Adaptación y Validación del Test de Alfabetización en Salud Mental Canadiense TMHHSCG en estudiantes chilenos.

Introducción: La Alfabetización en Salud Mental (ASM) se define como el conocimiento y las creencias sobre los trastornos mentales que ayudan a su reconocimiento, manejo y prevención. Objetivo: traducir, adaptar y validar el instrumento canadiense, Test Mental Health & High School Curriculum Guide (TMHHSCG) en estudiantes de educación secundaria y universitarios chilenos. Materiales y métodos: Estudio de diseño instrumental en adolescentes (N = 454) y jóvenes (N=434). Luego de un proceso de traducción y retrotraducción, y entrevistas cognitivas, se realizaron análisis factorial para la validez de criterio y de constructo, análisis de validez convergente y divergente y análisis de invarianza factorial.  Resultados: De las 5 secciones del TMHHSCG-CL, 4 secciones presentan 2 factores y una sección con uno, todos los ítems cumplieron con el requisito de un factor superior o igual 0,3. Se presentaron niveles de correlación moderada, positiva y significativa entre las dimensiones del Test y entre este y las cinco escalas utilizadas para probar la validez de criterio, presento una buena consistencia interna y validez de constructo, convergente y discriminante. El análisis de invarianza de medición comparo modelos de manera progresiva mostrando una buena invarianza factorial. Conclusión: La versión chilena del TMHHSCG-CL muestra adecuadas propiedades psicométricas que incorpora todos los componentes de la ASM. siendo el primero de esta versión canadiense en español apto para ser aplicado en Chile y en América Latina que permitirá medir el nivel de ASM para realizar intervenciones de prevención y promoción en salud mental en adolescentes y jóvenes

Creencias docentes y uso de Nuevas Tecnologías de la Información y Comunicación en profesores de cinco establecimientos chilenos de educación básica y media

This study explore the relation between five types of teacher’s beliefs – constructivism, teacher self-efficacy, computer self-efficacy, self-efficacy for teaching with computers and beliefs about technology’s effectiveness on education – and the frequency and variety of use for computer’s instructional purposes. A questionnaire was completed by 112 teachers from five Chilean schools. Using correlation analysis, it was found that computer self-efficacy, self-efficacy for teaching with computers and beliefs about technology’s effectiveness on education show greater effects on frequency and variety of use of technologies for instructional purposes over teacher self-efficacy, and constructivism.Mediante una encuesta se estudió la relación entre cinco tipos de creencias docentes -constructivismo, creencias en la efectividad de la tecnologías en educación, autoeficacia docente, autoeficacia computacional y autoeficacia de enseñanza con computadores- y la frecuencia y tipos de uso de computadores de 112 profesores de cinco establecimientos chilenos que brindan educación básica y media. Usando análisis de correlación, se obtuvo que la autoeficacia computacional, la autoeficacia de enseñanza con computadores y las creencias en la efectividad de la tecnología, presentan mayor efecto en el uso de computadores que la autoeficacia docente y el constructivismo

Effectiveness of orthopedic manual therapy included in a conventional program in patients with disc displacement without reduction with limitation of temporomandibular joint opening in Concepción, Chile: preliminary results

Existe poca evidencia de la efectividad de la terapia manual ortopédica (TMO) en el desplazamiento discal sin reducción con limitación de apertura de la articulación temporomandibular. Objetivo: Comparar la efectividad de la TMO incluida en un programa convencional (PC) (Láser, ultrasonido, electroanalgesia TENS, ejercicios, terapia ortopédica oclusal removible), versus sólo PC en pacientes con desplazamiento discal sin reducción con limitación de apertura. Materiales y métodos: Se utilizó un diseño experimental con grupos paralelos randomizados. Participaron 20 pacientes, sexo femenino entre 19 y 51 años, derivados por odontólogo especialista. Se asignaron aleatoriamente a 2 grupos, 10 a TMO+PC y 10 a sólo PC. El tratamiento fue aplicado 2 meses, durante etapa aguda. El investigador evaluó apertura asistida con regla milimétrica y dolor articular mediante escala visual analógica en línea base, quinta sesión, y al final, décima sesión. Se aplicó el criterio diagnóstico de TTM DC/TMD (2014) según eje I. Resultados: Utilizando estadística no paramétrica, no hay diferencias significativas entre grupos en línea base. En apertura mandibular, la efectividad de TMO+PC es mayor que la de sólo PC, p=0.01, alcanzado el 90% TMO+PC rangos > 40mm. TMO+PC es más efectiva que PC para la disminución del dolor a la palpación del cóndilo mandibular, en el polo lateral p<0.001, y alrededor, p<0.001. Todos los pacientes de TMO+PC logran relevancia clínica en el dolor del polo lateral y alrededor. Conclusión: La inclusión de la TMO a los PC logra resultados más efectivos a corto plazo, mejorando dinámica mandibular y dolor articular.There is little evidence of the effectiveness of manual orthopedic therapy (MOT) in the disc displacement without reduction with limited opening of the temporomandibular joint. Objective: Compare the effectiveness of MOT included in a conventional program (CP) (laser, ultrasound, electroanalgesia TENS, exercises, removable occlusal orthopedic therapy), versus only CP in patients with disc displacement without reduction and with aperture limitation. Materials and methods: An experimental design with randomized parallel groups was used. Included 20 patients, female from 19 to 51 years, derived by specialist. They were randomly assigned to 2 groups, 10 to MOT + CP and only CP 10. The treatment was applied 2 months, during acute stage. The researcher evaluated opening support with millimeter ruler and joint pain by visual analog scale online base, fifth session, and in the end, tenth session. The diagnostic criteria for DC / TMD TTM (2014) according to Axis I was applied. Results: Using non-parametric statistics, there are no significant differences between groups at baseline. In the mandibular opening, the effectiveness of MOT + CP is greater than only CP, p = 0.01, reaching 90% of MOT+ CP ranges> 40mm. MOT + CP is more effective than CP for pain reduction on palpation of the mandibular condyle, at the lateral pole p <0.001, and around, p <0.001. All patients in MOT+CP achieved clinical relevance in lateral and surrounding pole pain. Conclusion: The inclusion of MOT in CP achieves more effective results in the short term, improving mandibular dynamics and joint pain.Sin financiaciónNo data (2017)UE

Peripheral brain-derived neurotrophic factor (BDNF) and salivary cortisol levels in college students with different levels of academic stress. Study protocol.

IntroductionBrain-derived neurotrophic factor (BDNF) is essential for brain physiological processes influencing memory and learning. BDNF levels can be affected by many factors, including stress. Stress increase serum and salivary cortisol levels. Academic stress is of the chronic type. BDNF levels can be measure from serum, plasma or platelets, and there is still no standard methodology, which is relevant to ensure reproducibility and comparability between studies.Hypothesis(i) BDNF concentrations in serum show greater variability than in plasma. (ii) In college students with academic stress, peripheral BDNF decreases and salivary cortisol increases.General objectiveTo standardize plasma and serum collection for BDNF levels and to determine whether academic stress affects peripheral BDNF and salivary cortisol levels.DesignQuantitative research, with a non-experimental cross-sectional descriptive design.ParticipantsStudent volunteers. Under convenience sampling, 20 individuals will be included for standardization of plasma and serum collection and between 70 and 80 individuals to determine the effect of academic stress on BDNF and salivary cortisol.Peripheral blood and salivary cortisol sampling, measurements12 mL of peripheral blood (with and without anticoagulant) will be drawn per participant, separated from plasma or serum and cryopreserved at -80°C. Additionally, they will be instructed in the collection of 1 mL of saliva samples, which will be centrifuged. Val66Met polymorphism will be performed by allele-specific PCR, while BDNF and salivary cortisol levels will be determined by ELISA.Statistical analysis(i) descriptive analysis of the variables, through measures of central tendency and dispersion, and the categorical variables through their frequency and percentage. (ii) Then a bivariate analysis will be performed comparing groups using each variable separately.Expected resultsWe expect to (i) determine the analytical factors that allow a better reproducibility in the measurement of peripheral BDNF, and (ii) the effect of academic stress on BDNF and salivary cortisol levels

Academic stress in college students: descriptive analyses and scoring of the SISCO-II inventory

In a competitive and demanding world, academic stress is of increasing concern to students. This systemic, adaptive, and psychological process is composed of stressful stimuli, imbalance symptoms, and coping strategies. The SISCO-II Academic Stress Inventory (SISCO-II-AS) is a psychometric instrument validated in Chile. It evaluates stressors, symptoms, and coping, both individually and globally. For its practical interpretation, a scale is required. Therefore, this study aims to descriptively analyze the SISCO-II-AS and to obtain its corresponding scales. Employing a non-experimental quantitative approach, we administered the SISCO-II-AS to 1,049 second and third-year students from three Chilean universities, with a disproportionate gender representation of 75.21% female to 24.79% male participants. Through descriptive and bivariate analysis, we established norms based on percentiles. For the complete instrument and its subscales, significant differences by sex were identified, with magnitudes varying from small to moderate. For the full instrument and its subscales, bar scale norms by percentile and sex are presented. Each subscale (stressors, physical and psychological reactions, social behavioural reactions, total reaction, and coping) has score ranges defined for low, medium, and high levels. These ranges vary according to the sex of the respondent, with notable differences in stressors and physical, psychological, and social behavioural reactions. This study stands out for its broad and heterogeneous sample, which enriches the representativeness of the data. It offers a comprehensive view of academic stress in college students, identifying distinctive factors and highlighting the importance of gender-sensitive approaches. Its findings contribute to understanding and guide future interventions. By offering a descriptive analysis of the SISCO-II-AS inventory and establishing bar norms, this research aids health professionals and educators in better assessing and addressing academic stress in the student population

Increased academic stress is associated with decreased plasma BDNF in Chilean college students

Introduction Academic stress (AS) is a prevalent challenge faced by university students, potentially affecting molecular indicators such as brain-derived neurotrophic factor (BDNF) and global DNA methylation (G-DNA-M). These indicators could illuminate the physiological ramifications of academic stress. Study Design and Methods This research followed a quantitative, non-experimental, longitudinal panel design spanning two academic semesters, observing phenomena in their natural context. Students from the Medical Technology program at Universidad de Concepción, Chile were involved, with assessments at the beginning and during heightened academic stress periods. Sample Of the total participants, 63.0% were females, with an average age of 21.14 years at baseline, and 36.92% were males, averaging 21.36 years. By the study’s conclusion, female participants averaged 21.95 years, and males 22.13 years. Results Significant differences were observed between initial and final assessments for the SISCO-II Inventory of Academic Stress and Beck Depression Inventory-II, notably in stressor scores, and physical, and psychological reactions. Gender differences emerged in the final physical and psychological reactions. No significant changes were detected between the two assessments in plasma BDNF or G-DNA-M values. A refined predictive model showcased that, on average, there was a 3.56% decrease in females’ plasma BDNF at the final assessment and a 17.14% decrease in males. In the sample, the G-DNA-M percentage at the final assessment increased by 15.06% from the baseline for females and 18.96% for males. Conclusions The study underscores the physiological impact of academic stress on university students, evidenced by changes in markers like BDNF and G-DNA-M. These findings offer an in-depth understanding of the intricate mechanisms regulating academic stress responses and highlight the need for interventions tailored to mitigate its physiological and psychological effects

Peripheral brain-derived neurotrophic factor (BDNF) and salivary cortisol levels in college students with different levels of academic stress. Study protocol

Introduction Brain-derived neurotrophic factor (BDNF) is essential for brain physiological processes influencing memory and learning. BDNF levels can be affected by many factors, including stress. Stress increase serum and salivary cortisol levels. Academic stress is of the chronic type. BDNF levels can be measure from serum, plasma or platelets, and there is still no standard methodology, which is relevant to ensure reproducibility and comparability between studies. Hypothesis (i) BDNF concentrations in serum show greater variability than in plasma. (ii) In college students with academic stress, peripheral BDNF decreases and salivary cortisol increases. General objective To standardize plasma and serum collection for BDNF levels and to determine whether academic stress affects peripheral BDNF and salivary cortisol levels. Design Quantitative research, with a non-experimental cross-sectional descriptive design. Participants Student volunteers. Under convenience sampling, 20 individuals will be included for standardization of plasma and serum collection and between 70 and 80 individuals to determine the effect of academic stress on BDNF and salivary cortisol. Peripheral blood and salivary cortisol sampling, measurements 12 mL of peripheral blood (with and without anticoagulant) will be drawn per participant, separated from plasma or serum and cryopreserved at -80°C. Additionally, they will be instructed in the collection of 1 mL of saliva samples, which will be centrifuged. Val66Met polymorphism will be performed by allele-specific PCR, while BDNF and salivary cortisol levels will be determined by ELISA. Statistical analysis (i) descriptive analysis of the variables, through measures of central tendency and dispersion, and the categorical variables through their frequency and percentage. (ii) Then a bivariate analysis will be performed comparing groups using each variable separately. Expected results We expect to (i) determine the analytical factors that allow a better reproducibility in the measurement of peripheral BDNF, and (ii) the effect of academic stress on BDNF and salivary cortisol levels