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Objective: Compare the number of puerperal women submitted to blood transfusion before and after the implementation of a care protocol for postpartum hemorrhage (PPH) with multidisciplinary team training. Methods: Cross-sectional study in a university hospital, analyzing births from 2015 to 2019, compared the use of blood products before and after the adoption of a PPH protocol with multidisciplinary training. Results: Between 2015 and 2019, there were 17,731 births, with 299 (1.7%) postpartum women receiving blood products and 278 postpartum women were considered for this analysis, 128 (0.7%) at Time 1 and 150 (0.8%) at Time 2. After the multiprofessional team training (T2), there was a difference in the complete use of the PPH protocol (use of oxytocin, misoprostol and tranexamic acid) (T1 = 5.1% x T2 = 49.5%, p≤0.0001). An individual categorized analysis revealed that, in the T2 period, there was lower use of blood component units per patient compared to T1 (Mann-Whitney, p=0.006). It should be noted that at T1 and T2, 54% and 24% respectively received two units of blood products. It is important to highlight that after the multidisciplinary team training for the PPH protocol, the goal of zero maternal death due to hemorrhage was reached. Conclusion: The adoption of a specific protocol for PPH, combined with the training of a multidisciplinary team, had an impact on the ability to identify women at high risk of hemorrhage, resulting in a decrease in the use of blood components.

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Resumen Objetivo: Analizar las competencias transversales de los tutores clínicos en el Programa Único de Especializaciones en Enfermería de la Universidad Nacional Autónoma de México, en términos de la apreciación de sus alumnos para identificar áreas de oportunidad con respecto de la formación, a través de la tutoría clínica. Material y Métodos: Este es un estudio cuantitativo, descriptivo y transversal. La unidad de análisis es el alumno del posgrado de Enfermería. La tutoría clínica fue analizada con un instrumento validado por un panel de jueces expertos y que después fue ajustado usando un estudio piloto a través de la plataforma Google Forms. La muestra estuvo constituida por 448 alumnos cursando la especialización, vigentes y que estuvieran dispuestos a participar. Resultados: Las estadísticas descriptivas muestran las mayores frecuencias en la dimensión relacionada con la disciplina, y las menores frecuencias en la dimensión relacionada con la docencia clínica. En general, las dimensiones consideradas para la competencia transversal muestran debilidades que pudieran estar relacionadas con la atención a dificultades emocionales, la toma de decisiones en el sitio, y el manejo de los conflictos interpersonales, además de la planeación de la tutoría. Conclusiones: La tutoría clínica en la Enfermería de nivel posgrado es un pivote que fortalece las bases para abordar problemas clínicos, usar la evidencia científica y su expresión en el cuidado especializado. Las dimensiones consideradas para la competencia transversal muestran que, en el desarrollo de destrezas interpersonales y de comunicación, hay acciones estratégicas que pueden ser apuntaladas para promover la interacción con pacientes, las familias y otros profesionales de la salud dentro del contexto clínico.

Abstract Objective: To analyze the transversal competences of the clinical tutors in the Unique Program of Specializations in Nursing of the National Autonomous University of Mexico, in terms of the perceptions of its graduates to identify areas of opportunity regarding the formation through clinical tutoring. Material and Methods: This is a descriptive and transversal study. The unit of analysis is the graduate nursing student. Clinical tutoring was analyzed with an instrument which was validated by the panel of experts and which was adjusted after using a related pilot study with self-administered surveys through the Google platform. The sample was constituted by 448 graduates. Results: Descriptive statistics show the major frequencies in the discipline related dimension, and the minor frequencies in the clinical teaching related dimension. In general, the dimensions considered for transversal competency show weaknesses which can be related to the attention to emotional difficulties, the decision making at the site, and the management of interpersonal conflicts, besides the tutoring planning. Conclusion: Clinical tutoring in Graduate Nursing is a pivot which strengthens the bases to address clinical problems and use the scientific evidence and its expression in specialized care. The dimensions considered for transversal competency show that, in the development of interpersonal and communication skills, there are strategic actions which can be leveraged to promote the interaction with patients, families, and other health professionals within the clinical context.

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A monitoria é uma atividade complementar que oferece apoio pedagógico e exerce papel importante na formação dos alunos de graduação e do próprio monitor, bem como em sua iniciação à docência. O presente relato tem como objetivoapresentar as experiências do desenvolvimento de um programa de monitoria, com suporte institucional, em uma disciplina de Endodontia de uma instituição de ensino superior federal. A equipe docente elaborou um plano de trabalho contemplando diferentes atividades pedagógicas, técnicas e científicas a serem desenvolvidas pelos monitores. Os seguintes resultados foram alcançados após quatro semestres: a) influência positiva no desempenho de 109 alunos com apenas três médias finais inferiores a sete; b) aprimoramento técnico-científico dos monitores com participação em workshopde instrumentação mecanizada em Endodontia; c) desenvolvimento científico dos monitores com a produção de materiais didáticos, projetos científicos, participação e apresentação de seis trabalhos em eventos científicos com três premiações, publicações de resumos em anais e produção de dois trabalhos de conclusão de curso; d) participação em ação institucional para reduzir aevasão no curso; e) elaboração de projeto de pesquisa para avaliação do desempenho de monitores estruturada por meio de questionário. Pode-se concluir que o desenvolvimento de um projeto de monitoria inserido no contexto de um programa de apoio acadêmico, com oferta de bolsas, pode gerar grande interesse de participação pelos discentes e que uma variedade de atividades propostas no plano de trabalho contribuiu de forma relevante para o processo ensino-aprendizado dos monitores e para a disciplina (AU).

La tutoria es una actividad complementaria que ofrece apoyo pedagógico y juega un papel importante en la formación de los estudiantes de pregrado y del propio tutor, así como en su iniciación a la docencia. Este informe tiene como objetivo presentar las experiencias de desarrollo de un programa de tutoría, con apoyo institucional, en una disciplina de Endodoncia en una institución de educación superior federal. El equipo docente elaboró un plan de trabajo que abarcaba diferentes actividades pedagógicas, técnicas y científicas a desarrollar por los monitores. Después de cuatro semestres se lograron los siguientes resultados: a) influencia positiva en el desempeño de 109 estudiantes con sólo tres promedios finales inferiores a siete; b) perfeccionamiento técnico-científico de tutores con participación en un taller de instrumentación mecanizada en Endodoncia; c) desarrollo científico de los tutores con la producción de materiales didácticos, proyectos científicos, participación y presentación de seis trabajos en eventos científicos con tres premios, publicación de resúmenes en anales y producción de dos trabajos de conclusión de curso; d) participación en acciones institucionales para reducir el abandono de cursos; e) elaboración de un proyecto de investigación para evaluar el desempeño de los tutores estructurado a través de un cuestionario. Se puede concluir que el desarrollo de un proyecto de tutoría en el contexto de un programa de apoyo académico, con la oferta de becas, puede generar gran interés de participación por parte de los estudiantes y que una variedad de actividades propuestas en el plan de trabajo contribuyeron significativamente para el proceso de enseñanza y aprendizaje de los monitores y de la disciplina. Projeto de monitoria em Endodontia e a importância do suporte institucional: um relato de experiência (AU).

Monitoring is a complementary activity that offers pedagogical support and plays an essential role in training undergraduate students and the monitor himself and their initiation to teaching. The report aimsto present the experiences of developing a monitoring program, with institutional support, in an endodontics discipline at a federal higher education institution. The teaching team prepared a work plan that contemplated different pedagogical, technical, and scientific activities to be developed by the monitors. The following results were achieved after four semesters: a) positive influence on the performance of 109 students with only three final averages lower than seven; b) technical and scientific improvement of the monitors with participation in a workshopon mechanized instrumentation in Endodontics; c) scientific development of the monitors with the production of didactic materials, scientific projects, participation and presentation of six papers in scientific events with three awards, publication of abstracts in annals and production of two-course completion papers; d) participation in institutional action to reduce dropout in the course; e) elaboration of a research project to evaluate the performance of monitors, structured through a questionnaire. It can be concluded that the development of a monitoring project inserted in the context of an academic support program, with the offer of scholarships, can generate significant interest in participation by students and that a variety of activities proposed in the work plan contributed in a relevant way to the teaching-learning process of the monitors and to the discipline (AU).

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O objetivo no presente estudo foi avaliar o desempenho de discentes, que participaram do Programa de Monitoria no Curso de Odontologia da Universidade Federal de Juiz de Fora em disciplinas com práticas clínicas, em relação à construção do diagnóstico e plano de tratamento, comparando essas habilidades com as apresentadas por alunos não monitores. Para isso foi aplicado um questionário a 12 alunos que haviam participado do programa de monitoria em disciplinas com práticas clínicas e a 12 alunos não monitores. O questionário foi composto por seis questões sobre o perfil dos discentes monitores e a experiência desses alunos com o programa; e por três casos clínicos fictícios, que permitiram a avaliação da construção do diagnóstico e do plano de tratamento. As respostas das questões sobre o perfil dos discentes foram apresentadas em frequências absolutas e relativas. Testes t para amostras independentes foram utilizados para comparar as notas dos discentes monitores e não monitores para cada caso clínico. Os resultados obtidos mostraram que não houve diferença significativa entre os dois grupos avaliados nas pontuações obtidas pelas respostas aos casos clínicos. Dentre os motivos que levaram os discentes a participar dos programas de monitoria, destacam-se: "oportunidade de reforçar o conhecimento", "aumentar a pontuação do currículo" e "por causa da remuneração". O interesse pela docência foi a justificativa menos prevalente. Pode-se concluir que, mesmo queo resultado não tenha mostrado diferença entre os discentes, a prática da monitoria tem sido relevante, colaborando para o desenvolvimento de competências e habilidades que são indispensáveis à formação do cirurgião-dentista (AU).

El objetivo del presente estudio fue evaluar el desempeño de los estudiantes que participaron del Programa de Tutoría de la Carrera de Odontología de la Universidade Federal de Juiz de Foraen materias con prácticas clínicas, en relación a la construcción del plan dediagnóstico y tratamiento, comparando estas habilidades con las presentadas por estudiantes no tutores. Para ello se aplicó un cuestionario a 12 estudiantes que habían participado en el programa de tutoría en asignaturas con prácticas clínicas y a 12 estudiantes no tutores. El cuestionario constaba de seis preguntas sobre el perfil de los estudiantes tutores y su experiencia con el programa; y tres casos clínicos ficticios, que permitieron evaluar la construcción del diagnóstico y plan de tratamiento. Las respuestas a las preguntas sobre el perfil de los estudiantes se presentaron en frecuencias absolutas y relativas. Se utilizaron pruebas T para muestras independientes para comparar las puntuaciones de los estudiantes tutores y no tutores para cada caso clínico. Los resultados obtenidos mostraron que no hubo diferencia significativa entre los dos grupos evaluados en las puntuaciones obtenidas de las respuestas a los casos clínicos. Entre los motivos que llevaron a los estudiantes a participar en programasde tutoría destacan: "oportunidad de reforzar conocimientos", "aumentar la puntuación del currículo" y "por la remuneración". El interés por la enseñanza fue la justificación menos frecuente. Se puede concluir que, si bien el resultado no mostró diferencia entre los estudiantes, la práctica de tutoría ha sido relevante, contribuyendo al desarrollo de habilidades y habilidades esenciales para la formación de los cirujanos dentistas (AU).

The aim of the present study was to evaluate the performance of students, who participated in the Monitoring Program of the Dentistry Course at the Federal University of Juiz de Fora, in subjects with clinical practices, relative to construction of the diagnosis and treatment plan, to compare these skills with those presented by non-monitor students. For this purpose, a questionnaire was applied to 12 students who had participated in the monitoring program in subjects with clinical practices, and to 12 students who werenot monitors. The questionnaire consisted of six questions about the profile of student monitors and their experience with the program; and three fictitious clinical cases that allowed evaluation of the construction of the diagnosis and treatment plan. The answers to the questions about the students' profile were presented in absolute and relative frequencies. For each clinical case, T-tests for independent samples were used to compare the scores of student monitors and students who were not monitors. The results obtained showed that there was no significant difference between the two groups evaluated, relative to the scores attributed to the responses to the clinical cases. Among the reasons that led students to participating in monitoring programs, the following were outstanding: "opportunity to reinforce knowledge", "increase the CV score" and "because of the remuneration". Interest in teaching was the least prevalent justification. It can be concluded that although the result did not show a difference between students, the practice of monitoring has been relevant, by contributing to the development of skills and abilities that are essential to the training of dental surgeons (AU).

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ABSTRACT Objective: To describe the profile of teaching-learning tutors in public health services and investigate which topics are of greatest interest in development spaces for these actors. Method: Cross-sectional study. Eligible tutors of Health Care Planning. Data collection using an electronic questionnaire composed of closed questions on sociodemographic characteristics, training and performance. Chi-square test used to compare proportions according to tutor typologies. Results: A total of 614 tutors worked in Brazil's five geographic regions, the majority in primary care (82%), followed by state/regional work (13%) and specialized outpatient care (5%). The majority reported being female, of brown skin color, from the nursing field, having worked as a tutor for less than a year, and with no previous experience in preceptorship or similar. The most important topics were Health Care Networks, risk stratification for chronic conditions and the functions of specialized outpatient care. Conclusion: The predominance of certain characteristics among tutors was identified, with differences between the types of work. The findings can support managers in the process of selecting and developing tutors in Health Care Planning.

RESUMEN Objetivo: Describir el perfil de los tutores de enseñanza-aprendizaje de los servicios de salud pública e investigar los temas de mayor interés en espacios de desarrollo de estos actores. Método: Se trata de un estudio transversal con Tutores Elegibles de Planificación de la atención en salud; con datos recopilados mediante cuestionario electrónico de preguntas cerradas sobre características sociodemográficas, formación y actuación. Se utilizó la prueba de Chi-cuadrado para comparar las proporciones según las tipologías del tutor. Resultados: Se consideraron 614 tutores que trabajaban en las cinco regiones geográficas del Brasil, la mayoría en Atención Primaria (82%), seguido de actuación estatal/regional (13%) y Atención Ambulatoria Especializada (5%). La mayoría declaró ser mujer, de piel morena, del ámbito de la enfermería, con menos de un año de actuación como tutora y sin experiencia previa como preceptora o similar. Los temas más importantes fueron las Redes de la Atención en Salud, la estratificación del riesgo de las enfermedades crónicas y el papel de la Atención Ambulatoria Especializada. Conclusión: Se identificó el predominio de ciertas características entre los tutores, distintas según los tipos de actuación. Las conclusiones pueden servir de apoyo a los gestores en el proceso de selección y desarrollo de los tutores en Planificación.

RESUMO Objetivo: Descrever o perfil de tutores de ensino-aprendizagem em serviços públicos de saúde e investigar quais são os temas de maior interesse em espaços de desenvolvimento desses atores. Método: Estudo transversal. Elegíveis tutores da Planificação da Atenção à Saúde. Coleta de dados por questionário eletrônico composto por questões fechadas sobre características sociodemográficas, formação e atuação. Teste Qui-quadrado utilizado para comparar proporções segundo tipologias de tutor. Resultados: Considerados 614 tutores, que atuavam nas cinco regiões geográficas brasileiras, sendo a maioria na Atenção Primária (82%), seguido por atuação estadual/regional (13%) e na Atenção Ambulatorial Especializada (5%). A maioria referiu ser mulher, de cor da pele parda, da área de enfermagem, atuação como tutor há menos de 1 ano, e sem experiência prévia em preceptoria ou similar. Temas considerados mais importantes destacam-se Redes de Atenção à Saúde, estratificação de risco de condições crônicas e funções da Atenção Ambulatorial Especializada. Conclusão: Identificou-se a predominância de algumas características entre tutores, com diferenças entre as tipologias de atuação. Os achados podem apoiar gestores no processo de seleção e desenvolvimento de tutores na Planificação.

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RESUMO Introdução: Na educação médica, programas de mentoria entre pares fomentam que alunos mais experientes ajudem colegas iniciantes no seu desenvolvimento. Mentorear o indivíduo durante sua vida universitária é uma maneira de oferecer suporte especialmente em momentos de transição, possibilitando o debate de tópicos relevantes muitas vezes não contemplados no currículo formal, como desempenho acadêmico, saúde mental e soft skills. Objetivo: Este estudo teve como objetivo compreender as contribuições da mentoria entre pares na transição para o ciclo clínico desenvolvida em uma escola médica, a partir da percepção dos estudantes participantes. Método: Trata-se de estudo transversal, descritivo, com abordagem qualiquantitativa. Foram realizadas três jornadas de mentoria entre pares, com quatro a seis encontros semanais entre grupos de discentes mentores do sexto ao décimo período e mentorados do quarto. Houve atividades voltadas ao aprendizado de habilidades médicas, discussão de casos clínicos, treinamento de anamnese e comunicação médica, além do compartilhamento de vivências. Os alunos participantes foram convidados a responder, anonimamente, a questionários online autoaplicados antes do início e após o último encontro. Realizaram-se análises estatísticas simples, frequências absoluta e relativa das variáveis concernentes às questões fechadas, e análise temática das respostas às questões abertas. Resultado: Participaram das três jornadas 144 estudantes: 99 mentorados e 45 mentores. Destes, 66% dos mentorados e 86% dos mentores responderam aos questionários. Pela visão da ampla maioria, a mentoria se mostrou efetiva, trazendo benefícios para mentorados e mentores. Os mentorados mencionaram que se sentiram mais preparados para as próximas atividades envolvendo atendimento ambulatorial e mais satisfeitos com o próprio desenvolvimento acadêmico e com as atividades de capacitação em habilidades de comunicação médica ofertadas pelo curso. Os mentores relataram que seus mentorados também os prepararam para avançar no curso e que auxiliaram no desenvolvimento pessoal e acadêmico. Conclusão: A mentoria entre pares na transição para o ciclo clínico revelou-se estratégia promotora de desenvolvimento acadêmico e pessoal, na percepção dos participantes, estimulando o engajamento dos estudantes, tanto mentores quanto mentorados, no processo de ensino-aprendizagem. Mais estudos com metodologias diversas, como aplicação de escalas, acompanhamento prospectivo ou análise de indicadores de êxito, podem incrementar a compreensão das contribuições da mentoria entre pares para a formação dos futuros médicos.

ABSTRACT Introduction: In medical education, peer mentoring programs encourage more experienced students to help beginner colleagues in their development. Mentoring the individual during university life is a way of offering support, especially during periods of transition, enabling the debate of relevant topics often not covered in the formal curriculum, such as academic performance, mental health and soft skills. Objective: To understand the contributions of peer mentoring in the transition to clinical rotations at a medical school, based on the views of the participating students. Method: Cross-sectional, descriptive study with quantitative and qualitative approach. There were 3 mentoring journeys between peers, with 4 to 6 weekly meetings between groups of student mentors from the third to fifth year and mentees from the second year. There were activities focused on learning medical skills, discussing clinical cases, training in anamnesis and medical communication, in addition to sharing experiences. Participants were invited to anonymously answer self-applied online questionnaires before the beginning and after the last meeting. Simple statistical analyses were performed, absolute and relative frequencies of the variables concerning the objective questions; and thematic analysis of responses to discursive questions. Result: 144 students participated in the 3 journeys: 99 mentees, 45 mentors. 66% of mentees and 86% of mentors answered the questionnaires. The vast majority reported a view that showed mentoring to be effective, bringing benefits to mentees and mentors. The mentees expressed feeling more prepared for the next activities involving outpatient care, more satisfied with their own academic development and with the training activities in medical communication skills offered by the course. Mentors reported that their mentees also prepared them to advance in the course and that they helped with personal and academic development. Conclusion: According to the views of the participants, the peer mentoring in the transition to clinical rotations proved to promote academic and personal development, stimulating the engagement of students, both mentors and mentees, with the teaching-learning process. More studies with different methodologies, such as the application of scales, prospective follow-up or analysis of success indicators may enhance our understanding of the contributions of peer mentoring to the training of future physicians.

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Abstract Objective Compare the number of puerperal women submitted to blood transfusion before and after the implementation of a care protocol for postpartum hemorrhage (PPH) with multidisciplinary team training. Methods Cross-sectional study in a university hospital, analyzing births from 2015 to 2019, compared the use of blood products before and after the adoption of a PPH protocol with multidisciplinary training. Results Between 2015 and 2019, there were 17,731 births, with 299 (1.7%) postpartum women receiving blood products and 278 postpartum women were considered for this analysis, 128 (0.7%) at Time 1 and 150 (0.8%) at Time 2. After the multiprofessional team training (T2), there was a difference in the complete use of the PPH protocol (use of oxytocin, misoprostol and tranexamic acid) (T1 = 5.1% x T2 = 49.5%, p≤0.0001). An individual categorized analysis revealed that, in the T2 period, there was lower use of blood component units per patient compared to T1 (Mann-Whitney, p=0.006). It should be noted that at T1 and T2, 54% and 24% respectively received two units of blood products. It is important to highlight that after the multidisciplinary team training for the PPH protocol, the goal of zero maternal death due to hemorrhage was reached. Conclusion The adoption of a specific protocol for PPH, combined with the training of a multidisciplinary team, had an impact on the ability to identify women at high risk of hemorrhage, resulting in a decrease in the use of blood components.

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Introducción: la pedagogía cubana asume el reto de generar nuevos perfiles profesionales que puedan ofrecer soluciones efectivas a las problemáticas e incertidumbres, siempre crecientes que la sociedad demanda para elevar la calidad educativa del docente universitario como protagonista de este proceso. Objetivo: fundamentar la superación profesional como reto del docente en la formación del liderazgo para la dirección. Métodos: se realizó una revisión bibliográfica con un análisis crítico reflexivo, se consideraron documentos normativos de la actividad de liderazgo en dirección, tesis, artículos y libros, publicados a partir del 2020 y 2023 en español e inglés. La búsqueda fue realizada en las bases de datos SciELO, SCOPUS y Google Académico durante el período comprendido entre diciembre de 2023 y marzo de 2024; las palabras clave utilizadas fueron: superación, liderazgo, dirección y retos. Desarrollo: destaca la necesidad de gestionar, desde la docencia, el vínculo de las líneas temáticas relacionadas con la demanda social; de transitar, en la conducción de la sociedad, del dirigente dirigido al líder-seguidores. Se demuestra la necesidad de lograr la superación profesional de los docentes para el liderazgo en la dirección, a partir de los documentos rectores. Conclusiones: sistematiza la interacción teoría-práctica, en consonancia con los retos de la educación superior que influyen en la formación de nuevos perfiles profesionales. Recomienda una superación vinculada con las soluciones efectivas a las problemáticas, incertidumbres y contingencias.

Background: Cuban pedagogy assumes the challenge of generating new professional profiles that can provide effective solutions to the ever-growing problems of society, which demands raising the educational quality of the university teacher as the protagonist of this process. Objective: to support professional improvement as a challenge for teachers in leadership training for management. Methods: a bibliographic review was carried out with a reflexive critical analysis; normative documents of the leadership activity in management, theses, articles, and books, published between 2020 and 2023 in Spanish and English, were considered. The search was conducted in the SciELO, SCOPUS and Google Scholar databases during the period between December 2023 and March 2024; the keywords used were improvement, leadership, management and challenges. Development: the need to manage, from teaching, the link of the thematic lines related to the social demand of transitioning, in the conduction of society, from the leader directed to the leader-followers. It demonstrates the need for the professional improvement of teachers for the formation of leadership in management, in interaction with the guiding documents. Conclusions: it systematizes the theory-practice interaction, which from the improvement and in consonance with the challenges of higher education, influences the formation of new professional profiles. It suggests a formation linked to effective solutions to problems, uncertainties, and contingencies.

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OBJECTIVE: To evaluate the effectiveness of blood pressure (BP) self-monitoring and peer mentoring to improve the control of hypertension in clinical practice in primary care centers (PCCs) located in low-resource settings in Argentina. METHODS: An individual randomized controlled trial was carried out to test two different approaches based on behavioral interventions in PCCs in Argentina. Hypertensive adults were randomly assigned to one of three arms: BP self-monitoring, peer mentoring, and usual care. The primary outcome was the change in BP values from baseline to the end of follow-up at 3 months. A qualitative approach of participants' experiences of the peer mentoring arm was also conducted. RESULTS: A total of 442 participants with hypertension were included in the study. Self-monitoring and peer mentoring interventions did not show a significant difference in BP control compared to usual care. However, this trial showed an improvement regarding antihypertensive medication adherence among those assigned to the peer mentoring intervention compared to the control at the end of follow-up (p = 0.031). DISCUSSION: Self-monitoring and peer mentoring interventions did not demonstrate to be effective in BP control compared to usual care. Implementing a peer support strategy was demonstrated to be feasible and effective in improving medication adherence in this population.

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Natural youth mentoring focuses on cross-age relationships that develop organically outside the construct of youth programs. In the United States, research has demonstrated the positive impact of these mentorships and scholars have applied natural concepts to formal mentoring schema. Little work has been done to examine how these relationships emerge and the factors that impact their development. This study, designed in partnership with a school in rural México, aimed to unpack these questions using grounded theory. Participants were students, alumni, and teachers. Data were collected through semistructured interviews. Findings indicate that despite adults' interest to create mentorships, adolescents and emerging adults will likely not be receptive until they are cognitively and emotionally ready. This study illuminated three factors of readiness-inhibitors, promoters, and activators-which contribute to this state of readiness at which point engagement with an adult seems to elevate from the typical bounds of youth-adult relationships to the natural mentorship level.

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Este artigo relata a experiência da monitoria acadêmica vinculada à atividade de ensino curricular de Introdução à Metodologia Científica do curso de graduação em Odontologia, em uma Universidade pública do Sul do Brasil. Traz a percepção de estudantes-monitores, modalidade presencial e remota, no período de 2021-2022. A atividade acontece no primeiro ano do curso, pretende tornar o estudante apto a ler criticamente artigos científicos, reconhecer etapas do método científico e elaborar projetos de pesquisa. O contexto pandêmicodo ensino remoto emergencial (ERE) trouxe a necessidade de adaptação das atividades de ensino e de monitoria, as quais passaram a ser síncronas-assíncronas, mediadas por tecnologias de informação e comunicação. Foi um período em que o papel pedagógico dosmonitores ganhou destaque, considerando a necessidade de promover a interação, despertar o interesse e estimular a participação dos estudantes nas atividades remotas propostas. Os monitores atuaram de modo articulado, reorganizando o ambiente virtual de aprendizagem Moodle, acompanhando/participando das atividades, esclarecendo dúvidas e orientando os estudantes, em diálogo constante com os professores. Após capacitação e com supervisão docente, os monitores contribuíram na avaliação dos projetos de pesquisa. No retorno às atividades presenciais, os monitores apoiaram os professores na elaboração do plano de ensino, agregando estratégias pedagógicas constituídas no ERE. Atuar na monitoria acadêmica possibilitou, ao estudante-monitor, crescimento acadêmico-pessoal e experienciar à docência, aproximando-o da pesquisa científica e do aprendizado interativo-colaborativo. Competências de comunicação, resolução de problemas e didático-pedagógicas foram percebidas pelos monitores. Há o desafio permanente de conciliar a vida acadêmica-pessoal às atribuições da monitoria (AU).

Este artículo relata la experiencia de tutoría académica en la actividad de enseñanza curricular de Introducción a la Metodología Científica del curso de Odontología en una universidad pública del Sur de Brasil. Trae percepción de estudiantes-tutores, modalidad presencial y remota, en el período de 2021-2022. La actividad ocurre en primer año del curso, pretende que el estudiante sea capaz de leer críticamente artículos científicos, reconocer etapas del método científico y elaborar proyectos de investigación. El contexto pandémico de enseñanza remota de emergencia (ERE) trajo necesidad de adaptación de enseñanza y de tutoría, las cuales pasaron a ser sincrónicas-asincrónicas, mediadas por tecnologías de información y comunicación. Fue un período que el papel pedagógico de los tutores cobró importancia, considerando la necesidad de promover interacción, despertar interés y estimular participación de los estudiantes en actividades propuestas. Los tutores actuaron de manera articulada, reorganizando el ambiente virtual de aprendizaje Moodle, acompañando/participando de actividades, aclarando dudas y orientando a los estudiantes, en diálogo constante con los maestros. Después de la capacitación y con supervisión docente, los tutores contribuyeron en evaluación de los proyectos de investigación. Volviendo a actividades presenciales, los tutores apoyaron a los maestros en elaboración del plan de enseñanza, agregando estrategias pedagógicas constituidas en ERE. Actuar en tutoría académica posibilitó, al estudiante-monitor, crecimiento académico-personal y experimentar la docencia, acercándolo de investigación científica y de aprendizaje interactivo-colaborativo. Competencias de comunicación, resolución de problemas y didáctico-pedagógicas fueron percibidas por los tutores. Hay el desafío permanente de conciliar la vida académica-personal a las atribuciones de tutoría (AU).

This article reports on an experience of academic mentoring in the curricular teaching activity of Introduction to Scientific Methodology, which is part of the undergraduate Dentistry course offered at a public university located in the South of Brazil. Itpresents the perception of students-mentors, in both the in-person and remote modalities, in the period 2021-2022. The activity takes place in the first year of the course and aims to enable students to read scientific articles critically, recognize the stages of the scientific method, and develop research projects. The pandemic context of emergency remote teaching (ERT) brought the need to adapt teaching and mentoring activities, which became synchronous-asynchronous, mediated by information and communication technologies. In this period, the pedagogical role of mentors gained prominence in view of the need to promote interaction, arouse interest, and stimulate student participation in the proposed remote activities. The mentors acted in a coordinated way,reorganizing the Moodle virtual learning environment, monitoring/participating in activities, answering questions and guiding students, in constant dialog with the teachers. After training and with teacher supervision, the mentors contributed to the assessment of research projects. Upon returning to in-person activities, the mentors supported teachers in developing the teaching plan, adding pedagogical strategies established in ERT. Academic mentoring enabled the student-mentor to experience academic-personal growth, teaching, scientific research, and interactive-collaborative learning, and to perceive communication, problem-solving, and didactic-pedagogical skills. Balancing academic-personal life with mentoring responsibilities is a constant challenge (AU).

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INTRODUCTION: Cardiovascular surgery has undergone numerous changes over the last decades. Transcatheter technologies, endovascular procedures, hybrids, and minimally invasive surgery have undoubtedly advanced as a therapy for patients. Thus, the discussion about the training of residents in the face of new technologies in the specialty is in check. In this article, it is proposed a review to discuss the challenges in this scenario as well as the current training in cardiovascular surgery in Brazil. METHODS: A comprehensive review was performed in the Brazilian Journal of Cardiovascular Surgery. All editions from 1986 to 2022 were included. The research was carried out using the search engine on the journal's website (https://www.bjcvs.org) and an individual analysis of the titles and abstracts of each article published. RESULTS: All the studies are summarized in the appropriate table with a discussion along this review. CONCLUSION: Most articles that discuss training in cardiovascular surgery in the national context are editorials and expert points of view with no observational studies evaluating the residency programs.

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Fundamento: al reiniciarse las actividades presenciales, las universidades acogieron a estudiantes que experimentaron pérdidas relacionadas con la Covid-19, causadas o no por la muerte, situación que merece ser tratada. Objetivo: fundamentar, desde lo conceptual y metodológico, un programa dirigido a los docentes para el asesoramiento al duelo y el afrontamiento a las pérdidas. Métodos: se realizó un análisis teórico-reflexivo a partir de la sistematización de publicaciones en idioma español e inglés de los últimos tres años. Se introdujeron como descriptores los términos: duelo, universidad, infecciones por coronavirus y asesoramiento. Se realizó un cribado de los artículos elegibles de los 76 encontrados. Se fundamentó y confeccionó un programa para el asesoramiento al duelo y afrontamiento a las pérdidas posCovid-19. Resultados: el programa consta de tres fases con indicaciones generales y específicas, susceptibles de ser modificadas al individualizarlas. Se proponen instrumentos de evaluación y técnicas de intervención. Conclusiones: el programa constituye un instrumento de orientación adecuado para que los profesores ayuden a sus estudiantes a enfrentar el duelo.

Background: when face-to-face activities restarted, the universities welcomed students who experienced losses related to Covid-19, caused or not by death, a situation that deserves to be addressed. Objective: to base, from the conceptual and methodological, a program aimed at teachers for grief counseling and facing with losses. Methods: a theoretical-reflexive analysis was carried out based on the systematization of publications in Spanish and English in the last three years. The terms: grief, university, coronavirus infections and counseling were introduced as descriptors. A screening of the eligible articles of the 76 found was carried out. A program for grief counseling and coping with post-Covid-19 losses was founded and prepared. Results: the program consists of three phases with general and specific indications, which can be modified by individualizing them. Evaluation instruments and intervention techniques are proposed. Conclusions: the program constitutes an adequate guidance instrument for teachers to help their students deal with grief.

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ABSTRACT Introduction: Cardiovascular surgery has undergone numerous changes over the last decades. Transcatheter technologies, endovascular procedures, hybrids, and minimally invasive surgery have undoubtedly advanced as a therapy for patients. Thus, the discussion about the training of residents in the face of new technologies in the specialty is in check. In this article, it is proposed a review to discuss the challenges in this scenario as well as the current training in cardiovascular surgery in Brazil. Methods: A comprehensive review was performed in the Brazilian Journal of Cardiovascular Surgery. All editions from 1986 to 2022 were included. The research was carried out using the search engine on the journal's website (https://www.bjcvs.org) and an individual analysis of the titles and abstracts of each article published. Results: All the studies are summarized in the appropriate table with a discussion along this review. Conclusion: Most articles that discuss training in cardiovascular surgery in the national context are editorials and expert points of view with no observational studies evaluating the residency programs.

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ABSTRACT Introduction: There is a lack of information about cardiac surgery training and professional practice in Latin American (LATAM) countries. This study is the first comparative analysis of cardiac surgical training and professional practice across LATAM and provides the fundamentals for future academic projects of the Latin American Association of Cardiac and Endovascular Surgery (LACES). Methods: International survey-based comparative analysis of the training and professional practice of cardiac surgeons across LATAM. Trainees (residents/fellows) and staf (graduated) surgeons from LATAM countries were included. Results: A total of 289 respondents (staf surgeons N=221 [76.5%]; residents/fellows N=68 [23.5%]) from 18 different countries participated in the survey. Most surgeons (N=92 [45.3%]) reported being unsatisfied with their salaries. Most respondents (N=181 [62.6%]) stated that it was difficult to obtain a leadership position, and 149 (73.8%) stated that it was difficult to find a job after completing training. Only half of the trainee respondents (N=32 [47.1%]) reported that their program had all resident spots occupied. Only 22.1% (N=15) of residents/fellows were satisfied with their training programs. The majority (N=205 [70.9%]) of respondents would choose cardiac surgery as their specialty again. Most surgeons (N=129 [63.9%]) and residents/fellows (N=52 [76.5%]) indicated that the establishment of a LATAM cardiac surgery board examination would be beneficial. Conclusion: Modernization and standardization of training, as well as greater access to opportunities, may be required in LATAM to increase professional satisfaction of cardiac surgeons and to reduce disparities in the specialty. Such changes may enhance the regional response to the dynamic challenges in the feld.

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Nowadays it is necessary to strengthen health information systems and data-based solutions. However, there are few graduate training programs in Peru to use tools and methods of data science applied in public health. This article describes the development process and the initial assessment regarding the experience of the participants in an international multidisciplinary diploma in data intelligence for pandemics and epidemics preparedness, which was carried out from January to May 2021. The diploma was structured in 7 modules and 40 Peruvian professionals participated, of which 11 (27.5%) were women, and 16 (40%) came from regions outside of Lima and Callao. We discussed the need to strengthen institutional and health professionals' capacity to adequately manage large volumes of data, information, and knowledge through the application of emerging technologies to optimize data management processes to improve decision-making in health.

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INTRODUCTION: There is a lack of information about cardiac surgery training and professional practice in Latin American (LATAM) countries. This study is the first comparative analysis of cardiac surgical training and professional practice across LATAM and provides the fundamentals for future academic projects of the Latin American Association of Cardiac and Endovascular Surgery (LACES). METHODS: International survey-based comparative analysis of the training and professional practice of cardiac surgeons across LATAM. Trainees (residents/fellows) and staf (graduated) surgeons from LATAM countries were included. RESULTS: A total of 289 respondents (staf surgeons N=221 [76.5%]; residents/fellows N=68 [23.5%]) from 18 different countries participated in the survey. Most surgeons (N=92 [45.3%]) reported being unsatisfied with their salaries. Most respondents (N=181 [62.6%]) stated that it was difficult to obtain a leadership position, and 149 (73.8%) stated that it was difficult to find a job after completing training. Only half of the trainee respondents (N=32 [47.1%]) reported that their program had all resident spots occupied. Only 22.1% (N=15) of residents/fellows were satisfied with their training programs. The majority (N=205 [70.9%]) of respondents would choose cardiac surgery as their specialty again. Most surgeons (N=129 [63.9%]) and residents/fellows (N=52 [76.5%]) indicated that the establishment of a LATAM cardiac surgery board examination would be beneficial. CONCLUSION: Modernization and standardization of training, as well as greater access to opportunities, may be required in LATAM to increase professional satisfaction of cardiac surgeons and to reduce disparities in the specialty. Such changes may enhance the regional response to the dynamic challenges in the feld.

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RESUMEN El objetivo de esta comunicación es delinear los elementos clave de la capacitación en violencia sexual infantil (VSI) para profesionales de la salud en diferentes disciplinas medicina, psicología, odontología, enfermería, trabajo social, nutrición, fisioterapia, terapia ocupacional, química, bioquímica y obstetricia incluidas las parteras, entre otras y el desarrollo de protocolos de atención con base en las prácticas basadas en evidencia, así como proporcionar recursos que permitan optimizar ambos procesos. La capacitación sobre la violencia sexual hacia niñas, niños y adolescentes (NNA) es esencial para enfrentar este gran desafío en América Latina y permitir al personal de salud cumplir su función en defensa de la seguridad y el bienestar de NNA. El desarrollo de protocolos ayuda al personal de salud a definir las funciones y responsabilidades de los miembros del personal, resumir los posibles indicadores de VSI y describir las estrategias para identificar y abordar mejor las necesidades de salud y seguridad del paciente y su familia, por lo que deben incluir el enfoque informado sobre el trauma. El trabajo futuro debe centrarse en desarrollar y evaluar estrategias nuevas para aumentar la capacidad del sector de la salud para atender a los NNA que experimentan VSI y optimizar las formas de capacitar al personal. Apunta, también, a mejorar la generación de investigación y evidencia sobre la epidemiología y atención de la VSI en América Latina, incluidos los niños y adolescentes varones, grupos minoritarios y de atención prioritaria (p. ej. NNA migrantes, con discapacidad, en situación de calle, privados de la libertad, pertenecientes a comunidades indígenas y a la comunidad LGBTIQ+).

ABSTRACT The objective of this communication is to outline the key elements required to train health care providers in various occupations (medicine, psychology, dentistry, nursing, social work, nutrition, physiotherapy, occupational therapy, chemistry, pharmacy, and obstetrics, including midwifery, among others) to address child sexual abuse (CSA) and develop care protocols grounded on evidence-based practices, as well as provide resources to optimize both processes. Training on child and adolescent sexual abuse is an essential component of facing this major challenge in Latin America and allowing health care personnel to fulfill their role of safeguarding the security and well-being of children and adolescents. Developing protocols helps health care staff define the roles and responsibilities of individual members, summarize potential red flags of CSA, and describe strategies to best identify and address the health and safety needs of patients and their families, which should include a trauma-informed approach. Future work should focus on developing and evaluating new strategies to increase the capacity of the health sector to care for children experiencing CSA and optimizing ways to train staff. Further aims should also include improving research and evidence generation on the epidemiology and care of CSA in Latin America, including of male children and adolescents, minorities, and priority groups (e.g., migrant children, children with disabilities, street children, youth deprived of liberty, indigenous communities and the LGBTQI+ community).

RESUMO O objetivo desta comunicação é delinear os elementos-chave da capacitação em violência sexual infantil (VSI) para profissionais de saúde de diferentes disciplinas — medicina, psicologia, odontologia, enfermagem, serviço social, nutrição, fisioterapia, terapia ocupacional, química, farmácia e obstetrícia (incluindo parteiras), entre outros — e o desenvolvimento de protocolos de atendimento construídos sobre práticas baseadas em evidências, bem como fornecer recursos para otimizar ambos os processos. A capacitação sobre violência sexual contra crianças e adolescentes é fundamental para enfrentar esse grande desafio na América Latina e permitir que os profissionais de saúde cumpram seu papel na defesa da segurança e do bem-estar das crianças e adolescentes. O desenvolvimento de protocolos ajuda a equipe de saúde a definir as funções e responsabilidades dos membros da equipe, resumir potenciais indicadores de VSI e descrever estratégias para melhor identificar e atender as necessidades de saúde e segurança do paciente e de sua família, o que deve incluir uma abordagem informada pelo trauma. O trabalho futuro deve se concentrar na elaboração e avaliação de novas estratégias para aumentar a capacidade do setor da saúde de atender crianças que sofrem VSI e otimizar as formas de capacitar o pessoal. Também é necessária uma melhor geração de pesquisas e evidências sobre a epidemiologia e atenção à VSI na América Latina, incluindo crianças e adolescentes do sexo masculino, e grupos minoritários e prioritários (por exemplo, crianças migrantes, com deficiência, em situação de rua, privadas de liberdade, pertencentes a comunidades indígenas e à comunidade LGBTQI+).