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The Coronavirus-19 (COVID-19) pandemic has ex- ceeded five million cases worldwide, and its conse- quences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the re- flection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries., A pandemia Coronavirus-19 (COVID-19) tem superado os três milhões de casos no mundo todo e suas consequências têm sido devastadoras para a saúde e a sociedade em geral. Como parte dos protocolos sanitários que buscam mitigar os efeitos da pandemia, se implementou o encerramento de escolas na maioria dos países e o Chile não foi a exceção. No marco deste artigo, busca-se dar conta do impacto psicossocial nas escolas chilenas e ampliar a reflexão para a Latino-América. Neste sentido, se analisam fundamentalmente as decisões governamentais a partir da criação do programa Aprendo Online e se propõe uma contextualização e um contraste com as medidas adotadas em outros países, para depois explorar as condições do exercício da atividade docente, suas consequências no contexto familiar, para terminar com o impacto na relação entre as famílias y as escolas. Isto permite visualizar, mais uma vez, não só a desigualdade estrutural do sistema educativo chileno, mas também sua manutenção e eventual aprofundamento. As discussões e medidas a implementar a partir da conjuntura atual apresentam desafios que, para além do contexto particular do Chile, possa se fazer extensivo para outros países da Latino-América., La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.

Background: The incidence of cholelithiasis has been shown to be higher for patients after gastrectomy than for the general population, due to vagal branch damage and gastrointestinal reconstruction. The aim of this trial was to evaluate the need for routine concomitant prophylactic cholecystectomy (PC) during gastrectomy for cancer. Methods: A multicenter, randomized, controlled trial was conducted between November 2008 and March 2017. Of the total 130 included patients, 65 underwent PC and 65 underwent standard gastric surgery only for curable cancers. The primary endpoint was cholelithiasis-free survival after gastrectomy for gastric adenocarcinoma. Cholelithiasis was detected by ultrasound exam. Results: After a median follow-up of 62 months, eight patients (12.3%) in the control group developed biliary abnormalities (four cases of gallbladder calculi and four cases of biliary sludge), with only three (4.6%) being clinically relevant (two cholecystectomies needed, one acute pancreatitis). One patient in the PC group had asymptomatic biliary dilatation during sonography after surgery. The cholelithiasis-free survival did not show statistical significance between the two groups (P = 0.267). The number needed to treat with PC to avoid reoperation for cholelithiasis was 1:32.5. Conclusions: Concomitant PC during gastric surgery for malignancies, although reducing the absolute number of biliary abnormalities, has no significant impact on the natural course of patients.

Argumentation skills play an important role in higher education. Empirical evidence shows that higher education students have better argumentation skills than their peers without university studies. However, it is still unknown whether this is a product of higher education or self-selection. The goal of this study was to explore written argumentation skills development in chilean tertiary education, in order to contribute to the body of knowledge on the relationship between argumentation and higher education (university and vocational training). The written argumentation skills of 336 tertiary education students, from university and vocational training programs, were evaluated. The sample was comprised of five different programs from two chilean institutions, and of two cohorts, evaluated at the beginning and end of the school year. Descriptive, correlational and covariance analyses were run. Results show that the participants are less skilled at formulating counter-arguments that in general, they significantly improve in the sub-aspects of acceptability and soundness; and when controlled for age and academic performance, university students improve significantly more than technical students, over the course of one year. Finally, results show that university students’ improvement is greater for those that have below average performance on the standardized test required for university admission in Chile (PSU). The implications for chilean higher education is discussed., Las habilidades de argumentación juegan un rol central en la formación universitaria. Evidencia disponible muestra que los estudiantes universitarios cuentan con mejores habilidades argumentativas que sus pares no universitarios. Sin embargo, no se sabe si esto se debe a su formación o si es un factor de autoselección. El objetivo de este estudio fue explorar el desarrollo de habilidades de argumentación en estudiantes de educación superior, de manera de contribuir al conocimiento acerca de la relación entre argumentación y educación superior (universitaria y técnico profesional) en Chile. Se evaluaron las habilidades de argumentación escrita de 336 estudiantes de educación universitaria y educación superior técnica, provenientes de cinco carreras diferentes de dos instituciones de educación superior de Santiago Chile, y dos cohortes distintas, al inicio y al final del año académico. Se realizaron análisis descriptivos, correlacionales y análisis de covarianza. Los resultados muestran que los participantes presentan debilidades relativas en la capacidad de formular contra-argumentos; que en general avanzan significativamente en los sub-aspectos de aceptabilidad y suficiencia argumental; y que si se los controla por edad y medidas de rendimiento, los estudiantes universitarios avanzan en un año significativamente más que los de educación técnica. Por último, los resultados muestran que los alumnos universitarios que más avanzan son los que están bajo el promedio en la Prueba de selección universitaria (PSU). Se discuten las implicancias de estos resultados para la educación superior en Chile.

This paper presents a research aimed to suggest which competences students have to develop during their undergraduate training in psychology according to the Psychology School academic community from Universidad Alberto Hurtado and professional psychologists in general. It consists of three studies. Findings suggest some specific competences critical to psychology education. There are some coincidences in considerations teachers, students and professionals have regarding to those competences in psychology professional practice and also differences which represent an interesting diversity of expectations. The paper also discusses the implications of these results for psychology education equity and the notion of competence., Este artículo presenta una investigación cuyo objetivo fue levantar las competencias que, según la comunidad académica de la Facultad de Psicología de la Universidad Alberto Hurtado (UAH), y profesionales de la psicología, corresponde garantizar en la formación de pregrado. Éste fue un punto de partida para un trabajo de mejoramiento de la formación que continúa hasta hoy. La investigación se compone de tres estudios enlazados. En los resultados se desprende cierta configuración de competencias entendida como nuclear para la formación de los psicólogos, junto con cuestiones de interés para la reflexión sobre la formación. Se destacan las diferencias existentes entre los actores acerca de qué competencias son más relevantes. Se discuten las implicancias de estos resultados para la noción de competencias y la equidad en la formación en psicología.