The provision of political goods and governance in marginalised local communities, located in Cape Town, South Africa, during the national lockdown periods (due to the COVID-19 pandemic) is described. The focus is on an African city, drawing attention to the growing importance of urban governance on the continent. Rapid urbanisation and emergency periods (such as the pandemic) are adding to the complexity of the urban space. This study found that communities in the city relied mostly on themselves for the provision of goods, and that the provision of security remains a critical political good, informing governance. However, the findings confront literature on a hierarchy of political goods, in which security is at the apex. In the given context, the sequence of the provision of goods changes to a non-hierarchical process. The fulfilment of other political goods will facilitate improved provision of security. Good governance needs to be informed by an integrated approach to, and the synchronous fulfilment of, political goods. SIGNIFICANCE: • During times of emergencies, already marginalised urban communities experience greater political neglect and are left to protect themselves and to provide for each other. • These communities experience desertion across the spectrum of political goods. • Resilience in such communities needs to be improved through good governing principles. • Although optimal local level governance relies heavily on the provision of security, the importance of the provision of education, employment, political freedom, housing, and health services (to mention a few) requires renewed attention.

Durante la pandemia de COVID-19, las instituciones de educación superior tuvieron que adoptar un formato de aprendizaje diferente al de las clases presenciales. Una de las alternativas fue la llamada Enseñanza Remota de Emergencia (ERL), que transformó la enseñanza presencial tradicional en instrucción remota sincrónica. Este estudio tiene como objetivo obtener información sobre las mejores prácticas de aprendizaje en línea a partir de una encuesta en la que estudiantes de una universidad brasileña respondieron periódicamente a una pregunta abierta sobre su experiencia con ERL durante un período determinado. Los datos se recopilaron en diferentes momentos durante el primer año de la pandemia y abarcaron más de 19.000 respuestas. Las respuestas de los estudiantes a la pregunta abierta se analizaron utilizando el marco de las Comunidades Académicas de Compromiso (ACE). El análisis de las percepciones sobre el período de ERL permitió reflexionar sobre aspectos relevantes del compromiso emocional, cognitivo y conductual de los estudiantes, con posibles aplicaciones en contextos de enseñanza en línea sincrónicos o asincrónicos. Los estudiantes asociaron el aprendizaje remoto con modalidades en línea, expresando agotamiento y dificultades para manejar los estudios, el trabajo y la familia. Los comentarios negativos sobre la tecnología, la metodología y los instructores afectaron las dimensiones cognitivas, emocionales y conductuales. Los datos subrayan que las actividades sincrónicas en línea requieren tecnología accesible, estrategias específicas y métodos que fomenten la colaboración para generar compromiso. Este artículo proporciona contribución significativa sobre la implementación de la enseñanza remota dirigida al aprendizaje y la satisfacción de los estudiantes.

During the COVID-19 pandemic, higher education institutions needed to adopt a different learning format from in-person classes. One of the alternatives was the so-called Emergency Remote Learning (ERL), transforming traditional in-person teaching into synchronous remote instruction. This study aims to gain insights into online learning best practices based on a Brazilian university survey in which students periodically responded to an open-ended question about their experience with ERL over a determined period. Data was collected at different times during the first year of the pandemic and encompassed more than 19,000 responses. Students' responses to the open-ended question were analyzed using the Academic Communities of Engagement (ACE) framework. Analyzing student perceptions of the ERL period allowed for reflection on relevant aspects of students' emotional, cognitive, and behavioral engagement, with potential applications in synchronous or asynchronous online teaching contexts. Students associated remote learning with online modalities, expressing exhaustion and difficulties managing studies, work, and family. Negative comments regarding technology, methodology, and instructors affected cognitive, emotional, and behavioral dimensions. The data underscores that online synchronous activities necessitate accessible technology, specific strategies, and methods that foster collaboration to build engagement. This article gives insights for implementing remote teaching experiences aimed at student learning and satisfaction.

Durante a pandemia de COVID-19, as instituições de ensino superior precisaram adotar um formato de aprendizado diferente das aulas presenciais. Uma das alternativas foi o chamado Ensino Remoto Emergencial (ERL), transformando o ensino presencial tradicional em ensino remoto síncrono. Este estudo tem como objetivo obter informações sobre as melhores práticas de aprendizagem online com base nas respostas de estudantes de uma universidade brasileira a uma pergunta aberta, aplicada periodicamente em uma pesquisa online, sobre sua experiência com o ERL durante o primeiro ano da pandemia. Os dados foram coletados em diferentes momentos do ano, tendo sido coletadas mais de 19.000 respostas. As respostas à pergunta aberta foram analisadas usando a estrutura das Comunidades Acadêmicas de Engajamento (ACE). A análise das percepções dos estudantes sobre o período de ERL permitiu realizar uma reflexão sobre aspectos relevantes do envolvimento emocional, cognitivo e comportamental dos alunos, com potenciais aplicações em contextos de ensino online síncronos ou assíncronos. Os estudantes associaram o ensino remoto às modalidades online, expressando exaustão e dificuldades de gestão de estudos, trabalho e família. Comentários negativos sobre tecnologia, metodologia e professores afetaram as dimensões cognitiva, emocional e comportamental. Os dados ressaltam que as atividades síncronas online exigem tecnologia acessível, estratégias específicas e métodos que promovam a colaboração para criar engajamento. Este artigo fornece contribuições sobre estratégias para a implementação de experiências de ensino remoto que objetivem o aprendizado e a satisfação dos estudantes.

Resumen: Este artículo, resultado de una investigación posdoctoral, examina la constitución de una gramática del desarrollo en Suramérica a partir de las experiencias de integración física de IIRSA y Cosiplan durante el periodo 2000-2015. Se propone una lectura sociosemiótica, que asume algunos elementos del análisis político posestructuralista, para dar cuenta de cómo el discurso de la infraestructura estuvo anclado en ideas sedimentadas sobre el desarrollo en la región y sus posibilidades de actualización a partir de la integración física. El estudio identifica, a partir de un corte sincrónico, dos momentos en la constitución de esa gramática: del año 2000 a 2007 se articulan una red de elementos tópicos que instituyen el momento fundacional de IIRSA bajo la doxa neoliberal; y un segundo momento, de 2008 a 2015, se consolida un repertorio de sentidos bajo la doxa neodesarrollista a través de la experiencia de Cosiplan, y produce un efecto de legibilidad y legitimidad de un único modo de decir y entender el desarrollo.

Abstract: This article, the result of a postdoctoral research, examines the constitution of a development grammar in South America based on the physical integration experiences of IIRSA and Cosiplan during the period 2000-2015. A socio-semiotic reading is proposed, which assumes some elements of post-structuralist political analysis, to account for how the infrastructure discourse was anchored in sedimented ideas about development in the region and its possibilities of updating from physical integration. The study identifies, from a synchronous cut, two moments in the constitution of this grammar: from 2000 to 2007, a network of topical elements was articulated that instituted the founding moment of IIRSA under the neoliberal doxa; and a second moment, from 2008 to 2015, a repertoire of meanings is consolidated under the neo-developmentalist doxa through the Cosiplan experience, and produces an effect of legitimacy and legitimacy of a single way of saying and understanding development.

The study is aimed at better understanding responsiveness of contact universities to technology-assisted education Post-Covid-19 pandemic. The suggestion is that a strong relationship exists between positive technology application in teaching and disciplines acceptance of technology. Without disciplines acceptance of technology, its application in teaching poses a challenge. When compelled, force majeure, to rely on technology to save an academic year, contact universities showed resilience. Students' laptops were hastily organised and synchronous online learning ensued. The application of technology in a particular context and this way is called a factor set 1. Two such factors appear in literature as the first factor set which entails synchronous technology-as-utility factor set 1 (FS-1) and asynchronous technology-as-essence factor set 2 (FS-2). There was, however, a need to develop a framework to better understand how technology is applied within the education context. Furthermore, we employed Peer Conversational Interviews with five teachers with less than five years of teaching experience and those possessing more than fifteen years teaching experience. These data were supplemented with data drawn from exploratory descriptive analysis of literature. These data collection efforts were intended to find out whether contact universities applied technology using FS-1 or FS-2 and implications of such decisions in reimagining contact universities beyond Covid-19 pandemic. Results show a strong relationship between disciplines such as IT and Engineering and the positive application of technology in terms of FS-2. They also show that post-pandemic, students are gradually warming to online teaching offerings. There is a need to provide more support to disciplines that show a lackadaisical attitude towards technology application in their areas.

This article presents the findings of a South African study conducted in a private Higher Education Institution. The aim of the article was to explore teaching strategies suitable for hybrid classrooms, to create an environment to integrate virtual and in-person student groups for optimal learning outcomes. A hybrid classroom requires academic staff to engage both groups in student-centred activities and therefore, this article argues that traditional teaching strategies may not be optimal in achieving integration. This exploratory study employed a practical action research design, to teaching strategies in hybrid classrooms. The data was collected by conducting class observation and two focus groups. The study used Braun and Clarke's (2006) thematic analysis for data analysis. The findings indicated that academic staff have a limited understanding regarding teaching strategies that would bridge the gap between virtual and in-person students. The study emphasised the necessity of an inquiry-based mindset in the hybrid teaching environment. The focus groups unanimously advocated for adopting an "adapted student-centred instructional approach" to address hybrid classroom challenges. This research contributes to understanding student-centred teaching strategies in hybrid classrooms. The key insight was that teacher-centred approaches by academic staff did not equally integrate virtual and in-person student participation. The study underscores the importance of lecturer training in effective student-centred teaching strategies for optimal learning in hybrid classrooms

ABSTRACT As a result of the 2020 pandemic, an unexpected change occurred in university teaching, which mobilized higher education institutions to make a change in the way in-person teaching was conceived and consequently mobilized institutions towards a new educational paradigm, moving from face-to-face models to hybrid teaching and learning models with synchronous and asynchronous classes. This study aims to describe and analyze the impact of the implementation of evaluation strategies based on the empowerment and active participation of students. The methodology addressed complies with a qualitative approach with case studies. The results obtained show that the commitment of the students, from an evaluation process, which required them to make decisions, has a positive impact showing their expectations of academic achievement. Therefore, it is concluded that the possibility of generating and agreeing with the evaluation students in accordance with the learning results formally established in the program and the syllabus, promoting social justice at the time of evaluation, having each and every possibility to achieve the expected learning, it mobilized them towards a collective commitment among their peers, as well as the confidence of achieving the expected performances. The possibility of going beyond traditional tests, giving space to the generation of other products or evidence that confirms the achievement of learning implied placing students at the center of their own learning.

RESUMEN A raíz de la pandemia del año 2020, se produce un cambio inesperado en la docencia universitaria, que movilizó a las instituciones de educación superior, a realizar un cambio en la forma cómo se concebía la docencia presencial y en consecuencia movilizó a las instituciones hacia un nuevo paradigma educativo, pasando de modelos presenciales a modelos híbridos de enseñanza y aprendizaje con clases sincrónicas y asincrónicas. Este estudio tiene por objetivo analizar el impacto de la implementación de estrategias de evaluación basadas en el empoderamiento y participación activa de los estudiantes. La metodología abordada cumple con un enfoque cualitativo con estudios de casos. Los resultados que se obtienen dan cuenta que el compromiso de los estudiantes, desde un proceso de evaluación, que les demandó la toma de decisiones, impacta de manera positiva mostrando sus expectativas del logro académico. Por lo tanto, se concluye que la posibilidad de generar y acordar con los estudiantes de evaluación conforme a los resultados de aprendizaje formalmente establecidos en el programa y el syllabus, promoviendo en ello la justicia social en momento de evaluar, teniendo todos y todas las posibilidades de lograr los aprendizajes esperados, los movilizó hacia un compromiso colectivo entre sus pares, así como también en la confianza de lograr los desempeños esperados. La posibilidad de ir más allá de las pruebas tradicionales dando espacio a la generación de otros productos o evidencias que confirme el logro de aprendizajes implicó situar a los estudiantes en el centro de su propio aprendizaje.

RESUMO Em consequência da pandemia de 2020, ocorreu uma mudança inesperada no ensino universitário, que mobilizou as instituições de ensino superior para uma mudança na forma como o ensino presencial foi concebido e, consequentemente, mobilizou as instituições para um novo paradigma educativo, passando do presencial para o presencial. modelos presenciais até modelos híbridos de ensino e aprendizagem com aulas síncronas e assíncronas. Este estudo tem como objetivo analisar o impacto da implementação de estratégias de avaliação baseadas na capacitação e participação ativa dos estudantes. A metodologia abordada obedece a uma abordagem qualitativa com estudos de caso. Os resultados obtidos mostram que o comprometimento dos alunos, a partir de um processo avaliativo, que exigiu deles a tomada de decisões, tem um impacto positivo mostrando suas expectativas de desempenho acadêmico. Portanto, conclui-se que é possível gerar e pactuar com os alunos avaliados os resultados de aprendizagem formalmente estabelecidos no programa e no plano de estudos, promovendo a justiça social no momento da avaliação, tendo todas e cada uma das possibilidades de alcançar a aprendizagem esperada. , mobilizou-os para um compromisso coletivo entre os seus pares, bem como a confiança para alcançar os desempenhos esperados. A possibilidade de ir além dos testes tradicionais, dando espaço à geração de outros produtos ou evidências que confirmassem o alcance da aprendizagem implicava colocar os alunos no centro da sua própria aprendizagem.

ABSTRACT During the SARS-CoV-2 pandemic, we observed an increase in morbidity and mortality secondary to surgical procedures. The mortality rate for elective surgery is estimated at 19.1% and is 26% for emergency procedures. Additionally, approximately half of patients who undergo surgery while infected with SARS-CoV-2 experience postoperative pulmonary complications. Due to limitations caused by the health emergency, cancer treatments in our country have been affected in terms of hospitalization capabilities and implementation of chemotherapy treatments. We report the first ALPPS (associating liver partition with portal vein ligation for staged hepatectomy) procedure performed in northeastern Argentina on a patient with multiple colorectal metastases during the SARS-CoV-2 pandemic, with successful outcomes.

RESUMEN Durante la pandemia por SARS-CoV-2 evidenciamos un aumento de la morbimortalidad secundario a procedimientos quirúrgicos. Se estima una mortalidad a los 30 días del 19,1% en cirugías programadas y del 26% en procedimientos quirúrgicos de emergencia, y alrededor de la mitad de los pacientes que se someten a cirugía estando infectados con SARS-CoV-2 experimentan complicaciones pulmonares posoperatorias. Los tratamientos oncológicos sufrieron deficiencias en nuestro país debido a las limitantes secundarias a la emergencia sanitaria, en cuanto a capacidad de internación e implementación de los tratamientos quimioterápicos. Informamos la primera cirugía de ALPPS (associating liver partition with portal vein ligation for staged hepatectomy) realizada en el nordeste argentino en una paciente con metástasis colorrectales múltiples en contexto de la pandemia por SARS-CoV-2, con buenos resultados.

ABSTRACT Introduction: the use of virtual environments and online learning platforms have become a global trend for the development of academic processes Objective: to show the results obtained with the use of mobile telephony and the WhatsApp platform as a complement to face-to-face teaching, for collaborative learning in medical students. Methods: participatory action research adapted to educational practices during the 2022 academic year. The WhatsApp application was used as a platform and its chat. 12 6th year medical students participating in their internal medicine rotation and three teachers participated. Results: the knowledge of the virtual environment was deepened, synchronous and asynchronous communications were used through communication chats between the actors of the process and the information sharing functions, emojis and others, managing to stimulate collaborative learning through dynamic forms of communicative interaction in the construction of your own knowledge. The opinions and satisfaction with the use of the platform were mostly positive with some dissatisfaction. Conclusions: the use of mobile phones and WhatsApp as a tool for collaborative learning reinforced mutual cooperation between participants, demanded greater empathy and creativity from the teacher and demonstrated that communication technologies are becoming increasingly indispensable and mandatory knowledge. among the personal components of the educational teaching process.

RESUMEN Introducción: el uso de los ambientes virtuales y las plataformas de aprendizajes en línea, se han convertido en una tendencia mundial para el desarrollo de los procesos académicos Objetivo: mostrar los resultados obtenidos con el uso de la telefonía móvil y la plataforma WhatsApp como complemento de la enseñanza presencial, para un aprendizaje colaborativo en estudiantes de medicina. Métodos: investigación-acción participativa adaptada a las prácticas educativas durante el curso 2022. Se utilizó la aplicación WhatsApp como plataforma y el chat de la misma. Participaron 12 estudiantes del 6to año de medicina en su rotación de medicina interna y tres docentes. Resultados: se profundizó en el conocimiento del entorno virtual, se utilizaron las comunicaciones sincrónicas y asincrónicas mediante chats de comunicación entre los actores del proceso y las funciones compartir información, emojis y otras, logrando estimular el aprendizaje colaborativo mediante formas dinámicas de interacción comunicativa en la construcción de su propio conocimiento. Las opiniones y satisfacciones con el uso de la plataforma fueron mayoritariamente positivas con algunas insatisfacciones. Conclusiones: el uso del móvil y el WhatsApp como herramienta para el aprendizaje colaborativo, reforzó la cooperación mutua entre los participantes, demandó una mayor empatía y creatividad del docente y demostró que las tecnologías de la comunicación se tornan cada vez más indispensables y de conocimiento obligatorio entre los componentes personales del proceso docente educativo.

Resumen Objetivo Elaborar y validar un diseño de telesimulación sincrónica y observacional de enfermería para la atención de acuerdo con el protocolo de soporte vital básico intrahospitalario en adultos. Métodos Estudio metodológico basado en las fases del procedimiento teórico realizado por medio de una scoping review, fase empírica llevada cabo a través de la validación de contenido del diseño telesimulado y fase analítica en la que se adoptó el índice de validez de contenido. Resultados Se elaboró un diseño para la atención de acuerdo con el protocolo de soporte vital básico que atravesó seis etapas: planificación, preparación, participación, teledebriefing, evaluación y feedback y aprendizaje adicional, con un Índice de Validez de Contenido de 0,96. Conclusión El diseño elaborado fue considerado válido en contenido para planificar y ejecutar la telesimulación por parte de enfermeros y además puede adaptarse a otros contextos educativos. adultos review etapas planificación preparación participación teledebriefing adicional 096 0 96 0,96 educativos 09 9 0,9 0,

Abstract Objective To construct and validate a synchronous and observational telesimulation design in nursing for care according to in-hospital basic life support protocol for adults. Methods A methodological study based on the phases of the theoretical procedure carried out through a scoping review; empirical phase developed through the telesimulated design content validity and analytical phase in which the content validity index was adopted. Results A care design was constructed according to the basic life support protocol, going through six steps: planning, preparation, participation, teledebriefing, assessment and feedback and additional learning, with a Content Validity Index of 0.96. Conclusion The developed design was considered valid in content to plan and execute telesimulation by nursing and still be adapted to other educational contexts. inhospital hospital adults review adopted steps planning preparation participation teledebriefing learning 096 0 96 0.96 contexts 09 9 0.9 0.

Resumo Objetivo Construir e validar um design de telessimulação síncrona e observacional em enfermagem para o atendimento segundo o protocolo de suporte básico de vida intra-hospitalar no adulto. Métodos Estudo metodológico baseado nas fases do procedimento teórico realizado por meio de uma scoping review; fase empírica desenvolvida através da validação de conteúdo do design telessimulado e fase analítica em que adotou-se o índice de validade de conteúdo. Resultados Construiu-se um design para o atendimento segundo o protocolo de suporte básico de vida percorrendo seis etapas: o planejamento, preparação, participação, teledebriefing, avaliação e feedback e a aprendizagem adicional, com Índice de Validade de Conteúdo de 0,96. Conclusão O design desenvolvido foi considerado válido em conteúdo para planejar e executar a telessimulação pela enfermagem e ainda ser adaptado a outros contextos educacionais. intrahospitalar intra hospitalar adulto review adotouse adotou se Construiuse Construiu etapas planejamento preparação participação teledebriefing adicional 096 0 96 0,96 educacionais 09 9 0,9 0,

Resumen El teatro, como materia multidisciplinar, posee a lo largo de la historia de la humanidad una gran variedad de estudios sobre sus implicaciones artísticas. El estudio arquitectónico sobre los edificios dramáticos conlleva, sin embargo, una carencia sobre su relación con el autor y los textos de las obras a representar en ellos. En la presente investigación se propone el diseño y la aplicación de una metodología mixta para el estudio del uso espacial en el edificio teatral a partir del análisis de los textos dramáticos y su aplicación sobre sus diferentes tipologías edificatorias sincrónicas. Este análisis se basa en el estudio pormenorizado desde la óptica arquitectónica de los para-textos de carácter espectacular expresados dentro de los signos verbales o a través de las acotaciones o didascalias de dichos textos que en ocasiones alcanzan la hipertrofia. A modo práctico, en esta investigación se aplica dicha metodología cuantitativa y cualitativa sobre el Hamlet de Shakespeare y sobre la obra de Pirandello, Esta noche se improvisa la comedia. En ambos casos se extraen las implicaciones que el texto dramático produce en el uso de la arquitectura teatral a partir de las referencias fijadas por los autores sobre sus arquitecturas sincrónicas: en estos dos casos de estudio, el teatro isabelino y el teatro a la italiana. A partir de esta metodología se constatarán las repercusiones que el espacio arquitectónico provoca sobre la literatura teatral y viceversa.

Abstract Theatre, as a multidisciplinary subject, has throughout the history of humanity a great variety of studies on its artistic implications. The architectural study of dramatic buildings entails, however, a lack of its relationship with the author and the texts of the works to be represented in them. This research proposes the design and application of a mixed methodology for the study of spatial use in the theater building based on the analysis of dramatic texts and their application to their different synchronous building typologies. This analysis is based on the detailed study from the architectural perspective of the spectacular paratexts expressed within the verbal signs or through the anotations or didascalias of said texts that sometimes reach hypertrophy. In a practical way, in this research this quantitative and qualitative methodology is applied to Shakespeare's Hamlet and to Pirandello's play, Tonight we improvise. In both cases, the implications that the dramatic text produces in the use of theatrical architecture are extracted from the references set by the authors on their synchronous architectures: in all two case studies, the Elizabethan theater and the Italian theater. From this methodology, the repercussions that the architectural space causes on theatrical literature and vice versa will be verified.

Resumo O teatro, como disciplina multidisciplinar, tem ao longo da história da humanidade uma grande variedade de estudos sobre as suas implicações artísticas. O estudo arquitectónico de edifícios dramáticos acarreta, no entanto, uma falta de relação com o autor e com os textos das obras neles representadas. Esta pesquisa propõe a concepção e aplicação de uma metodologia mista para o estudo do uso espacial no edifício teatral baseada na análise de textos dramáticos e sua aplicação em suas diferentes tipologias de construção sincrônicas. Esta análise baseia-se no estudo detalhado desde a perspectiva arquitectónica dos paratextos espectaculares expressos nos signos verbais ou através das anotações ou didascálias dos referidos textos que por vezes chegam à hipertrofia. De forma prática, nesta pesquisa esta metodologia quantitativa e qualitativa é aplicada ao Hamlet de Shakespeare e à peça de Pirandello, Esta noite improvisa-se. Em ambos os casos, as implicações que o texto dramático produz na utilização da arquitectura teatral são extraídas das referências estabelecidas pelos autores nas suas arquitecturas sincrónicas: nos dois estudos de caso, o teatro elisabetano e o teatro italiano. A partir desta metodologia serão verificadas as repercussões que o espaço arquitetônico causa na literatura teatral e vice-versa.

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method. Introduction TeamBased Team Based (TBL professionals 2020 COVID19 COVID 19 COVID-1 pandemic inperson person mode Objectives student s Method observational crosssectional, crosssectional cross sectional, sectional cross-sectional descriptiveexploratory descriptive exploratory approach 2021 virtually PerceptionTeamBased Perception ASPTBL ASP (ASP-TBL instruments Results 81%, 81 81% , (81%) 208 20 8 20. 244 4 24. years 1 90% 90 (90% 53%. 53 53% . (53%) 2 questions 75 I agree/I agreeI agree / agree, agree” ASPTBL, TBL, instrument ones participants S. S (“S”) version Conclusions inperson, person, 202 COVID1 COVID- (81% 9 (90 5 (53% 7 (“S” (81 (9 (53 (“S (8 ( (5

Resumo Introdução: O Team-Based Learning (TBL) é uma metodologia ativa que tem se mostrado efetiva para a formação de profissionais de saúde. Em 2020, devido à pandemia da Covid-19, a aplicação do TBL migrou da modalidade presencial para online síncrona. Objetivos: Este estudo objetivou avaliar a percepção de graduandos de saúde sobre o TBL online e analisar se existe diferença de percepção dessa modalidade entre os grupos de estudantes com níveis distintos de exposição anterior às sessões presenciais e online do método, além de verificar se tal percepção pode ser afetada pelo perfil comportamental do estudante. Método: Trata-se de um estudo observacional, transversal de caráter descritivo-exploratório, comparativo, relacional, de abordagem quantitativa, realizado nos cursos de graduação em Medicina e Enfermagem, entre setembro e dezembro de 2021. Aplicou-se, virtualmente, um questionário sobre os dados sociodemográficos, além dos instrumentos Avaliação da Percepção do Aluno-Team-Based Learning (APA-TBL) e Teste de Perfil Comportamental DISC. Resultados: Dos 241 estudantes participantes, houve predominância do sexo feminino (81%), na faixa etária de 20,8 a 24,4 anos, que já tinham frequentado mais de 10 sessões de TBL presencial (90%) e TBL online (53%). Das 24 questões do APA-TBL, 17 obtiveram índice igual ou superior a 75% na soma das respostas “concordo totalmente”/“concordo”, valores considerados como percepção positiva neste estudo. Os alunos com exposição a mais de 10 sessões do TBL online apresentaram uma percepção significativamente mais negativa em três das quatro dimensões do APA-TBL, quando comparados aos menos expostos. O grupo que havia participado de mais de 10 sessões de TBL presencial apresentou uma percepção significativamente mais negativa em apenas uma dimensão do instrumento, quando comparados aos menos expostos. O principal fator DISC encontrado entre os perfis comportamentais dos participantes foi a estabilidade (“S”). Não houve correlação entre o perfil comportamental do aluno e sua percepção sobre o método na versão online. Conclusões: Observou-se uma percepção favorável dos graduandos de saúde sobre o TBL online. A exposição anterior prolongada ao método, tanto no modo online, quanto presencial, impactou negativamente a percepção dos estudantes sobre o TBL online. Não foi evidenciada influência do perfil comportamental do estudante em sua percepção do método. Introdução TeamBased Team Based (TBL 2020 Covid19, Covid19 Covid 19, 19 Covid-19 síncrona Objetivos Método Tratase Trata observacional descritivoexploratório, descritivoexploratório descritivo exploratório, exploratório descritivo-exploratório comparativo relacional quantitativa Enfermagem 2021 Aplicouse, Aplicouse Aplicou se, Aplicou-se virtualmente sociodemográficos AlunoTeamBased Aluno APATBL APA (APA-TBL Resultados 81%, 81 81% , (81%) 208 20 8 20, 244 4 24, anos 1 90% 90 (90% 53%. 53 53% . (53%) 2 APATBL, TBL, APA-TBL 75 concordo totalmente/concordo, totalmenteconcordo totalmente / totalmente”/“concordo” expostos instrumento S. S (“S”) Conclusões Observouse Observou 202 Covid1 Covid-1 (81% 9 (90 5 (53% 7 totalmente/concordo totalmente”/“concordo (“S” Covid- (81 (9 (53 (“S (8 ( (5

Abstract Introduction Almost 20 % of patients with Non-Seminomatous Germinative Cell Tumors (NSGCT) will require intrathoracic metastasectomy after chemotherapy. The authors aim to determine their long-term survival rates. Methods Retrospective study including patients with NSGCT and intrathoracic metastasis after systemic therapy from January 2011 to June 2022. Treatment outcomes and overall survival were analyzed with the Kaplan-Meier method. Results Thirty-seven male patients were included with a median age of 31.8 years. Six presented with synchronous mediastinum and lung metastasis, nine had only lung, and 22 had mediastinal metastasis. Over half had retroperitoneal lymph node metastasis. Twenty-two had dissimilar pathologies, with a discordance rate of 62 %. Teratoma and embryonal carcinoma were the prevalent primary tumor types, 40.5 % each, while teratoma was predominant (70.3 %) in the metastasis group. Thoracotomy was the main surgical approach (39.2 %) followed by VATS (37.2 %), cervico-sternotomy (9.8 %), sternotomy (5.8 %), and clamshell (3.9 %). Lung resection was performed in 40.5 % of cases. Overall, 10-year survival rates were 94.3 % with no surgical-related mortality. Conclusion Multimodality treatment with systemic therapy followed by radical surgery offers a high cure rate to patients with intrathoracic metastatic testicular germ cell tumors. 2 NonSeminomatous Non Seminomatous (NSGCT chemotherapy longterm long term 201 2022 KaplanMeier Kaplan Meier method Thirtyseven Thirty seven 318 31 8 31. years Twentytwo Twenty two pathologies 6 types 405 40 5 40. each 70.3 703 70 3 (70. group 39.2 392 39 (39. 37.2 372 37 (37. %, , cervicosternotomy cervico 9.8 98 9 (9. 5.8 58 (5. 3.9 (3. . cases Overall 10year year 10 943 94 94. surgicalrelated related mortality tumors 202 4 70. 7 (70 39. (39 37. (37 9. (9 5. (5 3. (3 1 (7 (

SUMMARY OBJECTIVE: Rectal cancer is an important cause of mortality and morbidity globally. The aim of this study was to investigate whether the log odds of positive nodes system is a better indicator than tumor node metastasis and lymph node ratio systems to determine rectum cancer prognosis, which is an important cause of mortality and morbidity globally. METHODS: This was a single-center retrospective cross-sectional study. Data were obtained from the medical records of patients with rectum adenocarcinoma followed at Gazi University Hospital. The clinicopathological data of 128 patients with rectum adenocarcinoma who underwent low anterior resection or abdominoperineal resection between January 2010 and December 2018 was retrospectively reviewed. Patients with rectum adenocarcinoma as the first and only primary diagnosis, which was confirmed by histopathological examination, than those who had undergone complete curative resection via low anterior resection or abdominoperineal resection were included. Those with familial adenomatous polyposis or Lynch syndrome, those under 18 years of age, with a synchronous tumor, peritoneal spread, or metastatic disease at the time of diagnosis, and those with <12 lymph nodes dissected from the resection material were excluded from the study. RESULTS: In multivariate analysis, age, perineural invasion, tumor node metastasis stage, lymph node ratio stage, and log odds of positive nodes stage were found to be independent prognostic factors (p<0.05). LODDS2 patients’ mortality rates were 9.495 times higher than LODDS0 patients [hazard ratio=9.495, (95%CI 4.155–21.694), p<0.001] while LNR2 stage patients’ mortality rates were 7.016 times higher than LNR0 stage patients [hazard ratio=7.016, (95%CI 3.123–15.765), p<0.001] and N2 stage patients had a 5.135 times higher risk of mortality than those who were in N0 stage [hazard ratio=5.135 (95%CI 2.451–10.756), p<0.001]. CONCLUSION: Log odds of positive nodes is a more valuable prognostic factor for rectal cancer patients than tumor node metastasis and lymph node ratio systems to determine rectum cancer prognosis. OBJECTIVE globally prognosis METHODS singlecenter single center crosssectional cross sectional Hospital 12 201 reviewed diagnosis examination included syndrome 1 age spread <1 RESULTS analysis invasion p<0.05. p005 p p<0.05 . 0 05 (p<0.05) LODDS 9495 9 495 9.49 hazard ratio9495 ratio=9.495 95%CI 95CI CI 95 4.155–21.694, 415521694 4.155–21.694 , 4 155 21 694 4.155–21.694) p<0.001 p0001 001 LNR 7016 7 016 7.01 ratio7016 ratio=7.016 3.123–15.765, 312315765 3.123–15.765 3 123 15 765 3.123–15.765) N 5135 5 135 5.13 ratio5135 ratio=5.13 2.451–10.756, 245110756 2.451–10.756 2 451 10 756 2.451–10.756) p<0.001. CONCLUSION 20 < p00 p<0.0 (p<0.05 949 49 9.4 ratio949 ratio=9.49 41552169 4.155–21.69 69 p<0.00 p000 00 701 01 7.0 ratio701 ratio=7.01 31231576 3.123–15.76 76 513 13 5.1 ratio513 ratio=5.1 24511075 2.451–10.75 45 75 p0 p<0. (p<0.0 94 9. ratio94 ratio=9.4 4155216 4.155–21.6 6 70 7. ratio70 ratio=7.0 3123157 3.123–15.7 51 5. ratio51 ratio=5. 2451107 2.451–10.7 p<0 (p<0. ratio9 ratio=9. 415521 4.155–21. ratio7 ratio=7. 312315 3.123–15. ratio5 ratio=5 245110 2.451–10. p< (p<0 ratio=9 41552 4.155–21 ratio=7 31231 3.123–15 ratio= 24511 2.451–10 (p< 4155 4.155–2 3123 3.123–1 2451 2.451–1 (p 415 4.155– 312 3.123– 245 2.451– 41 4.155 31 3.123 24 2.451 4.15 3.12 2.45 4.1 3.1 2.4 4. 3. 2.

Abstract The objective of this article is to analyze the contributions of the Study of Classroom for the reinforcement of the theory/practice relation in the initial formation of teachers during the construction of concepts about exploratory tasks. For this, we collected data in two Lesson Studies remotely, through synchronous and asynchronous participation, carried out in two Supervised Internship II classes in the Degree in Mathematics, with twenty-eight future teachers and two teacher trainers. The results show that the Classroom Study favored the understanding of the exploratory tasks from the analysis of the curriculum and the elaboration and/or adaptation of tasks, thus alternating between theory and practice. We conclude that the Classroom Study carried out during the internship revealed the difficulties of future teachers in preparing or adapting exploratory tasks, justified by the lack of experience with this type of activity, as they did not know other types of tasks in addition to exercises and problems, which highlighted the need for theoretical and practical study of tasks and their contributions to initial training. theorypractice practice remotely participation Mathematics twentyeight twenty eight trainers andor activity problems training

Resumo O objetivo deste artigo é analisar as contribuições do Estudo de Aula para o reforço da relação teoria/prática na formação inicial de professores durante a construção de conceitos sobre tarefas exploratórias. Para isso, coletamos dados em dois Estudos de Aula, de modo remoto, através da participação síncrona e assíncrona, realizados em duas turmas de Estágio Supervisionado II, na Licenciatura em Matemática, de vinte e oito futuros professores e duas professoras formadoras. Os resultados mostram que o Estudo de Aula favoreceu a compreensão das tarefas exploratórias a partir da análise do currículo e da elaboração e/ou adaptação de tarefas, alternando assim entre teoria e prática. Concluímos que o Estudo de Aula realizado no estágio revelou as dificuldades dos futuros professores em elaborar ou adaptar tarefas exploratórias, justificadas pela falta de experiência com esse tipo de atividade, pois não conheciam outros tipos de tarefa para além de exercícios e problemas, o que evidencia a necessidade do estudo teórico e prático sobre tarefas e suas contribuições na formação inicial. teoriaprática prática isso remoto assíncrona II Matemática formadoras eou atividade problemas

Con el avance de la tecnología, el aprendizaje en teleconsultas pasó a formar parte de la graduación médica actual. Esta investigación presenta las representaciones de un grupo de alumnos de un curso de medicina localizado en la capital del estado de São Paulo sobre sus experiencias con la realización de teleconsultas sincronizadas supervisadas durante una pasantía realizada en un ambulatorio escuela, durante el segundo trimestre de 2021. Se traba de una investigación cualitativa que utilizó el software IRaMuTeQ® y Análisis de Contenido. Estos alumnos puntúan obstáculos para la utilización de las teleconsultas, destacando preocupaciones con la humanización, seguridad de la persona atendida y calidad de la consulta, pero visualizan potencialidades tales como la facilidad de acceso y la comodidad. Reconocen la importancia de la práctica durante su graduación en un mundo cada vez más tecnológico, pero presentan inquietudes relacionadas a la pérdida del examen físico y a la mercantilización de la medicina. tecnología actual escuela 2021 IRaMuTeQ Contenido humanización consulta comodidad tecnológico 202 20 2

With the progress of technology, teleconsultation has become part of medical degree courses. This article presents the representations of a group of medical students from a university in the capital of the state of São Paulo regarding their experiences with supervised synchronous teleconsultations during an internship in a teaching clinic in the second semester of 2021. We conducted a qualitative study using the software IRaMuTeQ® and content analysis. The students highlighted barriers to the use of teleconsultation, emphasizing concerns with humanization, patient safety and consultation quality, but also perceived strengths such as ease of access and convenience. They recognize the importance of practice on the degree course in an ever more technological world, but raise concerns about the lack of physical examination and the commodification of medicine. technology courses 2021 IRaMuTeQ analysis humanization quality convenience world medicine 202 20 2

Com o avançar da tecnologia, passou a fazer parte da graduação médica atual o aprendizado em teleconsultas. Esta pesquisa apresenta as representações de um grupo de alunos de um curso de Medicina localizado na capital do estado de São Paulo sobre suas experiências com a realização de teleconsultas síncronas supervisionadas durante estágio realizado em um ambulatório-escola, durante o segundo semestre de 2021. Trata-se de pesquisa qualitativa que utilizou o software IRaMuTeQ® e “Análise do Conteúdo”. Esses educandos pontuam entraves para a utilização das teleconsultas, destacando preocupações com a humanização, segurança da pessoa atendida e qualidade da consulta, mas visualizam potencialidades tais como a facilidade de acesso e a comodidade. Reconhecem a importância da prática durante sua Graduação em um mundo cada vez mais tecnológico, mas trazem inquietações relacionadas à perda do exame físico e à mercantilização da Medicina. tecnologia ambulatórioescola, ambulatórioescola ambulatório escola, escola ambulatório-escola 2021 Tratase Trata se IRaMuTeQ Análise Conteúdo. Conteúdo . Conteúdo” humanização consulta comodidade tecnológico 202 20 2