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Background: Mental disorders in university students are a growing attention problem in the international community due to their high prevalence and serious consequences. One possible reason is university students' difficulties in coping with stress. Repetitive negative thinking (RNT) is a transdiagnostic process that, when combined with stress, can lead to the development of various disorders. We aim to determine the effect of stress and RNT on predicting various mental health syndromes in university students across 7 days. Method: Prospective observational study using Momentary Ecological Assessment (EMA) with the OURMIND Mobile App. On day one, 238 university students responded to the SCL-90R questionnaire for symptoms of depression, anxiety, hostility, obsession, psychoticism, paranoia, somatization, and interpersonal sensitivity; RNT styles questionnaires, RRS for rumination and negative reflection, PSWQ for worry; SISCO-II for term academic stress, and sociodemographic. EMA consisted of five assessments a day for 6 days; each time, the students answered items about academic and non-academic stress (EMA-stress), reactive RNT duration and intrusiveness (EMA-RNT process), and reactive RNT rumination, reflection, and worry (EMA-RNT content). On day eight, symptoms were re-assessed. Seven hierarchical stepwise linear regression models were used to test the predictive power of the study variables in the development of SCL-90R symptoms. Results: When comparing models, adding baseline symptoms increased the models' predictive power in all symptom groups. In most cases, including EMA-stress generated greater predictive power, except for paranoia and interpersonal sensitivity. Adding the EMA-RNT process increased the prediction of paranoia and obsessive symptoms; for hostility symptoms, RNT styles increased predictive power. For the final regression models, considering the initial symptoms, the EMA-RNT process predicted the progression of symptoms in six out of eight groups, while EMA-non-academic stress predicted the remaining two. Additionally, living with other relatives or friends was a predictor of depressive symptoms. Discussion: The stress of university life impacts the development of psychiatric symptoms in university students. These results provide evidence of RNT as a transdiagnostic process in several syndromic groups. Universal preventive programs should consider the impact of academic and non-academic stress on university students' mental health. Targeting RNT would also benefit selective preventive interventions.

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Resumen Este ensayo cuestiona, a propósito de la medicina, la idea de progreso como desarrollo tecnológico al centrarlo en las personas y no en las cosas. Se analiza cómo el predominio de tal idea de progreso convierte a las sociedades actuales al tecno-fetichismo que degrada la vida comunitaria y la práctica médica contribuyendo a la medicalización de la vida social. Se argumenta que la realización de las potencialidades tecnológicas depende de sus formas de uso, que el móvil principal del desarrollo tecnológico es el lucro sin límites, y que los desarrollos prioritarios son los que potencian el control social que mantiene el statu quo. Se critica la idea de inteligencia como cociente intelectual al proponerla como atributo del ser humano como un todo, manifiesto en las formas pensar y proceder de las personas en sus circunstancias, donde la afectividad y el pensamiento crítico son imprescindibles para su desarrollo. Se destaca que su antecedente es el concierto armónico de la vida planetaria contrastante con la disarmonía humana imperante. Se plantea que la inteligencia artificial es la más reciente hechura del tecno-fetichismo que deposita en la tecnología atributos vitales, y que sus formas de uso acentuarán la degradación de la vida humana y planetaria. Se propone otra idea de progreso médico basado en formas de organización propicias para el desarrollo de aptitudes inquisitivas, críticas y colaborativas que impulsen la superación permanente, cuyo horizonte lejano es el progreso dignificante: sublimación espiritual, intelectual, moral y convivencial de las colectividades en armonía con el ecosistema planetario.

Abstract This essay questions, with regard to medicine, the idea of progress as technological development by focusing on people rather than things. It analyzes how the predominance of such an idea of progress converts today’s societies to techno-fetishism that degrades community life and medical practice, contributing to the medicalization of social life. It is argued that the realization of technological potentialities depends on their forms of use; that the main motive of technological development is unlimited profit and that priority developments are those that enhance the social control that maintains the status quo. The intelligence as an intelligence quotient is criticized by proposing it as an attribute of the human being as a whole, manifested in the ways of thinking and proceeding of people in their circumstances, where affectivity and critical thinking are essential for their development; it is emphasized that its antecedent is the harmonic concert of planetary life that contrasts with the prevailing human disharmony. It is proposed that artificial intelligence is the most recent creation of techno-fetishism that deposits vital attributes in technology and that its forms of use will accentuate the degradation of human and planetary life. Another idea of medical progress is proposed, based on forms of organization conducive to the development of inquisitive, critical and collaborative skills that promote permanent improvement, whose distant horizon is dignifying progress: spiritual, intellectual, moral and convivial sublimation of collectivities in harmony with the planetary ecosystem.

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This essay questions, with regard to medicine, the idea of progress as technological development by focusing on people rather than things. It analyzes how the predominance of such an idea of progress converts today's societies to techno-fetishism that degrades community life and medical practice, contributing to the medicalization of social life. It is argued that the realization of technological potentialities depends on their forms of use; that the main motive of technological development is unlimited profit and that priority developments are those that enhance the social control that maintains the status quo. The intelligence as an intelligence quotient is criticized by proposing it as an attribute of the human being as a whole, manifested in the ways of thinking and proceeding of people in their circumstances, where affectivity and critical thinking are essential for their development; it is emphasized that its antecedent is the harmonic concert of planetary life that contrasts with the prevailing human disharmony. It is proposed that artificial intelligence is the most recent creation of techno-fetishism that deposits vital attributes in technology and that its forms of use will accentuate the degradation of human and planetary life. Another idea of medical progress is proposed, based on forms of organization conducive to the development of inquisitive, critical and collaborative skills that promote permanent improvement, whose distant horizon is dignifying progress: spiritual, intellectual, moral and convivial sublimation of collectivities in harmony with the planetary ecosystem.

Este ensayo cuestiona, a propósito de la medicina, la idea de progreso como desarrollo tecnológico al centrarlo en las personas y no en las cosas. Se analiza cómo el predominio de tal idea de progreso convierte a las sociedades actuales al tecno-fetichismo que degrada la vida comunitaria y la práctica médica contribuyendo a la medicalización de la vida social. Se argumenta que la realización de las potencialidades tecnológicas depende de sus formas de uso, que el móvil principal del desarrollo tecnológico es el lucro sin límites, y que los desarrollos prioritarios son los que potencian el control social que mantiene el statu quo. Se critica la idea de inteligencia como cociente intelectual al proponerla como atributo del ser humano como un todo, manifiesto en las formas pensar y proceder de las personas en sus circunstancias, donde la afectividad y el pensamiento crítico son imprescindibles para su desarrollo. Se destaca que su antecedente es el concierto armónico de la vida planetaria contrastante con la disarmonía humana imperante. Se plantea que la inteligencia artificial es la más reciente hechura del tecno-fetichismo que deposita en la tecnología atributos vitales, y que sus formas de uso acentuarán la degradación de la vida humana y planetaria. Se propone otra idea de progreso médico basado en formas de organización propicias para el desarrollo de aptitudes inquisitivas, críticas y colaborativas que impulsen la superación permanente, cuyo horizonte lejano es el progreso dignificante: sublimación espiritual, intelectual, moral y convivencial de las colectividades en armonía con el ecosistema planetario.

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This essay challenges the idea of progress as technological development in relation to medicine by focusing on people rather than things. It analyzes how the prevalence of such an idea of progress leads contemporary societies to a technofetishism that degrades community life and medical practice, contributing to the medicalization of social life. It is argued that the realization of technological potentialities depends on their forms of use, that the main motive of technological development is unlimited profit, and the priority developments are those that enhance social control which maintains the status quo. Intelligence as an intelligence quotient is criticized by proposing it as an attribute of the human being as a whole, manifested in the ways of thinking and acting of human beings in their circumstances, where affectivity and critical thinking are essential for their development; it is emphasized that its antecedent is the harmonic concert of planetary life, which contrasts with the prevailing human disharmony. It is proposed that artificial intelligence is the latest creation of technofetishism, which deposits vital attributes in technology, and that its use will accentuate the degradation of human and planetary life. Another idea of medical progress is proposed, based on forms of organization that is conducive to the development of inquisitive, critical, and collaborative skills that promote permanent improvement, whose distant horizon is dignified progress: the spiritual, intellectual, moral, and convivial sublimation of collectivities in harmony with the planetary ecosystem.

Este ensayo cuestiona, a propósito de la medicina, la idea de progreso como desarrollo tecnológico al centrarlo en las personas no en las cosas. Se analiza cómo el predominio de tal idea de progreso convierte a las sociedades actuales al tecno-fetichismo que degrada la vida comunitaria y la práctica médica contribuyendo a la medicalización de la vida social. Se argumenta: que la realización de las potencialidades tecnológicas depende de sus formas de uso; que el móvil principal del desarrollo tecnológico es el lucro sin límites y que los desarrollos prioritarios son los que potencian el control social que mantiene el statu quo. Se critica la idea de inteligencia como cociente intelectual al proponerla como atributo del ser humano como un todo, manifiesto en las formas pensar y proceder de las personas en sus circunstancias, donde la afectividad y el pensamiento crítico son imprescindibles para su desarrollo. Se destaca que su antecedente es el concierto armónico de la vida planetaria contrastante con la disarmonía humana imperante. Se plantea que la inteligencia artificial es la más reciente hechura del tecno-fetichismo que deposita en la tecnología atributos vitales y que sus formas de uso acentuarán la degradación de la vida humana y planetaria. Se propone otra idea de progreso médico basado en formas de organización propicias para el desarrollo de aptitudes inquisitivas, críticas y colaborativas que impulsen la superación permanente, cuyo horizonte lejano es el progreso dignificante: sublimación espiritual, intelectual, moral y convivencial de las colectividades en armonía con el ecosistema planetario.

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This work aimed to describe the adsorption behavior of Congo red (CR) onto activated biochar material prepared from Haematoxylum campechianum waste (ABHC). The carbon precursor was soaked with phosphoric acid, followed by pyrolysis to convert the precursor into activated biochar. The surface morphology of the adsorbent (before and after dye adsorption) was characterized by scanning electron microscopy (SEM/EDS), BET method, X-ray powder diffraction (XRD), and Fourier-transform infrared spectroscopy (FTIR) and, lastly, pHpzc was also determined. Batch studies were carried out in the following intervals of pH = 4-10, temperature = 300.15-330.15 K, the dose of adsorbent = 1-10 g/L, and isotherms evaluated the adsorption process to determine the maximum adsorption capacity (Qmax, mg/g). Kinetic studies were performed starting from two different initial concentrations (25 and 50 mg/L) and at a maximum contact time of 48 h. The reusability potential of activated biochar was evaluated by adsorption-desorption cycles. The maximum adsorption capacity obtained with the Langmuir adsorption isotherm model was 114.8 mg/g at 300.15 K, pH = 5.4, and a dose of activated biochar of 1.0 g/L. This study also highlights the application of advanced machine learning techniques to optimize a chemical removal process. Leveraging a comprehensive dataset, a Gradient Boosting regression model was developed and fine-tuned using Bayesian optimization within a Python programming environment. The optimization algorithm efficiently navigated the input space to maximize the removal percentage, resulting in a predicted efficiency of approximately 90.47% under optimal conditions. These findings offer promising insights for enhancing efficiency in similar removal processes, showcasing the potential of machine learning in process optimization and environmental remediation.

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BACKGROUND: Government-led, population-wide initiatives are crucial for advancing the management of hypertension - a leading cause of cardiovascular disease (CVD) morbidity and mortality. An urban population health initiative was conducted against this backdrop, focussing on hypertension in the primary health system in São Paulo, Brazil. Within the frame of the initiative and under the supervision and leadership of the municipal health authorities, a situational analysis was conducted on the needs in hypertension management, marking the first phase of a Design Thinking process. This article describes the situational analysis process and presents the identified elements to be strengthened considering hypertension diagnosis, treatment and control. METHODS: First, a mixed-methods approach was used, starting with a literature review of municipal hypertension data followed by meetings (N = 20) with the local public health administration to assess health system level components. To investigate activities on hypertension diagnosis, treatment and control, nine primary healthcare units were selected from two districts of São Paulo city- Itaquera and Penha- which received an online form addressed to managers, participated in conversation circles of staff and patients, and underwent shadowing of community health agents. RESULTS: Data gave rise to two main outputs: (i) a patient care journey map; and (ii) a matrix summarizing the identified needs at patient, healthcare professional and health system level for diagnosis, treatment and control of hypertension. Patient awareness and knowledge of hypertension was found to be insufficient and its management needs to be improved. For health professionals, disease awareness, technical training, more time dedicated to patients, and simplified guidelines and clinical decision-making tools for hypertension management were identified as principal needs. The situational analysis found that the healthcare systems efficiency might be improved by establishing defined treatment and care delivery goals with a focus on outcomes and implemented through action plans. CONCLUSIONS: This situational analysis identified several needs related to hypertension control in São Paulo that are in line with global challenges to improve the control of CVD risk factors. Findings were also confirmed locally in an expansion phase of this situational analysis to additional primary care facilities. As a consequence, solutions were designed, promptly taken up and implemented by the municipal health secretariat.

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BACKGROUND: The Racing and Crowded Thoughts Questionnaire (RCTQ-13) is the most widely used specific scale for the measurement of racing thoughts, but there is currently no Spanish version that allow the evaluation in Spanish-speaking patients. The objective of this study is to translate, adapt, and validate the RCTQ-13 in a Colombian population with affective disorders. METHODS: The questionnaire was translated and back-translated, and corrections were implemented following a pilot test to improve comprehensibility. We included patients with Bipolar I Disorder and with Major depressive disorder seen in three centers in the city of Medellín, Colombia. We evaluate structural validity with confirmatory factor analysis, internal consistency, and test-retest reliability. Construct validity was also assessed with the comparison between euthymic, maniac, and depressive episodes and the correlation with worry, rumination, and mania scales. Responsiveness was measured 1 month after the first evaluation. Based on item response theory (IRT), we also estimated item difficulty, discrimination, and fit using a generalized partial credit model. RESULTS: Two hundred fifty subjects were included. Confirmatory factor analysis revealed that the three-factor structure of the scale was appropriate. Internal consistency was adequate for the entire scale (Cronbach's alpha = 0.95, 95% CI: 0.94-0.96) and for each factor. Test-retest reliability was good (intraclass correlation coefficient = 0.82, 95%IC: 0.70-0.88). For construct validity, we observed differences between patients with different types of affective episodes, a moderate positive correlation with the Penn State Worry Scale (r = 0.55) and the Ruminative Response Scale (r = 0.42), and a low negative correlation with the Young Mania Rating Scale (r = - 0.10). Responsiveness was proved to be adequate. Under IRT, the response thresholds for the response options are organized for all items. The infit was adequate for all items and the outfit was acceptable. CONCLUSIONS: The Spanish version of the RCTQ-13 is a reliable, valid, and responsive scale and can be used for the clinical assessment of the construct of racing and crowded thoughts in patients with the spectrum of affective disorders in whom this experience can be expressed with different nuances. Further research is needed to expand the relationship with rumination and worry.

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The purpose of this article is to understand the distinctively human behavior from Aristotelian ethics and evolutionary science to offer a perspective of what it means to act rationally. We argue that this way of acting is characterized by a decision informed by the analysis of whether or not it is worth pursuing an end, and by certain means, which takes place through a weighting of consequences from the body of knowledge that the person has so far We also argue that such a process can occur quickly (and requiring a less cognitive effort) or slowly (and demanding more cognitive effort), depending on whether or not the person has previous experiences of choices that have generated good consequences in the type of context presented; What does it mean for a person to have or not rational heuristics established in their minds, which are those that are connected to the most current network of "whys" and that has been consolidated precisely because they have proven effective in pointing out what is best to do in that kind of context. Finally, we apply the perspective we are offering to evidence three imprecise notions about "acting rationally".

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BACKGROUND: Physiology is widely recognized as a difficult course, which can potentially increase students' withdrawal and failures rates. Several factors are likely contributing to the difficulties in learning physiology, including inherent features of the discipline as well as aspects related to instructions and/or students' perception. With regards to the later, it is currently unknown how students of exercise physiology think and explain physiology in terms of its cause or consequence (i.e., teleological or mechanistic thinking). Therefore, the aims of the present study were to determine 1) whether undergraduate students' perception of cardiorespiratory physiology during exercise follows a predominant teleological or mechanistic thinking, and 2) whether prior enrollment in physiology courses can influence the predominance of teleological vs. mechanistic thinking. METHODS: The test instrument was an online questionnaire about exercise physiology consisting of nine incomplete sentences about exercise physiology where students had to choose between a teleological or a mechanistic complement. The questionnaire was administered to undergraduate students in the following areas: 1) Movement Sciences (n = 152), 2) Health-related (n = 81) and, 3) Health-unrelated programs (n = 64). Students in Movement Sciences and Health-related programs were also analyzed separately in the following categories: 1) students who previously undertook physiology courses, and 2) students who did not take physiology courses. RESULTS: Overall, all groups presented a percentage of teleological thinking above 58%, which is considerably high. Teleological thinking was significantly higher in health-unrelated programs than health-related and movement sciences programs (76 ± 16% vs. 58 ± 26% vs. 61 ± 25%; P < 0.01). Further, students with prior enrollment in physiology classes presented a significantly lower percentage of teleological thinking than students without physiology classes (59 ± 25% vs. 72 ± 22%, respectively; P < 0.01), but the overall teleological reasoning remained predominant. CONCLUSIONS: These results confirm the hypothesis that undergraduate students tend to present teleological as opposed to mechanistic thinking in exercise physiology. Furthermore, although undergraduate students with prior enrollment in physiology classes presented significantly lower teleological thinking, it remained highly predominant suggesting that teleological thinking is partially independent of the degree of familiarity with this discipline.

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BACKGROUND: Hypertension is the leading risk factor for cardiovascular diseases (CVDs) and a major public health issue worldwide. In Brazil, it affects approximately 52.5% of the adult population. We describe the solutions package and the impact of a population health initiative in São Paulo city, following the CARDIO4Cities approach for the management of cardiovascular risk. METHODS: Using a design thinking approach, interventions were developed with a coalition of local and international stakeholders to address needs of patients, healthcare professionals, and the health system. The resulting solution package was checked to comply with guidelines for non-communicable disease and hypertension management. Clinical impact was measured by extracting the hypertension cascade of care-monitored, diagnosis, treatment, and control-from medical records. RESULTS: Under the leadership of the municipal health authorities, nine solutions were piloted and scaled across the city. Solutions conform with local and international best-practices. Between October 2017 and December 2021, 11,406 patient records were analyzed. Results showed a 40% increase in monitored patients (patients with at least one blood pressure, BP, measurement); reduced proportions of patients diagnosed among those with available BP measurements (72%-53%) and treated among diagnosed (93%-85%); and an improvement in controlled patients among those receiving treatment (16%-27%). CONCLUSIONS: The solution package described in this study was correlated with increased BP control. The implementation methodology and results add to the body of real-world evidence supporting population health implementation science in Brazil and beyond.

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A literatura de cordel é um gênero literário popular com raízes no Nordeste brasileiro. Com o propósito de desenvolver metodologias participativas, no contexto de uma disciplina na Pós-Graduação stricto sensu em Saúde Coletiva, elaborou-se um folheto inspirado na obra "A Elite do Atraso: da escravidão à lava-jato" do sociólogo brasileiro Jessé Souza. O objetivo foi apresentar os capítulos do livro em forma de recital, utilizando a literatura de cordel, para discussão do tema de forma dinâmica em espaços de produção de conhecimento nos campos da Educação e da Saúde. A obra construída retrata, de forma crítica, a construção histórica do Brasil mediante seu berço, pautada nas injustiças sociais trazidas com os colonizadores, formuladas pela escravidão que hoje reverbera de forma atualizada nas crises política, econômica e de classes.(AU)

Cordel literature is a popular literary genre with roots in the northeast of Brazil. With the aim of developing participatory methodologies for a subject on a Master's degree in Public Health, we produced a pamphlet inspired by the book "A Elite do Atraso: da escravidão a lava-jato" (The Elite of Backwardness: from slavery to the car wash scandal), by Brazilian sociologist Jessé Souza. The aim of the pamphlet was to present each of the chapters of the book in the form of a recital using cordel literature to promote dynamic discussion of the theme in spaces of knowledge production in the fields of health and education. The pamphlet critically depicts the historic construction of Brazil from the cradle, grounded on social injustice brought by the colonizers and shaped by slavery, which continues to reverberate today, reframed through the political, economic and class crisis.(AU)

La literatura de cordel es un género literario popular con raíces en el nordeste brasileño. Con el propósito de desarrollar metodologías participativas, en el contexto de una asignatura en el postgrado stricto sensu en Salud Colectiva, se elaboró un folleto inspirado en la obra "A Elite do Atraso: da escravidão a lava-jato" del sociólogo brasileño Jessé Souza. El objetivo fue presentar los capítulos del libro en forma de recital, utilizando la literatura de cordel, para discusión del tema de forma dinámica en espacios de producción de conocimiento en los campos de la educación y de la salud. La obra construida retrata, de forma crítica, la construcción histórica de Brasil por medio de su cuna, con base en las injusticias sociales traídas por los colonizadores, formulada por la esclavitud que hoy día reverbera de forma actualizada en la crisis política, económica y de clases.(AU)

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Resumo Introdução: A matriz curricular do curso de Medicina pode variar de acordo com o projeto pedagógico de curso (PPC) de cada instituição de ensino superior (IES). Nem sempre a visão da coordenação e do corpo docente do curso de Medicina está alinhada às opiniões dos alunos. Assim, a utilização de uma metodologia para identificar a visão do corpo discente seria fundamental. O design thinking (DT) é um processo que propõe a busca, de forma empática, colaborativa e criativa, de soluções para problemas complexos. Objetivo: Este estudo apresenta o DT como uma metodologia para identificar como os alunos do internato acreditam que deva ser a matriz curricular do primeiro ao quarto ano de um curso de Medicina no estado de São Paulo, e, para tanto, coletaram-se sugestões e pontos que exigiram a reavaliação na matriz original. Método: Realizou-se uma avaliação qualitativa com base no modelo do DT. Os alunos foram divididos em três grupos de cinco alunos, e cada grupo dedicou-se a discutir livremente sobre suas ideias acerca da matriz curricular. Posteriormente, apresentou-se um painel para cada grupo com a separação dos semestres correspondentes - do primeiro ao quarto ano - com post-it representando a matriz curricular vigente do curso de Medicina, e cada grupo teve uma hora para remontar a matriz curricular da maneira que julgasse mais adequado. Resultado: Após a fase de discussão, cada grupo montou sua matriz curricular, e propuseram-se algumas mudanças do ano em que a disciplina era ministrada e a inclusão de algumas matérias. A maioria das sugestões foi julgada procedente e incorporada na matriz curricular. Conclusão: A metodologia do DT contribuiu para a identificação de várias demandas acerca da matriz curricular de uma forma ordenada, empática e colaborativa, levando em consideração a opinião do estudante, sendo, portanto, uma estratégia de planejamento capaz de evidenciar fragilidades e fortalezas do currículo que talvez não fossem percebidas por outras estratégias.

Abstract Introduction: The medical school curricular structure may vary according to the educational planning of each higher education institution (HEI). The viewpoint of the coordination and the medical school faculty is not always aligned with the students' opinions. Thus, using a methodology to identify the students' point of view would be essential. Design thinking (DT) is a process that proposes a search, in an empathetic, collaborative, and creative way, for solutions to complex problems. Objectives: To present DT as a methodology to identify how clinical internship students believe the curricular structure from the 1st to the 4th year of a São Paulo state medical school should be, by collecting suggestions and points that require a re-evaluation process of the current curricular structure. Methods: This is a qualitative assessment, which will use the DT model. Students were divided into three groups of five, and each group was committed to having a free discussion on its ideas concerning the curricular structure. Then, a panel was presented to each group, dividing the semesters from the 1st to the 4th year with post-it notes representing the current curricular structure of the medical school, and each group had one hour to reassemble the curricular structure as they deemed appropriate. Results: After the discussion stage, each group assembled its curricular structure. Some changes concerning the year in which the discipline was provided were proposed, and the inclusion of others. Most of the suggestions were considered valid and were incorporated into the curriculum. Conclusions: The DT methodology contributed to the identification of several demands regarding the curricular structure in an orderly, empathetic, and collaborative way, taking into account the students' opinions. It is, therefore, a planning strategy able to evidence weaknesses and strengths of the curriculum that might not have been noticed by the use of other strategies.

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ABSTRACT Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.

RESUMEN Objetivo: Comprender los elementos pedagógicos necesarios para que el debriefing favorezca el desarrollo del pensamiento reflexivo. Método: La información sobre el tipo de estudio, muestra, período, lugar de la investigación, recolección y análisis de datos debe presentarse de manera clara y objetiva, sin excesivos detalles. El método debe alinearse con la sección de métodos del artículo completo, brindando información más detallada sobre el diseño del estudio y los procedimientos utilizados. Resultados: Los datos originaron dos categorías: 1) pedagogía de la organización, en que los elementos abordados pensados por el profesor para facilitar el diálogo; 2) pedagogía de la facilitación, en que el trajo elementos del propio diálogo que enriquecen la discusión, movilizan al grupo, provocan la reflexión y el compromiso. Consideraciones finales: Es imprescindible incluir como elementos pedagógicos que favorezcan el desarrollo del pensamiento reflexivo los siguientes: planeamiento previo, ambiente adecuado, sistematización, formación pedagógica en la facilitación del debriefing, apertura al diálogo, respeto pedagógico, valorización de los aspectos positivos, paciencia y motivación.

RESUMO Objetivo: Compreender os elementos pedagógicos necessários para que o debriefing favoreça o desenvolvimento do pensamento reflexivo. Método: Estudo de caso único desenvolvido no Centro de Simulaciónen Salud da Escuela de Enfermería da Universidad de Costa Rica em outubro de 2018. Os dados foram coletados por meio de entrevistas, observação e análise documental. Utilizaram-se a estratégia de proposições teóricas e a técnica de construção de explanação para a análise dos dados. Resultados: Os dados originaram duas categorias: 1) pedagogia da organização, a qual abordou elementos pensados pelo docente para facilitar o diálogo; 2) pedagogia da facilitação, a qual trouxe elementos do próprio diálogo que enriquecem a discussão, mobilizam o grupo, provocam a reflexão e o engajamento. Considerações finais: Torna-se imprescindível incluir como elementos pedagógicos que favoreçam o desenvolvimento do pensamento reflexivo os seguintes: planejamento prévio, ambiente adequado, sistematização, formação pedagógica em facilitação de debriefing, abertura ao diálogo, respeito pedagógico, valorização do positivo, paciência e motivação.

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Abstract Objective: to compare the decision-making of Nursing students, before and after theoretical training on basic life support, using the practice of high-fidelity simulation and medium-fidelity simulation. Method: an experimental study was developed, pre- and post-test type, with quantitative, descriptive and inferential analysis, with theoretical training on basic life support and clinical simulation practices, and with evaluation of knowledge and decision-making of Nursing students, at three different moments - before the simulation scenario (T0), after the simulation scenario (T1) and after clinical teaching (T2). Results: 51 students participated in the research, with an average age of 20.25±3.804, of which 92.2% were female. Statistically significant differences (F=6.47; p=0.039) were evident regarding the definition of the problem and development of objectives in decision-making in the experimental group. Conclusion: Nursing students demonstrate an adequate level of knowledge and a good decision-making process, based on the most current instruments produced by scientific evidence, in clinical simulation scenarios in basic life support, and this innovative methodology should be deepened in the Nursing teaching.

Resumo Objetivo: comparar a tomada de decisão dos estudantes de Enfermagem, antes e após a formação teórica sobre suporte básico de vida, com recurso à prática de simulação de alta-fidelidade e simulação de média-fidelidade. Método: desenvolveu-se um estudo experimental, tipo pré e pós-teste, com análise quantitativa, descritiva e inferencial, com realização da formação teórica sobre suporte básico de vida e práticas de simulação clínica, e com avaliação dos conhecimentos e tomada de decisão dos estudantes de Enfermagem, em três momentos distintos - antes do cenário de simulação (T0), após o cenário de simulação (T1) e após a realização de ensino clínico (T2). Resultados: participaram da pesquisa 51 estudantes, com uma média de idade de 20,25±3,804, dos quais 92,2% eram do sexo feminino. Foram evidenciadas diferenças estatisticamente significativas (F=6,47; p=0,039) perante a definição do problema e desenvolvimento dos objetivos na tomada de decisão no grupo experimental. Conclusão: os estudantes de Enfermagem demonstram um nível de conhecimentos adequado e um bom processo de tomada de decisão, com base nos instrumentos mais atuais produzidos pela evidência científica, perante cenários de simulação clínica em suporte básico de vida, devendo esta metodologia inovadora ser aprofundada no ensino de Enfermagem.

Resumen Objetivo: comparar la toma de decisiones de estudiantes de Enfermería, antes y después de la formación teórica sobre soporte vital básico, utilizando la práctica de simulación de alta fidelidad y simulación de mediana fidelidad. Método: se desarrolló un estudio experimental, tipo pretest y postest, con análisis cuantitativo, descriptivo e inferencial, con formación teórica sobre soporte vital básico y prácticas de simulación clínica, y con evaluación del conocimiento y la toma de decisiones de los estudiantes de Enfermería, en tres momentos distintos: antes del escenario de simulación (T0), después del escenario de simulación (T1) y después de la enseñanza clínica (T2). Resultados: participaron de la investigación 51 estudiantes, con edad promedio de 20,25±3,804 años, de los cuales 92,2% eran mujeres. Se evidenciaron diferencias estadísticamente significativas (F=6,47; p=0,039) en cuanto a la definición del problema y desarrollo de los objetivos en la toma de decisiones en el grupo experimental. Conclusión: los estudiantes de Enfermería demuestran un nivel adecuado de conocimientos y un buen proceso de toma de decisiones, basados en los instrumentos más actuales producidos por la evidencia científica, en escenarios de simulación clínica en soporte vital básico, y esta metodología innovadora debe profundizarse en la enseñanza de Enfermería.

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Introducción: La lectura y la escritura constituyen prácticas esenciales en el aprendizaje, la investigación y la comunicación científica. Objetivo: Identificar las teorías y conceptos claves sobre la lectura y la escritura universitaria apropiados para sustentar la formación académico-investigativa de los profesionales de la salud. Método: Se desarrolló una revisión bibliográfica (octubre de 2022 - abril de 2023), a partir de las siguientes fases: búsqueda de información, evaluación, análisis y síntesis. Se utilizaron palabras clave combinadas en diferentes ecuaciones de búsqueda: formación investigativa, habilidades investigativas, comunicación de la ciencia, habilidades comunicativas, lectura, escritura. Se localizaron 238 documentos; se excluyeron 131a partir de los criterios determinados. Desarrollo: Se determinaron los principales aportesen la fase de evaluación, mediante lecturas recurrentes y fichas de análisis. En la fase de análisis se elaboraron fichas de contenido con los conceptos principales, previo agrupamiento de los artículos en grupos temáticos. En la fase de síntesis se identificaron los principales enfoques teóricos. El cuerpo de ideas resultante se organiza como sigue: la lectura y la escritura en la formación académico-investigativa, literacidad y alfabetización académica, lectura y pensamiento crítico, la escritura académica y lectura y escritura en entornos digitales. Consideraciones finales: Existe suficiente respaldo teórico para sustentar la comunicación científica enla formación académico-investigativa de los profesionales de la salud. Se confirma la posibilidad de sustentar pedagógicamente la interacción comunicativa en la apropiación de información y la construcción del conocimiento en contextos disciplinares.(AU)

Introduction: Reading and writing constitute essential practices in learning, research and scientific communication. Objective: To identify the key theories and concepts about college reading and writing appropriate to support the academic-research training of health professionals. Method: A bibliographic review was developed (October 2022 - April 2023), based on the following phases: information search, evaluation, analysis and synthesis.Keywords were used combined in different search equations: research training, research skills, science communication, communication skills, reading, writing.238 documents were located;131 were excluded based on the determined criteria. Development: The main contributions were determined in the evaluation phase, through recurring readings and analysis sheets.In the analysis phase, content sheets were prepared with the main concepts, after grouping the articles into thematic groups.In the synthesis phase, the main theoretical approaches were identified.The resulting body of ideas is organized as follows: reading and writing in academic-research training, literacy and academic literacy, reading and critical thinking, academic writing and reading and writing in digital environments. Final considerations: There is sufficient theoretical background to support scientific communication in the academic-research training of health professionals.The possibility of pedagogically supporting communicative interaction in the appropriation of information and the construction of knowledge in disciplinary contexts is confirmed.(AU)

Introdução: A leitura e a escrita constituem práticas essenciais na aprendizagem, na pesquisa e na comunicação científica. Objetivo: Identificar as principais teorias e conceitos sobre leitura e escrita universitária adequados para subsidiar a formação acadêmico-pesquisadora de profissionais de saúde. Método: Foi desenvolvida uma revisão bibliográfica (outubro de 2022 - abril de 2023), baseada nas seguintes fases: busca de informações, avaliação, análise e síntese.Foram utilizadas palavras-chave combinadas em diferentes equações de busca: formação em pesquisa, habilidades de pesquisa, comunicação científica, habilidades de comunicação, leitura, escrita.Foram localizados 238 documentos;131 foram excluídos com base nos critérios determinados. Desenvolvimento: as principais contribuições foram determinadas na fase de avaliação, por meio de leituras recorrentes e fichas de análise.Na fase de análise foram elaboradas fichas de conteúdo com os principais conceitos, após agrupamento dos artigos em grupos temáticos.Na fase de síntese foram identificadas as principais abordagens teóricas.O conjunto de ideias resultante está organizado da seguinte forma: leitura e escrita na formação académica-investigadora, alfabetização e literacia académica, leitura e pensamento crítico, escrita académica e leitura e escrita em ambientes digitais. Considerações finais: Há respaldo teórico suficiente para fundamentar a comunicação científica na formação acadêmico-pesquisadora dos profissionais de saúde.Confirma-se a possibilidade de apoiar pedagogicamente a interação comunicativa na apropriação da informação e na construção do conhecimento em contextos disciplinares.(AU)

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Introducción. Todo ser humano necesita gozar de bienestar y ser reconocido como un sujeto activo en el desarrollo de la sociedad, por lo que la administración pública debe garantizar, respetar y proteger el derecho a la salud, el cual ha sido transgredido en las últimas décadas, vulnerando a la población a nivel mundial. Objetivo. Fundamentar teórica, metodológica y epistemológicamente la propuesta de un currículo, que desarrolle el pensamiento bioético en el profesional de la Fisioterapia. Métodos. Se sustenta en el paradigma sociocrítico y en la investigación acción educativa, desde la visión de Miguel Martínez-Miguélez, que busca reconceptualizar la indagación en el aula en términos participativos, relacionándolo con las actividades propias del quehacer educativo, como es la construcción y desarrollo del currículo. Resultados. Con el proceso investigativo se construyó ­en colectivo­ la definición del concepto de pensamiento bioético y se diseñó un currículo prácti-senti-pensante para los estudiantes de Fisioterapia, a partir de la pedagogía sentipensante y del paradigma del cerebro triádico (o triúnico) que interrelaciona las acciones, los sentimientos y los conocimientos en la formación humana de los futuros fisioterapeutas. Conclusiones. El currículo práctisentipensante trasciende a una estructura cognitiva trinitaria, resaltando la importancia de entrelazar las disciplinas por la supervivencia del ser humano y el equilibrio del planeta, destacando lo humanístico y la bioética, a través de un currículo que evoca a la reflexión de la comunidad educativa con el fin de articular lo desunido.

Background. Every human being needs to enjoy well-being and be recognized as an active subject in the development of society, so public administration must guarantee, respect and protect the right to health, which has been transgressed in recent decades, violating the population worldwide. Objective. To theoretically, methodologically and epistemologically base the proposal of a curriculum that develops bioethical thinking in the Physiotherapy professional. Methods. It is based on the socio-critical paradigm and educational action research, from the vision of Miguel Martínez-Miguélez, who seeks to reconceptualize inquiry in the classroom in participatory terms, relating it to the activities of educational work, such as construction and development of the curriculum. Results. With the research process, the definition of the concept of bioethical thinking was built ­collectively­ and a practical-senti-thinking curriculum was designed for Physiotherapy students, based on senti-thinking pedagogy and the paradigm of the triadic (or triune) brain that interrelates actions, feelings and knowledge in the human training of future physiotherapists. Conclusion. The practical thinking curriculum transcends a trinitarian cognitive structure, highlighting the importance of interweaving the disciplines for the survival of the human being and the balance of the planet, highlighting the humanistic and bioethics, through a curriculum that evokes the reflection of educational community to articulate the disunited.

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Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

Antecedentes: Los estudiantes con alta capacidad requieren estrategias educativas efectivas. Este estudio presenta y evalúa un programa de enriquecimiento curricular diseñado para mejorar la creatividad. El programa se basa en un marco de competencias y se implemen tó utilizando variaciones de estrategias de aprendizaje basado en proyectos (ABP). Método: Un diseño cuasi-experimental comparó dos intervenciones utilizando grupos pretest y postest. La primera intervención consistió en una unidad de ABP de 12 semanas centrada en el diseño de un videojuego utilizando programación basada en bloques mediante Scratch. La segunda intervención, también de 12 semanas de duración, consistió en tres proyectos independientes de diseño vectorial y programación de un robot basado en Arduino. En ambas intervencio nes se utilizaron estrategias para el desarrollo del pensamiento creativo. La muestra incluía estudiantes con altas capacidades de entre 8 y 12 años. Resultados: Ambas intervenciones aumentaron significativamente la creatividad, sin diferencias estadísticas entre ellas. Esto sugiere que ambos tipos de intervenciones de ABP mejoraron efectivamente la creatividad de los participantes. Conclusiones: Este estudio sugiere que los programas de enriquecimiento curricular basados en ABP son efectivos para fomentar la creatividad entre los estudiantes con altas capacidades.

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Objetivo: El odontólogo debe desarrollar habilidades que le permitirán el éxito en su profesión. En la actualidad los estudiantes se centran en el desarrollo de habilidades técnicas dejando relegado el desarrollo de las habilidades blandas. El objetivo de esta revisión sistemática es describir cuáles son las habilidades blandas con mayor influencia en la práctica odontológica y su nivel del desarrollo dentro de la formación académica de los estudiantes de odontología. Materiales y métodos: La presente investigación corresponde a una revisión sistemática, de tipo descriptiva, de ámbito documental y retrospectiva de la literatura. En la sistematización de las fuentes documentales y la formula- ción de la pregunta de investigación se aplicó la estrategia PICO. Se emplearon los siguientes términos de búsqueda para el idioma español e inglés: habilidades blandas, comu- nicación, pensamiento, estudiantes de odontología. Se selec- cionaron artículos en inglés y español publicados entre los años 2000 y 2023. Resultados: Se incluyeron 26 artículos que evidencia- ban que las habilidades más importantes eran: habilidades comunicativas, pensamiento crítico, resolución de problemas, toma de decisiones y trabajo en equipo; y también identifi- caban que los estudiantes al inicio del grado académico pre- sentan niveles inferiores de desarrollo de dichas habilidades. Conclusiones: Los estudios permitieron identificar la influencia de las habilidades blandas en la práctica dental y el desarrollo de estas habilidades en el ámbito académico, las que han dado resultados favorables en el ejercicio de la pro- fesión (AU)

Aim: The dentist must develop skills that will enable him to succeed in his profession. Currently, students focus on the development of technical skills, leaving behind the devel- opment of soft skills. The aim of this systematic review is to describe which are the soft skills with the greatest influence on dental practice and their level of development within the academic training of dental students. Materials and methods: This research corresponds to a systematic, descriptive, documentary, and retrospec- tive review of the literature. The PICO strategy was applied in the systematization of the documentary sources and the formulation of the research question. The following search terms were used for the Spanish and English languages: soft skills, communication, thinking, dental students. Articles in English and Spanish published between 2000 and 2023 were selected. Results: 26 articles were included that showed that the most important skills were: communication skills, critical thinking, problem solving, decision making and teamwork; and they also identified that students at the beginning of the academic degree present lower levels of development of these skills. Conclusions: The studies made it possible to identify the influence of soft skills in dental practice and the development of these skills in the academic field, which have given favora- ble results in the practice of the profession (AU))

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Background: Cancer has different explanatory theories that address its etiology and treatment. It is usually associated with pain and suffering. Recently, new technologies, knowledge, and therapies have been developed, which may have transformed the classic social representations of the disease. This study aimed to understand the social representations (SRs) of cancer in patients from Medellín, Colombia. Methods: This study used a grounded theory in 16 patients with cancer. The information was collected between June 2020 and May 2021. Information was analyzed following the open, axial, and selective coding stages. Results: SRs of cancer at the time of diagnosis evoke negative connotations. However, cancer is redefined as a positive event as the clinical course of the disease progresses, and patients interact with health professionals and respond to treatment. The resignification of the disease depends on the etiological models of the patients, which include genetic, socio-anthropological, psychosocial, and psychogenic factors. In line with the SRs of etiology, patients seek out treatments complementary to the biomedical ones that can be socio-anthropological and psychogenic. Conclusion: In this group negative representations about cancer persist, this way of understanding the disease is determined by the convergence of cultural meanings and personal experiences. The causal representation is connected to the actions and willingness of the patients to face their diagnosis. In this sense, two categories stand out: the first expresses that cancer is the consequence of a body subjected to excessive productivity; the second subsumes a psychogenic predisposition caused by the context where the ideology of happiness appears to be a social norm. This double saturation in which an individual is immersed results in new burdens that are not visible to caregivers and healthcare workers.

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In our daily lives, we are often faced with the need to explain various phenomena, but we do not always select the most accurate explanation. For example, let us consider a "toxic" relationship with physical and psychological abuse, where one of the partners is reluctant to end it. Explanations for this situation can range from emotional or economic dependency to irrational hypotheses such as witchcraft. Surprisingly, some people may turn to the latter explanation and consequently seek ineffective solutions, such as visiting a witch doctor instead of a psychologist. This choice of an inappropriate explanation can lead to actions that are not only ineffective but potentially harmful. This example underscores the importance of inference to the best explanation (IBE) in everyday decision making. IBE involves selecting the hypothesis that would best explain the available body of data or evidence, a process that is crucial to making sound decisions but is also vulnerable to bias and errors of judgment. Within this context, the purpose of our article is to explore how the IBE process and the selection of appropriate explanations impact decision making and problem solving in real life. To this end, we systematically analyze the role of IBE in the ARDESOS-DIAPROVE program, evaluating how this approach can enhance the teaching and practice of critical thinking.