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The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

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Essa pesquisa estudou o perfil e a atuação acadêmi-ca de 31 docentes que atuam com o ensino da Ginástica em 20 Instituições de Ensino Superior (IES) públicas da região Sul do Brasil, por meio de pesquisa documental. Foi constatada atuação majoritária de não-especialistas, que tematizam principalmente as ginásticas competitivas em suas disciplinas. As ações extensionis-tas e as publicações e orientações de pesquisas específicas sobre a Ginástica são incipientes e concentradas nos docentes especialis-tas. Destaca-se uma IES, com resultado do esforço pessoal de uma docente. O estudo sugere uma contraditória fragilidade dessa área na região que deu origem ao desenvolvimento desses saberes e práticas no Brasil, em comparação com outras regiões do Brasil.

This research studied the profile and academic performance of 31 professors who work with Gymnastics teaching in 20 public Higher Education Institutions (HEIs) in the South region of Brazil through documentary research. Most non-specialists were found to be working, who mainly focused on competitive gymnastics in their disciplines. Extensionist actions and publications and specific research guidelines on Gymnastics are incipient and concentrated on specialist teachers. One HEI stands out because of the personal effort of a professor. The study suggests a contradictory fragility of this area in the region that gave rise to the development of this knowledge and practices in Brazil compared to other areas of Brazil.

Esta investigación estudió el perfil y el desempeño académico de 31 profesores que actúan en la enseñanza de la Gimnasia en 20 Instituciones de Educación Superior (IES) públicas de la región Sur de Brasil a través de una investigación documental. Se encontró que la mayoría de los profesores son no especialistas y enfocaban principalmente en la gimnasia competitiva en sus disciplinas. Las acciones y publicaciones extensionistas y lineamientos de investigación específicos sobre Gimnasia son incipientes y concentrados en docentes especialistas. Una IES destaca como resultado del esfuerzo personal de una docente. El estudio sugiere una fragilidad contradictoria de esta área en la región que dio lugar al desarrollo de estas prácticas en Brasil.

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This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

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RESUMEN Fundamento: las plataformas interactivas favorecen el proceso enseñanza aprendizaje en el modelo a distancia, semipresencial y presencial al ofrecer herramientas para el diseño y creación, mantenimiento y desarrollo de aulas virtuales. Objetivo: describir las experiencias del uso de la herramienta Actividad Tarea de la plataforma interactiva Moodle en el desarrollo del trabajo de terminación de curso por los estudiantes universitarios. Métodos: el estudio se realizó en la Facultad de Cultura Física de la Universidad Central "Marta Abreu" de Las Villas, Villa Clara, durante el curso 2021-2022. Se emplearon métodos teóricos: análisis-síntesis e inducción-deducción; y empíricos: análisis documental, análisis del contenido del trabajo de terminación de curso utilizando la Actividad Tarea de la plataforma Moodle, a partir de elementos solicitados en una guía; y la entrevista a estudiantes. Resultados: se evidenció que el uso de la herramienta Actividad Tarea facilitó la ejecución del trabajo de terminación de curso, así como su revisión por los profesores. El cumplimiento del cronograma donde se programaron los diferentes aspectos de interacción estudiante-profesor favoreció la obtención de resultados positivos en ascenso gradual hasta alcanzar evaluaciones sobresalientes; los estudiantes se sintieron motivados y emitieron criterios de satisfacción sobre la metodología empleada. Conclusiones: la aplicación de la herramienta Actividad Tarea de la plataforma interactiva Moodle en el desarrollo del trabajo de terminación de curso resultó una experiencia positiva y aplicable en los centros de educación superior, porque contribuyó a lograr un aprendizaje significativo en la ejecución de esta forma evaluativa.

ABSTRACT Background: interactive platforms favor the teaching-learning process in the distance, blended and face-to-face learning model by offering tools for the design and creation, maintenance and development of virtual classrooms. Objective: to describe the experiences of the use of the Task Activity tool of the Moodle interactive platform in the development of course completion work by university students. Methods: the study was carried out at the Faculty of Physical Culture of the "Marta Abreu" Central University of Las Villas, Villa Clara, during the 2021-2022 academic year. Theoretical methods were used: analysis-synthesis and induction-deduction; and empirical: documentary analysis, analysis of the content of the course completion work using the Task Activity of the Moodle platform, based on elements requested in a guide; and student interview. Results: it was evidenced that the use of the Task Activity tool facilitated the execution of the course completion work, as well as its review by the teachers. Compliance with the schedule where different aspects of student-teacher interaction were scheduled favored the achievement of positive results in gradual ascent until reaching outstanding evaluations; the students felt motivated and expressed satisfaction criteria about the methodology used. Conclusions: the application of the Activity Task tool of the Moodle interactive platform in the development of course completion work was a positive and applicable experience in higher education centers, because it contributed to achieving significant learning in the execution of this evaluative form.

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O perfil profissional almejado pelo Sistema Único de Saúde requer uma formação baseada na problematização e que reconheça o estudante como corresponsável pela construção do conhecimento, promovendo seu desenvolvimento para além das dimensões técnico-científica e procedimental. Este texto problematiza uma prática de ensino realizada na educação superior, a partir de um programa de pós-graduação da área da saúde, fundamentada em metodologias ativas de ensino-aprendizagem. O objetivo deste trabalho foi problematizar as possibilidades de a pós-graduação assumir um papel protagonista na formação para a docência na área da saúde. O texto apresenta os pressupostos das metodologias ativas de ensino-aprendizagem que fundamentam a prática docente e, ao relatar a experiência realizada junto a um curso de graduação, a problematiza. A reflexão desenvolvida evidencia a importância de que a pós-graduação assuma a condição de lócus privilegiado para a formação docente.(AU)

The professional profile aimed by the Unified Health System (Sistema Único de Saúde, in Portuguese) requires a training based on problematization and that recognizes the student as responsible for the construction of knowledge, promoting his development beyond the technical-scientific and procedural dimensions. This paper discusses a teaching practice carried out in higher education, from a postgraduate program in the health area, based on active teaching-learning methodologies. The objective of this work was to problematize the possibilities of the postgraduate taking a leading role in training for teaching in the health area. The text presents the assumptions of the active teaching-learning methodologies that underlie the teaching practice and, when reporting the experience of teaching carried out in an undergraduate course, problematizes it. The developed reflection evidences the importance of the post-graduation assuming the privileged locus condition for teacher training.

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Resumen Se presenta un estudio sobre creencias en estudiantes de psicología de seis universidades chilenas, sobre tecnologías de la información y la comunicación (TIC); se consideran metas en las creencias, valoradas como medios o como fines. Se empleó un estudio cualitativo, en el cual participaron 76 estudiantes de psicología de instituciones públicas y privadas. A fin de configurar las creencias, se aplicó una matriz ideográfica que registró opiniones sobre la relación entre informática y psicología, con una justificación de esa razón. El análisis consistió en una primera etapa de construcción de categorías mediante codificación abierta; en la segunda etapa se realizó el levantamiento de la estructura de las metas, a través de análisis de menciones de vínculos entre categorías, que correspondería al modelo de creencias respecto a las TIC. Los resultados evidencian siete categorías, entre las que se destaca, como base para el uso de TIC, la denominada "Comodidad y rapidez", así como una meta de finalidad denominada "Apoyo en tareas psicológicas" que es, además, la que se valora de forma más abstracta. Se concluye que los estudiantes poseen una representación instrumental de las TIC solo como medio de apoyo a las actividades psicológicas, la cual se acepta y valora socialmente, de manera que esto obstaculiza su inclusión en la psicología como área de desarrollo e investigación.

Abstract A study about the beliefs of Psychology students from six Chilean universities in relation to Information and Communication Technologies (ICT) is presented; goals on beliefs, valued as media or aims are considered. A qualitative study was employed, where 76 Psychology students were part of, from public and private institutions. In order to set the beliefs, an ideographic matrix was used, which registered opinions about the relation between informatics and psychology, with a cause for that reason. The analysis consisted of a first stage of construction of categories, through open coding; on the second stage the raising of the structure of goals was carried out, through the analysis of the reference of links amongst categories, which would correspond to the model of beliefs regarding ICT. The results show seven categories, highlighting as the basis for the ICT use, the entitled Comfort and speed, as well as a purpose goal entitled Support on psychological tasks, which also is, the most abstractly valued. It is concluded that the students possess an instrumental representation of ICT, just as support media to the psychological activities, which is accepted and socially valued, obstructing its inclusion on psychology as a development and investigation field.

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El Modelo de formación docente favorece la construcción de itinerarios personales de enseñanza, que comprende componentes, dimensiones y unidades autocontenidas de aprendizaje. la organización por itinerarios personales de aprendizaje plantea la necesidad de generar una nueva organización académica estableciendo tejidos vinculantes entre la formación, la investigación y la gestión social del conocimiento, que se concreta en el espacio educativo y crea nuevas unidades epistémicas dirigidas a la comprensión articulada y transdisciplinaria del ejercicio docente en Farmacia, esta propuesta tendrá como resultado más evidente en la generación de recursos didácticos digitales a través de esquemas de trabajo cooperantes. El modelo favorece el diseño de modelos pedagógicos que promueven el aprendizaje creador y la autonomía en el estudiante. La reorganización de la experiencia educativa. Cabe destacar que en momento actual se está aplicando, pero aún no egresa la primera generación de profesores.

The teacher training model promote the construction of personal itineraries for teaching, which includes components, dimensions and self-contained learning units. The organization for Personal Itineraries of Learning raises the need to generate a new academic organization establishing binding fabrics between training, research and social knowledge management, which takes shape in the educational space and creates new epistemic units aimed at articulated understanding and transdisciplinary teaching in pharmacy, the principal result is the generation of digital teaching resources through cooperative work schemes. The model favors the design of pedagogical models that promote creative learning and student autonomy. The educational experience reorganization Social responsibility, and the appropriation of digital skills and the development of complex thinking skills for self-management of learning.

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A literatura aponta que o período de transição entre o ensino médio e o ensino superior tem gerado dificuldades de adaptação dos universitários. Os programas de tutoria por pares vêm ganhando espaço em diversos países devido aos bons resultados constatados após a sua aplicação no bem-estar e processo de adaptação dos universitários recém-ingressos. O presente estudo tem como objetivo apresentar um programa de tutoria por pares no ensino superior. Participaram deste estudo 18 estudantes universitários, sendo que 9 exerceram o papel de tutor e 9 de tutorando. Os participantes avaliaram positivamente o programa, para os tutores atendeu suas demandas iniciais ao fornecer informações em relação à universidade e ao curso, gestão de tempo e métodos de estudo, para os tutores possibilitou o contato com a prática.

The literature shows that the transition period between high school and higher education has generated difficulties in adapting university students. Peer tutoring programs have been gaining ground in several countries due to the good results found to the well-being and adaptation process of newcomers. The present study aims to present a peer tutoring program in higher education. A total of 18 college students participated in this study, 9 of which were tutor and 9 tutoring students. Participants positively evaluated the program, for tutors met their initial demands by providing information regarding university and course, time management and study methods, to the tutors made it possible to contact with the practice.

La literatura apunta que el período de transición entre la enseñanza media y la enseñanza superior ha generado dificultades de adaptación de los universitarios. Los programas de tutoría por pares vienen ganando espacio en diversos países debido a los buenos resultados constatados después de su aplicación en el bienestar y proceso de adaptación de los universitarios recién ingresados. El presente estudio tiene como objetivo presentar un programa de tutoría por pares en la enseñanza superior. Participaron de este estudio 18 estudiantes universitarios, siendo que 9 ejercieron el papel de tutor y 9 de tutorando. Los participantes evaluaron positivamente el programa, para los tutores atendió sus demandas iniciales al proporcionar informaciones en relación a la universidad y al curso, gestión de tiempo y métodos de estudio, para los tutores posibilitó el contacto con la práctica.

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RESUMEN El Reglamento para la Aplicación de las Categorías Docentes de la Educación Superior puesto en vigor mediante la resolución No. 128 fue derogada por la No. 85 con fecha 17 de octubre de 2016, sin embargo en ambas no se reflejan algunas situaciones que requieren un análisis. El primer aspecto se refiere al seguimiento de los instructores no graduados una vez que culmina su carrera de cara a la categorización docente y en conformidad con el propósito de su formación como alumno ayudante. El segundo aspecto se refiere a los casos de especialistas de Medicina General Integral que obtienen su categoría docente de instructor u otra principal y cuando comienzan una segunda especialidad pasan al estado de "pasivo" hasta tanto concluyan la misma. Los autores abogan por la prioridad en la categorización docente a aquellos médicos que en su etapa estudiantil alcanzaron la distinción de instructor no graduado y no necesariamente esperar a que cumpla su posgraduado o culmine su residencia, pues en esta etapa hay clara evidencia de la vinculación fructífera con la docencia. No debería considerarse en "pasivo" a un médico en su etapa de especialización en Medicina General Integral o por vía directa en otra especialidad que hubiese alcanzado la condición de instructor no graduado y tampoco a un residente de segunda especialidad con categoría docente transitoria de instructor o principal. Nada más diferente a la pasividad en la docencia que la etapa de la residencia, los seis aspectos incluidos en la evaluación profesoral pueden ser cumplidos a cabalidad en esta etapa, en esa dirección se necesitaría vincularlos con el colectivo de la asignatura y de año. Los autores realizan algunas consideraciones acerca de la docencia ejercida por residentes en Cuba y en otros países, así como, algunas particularidades del proceso de categorización en otras latitudes (AU).

ABSTRACT The Rules of Procedure for the Application of the High Education Teaching Categories put into effect by Resolution No. 128 was repealed by the No. 85 on October 17, 2016, however, some situations that require an analysis are not reflected in both of them. The first aspect refers to the follow-up of non-graduated instructors once their studies ends in the face of teaching categorization and in accordance with the purpose of their training as an assistant student. The second aspect refers to the cases of Comprehensive General Medicine specialists who obtain their teaching status as instructor or other main status and when they start a second specialty they pass to the status of "passive" until they finish the last. The authors advocate for giving priority in the teaching categorization to those doctors who in their student stage achieved the distinction of non-graduated instructor and not necessarily wait for them to complete their postgraduate or end their residency, because in this stage there is clear evidence of the fruitful link with teaching. A doctor who was given the condition of non-graduated instructor should not be considered "passive" during the specialization in Comprehensive General Medicine nor in another specialization by direct way, neither a resident of a second specialty with a transient teaching category of instructor or principal. Nothing more different to passivity in teaching than the stage of residency; the six items included in the teacher evaluation can be adequately fulfilled in this stage; in that direction would be necessary to link the residents with the staff of the subject and year. The authors make some considerations on residents´ teaching in Cuba and in other countries, and also on some characteristic of the teaching categorization process in other places (AU).

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Resumen Objetivo: Determinar el nivel de desarrollo moral de los estudiantes del programa de Enfermería de la Universidad Industrial de Santander. Materiales y métodos: Estudio de corte transversal que utilizó el Cuestionario de Opinión sobre Problemas Sociales (COPS) fundamentado en la clasificación propuesta por Kohlberg y reestructurado por Rest. La población blanco correspondió a 187 estudiantes de enfermería de la Universidad Industrial de Santander, matriculados en los núcleos temáticos de cuidado. Resultados: Se pudo establecer el desarrollo de la competencia moral en cada uno de sus niveles: pre convencional, convencional y pos convencional, evidenciándose una correspondencia del 42.9% para el desarrollo moral convencional, seguida del 39.4% para el post convencional, y del 9.5% para el pre convencional. Conclusiones: La mayoría de los estudiantes de enfermería se encontraban en el nivel convencional de su desarrollo moral, aspecto que permite inferir que no existen diferencias entre los niveles académicos, excepto en los estudiantes del tercer nivel, quienes obtuvieron un mayor desarrollo moral post convencional, lo cual puede obedecer a la coincidencia entre la finalización de la asignatura de ética en enfermería, propia del plan curricular, y el momento en que se llevó a cabo la investigación.

Abstract Objective: To determine the level of moral development of the students of the Nursing program of the Universidad Industrial de Santander. Materials and methods: Cross-sectional study using the Opinion Questionnaire on Social Problems (COPS) based on the classification proposed by Kohlberg and restructured by Rest. The target population corresponded of 187 nursing students from the Universidad Industrial de Santander, enrolled in the thematic nuclei of carefulness. Results: It was possible to establish the development of moral competence in each of its levels: pre-conventional, conventional and post conventional, evidencing a correspondence of 42.9% for conventional moral development, followed by 39.4% for the conventional post, and 9.5 % for the pre-conventional. Conclusions: The majority of nursing students were at the conventional level of moral development, aspect that allows to infer that there are no differences between academic levels. Except in the third level students, whom obtained a greater post-conventional moral development, which can obey of the coincidence between the completion of the subject of ethics in nursing, contained in the curricular plan, and the time when the research was carried out.

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El profesor encargado de la formación médica carece de preparación en su formación inicial para el desempeño de la función docente educativa, por tal motivo los autores se propusieron reflexionar sobre la formación del profesional de la salud. Para esto se necesita un claustro de profesores enmarcado dentro de la excelencia, responsable de la formación de nuevos profesionales. Excelencia en el plano docente asistencial e investigativo. La Universidad Médica tiene herramientas dirigidas al cumplimiento del desempeño docente desde la dimensión curricular, a partir de los objetivos generales del egresado, pero esto depende de la calidad de la formación del profesional y de la motivación y entrega que estos puedan tener en el desempeño de su profesión (AU).

The professor that is in charge of training the future health professionals, in his/her initial formation, lacks training for carrying out the teaching-educative function. For that reason, the authors wanted to reflect on the health professional training. To carry out this task, a professor's staff of excellence is needed, because they are the ones who answer for the new professionals´ training; excellence in the teaching, health care and research level. The medical university has tools directed to the fulfillment of the teaching performance from the curricular dimension, on the basis of the graduate's general objectives, but this depends on the professional's training quality, his/her pedagogical and didactic training, and also on the motivation and dedication they may show in their professional performance (AU).

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El artículo se basa en los resultados de un estudio que tuvo como propósito describir los avances de la gestión estratégica curricular de la Responsabilidad Social Empresarial, en facultades de Ciencias Económicas y Administrativas, en Santiago de Cali, desde el papel del liderazgo que asumen los directivos. El acercamiento a las instituciones se hizo utilizando un nivel de análisis descriptivo que incorporó los componentes teleológico, organizativo y de docencia e investigación, a una muestra intencional de 18 directivos de 11 Facultades. Los resultados permitieron observar que todas las Facultades consideran la Responsabilidad Social Empresarial en los lineamientos generales curriculares, no obstante, se observa que no está siendo asumida en las prácticas reales que concreten la gestión estratégica curricular tal como lo evidencian otros estudios. Es decir "del dicho al hecho" hay mucho camino por recorrer una sinergia necesaria entre la teoría y la práctica que posibilite su apropiación.

This article is based on the results of a study that was aimed to describe the progress of curriculum strategic management of the Corporate Social Responsibility in faculties of Economics and Administrative Sciences in Santiago de Cali, from the leadership role assumed by managers. The approach to the institutions was done using a level of descriptive analysis that incorporated the teleological, organizational and the teaching and research components, a purposive sample of 18 managers of 11 faculties. The results allowed to observe, first, that all faculties consider Corporate Social Responsibility in the general guidelines curriculum, however it appears that is not being assumed in the actual practices that materialize curricular strategic management, as evidenced by other studies. That is, "from words to action" there is long way to go, a necessary synergy between theory and practice that enables its appropriation.

O artigo baseia-se nos resultados de um estudo que pretendia descrever o progresso da gestão estratégica curricular de Responsabilidade Social Corporativa nas faculdades de Economia e Ciências Administrativas em Santiago de Cali, do papel de liderança assumido pelos gestores . instituições que se aproximam foi feito usando um nível de análise descritiva incorporou o teleológico, organização e componentes de ensino e pesquisa, para uma amostra de I8 gestores de II faculdades. Os resultados permitiram observar em primeiro lugar que todas as faculdades considerar Responsabilidade Social Corporativa no currículo geral diretrizes, no entanto, parece que não está sendo assumido nas práticas reais que especificam a gestão estratégica curricular como evidenciado por outro estudos. Isto é, "das palavras à ação" há longo caminho a percorrer uma sinergia necessária entre teoria e prática que permite sua apropriação.

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Common misconceptions of p-values are based on certain beliefs and attributions about the significance of the results. Thus, they affect the professionals' decisions and jeopardize the quality of interventions and the accumulation of valid scientific knowledge. We conducted a survey on 164 academic psychologists (134 Italian, 30 Chilean) questioned on this topic. Our findings are consistent with previous research and suggest that some participants do not know how to correctly interpret p-values. The inverse probability fallacy presents the greatest comprehension problems, followed by the replication fallacy. These results highlight the importance of the statistical re-education of researchers. Recommendations for improving statistical cognition are proposed.

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Objetivo Caracterizar o perfil de um grupo de docentes da área da saúde, de uma escola de ensino superior privada do norte de Portugal, com relação ao vigor, dedicação e absorção na sua atividade profissional. Método Estudo descritivo exploratório transversal, enquadrado no paradigma quantitativo. Participaram 99 docentes. Utilizou;se um questionário estruturado com variáveis sociodemográficas, socioprofissionais e a escala do bem;estar Utrech Work Engagement Scale (UWES). A análise dos dados foi realizada usando SPSS versão 20. O tratamento estatístico compreendeu uma análise descritiva e, numa segunda fase, procedeu;se à com testes paramétricos e não paramétricos para um nível de significância de 0,05. Resultados Comprovou;se que os docentes revelaram elevados níveis de vigor, dedicação e absorção, e, destas dimensões, destacou;se a dedicação. Conclusões Os docentes estão comprometidos. São física, cognitiva e emocionalmente envolvidos com as suas atividades profissionais, o que se traduz em um indicador positivo favorável para a organização onde exercem funções.

Objective To estimate the level of engagement of a group of university professors teaching subjects of the health area in a private high;level education school in northern Portugal. The analyzed domains were vigor, dedication, and involvement in the professional activity. Method This is an exploratory, descriptive, and transversal study framed in the quantitative paradigm. Ninety nine professors participated. A structured questionnaire with social, demographic, and professional variables, along with the Ultrech Work Engagement Scale, was used. Data analysis was performed using SPSS version 20. Statistical analysis program included a descriptive analysis and a second phase, were processed with parametric and nonparametric tests for a significance level of 0.05. Results Findings reveal that these professors showed high levels of vigor, dedication, and involvement-particularly of dedication. Conclusions These professors are engaged as they are physically, cognitively, and emotionally involved with their professional activities; and this is translated into a positive indicator for their education organization.

Objetivo Caracterizar el perfil de un grupo de docentes del área de la salud de una escuela de enseñanza superior privada del norte de Portugal, en relación con el vigor, dedicación y absorción en su actividad profesional. Método Estudio exploratorio descriptivo transversal enmarcado en el paradigma cuantitativo. Participaron 99 profesores. Se utilizó un cuestionario estructurado con variables sociodemográficas, socioprofesionales y la escala de Bienestar Ultrech Work Engagement Scale (UWES). El análisis de datos se realizó mediante el programa SPSS versión 20. El análisis estadístico comprende un análisis descriptivo y en la segunda fase se aplicaron pruebas paramétricas y no paramétricas para un nivel de significancia de 0,05. Resultados Se comprobó que los maestros revelaron altos niveles de vigor, dedicación y absorción, destacó sobre todo la dedicación. Conclusiones Los maestros están comprometidos. Son física, cognitiva y emocionalmente comprometidos con sus actividades profesionales lo que se traduce en un indicador positivo favorable para la organización donde ejercen funciones.

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Fundamento: En la actualidad existen deficiencias en el proceso de formación posgraduada del docente universitario. Objetivo: Proponer un modelo para el proceso de formación estadística investigativa en el posgrado. Desarrollo Se sustenta en la teoría holístico configuracional, y en consecuencia, parte de las contradicciones que se manifiestan entre los pares de categorías comprensión de variables de investigación y la interpretación cuantitativa cualitativa de la realidad investigada, así como desde aplicación de técnicas de análisis de datos y la valoración estadística descriptiva y/o inferencial, relaciones dialécticas que dinamizan en todo momento la modelación y a la vez le dan coherencia e integración, y desde las cuales se originan los movimientos y transformaciones en la sistematización del contenido estadístico investigativo. Conclusiones: El modelo además de su relevancia, tiene una estructuración coherente y lógica en el tramado de relaciones que se establecen entre sus categorías, así como fundamentos teóricos bien argumentados.

Background: At the present time there are some deficiencies in the process of formation of the postgraduate university students. Objective: To propose a model for the process of investigative statistical formation in the postgraduate. Development: It is sustained in the holistic configurationally theory , and in consequence parts of the contradictions that are manifested between the pairs of categories understanding of variables investigation and the qualitative quantitative interpretation of the investigated reality, as well as from application of analysis techniques of data and the descriptive statistical valuation and/or inferential, dialectical relationships that energize in all moment the modulation and at the same time give them coherence and integration, and from which originate the movements and transformations in the systematizing of the investigative statistical content. Conclusions: The pattern besides its relevance, has a coherent structuring and logic in the schemed of relationships that are settled down among its categories, as well as well-argued theoretical foundations.

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A escolha profissional não é fácil, porque muitas angústias cercam esse processo. Assim, o presente trabalho teve como objetivo traçar o perfil e identificar os motivos de ingresso e evasão dos acadêmicos de Odontologia da Universidade Federal de Campina Grande. O estudo foi do tipo transversal, observacional, adotando como estratégia de coleta de dados o questionário. A amostra foi composta por 144 alunos regularmente matriculados no Curso de Odontologia da UFCG, cujo ingresso ocorreu no ano de 2013 e 2012 e no segundo semestre de 2011. A caracterização sociodemográfica dos discentes revelou que a maioria é do gênero feminino (69,4%), oriundos do Estado da Paraíba (53,5%) e residem com os amigos (49,3%). Dentre possíveis causas de evasão, 59% dos graduandos afirmaram ter prestado vestibular para outros cursos antes de ingressar na odontologia e 22,9% ainda pretendem se submeter a um novo vestibular. Quanto aos motivos de escolha, a maior parte dos participantes respondeu o fato da odontologia ser da área de saúde (30,1%) e a vocação (28,7%). Observou-se diferença estatisticamente significante entre as variáveis "prestar um novo vestibular" e "ocorrência de insatisfação com o curso" (p = 0,03). Assim, apesar de um número moderado de acadêmicos relatar a vontade de prestar novo vestibular, a maioria está satisfeita com o curso.

The career choice is not easy, because a lot of feelings encircle this process. This study had the objective to set the profile and identify the reasons for entrance and dropout of undergraduate dental students from Federal University of Campina Grande. It was a transversal, observational study, using a questionnaire as a strategy for data collection. The sample consisted in 144 students regularly enrolled on the dental undergraduate of Federal University of Campina Grande, which the entrance was in 2013 and 2012 and second semester of 2011. The socio demographic characterization of the students revealed that the majority is female (69.4%), from State of Paraiba (53.5%) and live with roommates (49.3%). Among the possible reasons for dropout, 59% said they had done a college entrance exam for another course before entrance in the dental graduation and 22,9% intend to have a new college entrance exam. About reasons of choosing, most participants answered that dentistry is part of healthcare (30.1%) and vocation (28.7%). There were statistically significant differences between the variables "having a new college entrance exam" and the dissatisfaction with the course (p = 0.03). So, in spite of a moderate number of students reported the wish to have a new college entrance exam, most of them are happy with the course.

RESUMO

Fundamento: La calidad de los servicios educacionales constituye uno de los retos que enfrenta hoy la Educación Superior en Cuba, razón por la que la autoevaluación institucional es un instrumento esencial para la mejora de los procesos universitarios. Objetivo: Diseñar e implementar una estrategia de mejora para certificar la calidad en la Universidad de Ciencias Pedagógicas de Sancti Spíritus. Metodología: Se utilizó la investigación acción, que se corresponde con un enfoque metodológico predominantemente cualitativo. Resultados: Se aplicó una estrategia de mejora centrada en una visión integradora de los procesos sustantivos y contextualizados a las características de esta institución universitaria; las acciones se dirigieron a elevar la cultura de la calidad de los agentes participantes y aproximar los procesos universitarios a los estándares establecidos. Se minimizaron las debilidades y se aprovecharon las fortalezas en función del perfeccionamiento de los procesos sustantivos de la universidad. Conclusiones: La implementación de la propuesta en la Universidad Pedagógica contribuyó a alcanzar la categoría de acreditación de Institución Calificad.

Background: The quality of the educational services constitutes one of the challenges that face today the high education level in Cuba, a reason for which the institutional self-evaluation is an essential instrument to improve the university process. Objective: To design and implement a strategy of improving the registered quality in the science pedagogical university from Sancti Spiritus. Methodology: The action research was used in correspondence with a methodological approach mainly in quality. Results: An improving strategy was applied in an integrated vision of the contextualized and substantive processes to the characteristic of this university institution, the actions were gather to increase the agents and to approximate the university processes to the established standards. Were minimized the weakness in function of the improvement of the substantives processes of the university. Conclusions: The implementation of the proposal in the university contributed to enrich the accreditation category in the registered institution.

Assuntos

RESUMO

The alignment of personal and organizational values can positively influence performance. Considering the motivational aspect of these values, organizations and workers seek to satisfy their goals and needs through work. Thus, the study of personal and organizational values of university professors can contribute to the production of science, technology and innovation through committed professionals with this strategic axis. The aim of the present study was to evaluate work-related values and their relationship with organizational values. Sixty-eight professors from an institution of higher education, which focuses on innovation, participated in the study. The results showed that Realization at Work was the factor with the highest score; Social Relationships showed correlations with the organizational values Autonomy (p = 0.018), Realization (p = 0.001), Mastery (p = 0.048), Prestige (p = 0.001), Conformity (p = 0.016) and Concern with Community (p = 0.014). These results suggest the importance of values for satisfaction at work and organizational strategies.

O alinhamento dos valores pessoais e organizacionais pode influenciar positivamente o desempenho profissional. Considerando o aspecto motivacional desses valores, organizações e trabalhadores buscam a satisfação de suas metas e necessidades por meio do trabalho. Nesse sentido, o estudo dos valores pessoais e organizacionais do professor pode contribuir para a produção de ciência, tecnologia e inovação por meio de profissionais engajados com esse eixo estratégico. O objetivo do estudo foi avaliar os valores relativos ao trabalho e sua relação com os valores organizacionais. Participaram da pesquisa 68 professores de uma instituição de ensino superior focada em inovação. Os resultados mostraram que Realização no Trabalho obteve média mais elevada; Relações Sociais apresentou correlações com os valores organizacionais Autonomia (p = 0.018), Realização (p = 0.001), Domínio (p = 0.048), Prestígio (p = 0.001), Conformidade (p = 0.016) e Preocupação com a Coletividade (p = 0.014). Esses resultados sugerem a importância dos valores para a satisfação laboral e para a elaboração de estratégias organizacionais.

Assuntos

RESUMO

The alignment of personal and organizational values can positively influence performance. Considering the motivational aspect of these values, organizations and workers seek to satisfy their goals and needs through work. Thus, the study of personal and organizational values of university professors can contribute to the production of science, technology and innovation through committed professionals with this strategic axis. The aim of the present study was to evaluate work-related values and their relationship with organizational values. Sixty-eight professors from an institution of higher education, which focuses on innovation, participated in the study. The results showed that Realization at Work was the factor with the highest score; Social Relationships showed correlations with the organizational values Autonomy (p = 0.018), Realization (p = 0.001), Mastery (p = 0.048), Prestige (p = 0.001), Conformity (p = 0.016) and Concern with Community (p = 0.014). These results suggest the importance of values for satisfaction at work and organizational strategies.(AU)

O alinhamento dos valores pessoais e organizacionais pode influenciar positivamente o desempenho profissional. Considerando o aspecto motivacional desses valores, organizações e trabalhadores buscam a satisfação de suas metas e necessidades por meio do trabalho. Nesse sentido, o estudo dos valores pessoais e organizacionais do professor pode contribuir para a produção de ciência, tecnologia e inovação por meio de profissionais engajados com esse eixo estratégico. O objetivo do estudo foi avaliar os valores relativos ao trabalho e sua relação com os valores organizacionais. Participaram da pesquisa 68 professores de uma instituição de ensino superior focada em inovação. Os resultados mostraram que Realização no Trabalho obteve média mais elevada; Relações Sociais apresentou correlações com os valores organizacionais Autonomia (p = 0.018), Realização (p = 0.001), Domínio (p = 0.048), Prestígio (p = 0.001), Conformidade (p = 0.016) e Preocupação com a Coletividade (p = 0.014). Esses resultados sugerem a importância dos valores para a satisfação laboral e para a elaboração de estratégias organizacionais.(AU)

Assuntos

RESUMO

O objeto deste estudo é a percepção dos graduandos de enfermagem sobre monitoria acadêmica. A investigação teve o objetivo de conhecer os motivos da procura pela monitoria acadêmica; descrever a vivência dos graduandos nesta atividade e analisar suas contribuições para a formação dos estudantes de enfermagem. Pesquisa descritiva e quantiqualitativa realizada em 2013, na Faculdade de Enfermagem da Universidade do Estado do Rio de Janeiro. Participaram 11 ex-monitores que responderam a entrevista semiestruturada. Os depoimentos foram submetidos à análise de conteúdo, tendo-se identificado quatro categorias: atividades desenvolvidas durante a monitoria, exercício da monitoria na visão do monitor, incentivo para o exercício da monitoria acadêmica, contribuições da monitoria para a formação profissional. Pode-se concluir que a vivência da monitoria promoveunos estudantes a superação de dificuldades pessoais, o aprofundamento de conhecimentos e a ampliação nas relações sociais.

The object of this study is the undergraduate student’s perception of academic monitoring. This research aimed at [1] assessing the reasons academic monitoring is sought after; [2] describing students’ experience with that activity; and [3] analyzing monitors’ contribution to the nursing students’ graduation process. It is a descriptive and quantitative-qualitativepiece of research, at the Nursing School of Rio de Janeiro State University (UERJ), held in 2013. Eleven students holding monitoring positions participated in semi-structured interviews. Their reports were analyzed based on contents analysis, and four categories were identified: activities developed during monitoring; the monitor’s perception of academic monitoring;incentives to academic monitoring; and contributions of monitoring to professional formation. Conclusions show the experience of monitoring helped students overcome personal difficulties, enhance knowledge, and broaden social relations.

El objetivo de este estudio es la percepción de los alumnos de pregrado de enfermería acerca de la monitoria académica. La investigación tuvo el objetivo de conocer las razones de la demanda por la monitoria académica; describir la experiencia de los estudiantes de pregrado en esta actividad y analizar sus contribuciones para la formación de los estudiantes de enfermería. Investigación descriptiva, cuantitativa y cualitativa realizada en 2013, en la Facultad de Enfermería de la Universidad del Estado de Rio de Janeiro - Brasil. Participaron 11 exmonitores que respondieron una entrevista semiestructurada. Las declaraciones fueron sometidas al análisis de contenido, habiendo sido identificado cuatro categorías: actividades desarrolladas durante la monitoria, ejercicio de la monitoria en la visión del monitor, incentivos para el ejercicio de la monitoria académica, contribuciones de la monitoria para la formación profesional. Se puede concluir que la experiencia de la monitoria promovió en los estudiantes la, superación de las dificultades personales, la profundización de los conocimientos y la ampliación en las relaciones sociales.

Assuntos