Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

en colaboración con Canek Zapata y Carlos Bergen

Los Programas de Prevención Secundaria Cardiovascular se han desarrollado para mejorar el proceso de atención de pacientes con cardiopatía isquémica y/o con alto riesgo cardiovascular. Sin embargo, la adherencia terapéutica en algunos aspectos es limitada, por lo que conocer la prevalencia de adicción alimentaria en esta población podría ser de utilidad para redireccionar la intervención nutricional. El objetivo de este trabajo es estudiar la prevalencia de adicción alimentaria de los pacientes que asisten al Programa de Prevención Secundaria Cardiovascular del Fondo nacional de Recursos en el período octubre a diciembre 2016 en el departamento de Montevideo. Se trata de un estudio  descriptivo, observacional y de corte transversal. Se estudiaron 153 pacientes a los que se les aplicó el cuestionario estructurado YFAS de Gearhardt y valoración del estado nutricional a través del IMC extraído del Sistema Informático María del FNR. El 63% de la población fue del sexo masculino, 8 de cada 10 de los encuestados fueron adultos mayores (≥60 años), y predominó la malnutrición por exceso en el 70% de los encuestados, encontrándose obesidad en 4 de cada 10.  La prevalencia de adicción alimentaria en el total de los encuestados fue del 5,9% (IC95%=2,7-10,9), siendo más prevalente en el rango etáreo de menores de 60 años. Dentro de la categoría de obesidad la prevalencia de adicción alimentaria fue 13,8% seguida por el sobrepeso. Se observó en un 10% de la población la presencia de 3 o más síntomas para adicción alimentaria sin tener aún la significación clínica que determine la presencia de la patología, predominando esto en la población del sexo masculino y en los menores de 60 años. Esta presencia dentro de la categoría de obesidad se puede ver en un 10%. Se concluye que  casi el 6% de la población presentó adicción alimentaria y que un 10% tuvieron 3 o más síntomas propios de la patología. Incluir el test en la consulta de los pacientes pertenecientes al PPSCV permitiría derivar al equipo de psicología de la institución los pacientes que así lo requieran.        

This article reports on the findings of a study that sought to address the relationship between student course evaluations and passing rates of students enrolled at Universidad Federada San Judas Tadeo, School of Medicine in Costa Rica. The study aimed to describe correlations between the different variables measured using an exploratory approach in order to evaluate certain aspects of teacher performance that may affect student learning and academic performance. The study described the type relationship, symmetric or asymmetric, between passing rates and the teacher evaluation performed by the students, from an exploratory approach, in order to establish, from the measured items, the possible components related to teacher classroom performance that may affect student learning and, therefore, their academic performance. The study utilized a quantitative approach with a descriptive method. The information was collected during the three academic quarters in 2017. The research process incorporated the analysis of specific competencies that professors must possess in the development of the teaching process. This study found that teachers of medical sciences are highly competent in their field. There is room for improvement with regard to attitudinal competencies associated with teaching.

The integral training of students is essential in higher education. In this formative process, aesthetic education must be an essential content because of its universal scope. From university extension, aesthetic education can be facilitated by contributing to the appreciation and understanding of society. Based on the student satisfaction surveys conducted at the Universidad Central “Marta Abreu” de Las Villas, Cuba during the 2017-2018 school year, there are insufficiencies in the development of pre-service education professionals’ training. The previous results show, as main causes, the lack of theoretical knowledge on the part of those in charge of the teaching-learning process about university extension and the lack of an integrating design of activities that favors the contents of aesthetic education. The objective of this paper is to identify the features that characterize aesthetic education of pre-service education professionals’ training from the university extension at the Universidad Central “Marta Abreu” de Las Villas, Cuba. The inclusion of content on aesthetic education for pre-service education professionals allows the approach to artistic and aesthetic values. They favor the insertion in the aesthetic activity and in the criticism of art as a way for an exhaustive interpretation of society.

The research context of this article proposes a strategy to develop the use of information and communication techniques (ICT) that will support the Teaching and learning process in order to achieve its relevance and usefulness in education at the University of Managua (UdeM). This institution has invested in technological infrastructure; however, it is perceived that students do not always make proper use of it to improve their academic performance. A significant percentage use ICT as a distraction element as evidenced by direct observation and data statistics generated in the technological centers, hence the importance of diagnosing the use of the Internet by students of UdeM. The main results show that the use of the Internet as a complementary element is a valid option for UdeM students since 73.5% have access to a computer at home, 65.3% have Internet access at home, and 41.8% have Internet access through their cell phones.

There is no doubt that since the end of the 20th century and the beginning of the 21st century, decolonial sciences are emerging. Currently, an epistemic migration is occurring from historic-hermeneutic sciences and socio-critic sciences towards decolonial sciences. This process has not been oblivious to the sciences of education. They have joined the decolonial turn. Thus, pedagogy has also joined the process. Pedagogy is also rotating. And it is doing its turn in a decolonial code. For all of the above, it is necessary to not ignore the urgencies that summon us and the emergencies that invite us to the epistemological resistance, starting from an epistemic disobedience. Decolonizing education, moving towards the decoloniality of curriculum and proposing a decolonial curriculum, is now an imperative. This is only possible if we turn together with the decolonial turn of pedagogy. Precisely, the reflection that we are discussing today on decoloniality and decolonial pedagogy, constitute this laudable effort and contribute to the configuration of decolonial/border thinking, as a foundation of “other” competencies: decolonial competencies supported by decolonial thought and Critical Latin-American -and Caribean- Theory.

This article is the result of the interest in making a current contribution to the topic of emerging pedagogies and their applicability to the context of e-learning. The term “emergent” does not have to do with a new pedagogy, but with one that adapts to the potential offered by information and communication technologies (ICT´s) for academic processes. At the methodological level, for this research, a documentary analysis was carried out in more than 60 academic sources, which had, at first, the purpose of obtaining the categories that are involved in emerging pedagogies, in order to facilitate the hermeneutical process, after this an exhaustive search was made of exponents about the different topics involved in emerging pedagogies: ubiquitous learning, educational personalism, collaborative learning, contextual or situated learning and evaluating to learn. We sought to contribute to the knowledge of the subject and in particular to the role that the teacher should assume and possible challenges that are faced through emerging pedagogies, in which skills in the management of ICT and pedagogical mediation are highlighted as key elements, in addition to promoting an active role in the students.