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The SARS-CoV-2 Coronavirus pandemic (COVID-19) forced educational institutions to move their programmes to the virtual world. Several tech-based solutions -including virtual training and tutoring, discussion forums, access to content and information, collaborative platforms, and Open Educational Resources (OER)- were implemented to address this shift and continue to be used in the post-pandemic era due to the advantages they offer, especially for hybrid and blended learning. However, the implementation of these tech-based solutions also revealed several accessibility issues that need to be addressed to fully leverage the technological benefits. This study aims to provide a framework to facilitate the adoption of good practices related to technological accessibility in virtual Higher Education. The implementation of the framework is divided into four basic actions, each of which should be tailored to the constraints and needs for improving accessibility in Higher Education Institutions (HEIs). The framework's instantiation in four HEIs serves as a proof-of-concept in real-world scenarios. The preliminary results suggest that the proposal is promising, as it was adaptable to the specific needs of each HEI fostering accessibility and inclusion through technological alternatives that align with their organisational structures and current levels of attention to accessibility.

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Active learning has consistently played a significant role in education. Through interactive tasks, group projects, and a variety of engaging activities, students are encouraged to forge connections with the subject matter. However, the pandemic has necessitated that educators adapt and refine their active learning techniques to accommodate the online environment. This has resulted in stimulating innovations in the field, encompassing virtual simulations, online collaboration tools, and interactive multimedia. The COVID-19 pandemic has rapidly transformed the landscape of teaching and learning, particularly in higher education. One of the most prominent shifts has been the widespread adoption of active learning techniques, which have increased student engagement and fostered deeper learning experiences. In this chapter, we examine the evolution of active learning during the pandemic, emphasizing its advantages and challenges. Furthermore, we delve into the role of advances in artificial intelligence and their potential to enhance the effectiveness of active learning approaches. As we once focused on leveraging the opportunities of remote teaching, we must now shift our attention to harnessing the power of AI responsibly and ethically to benefit our students. Drawing from our expertise in educational innovation, we provide insights and recommendations for educators aiming to maximize the benefits of active learning in the post-pandemic era.

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Introducción: El desarrollo positivo es un estadio de ajuste psicosocial que acentúa las potencialidades y los recursos entre jóvenes y sus contextos próximos. En Australia, se desarrolló el primer modelo de desarrollo positivo para adultos emergentes, el cual consta de cinco componentes (competencia social, satisfacción con la vida, confianza y tolerancia con los otros, confianza hacia autoridades e instituciones, acción y compromiso cívico), pero no ha sido investigado en Chile. Objetivo: Analizar la evidencia disponible en la literatura científica sobre los cinco componentes del modelo de desarrollo positivo en adultos emergentes universitarios de Chile. Materiales y métodos: Revisión narrativa de la literatura publicada entre 2013 y 2023, en bases de datos Web of Science, Scopus, SciELO, Redalyc y Dialnet. Resultados: Se obtuvieron 83 artículos, de los cuales 53 cumplieron los requisitos de inclusión; en su mayor parte fueron estudios cuantitativos (81,13%) y en español (75,47%). Se evidenció una disparidad en la cantidad de estudios por temática; se encuentra mayor investigación en satisfacción con la vida y acción y compromiso cívico. Conclusiones: Existen brechas en la literatura científica chilena en el estudio del desarrollo positivo; además de que se discuten particularidades idiosincrásicas y desafíos asociados a la etapa de adultez emergente.

Introduction: Positive development is a stage of psychosocial adjustment that accentuates the potentials and resources of young people and their close contexts. The first positive development model for emerging adulthood was developed in Australia, which includes five components: social; life satisfaction; trust and tolerance of others; trust in the authorities and institutions; and action and civic engagement. However, this model has not been investigated in Chile. Objective: To analyze the evidence available in the scientific literature on the five components of the positive development model in emerging adults universities. Materials and methods: A narrative review of the literature published between 2013 and 2023 in the Web of Science, Scopus, SciELO, Redalyc, and Dialnet databases was conducted. Results: 83 articles were selected, of which 53 met the inclusion criteria; most of them were qualitative studies (81.13%) and in Spanish (75.47%). There is an evident disparity in terms of the number of studies and topics, e.g., there is more research on life satisfaction and civic action and commitment. Conclusions: There are gaps in the Chilean scientific literature in the study of positive development. In addition, idiosyncratic particularities and challenges associated with the stages of emerging adulthood are discussed.

Introdução: O desenvolvimento positivo é uma fase de ajustamento psicossocial que acentua o potencial e os recursos dos jovens e dos seus contextos imediatos. Na Austrália, foi desenvolvido o primeiro modelo de desenvolvimento positivo para adultos emergentes, que consiste em cinco componentes (social, satisfação com a vida, confiança e tolerância com os outros, confiança nas autoridades e instituições, ação e envolvimento cívico), mas ainda não foi investigado no Chile. Objetivo: Analisar as evidências disponíveis na literatura científica sobre os cinco componentes do modelo de desenvolvimento positivo em adultos universitários emergentes no Chile. Materiais e métodos: Revisão narrativa da literatura publicada entre 2013 e 2023, nas bases de dados Web of Science, Scopus, SciELO, Redalyc e Dialnet. Resultados: foram obtidos 83 artigos, dos quais 53 atenderam aos requisitos de inclusão; A maioria deles eram estudos quantitativos (81,13%) e em espanhol (75,47%). Ficou evidente uma disparidade no número de estudos por tema; Há mais pesquisas sobre satisfação com a vida e ação e compromisso cívico. Conclusões: Existem lacunas na literatura científica chilena no estudo do desenvolvimento positivo; Além disso, são discutidas particularidades e desafios idiossincráticos associados à fase da idade adulta emergente.

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Introduction: This study aimed to develop, implement, and test a visuo-haptic simulator designed to explore the buoyancy phenomenon for freshman engineering students enrolled in physics courses. The primary goal was to enhance students' understanding of physical concepts through an immersive learning tool. Methods: The visuo-haptic simulator was created using the VIS-HAPT methodology, which provides high-quality visualization and reduces development time. A total of 182 undergraduate students were randomly assigned to either an experimental group that used the simulator or a control group that received an equivalent learning experience in terms of duration and content. Data were collected through pre- and post-tests and an exit-perception questionnaire. Results: Data analysis revealed that the experimental group achieved higher learning gains than the control group (p = 0.079). Additionally, students in the experimental group expressed strong enthusiasm for the simulator, noting its positive impact on their understanding of physical concepts. The VIS-HAPT methodology also reduced the average development time compared to similar visuo-haptic simulators. Discussion: The results demonstrate the efficacy of the buoyancy visuo-haptic simulator in improving students' learning experiences and validate the utility of the VIS-HAPT method for creating immersive educational tools in physics.

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Energy consumption of constructed educational facilities significantly impacts economic, social and environment sustainable development. It contributes to approximately 37% of the carbon dioxide emissions associated with energy use and procedures. This paper aims to introduce a study that investigates several artificial intelligence-based models to predict the energy consumption of the most important educational buildings; schools. These models include decision trees, K-nearest neighbors, gradient boosting, and long-term memory networks. The research also investigates the relationship between the input parameters and the yearly energy usage of educational buildings. It has been discovered that the school sizes and AC capacities are the most impact variable associated with higher energy consumption. While 'Type of School' is less direct or weaker correlation with 'Annual Consumption'. The four developed models were evaluated and compared in training and testing stages. The Decision Tree model demonstrates strong performance on the training data with an average prediction error of about 3.58%. The K-Nearest Neighbors model has significantly higher errors, with RMSE on training data as high as 38,429.4, which may be indicative of overfitting. In contrast, Gradient Boosting can almost perfectly predict the variations within the training dataset. The performance metrics suggest that some models manage this variability better than others, with Gradient Boosting and LSTM standing out in terms of their ability to handle diverse data ranges, from the minimum consumption of approximately 99,274.95 to the maximum of 683,191.8. This research underscores the importance of sustainable educational buildings not only as physical learning spaces but also as dynamic environments that contribute to informal educational processes. Sustainable buildings serve as real-world examples of environmental stewardship, teaching students about energy efficiency and sustainability through their design and operation. By incorporating advanced AI-driven tools to optimize energy consumption, educational facilities can become interactive learning hubs that encourage students to engage with concepts of sustainability in their everyday surroundings.

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Introdução: A fenda labial e a fissura palatina, apresentam elevada prevalência na população brasileira, sendo necessária uma formação acadêmica de cirurgiões que gere saberes que transformem a realidade. Diante do exposto, o presente manuscrito objetivou descrever o desenvolvimento, a aplicação e a avaliação de uma sequência didática sobre fissuras labiais, palatinas e labiopalatais com enfoque em aprendizagem significativa em que houve a associação de duas metodologias ativas, a construção de modelos didáticos e a sala de aula invertida. Metodologia: A sequência didática foi realizada na educação superior, com equipes de discentes de Odontologia, seguindo três etapas: planejamento; confecção do modelo didático semiplano de fissuras labiais, palatinas e labiopalatais; apresentação em roda de conversa. O desempenho dos acadêmicos foi avaliado em cada etapa. Resultados: Inicialmente, os discentes possuíam pouco conhecimento sobre o tema. Os modelos didáticos foram construídos com facilidade e durante a roda de conversa foram utilizados os modelos didáticos e compartilhados os conhecimentos sobre Embriologia, Teratologia, aspectos clínicos e tratamento odontológico para cada fenda representada, evidenciando a eficácia do método. Conclusões: As metodologias ativas adotadas utilizadas no processo de planejamento, confecção e debate sobre fissuras labiais, palatinas e labiopalatais foram ferramentas valiosas no processo ensino-aprendizagem na educação em Odontologia... (AU)

Introduction: Cleft lip and cleft palate showed prevalence in the Brazilian population, being an academic training of surgeries that generates knowledge that transforms reality. Given the above, this manuscript aimed to describe the development, application and evaluation of a didactic sequence on cleft lip, palate and lip and palate with a focus on meaningful learning with the association of two active methodologies, the construction of didactic models and the inverted classroom. Methodology: The didactic sequence was carried out in Higher Education with teams of Dentistry students following three stages: planning; making the semiplane didactic model of cleft lip, palate and lip and palate; presentation in conversation circle. Academic performance was assessed at each stage. Results: Initially, the students had little knowledge on the topic. Didactic models were easily built. During the conversation, didactic models were used and knowledge about Embryology, Teratology, clinical aspects and dental treatment was shared for each gap represented, showing the effectiveness of the method. Conclusions: The active methodologies adopted used in the process of planning, making and debating cleft lip, palate and lip and palate were valuable tools in the teaching-learning process in Dentistry Education... (AU)

Introducción: Labio leporino y paladar hendido, presentan elevada prevalencia en la población brasileña, es necesária una formación académica de los cirujanos para generar conocimientos que transformen la realidad, dado lo anterior, este manuscrito tuvo como objetivo describir el desarrollo, la aplicación y la evaluación de una secuencia didáctica sobre el lábio leporino, fisura palatina y paladar hendido con un enfoque de aprendizaje significativo en el que hubo la asociación de dos metodologias activas, la construcción de modelos didácticos y el aula invertida. Metodología: La secuencia didáctica se realizo en la enseñanza superior, con equipos de estudiantes de odontologia, siguiendo tres etapas: Planificación; realización de um modelo didáctico semiplano de lábio leporino y paladar hendido; presentación del circulo de conversación. Se evaluo el desempeño de los académicos en cada etapa. Resultados: Inicialmente, los estudiantes tenían poco conocimiento sobre el tema. Los modelos didácticos se construyeron facilmente y durante la conversación se utilizaron los modelos didácticos y se compartieron sobre Embriologia, Teratología, aspectos clínicos y tratamiento odontológico de cada fisura representada, evidenciando la efectividad del método. Conclusiones: Las metodologias activas adoptadas y utilizadas en el proceso de planificación, realización y debate sobre lábio leporino, paladar hendido y fisura palatina fueron herramientas valiosas en el proceso de enseñanza-aprendizaje en la formación odontológica... (AU)

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Implementing and deploying advanced technologies are principal in improving manufacturing processes, signifying a transformative stride in the industrial sector. Computer vision plays a crucial innovation role during this technological advancement, demonstrating broad applicability and profound impact across various industrial operations. This pivotal technology is not merely an additive enhancement but a revolutionary approach that redefines quality control, automation, and operational efficiency parameters in manufacturing landscapes. By integrating computer vision, industries are positioned to optimize their current processes significantly and spearhead innovations that could set new standards for future industrial endeavors. However, the integration of computer vision in these contexts necessitates comprehensive training programs for operators, given this advanced system's complexity and abstract nature. Historically, training modalities have grappled with the complexities of understanding concepts as advanced as computer vision. Despite these challenges, computer vision has recently surged to the forefront across various disciplines, attributed to its versatility and superior performance, often matching or exceeding the capabilities of other established technologies. Nonetheless, there is a noticeable knowledge gap among students, particularly in comprehending the application of Artificial Intelligence (AI) within Computer Vision. This disconnect underscores the need for an educational paradigm transcending traditional theoretical instruction. Cultivating a more practical understanding of the symbiotic relationship between AI and computer vision is essential. To address this, the current work proposes a project-based instructional approach to bridge the educational divide. This methodology will enable students to engage directly with the practical aspects of computer vision applications within AI. By guiding students through a hands-on project, they will learn how to effectively utilize a dataset, train an object detection model, and implement it within a microcomputer infrastructure. This immersive experience is intended to bolster theoretical knowledge and provide a practical understanding of deploying AI techniques within computer vision. The main goal is to equip students with a robust skill set that translates into practical acumen, preparing a competent workforce to navigate and innovate in the complex landscape of Industry 4.0. This approach emphasizes the criticality of adapting educational strategies to meet the evolving demands of advanced technological infrastructures. It ensures that emerging professionals are adept at harnessing the potential of transformative tools like computer vision in industrial settings.

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La evaluación ha dejado de ser una instancia que sólo certifica el logro alcanzado a través de una calificación, sino actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio fue "Conocer las concepciones y prácticas evaluativas del alumnado y profesorado de la FIPEF (Formación Inicial del Profesorado en Educación Física) de dos campus universitarios de la zona sur austral de Chile". Para ello, se contó con una muestra de 219 alumnos y alumnas (edad M = 21.6 y dt. = 2.8) de dos campus universitarios que cursaban Formación Inicial del Profesorado en Educación Física (FIPEF) y 21 profesores y profesoras (edad M = 50.3 y dt. = 13.2). Se aplicó el "Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física" de forma virtual, sometiendo los resultados a pruebas estadísticas como la media, desviación típica y pruebas inferenciales. Los principales resultados dejan ver la presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado. Sin embargo, se puede constatar la presencia de intencionalidad formativa en las acciones implementadas por el profesorado.

The evaluation has ceased to be a mere instance that only certifies the achievement through a grade; rather, it is currently understood as a fundamental element to promote teaching and learning processes. The objective of the present study was to "Understand the conceptions and evaluative practices of students and faculty in the FIPEF (Initial Teacher Education in Physical Education) of two university campuses in the southernmost region of Chile." For this purpose, a sample of 219 students (age M = 21.6 and SD = 2.8) from two university campuses undergoing Initial Teacher Education in Physical Education (FIPEF) and 21 teachers (age M = 50.3 and SD = 13.2) was used. The "Questionnaire for the study of the evaluation system in the initial teacher education of physical education" was administered in a virtual manner, subjecting the results to statistical tests such as mean, standard deviation, and inferential tests. The main results reveal the presence of traditional evaluation methodologies and instruments, as well as a differentiated perception between students and faculty. However, there is evidence of formative intent in the actions implemented by the faculty.

A avaliação deixou de ser apenas uma instância que certifica a conquista por meio de uma nota; atualmente, é compreendida como um elemento fundamental para promover os processos de ensino e aprendizagem. O objetivo do presente estudo foi "Compreender as concepções e práticas avaliativas dos estudantes e professores da FIPEF (Formação Inicial de Professores de Educação Física) de dois campi universitários na região sul-austral do Chile." Para isso, contamos com uma amostra de 219 alunos (idade M = 21,6 e dp. = 2,8) de dois campi universitários que cursavam a Formação Inicial de Professores de Educação Física (FIPEF) e 21 professores (idade M = 50,3 e dp. = 13,2). Foi aplicado o "Questionário para o estudo do sistema de avaliação na formação inicial de professores de educação física" de forma virtual, sujeitando os resultados a testes estatísticos como média, desvio padrão e testes inferenciais. Os principais resultados revelam a presença de metodologias e instrumentos tradicionais de avaliação, bem como uma percepção diferenciada entre alunos e professores. No entanto, há evidências de intencionalidade formativa nas ações implementadas pelos professores.

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BACKGROUND: Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. METHODS: The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. RESULTS: Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. CONCLUSION: This work provides an effective instance of CBL for BME education to improve students' learning experience despite decreased resource efficiency. Our claim is supported by the student's performance and the positive feedback from our industrial partner.

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Objetivo: Analisar as potencialidades do relacionamento interpessoal no ensino híbrido de enfermagem. Métodos: Estudo de reflexão com abordagem qualitativa e descritiva com a proposta dialógica, de forma que proporcione reflexões importantes para o desenvolvimento do ensino híbrido na enfermagem. Alguns aspectos são importantes a serem considerados como o relacionamento interpessoal no ensino híbrido e as tecnologias favoráveis a reflexão para o relacionamento interpessoal, visando a autonomia do aluno nas atividades de ensino-aprendizagem. Resultados: O professor tem como oportunidade de ser o mediador do conhecimento no aprendizado do discente através de um relacionamento interpessoal baseado em competências previstas no projeto político pedagógico do curso. Na formação do enfermeiro é evidenciado a importância do relacionamento interpessoal em sua formação porque no seu cotidiano assistencial esse processo comunicativo ocorre entre a equipe multidisciplinar, a própria equipe de enfermagem, bem como nos cuidados desenvolvidos com a clientela assistida. Conclusão: As mudanças pedagógicas a partir do ensino híbrido proporcionam várias possibilidades de convivência com vistas a um aprendizado colaborativo de acordo com o cenário de ensino. (AU)

Objective: Reflection article with the objective of analyzing the potentialities of interpersonal relationships in hybrid nursing education. Methods: The approach used in this article is qualitative and descriptive with the dialogical proposal, so that it provides important reflections for the development of hybrid teaching in nursing. Some aspects are important to be considered as interpersonal relationships in hybrid teaching and technologies favorable to reflection for interpersonal relationships, aiming at student autonomy in teaching-learning activities. Results: Teacher has the opportunity to be the mediator of knowledge in the student's learning through an interpersonal relationship based on competencies foreseen in the political pedagogical project of the course. In nursing education, the importance of interpersonal relationships in their education is evidenced because in their daily care this communicative process occurs between the multidisciplinary team, the nursing team itself, as well as in the care developed with the assisted clientele. Conclusion: The pedagogical changes from hybrid teaching provide several possibilities of coexistence with a view to collaborative learning according to the teaching scenario. (AU)

Objetivo: Artículo de reflexión con el objetivo de analizar las potencialidades de las relaciones interpersonales en la educación híbrida de enfermería. Métodos: El enfoque utilizado en este artículo es cualitativo y descriptivo con la propuesta dialógica, por lo que proporciona importantes reflexiones para el desarrollo de la enseñanza híbrida en enfermería. Algunos aspectos son importantes para ser considerados como relaciones interpersonales en la enseñanza híbrida y tecnologías favorables a la reflexión para las relaciones interpersonales, apuntando a la autonomía del estudiante en las actividades de enseñanza-aprendizaje. Resultados: El docente tiene la oportunidad de ser el mediador del conocimiento en el aprendizaje del alumno a través de una relación interpersonal basada en competencias previstas en el proyecto político pedagógico del curso. En la educación de enfermería, la importancia de las relaciones interpersonales en su educación se evidencia porque en su cuidado diario este proceso comunicativo ocurre entre el equipo multidisciplinario, el propio equipo de enfermería, así como en los cuidados desarrollados con la clientela asistida. Conclusión: Los cambios pedagógicos de la enseñanza híbrida proporcionan varias posibilidades de convivencia con vistas al aprendizaje colaborativo según el escenario de enseñanza. (AU)

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Introduction: The teaching process plays a crucial role in the training of professionals. Traditional classroom-based teaching methods, while foundational, often struggle to effectively motivate students. The integration of interactive learning experiences, such as visuo-haptic simulators, presents an opportunity to enhance both student engagement and comprehension. Methods: In this study, three simulators were developed to explore the impact of visuo-haptic simulations on engineering students' engagement and their perceptions of learning basic physics concepts. The study used an adapted end-user computing satisfaction questionnaire to assess students' experiences and perceptions of the simulators' usability and its utility in learning. Results: Feedback from participants suggests a positive reception towards the use of visuo-haptic simulators, highlighting their usefulness in improving the understanding of complex physics principles. Discussion: Results suggest that incorporating visuo-haptic simulations into educational contexts may offer significant benefits, particularly in STEM courses, where traditional methods may be limited. The positive responses from participants underscore the potential of computer simulations to innovate pedagogical strategies. Future research will focus on assessing the effectiveness of these simulators in enhancing students' learning and understanding of these concepts in higher-education physics courses.

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Introduction: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes, including life satisfaction. Academic adaptation seems vital for the success of academic life in college students. Considering university as an important life context for people pursuing higher education, what is the mediating effect of academic adaptation? This study proposed a mediation model to examine the mediating effect of academic adaptation in the relationship grit and life satisfaction. Methods: A sample of 413 undergraduate Brazilian students, age ranging from 18 to 71 years (M = 27.30; SD = 10.20). A correlation analysis was performed between the variables and the following mediation model was tested: Grit (independent variable), academic adaptation (mediating variables) and life satisfaction (dependent variables). Results: Mediation analysis indicated that academic adaptation mediated around 46.80% for the factor of consistency of interests and 40.90% of the relationship with perseverance of effort. Thus, the greater the grit of the university student, the greater the grit, which leads to better satisfaction with life. Discussion: In recent years, research in educational contexts has pointed to the role of grit as a variable related to various positive outcomes. The findings elucidated that grit in academic context could benefit students' adaptation process, and the university's responsibility to improve its students' softskills, not only for the future stage after university, but also during the student's schooling.

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The second part of this review is an attempt to explain why only Homo sapiens developed language. It should be remarked that this review is based on the opinion of a clinical neurologist and does not intend to go beyond an overview of this complex topic. The progressive development of language was probably due to the expansion of the prefrontal cortex (PFC) and its networks. PFC is the largest area of the human cerebral cortex and is much more expanded in humans than in other primates. To achieve language, several other functions should have been attained, including abstraction, reasoning, expanded working memory, and executive functions. All these functions are strongly related to PFC and language had a profound retroactive impact on them all. Language and culture produce anatomic and physiological modifications in the brain. Learning to read is presented as an example of how culture modifies the brain.

A segunda parte desta revisão é uma tentativa de explicar por que apenas o Homo sapiens desenvolveu a linguagem. Ressalta-se que esta revisão é baseada na opinião de um neurologista clínico e não pretende ir além de uma visão geral deste tema complexo. O desenvolvimento progressivo da linguagem provavelmente se deveu à expansão do córtex pré-frontal (PFC) e de suas conexões. O PFC é a maior área do córtex cerebral humano e é muito maior em seres humanos do que em outros primatas. Para adquirir a linguagem, diversas outras funções precisavam ter sido alcançadas, incluindo abstração, raciocínio, expansão da memória de trabalho e funções executivas. Todas essas funções estão fortemente relacionadas com o PFC e a linguagem teve um profundo impacto retroativo em todas elas. A linguagem e a cultura produzem modificações anatômicas e fisiológicas no cérebro. Aprender a ler é apresentado como um exemplo de como a cultura modifica o cérebro.

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This review is based on a conference presented in June 2023. Its main objective is to explain the cognitive differences between humans and non-human primates (NHPs) focusing on characteristics of their brains. It is based on the opinion of a clinical neurologist and does not intend to go beyond an overview of this complex topic. As language is the main characteristic differentiating humans from NHPs, this review is targeted at their brain networks related to language. NHPs have rudimentary forms of language, including primitive lexical/semantic signs. Humans have a much broader lexical/semantic repertory, but syntax is the most important characteristic, which is probably unique to Homo sapiens. Angular gyrus, Broca's area, temporopolar areas, and arcuate fascicle, are much more developed in humans. These differences may explain why NHPs did not develop a similar language to ours. Language had a profound influence on all other higher nervous activities.

Esta revisão baseia-se numa conferência apresentada em junho de 2023. O seu principal objetivo é explicar as diferenças cognitivas entre humanos e primatas não humanos (PNH) com base nas características dos seus cérebros. Baseia se na opinião de um neurologista clínico e não pretende ir além de uma visão geral deste tema complexo. Como a linguagem é a principal característica que diferencia os humanos dos PNH, esta revisão concentra-se nas redes cerebrais relacionadas à linguagem. Os PNH têm formas rudimentares de linguagem, incluindo sinais lexicais/semânticos primitivos. Os humanos têm um repertório léxico/semântico muito mais amplo, mas a sintaxe é a característica mais importante e única do Homo sapiens. O giro angular, a área de Broca, as áreas temporopolares e o fascículo arqueado são muito mais desenvolvidos em humanos. Essas diferenças podem explicar por que os PNH não desenvolveram uma linguagem semelhante à nossa. A linguagem teve influência profunda em todas as outras atividades nervosas superiores.

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Se realizó una investigación relacionada con la innovación tecnológica, en la Facultad de Enfermería-Tecnología de la Salud de Santiago de Cuba, durante el curso escolar 2019-2020, con el objetivo de diseñar un software educativo para la asignatura Estratificación de Riesgos Medioambientales, dirigido a los estudiantes de técnico medio en Vigilancia y Lucha Antivectorial. Se utilizaron los métodos teóricos: análisis-síntesis, histórico-lógico, modelación, sistémico-estructural e inductivo-deductivo; y empíricos: observación y análisis documental. La muestra fue de 44 estudiantes y 6 profesores escogidos al azar. Se concluye que el software propuesto es factible, pertinente y necesario como medio de enseñanza; proporciona información actualizada, su navegación es fácil y amena, y permite la autoevaluación de los estudiantes al interactuar con él mismo, lo que contribuye a mejorar el trabajo independiente.

An investigation related to the technological innovation was carried out in the Health Nursing-Technology Faculty from Santiago de Cuba, during the school course 2019-2020, aimed at designing an educational software for the subject Stratification of Environmental Risks, directed to medium technician students in Surveillance and Vector Control. The theoretical methods used were: analysis-synthesis, historical-logical, modelation, systemic-structural and inductive-deductive; and the empiric methods were: observation and documental analysis. The sample had 44 students and 6 professors chosen at random. It was concluded that the proposed software is feasible, pertinent and necessary as teaching aid; provides up-to-date information, it is easy and interesting to surf internet, and allows the self-appraisal of students in the interaction with themselves, what contributes to improve the independent work.

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BACKGROUND: There is a large literature on the significant impact of rearing factors in the psychological development of different child's learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education. OBJECTIVE: In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom. METHODS: Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables. RESULTS: Results showed parenting variables, parents' education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students' wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom. CONCLUSION: The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.

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Resumo: Este projeto foi desenvolvido na linha de pesquisa Gerenciamento dos Serviços de Saúde e Enfermagem do Programa de Pós-graduação em Enfermagem. A abordagem da segurança do paciente na formação acadêmica desempenha papel importante na promoção de conceitos que possibilitam o desenvolvimento de atitudes e conhecimentos dos estudantes, colaborando na melhoria da qualidade da assistência. Objetivos: analisar na proposta curricular dos cursos de graduação em enfermagem a descrição de termos e requisitos de ensino da segurança do paciente e avaliar o grau de confiabilidade dos resultados obtidos com a busca dos tópicos recomendados pela OMS sobre o ensino da segurança do paciente. Metodologia: Trata-se de um estudo exploratório documental, com abordagem quanti-qualitativa, dos Projetos Pedagógicos de quatro Cursos de Graduação em Enfermagem de Universidades Federais. Foram verificados se os projetos descreviam os 11 tópicos do Guia Curricular de Segurança do Paciente, por meio da busca de 153 termos rastreadores contidos na lista de verificação. Resultados: Foram localizados somente 18 termos rastreadores da lista de verificação, os quais estavam distribuídos em oito tópicos do Guia Curricular. Os tópicos "O que é a segurança do paciente", "Ser um participante de uma equipe eficaz" e "Aprendendo com os erros para evitar danos" não foram citados nos documentos analisados. Observou-se moderada consistência interna nos termos rastreadores dos Projetos Pedagógicos (a=0.728) e nas matrizes curriculares (a=0.620). Conclusão: Os resultados identificados apontam lacuna na descrição dos conceitos fundamentais de segurança do paciente nos currículos das instituições analisadas, destacando a necessidade premente de uma revisão nos programas de ensino para garantir a conformidade com as recomendações nacionais e internacionais.

Abstract: This project was developed within the research line of Healthcare Services Management and Nursing of the Postgraduate Program in Nursing. The approach to patient safety in academic training plays an important role in promoting concepts that enable the development of students' attitudes and knowledge, contributing to the improvement of the quality of care. Objectives: To analyze in the curricular proposal of undergraduate nursing courses the description of terms and teaching requirements of patient safety and to evaluate the reliability of the results obtained by searching for topics recommended by the WHO on patient safety education. Methodology: This is an exploratory documentary study, with a quantitative-qualitative approach, of the Pedagogical Projects of four Undergraduate Nursing Courses at Federal Universities. It was verified whether the projects described the 11 topics of the Patient Safety Curriculum Guide, through the search for 153 tracer terms contained in the checklist. Results: Only 18 tracer terms from the checklist were located, which were distributed across eight topics of the Curriculum Guide. The topics "What is patient safety", "Being an effective team participant" and "Learning from mistakes to prevent harm" were not mentioned in the analyzed documents. Moderate internal consistency was observed in the tracer terms of the Pedagogical Projects (a=0.728) and in the curriculum matrices (a=0.620). Conclusion: The identified results point to a gap in the description of fundamental patient safety concepts in the curricula of the analyzed institutions, highlighting the urgent need for a review of teaching programs to ensure compliance with national and international recommendations.

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PURPOSE: To analyze higher-order aberrations (HOAs) and their visual impact in a pediatric blepharokeratoconjunctivitis (PBKC) cohort compared with healthy controls. METHODS: Prospective case-control study of pediatric patients (≤ 16 years old). Subjects underwent wavefront aberrometry analysis to compare HOAs and their impact on visual quality. RESULTS: A total of 150 eyes from 76 patients were included in the analysis. The PBKC group consisted of 50 eyes and the control group of 100 healthy eyes. Mean age was 10.39 ± 3.81 years for the PBKC group and 10.80 ± 3.61 years for the controls. Mean corrected-distance visual acuity (CDVA) was 0.24 ± 0.21 logMAR in the PBKC group and 0.07 ± 0.1 in the controls (P < 0.001). Mean astigmatism was 1.6 ± 1.98D in the PBKC group vs. 0.67 ± 0.76D in the control group (P = 0.01). Mean RMS of HOAs was 1.05 ± 1.7mm in the PBKC group and 0.41 ± 0.18mm in the controls (P < 0.001). The mean modulation transfer function (MTF) in the PBKC group was significantly lower (16.37 ± 16.32) than controls (30.3 ± 23.57) (P < 0.001). Corneal leukomas, stromal vascularization, peripheral nummular subepithelial scars, and pannus formation are associated with increased HOAs. CONCLUSIONS: There was a significant increase in total HOAs of eyes with PBKC compared to healthy controls. Corneal opacity, vascularization, and scarring are associated with increased HOAs. The PBKC eye aberration profile: coma, secondary astigmatism, quadrafoil, and pentafoil, were associated with decreased CDVA and visual quality (PSF and MTF).

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Introduction: Reading comprehension is considered a key ability for students in teacher education programs. Methods: Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis. Results: Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands. Discussion: A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

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Introducción: este artículo se enfoca en la experiencia de un Instituto Universitario de gestión privada de la ciudad de Buenos Aires al abordar la inteligencia artificial (IA) en educación. El objetivo es compartir líneas de acción y resultados para promover la reflexión y apropiación crítica de esta tecnología en la comunidad educativa. Desarrollo: se presenta un relato de experiencia referido al diseño de cuatro líneas de acción para abordar el uso de aplicaciones de IA generativa (IAGen) en la educación superior en ciencias de la salud: elaboración de un estado de la cuestión; indagación de conocimientos en la comunidad educativa; capacitaciones para actores institucionales clave; producción de materiales guía. Resultados: se observa un creciente interés en la IAGen en la comunidad educativa. Se registran experiencias positivas con aplicaciones de IAGen, encontrándolas intuitivas y útiles para la investigación y la enseñanza. Sin embargo, se destacan desafíos, como la falta de conocimiento sobre cómo usar estas herramientas de manera eficaz. La formación ha sido clave para abordar estos desafíos y se ha llevado a cabo para integrantes del equipo del Departamento de Educación, autoridades y docentes. Conclusión: la IAGen está atravesando integralmente la educación superior en el campo de las ciencias de la salud. Las instituciones universitarias tienen la responsabilidad de promover el desarrollo de competencias digitales y criterios de uso responsables. A medida que la IAGen continúa desarrollándose, es esencial abordar nuevos desafíos y regulaciones, promoviendo la reflexión y la formación continua en la comunidad educativa. El trabajo interdisciplinario y la colaboración entre diversas áreas de gestión institucional son fundamentales para abordar estos cambios tecnológicos en la educación. (AU)

Introduction:This article focuses on the experience of a privately managed University Institute in Buenos Aires city when addressing artificial intelligence (AI) in education. The aim is to share strategies and outcomes to encourage reflection and critical engagement with this technology within the educational community. Development: We present a narrative of experience concerning the design of four lines of action to address the uses of generative AI applications (GenAI) in higher education in health sciences: drafting a state-of-the-art report; probing knowledge within the educational community; training sessions for core institutional actors; production of guide materials. Results: There is a growing interest in GenAI within the educational community. We register positive experiences with IAGen applications, finding them intuitive and useful for research and teaching. However, we highlight challenges, such as gaps in knowledge on how to use these tools most effectively. Training has been crucial in addressing these challenges and has been conducted for members of the Education Department team, authorities, and teachers. Conclusion: GenAI is fundamentally permeating higher education in the field of health sciences. University institutions are responsible for promoting the development of digital competencies and standards of responsible use. As GenAI continues to evolve, addressing new challenges and regulations is essential, encouraging reflection and ongoing training within the educational community. Interdisciplinary work and collaboration among various areas of institutional management are critical to address these technological changes in education. (AU)

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