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Abstract Background Cervical cancer (CC) is a serious public health concern, being the fourth most common cancer among women and a leading cause of cancer mortality. In Brazil, many women are diagnosed late, and in Mato Grosso, with its geographical diversity, there are specific challenges. This study analyzed hospital survival and its predictors using data from the Hospital Information System (SIH) of the Unified Health System (SUS) in Mato Grosso from 2011 to 2023. Methods Cox regression and Kaplan-Meier models were applied to determine survival time and identify mortality predictors. The adjusted Hazard Ratio (AHR) with a 95% Confidence Interval (CI) was used to measure the association between the factors analyzed. Results The hospital mortality rate was 9.88%. The median duration of hospitalization was 33 days (interquartile range [IQR]: 12–36), with a median survival of 43.7%. Patients were followed up for up to 70 days. In the multivariable Cox model, after adjusting for potential confounders, the risk of death during hospitalization was higher in patients aged 40–59 years (AHR = 1.39, p = 0.027) and 60–74 years (AHR = 1.54, p = 0.007), in the absence of surgical procedures (AHR = 4.48, p

Abstract Antibiotics are often prescribed inappropriately, either when they are not needed or with an unnecessarily broad spectrum of activity. This is a serious problem that can lead to the development of antimicrobial resistance (AMR). This study was conducted to assess the antibiotic prescribing pattern in pediatric patients hospitalized at a quaternary hospital in Nampula, Mozambique, using the WHO indicators and Framework as a reference. A retrospective study was conducted using secondary data obtained from medical records. The study population consisted of children aged 0–10 years who were hospitalized in a quaternary-level hospital ward in Nampula, Mozambique. The pattern of antibiotic prescriptions was assessed using indicators and the WHO classification of antibiotics into AWaRe categories. Descriptive statistics were applied. A total of 464 antibiotics were prescribed during the study. The age groups of 1–3 years and 28 days-12 months were prescribed more antibiotics. The most common antibiotics were ceftriaxone and crystallized penicillin, which were frequently prescribed for patients suffering from bronchopneumonia, gastroenteritis, and malaria. 74.8% of the antibiotics prescribed belonged to the Access group, while 23.7% belonged to the Watch group. There were no prescriptions of antibiotics from the Reserve group. The average number of antibiotics per prescription was 1.51 (SD ± 0.725). The percentage of antibiotic prescribing was 97.5%, with 96.20% by injection. All antibiotics prescribed were on the essential medicines list and prescribed by generic name. These results are concerning and highlight the urgency of strengthening antimicrobial optimization measures, as well as implementing the AWaRe framework in antibiotic prescribing as an essential strategy to combat AMR.

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called "X") for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

This study investigates the reasons behind the decision to send children aged under three to ECEC (Early Childhood Education and Care) and the causes that may explain why some families send their child to ECEC once they reach the age of two while others decide to do so at an earlier age. To answer the first question posed a probit model is used, while to answer the second query a Heckprobit model is estimated to take into account possible selection bias. The data for this study was taken from an unpublished database compiled by the Spanish National Institute for Educational Evaluation, which gathers information from 1,166 children schooled in the Infant Education stage. The results of our estimations show that the decision to enroll children under three in ECEC services depends fundamentally on the sociodemographic characteristics of the mother (educational level, employment situation and age), on household size (if it is a large family) and on the availability of ECEC services in the area in which the child lives. Our study has also shown that the only variable regarding factors that explain the differences in the age of access to ECEC services, two or under two, is the importance that parents place on their children developing empathy towards others. On the basis of our results, the study offers recommendations aimed at the progressive universalization of this initial educational stage.

In this paper, a quantitative, descriptive, and correlational research is carried out on the perceptions of the digital competence of Latin American engineering professors, their assessment of the didactic use of Information and Communication Technologies (ICT) in different didactic areas (interaction, communication, distribution, and administration and evaluation), and on the growth or decrease in the frequency of their use after the COVID-19 pandemic. In particular, the Latin American engineering professors' perceptions of digital competence is studied. Also, the existence of gender gaps (both in general and differentiating between private and public universities, and between professors with a more or less teaching experience) has been explored in the assessment of the perceptions of digital competence and the didactic use of ICT by engineering professors, as well as in the influence that the pandemic has had on the habits of ICT use. The results reveal that the use of ICT by engineering professors has achieved increases of over 40% in some educational activities due to the pandemic, and it has had a homogenizing effect on the frequency of use of ICT tools in the different activities. Female engineering professors have increased their use of ICT more than males, and engineering professors in private universities more than those in public universities. Consequently, it is suggested to the universities to reinforce the continuous training of engineering professors, considering the pedagogical specificities of engineering education and the necessary integration of ICT in the teaching activity of female engineering professors.

INTRODUCTION: Overprescribing of acid suppressants is a common phenomenon in human and small animal patients, leading to potential deleterious gastrointestinal (GI) and non-GI consequences. The impact of consensus statements on veterinary prescribing habits in clinical practice have not been fully evaluated. This study aimed to compare the prescribing habits of the proton pump inhibitor (PPI), omeprazole, in dogs in an academic veterinary teaching hospital before and after the publication of the American College of Veterinary Internal Medicine (ACVIM) consensus statement on rational use of gastrointestinal protectants. METHODS: Evaluation of the prescribing habits of omeprazole in dogs during the years 2017 and 2021 was retrospectively compared. These years were selected to reflect a 12-month period prior to and following the publication of the consensus statement. One hundred dogs from each year were randomly selected. Dose, frequency of administration, duration of treatment, concurrent prescription of more than one gastroprotectant and indications for prescribing omeprazole were analyzed. RESULTS: A significant increase in the cases that received omeprazole q12h (p  0.0001) was detected after the publication of the 2018 ACVIM consensus statement. Considering the indications, there was also a significant increase in the appropriate prescription of omeprazole in the second compared to the first period of study (p

Academic institutions dedicate a substantial effort to ensure the academic success of their students. At the course level, teachers recommend learning paths (RLPs) for students to guarantee the achievement of their learning outcomes. In terms of performance, these kinds of approaches are deemed more effective than others based uniquely on performing a collection of independent activities. However, there is neither systematic means to validate if following the learning path (LP) is effective, nor to assess whether and to what extent students adhere to these recommendations. This article introduces a novel technique for modeling recommended LPs, including not only an evaluation of path utility, but also a quantitative measure of student adherence thereto using process mining, and more precisely, log skeletons. Following an event abstraction process regarding real student-recorded activity, a scoping process is employed to retain the trajectories that adhere to the prescribed LP. The method based on process mining is translated into practice by considering an online university mathematics course. Results confirm the applicability of the method and, in this case, reveal that adhering to the suggested path correlates positively with final grades. Few students strictly follow the prescribed LP, although the vast majority support it. The method can be easily applied to overcome several challenges associated with enhancing academic performance from the learning analytics perspective.

Background: It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education. Purpose: The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway. Method: The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal. Findings: The analysis of participants' narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education. Conclusions: The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

Practitioners of the statistics course embedded in a computer science programme at a fully online university were concerned with the high dropout rate. In the academic year 2018-19, they decided to carry out a two-phase project in order to address this issue. In the first phase, an early classifier to identify students at risk of dropping out of the 2018-19 statistics course was determined. The second phase was planned to design and implement an early intervention based on the results of the first phase. This article presents the analysis of this intervention. In the 2019-20 online statistics course, 35 students did not submit the first few quizzes before the respective deadlines. They were the target of this intervention, which gave them the chance to change their recent past by submitting the unsubmitted quizzes. Students were encouraged to change by means of an email message. The aim of the intervention was to reduce the dropout rate among the targeted students. Our analysis also includes the students' perception of the intervention collected via a set of interviews. The results show that the intervention clearly had a beneficial effect for some students.