Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students

Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.  Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p>0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais.   Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.  This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies.   Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p > 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.  Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p>0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais.   Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.  This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies.   Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p > 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.  Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p>0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais.   Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.  This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies.   Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p > 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.Efeitos da Cognição, Meta-Cognição e Estratégias Sócio-Afetivas em Estudantes Universitários No campo da psicologia cognitiva, o estudo das estratégias de aprendizagem e ensino despertaram um interesse crescente.  Este trabalho mostra o efeito da aplicação de um módulo chamado "aprender a aprender" aplicado a estratégias de aprendizagem em estudantes do segundo ciclo da Universidade Nacional da Amazônia do Peru. A abordagem quantitativa foi utilizada, o desenho foi quase-experimental e o instrumento um questionário de auto-relato. A amostra foi um grupo de cento e vinte e três estudantes universitários (n=120). O efeito do módulo aprende a aprender não apresenta uma melhoria significativa (p>0,05) nas estratégias de aprendizagem. A maturação e a motivação interna foram fatores que poderiam explicar este achado. Palavras-chave: Estratégias de Aprendizagem, Cognição, Metacognição, Estratégias Socioemocionais.   Effects of Cognition, Meta-Cognition and Social Affective Strategies through application of the module "Learning to Learn" in University Students ABSTRACT. In the field of cognitive psychology, the study of learning and teaching strategies has aroused a growing interest.  This work shows the effect of the application of a module called “learning to learn” applied to learn strategies in students of the second term of the National University of the Amazonia from Peru. The quantitative approach was used, the design was quasi-experimental and the instrument a self-reporting questionnaire. The sample was a group of one hundred twenty-three university students (n=120). The effect of the module learns to learn does not present a significant improvement (p>0.05) in the learning strategies. Maturation and internal motivation were factors that could explain this finding. Keywords: Learning Strategies, Cognitive, Metacognitive, Social Affective Strategies.   Efectos de las estrategias cognitivas, meta cognitivas y socio afectivas en estudiantes universitarios RESUMEN. En el campo de la psicología cognitiva el estudio de las estrategias de enseñanza y aprendizaje ha despertado un creciente interés. Este trabajo muestra el efecto de la aplicación de un módulo llamado: “Aprender a Aprender” aplicado en las estrategias de aprendizaje en los estudiantes del segundo ciclo de la Universidad Nacional del Amazonas en Perú. El método utilizado fue cuantitativo, el diseño cuasi experimental y los instrumentos aplicados fueron cuestionarios. La muestra constituyó de un grupo de ciento veinte estudiantes universitarios (n=120). El efecto del módulo “Aprender a Aprender” no representó una mejora significativa (p > 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este hallazgo. Palabras clave: Estrategias de Aprendizaje, Cognición, Meta-cognición, Estrategias socioemocionales.En el campo de la psicología cognitiva, el estudio de las estrategias de enseñanza y aprendizaje ha despertado un interés creciente. Este extenso trabajo sobre la aplicación de un módulo llamado "Aprender a aprender" se aplica a las estrategias de aprendizaje de los estudiantes en el segundo ciclo de la Universidad Nacional de Amazonas en Perú. los instrumentos aplicados fueron cuestionarios. La mayor constitución de un grupo de veinticinco estudiantes universitarios (n = 120). El efecto del módulo "Aprender a aprender" no es una mejora significativa (p> 0.05) en las estrategias de aprendizaje. La maduración y la motivación interna son factores que podrían explicar este sello distintivo

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Estudio de estrategias cognitivas, metacognitivas y socioemocionales: su efecto en estudiantes

This study checks the effects application of a module to learn how to learn in the learning strategies in the students of 1º 2º of secondary of the rural public Educational Institutions of the district of El Tambo, Huancayo. The mixed focus, the quasi experimental design was used, the instruments they were the questionnaire and the self-inform (n=123). The investigation contributes evidence of the application of the module to learn how to learn that presents significant improvement (p < 0.05) in the learning strategies and the qualitative study, with differences in: Understanding reading, underlined, location of main idea, and self-revision.Este estudio comprueba los efectos de la aplicación del módulo aprender a aprender en las estrategias de aprendizaje de los alumnos del 1º y 2º de secundaria de las Instituciones Educativas públicas rurales del distrito de El Tambo, Huancayo. Se utilizó el enfoque mixto y el diseño cuasi experimental; los instrumentos fueron el cuestionario y el autoinforme (n=123). La investigación aporta evidencias de la aplicación del módulo aprender a aprender que presenta una mejora significativa (p0.05) en las estrategias de aprendizaje, apoyado con el estudio cualitativo con mejoras en: Lectura comprensiva, subrayado, ubicación de la idea principal y autorevisión

Liderazgo transformacional y clima organizacional en docentes de la Universidad Nacional Intercultural de la Amazonia, Pucallpa, 2015

The aim was to determine the relationship between transformational leadership and organizational climate in teachers of the Amazon National Intercultural University, Pucallpa in 2015. The general hypothesis sustains a direct and significant relationship between leadership and organizational climate in teachers of the Amazon National Intercultural University. This was a basic research and the level is correlational, the method was descriptive and hypothetical deductive, and was design as a descriptive - correlational, with a sample of 114 teachers. The collection data was carried out from a survey and the instrument used was a questionnaire, also the reliability test used was the Split –halves of Rulon and Guttman, obtaining measures to 0,993 and 0,977; the validity was made by expert opinion and the Cronbach’s alpha obtaining with values of 0,996 and 0,928. It is concluded that there is a strong direct relationship with a significance level of 5% (rho = 0, 817), and significate (t = 13,14) between transformational leadership and organizational climate in teachers of the Amazon National Intercultural University. In addition to making the crossing of dimensions with all dimensions, it looks like that coefficient of correlation in all cases are direct and significant in teachers of the Amazon National Intercultural University, Pucallpa in 2015.El objetivo fue determinar la relación que existe entre el liderazgo transformacional y el clima organizacional en los docentes de la Universidad Nacional Intercultural de la Amazonia, Pucallpa en el año 2015. La hipótesis general sustenta que existe relación directa y significativa entre el liderazgo y el clima organizacional en los docentes de la Universidad Nacional Intercultural de la Amazonia. La investigación fue de tipo básica y nivel correlacional, método descriptivo e hipotético deductivo, con un diseño descriptivo – correlacional, la muestra censal fue de 114 docentes. La recolección de datos se realizó con la técnica de encuesta y como instrumento se utilizó un cuestionario, asimismo se confiabilizó con el método de mitades partidas de Rulon y Guttman siendo este igual a 0,993 y 0,977; la validez se hizo mediante el juicio de expertos y el alfa de Cronbach obteniéndose valores de 0,996 y 0,928. Se concluye que con un nivel de significancia del 5 %, existe una relación directa fuerte (rho=0,817) y significativa (t=13,14) entre el liderazgo transformacional y el clima organizacional en los docentes de la Universidad Nacional Intercultural de la Amazonia de Pucallpa. Asimismo al realizar el cruce de todas las dimensiones con todas las dimensiones, se apreció que el coeficiente de correlación en todos los casos es directa y significativa en los docentes de la Universidad Nacional Intercultural de la Amazonia, Pucallpa al 2015

La rúbrica como instrumento de evaluación y el desempeño docente con enfoque intercultural en instituciones educativas de primaria en Perú

El artículo tiene como objetivo determinar en qué medida la aplicación de la rúbrica como herramienta de evaluación formativa y sumativa incide en el desempeño de los docentes de las instituciones educativas de primaria con enfoque intercultural de Andahuaylas, Perú, en el año 2019. Para ello se utilizó una investigación de tipo descriptiva correlacional, donde se plantean dimensiones, indicadores y escala de valoración para el estudio de la rúbrica como instrumento de evaluación formativa y sumativa y el desempeño docente en las instituciones educativas estudiadas. Para la contratación de la hipótesis, declarada en la investigación se utilizan: la prueba no paramétrica del coeficiente de Correlación de Pearson y la de normalidad de Kolmorogov y Smirnov. Los resultados confirman que existe relación significativa entre el uso de la rúbrica como herramienta de evaluación formativa y sumativa y la capacidad para evaluar la calidad de los desempeños docentes

Global variation in postoperative mortality and complications after cancer surgery: a multicentre, prospective cohort study in 82 countries

© 2021 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY-NC-ND 4.0 licenseBackground: 80% of individuals with cancer will require a surgical procedure, yet little comparative data exist on early outcomes in low-income and middle-income countries (LMICs). We compared postoperative outcomes in breast, colorectal, and gastric cancer surgery in hospitals worldwide, focusing on the effect of disease stage and complications on postoperative mortality. Methods: This was a multicentre, international prospective cohort study of consecutive adult patients undergoing surgery for primary breast, colorectal, or gastric cancer requiring a skin incision done under general or neuraxial anaesthesia. The primary outcome was death or major complication within 30 days of surgery. Multilevel logistic regression determined relationships within three-level nested models of patients within hospitals and countries. Hospital-level infrastructure effects were explored with three-way mediation analyses. This study was registered with ClinicalTrials.gov, NCT03471494. Findings: Between April 1, 2018, and Jan 31, 2019, we enrolled 15 958 patients from 428 hospitals in 82 countries (high income 9106 patients, 31 countries; upper-middle income 2721 patients, 23 countries; or lower-middle income 4131 patients, 28 countries). Patients in LMICs presented with more advanced disease compared with patients in high-income countries. 30-day mortality was higher for gastric cancer in low-income or lower-middle-income countries (adjusted odds ratio 3·72, 95% CI 1·70–8·16) and for colorectal cancer in low-income or lower-middle-income countries (4·59, 2·39–8·80) and upper-middle-income countries (2·06, 1·11–3·83). No difference in 30-day mortality was seen in breast cancer. The proportion of patients who died after a major complication was greatest in low-income or lower-middle-income countries (6·15, 3·26–11·59) and upper-middle-income countries (3·89, 2·08–7·29). Postoperative death after complications was partly explained by patient factors (60%) and partly by hospital or country (40%). The absence of consistently available postoperative care facilities was associated with seven to 10 more deaths per 100 major complications in LMICs. Cancer stage alone explained little of the early variation in mortality or postoperative complications. Interpretation: Higher levels of mortality after cancer surgery in LMICs was not fully explained by later presentation of disease. The capacity to rescue patients from surgical complications is a tangible opportunity for meaningful intervention. Early death after cancer surgery might be reduced by policies focusing on strengthening perioperative care systems to detect and intervene in common complications. Funding: National Institute for Health Research Global Health Research Unit

Effects of hospital facilities on patient outcomes after cancer surgery: an international, prospective, observational study

© 2022 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 licenseBackground: Early death after cancer surgery is higher in low-income and middle-income countries (LMICs) compared with in high-income countries, yet the impact of facility characteristics on early postoperative outcomes is unknown. The aim of this study was to examine the association between hospital infrastructure, resource availability, and processes on early outcomes after cancer surgery worldwide. Methods: A multimethods analysis was performed as part of the GlobalSurg 3 study—a multicentre, international, prospective cohort study of patients who had surgery for breast, colorectal, or gastric cancer. The primary outcomes were 30-day mortality and 30-day major complication rates. Potentially beneficial hospital facilities were identified by variable selection to select those associated with 30-day mortality. Adjusted outcomes were determined using generalised estimating equations to account for patient characteristics and country-income group, with population stratification by hospital. Findings: Between April 1, 2018, and April 23, 2019, facility-level data were collected for 9685 patients across 238 hospitals in 66 countries (91 hospitals in 20 high-income countries; 57 hospitals in 19 upper-middle-income countries; and 90 hospitals in 27 low-income to lower-middle-income countries). The availability of five hospital facilities was inversely associated with mortality: ultrasound, CT scanner, critical care unit, opioid analgesia, and oncologist. After adjustment for case-mix and country income group, hospitals with three or fewer of these facilities (62 hospitals, 1294 patients) had higher mortality compared with those with four or five (adjusted odds ratio [OR] 3·85 [95% CI 2·58–5·75]; p<0·0001), with excess mortality predominantly explained by a limited capacity to rescue following the development of major complications (63·0% vs 82·7%; OR 0·35 [0·23–0·53]; p<0·0001). Across LMICs, improvements in hospital facilities would prevent one to three deaths for every 100 patients undergoing surgery for cancer. Interpretation: Hospitals with higher levels of infrastructure and resources have better outcomes after cancer surgery, independent of country income. Without urgent strengthening of hospital infrastructure and resources, the reductions in cancer-associated mortality associated with improved access will not be realised. Funding: National Institute for Health and Care Research

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Background: Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods: This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was coprioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low-middle-income countries. Results: In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of 'single-use' consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low-middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion: This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high- and low-middle-income countries