EDU REVIEW Revista Internacional de Educación y Aprendizaje最新文献

Perception of stress in Veterinary Medicine students 兽医专业学生对压力的感知

EDU REVIEW Revista Internacional de Educación y Aprendizaje Pub Date : 2021-01-07 DOI: 10.37467/GKA-REVEDU.V9.2625

César Muñeton Gomez, F. Melo, M. Moline, Ivan Merchan

{"title":"Perception of stress in Veterinary Medicine students","authors":"César Muñeton Gomez, F. Melo, M. Moline, Ivan Merchan","doi":"10.37467/GKA-REVEDU.V9.2625","DOIUrl":"https://doi.org/10.37467/GKA-REVEDU.V9.2625","url":null,"abstract":"El presente estudio tuvo como objetivo identificar cuáles son los principales síntomas de estrés percibidos por los estudiantes de un grupo de Anatomía en la carrera de Medicina Veterinaria en la Universidad de la Salle en Bogotá – Colombia, durante el año 2018. Para tal fin, se realizó una encuesta aplicada a 97 estudiantes, las respuestas se estimaron en una escala tipo Likert de 5 puntos. Posteriormente, se clasificaron los resultados de cada pregunta cómo; estrés normal, moderado y severo. Los resultados muestran que los mayores síntomas de estrés se presentan en mujeres, mientras los síntomas encontrados con mayor frecuencia concuerdan con los reportados en población adolescente, como cambios de apetito, sudor frío, sensación de hormigueo, taquicardia y molestias en el estómago. Las manifestaciones emocionales abarcan sentimientos de irritabilidad, miedo, preocupación, ansiedad, agobio, apatía, sueño e indiferencia. Las conclusiones manifiestan que una proporción sustancial de los estudiantes encuestados perciben síntomas de estrés y ansiedad en diferentes niveles. La prevalencia de síntomas de depresión severa encontrada sobrepasa la reportada a nivel nacional e internacional, mientras que la depresión moderada se presenta dentro de los rangos descritos internacionalmente.","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131030413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Professionals' Knowledge And Needs Regarding Bullying 教育专业人员对欺凌的知识和需求

EDU REVIEW Revista Internacional de Educación y Aprendizaje Pub Date : 2021-01-02 DOI: 10.37467/GKA-REVEDU.V8.2665

Amaia Lojo Novo, Brett E. Shelton, Katie Bubak Azevedo

引用次数: 0

International Migration 国际移民

EDU REVIEW Revista Internacional de Educación y Aprendizaje Pub Date : 2020-12-29 DOI: 10.18356/583a562b-en

Everardo Víctor Jímenez, Neyda del Rosario Zamora, Axel Zamir Urcuyo

引用次数: 0

Students, professors and sexual diversity: acknowledging LGBT+ students and their school experience in university 学生、教授和性多样性:承认LGBT+学生和他们的大学经历

EDU REVIEW Revista Internacional de Educación y Aprendizaje Pub Date : 2020-12-21 DOI: 10.37467/GKA-REVEDU.V8.2714

Migdelina Andrea Espinoza Romero, José Raúl Rodríguez Jiménez, D. Pierson

{"title":"Students, professors and sexual diversity: acknowledging LGBT+ students and their school experience in university","authors":"Migdelina Andrea Espinoza Romero, José Raúl Rodríguez Jiménez, D. Pierson","doi":"10.37467/GKA-REVEDU.V8.2714","DOIUrl":"https://doi.org/10.37467/GKA-REVEDU.V8.2714","url":null,"abstract":"This paper aims to explore the interactions between university professors and higher education students who identify as lesbian, gay, bisexual, transsexual, transgender, intersex, queer and other non-heterosexual identities or orientations (LGBT+). Three theoretical-methodological dimensions are used to explore: a) the academic experiences of LGBT+ university students and the interactions with their university professors; b) the institutional and academic approaches towards sexual diversity in the student population; and c) aspects of their sexual identity. A descriptive case study was designed and the empirical information that supported it came from 31 interviews conducted with LGBT+ university students, enrolled in 11 higher education institutions in Sonora, Mexico. \u0000The findings indicate professors abuse their power as teachers: they impose heteronormative interactions in the classroom, discriminating against and acting hostile towards LGBT+ students, negatively affecting them in academic and emotional ways. Only in a few cases, professors displayed inclusive pedagogical practices in front of sexual diversity. \u0000This study shows that being an LGBT+ student negatively affects their learning, because respect for their diversity, a fundamental human right, is compromised by their sexual orientation, resulting in an unequal treatment in higher education institutions. Governments and institutions must promote actions for the full integration of these students into academic spaces, where their rights are recognized and respected. In these possible actions, the role of the professor is especially important, because it's a key actor for the successful inclusion of LGBT+ students in higher education institutions.","PeriodicalId":438303,"journal":{"name":"EDU REVIEW Revista Internacional de Educación y Aprendizaje","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121504605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0