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Introducción: El proceso de formación de alumnos ayudantes exige nuevas concepciones teóricas y metodológicas, que permitan el desarrollo integral de los futuros profesionales de la salud. Esto mediante acciones específicas que influyan educativamente en la ejecución de los planes y programas de la carrera de Medicina, desde una proyección científica y pedagógica. Objetivo: Diseñar un curso electivo para la formación pedagógica de los alumnos ayudantes en la carrera de Medicina de la Filial Universitaria de Ciencias Médicas, del municipio Cárdenas. Materiales y métodos: La investigación se sustenta desde la concepción dialéctico materialista. Los métodos teóricos fueron: histórico-lógico, análisis documental, sistematización, sistémico estructural funcional y modelación. Entre los métodos empíricos se emplearon: revisión de documentos, encuestas a alumnos ayudantes y tutores. También se realizó observación al desempeño de los alumnos ayudantes. La población fue conformada por 103 alumnos ayudantes y 38 tutores. Resultados: Las insuficientes acciones pedagógicas para la formación de alumnos ayudantes, se constatan como problema en los tres indicadores de la dimensión cognitiva y en dos de los indicadores de las dimensiones procedimental y actitudinal. En el diseño del programa del curso electivo se abordan los temas a desarrollar, para potenciar la formación pedagógica en los alumnos ayudantes. Conclusiones: Se presenta un curso electivo para la formación pedagógica de alumnos ayudantes en la carrera de Medicina.

Introduction: The process of training assistant students requires new theoretical and methodological concepts that allow the comprehensive development of future health professionals. This by means of specific actions that educationally influence the execution of plans and programs of medicine studies, from a scientific and pedagogical projection. Objective: To design an elective course for the pedagogical training of assistant students in the medicine undergraduate studies of University Campus of Medical Sciences, in the municipality of Cardenas. Materials and methods: The research is based on the dialectical materialist conception. The theoretical methods were: historical-logical, documentary analysis, systematization, systemic structural functional and modeling. Among empirical methods used were: documentary review, surveys of the assistant students and tutors. Observation of the performance of assistant students was also carried out. The population consisted of 103 assistant students and 38 tutors. Results: Insufficient pedagogical actions for the training of assistant students are found as problems in the three indicators of the cognitive dimension and in two of the indicators of the procedural and attitudinal dimensions. In the design of the program of the elective course, the topics to be developed to enhance the pedagogical training of the assistant students are addressed. Conclusions: An elective course for the pedagogical training of assistant students in the Medicine undergraduate studies is presented.

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OBJECTIVE: To understand the experience of reproductive planning of female military firefighter health professionals. METHOD: Phenomenological research under the theoretical-philosophical and methodological framework of Martin Heidegger. Developed in Fire Department units in Rio de Janeiro in the first half of 2016, with 21 female military health professionals. RESULTS: Women expressed that it is necessary to work and manage roles. Therefore, they have to plan to have a child, due to the difficulty of managing all the tasks and reconciling motherhood with work. They think of a more comfortable situation to dedicate themselves to their children, since they are the main responsiblefor them. CONCLUSIONS: Comprehensive health actions for military women need to be included in public policies, as it is a group that has been increasingly participating in an environment previously restricted to men and with their characteristics.

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BACKGROUND: Currently, there are no cut-off points for levels of empathy, making it difficult to assess the change experienced in its development or as a result of its intervention. It is an unsolved problem. INTRODUCTION: Empathy is a cognitive-affective attribute that enables nursing staff to maintain a professional relationship that entails various benefits for the patient. Its strengthening and development during university education is desirable. Empathy studies in Latin American nursing students are based on the direct scores obtained on an empathy test, based on which the variable is described and groups are compared. Statistical comparisons are not enough to discriminate substantive changes since two statistical values can show differences without implying that the post-intervention levels may correspond to a higher category in relation to those of pre-intervention or that two compared groups are qualitatively different. The above applies to empathic behaviour and is valid for students and professionals of health. This study aimed to establish cut-off points that allow defining ordinal categories in empathy. METHODS: In this multicenter and cross-sectional study, 3712 students from 11 Latin American nursing schools participated. The Jefferson Empathy Scale (JES) was applied; the psychometric properties were confirmed by Factor Analysis Confirmatory and Invariance. RESULTS: The JSE empathy scale is a measure with adequate reliability and construct validity. Examined cut-offs determined a structure of five empathy intervals that allowed them to be classified as empathy values in very high, high, medium, low and very low. DISCUSSION: The sequence of statistical tests carried out allowed us to determine ranges of categorical values in the empathy levels of groups of students. However, the determined categories may constitute a specific characteristic of them. It is not possible to extrapolate these results to regions other than those of Latin America. CONCLUSION: The estimated rankings allow comparing levels of empathy between groups of nursing students and the real effect of empathic interventions. IMPLICATIONS FOR NURSING: To contribute with strategies to evaluate changes in the empathic skills of nursing students, resulting in a well-valued skill in health services. IMPLICATIONS FOR NURSING POLICY: The cut-off points define evaluative categories (very low, low, medium, high and very high) that allow objective classification of levels of empathy achieved after (for example) an empathic intervention. This allows assessment of substantive changes experienced by nursing students (and professionals).

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Abstract Introduction: The concept of empathy has been incorporated as one of the key elements for the achievement of the teaching-learning process goals in health science students. Objective: To estimate and compare the levels of empathy among dental students and professors in the undergraduate dental medicine program at the Universidad Central del Este (Dominican Republic). Materials and methods: Cross-sectional study. The study population (n=264) was divided into two groups: the first consisted of students in their first to fifth year of dental school (N=223; n=215), distributed in two areas (basic-preclinical and clinical courses), while the second group comprised professors working in both areas in the dental school of the university (N=53; n=49). The Jefferson Scale of Empathy (S-Version) was used. The descriptive analysis of the data included the estimation of means, standard deviations and percentages, and the reliability of the data was estimated using Cronbach's alpha. In addition, a two-way ANOVA was performed, calculating the effect size and the statistical power of the test; furthermore, when the Fisher's exact test was significant for any factor, Tukey's test was used to estimate differences between means. A significance level of α<0.05 and β<0.20 was established. Results: Overall empathy scores and compassionate care dimension scores among the professor group did not differ significantly from the scores obtained by the students (basic-preclinical and clinical area), but there were differences between students from both areas (p<0.05). There were no significant differences between the three subgroups in the Perspective Taking and Walking in the Patient's Shoes dimensions (p=0.428 and p=0.866). Conclusion: The levels of empathy and compassionate care dimension of professors are similar to those of students in general (regardless of the area).

Resumen Introducción. El concepto de empatía se ha integrado como uno de los elementos centrales para el logro final del proceso de enseñanza-aprendizaje en estudiantes de ciencias de la salud. Objetivo. Estimar y comparar los niveles de empatía entre estudiantes y profesores de pregrado de odontología de la Universidad Central del Este (República Dominicana). Materiales y métodos. Estudio transversal. La población de estudio (n=264) se dividió en dos grupos: el primero, compuesto por estudiantes de primero a quinto año de la carrera de odontología (N=223; n=215) distribuidos en dos áreas (básica-preclínica y clínica), y el segundo, por los docentes de ambas áreas en la escuela de odontología de la universidad (N=53; n=49). Se utilizó la Escala de Empatía Médica de Jefferson (Versión-S). El análisis descriptivo de los datos incluyó la estimación de medias, desviaciones estándar y porcentajes, y la confiabilidad de los datos se estimó mediante CC de Cronbach; además, se realizó un ANOVA bifactorial, calculándose el tamaño del efecto y la potencia de la prueba, y en los casos en que la prueba exacta de Fisher fue significativa para algún factor, se utilizó la prueba de Tukey para estimar las diferencias entre las medias. El nivel de significancia estadística utilizado fue α<0.05 y β<0.20. Resultados. Los valores globales de empatía y de la dimensión Cuidado con compasión en los profesores no difirieron significativamente con los obtenidos por los estudiantes (área básica-preclínica y clínica), pero sí hubo diferencias entre los estudiantes de ambas áreas (p<0.05). En las dimensiones Adopción de perspectiva y Ponerse en los zapatos del otro no existieron diferencias entre los tres subgrupos (p=0.428 y p=0.866). Conclusión. Los niveles de empatía y de la dimensión Cuidado compasivo de los profesores no difieren de los de los estudiantes en general (ambas áreas).

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OBJECTIVE: The objective of this study was to determine cut-off points that can be used to differentiate measures of empathy, which would then be classified as high, medium, or low. To do so, we used data from students from 7 medical schools in Colombia, El Salvador, and the Dominican Republic, after determining the psychometric properties of the 3-dimensional model of empathy in the Jefferson Scale of Empathy, S-version (for medical students). MATERIALS AND METHODS: This non-experimental descriptive study had a sample that consisted of 6291 students. The structure and factor invariance were analyzed by country and sex. A hierarchical cluster analysis and a bifactorial analysis of variance were applied. RESULTS: The measure of empathy was reliable on the global scale (α = .82; ω = .88). A confirmatory factor analysis showed that the original model was replicable and adjusted to the data (comparative fit index [CFI] = .90; goodness of fit index = .94), while the multigroup analysis allowed to assume an invariant factor structure by country and gender (ΔCFI < .01). Tables were constructed with cut off points for empathy and its dimensions. DISCUSSION AND CONCLUSION: Our study solves the problem of comparing the scores and the levels of empathy observed in the medical students at different schools of medicine, making said comparisons within and between countries and between genders. The instrument used has adequate psychometric properties and the cut-off values obtained allow the classifying of people with lower or higher levels of empathy.

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Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term "motivation". These findings were discussed, concluding that the experimental studies focused on the teachers' adverse effects are yet to come.

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Abstract Introduction: Empathy is a quality that allows dentists to build an intersubjective relationship with their patients, which, among other benefits, contributes to the effectiveness of the treatment. Objective: To determine whether there is variability in empathy levels between two populations of dental students and to describe theoretically the general implications of this variability for intervention strategies. Materials and methods: Exploratory cross-sectional study. The study population consisted of 1st-5th year dental students from the Universidad Santiago de Cali, Colombia (n=610; N=647) and the Universidad San Sebastián, Chile (n=535; N=800). In both groups, empathy was measured using the Jefferson Scale of Empathy (S-Version) Scale. Descriptive statistics (mean and standard deviation) were used for data analysis. Internal consistency of data was estimated using Cronbach's alpha and the intraclass correlation coefficient. A factorial analysis of variance was performed, and three factors were studied: University (U), Course (C), and Sex (S). The statistical significance level used was α≤ 0.05 and β ≤0.20. Results: Differences in empathy level and in some of its three dimensions were observed between students from both universities and among courses (lst-5th year). No differences were found between sexes. Conclusions: There is variability in empathy levels among dental students from both universities. Thus, the implementation of specific empathy intervention strategies in each dental medicine program offered in Latin America is required to increase empathy levels in this population.

Resumen Introducción. La empatía es un atributo que permite a los odontólogos establecer una relación intersubjetiva con sus pacientes, lo que contribuye a un tratamiento exitoso, entre otros beneficios. Objetivo. Determinar si hay variabilidad en los niveles de empatía entre dos poblaciones de estudiantes de odontología y describir teóricamente las implicaciones generales de esta variabilidad en estrategias de intervención. Materiales y métodos. Estudio exploratorio transversal. La población de estudio consistió de estudiantes de odontología de 1er a 5to año de la Universidad Santiago de Cali, Colombia (n=610; N=647) y la Universidad San Sebastián, Chile (n=535; N=800). En ambos grupos, la empatía se midió con la Escala de Empatía Médica de Jefferson (Versión S). Para el análisis de los datos se utilizó estadística descriptiva (media y desviación estándar). La consistencia interna de los datos se estimó mediante el coeficiente alfa de Cronbach y el coeficiente de correlación intraclase. Se realizó un análisis de varianza factorial: tres factores estudiados: Universidad (U), Curso (C) y Sexo (S). El nivel de significancia estadística utilizado fue de α≤0.05 y β≤0.20. Resultados. Se observaron diferencias en el nivel de empatía y algunas de sus tres dimensiones entre los estudiantes de ambas universidades y entre los cursos (1er-5to año). No se observaron diferencias entre sexos. Conclusiones. Existe variabilidad en los niveles de empatía entre los estudiantes de ambas universidades. Para aumentar los niveles de empatía en esta población en Latinoamérica se requiere implementar estrategias específicas de intervención empática en cada programa de odontología ofrecido en la región.

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RESUMEN Se realizó una revisión de la instrucción 37/2011 del Viceministerio de Atención a la Docencia y las Investigaciones del Ministerio de Salud Pública, y del Reglamento de Trabajo Docente Metodológico no. 02/2018 del Ministerio de Educación Superior, sobre el Movimiento de Alumnos Ayudantes Frank País García, sus objetivos fundamentales, los requisitos que deben poseer sus miembros, y la preparación curricular desde el punto de vista pedagógico que reciben los estudiantes de las diferentes carreras para su mejor desempeño en la función docente. Se analiza y se destaca lo potenciada que están, en este sentido, las licenciaturas en Enfermería y en Tecnología de la Salud -no así el resto de las carreras-, tanto para el movimiento de Alumnos Ayudantes como para su labor docente una vez graduados, por lo que se opina que pueden realizarse reflexiones que sugieran investigaciones futuras y nuevos juicios acerca de este proceso.

ABSTRACT It was carried out a review of the instruction 37/2011 of the Deputy Ministry of Attention to Teaching and Research of the Ministry of Public Health, and of the Methodological Teaching Work Regulation Nr. 2/2018 on the Students Assistants Movement Frank Pais Garcia, its main objectives, the requirements that should have its members, and the curricular training that, from the pedagogical point of view, is received by the students of the different courses for their better performance in the teaching function. It is analyzed and highlighted how empowered are, in this sense, degrees in Nursing and in Heath Technologies-not so the rest of the courses-as well as for the movement of students assistants as for their teaching work once they are graduated. Therefore it is given the opinion that reflections should be made suggesting future research and new judgments on this process.

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ABSTRACT Objective: To understand the experience of reproductive planning of female military firefighter health professionals. Method: Phenomenological research under the theoretical-philosophical and methodological framework of Martin Heidegger. Developed in Fire Department units in Rio de Janeiro in the first half of 2016, with 21 female military health professionals. Results: Women expressed that it is necessary to work and manage roles. Therefore, they have to plan to have a child, due to the difficulty of managing all the tasks and reconciling motherhood with work. They think of a more comfortable situation to dedicate themselves to their children, since they are the main responsiblefor them. Conclusions: Comprehensive health actions for military women need to be included in public policies, as it is a group that has been increasingly participating in an environment previously restricted to men and with their characteristics.

RESUMEN Objetivo: Comprender la experiencia de planificación reproductiva de las bomberas militares profesionales de la salud. Método: Investigación fenomenológica bajo el marco teórico-filosófico y metodológico de Martin Heidegger. Desarrollado en unidades del Cuerpo de Bomberos de Río de Janeiro en el primer semestre de 2016 con 21 mujeres profesionales de la salud militar. Resultados: Las mujeres expresaron que es necesario trabajar y conciliar los roles. Por lo tanto, tienen que planificar tener un hijo debido a la dificultad de gestionar todas las tareas y conciliar la maternidad con el trabajo. Piensan en una situación más cómoda para dedicarse a sus hijos, ya que son los principales responsables de ellos. Conclusiones: Es necesario incluir en las políticas públicas acciones integrales de salud para las mujeres militares, ya que es un grupo que ha venido participando cada vez más en un entorno antes restringido a los hombres y con características afines a ellos.

RESUMO Objetivo: Compreender o vivido do planejamento reprodutivo de bombeiras militares profissionais da saúde. Método: Investigação fenomenológica sob o referencial teórico-filosófico e metodológico de Martin Heidegger. Desenvolvida em unidades de Corpo de Bombeiros do Rio de Janeiro no primeiro semestre de 2016 com 21 mulheres militares profissionais da saúde. Resultados: As mulheres expressaram que é necessário trabalhar e conciliar os papéis. Por isso, têm que se programar para ter filho devido à dificuldade de administrar todos os afazeres e conciliar a maternidade com o trabalho. Elas pensam numa situação mais confortável para se dedicar aos filhos, sendo elas as principais responsáveis por eles. Conclusões: Ações de saúde integral das mulheres militares necessitam ser incluídas nas políticas públicas, pois é um grupo que vem participando cada vez mais em um ambiente anteriormente restrito aos homens e com características relacionadas a eles.

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Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

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OBJECTIVE: To evaluate the psychometric properties of the Jefferson Medical Empathy Scale, Spanish version (JSE-S), its factorial structure, reliability, and the presence of invariance between genders in the behavior of empathy levels among Chilean nursing students. METHOD: Instrumental research design. The JSE-S was applied to 1,320 nursing students. A confirmatory factor analysis was used. An invariance study between genders was carried out. Descriptive statistics were estimated. Between genders, Student's T distribution was applied alongside a homoscedasticity analysis. The level of significance was α ≤ 0.05. RESULTS: The confirmatory factor analysis determined the existence of three dimensions in the matrix. The statistical results of the invariance tests were significant, and allowed comparison between genders. Differences were found between mean empathy values, as well as in some of its dimensions between genders. CONCLUSION: The factor structure of empathy data and its dimensions is in correspondence with the underlying three-dimensional model. There are differences in empathy levels and their dimensions between genders, with the exception of the compassionate care dimension, which was distributed similarly. Women were more empathetic than men.

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RESUMEN Objetivo: Verificar que la estructura factorial de los datos observados estén en correspondencia con la estructura factorial teórica de la empatia. Estimar y comparar los niveles de empatía en las especialidades médicas evaluadas. Materiales y métodos: Estudio realizado en el cantón de Cuenca (Ecuador) en 2019. Diseño descriptivo y transversal. La muestra estuvo constituida por 223 médicos que trabajaban en el sector público, quienes respondieron voluntariamente la Escala de Empatia Médica de Jefferson. Variables dependientes: niveles de empatia y sus dimensiones. Independientes: género, nivel de atención y especialidad. Se estimó la normalidad y homocedasticidad, Análisis Factorial Confirmatorio, Invarianza entre grupos, análisis de varianza trifactorial y de un factor, t-Student y d de Cohen. El nivel de significación fue a< .05. Resultados: Se observa una adecuada consistencia interna, se confirma el modelo de tres dimensiones del instrumento original. No existen diferencias entre los géneros (p> .05), pero sí entre los tipos de atención y entre las especialidades (p< .05). Los datos observados tienen la estructura factorial teórica asociada al instrumento empleado en la medición de la empatía. Conclusión: El análisis multigrupo permite asumir invarianza factorial de la empatía entre los géneros, sin que se logre especificar un modelo según tipos de atención al paciente. Los niveles de empatía global fueron mayores en la atención primaria en relación con la hospitalaria y mayor en las especialidades de Pediatría y Medicina Familiar (unidas).

ABSTRACT Objective: To verify that the factorial structure of the data observed in doctors corresponds with the theoretical factorial structure of empathy. Estimate and compare the levels of empathy in the evaluated medical specialties. Materials and Methods: The study was carried out in the canton of Cuenca (Ecuador) in 2019. It has a descriptive and cross-sectional design. The sample consisted of 223 physidans who worked in the Public Sector, who voluntarily answered the Jefferson Medical Empathy Scale. Dependent variables: levels of empathy and their dimensions. Independent: gender, level of care, and specialty. Normality and homoscedasticity, Confirmatory Factor Analysis, Invariance between groups, trifactorial and one-factor analysis of variance, Student's t and Cohen's d were estimated. The level of significance was a< .05. Results: An adequate internal consistency is observed, the three-dimensional model of the original instrument is confirmed. There are no differences between genders (p> .05), but there are between types of care and between specialties (p <.05). Conclusion: The observed data have the theoretical factorial structure associated with the instrument used to measure empathy. The multigroup analysis makes it possible to assume factorial invariance of empathy between the genders without being able to specify a model according to types of patient care. The levels of global empathy were higher in primary care compared to hospital care and higher in the specialties of Pediatrics and Family Medicine (united).

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BACKGROUND: Empathy is an attribute that has an important role in the dentist-patient therapeutic relationship, clinical care and adherence to treatment, amongst other benefits. The aim of this research was to determine empathy in dentists in the process of specialisation. MATERIALS AND METHODS: Through an observational and cross-sectional study, all postgraduate students of Dentistry Faculty of Universidad Andrés Bello (Chile) were analysed (N = 195). The Jefferson Scale of Physician Empathy Scale was applied. RESULTS: The results show an adequate reliability of the empathy measure (α = 0.819, ω = 0.928). A three-factor structure is evidenced by confirmatory factor analysis (χ2 /df = 1.445, GFI = 0.952, RMSEA = 0.047) and adequate factor invariance between men and women. Women showed greater empathy on the global scale and in the perspective adoption dimension, with no gender differences found in the dimension Compassionate care and putting oneself in the other's shoes (POOS). The median empathy reaches 120 points. Below, are placed, the specialty of oral rehabilitation (Med = 114.5), surgery (Med = 117) and periodontics (Med. = 117.5). With superior scores, temporomandibular disorder (Med. = 121), endodontics (Med. = 121), Orthodontics and dentofacial orthopedics Med. = 122), Implantology (Med. = 125) and Pediatric dentistry (Med. = 127.5) are located. CONCLUSION: Women were more empathetic than men. In general, empathy levels are relatively high, but the common feature in which all students examined in different specialties have low levels in dimension POOS.

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ABSTRACT Objective To evaluate the psychometric properties of the Jefferson Medical Empathy Scale, Spanish version (JSE-S), its factorial structure, reliability, and the presence of invariance between genders in the behavior of empathy levels among Chilean nursing students. Method Instrumental research design. The JSE-S was applied to 1,320 nursing students. A confirmatory factor analysis was used. An invariance study between genders was carried out. Descriptive statistics were estimated. Between genders, Student's T distribution was applied alongside a homoscedasticity analysis. The level of significance was α ≤ 0.05. Results The confirmatory factor analysis determined the existence of three dimensions in the matrix. The statistical results of the invariance tests were significant, and allowed comparison between genders. Differences were found between mean empathy values, as well as in some of its dimensions between genders. Conclusion The factor structure of empathy data and its dimensions is in correspondence with the underlying three-dimensional model. There are differences in empathy levels and their dimensions between genders, with the exception of the compassionate care dimension, which was distributed similarly. Women were more empathetic than men.

RESUMO Objetivo Avaliar as propriedades psicométricas da Jefferson Medical Empathy Scale , versão em espanhol (JSE-S), sua estrutura fatorial, confiabilidade e a presença de invariância entre os sexos no comportamento dos níveis de empatia entre estudantes de enfermagem chilenos. Método Desenho de pesquisa instrumental. O JSE-S foi aplicado a 1.320 estudantes de enfermagem. Uma análise fatorial confirmatória foi usada. Foi realizado um estudo de invariância entre os gêneros. Estatísticas descritivas foram estimadas. Entre os gêneros, a distribuição T de Student foi aplicada juntamente com uma análise de homocedasticidade. O nível de significância adotado foi α ≤ 0,05. Resultados A análise fatorial confirmatória determinou a existência de três dimensões na matriz. Os resultados estatísticos dos testes de invariância foram significativos e permitiram a comparação entre os gêneros. Foram encontradas diferenças entre os valores médios de empatia, bem como em algumas de suas dimensões entre os gêneros. Conclusão A estrutura fatorial dos dados de empatia e suas dimensões está em correspondência com o modelo tridimensional subjacente. Existem diferenças nos níveis de empatia e suas dimensões entre os gêneros, com exceção da dimensão do cuidado compassivo, que se distribuiu de forma semelhante. As mulheres eram mais empáticas do que os homens.

RESUMEN Objetivo Evaluar las propiedades psicométricas de la Jefferson Medical Empathy Scale , versión en español (JSE-S), su estructura factorial, confiabilidad y la presencia de invariancia entre géneros en el comportamiento de los niveles de empatía entre estudiantes de enfermería chilenos. Método Diseño de investigación instrumental. La JSE-S se aplicó a 1.320 estudiantes de enfermería. Se utilizó un análisis factorial confirmatorio. Se realizó un estudio de invariancia entre géneros. Se estimaron estadísticas descriptivas. Entre los géneros, la distribución T de Student se aplicó junto con el análisis de homocedasticidad. El nivel de significancia fue α ≤ 0,05. Resultados El análisis factorial confirmatorio determinó la existencia de tres dimensiones en la matriz. Los resultados estadísticos de las pruebas de invariancia fueron significativos y permitieron la comparación entre géneros. Se encontraron diferencias entre los valores medios de empatía, así como en algunas de sus dimensiones entre géneros. Conclusión La estructura factorial de los datos de empatía y sus dimensiones está en correspondencia con el modelo tridimensional subyacente. Existen diferencias en los niveles de empatía y sus dimensiones entre géneros, a excepción de la dimensión de cuidado compasivo, que se distribuyó de manera similar. Las mujeres eran más empáticas que los hombres.

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Abstract This study established the relationship between empathy and personality styles in medical students, considering the differences by gender. The participants were 278 students of the medical career of the Universidad del Azuay, Ecuador. The evaluation involved the Jefferson empathy scale and the Millon Index of Personality Styles. Relationships between empathy and personality styles were examined using Pearson's correlation coefficient and Hierarchical Multiple Linear Regression analysis, for comparisons by gender and educational levels, with both Student's f-test and analysis of variance used respectively. Results indicated that the factor structure of the empathy scale is invariant between men and women, noticing gender differences in care with compassion and total empathy, with women presenting a higher mean. Differences are visible by educational level, where the general empathy in the first three years grows progressively, and then slightly decrease. Concluding, female students present an average score of total empathy greater than men, with differences of empathy according to educational level.

Resumen Esta investigación estableció la relación entre empatia y estilos de personalidad en estudiantes de medicina según género. Participaron 278 estudiantes de la carrera de medicina de la Universidad del Azuay, Ecuador. Se aplicó la escala de empatia de Jefferson y el índice de estilos de personalidad de Millon. Las relaciones entre empatia y estilos de personalidad se examinaron utilizando el coeficiente de correlación de Pearson y el análisis jerárquico de regresión lineal múltiple. Las comparaciones por género y niveles educativos se analizaron con la prueba f de Student y el análisis de varianza. La estructura factorial de escala de empatia no varia entre hombres y mujeres, sin embargo, se notaron diferencias de género en cuidado con compasión y empatia total, presentando las mujeres una media más alta. Existen diferencias por nivel educativo, se observó que la empatia general en los primeros tres años crece y luego disminuye. Finalmente, las estudiantes presentan una puntuación media de empatia total mayor que los hombres, con diferencias según el nivel educativo.

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ABSTRACT: Objective: To explore the distribution of general, and particular, levels of empathy, among the different family functioning styles of medical students at the University of Azuay, in the city of Cuenca, Ecuador. Materials and methods: Exploratory and cross-sectional study. Student empathy levels were measured through the Jefferson Medical Empathy Scale, S-version in Spanish, and family functioning through the Faces-20 Family Functioning Scale, in a sample of 278 medical students. The comparison of data was carried out by means of analysis of bifactorial variance model III. The used level of significance was α≤ 0.05 and 1- β ≤ 0.20. Results: The analysis of the general empathy variance was significant (p <0.05) for the family functioning style factor. The results on the dimensions of empathy:" Take on perspective" and "Ability to understand the situation of the other" were significant (p = 0.035; p = 0.044) for the family functioning style factor. Regarding the "Care with compassion" dimension, no significant differences were observed (p> 0.05). On the other hand, it was found that extreme family functioning styles have empathy values greater than the intermediate style, with significant differences between them (p <0.05). Conclusion: There is a relationship between the type of family functioning and empathy. Extreme family functioning style have higher empathy values than intermedium families. Regarding the gender factor, these differences were not presented.

RESUMEN Objetivo: Explorar la distribución de los niveles generales y particulares de empatia entre los diferentes estilos de funcionamiento familiar de los estudiantes de medicina de la Universidad del Azuay en la ciudad de Cuenca-Ecuador. Materiales y métodos: Estudio exploratorio y transversal. Los niveles de empatia de los estudiantes se midieron a través de la Escala de Empatia Médica de Jefferson, versión S en español y el funcionamiento familiar a través de la Escala de Funcionamiento Familiar Faces-20 en una muestra de 278 estudiantes de medicina. La comparación de los datos se realizó mediante análisis de varianza bifactorial modelo III. El nivel de significación fue de α≤ 0.05 y 1- β ≤ 0.20. Resultados: El análisis de la varianza de la empatia general fue significativa (p<0,05) para el factor Estilo de funcionamiento familiar. Los resultados sobre las dimensiones de la empatia: "Toma de perspectiva" y "Habilidad para comprender la situación del otro" fueron significativos (p=0,035; p=0,044) para el factor Estilo de funcionamiento familiar. En torno a la dimensión "Cuidado con compasión" no se observaron diferencias significativas (p > 0.05). Por otra parte, se encontró que los estilos de funcionamiento familiar extremo tienen valores de empatia mayores al del estilo intermedio, con diferencias significativas entre ellos (p<0,05). Conclusión: Existe una relación entre el tipo de funcionamiento familiar y la empatia. Las familias con estilo de funcionamiento familiar extremo presentan mayores valores de empatia que las familias intermedias. En torno al factor género, no se presentaron estas diferencias.

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BACKGROUND: The aims of this study are (a) to assess the psychometric quality of an instrument of acceptance of new technologies adapted from the UTAUT model, (b) to validate the UTAUT model as a valid measure to be applied in dental education, and (c) to determine which factors of the UTAUT model predict the behavioural intention of using a haptic virtual simulator (HVS). METHODS: A cross-sectional design study with a sample of 265 dentistry students was carried out. RESULTS: Using structural equation modelling, confirmatory factor analysis verified the adequacy of four-factor model, although the only factor that directly predicts behavioural intention is performance expectancy. Internal consistency coefficients of each factor ranged from 0.800 to 0.969. DISCUSSION: These findings, as well as the predictive power of performance expectancy on behaviour intention, are in line with previous evidence found in the literature. CONCLUSION: These findings suggest that the UTAUT scale has adequate reliability and construct factorial validity; therefore, UTAUT model could be a valuable approach to assess haptic virtual simulator acceptance in dental education.

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RESUMO Objetivo Analisar as concepções das enfermeiras obstétricas egressas do curso de residência sobre a formação e prática na assistência ao parto normal. Método Pesquisa qualitativa, descritiva e exploratória, realizada com 13 enfermeiras obstétricas em duas maternidades públicas do Rio de Janeiro, Brasil. Os dados foram coletados por meio de entrevista individual, semiestruturada e análise hermenêutico-dialética. Resultados Apesar dos contrassensos e dicotomias presentes no processo de formação, verificou-se nos depoimentos que houve superação no conhecimento e na prática profissional, que possibilitou a constituição de uma práxis obstétrica integradora, consciente dos princípios humanizados na assistência ao parto normal, sustentando a construção de novos caminhos para a enfermagem obstétrica. Conclusão e implicações para a prática A formação na residência promoveu segurança às enfermeiras, em sua práxis assistencial, contribuindo para a reformulação social, cultural e política do modelo obstétrico intervencionista. A residência envolve uma nova e desafiadora modalidade de formação para o cuidado de enfermagem na área, exigindo conhecimento específico e ético. O estudo evidencia a necessidade de inserção das enfermeiras obstétricas egressas na prática da assistência ao parto de risco habitual, ampliando o espaço de atuação dessas profissionais.

RESUMEN Objetivo Analizar las concepciones de las enfermeras obstétricas egresadas del curso de residencia sobre la formación y práctica en la asistencia al parto normal. Método Investigación cualitativa, descriptiva y exploratoria con 13 enfermeras obstétricas en dos maternidades públicas de Rio de Janeiro, Brasil. Datos recopilados por medio de entrevista individual, semiestructurada y análisis hermenéutico-dialéctico. Resultados A pesar de las contradicciones y dicotomías presentes en el proceso de formación, se verificó que hubo superación en el conocimiento y en la práctica profesional, lo que posibilitó la constitución de una praxis obstétrica integradora, consciente de los principios humanizados en la asistencia al parto normal, apoyando la construcción de nuevos caminos para la enfermería obstétrica. Conclusión e implicaciones para la práctica La formación en residencia fomentó seguridad a las enfermeras en su praxis asistencial, contribuyendo a la reformulación social, cultural y política del modelo obstétrico intervencionista. La residencia implica una nueva y desafiante modalidad de capacitación para el cuidado de enfermería en el área, y requiere un conocimiento específico y ético. El estudio destaca la necesidad de la inclusión de las enfermeras obstétricas egresadas en la práctica de la asistencia al parto de riesgo habitual, ampliando el espacio de actuación de estas profesionales.

ABSTRACT Objective To analyze the conceptions of post-graduate obstetric nurses from the residency course on the training and practice in normal childbirth care. Method Qualitative, descriptive and exploratory research with 13 obstetric nurses in two public maternity hospitals in Rio de Janeiro, Brazil. Data collected by individual, semi-structured interview and hermeneutic-dialectic analysis. Results Despite the contradictions and dichotomies present in the training process, it was found that there was a breakthrough in knowledge and professional practice, which enabled the constitution of an integrative obstetric praxis, aware of the humanized principles in normal childbirth care, supporting the creation of new paths for obstetric nurses. Conclusion and implications for practice Residency training generated security for nurses in their care praxis, contributing to the social, cultural and political reformulation of the interventionist obstetric model. Residency involves a new and challenging training modality for nursing care in this area, requiring specific and ethical knowledge. The study highlights the need for the inclusion of post-graduate obstetric nurses in the practice of usual risk childbirth care, expanding the field of action of these professionals.

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Abstract Objective: The aim of this study was to identify the variation of learning styles in dental students from the first to the fifth year at the Universidad San Sebastián, Concepción campus (Chile). Method: A descriptive and transversal study was conducted where The Honey-Alonso learning style questionnaire was given to 535 students. The average scores observed in each course underwent regression curve type studies and the standard deviation of each average over the fitted regression curve was estimated with its corresponding confidence interval and determination coefficient. Results: The active, reflective and pragmatic style presented a fluctuating development as the academic years progressed; with the exception of the theoretical style, which demonstrated a steady increase. All learning style scores increased in the fifth year. Conclusion: Upon reaching the higher levels, there is a development of all learning styles, which means that students adapt to learning through different strategies and have the capacity to adapt to different situations, which facilitate learning. However, we suggest that dentistry, as a clinical career, should promote the active and reflective styles, because they would be the most beneficial in helping students to develop the skills required to successfully face clinical experiences in their practice period, or within the clinical workforce.

Resumen Objetivo: El objetivo de este trabajo fue identificar la variación de los estilos de aprendizaje en estudiantes de primero a quinto año de la carrera de Odontología de la Universidad San Sebastián, sede Concepción (Chile). Método: Se realizó un estudio descriptivo, transversal en el que se aplicó a 535 estudiantes el cuestionario Honey-Alonso de estilos de aprendizaje. El promedio del puntaje de los estilos de aprendizaje observados en cada curso se sometió a estudios de tipos de curvas de regresión y se estimó, la desviación estándar de cada promedio respecto de la curva de regresión ajustada con su correspondiente intervalo de confianza y el coeficiente de determinación. Resultados: Se obtuvo que el estilo de aprendizaje activo, reflexivo y pragmático presentó un desarrollo fluctuante a medida que el año académico progresó, la excepción fue el estilo teórico que presentó un aumento constante. Todos los estilos de aprendizaje aumentaron en quinto año. Conclusión: Al llegar a los cursos superiores existe un desarrollo de todos los estilos de aprendizaje, lo que significa que son capaces de aprender a través de distintas estrategias y presentan una capacidad de adaptación a distintas situaciones lo que facilita su aprendizaje. Sin embargo al ser Odontología una Carrera Clínica se debe potenciar el estilo activo y reflexivo ya que éstos le permitirán desarrollar las competencias requeridas para enfrentar con éxito las experiencias clínicas que les correspondan en su período práctico o ya en su contexto laboral.

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Resumen Objetivo: Relacionar el estado ansioso y severidad de ansiedad con el rendimiento académico, previo a una evaluación en estudiantes de tercer año de la Facultad de Odontología, Universidad San Sebastián, sede Concepción, durante el periodo académico 2015. Materiales y método: Estudio exploratorio, transversal analítico. La muestra estuvo constituida por 138 estudiantes de tercer año de la asignatura de Preclínico y Rehabilitación Oral a los cuales se les aplicó el test de Hamilton. Los datos fueron analizados mediante un análisis de varianza de clasificación simple (modelo III) para datos desbalanceados y comparados por la prueba de comparación múltiple de medias deTukey. El nivel de significación fue de α≤0,05. Resultados: Las medias de rendimiento académico y las medias del estado ansioso no difieren entre sí (p = 0,188). El estado ansioso grave muestra un valor menor de rendimiento que las otras clasificaciones. Con respecto al sexo y estado ansioso, estas se distribuyeron por igual entre los sujetos (χ²= 1,57; p=0,21). Conclusiones: De acuerdo a los resultados obtenidos no es posible relacionar directamente el estado ansioso con el rendimiento académico, pero la presencia de ansiedad grave se relaciona con un menor aprovechamiento efectivo.

Abstract Objective: To relate anxious state and severity of anxiety withacademic performance, prior to an assessment in third year students of the Faculty of Dentistry, Universidad San Sebastián, Concepción, during the academic period 2015. Materials and Methods: This exploratory cross-analytical study has a sample of 138 students. The Hamilton Test was applied in the third year of the Pre-clinical and Oral Rehabilitation course to those who wanted to participate after signing an informed consent. Data were analyzed to see whether there were significant differences in the presence of anxious state and severity of anxiety according (ANOVA) simple classification (Model III) for unbalanced data and compared by Tukey method. The level of significance was α≤0.05. Results: The means of academic performance and the means of the anxious state do not differ from each other (p = 0.188). Severe anxious state shows a lower performance value than the other ratings. With regard to sex and anxious state, these were equally distributed among subjects (χ² = 1.57, p =0.21). Conclusions: It is not possible to directly relate anxious state to academic performance. However, the presence of severe anxiety is associated with lower academic performance.