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Background The use of artificial intelligence (AI) is not a recent phenomenon, but the latest advancements in this technology are making a significant impact across various fields of human knowledge. In medicine, this trend is no different, although it has developed at a slower pace. ChatGPT is an example of an AI-based algorithm capable of answering questions, interpreting phrases, and synthesizing complex information, potentially aiding and even replacing humans in various areas of social interest. Some studies have compared its performance in solving medical knowledge exams with medical students and professionals to verify AI accuracy. This study aimed to measure the performance of ChatGPT in answering questions from the Progress Test from 2021 to 2023. Methodology An observational study was conducted in which questions from the 2021 Progress Test and the regional tests (Southern Institutional Pedagogical Support Center II) of 2022 and 2023 were presented to ChatGPT 3.5. The results obtained were compared with the scores of first- to sixth-year medical students from over 120 Brazilian universities. All questions were presented sequentially, without any modification to their structure. After each question was presented, the platform's history was cleared, and the site was restarted. Results The platform achieved an average accuracy rate in 2021, 2022, and 2023 of 69.7%, 68.3%, and 67.2%, respectively, surpassing students from all medical years in the three tests evaluated, reinforcing findings in the current literature. The subject with the best score for the AI was Public Health, with a mean grade of 77.8%. Conclusions ChatGPT demonstrated the ability to answer medical questions with higher accuracy than humans, including students from the last year of medical school.

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Objective: To test the performance of ChatGPT on radiology questions formulated by the Colégio Brasileiro de Radiologia (CBR, Brazilian College of Radiology), evaluating its failures and successes. Materials and Methods: 165 questions from the CBR annual resident assessment (2018, 2019, and 2022) were presented to ChatGPT. For statistical analysis, the questions were divided by the type of cognitive skills assessed (lower or higher order), by topic (physics or clinical), by subspecialty, by style (description of a clinical finding or sign, clinical management of a case, application of a concept, calculation/classification of findings, correlations between diseases, or anatomy), and by target academic year (all, second/third year, or third year only). Results: ChatGPT answered 88 (53.3%) of the questions correctly. It performed significantly better on the questions assessing lower-order cognitive skills than on those assessing higher-order cognitive skills, providing the correct answer on 38 (64.4%) of 59 questions and on only 50 (47.2%) of 106 questions, respectively (p = 0.01). The accuracy rate was significantly higher for physics questions than for clinical questions, correct answers being provided for 18 (90.0%) of 20 physics questions and for 70 (48.3%) of 145 clinical questions (p = 0.02). There was no significant difference in performance among the subspecialties or among the academic years (p > 0.05). Conclusion: Even without dedicated training in this field, ChatGPT demonstrates reasonable performance, albeit still insufficient for approval, on radiology questions formulated by the CBR.

Objetivo: Testar o desempenho do ChatGPT em questões de radiologia formuladas pelo Colégio Brasileiro de Radiologia (CBR), avaliando seus erros e acertos. Materiais e Métodos: 165 questões da avaliação anual dos residentes do CBR (2018, 2019 e 2022) foram apresentadas ao ChatGPT. Elas foram divididas, para análise estatística, em questões que avaliavam habilidades cognitivas de ordem superior ou inferior e de acordo com a subespecialidade, o tipo da questão (descrição de um achado clínico ou sinal, manejo clínico de um doente, aplicação de um conceito, cálculo ou classificação dos achados descritos, associação entre doenças ou anatomia) e o ano da residência (R1, R2 ou R3). Resultados: O ChatGPT acertou 53,3% das questões (88/165). Houve diferença estatística entre o desempenho em questões de ordem cognitiva inferior (64,4%; 38/59) e superior (47,2%; 50/106) (p = 0,01). Houve maior índice de acertos em física (90,0%; 18/20) do que em questões clínicas (48,3%; 70/145) (p = 0,02). Não houve diferença significativa de desempenho entre subespecialidades ou ano de residência (p > 0,05). Conclusão: Mesmo sem treinamento dedicado a essa área, o ChatGPT apresenta desempenho razoável, mas ainda insuficiente para aprovação, em questões de radiologia formuladas pelo CBR.

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Introduction: This research investigated the capabilities of ChatGPT-4 compared to medical students in answering MCQs using the revised Bloom's Taxonomy as a benchmark. Methods: A cross-sectional study was conducted at The University of the West Indies, Barbados. ChatGPT-4 and medical students were assessed on MCQs from various medical courses using computer-based testing. Results: The study included 304 MCQs. Students demonstrated good knowledge, with 78% correctly answering at least 90% of the questions. However, ChatGPT-4 achieved a higher overall score (73.7%) compared to students (66.7%). Course type significantly affected ChatGPT-4's performance, but revised Bloom's Taxonomy levels did not. A detailed association check between program levels and Bloom's taxonomy levels for correct answers by ChatGPT-4 showed a highly significant correlation (p<0.001), reflecting a concentration of "remember-level" questions in preclinical and "evaluate-level" questions in clinical courses. Discussion: The study highlights ChatGPT-4's proficiency in standardized tests but indicates limitations in clinical reasoning and practical skills. This performance discrepancy suggests that the effectiveness of artificial intelligence (AI) varies based on course content. Conclusion: While ChatGPT-4 shows promise as an educational tool, its role should be supplementary, with strategic integration into medical education to leverage its strengths and address limitations. Further research is needed to explore AI's impact on medical education and student performance across educational levels and courses.

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This research paper addresses the hypotheses that Kluyveromyces marxianus can be cultured with good alcohol production on different whey-derived matrices, and that the fermented product can be used in order to develop alcoholic beverages with acceptable sensory characteristics by mixtures with yeast-fermented fruit-based matrices. Growth and fermentative characteristics of Kluyveromyces marxianus LFIQK1 in different whey-derived matrices were explored by culturing (24 h, 30°C) on reconstituted whey, demineralized whey, heat-treated whey and milk permeate media. High lactose consumption, ethanol production and yield were observed. Reconstituted whey matrix was selected for mixing with orange or strawberry juices fermented using Saccharomyces cerevisiae to obtain alcoholic beverages (W-OR and W-ST, respectively). Consumer evaluation of beverages was performed using acceptability and Check-All-That-Apply (CATA) questions. Good acceptance was observed, significantly higher for W-ST than for W-OR. CATA questions gave information about organoleptic characteristics of beverages. Penalty analysis showed W-R and W-ST were positively associated with smooth/refreshing and fruity/natural, respectively. Liking was represented, accordingly with penalty analysis, by natural/refreshing. A novel alternative for utilization of whey and whey-related matrices by alcoholic beverages production with natural ingredients is presented.

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Abstract Objective: To test the performance of ChatGPT on radiology questions formulated by the Colégio Brasileiro de Radiologia (CBR, Brazilian College of Radiology), evaluating its failures and successes. Materials and Methods: 165 questions from the CBR annual resident assessment (2018, 2019, and 2022) were presented to ChatGPT. For statistical analysis, the questions were divided by the type of cognitive skills assessed (lower or higher order), by topic (physics or clinical), by subspecialty, by style (description of a clinical finding or sign, clinical management of a case, application of a concept, calculation/classification of findings, correlations between diseases, or anatomy), and by target academic year (all, second/third year, or third year only). Results: ChatGPT answered 88 (53.3%) of the questions correctly. It performed significantly better on the questions assessing lower-order cognitive skills than on those assessing higher-order cognitive skills, providing the correct answer on 38 (64.4%) of 59 questions and on only 50 (47.2%) of 106 questions, respectively (p = 0.01). The accuracy rate was significantly higher for physics questions than for clinical questions, correct answers being provided for 18 (90.0%) of 20 physics questions and for 70 (48.3%) of 145 clinical questions (p = 0.02). There was no significant difference in performance among the subspecialties or among the academic years (p > 0.05). Conclusion: Even without dedicated training in this field, ChatGPT demonstrates reasonable performance, albeit still insufficient for approval, on radiology questions formulated by the CBR.

Resumo Objetivo: Testar o desempenho do ChatGPT em questões de radiologia formuladas pelo Colégio Brasileiro de Radiologia (CBR), avaliando seus erros e acertos. Materiais e Métodos: 165 questões da avaliação anual dos residentes do CBR (2018, 2019 e 2022) foram apresentadas ao ChatGPT. Elas foram divididas, para análise estatística, em questões que avaliavam habilidades cognitivas de ordem superior ou inferior e de acordo com a subespecialidade, o tipo da questão (descrição de um achado clínico ou sinal, manejo clínico de um doente, aplicação de um conceito, cálculo ou classificação dos achados descritos, associação entre doenças ou anatomia) e o ano da residência (R1, R2 ou R3). Resultados: O ChatGPT acertou 53,3% das questões (88/165). Houve diferença estatística entre o desempenho em questões de ordem cognitiva inferior (64,4%; 38/59) e superior (47,2%; 50/106) (p = 0,01). Houve maior índice de acertos em física (90,0%; 18/20) do que em questões clínicas (48,3%; 70/145) (p = 0,02). Não houve diferença significativa de desempenho entre subespecialidades ou ano de residência (p > 0,05). Conclusão: Mesmo sem treinamento dedicado a essa área, o ChatGPT apresenta desempenho razoável, mas ainda insuficiente para aprovação, em questões de radiologia formuladas pelo CBR.

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Introducción: La neurociencia desempeña un papel crucial en el desarrollo educativo, abarcando desde la etapa preescolar hasta la universitaria, al proporcionar conocimientos que enriquecen la cultura y los valores humanos. Objetivo: El grupo GME-CZH desarrolló un proyecto de proyección social centrado en la niñez y adolescencia y la enseñanza de neurociencias. El objetivo principal fue estimular el desarrollo cognitivo de niños y adolescentes a través de métodos innovadores, como juegos, charlas, Rally cerebral, etc., con el fin de reactivar sus mentes y enseñarles sobre el funcionamiento del cerebro. Materiales y Métodos: El proyecto se dividió en dos fases. La primera, "Semana del Cerebro 2018", se enfocó en niños y adolescentes de educación primaria y preuniversitaria, implementando actividades para estimular su interés en temas cerebrales. La segunda fase consistió en la colaboración de 150 niños y adolescentes (7-17 años) y expertos en neurociencias para la creación del libro "100 Preguntas que hacen los niños sobre el Cerebro". Resultados: La colaboración entre niños y expertos culminó en la creación exitosa del libro, abordando las inquietudes y preguntas planteadas por los niños sobre el cerebro y su funcionamiento. Conclusión: El proyecto demostró que la integración de métodos lúdicos y educativos puede ser efectiva para estimular el interés y desarrollo cognitivo en niños y adolescentes, destacando la importancia de la enseñanza de neurociencias en estas etapas educativas. Este proyecto innovador no solo contribuye al avance educativo, sino que también promueve el entendimiento del cerebro desde edades tempranas, fomentando el desarrollo integral de los estudiantes.

Introduction: Neuroscience plays a crucial role in educational development, spanning from preschool to university, providing knowledge that enriches culture and human values. Objective: The GME-CZH group developed a social outreach project focused on childhood and adolescence, specifically in the teaching of neuroscience. The main objective was to stimulate the cognitive development of children and adolescents through innovative methods such as games, talks, Brain Rally, etc., aiming to reinvigorate their minds and educate them about the functioning of the brain. Materials and Methods: The project was divided into two phases. The first, "Brain Week 2018," focused on primary and pre-university children and adolescents, implementing activities to stimulate their interest in brain-related topics. The second phase involved the collaboration of 150 children and adolescents (7-17 years old) and neuroscience experts for the creation of the book "100 Questions Children Ask About the Brain." Results: The collaboration between children and experts culminated in the successful creation of the book, addressing the concerns and questions posed by children about the brain and its functioning. Conclusion: The project demonstrated that the integration of playful and educational methods can be effective in stimulating interest and cognitive development in children and adolescents, emphasizing the importance of teaching neuroscience in these educational stages. This innovative project not only contributes to educational advancement but also promotes understanding of the brain from an early age, fostering the comprehensive development of students.

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La selección de personal ha demostrado ser un procedimiento de incalculable valor para las organizaciones. Sin embargo, en la práctica los empleadores suelen (y prefieren) utilizar los métodos de selección de escaza y cuestionable evidencia. En el contexto boliviano, el uso de preguntas personales relacionadas a la edad, estado civil, sexo, raza, embarazo, entre otros, parece estar bastante extendido. Aunque, la utilidad que justifique su inclusión sigue sin demostrarse. En el presente artículo, analizo la relevancia y el soporte de las preguntas personales en función de su contribución para tres propósitos de la selección de personal: validez para predecir el desempeño laboral, reclutamiento y discriminación. Finalmente, proporciono algunas sugerencias: (1) para mejorar la eficiencia de los procesos de selección, y (2) para enmendar y fortalecer las leyes contra la discriminación en la selección de la legislación laboral boliviana.

The selection of personnel has proven to be an invaluable procedure for organizations. However, in practice employers often (and prefer) to use the selection methods of scarce and questionable evidence. In the Bolivian context, the use of personal questions related to age, marital status, sex, race, pregnancy, among others, seems to be quite widespread. Although the usefulness that justifies its inclusion remains unproven. In this article, I analyze the relevance and support of personal questions based on their contribution to three purposes of personnel selection: validity to predict job performance, recruitment, and discrimination. Finally, I provide some suggestions: (1) to improve the efficiency of the selection processes, and (2) to amend and strengthen the laws against discrimination in the selection of Bolivian labor law.

A seleção de pessoal provou ser um procedimento inestimável para as organizações. No entanto, na prática, os empregadores costumam (e preferem) usar métodos de seleção de evidências escassas e questionáveis. No contexto boliviano, o uso de perguntas pessoais relacionadas à idade, estado civil, sexo, raça, gravidez, entre outros, parece ser bastante difundido. Embora a utilidade que justifique a sua inclusão permaneça não comprovada. Neste artigo, analiso a relevância e o suporte de perguntas pessoais com base em sua contribuição para três propósitos de seleção de pessoal: validade para prever o desempenho no trabalho, recrutamento e discriminação. Finalmente, apresento algumas sugestões: (1) melhorar a eficiência dos processos de seleção e (2) alterar e fortalecer as leis contra a discriminação na seleção da legislação trabalhista boliviana.

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SUMMARY: Numerous students perceive neuroanatomy as a particularly difficult subject due to its overwhelming complexity. Therefore, a neuroanatomy book that concentrates on easy-to-read stories with schematics rather than exhaustive details has been published. This study evaluates the effect of a trial of the new neuroanatomy book on student learning. From the book, a printout on the brainstem and cranial nerve was extracted. Medical students read the printout, and subsequently were examined on their knowledge of and interest in neuroanatomy. Students who read the extract answered examination questions relatively well and were more interested in neuroanatomy. The printout seemed to enhance the knowledge and concentration of the students. After grasping the fundamental information in the book, students are expected to be able to learn advanced concepts comfortably and confidently. In addition, the book with its concise and simple content is suitable not only for short- duration neuroanatomy courses but also for self-learning.

Muchos estudiantes perciben la neuroanatomía como un tema particularmente difícil debido a su abrumadora complejidad. Por lo tanto, se ha publicado un libro de neuroanatomía que se concentra en historias fáciles de leer con esquemas en lugar de detalles exhaustivos. Este estudio evalúa el efecto de una prueba del nuevo libro de neuroanatomía en el aprendizaje de los estudiantes. Del libro, se extrajo una impresión sobre el tronco encefálico y los nervios craneales. Los estudiantes de medicina leyeron la copia impresa y, posteriormente, se les examinó su conocimiento e interés por la neuroanatomía. Los estudiantes que leyeron el extracto respondieron relativamente bien a las preguntas del examen y estaban más interesados en la neuroanatomía. La impresión parecía mejorar el conocimiento y la concentración de los estudiantes. Después de comprender la información fundamental del libro, se espera que los estudiantes puedan aprender conceptos avanzados con comodidad y confianza. Además, el libro con su contenido conciso y simple es adecuado no solo para cursos de neuroanatomía de corta duración, sino también, para el autoaprendizaje.

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INTRODUCTION: Clinical vignette-type multiple choice questions (CV-MCQs) are widely used in assessment and identifying the response process validity (RPV) of questions with low and high integration of knowledge is essential. Answering CV-MCQs of different levels of knowledge application and integration can be understood from a cognitive workload perspective and this can be identified by using eye-tracking. The aim of the pilot study was to identify the cognitive workload and RPV of CV-MCQs of different levels of knowledge application and integration by the use eye-tracking. METHODS: Fourteen fourth-year medical students answered a test with 40 CV-MCQs, which were equally divided into low-level and high-level complexity (knowledge application and integration). Cognitive workload was measured using screen-based eye tracking, with the number of fixations and revisitations for each area of interest. RESULTS: We found a higher cognitive workload for high-level complexity (M = 121.74) compared with lower-level complexity questions (M = 51.94) and also for participants who answered questions incorrectly (M = 94.31) compared with correctly (M = 79.36). CONCLUSION: Eye-tracking has the potential to become a useful and practical approach for helping to identify the RPV of CV-MCQs. This approach can be used for improving the design and development of CV-MCQs, and to provide feedback to inform teaching and learning.[Box: see text].

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El planteamiento del problema de investigación es el punto de partida de toda investigación científica y es de suma importancia que se realice adecuadamente. Por esta razón, es fundamental tener claro que el desarrollo de un adecuado problema de investigación es un proceso complejo y está compuesto por cinco partes. En primer lugar, se debe definir la condición clínica de interés y tener total claridad sobre ella; se recomienda escribir una pequeña descripción de la enfermedad que sirva como marco de referencia para el problema. Posteriormente, se debe expresar el problema en términos de una situación adversa o negativa (morbilidad, mortalidad, costos, entre otros), bien sea para el paciente, su familia, el sistema de salud o la sociedad. En tercer lugar, el problema de investigación implica que haya un vacío o discrepancia en el conocimiento sobre dicha situación negativa; para identificarlo es necesario llevar a cabo una revisión completa y precisa de la literatura, idealmente una revisión sistemática, con el fin de tener presente las respuestas encontradas en investigaciones previas. Luego, se deben estimar las implicaciones o beneficios prácticos que pueda traer el resolver dicho problema. Finalmente, el problema de investigación se debe concretar de forma justificada y estructurada, dando lugar a la pregunta de investigación. Además, el investigador debe determinar si su pregunta de investigación cumple con los elementos necesarios para ser adecuada, los cuales se resumen en la mnemotecnia FINER (factible, interesante, novedosa, ética y relevante).

The research problem statement is the starting point of all scientific research, and it is crucially important that this step is carried out correctly. For this reason, it is essential to be aware that the development of a suitable research problem is a complex process that has five parts. First, the clinical condition of interest must be defined, and it is essential to have total clarity about it; it is recommended to write a short description of the disease that serves as a frame of reference for the problem. Subsequently, the problem must be expressed regarding an adverse situation (morbidity, mortality, costs, among others), either for the patient, family, the health system, or society. Third, the research problem implies that there's a gap or discrepancy in current knowledge about said negative situation; to identify it, it is necessary to carry out a comprehensive review of the literature to consider the answers found in previous research. Then, the practical implications or benefits of solving said problem must be estimated. Finally, the research problem must be specified in a justified and structured manner giving place to the research question. In addition, the researcher must be able to determine if his research question meets the necessary elements to be adequate, which are summarized in the mnemonic FINER (feasible, interesting, novel, ethical and relevant).

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BACKGROUND: Recent neuroimaging studies have demonstrated pathological mechanisms related to cerebral neuroplasticity in chronic low back pain (CLBP). Few studies have compared cerebral changes between patients with and without pain in the absence of an experimentally induced stimulus. We investigated the neurobiological substrates associated with chronic low back pain using [99mTc]Tc-ECD brain SPECT and correlated rCBF findings with the numeric rating scale (NRS) of pain and douleur neuropathique en 4 questions (DN4). Ten healthy control volunteers and fourteen patients with neuropathic CLBP due to lumbar disc herniation underwent cerebral SPECT scans. A quantitative comparison of rCBF findings between patients and controls was made using the Statistical Parametric Mapping (SPM), revealing clusters of voxels with a significant increase or decrease in rCBF. The intensity of CLBP was assessed by NRS and by DN4. RESULTS: The results demonstrated an rCBF increase in clusters A (occipital and posterior cingulate cortex) and B (right frontal) and a decrease in cluster C (superior parietal lobe and middle cingulate cortex). NRS scores were inversely and moderately correlated with the intensity of rCBF increase in cluster B, but not to rCBF changes in clusters A and C. DN4 scores did not correlate with rCBF changes in all three clusters. CONCLUSIONS: This study will be important for future therapeutic studies that aim to validate the association of rCBF findings with the pharmacokinetic and pharmacodynamic profiles of therapeutic challenges in pain.

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La selección de personal ha demostrado ser un procedimiento de incalculable valor para las organizaciones. Sin embargo, en la práctica los empleadores suelen (y prefieren) utilizar los métodos de selección de escaza y cuestionable evidencia. En el contexto boliviano, el uso de preguntas personales relacionadas a la edad, estado civil, sexo, raza, embarazo, entre otros, parece estar bastante extendido. Aunque, la utilidad que justifique su inclusión sigue sin demostrarse. En el presente artículo, analizo la relevancia y el soporte de las preguntas personales en función de su contribución para tres propósitos de la selección de personal: validez para predecir el desempeño laboral, reclutamiento y discriminación. Finalmente, proporciono algunas sugerencias: (1) para mejorar la eficiencia de los procesos de selección, y (2) para enmendar y fortalecer las leyes contra la discriminación en la selección de la legislación laboral boliviana.

The selection of personnel has proven to be an invaluable procedure for organizations. However, in practice employers often (and prefer) to use the selection methods of scarce and questionable evidence. In the Bolivian context, the use of personal questions related to age, marital status, sex, race, pregnancy, among others, seems to be quite widespread. Although the usefulness that justifies its inclusion remains unproven. In this article, I analyze the relevance and support of personal questions based on their contribution to three purposes of personnel selection: validity to predict job performance, recruitment, and discrimination. Finally, I provide some suggestions: (1) to improve the efficiency of the selection processes, and (2) to amend and strengthen the laws against discrimination in the selection of Bolivian labor law.

A seleção de pessoal provou ser um procedimento inestimável para as organizações. No entanto, na prática, os empregadores costumam (e preferem) usar métodos de seleção de evidências escassas e questionáveis. No contexto boliviano, o uso de perguntas pessoais relacionadas à idade, estado civil, sexo, raça, gravidez, entre outros, parece ser bastante difundido. Embora a utilidade que justifique a sua inclusão permaneça não comprovada. Neste artigo, analiso a relevância e o suporte de perguntas pessoais com base em sua contribuição para três propósitos de seleção de pessoal: validade para prever o desempenho no trabalho, recrutamento e discriminação. Finalmente, apresento algumas sugestões: (1) melhorar a eficiência dos processos de seleção e (2) alterar e fortalecer as leis contra a discriminação na seleção da legislação trabalhista boliviana.

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Whereas the intonation of Spanish varieties has received considerable attention in the past few decades, the research has so far not included the variety of Spanish spoken in Paraguay, where intensive language contact between the Indigenous Guarani language and Spanish since the 16th century has led to widespread bilingualism. This study compares the F0 patterns of yes/no questions in Guarani-dominant bilinguals with those of Spanish-dominant bilinguals and Spanish monolinguals, formalized within the Autosegmental-Metrical model of intonation phonology. Results show no particular differences between the three groups, with all groups producing an H+L*LH% pattern in all types of yes/no questions, the exception being counter-expectational and echo yes/no questions, which were also realized with an L+¡H* L% contour. In spite of the fact that Guarani-dominant bilinguals exhibited more tonal variation in biased yes/no questions, the findings appear on the whole to support the convergence of two intonational systems due to the long period of contact. Furthermore, both bilingual groups made use of Guarani question particles and other Guarani expressions in their productions. Interestingly, across all groups, some speakers occasionally used the calque expression ¿Será que . . . ("Will it be that . . .?") at the beginning of questions; this construction can be considered to have become grammaticalized as a question particle. Taken together, the intonational and syntactic innovations apparent in Paraguayan Spanish point toward language change brought about by intensive contact with Guarani and show how two levels of linguistic structure-intonation and syntax-may evolve differently.

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RESUMEN Introducción: Algunos autores han señalado que el armado de un examen con preguntas aleatorias puede perjudicar el rendimiento de los estudiantes. A partir de la pandemia por COVID -19 y del aislamiento social obligatorio, las actividades de educación médica de posgrado pasaron a la modalidad virtual y los exámenes se implementaron online. Objetivo: Estudiar si el ordenamiento al azar de las preguntas tiene algún efecto en los resultados de los exámenes. Material y métodos: Se redactaron 2 exámenes: uno sobre Prevención de la enfermedad cardiovascular y otro sobre Valvulopatías. Para cada uno de los temas se confeccionaron dos cuestionarios: una versión con las preguntas en el orden lógico y según dificultad estimada, y otra con las mismas preguntas distribuidas al azar. Cada examen tenía 50 preguntas de selección múltiple con 3 opciones. Puntaje máximo posible: 50 Los exámenes fueron administrados en plataforma Moodle, modalidad sincrónica, tiempo disponible 75 minutos. Los resultados se expresaron en puntajes obtenidos (rango y valores de tendencia central) y según el índice de dificultad de las preguntas. Resultados: Respondieron 284 residentes, alumnos del Curso Bianual de Cardiología. Dos grupos de 1° año (tema Prevención) y dos grupos de 2° año (Valvulopatías). No hubo diferencia entre los resultados de las dos versiones del mismo examen. Conclusiones: Este estudio careció de la potencia suficiente para fundamentar una u otra forma de ordenar las preguntas de los exámenes de ciencias clínicas. Surgieron nuevas preguntas que deberán ser respondidas en futuros estudios.

ABSTRACT Background: Some authors have pointed out that setting up an exam with random questions can impair student performance. Since the COVID-19 pandemic and compulsory social isolation, postgraduate medical education activities became virtual and exams were implemented online. Objective: The aim of the study was to analyse whether the random order of questions has any effect on test results. Method: Two exams were written: one on the Prevention of Cardiovascular Disease and another on Heart Valve Diseases. For each topic, two questionnaires were designed: a version with the questions in logical order and according to the estimated difficulty and another with the same questions randomly distributed. Each exam had 50 multiple-choice questions with 3 options, and the maximum possible score was 50 The exams were taken on the Moodle platform, with synchronous modality, and the time available was 75 minutes. The results were expressed as scores obtained (range and central tendency) and according to the index of difficulty of the questions. Results: The number of respondents was 284 residents, students of the Biannual Cardiology Course: two 1st year groups (Prevention topic) and two 2nd year groups (Valve diseases). There was no difference between the results of the two versions of the same exam. Conclusions: This study lacks sufficient power to support either way of question order in clinical sciences exams, giving rise to new queries.

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The objective of this article is to describe a simplified process for building and assessing the quality of healthcare-related research questions. This process consisted of three stages. The first stage aimed to select and explore a field of science. This field would be the area for which to identify outputs, such as units of analysis, variables, and objectives. The second stage aimed to write structured research questions, taking into account the outputs of the first stage. In general, the structure of research questions starts with interrogative adverbs (e.g., what and when), auxiliary verbs (e.g., is there and are there), or other auxiliaries (e.g., do, does, and did); followed by nouns nominalized from verbs of research objectives, such as association, correlation, influence, causation, prediction, application; research variables (e.g., risk factors, efficiency, effectiveness, and safety); and units of analysis (e.g., patients with hypertension and general hospitals). The third stage aimed to assess the quality and feasibility of the research questions against a set of criteria such as relevance, originality, generalizability, measurability, communicability, availability of resources, and ethical issues. By following the proposed simplified process, novice researchers may learn how to write structured research questions of sound scientific value.

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Resumo: Introdução: A avaliação do estudante deve induzir aprendizagem e ser baseada em competência, ou seja, avaliar (habilidades cognitivas, psicomotoras e afetivas). Para avaliar conhecimento e a habilidade para sua utilização no contexto profissional, o Teste de Progresso (TP) tem sido usado em larga escala, com finalidade somativa e principalmente formativa. Objetivo: Este estudo teve como objetivo verificar a adequação e qualidade de itens que compõem os TP realizados pelos estudantes. Método: Trata-se de estudo exploratório descritivo e retrospectivo que analisou todos os itens de seis provas do TP aplicado a estudantes de Medicina do primeiro ao sexto ano da Faculdade de Medicina de Ribeirão Preto/USP, no período de 2013 a 2018. Os sete indicadores de boas práticas foram: 1. abordar tema relevante na formação médica; 2. ter enunciado maior que as alternativas; 3. avaliar aplicação do conhecimento; 4. definir pergunta clara para o item no enunciado; 5. avaliar apenas um domínio do conhecimento em cada item; 6. ter resposta correta e distratores homogêneos e plausíveis; 7. ausência de erros no item que acrescentam dificuldade desnecessária ou dão pistas da resposta correta. Dois avaliadores independentes analisaram as questões e, quando necessário, revisavam em conjunto os itens discordantes. Resultado: A análise das provas permitiu identificar boa qualidade técnica na maioria dos itens das seis provas, além de indicar que a não adesão foi mais frequente nos indicadores 4 e 5, que podem comprometer tanto a validade quanto a interpretação dos resultados da prova em termos de lacunas do conhecimento por parte dos estudantes. Conclusão: A qualidade das questões das provas analisadas é muito boa, mas foi possível identificar oportunidades de melhoria no processo de elaboração de itens, que servem de base para o desenvolvimento docente dos elaboradores da instituição.

Abstract: Introduction: Assessment drives learning and should follow a competence-based approach. The Progress Test (PT) has been used on a large scale for summative and mainly formative purposes to assess knowledge and the ability to use it in the professional context. Objective: To check the adequacy and quality of the items and that make up the progress tests sat by students. Method: Descriptive and retrospective exploratory study that analyzed all the items of six PT exams applied to medical students from the first to the sixth year of the Faculty of Medicine of Ribeirão Preto/USP, from 2013 to 2018. The seven indicators of good practices were: 1. Addresses a relevant topic in medical training; 2. Statement longer than key answer and distractors; 3. Application of knowledge evaluated; 4.Clear lead-in defined for the item in the statement; 5. Only one domain of knowledge assessed in each item; 6.Plausible and homogeneous key answer and distractors; 7.Absence of flaws that add unnecessary difficulty or give clues to the correct answer. Two independent evaluators analyzed the items and, if necessary, they jointly reviewed any disagreement. Result: The analysis showed a good technical quality of most items in the six PT exams. In addition, they indicated that non-adherence was a bit more frequent for indicators 4 and 5, which can compromise both the validity and the interpretation of the test results in terms of knowledge gaps on the part of students. Conclusion: In general, the quality of the items was very good but there are some opportunities for improvement in the process of item writing based on faculty development within the institution.

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Climate change involves multiple emotional expressions associated with specific labels, notably: 'concern,' 'guilt,' or 'scepticism.' However, there are other types of emotions that have been less analysed, such as 'powerlessness,' 'anger' and 'confusion' that are of equal importance for predicting behavioural changes toward this climatic issue. Likewise, few studies in this research field rely on qualitative data to understand and identify the causative agents for the emotional arousal. This research explores a range of emotions, mixing those that have been widely studied and those that have been hardly analysed. It also looks at the demographic parameters associated with such emotions using a population sample from southern Ecuador. The study analyses quantitative and qualitative data gathered through structured-questionnaires whereby participants were given agency to select and define how they themselves sense emotionally climate change. The results indicate that two of the five participants' most selected emotions are shared with other nations ('concern,' 'guilt'), while the other three have been less reported and studied in the climate change field ('powerlessness,' 'anger,' and 'confusion'). These emotions were found to be aroused by different reasons associated with specific demographic variables. The findings reveal the role of the cultural and local environment in the emotional arousal and its relevance for designing more effective climate communication campaigns.

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CONTEXT: Teaching methods in pathology for undergraduate medical students are not effective. AIMS: To document measures that can be adopted by individual teachers that can excite the interest, participation of the students and help them learn pathology in a clinical reasoning context. SETTINGS AND DESIGN: Medical students in a large international medical school with class sizes of 700-900 were taught the pathology course in a period of sixteen weeks for two cohorts of students each year over a period of twenty years. SUBJECTS AND METHODS: Specific learning objectives were devised to achieve higher levels of cognitive domain including interpretation, analysis and problem solving of clinical data of patients related to the objectives. The teaching sessions were modified to provide for maximum active participation by students with effective feedback at multiple points. Additional learning tools like concept maps, clickers, modified essay questions, flipped classrooms, clinicopathological conferences, directed self-learning activities were included. Learning objectives and assessment tools for professional behavior and communication skills were included. RESULTS: The students actively participated in all the learning activities with enthusiasm and achieved the objectives as reflected in the performance in the in-house examinations and the USMLE step one examination which tests clinical vignette-based problem-solving principles of which around 70% are related to pathology. CONCLUSIONS: The teaching sessions in pathology were useful and effective with adaptation to interactive, clinical reasoning platforms for teaching and assessment.

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BACKGROUND: Under certain climate conditions, citrus fruit may reach optimum internal maturity while the rind is still green. It is therefore customary to enhance skin colour changes by submitting early citrus varieties to ethylene degreening treatment, which implies a cost and may result in external disorders. In this study, the effect on consumer expectations (sensory and hedonic) of providing them with information about the internal maturity of non-degreened mandarins (greenish-coloured rind) was evaluated. RESULTS: Mandarins with three different external colour indices (CI), CI = -6, CI = +1 and CI = +5, and three ways of conveying information, were investigated: (i) No information (NoInfo), (ii) The text 'Mandarins ready to eat' (Text) and (iii) Text + Visualisation of mandarin flesh (orange-coloured in all cases) (Text+Flesh). Consumer expected liking, purchase intention and sensory expectations were markedly affected after receiving the different information types. The greatest effect was detected when Text+Flesh information was provided. Rind mandarin colour was also a determinant factor of how consumer expectations were modified by the received information. Moreover, our results revealed some differences among Spanish and Mexican consumers, since maturity information had a stronger effect on hedonic expectations of Mexican consumers. CONCLUSIONS: When mandarins reach CI = +5 (pale orange-coloured rind with small areas still green), letting consumers know that mandarins are ready to eat by means of Text+Flesh information may be a non-cost strategy to avoid degreening treatment or to shorten its length. © 2021 Society of Chemical Industry.

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Resumo O artigo analisa as questões do novo Enem que apresentam objetos de conhecimento da Educação Física, compreendendo as relações que se estabelecem por e entre as áreas do conhecimento mediadas pelas competências e habilidades. De natureza qualitativa, utiliza a análise crítico-documental como metodologia. As fontes são compostas por: 49 questões relacionadas com a Educação Física no exame (2009 a 2017), as Diretrizes Nacionais para o Ensino Médio, o Documento Básico do Enem e a Matriz de Referência do Enem. Os usos e apropriações dos objetos de conhecimento da Educação Física, devido à sua natureza multidisciplinar, favorecem a exigência da elaboração das questões do exame visando à interdisciplinaridade por e entre as áreas do conhecimento, explorando as relações cotidianas dos sujeitos. A interação entre os objetivos da área de Linguagens e suas Tecnologias, promovida pelo exame, permite-nos compreender a Educação Física dentro de um contexto amplo de formação, para além do saberes de domínio.

Resumen El estudio analiza las preguntas del Nuevo Enem (Examen Nacional de la Enseñanza Media) que presentan objetos de conocimiento de la Educación Física, abarcando las relaciones que se establecen por y entre las áreas de conocimiento mediadas por competencias y habilidades. De naturaleza cualitativa, utiliza el análisis crítico-documental como metodología. Las fuentes están compuestas por: 49 preguntas relacionadas con la Educación Física en el examen (2009 a 2017), las Directrices Nacionales para la Enseñanza Media, el Documento Básico del Enem y la Matriz de Referencia del Enem. Los usos y apropiaciones de los objetos de conocimiento de la Educación Física, por su carácter multidisciplinario, favorecen la exigencia de elaborar las preguntas del examen buscando la interdisciplinariedad por y entre las áreas de conocimiento, explorando las relaciones cotidianas de los sujetos. La interacción entre los objetivos del área de Lenguas y sus Tecnologías, impulsada por el examen, nos permite comprender la Educación Física dentro de un amplio contexto de formación, más allá de los saberes del campo.

Abstract The article analyzes the issues that contain the Physical Education present in Novo Enem, understanding the relationships established by and between the areas of knowledge mediated by competences and abilities. Of the qualitative type, it uses documentary critical analysis as a methodology. The sources are composed of: 49 questions related to Physical Education in the exam (2009 to 2017), the National Guidelines for Secondary Education, the Basic Document of Enem and the Reference Matrix of Enem. The uses and appropriations of the contents of Physical Education, due to its multidisciplinary nature, favors the requirement to elaborate the exam questions aiming at interdisciplinarity by and between the areas of knowledge, exploring the subjects' daily relationships. The interaction between the objectives of the Languages, Codes and their Technologies area, promoted by the exam, allows us to understand Physical Education within a broad context of training, in addition to domain knowledge.

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