QUANTUM COMPUTING IN CHEMISTRY. Quantum computing offers transformative potential for quantum chemistry, enabling the exploration of complex molecular simulations with unprecedented accuracy. By leveraging qubits and powerful quantum algorithms like the variational quantum eigensolver (VQE) and quantum phase estimation (QPE), quantum computing provides a novel approach to unraveling the intricacies of electronic structures and properties of molecules. While challenges persist in qubit stability and error mitigation, continuous innovation is fostered by collaborative efforts between the quantum computing and chemistry communities. These collaborations pave the way for groundbreaking advancements in drug discovery and materials science. This research employed quantum computing simulators to investigate the potential energy surface (PES) of the H2 molecule at the CCSD/STO-3G level of theory. These simulators, leveraging qubits and sophisticated algorithms, facilitated the acquisition of detailed information regarding the electronic structure, bonding mechanisms, and spectroscopic properties of the diatomic molecules.

ABSTRACT: Haptic simulation has been proposed as a valid methodological tool for dental students in order to acquire the necessary psychomotor skills that are needed for their clinical practice on humans. Available scientific evidence presents qualitative studies of the perception from both students and teachers with a favorable reception. Quantitative evidence utilizes different types of simulators and methods to calculate student performance and improvements in skill acquisition. The aim of this study was to compare the level of accuracy in performing an endodontic access cavity on a lower premolar using the VirtEasy Classic Full Immersion haptic simulator (VirtEasy Dental V2 in VR) by third-year endodontic students at both the beginning and end of Universidad del Desarrollo’s (UDD) dentistry endodontic program of year 2023. The proposed hypothesis was that the accuracy of students in the 2023 UDD dentistry endodontic course would effectively improve with practice on the virtual haptic simulator. The results showed an improvement in accuracy of 31.6 % at the end of the training period while performing the same access cavity. This information could be relevant for other universities or teaching groups as they might consider haptic simulation in their study programs as a method that aids and promotes the development of fine motor skills and patient safety.

RESUMEN: La simulación háptica ha sido propuesta como una herramienta metodológica válida para que los estudiantes de Odontología adquieran habilidades psicomotoras necesarias para su práctica clínica en seres humanos. La evidencia científica disponible presenta estudios cualitativos de percepción tanto de estudiantes como profesores con una favorable acogida. La evidencia cuantitativa, utiliza distintos tipos de simuladores y métodos para calcular el rendimiento de los estudiantes, o la mejora en la adquisición de habilidades. El objetivo de este estudio fue comparar el nivel de precisión para realizar una cavidad de acceso endodóntico en un premolar inferior en el simulador háptico VirtEasy Classic Full Inmersion (VirtEasy Dental V2 in VR) por alumnos de 3er año de la asignatura de endodoncia al inicio y término del programa de endodoncia de la carrera de odontología UDD 2023. Mientras que la hipótesis planteada fue que la precisión de los estudiantes del curso de endodoncia de la carrera de Odontología UDD 2023 mejora con la práctica en el simulador virtual háptico. Los resultados arrojaron una mejora en la precisión de un 31,6 % al finalizar el periodo de entrenamiento y realizando la misma cavidad de acceso. Esta información es relevante para que otras universidades o grupos docentes, consideren la simulación háptica en sus programas de estudio como un método que ayuda y favorece el desarrollo de la motricidad fina y la seguridad del paciente.

Resumen Se presenta un enfoque interdisciplinario que relaciona los modelos, los simuladores y la Ingeniería del Software. En particular desde la Ingeniería del Software se abordan y adaptan cuestiones de agilidad y la guía de conocimiento SWEBOK. La metodología, para el logro de la propuesta trata la exploración de la literatura y una adaptación de SCRUM para asistir en la gestión de proyectos educativos y contribuir al proceso de enseñanza-aprendizaje. Además, se explicita las prácticas desarrolladas en una asignatura de grado con la finalidad de lograr aprendizajes significativos, centrados en los estudiantes orientados al aprendizaje basado en proyectos. Se concluye que la guía SWEBOK proporciona áreas de conocimiento que son tratadas desde la modelización y simulación de sistemas, contribuyendo con aprendizajes significativos a través de la apropiación e integración de conocimientos disciplinares. A futuro, se identificarán y analizarán otras áreas de conocimiento de la Ingeniería del Software que se vincularían con el abordaje propuesto en la asignatura centrándose en el perfil de los estudiantes.

Abstract An interdisciplinary approach is presented, linking models, simulators and software engineering. In particular from the Software Engineering are addressed and adapted agility issues and the SWEBOK knowledge guide. The methodology, for the achievement of the proposal deals with the exploration of literature and an adaptation of SCRUM to assist in the management of educational projects and contribute to the teaching-learning process. In addition, the practices developed in a degree subject are explicit with the aim of achieving meaningful learning, focused on students oriented to project-based learning. It is concluded that the SWEBOK guide provides areas of knowledge that are addressed from the modelling and simulation of systems, contributing to significant learning through the appropriation and integration of disciplinary knowledge. In the future, other areas of knowledge in Software Engineering that would be linked to the proposed approach in the subject will be identified and analyzed focusing on the profile of students.

Resumo É apresentada uma abordagem interdisciplinar que relaciona modelos, simuladores e Engenharia de Software. Principalmente na Engenharia de Software, questões de agilidade e o guia de conhecimento SWEBOK são abordados e adaptados. A metodologia, para concretização da proposta, trata da exploração de literatura e de uma adaptação do SCRUM para auxiliar na gestão de projetos educacionais e contribuir no processo de ensino-aprendizagem. Além disso, são explicadas as práticas desenvolvidas em uma disciplina de graduação com o objetivo de alcançar uma aprendizagem significativa, voltada para alunos orientados para a aprendizagem baseada em projetos. Conclui-se que o guia SWEBOK disponibiliza áreas de conhecimento que são tratadas a partir da modelagem e simulação de sistemas, contribuindo com uma aprendizagem significativa através da apropriação e integração de conhecimentos disciplinares. Futuramente serão identificadas e analisadas outras áreas do conhecimento da Engenharia de Software que estariam vinculadas à abordagem proposta na disciplina, com foco no perfil dos alunos.

Resumen La apnea obstructiva del sueño (AOS) es una condición común en adultos en edad laboral. Incluso, en la actualidad, vemos cómo la edad de retiro se ha ido prolongando de tal manera que adultos mayores, quienes tienen mayor prevalencia de AOS, continúan trabajando incluso en situaciones de alto riesgo de siniestralidad. Uno de los principales síntomas de la AOS es la somnolencia diurna que puede contribuir de manera directa al riesgo de accidentabilidad, compromiso cognitivo y desempeño laboral. También se ha demostrado cómo la reducción de la materia gris a nivel cerebral y cerebelar provoca alteraciones en coordinación y capacidad de conducción. El tratamiento con dispositivos de presión positiva mejora el desempeño laboral y reduce la incidencia de accidentes de tránsito, pero algunos déficits cognitivos pueden persistir incluso después de meses de tratamiento. La evaluación del riesgo de accidentabilidad en conductores es un desafío y los cuestionarios actuales no son adecuados para el cribado. Los simuladores de conducción y las pruebas de alerta son más prometedores. El futuro de la investigación se centra en estandarizar los resultados de los simuladores, determinar los mejores predictores de eventos reales y utilizar la inteligencia artificial y los automóviles autónomos para reducir los riesgos relacionados con la somnolencia al volante. Es necesario que la posición de los entes gubernamentales de nuestros países latinoamericanos sea proactiva y orientada a la protección de la salud y la seguridad de la población.

Abstract Obstructive sleep apnea (OSA) is a common condition among working-age adults. In today's context, we observe that the retirement age has been extended, with older adults, who have a higher prevalence of OSA, continuing to work even in high-risk si-tuations. One of the main symptoms of OSA is daytime sleepiness, which can directly contribute to the risk of accidents, cognitive impairment and reduced work performance. It has also been demonstrated that the reduction of gray matter in the brain, especially in the cerebellum, can lead to coordination and driving capacity impairments. Treatment with positive pressure devices improves work performance and reduces the incidence of traffic accidents, but some cognitive déficits may persist even after months of treatment. Assessing the risk of accidents in drivers is a challenge, and current questionnaires are not suitable for screening. Driving simulators and alertness tests show more promise. The future of research is focused on standardizing simulator outcomes, identifying the best predictors of real-world events, and utilizing artificial inteNigence and autonomous vehicles to mitigate risks associated with driver drowsiness. It is imperative that the stance of government entities in our Latin American countries is proactive and aimed at safeguarding the health and safety of the population.

Resumen Introducción. Anudar es una de las habilidades quirúrgicas esenciales y de su correcta ejecución dependen procesos de vital importancia. La adquisición de estas competencias requiere trabajo motor, entornos amigables y realistas. Una estrategia para facilitar el aprendizaje de la técnica de anudado es generar instrumentos de simulación accesibles. Métodos. Se presenta un simulador de nudos quirúrgicos, construido con materiales de bajo costo y asequibles para la población en general, con un presupuesto de aproximadamente $5.000 COP (US$ 1,23). Resultados. Se desarrolló un simulador de nudos quirúrgicos que, al fijarse a la extremidad inferior desde una posición sentada, proporciona una superficie estable para llevar a cabo la práctica de anudado de manera efectiva. Conclusión. La cirugía moderna considera la seguridad del paciente como la principal prioridad, por lo que ya no es apropiado adoptar un método de formación de “ver uno, hacer uno, enseñar uno”. Es la práctica constante mediante simuladores, el método más adecuado. Este trabajo presenta una alternativa de aprendizaje ininterrumpido de las técnicas quirúrgicas relacionadas con los nudos.

Abstract Introduction. Knotting is one of the essential surgical skills and vitally important processes that depends on its correct execution. The acquisition of these skills requires motor work, friendly and realistic environments. A strategy to facilitate learning the knotting technique is to generate accessible simulation instruments. Methods. A surgical knot simulator is presented, built with low-budget materials and affordable for the general population, with a budget of approximately $5,000 COP (US$ 1.23). Results. A surgical knot simulator has been developed in a way that, when attached to the thigh of a lower extremity from a seated position, provides a stable surface to effectively perform knot tying practice. Conclusion. Modern surgery considers patient safety as the top priority, so it is no longer appropriate to adopt a “see one, do one, teach one” training method. Constant practice using simulators is the most appropriate method. This work presents an alternative for uninterrupted learning of surgical techniques related to knots.

Abstract Objective To evaluate surgeons’ performance in resecting CAM-type deformities using a realistic arthroscopic surgery simulator. Methods An arthroscopic simulator was created using low-cost materials with the help of a GTMax Core A1 3D printer and the programs Invesalius and Meshmixer 2017, which were used to develop femoral head parts in ABS material, with the presence of a CAM-type deformity, to mimic a femoroacetabular impact situation. After the operations were performed by 16 surgeons, the femurs were compared to a previous model with deformity and another without, using Cloudcompare, and parameters such as the volumetric difference between the operated femurs, with and without deformity, the minimum and maximum distance between them, the percentage of the deformity resected, the estimated time for total resection of the deformity, as well as a qualitative analysis based on the images and graphs provided by the program representing the areas of the parts resected, were evaluated at the end. Results The average resection speed was 34.66 mm3/min (SD = 46 mm3/min, max = 147.33; min = −2.66). The average resection rate was 26.2% (SD = 34.7%, max = 111; min = −2). Qualitative analysis showed hyporesection of deformities and sometimes hyperresection of nondeformed areas. The simulator was highly rated by the surgeons, with a tactile sensation very similar to real surgery, according to them. Conclusion Arthroscopic simulators have proved very useful in training less experienced surgeons. surgeons CAMtype CAM type lowcost low cost A D 2017 material situation 1 Cloudcompare them resected end 3466 34 66 34.6 mm3min mmmin mm3 mm SD 4 147.33 14733 147 33 −2.66. 266 −2.66 . 2 −2.66) 262 26 26.2 347 7 34.7% 111 −2. −2 −2) 201 346 3 6 34. 147.3 1473 14 −2.6 26. 34.7 11 − 20 147.

Resumo Objetivo Avaliar o desempenho de cirurgiões na ressecção de deformidades tipo CAME fazendo uso de um simulador realista de cirurgia artroscópica. Métodos Um simulador artroscópico foi criado a partir de materiais de baixo custo com auxílio de uma impressora 3D GTMax Core A1 e dos programas Invesalius e Meshmixer 2017, que foram utilizados para criar peças de cabeça de fêmur em material ABS, com a presença de uma deformidade tipo CAME, a fim de mimetizar uma situação de impacto femoroacetabular. Após as operações serem realizadas por 16 cirurgiões, os fêmures foram comparados a um modelo prévio com e outro sem deformidade pelo programa Cloudcompare, sendo avaliados ao final parâmetros como diferença volumétrica entre os fêmures operados, com e sem deformidade, distância mínima e máxima entre eles, porcentagem da deformidade ressecada, tempo estimado para ressecção total da deformidade, além de uma análise qualitativa feita com base nas imagens e gráficos fornecidos pelo programa representando as áreas das peças efetivamente ressecadas. Resultados A velocidade média de resseção foi de 34,66mm3/minuto (DP = 46 mm3/min, max = 147,33 mm3/min; min = −2,66 mm3/min). A média de ressecção obtida foi de 26,2% (DP = 34,7%, max = 111%; min = −2%). A análise qualitativa demonstrou uma hiporresecção das deformidades e, por vezes, hiperresecção de áreas não deformadas. O simulador foi muito bem avaliado pelos cirurgiões, tendo uma sensação tátil bem semelhante à cirurgia real segundo os mesmos. Conclusão Simuladores artroscópicos se mostraram muito úteis no treinamento de cirurgiões menos experientes. artroscópica D 2017 ABS femoroacetabular 1 Cloudcompare operados eles ressecada ressecadas 3466mm3minuto mmminuto 34 66mm3 minuto mm DP 4 mm3min mmmin mm3 mm3/min 14733 147 33 147,3 266 2 66 −2,6 mm3/min. . mm3/min) 262 26 26,2 347 7 34,7% 111% 111 −2%. −2% −2%) vezes deformadas mesmos experientes 201 3 66mm 1473 14 147, 6 −2, 26, 34,7 11 −2 20 34, −

ABSTRACT The general objective of this study was to investigate the impact of teacher training on the use of simulators as educational tools in virtual classrooms. The research used mixed methods, using a pre- and post-test design. The sample consisted of 50 teachers from a local institute in Lima, Peru, with a variety of teaching experience and areas of specialization. The questionnaire and semi-structured interview were used as instruments. The findings support the effectiveness of the training program in the use of simulators, demonstrating a positive impact on the knowledge, confidence and technological competence of participating teachers. The qualitative results provide valuable information to improve and optimize the training program in the use of simulators, with the aim of meeting the needs and expectations of the participants and maximizing its impact on the professional development of educators. It was concluded that training programs can significantly improve teachers' knowledge, skills and confidence in the use of simulators, which in turn can enhance teaching strategies and improve student learning outcomes.

RESUMEN Este estudio tuvo como objetivo general investigar el impacto de la formación del profesorado en el uso de simuladores como herramientas educativas en aulas virtuales. En la investigación empleó métodos mixtos, utilizando un diseño de pre y post prueba. La muestra consistió en 50 profesores de un instituto local de Lima, Perú, con una variedad de experiencia docente y áreas de especialización, se utilizaron como instrumentos el cuestionario y la entrevista semiestructurada. Los hallazgos respaldan la efectividad del programa de formación en el uso de simuladores, al demostrar un impacto positivo en los conocimientos, la confianza y la competencia tecnológica de los profesores participantes. Los resultados cualitativos proporcionan información valiosa para mejorar y optimizar el programa de formación en el uso de simuladores, con el objetivo de satisfacer las necesidades y expectativas de los participantes y maximizar su impacto en el desarrollo profesional de los educadores. Se concluyó que los programas de formación pueden mejorar significativamente los conocimientos, habilidades y confianza de los profesores en el uso de simuladores, lo que a su vez puede potenciar las estrategias de enseñanza y mejorar los resultados del aprendizaje de los estudiantes.

ABSTRACT Introduction: medical training should provide the future professional, in addition to theoretical knowledge, general and specific skills. In urology, urogenital training simulators have been presented as an ally in improving the degree of confidence and development of competencies for undergraduate medical students. Methods: exploratory descriptive research with a quantitative approach, of an experimental nature, of the randomized controlled type with cross-sectional cut. Conducted with the students of the 4th year of medicine of a Higher Education Institution in the West of Paraná. Results: 91 students attended a theoretical class with a complete explanation of the activities to be performed and answered the initial questionnaire about the degree of confidence to perform tasks in three stations with male urogenital training simulators (prostatic touch, bladder catheterization and scrotal evaluation). Of these, 45 received guidance and training with the simulators prior to the stations, while 46 should demonstrate skills directly in the three stations, mimicking patient care, only with information from the theoretical classes. The students who received previous guidance with the simulators had their scores in the development of competence higher. And, when they repeated the questionnaire about the degree of confidence to demonstrate skills with the mannequins, there was a higher degree of confidence in performing the tasks, except for the execution of a task considered more difficult. Conclusion: there was an improvement in the degree of confidence and in the development of competencies of undergraduate medical students with the orientations in the male urogenital training simulators.

RESUMO Introdução: a formação médica deve fornecer ao futuro profissional, além de conhecimentos teóricos, habilidades gerais e específicas. Na urologia, os simuladores de treinamento urogenital, têm se apresentado como aliado na melhora do grau de confiança e desenvolvimento de competências para estudantes de graduação em medicina. Métodos: pesquisa exploratória descritiva, com abordagem quantitativa, de natureza experimental, do tipo randomizado controlado com recorte transversal. Realizada com os estudantes do 4º ano de medicina de uma Instituição de Ensino Superior no Oeste do Paraná. Resultados: 91 estudantes assistiram a uma aula teórica com explanação completa das atividades a serem realizadas, e responderam ao questionário inicial sobre o grau de confiança para executar tarefas em três estações com simuladores de treinamento urogenital masculino (toque prostático, cateterismo vesical e avaliação escrotal). Destes, 45 receberam orientações e treinamento junto aos simuladores previamente as estações, enquanto 46 deveriam demonstrar habilidades diretamente nas três estações, mimetizando o atendimento ao paciente, apenas com informações das aulas teóricas. Os estudantes que receberam orientação prévia junto aos simuladores, tiveram seus escores no desenvolvimento de competência mais elevados. E, ao repetirem o questionário sobre o grau de confiança para demonstrar habilidades junto aos manequins, houve maior grau de confiança em executar as tarefas, com exceção da execução de uma tarefa considerada mais difícil. Conclusão: houve melhora no grau de confiança e no desenvolvimento de competências dos estudantes de graduação em medicina com as orientações nos simuladores de treinamento urogenital masculino.

RESUMEN Objetivo: verificar el efecto de las tecnologías educativas en la calidad de vida de las personas con diabetes. Método: estudio cuasi-experimental, antes y después, desarrollado con un grupo de 34 personas. Se realizaron seis intervenciones, grupales o individuales, utilizando tecnologías educativas, como simuladores clínicos y juegos físicos educativos. Se utilizó un cuestionario para extraer datos sociodemográficos y clínicos. Para evaluar la calidad de vida se aplicó la Diabetes Quality of Life Measure (DQOL) en los momentos inicial (T0) y final (T1). Se utilizó la prueba t de Student pareada para comparar las puntuaciones medias en los tiempos T0 y T1, adoptando un nivel de significancia ≤ 0,05. Resultados: la puntuación media global DQOL reveló un aumento de 142,7 (±11,8) a 162,2 (±9,1), con una diferencia estadísticamente significativa (p<0,001). Los dominios de satisfacción, impacto y preocupaciones relacionadas con la diabetes también mostraron un aumento con diferencia estadística. Hubo una reducción en los niveles medios de glucosa en sangre postprandial después de las intervenciones, con una diferencia estadísticamente significativa (p<0,001). Conclusión: el uso de tecnologías educativas en intervenciones educativas mostró una mejora en la calidad de vida de las personas que viven con diabetes.

RESUMO Objetivo: verificar o efeito de tecnologias educacionais na qualidade de vida de pessoas com diabetes. Método: estudo quase-experimental, do tipo antes e depois, desenvolvido com grupo de 34 pessoas. Foram realizadas seis intervenções, em grupo ou individualmente, empregando-se tecnologias educacionais, como simuladores clínicos e jogos educacionais físicos. Utilizou-se um questionário para extrair os dados sociodemográficos e clínicos. Para avaliação da qualidade de vida, foi aplicado o Diabetes Quality of Life Measure (DQOL), nos momentos inicial (T0) e final (T1). Foi utilizado o teste t-student pareado para comparar as médias dos escores nos tempos T0 e T1, adotando nível de significância ≤ 0,05. Resultados: as médias do escore geral do DQOL revelaram aumento de 142,7±11,8 para 162,2±9,1, com diferença estatisticamente significativa (p<0,001). Os domínios de satisfação, impacto e preocupações relacionadas ao diabetes também mostraram aumento com diferença estatística. Houve redução significativa nas médias das glicemias pós-prandiais após as intervenções (p<0,001). Conclusão: o uso de tecnologias educacionais nas intervenções educativas evidenciou uma melhora na qualidade de vida das pessoas que vivem com diabetes.

ABSTRACT Objective: to verify the effect of educational technologies on the quality of life of people with diabetes. Method: quasi-experimental study, before-and-after type, developed with a group of 34 people. Six interventions were carried out, in groups or individually, using educational technologies, such as clinical simulators and physical educational games. A questionnaire was used to extract sociodemographic and clinical data. To assess quality of life, the Diabetes Quality of Life Measure (DQOL) was applied at the initial (T0) and final (T1) moments. The paired Student’s t-test was used to compare the mean scores at T0 and T1, adopting a significance level ≤ 0.05. Results: the mean overall DQOL score revealed an increase from 142.7 (±11.8) to 162.2 (±9.1), with a statistically significant difference (p<0.001). The domains of satisfaction, impact and concerns related to diabetes also showed an increase with statistical difference. There was a significant reduction in postprandial blood glucose levels after the interventions, with a statistically significant difference (p<0.001). Conclusion: the use of educational technologies in educational interventions demonstrated an improvement in the quality of life of people living with diabetes.

RESUMEN: Los laboratorios de simulación quirúrgica permiten perfeccionar las habilidades y disminuir las brechas de aprendizaje en la enseñanza de las ciencias quirúrgicas porque se logra disminuir el tiempo de formación y mejorar la calidad, sin estrés en los profesionales y con mayor seguridad para los pacientes. El uso de los simuladores permite minimizar el conflicto ético entre la seguridad del paciente y la enseñanza, lograr mayor eficiencia en el proceso de enseñanza aprendizaje, al disminuir los costos por concepto de insumos y complicaciones de los pacientes. Es propósito del autor comunicar sobre la importancia de los laboratorios de simulación quirúrgica en la docencia médica y motivar a las Universidades de Ciencias Médicas en Cuba para que, a través de proyectos de desarrollo, puedan obtener con estas estrategias de aprendizaje, alternativas útiles, ante las afectaciones económicas que provoca el bloqueo.

ABSTRACT: Surgical simulation laboratories make it possible to perfect skills and reduce learning gaps in the teaching of surgical sciences because it is possible to reduce training time and improve quality, without stress for professionals and with greater safety for patients. The use of simulators allows minimizing the ethical conflict between patient safety and teaching, achieving greater efficiency in the teaching-learning process, by reducing costs for supplies and patient complications. It is the author's purpose to communicate about the importance of surgical simulation laboratories in medical teaching and to motivate the Universities of Medical Sciences in Cuba so that, through development projects, they can obtain useful alternatives with these learning strategies before the economic effects caused by the blockade.

ABSTRACT Purpose: To evaluate the impact of simulators on the training of urology residents in retrograde intrarenal surgery (RIRS). Methods: The study involved training eight urology residents, using two artificial simulators; one developed by the Universidade Estadual do Pará, using three-dimensional printing technology, and the other one patented by the medical equipment manufacturer Boston Scientific The qualification of residents took place through a training course, consisting of an adaptation phase (S0), followed by three training sessions, with weekly breaks between them (S1, S2 and S3). Study members should carry out a RIRS in a standardized way, with step-by-step supervision by the evaluator using a checklist. The participants’ individual performance was verified through a theoretical assessment, before and after training (pre- and post-training), as well as by the score achieved in each session on a scale called global psychomotor skill score. In S3, residents performed an analysis of the performance and quality of the simulation, by completing the scale of student satisfaction and self confidence in learning (SSSCL). Results: At the end of the course, everyone was able to perform the procedure in accordance with the standard. The training provided a learning gain and a considerable improvement in skills and competencies in RIRS, with p < 0.05. SSSCL demonstrated positive feedback, with an overall approval rating of 96%. Conclusions: Artificial simulators proved to be excellent auxiliary tools in the training of urology residents in RIRS. Purpose . (RIRS) Methods Pará threedimensional dimensional technology course S0, S0 S , (S0) sessions S1, S1 (S1 S3. S3 S3) way stepbystep step checklist participants assessment pre (pre posttraining, posttraining post post-training) simulation SSSCL. (SSSCL) Results standard 005 0 05 0.05 feedback 96 96% Conclusions (RIRS (S0 (S post-training (SSSCL 00 0.0 9 0.

Abstract Extremophile organisms have been largely studied in Astrobiology. Among them, two antarctic plants emerge as good candidates to become colonizers of other celestial bodies, such as Mars and the Moon. The present research aimed to evaluate survival and growing capacity of Sanionia uncinata and Colobanthus quitensis on Martian (MGS-1) and Lunar (LMS-1) regolith simulants, under terrestrial conditions. The survival responses of both species on the simulators and the original sampling site of Antarctic soil were observed during 15 days, in laboratory conditions at ‘Comandante Ferraz’ Station. Based on physiological parameters changes under the three soil conditions tested, our results suggest that Martian soil can be too harsh for plant growth, showing expressive decay, especially for C. quitensis. While lunar soil might provide more favorable conditions, with less observed changes, similarly to how they would in Antarctic soil from their natural habitat. This preliminary study provides resources and fosters knowledge about the possibility of these Antarctic species to survive in extraterrestrial environments, starting with soil parameters; and discusses the importance and use of Antarctic plants in astrobiology. Astrobiology them bodies Moon MGS1 MGS 1 (MGS-1 LMS1 LMS (LMS-1 simulants days Comandante Ferraz Station tested growth decay C habitat environments astrobiology (MGS- (LMS- (MGS (LMS

ABSTRACT The research relevance is predefined by the air travel number growth. Accordingly, the relevance of this issue is increasing, especially concerning air travel safety. Also, due to the increasing demand for international flights, it becomes essential to harmonize the standards and methodology of training aviation personnel. The research aims to consider the parameters of flight safety and the impact of the unification of training programs for aviation personnel. The conclusion that unification can significantly affect safety was made with the help of scientific and special methods, including analysis, synthesis, concretization, and generalization. An analysis of existing unification methods was conducted. The multi-crew pilot training program proved to be one of the most advanced compared to standard flight crew training programs. The method was determined to be a specialized training program tailored to the needs of the aviation industry and focused on training pilots for multi-crew and jet operations. The program is more challenging, intensive and dynamic, and includes a significant amount of simulator training. Traditional flight training programs, such as Private Pilot Licenses (PPL), Commercial Pilot Licenses (CPL), instrument qualification, and multi-engine rating, have a broader scope and provide pilots with more career opportunities. Simulator training has been identified as a critical component of many flight training programs and plays a vital role in flight safety. The study may be of interest to a range of readers concerned with the issue of standardizing aviation training and improving safety in aviation, including researchers, faculty, and students of higher education institutions in the aviation field. growth Accordingly Also flights personnel synthesis concretization generalization conducted multicrew multi operations challenging dynamic PPL, PPL , (PPL) CPL, CPL (CPL) qualification multiengine engine rating opportunities researchers faculty field (PPL (CPL

ABSTRACT Purpose: To assess the effect of the Coronavirus disease 2019 (COVID-19) pandemic on cataract surgery by residents who had mandatory surgical simulator training during residency. Methods: In this retrospective, observational analytical study, the total number of cataract surgeries and surgical complications by all senior residents of 2019 (2019 class; prepandemic) and 2020 (2020 class; affected by the reduced number of elective surgeries due to the COVID-19 pandemic) were collected and compared. All residents had routine mandatory cataract surgery training on a virtual surgical simulator during residency. The total score obtained by these residents on cataract challenges of the surgical simulator was also evaluated. Results: The 2020 and 2019 classes performed 1275 and 2561 cataract surgeries, respectively. This revealed a reduction of 50.2% in the total number of procedures performed by the 2020 class because of the pandemic. The incidence of surgical complications was not statistically different between the two groups (4.2% in the 2019 class and 4.9% in the 2020 class; p=0.314). Both groups also did not differ in their mean scores on the simulator’s cataract challenges (p<0.696). Conclusion: Despite the reduction of 50.2% in the total number of cataract surgeries performed by senior residents of 2020 during the COVID-19 pandemic, the incidence of surgical complications did not increase. This suggests that surgical simulator training during residency mitigated the negative effects of the reduced surgical volume during the pandemic. Purpose 201 COVID19 COVID 19 (COVID-19 Methods retrospective study (201 prepandemic 202 (202 COVID-1 compared evaluated Results 127 256 respectively 502 50 2 50.2 4.2% 42 4 (4.2 49 9 4.9 p=0.314. p0314 p p=0.314 . 0 314 p=0.314) simulators s p<0.696. p0696 p<0.696 696 (p<0.696) Conclusion increase 20 COVID1 1 (COVID-1 (20 COVID- 12 25 5 50. 4.2 (4. 4. p031 p=0.31 31 p069 p<0.69 69 (p<0.696 (COVID- (2 (4 p03 p=0.3 3 p06 p<0.6 6 (p<0.69 (COVID ( p0 p=0. p<0. (p<0.6 p=0 p<0 (p<0. p= p< (p<0 (p< (p

ABSTRACT Purpose: To assess the effect of the coronavirus disease 2019 (COVID-19) pandemic on cataract surgery by residents who had mandatory surgical simulator training during residency. Methods: In this retrospective, observational analytical study, the total number of cataract surgeries and surgical complications by all senior residents of 2019 (2019 class; prepandemic) and 2020 (2020 class; affected by the reduced number of elective surgeries due to the COVID-19 pandemic) were collected and compared. All residents had routine mandatory cataract surgery training on a virtual surgical simulator during residency. The total score obtained by these residents on cataract challenges of the surgical simulator was also evaluated. Results: The 2020 and 2019 classes performed 1275 and 2561 cataract surgeries, respectively. This revealed a reduction of 50.2% in the total number of procedures performed by the 2020 class because of the pandemic. The incidence of surgical complications was not statistically different between the two groups (4.2% in the 2019 class and 4.9% in the 2020 class; p=0.314). Both groups also did not differ in their mean scores on the simulator’s cataract challenges (p<0.696). Conclusion: Despite the reduction of 50.2% in the total number of cataract surgeries performed by senior residents of 2020 during the COVID-19 pandemic, the incidence of surgical complications did not increase. This suggests that surgical simulator training during residency mitigated the negative effects of the reduced surgical volume during the pandemic. Purpose 201 COVID19 COVID 19 (COVID-19 Methods retrospective study (201 prepandemic 202 (202 COVID-1 compared evaluated Results 127 256 respectively 502 50 2 50.2 4.2% 42 4 (4.2 49 9 4.9 p=0.314. p0314 p p=0.314 . 0 314 p=0.314) simulators s p<0.696. p0696 p<0.696 696 (p<0.696) Conclusion increase 20 COVID1 1 (COVID-1 (20 COVID- 12 25 5 50. 4.2 (4. 4. p031 p=0.31 31 p069 p<0.69 69 (p<0.696 (COVID- (2 (4 p03 p=0.3 3 p06 p<0.6 6 (p<0.69 (COVID ( p0 p=0. p<0. (p<0.6 p=0 p<0 (p<0. p= p< (p<0 (p< (p