Abstract The main objective of this research was to determine the presence of collaborative learning on Facebook in the Ethics Workshop course at the Instituto Tecnológico de Estudios Superiores de Los Cabos (ITES Los Cabos), Cabo San Lucas extension. The methodological design was a qualitative case study design to data collection data through participant observation and interviews. The results were collected and analyzed under the following dimensions: social, participatory, interactive, cognitive, and metacognitive. A didactic model had to be designed for the following elements curriculum, syllabus, students, Web 2.0 tools, Facebook, Facebook group, and facilitator as mediator converged, Henri´s model, which allowed to identify the existence of collaborative learning. The analysis of each activity showed the presence of social and participatory dimensions since students participated in all learning activities; interactive by interacting with each other; cognitive and metacognitive by giving their opinion and reflecting on different topics according to their experience during the course through the social network it was possible to promote collaboration. Based on the analysis, the conclusion was that collaborative learning was favored if used with previously mentioned tools.

Resumo O objetivo desta pesquisa foi determinar a presença de aprendizagem colaborativa ao usar o Facebook na disciplina Oficina de Ética no Instituto Tecnológico de Estudos Superiores de Los Cabos (ITES Los Cabos), extensão Cabo San Lucas. O desenho metodológico foi estabelecido como um estudo de caso qualitativo. A coleta de dados foi realizada por meio de observação participante e entrevistas. As participações foram analisadas sob as seguintes dimensões: social, participativa, interativa, cognitiva e metacognitiva. Foi criado um modelo didático no qual convergiram elementos como currículo, plano de estudos, alunos, ferramentas Web 2.0, Facebook, grupo do Facebook, facilitador como mediador e modelo Henri, o que possibilitou identificar a existência de aprendizagem colaborativa. A análise de cada atividade evidenciou a presença das seguintes dimensões: social e participativa, uma vez que os alunos participaram de todas as atividades de aprendizagem; interativos ao interagir uns com os outros; cognitivo e metacognitivo ao opinar e refletir sobre os diferentes temas escolhidos e de acordo com a sua experiência. Concluiu-se que a aprendizagem colaborativa foi favorecida pela utilização das ferramentas já descritas.

Resumen El objetivo de esta investigación fue determinar la presencia del aprendizaje colaborativo al utilizar Facebook en la asignatura Taller de Ética en el Instituto Tecnológico de Estudios Superiores de Los Cabos (ITES Los Cabos), extensión Cabo San Lucas. El diseño metodológico se estableció de corte cualitativo para estudio de caso. La recolección de datos se llevó a cabo mediante la observación participante y entrevista. Las participaciones fueron analizadas bajo las siguientes dimensiones: social, participativa, interactiva, cognitiva y metacognitiva. Se creó un modelo didáctico en el que convergieron elementos tales como currículo, plan de estudios, estudiantes, herramientas de la Web 2.0, Facebook, grupo de Facebook, facilitador como mediador y modelo de Henri, lo que permitió identificar la existencia del aprendizaje colaborativo. El análisis de cada actividad mostró la presencia de las siguientes dimensiones: social y participativa, ya que los estudiantes participaron en todas las actividades de aprendizaje; interactiva al interactuar entre ellos; cognitiva y metacognitiva al opinar y reflexionar sobre los distintos temas elegidos y según su experiencia. Se concluyó que el aprendizaje colaborativo fue favorecido por el uso de las herramientas ya descritas.

ABSTRACT Purpose: The aim of this study is to perform a high-quality meta-analysis using only randomized controlled trials (RCT) to better define the role of postoperative antibiotics in patients undergoing percutaneous nephrolithotomy (PCNL). Materials and Methods: A literature search for RCTs in EMBASE, PubMed, and Web of Science up to May 2023 was conducted following the PICO framework: Population—adult patients who underwent PCNL; Intervention—postoperative antibiotic prophylaxis until nephrostomy tube withdrawal; Control—single dose of antibiotic during the induction of anesthesia; and Outcome—systemic inflammatory response syndrome (SIRS) or sepsis and fever after PCNL. The protocol was registered on the PROSPERO database (CRD42022361579). We calculated odds ratios (OR) and 95% confidence intervals (CI). A random-effects model was employed, and the alpha risk was defined as < 0.05. Results: Seven articles, encompassing a total of 629 patients, were included in the analysis. The outcome of SIRS or sepsis was extracted from six of the included studies, while the outcome of postoperative fever was extracted from four studies. The analysis revealed no statistical association between the use of postoperative antibiotic prophylaxis until nephrostomy tube withdrawal and the occurrence of SIRS/sepsis (OR 1.236, 95% CI 0.731 – 2.089, p=0.429) or fever (OR 2.049, 95% CI 0.790 – 5.316, p=0.140). Conclusion: Our findings suggest that there is no benefit associated with the use of postoperative antibiotic prophylaxis until nephrostomy tube withdrawal in patients undergoing percutaneous nephrolithotomy (PCNL). We recommend that antibiotic prophylaxis should be administered only until the induction of anesthesia in PCNL. Purpose highquality high quality metaanalysis meta RCT (RCT PCNL . (PCNL) Methods EMBASE PubMed 202 framework Populationadult Population adult Interventionpostoperative Intervention Controlsingle Control single Outcomesystemic Outcome systemic (SIRS CRD42022361579. CRD42022361579 CRD (CRD42022361579) OR 95 CI. (CI) randomeffects random effects employed 005 0 05 0.05 Results articles 62 studies SIRSsepsis 1236 1 236 1.236 0731 731 0.73 2089 2 089 2.089 p=0.429 p0429 p 429 2049 049 2.049 0790 790 0.79 5316 5 316 5.316 p=0.140. p0140 p=0.140 140 p=0.140) Conclusion (PCNL 20 CRD4202236157 (CRD42022361579 9 (CI 00 0.0 6 123 23 1.23 073 73 0.7 208 08 2.08 p=0.42 p042 42 204 04 2.04 079 79 531 31 5.31 p014 p=0.14 14 CRD420223615 (CRD4202236157 0. 12 1.2 07 7 2.0 p=0.4 p04 4 53 3 5.3 p01 p=0.1 CRD42022361 (CRD420223615 1. 2. p=0. p0 5. CRD4202236 (CRD42022361 p=0 CRD420223 (CRD4202236 p= CRD42022 (CRD420223 CRD4202 (CRD42022 CRD420 (CRD4202 CRD42 (CRD420 CRD4 (CRD42 (CRD4 (CRD

ABSTRACT The program of information and communications technologies has been implemented in all the institutions belonging to the health sector in Cuba, because it favors the training through the teaching and learning environments in function of development and academic perspectives, by means of technological platforms to facilitate the exchange of information. In this work the necessity to increase the wiki use as educational tool in enhanced, that favors the collaborative learning as a process of knowledge creation through the web 2.0, where contents are not only published but also contributes to develop cooperation abilities in the training processes of public health.

RESUMEN El programa de las tecnologías de la información y las comunicaciones se ha implementado en todas las instituciones pertenecientes al sector de la salud en Cuba, pues favorece la formación a través de los entornos de enseñanza y aprendizaje en función del desarrollo y las perspectivas académicas, mediante plataformas tecnológicas para facilitar el intercambio de información. En el presente artículo se destaca la necesidad de incrementar el uso de la wiki como herramienta educativa, que favorece el aprendizaje colaborativo como un proceso de creación de conocimiento a través de la web 2.0, donde no solo se publican contenidos sino que contribuye a desarrollar habilidades de cooperación en los procesos formativos de la salud pública.

Resumen Objetivo Analizar las evidencias disponibles sobre la transición alimentaria de sonda orogástrica a lactancia materna directamente de la mama con prematuros internados en unidades hospitalarias. Métodos Revisión sistemática de la literatura con búsqueda en las bases de datos PubMed/MEDLINE, Web of Science, EMBASE, Scopus, Cochrane CENTRAL, CINAHL, con los siguientes criterios de inclusión: estudios experimentales, sin restricción temporal y en idioma portugués, español e inglés. La evaluación metodológica se realizó por medio de las herramientas Grading of Recommendations Assessment, Development and Evaluation (GRADE) y Revised Cochrane risk-of-bias tool for randomized trials (RoB 2.0) y consistió en dos etapas: calidad metodológica y riesgo de sesgo de los estudios. Resultados Se identificaron 10 artículos, todos ensayos clínicos aleatorizados. Las técnicas utilizadas para la transición de la dieta de prematuros fueron: dedo-jeringa y jeringa, vaso y dedo-jeringa, vaso y mamadera, cuchara y succión no nutritiva, succión no nutritiva, succión no nutritiva y estimulación oral, comportamiento de los prematuros, olor de la leche materna. Conclusión Las técnicas observadas permitieron realizar la transición de la dieta en un período más corto, con reducción del tiempo de internación y mejor aumento de peso y demostraron ser seguras, siempre que el prematuro tenga madurez para realizarlas. No obstante, se desaconseja la mamadera por la presencia de episodios de desaturación, aumento de la frecuencia cardíaca y confusión tetina-pezón. Número de registro da revisão sistemática: CRD42021240725 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240725) hospitalarias PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE Science EMBASE Scopus CENTRAL CINAHL inclusión experimentales portugués inglés Assessment GRADE (GRADE riskofbias risk bias RoB 2.0 20 2 0 etapas 1 artículos aleatorizados fueron dedojeringa dedo jeringa dedojeringa, oral corto seguras realizarlas obstante desaturación tetinapezón. tetinapezón tetina pezón. pezón tetina-pezón CRD CRD4202124072 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=240725 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID240725 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID https //www.crd.york.ac.uk/prospero/display_record.php RecordID=240725 www crd york ac uk prospero display record php RecordID 240725 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240725 2. CRD420212407 phpRecordID https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=24072 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID24072 wwwcrdyorkacukprosperodisplayrecordphp RecordID240725 RecordID=24072 24072 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=24072 CRD42021240 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=2407 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID2407 RecordID24072 RecordID=2407 2407 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=2407 CRD4202124 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=240 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID240 RecordID2407 RecordID=240 240 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240 CRD420212 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=24 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID24 RecordID240 RecordID=24 24 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=24 CRD42021 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=2 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID2 RecordID24 RecordID=2 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=2 CRD4202 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID= RecordID2 RecordID= (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID= CRD420 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID CRD42 CRD4

Abstract Objective To analyze the available evidence on the transition from orogastric tube feeding to breastfeeding directly from the breast with premature infants admitted to hospital units. Methods Systematic literature review with search in the following databases: PubMed/MEDLINE, Web of Science, EMBASE, Scopus, Cochrane CENTRAL, CINAHL, with the inclusion criteria: experimental studies, without temporal restrictions and in Portuguese, Spanish and English. The methodological assessment was carried out using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) and Revised Cochrane risk-of-bias tool for randomized trials (RoB 2.0) tools and consisted of two stages: methodological quality and the risk of bias of the studies. Results 10 papers were identified, all randomized clinical trials. The techniques used in transitioning the premature babies’ diet were: finger tube and syringe, cup and finger tube, cup and bottle, spoon and non-nutritive sucking, non-nutritive sucking, non-nutritive sucking and oral stimulation, behavior of premature babies, and smell of breast milk. Conclusion The demonstrated techniques allowed the transition of the diet in a shorter period, reducing the length of hospital stay, increasing weight gain 1and proved to be safe, as long as the premature baby is mature enough to undergo the procedure. However, bottle feeding was not recommended due to the occurrence of episodes of desaturation, increased heart rate and nipple confusion. Systematic review registration number: CRD42021240725 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240725) units databases PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE Science EMBASE Scopus CENTRAL CINAHL criteria studies Portuguese English Assessment GRADE (GRADE riskofbias RoB 2.0 20 2 0 stages 1 identified babies syringe nonnutritive non nutritive stimulation milk period stay safe procedure However desaturation confusion number CRD CRD4202124072 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=240725 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID240725 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID https //www.crd.york.ac.uk/prospero/display_record.php RecordID=240725 www crd york ac uk prospero display record php RecordID 240725 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240725 2. CRD420212407 phpRecordID https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=24072 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID24072 wwwcrdyorkacukprosperodisplayrecordphp RecordID240725 RecordID=24072 24072 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=24072 CRD42021240 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=2407 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID2407 RecordID24072 RecordID=2407 2407 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=2407 CRD4202124 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=240 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID240 RecordID2407 RecordID=240 240 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=240 CRD420212 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=24 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID24 RecordID240 RecordID=24 24 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=24 CRD42021 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID=2 httpswwwcrdyorkacukprosperodisplayrecordphpRecordID2 RecordID24 RecordID=2 (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=2 CRD4202 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID= RecordID2 RecordID= (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID= CRD420 https//www.crd.york.ac.uk/prospero/display_record.phpRecordID (https://www.crd.york.ac.uk/prospero/display_record.php?RecordID CRD42 CRD4

Resumo Objetivo Analisar as evidências disponíveis sobre a transição alimentar de sonda orogástrica para aleitamento materno diretamente na mama com prematuros internados em unidades hospitalares. Métodos Revisão sistemática da literatura com busca nas bases de dados PubMed/MEDLINE, Web of Science, EMBASE, Scopus, Cochrane CENTRAL, CINAHL, com os critérios de inclusão: estudos experimentais, sem restrição temporal e nos idiomas português, espanhol e inglês. A avaliação metodológica foi realizada por meio das ferramentas Grading of Recommendations Assessment, Development and Evaluation (GRADE) e Revised Cochrane risk-of-bias tool for randomized trials (RoB 2.0) e consistiu em duas etapas: qualidade metodológica e o risco de viés dos estudos. Resultados Foram identificados 10 artigos, todos ensaios clínicos randomizados. As técnicas utilizadas na transição da dieta dos prematuros encontradas foram: sonda-dedo e seringa, copo e sonda-dedo, copo e mamadeira, colher e sucção não-nutritiva, sucção não-nutritiva, sucção não-nutritiva e estimulação oral, comportamento dos prematuros, cheiro do leite materno. Conclusão As técnicas evidenciadas permitiram a transição da dieta, em um período mais curto, reduzindo o tempo de internação, aumentando o ganho de peso e se mostraram seguras, desde que o prematuro tenha maturidade para ser realizada. Contudo, a mamadeira foi desaconselhada, pela ocorrência de episódios de dessaturação, aumento da frequência cardíaca e confusão de bico. hospitalares PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE Science EMBASE Scopus CENTRAL CINAHL inclusão experimentais português inglês Assessment GRADE (GRADE riskofbias risk bias RoB 2.0 20 2 0 etapas 1 artigos randomizados foram sondadedo dedo seringa sondadedo, dedo, nãonutritiva, nãonutritiva não nutritiva, nutritiva oral curto internação seguras Contudo desaconselhada dessaturação bico 2.

Abstract Background Local anesthetic puncture is often related to the experience of pain. This study aimed to systematically analyze the literature on changes in pain perception during the anesthetic puncture of dental local anesthesia after Photobiomodulation Therapy (PBMT). Material and methods An electronic search was performed in eight primary databases (Embase, LILACS, BBO, LIVIVO, MedLine via PubMed, SciELO, Scopus, and Web of Science) and three additional ones (EASY, Google Scholar, and OATD) to partially capture the “gray literature”. The PICO strategy was used to identify randomized clinical trials evaluating the analgesic effect of PBMT in the anesthetic puncture site of dental local anesthesia compared to placebo or control groups, without restrictions on publication language and year. Two reviewers extracted the data and assessed the individual risk of bias of the eligible studies using the Cochrane Collaboration Risk of Bias Tool version 2.0. Results The electronic search found 3,485 records, of which eight met the eligibility criteria and were included in the qualitative synthesis. The studies were published from 2011 to 2022. None of the included studies had a low risk of bias. PBMT groups showed no significant difference in pain scores compared to placebo and control groups of most studies. Conclusion Based on a low to very low certainty of evidence, PBMT seems to have no effect on pain perception during anesthetic puncture in patients undergoing dental local anesthesia. PBMT. . (PBMT) Embase, Embase (Embase LILACS BBO LIVIVO PubMed SciELO Scopus Science EASY, EASY (EASY Scholar OATD gray literature. literature” year 20 2 0 2.0 3485 3 485 3,48 records synthesis 201 2022 evidence (PBMT 2. 348 48 3,4 202 34 4 3,

Aim The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion Therefore, students with oral problems were more likely to take time off school and present inferior academic performance. andor PubMed Science LILACSBVS LILACS BVS databases loss population schoolchildren adolescents duplicates 3789 3 789 3,78 these 2 1 metaanalysis. metaanalysis meta analysis. analysis meta-analysis metaanalysis, analysis, 100 checklist 90 75 answers 31 OR 1.31 131 95CI 95 1.121.54. 112154 1.12 1.54 . 12 54 1.12-1.54) fairpoor fair 50 1.50 150 1.221.84 122184 1.22 1.84 22 84 1.22-1.84 34 1.34 134 1.061.70. 106170 1.06 1.70 06 70 1.06-1.70) 37 7 3. 6.65 665 6 65 1.608.32 160832 1.60 8.32 60 8 32 1.60-8.32 71 1.71 171 1.152.56. 115256 1.15 2.56 15 56 1.15-2.56) 5 2. 2.58 258 58 2.043.27. 204327 2.04 3.27 04 27 2.04-3.27) Therefore 378 78 3,7 10 9 1.3 121 1.121.54 11215 112 1.1 154 1.5 1.12-1.54 221 1.221.8 12218 122 1.2 184 1.8 1.22-1.8 061 1.061.70 10617 106 1.0 170 1.7 0 1.06-1.70 6.6 66 608 1.608.3 16083 160 1.6 832 8.3 1.60-8.3 17 152 1.152.56 11525 115 256 1.15-2.56 043 2.043.27 20432 204 2.0 327 3.2 2.04-3.27 3, 1. 1.121.5 1121 11 1.12-1.5 1.221. 1221 18 1.22-1. 1.061.7 1061 1.06-1.7 6. 1.608. 1608 16 83 8. 1.60-8. 1.152.5 1152 1.15-2.5 2.043.2 2043 20 2.04-3.2 1.121. 1.12-1. 1.221 1.22-1 1.061. 1.06-1. 1.608 1.60-8 1.152. 1.15-2. 2.043. 2.04-3. 1.121 1.12-1 1.22- 1.061 1.06-1 1.60- 1.152 1.15-2 2.043 2.04-3 1.12- 1.06- 1.15- 2.04-

ABSTRACT Objective: To verify the COVID-19 clinical characteristics, associated comorbidities, and outcomes in adolescents. Data source: This is a systematic review study based on articles published between 2020 and 2022 in the United States National Library of Medicine - PubMed (MedLine), Virtual Health Library – VHL (LILACS), Science Direct, Web of Science, and Scopus (Elsevier) databases. The study was registered in the International Prospective Register of Systematic Reviews, under No. CRD42022309108. Data synthesis: A total of 1188 studies were identified. After applying the selection criteria, 13 articles were included. Prevalence was 25%; mild cases were predominant; and fever, cough, headache, anosmia, nasal congestion, and ageusia were frequent. Fever and cough were proportionally higher in hospitalized cases: 81 and 68%, respectively. Dyspnea (odds ratio [OR] 6.3; confidence interval 95%[CI] 2.8–14.3), fever (OR 3.8; 95%CI 2.0–7.4), and cough (OR 3.4; 95%CI 2.0–6.0) were associated with severe cases. Up to 28% required intensive care and 38% required mechanical ventilation. Pre-existing comorbidities increased the risk of hospitalization and death. Severe cases were associated with the risk of death (relative risk [RR] 4.6; 95%CI 2.8–7.5). The black, mixed, and indigenous races/skin colors represented risk groups, as well as residents of poorer regions. Conclusions: The review provided a better understanding of the disease profile and may favor the development of public policies, in addition to contributing to the current literature in the field of adolescent health. Objective COVID19 COVID 19 COVID-1 characteristics adolescents source 202 MedLine, MedLine , (MedLine) LILACS, LILACS (LILACS) Direct Elsevier (Elsevier databases Reviews No CRD42022309108 CRD synthesis 118 identified criteria 1 included 25% 25 predominant headache anosmia congestion frequent 8 68 68% respectively odds OR [OR 6.3 63 6 3 95CI CI 95% 95 95%[CI 2.8–14.3, 28143 2.8–14.3 2 14 2.8–14.3) 3.8 38 2.0–7.4, 2074 2.0–7.4 0 7 4 2.0–7.4) 3.4 34 2.0–6.0 2060 28 ventilation Preexisting Pre existing relative RR [RR 4.6 46 2.8–7.5. 2875 2.8–7.5 . 5 2.8–7.5) black mixed racesskin races skin groups regions Conclusions policies health COVID1 COVID- 20 (MedLine (LILACS CRD4202230910 11 6. 9 2814 2.8–14. 3. 207 2.0–7. 2.0–6. 206 4. 287 2.8–7. CRD420223091 281 2.8–14 2.0–7 2.0–6 2.8–7 CRD42022309 2.8–1 2.0– 2.8– CRD4202230 2.0 2.8 CRD420223 2. CRD42022 CRD4202 CRD420 CRD42 CRD4

RESUMO Objetivo: Verificar as características clínicas, as comorbidades associadas e os desfechos da COVID-19 em adolescentes. Fontes de dados: Trata-se de uma revisão sistemática elaborada com base em artigos publicados entre 2020 e 2022 nas bases de dados United States National Library of Medicine (PubMed), Biblioteca Virtual em Saúde (BVS), Science Direct, Web of Science e Scopus. O estudo foi registrado no International Prospective Register of Systematic Reviews, n° CRD42022309108. Síntese dos dados: Foram identificados 1.188 estudos. Após a aplicação dos critérios de seleção, 13 artigos foram incluídos. A prevalência foi de 25%; os casos leves foram predominantes; e febre, tosse, cefaleia, anosmia, congestão nasal e ageusia foram frequentes. Febre e tosse foram proporcionalmente maiores em casos hospitalizados, com 81 e 68%, respectivamente. Dispneia (OR 6,3; IC95% 2,8–14,3), febre (OR 3,8; IC95% 2,0–7,4) e tosse (OR 3,4; IC95% 2,0–6,0) foram associados a casos graves. Até 28% necessitaram de cuidados intensivos e 38% de ventilação mecânica. A preexistência de comorbidade aumentou o risco de internação e óbito. Os casos graves estão associados ao risco de óbito (risco relativo — RR 4,6; IC95% 2,8–7,5). As raças/cores preta, parda e indígena e os moradores de regiões mais pobres foram grupo de risco. Conclusões: A revisão permitiu conhecer o perfil da doença e poderá favorecer a elaboração de políticas públicas, além de contribuir para a literatura atual no campo da saúde do adolescente. Objetivo clínicas COVID19 COVID 19 COVID-1 adolescentes Tratase Trata se 202 PubMed, PubMed , (PubMed) BVS, BVS (BVS) Direct Scopus Reviews n CRD42022309108 CRD 1188 1 188 1.18 estudos seleção incluídos 25% 25 predominantes cefaleia anosmia frequentes hospitalizados 8 68 68% respectivamente OR 6,3 63 6 3 IC95 IC 2,8–14,3, 28143 2,8–14,3 2 14 2,8–14,3) 3,8 38 2,0–7,4 2074 0 7 4 3,4 34 2,0–6,0 2060 28 mecânica 4,6 46 2,8–7,5. 2875 2,8–7,5 . 5 2,8–7,5) raçascores raças cores preta Conclusões públicas adolescente COVID1 COVID- 20 (PubMed (BVS CRD4202230910 118 18 1.1 6, IC9 2814 2,8–14, 3, 2,0–7, 207 2,0–6, 206 4, 287 2,8–7, CRD420223091 11 1. 281 2,8–14 2,0–7 2,0–6 2,8–7 CRD42022309 2,8–1 2,0– 2,8– CRD4202230 2,0 2,8 CRD420223 2, CRD42022 CRD4202 CRD420 CRD42 CRD4

Resumo As tecnologias da Web 2.0 fornecem vários recursos para a aprendizagem online da língua inglesa. A investigação tem como objetivo analisar as diferenças na percepção das crenças de auto-eficácia nas competências comunicativas e na atitude em relação à utilização de ferramentas da Web 2.0 na aprendizagem online da língua inglesa, tendo em conta a variável gênero. Foi realizado um estudo não-experimental, ex post facto , descritivo-inferencial e transversal com uma amostra de 861 estudantes numa universidade pública na Colômbia. Os resultados indicaram que, a partir do Modelo de Sala de Aula Invertida em Encontros Síncronos (MAIES), os homens têm maior auto-eficácia em todas as competências comunicativas e utilizam mais os recursos da Web 2.0. As diferenças entre os gêneros são atribuídas à motivação intrínseca, extrínseca e instrumental, à forma como as mulheres adotam o MAIES e a um possível sentimento de "auto-complacência" na forma como os homens avaliaram a sua auto-eficácia na aprendizagem de línguas estrangeiras (L2). Nesta amostra, o gênero é um aspeto diferencial da aprendizagem da língua inglesa através do MAIES, no que diz respeito às crenças de auto-eficácia e à utilização de ferramentas da Web 2.0. Foram retiradas algumas implicações pedagógicas tendo em conta os resultados. 20 2 0 2. autoeficácia auto eficácia nãoexperimental, nãoexperimental não experimental, experimental não-experimental descritivoinferencial descritivo inferencial 86 Colômbia (MAIES) intrínseca instrumental autocomplacência complacência "auto-complacência L2. L2 L . (L2) 8 (MAIES (L2 (L

Abstract Web 2.0 technologies offer different resources to learn English in a virtual environment. This study aims to analyze differences concerning self-efficacy beliefs perceived in both linguistic skills and the attitude towards the use of Web 2.0 tools when learning English online with respect to the gender variable. A non-experimental, ex post facto study was conducted following a descriptive-inferential and cross-sectional nature. The sample corresponded to 861 undergraduate students in a public university in Colombia. Findings demonstrated that, under the Flipped Classroom in Synchronous Settings Model (FCISSM) for English Language Learning, men have higher self-efficacy levels than women. Moreover, men use Web 2.0 resources to a larger extent to develop their linguistic skills. Gender differences are linked to intrinsic, extrinsic, and instrumental motivation to the way in which women have assumed the FCISSM and are also connected to a possible sense of ‘self-complacency’ regarding how men assessed their self-efficacy in a foreign language learning (L2). In this sample size, gender is a differential aspect in language learning through the FCISSM, regarding self-efficacy beliefs and the use of Web 2.0. Some pedagogical implications were provided in accordance with the results of the study. 20 2 0 2. environment selfefficacy self efficacy variable nonexperimental, nonexperimental non experimental, experimental non-experimental descriptiveinferential descriptive inferential crosssectional cross sectional nature 86 Colombia that (FCISSM Learning Moreover intrinsic extrinsic ‘selfcomplacency selfcomplacency ‘self complacency ‘self-complacency L2. L2 L . (L2) size 8 (L2 (L

Resumen Las tecnologías Web 2.0 proveen diversos recursos para el aprendizaje del inglés en línea. La investigación tiene como propósito analizar las diferencias en las creencias sobre la autoeficacia percibida en las habilidades comunicativas y la actitud para el uso de las herramientas Web 2.0 en el aprendizaje del inglés en línea, con respecto a la variable sexo. Se realizó un estudio no experimental, ex post facto, descriptivo-inferencial y transversal con una muestra de 861 estudiantes en una universidad pública de Colombia. Los resultados indicaron que desde el Modelo de Aula Invertida en Encuentros Sincrónicos (MAIES), los hombres poseen una autoeficacia mayor en todas las habilidades comunicativas y emplean los recursos Web 2.0 en mayor medida. Las diferencias entre sexos se atribuyen a la motivación intrínseca, extrínseca e instrumental, a la forma en que las mujeres asumen el MAIES, y a un posible sentido de ‘autocomplacencia’ en la forma en que los hombres evaluaron su autoeficacia en el aprendizaje de una lengua extranjera (L2). En esta muestra, el sexo es un aspecto diferencial en el aprendizaje del inglés por medio del MAIES, en lo concerniente a las creencias de autoeficacia y al empleo de las herramientas Web 2.0. Se derivaron algunas implicaciones pedagógicas en consideración con los resultados. 20 2 0 2. línea experimental facto descriptivoinferencial descriptivo inferencial 86 Colombia MAIES , (MAIES) medida intrínseca instrumental ‘autocomplacencia autocomplacencia L2. L2 L . (L2) 8 (MAIES (L2 (L

RESUMO Objetivo: Frente à importância dos catálogos bibliográficos para a mediação da informação, este trabalho visa a analisar os Catálogos Online de Acesso Público (Online Public Access Catalog - OPAC) das bibliotecas universitárias do estado de São Paulo de IES que oferecem graduação em Música. Método: Dentre as 28 instituições paulistas consultadas on-line, 10 não possuíam OPAC. Dessa forma, foram analisados 18 catálogos, partindo de metodologia exploratória e qualiquantitativa e tendo como base o conceito de infoeducação, a partir de 12 categorias adaptadas da literatura e elencadas a priori. Resultado: foi possível observar que as OPACs priorizam a busca, a identificação e o acesso aos registros bibliográficos, funcionando em um modelo de biblioteca emporium, ou seja, preocupado com a difusão da informação. A busca por tipologias documentais é admitida em 77,78% dos catálogos, mas apenas 33,3% permitem recuperar formações instrumentais. Recursos personalizados são mais raros, como salvar histórico de busca (44,44%) e personalizar a pesquisa (11,11%). A integração com mídias sociais é utilizada em 33,3% dos catálogos e recursos semelhantes à Web 2.0, em 66,7%. Conclusões: elementos mais sofisticados de análise poderiam ter sido utilizados, em especial os referentes aos próprios recursos Web, mas esses estariam fora do contexto dos atuais OPACs, que se mostraram estar aquém dos dispositivos digitais atuais. Acredita-se que os catálogos de acesso público precisam repensar suas ferramentas enquanto ato político de formação da identidade cidadã dos usuários a que servem, atuando como forum, em prol da mediação e da formação do graduando em Música. Objetivo informação OPAC Música Método 2 online, online on line, line on-line 1 forma infoeducação priori Resultado emporium seja 7778 77 78 77,78 333 33 3 33,3 instrumentais raros 44,44% 4444 44 (44,44% 11,11%. 1111 11,11% . 11 (11,11%) 20 0 2.0 667 66 7 66,7% Conclusões utilizados Acreditase Acredita servem forum 777 77,7 33, 44,44 444 4 (44,44 111 11,11 (11,11% 2. 6 66,7 77, 44,4 (44,4 11,1 (11,11 66, 44, (44, 11, (11,1 (44 (11, (4 (11 ( (1

ABSTRACT Objective: Given the importance of bibliographic catalogues for the mediation of information, this work aims to analyse São Paulo State university library OPACs from HEIs that offer degrees in Music. Methods: Among the 28 São Paulo institutions consulted online, 10 did not have an OPAC. In this way, 18 catalogues were analysed, using an exploratory and qualitative methodology, and based on the concept of infoeducation, based on 12 categories adapted from the literature and listed a priori. Results: it was possible to observe that the analysed OPACs prioritize the search, identification, and access to bibliographic records, operating in an emporium library model, that is, concerned with the dissemination of information. The search for documentary typologies is supported in 77.78% of the catalogues, but only 33.3% allow the retrieval of instrumental formations. Customized features are rarer, such as saving search history (44.44%), and customizing the search (11.11%). Integration with social media is used in 33.3% of catalogues, and resources similar to Web 2.0, in 66.7%. Conclusions: more sophisticated elements of analysis could have been used, especially those referring to the Web resources themselves, but these would be outside the context of current OPACs, which have proven to be below current digital devices. It is believed that public access catalogues need to rethink their tools as a political act of forming the citizen identity of the users they serve, acting as a forum, in favour of music graduates' mediation and training. Objective information Music Methods 2 online 1 OPAC way methodology infoeducation priori Results identification records model 7778 77 78 77.78 333 33 3 33.3 formations rarer 44.44%, 4444 44.44% , 44 (44.44%) 11.11%. 1111 11.11% . 11 (11.11%) 20 0 2.0 667 66 7 66.7% Conclusions themselves devices serve forum graduates training 777 77.7 33. 444 44.44 4 (44.44% 111 11.11 (11.11% 2. 6 66.7 77. 44.4 (44.44 11.1 (11.11 66. 44. (44.4 11. (11.1 (44. (11. (44 (11 (4 (1 (

Abstract The purpose of the intervention was to reduce the failure rate in English with the help of a website built to support the learning experience. Action research was employed in a mixed-methods approach with an exploratory sequential design. Techniques such as documentary analysis, semistructured interviews, and participant observation were employed with 255 high schoolers. Findings revealed that the website, together with follow-up from the teacher-researchers, helped most students achieve a passing grade, empowered the learning experience, and enhanced communicative competence and linguistic awareness. Additionally, the website’s user-friendly nature and well-suited interface simplified the learning dynamic. Furthermore, according to website data, this digital space was also used in other settings with similar objectives. Even so, apathy remained a problem as some learners chose not to take part in the strategy and did not pass. We believe that the research contributes to the state of the art and generates knowledge, especially given the lack of research addressing failure in language education.

Resumen El propósito de la intervención fue reducir la tasa de reprobación en inglés con la ayuda de un sitio web desarrollado para apoyar la experiencia de aprendizaje. Se empleó la investigación-acción con un enfoque mixto y un diseño exploratorio secuencial utilizando técnicas como el análisis documental, entrevistas semiestructuradas y observación participante con 255 alumnos de preparatoria. Los hallazgos revelaron que el uso del sitio web, junto con el seguimiento por parte de los profesores-investigadores, contribuyó a que la mayoría de los alumnos obtuviera una calificación aprobatoria, fortaleció la experiencia de aprendizaje y mejoró la competencia comunicativa y la conciencia lingüística. Por otra parte, la accesibilidad del sitio web y la pertinencia de su interfaz simplificaron la dinámica de aprendizaje. Además, de acuerdo con los datos proporcionados por el sitio web, este espacio digital fue utilizado también en otros escenarios con objetivos similares. Aun así, la apatía siguió siendo un problema ya que algunos alumnos decidieron no participar en esta estrategia y no aprobaron. Esta investigación contribuye al estado del arte y genera conocimiento, particularmente dada la falta de estudios que atiendan la reprobación en la enseñanza de idiomas.

In Cabo Delgado, Mozambique, the year of 2020 marked a dramatic escalation of military activities of the Islamist insurgent group locally known as Al-Shabab or mashababe. This intensification was accompanied by a more immaterial phenomenon: the rise in prominence of social media, both as battleground and as public forum. While the insurgents sacked and occupied major towns and district headquarters, the Web 2.0 networks - Facebook and WhatsApp especially - became the central arena in which the war was apprehended and discussed. This essay is an exploration of the entwining of social media with the 'new war' in Cabo Delgado, focussing on the events that surround the conquest of the Makonde plateau, mythical cradle of the Mozambican liberation struggle. Building on a budding literature on digital militarism, the essay dwells especially on orality and the use of the voice note as a medium to convey information deemed to be more trustworthy and stable than images. Tracking these media and their interrelations, the essay establishes a narrative, however fragmentary, of the downfall of the Makonde plateau; highlights recurring features of violence in the Cabo Delgado conflict; and provides fresh insight into the formation of the Local Force (Força Local), a State-sponsored militia largely constituted by war veterans.

Resumo Objetivo. A educação social não está indiferente às mudanças na sociedade cada vez mais tecnológica de hoje. Nesse sentido, o objetivo deste estudo é fornecer uma visão geral atualizada do status atual da questão com base em uma revisão sistemática da literatura científica sobre educação social, conceitos-chave (profissionalização, identidade e desenvolvimento profissional) e Web 2.0. Metodologia. A pesquisa qualitativa foi realizada com base em uma revisão sistemática da literatura internacional usando a ferramenta PRISMA-P como referência entre 2012 e 2021. Especificamente, foi realizada uma análise de conteúdo usando o software Nvivo 12 Release 1.5, realizando pesquisas de texto, mapas hierárquicos e matrizes de codificação, entre outros. A seleção final continha 22 artigos que foram revisados e categorizados de forma indutiva-deducativa. Resultados. As mídias sociais têm um impacto significativo nos principais aspectos da educação social, como a profissionalização, a identidade e o desenvolvimento profissional. Este estudo destaca a necessidade do desenvolvimento de competências dos educadores sociais para um desempenho ético de seu trabalho no espaço virtual. Conclusão. Na sociedade tecnologizada de hoje, o uso das mídias sociais continua sua ascensão exponencial e a profissão de educador social também deve buscar seu lugar na esfera virtual, reconhecendo que a profissão precisa responder a uma sociedade na qual a Internet é um espaço de comunicação. Nesse sentido, defende-se uma maior definição das competências digitais na educação social.

Resumen Objetivo. La educación social no es ajena a los cambios de la sociedad actual cada vez más tecnologizada. En este sentido, el objetivo de este estudio es proporcionar un panorama actualizado del estado de la cuestión a partir de una revisión sistemática de la bibliografía científica sobre educación social, conceptos clave (profesionalización, identidad y desarrollo profesional) y la Web 2.0. Metodología. Se realizó una investigación cualitativa basada en una revisión sistemática de la bibliografía internacional tomando como referencia la herramienta PRISMA-P entre los años 2012 y 2021. Concretamente se ha llevado a cabo un análisis del contenido a través del software Nvivo 12 versión Release 1.5, realizando búsquedas de texto, mapas jerárquicos y matrices de codificación, entre otros. La selección definitiva contenía 22 artículos que fueron revisados y categorizados de manera inductiva-deductiva. Resultados. Los medios sociales tienen una repercusión notoria en aspectos fundamentales de la educación social como son la profesionalización, la identidad y el desarrollo profesional. Destaca la necesidad del desarrollo competencial de las educadoras y educadores sociales para un desempeño ético de su labor en el espacio virtual. Conclusión. En la actual sociedad tecnologizada el uso de los medios sociales continúa su ascenso exponencial y la profesión de la educación social debe buscar su espacio también en el ámbito virtual, reconociendo que la profesión tiene que dar respuesta a una sociedad en la que internet es un espacio de comunicación. En este sentido, se aboga por una mayor definición de las competencias digitales en la educación social.

Abstract Objective. Social education is no stranger to the changes of today’s increasingly technological society. In this sense, this study aims to provide an updated overview of the the present status of the question, based on an international systematic review of the scientific literature in social education, key concepts (professionalization, identity, and professional development), and Web 2.0. Methodology. Qualitative research was conducted, based on a systematic review of international literature between 2012 and 2021. The study utilized the PRISMA-P tool as a reference, specifically by conducting a content analysis using Nvivo 12 Version Release 1.5 software. Among other strategies, the study conducted text searches and employed hierarchical maps and coding matrices. The final selection contained 22 articles that were reviewed and categorized from an inductive-deductive approach. Results. Social media have a notorious impact on fundamental aspects of social education such as professionalization, identity, and professional development. The study highlights the need for competence development of social educators for an ethical performance of their work in the virtual space. Conclusion. In today’s technologized society, the use of social media continues its exponential rise, and the profession of social education must also seek its place in the virtual environment, recognizing that the profession has to respond to a society in which the Internet is a communication space. In this sense, a wider definition of digital competencies in social education is advocated.

Abstract In Mexico, even before the health emergency caused by the SARS-CoV-2 pandemic, some priests, religious men, and women chose to bring the gospel to digital social networks. One of them is the famous Chinese short-form video hosting service: TikTok. The phenomenon studied is alive, so new methodological tools and methods are needed to analyze it. In this article, I used new tools and methods of digital ethnography and text analysis to understand the production of content and the reactions of the faithful through the analysis of two cases of Catholictokeros originally from Mexico: Sister Judith and Father Borre. The health emergency came to accelerate an already existing process. The institutional effort of the Catholic Church in these times of health emergency has been plural and diverse both in the digital and analog world.

Resumen En México, desde hace algunos años, previo a la emergencia sanitaria provocado por la pandemia por SARS-CoV-2, algunos sacerdotes, religiosos y religiosas han optado por llevar el evangelio a las redes sociales digitales. Una de las redes que han decidido explorar es la famosa red de videos cortos: TikTok. El fenómeno estudiado es vivo y se necesitan de nuevas herramientas metodológicas, de nuevos métodos y herramientas para analizarlo cabalmente. En esta reflexión usé el método de la etnografía digital y el análisis de texto para entender mejor la producción de contenido y las reacciones de los fieles a través del análisis de dos casos de catolictokeros originarios de México: la hermana Judith y el padre Borre. La emergencia sanitaria vino a acelerar un fenómeno ya existente. El esfuerzo institucional de la Iglesia Católica en esos tiempos de emergencia sanitaria ha sido plural y diverso tanto en el mundo digital como analógico.

Abstract This article presents the development of a learning object to support teaching space geometry in basic education. The DICREVOA 2.0 and Waterfall methodologies were used for software development because both contain five similar stages that can be addressed simultaneously. The results present a web application with different geometric bodies and their main characteristics, capable of being projected in augmented reality on mobile devices directly from the browser without installing additional software. It is concluded that creating educational resources that incorporate virtual or augmented reality in web pages is possible using the World Wide Web Consortium proposal for using mixed reality, WebXR Device API.

Resumen Este artículo presenta el desarrollo de un objeto de aprendizaje para apoyar la enseñanza del tema de geometría del espacio en educación básica. Se utilizaron las metodologías Dicrevoa 2.0 y Cascada para el desarrollo de software debido a que ambas contienen cinco etapas similares entre sí que pueden abordarse de manera simultánea. Los resultados presentan una aplicación web con distintos cuerpos geométricos y sus características principales, capaces de ser proyectadas en realidad aumentada en dispositivos móviles directamente desde el explorador sin la necesidad de instalar software adicional. Se concluye que es posible crear recursos educativos que incorporen realidad virtual o aumentada en páginas web usando la propuesta del World Wide Web Consortium para el uso de realidad mixta WebXR Device API.

Resumo Este artigo apresenta o desenvolvimento de um objeto de aprendizagem para apoio ao ensino do tema geometria espacial na educação básica. As metodologias Dicrevoa 2.0 e Cascade foram utilizadas para o desenvolvimento de software porque ambas contêm cinco etapas semelhantes que podem ser abordadas simultaneamente. Os resultados apresentam uma aplicação web com diferentes corpos geométricos e suas principais características, capaz de ser projetada em realidade aumentada em dispositivos móveis diretamente do navegador sem a necessidade de instalação de software adicional. Conclui-se que é possível criar recursos educacionais que incorporem realidade virtual ou aumentada em páginas web utilizando a proposta do World Wide Web Consortium para utilização da API WebXR Device de realidade mista.

Abstract This study investigated the prevalence and the potential risk factors for anxiety and depression among physiotherapists during the pandemic. Physiotherapists answered a web-based questionnaire including 1) sociodemographic, professional and clinical information; 2) psychosocial demands; and 3) two validated questionnaires to measure anxiety and depression. Binary logistic regression identified the risk factors by means of odds ratio (OR) and 95% confidence interval (CI). In 417 participants, there was a high prevalence of anxiety (48.2%) and depression (53.0%). The risk factors for anxiety were female sex (OR 2.07; 95%CI 1.01-4.24), worsening in sleep patterns (OR 3.78; 95%CI 1.92-7.44), moderate (OR 2.24; 95%CI 1.00-5.00) and extreme concern about financial issues (OR 3.47; 95%CI 1.57-7.65), and extreme loneliness (OR 3.47; 95%CI 1.71-7.07). The risk factors for depression were female sex (OR 2.16; 95%CI 1.03-4.55), low family income (OR 2.43; 95%CI 1.21-4.89), worsening in sleep patterns (OR 5.97; 95%CI 3.02-11.82), extreme concern about financial issues (OR 2.61; 95%CI 1.15-5.94), and extreme loneliness (OR 4.38; 95%CI 2.00-9.63). This study found a high prevalence of anxiety and depression in the studied population and identified risk factors for both. pandemic webbased web based 1 sociodemographic information 2 demands 3 OR 95 CI. CI . (CI) 41 participants 48.2% 482 48 (48.2% 53.0%. 530 53.0% 53 0 (53.0%) 2.07 207 07 95CI 1.014.24, 101424 1.01 4.24 , 01 4 24 1.01-4.24) 3.78 378 78 1.927.44, 192744 1.92 7.44 92 7 44 1.92-7.44) 2.24 224 1.005.00 100500 1.00 5.00 00 5 1.00-5.00 3.47 347 47 1.577.65, 157765 1.57 7.65 57 65 1.57-7.65) 1.717.07. 171707 1.71 7.07 71 1.71-7.07) 2.16 216 16 1.034.55, 103455 1.03 4.55 03 55 1.03-4.55) 2.43 243 43 1.214.89, 121489 1.21 4.89 21 89 1.21-4.89) 5.97 597 97 3.0211.82, 3021182 3.02 11.82 02 11 82 3.02-11.82) 2.61 261 61 1.155.94, 115594 1.15 5.94 15 94 1.15-5.94) 4.38 438 38 2.009.63. 200963 2.00 9.63 9 63 2.00-9.63) both (CI 48.2 (48.2 53.0 (53.0% 2.0 20 014 1.014.24 10142 101 1.0 424 4.2 1.01-4.24 3.7 37 927 1.927.44 19274 192 1.9 744 7.4 1.92-7.44 2.2 22 005 1.005.0 10050 100 500 5.0 1.00-5.0 3.4 34 577 1.577.65 15776 157 1.5 765 7.6 6 1.57-7.65 717 1.717.07 17170 171 1.7 707 7.0 1.71-7.07 2.1 034 1.034.55 10345 103 455 4.5 1.03-4.55 2.4 214 1.214.89 12148 121 1.2 489 4.8 8 1.21-4.89 5.9 59 0211 3.0211.82 302118 302 3.0 1182 11.8 3.02-11.82 2.6 26 155 1.155.94 11559 115 1.1 594 1.15-5.94 4.3 009 2.009.63 20096 200 963 9.6 2.00-9.63 48. (48. 53. (53.0 2. 1.014.2 1014 10 1. 42 4. 1.01-4.2 3. 1.927.4 1927 19 74 7. 1.92-7.4 1.005. 1005 50 5. 1.00-5. 1.577.6 1577 76 1.57-7.6 1.717.0 1717 17 70 1.71-7.0 1.034.5 1034 45 1.03-4.5 1.214.8 1214 12 1.21-4.8 021 3.0211.8 30211 30 118 11. 3.02-11.8 1.155.9 1155 1.15-5.9 2.009.6 2009 96 9. 2.00-9.6 (48 (53. 1.014. 1.01-4. 1.927. 1.92-7. 1.005 1.00-5 1.577. 1.57-7. 1.717. 1.71-7. 1.034. 1.03-4. 1.214. 1.21-4. 3.0211. 3021 3.02-11. 1.155. 1.15-5. 2.009. 2.00-9. (4 (53 1.014 1.01-4 1.927 1.92-7 1.00- 1.577 1.57-7 1.717 1.71-7 1.034 1.03-4 1.214 1.21-4 3.0211 3.02-11 1.155 1.15-5 2.009 2.00-9 ( (5 1.01- 1.92- 1.57- 1.71- 1.03- 1.21- 3.021 3.02-1 1.15- 2.00- 3.02-

Resumo Este estudo investigou a prevalência e potenciais fatores de risco para ansiedade e depressão em fisioterapeutas durante a pandemia. Fisioterapeutas responderam a um questionário na web, incluindo: dados sociodemográficos, profissionais e clínicos; demandas psicossociais; e dois questionários validados para medir ansiedade e depressão. Regressão logística binária identificou fatores de risco para ansiedade e depressão por meio de odds ratio (OR) e intervalo de confiança de 95% (IC). Em 417 participantes houve alta prevalência de ansiedade (48,2%) e depressão (53%). Os fatores de risco para ansiedade foram: sexo feminino (OR 2,07; IC95% 1,01-4,24), piora nos padrões de sono (OR 3,78; IC95% 1,92-7,44), moderada (OR 2,24; IC95% 1,00-5,00) e extrema preocupação financeira (OR 3,47; IC95% 1,57-7,65) e extrema solidão (OR 3,47; IC95% 1,71-7,07). Os fatores de risco para depressão foram: sexo feminino (OR 2,16; IC95% 1,03-4,55), baixa renda familiar (OR 2,43; IC95% 1,21-4,89), piora nos padrões de sono (OR 5,97; IC95% 3,02-11,82), extrema preocupação financeira (OR 2,61; IC95% 1,15-5,94) e extrema solidão (OR 4,38; IC95% 2,00-9,63). Este estudo mostrou alta prevalência de ansiedade e depressão na população estudada e identificou fatores de risco para ambos. pandemia web incluindo sociodemográficos clínicos psicossociais OR 95 IC. IC . (IC) 41 48,2% 482 48 2 (48,2% 53%. 53 53% (53%) foram 2,07 207 07 IC95 1,014,24, 101424 1,01 4,24 , 1 01 4 24 1,01-4,24) 3,78 378 3 78 1,927,44, 192744 1,92 7,44 92 7 44 1,92-7,44) 2,24 224 1,005,00 100500 1,00 5,00 00 5 1,00-5,00 3,47 347 47 1,577,65 157765 1,57 7,65 57 65 1,57-7,65 1,717,07. 171707 1,71 7,07 71 1,71-7,07) 2,16 216 16 1,034,55, 103455 1,03 4,55 03 55 1,03-4,55) 2,43 243 43 1,214,89, 121489 1,21 4,89 21 89 1,21-4,89) 5,97 597 97 3,0211,82, 3021182 3,02 11,82 02 11 82 3,02-11,82) 2,61 261 61 1,155,94 115594 1,15 5,94 15 94 1,15-5,94 4,38 438 38 2,009,63. 200963 2,00 9,63 9 63 2,00-9,63) ambos (IC 48,2 (48,2 (53% 2,0 20 0 IC9 014 1,014,24 10142 101 1,0 424 4,2 1,01-4,24 3,7 37 927 1,927,44 19274 192 1,9 744 7,4 1,92-7,44 2,2 22 005 1,005,0 10050 100 500 5,0 1,00-5,0 3,4 34 577 1,577,6 15776 157 1,5 765 7,6 6 1,57-7,6 717 1,717,07 17170 171 1,7 707 7,0 1,71-7,07 2,1 034 1,034,55 10345 103 455 4,5 1,03-4,55 2,4 214 1,214,89 12148 121 1,2 489 4,8 8 1,21-4,89 5,9 59 0211 3,0211,82 302118 302 3,0 1182 11,8 3,02-11,82 2,6 26 155 1,155,9 11559 115 1,1 594 1,15-5,9 4,3 009 2,009,63 20096 200 963 9,6 2,00-9,63 48, (48, (53 2, 1,014,2 1014 10 1, 42 4, 1,01-4,2 3, 1,927,4 1927 19 74 7, 1,92-7,4 1,005, 1005 50 5, 1,00-5, 1,577, 1577 76 1,57-7, 1,717,0 1717 17 70 1,71-7,0 1,034,5 1034 45 1,03-4,5 1,214,8 1214 12 1,21-4,8 021 3,0211,8 30211 30 118 11, 3,02-11,8 1,155, 1155 1,15-5, 2,009,6 2009 96 9, 2,00-9,6 (48 (5 1,014, 1,01-4, 1,927, 1,92-7, 1,005 1,00-5 1,577 1,57-7 1,717, 1,71-7, 1,034, 1,03-4, 1,214, 1,21-4, 3,0211, 3021 3,02-11, 1,155 1,15-5 2,009, 2,00-9, (4 ( 1,014 1,01-4 1,927 1,92-7 1,00- 1,57- 1,717 1,71-7 1,034 1,03-4 1,214 1,21-4 3,0211 3,02-11 1,15- 2,009 2,00-9 1,01- 1,92- 1,71- 1,03- 1,21- 3,021 3,02-1 2,00- 3,02-