ABSTRACT The research entitled Approach by competencies - Perspectives for the implementation of the credit system in Higher Education in Paraguay, aims to analyze the situation of the approach by competencies and its relationship with the perspective for the implementation of the credit system in Paraguay. Methodologically it had a mixed, analytical approach; The population was made up of teachers from the National University of Itapúa, from the Faculty of Humanities, Social Sciences and Guaraní Culture. Totaling 50 teachers and the sample 45 teachers. Among the most notable results, it was determined that 59% of teachers stated that a competency-based curriculum allows for more active learning; and the same percentage stated that it helps students solve life problems; Another important fact to highlight is that 78% of teachers take into account the three dimensions: cognitive, procedural and attitudinal. Regarding the linking of the credit system with the competency-based approach, it has been consulted, according to his perception as a university professional, when transferring the current curriculum to the Higher Education Credit System (SCES) whether it will improve educational quality at this level; The response was quite varied, with 37% stating that they somewhat agreed, while 30% strongly agreed and 22% neither agreed nor disagreed. In conclusion, from the teaching perspective, the competency-based approach is related to the implementation of the credit system in Paraguay.

Resumen La investigación titulada Enfoque por competencias - Perspectivas para la implementación del sistema de créditos en la Educación Superior en el Paraguay, tiene por objetivo analizar la situación del enfoque por competencias y su relación con la perspectiva para la implementación del sistema de créditos en Paraguay. Metodológicamente tuvo un enfoque mixto, de tipo analítica; la población estuvo compuesta por docentes de la Universidad Nacional de Itapúa, de la Facultad de Humanidades, Ciencias Sociales y Cultura Guaraní. Totalizando 50 docentes y la muestra 45 docentes. Entre los resultados más resaltantes se ha determinado que, el 59 % de los docentes manifestaron que un currículo basado en competencias permite un aprendizaje más activo; y un mismo porcentaje manifestó que sirve a los estudiantes para solucionar problemáticas de la vida; otro dato importante a resaltar es que el 78 % de los docentes tiene en cuenta las tres dimensiones: cognitiva, procedimental y actitudinal. Respecto a la vinculación del sistema de créditos con el enfoque por competencias se ha consultado, según su percepción como profesional universitario, al pasar el currículo actual al Sistema de Créditos en la Educación Superior (SCES) si va mejorar la calidad educativa en este nivel; la respuesta fue bastante variada, siendo que el 37% manifestó estar algo de acuerdo, mientras que el 30 % estar muy de acuerdo y el 22% ni de acuerdo ni en desacuerdo. En conclusión, desde la perspectiva docente el enfoque por competencias guarda relación con la implementación del sistema de créditos en Paraguay.

BACKGROUND. The COVID-19 pandemic highlighted the weakness of relying on in-person tuition in higher education. Massive open online courses (MOOCs) have been a successful addition to higher education. In this study, educators had to replace a planned elective in the medical curriculum with an online option during the pandemic. The roles of the competency framework of the Health Professions Council of South Africa (HPCSA) (Leader and Manager, Health Advocate, Professional, Communicator, Collaborator, Scholar, and Healthcare Practitioner) were used to guide its development. This elective emphasised the non-clinical roles of medical practitioners and was offered in 2020 and 2021. OBJECTIVES. To describe the choices of third-year medical students and time spent participating in a modified online elective in 2020 and 2021. METHODS. A descriptive cross-sectional study design was used, involving the participation of 629 medical students. Data were collected and analysed from three primary sources: registration data from LinkedIn Learning, data from the Foundation for Professional Development, and self-reported estimates by students of the average time spent on selected courses. Data included identification of the associated competency acquired. Data analysis was conducted using Python, version 3.10.11. RESULTS. The course choices of 629 students were analysed. In 2020 there were 300 participants and in 2021 there were 329. All the students had one compulsory inclusion in the elective (Management and Leadership Short Course for Undergraduate Healthcare Students). Students in both years reported spending the most average time on courses related to clinical knowledge (Healthcare Practitioner), followed by financial literacy and management (Professional), diversity management (Collaborator), and priority actions to identify and/or respond to (Health Advocate). The most popular courses related to the Leader and Manager role were around decision-making in human resources, problem-solving, and managing healthcare teams. Based on the top 10 LinkedIn Learning course selections of both cohorts, there appeared to be a preference for courses that were consistent with the role of medical professionals in practice. The most popular LinkedIn Learning course was The Six Morning Habits of High Performers. CONCLUSION. Students gravitated toward courses aligned with their role as professional doctors within the HPCSA competency framework. More studies are needed to understand how medical students develop the six non-clinical roles in the HPCSA framework and the effectiveness of MOOCs in a medical curriculum.

RESUMEN Objetivos: La presente investigación tiene como objetivo caracterizar el modo de actuación periodístico ambiental de los periodistas que incursionan en temas ambientales en Camagüey. Métodos: Se emplearon métodos del nivel teórico tales como el análisis-síntesis y la inducción-deducción, el hipotético-deductivo y el histórico-lógico para el análisis de los antecedentes históricos de la superación ambiental en el periodismo. Como métodos y técnicas del nivel empírico se utilizaron la revisión bibliográfico-documental, la encuesta, el grupo de discusión y la entrevista, así como los métodos matemático-estadísticos para caracterizar el estado actual del modo de actuación periodístico ambiental de los periodistas camagüeyanos. Resultados: En la investigación se realiza el análisis histórico del proceso de superación de los periodistas, se aborda el concepto de modo de actuación periodístico ambiental y se ofrece una caracterización de su estado actual en los periodistas camagüeyanos a partir de identificar potencialidades y limitaciones. Conclusiones: El proceso de superación ambiental de los periodistas en Cuba se ha caracterizado por haberse desarrollado de manera relativamente reciente y por su enfoque puntual y fragmentario. Aun cuando ha realizado aportes valiosos, existen vacíos en la fundamentación teórico-metodológica que permitan la formación del modo de actuación periodístico ambiental de los periodistas que incursionan en este tipo de periodismo especializado en el territorio.

ABSTRACT Objectives: This paper aims at describing the journalistic mode of action of journalists who venture into environmental journalism in Camagüey. Methods: The authoress rely on analysis-synthesis and induction-deduction, hypothetical-deductive and historical-logical methods for the analysis of the historical background of environmental improvement in journalism. As methods and techniques of the empirical level, the bibliographical-documentary review, the survey and the interview were used, as well as the mathematical-statistical methods to characterize the current state of the environmental journalistic mode of action of journalists from Camagüey. Results: The findings include the historical account of the process of improvement of journalists, and the definition of environmental journalistic mode of action. Likewise, the journalist performance is assessed on the light of this concept to identify potentials and limitations. Conclusions: The process of environmental improvement of journalists in Cuba has been characterized by having been developed relatively recently and by its punctual and fragmentary approach. Even when it has made valuable contributions, it has lacked the theoretical-methodological foundations that allow environmental education of journalists to promote a corresponding mode of action of journalists who venture into this type of specialized journalism in the territory.

RESUMEN Objetivo: El propósito del artículo es describir la concepción sistémica que representa la lógica del proceso de formación de la competencia gestión personal del conocimiento microbiológico en estudiantes de la Licenciatura en Educación Biología. Métodos: En la investigación la modelación permitió configurar la concepción sistémica del objeto. Además, el método sistémico-estructural-funcional fue utilizado para el análisis integral del objeto, al determinar estructura, funciones y relaciones jerárquicas entre los componentes del proceso. También se emplearon métodos del nivel teórico como: analítico-sintético e inductivo-deductivo. Resultado: El aporte se vincula al proceso de formación de la competencia gestión personal del conocimiento microbiológico en estudiantes de la Licenciatura en Educación Biología y se materializa a partir de las relaciones de coordinación y complementariedad que se establecen entre la aprehensión del conocimiento microbiológico, la movilización de métodos para la gestión personal del conocimiento microbiológico y su contextualización formativa. Conclusión: La concepción sistémica que representa la lógica de la gestión personal del conocimiento microbiológico puede favorecer la integralidad en el desempeño gestión personal del conocimiento microbiológico en correspondencia con la dinámica de los problemas de la profesión en estudiantes de la Licenciatura en Educación Biología.

ABSTRACT Objective: This article aims at describing a systemic understanding that represents the logic of the process of educating information seeking and processing competencies in biology teacher trainees. Methods: Modeling makes possible to devise a model for competency-based education related to individual seeking and processing of microbiology information. The systemic-structural-functional method was used to achieve a comprehensive understanding of the researched object; that is to describe its structure, functions and hierarchical relationships of the constituent elements. Theoretical level methods such as: analytical-synthetic and inductive-deductive were also used. Result: The contribution is linked to the process of educating information seeking and processing competencies for microbiology self-management. This may be accomplished by relating the processes of apprehending microbiological knowledge, mobilizing self-management information procedures and contextualizing competency-based education. Conclusion: The resulting systemic conception that represents the logic of personal management of microbiological knowledge may favor comprehensiveness in the performance of personal management of microbiological knowledge in correspondence with the dynamics of the problems of the profession in students of the Bachelor's Degree in Biology Education.

RESUMEN Objetivo: La investigación tuvo como fin concebir un modelo pedagógico para la formación de la competencia investigación periodística en los estudiantes de Licenciatura en Periodismo. Métodos: Se emplearon el análisis y la síntesis, la inducción y la deducción, el ascenso de lo abstracto a lo concreto, la modelación y el método sistémico estructural funcional, así como las técnicas de revisión bibliográfica y análisis documental. Resultados: una construcción teórica que sintetiza saberes contextualizados para la investigación periodística de la realidad social desde el análisis reflexivo del contexto, el pensamiento crítico y la actuación profesional ética e integral, lo cual favorece el desempeño autónomo, idóneo y exitoso del estudiante de Periodismo en la indagación de la realidad social. Conclusiones: El proceso de formación de la competencia investigación periodística ha de integrarse a la formación del Licenciado en Periodismo en consonancia con el plan de estudio vigente, lo cual demanda una actividad metodológica sistemática, planificada y coordinada de los diferentes niveles organizativos de la carrera para garantizar el protagonismo del estudiante y el carácter mediador del profesor-tutor en el aprendizaje desde la vinculación de la teoría y la práctica.

ABSTRACT Objective: The research aims at devising a pedagogical model for the training of journalistic research in journalism students Methods: The author rely on the methods of analysis and synthesis, induction and deduction, the ascension of the abstract to the concrete, modeling and functional structural system, as well as the bibliographic review techniques and documentary analysis techniques. Result: The main finding is a theoretical construction that synthesizes contextualized knowledge for the journalistic research of social reality from the reflexive analysis of the context, critical thinking and ethical and comprehensive professional performance, which favors the autonomous, ideal and successful performance of the student of journalism in the investigation of social reality. Conclusions: The journalistic investigation competence training process should become part of the curriculum of journalist education. Consequently, the staff is expected to coordinate and plan a system of activities focus on promoting students’ active participation both in academic and practicum tasks under the guide of professor and tutors.

Abstract The growing interest in expanding and improving Technical Vocational Education and Training (TVET) in Costa Rica is becoming increasingly evident. Therefore, different institutions, including the Institute for Research in Education (INIE) of the University of Costa Rica, have promoted research in this area. The present exploration aims to identify, among other aspects, the essential knowledge that future professionals who pursue a master's degree in technical education with an emphasis on pedagogical mediation must possess. This degree arises as a need in the educational context in which teachers who teach classes in different TVET institutions must reinforce their knowledge and skills around the teaching-learning process, focusing on competency-based education. This predominantly qualitative mixed research took place between 2020 and 2022. It is oriented towards the analysis of the TVET requirements that teachers have, to determine the essential knowledge that characterizes the professional academic profile in this field. A documentary review, interviews, questionnaires and focus groups were used with key TVET actors (teachers from the Ministry of Public Education and the National Learning Institute, employers in these sectors, directors or people in charge of TVET study programs, specifically, from the Technological Institute of Costa Rica (TEC) and the National Technical University (UTN), and experts in the field of TVET). Six interviews and 326 questionnaires were applied, in addition to several focus group sessions. According to the results obtained, it is determined that the main knowledge and skills must focus on the technical specialty they teach, on the implementation of information and communication technologies that enrich the educational process, on taking into account the work environment in which students may be inserted later to prepare them in the best way, considering, among other aspects, the development of soft skills, as well as the adequate implementation of a competency-based approach. Furthermore, with respect to knowing how to be and live together, a series of attitudes and values are established that teachers in charge of TVET must develop and show. It is concluded that the TVET teacher requires a complex professional profile that includes different knowledge that must be constantly reflected and updated.

Resumen El interés cada vez mayor por ampliar y mejorar la Educación y Formación Técnica Profesional (EFTP) en Costa Rica se hace cada vez más evidente. Por lo tanto, diferentes instituciones, entre ellas, el Instituto de Investigación en Educación (INIE) de la Universidad de Costa Rica han fomentado la investigación en esta área. La presente exploración pretende identificar, entre otros aspectos, los saberes esenciales que deben poseer los futuros profesionales que cursen una maestría en educación técnica con énfasis en mediación pedagógica. Dicho grado surge como una necesidad del contexto educativo en el que las personas docentes que imparten clases en las diferentes instituciones de EFTP deben reforzar sus conocimientos y habilidades en torno al proceso de enseñanza y aprendizaje, para enfocarse en la educación por competencias. La presente investigación de carácter mixto, predominantemente, cualitativo se realizó entre los años 2020 y 2022, está orientada hacia el análisis de los requerimientos en EFTP que tienen las personas docentes, para determinar los saberes esenciales que caracterizan el perfil académico profesional en este ámbito. Se recurrió a revisión documental, entrevistas, cuestionarios y grupos focales con actores claves de la EFTP (personas docentes del Ministerio de Educación Pública y del Instituto Nacional de Aprendizaje, empleadores de estos sectores, personas directoras o encargadas de programas de estudio en EFTP, específicamente, del Instituto Tecnológico de Costa Rica y la Universidad Técnica Nacional, y personas expertas en el campo de la EFTP). Se aplicaron seis entrevistas y 326 cuestionarios, además de varias sesiones de grupo focal. De acuerdo con los resultados obtenidos, se determinan que los principales conocimientos y habilidades (saber conocer y saber hacer) deben centrarse en la especialidad técnica que imparten, en la implementación de tecnologías de la información y la comunicación que enriquezcan el proceso educativo, para que se tome en cuenta el entorno laboral en el cual podrán insertarse, posteriormente, las personas estudiantes para prepararlos de la mejor manera, considerando, entre otros aspectos, fundamentalmente, el desarrollo de las habilidades blandas, así como también en la adecuada puesta en práctica de un enfoque por competencias. Además, con respecto al saber ser y convivir, se establecen una serie de actitudes y valores que deben desarrollar y mostrar las personas docentes encargadas de la EFTP. Se concluye que la persona docente en EFTP requiere de un perfil profesional complejo en el que se incluyen diferentes saberes que deben ser, constantemente, reflexionados y actualizados.

Abstract The consolidation of the culture of evaluation and quality at the University of Costa Rica (UCR) requires constant reflection on its strategies and mechanisms. The objective of this article was to present a proposal for the conceptualization of university teaching and professional teaching competence, as well as the dimensions that comprise it, to establish recommendations regarding the updating of the professional profile and the process of evaluating teaching performance. at the UCR. This is in order to strengthen the process of evaluating teaching performance, contribute to the identification of improvements in the professional development of teachers and guide institutional processes of teaching training. The research was carried out between 2021 and 2023, with the participation of 282 teachers from different areas of knowledge. Regarding its approach, it was a qualitative and idiographic study, not generalizable or explanatory with respect to other evaluative cases. It is a descriptive research using bibliographic review techniques, group discussion and survey. The results revealed that the definition constructed for university teaching covers the essential aspects for good teaching, and that all the characteristics addressed in the literature are contained in one of the dimensions suggested by the Center for Academic Evaluation (CEA). In the conclusions, it was recommended that the defined competency dimensions be operationalized and that the definitions of teaching and competency constructed be used as a theoretical foundation for new instruments for evaluating teaching performance.

Resumen La consolidación de la cultura de evaluación y de calidad en la Universidad de Costa Rica (UCR) requiere de la reflexión constante de sus estrategias y mecanismos. El objetivo de este artículo fue dar a conocer una propuesta de conceptualización de docencia universitaria y de competencia profesional docente, así como de las dimensiones que la componen, para establecer recomendaciones con respecto a la actualización del perfil profesional y del proceso de evaluación del desempeño docente en la UCR. Esto con el fin de fortalecer el proceso de evaluación del desempeño docente, contribuir a la identificación de mejoras en el desarrollo profesional de la persona docente y orientar los procesos institucionales de formación de la docencia. La investigación se realizó entre el año 2021 y 2023, con la participación de 282 docentes de diferentes áreas del conocimiento. En cuanto a su enfoque, se trató de un estudio del tipo cualitativo e ideográfico, no generalizable ni explicativo respecto a otros casos evaluativos. Es una investigación descriptiva con uso de técnicas de revisión bibliográfica, discusión en grupos y encuesta. Los resultados revelaron que la definición construida para docencia universitaria abarca los aspectos esenciales para una buena docencia, y que todas las características que aborda la literatura están contenidas en alguna de las dimensiones sugeridas por el Centro de Evaluación Académica (CEA). En las conclusiones, se recomendó que se operacionalicen las dimensiones competenciales definidas y que se utilicen las definiciones de docencia y de competencia construidas como fundamentación teórica de nuevos instrumentos de evaluación del desempeño docente.

The current business climate has been described as being volatile, uncertain, complex, and ambiguous (VUCA). This new world paradigm requires new skill sets. Professional bodies are responding to changes created by this new-world paradigm that university graduates will enter with revised competency frameworks that focus on business, digital, relational, and decision-making acumen (SAICA 2021b) and include both professional (i.e., non-technical) and technical skills. Historically, accounting departments that trained chartered accountants focused on developing technical competencies in students and did not have a tradition of research. Accounting departments are investigating various teaching initiatives or tools to help develop nontechnical skills in response to the changing work environment and to comply with the updated Competency Framework. Research projects, where students must formulate and investigate an unstructured question and present their findings, are used globally as a tool to develop professional competencies; however, there is limited application of research projects in the training of aspirant chartered accountants in South Africa. The 2020 cohort of postgraduate accounting students at a South African university provided a unique opportunity to investigate students' perceptions of professional skills competency development through a group research project as very few had prior experience in conducting research. This study documents students' perceptions of the use of the research project as a learning tool to develop specific professional competencies not traditionally taught and assessed. Although students found the research challenging, they believed that it supported the professional competency development required of future graduates that was not previously addressed appropriately.

Resumo O artigo apresenta os resultados de um estudo sobre o caminho percorrido desde o reconhecimento das competências genéricas como entidade independente, dada a sua transversalidade a qualquer área do conhecimento, das competências específicas a desenvolver por um profissional, estabelecendo a distinção de aquelas que os empregadores preferem na seleção de pessoal, por isso tem como objetivo socializar um estudo teórico sobre as competências genéricas que o setor trabalhista prioriza nos profissionais universitários que recebe. Para isso, foram utilizados métodos teóricos de pesquisa, como revisão bibliográfica, histórico-lógico, análise-síntese e indução-dedução, além de métodos empíricos, como análise documental, em conjunto com o gerenciador de código aberto JabRef, multiplataforma que opera sob o Formato BibText. Foram utilizados como instrumentos o guia de revisão bibliográfica e o guia de análise documental. Os principais resultados indicam que o domínio de competências genéricas pelos jovens profissionais que entram no mercado de trabalho é insuficiente, especialmente em nações com menos recursos. Conclui-se que é fundamental conseguir a inter-relação entre empregadores e academia para determinar as competências genéricas exigidas por cada setor e forma de propriedade, a fim de formar os profissionais necessários para o futuro imediato.

Abstract The article presents the results of a study on the path taken from the recognition of generic competencies as an entity independent of the specific competencies to be developed by a professional, given their transversal nature to any area of knowledge, establishing the distinction of those preferred by employers in the selection of personnel, so its objective is to socialize a theoretical study on the generic competencies prioritized by the labor sector in the university professionals it receives. For this purpose, theoretical research methods such as literature review, historical-logical, analysis-synthesis and induction-deduction were used, as well as empirical methods such as documentary analysis, together with the open code manager JabRef, multiplatform that operates under the BibText format. The bibliographic review guide and the documentary analysis guide were used as instruments. The main results indicate that the mastery of generic competencies by young professionals entering the labor market is insufficient, especially in nations with fewer resources. It is concluded that it is essential to achieve the interrelation between employers and academia to determine the generic competencies required by each sector and type of property, in order to train the professionals needed in the immediate future.

Resumen El artículo presenta los resultados de un estudio acerca del camino transitado desde el reconocimiento de las competencias genéricas como una entidad independiente de las competencias específicas a desarrollar por un profesional, dado su carácter transversal a cualquier área del conocimiento, estableciendo la distinción de aquellas que prefieren los empleadores en la selección del personal, por lo que su objetivo es socializar un estudio teórico sobre las competencias genéricas que prioriza el sector laboral en los profesionales universitarios que recibe. Para ello se emplearon métodos de la investigación teórica como el de revisión bibliográfica, el histórico-lógico, el análisis-síntesis y la inducción-deducción, así como métodos empíricos como el análisis documental, unidos al gestor de código abierto JabRef, multiplataforma que opera bajo el formato BibText. Como instrumentos se emplearon la Guía de revisión bibliográfica y la Guía de análisis documental. Los principales resultados indican que es insuficiente el dominio de competencias genéricas por los jóvenes profesionales que acceden al mercado laboral, especialmente en las naciones con menos recursos. Se concluye que es imprescindible el logro de la interrelación entre los empleadores y la academia para la determinación de las competencias genéricas requeridas por cada sector y tipo de propiedad, a fin de formar los profesionales que necesita el futuro inmediato.

BACKGROUND. Education about planetary health (PH) and sustainable healthcare (SH), or education for sustainable healthcare (ESH), enables health professionals to help protect public health and healthcare from climate change and environmental degradation. The Association for Medical Education in Europe Consensus (AMEE Consensus) Statement on Planetary Health and Education for Sustainable Healthcare has proposed a set of ESH learning objectives, activities and assessments for adaptation to different health professions education (HPE) contexts. The national audit phase of a mixed methods study in South Africa (SA) found that awareness of ESH and its curriculum development is emerging. The African Medical Education Directives for Specialists (AfriMEDS) is a competency framework for undergraduate medical students in SA that defines key competencies and enabling competencies related to seven roles of a health professional. OBJECTIVES. To recruit a national Delphi panel of health professions educators to assess the applicability of the AMEE Consensus learning objectives, activities and assessments to HPE in SA; to elicit panellists' perceptions of the main barriers and opportunities for ESH in faculties; and to compare learning objectives recommended by AMEE and the panel for key competencies and enabling competencies within the AfriMEDS framework. METHODS. Nine educators from three different disciplines and six national faculties of health sciences participated in two rounds of a Delphi process and in follow-up discussions. In round 1, they rated the AMEE Consensus learning objectives, activities and assessments, and proposed additional ones. In round 2, they rated the score-ranked AMEE lists, as well as relevant additions from round 1. All panellists participated in further discussions regarding applicability, and highlighted the potential barriers and opportunities for integrating ESH into their faculties. The lead author then matched the panel's learning objectives with enabling competencies related to all seven health professional roles described by AfriMEDS. RESULTS. All panellists recognised the importance of ESH in SA and the need for eco-ethical leadership by health professionals. All 13 AMEE Consensus learning objectives, as well as three additional objectives from the panel, were matched most frequently with AfriMEDS-enabling competencies related to the roles of leader and manager (n=9), communicator (n=8) and healthcare practitioner (n=7). Panellists highly ranked learning activities and assessments that are authentic, multiprofessional and require systems thinking. They perceived the lack of capable educators and curriculum overload to be the main barriers to integration of ESH, as well as the need for strong leaders, disciplinary champions and trained educators. CONCLUSIONS. Situating the selected learning objectives within the AfriMEDS competency framework provides a good basis for developing aligned learning activities and assessments of ESH. Strong leadership, capable educators and multidisciplinary collaboration are important enablers of integrating ESH into HPE in SA.

Resumo O objetivo é identificar e analisar se o atributo da competência cultural é percebido no cuidado prestado na Atenção Primária à Saúde, e como aspectos sociais e culturais atravessam os modos de vida, crenças e comportamentos em saúde. Realizou-se estudo qualitativo por meio de entrevistas com moradores da Comunidade de Mangueira adscritos a uma Clínica da Família (CF) e vinculados ao Grêmio Recreativo Escola de Samba Estação Primeira de Mangueira (GRESEPM), Rio de Janeiro-RJ. A competência cultural foi analisada nas dimensões do sujeito e das práticas profissionais. Sobre a dimensão do sujeito, o GRESEPM atravessa as histórias, modos de conduzir a vida e comportamentos em saúde. A interrupção das atividades carnavalescas na pandemia gerou efeitos na sociabilidade, lazer e piora da autopercepção de saúde. Considerou-se que a equipe de saúde da CF incorpora informações sobre os aspectos socioculturais na adequação dos planos de cuidados e práticas profissionais. A inserção comunitária, empatia e atividades extramuros foram elementos geradores de vínculo, adesão às atividades e facilitadores da comunicação. Os princípios da competência cultural favorecem processos de interação, fortalecem a identidade coletiva, o autocuidado, a autoestima e a diversidade, valores que devem fazer parte da cena de cuidados de uma APS abrangente. Saúde Realizouse Realizou (CF GRESEPM, , (GRESEPM) JaneiroRJ. JaneiroRJ Janeiro RJ. RJ Janeiro-RJ profissionais histórias sociabilidade Considerouse Considerou comunitária vínculo comunicação interação coletiva autocuidado diversidade abrangente (GRESEPM

Abstract The article aims to identify and analyze whether the attribute of cultural competence is perceived in the care provided in Primary Health Care and how social and cultural aspects cross the ways of life, beliefs, and health behaviors. A qualitative study was carried out through interviews with residents of the Community of Mangueira assigned to a Family Clinic (CF) and linked to the Grêmio Recreativo Escola de Samba Estação Primeira de Mangueira (GRESEPM), Rio de Janeiro/RJ. Cultural competence was analyzed in the dimensions of the subject and professional practices. Regarding the dimension of the subject, GRESEPM crosses the stories, ways of conducting life and health behaviors. The interruption of carnival activities during the pandemic had effects on sociability, leisure and worsened self-perception of health. It was considered that the health team incorporates information on sociocultural aspects in the adequacy of care plans and professional practices. The empathetic posture and extramural activities were elements that generated bonding, adherence to activities and facilitators of communication. The principles of cultural competence favor interaction processes, strengthen identity, self-care, self-esteem and diversity, values that must be part of the care scene of a comprehensive PHC. beliefs behaviors CF (CF GRESEPM, , (GRESEPM) JaneiroRJ Janeiro RJ Janeiro/RJ practices stories sociability selfperception self perception bonding communication processes identity selfcare, selfcare care, self-care selfesteem esteem diversity PHC (GRESEPM

Abstract Identifying the basic competencies that a professional should possess to fulfill his or her role as an extensionist is important, since it favors the connection with the communities being accompanied. Therefore, the objective of this study was to determine the level of perception of the development of competencies of the extensionists, by means of an instrument designed by the authors, on a scale from one (critical situation) to five (optimal situation) using a rubric defined for each competency. The extensionist competencies index (ICE) for Antioquia was 4.1 and for Santander 3.8, which showed the potential and options for improvement to focus efforts on updating and training extensionists, which in the cases analyzed were focused on conflict resolution, information management, the ICT implementation in accompaniment processes, and alignment with the sector’s own regulations and policies. important accompanied Therefore extensionists authors critical situation optimal competency ICE (ICE 41 4 1 4. 38 3 8 3.8 resolution management processes sectors sector s policies 3.

Resumen Identificar las competencias básicas que debe poseer un profesional para cumplir su rol como extensionista es un aspecto importante ya que favorece el vínculo con las comunidades acompañadas. Por ello el objetivo de esta investigación consistió en determinar el nivel de percepción de desarrollo de competencias de los extensionistas, por medio de un instrumento diseñado por los autores, en una escala de uno (situación crítica) a cinco (situación óptima) utilizando una rúbrica definida para cada competencia. Como índice de competencias del extensionista (ICE), para Antioquia se obtuvo 4.1 y para Santander 3.8, lo cual evidencio las potencialidades y opciones de mejora para enfocar los esfuerzos de actualización y formación de los extensionistas que en los casos analizados se enfocaron en la resolución de conflictos, la gestión de la información, la implementación de tic en los acompañamientos y la alineación con la normatividad y políticas propia del sector. acompañadas autores situación crítica óptima competencia ICE, ICE , (ICE) 41 4 1 4. 38 3 8 3.8 conflictos información sector (ICE 3.

Abstract Introduction: With the evolution of medical education towards competency-based curriculum, the need has emerged to reconfigure curriculum and assessment methods, with increased focus on the professional practice setting, thus leading to the utilization of tools such as the mini-CEX (mini-Clinical Evaluation Exam). Objective: To evaluate the use of the mini-CEX strategy as an assessment method in medical residency programs. Method: This is a scoping review, and the search performed on PubMed resulted in 578 articles. After applying the Joanna Briggs Institute methodology for inclusion and exclusion, 24 cross-sectional studies were selected. Results: The selected articles were based on studies conducted between 1995 and 2021, in various continents and in both clinical and surgical residency programs, including outpatient, inpatient, and emergency settings. The Mini-CEX was shown to be applicable in the context of medical residency, as it is an observational assessment of the care provided by the resident physician in various practice settings such as outpatient clinics, inpatient wards, and emergency departments. It involves a variable observation time ranging from 10 to 40 minutes and allows for the evaluation of various aspects of medical care, including history taking, physical examination, clinical reasoning, counseling, and provides an opportunity for providing feedback on the residents’ performance. Conclusion: The mini-CEX is a tool that is easy to implement and promotes a high degree of satisfaction among stakeholders. It could be used more routinely in medical residency programs. Introduction competencybased competency methods setting miniCEX mini CEX miniClinical Clinical Exam. Exam . Exam) Objective programs Method review 57 exclusion 2 crosssectional cross sectional Results 199 2021 MiniCEX Mini clinics wards departments 1 4 taking examination reasoning counseling residents performance Conclusion stakeholders 5 19 202 20

Resumo Introdução: Com a evolução do ensino médico para currículos baseados em competências, fez-se necessária uma readequação dos currículos e dos métodos de avaliação, com maior enfoque sobre o cenário de prática profissional e, portanto, na utilização de ferramentas como o Mini-Clinical Evaluation Exercise (Mini-CEX). Objetivo: Este estudo teve como objetivo avaliar o uso da estratégia Mini-CEX como método de avaliação nos programas de residência médica. Método: Trata-se de uma revisão de escopo, cuja estratégia de busca realizada no PubMed resultou em 578 artigos. Após aplicar a metodologia do Instituto Joanna Briggs para inclusão e exclusão, foram selecionados 24 estudos transversais. Resultado: Selecionaram-se artigos referentes a estudos realizados entre 1995 e 2021, em diversos continentes, diferentes programas de residência, e cenários ambulatorial, internação e de emergência. O Mini-CEX mostrou-se aplicável no contexto da residência médica, pois trata-se de uma avaliação observacional direta do atendimento realizado pelo médico residente nos diversos cenários de atuação, como ambulatórios, internações e emergências. Trata-se de uma avaliação com tempo de observação variando de dez a 40 minutos e que permite a abordagem de vários aspectos do atendimento médico, como anamnese, exame físico, raciocínio clínico e aconselhamento, além de possibilitar a realização de um feedback sobre o desempenho dos residentes. Conclusão: O Mini-CEX constitui uma ferramenta de fácil aplicabilidade e promove alto grau de satisfação dos envolvidos, podendo ser utilizada de forma rotineira nos programas de residência médica. Introdução competências fezse fez se portanto MiniClinical Mini Clinical MiniCEX. MiniCEX CEX . (Mini-CEX) Objetivo médica Método Tratase Trata escopo 57 exclusão 2 transversais Resultado Selecionaramse Selecionaram 199 2021 continentes ambulatorial emergência mostrouse mostrou tratase trata atuação ambulatórios emergências 4 anamnese físico aconselhamento residentes Conclusão envolvidos (Mini-CEX 5 19 202 1 20

RESUMO No Chile, a principal oferta de formação para os diretores está nos programas de mestrado, que demonstraram não dispor de mecanismos sistemáticos para avaliar o perfil de graduação. O objetivo deste estudo foi descrever as competências mais e menos significativas, em termos da sua aplicação no exercício da liderança escolar. Para este efeito, foi aplicado um inquérito aos diplomados de 2012-2018 e foi realizada uma entrevista com os que ocupavam o cargo de diretor e colaboradores. Os resultados mostram que toda as competências do perfil são altamente valorizadas, sendo a mais significativa a de no 2: conceber estratégias para motivar a comunidade para uma visão partilhada; seguida das de no 3: analisar as necessidades de desenvolvimento profissional do pessoal docente e fornecer apoio profissional; e no 5: analisar as práticas de gestão e os objetivos organizacionais de uma perspectiva sistêmica. Por outro lado, a competência 6, sobre mecanismos de responsabilização, é a que é difícil para alguns licenciados aplicarem. Chile mestrado graduação significativas escolar efeito 20122018 2012 2018 2012-201 colaboradores valorizadas 2 partilhada 3 5 sistêmica lado 6 responsabilização aplicarem 2012201 201 2012-20 201220 20 2012-2 20122 2012-

ABSTRACT In Chile, the main offer of training for principals is in Master’s degree programs, which have shown to lack systematic mechanisms for evaluating the graduation profile. The objective of this study was to describe the most and least significant competencies, in terms of their application in the exercise of school leadership. For this purpose, a survey was applied to 2012-2018 graduates and an interview to those in the position of principal and collaborators. The results show that all the competencies of the profile are highly valued, the most significant being n° 2: designing strategies to motivate the community towards a shared vision; followed by n° 3: analyzing the professional development needs of the teaching staff and providing professional support; and n° 5: analyzing management practices and organizational goals from a systemic viewpoint. On the other hand, competency 6, on accountability mechanisms, is the one that is difficult for some graduates to apply. Chile Masters Master s programs leadership purpose 20122018 2012 2018 2012-201 collaborators valued n 2 vision 3 support 5 viewpoint hand 6 apply 2012201 201 2012-20 201220 20 2012-2 20122 2012-

RESUMEN En Chile, la principal oferta formativa para directores está en programas de Magíster, los que han demostrado carecer de mecanismos sistemáticos de evaluación del perfil de graduación. Este estudio tiene por objetivo describir las competencias más y menos significativas, por su aplicación en el ejercicio de líderes escolares. Para ello, se aplicó una encuesta a los graduados 2012-2018 y una entrevista a aquellos con cargo de director/a y a colaboradores. Los resultados evidencian que todas las competencias del perfil son altamente valoradas, siendo las más significativas, la N°2: diseñar estrategias para motivar a la comunidad hacia una visión compartida; la N°3: analizar las necesidades de desarrollo profesional del staff docente y dar apoyo profesional y la N°5: analizar prácticas de gestión y metas de la organización desde una mirada sistémica. Por otra parte, la competencia N°6 sobre mecanismos de rendición de cuentas, es la que presenta dificultad de aplicación para algunos graduados. Chile Magíster graduación significativas escolares ello 20122018 2012 2018 2012-201 directora director colaboradores valoradas N°2 N2 N 2 compartida N°3 N3 3 N°5 N5 5 sistémica parte N6 6 N° cuentas 2012201 201 2012-20 201220 20 2012-2 20122 2012-

Abstract The article aims to identify and analyze whether the attribute of cultural competence is perceived in the care provided in Primary Health Care and how social and cultural aspects cross the ways of life, beliefs, and health behaviors. A qualitative study was carried out through interviews with residents of the Community of Mangueira assigned to a Family Clinic (CF) and linked to the Grêmio Recreativo Escola de Samba Estação Primeira de Mangueira (GRESEPM), Rio de Janeiro/RJ. Cultural competence was analyzed in the dimensions of the subject and professional practices. Regarding the dimension of the subject, GRESEPM crosses the stories, ways of conducting life and health behaviors. The interruption of carnival activities during the pandemic had effects on sociability, leisure and worsened self-perception of health. It was considered that the health team incorporates information on sociocultural aspects in the adequacy of care plans and professional practices. The empathetic posture and extramural activities were elements that generated bonding, adherence to activities and facilitators of communication. The principles of cultural competence favor interaction processes, strengthen identity, self-care, self-esteem and diversity, values that must be part of the care scene of a comprehensive PHC. beliefs behaviors CF (CF GRESEPM, , (GRESEPM) JaneiroRJ Janeiro RJ Janeiro/RJ practices stories sociability selfperception self perception bonding communication processes identity selfcare, selfcare care, self-care selfesteem esteem diversity PHC (GRESEPM

Resumo O objetivo é identificar e analisar se o atributo da competência cultural é percebido no cuidado prestado na Atenção Primária à Saúde, e como aspectos sociais e culturais atravessam os modos de vida, crenças e comportamentos em saúde. Realizou-se estudo qualitativo por meio de entrevistas com moradores da Comunidade de Mangueira adscritos a uma Clínica da Família (CF) e vinculados ao Grêmio Recreativo Escola de Samba Estação Primeira de Mangueira (GRESEPM), Rio de Janeiro-RJ. A competência cultural foi analisada nas dimensões do sujeito e das práticas profissionais. Sobre a dimensão do sujeito, o GRESEPM atravessa as histórias, modos de conduzir a vida e comportamentos em saúde. A interrupção das atividades carnavalescas na pandemia gerou efeitos na sociabilidade, lazer e piora da autopercepção de saúde. Considerou-se que a equipe de saúde da CF incorpora informações sobre os aspectos socioculturais na adequação dos planos de cuidados e práticas profissionais. A inserção comunitária, empatia e atividades extramuros foram elementos geradores de vínculo, adesão às atividades e facilitadores da comunicação. Os princípios da competência cultural favorecem processos de interação, fortalecem a identidade coletiva, o autocuidado, a autoestima e a diversidade, valores que devem fazer parte da cena de cuidados de uma APS abrangente. Saúde Realizouse Realizou (CF GRESEPM, , (GRESEPM) JaneiroRJ. JaneiroRJ Janeiro RJ. RJ Janeiro-RJ profissionais histórias sociabilidade Considerouse Considerou comunitária vínculo comunicação interação coletiva autocuidado diversidade abrangente (GRESEPM