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Obesity is a serious health problem with global implications. Bariatric surgery (BS) is the most used and effective treatment, but there are patients who do not lose a substantial amount of weight, a fact that has been related with the presence of emotional eating, anxiety and depression symptoms. The aim of this study is to analyze the effectiveness and feasibility of an emotion regulation-based intervention called Unified Protocol (UP), applied in group format to 6 post-BS patients presenting emotional disorders/symptoms. Results at post-treatment shown high attendance rates and satisfaction with the UP scores and significant improvements on neuroticism, eating disorders symptoms and emotional eating. At 6-month follow-up we found significant reductions on anxiety symptoms, neuroticism, maladjustment and dysregulation (d = 0.83-1.46) and the body mass index remained stable over time. These preliminary results are encouraging about the effectiveness and feasibility of the UP to treat emotional dysregulation in patients after BS. La obesidad es un grave problema de salud con implicaciones globales. La cirugía bariátrica (CB) es el tratamiento más utilizado y eficaz, pero hay pacientes que no pierden una cantidad sustancial de peso, hecho que se ha relacionado con la presencia de síntomas de alimentación emocional, ansiedad y depresión. El objetivo de este estudio es analizar la viabilidad y efectividad de una intervención basada en la regulación de las emociones denominada Protocolo Unificado (PU), aplicada en formato grupal a 6 pacientes post-CB que presentan trastornos/síntomas emocionales. Los resultados tras el tratamiento mostraron altas tasas de asistencia y satisfacción con el PU, y mejorías estadísticamente significativas para el neuroticismo, los síntomas de los trastornos alimentarios y la alimentación emocional. En el seguimiento a los 6 meses, se muestran reducciones significativas en los síntomas de ansiedad, neuroticismo, inadaptación y disregulación (d = 0.83-1.46) y el índice de masa corporal se mantuvo estable a lo largo del tiempo. Estos resultados preliminares son esperanzadores sobre la viabilidad y efectividad del PU para tratar la disregulación emocional en pacientes después de la CB.

Heart exploration is an essential clinical competence that requires continuous training and exposure. Low availability and accessibility to patients with heart disease constitutes a barrier to acquiring this competence. Inadequate cardiac auscultation skills in medical students, residents, and graduate physicians have been documented.To develop and validate a low-cost, high-fidelity simulator for heart exploration.A low-cost, high-fidelity heart examination simulator capable of reproducing normal cardiac sounds was designed and developed. Subsequently, the simulator was validated by a group of experts who gave their opinion according to a Likert scale.Ninety-four percent agreed that the simulator motivates the learning of heart exploration, and 92 % considered it to be a realistic model; 91 % considered that the simulator is an attractive tool to reinforce learning and 98 % recommended its further use.The use of the simulator facilitates the acquisition of skills and stimulates learning in the student, which can be attributed to repeated practice, longer exposure time and cognitive interaction.La exploración cardiaca es una competencia clínica fundamental que requiere exposición o entrenamiento continuo. La baja disponibilidad y accesibilidad de pacientes con patología cardiaca constituye una barrera para adquirir esta competencia. Se han documentado inadecuadas habilidades de auscultación cardiaca en estudiantes de medicina, residentes y médicos graduados.Elaborar y validar un simulador de alta fidelidad y bajo costo para exploración cardiaca.Se diseñó y elaboró un simulador para exploración cardiaca, realista y de bajo costo capaz de reproducir ruidos cardiacos normales. Posteriormente se realizó la validación del simulador por un grupo de expertos que emitieron su opinión de acuerdo con una escala tipo Likert.El 94 % afirmó que el simulador motiva el aprendizaje de la exploración cardiaca y 92 % lo consideró un modelo realista; 91 % consideró que el simulador es una herramienta atractiva para fortalecer el aprendizaje y 98 % recomendó seguir utilizándolo.El uso del simulador facilita la adquisición de competencias y estimula el aprendizaje en el estudiante, lo cual puede ser atribuido a la práctica deliberada, a un mayor tiempo de exposición y a la interacción cognitiva.

The present study aims to test the effectiveness of the Nota Bene (NB) software as an on line annotation tool to enhance students’ academic performance and to know their perceptions about the use of this tool. In this research, a quasi-experimental design was used in a private university in Ecuador. The participants were ninety-eight pre-service EFL teachers, who were trained during a five-month period and divided into two groups: control and experimental. They took a pre and a post-test at the beginning and at the end of the training period. The students from the experimental group answered a questionnaire about the perceptions on the use of NB. The statistically significant differences found in the results of the post-test indicate that NB is an effective software to enhance participants’ academic performance. In addition, the students who used this tool had positive perceptions about the use of NB while doing their academic activities.

Violence against women is a serious public health problem. Worldwide, one in three women experiences violence throughout their lives. According to the triple vulnerability theory, being a survivor of violence could constitute a psychological vulnerability that would favor the appearance of emotional disorders, affecting their health, their style of parenting, and family well-being. The objective of this study is to verify the feasibility and usefulness of Unified Protocol (UP) in a group format for improving emotion regulation in women survivors of violence attended in the Specific Child and Adolescent Intervention Team (SCAIT), a social community service. The sample consists of 11 women who have experienced different types of violence who received the UP through 11 weekly, two-hour long and in group format sessions. Assessments were conducted at pre and post intervention and at 3, 6, and 12 months follow-up. The results of the Multivariate Analysis of Variance (MANOVA) show an increase in quality of life (including family relationships), self-esteem and extraversion scores, and a reduction in interference (including family life), neuroticism, somatization, anxiety, emotional lack of control, negative affect, depression, and emotional rejection scores. This evolution of the scores with the MANOVA takes into account all the evaluation time points (post, and follow-up at 3, 6 and 12 months). The results were statistically significant (p 2p > 0.14). In addition, the reliable change index was calculated to assess the change at an individual level of each of the participants for the different outcomes. 90.9% of the participants rated the quality of the program received as “excellent” and we obtained a high rate of session attendance (82.64%). These results justify the need for randomized controlled clinical studies to demonstrate the feasibility and clinical efficacy of the UP in this context. This intervention would allow to address the needs of this population, by offering them comprehensive care and improving their mental health from a biopsychosocial model. Likewise, it might indirectly improve the well-being of the rest of the family members.

Density functional theory calculations of single-layer models of niobium sulfide catalysts promoted at the S-border by the transition metal atoms V, Cr, Fe, Co, Ni, and also by Cu are performed. Different degrees of promotion as well as of sulfidation are studied. The canonical potential for the sulfidation reaction for these models is obtained and the thermodynamic stability of these catalysts in terms of composition, temperature and pressure (pH2S/pH2) is examined. At working conditions (T=650K and pH2S/pH2=0.05) the most stable catalysts correspond to 100V75S and 100Cr100S which are structures where the promoter atoms fully replace the Nb atoms at the upper row of the single-layer crystal at the S-border. The potential activity of the active sites in these catalysts was studied by means of the surface electrostatic potential, Vs (r). The implications for the HDS reaction in hydrotreating conditions of these novel catalyst models is discussed.

Introduction: Heart exploration is an essential clinical competence that requires continuous training and exposure. Low availability and accessibility to patients with heart disease constitutes a barrier to acquiring this competence. Inadequate cardiac auscultation skills in medical students, residents, and graduate physicians have been documented. Objective: To develop and validate a low-cost, high-fidelity simulator for heart exploration. Methods: A low-cost, high-fidelity heart examination simulator capable of reproducing normal cardiac sounds was designed and developed. Subsequently, the simulator was validated by a group of experts who gave their opinion according to a Likert scale. Results: Ninety-four percent agreed that the simulator motivates the learning of heart exploration, and 92 % considered it to be a realistic model; 91 % considered that the simulator is an attractive tool to reinforce learning and 98 % recommended its further use. Conclusions: The use of the simulator facilitates the acquisition of skills and stimulates learning in the student, which can be attributed to repeated practice, longer exposure time and cognitive interaction.

[EN] The aim of this article is to investigate some of the historical, social and educational issues that have been contributing the feminization phenomenon in the Pre-Elementary Education Bachelor’s Degree. From a qualitative and interpretative paradigm and from in-depth interviews and discussion groups, we approach the school, social, family and university experience of seven male students enrolled in the PreElementary Education Bachelor’s degree at the University of Malaga during the following periods: t 2015/16, 2016/17 and 2018/19. Based on individual, collective and focus group interviews, we approach their own personal, social and educational experiences, which are linked to the choice and training in this professional itinerary. The students’ stories reveal (1) social, educational and family discourses that reduce the profession of Early Childhood Education teachers and that link it both explicitly and implicitly with the female gender and with feminized educational functions; (2) stereotyped and limiting training trajectories in terms of gender, and, (3) feminized and feminizing discourses and actions of positive discrimination on the part of university teachers that have generated discomfort among male students. Knowing how this process has developed and in what situations these discourses and actions are manifested is essential to deploy social and educational actions that counteract it and that transform the vision and discourses that society in general and the educational community in particular have about the male teachers of Early Childhood Education. [ES] El objeto de estudio del presente artículo es investigar algunas de las cuestiones históricas, sociales y educativas que han contribuido y contribuyen a la feminización del Grado de Educación Infantil. Desde un paradigma cualitativo e interpretativo y a partir de entrevistas en profundidad y grupos de discusión nos acercamos a la experiencia escolar, social, familiar y universitaria de siete alumnos varones matriculados en el grado de Educación Infantil en la Universidad de Málaga durante los cursos escolares 2015/16, 2016/17 y 2018/19. A partir de entrevistas individuales, colectivas y grupos focales nos acercamos a sus respectivas experiencias personales, sociales y formativas y que se vinculan con la elección y formación en este itinerario profesional. Los relatos del alumnado nos muestran (1) discursos sociales, educativos y familiares que reducen la profesión del profesorado de Educación Infantil y que la vinculan tanto de un modo explícito como implícito con el género femenino y con funciones educativas feminizadas; (2) trayectorias formativas estereotipadas y limitantes en cuestión de género, y, (3) discursos feminizados y feminizantes y acciones de discriminación positiva por parte del profesorado universitario que han generado malestar entre los alumnos varones. Conocer como se ha desarrollado este proceso y en qué situaciones se manifiestan estos discursos y acciones es fundamental para desplegar actuaciones sociales y educativas que lo contrarresten y que transformen la visión y los discursos que la sociedad en general y la comunidad educativa en particular tienen sobre los maestros varones de Educación Infantil.

Introducción: La educación interprofesional favorece que profesionales de diversas disciplinas trabajen en conjunto para mejorar el abordaje terapéutico del paciente. Objetivo: Valorar el desempeño de los alumnos de fisioterapia y medicina sobre el trabajo interprofesional durante un escenario de simulación para el manejo de la rehabilitación cardíaca con paciente estandarizado. Sujetos y métodos: Participaron un total de 331 alumnos de medicina y fisioterapia. Se diseñó un escenario de simulación sobre rehabilitación cardíaca, una lista de comprobación de habilidades y una encuesta de opinión. Se formaron equipos compuestos por alumnos de ambas licenciaturas y se calcularon los porcentajes de ambos instrumentos. Resultados: Para los alumnos de medicina, el ítem que obtuvo mayor respuesta fue el 1 (82,3%), mientras que el que tuvo menor respuesta fue el ítem 6 (27,8%). Para los alumnos de fisioterapia, el ítem 7 tuvo el mayor porcentaje (100%), mientras que el que tuvo menor porcentaje fue el ítem 6 (16,7%). Las opiniones favorables se obtuvieron en un 90% de calificación entre el totalmente de acuerdo y de acuerdo. Conclusión: Se requiere diseñar escenarios e instrumentos que permitan valorar el trabajo interprofesional y documentar los resultados, así como el desarrollo de estudios longitudinales que muestren la efectividad de la educación interprofesional en profesionales de salud. Introduction: Interprofessional education encourages professionals from various disciplines to work together to improve the patient's therapeutic approach. Aim To assess the performance of physiotherapy and medicine students on interprofessional work during a simulation scenario for the management of cardiac rehabilitation with a standardized patient. Subjects and methods: A total of 331 medical and physical therapy students participated. A simulation scenario on cardiac rehabilitation, a skills checklist, and opinion survey were designed. Teams made up of students from both degrees were formed and percentages of both instruments were calculated. Results: For medical students, the item with the highest response was 1 (82.3%), while the item with the lowest response was item 6 (27.8%). For physiotherapy students, item 7 had the highest percentage (100%), while the one with the lowest percentage was item 6 (16.7%). The favorable opinions were obtained in a 90% rating between the totally agree and agree. Conclusion: It is required to design scenarios and instruments that allow evaluating interprofessional work and documenting the results, as well as the development of longitudinal studies that show the effectiveness of interprofessional education in health professionals.