The concept of Internal Medicine has changedduring the last decades. At the beginning of thisnew millennium, what is the future that we canforesee for Internal Medicine? Who are going to be the internists of the XXI century?Many of the changes will emerge from theevolution of the actual society. Several are possible.In pre- and post-graduate teaching, in curriculadefinition, in the formation of General practitioners,at the organisational level and in accepting Managing care as a new way of acting.

Promoting the Practice of nursing care, the “Orientation Guide for the Teaching of Tracheostomized Patients/Caregivers will be a guiding document in the activities of professional nurses, making the care they provide safe, visible and effective, providing guidance and precise objectives, enabling them to develop a process of teaching/learning about tracheostomies for patients/caregivers, and promoting self-care in a practice set.The Orientation Guide for the Teaching of Tracheostomized Patients/Caregivers may become an important tool of work for the professionals, whose objective is always the achievement of gains in health for the target customers of nursing interventions. A uniform standard of procedures, associated with the provision of personalized care, contributes to the excellence of care and the state-of-the-art.

This study presents a hierarchical differential game between universities and scholars in order to examine innovation and research in higher education. In this stylized setup, scholars maximize the impact of their research, and universities maximize their market value. Innovations play a key role among the incentives given by the university to boost scholars’ productivity, as measured by academic publications and citations, which translates into scholars’ professional success. The scholars’ academic productivity increases university reputation and market value. Using Brazilian data, seemingly unrelated regression estimations suggest that the number of published papers grows with external funding and the percentage of faculty holding doctorate degrees, while the number of citations is associated with the presence of graduate programs and higher teaching quality. Market evaluation is, however, negatively affected by innovation, suggesting a lack of focus on patenting and technology transfer in Brazil.

Much has been done to recover from the effects of the COVID-19 pandemic on school and university education, both in filling gaps in learning and in social integration and motivation of students post-pandemic. The need to transition from conventional teaching to remote learning has led students and teachers in a spiral of evolution in the development of digital skills due to the urgent adaptability required by the situation. The search for new technologies and didactics that seemed difficult at the time because many were not yet expecting such a sudden change, now takes advantage of that experience to create projects and courses that allow for accelerated recovery and thus transform what was once a complicated task into a new perspective on teaching and learning. One of these ways is the use of epistemic games and gamification to maintain ‘flow’. Flow is a combination of skill development through challenges and the pleasure of completing tasks. In this work, we will discuss a project that, with the union of remote and face-to-face teaching & learning, allowed university students to use the knowledge received during an intensive course on environmental radiation to design an escape room-style game with the aim of teaching students at other levels of education. CERAMUG, a Blended Intensive Programme (BIP) in partnership with ERASMUS+, aimed at two-way learning, to learn to use specific instruments for measuring natural environmental radiation and to teach, through a game, the existence of this natural radiation in order to inform and raise awareness of high school students on the subject. The aim of this course was to promote the development of competencies that allow students to succeed in their future professional challenges. The impact of the project is not only the innovative experience for students to learn specialized nuclear measurement techniques, but also to encourage other employability competencies and digital skills necessary for their careers, as well as promoting integration among students from different cultures and countries.

The results of the Portuguese students’ performance in the Programme for International Student Assessment (PISA) have been the subject of numerous discussions in the blogosphere. Our interest in these discussions led to the development of this study, which aimed to know the factors influencing the results of Portugal in editions of PISA, from 2000 to 2012, according to posts and comments from blogs. The theoretical reference encompassed various aspects and evidence linked to PISA, as well as a brief contextualization of the curriculum in Portugal and the blogosphere. The study was carried out on the basis of the qualitative approach, the exploratory and descriptive type, having as data source ten blogs. The data consisted of thirty-five posts with their comments, for a total of one hundred and eighteen. They were analyzed through content analysis, with support from the qualitative analysis program WebQDA. The findings showed three factors influencing the performance of Portuguese students in the PISA: Education, Sampling and Retention/Repetition. Among the findings in the Education factor is noteworthy the discussions around the impact of public and private education and socio-economic conditions of the families/students on the results of PISA, and the ongoing political changes, with possible threats to the quality of teaching. The criteria of the definition of the student population and the consequent selection of the sample was considered ineffective, due to variations along the edits, which complicates the comparison of the results of the PISA. The Retention/Repetition was considered an inefficient pedagogical measure, with negative impact on the results of the PISA. The findings of this study were supported by the literature. With this study, we hope to contribute to extend the knowledge and create new spaces for future discussions and investigations in the area.

This study aimed to present a discussion about the conception of active learning methodologies and their relevance as a learning strategy, especially in basic education. It is also intended to present an analysis of recent research on active learning methodologies. To analyze the research related to the use of active learning methodologies, bibliographical research was conducted. The data survey was conducted during the month of July 2021 in the Brazilian Digital Library of Theses and Dissertations database. The descriptors used were the terms active methodologies and basic education. A total of 2 theses and 12 dissertations were found, whose criteria for the analysis of the texts was the reading of the titles and abstracts. Seven papers were selected for analysis, whose results showed that active methodologies are important strategies for student learning in the context of basic education, however, predominantly studies related to the natural sciences in basic education and the health area, in this case, in university education.

The 30th anniversary of the Journalism course at the Faculty of Arts and Humanities of the University of Coimbra (FLUC), whose main founder was the former journalist and politician Mário Mesquita (Peixinho, 2023), was also the 50th anniversary of the Portuguese Carnation Revolution. In this context, it is urgent to reflect on the academic training of journalists and communication professionals (Peixinho, 2016) in response to the various challenges in accessing the profession, technological changes and competitiveness (and precariousness) in the job market (Figueira, 2023). Reflection on the teaching of journalistic knowledge cannot be disconnected from the context and its central role in democracy(ies). A critical stance and openness to discuss is an advantage in the training of young journalists, something that the reform in the curricular structure of 1st cycle courses, since 2015/2016, sought to foster. In this way, we seek an answer to the following research question: how did the curricular structure and study plans of the 1st cycle Journalism course at FLUC change? In this sense, it is proposed to carry out a document analysis (Junior et al., 2021) of the curricular structure of the degree courses in journalism taught at FLUC, from 1993/1994 to 2023/2024, collecting information about the study plans, such as the name of the curricular units, regime and number of ECTS. The goal is to understand which are the main areas of knowledge that distinguish the teaching of journalism at the University of Coimbra, being one of the main conclusions the mark of interdisciplinarity transversal to the different plans of the last 30 years.

A necessidade de melhorar o ensino do Português na educação básica está solidamente fundamentada nos resultados de todos os projetos internacionais em que Portugal participou, nos estudos nacionais e nos relatórios nacionais das Provas de Aferição. Neste contexto, os cursos de formação inicial e a formação contínua de professores assumem um papel preponderante na preparação para a docência dos professores. O estudo que se propõe tem como principal objetivo compreender em que medida a formação profissional inicial e contínua dos professores influencia a produção escrita nos alunos do 1º ciclo. Embora este estudo ainda se encontre em fase de realização, podemos adiantar que a formação profissional dos docentes permitiu uma maior diversidade e qualidade das suas práticas levando, consequentemente, a melhores aprendizagens dos alunos.

Objective: translate and validate to Portuguese the Scale of Student Satisfaction and Self-Confidence in Learning. Material and Methods: methodological translation and validation study of a research tool. After following all steps of the translation process, for the validation process, the event III Workshop Brazil - Portugal: Care Delivery to Critical Patients was created, promoted by one Brazilian and another Portuguese teaching institution. Results: 103 nurses participated. As to the validity and reliability of the scale, the correlation pattern between the variables, the sampling adequacy test (Kaiser-Meyer-Olkin) and the sphericity test (Bartlett) showed good results. In the exploratory factorial analysis (Varimax), item 9 behaved better in factor 1 (Satisfaction) than in factor 2 (Self-confidence in learning). The internal consistency (Cronbach's alpha) showed coefficients of 0.86 in factor 1 with six items and 0.77 for factor 2 with 07 items. Conclusion: in Portuguese this tool was called: Escala de Satisfação de Estudantes e Autoconfiança na Aprendizagem. The results found good psychometric properties and a good potential use. The sampling size and specificity are limitations of this study, but future studies will contribute to consolidate the validity of the scale and strengthen its potential use.