• La norma de catalogación RDA y su implementación en la biblioteca de la UPC

  Vargas Costilla, Janeth Jessica (Universidad Peruana de Ciencias Aplicadas (UPC), 2023-08-17)

  La presentación describe la implementación de RDA (Resource Description and Access) en el Sistema de Bibliotecas de la UPC. Explica que RDA es la nueva norma de catalogación que reemplazó a las Reglas de Catalogación Anglo-Americanas 2da edición (RCAA2) en 2010. Señala que la implementación siguió 3 fases: investigación y capacitación, configuración de campos RDA y piloto, e implementación. Destaca la elaboración de manuales, la aplicación de RDA en registros de autoridad y bibliográficos nuevos, el benchmarking realizado, y la aplicación de reglas de normalización en registros retrospectivos. Concluye que implementar RDA requirió cambiar paradigmas y que la fase de investigación fue crucial. Afirma que cada biblioteca decide cómo implementar RDA, y que ésta demanda mayor inversión de tiempo en control de autoridades y actualización de registros.

  Acceso abierto
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  Química a microescala en la enseñanza experimental usando una microbalanza de cristal de cuarzo

  Gonzales-Balladares, Julio David; Toque-Huaman, Evelyn (Facultad de Quimica, UNAM, 2022-10-01)

  This study proposes a laboratory practice at the university level that allows active participation and helps understand the concepts of physical-chemical properties and molecular structures with experimentation as a teaching-learning strategy for microscale chemistry. For it, a quartz crystal microbalance is used to detect variations of small amounts of mass. The microbalance is built with low-cost electronic components, an Arduino UNO board, and an OLED screen to determine the evaporation time at room temperature of pure substances and mixtures with different degrees of volatility: Propan-2-ol, ethanol, and water. And with its use, reduce the cost of the chemical reagents used, the amount of waste generated, and reduce the time in the experiments to allow greater participation in the debate and discussion between students and teachers during practice.

  Acceso abierto
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  Prevalencia de trastornos temporomandibulares y factores asociados en estudiantes de una universidad privada de Lima-Perú

  Zevallos-Cabrera, Patricia; Céspedes-Martínez, Julio; Bravo-Cucci, Sergio; Sánchez-Huamash, Claudia María; Norabuena-Robles, Miguel; Mauricio-Vílchez, Cesar (Academia Nacional de Medicina, 2022-10-01)

  Introduction: Temporomandibular disorders (TMDs) are musculoskeletal and neuromuscular alterations that affect the temporomandibular joint, masticatory muscles, and contiguous structures. A high prevalence of TMD has been reported in university students, and it may also be associated with neck pain and emotional disturbances. The objective is to determine the prevalence and factors associated with TMD in university students. M ethods: An analytical cross-sectional observational study was conducted. The population was university students who have completed in 2021, aged between 18 and 35 years. The Fonseca Simplified Anamnestic Index Questionnaire, DASS-21, Nordic Questionnaire, and general data questionnaire were used. Results: 378 university students were included in the study, 73.6 % had TMD and 59.8 % had cervical pain in the last 7 days. 55.6 %, 71.4 %, and 65.6 % presented stress, anxiety, and depression, respectively. A significant association was found between TMD and cervical pain in the last 7 days (RPa=1.28, CI95 % 1.11 to 1.47, p=0.001), with anxiety (RPa=1.24, CI95 % 1.02 to 1.52, p=0.033) and with female sex (RPa=1.18, CI95 % 1.02 to 1.37, p=0.025). On the contrary, no association was found between TTM and the stress and depression variables. Conclusion: 73.6 % of university students had TMD, and it was also shown that cervical pain in the last 7 days and anxiety were associated with TMD. No relationship was found between stress and depression with TMD.

  Acceso abierto
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  A cross-sectional study to assess the level of satisfaction with virtual education in Peruvian medical students

  Grados-Espinoza, Pamela; Zila-Velasque, J. Pierre; Soriano-Moreno, David R.; Regalado-Rodríguez, Kateriny Margot; Sosa-Nuñez, Frank; Barzola-Farfán, William; Gronerth, Jim; Guizado, Lucia; Mejia, Christian R. (Frontiers Media S.A., 2022-10-05)

  Objectives: Education has totally changed in the context of the pandemic. Therefore, the objective of the present study was to evaluate the factors associated with the level of satisfaction with virtual education in Peruvian medical students during COVID-19. Methods: Analytical and cross-sectional study, based on an online survey of students nationwide. We use previously validated instruments to measure the level of satisfaction and stress (EPP-10-c) of students with virtual education. For the associated factors, adjusted prevalence ratios (PR) were estimated using Poisson regression. Results: Of the 1,878 students surveyed, the median age was 21 years, 57.8% (1,086) were women, 34.8% (654) had a high level of satisfaction with virtual education and 10.7% (202) presented high levels of stress. The factors associated with a low level of satisfaction were attending the fifth year of study, the partial and non-virtual adaptation of the university to virtual education, and a high level of stress. On the other hand, the factors associated with a high level of satisfaction were the education platform used and the study method used. Conclusion: Seven out of 10 students presented a low level of satisfaction with virtual education, 1 out of 10 presented a high level of stress. The factors associated with the low level of satisfaction were attending the fifth year of study, the non-virtual and partial adaptation of the university to virtual education, and the high level of stress.

  Acceso abierto
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  University teachers' self-perception of digital research competencies. A qualitative study conducted in Peru

  Suyo-Vega, Josefina Amanda; Meneses-La-Riva, Monica Elisa; Fernández-Bedoya, Víctor Hugo; Ocupa-Cabrera, Hitler Giovanni; Alvarado-Suyo, Sofía Almendra; da Costa Polonia, Ana; Miotto, Angélica Inês; Gago-Chávez, Johanna de Jesús Stephanie (Frontiers Media S.A., 2022-10-06)

  Previous research warns about the limitations that some university teachers in Ibero-America have in relation to digital research competencies. The objective of this research was to analyze the research competencies from the university teacher's self-perception, contrasted with the classroom evaluation. The study had a qualitative approach. Interviews were conducted via the Zoom virtual platform, and recordings (of an average of 4 h each) of classes delivered by 10 teachers with an average age of 58 years old, in charge of scientific research courses at the postgraduate level in Peruvian universities were analyzed. The instruments used included an in-depth interview guide and a checklist. The results show that university teachers perceive themselves as specialists in the area of research, however, they present limitations when transmitting knowledge during the teaching-learning process. There is evidence of a lack of pedagogy, as well as limitations in the use of digital resources and technological tools due to their resistance to change. The conclusions reveal that it is key to make teachers aware of the paradigm shift, with a teaching that includes as digital competencies: knowing how to create and manipulate data, knowing how to use programs and information systems, knowing how to socialize and collaborate in digital environments, knowing how to exercise and respect a digital citizenship, knowing how to manage knowledge assertively, and, as we propose in this paper, knowing how to be a researcher in a digital environment.

  Acceso restringido temporalmente

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