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Changes in the biodiversity of aquatic environments over time and space due to human activities are a topic of theoretical and conservational interest in ecology. Thus, variation in taxonomic beta diversity of the planktonic ciliates community was investigated along a temporal and spatial gradient in two subsystems of a Neotropical floodplain, one impacted by dams (Paraná) and the other free of them along its course (Ivinhema). For the spatial analysis, the Paraná subsystem did not show a significant decrease in beta diversity, presenting a pattern like that observed for the Ivinhema subsystem. Therefore, biotic homogenization was not observed for the ciliate's community downstream of the dams. It was noted that there was a fluctuation in the relevance of the components of beta diversity, regardless of the subsystem analyzed. For the temporal analysis there was a significant change in species composition from the first to the last year investigated, essentially for the subsystem impacted by dams, and that this was determined mainly by species loss. Although spatial beta diversity remained high without a clear process of biotic homogenization, dams promoted remarkable changes in ciliate species composition over the years mainly by continuous loss of species.

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BACKGROUND: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. AIM: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. MATERIAL AND METHODS: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. RESULTS: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. CONCLUSIONS: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.

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Objective: Describing the results of a User-Centered Design workshop using Challenge Based Learning or CBL, where students from Chilean industrial design and health degrees, developed solutions to resolve health problems among the elderly. METHODS: It was a pre-experimental study; 45 university students took part in a workshop: 39 from Industrial Design, 3 from Speech Therapy, 2 from Medical Technology and 1 from Medicine. In this workshop, the students, using CBL in disciplinary heterogeneous groups, faced a 3-week challenge to develop products to overcome a health problem for an elderly person. Once the product was presented, the professors and students assessed the conceptual proposals, using a semantic differential. The students also evaluated the workshop with a perception survey. RESULTS: Both the students and professors positively evaluated the usefulness and functionality of the conceptual proposals; although, the industrial design students were more critical about these aspects. The originality of proposals evaluated was the worst. Regarding the workshop, all students (100%) felt that instructions were clear as were the three moments of design, with problem definition stage best evaluated. Conclusion: The CBL is shown to be an educational tool that allows training professionals in product design and in developing health technology that is suitable for the users' needs. Regarding the process, heterogeneous make-up of the groups and clear external guide appear as essential for CBL to work well.

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Background: A central aspect of professional identity is occupational commitment, which has a significant relationship with motivation and positive mental states in healthcare environments. However, it is not clear how occupational commitment is related to teaching practices in universities. Aim: To apply the Occupational Commitment Questionnaire (OCQ) to university teachers and relate its results with the Teaching Practices Questionnaire. Material and Methods: OCQ and Teaching Practices Questionnaire were answered by 319 university teachers from 13 Chilean regions, who were selected through a non-probabilistic volunteer sampling. Data collection was done after informed consent. An exploratory factor analysis was performed for OCQ. The internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. Results: Two factors were identified in OCQ, namely Teacher Commitment and Ethical-Professional Commitment. Cronbach's Alpha was 0.85 for both factors. A moderate direct relationship between teacher commitment, ethical-professional commitment, and the Teaching Practices Questionnaire was found. Conclusions: OCQ showed an adequate internal consistency, and it was directly related with teaching practices. Committed teachers had better teaching practices. This confirms the importance of teachers' values and perceptions on their professional performance.

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Introdução: Durante os últimos anos, os princípios cirúrgicos da abdominoplastia permaneceram inalterados. Portanto, muitos resultados observados apresentam desalinhamento, cicatrizes transversais altas e retas do abdome, levando ao posicionamento final da cicatriz umbilical a ser muito próximo da cicatriz transversal, o que dá a impressão de abdome curto. Propomos que a abdominoplastia modifique a concepção básica de sua marcação, pois acreditamos que é importante posicionar a cicatriz transversal mais baixa na região medial e púbica, e mais alta nas extremidades laterais, permitindo, no nível dos flancos, a rotação dos retalhos lombares no sentido anterior em direção inferomedial. Métodos: Foram analisados de forma retrospectiva 146 pacientes portadores de deformidades abdominais e os submetemos a lipomidiabdominoplastia, marcando com forte concavidade superior e orientando os lados da cicatriz em direção à linha transversa inferior do abdômen, 4cm equidistantes da raiz da coxa. Também associamos a lipoaspiração como um tratamento complementar ao contorno corporal. Resultados: Consideramos que os parâmetros da midiabdominoplastia são aplicáveis na maioria dos casos, obtendo resultados igualmente satisfatórios, tanto nos pacientes com flacidez e lipodistrofia abdominal supraumbilical, quanto nos pacientes com abdome em avental com importante flacidez e diástase dos retos abdominais. Conclusão: É importante determinar a área da deformidade abdominal e sua classificação, para estabelecer as estratégias do tratamento e associação de procedimentos complementares. Uma marcação mais baixa, respeitando as áreas de tratamento, permitirá uma melhor cicatriz estética e um contorno corporal harmônico, além de uma adequada colocação dos elementos: cicatriz umbilical, púbis e extremidades laterais da cicatriz abdominal transversa.

Introduction: During the last few years, the surgical principles of abdominoplasty have remained unchanged. Therefore, many patients undergoing this technique have misalignment and high and straight transverse scars of the abdomen, with the final position of the umbilical scar being very close to the transverse scar, making the abdomen seem short. We propose modifying the basic concept of marking in abdominoplasty, because we believe it is important to position the transverse scar lower in the medial and pubic region and higher at the lateral ends, allowing anterior lumbar flap rotation in an inferomedial direction. Methods: We retrospectively analyzed 146 patients with abdominal defects and subjected them to lipo-mid-abdominoplasty, marking with strong upper concavity and guiding the sides of the scar towards the lower transverse line of the abdomen, 4 cm equidistant from the root of the thigh. We also define liposuction as a complementary treatment to body contouring. Results: We consider that midabdominoplasty parameters are applicable in most cases, obtaining satisfactory results both in patients with flatness and supraumbilical abdominal lipodystrophy and patients with an "apron" abdomen with considerable flaccidity and diastasis of the abdominal rectus. Conclusion: It is important to determine the area of the abdominal defect and its classification to establish treatment strategies and association with complementary procedures. A lower marking with respect to the treatment areas will allow a more aesthetic scar and a harmonic body contour as well as an adequate placement of the umbilical scar, pubis, and lateral ends of the transverse abdominal scar.

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BACKGROUND: Occupational identity is defined as the perception of occupational interests, abilities, goals, and values, and the structure of the meanings that link these self-perceptions to career role. We developed an occupational identity questionnaire suitable to be used with university teachers. AIM: To evaluate the psychometric properties of the Occupational Identity Questionnaire (OIQ) and relate its results with those of the Teaching Practices questionnaire. MATERIAL AND METHODS: The OIQ and Teaching Practices Questionnaire were answered by 311 university teachers along Chile, who were selected through a non-probabilistic volunteer sampling. An exploratory factor analysis was performed and the internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. RESULTS: Two factors were identified in OIQ: Teaching Vocation and Sense of Competence. Cronbach's Alpha was 0.75 for teaching vocation and 0.82 for the sense of competence. There was a moderate direct relationship between teaching vocation, sense of competence and the results of the Teaching Practices Questionnaire. CONCLUSIONS: OIS has an adequate internal consistency, its factorial structure showed two different types of identities and it is directly related to the results of the Teaching Practices Questionnaire.

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Background: Occupational identity is defined as the perception of occupational interests, abilities, goals, and values, and the structure of the meanings that link these self-perceptions to career role. We developed an occupational identity questionnaire suitable to be used with university teachers. Aim: To evaluate the psychometric properties of the Occupational Identity Questionnaire (OIQ) and relate its results with those of the Teaching Practices questionnaire. Material and Methods. The OIQ and Teaching Practices Questionnaire were answered by 311 university teachers along Chile, who were selected through a non-probabilistic volunteer sampling. An exploratory factor analysis was performed and the internal consistency of each factor was calculated with Cronbach's Alpha. Spearman correlations were used to explore the relationship between the two questionnaires. Results: Two factors were identified in OIQ: Teaching Vocation and Sense of Competence. Cronbach's Alpha was 0.75 for teaching vocation and 0.82 for the sense of competence. There was a moderate direct relationship between teaching vocation, sense of competence and the results of the Teaching Practices Questionnaire. Conclusions: OIS has an adequate internal consistency, its factorial structure showed two different types of identities and it is directly related to the results of the Teaching Practices Questionnaire.

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Durante la adolescencia la carga de enfermedad es menor a la de otras etapas, de todos modos la morbimortalidad por causas externas, potencialmente evitables es importante. Conocer el perfil de las consultas de los adolescentes en servicios de emergencia (SE) constituye un insumo para mejorar la calidad asistencial. El objetivo de trabajo es describir la frecuencia y características de las consultas en el SE y los motivos de hospitalización de los adolescentes de 10 a 19 años usuarios de un prestador de salud privado de Montevideo, Uruguay. Métodos: Estudio descriptivo, retrospectivo, de los adolescentes que consultaron entre el 1/12/14 y 30/11/15. Variables: edad, sexo, motivo de consulta, fecha y hora de la consulta, diagnóstico y destino al egreso, frecuencia y causas de hospitalización. Resultados: Se incluyeron 5242 adolescentes, media de edad 14 años, 54 por ciento sexo femenino, 57 por ciento adolescentes tempranos. Motivos de consulta más frecuentes: síntomas relacionados al aparato locomotor 23,8 por ciento, generales e inespecíficos 13 por ciento, respiratorios 12,7 por ciento y digestivos 12 por ciento. Los problemas de salud mental representaron 1,7 por ciento de las consultas. Fueron hospitalizados 5 por ciento (n=248); los principales motivos fueron patología digestiva (n=87) y problemas de salud mental (n=40). Conclusiones: Una proporción importante de las consultas se atribuyeron a causas prevenibles mediante estrategias de promoción de salud. A pesar de la baja frecuencia de hospitalizaciones, los problemas de salud mental constituyen una de las principales problemáticas. Futuros estudios son necesarios para profundizar el conocimiento de este grupo y generar insumos para mejorar la gestión hospitalaria.(AU)

Disease burden during adolescence is lower than in other ages, nevertheless, morbi-mortality due to potentially avoidable external causes is important. Knowing the profile of adolescents who visit the emergency department (ED) is an input to improve quality of care. The aim of this study was to describe the frequency and characteristics of the ED visits, as well as the causes of hospital admissions of adolescents between 10 and 19 years old who attend a private health care center in Montevideo, Uruguay. Methods: A descriptive, retrospective study, of adolescents who visited the ED department between 12/1/14 and 11/30/15. Variables analyzed included age, sex, reasons for consultation, date and time of visit, diagnose and destination when discharged, frequency and causes of hospital admissions. Results: 5242 adolescents where included, average age 14 years, 54 percent female, and 57 ercent early adolescents. The most frequent reasons for consultation were: symptoms related to the locomotor system 23.8 percent , general and unspecific symptoms 13 percent , respiratory symptoms 12.7 percent ,and digestive symptoms 12 percent . Mental health issues represented 1.7 percent of visits. 5 percent were admitted (n=248); the main issues where digestive pathology (n=87) and mental health problems (n=40). Conclusions: An important proportion of visits were attributed to preventable causes through health promotion strategies. Mental health issues are one of the main problems, despite the low hosp. (AU)

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BACKGROUND: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. AIM: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. MATERIAL AND METHODS: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. RESULTS: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. CONCLUSIONS: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.

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Background: Training of innovative health professionals is necessary for the development of an effective health system in a limited resources context. However, the professionals underestimate their innovative role and receive sparse training in this issue. Meanwhile, industrial designers are trained to innovate but have a weak knowledge about health issues. Aim: To describe the outcomes of a study based on Challenge-Based Learning (CBL) where health and industrial design students learned about product development aimed to solve health problems. Material and Methods: Twenty industrial design students, seven health care students and nine teachers of both disciplines participated in a User Centered Design workshop. Using the CBL method, they were challenged to develop products to tackle a health problem. At the end of the challenge, teachers and students evaluated the products using a semantic differential method and answered a questionnaire assessing the activity. Results: In the semantic differential method, all participants evaluated usefulness, functionality and organization of the product rather than its originality. The greatest discrepancies in evaluation were found between design and health teachers. Students positively evaluated the challenge, although the weakest point was its coordination. Conclusions: CBL and interdisciplinary work are adequate tools for the development of innovative competences, as well as understanding the central elements of innovation.

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Background: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. Aim: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. Material and Methods: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. Results: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. Conclusions: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.

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Esta investigación tuvo como objetivo evaluar el síndrome de estrés asistencial y su asociación con perfil psicológico e indicadores de calidad de vida en el personal de enfermería de los servicios de urgencias, neonatología y oncología de un hospital universitario de tercer nivel en Bogotá. Hace parte de la línea de investigación en Psicología y Salud de la Facultad de Psicología de la Pontificia Universidad Javeriana. Es una investigación no experimental con un diseño descriptivo correlacional; como instrumentos se emplearon el Inventario de Personalidad de 16 Factores (16Pf) de Catell, el MBI (Maslash Burnout Inventory), una entrevista semi-estructurada y un registro de observación. Los datos fueron analizados mediante estadística descriptiva y la correlación Spearman. Adicionalmente se empleó el procedimiento multivariado de análisis múltiple de covarianza (MANCOVA), y finalmente se empleó r de Pearson en los casos que se consideró pertinente. Los datos fueron procesados a través del SSPS encontrándose que el síndrome no se presenta en el personal evaluado, aunque sí algunos síntomas; se encontró que factores como cansancio emocional y despersonalización; y factores de personalidad como prudente-impulsivo, confiado-celoso y sumiso-dominante, son predictores del desempeño ocupacional

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