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Academic dishonesty is prevalent and has unfortunately become normalized in post-secondary institutions worldwide. The COVID-19 pandemic more than two years ago led to an increase in cheating and confrontation of instructors with academic honesty. The main objective of this study was to create an explicative model according to the levels of morality, pragmatism, and gender. Researchers applied an online questionnaire to 735 anonymous university students. Analysis showed that participants were less honest in morality than in pragmatism, but the average value was very close for both dimensions. A substantial number of students with low and moderate levels of dishonesty were observed in both moral and pragmatic contexts. The initial hypothesis was partially validated, as the level of morality was associated with the level of pragmatism rather than gender, indicating a direct albeit moderate impact of pragmatism on morality. We confirmed the second hypothesis, showing the influence of gender and morality on the level of pragmatism. Participants suggested that English as a Foreign Language instructors should modify their approach, account for ethical considerations, offer extra classes, revise teaching and evaluation methods, and sanction students who cheat. Surprisingly, results show a slight tendency for lower honesty in morality compared to pragmatism. Despite honest behaviors, it is essential to address gender differences and promote academic honesty through education, policies, and a culture of honesty.

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Fundamento: El conocimiento del inglés como el idioma empleado globalmente en diversos sectores, se ha convertido, junto a las tecnologías de la información y las comunicaciones, es una herramienta de formación, trabajo y entretenimiento indispensable; el dominio de este posibilita las relaciones de cooperación e intercambio de profesionales del sector de la salud en varios países. Objetivo: Diseñar un material didáctico para el desarrollo de la competencia comunicativa audio-oral en inglés en estudiantes de posgrado de la carrera de Medicina, mediante el empleo de tecnologías de la información y la comunicación. Metodología: Se realizó una investigación de desarrollo con enfoque mixto en la Universidad de Ciencias Médicas de Holguín durante el período marzo-julio de 2022. Se asumió el método dialéctico materialista como concepción general de la investigación y se emplearon otros del nivel teórico: histórico-lógico, análisis y síntesis e inducción deducción, sistémico-estructural-funcional y revisión documental; empíricos: encuesta, entrevista y observación participativa. Resultados: Las principales dificultades estuvieron relacionadas con el insuficiente tratamiento de la competencia comunicativa audio-oral en inglés, se constató la importancia de la misma dentro del proceso de enseñanza-aprendizaje del inglés, pues establece las pautas generales que se deben seguir para una comunicación efectiva y se instituye desde una mirada holística del acto comunicativo del profesional. Conclusiones: Los especialistas valoraron el material como adecuado por su estructura y factibilidad para su implementación. Después de su aplicación se evidenció su efectividad en la consolidación del aprendizaje en este nivel educacional a través de la preparación idiomática.

Background: Knowledge of English as the language used globally in various sectors, has increasingly become, together with information and communications technologies, an indispensable training, work and entertainment tool in the current era. Its domain enables cooperation relations and exchange of professionals in the health sector in various countries. Objective: To design a didactic material for the development of audio-oral communicative competence in English in postgraduate medical students, through the use of Information and Communication Technologies (ICT). Methods: A development research with a mixed approach was carried out at the Holguín University of Medical Sciences during the period March-July 2022. It was assumed the dialectical materialist method as the general conception of the research and others of the theoretical level: historical- logical, analysis and synthesis and induction deduction, systemic-structural-functional and documentary review; empirical: survey, interview and participatory observation. Results: The main difficulties were related to an insufficient treatment of audio-oral communicative competence in English, it was confirmed its importance within the teaching-learning process of English, since it establishes the general guidelines that must be followed for an effective communication. Moreover, it is instituted from a holistic view of the professional communicative act. Conclusions: The specialists assessed the material as adequate due to its structure and feasibility for its implementation. After its application, it was evidenced its effectiveness in consolidating learning in this educational level through language training.

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Mexican Americans are among the highest risk groups for obesity and its associated health consequences, including diabetes, heart disease, and cancer. 154 overweight/obese Mexican Americans recruited from the Mexican Consulate in New York City were enrolled in COMIDA (Consumo de Opciones Más Ideales De Alimentos) (Eating More Ideal Food Options), a 12-week Spanish-language lifestyle intervention that included a dietary counseling session, weight-loss resources, and thrice-weekly text messages. Participants' weight (primary outcome); dietary intake, physical activity, and nutrition knowledge (secondary outcomes) were assessed pre- and post-intervention. Of the 109 who completed follow-up, 28% lost ≥ 5% of their baseline body weight. Post-intervention, participants consumed more fruit and less soda, sweet pastries, fried foods and red meat; increased physical activity; and evidenced greater nutrition knowledge. A community-based lifestyle intervention with automated components such as text messaging may be a scalable, cost-effective approach to address overweight/obesity among underserved populations.

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RESUMEN Los grandes volúmenes de información científica que se generan a diario demandan del profesional de la salud una actualización constante. La mayoría de esa información proviene de países de habla inglesa o se publica en ese idioma; de ahí la imperante necesidad por parte del profesional de aprender dicho idioma para poder apropiarse y/o divulgar en lo posible toda esa creación científica. En ese contexto, los glosarios de términos de diferentes idiomas aportan a cubrir esa necesidad. El presente glosario está concebido como instrumento de búsqueda rápida y actual de términos en inglés relacionados con la ortodoncia y la periodoncia. Recopila más de 150 vocablos de dichas especialidades, y está dirigido tanto a estudiantes como profesionales que deseen consultar eficazmente el significado de palabras propias de dichas ramas. En el presente glosario, no se pretende exponer todos los vocablos y frases pertenecientes a las mismas, pues eso sería imposible. Cabe aclarar que se excluyeron los términos cuya escritura se asemeje al español, excepto aquellos que su significado no sea el mismo.

ABSTRACT The large volumes of scientific information generated daily require health professionals to be constantly updated. Most of this information comes from English-speaking countries or is published in that language; hence, the professional must learn that language to be able to appropriate and/or disseminate as much as possible all this scientific creation. In this context, glossaries of terms from different languages contribute to cover this need. This glossary is conceived as a quick and up-to-date search tool for English terms related to orthodontics and periodontics. It compiles more than 150 terms from these specialties and is intended for students and professionals who wish to consult the meaning of words specific to these fields efficiently. It is not intended to present all the words and phrases pertaining to these specialties, as that would be impossible. It should be clarified that terms with spelling similar to Spanish were excluded, except those whose meaning is not the same.

RESUMO Os grandes volumes de informação científica gerados diariamente exigem dos profissionais de saúde uma atualização constante. A maior parte desta informação provém de países anglófonos ou é publicada nessa língua; daí a necessidade imperiosa de o profissional aprender essa língua para poder apropriar-se e/ou difundir, na medida do possível, toda esta criação científica. Neste contexto, os glossários de termos de diferentes línguas ajudam a responder a esta necessidade. Este glossário foi concebido como uma ferramenta de pesquisa rápida e atualizada de termos ingleses relacionados com a ortodontia e a periodontia. Reúne mais de 150 termos destas especialidades e destina-se tanto a estudantes como a profissionais que pretendam consultar eficazmente o significado de palavras específicas destes domínios. Não se pretende apresentar todas as palavras e expressões pertencentes a estas especialidades, pois tal seria impossível. Convém esclarecer que foram excluídos os termos cuja grafia é semelhante à do espanhol, exceto aqueles cujo significado não é o mesmo.

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Background: English is a global language used to communicate with members of the international community. Self-efficacy in learning English is an important factor that is influenced by perceived importance, interest, and beliefs about the ability to successfully perform tasks in English. Objective: The aim is to develop and validate a measurement instrument to assess English self-efficacy. Methods: A total of 453 students from different Peruvian universities participated, with ages ranging from 18 to 60 years (M = 23; SD = 6.18). Statistical techniques for latent variables were used and recommendations for educational and psychological tests were followed in its construction. The sample was divided into two groups to perform exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: The English Self-Efficacy Scale (ESS-P) is representative and relevant in terms of its item content (Aiken's V > 0.70). Its internal structure is organized into three first order factors and a second order factor that are consistent with the theoretical proposal and was confirmed through CFA with excellent goodness-of-fit indices (χ2 = 1184.9, gl = 626, CFI = 0.92, TLI = 0.92, RMSEA = 0.06 y SRMR = 0.04). It also has adequate internal consistency in its three factors (Reading α/ω = 0.96), Oral Communication (α/ω = 0.95), and Writing (α/ω = 0.97) and the whole scale (α/ω = 0.98), is invariant with respect to sex, and has a conceptual relationship with variables such as academic self-efficacy and exam anxiety. Conclusion: The ESS-P is a measurement instrument with evidence of validity, factorial invariance, and good reliability of its scores. Therefore, it can be used in future studies in the academic context.

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OBJECTIVE: To determine the association of Spanish as a primary language for a family with the health outcomes of Hispanic infants with very low birth weight (VLBW, <1500g). STUDY DESIGN: Data from the California Perinatal Quality Care Collaborative (CPQCC) linked to hospital discharge records were analyzed. Hispanic infants with VLBW born between 2009 and 2018 with a primary language of English or Spanish were included. Outcomes selected were hypothesized to be sensitive to language barriers. Multivariable logistic regression models and mixed models estimated associations between language and outcomes. RESULTS: Of 18 364 infants meeting inclusion criteria, 27% (n = 4976) were born to families with Spanish as a primary language. In unadjusted analyses, compared with infants of primarily English-speaking families, these infants had higher odds of hospital readmission within 1 year (OR 1.11 [95% CI 1.02-1.21]), higher odds to receive human milk at discharge (OR 1.32 [95% CI 1.23-1.42]), and lower odds of discharge home with oxygen (OR 0.83 [95% CI 0.73-0.94]). In multivariable analyses, odds of readmission and home oxygen remained significant when adjusting for infant but not maternal and hospital characteristics. Higher odds for receipt of any human milk at discharge were significant in all models. Remaining outcomes did not differ between groups. CONCLUSIONS: Significant differences exist between Hispanic infants with VLBW of primarily Spanish-vs English-speaking families. Exploration of strategies to prevent readmissions of infants of families with Spanish as a primary language is warranted.

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La enseñanza del idioma inglés se ha convertido en una necesidad dentro de la educación superior en Ecuador; la demanda de comunicación intercultural y bilingüe hace que se considere como imprescindible que los futuros profesionales adquieran destrezas y habilidades que le permitan un adecuado manejo del idioma inglés, para lo cual es necesario mantener una estructura de aprendizaje adecuada. El objetivo de esta investigación es caracterizar la enseñanza de idioma inglés en la Escuela Superior Politécnica de Chimborazo. Existe un programa general de enseñanza del idioma inglés en todas las facultades y carreras de la alta casa de estudio. Se identifica que, a pesar de existir una estructura adecuada, donde se prioriza la enseñanza del idioma en varios semestres y que existe como reglamento la necesidad de suficiencia en inglés para titularse, es insuficiente la realización de actividades prácticas fueras del escenario áulico; existe necesidad de mejorar la infraestructura dedicada a la enseñanza del idioma inglés. Los recursos humanos disponibles son suficientes y presentan un elevado nivel de preparación, lo que garantiza la calidad de la enseñanza. Además, Se concluye que se hacen esfuerzos para lograr la suficiencia en inglés y la preparación bilingüe en los futuros profesionales. Sin embargo, existe necesidad de mejorar la infraestructura y de potenciar actividades extracurriculares que consoliden la adquisición de habilidades y destrezas en el manejo del idioma inglés.

The teaching of the English language has become a necessity within higher education in Ecuador; The demand for intercultural and bilingual communication makes it essential for future professionals to acquire skills and abilities that allow them to have an adequate command of the English language, for which it is necessary to maintain an adequate learning structure. The objective of this research is to characterize the teaching of the English language at the Higher Polytechnic School of Chimborazo. There is a general program of teaching the English language in all the faculties and careers of the high house of study. It is identified that, despite the existence of an adequate structure, where the teaching of the language is prioritized in several semesters and that there is a regulation of the need for proficiency in English to graduate, it is insufficient to carry out practical activities outside the classroom setting; there is a need to improve the infrastructure dedicated to teaching the English language. The available human resources are sufficient and present a high level of preparation, which guarantees the quality of teaching. In addition, it is concluded that efforts are made to achieve proficiency in English and bilingual preparation in future health professionals who are trained in this health home. However, there is a need to improve the infrastructure and promote extracurricular activities that consolidate the acquisition of skills and abilities in the management of the English language.

RESUMO

El manejo del inglés, como idioma universal, constituye una necesidad para los profesionales ecuatorianos. La educación superior tiene la responsabilidad de facilitar la adquisición y consolidación de habilidades y destrezas en su manejo. La investigación formativa puede contribuir a esto por las características propias de este proceso. El objetivo de este trabajo fue exponer los elementos conceptuales y operacionales que permiten el adecuado desarrollo de la investigación formativa para consolidar destrezas y habilidades en el manejo del idioma inglés. En esta investigación se vierten opiniones de como puede ser utilizada la investigación formativa en el fomento de la preparación bilingüe de los estudiantes, basado en sus conceptos básicos. Con su aplicación se favorecen dos elementos básicos como son la motivación del estudiante y la adquisición de habilidades y destrezas relacionadas con los cuatro componentes fundamentales para el conocimiento de idiomas. Se concluye que la adopción de la investigación formativa como una estrategia metodológica de aprendizaje en el sistema de educación superior en el Ecuador, abre el camino a la formación, directa o indirecta, de habilidades y destrezas en el manejo del idioma inglés; es necesario entonces fortalecer el conocimiento sobre sus elementos metodológicos básicos que pueden favorecer la participación y formación bilingüe de los estudiantes de educación superior en el país.

The use of English, as a universal language, is a necessity for Ecuadorian professionals. Higher education has the responsibility of facilitating the acquisition and consolidation of abilities and skills in its management. Formative research can contribute to this due to the characteristics of this process. The objective of this work was to expose the conceptual and operational elements that allow the adequate development of formative research to consolidate skills and abilities in the management of the English language. In this research, opinions are expressed on how formative research can be used to promote the bilingual preparation of students, based on its basic concepts. With its application, two basic elements are favored, such as student motivation and the acquisition of abilities and skills related to the four fundamental components for language knowledge. It is concluded that the adoption of formative research as a methodological learning strategy in the higher education system in Ecuador, opens the way to the formation, direct or indirect, of abilities and skills in the management of the English language; It is therefore necessary to strengthen the knowledge about its basic methodological elements that can favor the participation and bilingual training of higher education students in the country.

RESUMO

Fundamento: La enseñanza del idioma inglés constituye una prioridad en la preparación integral de los profesionales de la salud. En las circunstancias actuales la modalidad de educación a distancia es una vía para garantizar la continuidad del proceso docente-educativo en la educación médica superior. Objetivo: Diseñar para su implementación un sistema de tareas docentes que contribuya a desarrollar la habilidad de expresión oral en inglés a través de la educación a distancia en los estudiantes de 2.do año de Medicina. Metodología: Se realizó un estudio experimental en la Universidad de Ciencias Médicas de Holguín durante el período de marzo hasta septiembre de 2021. Se utilizó el método dialéctico materialista como concepción metodológica general de la investigación y se emplearon otros del nivel teórico: análisis y síntesis, inducción-deducción, sistémico-estructural-funcional, histórico-lógico y modelación; empíricos: análisis documental, encuesta, observación de clases, y estadísticos. Resultados: Las principales dificultades estuvieron relacionadas con limitaciones en el tratamiento de la expresión oral en inglés, la insuficiente preparación de los estudiantes en torno a la temática abordada y sus limitaciones en la habilidad de expresión oral en este idioma, por lo que se elaboró un sistema de tareas docentes para solucionar estos aspectos. Conclusiones: Los especialistas valoraron el sistema como adecuado por su estructura y factibilidad de implementación, contribuyó de forma efectiva en la consolidación de la formación cultural y en el plano motivacional.

Background: English language teaching is a priority in the comprehensive preparation of medical professionals. In the current circumstances, distance education is a way to continue the teaching-learning process in higher medical education. Objective: To design for its implementation a system of learning tasks aimed at developing oral expression skills in English through distance education in 2.nd year medical students. Methodology: It was adopted the materialist dialectical method as the general methodological conception of the research, and other methods, from the theoretical level: analysis and synthesis, induction-deduction, systemic-structural-functional, historical-logical and modeling; empirical: documentary analysis, survey, class observation and statistical procedures. Result: The main difficulties were related to the limitations in the treatment of the oral expression in the English language, insufficient preparation of the students on the analyzed topic and their limited ability to develop oral expression in this language, so a system of learning tasks was developed to solve these aspects. Conclusions: The experts considered the system adequate in terms of its structure and feasibility of implementation, contributing effectively to the consolidation of cultural training and at the motivational level.

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The English walnut (Juglans regia L.) is the second most important fruit crop of importance in Chile, with 43,700 hectares mainly in the Central Valley (www.odepa.cl, 2022). For several seasons symptoms of a branch dieback have been observed in walnut orchards with 3 to 50% of trees incidence levels. During the 2020 winter season (July) a total of 150 symptomatic spurs of 15 trees were sampled from an 8-year-old walnut cv. Chandler orchard located in Buin (33°42' S, 70° 42' W). The collected spurs showed external and internal brown necroses, starting from the tip with well-defined margins. The symptomatic tissue was cut in to small pieces (5 x 4 x 2 mm), surface disinfected by dipping in a 10% solution made from a commercial bleach solution (4,9% NaOHCl), rinsed twice in sterile water and plated on APDA (PDA Difco laboratories acidified with lactic acid (2,5 ml of 25% (vol/vol) per liter of medium). After five days at 20 °C in darkness, fast-growing, white-grey turning to black colonies were obtained, tentatively classified as a member of the Botryosphaeraceae family and two single-spore isolates (SS1, SS2) were selected for identification. Colony mycelia were first white and turned to light grey, dark grey or black, with tufts of mouse gray aerial mycelia. The pycnidia and conidia production was induced by inoculating autoclaved pine needles placed on APDA an incubation for 25 to 30 days at 20 °C in darkness. Black pycnidia solitary and globose were obtained producing hyaline, aseptate, fusiform to obovoid conidia with truncated ends with dimensions of (22.6-) 19.1 ± 1.4 (-13.3) x (6.7-) 5.5 ± 0.5 (-3.7) µm and 3.5 length/width ratio (n=100). Both isolates were identified using dichotomous keys confirming the description of Crous et al, 2006 as Neofusicoccum australe. The identification was molecularly confirmed by amplifying the nuclear ribosomal gene 5,8S (ITS1-5.8S-ITS2) using the ITS1/ITS4 primers, a partial region of ß-tubulin gene (Bt2a/Bt2b), and the translation elongation factor 1-α gene (TEF1) with TEF1-728F/TEF1-986R primers. The BLASTn search revealed 100% of identity for ITS and TEF according to sequences of N. australe reference strains MT587467.1 and MK759852.1, respectively; and over 99% for ß-tubulin compared to N. australe strain KX464929.1. The DNA sequences were submitted to the GenBank (ITS, OP142414, OP142416; BT, OP209981, OP209978; and TEF OP209979, OP209980) for SS1 and SS2 isolates, respectively, and deposited in the fungal collection of CChRGM - INIA, Chillán, Chile (RGM 3409 and 3410). Pathogenicity of both isolates was tested in 8-year-old asymtomatic English walnut cv. Chandler in the field during 2020 spring season, by cutting transversally 15 twigs of different tress and inoculating with a 5 day-old PDA plug. An equal number of wounded twigs were inoculated with a sterile PDA plug and served as control. After six months, all inoculated twigs developed the same necrotic lesions observed in field of 2.0 to 10.1 cm (SS1) and 1.9 to 10.8 cm (SS2) in length while control twigs showed only a scar without any dieback tissues. The inoculated pathogens of N. australe were recovered from the diseased tissues, thus fulfilling Koch's postulates. A similar dieback of walnut was reported in Chile, which caused Diplodia mutila (Díaz et al, 2018), and N. parvum (Luna et al, 2022) while N. australe has been reported in other hosts (Auger et al, 2013, Besoain et al, 2013). To the best of our knowledge, this is the first report of N. australe associated with walnut branch dieback in Chile.

RESUMO

BACKGROUND: Dynapenic abdominal obesity has been shown as a risk factor for all-cause mortality in older adults. However, there is no evidence on the association between this condition and cardiovascular mortality. OBJECTIVE: We aimed to investigate whether dynapenic abdominal obesity is associated with cardiovascular mortality in individuals aged 50 and older. METHODS: A longitudinal study with an 8-year follow-up was conducted involving 7,030 participants of the English Longitudinal Study of Ageing study. Abdominal obesity and dynapenia were respectively defined based on waist circumference (> 102 cm for men and > 88 cm for women) and grip strength (< 26 kg for men and < 16 kg for women). The sample was divided into four groups: non-dynapenic/non-abdominal obesity (ND/NAO), non-dynapenic/abdominal obesity (ND/AO), dynapenic/non-abdominal obesity (D/NAO) and dynapenic/abdominal obesity (D/AO). The outcome was cardiovascular mortality. The Fine-Grey regression model was used to estimate the risk of cardiovascular mortality as a function of abdominal obesity and dynapenia status in the presence of competing events controlled by socio-demographic, behavioural and clinical variables. RESULTS: The risk of cardiovascular mortality was significantly higher in individuals with D/AO compared with ND/NAO (SHR 1.85; 95% CI: 1.15-2.97). D/NAO was also associated with cardiovascular mortality (SHR: 1.62; 95% CI: 1.08-2.44). CONCLUSION: Dynapenic abdominal obesity is associated with cardiovascular mortality, with a larger effect size compared to dynapenia alone in individuals older than 50 years. Thus, prevention strategies and clinical interventions that enable mitigating the harmful effects of these conditions should be adopted to diminish such risk.

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Un apreciable impacto lo constituye el desarrollo linguo-comunicativo en el Inglés con fines profesionales del estomatólogo para la comunicación profesional, sus habilidades comunicativas mejoran con la práctica intensiva y extensiva del idioma extranjero, lo cual garantiza adaptar la comunicación a los contextos diversos (docencia, asistencia e investigación) y posibilita la construcción de un discurso basado en su producción oral. Presentamos el caso de una estomatóloga que ingresó en el curso de superación idiomática y descubrimos aptitudes para la lengua extranjera, se les realizaron pruebas orales y escritas en situaciones comunicativas profesionales y su trayectoria se elevó con su preparación hasta obtener los niveles B1 y B2 según el Marco Común Europeo de Referencia para las Lenguas y sus suscriptores. El desarrollo linguo-comunicativo en el Inglés con Fines Profesionales (IFP) en estomatología si no se entrena con sistematicidad implica una disminución en lo lingüístico-profesional estomatológica y reduce ampliamente el nivel científico actualizado por los resultados que el mundo de la ciencia estomatológica engloba en los circuitos internacionales de poder de información anglófonos. Ante la creciente demanda de la preparación idiomática para los profesionales de la salud de la provincia, se necesita evaluar y entrenar la capacidad lingüístico-profesional en los estomatólogos. El estudio de caso demuestra que con una intensiva y extensiva práctica del IFP se puede comunicar el estomatólogo en los contextos diversos (docencia, asistencia e investigación).

An appreciable impact is the linguo-communicative development in English for professional purposes of the stomatologist for professional communication, their communicative skills improve with the intensive and extensive practice of the foreign language, which guarantees to adapt communication to different contexts (teaching, assistance and research) and enables the construction of a discourse based on their oral production. We present the case of a stomatologist who entered the language improvement course and we discovered foreign language skills, oral and written tests were carried out in professional communicative situations and her career rose with her preparation to obtain levels B1 and B2 according to the Common European Framework of Reference for Languages and its subscribers. The linguo-communicative development in English for Professional Purposes (IFP) in stomatology if it is not trained systematically implies a decrease in the linguistic-professional stomatology and greatly reduces the scientific level updated by the results that the world of stomatological science encompasses in the international circuits of English-speaking information power. Given the growing demand for language preparation for health professionals in the province, it is necessary to evaluate and train the linguistic-professional capacity in stomatologists. The case study demonstrates that with an intensive and extensive practice of the IFP the stomatologist can communicate in the different contexts (teaching, assistance and research).

Um impacto apreciável é o desenvolvimento linguo-comunicativo em inglês para fins profissionais do estomatologista para a comunicação profissional, suas habilidades comunicativas melhoram com a prática intensiva e extensiva da língua estrangeira, o que garante a adaptação da comunicação a diferentes contextos (ensino, assistência e pesquisa) e possibilita a construção de um discurso a partir de sua produção oral. Apresentamos o caso de uma estomatóloga que ingressou no curso de aperfeiçoamento linguístico e descobrimos habilidades em língua estrangeira, testes orais e escritos foram realizados em situações comunicativas profissionais e sua carreira aumentou com sua preparação para obter os níveis B1 e B2 de acordo com o Quadro Europeu Comum de Referência para Línguas e seus assinantes. O desenvolvimento linguo-comunicativo em Inglês para Fins Profissionais (IFP) em estomatologia, se não for treinado sistematicamente, implica uma diminuição da estomatologia linguístico-profissional e reduz sobremaneira o nível científico, atualizado pelos resultados que o mundo da ciência estomatológica engloba nos circuitos internacionais de poder informacional de língua inglesa. Dada a crescente demanda de preparação linguística para os profissionais de saúde na província, faz-se necessário avaliar e treinar a capacidade linguístico-profissional em estomatologistas. O estudo de caso demonstra que com uma prática intensiva e extensiva do IFP o estomatologista pode se comunicar nos diferentes contextos (ensino, assistência e pesquisa).

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Introducción: La lengua influye en el modo de pensar, vivir y relacionarse de cada uno de sus hablantes debido a su papel en el reflejo de las prácticas de cada colectivo humano y la transmisión de conocimientos. Esto significa que la comunicación y el aprendizaje de inglés como lengua extranjera incluyen los elementos de la cultura reflejados en esta lengua. Objetivo: Realizar un sistema de actividades para desarrollar la competencia intercultural en estudiantes de Medicina de la Facultad de Ciencias Médicas "Enrique Cabrera", La Habana, Cuba. Método: Se propone un sistema de actividades mediante un temario de prueba, estudio documental, recopilación e información durante toda la etapa del proceso investigativo. Fueron empleados varios métodos de investigación, en los métodos empíricos, la observación la encuesta y la entrevista. En los métodos teóricos el análisis histórico-lógico, el enfoque sistémico y la modelación, así como los procedimientos lógicos del pensamiento y los métodos matemáticos-estadísticos. Resultados: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes es especialmente válido en la asignatura de inglés, basado en un sistema de actividades, para la formación de los futuros galenos, quienes deben aprender a comunicarse en esa lengua, lo que implica dominar los contenidos interculturales que permiten una interacción eficiente con personas, autoridades, organizaciones y obras de los países donde realizan sus funciones. Conclusiones: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes, a través de un sistema de actividades, resulta primordial en la formación de estudiantes de Medicina de la Facultad de Ciencias Médicas "Enrique Cabrera".

Introduction: Language influences the way of thinking, living and the relationships of speakers because its role for reflecting the realities of each human group and the transmission of knowledge. This means that the communication and learning of English as foreign language includes elements present in the language culture. Objective: To design a system of activities to build the intercultural competence in medical students of the Facultad de Ciencias Médicas Enrique Cabrera, La Habana, Cuba. Method: A system of activities is proposed supported by test agenda, documentary study, collection and information gathered through whole research process. Several research methods were used in the study, for instance, the empirical methods (comprising the observational, survey, and interview methods), the theoretical methods (historical-logical analysis, the systemic approach and modeling), also were used the logical thinking procedures and mathematical-statistical methods. Results: Learning English as international language and the corresponding intercultural knowledge has a great value in the English subject. This learning process was supported by the application of a system of activities for training of future doctors, who must learn to communicate in this language, which implies mastering the intercultural contents that allow them to interact efficiently with people, authorities, organizations and works in the countries where they perform their functions. Conclusions: Learning English as international language and the corresponding intercultural knowledge, using a system of activities, is essential for training of medical students at the Facultad de Ciencias Médicas Enrique Cabrera.

Introdução: A língua influencia a forma de pensar, viver e se relacionar de cada um de seus falantes devido ao seu papel de refletir as práticas de cada grupo humano e a transmissão de conhecimentos. Isso significa que a comunicação e o aprendizado do inglês como língua estrangeira incluem os elementos da cultura refletidos nesse idioma. Objetivo: Realizar um sistema de atividades para desenvolver a competência intercultural em estudantes de Medicina da Facultad de Ciencias Médicas "Enrique Cabrera", Havana, Cuba. Método: Propõe-se um sistema de atividades por meio de agenda de teste, estudo documental, compilação e informação durante toda a etapa do processo investigativo. Foram utilizados vários métodos de investigação, nos métodos empíricos, a observação, o inquérito e a entrevista. Nos métodos teóricos, a análise histórico-lógica, a abordagem sistémica e a modelação, bem como os procedimentos de pensamento lógico e os métodos matemático-estatísticos. Resultados: Aprender inglês como língua internacional e o correspondente conhecimento intercultural é especialmente válido na disciplina de inglês, baseada em um sistema de atividades, para a formação de futuros médicos, que devem aprender a se comunicar nessa língua, o que implica o domínio intercultural conteúdo que permite uma interação eficiente com pessoas, autoridades, organizações e obras nos países onde desempenham suas funções. Conclusões: A aprendizagem do inglês como língua internacional e o conhecimento intercultural correspondente, através de um sistema de atividades, é essencial na formação dos estudantes de medicina da Faculdade de Medicina "Enrique Cabrera Cossío".

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Fundamento: La educación posgraduada garantiza la preparación de los egresados universitarios con el propósito de actualizar los conocimientos, habilidades y valores que se necesitan para un mejor ejercicio profesional; con particular atención en la producción oral de los Licenciados en Enfermería mediante cursos de posgrado aspecto que constituye una prioridad para el intercambio cultural, social y la superación científica e investigativa. Objetivo: Determinar el estado de la producción oral del idioma inglés como lengua extranjera en los Licenciados en Enfermería que asisten a cursos de posgrado en la Universidad de Ciencias Médicas de Sancti Spíritus. Metodología: La investigación fue aplicada en el curso 2019-2020 en la Universidad de Ciencias Médicas de Sancti Spíritus; en ella se utilizó un enfoque predominantemente cualitativo para comprender los hechos y fenómenos en los diferentes contextos de actuación en los que estos tuvieron lugar. Se emplearon métodos del nivel teórico como el analítico-sintético, inductivo-deductivo, de lo abstracto a lo concreto y del nivel empírico el análisis de documentos, observación participante y entrevista en profundidad. Resultados: Los Licenciados en Enfermería que asistieron a cursos de posgrado presentaron dificultades en la producción oral, las cuales se evidenciaron en errores gramaticales, escaso vocabulario para comentar sobre situaciones propias de la realidad, dificultades en la fluidez observadas estas en repeticiones innecesarias, uso de muletillas y arrancadas en falso, elementos que afectan la comunicación. Conclusiones: El estudio comprobó las dificultades de los Licenciados en Enfermería en la producción oral, aspecto que se le debe buscar solución desde el punto de vista científico e investigativo.

Background: Postgraduate education guarantees the preparation of professionals with the purpose of completing and to upgrade their knowledge, abilities and values, needed for a better professional performance. In this investigation with a particular attention to the English oral production of Bachelors of Nursing by means of postgraduate courses that constitutes a priority for the cultural and social exchange and the scientific and investigative improvement. Objective: To determine the state of the oral production of English as a foreign language in Bachelors of Nursing that attend to postgraduate courses at the Medical University of Sancti Spíritus. Methodology: The investigation was developed in 2019 - 2020 course, in Sancti Spíritus Medical University; a qualitative study was used, to reach an understanding the phenomena and facts, according to the contexts, with the application of theoretical methods like analytical-synthetic, inductive-deductive, from the abstract to the concrete and empirical methods such as, document analysis, observation and interview. Results: Bachelors of Nursing that attend to postgraduate courses exhibit difficulties in the oral production of English evidenced on: grammatical mistakes, lack of vocabulary to comment about some communicative situations and difficulties in fluency appreciable by unnecessary repetitions that affect communication. Conclusions: The study showed the Bachelors of Nursing difficulties in the oral production of English, aspect that should be strengthened and individualized and urges the necessity of looking for solution to this problem from the scientific and investigative point of view.

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Introducción: La consolidación de destrezas y habilidades en el dominio del idioma inglés constituye una de las prioridades en el perfil de graduado de los estudiantes de la carrera de Nutrición. Objetivo: Consolidar las destrezas y habilidades de los estudiantes de la carrera de Nutrición en el dominio del idioma inglés. Métodos: Se desarrolló una investigación aplicada, con diseño cuasiexperimental, enfoque mixto y alcance descriptivo. El universo estuvo compuesto por 151 estudiantes de la carrera de Nutrición de la Escuela Superior Politécnica de Chimborazo entre septiembre 2021 y marzo 2022; de los cuales 110 formaron parte de la muestra del estudio y a quienes se le aplicó una intervención educativa. La intervención estuvo orientada, en un primer momento, a identificar las falencias relacionadas con el dominio del idioma inglés; a partir de los resultados se trazó la estrategia y después de terminada la intervención se realizó una evaluación. Se empleó la prueba de McNemar para identificar cambios significativos en el nivel de destrezas y habilidades de los estudiantes. Resultados: Al inicio de la investigación se registraron bajos niveles de destreza en todas las habilidades del idioma inglés. Después de terminar la intervención se elevó considerablemente el dominio del idioma inglés en los estudiantes. Se evidenció una mejoría significativa en cuanto a la comprensión, habla, interpretación y escritura. Conclusiones: La intervención educativa aplicada mejoró el nivel de destreza de los estudiantes de la carrera de Nutrición con respecto a las habilidades relacionadas con el dominio del idioma inglés(AU)

Introduction: The consolidation of skills and abilities in the management of the English language constitutes one of the priorities in the graduate profile of the students of the nutrition career of the Higher Polytechnic School of Chimborazo. Objective: To consolidate the skills and abilities of the students of the nutrition career, in the management of the English language. Methods: an applied research was developed, with a quasi-experimental design, a mixed approach and a descriptive scope. The universe was made up of 151 students of the nutrition career of the Polytechnic Higher School of Chimborazo; of which 110 were part of the study sample and to whom an educational intervention was applied. The intervention was oriented, at first, to identify the shortcomings related to the use of the English language; from the results was plotted. After the intervention ended, an evaluation was carried out and the McNemar test was used to identify significant changes in the level of skills and abilities of the students. Results: At the beginning of the investigation, low skill levels were recorded in all English language skills. After finishing the intervention, the command of the English language in the students increased considerably. A significant improvement was evidenced in terms of comprehension, speaking, interpretation and writing. Conclusions: The educational intervention applied improved the skill level of the students of the nutrition career around the skills related to the command of the English language(AU)

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RESUMEN La enseñanza-aprendizaje del inglés en las universidades médicas ha experimentado cambios de planes de estudios para responder a las demandas de la sociedad relacionada con la formación integral de profesionales de la salud con un determinado nivel de competencia comunicativa en los subcódigos oral y escrito. El presente estudio tiene como objetivo analizar los antecedentes históricos de la construcción textual escrita en la enseñanza aprendizaje del inglés con fines médicos en Cuba. Los métodos del nivel teórico histórico-lógico y análisis-síntesis permitieron el conocimiento de los principales antecedentes y tendencias en el desarrollo de esta temática y la determinación de su historicidad. La revisión de documentos normativos de la carrera Medicina y la bibliografía consultada permitieron la recopilación de información y el establecimiento de las principales tendencias que han caracterizado la construcción textual escrita en inglés con fines médicos.

ABSTRACT The teaching-learning process of English in medical universities has undergone study plan changes to match the demands of the society related to the integral formation of health professionals with communicative competence in English, in the oral and in the written sub-code as well. The objective of the present paper is to analyze the historical background of the written text construction in the teaching-learning process of English for medical purposes in Cuba. The methods of theoretical historical-logical level and analysis-synthesis allowed the knowledge of the main tendencies in the development of this theme and the determination of its historicity. The review of normative documents of the Medicine career and the consulted bibliography on the topic, allowed the compilation of information presented and the establishment of the main trends that have characterized the textual construction written in English for medical purposes.

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OBJECTIVES: to analyse the accuracy of grip strength and gait speed in identifying mortality; to compare the association between mortality and sarcopenia defined by the EWGSOP1 and EWGSOP2 using the best cut-off found in the present study and those recommended in the literature and to test whether slowness is better than these two definitions to identify the risk of death in older adults. METHODS: a longitudinal study was conducted involving 6,182 individuals aged 60 or older who participated in the English Longitudinal Study of Ageing. Sarcopenia was defined based on the EWGSOP1 and EWGSOP2 using different cut-off for low muscle strength (LMS). Mortality was analysed in a 14-year follow-up. RESULTS: compared with the LMS definitions in the literature (<32, <30, <27 and < 26 kg for men; <21, <20 and < 16 kg for women), the cut-off of <36 kg for men (sensitivity = 58.59%, specificity = 72.96%, area under the curve [AUC] = 0.66) and < 23 kg for women (sensitivity = 68.90%, specificity = 59.03%, AUC = 0.64) as well as a low gait speed (LGS) ≤0.8 m/s (sensitivity = 53.72%, specificity = 74.02%, AUC = 0.64) demonstrated the best accuracy for mortality. Using the cut-off found in the present study, probable sarcopenia [HR = 1.30 (95%CI: 1.16-1.46)], sarcopenia [HR = 1.48 (95%CI: 1.24-1.78)] and severe sarcopenia [HR = 1.78 (95%CI: 1.49-2.12)] according to EWGSOP2 were better predictors of mortality risk than EWGSOP1. LGS ≤0.8 m/s was a better mortality risk predictor only when LMS was defined by low cut-off. CONCLUSIONS: using LMS <36 kg for men and < 23 kg for women and LGS ≤ 0.8 m/s, EWGSOP2 was the best predictor for mortality risk in older adults.

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Mexican Americans are at increased risk for obesity upon immigration to the U.S., increasing their risk for diabetes, cardiovascular disease, and cancer. Our pilot individual lifestyle intervention culturally tailored for Mexican Americans, COMIDA (Consumo de Opciones Más Ideales De Alimentos) (Eating More Ideal Food Options), showed promising results. This paper presents outcomes from the group-based version of COMIDA. 129 overweight/obese Mexican Americans were enrolled in 'Group COMIDA'. Participants' weight (primary outcome), dietary intake and nutrition knowledge (secondary outcomes) were assessed pre- and post-intervention. Seventeen percent of participants experienced 5% weight loss at follow-up. Post-intervention, participants consumed more fruit and vegetables and fewer sweets and fried foods. A group-based, culturally adapted lifestyle intervention may be a more cost-effective approach than individual interventions to improve dietary behavior among underserved populations, though additional modifications may be considered to increase the intervention's effectiveness in promoting significant weight loss.

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RESUMEN La estomatología como rama de las ciencias médicas no escapa al impacto del desarrollo de la ciencia y la técnica donde se crean grandes volúmenes de información científica que en la mayor parte de los casos su divulgación y/o comunicación provienen de países de habla inglesa o se generan en ese idioma, siendo muy necesario para el profesional al permitirle comprender y comunicar mejor la ciencia. Son variados los medios y métodos que el profesional utiliza para apropiarse de dichos conocimientos, los glosarios de términos en inglés de una misma rama o de un mismo campo de estudio son una herramienta válida de trabajo en el aprendizaje y uso de los idiomas al permitir de forma rápida el significado de palabras desde el contexto apropiado. Este glosario se ha concebido como un instrumento de trabajo y de consulta para estudiantes y profesionales en el campo de la Odontología, recopilando casi 150 términos específicamente en la rama de la Prótesis Dental, no se pretende exponer todos los vocablos y frases pertenecientes a la misma sería imposible, se excluyen los términos cuya escritura semeje al español excepto aquellos que su significado no sea el mismo. Recopila términos frecuentes y actuales necesarios para la comprensión de textos en esa rama.

ABSTRACT Dentistry as a branch of Medical Sciences is influenced by a great deal of scientific information written in English, compelling the dental professionals to be updated in English language for a better science understanding. One of the means and methods to fulfill such goal is through English terms glossaries in which in a very simple way provide the meaning of the most frequent and important words of a certain area of knowledge. This Glossary focused on Prosthodontics has been conceived mainly as a working and reference tool for dental students and post- graduated professionals, gathering almost 150 english terms focused on that branch of dentistry. Some terms have been left out of the Glossary because of their similarity to the Spanish equivalent. However, others were included because of their special translation. It is not an attempt to give all the words and phrases related to dental prosthesis; the aim is only to offer a quick and an updated reference on the most common and indispensable terms in this field.

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In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello (UNAB) faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication (TOEIC) Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within a language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students' comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students' and teachers' voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about.