RESUMO: O ensino de anatomia vem se modificando ao longo dos anos, introduzindo métodos tecnológicos, principalmente após o período pandêmico. Questiona-se o uso exclusivo da tecnologia em comparação aos métodos tradicionais de dissecação e aulas teóricas presenciais no que diz respeito à aquisição de conhecimento. Este artigo analisou a percepção de conhecimento de alunos de diversos semestres do curso de Medicina Veterinária, comparando alunos que tiveram aulas apenas online com aqueles que tiveram aulas presenciais de Anatomia Descritiva dos Animais Domésticos. Para tanto, questões foram enviadas por meio de formulário, com preenchimento voluntário e anônimo, e posteriormente analisadas estatisticamente. Os resultados indicam que 11,5% dos alunos que cursaram a disciplina remotamente falharam na aplicação dos conhecimentos em outras disciplinas, enquanto nenhum aluno do ensino presencial relatou o mesmo. A maioria dos alunos, tanto dos grupos remotos quanto dos presenciais, lembram-se do assunto, mas revisam o conteúdo com frequência. Em relação ao conhecimento teórico, o grupo online (80,8%) compreendeu melhor à medida que o curso avançava, comparado a 59,6% do grupo presencial. A ligação entre Anatomia e outras disciplinas foi mais destacada pelo grupo presencial (30,8%) em comparação ao online (15,4%). Ambos os grupos concordam que o contacto físico com peças anatômicas é essencial, mas alguns consideram possível ter um primeiro contacto com imagens ou fotografias 3D. Baseado nesse estudo preliminar, conclui-se que as interações iniciais com a área de Anatomia devem incluir técnicas pedagógicas diversificadas com comunicação empática. A utilização de recursos tecnológicos modernos é um aliado do processo de ensino-aprendizagem, e após a abstração dos conteúdos é possível o uso singular da tecnologia na manutenção e atualização do conhecimento anatômico. RESUMO anos pandêmico Questionase Questiona Veterinária Domésticos formulário anônimo estatisticamente 115 11 5 11,5 mesmo lembramse lembram assunto frequência teórico 80,8% 808 80 8 (80,8% avançava 596 59 6 59,6 30,8% 308 30 (30,8% 15,4%. 154 15,4% . 15 4 (15,4%) essencial 3D D preliminar concluise conclui empática ensinoaprendizagem, ensinoaprendizagem aprendizagem, aprendizagem ensino-aprendizagem anatômico 1 11, 80,8 (80,8 59, 30,8 3 (30,8 15,4 (15,4% 80, (80, 30, (30, 15, (15,4 (80 (30 (15, (8 (3 (15 ( (1

ABSTRACT: Anatomy teaching has been changing over the years, introducing technological methods especially after the pandemic period. An ongoing debate revolves around whether exclusive reliance on technology for anatomy classes, as opposed to traditional methods and face-to-face instruction, enhances knowledge acquisition. This study analyzed the knowledge perception of students from various semesters throughout the Veterinary Medicine course, comparing students who only had online classes with those who had face-to-face classes in Gross Anatomy of Domestic Animals. For this purpose, a questionnaire was distributed for voluntary and anonymous completion, and the responses were subsequently analyzed statistically. The results indicated that 11.5% of the students who took Anatomy remotely failed to apply the knowledge in other subjects, while no face-to-face learning student reported the same. Most students, both remote and face-to-face groups, remember the subject but review the content frequently. Regarding theoretical knowledge, the online group (80.8%) understood better as the course progressed, compared to 59.6% of the face-to-face group. The connection between Anatomy and other subjects was more highlighted by the face-to-face group (30.8%) compared to the online group (15.4%). Both groups agree that physical contact with anatomical specimens is essential; however, some believe that initial exposure through 3D images or photographs is feasible. We concluded based on this preliminary study that the initial interactions with the Anatomy field should include diversified pedagogical techniques with empathetic communication. The use of modern technological resources are allies in the teaching-learning process. Furthermore, after abstracting the contents, technology alone can effectively maintain and update anatomical knowledge. ABSTRACT years period facetoface face instruction acquisition Animals purpose completion statistically 115 11 5 11.5 same frequently 80.8% 808 80 8 (80.8% progressed 596 59 6 59.6 30.8% 308 30 (30.8% 15.4%. 154 15.4% . 15 4 (15.4%) essential however D feasible communication teachinglearning process Furthermore contents 1 11. 80.8 (80.8 59. 30.8 3 (30.8 15.4 (15.4% 80. (80. 30. (30. 15. (15.4 (80 (30 (15. (8 (3 (15 ( (1

The widespread effects of the COVID-19 pandemic in March 2020 led to the suspension of various activities, including education. Institutions responded by shifting to online learning, albeit facing challenges. Student perceptions on online learning are valuable for academic leadership in shaping pedagogies and policies. This study examines Speech-Language Pathology and Audiology students' perceptions (n=43) of online classes during the pandemic. Findings from a descriptive online survey with convenience sampling show that students favoured advantages such as recorded lectures, access to online materials, and self-paced study. However, they highlighted drawbacks like technical issues, limited patient interaction, and reduced engagement with lecturers. Online learning was regarded as effective for enhancing knowledge than for developing clinical skills or social competencies, whilst face-to-face teaching was seen as more effective for fostering clinical skills and social competence compared to online learning. While online learning was initially seen as a response to the pandemic, its formalization as part of a blended education approach in South African universities should align with global trends.

Abstract: In this study we identify diverse experiences of Psychology students during online classes, within the framework of Covid-19, and in face-to-face classes during the post-pandemic period. Based on a sociocultural psychology approach, we analyzed aspects of these experiences and their impact on the students' learning, emotions and socialization with peers. Five open-ended questionnaires were applied online over two semesters of face-to-face classes and a content analysis was conducted. We observed that students valued the face-to-face classes, felt happy, more focused on academics and content with their social life. However, they considered that online classes are advantageous because they allow them to save money and time in traveling to school. We thus concluded that in both modalities the students learned to recognize and highlight the advantages and inconveniences of each one.

Resumen: En el presente trabajo identificamos diversas experiencias de estudiantes de la carrera de Psicología durante las clases en línea, en el marco de la covid-19, y en las presenciales durante la pospandemia. Desde un enfoque de psicología sociocultural, analizamos aspectos de dichas experiencias sobre su aprendizaje, sus emociones y su socialización con pares. Se aplicaron en línea cinco cuestionarios con respuestas abiertas a lo largo de dos semestres de clases presenciales y se realizó un análisis de contenido. Encontramos que las y los estudiantes valoraron las clases presenciales, se sintieron felices, más concentrados en lo académico y contentos con la vida social. Empero, consideraron que las clases en línea son favorables porque les permiten ahorrar dinero y tiempo en traslados a la escuela. Se concluye que en ambas modalidades el estudiantado aprendió a reconocer y destacar las ventajas y desventajas de cada una.

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

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

RESUMEN Introducción: La covid-19 alteró la situación laboral y el proceso docente educativo de las universidades médicas. Además, hubo un impacto muy negativo en todas las esferas económicas y sociales del país. En el sector de la salud se reorganizaron los servicios y recursos humanos, se afectó la producción del cuadro básico de medicamentos, aumentaron las presiones sobre el sistema de salud pública y asistencia social con el correspondiente incremento de los costos de salud pública y gastos públicos. Objetivo: Describir los efectos sociales, económicos y académicos de la covid-19 en la Facultad de Medicina No. 1 de la Universidad de Ciencias Médicas en Santiago de Cuba. Métodos: Se realizó un estudio observacional, descriptivo, retrospectivo, durante rebrotes de covid-19 en el periodo de enero a julio de 2021 en trabajadores disponibles y estudiantes de primero a quinto año de la facultad. Se evaluaron características generales y socioeconómicas para cada grupo, como certificados médicos y causas, días afectados, resultados de la pesquisa, y actividad formativa. Se utilizó la estadística descriptiva para el análisis y presentación de los resultados. Resultados: La incidencia de casos positivos fue baja, pero generó miles de días de incapacidad, por aislamientos e ingreso en el hogar. Se pesquisaron más de 5 000 personas sospechosas de la enfermedad, de ellos 19,9 % resultó positivo. La promoción superó 95 % en todos los años de la carrera y fue mayor al de etapa prepidémica, al igual que la eficiencia vertical. Conclusiones: Aunque hubo efectos sociales, económicos y académicos negativos, el trabajo comunitario integral contribuyó a la preservación de la salud de la población y se desarrolló el aprendizaje a distancia.

ABSTRACT Introduction: The COVID-19 altered the employment situation and the educational teaching process of medical universities. In addition, there was a very negative impact on all economic and social areas of the country. In the health sector, services and human resources were reorganized, the production of basic medicines was affected, pressures on the public health and social welfare system increased with corresponding rise in public health costs and expenditures. Objective: To describe the social, economic and academic effects of COVID-19 in the Medical Faculty No. 1 of the Medical Science University in Santiago de Cuba. Methods: An observational, descriptive, retrospective study was conducted during the reoutbreaks of COVID-19 in the period from January to July 2021 in available workers and students from the first to the fifth year of the faculty. General and socio-economic characteristics were evaluated for each group, such as medical certificates and causes, affected days, research results and training activity. Descriptive statistics were used for the analysis and presentation of results. Results: The incidence of positive cases was low, but generated thousands of days of disability due to isolation and home intake. More than 5 000 people suspected pf the disease were surveyed, 19.9 % of them positive. The promotion exceeded 95 % in all years of the major and was higher than the pre-epidemic stage, as well as the vertical efficiency. Conclusions: Although there were negative social, economic and academic effects, the integral community work contributed to the preservation of the population´s health and online classes were developed.

Resumo Introdução: O acesso dos homens aos cuidados de saúde sexual é influenciado pelos universos simbólicos dos enfermeiros, que se traduzem em mapas de significação e idealização normativa que estruturam as suas práticas. Objetivo: Analisar as representações sociais dos enfermeiros sobre saúde sexual dos homens considerando as barreiras e as possibilidades no acesso aos cuidados de saúde. Métodos: Estudo descritivo com abordagem qualitativa. Recolha de dados através de um grupo focal online com 9 enfermeiros portugueses. Os dados foram sujeitos à análise lexicográfica com o apoio da interface IRaMuTeQ-R. Resultados: Análise de 269 segmentos de texto, retendo 84,86% do total para 4 classes: interações entre os profissionais e os homens, itinerários terapêuticos, “falar” sobre saúde sexual e acesso dos homens aos cuidados de saúde sexual. A análise de similitude originou 3 núcleos centrais: problema, dizer e doente. Conclusões: A formação dos profissionais em saúde sexual dos homens para desmistificar estereótipos sobre a masculinidade, é fundamental. A nível organizacional, impõe-se a análise das possibilidades de acesso, a sua visibilidade nos registos eletrónicos, e reequacionar o planeamento e a prestação de cuidados primários e diferenciados.

Abstract Background: Men’s access to sexual health care is influenced by the nurses’ symbolic universes, translated into maps of signification and normative idealization that structure their practices. Aim: The aim of the study was to analyze nurses’ social representations of men’s sexual health, considering the barriers and possibilities in accessing health care. Methods: Descriptive study with qualitative approach. Data were collected through an online focus group with 9 Portuguese nurses. Data were subjected to lexicographic analysis with the support of the interface IRaMuTeQ-R. Results: 269 text segments were analyzed, retaining 84.86% of the total in 4 classes: interactions between professionals and men, therapeutic itineraries, “talking” about sexual health, and men’s access to sexual health care. Similarity analysis led to 3 central cores: problem, saying, and patient. Conclusions: The training of professionals in men’s sexual health to demystify stereotypes about masculinity is fundamental. At the organizational level, it is necessary to analyze the possibilities of access and its visibility in electronic records and rethink the planning and provision of primary and differentiated care.

ABSTRACT Introduction: The specialty of Occupational Medicine studies the impact of work conditions on employees' health, promoting health and ensuring safety and health protection in the workplace. Conditional fitness reports are crucial for assessing healthcare professionals' ability to perform their work activities under specific conditions. This study aims to characterize employees with conditional fitness results in a population of hospital workers. Methods: This retrospective descriptive observational study considers conditional fitness reports issued from January 2022 to October 2023. The analysis includes the type of exams, average age of professionals, professional category, length of service, analysis by type of service, and analysis by disease groups. Results and Discussion: During the mentioned time frame, a total of 2172 Occupational Medicine health exams were conducted, with a total of 354 fitness records issued with Conditioned Fitness results, representing 15% of the health exams conducted. Among these, 50% of professionals with disabilities are above the median age of 50 years. The most representative type of exam was the one requested for return to work after illness or temporary incapacity for work exceeding 30 days. The group with the highest representation was operational assistants. The major disease group follows the same pattern as in other hospital units, with 78% of conditioned fitness related to musculoskeletal injuries. Conclusion: Occupational Medicine plays a crucial role in promoting the health and well-being of employees, preventing absenteeism, and addressing work-related illnesses such as musculoskeletal, psychiatric, respiratory, among others. This study enables Occupational Health Service members to understand the workers with conditional fitness in terms of services, professional classes and ages. This information is essential for supporting management, identifying new occupational risk factors or deficiencies in their management, as well as concentration in the same service or age groups of professionals with work-aggravated illness or non-work-related illness requiring workplace adaptation and potentially causing additional pressure on services and other employees. Investment in this area not only protects workers' health but also strengthens institutions, reducing absenteeism costs and promoting a healthy work environment.

RESUMO Introdução: A especialidade de Medicina do Trabalho estuda o impacto das condições laborais na saúde dos colaboradores, realizando a promoção da saúde e garantindo a proteção da segurança e da saúde no trabalho. As fichas de aptidão condicionadas são cruciais para avaliar a capacidade dos profissionais de saúde para realizar as suas atividades laborais em condições específicas. Este estudo pretende caracterizar os funcionários com resultados de aptidão condicionada, numa população de trabalhadores hospitalares. Métodos: Este estudo observacional descritivo retrospetivo considera as fichas de aptidão com resultado de aptidão condicionada emitidas de janeiro de 2022 a outubro de 2023. A análise inclui a tipologia de exames, a idade média dos profissionais, a categoria profissional, o tempo de serviço, a análise por tipo de serviço e a análise por grupos de doenças. Resultados e discussão: No intervalo de tempo mencionado foram realizados 2172 exames de saúde de Medicina do Trabalho, sendo emitidas 354 fichas de aptidão com resultado de Aptidão Condicionada, representando estas 15,3% dos exames de saúde realizados. Destes, 50% dos profissionais com incapacidades têm idade superior ao valor da mediana de 50 anos. O tipo de exame mais representativo foi por regresso ao trabalho após doença ou incapacidade temporária para o trabalho com período superior a 30 dias. O grupo com maior representatividade foram os assistentes operacionais. O grande subtipo de doenças tem o mesmo padrão representado nas outras unidades hospitalares, com 78% das aptidões condicionadas a serem relacionadas com lesões musculosqueléticas. Conclusão: A Medicina do Trabalho desempenha um papel crucial na promoção da saúde e bem-estar dos colaboradores, prevenindo o absentismo e abordando doenças relacionadas com o ambiente laboral, como as musculoesqueléticas, psiquiátricas, respiratórias, entre outras. O presente estudo permite aos elementos do Serviço de Saúde Ocupacional perceber em que serviços, classes profissionais e idades se concentram os trabalhadores com aptidão condicionada. Esta informação é fundamental para prestar um apoio à gestão, identificar novos fatores de risco ocupacional ou insuficiências na sua gestão, assim como concentração no mesmo serviço ou grupos etários de profissionais com doença agravada pelo trabalho ou doença não relacionada com o trabalho que necessite de adaptação do posto de trabalho e que cause eventual pressão adicional sobre os serviços e outros colaboradores. O investimento nessa área não só protege a saúde dos trabalhadores, como também fortalece as instituições, reduzindo custos associados ao absentismo e promovendo um ambiente de trabalho saudável.

Abstract One of the measures taken by governments to preserve people's health during the Covid 19 pandemic was physical distancing. In this context, universities went from face-to-face classes to online classes, which caused an uncertain outlook for students. students. The objective of this research was to identify the proportion of students who presented burnout syndrome during online classes taught during the pandemic in a population of university students from various areas of knowledge at a public university located in Tabasco, Mexico. The research was quantitative, descriptive, with a non-experimental cross-sectional design; For data collection, a questionnaire prepared in Google Forms was applied to 268 students who responded voluntarily. For the validity of the instrument, an exploratory factorial analysis was applied and for reliability the Cronbach's Alpha coefficient was used, which reported α = 0.950. The results indicated that more than half of the students presented low personal fulfillment, exhaustion and depersonalization. It is concluded that these data represent an alert in the population studied, so it is necessary to carry out actions aimed at reducing burnout in students and carry out other investigations on the return of face-to-face classes to determine the presence of burnout in this context.

Resumo Uma das medidas tomadas pelos governos para preservar a saúde das pessoas durante a pandemia da Covid 19 foi o distanciamento físico. O objetivo desta pesquisa foi identificar a proporção de alunos que apresentaram a síndrome de burnout durante as aulas online ministradas durante a pandemia em uma população de universitários de diversas áreas do conhecimento de uma universidade pública localizada em Tabasco, México. A pesquisa foi quantitativa, descritiva, com delineamento transversal não experimental; Para coleta de dados, foi aplicado um questionário elaborado no Google Forms a 268 alunos que responderam voluntariamente. Para a validade do instrumento foi aplicada a análise fatorial exploratória e para a confiabilidade foi utilizado o coeficiente Alpha de Cronbach, que reportou α = 0,950. Os resultados indicaram que mais da metade dos alunos apresentou baixa realização pessoal, exaustão e despersonalização. Conclui-se que esses dados representam um alerta na população estudada, por isso é necessário realizar ações que visem diminuir o burnout nos alunos e realizar outras investigações sobre o retorno das aulas presenciais para determinar a presença de burnout em este contexto.

Resumen Una de las medidas adoptadas por los gobiernos para preservar la salud de las personas durante la pandemia por covid-19 fue la implementación del distanciamiento físico. Esto obligó a las universidades a transitar de las clases presenciales a las clases en línea, lo que generó un panorama incierto para los estudiantes. Por ende, el propósito de esta investigación fue identificar la proporción de estudiantes que experimentaron el síndrome de burnout durante las clases en línea impartidas durante la pandemia. Para ello, el estudio se enfocó en una población de estudiantes universitarios de diversas áreas del conocimiento en una universidad pública ubicada en Tabasco, México. La investigación se llevó a cabo mediante un enfoque cuantitativo y descriptivo, con un diseño no experimental de tipo transversal. Para recopilar datos, se utilizó un cuestionario elaborado en Google Forms, que fue administrado de manera voluntaria a 268 estudiantes. Asimismo, se aplicó un análisis factorial exploratorio para validar el instrumento, y la confiabilidad se evaluó mediante el coeficiente alfa de Cronbach que arrojó un valor de α = 0.950. Los hallazgos indicaron que los porcentajes más altos de burnout se identificaron en las dimensiones de agotamiento y despersonalización. Esto se atribuyó a las dificultades para prestar atención durante las clases en línea, el agotamiento causado por las demandas académicas, el estrés asociado con las tareas, la falta de sueño debido al trabajo escolar y las dificultades en la comunicación con los profesores cuando surgían dudas sobre las clases. En general, los resultados señalaron que más de la mitad de los estudiantes presentaron baja realización personal, agotamiento y despersonalización. Por tanto, se concluye que estos datos representan una alerta en la población estudiada, y subrayan la necesidad de implementar medidas dirigidas a reducir el burnout en los estudiantes. Además, se sugiere realizar investigaciones adicionales al regreso de las clases presenciales para evaluar la presencia del burnout en ese contexto.

Abstract: The objective of this study is to show the progress of reading comprehension and scientific skills in students of the first basic cycle who participated in virtual classes during the health crisis. This analysis aims to demonstrate the impacts that remote teaching may have had on the acquisition of fundamental skills for adequate performance in Language, Mathematics and Science. The participants include first- and third-year basic students from three types of educational institutions in Calama and Antofagasta, along with their respective teachers. The results obtained indicate that reading comprehension and mathematical operations skills are the most affected in all groups, reflecting negative results in relation to the expected achievements. Regarding scientific skills, they show sufficient development, although the need for reinforcement is identified due to the lack of practical activities. No significant differences are observed between the different types of educational establishments, but there are variations depending on the geographical location. The speeches of the first and third grade teachers of the communes under study show that the challenges and development of the students occur in various dimensions, including academic skills, classroom behavior, autonomy and concentration.

Resumen: El objetivo de este estudio es exhibir el progreso de las habilidades de comprensión lectora y científicas en estudiantes del primer ciclo básico que participaron en clases virtuales durante la crisis sanitaria. Este análisis pretende evidenciar los impactos que la enseñanza remota pudo haber tenido en la adquisición de destrezas fundamentales para un rendimiento adecuado en Lenguaje, Matemáticas y Ciencias. Los participantes incluyen alumnos de primer y tercer año básico de tres tipos de instituciones educativas de Calama y Antofagasta, junto con sus respectivos docentes. Los resultados obtenidos señalan que las habilidades de comprensión lectora y operatoria matemática son las más afectadas en todos los grupos, reflejando resultados negativos en relación con los logros esperados. En lo que respecta a las habilidades científicas, muestran un desarrollo suficiente, aunque se identifica la necesidad de reforzamiento debido a la falta de actividades prácticas. No se observan diferencias significativas entre los distintos tipos de establecimientos educativos, pero sí existen variaciones según la localidad geográfica. Los discursos de los profesores de primero y tercero básico de las comunas en estudio, muestran que los desafíos y desarrollos de los estudiantes se presentan en diversas dimensiones, incluyendo habilidades académicas, comportamiento en el aula, autonomía y concentración.

Resumo: O objetivo deste estudo é mostrar o progresso da compreensão leitora e das habilidades científicas em alunos do primeiro ciclo básico que participaram de aulas virtuais durante a crise sanitária. Esta análise visa demonstrar os impactos que o ensino remoto pode ter causado na aquisição de competências fundamentais para um desempenho adequado em Letras, Matemática e Ciências. Os participantes incluem alunos do primeiro e terceiro anos do ensino fundamental de três tipos de instituições de ensino de Calama e Antofagasta, junto com seus respectivos professores. Os resultados obtidos indicam que as competências de compreensão de leitura e operações matemáticas são as mais afetadas em todos os grupos, refletindo resultados negativos em relação aos resultados esperados. Quanto às competências científicas, estas apresentam desenvolvimento suficiente, embora se identifique a necessidade de reforço devido à falta de atividades práticas. Não se observam diferenças significativas entre os diferentes tipos de estabelecimentos de ensino, mas existem variações consoante a localização geográfica. As falas dos professores do primeiro e terceiro anos dos municípios em estudo mostram que os desafios e desenvolvimentos dos alunos ocorrem em diversas dimensões, incluindo competências acadêmicas, comportamento em sala de aula, autonomia e concentração.

Abstract Introduction: Screen use among adolescents has increased, with excessive screen time associated with poor sleep. Isolation due to the COVID-19 pandemic may have exacerbated these problems. This study aimed to characterize adolescents’ sleep and screen use behaviors during the COVID-19 pandemic lockdown. Methods: This was a multicenter, cross-sectional, descriptive study of adolescents aged 10 to 18 years evaluated in an Adolescent Medicine outpatient visit of four hospitals in northern Portugal between January and March 2021. Adolescents completed a survey with questions about screen use and sleep and the Pediatric Daytime Sleepiness Scale (Portuguese version). Results: A total of 131 adolescents (66.4% female; median age 15 years) were enrolled during the study period. Participants reported a median sleep duration of nine hours on weekdays and 10 hours on weekends, with 25.9% sleeping less than eight hours on weekdays. Approximately 80% reported good or very good sleep quality. Onset insomnia was identified in 39.7% and excessive daytime sleepiness (EDS) in 13.7%. Most adolescents (74.0%) reported screen time of ≥6 hours/day. Screens were mainly used for attending classes and talking to friends. Smartphones were available in the bedroom at night for 83.2%, while 61.1% had televisions, 57.3% had computers, and 16.0% had gaming consoles in their bedrooms. Fifty-five percent used screens within an hour of bedtime every day. Screen time ≥6 hours/day and having a computer or smartphone in the bedroom at night were associated with shorter sleep duration on weekdays and EDS. Screen use within an hour of bedtime ≥4 times/week was associated with sleep-onset insomnia, shorter weekday sleep duration, and EDS. Discussion: Online classes during the COVID-19 lockdown may explain the use of devices ≥6 hours/day. Although most adolescents reported normal median sleep time and subjective good or very good sleep quality, screen use ≥6 hours/day and within one hour before bedtime was associated with sleep deprivation on weekdays and EDS. Conclusions: Excessive screen time during the pandemic appears to have had a negative impact on adolescents’ sleep. These findings underscore the importance of identifying and intervening in these issues when addressing adolescent global health.

Resumo Introdução: O uso de ecrãs tem vindo a aumentar entre os adolescentes, estando descrita a associação entre tempo excessivo de ecrã e menor quantidade e pior qualidade de sono. A pandemia de COVID-19 poderá ter agravado estes problemas. Este estudo pretendeu caracterizar o comportamento dos adolescentes relativamente ao sono e uso de ecrãs durante o confinamento imposto pela pandemia de COVID-19. Métodos: Estudo descritivo, transversal, multicêntrico de adolescentes dos 10 aos 18 anos avaliados numa consulta externa de Medicina do Adolescente de quatro hospitais do norte de Portugal entre janeiro e março de 2021. Os adolescentes preencheram um questionário com perguntas sobre o uso de ecrãs e o sono e a Pediatric Daytime Sleepiness Scale (versão portuguesa). Resultados: Foram incluídos 131 adolescentes (66,4% do género feminino; idade mediana de 15 anos) durante o período de estudo. Os participantes relataram uma mediana de duração do sono de 9 horas durante a semana e 10 horas ao fim-de-semana, com 25,9% a dormir menos do que oito horas diárias durante a semana. Cerca de 80% referiu ter um sono de boa ou muito boa qualidade. Foi identificada insónia inicial em 39,7% e sonolência diurna excessiva (SDE) em 13,7% dos participantes. A maioria (74,0%) referiu um tempo de ecrã ≥6 horas/dia. Os ecrãs foram usados maioritariamente para assistir a aulas e conversar com amigos. Um total de 83,2% dos adolescentes referiu dormir com o telemóvel no quarto e 61,1% referiu ter televisão, 57,3% computador e 16,0% consola de jogos no quarto. Cinquenta e cinco por cento usava ecrãs todos os dias na hora antes de dormir. Um tempo de ecrã ≥6 horas/dia e ter computador ou telemóvel no quarto durante a noite associou-se a uma menor duração do sono durante a semana e SDE. O uso de ecrãs na hora antes de dormir associou-se a insónia inicial, menor duração do sono durante a semana e SDE. Discussão: As aulas online poderão explicar o uso frequente de ecrãs (≥6 horas/dia). Embora a mediana de duração do sono tenha sido normal e a maioria dos adolescentes tenha referido ter um sono de boa ou muito boa qualidade, o uso de ecrãs ≥6 horas/dia e na hora antes de dormir associou-se a privação de sono durante a semana e SDE. Conclusão: O uso excessivo de ecrãs durante a pandemia parece ter tido um impacto negativo no sono dos adolescentes. Estes dados reforçam a necessidade de identificar e intervir nestes problemas durante a abordagem de saúde global do adolescente.

Abstract COVID-19 has prompted many educational institutions to transition to virtual learning environments. One of the main issues in doing so has been the types of interactions that are possible online. Considering the importance of interaction in second language acquisition, it is relevant to understand how EFL teachers are facing the challenge of fostering interaction in virtual classrooms. The purpose of this study was twofold: First, we explored EFL Chilean university teachers’ use of digital tools in their virtual classrooms to promote interaction. Secondly, we analyzed the obstacles they have faced when promoting interaction. To do this, we conducted a survey and a semi-structured interview with 10 EFL university teachers who have taught in traditional contexts as well as online. Our findings show that although EFL teachers have not had difficulties implementing different digital tools and platforms, interactions among learners are lacking. Students keeping microphones and cameras off has become a variable that reduces the possibility of knowing whether students are paying attention, monitoring their work, and setting up groupwork. An alarming finding was that this issue may increase EFL teachers’ feeling of isolation in the virtual classroom. We suggest universities offer opportunities for teachers to systematize the digital tools they use as well as explicitly discuss how oral interaction is being scaffolded and motivated in the classroom, so that effective teaching practices can be shared and established.

Resumen El COVID-19 ha hecho que muchas instituciones educativas transiten hacia entornos de aprendizaje virtuales. Uno de los principales problemas que ha traído este cambio se relaciona con los tipos de interacciones que se dan en ambientes de aprendizaje en línea. Considerando la importancia de la interacción en la adquisición de una segunda lengua, se hace relevante conocer cómo los profesores de ILE enfrentan el desafío de impulsar interacciones en las clases virtuales. El presente estudio tuvo dos objetivos: primero, exploramos el uso de herramientas digitales por parte de los docentes chilenos universitarios de ILE en sus aulas virtuales para promover la interacción; en segundo lugar, analizamos los obstáculos que han enfrentado para promover la interacción en el aula virtual. Para este fin, realizamos una encuesta y una entrevista semiestructurada a 10 profesores universitarios de inglés, los cuales han enseñado tanto en contextos tradicionales como en línea. Nuestros hallazgos muestran que, aunque los profesores de ILE no han tenido dificultades para implementar diferentes herramientas y plataformas digitales, generar interacciones entre los estudiantes se ha convertido en uno de los principales desafíos. El deseo de los estudiantes de mantener el micrófono y la cámara apagados parece ser una variable que reduce la posibilidad de que los docentes sepan si el estudiante está prestando atención, puedan monitorear su trabajo y logren organizar trabajos grupales. Un hallazgo alarmante fue que este problema puede aumentar la sensación de aislamiento de los profesores de ILE durante la clase. Sugerimos que las universidades ofrezcan oportunidades para que los profesores sistematicen el uso de las herramientas digitales que emplean y discutan explícitamente cómo se está apoyando y motivando la interacción oral en el aula, para que se puedan compartir y establecer prácticas de enseñanza efectivas.

ABSTRACT Objective: To evaluate the sociodemographic and academic characteristics associated with sleep quality among School of Human Medicine students. Materials and methods: A cross-sectional study was carried out in a randomly selected sample of 184 School of Human Medicine students from a private university located in the city of Lima, Peru. The study was conducted between June and July 2022, a period of gradual return to in-person classes. The participants completed an anonymous virtual survey containing questions on sociodemographic and academic factors as well as the Pittsburgh Sleep Quality Index (PSQI). This instrument comprised seven parameters with scores ranging from 0 to 21, where a good sleep quality was established from 0 to 5 points. The outcome was dichotomous (good and poor sleep quality), so binary logistic regression was used to evaluate the associated factors. Results: Females accounted for 53.26 % and the mean age was 20.05 with a standard deviation of 1.73. Concerning the hours of class time, 61.35 % were taught online. As for the sample, the prevalence of poor sleep quality was 69.02 %, out of which 76.53 % were females and 60.47 % males. The mean percentage of online classes was higher among those with poor sleep quality compared to those with good sleep quality (63.48 % versus 56.58 %, p = 0.030). Regardless of the percentage of online classes, females were twice as likely to have poor sleep quality (OR = 2.00, 95 % CI: 1.05 to 3.82). Conclusions: Poor sleep quality affected 7 out of 10 School of Human Medicine students in the context of the gradual return to in-person classes after the COVID-19 social restrictions. Females had a higher chance of poor sleep quality, regardless of the percentage of online classes.

RESUMEN Objetivo: Evaluar las características sociodemográficas y académicas asociadas a la calidad del sueño en estudiantes de Medicina Humana. Materiales y métodos: Se realizó un estudio de corte transversal en una muestra que se seleccionó de manera aleatoria de 184 estudiantes de Medicina Humana de una universidad privada ubicada en la ciudad de Lima, Perú. Se llevó a cabo entre junio y julio del 2022, periodo de retorno gradual de los estudiantes a la presencialidad. Los participantes completaron un formulario virtual anónimo que contenía preguntas sobre factores sociodemográficos y académicos, y el índice de calidad de sueño de Pittsburgh (ICSP). Este instrumento comprende siete parámetros con un puntaje cuyo rango es de 0 a 21, donde la buena calidad del sueño se definió de 0 a 5 puntos. El desenlace fue dicotómico (buena y mala calidad del sueño), por lo que se aplicó una regresión logística binaria para evaluar los factores asociados. Resultados: El 53,26 % eran mujeres y el promedio de edad fue 20,05, con una desviación estándar de 1,73. El 61,35 % de las horas de clases fueron dictadas de manera virtual. En la muestra, la prevalencia de una mala calidad del sueño fue 69,02 %; entre mujeres fue 76,53 % y en varones, 60,47 %. Entre los que tuvieron mala calidad del sueño, la media del porcentaje de virtualidad fue mayor respecto a los de buena calidad (63,48 % vs. 56,58 %, p = 0,030). Independientemente del porcentaje de clases virtuales, las mujeres tuvieron el doble de chance de tener mala calidad de sueño (OR = 2,00, IC 95 %: 1,05-3,82). Conclusiones: La mala calidad de sueño afectó a siete de cada diez estudiantes de Medicina Humana en el contexto del retorno gradual a la presencialidad posrestricciones sociales por la pandemia de la COVID-19. Las mujeres tuvieron mayor chance de mala calidad de sueño, independientemente del porcentaje de clases virtuales.

Abstract This report analyses the distribution of online attention received by uncited articles of Information Science (InfoSci). Specifically, it aims to understand citation evolution in conjunction with altmetric scores over the years of publication. As a methodology, 45 616 articles -published between 2012 and 2021 in the 'Information Science & Library Science' category in the Web of Science database (WOS)- were collected. The publication year, citations received in each article and their respective altmetric scores were extracted from this sample. Subsequently, descriptive statistical analyses -related to altmetric scores- were conducted based on the publication year. The difference in the proportion of articles without altmetric scores among citation classes was assessed using the Student's T-test. Besides, the Mann-Whitney test was applied to examine whether there were significant differences between citation classes according to the year of publication based on altmetric scores. Results showed that, regardless of citation class and publication year, the most frequent altmetric score among articles is zero. In conclusion, there are altmetric differences between cited and uncited articles; uncited articles tend to receive less altmetric attention than those with citations. Additionally, altmetric attention is not distributed symmetrically, since there is a predominant frequency of zero across all analysed citation classes and years.

Resumen El propósito es analizar la distribución de la atención en línea recibida por artículos no citados en el campo de la Ciencia de la Información (CI). Específicamente, tiene como objetivo comprender la evolución de las citas en conjunto con las puntuaciones altmétricas a lo largo de los años de publicación. Como metodología se recopilaron un total de 45 616 artículos publicados entre 2012 y 2021 en la categoría 'Ciencia de la Información y Biblioteconomía' en la base de datos Web of Science (WOS). De esta recolección se extrajeron el año de publicación, las citas recibidas para cada artículo y sus respectivas puntuaciones altmétricas. Posteriormente, se realizaron análisis estadísticos descriptivos relacionados con las puntuaciones altmétricas en función del año de publicación. La diferencia en la proporción de artículos sin puntuaciones altmétricas entre las clases de citas también se evaluó utilizando la prueba T de Student. Además, se aplicó la prueba de Mann-Whitney para examinar si existen diferencias significativas entre las clases de citas de acuerdo con el año de publicación en función de las puntuaciones altmétricas. Los resultados muestran que, independientemente de la clase de cita y el año de publicación, la puntuación altmétrica más frecuente entre los artículos es cero. Como conclusión, encontramos que existen diferencias altmétricas entre los artículos citados y no citados, siendo los artículos no citados los que tienden a recibir menos atención altmétrica que aquellos con citas. Además, la atención altmétrica no se distribuye simétricamente, pues existe una frecuencia predominante de cero en todas las clases de citas y años analizados.

Resumo O objetivo é analisar a distribuição da atenção online recebida por artigos não citados no campo da Ciência da Informação (CI). Especificamente, tem como propósito compreender a evolução das citações juntamente com as pontuações altmétricas ao longo dos anos de publicação. Na metodologia foram coletados um total de 45 616 artigos publicados entre 2012 e 2021 na categoria 'Ciência da Informação e Biblioteconomia' na base de dados Web of Science (WOS). Dessa coleta, foram extraídos o ano de publicação, as citações recebidas para cada artigo e suas respectivas pontuações altmétricas. Em seguida, foram realizadas análises estatísticas descritivas relacionadas às pontuações altmétricas em função do ano de publicação. A diferença na proporção de artigos sem pontuações altmétricas entre as classes de citações também foi avaliada usando o Teste T de Student. Além disso, o teste de Mann-Whitney foi aplicado para examinar se existem diferenças significativas entre as classes de citações de acordo com o ano de publicação, com base nas pontuações altmétricas. Os resultados mostraram que, independentemente da classe de citação e do ano de publicação, a pontuação altmétrica mais frequente entre os artigos é zero. Em conclusão, existem diferenças altmétricas entre os artigos citados e não citados, sendo os artigos não citados aqueles que tendem a receber menos atenção altmétrica do que os citados. Além disso, a atenção altmétrica não é distribuída simetricamente, com uma frequência predominante de zero em todas as classes de citações e anos analisados.

ABSTRACT This paper aims to discuss decolonial English Language Education with literature produced by black and indigenous writers. English language classrooms have been traditionally guided by principles that underscore systemic knowledge through an overemphasis on grammar in line with the Grammar Translation Method (QUEVEDO-CAMARGO; SILVA, 2017; PEREIRA, 2016, 2019) and by misconceptions about the limitations of teaching foreign languages for communicative purposes, especially in public schools (LEFFA, 2009; PEREIRA, 2019; QUEVEDO-CAMARGO; SILVA, 2017). With this in mind, I have proposed a concept of English Language Education that involves teaching the language while having a critical attitude toward social, racial, and gender problems, engendered by coloniality, with the use of literary texts (PEREIRA, 2017, 2019, 2020a, 2020b, MOTA, 2020; MOTA-PEREIRA, 2022), especially the ones produced by black and indigenous writers. Besides, the use of literature contributes to nurturing a taste for reading literary texts, which, among the aforementioned benefits, also fosters emotional consciousness and practices, including empathy (GHOSN, 2001). Considering these reflections, in this paper, I analyze autoethnographically (HUGHES; PENNINGTON, 2017) classes I taught in an online course for public school students in Salvador, Bahia, Brazil, which is part of the extension activities of a Teaching Practicum course. In these classes, literature by black and indigenous writers was the main material for decolonial English Language Education. QUEVEDOCAMARGO QUEVEDO CAMARGO (QUEVEDO-CAMARGO SILVA 2017 PEREIRA 2016 2019 purposes LEFFA, LEFFA (LEFFA 2009 QUEVEDO-CAMARGO 2017. . mind social racial problems coloniality (PEREIRA 2020a 2020b b MOTA 2020 MOTAPEREIRA, MOTAPEREIRA MOTA-PEREIRA 2022, 2022 , 2022) Besides benefits practices GHOSN, GHOSN (GHOSN 2001. 2001 2001) reflections HUGHES (HUGHES PENNINGTON Salvador Bahia Brazil 201 200 202 20 2

RESUMO Este artigo tem como objetivo discutir o ensino decolonial de língua inglesa com literatura produzida por escritores negros e indígenas. As aulas de língua inglesa têm sido tradicionalmente pautadas por princípios que valorizam o conhecimento sistêmico através de uma ênfase exagerada na gramática alinhada ao Método Gramática Tradução (QUEVEDO-CAMARGO; SILVA, 2017; PEREIRA, 2016, 2019) e por equívocos sobre as limitações do ensino de línguas estrangeiras para fins comunicativos, principalmente em escolas públicas (LEFFA, 2009; PEREIRA, 2019; QUEVEDO-CAMARGO; SILVA, 2017). Pensando nisso, propus um conceito de Educação Linguística de Inglês que envolve o ensino da língua com uma atitude crítica em relação aos problemas sociais, raciais e de gênero, engendrados pela colonialidade, com o uso de textos literários (PEREIRA, 2017, 2019, 2020a, 2020b, MOTA, 2020; MOTA-PEREIRA, 2022), especialmente os produzidos por escritoras/es negras/os e indígenas. Além disso, o uso da literatura contribui para fomentar o gosto pela leitura de textos literários, o que, entre os benefícios citados, também promove consciência e práticas emocionais, incluindo, a empatia (GHOSN, 2001). Considerando essas reflexões, neste artigo, analiso autoetnograficamente (HUGHES; PENNINGTON, 2017) aulas que ministrei em um curso online para alunas/os de escola pública de Salvador, Bahia, Brasil, que faz parte das atividades de extensão de um componente curricular de Estágio Supervisionado. Nessas aulas, a literatura de escritoras/es negras/os e indígenas figurava como o principal material para uma educação linguística decolonial de inglês. QUEVEDOCAMARGO QUEVEDO CAMARGO (QUEVEDO-CAMARGO SILVA 2017 PEREIRA 2016 2019 comunicativos LEFFA, LEFFA (LEFFA 2009 QUEVEDO-CAMARGO 2017. . nisso sociais gênero colonialidade (PEREIRA 2020a 2020b b MOTA 2020 MOTAPEREIRA, MOTAPEREIRA MOTA-PEREIRA 2022, 2022 , 2022) escritorases escritoras es negrasos negras disso citados emocionais incluindo GHOSN, GHOSN (GHOSN 2001. 2001 2001) reflexões HUGHES (HUGHES PENNINGTON alunasos alunas Salvador Bahia Brasil Supervisionado inglês 201 200 202 20 2

ABSTRACT Objective. Chagas disease poses a public health problem in Latin America, and the electrocardiogram is a crucial tool in the diagnosis and monitoring of this pathology. In this context, the aim of this study was to quantify the change in the ability to detect electrocardiographic patterns among healthcare professionals after completing a virtual course. Materials and Methods. An asynchronous virtual course with seven pre-recorded classes was conducted. Participants answered the same questionnaire at the beginning and end of the training. Based on these responses, pre and post-test results for each participant were compared. Results. The study included 1656 participants from 21 countries; 87.9% were physicians, 5.2% nurses, 4.1% technicians, and 2.8% medical students. Initially, 3.1% answered at least 50% of the pre-test questions correctly, a proportion that increased to 50.4% after the course (p=0.001). Regardless of their baseline characteristics, 82.1% of course attendees improved their answers after completing the course. Conclusions. The implementation of an asynchronous online course on electrocardiography in Chagas disease enhanced the skills of both medical and non-medical personnel to recognize this condition.