Volume 9, Issue 5 (Special Issue 2021)
Abstract
Aims: The university’s social responsibility has a policy of improving university continuity by fulfilling the mission by forming caring citizens, ethical management, environmental care, and disseminating social knowledge. This study aimed to evaluate social responsibility in university students.
Instrument & Methods: The research was developed under the quantitative approach, substantive type, descriptive level, non-experimental cross-sectional design. It had a sample of 500 university students of the fourth and fifth cycle of a private university's faculty of health sciences. The instrument was applied to evaluate the characteristics of university social responsibility in university students by Bolio & Pinzón, which consists of seven dimensions: awareness, commitment, controversy with civility, respect for diversity, citizenship, social justice, change.
Findings: 46.8% presented low levels; 33.6% presented medium levels, and 19.6% presented a high level of university social responsibility; students under 20 years old obtained 27.8% of low level of university social responsibility, and the female gender obtained 42.2% of low level of university social responsibility.
Conclusion: Social responsibility should be considered within the university as a transversal axis in all subjects in the holistic formation of the university student since its main objective is to contribute to the formation of students through values, teaching, research and internal management.
Hilda Beatriz Macagno, Rocío Micaela Bergeret Pacheco, Andrea Ximena González-Reyes, Ivanna Gabriela Cruz, Gustavo Ernesto Flores, Jose Antonio Corronca,
Volume 10, Issue 2 (6-2024)
Abstract
The dynamics and complexity of plant communities influence the diversity and distribution of animals in various environments. Coleoptera are the most diverse group of insects and are valued as monitoring and environmental assessment tools. However, their diversity and dynamics in these high-altitude environments are poorly known. Using pitfall traps and suction sampling, we collected beetles to study their community responses to changes in different vegetation heterogeneities (low, intermediate, and high). The heterogeneity gradient was determined by considering the dominant plant species in each habitat, the percentage of vegetation coverage, and the percentage of vertical strata. Guild's responses to vegetation heterogeneity were analysed in conjunction with the patterns of alpha and beta diversity in beetles. Representatives of 41 species/morphospecies of beetles, 16 families, and four guilds were reported. Significant variations were observed in guild composition and alpha and beta diversity, especially between high and low vegetation heterogeneity habitats. The significant species turnover between sites is the main factor responsible for the high beta diversity, supporting considerable habitat heterogeneity within these environments. Phytophagous, detritivorous, necrophagous, and predatory beetles exhibited distinct responses to the vegetation's heterogeneity. This suggests that every habitat under investigation possesses a distinct structure of beetle communities. Predators were important in habitats with more diverse vegetation, while phytophagous were important in the most homogeneous ones. Beetle communities in the Puna and Altos Andes of Salta province respond positively to vegetation heterogeneity, which plays a crucial role in determining the composition of small-scale beetle communities in arid high-altitude environments.
Volume 12, Issue 1 (Winter 2024)
Abstract
Aims: Active methodologies promote critical thinking, synthesis, and inferences. Simulation techniques create a safe environment that facilitates multidisciplinary clinical decision-making. Problem-based learning develops autonomous learning and teamwork, while the inverted classroom model promotes communication, leadership, patient-centered care, and conflict resolution. Service learning initiatives motivate new knowledge and skills and develop values such as solidarity and civic responsibility. This study aimed to explain how successful practices, understood as the application of active methodologies centered on the learner, contribute to the teaching and learning of physical therapy.
Information & Methods: In this systematic review, 80 articles were identified using a bibliographic methodology. Then, the number of documents was reduced to 49, comprising 44 articles, 3 books, and 2 theses, by searching different databases such as Scopus, Elsevier, SciELO, ERIC, ReseachGate, Dialnet, and Clinical Key.
Findings: The results correspond to active methodologies, simulation in physical therapy, problem-based learning, collaborative or team-based learning, inverted classroom, interprofessional learning, and formative practices. These diverse pedagogical strategies have been demonstrated effectively in festering autonomous, self-managed, and self-regulated learning, as well as enhancing clinical reasoning, critical thinking, communication skills, problem-solving abilities, and collaborative teamwork within the teaching-learning process of physical therapy.
Conclusion: The active teaching methodologies foster the development of communication and problem-solving skills, equipping students to tackle challenges in their professional futures.
