Resumo Este estudo buscou explorar a perspectiva dos docentes de medicina sobre a saúde mental de seus alunos. Este estudo qualitativo baseado em grupo focal faz parte de uma pesquisa longitudinal que estudou a saúde mental de estudantes brasileiros. Um grupo foi conduzido com professores empregados em uma faculdade de medicina. Os temas discutidos abrangeram o conceito de saúde mental e educação médica. Seis professores participaram de um grupo. A saúde mental dos estudantes de medicina é um construto que engloba aspectos emocionais, capacidade de resolução de problemas e múltiplas facetas do ser humano, segundo os participantes. As práticas artísticas, os momentos de socialização e de lazer foram percebidos como estimuladores da boa saúde mental dos estudantes. Exigências excessivas geram competitividade e a expectativa do professor pelo bom desempenho do aluno com base na própria experiência pode prejudicar a saúde mental do aluno. Os participantes destacaram também que é necessária uma reformulação pedagógica que faça sentido para o processo de aprendizagem do aluno para atualizar os currículos tradicionais. A saúde mental dos estudantes de medicina é influenciada pelas experiências e trocas durante o curso de medicina, principalmente entre professor e aluno, entendidas como necessárias e inerentes ao processo de tornar-se médico. Os achados deste estudo mostram a necessidade de mudanças curriculares no processo de formação médica e de atualização da formação docente para boas práticas que reforcem a boa saúde mental.

Resumen Este estudio buscó explorar la perspectiva de los profesores de medicina sobre la salud mental de sus estudiantes. Este estudio cualitativo basado en un grupo focal es parte de una investigación longitudinal que estudió la salud mental de estudiantes brasileños. Un grupo se llevó a cabo con profesores empleados en una escuela de medicina. Los temas tratados abarcaron el concepto de salud mental y educación médica. Seis docentes participaron en un grupo. La salud mental de los estudiantes de medicina es un constructo que abarca aspectos emocionales, capacidad de resolución de problemas y múltiples facetas del ser humano, según los participantes. Las prácticas artísticas, los momentos de socialización y el ocio fueron percibidos como estimulantes de la buena salud mental de los estudiantes. Las exigencias excesivas generan competitividad y la expectativa del docente sobre el buen desempeño del estudiante basándose en su propia experiencia puede perjudicar la salud mental del estudiante. Los participantes también resaltaron que es necesaria una reformulación pedagógica que tenga sentido para el proceso de aprendizaje del estudiante para actualizar los currículos tradicionales. La salud mental de los estudiantes de medicina está influenciada por las experiencias y los intercambios durante la carrera de medicina, principalmente entre profesor y estudiante, entendidos como necesarios e inherentes al proceso de convertirse en médico. Los hallazgos de este estudio muestran la necesidad de cambios curriculares en el proceso de formación médica y de actualización de la formación docente hacia buenas prácticas que refuercen la buena salud mental.

Abstract This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students’ mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

Abstract Introduction. Livestock farming with Creole cattle is practiced in rural areas with challenging characteristics for species management. Objective. To describe the production system and the socio-cultural and technical-economic factors affecting the production of Nunkiní Creole cattle (Bos taurus). Materials and methods. The study was conducted from November 2020 to October 2021 in nine livestock production units of Nunkiní, Calkiní municipality, Campeche, Mexico. Information was obtained from an interview form with social, cultural, technical, and economic study variables, applied to selected producers. Data were analyzed using descriptive statistics and ANOVA. Results. Livestock farming was carried out by men (100 %), with an average age of 58.44 years. The average years of experience were 34.61. Younger producers had higher levels of education and less experience, and were responsible for the production units of higher technological levels. The size of the livestock production unit ranged from five to twenty-two cattle (average of 14). Feeding management followed a transhumance scheme, with cattle being free-ranging on ejido lands and from May to December and semi-stabled from January to April, grazing on cultivated pastures and supplemented with agricultural residues. With the zootechnical management implemented by the producers, an average pregnancy rate of 83 % was achieved. The main product marketed was fresh meat in cuts and direct sale to consumers, with an average price of 2.675 USD$/kg. Conclusion. It is traditional extensive system that takes advantage of the common use of grasslands. It involves experienced but older producers, with small investments, and serves to strengthen their family economy. This activity is threatened by the lack of revaluation of Creole cattle and the introduction of exotic breeds in the area to maximize production.

Resumen Introducción. La ganadería con bovinos criollos se práctica en espacios rurales con características difíciles para el manejo de las especies. Objetivo. Describir el sistema productivo y los factores socioculturales y técnico-económicos que afectan la producción del bovino criollo de Nunkiní (Bos taurus). Materiales y métodos. El estudio se realizó entre noviembre del 2020 a octubre del 2021, en nueve unidades de producción pecuarias de Nunkiní en el municipio de Calkiní, Campeche, México. La información se obtuvo de una cédula de entrevista con variables de estudio sociales, culturales, técnicas y económicas, aplicada a productores seleccionados. Los datos se analizaron mediante estadística descriptiva y ANDEVA. Resultados. La crianza del ganado la realizaron hombres (100 %), con edad promedio de 58,44 años. Los años de experiencia promedio fueron de 34, 61. Los productores jóvenes tuvieron mayor escolaridad y menor experiencia, y se encargaron de las unidades de producción de mayor nivel tecnológico. El tamaño de la unidad de producción pecuaria varió de cinco a veintidós bovinos (media de 14). El manejo alimenticio tuvo un esquema de trashumancia, donde de mayo a diciembre estuvieron libres en tierras ejidales y de enero a abril se manejaron semiestabulados, con pastoreo en potreros cultivados y suplementados con residuos agrícolas. Con el manejo zootécnico implementado por los productores, se obtuvo un promedio de 83 % de preñez. El producto principal comercializado fue carne fresca en cortes y venta directa al consumidor, con un precio promedio de 2,675 USD$/kg. Conclusión. Es un sistema tradicional extensivo que aprovecha el uso común de los agostaderos. Con productores de experiencia, pero de edad avanzada, de pequeña inversión y le sirve para fortalecer su economía familiar. Dicha actividad se ve amenazada por la falta de revalorización del bovino criollo y la introducción de razas exóticas en la zona para maximizar la producción.

Abstract: The objective of this study is to assess the association between the levels of reading comprehension, well-being, motivation, and academic performance. A quantitative approach of descriptive and correlational scope is applied through a cross-sectional design that evaluates, from an expository-argumentative text, the reading comprehension of a sample of business engineering students from a traditional university located in South-Central Chile. The results show that literal comprehension is completely achieved by 77.55% of the students, as well as the inferential level. However, in the organizational, critical, and appreciative areas, none of the students achieve the desired maximum. A weak and significant correlation is observed between the mood of the participants and the literal and inferential domains. It is concluded that the appreciative level of reading could have an impact on student university academic performance.

Resumen: El objetivo de este estudio es analizar la asociación entre los niveles de comprensión lectora, el bienestar, la motivación y el rendimiento académico. Se aplica un enfoque cuantitativo de alcance descriptivo y correlacional, a través de un diseño de corte transversal que evalúa a partir de un texto expositivo-argumentativo la comprensión lectora de una muestra de estudiantes de ingeniería comercial de una universidad tradicional del centro sur de Chile. Los resultados muestran que la comprensión literal es completamente lograda por el 77.55% de los estudiantes, así como el nivel inferencial. No obstante, en los ámbitos organizacionales, crítico y apreciativo ninguno logra el máximo deseado. Se observa una correlación débil y significativa entre el estado de ánimo de los participantes y el dominio literal e inferencial. Se concluye que el nivel apreciativo de lectura podría tener incidencia en el rendimiento académico universitario de los estudiantes.

Abstract: The objectives of this study are to typify the research designs used in research on adult learner workers and to identify the topics addressed in the research published during the years 2011 to October 2023 on Scopus and ERIC databases. A literature review is conducted using the following English descriptors: non-traditional students AND higher education AND adult education OR post-traditional students. A total of 191 publications are identified and 32 are included in the sample. Of the selected studies, 18 correspond to qualitative methodologies, 10 to quantitative methodologies, and four to mixed methodologies. The topics addressed are related to motivations, difficulties, learning, commitment, retention, abandonment, employability, and work. It is concluded that it is necessary to develop research that addresses possible teaching-learning strategies that facilitate the achievement of a defined graduation profile and, as a consequence, reduce dropouts.

Resumen: Los objetivos del presente estudio son tipificar los diseños de investigación utilizados en investigaciones en torno a estudiantes adultos trabajadores e identificar las temáticas que se abordan en las investigaciones realizadas durante los años 2011 a octubre del 2023, en bases de datos Scopus y ERIC. Se realiza una revisión de la literatura empleándose los descriptores en inglés: non-traditional students AND higher education AND adults education OR post-traditional students. Se identifican 191 publicaciones y se incluyen en la muestra 32. De los estudios seleccionados 18 corresponden a metodologías cualitativas, 10 a metodologías cuantitativas y 4 a metodologías mixtas. Las temáticas abordadas dicen relación con motivaciones, dificultades, aprendizaje, compromiso, retención, abandono, empleabilidad y trabajo. Se concluye que es necesario el desarrollo de investigaciones que aborden posibles estrategias de enseñanza-aprendizaje que faciliten el logro del perfil de egreso definido y como consecuencia se produzca una disminución en la deserción.

SUMMARY: The denomination of the "ulna" bone as "cubitus" bone is an error in terminology still observed in anatomy study texts and Chilean school textbooks, even though the term ulna was established as the official term in the 20th century. This problem is a reflection of the slow progressive change in academic communities and the population in general, through the traditional transfer of knowledge. Scientific dissemination allows for accelerating such a process, and in recent years, it has been enhanced through social networks and virtual platforms such as TikTok. Few studies relate the use of TikTok with anatomical learning. This research describes school students' perception of an informative video on correctly using the term "ulna." It analyzes the possible scope as a complementary activity to anatomical teaching for the school community and society. A TikTok video was developed and published four months before showing it to 17 11th-grade students from Viña del Mar, and then they were asked to complete a perception survey. In addition, statistical data provided by the TikTok platform itself was recorded. The results revealed a favorable reception of the informative content among the participating students, with a high percentage expressing total or partial agreement in all the statements evaluated (up to 82.4 %). The metrics delivered by the platform show an international reach, the main viewers being people from Chile (35.5 %), Mexico (25.3 %), and Colombia (7.2 %). Among the aspects mentioned by the students that need improvement, are the quality of visual editing and the fluency of the explanation. Given the positive perception obtained from the video, we consider that using these complementary tools can improve human anatomy's teaching and learning processes and broaden our practices' impact on the educational community and society.

RESUMEN: La denominación del hueso "ulna" como hueso "cúbito" es un error de terminología aún observado en textos de estudio de anatomía y en textos escolares chilenos, pese a que desde el siglo XX se ha establecido el término ulna como el oficial. Esto refleja la lentitud del proceso de cambio en las comunidades académicas y en la población general mediante la transmisión tradicional de conocimientos. La divulgación científica permite acelerar dicho proceso, y en los últimos años se ha potenciado por medio de redes sociales y plataformas virtuales como TikTok. Existen pocos estudios que relacionan el uso de TikTok con el aprendizaje anatómico. Esta investigación describe la percepción de estudiantes escolares frente a un vídeo divulgativo sobre el correcto uso del término "ulna" y analiza los posibles alcances como actividad complementaria de la enseñanza anatómica hacia la comunidad escolar y la sociedad. Se desarrolló un vídeo de TikTok publicado 4 meses antes de mostrarlo a 17 estudiantes de 3° de enseñanza secundaria, y luego se les solicitó completar una encuesta de percepción. Además, se registraron datos estadísticos entregados por la misma plataforma. Los resultados obtenidos revelan una favorable acogida del contenido divulgativo entre los estudiantes participantes, con un alto porcentaje expresando acuerdo total o parcial en todas las afirmaciones evaluadas (hasta un 82,4 %). Las métricas entregadas por la plataforma demuestran un alcance internacional, siendo los principales espectadores personas de Chile (35,5 %), México (25,3 %) y Colombia (7,2 %). Entre los aspectos a mejorar mencionados por los estudiantes está la calidad de edición visual y la fluidez de la explicación. Dada la positiva percepción obtenida frente al vídeo, consideramos que usar estas herramientas complementarias puede mejorar los procesos de enseñanza y aprendizaje de la anatomía humana y ampliar el impacto de nuestras prácticas en la comunidad educativa y la sociedad.

BACKGROUND: Despite benefits, structured mentorship needs to be better recognised within health profession training institutions (HPI) in Southern Africa (SA). Given the need to transform faculties and retain skilled personnel, mentoring programmes can be used to address these needs and warrant further exploration OBJECTIVE: To explore mentorship models within HPI in SA METHODS: During the annual South African Health Educationalists Conference (SAAHE) in 2022, five academics from HPIs in the region conducted an interactive national workshop on mentorship in health professions education. Following a presentation on mentorship models, participants were allowed to share their perspectives on current mentorship practices, gaps and recommendations for enhancing mentorship. Key concepts and themes generated are reported RESULTS: Three key approaches to mentorship models were identified during the workshop. These were 'top-down', 'ad-hoc' and 'supportive' approaches. Mentorship models were largely self-initiated and followed a traditional dyadic style with little innovation. Mandatory 'top-down', over-regulated programmes compared with 'grassroots' approaches were the two extremes reflected on the spectrum of models. While the benefits of mentorship were recognised, institution-wide implementation is lacking, reflecting varied or no widescale adoption. Mentorship could serve as a focused, formal strategy to ensure the demographic transformation of HPIs. Recommendations were made to measure the effectiveness of mentorship programmes against academic promotion criteria and research outputs CONCLUSION: While mentorship is positively viewed as a means to ensure improved equity and outputs, practical implementation is lacking. Mentorship programmes require further exploration of models and processes to facilitate successful implementation

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

Abstract Qualitative research has traditionally relied on specific methodologies for data collection, with interviews being the predominant and preferred approach. Vast quantities of information have been published regarding traditional mechanisms for collecting qualitative data, but few studies have addressed more unconventional mechanisms such as body mapping. This is a distinctive technique commonly used in health sciences. It offers a versatile alternative that encourages participant creativity, reflexivity, and protagonism. It was adapted for use in an educational study with the aim of eliciting participants' constructivist experiences and emotions related to a particular social phenomenon. It was used as part of a descriptive case study which employed two other triangulation techniques, namely semi-structured virtual interviews, and document collection. After the researchers’ reflective processes, it was concluded that body mapping represented an ideal means to facilitate the data collection process. The primary objective of the study, grounded in qualitative research, was to explore the perceptions of five primary English teachers in the Sarapiquí Regional Directorate of Education in Costa Rica regarding the return to in-person education amid the COVID-19 public health crisis. For the body mapping technique, three participants engaged in a face-to-face session, structured into seven phases: map outlining, reflections on distance education, reflections on combined education, reflections on in-person education, finalization of body maps, testimony giving, and concluding reflections on the technique. Although the focus was on in-person education (2022), the distance and combined modalities (2020-2021) were used to activate participants’ prior knowledge and to provide context for the study. This paper demonstrates the procedure followed in applying the body mapping technique for qualitative data collection in a study on the perspective and experiences of teachers, and highlights the valuable insights gained through its use.

ABSTRACT The study of the flipped classroom methods is important for improving the quality of education and the effectiveness of learning in the context of modern technological changes and growing interest in distance education. The aim of this study was to determine the effectiveness of the use of the flipped classroom model in learning a foreign language for professional purposes. Testing was used to diagnose the effectiveness of assimilation of educational material, which included various types of tasks and questionnaires to determine the level of satisfaction with educational video materials and online learning. Tests and questionnaires were pre-validated according to the research objectives. The obtained results (χ2emp = 8.095 > χ2 0.05 = 7.815) gave grounds to conclude that the blended learning model of flipped classroom in the development of foreign language competence is more effective than traditional learning. The experiment showed that this format helps students implement an individual learning trajectory, which contributes to improving academic performance. It was determined that the effectiveness of using this model depends on the quality of video materials and students’ ability to organize their own independent work. The prospects of further research is the study of the influence of the application of the flipped classroom model on the students’ learning motivation.

RESUMEN El estudio de los métodos de aula invertida es importante para mejorar la calidad de la educación y la eficacia del aprendizaje en el contexto de los cambios tecnológicos modernos y el creciente interés por la educación a distancia. El objetivo de este estudio fue determinar la efectividad del uso del modelo de aula invertida en el aprendizaje de una lengua extranjera con fines profesionales. Se utilizaron pruebas para diagnosticar la efectividad de la asimilación del material educativo, que incluyeron varios tipos de tareas y cuestionarios para determinar el nivel de satisfacción con los materiales educativos en video y el aprendizaje en línea. Se prevalidaron pruebas y cuestionarios de acuerdo con los objetivos de la investigación. Los resultados obtenidos (χ2emp = 8,095 > χ2 0,05 = 7,815) permitieron concluir que el modelo de aprendizaje semipresencial de aula invertida en el desarrollo de la competencia en lenguas extranjeras es más efectivo que el aprendizaje tradicional. El experimento demostró que este formato ayuda a los estudiantes a implementar una trayectoria de aprendizaje individual, lo que contribuye a mejorar el rendimiento académico. Se determinó que la efectividad del uso de este modelo depende de la calidad de los materiales de video y de la capacidad de los estudiantes para organizar su propio trabajo independiente. La perspectiva de futuras investigaciones es el estudio de la influencia de la aplicación del modelo de aula invertida en la motivación de aprendizaje de los estudiantes.

RESUMEN El artículo examina las características del desarrollo del sistema educativo en la ciudad de Tabriz durante la era Qajar (educación tradicional: escuelas religiosas, madrasas y escuelas de mujeres) a partir de la segunda mitad del siglo XIX. Tabriz, considerada la segunda capital del estado Qajar y residencia del príncipe heredero, en realidad era considerada la ciudad más importante del estado desde las perspectivas cultural, política y económica. Si bien el sistema tradicional de educación religiosa en las escuelas y madrasas persistió allí en el siglo XIX, también se establecieron un nuevo tipo de escuela, los "usuli-Jadid", y una institución de educación superior (Darulfunun), pasando gradualmente de la educación religiosa a la secular. Durante ese período, los estudiantes fueron enviados a Europa (Inglaterra) por primera vez para estudiar medicina, ingeniería, traducción, pintura y otros campos. Por primera vez en Irán, se llevó una imprenta a Tabriz y se publicaron varios libros, incluida literatura traducida de idiomas europeos. Así, la educación durante la dinastía Qajar expuso a los persas a nuevas ideas y conocimientos, sentando las bases para el desarrollo intelectual y social. desarrollo en el siglo XX.

ABSTRACT The article examines the characteristics of the development of the educational system in the city of Tabriz during the Qajar era (traditional education: religious schools, madrasas, and women's schools) from the second half of the 19th century. Tabriz considered the second capital of the Qajar state and the residence of the crown prince, was regarded as the foremost city in the state from cultural, political, and economic perspectives. While the traditional system of religious education in schools and madrasas persisted there in the 19th century, a new type of school, the "usuli-Jadid," and a higher education institution (Darulfunun) were also established, gradually transitioning from religious to secular education. During that period, students were sent to Europe (England) for the first time to study medicine, engineering, translation, painting, and other fields. For the first time in Iran, a printing press was brought to Tabriz, and various books were published, including literature translated from European languages. Thus, education during the Qajar dynasty exposed Persians to new ideas and knowledge, laying the foundation for intellectual and social development in the 20th century.

RESUMO Relato de experiência que apresenta parceria entre o Núcleo de Saúde Mental Álcool e Outras Drogas, o Observatório de Territórios Sustentáveis e Saudáveis da Bocaina e o Fórum de Comunidades Tradicionais de Angra dos Reis, Paraty e Ubatuba, o qual resultou em um projeto de intervenções territoriais e comunitárias em saúde mental em Paraty. O objetivo foi promover intervenções nesse campo considerando aspectos socioeconômicos, ambientais e de saúde, integrando os Objetivos de Desenvolvimento Sustentável e as metas da Agenda 2030. O projeto desenvolveu atividades de diagnóstico, articulação, intervenção e monitoramento, utilizando metodologias como educação popular, educação permanente, pesquisa-ação e sistematização de experiências. Participaram residentes do Programa de Residência Multiprofissional em Saúde Mental, Álcool e outras Drogas da Escola de Governo Fiocruz Brasília, além de um supervisor clínico institucional bolsista, fortalecendo a Rede de Atenção Psicossocial do município. Atividades como reconhecimento do território, rodas de conversa, entrevistas e trabalho em equipe multiprofissional foram realizadas para compreender o sofrimento mental valorizando os saberes comunitários e as tradições. A relação com a rede formal de saúde mental foi estabelecida para implementar o matriciamento e ampliar o acesso ao cuidado em saúde mental nas comunidades. Reis Ubatuba socioeconômicos 2030 diagnóstico articulação monitoramento popular permanente pesquisaação pesquisa ação experiências Brasília bolsista município território conversa tradições comunidades 203 20 2

ABSTRACT Experience report presenting a partnership between the Mental Health Alcohol and Other Drugs Center, the Observatory of Sustainable and Healthy Territories of Bocaina, and the Forum of Traditional Communities of Angra dos Reis, Paraty, and Ubatuba resulted in a project of territorial and community interventions in mental health in Paraty. The goal was to promote interventions in this field considering socioeconomic, environmental, and health aspects, integrating the Sustainable Development Goals and the targets of the 2030 Agenda. The project developed diagnostic, articulation, intervention and monitoring activities, using methodologies such as popular education, permanent education, action research and systematization of experiences. Residents of the Multiprofessional Residency Program in Mental Health, Alcohol, and other Drugs from the FIOCRUZ Brasília School of Government participated, as well as an institutional clinical supervisor fellow, strengthening the municipality’s Psychosocial Care Network. Activities such as territory recognition, conversation circles, interviews, and multiprofessional teamwork were carried out to understand mental suffering valuing community knowledge and traditions. The relationship with the formal mental health network was established to implement matrix support and expand access to mental health care in communities. Center Bocaina Reis Paraty socioeconomic environmental aspects 203 Agenda diagnostic articulation activities education experiences participated fellow municipalitys municipality s Network recognition circles interviews traditions communities 20 2

RESUMEN: La importancia y relevancia de los cursos e-learning en medicina y ciencias de la salud ha aumentado significativamente en la última década. A pesar de ello, existen pocas experiencias docentes publicadas de cursos de histología e-learning en la literatura a nivel mundial. El curso de histología que diseñamos se estructuró en la plataforma Moodle, y los contenidos se propusieron en formato síncrono (zoom) y asíncrono (grabaciones). También incluimos el uso de herramientas gratuitas de microscopía virtual. Este estudio tuvo como objetivo investigar el impacto de un curso de histología e-learning en la satisfacción y el rendimiento de los estudiantes de medicina, enfermería y obstetricia. La muestra incluyó 424 estudiantes chilenos de medicina, enfermería y obstetricia de dos cohortes. Se aplicó una encuesta tipo Likert al final del curso. Se realizó un análisis exploratorio y una regresión por mínimos cuadrados ordinarios. En este estudio, presentamos una experiencia positiva de un curso de e-learning de histología. El análisis factorial exploratorio reveló tres factores principales relacionados con la "satisfacción sobre el aprendizaje e-learning", "clases presenciales versus clases virtuales" y el "diseño del curso y la calidad de la enseñanza". También encontramos que existía una relación positiva y significativa entre las percepciones de los estudiantes sobre la adaptación del curso de histología tradicional (presencial) a un formato e-learning y su rendimiento académico. Nuestro estudio muestra que los cursos de histología e-learning que integran clases teóricas y sesiones prácticas pueden ser una valiosa herramienta de enseñanza. Los responsables de la elaboración de planes de estudios y los profesores de histología deben tener en cuenta las limitaciones y ventajas de este tipo de enseñanza y sugerimos incorporar estos tres factores al diseño y la evaluación de los cursos de histología en línea.

SUMMARY: The importance and relevance of e-learning courses in medicine and health sciences has increased significantly in the last decade. Despite this, there are few published teaching experiences of e-learning histology courses in the literature worldwide. The histology course we designed was structured on the Moodle platform as a learning management system, and the content was proposed in a synchronous (zoom) and asynchronous (recordings) format. We also included the use of free virtual microscopy tools. This study aimed to investigate the impact of an e-learning histology course on the satisfaction and performance of medical, nursing and midwifery students. The sample included 424 Chilean medical, nursing, and midwifery students from two cohorts. A Likert-type survey was administered at the end of the course. We performed exploratory analysis and ordinary least squares regression. In this study, we present a positive experience of an e-learning histology course. Exploratory factor analysis revealed three main factors related to "e- learning satisfaction", "in-person class activities", and "course design and teaching quality". We also found that there was a positive and significant relationship between students' perceptions of the adaptation of the traditional (face-to-face) histology course into an e-learning format and their academic performance. Our study shows that e-learning histology courses that integrate lectures and practical sessions can be a valuable teaching method for learning histology. Curriculum developers and teachers need to consider the limitations and advantages of this type of teaching and incorporate these three factors into the design and assessment of e-learning histology courses.

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants' experiences of DGAs included discussion of "academic" attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and "soft skills". Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the "soft skills" and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes.

Em contraste com a redução recorrente da demanda pelas instituições tradicionais, há uma rápida expansão das Edtechs. Consideradas startups educacionais com modelos alternativos de aprendizagem e metodologias inovadoras, baseadas na multidisciplinaridade e na colaboração, pouco se sabe, do ponto de vista teórico, sobre suas características específicas, que contrastam com as modalidades tradicionais de ensino. Este artigo tem como objetivo avaliar a literatura sobre Edtechs, considerando tanto o conceito adotado quanto os desafios e tendências em relação ao futuro dessas novas instituições de ensino. A metodologia utilizada foi uma revisão de literatura dividida em duas etapas. A primeira etapa foi quantitativa, com foco no volume de publicações por autor, em periódicos e demais informações descritivas. A segunda etapa foi qualitativa, com atenção ao conteúdo dos artigos publicados. A análise quantitativa permitiu concluir que os estudos sobre o tema são recentes e com tendência crescente de publicações, mas não há concentração de publicação em periódicos. A análise qualitativa concluiu que as Edtechs têm a missão social de mobilizar novas tecnologias para transformar e melhorar, não apenas o alcance e a qualidade da educação, mas também as perspectivas de vida e de carreira dos estudantes. Esta pesquisa é relevante para toda a comunidade acadêmica e corporativa interessada no tema, pois consolida o conhecimento científico sobre Edtechs. inovadoras colaboração sabe teórico específicas ensino etapas autor descritivas publicados melhorar educação estudantes

ABSTRACT In contrast to the recurring drop of demand in traditional education institutions, it is noticed a rapid expansion of Edtechs. Considered as educational startups with alternative learning models and innovative methodologies based on multidisciplinary collaboration, we do not know much from a theoretical point of view about their specific characteristics, which contrasts with traditional teaching modalities. This article aims to evaluate the literature about Edtechs, assessing both the adopted concept and the challenges and trends regarding the future of these new educational institutions. The methodology used was a literature review divided into two stages. The first stage was quantitative, focusing on the volume of publications by author, journal, and other descriptive information. The second stage was qualitative, focusing on the content of the published articles. The quantitative analysis allowed us to conclude that studies on the topic are recent and have a growing publication trend, but there is no publication concentration in journals. The qualitative analysis concluded that Edtechs have a social mission to mobilize new technologies to transform and improve the reach and quality of education and student's life and career prospects. This research is relevant for the academic and corporate community interested in the topic, as it consolidates all the scientific knowledge about Edtechs. institutions collaboration characteristics modalities stages author journal information articles trend journals students student s prospects

En contraste con la caída recurrente de estudiantes de instituciones tradicionales, hay una rápida expansión de las tecnologías educativas. Considerados startups educativas con modelos alternativos de aprendizaje y metodologías innovadoras basadas en la multidisciplinariedad y la colaboración, poco se sabe desde el punto de vista teórico sobre sus características específicas, en contraste con las modalidades de enseñanza tradicionales. Este artículo tiene como objetivo evaluar la literatura sobre Edtechs, valorando tanto el concepto adoptado como los desafíos y tendencias respecto al futuro de estas nuevas instituciones educativas. La metodología utilizada fue una revisión de la literatura dividida en dos etapas. La primera etapa fue cuantitativa y se centró en el volumen de publicaciones por autor, revista y otra información descriptiva. La segunda etapa fue cualitativa, centrándose en el contenido de los artículos publicados. El análisis cuantitativo permitió concluir que los estudios sobre el tema son recientes y con tendencia creciente en las publicaciones, pero no hay concentración de publicaciones en revistas. El análisis cualitativo concluyó que las Edtechs tienen la misión social de movilizar nuevas tecnologías para transformar y mejorar, no sólo el alcance y la calidad de la educación, sino también las perspectivas de vida y carrera de los estudiantes. Esta investigación es relevante para toda la comunidad académica y empresarial interesada en el tema, ya que consolida todo el conocimiento científico sobre Edtechs. tradicionales colaboración específicas etapas autor descriptiva cualitativa publicados revistas mejorar educación

Abstract Mountain areas face various problems such as environmental degradation, deforestation, unsustainable agricultural expansion, soil erosion, coupled with the loss of traditional knowledge, among others, which has become the focus of concern and reflection of both theoretical and practical discourse, due to the environmental, economic and social deterioration they have experienced. Higher Education in Cuba plays a very important role in the face of these problems, by contributing, through scientific means, to their solution. The following original research has as its objective to implement agroforestry resilience actions in mountainous areas from community projects with the Municipal University Center of Remedios in the province of Villa Clara, Cuba. The methodology used was participatory action research, using theoretical methods such as synthetic analytical and historical-logical, empirical methods such as document analysis, observation, interviews, which allowed recording the information directly from the subjects studied and workshops with brainstorming techniques in the dynamics of the research. The results have been structured in the foundation of the conceptual elements necessary to clarify the object of study, main needs and potentialities of the mountainous area studied, as well as agroforestry resilience actions, which allowed greater public participation in the community context in the management of its natural resources, aimed at contributing to the fulfillment of the Sustainable Development Goals (Agenda 2030) and one of the strategic axes within the National Economic and Social Development Plan of Cuba.

Resumo As áreas montanhosas enfrentam vários problemas, como a degradação ambiental, o desmatamento, a expansão agrícola insustentável, a erosão do solo, juntamente com a perda de conhecimentos tradicionais, entre outros, razão pela qual se tornaram foco de preocupação e reflexão tanto no discurso teórico quanto no prático, devido à deterioração ambiental, econômica e social que sofreram. A educação superior em Cuba desempenha um papel muito importante no enfrentamento desses problemas, contribuindo para sua solução por meios científicos. A pesquisa original a seguir tem como objetivo implementar ações de resiliência agroflorestal em áreas montanhosas por meio de projetos comunitários com o Centro Universitário Municipal de Remedios, na província de Villa Clara, Cuba. A metodologia utilizada foi a pesquisa-ação participativa, com o uso de métodos teóricos, como os métodos analítico sintético e histórico-lógico, métodos empíricos, como análise de documentos, observação e entrevistas, que possibilitaram o registro de informações diretamente dos sujeitos investigados, e oficinas com técnicas de brainstorming na dinâmica da pesquisa. Os resultados foram estruturados na fundamentação dos elementos conceituais necessários para esclarecer o objeto de estudo, principais necessidades e potencialidades da área montanhosa estudada, bem como ações de resiliência agroflorestal, que permitiram maior participação pública no contexto comunitário na gestão de seus recursos naturais, visando contribuir para o cumprimento dos Objetivos de Desenvolvimento Sustentável (Agenda 2030) e um dos eixos estratégicos dentro do Plano Nacional de Desenvolvimento Econômico e Social de Cuba.

Resumen Las zonas montañosas enfrentan diversas problemáticas como la degradación ambiental, la desforestación, la expansión agrícola no sostenible, la erosión del suelo, unido a la pérdida de conocimientos tradicionales, entre otros, por lo que se ha convertido en centro de preocupación y reflexión tanto del discurso teórico como práctico, debido a su deterioro ambiental, económico y social que han experimentado. La Educación Superior en Cuba juega un papel muy importante ante estas problemáticas, al contribuir con la vía científica, a su solución. La siguiente investigación original tiene como objetivo implementar acciones de resiliencia agroforestal en zonas montañosas desde proyectos comunitarios con el Centro Universitario Municipal de Remedios en la provincia de Villa Clara, Cuba. La metodología utilizada fue la investigación acción participación, se emplearon métodos teóricos como el analítico sintético y el histórico lógico, empíricos como el análisis de documentos, la observación, entrevistas, que permitieron registrar la información directamente de los sujetos investigados y los talleres con técnicas de lluvia de ideas en la dinámica de la investigación. Los resultados han quedado estructurados en la fundamentación de los elementos conceptuales necesarios para esclarecer el objeto de estudio, principales necesidades y potencialidades de la zona montañosa estudiada, así como acciones de resiliencia agroforestal, que permitieron una mayor participación pública en el contexto comunitario en la gestión de sus recursos naturales, orientado a contribuir al cumplimiento de los Objetivos del Desarrollo Sostenible (Agenda 2030) y uno de los ejes estratégicos dentro del Plan Nacional de Desarrollo Económico y Social de Cuba.