), quanto à atratividade, aceitabilidade, visibilidade e disposição a pagar, por parte de alunos (primeiro e último anos) e instrutores de Odontologia. Métodos: Um questionário elaborado para coletar informações sobre preferências e intenções estéticas, em relação a sete sistemas CAT, foi distribuído para 120 alunos de graduação e instrutores do Academic Centre for Dentistry Amsterdam (ACTA). Modelos de riscos proporcionais e modelos de equação de estimação generalizada para a média da população foram usados para examinar a possível associação entre as características dos participantes, percepções estéticas e os sistemas CAT. Resultados: No geral, os sistemas CAT examinados receberam avaliações estéticas favoráveis. O nível de experiência foi significativamente associado com a disposição em pagar mais por sistemas CAT do que por aparelhos ortodônticos fixos. Não houve associação entre sexo, histórico de tratamento ortodôntico anterior, satisfação com a própria aparência dentária, potencial interesse em tratamento, visibilidade do alinhador e disposição em pagar mais. Os sistemas CAT foram significativamente associados à visibilidade percebida, aceitabilidade e atratividade dos alinhadores por alunos e instrutores. Conclusões: Os sistemas CAT foram considerados, em grande parte, atraentes e aceitáveis para tratamentos futuros pelos instrutores e alunos do curso de Odontologia. A disposição em pagar mais pelos sistemas CAT foi significativamente associada ao nível de especialização, com os instrutores parecendo mais relutantes em pagar mais pelo CAT. Objetivo , (CAT) primeiro anos Odontologia Métodos 12 ACTA. ACTA . (ACTA) participantes Resultados geral favoráveis fixos sexo anterior dentária percebida Conclusões considerados especialização (CAT 1 (ACTA

Abstract This article explores the perceptions of future language teachers about feedback for learning, in the context of a research project being developed in Spain, co-funded by “Research Challenges” R+D+i Projects, the Ministry of Science and Innovation (MICINN) and the Spanish State Research Agency (AEI). To know the degree of literacy in this area, it is necessary to analyse different aspects: what knowledge one has of key concepts in assessment, what skills, among others, have been developed to assess with existing instruments (including digital ones), what is considered effective feedback and how it can be achieved. These are central issues in the training of future language teachers, who will need to be competent in feedback (digital or otherwise) to enable their learners to develop the ability to constructively appropriate evaluative feedback. In the initial phase of our project, we considered it appropriate to investigate the evaluative feedback that future teachers received when they were learning languages. To this end, we administered an online survey during the academic year 2021-2022 to a total of 60 students of the Master's Degree in Teacher Training for Secondary Education and Baccalaureate, Professional Training and Language Teaching at two public universities in Barcelona. The questionnaire focuses on exploring 1) the participants' conceptualisation of what feedback means 2) their preferences in forms of feedback, and 3) their experiences in writing assessment. The data collected, of a discursive nature, have been analysed quantitatively, but above all qualitatively. The results show agreement in the participants' perceptions of formative feedback, highlighting both strengths and weaknesses in the performance of the assessed activity, but also in indicating that the feedback received help them to learn. The latter, specifically in relation to writing, focused mainly on formal issues from a normative perspective (pointing out spelling errors specially), with little attention to discursive, functional or pragmatic elements from a communicative approach. The participants particularly value the need to involve the learner in seeking solutions autonomously through feedback which helps them to improve their textual performance by their own means. In sum, the quantitative and qualitative analysis of their responses shows that the master's student participants have positive experiences of feedback, although their theoretical and technological background needs to be expanded, as well as their attitude to evaluative comments. These are aspects to be addressed in developing the feedback literacy of future language teachers. The conclusions of the study point to the need to guide the development of future computer applications for interactive or dialogical feedback, to meet the needs of those who use them.

Resumen Este artículo explora las percepciones de futuros profesores de lenguas acerca de la retroalimentación para aprender. En la formación inicial del profesorado se requiere conocer sus saberes y experiencias previas en su ámbito de enseñanza, pues inciden de forma decisiva en su futura práctica docente. Con este fin, en nuestra investigación distribuimos un cuestionario en línea a 60 participantes que cursan un máster para ejercer como docentes de lenguas en Cataluña, para preguntarles sobre 1) el concepto de retroalimentación, 2) preferencias en formas de retroacción y 3) vivencias en evaluación de la expresión escrita. El análisis de sus respuestas, cuantitativo y cualitativo, ofrece como resultados que los masterandos participantes cuentan con experiencias positivas de retroalimentación, aunque su bagaje teórico y tecnológico necesita ser ampliado, así como su actitud ante los comentarios evaluativos. Son aspectos que atender en el desarrollo de la alfabetización en retroalimentación de futuros docentes de lenguas.

Abstract Medical students have many different options of academic and professional undertakings after graduation. The aim of this study is to determine the career preferences of students in their final year of medical school and to determine the factors that contributed for such decision. This is a descriptive cross-sectional study involving the final-year medical students of Afe Babalola University, Ekiti State, Nigeria. A well-structured questionnaire was used for data collection. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 21.0. Descriptive statistics included frequency tables, charts, means and standard deviations. A total number of 100 final-year medical students participated in the study, out of which 29 (29.0%) were males and 71 (71.0%) were females, with a male to female ratio of 0.4 to 1. The age range of the respondents was 21 to 30 years, with a mean(±SD) of 23.5(±1.4). 72% of the respondents planned to pursue a postgraduate academic qualification after graduating from medical school, mostly in the United Kingdom, and a Master of Public Health was the most sought qualification. Similarly, 76% of the respondents planned to pursue a postgraduate medical fellowship after medical school, also mostly in the United Kingdom. The specialty most sought-after is Obstetrics and Gynaecology (43%), followed by Surgery (40%), Family Medicine (34%), Community Medicine (33%), Paediatrics (25%), and Internal Medicine (23%) while the least sought-after specialty is Chemical pathology (28%), followed by Medical Microbiology (27%) and Morbid Anatomy (24%). The most important factor considered by the respondents in choosing a particular specialty is their personal interest in that specialty, followed by financial prospects, comfortable lifestyle, and flexible working hours. Master of Public Health degree and postgraduate fellowship in Obstetrics and Gynaecology specialty are the career preferences for most of the final-year medical students in this study, and this is largely informed by their personal interest in these fields. graduation decision crosssectional cross sectional finalyear University State Nigeria wellstructured well structured collection SPSS (SPSS 210 0 21.0 tables charts deviations 10 2 29.0% 290 (29.0% 7 71.0% 710 (71.0% females 04 4 0. 1 3 years mean±SD meanSD mean ±SD SD mean(±SD 23.5±1.4. 23514 23.5 ±1.4 . 23 5 23.5(±1.4) 72 Kingdom Similarly 76 soughtafter 43%, 43 43% , (43%) 40%, 40 40% (40%) 34%, 34 34% (34%) 33%, 33 33% (33%) 25%, 25 25% (25%) 23% (23% 28%, 28 28% (28%) 27% 27 (27% 24%. 24 24% (24%) prospects lifestyle hours fields 21. 29.0 (29.0 71.0 (71.0 23.5±1.4 2351 235 23. 14 ±1. 23.5(±1.4 (43% (40% (34% (33% (25% (23 (28% (27 (24% 29. (29. 71. (71. 23.5±1. ±1 23.5(±1. (43 (40 (34 (33 (25 (2 (28 (24 (29 (71 23.5±1 ± 23.5(±1 (4 (3 ( (7 23.5± 23.5(± 23.5(

Resumo Estudantes de medicina possuem diferentes opções de trajetórias acadêmicas ou profissionais após a graduação. Este estudo busca determinar as preferências de carreira entre graduandos de medicina e os fatores que contribuem para tal decisão. Pesquisa descritiva e transversal foi realizada com graduandos de medicina da Afe Babalola University, localizada em Ekiti State, Nigéria. Dados foram coletados por um questionário bem estruturado e analisados usando SPSS versão 21.0. A estatística descritiva inclui tabelas de frequência, gráficos, médias e desvios padrão. Um total de 100 graduandos participaram do estudo, dos quais 29 (29,0%) homens e 71 (71,0%) mulheres, com relação homem/mulher de 0,4 para 1. A faixa etária dos participantes foi de 21 a 30 anos, com média (±SD) de 23,5 (±1,4). Do total de participantes, 72% planejavam ingressar na pós-graduação após a faculdade de medicina, a maioria no Reino Unido, sendo o mestrado em Saúde Pública a qualificação de maior interesse. Da mesma forma, 76% dos entrevistados planejavam buscar uma bolsa de pós-graduação após a faculdade, também em sua maioria no Reino Unido. A especialidade mais procurada é Obstetrícia e Ginecologia (43%), seguida por Cirurgia (40%), Medicina de Família (34%), Medicina Comunitária (33%), Pediatria (25%) e Medicina Interna (23%), enquanto a especialidade menos procurada é Patologia Química (28%), seguida por Microbiologia Médica (27%) e Anatomia Mórbida (24%). O principal fator considerado para esta escolha é o interesse pessoal pela especialidade, seguido por perspectivas financeiras, estilo de vida confortável e horário de trabalho flexível. Mestrado em Saúde Pública e especialização em Obstetrícia e Ginecologia são as carreiras mais buscadas por graduandos de medicina, escolha majoritariamente pautada em seus interesses pessoais. graduação decisão University State Nigéria 210 0 21.0 frequência gráficos padrão 10 2 29,0% 290 (29,0% 7 71,0% 710 (71,0% mulheres homemmulher homem mulher 04 4 0, 1 3 anos ±SD SD (±SD 235 23 5 23, ±1,4. 14 ±1,4 . (±1,4) 72 pósgraduação pós Unido forma 76 43%, 43 43% , (43%) 40%, 40 40% (40%) 34%, 34 34% (34%) 33%, 33 33% (33%) 25% 25 (25% 23%, 23% (23%) 28%, 28 28% (28%) 27% 27 (27% 24%. 24 24% (24%) financeiras flexível pessoais 21. 29,0 (29,0 71,0 (71,0 ±1, (±1,4 (43% (40% (34% (33% (25 (23% (28% (27 (24% 29, (29, 71, (71, ±1 (±1, (43 (40 (34 (33 (2 (23 (28 (24 (29 (71 ± (±1 (4 (3 ( (7 (±

Resumo Estudantes de medicina possuem diferentes opções de trajetórias acadêmicas ou profissionais após a graduação. Este estudo busca determinar as preferências de carreira entre graduandos de medicina e os fatores que contribuem para tal decisão. Pesquisa descritiva e transversal foi realizada com graduandos de medicina da Afe Babalola University, localizada em Ekiti State, Nigéria. Dados foram coletados por um questionário bem estruturado e analisados usando SPSS versão 21.0. A estatística descritiva inclui tabelas de frequência, gráficos, médias e desvios padrão. Um total de 100 graduandos participaram do estudo, dos quais 29 (29,0%) homens e 71 (71,0%) mulheres, com relação homem/mulher de 0,4 para 1. A faixa etária dos participantes foi de 21 a 30 anos, com média (±SD) de 23,5 (±1,4). Do total de participantes, 72% planejavam ingressar na pós-graduação após a faculdade de medicina, a maioria no Reino Unido, sendo o mestrado em Saúde Pública a qualificação de maior interesse. Da mesma forma, 76% dos entrevistados planejavam buscar uma bolsa de pós-graduação após a faculdade, também em sua maioria no Reino Unido. A especialidade mais procurada é Obstetrícia e Ginecologia (43%), seguida por Cirurgia (40%), Medicina de Família (34%), Medicina Comunitária (33%), Pediatria (25%) e Medicina Interna (23%), enquanto a especialidade menos procurada é Patologia Química (28%), seguida por Microbiologia Médica (27%) e Anatomia Mórbida (24%). O principal fator considerado para esta escolha é o interesse pessoal pela especialidade, seguido por perspectivas financeiras, estilo de vida confortável e horário de trabalho flexível. Mestrado em Saúde Pública e especialização em Obstetrícia e Ginecologia são as carreiras mais buscadas por graduandos de medicina, escolha majoritariamente pautada em seus interesses pessoais.

Abstract Medical students have many different options of academic and professional undertakings after graduation. The aim of this study is to determine the career preferences of students in their final year of medical school and to determine the factors that contributed for such decision. This is a descriptive cross-sectional study involving the final-year medical students of Afe Babalola University, Ekiti State, Nigeria. A well-structured questionnaire was used for data collection. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 21.0. Descriptive statistics included frequency tables, charts, means and standard deviations. A total number of 100 final-year medical students participated in the study, out of which 29 (29.0%) were males and 71 (71.0%) were females, with a male to female ratio of 0.4 to 1. The age range of the respondents was 21 to 30 years, with a mean(±SD) of 23.5(±1.4). 72% of the respondents planned to pursue a postgraduate academic qualification after graduating from medical school, mostly in the United Kingdom, and a Master of Public Health was the most sought qualification. Similarly, 76% of the respondents planned to pursue a postgraduate medical fellowship after medical school, also mostly in the United Kingdom. The specialty most sought-after is Obstetrics and Gynaecology (43%), followed by Surgery (40%), Family Medicine (34%), Community Medicine (33%), Paediatrics (25%), and Internal Medicine (23%) while the least sought-after specialty is Chemical pathology (28%), followed by Medical Microbiology (27%) and Morbid Anatomy (24%). The most important factor considered by the respondents in choosing a particular specialty is their personal interest in that specialty, followed by financial prospects, comfortable lifestyle, and flexible working hours. Master of Public Health degree and postgraduate fellowship in Obstetrics and Gynaecology specialty are the career preferences for most of the final-year medical students in this study, and this is largely informed by their personal interest in these fields.

BACKGROUND: Internships as a means for learning and job training are increasingly getting traction among universities and policymakers. Still, we do not know what motivates students to undertake such external experimental learning arrangements. AIM: This study reveals students' motivation for engaging in two different internships design. SETTING: We explore the motivation among Norwegian bachelor and master business students for engagement in internships locally and abroad. METHODS: This is a quantitative study where 244 students responded to our survey. The students themselves provided input on the survey topics. We applied t-tests, correlations, and regressions to analyse the data. RESULTS: Demographical variables as well as motivational factors influence the student's preferences regarding internships. CONCLUSION: The complexity and design inherent in the internship are accepted by the student depending on their family situation, their job experience and their learning expectations. CONTRIBUTION: Internships are not a one-size-fits-all. The students' family situation, their previous work experience and their academic achievements give hints to what the student looks for in an internship: a local internship offering future job opportunities or an international internship promising greater learning opportunities.

ORIENTATION: The global skills crisis, 'the great resignation', and technological advancements have impacted the higher education (HE) sector in South Africa. Staff retention is at risk because of the specialised skills sought by institutions, making employment relationships and skill retention top priorities RESEARCH PURPOSE: The aim of this study was to explore the influence of socio-demographic differences on the relationship between psychological contract preferences and staff retention among South African HE employees MOTIVATION FOR THE STUDY: High staff turnover in South African HE sector and inability to retain crucial skilled employees pose challenges for HE institutions (HEIs) in a complex and diverse environment RESEARCH APPROACH/DESIGN AND METHOD: A cross-sectional quantitative survey was conducted on a purposively selected population of full-time employees, both academic and administrative, with a final random sample of participants (N = 493) employed in an open-distance HEI in South Africa. Inferential statistics, specifically tests for significant mean differences, were performed MAIN FINDINGS: Higher education employees from different race, gender, age, job level and tenure groups differ considerably in terms of their psychological contract preferences and their satisfaction with organisational retention practices PRACTICAL/MANAGERIAL IMPLICATIONS: Interventions for HE staff retention should prioritise strengthening diverse employees' psychological contracts, meeting their needs, and ensuring fulfilment of promises and commitments in the employment relationship CONTRIBUTION/VALUE-ADD: This paper's unique contribution lies in the new insight it provides into the psychological contract and retention-related preferences of diverse employees in the South African HE context

BACKGROUND: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1-3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners' self-concept and identity affect English language learning and academic achievement. AIM: The study analysed the interplay between self-concept, and identity in Grade 1's literacy practices. SETTING: The study was conducted in a Grade 1 class in KZN, South Africa. METHODS: The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children's drawings and online interviews RESULTS: The findings showed how learners' self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners' self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are. CONCLUSION: The study argues that besides peripheral factors, including family, teachers, and the community, children's self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children's self-concept as English Second Language speakers. CONTRIBUTION: The study's contribution towards knowledge is captured through CMDA to discover and understand learners' self-concept and identity as English language speakers and writers.