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Salud mental en estudiantes de medicina: un reto más allá del estrés académico
No full textIntroduction: Medical education poses challenges that can induce academic stress. The context of Covid-19, new virtual education models, and telemedicine attention, among other requirements, makes it essential to focus on enhancing the mental health of future professionals. The objective was to identify factors associated with the mental health of medical students at a private university in Colombia, adjusted for academic stress.
Method: A cross-sectional study was conducted with 443 students. A questionnaire consisting of sociodemographic, lifestyle, and academic variables was completed, in addition to applying the Cognitive Systemic Inventory for the Study of Academic Stress (SISCO) and the Symptom Checklist-90-Revised (SCL-90-r) inventory. The risk factors that influence the severity index of mental health were analyzed using a Generalized Linear Model (GLM) by the Poisson family and log link.
Results: It was found that 68.4% were women, and 48.8% were aged between 20 and 25 years. 50.6% of students presented severe academic stress. Protective factors related to the mental health index included regular physical activity (RRa=0.78) and extracurricular activities (RRa=0.75), while risk factors were severe stress (RRa=2.34), use of psychoactive substances (RRa=1.36), energy drinks (RRa=1.35), having an occupation alternative to studying (RRa=1.47).
Conclussions: The current context demands the presence of mentally healthy physicians. The study provided information on the need for intervention in factors beyond academic stress, seeking to maintain student well-being and avoid academic dropout.Introducción: El proceso de enseñanza en medicina tiene desafíos que pueden inducir estrés académico. El contexto del Covid-19, los nuevos modelos de educación virtual y la atención en telemedicina, entre otros requisitos, hace imprescindible centrarse en potenciar la salud mental de los futuros profesionales. El objetivo fue identificar los factores asociados a la salud mental de estudiantes de medicina en una universidad privada en Colombia, ajustados al estrés académico.
Método: Estudio transversal con 443 estudiantes. Se completó un cuestionario compuesto por variables sociodemográficas, de estilo de vida y académicas, además de aplicar el Inventario Cognitivo Sistémico para el Estudio del Estrés Académico (SISCO) y el inventario Symptom Checklist-90-Revised (SCL-90-r). Los factores de riesgo que influyen en el índice de gravedad de la salud mental se analizaron utilizando un Modelo Lineal Generalizado (GLM) por la familia de Poisson y log link.
Resultados: Un 68,4% eran mujeres, 48,8% tenían edades entre 20 y 25 años y el 50,6% de los estudiantes presentaron estrés académico severo. Los factores protectores relacionados con el índice de salud mental incluyeron actividad física regular (RRa = 0,78) y actividades extracurriculares (RRa = 0,75), mientras que los factores de riesgo fueron estrés severo (RRa = 2,34), uso de sustancias psicoactivas (RRa = 1,36), bebidas energéticas (RRa = 1,35), tener una ocupación alternativa al estudio (RRa = 1,47).
Conclusión: El contexto actual exige la presencia de médicos mentalmente sanos. El estudio proporcionó información sobre la necesidad de intervención en factores más allá del estrés académico, buscando mantener el bienestar de los estudiantes y así evitar el abandono académico
Elaboración y validación de un instrumento para evaluar competencias del médico residente ante pacientes con diabetes gestacional
No full textThe demands of society towards medical professionals have conditioned the implementation of educational models that seek to increase creativity, imagination, and divergent thinking.
Objective: To develop and validate an instrument to measure the competencies of resident doctors about patients with gestational diabetes.
Material and methods: In 2024, an instrument was developed in which 38 residents of UMF nº. 43 of Villahermosa (Tabasco), participated. The sample was obtained by natural group. Five real clinical cases of patients with gestational diabetes with clinical indicators were carried out. Item purification was carried out using the Delphos method (kappa agreement equal to or greater than 0.80) with three rounds of experts. The calculation of the responses that could be explained by chance was carried out using the Pérez Padilla and Viniegra formula. Internal consistency was determined using the Kuder-Richardson formula, and a test-retest analysis was performed.
Results: The result achieved an internal consistency: of 0.80 using the Kuder-Richardson formula and a test-retest of 0.81. The competence levels were classified as follows: the sphere of knowing-knowing: very high (101-120), high (81-100), medium (61-80), low (41-60), very low (19-40) and chance (<18). Sphere of knowing-doing, performance: high (47-52), medium (35-46), and low (34 or less). Finally, the sphere of knowing-being was considered adequate (>10) and inadequate (<9).
Conclusions: The instrument to assess gestational diabetes competencies shows good internal consistency and effectiveness.Las exigencias de la sociedad hacia los profesionales de la medicina han condicionado implementación de modelos educativos que buscan incrementar la creatividad, imaginación y pensamiento divergente.
Objetivo: Elaborar y validar un instrumento para medir competencias de médicos residentes ante pacientes con diabetes gestacional.
Material y métodos: Durante 2024 se elaboró un instrumento en el que participaron 38 residentes de la Unidad de Medicina Familiar (UMF) nº. 43 de Villahermosa (Tabasco), muestra obtenida por grupo natural; se realizaron cinco casos clínicos reales problematizados de pacientes con diabetes gestacional con indicadores clínicos; la depuración de ítems se efectuó mediante método Delphos (concordancia de kappa igual o mayor a 0.80) y tres rondas de expertos. El cálculo de las respuestas que podrían explicarse por azar se llevó a cabo con la fórmula de Pérez Padilla y Viniegra. La consistencia interna se determinó con la fórmula de Kuder Richardson, y se realizó un análisis de test-retest.
Resultados: El resultado logró una consistencia interna de 0.80 a través de la fórmula de Kuder-Richardson y un test-retest de 0.81. Los niveles de competencias se clasificaron de la siguiente manera: esfera del saber-saber: muy alto (101-120), alto (81-100), medio (61-80), bajo (41-60), muy bajo (19-40) y azar (<18). Esfera del saber-hacer, el desempeño: alto (47-52), medio (35-46) y bajo (34 o menos). Por último, la esfera del saber-ser se consideró adecuado (>10) e inadecuado (<9).
Conclusiones: El instrumento para evaluar las competencias en diabetes gestacional muestra buena consistencia interna y es efectivo para su propósito
Un modelo de pacientes de cáncer basado en esquemas preconceptuales: más allá de los encuentros y las especificidades del cáncer
No full textThe first stage for solving complex problems involves their representation into a model. Some cancer patient models have been developed for representing the environment surrounding the patient and her characteristics. However, such models are far away from knowledge representations due to some reasons: generality, specificity to certain cancer types, focus on the patient/encounter, and segregated terminology/syntax. In this paper we propose a model of cancer patients in order to overcome the aforementioned problems. We select the so-called pre-conceptual schemas as the knowledge representation paradigm, because they can be instantiated for resembling details of the model and integrated with standards about medicine and cancer modeling.La primera etapa para la resolución de problemas complejos involucra su representación en un modelo. Algunos modelos de pacientes de cáncer se desarrollan para representar el entorno que rodea al paciente y sus características. Sin embargo, tales modelos se alejan de las representaciones del conocimiento debido a algunas razones: generalidad, especificidad para ciertos tipos de cáncer, enfoque en pacientes/encuentros y terminología o sintaxis segregada. En este artículo se propone un modelo del paciente de cáncer para superar los problemas mencionados. Se utilizan los denominados esquemas preconceptuales como el paradigma de representación del conocimiento, ya que se pueden instanciar para reflejar detalles del modelo y se pueden integrar con estándares sobre medicina y modelado del cáncer
Revisión sistemática de las políticas educativas en el escenario colombiano
No full textDesde la Constitución de 1991 Colombia inició un proceso histórico de reconfiguración de la política educativa. Este hecho contribuyó a la generación de una serie de normativa técnica que definió el sistema educativo colombiano. Este trabajo busca describir las tendencias de la política educativa en el escenario colombiano en el marco del presente siglo. Esta revisión sistemática es descriptiva de corte cualitativo y emplea el método PRISMA para la revisión de la literatura científica. El análisis de los datos se realiza desde el análisis de contenido cualitativo. Entre los hallazgos, se evidencia que son pocos los estudios relacionados con la influencia de la política educativa en los procesos de enseñanza de las asignaturas fundamentales, tales como: Lenguaje, Ciencias Sociales y Ciencias Naturales, principalmente. Asimismo, se observa que la normativa educativa reformó el sistema educativo colombiano e introdujo nuevos desafíos en el escenario educativo: nueva legislación, la etnoeducación, la educación inclusiva, el uso de las TIC, la adopción de nuevos enfoques curriculares y tendencias educativas. En dicho proceso de reformulación se introducen y toman relevancia los conceptos de gestión educativa, la evaluación y la calidad educativa. Estos aspectos imponen una nueva concepción de educación y generan nuevos debates sobre su importancia. A tono con los anteriores planteamientos, se concluye que la política educativa colombiana enfrenta diversos debates generados por las distintas posiciones asumidas desde los diversos actores educativos. En este sentido, se puede afirmar que la política educativa está en proceso de discusión, adopción y reestructuración
Mobilidade social no Peru: impacto da educação e do ambiente socioeconômico do chefe de família (2014-2023)
No full textHistorically, parental education has been key to the social and economic mobility of their children. This article examines its impact and various socioeconomic variables (sex, age, mother tongue, disability, place of residence and region) on the educational opportunities and social mobility of heads of household in Peru (2014-2023).
Using a Generalized Ordinal Logit Model and the National Household Survey, it is confirmed that parental education is fundamental in the educational level of the head of household, supported by previous studies in Latin America. These findings highlight the need to invest in education to reduce inequalities and build more equitable societies where all people have the same opportunities.Históricamente, la educación de los padres ha sido clave en la movilidad social y económica de sus hijos. Este artículo examina su impacto y de diversas variables socioeconómicas (sexo, edad, lengua materna, discapacidad, lugar de residencia y región) en las oportunidades educativas y la movilidad social de los jefes de hogar en el Perú (2014-2023).
Usando un Modelo Logit Ordinal Generalizado y la Encuesta Nacional de Hogares, se confirma que la educación de los padres es fundamental en el nivel educativo del jefe de hogar, respaldado por estudios previos en América Latina. Estos hallazgos destacan la necesidad de invertir en educación para reducir desigualdades y construir sociedades más equitativas donde todas las personas tengan las mismas oportunidades.Historicamente, a educação parental tem sido fundamental para a mobilidade social e económica dos seus filhos. Este artigo examina seu impacto e diversas variáveis ??socioeconômicas (sexo, idade, língua materna, deficiência, local de residência e região) nas oportunidades educacionais e na mobilidade social dos chefes de família no Peru (2014-2023).
Utilizando um Modelo Logit Ordinal Generalizado e a Pesquisa Nacional de Domicílios, confirma-se que a escolaridade parental é fundamental no nível educacional do chefe de família, apoiado por estudos anteriores na América Latina. Estas conclusões destacam a necessidade de investir na educação para reduzir as desigualdades e construir sociedades mais equitativas, onde todas as pessoas tenham as mesmas oportunidades
Saberes de docentes de matemáticas en ruta de la educación inclusiva
No full textObjective: Contribute to the understanding of inclusive education at the level of knowledge of mathematics teachers that enable or limit its applicability in school contexts, considering that in diverse school settings, mastery of mathematical content is not enough, but also requires an understanding of how students learn mathematics, the use of effective pedagogical strategies, and the ability to adapt lessons according to the specific needs of students. And in this complex interaction, the teachers' knowledge system plays a crucial role. Teaching knowledge and discourse play a fundamental role because they are directly related to the learning and academic achievements of students, enhancing motivation and strengthening the prerequisites necessary for training.
Materials and methods: The research was based on the interpretive-hermeneutic paradigm and the descriptive-level qualitative approach. A double method was used that complements each other according to the interests of the researchers. On the one hand, the case study is characterized by delving into specific cases, allowing a holistic understanding of complex situations in their natural context, and on the other, discourse analysis, which aims to reveal the meanings and meanings of oral texts and writings. Three mathematics teachers from a public educational institution in Medellín (Colombia) participated in a voluntary and informed manner, to whom a semi-structured interview protocol consisting of 23 questions was applied considering four dimensions of analysis within the framework of inclusive education: pedagogical, curricular, experiential, and disciplinary knowledge. The data were analyzed through a coding and categorization process, based on units of analysis ?in vivo texts? relevant to the object of study. This coding was done at three levels following with the methodological guidelines of grounded theory: open coding, axial coding, and selective coding. With the data obtained, semantic networks were created, that is, relational meaning schemes that allow explaining the reality under study.
Results: Five inductive categories represented in semantic networks were identified, which brought together 172 recurrences and 132 relationships between codes —densities—, related to different types of teaching knowledge within the framework of the discipline of mathematics and inclusive education. Each category is fed by a set of axial codes, 14 in total, which can be interpreted as large thematic lines that largely describe each type of teaching knowledge studied. In addition to the knowledge considered a priori —pedagogical, disciplinary, curricular, and experiential and contextual—, another type of relevant knowledge was identified: contextual knowledge. For participating teachers, properly interpreting the context in which teaching takes place is essential to adapt and personalize inclusion strategies. This knowledge encompasses a deep understanding of the specific characteristics and dynamics of each classroom, as well as the school environment as a whole with cultural dynamics, life experiences, and individual needs. This knowledge allows teachers to create environments in which differences are valued and made visible, which can only occur if external factors are considered, such as available resources, educational policies, and the expectations of the school community. This contextual knowledge is manifested in the teachers' ability to adapt their pedagogical approaches and teaching strategies according to the specific circumstances of their environment. It involves being attuned to the changing realities of teaching-learning environments at the school community and making informed decisions based on that knowledge. Even so, from a broad perspective, it is observed that teachers base their teaching practices on limited and reductionist knowledge, which prevents them from challenging the pre-established barriers and approaches that support their inclusive educational practice. Indeed, although their knowledge has been forged over the years through direct experience in educational spaces and interaction with diverse students, that is, informal and practical knowledge, rooted in empirical observation and intuition pedagogically, the need to complement this comprehensive structure with a solid theoretical and scientific base is evident. The theoretical foundation can provide a conceptual framework that deepens the understanding of the processes underlying inclusive education, allowing for more informed and strategic decision-making. In this sense, based on the findings of this study, the integration of research and theory in the teaching practice of inclusive education is advocated to further enrich and strengthen the commitment of teachers. Inclusive education requires a more flexible and diversified pedagogical approach, where teachers not only master their discipline but also develop solid pedagogical competencies and a deep understanding of the needs of their students. This involves moving beyond the passive transmission of knowledge and adopting more interactive and student-centered pedagogical approaches. To overcome this challenge, mathematics teachers must recognize the importance of combining their disciplinary knowledge with solid training in inclusive pedagogy. It also involves learning to differentiate instruction, adapt teaching strategies, and use resources that make mathematics accessible and meaningful to all students, regardless of their skills and abilities.
Conclusions: Teachers must reflect on their knowledge within the framework of recognition of diversity; that is, starting from their own experiences, contexts, and stories to favor how students can approach the discipline and learn, beyond having a precise understanding of the normative implications that inclusive education entails and how to guarantee their compliance. This encompasses not only a commitment to its theoretical epistemological understanding but also the application of didactic, practical, and diversified knowledge in the teaching of mathematics, assumed from the will as a value and as a principle in the practice of teaching. Now, it should be highlighted that the social responsibility of mathematics teachers in the context of inclusive education is of vital importance because, throughout history, mathematics has been a field of knowledge that, at times, has marginalized specific groups of people, such as those with disabilities, ethnic minorities, or non-hegemonic gender identities. Therefore, it is up to the teacher to commit to building an inclusive mathematics educational environment, where the diversity of students is recognized and celebrated. This implies guaranteeing that all students have equal opportunities to participate as part of an assumption of social responsibility that guides the profession because from there it contributes to making a more equitable and fair society.El objetivo del este artículo es aportar a la comprensión de la educación inclusiva en el plano de saberes y prácticas de enseñanza de docentes de matemáticas que posibilitan o limitan su aplicabilidad contextos escolares.
Metodológicamente, este estudio se enmarcó en el paradigma hermenéutico interpretativo con enfoque cualitativo y de alcance descriptivo; específicamente, el análisis de discurso con aplicación al estudio de caso. Participaron tres profesoras de matemáticas de una institución educativa pública de Medellín (Colombia), a quienes se les aplicó un protocolo de entrevista semiestructurada como instrumento de recolección de información. Los datos se analizaron a través de un proceso de codificación y categorización, a partir de unidades de análisis ?textos in vivo? relevantes para el objeto de estudio.
En sus resultados se identificaron cinco categorías inductivas / redes semánticas con recurrencias y densidades relacionadas con diferentes tipos de saberes docentes –pedagógico, disciplinar, curricular, experiencial y contextual– conexos a la matemática y al campo de la educación inclusiva. En general, se observa que los docentes sustentan sus prácticas de enseñanza en saberes limitados y reduccionistas, que les impide desafiar las barreras preestablecidas y los enfoques que sustentan su práctica educativa inclusiva.
Como conclusión, es esencial que los docentes pongan en reflexión sus propios saberes en el marco del reconocimiento a la diversidad, a partir de sus propias experiencias, contextos e historias para favorecer las formas en que los estudiantes pueden acercarse a la disciplina y aprender, más allá de poseer una comprensión precisa de las implicaciones normativas que la educación inclusiva acarrea y de cómo garantizar su cumplimiento. Esto abarca no solo una apuesta por su comprensión teórica epistemológica, sino, también, la aplicación de conocimientos didácticos, prácticos y diversificados en la enseñanza de las matemáticas, asumidos desde la voluntad como valor y como principio en la práctica de enseñar
Inseguridad ontológica y migraciones: análisis crítico del desarraigo
No full textObjectives: This research critically examines the role of ontological insecurity as a driver of population uprooting, with a focus on how structural inequality – evaluated through indicators such as the Gini index and the income share of the top 10% – directly influences migration trends. By examining how economic disparities create conditions conducive to population displacement, the study aims to provide a nuanced understanding of how insecurity impacts an individual’s decision to either settle or seek opportunities abroad. The study operates within the theoretical framework of structural inequality and uses ontological security as a key measure of social cohesion and population retention.
Materials and methods: Employing a quantitative methodology, this research utilizes a multivariate analytical approach supported by factor analysis and Structural Equation Modeling (SEM). Data from the World Bank served as the primary source for variables such as Gini coefficients, income distribution within the top 10% of earners, and incarceration rates, which provide a proxy for social conflict. SEM was employed to construct and test the causal relationships among structural inequality, ontological insecurity, rootedness, and social conflict. Factor analysis explored the dimensional structure of variables related to economic inequality, ontological security, and migration, grouping them into latent factors that could reveal underlying patterns. Furthermore, the study accounted for confounding factors by integrating socioeconomic and conflict-related indicators to isolate the effects of ontological security on migration patterns.
Results: The findings reveal a significant relationship between structural inequality and ontological insecurity, suggesting that regions with pronounced income disparities experience higher levels of insecurity and, consequently, increased emigration rates. The Gini index emerged as a critical factor, with higher values correlating strongly with ontological insecurity and social conflict. The data indicate that populations experiencing high-income concentration within the top 10% exhibit greater ontological insecurity, which, in turn, is associated with increased emigration. Structural inequalities, as reflected in income distribution and resource access, were shown to impact not only individual security perceptions but also social cohesion, which can intensify social conflict. The analysis suggests that social conflict, represented here by incarceration rates, is both a direct and indirect product of ontological insecurity, further exacerbating social fragmentation and migration tendencies. The study's model showed robust explanatory power in linking ontological insecurity to the increase in emigration percentages, where individuals experiencing relative deprivation seek more stable and equitable environments elsewhere.
Additionally, the analysis found that structural inequality, as measured by both the Gini index and income concentration within the top 10%, serves as a potent predictor of ontological insecurity and migration. In settings marked by stark income inequality, populations often perceive societal structures as unstable or inherently unjust, leading to feelings of insecurity that drive individuals to consider relocation. This perception of inequality fosters a sense of dislocation, where individuals no longer feel anchored or secure in their home environment. The findings illustrate how ontological insecurity can be exacerbated by observable economic disparities, creating a feedback loop where insecurity promotes migration, thereby diminishing social cohesion and increasing the incidence of conflict. High incarceration rates, used here as an indicator of social conflict, reflect the breakdown of social structures in contexts of elevated inequality, suggesting that ontological insecurity may lead not only to migration but also to rising conflict within remaining populations.
Conclusions: This study suggests that ontological insecurity, fostered by structural inequality, significantly impacts social cohesion, migration, and conflict. The perception of inequality, particularly when observed through the lens of relative deprivation theory, reveals that individuals are more likely to migrate if they perceive an inequitable resource distribution in their environment. Relative deprivation theory posits that individuals assess their personal success and well-being not only on absolute measures but also about others, meaning that observable gaps in wealth or access to resources can heighten feelings of insecurity and prompt migration. In a context where the top 10% disproportionately benefit from available resources, those outside this bracket experience heightened insecurity that manifests in both increased migration and conflict.
The study also highlights the centrality of ontological security as a latent variable that mediates the relationship between structural inequality and social outcomes. Ontological insecurity arises in contexts of pronounced inequality, where individuals lack the basic sense of stability and confidence needed to feel rooted in their environment. This insecurity, in turn, disrupts social cohesion, leading to both increased migration and heightened social conflict. Social cohesion relies on a foundation of equitable resource distribution, which mitigates perceptions of insecurity and promotes rootedness. In contrast, the erosion of ontological security in unequal societies fosters a sense of alienation, where individuals no longer feel a part of the larger social fabric. As inequality rises, so does the likelihood of conflict, as social fragmentation leads to distrust and disillusionment with societal structures. By linking these factors, the study underscores how structural inequality and ontological insecurity contribute to the erosion of societal stability, creating a cycle of uprooting and conflict.
The findings align with theories of relative deprivation and class struggle, suggesting that the decision to migrate is not solely an economic calculation but also an expression of perceived social injustice. Ontological insecurity, shaped by unequal resource distribution, acts as a catalyst for social conflict and migration. This study contributes to the literature on migration by situating ontological security within a structural inequality framework, highlighting how perceptions of inequality drive individuals to seek opportunities in environments with higher ontological security. For policymakers, these findings underscore the importance of addressing income inequality and promoting equitable access to resources to strengthen social cohesion and mitigate migration.
Future research could explore the intersection of ontological security, inequality, and migration in greater detail, examining the specific mechanisms through which economic disparities disrupt social cohesion. Additionally, comparative studies across regions with varying degrees of income inequality and migration rates could provide further insights into how structural inequalities manifest in diverse social and cultural contexts. Understanding the role of ontological insecurity in migration may also inform the development of social policies aimed at enhancing resource distribution and reducing income concentration to promote rootedness within populations. This study demonstrates that ontological security, when compromised by structural inequality, not only influences migration but also exacerbates social conflict, suggesting that addressing inequality is crucial for fostering a cohesive, stable society.Objetivos: Este estudio analiza los efectos de la inseguridad ontológica en las decisiones de arraigo y desarraigo de la población, destacando cómo la desigualdad estructural, medida mediante el índice de Gini y la participación en el ingreso del 10 % mejor remunerado, influye en la migración.
Materiales y métodos: Se utilizó un enfoque cuantitativo, realizando un análisis multivariado de los datos del Banco Mundial, aplicando técnicas de análisis factorial y ecuaciones estructurales (SEM) para modelar las relaciones entre desigualdad estructural, inseguridad ontológica, arraigo y conflicto social.
Resultados: Los hallazgos demuestran que una mayor inseguridad ontológica está relacionada con una mayor desigualdad estructural, y a su vez, con un incremento en el porcentaje de emigrantes. Asimismo, los altos índices de Gini y una concentración de ingresos en el 10 % más rico aumentan la inseguridad ontológica y, por ende, el conflicto social medido por tasas de encarcelamiento.
Conclusiones: Esta investigación sugiere que la desigualdad estructural y la inseguridad ontológica son determinantes críticos en la cohesión social, afectando tanto al delito como a la migración. La percepción de una distribución de recursos desigual genera una privación relativa, impulsando a la población a buscar mejores condiciones fuera del país. La inseguridad ontológica, como variable latente, refleja cómo una distribución de recursos menos equitativa fomenta el desarraigo
Conocimientos, actitudes y prácticas sobre el dengue en estudiantes de licenciatura en Ciencias Naturales de la Universidad del Atlántico, norte de Colombia
No full textObjective: To assess the knowledge, attitudes, and practices (KAP) regarding dengue fever in third-semester undergraduate students of Natural Sciences at the Universidad del Atlántico, Puerto Colombia (Colombia).
Methodology: A descriptive cross-sectional study was conducted on 52 third-semester undergraduate students of Natural Sciences at the Universidad del Atlántico. Three surveys were applied, one to gather socio-economic characteristics of the population, a second one to assess their knowledge, attitudes, and practices (KAP) regarding dengue fever, and a third KAP survey after implementing an educational tool for dengue prevention. The data were processed using Epi-Info 7 and analyzed using a Chi-square (X2) test.
Results: 100.00 % of the respondents know about dengue, with 53.80 % unaware of the transmitting vector. Attitudes such as avoiding storing water in uncovered containers, spraying insecticides, and placing bottles upside down, and practices like covering water containers, using mosquito nets, and seeking medical care for dengue symptoms, improved significantly after the educational intervention.
Conclusion: A correlation was found between socio-economic variables and behaviors that facilitate the presence of elements conducive to dengue. Despite knowing the vector, appropriate practices against dengue have yet to be carried out. Objetivo: Evaluar los conocimientos, actitudes y prácticas (CAP) en relación con el dengue en estudiantes de tercer semestre de Licenciatura en Ciencias Naturales de la Universidad del Atlántico, Puerto Colombia (Colombia).
Metodología: Estudio descriptivo de corte transversal, realizado sobre 52 estudiantes de tercer semestre de Licenciatura en Ciencias Naturales de la Universidad del Atlántico. Se aplicaron tres encuestas, una para conocer las características socioeconómicas de la población; una segunda para conocer sus conocimientos, actitudes y prácticas (CAP) con relación al dengue, y una tercera encuesta CAP, después de aplicar un instrumento educativo sobre prevención del dengue. Los datos fueron procesados con Epi-Info 7 y analizados mediante una prueba de Chi cuadrado (X2).
Resultados: El 100,00 % de los encuestados tiene conocimientos referentes al dengue, y un 53,80 % desconoce el vector transmisor. Actitudes como evitar almacenar agua en recipientes mal tapados, rociar insecticidas, colocar las botellas boca abajo y prácticas como tapar los contenedores de agua, usar mosquiteros y asistir a los centros de salud ante síntomas del dengue, mejoraron considerablemente tras la intervención educativa.
Conclusión: Se encontró correlación entre variables socioeconómicas y conductas que favorecen la instalación de elementos para el dengue. Se denota la no realización de prácticas adecuadas contra el dengue, a pesar de que existe un conocimiento con respecto al vector.
Análise exploratória das barreiras regulatórias no setor de serviços educacionais para a competitividade empresarial em Barranquilla.: Analizando las barreras regulatorias en los servicios educativos para la competitividad empresarial en Barranquilla (Colombia)
No full textIn this study, 20 microbusinesses in the Colombian city of Barranquilla's education services consulting sector were examined in order to determine how regulatory constraints affected their ability to compete. To learn more about the regulatory obstacles these microenterprises confront and how they affect their ability to compete, a survey of the owners and managers of these businesses was conducted. The relationship between the regulatory barrier characteristics and business competitiveness was assessed using descriptive statistical analysis and Pearson correlation analysis. Additionally, a statistical analysis using many variables, including company size and industry, was done to determine the relationship between regulatory restrictions and corporate competitiveness. The study's findings made it possible to pinpoint the key legal obstacles microbusinesses in this industry confront and how they affect their ability to compete. These results will aid in the creation of initiatives to get over these obstacles and raise the city's business sector's level of competitiveness.En este estudio se examinaron 20 microempresas del sector de consultoría de servicios educativos de la ciudad colombiana de Barranquilla para determinar cómo las limitaciones regulatorias afectan su capacidad para competir. Se realizó una encuesta a los propietarios y gerentes de estas empresas para conocer más sobre los obstáculos regulatorios que enfrentan estas microempresas y cómo afectan su capacidad para competir. La relación entre las características de las barreras regulatorias y la competitividad empresarial se evaluó mediante análisis estadístico descriptivo y análisis de correlación de Pearson. Además, se realizó un análisis estadístico utilizando múltiples variables, incluyendo el tamaño de la empresa y la industria, para determinar la relación entre las restricciones regulatorias y la competitividad empresarial. Los resultados del estudio permitieron identificar los principales obstáculos legales que enfrentan las microempresas en este sector y cómo afectan su capacidad para competir. Estos resultados ayudarán en la creación de iniciativas para superar estos obstáculos y aumentar el nivel de competitividad del sector empresarial de la ciudad.
Dans cette étude, 20 microentreprises du secteur de la consultation de services éducatifs de la ville colombienne de Barranquilla ont été examinées afin de déterminer comment les contraintes réglementaires affectent leur capacité à concurrencer. Pour en savoir plus sur les obstacles réglementaires auxquels sont confrontées ces microentreprises et sur la façon dont ils affectent leur capacité à concurrencer, une enquête auprès des propriétaires et des gestionnaires de ces entreprises a été menée. La relation entre les caractéristiques des barrières réglementaires et la compétitivité des entreprises a été évaluée à l'aide d'analyses statistiques descriptives et d'analyses de corrélation de Pearson. De plus, une analyse statistique utilisant de nombreuses variables, notamment la taille de l'entreprise et l'industrie, a été réalisée pour déterminer la relation entre les restrictions réglementaires et la compétitivité des entreprises. Les résultats de l'étude ont permis de mettre en évidence les principaux obstacles juridiques auxquels les microentreprises de ce secteur sont confrontées et la façon dont ils affectent leur capacité à concurrencer. Ces résultats aideront à la création d'initiatives pour surmonter ces obstacles et à élever le niveau de compétitivité du secteur des entreprises de la ville.
In questo studio sono state esaminate 20 microimprese del settore dei servizi di consulenza educativa della città colombiana di Barranquilla al fine di determinare come i vincoli normativi influenzino la loro capacità di competere. Per saperne di più sugli ostacoli normativi che queste microimprese affrontano e su come influenzino la loro capacità di competere, è stata condotta un'indagine tra i proprietari e i gestori di queste aziende. La relazione tra le caratteristiche delle barriere regolamentari e la competitività aziendale è stata valutata utilizzando analisi statistiche descrittive e analisi di correlazione di Pearson. Inoltre, è stata effettuata un'analisi statistica utilizzando molte variabili, tra cui la dimensione dell'azienda e il settore, per determinare la relazione tra le restrizioni regolamentari e la competitività aziendale. I risultati dello studio hanno permesso di individuare gli ostacoli legali chiave che le microimprese di questo settore affrontano e come influenzino la loro capacità di competere. Questi risultati aiuteranno nella creazione di iniziative per superare questi ostacoli e aumentare il livello di competitività del settore aziendale della città.
Neste estudo, foram examinadas 20 microempresas do setor de consultoria de serviços educacionais da cidade colombiana de Barranquilla para determinar como as restrições regulatórias afetam sua capacidade de competir. Para saber mais sobre os obstáculos regulatórios que essas microempresas enfrentam e como afetam sua capacidade de competir, foi realizada uma pesquisa com os proprietários e gerentes dessas empresas. A relação entre as características das barreiras regulatórias e a competitividade empresarial foi avaliada por meio de análise estatística descritiva e análise de correlação de Pearson. Além disso, uma análise estatística usando muitas variáveis, incluindo o tamanho da empresa e a indústria, foi realizada para determinar a relação entre as restrições regulatórias e a competitividade empresarial. Os resultados do estudo tornaram possível identificar os principais obstáculos legais que as microempresas deste setor enfrentam e como afetam sua capacidade de competir. Esses resultados ajudarão na criação de iniciativas para superar esses obstáculos e aumentar o nível de competitividade do setor empresarial da cidade.