Conceptualización de Competencias. Socioemocionales y Estilo de Vida de estudiantes universitarios de ciencias de la salud

El objetivo es dar cuenta del conocimiento de los estudiantes del Centro Universitario de Ciencias de la Salud (CUCS) de la Universidad de Guadalajara (UDG) acerca de los términos estilo de vida, habilidad social, habilidad emocional y competencia socioemocional, con la finalidad de orientar el diseño de un programa formativo de competencias socioemocionales y estilo de vida saludable para los estudiantes de ese centro universitario. Se trata de un estudio descriptivo, que mediante un cuestionario se solicitó a 243 participantes que definieran esos cuatro conceptos. Las respuestas fueron analizadas con la técnica de análisis de contenido bajo el criterio de afinidad semántica. Encontramos que los participantes definen habilidad como capacidad y cualidad y estilo de vida como una forma de ser. Las respuestas al concepto de competencia socioemocional aparecieron en su mayor parte descontextualizadas, por lo que esta competencia se identifica como un área de oportunidad para enriquecer el tema en esa población. Si bien el objetivo principal es el señalado, tenemos el interés de que surja un análisis comparativo con otras universidades para ampliar el panorama sobre el conocimiento de los términos señalados.The objective of this work is to report the knowledge of the students of health sciences (Centro Universitario de Ciencias de la Salud, CUCS) from the University of Guadalajara (UDG), about the terms lifestyle, social ability, emotional ability and social-emotional competence. In order to design a training program of socio-emotional competences and healthy lifestyle for students of this faculty. This is a descriptive study, and through a questionnaire 243 participants were asked to define the concepts previously mentioned. The responses were analyzed through the content analysis technique, with the criterion of semantic affinity, finding that participants define ability as «capacity» and «quality», and lifestyle as a «way of being». Responses to the concept of socio-emotional competence are mostly uninterpretable, which is why the enrichment of the subject in the population is identified as an area of opportunity

Evaluation of the Effects of Atorvastatin and N-Acetyl Cysteine on Platelet Counts in Patients with Primary Immune Thrombocytopenia: An Exploratory Clinical Trial

Objective: We aimed to evaluate the efficacy of the combination of atorvastatin and N-acetyl cysteine in increasing platelet counts in patients with immune thrombocytopenia who were resistant to steroid therapy or had a relapse after treatment. Material and Methods: The patients included in this study received oral treatment of atorvastatin at a dose of 40 mg daily and N-acetyl cysteine at a dose of 400 mg every 8 h. The desired treatment duration was 12 months, but we included patients who completed at least 1 month of treatment in the analysis. The platelet counts were measured prior to the administration of the study treatment and in the first, third, sixth, and twelfth months of treatment (if available). A p value Results: We included 15 patients who met our inclusion criteria. For the total treatment duration, the global response was 60% (nine patients); eight patients (53.3%) had a complete response and one patient (6.7%) had a partial response. Six patients (40%) were considered as having undergone treatment failure. Of the responder group, five patients maintained a complete response after treatment (55.5%), three patients maintained a partial response (33.3%), and one patient (11.1%) lost their response to the treatment. All of the patients in the responder group had significant increases in their platelet counts after treatment (p Conclusion: This study provides evidence of a possible treatment option for patients with primary immune thrombocytopenia. However, further studies are needed

Prevalence of Dysexecutive Symptoms in High School Students during the COVID-19 Pandemic

This is an observational cross-sectional study designed to ascertain the prevalence and severity of dysexecutive symptoms in high school students during the COVID-19 pandemic. The validated Spanish version of the Dysexecutive Questionnaire (DEX) was used. A total of 2396 participants aged 14–22 years were included. Our sample yielded a mean DEX scale score of 28.14 ± 17.42. By the DEX classification, 889 (37.1%) students achieved optimal scores, 384 (16%) reported mild dysexecutive symptoms, 316 (13.2%) reported moderate dysexecutive symptoms, and 807 (33.7%) reported strong dysexecutive symptoms. We found a significant difference between those with and those without employed mothers, with the former scoring higher (p = 0.004), the same as those with both parents employed (p = 0.004). Adolescents face emotional susceptibility and changes in their family, social, and educational environment related to isolation, resulting in altered emotional responses and social interaction