Resumen Marco contextual: La hospitalización y la intervención quirúrgica son percibidas por el niño como acontecimientos amenazantes que repercuten en su comportamiento, concretamente en la ansiedad y el miedo. Objetivo: Evaluar la eficacia de una película preparatoria para los procedimientos que deben realizarse antes de la cirugía ambulatoria con el fin de reducir la ansiedad y el miedo. Metodología: Estudio aleatorizado y controlado en el que participaron 60 niños (de 6 a 14 años) sometidos a cirugía ambulatoria. El grupo de intervención vio una película en el periodo preoperatorio y el grupo de control recibió los cuidados habituales. La eficacia de la película se midió con la escala Children’s Anxiety Meter-State y el miedo con la Children’s Fear Scale. Resultados: No hubo diferencias significativas (p > 0,05) entre el grupo de intervención que vio la película y el grupo de control que siguió los cuidados preoperatorios habituales. Conclusión: Es importante evaluar con precisión si los costes de esta intervención compensan los beneficios. Se sugiere seguir investigando en este ámbito, ajustando otros programas que resulten más eficaces en este contexto.

Resumo Enquadramento: A hospitalização e a cirurgia são consideradas pela criança como eventos ameaçadores e com repercussões no seu comportamento, nomeadamente ansiedade e medo. Objetivo: Avaliar a efetividade de um filme preparatório para procedimentos a realizar antes de uma cirurgia de ambulatório visando a redução da ansiedade e medo. Metodologia: Estudo randomizado, controlado, envolvendo 60 crianças (6-14 anos), submetidas a cirurgia de ambulatório. O grupo de intervenção visualizou um filme no período pré-operatório e o grupo de controlo recebeu os cuidados habituais. A efetividade do filme foi medida através da escala de ansiedade Children’s Anxiety Meter-State e o medo pela escala Children’s Fear Scale. Resultados: Não se observaram diferenças significativas (p > 0,05) entre o grupo de intervenção que visualizou o filme e o grupo de controlo que seguiu os cuidados pré-operatórios habituais. Conclusão: Importa avaliar de forma precisa se os custos envolvidos nesta intervenção compensam os benefícios. Sugere-se mais investigação nesta área, ajustando outros programas que se revelem mais efetivos neste contexto.

Abstract Background: Children often perceive hospitalization and surgery as threatening events that can lead to feelings of anxiety and fear. These feelings may affect their behaviors. Objective: To evaluate the effectiveness of an educational video in reducing anxiety and fear before outpatient surgery. Methodology: A randomized controlled study was conducted with 60 children (6 - 14 years old) undergoing outpatient surgery. The intervention group watched an educational video during the preoperative period, while the control group received standard preoperative care. The effectiveness of the video was measured using the Children’s Anxiety Meter-State scale, and fear was measured using the Children’s Fear Scale. Results: No significant differences (p > 0.05) were found between the intervention group that watched the video and the control group that received standard preoperative care. Conclusion: An accurate assessment of whether the costs of this intervention outweigh the benefits is essential. Further research is recommended, particularly in adapting other programs that have proven more effective in this context.

Resumen Marco contextual: La participación del equipo en la acción educativa, problematizando su realidad profesional, mejora los conocimientos teóricos, lo que permite reducir el número de catéteres retirados prematuramente. Objetivo: Evaluar el efecto de una intervención educativa para el equipo de enfermería de una unidad de cuidados intensivos pediátricos para mejorar los conocimientos teóricos sobre la prevención de las complicaciones que causan la retirada no electiva del catéter central de inserción periférica. Metodología: Estudio cuasiexperimental mediante cuestionario antes y después de la intervención educativa, con aplicación de la prueba t Student Pareado, considerando un nivel de significación del 95% y valores p < 0,05 como significativos. Resultados: Aumento del conocimiento teórico tras la intervención educativa, con un aumento de la puntuación media de los técnicos de enfermería de 5,30 (DP = 1,49) para 9,10 (DP = 1,79) y dos enfermeros de 11,83 (DP = 2,12) para 20,67 (DP = 2,46). Conclusión: Se espera que este conocimiento teórico sobre la prevención de complicaciones se haga efectivo en la práctica asistencial, mejorando así las prácticas de mantenimiento y, en consecuencia, reduciendo la retirada prematura del catéter.

Resumo Enquadramento: A participação da equipe de enfermagem nas intervenções educativas utilizando a metodologia da problematização melhora o conhecimento teórico, reduzindo o número de cateteres retirados precocemente. Objetivo: Avaliar o efeito da intervenção educativa na equipa de enfermagem na unidade de terapia intensiva pediátrica na melhoria do conhecimento teórico sobre a prevenção de complicações que ocasionam a remoção não eletiva do cateter central de inserção periférica. Metodologia: Estudo quase-experimental com aplicação de questionário antes e após intervenção educativa, com aplicação do teste t de Student Pareado, considerando-se o nível de significância de 95% e os valores de p < 0,05 significativos. Resultados: Aumento do conhecimento teórico após intervenção, com aumento da média da pontuação dos técnicos em enfermagem de 5,30 (DP = 1,49) para 9,10 (DP = 1,79) e enfermeiros de 11,83 (DP = 2,12) para 20,67 (DP = 2,46). Conclusão: Espera-se que esse conhecimento teórico sobre a prevenção de complicações se efetive no ato de cuidar, promovendo a melhoria da prática de manutenção e, consequentemente, redução das perdas prematuras do cateter.

Abstract Background: The nursing team’s participation in educational interventions using the problematization methodology improves theoretical knowledge, reducing the number of catheters removed early. Objective: To evaluate the effect of an educational intervention on the nursing team of a pediatric intensive care unit in improving theoretical knowledge about the prevention of complications resulting from the unplanned removal of peripherally inserted central catheters. Methodology: A quasi-experimental study was conducted using a questionnaire before and after the educational intervention. The paired Student’s t-test was applied, with a significance level of 95% and a p-value of p < 0.05. Results: Theoretical knowledge increased significantly after the educational intervention. The mean score for nursing technicians increased from 5.30 (SD = 1.49) to 9.10 (SD = 1.79), while the mean score for nurses increased from 11.83 (SD = 2.12) to 20.67 (SD = 2.46). Conclusion: The theoretical knowledge about the prevention of complications should be used to improve catheter maintenance practices and reduce premature catheter loss.

Resumo: Introdução: A warfarina é um dos medicamentos mais prescritos para o tratamento e prevenção de doenças tromboembólicas. O benefício na prevenção de eventos trombóticos e na redução da mortalidade está amplamente documentado. No entanto, problemas de segurança limitaram seu uso. O acompanhamento dos pacientes, com atenção especial à informação e educação sobre suas patologias, hábitos saudáveis, adesão ao tratamento e compreensão dos riscos, é fundamental para o alcance de bons resultados, reduzindo a morbimortalidade e internações. Informações sobre o perfil de segurança e a qualidade da anticoagulação em um programa de intervenção educacional são escassas no Uruguai. O objetivo deste estudo é analisar o efeito de um plano de intervenção educacional aprimorado com assistência farmacêutica (IEPAF) , na qualidade da anticoagulação com warfarina em pacientes ambulatoriais na unidade multidisciplinar de insuficiência cardíaca (UMIC), e comparar a eficácia e segurança de tratamento e avaliar a utilidade do escore SAMeTT2R2. Metodologia: Ensaio clínico randomizado. Pacientes em acompanhamento em UMIC em tratamento com warfarina foram recrutados e randomizados para controle médico usual versus controle médico com ajustes de dose de acordo com protocolo estabelecido, além IEPAF. Resultados: Após 24 meses de seguimento, ambos os grupos mantiveram um bom nível de anticoagulação, com tempo na faixa terapêutica (TTR) de 83,15% e 83,80% para os grupos controle e intervenção, respectivamente. A intervenção educacional aprimorada e o protocolo de ajuste de dose de warfarina forneceram resultados comparáveis ao monitoramento de anticoagulação convencional. Conclusões: O IEPAF com assistência farmacêutica promoveu resultado comparável em segurança, eficácia e adesão em relação ao acompanhamento convencional. Ambos os grupos alcançaram um excelente nível de anticoagulação avaliado pela TTR. Da análise post hoc emerge uma associação estatisticamente significativa dos valores 4 e 6 do SAMeTT2R2 com a ocorrência de eventos, com risco relativo 5 vezes maior para o sexo feminino.

Resumen: Introducción: La warfarina es uno de los medicamentos más prescritos en el tratamiento y prevención de enfermedades tromboembólicas. El beneficio en la prevención de eventos trombóticos y en la reducción de la mortalidad está ampliamente documentado. Sin embargo, los aspectos relacionados con la seguridad han limitado su uso. El acompañamiento de pacientes, con especial atención en la información y educación sobre sus patologías, hábitos saludables, cumplimiento de tratamientos y comprensión de riesgos, es fundamental para conseguir buenos resultados, disminuyendo la morbi-mortalidad y las internaciones. La información respecto al perfil de seguridad y la calidad de la anticoagulación bajo un programa de intervención educativa es escasa en Uruguay. El objetivo de este estudio es analizar el efecto de un plan de intervención educativa potenciada con atención farmacéutica (IEPAF), sobre la calidad de anticoagulación con warfarina de pacientes ambulatorios de la unidad multidisciplinaria de insuficiencia cardíaca (UMIC), comparar la efectividad y seguridad del tratamiento, y evaluar la utilidad del score SAMeTT2R2. Metodología: Ensayo clínico randomizado. Se reclutaron pacientes en seguimiento en la UMIC tratados con warfarina y se randomizaron a control médico habitual vs control médico con ajustes de dosis según un protocolo establecido, más IEPAF. Resultados: Luego de 24 meses de seguimiento, ambos grupos mantuvieron buen nivel de anticoagulación, con tiempo en rango terapéutico (TTR) de 83,15% y 83,80% para grupo control e intervención respectivamente. La intervención educativa potenciada y el protocolo de ajuste de dosis de warfarina, aportó un resultado equiparable al seguimiento convencional de la anticoagulación. Conclusiones: La IEPAF promovió un resultado equiparable en seguridad, efectividad y adherencia con respecto al seguimiento convencional. Ambos grupos lograron un excelente nivel de anticoagulación evaluado por TTR. Del análisis post hoc surge una asociación estadísticamente significativa de los valores de SAMeTT2R2 4 y 6, con la aparición de eventos, con un riesgo relativo 5 veces mayor para el sexo femenino.

Abstract: Introduction: Warfarin is one of the most prescribed drugs for the treatment and prevention of thromboembolic diseases. The benefit of the prevention of thrombotic events and the reduction of mortality is widely documented. However, security issues have limited its use. Monitoring patients, with special attention to information and education about their pathologies, healthy habits, compliance with treatment, and understanding of risks, is essential to achieve good results, reducing morbidity, mortality and hospitalizations. Information regarding anticoagulation’s safety profile and quality under an educational intervention program is scarce in Uruguay. The objective of this study is to analyze the effect of an enhanced educational intervention plan with pharmaceutical care (IEPAF), on the quality of anticoagulation with warfarin in outpatients in the multidisciplinary heart failure unit (UMIC), and to compare the effectiveness and safety of treatment, and to evaluate the usefulness of the SAMeTT2R2 score. Methodology: Randomized clinical trial. Patients under follow-up in UMIC treated with warfarin were recruited and randomized to usual medical control vs medical control with dose adjustments according to an established protocol, plus enhanced educational intervention IEPAF. Results: After 24 months of follow-up, both groups maintained a good level of anticoagulation, with time in therapeutic range (TTR) of 83,15% and 83,80% for the control and intervention groups, respectively. The enhanced educational intervention and the warfarin dose adjustment protocol provided results comparable to conventional anticoagulation monitoring. Conclusions: The IEPAF with pharmaceutical care promoted a comparable result in safety, effectiveness, and adherence concerning conventional follow-up. Both groups achieved an excellent level of anticoagulation as assessed by TTR. From the post hoc analysis, a statistically significant association of SAMeTT2R2 values 4 and 6 emerges with events, with a relative risk 5 times greater for the female sex.

Abstract: This research study aims to assess the strengthening of the production of academic texts in undergraduate students by implementing an academic writing course on the Moodle educational platform applying active learning strategies. The methodology applies a mixed-phenomenological approach, combining quantitative and qualitative techniques and instruments. The population of this study includes first and fifth semester students enrolled in the bachelor of primary education program at the Universidad Pedagógica y Tecnológica de Colombia. The results show significant improvements in students’ text internal coherence, connector use, intentionality, source citation, and the application of some rules such as progression and non-repetition. However, difficulties still prevail in the use of some linguistic resources. In conclusion, the didactic intervention applied provides the needed response to strengthening the levels of text production in student academic writing.

Resumen: El propósito de esta investigación es evaluar el fortalecimiento de la producción de textos académicos en estudiantes de una licenciatura a través de la implementación de un curso de redacción académica mediante la plataforma educativa Moodle, aplicando estrategias de aprendizaje activo. La metodología tiene un enfoque fenomenológico-mixto, combinando técnicas e instrumentos tanto cuantitativos como cualitativos. La población objeto de estudio comprende estudiantes de primero y quinto semestres de la licenciatura en educación básica primaria de la Universidad Pedagógica y Tecnológica de Colombia. Los resultados muestran que los estudiantes mejoraron significativamente la coherencia interna del texto, el empleo de conectores, la intencionalidad, la citación de fuentes y la aplicación de algunas reglas como la progresión y la no repetición. Sin embargo, aún prevalecen dificultades en el uso de algunos recursos lingüísticos. En conclusión, la intervención didáctica aplicada dio respuesta a la necesidad de fortalecer los niveles de producción textual de los textos académicos de los estudiantes.

Abstract Introduction: Gender is a social determinant of people's health. Integrating a gender perspective into medical education makes improving clinical skills and investigating biopsychosocial differences possible, contributing to health equity. Despite the global concern of reducing the gender gap in education and society, incorporating the gender approach in health in medical schools in Chile is uncertain. This study aims to report whether student representatives from medical schools in Chile perceive the incorporation of gender-related topics in their respective curricula and to understand these perceptions by considering some indicators of gender equity in their medical schools and universities as a context. Methods: This is an exploratory study in 2023 that surveyed student representatives from all accredited medical schools in our country. Results: With a response rate of 75%, most students identified some educational intervention related to a gender approach in health in their training. The review of public data showed progress in the presence of organizations in charge of ensuring gender equality in the country's universities. These data are observed when the percentage of female enrollment is higher than that of men. However, this feminization does not coincide with female representation, which decreases as one rises in positions of authority. Discussion: More studies are needed to explore the perception of the academic community about this issue and identify curricular opportunities to implement the gender approach in health.

Resumen Introducción: el género es una determinante social de la salud de las personas. Integrar en la educación médica una perspectiva de género permite mejorar habilidades clínicas y pesquisar diferencias biopsicosociales, contribuyendo a la equidad en salud. A pesar de la preocupación global por reducir la brecha de género en educación y sociedad, la incorporación del enfoque de género en las escuelas de medicina en Chile es incierta. El objetivo de este estudio es reportar si las representaciones estudiantiles de las escuelas de medicina de Chile perciben la incorporación de las temáticas de género en sus currículos y comprender estas percepciones considerando como contexto algunos indicadores de equidad de género de sus facultades de medicina y universidades. Material y método: se trata de un estudio exploratorio realizado el 2023 que encuestó integrantes de la representación estudiantil de las escuelas de medicina acreditadas en Chile. Resultados: con una tasa de respuesta del 75%, la mayoría del estudiantado identifica alguna intervención educativa relacionada con enfoque de género en salud en su formación. La revisión de los datos públicos arrojó un avance en la presencia de organismos encargados de velar por la equidad de género en las universidades. Estos datos se observan en un momento en que el porcentaje de ingreso femenino es mayor que el masculino. Sin embargo, en la estructura organizacional de la unidad académica, la representación femenina disminuye conforme se asciende en cargos de autoridad. Discusión: existen instancias formativas relacionadas al género en las escuelas de medicina Chilenas, sin embargo, se necesitan más estudios que exploren la percepción de la comunidad académica acerca de este tema e identifiquen oportunidades curriculares para implementar el enfoque de género en salud.

Abstract Portuguese Traditional Music is often overlooked in formal teaching at music schools in Portugal. Furthermore, there has been little research into its use in the classroom and the informal learning practices associated with it. Thus, an Educational Project was developed and implemented in 2021/2022, at the Regional Conservatory of Ponta Delgada (CRPD), involving 7 violin students aged between 9 and 14 years and focused on learning songs from the Traditional Music of the Azores. These songs were prepared in class using informal learning practices - auditory learning and analysis, the use of recordings, memorisation without the use of sheet music, improvisation, etc. - and presented at a concert. Additionally, a research study was conducted to analyse the effects of such intervention on the motivation, learning and attitudes of the students, as well as the perceptions developed by the students, their parents, the teachers, and the general public involved in this experience. The study also aimed to assess the feasibility of combining formal and informal learning practices in violin teaching at the CRPD and to evaluate its implications for the preservation of regional cultural identity. To this end, qualitative data were collected, through direct observation of classes with field notes, audiovisual recordings, semi-structured interviews with the students, anonymous questionnaires to the parents and the audience present at the concert, and 27 violin teachers. This data was subjected to content analysis, namely by organising it into categories and sub-categories. The results show that the inclusion of Azorean Traditional Music, using informal learning practices, had a positive effect on the students' motivation, enhancing the development of technical, musical, cognitive, and social skills. In addition, the Azorean Traditional Music concert proved to be an effective means of disseminating and valuing the region's cultural heritage, boosting the students' identity development, and preserving the region's cultural identity.

Abstract School-age children (5-9 years) can benefit from educational interventions focused on healthy eating and physical activity to improve their quality of life. This work aims to review the evidence on food and nutrition education (FNE) in Spanish-speaking countries for the prevention of overweight and obesity in school-age children. There is a wide variety of experiences in FNE in Hispanic countries. The FNE interventions are effective in improving knowledge and attitudes towards healthy eating. Diagnosis, variable selection, and the design and validation of interventions and instruments are crucial. The frequency, duration and number of components of the interventions, as well as the participation of multiple actors such as parents, teachers, professors, and the school community, are key to greater effectiveness. Little impact is observed on nutritional status in educational interventions, which may be due to short execution periods. Food and nutritional surveillance systems in schools should consider cognitive and behavioral indicators to measure the effectiveness of FNE in the fight against overweight and obesity in schools. In conclusion, greater effectiveness of FNE is observed in knowledge and attitudes. Teacher training programs are required to implement innovative long-term FNE strategies in schools to combat obesity and prevent chronic diseases early in life, as well as robust monitoring and evaluation systems.

Resumen Los niños de edad escolar (NEE) pueden beneficiarse de intervenciones educativas centradas en alimentación saludable y actividad física para mejorar su calidad de vida. Este trabajo tiene como objetivo revisar la evidencia sobre educación alimentaria y nutricional (EAN) en países de habla hispana para la prevención del sobrepeso y la obesidad en NEE. Existe una amplia variedad de experiencias en EAN en países hispanos. Las intervenciones son efectivas para mejorar conocimiento y actitud hacia la alimentación saludable. El diagnóstico, selección de variables a intervenir, el diseño de intervenciones y de instrumentos válidos son clave. La frecuencia, duración y el número de componentes de las intervenciones son clave para mayor efectividad en las intervenciones, así como la participación de múltiples actores como padres, maestros, profesores y la comunidad escolar. Se observa poco impacto sobre el estado nutricional en las intervenciones educativas. Sin embargo, esto puede deberse a cortos periodos de ejecución. Los sistemas de vigilancia alimentarios y nutricionales en las escuelas deben considerar indicadores cognitivos y conductuales para medir la eficacia de las intervenciones EAN en el marco de la lucha contra el sobrepeso y la obesidad en las escuelas. En conclusión, se observa una mayor efectividad de las intervenciones EAN en el conocimiento y la actitud. Se requieren programas de capacitación docente para implementar estrategias innovadoras de EAN en las escuelas de largo plazo para combatir la obesidad y prevenir las enfermedades crónicas desde temprano en la vida; así como de robustos sistemas de seguimiento y evaluación.

RESUMEN La investigación formativa impulsa el desarrollo de habilidades y competencias que mejoran la calidad del proceso, fomentan la innovación, contribuyen a la formación integral y facilitan la conexión entre la teoría y la práctica. En ese sentido, el artículo revela la articulación entre las relaciones básicas de la investigación formativa y científica y los procesos de investigación del programa de Contaduría Pública de la Institución Universitaria Antonio José Camacho, en una propuesta interventiva desde las ciencias pedagógicas. Desde un enfoque mixto, los métodos utilizados incluyen la sistematización de información de documentos, artículos, revistas y trabajos investigativos relacionados con el objeto de estudio y en la recolección de datos se aplican encuestas a miembros de la comunidad educativa. Se analizan y tabulan los indicadores que permiten aproximarse al estado actual de los procesos investigativos en el programa. Como resultado las indagaciones teóricas realizadas se identifican los fundamentos y las relaciones que contribuyen a la mejora de la investigación en el programa, se caracteriza el estado actual, los lineamientos pedagógicos y curriculares, así como las finalidades educativas de estos procesos. El estudio posibilitó el diseño de una concepción teórico-metodológica que se distingue por el carácter: humanista, contextualizado, sistémico, flexible, participativo y colaborativo.

ABSTRACT Formative research promotes the development of skills and competencies that improve the quality of the process, encourage innovation, contribute to comprehensive training and facilitate the connection between theory and practice. In this sense, the article reveals the articulation between the basic relationships of formative and scientific research and the research processes of the Public Accounting program of the Antonio José Camacho University Institution, in an intervention proposal from the pedagogical sciences. From a mixed approach, the methods used include the systematization of information from documents, articles, magazines and research works related to the object of study and in data collection, surveys are applied to members of the educational community. The indicators that allow us to approximate the current state of the investigative processes in the program are analyzed and tabulated. As a result of the theoretical investigations carried out, the foundations and relationships that contribute to the improvement of research in the program are identified, the current state, the pedagogical and curricular guidelines, as well as the educational purposes of these processes are characterized. The study made possible the design of a theoretical-methodological conception that is distinguished by its character: humanistic, contextualized, systemic, flexible, participatory and collaborative.

Stuttering, the repetition of voice, syllable or sentence, is a speech and social communication disorder that negatively affects the fluency of speech. Students who stutter are often socially isolated in school, and also experience high anxiety and communication difficulty at different levels. With the study reported on here we investigated teachers' opinions about the difficulties they experience when supporting students who stutter, and how educational regulations are implemented. In this descriptive study the qualitative research method was employed. This method enables an in-depth investigation of participants' opinions and thoughts. Interview notes and observation data were analysed using descriptive and document analysis. Teachers' opinions are described along 4 main themes, namely recognition and intervention, providing cooperation, in-class communication environment, and academic support. The findings in the study show that teachers and peers have a great influence on stuttering children's access to quality education and their social acceptance.

RESUMEN Sin lugar a dudas, la educación con enfoque de género se convierte en un imperativo para instituciones y organismos nacionales e internacionales encargados de estas acciones formativas. En ese sentido, se enfocan bases legales en República Dominicana que declaran la igualdad de género. Sin embargo, la práctica indica la necesidad de ahondar en las representaciones de la temática en los docentes en torno a su desempeño profesional y convoca a la búsqueda de sus referentes teóricos para intervenir. En esa dirección este artículo pretende socializar la propuesta interventiva de una estrategia pedagógica orientada a promover el enfoque de género en las instituciones educativas de la República Dominicana desde la preparación del docente. Desde un enfoque cualitativo, se sistematizan referentes esenciales y se constata la problemática en la práctica a partir de entrevistas, encuestas y observaciones, los que ofrecieron información pertinente para estructurar las etapas y acciones, en función de favorecer cambios en las instituciones educativas, que coadyuvaran a identificar y superar la educación sexista, fomentar vínculos equitativos entre los sujetos en el contexto escolar, familiar y social. La percepción medular en la preparación del docente contribuyó al desempeño profesional coherente con significativas transformaciones.

ABSTRACT Without a doubt, gender-focused education becomes an imperative for national and international institutions and organizations in charge of these training actions. In this sense, legal bases in the Dominican Republic that declare gender equality are focused on. However, practice indicates the need to delve into the representations of the subject in teachers around their professional performance and calls for the search for their theoretical references to intervene. In this direction, this article aims to socialize the intervention proposal of a pedagogical strategy aimed at promoting the gender approach in educational institutions in the Dominican Republic from the preparation of teachers. From a qualitative approach, essential references are systematized and the problem is verified in practice from interviews, surveys and observations, which offered pertinent information to structure the stages and actions, in order to favor changes in educational institutions, which will help to identify and overcome sexist education, promote equitable links between subjects in the school, family and social context. Core perception in teacher training contributed to professional performance consistent with significant transformations.

RESUMEN Introducción: La Organización Mundial de la Salud considera al síndrome doloroso lumbar la primera causa de consulta a nivel mundial, representa un importante problema de salud por su impacto, magnitud y repercusión socioeconómica; constituye la principal causa de vivir con discapacidad durante años, genera alto costo económico por incapacidades otorgadas, gastos en medicamentos y rehabilitación. Una de las principales causas del desarrollo de esta patología es la exposición a agentes ergonómicos en el trabajo. Objetivo: Evaluar la detección del síndrome doloroso de etiología laboral en Mexicali en el año 2022, con posterioridad a una intervención educativa. Métodos: Estudio cuasi experimental en médicos familiares adscritos al Órgano de Operación Administrativa Desconcentrada de Baja California en Mexicali, a quienes se realizó una intervención educativa y posteriormente se cuantificaron los casos detectados de Síndrome doloroso lumbar de etiología laboral en Mexicali en el año 2022; analizando el historial estadístico y comparándolo con el reportado posterior a la intervención educativa. Se midió el nivel de conocimiento con un cuestionario exprofeso antes y después de la intervención. Resultados: La detección del síndrome doloroso lumbar de etiología laboral se incrementó posterior a la intervención educativa realizada en 114 médicos familiares, el nivel de conocimiento sobre esta patología incremento el promedio inicial del 94 al 100 % posterior a la intervención en las 5 unidades de medicina familiar. Sobre este síndrome predominaron: la edad de 31 a 50 años, el sexo masculino y las ocupaciones de operadores de maquinaria industrial, choferes, mecánicos y técnicos en mantenimiento. Conclusiones: La intervención educativa a los médicos de primer nivel de atención mejora la detección del síndrome doloroso lumbar de etiología laboral.

ABSTRACT Introduction: The World Health Organization considers lumbar pain syndrome the first cause of consultation worldwide, it represents an important health problem due to its impact, magnitude and socioeconomic repercussion; It constitutes the main cause of living with a disability for years, generates a high economic cost due to disabilities granted, expenses in medicines and rehabilitation. One of the main causes of the development of this pathology is exposure to ergonomic agents at work. Objective: To evaluate after an educational intervention, Pain Syndrome of occupational etiology in Mexicali in the year 2022. Methods: Quasi-experimental study in family doctors assigned to the Deconcentrated Administrative Operation Body of Baja California in Mexicali, to whom an educational intervention was carried out and subsequently the detected cases of Lumbar Pain Syndrome of occupational etiology in Mexicali in the year 2022 were quantified; analyzing the statistical history and comparing it with that reported after the educational intervention. The level of knowledge was measured with an express questionnaire before and after the intervention. Results: The detection of lumbar pain syndrome of occupational etiology increased after the educational intervention carried out in 114 family physicians, the level of knowledge about this pathology increased the initial average from 94 % to 100 % after the intervention in the 5 family medicine units. Regarding this syndrome, the following prevailed: the age of 31 to 50 years, the male sex and the occupations of industrial machinery operators, drivers, mechanics and maintenance technicians. Conclusions: The educational intervention for primary care physicians improves the detection of low back pain syndrome of occupational etiology.

INTRODUCTION: South Africa has a high unemployment rate and few post-school employment opportunities for learners with disabilities. School-to-work transition programmes in special educational needs schools prepare learners with disabilities for work in the open labour market, optimizing post-school employment opportunities. Occupational therapists are the main key role players in facilitating school-to-work transition programme in many contexts of education. AIM: This study explores the perceptions of occupational therapists of a school-to-work transition programme at the school for learners with special needs. METHODS: This study was a descriptive qualitative study. The researchers conducted semi-structured interviews with six occupational therapists involved in delivering the programme at the school. To ensure ethical compliance, we obtained clearance from the UP-Research Ethics Committee. The collected data underwent reflective thematic analysis for interpretation. FINDINGS: Three prominent themes emerged from the data analysis: (1) The Significance of the Programme: Participants highlighted the importance and benefits of the program. (2) Facilitators affecting school-to-work transition programme: Various factors that positively influenced the smooth transition from school to the workforce were identified and discussed. (3) Barriers to school-to-work transition programme: Participants also pointed out obstacles and challenges that hindered the successful transition from school to the workforce. CONCLUSION: The school-to-work transition programme was influenced by personal, environmental, and occupational barriers and facilitators. The findings highlighted that the benefits of the programme should be viewed in a broader context, as learners mature and develop self-confidence. The value of the programme thus extends beyond employment opportunities. IMPLICATIONS FOR PRACTICE The research findings inform barriers that need to be focused on in order to have a successful and effective school-to-work transition programme. There are facilitators that show the perceived effectiveness of the school-to-work transition programme that could assist in motivating for more assistance from stakeholders of the school.

Resumen Reflexiono sobre la oportunidad que una investigación etnográfica significó para el desarrollo de una serie de prácticas de intervención y sobre sus posibles vínculos con la extensión. Busco responder —de forma situada— cómo se procesan sus lógicas y horizontes diferentes y cómo la primera puede significar un aporte a la segunda. Parto del análisis de registros de dos trabajos de campo con jóvenes de la periferia de Paraná en el marco de planes de trabajo como investigadora del Instituto de Estudios Sociales de la Universidad Nacional de Entre Ríos y del Consejo Nacional de Investigaciones Científicas y Técnicas y revisito un recorrido como extensionista en el Área de Comunicación Comunitaria de la Facultad de Ciencias de la Educación de dicha Universidad. Propongo la perspectiva etnográfica como oportunidad y escenario para una práctica de intervención que, realizada por una trabajadora del sistema científico–universitario, puede ingresar al ámbito de la extensión.

Abstract Reflection on the opportunity that ethnographic research meant for the development: a series of intervention practices as well as on its possible links with extension. Busco answers —situatedly— how their different logics and horizons are processed and how the first can mean a contribution to the second. I start from the analysis of records of two field works with young people from the periphery of Paraná within the framework of work plans as a researcher at the Institute of Social Studies of UNER and CONICET and revisit a previous journey as an extensionist in the Community Communication Area of the Faculty of Educational Sciences of said University. I propose the ethnographic perspective as an opportunity and favorable scenario for the beginning of an intervention practice that, carried out by a worker from the scientific–university system, can enter the scope of extension.

Resumo Reflito sobre a oportunidade que uma pesquisa etnográfica significou para o desenvolvimento de uma série de práticas de intervenção e os seus vínculos com a extensão. Procuro responder —de forma situada— como se processam suas diferentes lógicas e horizontes e como a primeira pode significar uma contribuição para o segundo. Parto da análise de registros de dois trabalhos de campo com jovens da periferia de Paraná no âmbito de planos de trabalho como pesquisadora do Instituto de Estudos Sociais da Universidade Nacional de Entre Rios (UNER) e do Conselho Nacional de Pesquisas Científicas e Técnicas (CONICET) e revisito uma trajetória anterior como extensionista na Área de Comunicação Comunitária Área na Faculdade de Ciências da Educação da referida Universidade. Proponho a perspectiva etnográfica como oportunidade e cenário favorável para uma prática de intervenção que, realizada por uma trabalhadora do sistema científico–universitário, pode ingressar ao âmbito da extensão.

ABSTRACT In Physical Education, motor laterality must be developed at an early age. The objective of this research was to comprehensively analyze the laterality of tenth-year students in Physical Education class, based on their needs and perceptions, for the design of inclusive recreational activities that address laterality disorders. The study was explanatory and cross-sectional with a mixed approach and was developed in eight private educational institutions in the city of Quito. 14 teachers were selected for the interview and 688 tenth-grade students were evaluated with the validated Harris test; 40 of them were identified with laterality disorder, and a survey was applied to them, so that an intervention proposal for inclusive recreational activities that address this disorder. The data was analyzed in Excel, after having applied a Likert scale in the survey, to understand the experiences, perceptions and adaptations in depth. This research sheds light on the importance of considering laterality in the design of inclusive recreational activities. It also showed that curricular adaptation and personalization are key to addressing the specific needs of these students.

RESUMO Na Educação Física a lateralidade motora deve ser desenvolvida desde cedo. O objetivo desta pesquisa foi analisar de forma abrangente a lateralidade dos alunos do décimo ano das aulas de Educação Física, a partir de suas necessidades e percepções, para o desenho de atividades lúdicas inclusivas que abordem os transtornos de lateralidade. O estudo foi explicativo e transversal com abordagem mista e foi desenvolvido em oito instituições de ensino privadas da cidade de Quito. Foram selecionados 14 professores para a entrevista e 688 alunos do décimo ano foram avaliados com o teste de Harris validado, 40 deles foram identificados com transtorno de lateralidade, e foi aplicado um questionário a eles, para que fosse apresentada uma proposta de intervenção para atividades lúdicas inclusivas que abordassem esse assunto; transtorno. Os dados foram analisados em Excel, após aplicação de escala Likert na pesquisa, para compreender em profundidade as experiências, percepções e adaptações. Esta pesquisa esclarece a importância de considerar a lateralidade na concepção de atividades recreativas inclusivas. Também mostrou que a adaptação curricular e a personalização são fundamentais para atender às necessidades específicas desses alunos.

RESUMEN En la Educación Física la lateralidad motriz se debe desarrollar a temprana edad. El objetivo de esta investigación fue analizar de manera integral la lateralidad de estudiantes de décimo año en la clase de Educación Física, a partir de sus necesidades y percepciones, para el diseño de actividades recreativas inclusivas que aborden trastornos de lateralidad. El estudio fue de tipo explicativo y corte transversal con un enfoque mixto y se desarrolló en ocho instituciones educativas particulares de la ciudad de Quito. Se seleccionaron 14 docentes para la entrevista y se evaluaron, con el test validado de Harris, a 688 estudiantes de décimo año, se identificó a 40 de ellos con trastorno de lateralidad, y se les aplicó una encuesta, con lo que se pudo diseñar una propuesta de intervención de actividades recreativas inclusivas que aborden este trastorno. Los datos se analizaron en Excel, luego de haber aplicado una escala de Likert en la encuesta, para comprender las experiencias, percepciones y adaptaciones en profundidad. Esta investigación arroja luz sobre la importancia de considerar la lateralidad en el diseño de actividades recreativas inclusivas, además se evidenció que la adaptación curricular y la personalización son claves para atender las necesidades específicas de estos estudiantes.

Abstract The aim of this investigation is to report the effects of an intervention designed to develop four strategies for evaluating the source and integration of information from multiple historical texts. For this purpose, a quasi-experimental design with one pre-test and two post-tests was carried out with the participation of two groups of high school students (experimental: N = 28, control: N = 29). The results indicate that the group in the experimental condition showed statistically significant improvements, both in the short term (one day after the intervention) and in the long term (sixty days after the intervention). These findings have allowed us to configure four reader profiles (strategic, semi-strategic, not very strategic and not strategic at all). Therefore us, in this study we provide a detailed description of the performance of strategic readers who are able to select reliable sources and use them to form an opinion. On the other hand, non-strategic readers use sources that are not reliable, and their writings do not show an argued opinion. These findings are intended as an educational guide for those who face the challenge of developing strategies that allow the management and comprehension of multiple reliable sources.

Resumen El objetivo de este artículo es reportar los efectos de una intervención diseñada para desarrollar cuatro estrategias de evaluación de la fuente e integración de la información proveniente de múltiples textos históricos. Se utilizó un diseño cuasi-experimental con un pre y dos postest en el que participaron dos grupos de estudiantes de secundaria (experimental: N = 28, control: N = 29). Los resultados señalan que el grupo en la condición experimental mostró mejorías estadísticamente significativas, tanto a corto plazo (un día después de la intervención) como a largo plazo (sesenta días después de la intervención). Estos hallazgos nos han permitido caracterizar cuatro perfiles lectores (estratégico, semi estratégico, poco estratégico y nada estratégico). Así, en este artículo proporcionamos una descripción detallada de los desempeños de lectores estratégicos que son capaces de seleccionar fuentes confiables y utilizarlas para la construcción de una opinión. Por su parte, los lectores nada estratégicos utilizan fuentes que no son confiables y sus escritos no muestran una opinión argumentada. Estos hallazgos buscan ser una guía orientadora en el ámbito educativo para quienes se enfrentan al reto de desarrollar estrategias que permitan el manejo y comprensión de múltiples fuentes confiables.