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Acute lung injury (ALI) is a significant clinical challenge associated with high morbidity and mortality. Worldwide, it affects approximately 200.000 individuals annually, with a staggering 40 % mortality rate in hospitalized cases and persistent complications in out-of-hospital cases. This review focuses on the key immunological pathways underlying bacterial ALI and the exploration of mouse models as tools for its induction. These models serve as indispensable platforms for unraveling the inflammatory cascades and biological responses inherent to ALI, while also facilitating the evaluation of novel therapeutic agents. However, their utility is not without challenges, mainly due to the stringent biosafety protocols required by the diverse bacterial virulence profiles. Simple and reproducible models of pulmonary bacterial infection are currently available, including intratracheal, intranasal, pleural and, intraperitoneal approaches. These models use endotoxins such as commercially available lipopolysaccharide (LPS) or live pathogens such as Pseudomonas aeruginosa, Mycobacterium tuberculosis, and Streptococcus pneumoniae, all of which are implicated in the pathogenesis of ALI. Combining murine models of bacterial lung infection with in-depth studies of the underlying immunological mechanisms is a cornerstone in advancing the therapeutic landscape for acute bacterial lung injury.

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BACKGROUND: The factors associated with bacterial vaginosis in women with homosexual, bisexual and heterosexual practices are still poorly explored. Thus, the aim of this study was to analyze the factors associated with bacterial vaginosis in women with different sexual practices. METHODS: Cross-sectional study that included 453 women, 149 Women with Homosexual practice (WSW); 80 bisexual Women (WSWM) and 224 Women with heterosexual practice (WSM). The diagnosis of bacterial vaginosis was performed by microscopic examination of the vaginal smears stained by Gram method and classified according to the Nugent et al. (1991) score. Data analysis was performed by Cox multiple regression. RESULTS: Bacterial vaginosis was associated to years of education among WSW (0.91 [95% CI 0.82‒0.99]; p = 0.048) and non-white skin color (2.34 [95% CI 1.05‒5.19]; p = 0.037) between WSWM. Changing partners in the last 3-months (2.09 [95% CI 1.14‒3.82]; p = 0.017), inconsistent use of condoms (2.61 [95% CI 1.10‒6.20]; p = 0.030) and positive diagnosis of Chlamydia trachomatis (2.40 [95% CI 1.01‒5.73]; p = 0.048) were associated with bacterial vaginoses only in WSH. CONCLUSIONS: The factors associated to bacterial vaginosis differ between different sexual practices, suggesting that the type of sexual partner may influence the risk of developing this classic dysbiosis.

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Abstract Background The factors associated with bacterial vaginosis in women with homosexual, bisexual and heterosexual practices are still poorly explored. Thus, the aim of this study was to analyze the factors associated with bacterial vaginosis in women with different sexual practices. Methods Cross-sectional study that included 453 women, 149 Women with Homosexual practice (WSW); 80 bisexual Women (WSWM) and 224 Women with heterosexual practice (WSM). The diagnosis of bacterial vaginosis was performed by microscopic examination of the vaginal smears stained by Gram method and classified according to the Nugent et al. (1991) score. Data analysis was performed by Cox multiple regression. Results Bacterial vaginosis was associated to years of education among WSW (0.91 [95% CI 0.82‒0.99]; p= 0.048) and non-white skin color (2.34 [95% CI 1.05‒5.19]; p= 0.037) between WSWM. Changing partners in the last 3-months (2.09 [95% CI 1.14‒3.82]; p= 0.017), inconsistent use of condoms (2.61 [95% CI 1.10‒6.20]; p= 0.030) and positive diagnosis of Chlamydia trachomatis (2.40 [95% CI 1.01‒5.73]; p= 0.048) were associated with bacterial vaginoses only in WSH. Conclusions The factors associated to bacterial vaginosis differ between different sexual practices, suggesting that the type of sexual partner may influence the risk of developing this classic dysbiosis.

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BACKGROUND: Interplay between vaginal microbiome and human papillomavirus (HPV) remains unclear, partly due to heterogeneity of microbiota. METHODS: We used data from 546 women enrolled in a cross-sectional study in 5 Brazil. We genotyped vaginal samples for HPV and sequenced V3-V4 region of 16S rRNA gene for vaginal microbiome analysis. We used stepwise logistic regression to construct 2 linear scores to predict high-risk HPV (hrHPV) positivity: one based exclusively on presence of individual bacterial taxa (microbiome-based [MB] score) and the other exclusively on participants' sociodemographic, behavioral, and clinical (SBC) characteristics. MB score combined coefficients of 30 (of 116) species. SBC score retained 6 of 25 candidate variables. We constructed receiver operating characteristic curves for scores as hrHPV correlates and compared areas under the curve (AUC) and 95% confidence intervals (CI). RESULTS: Overall, prevalence of hrHPV was 15.8%, and 26.2% had a Lactobacillus-depleted microbiome. AUCs were 0.8022 (95% CI, .7517-.8527) for MB score and 0.7027 (95% CI, .6419-.7636) for SBC score (P = .0163). CONCLUSIONS: The proposed MB score is strongly correlated with hrHPV positivity-exceeding the predictive value of behavioral variables-suggesting its potential as an indicator of infection and possible value for clinical risk stratification.

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AIMS: To compare the cervicovaginal levels of human beta defensin (hBD)-1, 2 and 3 of women according to the status of Nugent-defined bacterial vaginosis (BV). METHODS: A total of 634 women of reproductive age were included in the study. Participants were equally distributed in two groups: according to the classification of vaginal smears according to Nugent criteria in normal (scores 0 to 3) and BV (scores ≥7). Cervicovaginal fluid samples were used for measurements of hBDs1, 2 and 3 levels by enzyme-linked immunosorbent assay (ELISA). Levels of each hBD were compared between the two study groups using Mann-Whitney test, with p-value <0.05 considered as significant. Odds ratio (OR) and 95% confidence interval (95% CI) were calculated for sociodemographic variables and hBD1-3 levels associated with BV a multivariable analysis. Correlation between Nugent score and measured levels of hBDs1-3 were calculated using Spearman's test. RESULTS: Cervicovaginal fluids from women with BV showed lower levels of hBD-1 [median 2,400.00 pg/mL (0-27,800.00); p<0.0001], hBD-2 [5,600.00 pg/mL (0-45,800.00); p<0.0001] and hBD-3 [1,600.00 pg/mL (0-81,700.00); p = 0.012] when compared to optimal microbiota [hBD-1: [median 3,400.00 pg/mL (0-35,600.00), hBD-2: 12,300.00 pg/mL (0-95,300.00) and hBD-3: 3,000.00 pg/mL (0-64,300.00), respectively]. Multivariable analysis showed that lower levels of hBD-1 (OR: 2.05; 95% CI: 1.46-2.87), hBD-2 (OR: 1.85; 95% CI: 1.32-2.60) and hBD-3 (OR: 1.90; 95% CI: 1.37-2.64) were independently associated BV. Significant negative correlations were observed between Nugent scores and cervicovaginal levels of hBD-1 (Spearman's rho = -0.2118; p = 0.0001) and hBD-2 (*Spearman's rho = -0.2117; p = 0.0001). CONCLUSIONS: Bacterial vaginosis is associated with lower cervicovaginal levels of hBDs1-3 in reproductive-aged women.

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Objetiva-se analisar a influência da idade materna com os desfechos perinatais em gestações de alto risco. Trata-se de um estudo exploratório, descritivo com abordagem quantitativa. O estudo foi composto por gestantes de alto risco atendidas de setembro de 2012 a setembro de 2017. A variável independente foi a idade materna e as variáveis dependentes foram aquelas relacionadas com o recém-nascido: baixo peso ao nascer (< 2.500 g), prematuridade (idade gestacional < 37 semanas), baixo índice de Apgar no 1° e 5º minutos de vida (< 7), óbito fetal e óbito neonatal. Verificou-se que as adolescentes (≤19 anos) possuem chances maiores de terem filhos com baixo peso ao nascer (p=0,008), baixo escore de Apgar no 1° minuto (<7) (p<0,001) e óbito neonatal (p=0,037). No grupo de gestantes, ≥ 35 anos (gestação tardia), observa-se que estas possuem maiores chances de terem filhos prematuros (p=0,019). Os resultados deste estudo apontaram que na gestação de alto risco a idade materna também é um fator que está associado aos desfechos perinatais desfavoráveis. O estudo identificou associação da prematuridade com a idade avançada na gestação e o baixo peso ao nascer, baixo escore de Apgar no 1° minuto e óbito neonatal com a gestação na adolescência.

Aimed at analyse the influence of maternal age and perinatal outcomes in high-risk pregnancies. This is an exploratory, descriptive study with a quantitative approach. The study was composed of high-risk pregnant women attended from September 2012 to September 2017. The independent variable was maternal age and the dependent variables were those related to the new-born: low birth weight (LBW) (<2,500 g ), prematurity (gestational age <37 weeks), low Apgar score at 1 and 5 minutes of life (<7), fetal death and neonatal death. It was verified that adolescents (≤19 years old) had a higher odds of having children with LBW (p = 0.008), low Apgar score at 1 minute (<7) (p <0.001), and neonatal death (p = 0.037). In the group of pregnant women ≥ 35 years (late gestation) it is observed that they are more likely to have preterm children (p = 0.019). The results of this study pointed out that in high-risk pregnancy maternal age is also a factor that is associated with unfavourable perinatal outcomes. The study identified association of prematurity with advanced age in gestation and BPN, low Apgar score in the first minute and neonatal death with gestation in adolescence.

El objetivo es analizar la influencia de la edad materna con los resultados perinatales en gestaciones de alto riesgo. Se trata de un estudio exploratorio, descriptivo con abordaje cuantitativo. La variable independiente fue la edad materna y las variables dependientes fueron aquellas relacionadas con el recién nacido: bajo peso al nacer (BPN) (<2.500 g) ), prematuridad (edad gestacional <37 semanas), bajo índice de Apgar en el 1° y 5º minutos de vida (<7), óbito fetal y muerte neonatal. Se verificó que las adolescentes (≤19 años) poseen mayores posibilidades de tener hijos con BPN (p = 0,008), bajo puntaje de Apgar en el minuto 1 (<7) (p <0,001) y óbito neonatal (p = 0,037). En el grupo de gestantes ≥ 35 años (gestación tardía) se observa que éstas tienen más probabilidades de tener hijos prematuros (p = 0,019). Los resultados de este estudio apuntaron que en la gestación de alto riesgo la edad materna también es un factor que está asociado a los resultados perinatales desfavorables. El estudio identificó asociación de la prematuridad con la edad avanzada en la gestación y el BPN, bajo puntaje de Apgar en el 1 ° minuto y óbito neonatal con la gestación en la adolescencia.

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La riqueza de resultados científicos de la Educación Avanzada como teoría educativa cubana es notoria, cientos son los profesionales que se dedican a su estudio para el mejoramiento profesional y humano de los recursos laborales, en los últimos años estas cifras han crecido haciendo necesaria la creación de una Red Virtual del Proyecto Interactivo Redes de Profesionalización Pedagógica (REPROPED) , que ha devenido en una comunidad virtual "Educación Avanzada", de ahí que se haga necesaria su caracterización, objetivo hacia el cual se orienta este trabajo. El aprovechamiento de las tecnologías a partir de este proyecto ha contribuido a la profesionalización pedagógica de los docentes a través de la ampliación y el fortalecimiento del sitio Web educativo de la Educación Avanzada y la creación de un sistema de redes: la red mixta, que aglutina a integrantes de diversas áreas, la red de Ciencias Médicas que como su nombre lo indica engloba a profesionales de la salud y la red Varona, integrada por profesores de dicha Universidad. La novedad se expresa en la posibilidad que ofrece el Proyecto REPROPED a los recursos laborales de diferentes entidades e instituciones de consultar e interactuar en un entorno de Educación Avanzada para su mejoramiento profesional y humano

The wealth of scientific results of the Advanced Education as theory educational in Cuban is notorious, hundreds are professionals dedicated to the study of Advanced Education for professional development and human labor resources, in recent years the numbers have grown, under the influence of the Virtual Network for Pedagogical Professionalization (REPROPED) Interactive Project which has given birth to a Virtual Community, which calls for its characterization, that is the aim of this article. The use of the technologies from this project has contributed to the pedagogic professionalization of the teachers through enlargement and the strengthening of Advanced Education educational web site and the creation of a network: The mixed net, that unites members of various areas, the net of Medical Sciences, that as its name suggests, encompasses health-care professionals and the Varona net, integrated by professors of the aforementioned University. The novelty is expressed in the possibility offered by REPROPED Project to human resources from different organizations and institutions for interacting in an Advanced Education environment for their professional and human improvement

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Introducción: los cambios acelerados que se producen en todas las esferas de la vida humana imponen nuevos retos y desafíos a la educación redimensionando la profesionalización pedagógica. El tutor de especialidades médicas es un docente que desempeña sus funciones tanto para el pregrado como en el posgrado, por lo que la evaluación de su desempeño en la actividad del posgrado académico ofrece oportunidades para los gestores de los procesos de superación de los docentes de diseñar acciones que lleven su actividad a la mejoría integral. Objetivo: elaborar un instrumento de evaluación del desempeño pedagógico del tutor de especialidades médicas que mediante el diagnóstico permita direccionar las acciones educativas y de superación de forma individual, departamental e institucional. Métodos: desde los referentes teóricos de la Educación Avanzada se aplicaron métodos teóricos como el análisis documental e histórico lógico, el enfoque sistémico, la sistematización y la modelación; métodos empíricos tales como encuestas a expertos, actividad grupal nominal con residentes de las áreas en estudio, y se aplicaron encuestas a tutores y residentes además de entrevistas a directivos docentes. Resultados: se obtuvo el modelo del tutor de posgrado académico, el mapa de competencias pedagógicas y su estructura en dimensiones e indicadores; se diseñó un instrumento estructurado en las dimensiones didáctica, comunicativa y científico investigativa, desglosadas derivativamente en indicadores con escala de evaluación desde el excelente al nulo desempeño que permitió la evaluación del desempeño pedagógico de los tutores de Medicina, Pediatría, Ginecoobstetricia y Cirugía en un ensayo piloto. Conclusiones: los resultados del ensayo piloto evidenciaron que el instrumento diseñado es válido pues permitió caracterizar la situación del trabajo tutelar en la Institución y puede ser incluido en estrategias para los procesos de mejoramiento de la actividad tutelar(AU)

Introduction: the rapid changes that occur in all spheres of human life impose new challenges to education, resizing pedagogical professionalism. The tutor of medical specialties is a professor who carries out his/her functions for both undergraduate and graduate programs, so that the assessment of their performance in academic activities provides opportunities for professors improvement process managers to design actions leading to the overall improvement. Objective: develop a tool for assessing the performance of educational tutor of medical specialties by diagnosing allowing to lead educational actions towards individually, departmental, and institutional improvement. Methods: from the theoretical framework of Advanced Education theoretical methods as the documentary and historical analysis logical, systemic approach, systematization and modeling were applied. Empirical methods such as expert surveys, nominal group activity with residents of the areas under study, and surveys were applied to tutors and residents in addition to interviews with school officers.Results: the model of graduate academic tutor, the map of teaching skills and its structure dimensions and indicators were obtained. A structured research instrument in educational, communication and scientific dimensions, broken down by indicators evaluation scale from excellent to zero performance was designed, which allowed the evaluation of teaching performance tutors of Medicine, Pediatrics, Obstetrics-Gynecology, and Surgery in a pilot trial. Conclusions: the results of this pilot study show that the designed instrument is valid since it made possible to characterize the status of work in the tutor work at the institution and it may be included in strategies for improving processes tutelary activity(AU)

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INTRODUCCIÓN: los cambios acelerados que se producen en todas las esferas de la vida humana imponen nuevos retos y desafíos a la educación redimensionando la profesionalización pedagógica. El tutor de especialidades médicas es un docente que desempeña sus funciones tanto para el pregrado como en el posgrado, por lo que la evaluación de su desempeño en la actividad del posgrado académico ofrece oportunidades para los gestores de los procesos de superación de los docentes de diseñar acciones que lleven su actividad a la mejoría integral. OBJETIVO: elaborar un instrumento de evaluación del desempeño pedagógico del tutor de especialidades médicas que mediante el diagnóstico permita direccionar las acciones educativas y de superación de forma individual, departamental e institucional. MÉTODOS: desde los referentes teóricos de la Educación Avanzada se aplicaron métodos teóricos como el análisis documental e histórico lógico, el enfoque sistémico, la sistematización y la modelación; métodos empíricos tales como encuestas a expertos, actividad grupal nominal con residentes de las áreas en estudio, y se aplicaron encuestas a tutores y residentes además de entrevistas a directivos docentes. RESULTADOS: se obtuvo el modelo del tutor de posgrado académico, el mapa de competencias pedagógicas y su estructura en dimensiones e indicadores; se diseñó un instrumento estructurado en las dimensiones didáctica, comunicativa y científico investigativa, desglosadas derivativamente en indicadores con escala de evaluación desde el excelente al nulo desempeño que permitió la evaluación del desempeño pedagógico de los tutores de Medicina, Pediatría, Ginecoobstetricia y Cirugía en un ensayo piloto. CONCLUSIONES: los resultados del ensayo piloto evidenciaron que el instrumento diseñado es válido pues permitió caracterizar la situación del trabajo tutelar en la Institución y puede ser incluido en estrategias para los procesos de mejoramiento de la actividad tutelar.

INTRODUCTION: the rapid changes that occur in all spheres of human life impose new challenges to education, resizing pedagogical professionalism. The tutor of medical specialties is a professor who carries out his/her functions for both undergraduate and graduate programs, so that the assessment of their performance in academic activities provides opportunities for professors improvement process managers to design actions leading to the overall improvement. OBJECTIVE: develop a tool for assessing the performance of educational tutor of medical specialties by diagnosing allowing to lead educational actions towards individually, departmental, and institutional improvement. METHODS: from the theoretical framework of Advanced Education theoretical methods as the documentary and historical analysis logical, systemic approach, systematization and modeling were applied. Empirical methods such as expert surveys, nominal group activity with residents of the areas under study, and surveys were applied to tutors and residents in addition to interviews with school officers. RESULTS: the model of graduate academic tutor, the map of teaching skills and its structure dimensions and indicators were obtained. A structured research instrument in educational, communication and scientific dimensions, broken down by indicators evaluation scale from excellent to zero performance was designed, which allowed the evaluation of teaching performance tutors of Medicine, Pediatrics, Obstetrics-Gynecology, and Surgery in a pilot trial. CONCLUSIONS: the results of this pilot study show that the designed instrument is valid since it made possible to characterize the status of work in the tutor work at the institution and it may be included in strategies for improving processes tutelary activity.

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La Educación Avanzada, como teoría, escuela, cátedra académica y movimiento pedagógico social desarrolla una serie de procesos formativos y abandera los intercambios con otras instituciones de la Educación Superior en general. Por ello es provechoso aportar argumentos que contribuyan a caracterizar el valioso rol que ha desempeñado ante las exigencias de los procesos de profesionalización pedagógica en la Educación Médica en particular, desde un enfoque y una proyección integradores, contribuyendo al perfeccionamiento continuo de estos procesos(AU)

Advanced Education as theory, school, academic chair and social pedagogic movement carries out a series of formative processes and leads exchanges with other higher educational institutions. Therefore, it is advantageous to provide arguments that support the characterization of the valuable role it has played, from an integrating approach and projection, in meeting the demands of pedagogic professionalizing processes in medical education in particular, thus contributing to the continuous improvement of these processes(AU)

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Las formas organizativas del posgrado académico como la especialidad, la maestría y el doctorado proporcionan a los graduados universitarios la formación académica en correspondencia con las necesidades del desarrollo económico, social y cultural del país. La evaluación de su impacto en lo social, el comportamiento profesional y humano de los docentes, así como la calidad de los servicios médicos precisa modificaciones que favorezcan la calidad del proceso formativo. De ahí la importancia de la determinación de las dimensiones a evaluar con este fin, así como ofrecer aristas para el debate en torno a las dimensiones de la evaluación de impacto del posgrado académico desde la óptica de la Educación Avanzada en la Educación Médica(AU)

The organization structures of postgraduated academic formative processes like specialty, masters and doctorate programs provide university graduates according to the needs of the country's economic, social and cultural development. The evaluation of their impact in such areas as social, teachers professional and human behavior and medical services quality requires modifications towards a higher quality of the formative process. From there the importance of the determination of the dimensions to evaluate with this aim, as well as of offering edges for the debate in connection with the dimensions of the evaluation of impact of the postgraduated academic formative processes from Advanced Education perspective in Medical Education(AU)

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La Educación avanzada, como teoría, escuela, cátedra académica y movimiento pedagógico social desarrolla una serie de procesos formativos y abandera los intercambios con otras instituciones de la Educación Superior en general. Por ello es provechoso aportar argumentos que contribuyan a caracterizar el valioso rol que ha desempeñado ante las exigencias de los procesos de profesionalización pedagógica en la Educación Médica en particular, desde un enfoque y una proyección integradores, contribuyendo al perfeccionamiento continuo de estos processos.

Advanced education as theory, school, academic chair and social pedagogic movement carries out a series of formative processes and leads exchanges with other higher educational institutions. Therefore, it is advantageous to provide arguments that support the characterization of the valuable role it has played, from an integrating approach and projection, in meeting the demands of pedagogic professionalizing processes in medical education in particular, thus contributing to the continuous improvement of these processes.

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Las formas organizativas del posgrado académico como la especialidad, la maestría y el doctorado proporcionan a los graduados universitarios la formación académica en correspondencia con las necesidades del desarrollo económico, social y cultural del país. La evaluación de su impacto en lo social, el comportamiento profesional y humano de los docentes, así como la calidad de los servicios médicos precisa modificaciones que favorezcan la calidad del proceso formativo. De ahí la importancia de la determinación de las dimensiones a evaluar con este fin, así como ofrecer aristas para el debate en torno a las dimensiones de la evaluación de impacto del posgrado académico desde la óptica de la Educación Avanzada en la Educación Médica.

The organization structures of postgraduated academic formative processes like specialty, masters and doctorate programs provide university graduates according to the needs of the country's economic, social and cultural development. The evaluation of their impact in such areas as social, teachers professional and human behavior and medical services quality requires modifications towards a higher quality of the formative process. From there the importance of the determination of the dimensions to evaluate with this aim, as well as of offering edges for the debate in connection with the dimensions of the evaluation of impact of the postgraduated academic formative processes from Advanced Education perspective in Medical Education.

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Introducción: Los retos de la educación superior para el Siglo XXI plantean la necesidad de un nuevo proceso educativo, fundamentado en los principios de excelencia, calidad y pertinencia, lo cual implica que la Educación Superior debe ser perfeccionada em concordancia con el desarrollo de la sociedad a que corresponde. Objetivo: Diseñar un modelo de Evaluación de impacto del posgrado académico en El comportamiento profesional y humano de los docentes de la Facultad de Ciencias Médicas "General Calixto García". Materiales y métodos: Se realizó una investigación de desarrollo, de enfoque mixto, se aplicaron métodos teóricos, empíricos y estadísticos. Se trabajó con 45 docentes de lãs Especialidades Básicas del Sistema de Salud y 10 docentes egresados de la maestría em Educación Médica y con directivos, residentes y especialistas y docentes del entorno laboral del profesor. Resultados: Las indagaciones teóricas permitieron la sistematización de los antecedentes y referentes del Sistema Nacional de Salud cubano, de la formación académica de posgrado y de los modelos de evaluación y de evaluación de impacto. Las indagaciones empíricas permitieron caracterizar el estado actual del comportamiento profesional y humano de lós docentes. La estructuración del modelo ideal consta con cinco componentes, tres etapas, posibilitando la retroalimentación del proceso formativo. Conclusiones: La modelación reveló problemas en la evaluación del impacto académico em general y en la formación académica de posgrado en particular. Se constató la viabilidad Del modelo a partir de la consulta a especialistas, la aplicación del modelo de tránsito y lãs transformaciones propuestas. (AU)

Introduction: The Higher Education ́s challenges in the XXI century demands a new educative process based on the principles of excellence, high quality and pertinence, which implies that Higher Education should be better in relation to the correspondent society. Objective: Design a model for the evaluation of the academic post graduated impact in reference to the professional and human behaviour of professors from the medical sciences faculty "General Calixto Garcia". Method: A developmental research work was carried out in the faculty mentioned above, using a mixed approach. We applied theoretical, empiric and statistics methods to 45 professors who works in the Basic Specialities of the Health System and to 10 professors graduated in the Master Degree course of Medical Education, to directive personnel and to residents and specialists, such as teaching workers related to the educational work. Results: Findings allowed the systematization of the backgrounds and referents of the Cuban National Health System of the academic postgraduate formation and the systematization of the models for the evaluation process and for the evaluation of impact of educational process. On the other hand, the empirical findings allowed us to characterize the status of the professional and the human behaviour of the professors. The structure of the ideal model has five components and three stages giving the possibilities to get information about the educational process. Conclusions: In general, the models in general showed problems on the evaluation of the academic impact and in the postgraduate academic formation. The feasibility of the model proposed in this study was verified throughout the consult to specialists, applying a provisional model and throughout the changes proposed in this study. (AU)

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La tutoría es reconocida como una de las estrategias fundamentales para la formación integral de pregrado y posgrado en Ciencias Médicas; como una modalidad de la práctica docente que enriquece y complementa la docencia frente al grupo; y como instrumento de cambio, que puede reforzar los programas de apoyo integral a los estudiantes en el campo académico, cultural y de desarrollo humano. El tutor deviene en figura protagónica en los procesos formativos y reclama un proceso de perfeccionamiento continuo cuyas bases teóricas se pueden encontrar en la educación avanzada. En el trabajo se proponen elementos teóricos para el mejoramiento profesional y humano de los tutores y de la actividad tutelar en la educación médica. Se aplicaron diversos métodos como el análisis histórico lógico, documental y la sistematización de la actividad tutelar en educación médica a partir de los principios de la educación avanzada, y se relacionaron con los de la educación médica. Se obtuvieron elementos útiles para la modelación, la declaración teórica de las competencias y el desempeño del tutor de la educación médica(AU)

Mentoring is recognized as one of the key strategies for comprehensive undergraduate and graduate training in Medical Sciences; as a form of teaching practice that enriches and complements teaching to a group; and as an instrument of change, which may strengthen comprehensive support programs for students in the academic, cultural, and human development field. The tutor turns into major figure in the formative process and demands a continuous improvement process whose theoretical basis can be found in advanced education. In this paper, theoretical elements are proposed for improving tutors professionally and personally as well as the mentoring activity in medical education. Various methods were applied as the logical historical, documentary analysis, and systematization of medical education mentor activity from the principles of advanced education, which associated with medical education. Useful elements for modeling, theoretical statement of tutor competences and performance of medical education were obtained(AU)

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Introducción: el reto de la profesionalización pedagógica es una realidad emanada de las directrices y acuerdos adoptados en las Conferencias Mundiales y Regionales sobre Educación Superior. Objetivo: el presente artículo tiene como propósito aportar algunos criterios clasificatorios para los procesos de profesionalización pedagógica en Ciencias Médicas. Material y Métodos: se utilizaron los métodos análisis documental y sistematización, se gestionó la información mediante la exploración de recursos de información en línea y el empleo motores de búsqueda como Google y Scirus. Desarrollo: estos procesos influyen positivamente sobre la calidad de la docencia, en tanto mejoran el desempeño profesional de los docentes.Conclusiones: la profesionalización pedagógica del docente abarca disímiles aspectos. Partir de posiciones teórico-metodológicas que constituyan referentes para el diseño, estudio, implementación y evaluación de alternativas que ofrezcan la preparación en el orden pedagógico que cada profesional dedicado a la docencia requiere que la profesionalización pedagógica se estructure en base a criterios clasificatorios, cuyo estudio y aplicación propendan a la transformación del desempeño profesional de los docentes de Ciencias Médicas(AU)

Introduction: the challenge of pedagogical professionalization is a reality arising from guidelines and agreements taken in Higher Education World and Regional Conferences.Objective: the present article has the goal to contribute with some classificatory criteria for the processes of pedagogic professionalization in Medical Sciences. Material and Methods: document analysis and systematization methods were employed, information management was carried out through exploration of online information resources and employment search engines such as Google and Scirus.Development: these processes act definitively on the quality of teaching, improving teachers' professional performance. Conclusions: teachers pedagogic professionalization comprises dissimilar aspects. Departing from theoretic and methodological positions that constitute referents for the design, study, implementation and evaluation of alternatives for the pedagogic professionalization justify the need for a classificatory criterion whose study and application tend towards Medical Sciences teachers professional performance transformation(AU)

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La tutoría es reconocida como una de las estrategias fundamentales para la formación integral de pregrado y posgrado en Ciencias Médicas; como una modalidad de la práctica docente que enriquece y complementa la docencia frente al grupo; y como instrumento de cambio, que puede reforzar los programas de apoyo integral a los estudiantes en el campo académico, cultural y de desarrollo humano. El tutor deviene en figura protagónica en los procesos formativos y reclama un proceso de perfeccionamiento continuo cuyas bases teóricas se pueden encontrar en la educación avanzada. En el trabajo se proponen elementos teóricos para el mejoramiento profesional y humano de los tutores y de la actividad tutelar en la educación médica. Se aplicaron diversos métodos como el análisis histórico lógico, documental y la sistematización de la actividad tutelar en educación médica a partir de los principios de la educación avanzada, y se relacionaron con los de la educación médica. Se obtuvieron elementos útiles para la modelación, la declaración teórica de las competencias y el desempeño del tutor de la educación médica.

Mentoring is recognized as one of the key strategies for comprehensive undergraduate and graduate training in Medical Sciences; as a form of teaching practice that enriches and complements teaching to a group; and as an instrument of change, which may strengthen comprehensive support programs for students in the academic, cultural, and human development field. The tutor turns into major figure in the formative process and demands a continuous improvement process whose theoretical basis can be found in advanced education. In this paper, theoretical elements are proposed for improving tutors professionally and personally as well as the mentoring activity in medical education. Various methods were applied as the logical historical, documentary analysis, and systematization of medical education mentor activity from the principles of advanced education, which associated with medical education. Useful elements for modeling, theoretical statement of tutor competences and performance of medical education were obtained.

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Introducción La educación de postgrado es una de las direcciones principales de la educación superior en Cuba y el nivel más alto del sistema de educación superior. La Maestría en Enfermería constituye una de las modalidades de formación académica que se les oferta a los profesionales de enfermería. Desde su primera edición ha tenido como propósito actualizar y propiciar el desarrollo en los maestrantes de los procesos que contribuyan a la identificación y solución de los problemas de salud, gerenciales y educacionales de las áreas de su competencia. Objetivos: describir la relación existente entre las funciones declaradas en el modelo o perfil del egresado de la maestría, y los principios de la Educación Avanzada. Métodos: se realizó una revisión documental del programa de la Maestría en Enfermería y de diversos textos y artículos que abordan los referentes teóricos de la Educación Avanzada. Fueron consultados además, expertos del campo de la Enfermería y la Educación Avanzada. Resultados: se mostróla vinculación existente entre las funciones del modelo ideal del egresado de la Maestría en Enfermería, y los principios de la educación avanzada, se propuso además las cualidades que deben poseer los egresados de la Maestría en Enfermería y que no se tuvo en cuenta en el modelo ideal objeto de análisis en esta investigación. Conclusiones: resulta evidente la vinculación existente entre las funciones del modelo ideal del egresado de la Maestría en Enfermería y los principios de la educación avanzada.(AU)

Introduction: Postgraduate education is one of the main directions of the superior education in Cuba and the highest level of superior education system. The Nursing Mastery is one of the modalities of academic training offered to nursing professionals. From its first edition its objective has been to update and propitiate the development in teachers of processes contributing to identification and solution of health, managerial and educational health problems in the area of its competence. Objectives: To describe the relation existing among the functions declared in the form or profile of mastery graduate and the principles of Advanced Educational. Methods: A documentary review of program of Nursing Mastery and of different texts and articles approaching the theoretical referents of Advanced Education. Results: It was demonstrated the link among the ideal form functions of graduate of Nursing Mastery and the principles of Advanced Education and also authors proposed the qualities that must to have the graduate of Nursing Mastery and that was not took into account in the ideal form analyzed in present research. Conclusions: It is obvious the link among the ideal form functions of graduate of Nursing Mastery and the principles of advanced education.(AU)

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