Resumo Introdução: A doença renal crônica (DRC) está relacionada à elevada morbimortalidade e perda de qualidade de vida. Igualmente, o hiperparatireoidismo está associado à perda progressiva da função renal, com níveis aumentados de fosfato e diminuição de cálcio, que induzem secreção do paratormônio. Objetivos: Traduzir para língua portuguesa (Brasil), adaptar culturalmente e validar o questionário Parathyroid Symptoms Assessment (PAS), seguindo critérios de confiabilidade e validade em pacientes com DRC e hiperparatireoidismo. Métodos: Estudo metodológico e transversal, realizado no Hospital São Lucas/PUCRS, Porto Alegre, Brasil. O processo de validação do questionário PAS seguiu protocolos de estudos anteriores. Após tradução para o português, aplicou-se a 100 pacientes com hiperparatireoidismo secundário (HPTS) e terciário ou persistente (HPTT). Para dados de validação do PAS, os pacientes responderam ao questionário Short Form Health 36 (SF-36). Critérios de confiabilidade foram avaliados usando coeficiente de correlação intraclasse (CCI) e alfa de Cronbach (α-C). A validade foi avaliada pelo coeficiente de correlação de Spearman entre valores de PAS e SF-36. Resultados: A idade média dos participantes foi 55,6 ± 15,6 anos, 61% eram homens e 68% foram diagnosticados com HPTS. Entre 100 pacientes, 53% realizaram reteste de PAS (CCI = 0,83). A confiabilidade interna por α-C foi 0,86. Observaram-se correlações negativas entre questões do PAS e os domínios físico e mental do SF-36, que variaram de 0,3 a 0,7. Conclusão A versão brasileira do questionário PAS mostrou-se válida e confiável. O questionário PAS pode ser usado para avaliar qualidade de vida em pacientes brasileiros com hiperparatireoidismo que falam português. Introdução (DRC Igualmente cálcio paratormônio Objetivos Brasil, Brasil , (Brasil) (PAS) Métodos transversal LucasPUCRS Lucas PUCRS Lucas/PUCRS Alegre anteriores português aplicouse aplicou se 10 HPTS (HPTS HPTT. HPTT . (HPTT) 3 SF36. SF36 SF (SF-36) CCI αC. αC α C (α-C) 36. SF-36 Resultados 556 55 6 55, 156 15 15, anos 61 68 53 0,83. 083 0,83 0 83 0,83) 086 86 0,86 Observaramse Observaram SF36, 36, 03 0, 07 7 0,7 mostrouse mostrou confiável (Brasil (PAS 1 (HPTT SF3 (SF-36 (α-C SF-3 5 08 0,8 8 (SF-3 SF- (SF- (SF

Abstract Introduction: Chronic kidney disease (CKD) is related to high morbidity and mortality and loss of quality of life. Likewise, hyperparathyroidism is associated to progressive loss of renal function, with increased phosphate and decrease calcium levels, which induce the secretion of parathyroid hormone. Objectives: To translate into Portuguese (Brazil), culturally adapt and validate the questionnaire Parathyroid Symptoms Assessment (PAS), following reliability and validity criteria in patients with chronic kidney disease and hyperparathyroidism. Methods: Methodological and cross-sectional study, carried out at São Lucas Hospital/PUCRS, Porto Alegre, Brazil. The PAS questionnaire validation process followed protocols from previous studies. After translating into Portuguese, it was applied to 100 patients with secondary (SHPT) and tertiary or persistent (THPT) hyperparathyroidism. For PAS validation data, patients responded to the Short Form Health 36 (SF-36) questionnaire. Reliability criteria were evaluated using intraclass correlation coefficient (ICC) and Cronbach’s alpha (α-C). Validity was assessed by Spearman’s correlation coefficient between PAS and SF-36 values. Results: Participant’s mean age was 55.6 ± 15.6 years, 61% was male, and 68% was diagnosed with SHPT. Among 100 patients, 53% performed a PAS retest (ICC = 0.83). The internal reliability by α-C was 0.86. Negative correlations were observed between PAS questions and SF-36 physical and mental domains, which ranged from 0.3 to 0.7. Conclusion: The Brazilian version of the PAS questionnaire was found to be valid and reliable. The PAS questionnaire can be used to evaluate quality of life in Brazilian patients with hyperparathyroidism who speak Portuguese. Introduction CKD (CKD Likewise function levels hormone Objectives Brazil, Brazil , (Brazil) PAS, (PAS) Methods crosssectional cross sectional study HospitalPUCRS Hospital PUCRS Hospital/PUCRS Alegre studies 10 SHPT (SHPT THPT (THPT data 3 SF36 SF (SF-36 ICC Cronbachs Cronbach s αC. αC α C . (α-C) Spearmans Spearman SF-3 values Results Participants Participant 556 55 6 55. 156 15 15. years 61 male 68 53 0.83. 083 0.83 0 83 0.83) 086 86 0.86 domains 03 0. 07 7 0.7 Conclusion reliable (Brazil (PAS 1 SF3 (SF-3 (α-C SF- 5 08 0.8 8 (SF- (SF

Abstract Purpose: To adapt and validate in Sonora the scale to measure Attitudes towards Transgender People in University Students (EATU), which measures the inclusion of trans people in Higher Education Institutions (HEIS). Methodological design: Quantitative, cross-sectional and non-experimental study. 860 participants were selected among three HEIS, with non-probabilistic and intentional sampling. A 4-point Likert-type scale survey was applied that evaluates transinclusive attitudes. Reliability was obtained with Cronbach's alpha and McDonald's omega. For validity, the sample was randomly divided into two; In subsample 1, an Exploratory Factor Analysis (EFA) was carried out and in subsample 2, the model resulting from the EFA was tested using a Structural Equation Model (SEM). Results: The EFA yielded a final solution EATU of 32 items grouped into 3 dimensions called sensitivity, coexistence and cisexist stigma, with values that demonstrate validity and reliability. The SEM generated a model with indices of fitness in a final solution of 17 items and 3 correlated dimensions with acceptable coefficients. Research limitations: The measurement of transinclusion attitudes in a society where it has been documented that such construct is barely being developing, and the failure to collect demographic data on the sample about their religious beliefs. Findings: A measurement instrument on transinclusive attitudes for key social actors interested in promoting the inclusion of trans people, their human rights and substantive equality.

Resumen Objetivo: Adaptar y validar en el contexto sonorense la Escala para medir Actitudes hacia las Personas Transgénero en Estudiantes Universitarios (EATU) que mide la inclusión de personas trans en Instituciones de Educación Superior (IES). Diseño metodológico: Es un estudio cuantitativo, transversal y no experimental. De tres IES, participaron 860 personas seleccionadas con muestreo no probabilístico e intencional. Se aplicó una escala tipo Likert de 4 puntos que evalúa actitudes transincluyentes. La fiabilidad se obtuvo con alfa de Cronbach y omega de McDonald. Para la validez la muestra se dividió al azar en dos; en la submuestra 1 se llevó a cabo un Análisis Factorial Exploratorio (AFE) y en la submuestra 2 se probó el modelo resultante del AFE mediante un Modelo de Ecuaciones Estructurales (MEE). Resultados: El AFE arrojó una solución final de la EATU de 32 ítems agrupados en 3 dimensiones denominadas sensibilidad, convivencia y estigma cisexista, con valores de fiabilidad superiores a .90 y de cargas factoriales superiores a .36. El MEE generó un modelo con índices de bondad de ajuste en una solución final de 17 ítems y 3 dimensiones correlacionadas con coeficientes superiores a .46. Limitaciones de la investigación: La medición de actitudes de transinclusión en una sociedad donde se ha documentado que tal constructo está en desarrollo y el no recabar datos demográficos en la muestra sobre sus creencias religiosas. Hallazgos: Un instrumento de medida sobre actitudes transincluyentes para actores sociales clave interesados en la promoción de la inclusión de las personas trans, sus derechos humanos y la igualdad sustantiva.

Abstract The five-factor model of the Attitude Scale towards Statistics (EAE-25) proposed by Auzmendi (1992) to measure the predisposition of students towards statistical content has been questioned in different researches. The purpose of this study was to analyze the psychometric properties of the EAE-25 in a sample of 291 Mexican undergraduate students in Psychology. The validity and reliability of the scale were examine using Confirmatory Factor Analysis (CFA) and Cronbach's alpha. The results of the AFC show partial signs of stability, five items were eliminated, but the five original factors remain. The scale configured in this way shows an acceptable internal consistency, the items are positively related to each other in each factor and each item distinguishes between university students according to their favorable and unfavorable attitude towards statistics, as well as those with high performance from those with low performance. For this reason, the EAE-20 is presented as a valid and reliable instrument, easily accessible, implementation and interpretation to assess the attitudes towards statistics in university students by professors and researchers interested in this topic.

Resumen El modelo de cinco factores de la Escala de Actitud hacia la Estadística (EAE-25) propuesta por Auzmendi (1992), para medir la predisposición de los alumnos hacia los contenidos estadísticos, ha sido cuestionada en distintas investigaciones. El propósito de este estudio fue analizar las propiedades psicométricas de la EAE-25 en una muestra de 291 estudiantes mexicanos de la licenciatura en Psicología. La validez y confiabilidad de la escala fueron examinadas mediante Análisis Factorial Confirmatorio (AFC) y el alfa de Cronbach. Los resultados del AFC muestran indicios parciales de estabilidad, cinco ítems fueron eliminados, pero permanecen los cinco factores originales. La escala así configurada muestra una consistencia interna aceptable, los ítems se relacionan positivamente entre sí en cada factor y cada ítem distingue a los universitarios de acuerdo con su actitud favorable y desfavorable hacia la estadística, así como a los de rendimiento alto de los de rendimiento bajo. Por tal motivo, la escala EAE-20 se presenta como un instrumento válido y confiable, de fácil acceso, implementación e interpretación para evaluar las actitudes hacia la estadística en estudiantes universitarios por parte de profesores e investigadores interesados en el tema.

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 El estudio se ha orientado desde el enfoque cuantitativo, el objetivo fue determinar si existe dependencia entre las variables sociodemográficas como grado de instrucción, religión, estado civil, carga familiar, género y rango de edad con la variable felicidad, la población considerada para el estudio fue la del último censo nacional peruano conformado por 179096 ciudadanos cuyas edades oscilan entre los 18 y 60 años; el muestreo probabilístico fue de tipo estratificado y cuenta con un nivel de confianza del 97 %. Se obtuvo una muestra de 1035 sujetos, se ha aplicado la escala de la felicidad de Lima (EFL); arrojando un indicador de 0.893 según el alfa de Cronbach con un coeficiente de alta confiabilidad. Se ha considerado las normas éticas y el consentimiento informado para esta investigación. A través de la prueba Chi cuadrada se pudo conocer la dependencia de las variables y se ha logrado obtener como resultado que el 40% de la población se encuentra en un nivel de baja felicidad; del mismo modo, se determinó la relación de dependencia entre las variables religión, estado civil, ausencia de dependencia con respecto a la carga familiar, género, rango de edad y grado de instrucción. La rigurosidad del estudio permite la extrapolación con poblaciones con las que se realizaron estudios similares.

Abstract The study has been oriented from the quantitative approach, the objective was to determine if there is dependence between sociodemographic variables such as educational level, religion, marital status, family burden, gender and age range with the happiness variable, the population considered for the study was that of the last Peruvian national census made up of 179096 citizens whose ages range between 18 and 60 years; the probability sampling was stratified and has a confidence level of 97%. A sample of 1035 subjects was obtained, the Lima Happiness Scale (EFL) was applied, yielding an indicator of 0.893 according to Cronbach's alpha with a high reliability coefficient. Ethical standards and informed consent were considered for this research. The Chi-square test was used to determine the dependence of the variables and the result was that 40% of the population is at a low level of happiness; likewise, the relationship of dependence between the variables religion, marital status, absence of dependence with respect to family burden, gender, age range and degree of education was determined. The rigor of the study allows extrapolation with populations with which similar studies were carried out.

ABSTRACT Globalization and increasing demands on specialists determined the need to learn a foreign language in the modern world. Consequently, higher education institutions (HEIs) need to improve the educational programme for the preparation of future specialists for professional activities. The aim of this research was to determine the effectiveness of the use of modern digital technologies during the study of a foreign language by medical students and to identify the students’ personal attitude during the experiment. The research employed the methods of expert evaluation, pre- and post-testing (Common European Framework of Reference for Languages (CEFR)), a survey with the inclusion of a technology perception model. Cronbach’s alpha was used to check the reliability of the used questionnaires. Cohen’s kappa coefficient and Pearson’s chi-squared test were used for statistical processing of the results. The study found that students of the experimental group (EG) who studied using different digital technologies showed significant success in improving foreign language skills after the final test than students of the control group (CG). It is also worth noting that EG students were more motivated to use digital technologies after the experiment.The novelty of this study is that the study of English by medical students was carried out using digital technologies that were chosen according to the age, profession and foreign language proficiency level of the experimental sample of students. Prospects for further research may be to determine the effectiveness of artificial intelligence during foreign language learning by medical students.

RESUMEN La globalización y las crecientes exigencias a los especialistas determinaron la necesidad de aprender una lengua extranjera en el mundo moderno. En consecuencia, las instituciones de educación superior (IES) necesitan mejorar el programa educativo para la preparación de futuros especialistas para actividades profesionales. El objetivo de esta investigación fue determinar la efectividad del uso de tecnologías digitales modernas durante el estudio de una lengua extranjera por parte de estudiantes de medicina e identificar la actitud personal de los estudiantes durante el experimento. La investigación empleó los métodos de evaluación de expertos, pruebas previas y posteriores (Marco Común Europeo de Referencia para las Lenguas (MCER)), una encuesta con la inclusión de un modelo de percepción tecnológica. Se utilizó el alfa de Cronbach para comprobar la fiabilidad de los cuestionarios utilizados. Para el procesamiento estadístico de los resultados se utilizó el coeficiente kappa de Cohen y la prueba chi-cuadrado de Pearson. El estudio encontró que los estudiantes del grupo experimental (EG) que estudiaron utilizando diferentes tecnologías digitales mostraron un éxito significativo en mejorar sus habilidades en lenguas extranjeras después de la prueba final que los estudiantes del grupo de control (CG). También vale la pena señalar que los estudiantes de GE estaban más motivados para utilizar tecnologías digitales después del experimento. La novedad de este estudio es que el estudio del inglés por parte de estudiantes de medicina se realizó mediante tecnologías digitales que fueron elegidas según la edad, profesión y nivel de dominio de lengua extranjera de la muestra experimental de estudiantes. Las perspectivas para futuras investigaciones pueden ser determinar la efectividad de la inteligencia artificial durante el aprendizaje de lenguas extranjeras por parte de estudiantes de medicina.

With this article we aimed to contribute evidence on reliable and valid measurement of teacher resilience in an under-researched African context and population. Scales from an existing instrument, ENTREEi, were used to measure the resilience of pre-service teachers at a South African university. The sample constituted 1,193 final-year pre-service teachers (20-32 years), who completed the FIRE teacher resilience measure (2015 to 2017). Teacher resilience data were purposively selected from the FIRE dataset and items analysed related to self-efficacy and teacher efficacy beliefs. A quantitative approach was used, which consisted of reliability (internal consistency using Cronbach's alpha) and validity (construct validity using Spearman correlations) analyses of the teacher resilience scale and the teacher efficacy scale. The statistical analyses indicate that the FIRE teacher resilience measure is a reliable and valid measure for intrapersonal resilience-enabling pathways in a challenged context. The underlying variable structure of the teacher resilience scale and teacher efficacy scale held in a Global South setting when used with pre-service teachers. The article contributes to teacher resilience measurement discourse by providing insights into the utility of teacher resilience scales in South Africa. The results act as a precursor for comparative teacher resilience results worldwide for future studies.

Abstract This study focuses on analyzing the psychometric properties of the Internalized Homonegativity Test among homosexual individuals in the department of Nariño (Colombia), aiming to develop a relevant and adapted instrument for gender and sexual orientation studies in the region. It employs a quantitative instrumental cross-sectional design with a sample of 161 participants, including both gay and lesbian individuals from 25 municipalities in Nariño. Participants' ages ranged from 15 to 87 years, selected through convenience sampling using the Snowball method. The Internalized Homonegativity Test, the Homosexual Sexual Orientation Recognition Scale, and a Sociodemographic-Generational Questionnaire were administered. Exploratory and confirmatory factor analyses, correlation and hypothesis testing, and calculations of Cronbach's Alpha and McDonald's Omega were conducted using JASP V 0.17.1 software. The results indicate that the instrument exhibits a unifactorial structure explaining 56.4 % of the common variance in the data and adequate internal consistency, with reliability values ranging from 0.828 to 0.894. These findings support the scale's reliability for measuring internalized homonegativity in the studied context.

Resumen Este estudio se centra en analizar las propiedades psicométricas de la Prueba de Homonegatividad Internalizada en individuos homosexuales del departamento de Nariño (Colombia), con el propósito de desarrollar un instrumento pertinente y adaptado para los estudios sobre género y orientación sexual en la región. Se emplea un diseño transversal instrumental de enfoque cuantitativo, con una muestra de 161 participantes, tanto gais como lesbianas, provenientes de 25 municipios de Nariño. La edad de los participantes abarcó un rango de 15 a 87 años, seleccionados mediante un muestreo no probabilístico por conveniencia tipo Bola de Nieve. Se aplicaron la Prueba de Homonegatividad Internalizada, la Escala de Reconocimiento de la Orientación Sexual Homosexual y un Cuestionario Sociodemográfico-Generacional. Se realizaron análisis factorial exploratorio y confirmatorio, pruebas de correlación y de hipótesis, así como cálculos de Alfa de Cronbach y Omega de McDonald mediante el software JASP V 0.17.1. Los resultados indican que el instrumento muestra una estructura unifactorial que explica el 56.4 % de la varianza común de los datos y una consistencia interna adecuada, con valores de fiabilidad entre 0.828 y 0.894. Estos hallazgos respaldan la fiabilidad de la escala para medir la homonegatividad internalizada en el contexto estudiado.

Resumo Introdução: A literacia dos profissionais de saúde sobre a segurança do doente visa prevenir e reduzir riscos e eventos adversos no cuidado de saúde.Objetivo: Tradução, adaptação e validação para Portugal do Questionário da Organização Mundial de Saúde para Avaliar a Implementação do Guia Multiprofissional. Metodologia: Seguindo o processo de adaptação cultural, realizámos a análise psicométrica numa amostra de 300 profissionais de saúde. A escala foi testada quanto à validade aparente e de conteúdo. As propriedades psicométricas foram avaliadas usando o coeficiente Alfa de Cronbach (α) por meio de análise fatorial exploratória e confirmatória, validade convergente e discriminante. Resultados: A análise fatorial exploratória levou a uma estrutura tetrafatorial que explicou 43,0% da variância e teve um Alfa total de 0,759. A estrutura hipotetizada foi submetida à análise fatorial confirmatória, e os seguintes itens foram eliminados do fator 1, 2 e 3, os respetivos itens: 7; 5 e 3, 4, 5, e 6, devido a problemas de multicolinearidade. Os índices gerais de adequação do modelo são confiáveis. Conclusões: A escala “KIT TOOL-S2 TEXT” apresenta uma estrutura fatorial com resultados satisfatórios de validade e fiabilidade, representando adequadamente os construtos em questão.

Abstract Introduction: Literacy of health professionals on patient safety aims to prevent and reduce risks and adverse events in healthcare. Objective: The objective of this study was to translate, adapt, and validate for Portugal of the World Health Organization Questionnaire to Assess the Implementation of the Multiprofessional Guide. Methodology: Following the cultural adaptation process, we carried out a psychometric analysis on a sample of 300 health professionals. The scale was tested for apparent and content validity. Psychometric properties were assessed using Cronbach’s alpha coefficient (α) through exploratory and confirmatory factor analysis, convergent validity, and discriminant validity. Results: Exploratory factor analysis led to a tetra factor structure that accounted for 43.0% of the variance and had an overall alpha of 0.759. The hypothesized structure was submitted to confirmatory factor analysis, and the following items were eliminated from factors 1, 2, and 3 and the respective items: 7; 5; and 3, 4, 5, and 6, due to multicollinearity problems. Overall good-of-fit indexes are reliable. Conclusions: The “KIT TOOL-S2 TEXT” scale presents a factor structure with satisfactory validity and reliability results, adequately representing the constructs in question.

Abstract: In the Chilean pediatric population, to date, there is no validated screening instrument for sleep-related breathing disorders (SRBD). Objective: to develop and validate a cross-cultural adaptation of the Pediatric Sleep Questionnaire - sleep-related breathing disorder scale (PSQ-SRBD), by creating the Chilean Spanish version (PSQ-CL). Patients and Method: The PSQ-SRBD was translated from English into Chilean Spanish, obtaining the PSQ-CL, which was subsequently validated. Internal consistency was determined through Cronbach’s alpha coefficient in 26 children with obstructive sleep apnea confirmed by polysomnography and in 112 controls. Reliability was obtained through the test-retest method. Results: In the pilot group, the overall internal consistency of the PSQ- CL through Cronbach’s alpha was 0.71 and the internal consistency was 0.653, 0.566, and 0.808 in subscales A, B, and C, respectively. The discrimination capacity of the PSQ-CL questionnaire established through ROC analysis was 81%, determining a cut-off score of 0.227 with a sensitivity of 73.08% and a specificity of 77.68%. Conclusions: The PSQ-CL is a suitable instrument for screening sleep-disordered breathing in Chilean children. This instrument may be useful in clinical practice and epidemiological research in the Chilean pediatric population and could be used for multicenter studies.

Resumen: Hasta la fecha, no existe un instrumento validado de detección de Trastornos Respiratorios del Sueño (TRS) en la población pediátrica en Chile. Objetivo: Desarrollar y validar la adaptación transcultural de la escala para trastornos respiratorios del sueño de la encuesta pediátrica del sueño (PSQ-SRBD), creando la versión chilena en español de este instrumento (PSQ-CL). Pacientes y Método: El PSQ-SRBD fue traducido del inglés al idioma español-chileno, obteniendo el PSQ-CL, el cual fue validado posteriormente. La consistencia interna se determinó mediante el coeficiente alfa de Cronbach en 26 niños con apnea obstructiva del sueño confirmada por polisomnografía y en 112 controles. La confiabilidad se obtuvo mediante la prueba test-retest. Resultados: En el grupo piloto, la consistencia interna global del PSQ-CL mediante alfa de Cronbach fue de 0,71 y la consistencia interna fue de 0,653, 0,566 y 0,808 en las subescalas A, B y C, respectivamente. La capacidad de discriminación del cuestionario PSQ-CL establecida mediante análisis ROC fue del 81%, determinando un puntaje de corte de 0,227 con una sensibilidad del 73,08% y una especificidad del 77,68%. Conclusiones: El PSQ-CL es un instrumento adecuado para detectar los trastornos respiratorios del sueño en niños chilenos. Este instrumento puede ser útil en la práctica clínica y en la investigación epidemiológica en la población pediátrica chilena y podría usarse para realizar estudios a nivel multicéntrico.

Abstract: The use of latent construct measurement scales is widespread in the medical literature. An essential condition is that the instrument be validated, in addition to being highly reliable. Objective: To evaluate the level of compliance with various methodological and statistical premises of validation studies of psychometric instruments in pediatrics, which are necessary to ensure adequate interpretation of the results, in order to offer recommendations for future research. Methods: Articles published in two of the most prestigious journals in Spanish (Andes Pediatrica and Anales de Pediatría) were identified between December 2000 and December 2023, where factor analysis was performed on the items of measurement scales, and in which the reliability and validity of these scales were studied. Twenty-five articles that met the selection criteria were selected and compared with the analysis procedure recommendations. Results: Five key points were identified to improve: 1) Reflective and formative indicators; 2) Determination of the best reflective indicator; 3) Validity of a scale linked to the fit of the theoretical model; 4) Reliability using Cronbach’s alpha; 5) Factor analysis versus principal components. Factor rotation. Conclusions: The analysis processes of measurement instruments in pediatrics must be improved, especially regarding the selection and specification of indicators, the use of factor analysis, and the fit of the proposed models.

Resumen: El uso de escalas de medida de constructos latentes es ubicuo en la literatura médica. Una condición esencial es que dicho instrumento sea validado, siendo deseable, además, que tenga una alta fiabilidad. Objetivo: Evaluar el nivel de cumplimiento de diversas premisas metodológicas y estadísticas de estudios de validación de instrumentos psicométricos en el ámbito de la pediatría, necesarias para garantizar una adecuada interpretación de los resultados, y ofrecer recomendaciones para futuras investigaciones. Método: Se identificaron los artículos publicados en dos de las revistas más prestigiosas en idioma español, Andes Pediátrica y Anales de Pediatría entre diciembre de 2000 diciembre de 2023, en cuyo método de análisis se realiza análisis factorial de los ítems de escalas de medida, y en los que se estudia la fiabilidad y validez de esas escalas. Se seleccionaron 25 artículos que atendían a las condiciones de la búsqueda, los cuales fueron contrastados con las recomendaciones de procedimiento de análisis. Resultados: Se identificaron 5 puntos clave sobre los que incidir en rigurosidad: 1) Indicadores reflectivos y formativos; 2) Fijación del mejor indicador reflectivo; 3) Validez de una escala ligada al ajuste del modelo teórico; 4) Fiabilidad usando el alfa de Cronbach; y 5) Análisis factorial frente a componentes principales. Rotación de factores. Conclusiones: Los procesos de análisis de instrumentos de medida en pediatría deben perfeccionarse, especialmente en lo relativo a la selección y especificación de indicadores, el uso del análisis factorial y el ajuste de los modelos planteados.

It is human nature to see the world as imperfect, because people strive towards improving existing and designing new systems. The education system is one such system which is regarded as being a challenge in South Africa, since it affects the quality of education received by every young South African. The serious nature of dysfunctionality could be attributed to the lack of competent leadership in schools. Learners' education and examination results are being impaired by inadequate teaching, dysfunctional school management, inefficient procedures and poor resources, which foster low educational standards. Leadership practices make a significant contribution to the desired outcomes of a school. Department heads are responsible for educational leadership; however, as they rarely receive leadership training, it is impossible for them to acquire the knowledge and skills to prepare them for their task as educational leaders. There is a dire need for educational leaders who could run a school professionally. The principal and staff should be professional leaders and managers capable of establishing a culture of learning and effectiveness. The purpose of this study was to establish if department heads have the required knowledge and skills to prepare them for their leadership and management role in a secondary school, how they see their competence in this regard, to identify the gaps regarding their preparation as effective educational leaders, and to submit proposals for improving the preparation of department heads for their leadership role. The research methodology was based on quantitative research strategies whereby the research question could accordingly be answered by means of a once-off cross-sectional survey obtained from a random cluster sampling of secondary schools in a district with approximately 70 schools in the Free State province. Self-designed questionnaires, which had to be completed by all the department heads at the schools, were used. A total of 186 department heads participated in the investigation. Ethical approval to conduct the research was obtained from the North-West University. Descriptive statistics and exploratory factor analysis were used to identify latent variables. Cronbach's alpha coefficient was used to determine the reliability of the variables involved. Hierarchical linear models were used to determine relationships among variables. The results showed that the heads of department view training and development as important, but they also indicated that they did not receive management training before their appointment in their position. Finally, suggestions are provided for improving the preparation of department heads.

Alle bestaande stelsels, waaronder onderwysstelsels, verander voortdurend. Die onderwys-stelsel is een van die stelsels in Suid-Afrika wat as 'n uitdaging gesien word, omdat dit die gehalte van onderrig beïnvloed. Die ernstige aard van disfunksionaliteit kan toegeskryf word aan die gebrek aan bevoegde leierskap in skole. Leerders se opvoeding en eksamenuitslae word benadeel deur swak onderrig, disfunksionele skoolbestuur, ondoeltreffende prosedures en swak hulpbronne, wat lae onderwysstandaarde tot gevolg het. Leierskapspraktyke lewer 'n groot bydrae tot die gewenste uitkomste van 'n skool. Departementshoofde is verantwoordelik vir onderrigleierskap, maar aangesien hulle selde leierskapsopleiding ontvang, is dit vir hulle onmoontlik om kennis en vaardighede op te doen om hulle voor te berei vir hulle taak as onderrigleiers. Daar is 'n ernstige behoefte aan onderrigleiers wat 'n skool professioneel kan bestuur. Die skoolhoof en personeel moet professionele leiers en bestuurders wees, sodat 'n kultuur van leer en effektiwiteit geskep kan word. Die doel van hierdie ondersoek was om te bepaal of departementshoofde oor die nodige kennis en vaardighede beskik om die leierskap- en bestuursrol in 'n sekondêre skool te vervul, hoe departementshoofde hulle bevoegdheid in hierdie verband sien, wat die leemtes ten opsigte van die voorbereiding van departementshoofde vir hulle taak/rol as effektiewe onderrigleiers is, en om voorstelle ter verbetering van die voorbereiding van departementshoofde vir hul leierskapsrol te maak. Die navorsingsmetodologie is gebaseer op kwantitatiewe navorsingstrategieë waarvolgens die navorsingsvraag beantwoord kon word deur middel van 'n eenmalige dwarsdeursnitopname wat verkry is met behulp van ewekansige trossteekproefneming by sekondêre skole in 'n distrik in die Vrystaat. Daar is gebruik gemaak van selfontwerpte vraelyste wat deur al die departementshoofde van die betrokke skole voltooi moes word. 'n Totaal van 186 departements-hoofde het aan die ondersoek deelgeneem. Etiese goedkeuring om die studie te onderneem is van die Noordwes-Universiteit verkry. Beskrywende statistiek (frekwensies, persentasies, gemiddeldes en standaardafwykings) en eksploratiewe faktorontleding is gebruik om onderliggende latente veranderlikes te identifiseer. Cronbach se alfa-koëffisiënt is gebruik om die betroubaarheid van betrokke veranderlikes te bepaal. Hiërargiese lineêre modelle is gebruik om verbande met biografiese en demografiese veranderlikes te bepaal. In hierdie studie is bevind dat daar 'n duidelike verband tussen onderrig en leierskap is en dat die meeste van die departementshoofde kwaliteitonderrig belangrik ag en as 'n prioriteit in hul departemente sien. Die departementshoofde in hierdie studie is ook van mening dat die leiding van skoolbestuurspanne die kwaliteit van onderrig in die departement beïnvloed. Departementshoofde vir wie onderrig, leierskap en leerderprestasie belangrik is, heg ook hoë waarde aan opleiding en voorbereiding. In hierdie studie is ook bevind dat departementshoofde oor die algemeen nie bestuursopleiding ontvang het voor hul aanstelling in dié posisie nie. Sommige van die departementshoofde kon staatmaak op die kennis wat hulle opgedoen het tydens hul kollege- of universiteitsopleiding, wat hulle voorberei het vir hulle taak. 'n Klein aantal van die departementshoofde was oortuig dat hul voordiensopleiding nie van waarde was nie en dat hulle nie voorbereid was vir hul rol as beginnerdepartementshoofde nie.

RESUMEN Introducción: la dirección de salud exige nuevas formas de actuación profesional en las instituciones de salud cubana que garanticen los cambios necesarios para su desarrollo sostenible. Objetivo: diseñar un curso que contribuya a mejorar el desempeño de los cuadros de la atención primaria de salud a partir del trabajo con sus reservas. Métodos: se realizó una investigación de desarrollo, educativa, entre julio 2023 a diciembre 2023, que culminó con el diseño del curso de superación sobre dirección en salud para reservas de cuadro de la atención primaria. La población incluyó a las 96 reservas de cuadro pertenecientes a la Dirección General de Salud del municipio. Para la selección de la muestra se realizó un muestreo no probabilístico intencional, finalmente resultó constituida por 34 reservas. La fiabilidad se obtuvo calculando el Alfa de Cronbach, en el Programa SPSS para Windows versión 28. Resultados: se identificaron las necesidades de aprendizaje de las reservas de cuadro sobre la base de las cuales se diseñó un curso compuesto por dieciséis temas, con un enfoque activo y participativo, a través de diferentes formas de enseñanza-aprendizaje, con énfasis en el uso del trabajo grupal. Se validó el curso por criterios de expertos. Conclusiones: las reservas de cuadro de la Atención Primaria de Salud presentan conocimientos insuficientes acerca de la dirección en salud proponiéndose un curso de posgrado que contribuya a mejorar el desempeño de los cuadros.

ABSTRACT Introduction: the health management demands new forms of professional action in Cuban health institutions that guarantee the changes necessary for their sustainable development. Objective: design a course that contributes to improving the performance of primary health care staff based on working with their reserves. Methods: an educational development research was conducted from July 2023 to December 2023, which culminated in the design of a training course on health management for primary care cadre reserves. The population included the 96 cadre reserves belonging to the General Directorate of Health of the municipality. For the selection of the sample, a non-probabilistic purposive sampling was carried out, and it finally consisted of 34 reserves. Reliability was obtained by calculating Cronbach's alpha in SPSS for Windows version 28. Results: the learning needs of the cadre reserves were identified on the basis of which a course composed of sixteen topics was designed, with an active and participatory approach, through different forms of teaching-learning, with emphasis on the use of work group. The course was validated by expert criteria. Conclusions: the reserves of Primary Health Care cadres have insufficient knowledge about health management and a postgraduate course is proposed to contribute to improve the performance of the cadres.

RESUMEN Introducción: la evaluación es la categoría reguladora del proceso de enseñanza aprendizaje y uno de los aspectos más polémicos y de mayor interés en la práctica pedagógica. Objetivo: determinar la calidad de un instrumento de evaluación de la asignatura: Medicina General Integral en la carrera de Medicina. Métodos: se realizó un estudio descriptivo transversal en el marco de la educación médica, para determinar la calidad del examen de la asignatura Medicina General Integral en la Facultad de Ciencias Médicas “Mariana Grajales Coello” de Holguín, en el curso 2023. Se seleccionó una muestra aleatoria (n = 48). El tipo de dificultad y coeficiente de discriminación del punto biserial se calcularon en el software de hoja de cálculo Excel para Windows XP. La confiabilidad de las preguntas y el examen se obtuvo al calcular el Alfa de Cronbach, en el Programa Epidat 4.1. Resultados: predominaron los ítems en las temáticas de prevención de salud; medicina natural tradicional y enfermedades transmisibles, existiendo falta de correspondencia entre estos y el fondo de tiempo según plan calendario. La mayoría de temáticas presentó tipo de dificultad fácil y el examen presentó dificultad medianamente fácil, en correspondencia con un predominio de preguntas con bajo poder discriminante y la pregunta número siete afectó la consistencia interna, que de manera general fue aceptable. Conclusiones: el examen no presentó una dificultad equilibrada, en correspondencia con una discriminación mayoritariamente pobre y la consistencia interna fue aceptable.

ABSTRACT Introduction: evaluation is the regulatory category of the teaching-learning process and one of the most controversial and interesting aspects in pedagogical practice. Objective: to determine the quality of an evaluation instrument for the subject: General Comprehensive Medicine in the Medicine course. Methods: a transversal descriptive study was carried out in the framework of medical education, to determine the quality of the examination of the subject Integral General Medicine in the School of Medical Sciences "Mariana Grajales Coello" of Holguin, in the 2023 course. A random sample was selected (n = 48). The type of difficulty and discrimination coefficient of the biserial point were calculated in the Excel spreadsheet software for Windows XP. The reliability of the questions and the exam was obtained by calculating Cronbach's Alpha in the Epidat 4.1 program. Results: the items on health prevention, traditional natural medicine and communicable diseases predominated, with a lack of correspondence between these and the time fund according to the calendar plan. Most of the topics presented easy difficulty and the exam presented medium-easy difficulty, in correspondence with a predominance of questions with low discriminating power and question number seven affected the internal consistency, which was generally acceptable. Conclusions: the exam did not present a balanced difficulty, in correspondence with a mostly poor discrimination and the internal consistency was acceptable.

ABSTRACT Foundation: The assessment of pain requires the use of valid and reliable scales that allow identifying its presence, intensity and characteristics, for better management and treatment. Objective: To determine the scales’ validity and reliability for assessing pain in the Intensive Care Unit at the Paquito González Cueto University Pediatric Hospital in Cienfuegos. Methods: An instrument validation study was carried out from January to November 2023. The Wong Baker scale and the visual analogue scale were chosen; face, legs, activity, crying and consolation scale (Face, Legs, Activity, Cry and Consolability), and Pain Indicator Behaviors Scale. Linguistic and cultural adaptation, content validation, internal consistency, temporal stability, construct and criterion validity were carried out. Kendall's W concordance coefficient (content validity), Bartlett's sphericity test and Kaiser's normalization criterion (construct validity), Pearson's correlation coefficient (temporal stability) and global Cronbach's Alpha coefficient (internal consistency) were calculated. Results: The scales are understandable from linguistic and cultural analysis. Content validation with agreement coefficient of Kendall's W 0.233. Construct validity with Kaiser Meyer Olkim (KMO) 0.902 and Bartlett chi square test of sphericity= 1921.253. Temporal stability with Pearson correlation coefficient 0.827 and 0.917. Internal consistency with global Cronbach's Alpha coefficient 0.861. Conclusions: The scales reflect valid conditions and criteria in the assessment of pain in the Pediatric Intensive Care Unit.

RESUMEN Fundamento: La valoración del dolor requiere de la utilización de escalas válidas y confiables, que permitan identificar su presencia, intensidad y características, para su mejor manejo y tratamiento. Objetivo: Determinar la validez y confiabilidad de las escalas para la valoración del dolor en la Unidad de Cuidados Intensivos en el Hospital Pediátrico Universitario Paquito González Cueto de Cienfuegos. Métodos: Se realizó un estudio de validación de instrumentos, de enero a noviembre de 2023. Se escogieron la escala de Wong Baker, la escala visual analógica; escala rostro, piernas, actividad, llanto y consuelo (Face, Legs, Activity, Cry and Consolability), y Escala de conductas indicadoras de dolor. Se realizó la adaptación lingüística y cultural, la validación de contenido, consistencia interna, estabilidad temporal, validez de constructo y de criterio. Se calculó el coeficiente de concordancia W de Kendall (validez de contenido), prueba de esfericidad de Bartlett y criterio de normalización de Kaiser (validez de constructo), coeficiente de correlación de Pearson (estabilidad temporal) y coeficiente Alfa de Cronbach global (consistencia interna). Resultados: Las escalas son comprensibles desde el análisis lingüístico y cultural. Validación de contenido con coeficiente de concordancia de W de Kendall 0,233. Validez de constructo con Kaiser Meyer Olkim (KMO) 0,902 y prueba de esfericidad de Bartlett chi cuadrado= 1921,253. Estabilidad temporal con coeficiente de correlación de Pearson 0,827 y 0,917. Consistencia interna con coeficiente Alfa de Cronbach global 0,861. Conclusiones: Las escalas reflejan condiciones y criterios válidos en la valoración del dolor en la Unidad de Cuidados Intensivos Pediátricos.