A pedagogically-supported TEL solution for learning nontechnical minimally invasive surgical skills across Europe

Residents learning nontechnical skills in Europe face two problems: (1) the difficulty to fit learning time in their overloaded schedules; and (2) the lack of standard pedagogical models for all countries. Online video-based repositories such as WeBSurg or WebOP provide ubiquitous access to surgical contents. However, their pedagogical facets have not been fully exploited and they are often seen as quick-reference repositories rather than full e-learning alternatives. We present a new pedagogically-supported Technology Enhanced Learning (TEL) solution, MISTELA, designed by surgeons, pedagogical experts and engineers. MISTELA aims at building a common European pedagogical model supported by ICT technologies and elearning. The solution proposes a pedagogical model based on a framework for pedagogically-informed design of e-learning platforms. It is composed of (1) an authoring tool for editing and augmenting videos; (2) a media asset management system; and (3) a virtual learning environment. Support of the European Association for Endoscopic Surgery (EAES) and validation of the solution, will help to determine its full potential.

Towards a Learning Object pedagogical quality metric based on the LORI evaluation model

Evaluating and measuring the pedagogical quality of Learning Objects is essential for achieving a successful web-based education. On one hand, teachers need some assurance of quality of the teaching resources before making them part of the curriculum. On the other hand, Learning Object Repositories need to include quality information into the ranking metrics used by the search engines in order to save users time when searching. For these reasons, several models such as LORI (Learning Object Review Instrument) have been proposed to evaluate Learning Object quality from a pedagogical perspective. However, no much effort has been put in defining and evaluating quality metrics based on those models. This paper proposes and evaluates a set of pedagogical quality metrics based on LORI. The work exposed in this paper shows that these metrics can be effectively and reliably used to provide quality-based sorting of search results. Besides, it strongly evidences that the evaluation of Learning Objects from a pedagogical perspective can notably enhance Learning Object search if suitable evaluations models and quality metrics are used. An evaluation of the LORI model is also described. Finally, all the presented metrics are compared and a discussion on their weaknesses and strengths is provided.

Wind tunnel experiments to teach physics

Innovative teaching experimental activities for secondary school students have been developed in order to introduce some aerodynamic concepts, with the aim of making science subjects such as mathematics and physics more attractive. Post-graduate students of Universidad Politécnica de Madrid (UPM) and teachers of Deutsche Schule Madrid (DSM) have constructed a small wind tunnel. The main goal has been to provide a tool for secondary school students to become familiar with the scientific method developing curiosity, imagination, initiative, critical thinking and problem-solving skills. Students of DSM have performed wind tunnel experiments, resulting in a successful and amusing experience. The students were able to relate the experimental results obtained with the physic principle of flight, previously explained in class. Evaluations reveal that both, the teacher and the students, considered the experience as interesting and helpful to lead with teaching physics, mathematics and engineering sciences. The teacher observed the strong motivation factor developed for the students to continue learning engineering sciences. Some of the students expressed that this experience had changed their prejudices about physics and mathematics, based only on theoretical approaches.

Software architecture implementation based on OpenSim

One of the objectives of the European Higher Education Area is the promotion of collaborative and informal learning through the implementation of educational practices. 3D virtual environments become an ideal space for such activities. On the other hand, the problem of financing in Spanish universities has led to the search for new ways to optimize available resources. The Technical University of Madrid requires the use of laboratories which due to their dangerousness, duration or control of the developed processes are difficult to perform in real life. For this reason, we have developed several 3D laboratories in virtual environment. The laboratories are built on open source platform OpenSim. In this paper it is exposed the use of the OpenSim platform for these new teaching experiences and the new design of the software architecture. This architecture requires the adaptation of the platform to the needs of the users and the different laboratories of our University. We will explain the structure of the implemented architecture and the process of creating and configuring it. The proposed architecture is decentralized, each laboratory is housed in different an educational center. The architecture adds several services, among others, the creation and management of users automated, communication between external services and platforms in different program languages. Therefore, we achieve improving the user experience and rising the functionalities of laboratories.

Mobile assisted language learning : prototipo de la aplicación UP2B2

La forma de consumir contenidos en Internet ha cambiado durante los últimos años. Inicialmente se empleaban webs estáticas y con contenidos pobres visualmente. Con la evolución de las redes de comunicación, esta tendencia ha variado. A día de hoy, deseamos páginas agradables, accesibles y que nos presenten temas variados. Todo esto ha cambiado la forma de crear páginas web y en todos los casos se persigue el objetivo de atraer a los usuarios. El gran auge de los smartphones y las aplicaciones móviles que invaden el mercado actual han revolucionado el mundo del estudio de los idiomas permitiendo compatibilizar los recursos punteros con el aprendizaje tradicional. La popularidad de los dispositivos móviles y de las aplicaciones ha sido el principal motivo de la realización de este proyecto. En él se realizará un análisis de las diferentes tecnologías existentes y se elegirá la mejor opción que se ajuste a nuestras necesidades para poder desarrollar un sistema que implemente el enfoque llamado Mobile Assisted Language Learning (MALL) que supone una aproximación innovadora al aprendizaje de idiomas con la ayuda de un dispositivo móvil. En este documento se va a ofrecer una panorámica general acerca del desarrollo de aplicaciones para dispositivos móviles en el entorno del e-learning. Se estudiarán características técnicas de diferentes plataformas seleccionando la mejor opción para la implementación de un sistema que proporcione los contenidos básicos para el aprendizaje de un idioma, en este caso del inglés, de forma intuitiva y divertida. Dicho sistema permitirá al usuario mejorar su nivel de inglés mediante una interfaz web de forma dinámica y cercana empleando los recursos que ofrecen los dispositivos móviles y haciendo uso del diseño adaptativo. Este proyecto está pensado para los usuarios que dispongan de poco tiempo libre para realizar un curso de forma presencial o, mejor aún, para reforzar o repasar contenidos ya aprendidos por otros medios más tradicionales o no. La aplicación ofrece la posibilidad de que se haga uso del sistema de forma fácil y sencilla desde cualquier dispositivo móvil del que se disponga como es un smartphone, tablet o un ordenador personal, compitiendo con otros usuarios o contra uno mismo y mejorando así el nivel de partida a través de las actividades propuestas. Durante el proyecto se han comparado diversas soluciones, la mayoría de código abierto y de libre distribución que permiten desplegar servicios de almacenamiento accesibles mediante Internet. Se concluirá con un caso práctico analizando los requisitos técnicos y llevando a cabo las fases de análisis, diseño, creación de la base de datos, implementación y pruebas dentro del ciclo de vida del software. Finalmente, se migrará la aplicación con toda la información a un servidor en la nube. ABSTRACT. The way of consuming content on the Internet has changed over the past years. Initially, static websites were used with poor visual contents. Nevertheless, with the evolution of communication networks this trend has changed. Nowadays, we expect pleasant, accessible and varied topic pages and such expectations have changed the way to create web pages generally aiming at appealing and therefore, attracting users. The great boom of smartphones and mobile applications in the current market, have revolutionized the world of language learning as they make it possible to combine computing with traditional learning resources. The popularity of mobile devices and applications has been the main reason for the development of this project. Here, the different existing technologies will be examined and we will try to select the best option that adapts to our needs in order to develop a system that implements Mobile Assisted Language Learning (MALL) that in broad terms implies an approach to language learning with the help of a mobile device. This report provides an overview of the development of applications for mobile devices in the e-learning environment. We will study the technical characteristics of different platforms and we will select the best option for the implementation of a system that provide the basic content for learning a language, in this case English, by means of an intuitive and fun method. This system will allow the user to improve their level of English with a web interface in a dynamic and close way employing the resources offered by mobile devices using the adaptive design. This project is intended for users who do not have enough free time to make a classroom course or to review contents from more traditional courses as it offers the possibility to make use of the system quickly and easily from any mobile device available such as a smartphone, a tablet or a personal computer, competing with other users or against oneself and thus improving their departing level through different activities. During the project, different solutions have been compared. Most of them, open source and free distribution that allow to deploy storage services accessible via the Internet. It will conclude with a case study analyzing the technical requirements and conducting phases of analysis, design and creation of a database, implementation and testing in the software lifecycle. Finally, the application will be migrated with all the information to a server in the cloud.

Nueva York : la revitalización del espacio público a partir de 1950

A partir de la segunda mitad del siglo XX, Nueva York experimenta una apertura al público de espacios nuevos, transformados u olvidados mediante la adaptación de mecanismos, ya sean formales o informales, de caracter permanente o temporal, para la incorporación de uso público en un contexto urbano limitado y congestionado. Estos recursos espaciales son mediadores entre el espacio público y el privado, y son el resultado físico de la negociación entre la legislación urbana, los interes privados de los promotores y las demandas de los ciudadanos. La tesis estudia una selección de obras, entre los años 1950 y 2015, que incorporan notables oportunidades para el uso colectivo, pero que han propiciado la creación de dos tipos de espacios: los “espaciosoasis”, aquellos que potencian una verdadera interacción social entre los usuarios; y los “espacios-vitrina”, para ver y no tocar, en los que el usuario participa indirectamente y, sin promover interacción alguna, atraen al público foráneo y rechazan al local. La diversidad de usos, la sensibilidad social, la supervisión cercana y la facilidad de mantenimiento de la pequeña escala posibilitan que los “espacios-oasis” sean claves a la hora de mantener el fragil y vulnerable equilibrio de la vida urbana. La tesis profundiza en la contextualización de las obras en relación con el apoyo de las políticas públicas y contexto cíclico de los constantes altibajos económicos. El papel del alcalde neoyorkino es clave a la hora decidir el mayor o mejor respaldo de la administración local a las obras que tienen una incidencia en el ámbito de lo público, por lo que la tesis estructura las obras en relación a las transiciones entre las alcaldías más importantes. La presión del mercado inmobiliario, los intereses privados y políticos, la excesiva comercialización y programación de estos espacios dificultan el lento y opaco proceso de la incorporación de uso público en la ciudad y compremeten el verdadero carácter cívico del espacio abierto urbano. La investigación estudia estos factores a través de una reflexión sobre el verdadero sentido de la revitalización de lo público, entendida en relación con las interacciones que fomenta y que se producen más allá de las intenciones del proyecto arquitectónico. El objetivo y el alcance de esta investigación permite reflexionar, discutir y explorar el uso y la participación cívica en el entorno construido, para de esta forma poder entender la evolución de las condiciones sociales, económicas, arquitectónicas y urbanas del espacio público. ABSTRACT During the second half of the twentieth century, New York experienced a launch of new spaces, changed or forgotten through the adoption of mechanisms, whether formal or informal, permanent or temporary, for the incorporation of spaces for public use in a limited and congested urban context. These assets are mediators between the public and private space, and are the physical result of negotiations between the urban legislation, the private interests of the developer and the demands of citizens. The dissertation examines a selection of projects, between 1950 and 2015, that incorporate remarkable spatial opportunities for collective use, which led to the creation of two types of spaces: “oasis-space”, those that enhance social interaction between patrons; and “vitrinespace”, space to be seen but not touched, where the user participates indirectly and does not promote any interaction, attracting an outside public and rejecting the local. Diversity of uses, social sensitivity, close supervision and ease of maintenance that enable small-scale “oasis spaces” are key when it comes to keeping the fragile and vulnerable balance of urban life. The investigation explains the contextualization of the projects in relation with the support of public politics and the cyclical context of constantly changing economics. The role of the New York mayor is key at the time of deciding the level of administrative support for the projects that occur at a point of overlap between the public and the private, which is why the thesis analyzes the projects in relationship to the transitions between the cities most influential mayors. Pressure from the housing market, private and political interests, excessive commercialization and programming of these spaces impede the slow and opaque process of incorporating them for public use in the city and compromise the true civic character open urban space. The research explores these factors by reflecting on the true meaning of the revitalization of the public, understood in relation to interactions it encourages and that occur outside of the intentions of the architectural project. The objective and scope of this study allows for reflecting on, discussing and exploring civic participation and use of the built environment, as a way to understand the evolution of social, economic, architectural and urban conditions of public space.

INCENTIVO À LEITURA: UMA REFLEXÃO A PARTIR DA ANÁLISE DE PROJETOS DO COLE

Este trabalho teve por objetivo analisar os Cadernos de Resumo dos três últimos COLEs (Congresso de Leitura) - anos 2001, 2003 e 2005 -, mapeando os projetos de incentivo à leitura, para conhecer o que se produz no País sobre essa temática. A partir desse conhecimento, volto ao Projeto Vô Di - Leitores de Luz, por mim idealizado, buscando analisar seus fundamentos teórico-metodológicos. Por meio da análise dos projetos apresentados nos COLEs, procurei mapear as atividades, os referenciais teóricos e os objetivos utilizados, evidenciando o que é produzido no Brasil e mesmo internacionalmente sobre leitura, a incidência dos projetos na educação formal e na educação não formal e a quantidade de projetos que são voltados às séries iniciais do ensino fundamental, ao ensino médio, aos cursos de graduação, aos cursos de especialização e às ONGs. Um dos resultados deste trabalho é a constatação de que houve uma grande mudança na incidência de projetos da educação formal para a educação não formal, sendo que a maioria dos projetos de incentivo à leitura são desenvolvidos, no COLE, pelas ONGs.

INCENTIVO À LEITURA: UMA REFLEXÃO A PARTIR DA ANÁLISE DE PROJETOS DO COLE

Este trabalho teve por objetivo analisar os Cadernos de Resumo dos três últimos COLEs (Congresso de Leitura) - anos 2001, 2003 e 2005 -, mapeando os projetos de incentivo à leitura, para conhecer o que se produz no País sobre essa temática. A partir desse conhecimento, volto ao Projeto Vô Di - Leitores de Luz, por mim idealizado, buscando analisar seus fundamentos teórico-metodológicos. Por meio da análise dos projetos apresentados nos COLEs, procurei mapear as atividades, os referenciais teóricos e os objetivos utilizados, evidenciando o que é produzido no Brasil e mesmo internacionalmente sobre leitura, a incidência dos projetos na educação formal e na educação não formal e a quantidade de projetos que são voltados às séries iniciais do ensino fundamental, ao ensino médio, aos cursos de graduação, aos cursos de especialização e às ONGs. Um dos resultados deste trabalho é a constatação de que houve uma grande mudança na incidência de projetos da educação formal para a educação não formal, sendo que a maioria dos projetos de incentivo à leitura são desenvolvidos, no COLE, pelas ONGs.

Glutamate infused posttraining into the hippocampus or caudate-putamen differentially strengthens place and response learning

A cross-maze task that can be acquired through either place or response learning was used to examine the hypothesis that posttraining neurochemical manipulation of the hippocampus or caudate-putamen can bias an animal toward the use of a specific memory system. Male Long-Evans rats received four trials per day for 7 days, a probe trial on day 8, further training on days 9–15, and an additional probe trial on day 16. Training occurred in a cross-maze task in which rats started from a consistent start-box (south), and obtained food from a consistent goal-arm (west). On days 4–6 of training, rats received posttraining intrahippocampal (1 μg/0.5 μl) or intracaudate (2 μg/0.5 μl) injections of either glutamate or saline (0.5 μl). On days 8 and 16, a probe trial was given in which rats were placed in a novel start-box (north). Rats selecting the west goal-arm were designated “place” learners, and those selecting the east goal-arm were designated “response” learners. Saline-treated rats predominantly displayed place learning on day 8 and response learning on day 16, indicating a shift in control of learned behavior with extended training. Rats receiving intrahippocampal injections of glutamate predominantly displayed place learning on days 8 and 16, indicating that manipulation of the hippocampus produced a blockade of the shift to response learning. Rats receiving intracaudate injections of glutamate displayed response learning on days 8 and 16, indicating an accelerated shift to response learning. The findings suggest that posttraining intracerebral glutamate infusions can (i) modulate the distinct memory processes mediated by the hippocampus and caudate-putamen and (ii) bias the brain toward the use of a specific memory system to control learned behavior and thereby influence the timing of the switch from the use of cognitive memory to habit learning to guide behavior.

The challenge of contracting for technological information

Contracting to provide technological information (TI) is a significant challenge. TI is an unusual commodity in five ways. (i) TI is difficult to count and value; conventional indicators, such as patents and citations, hardly indicate value. TI is often sold at different prices to different parties. (ii) To value TI, it may be necessary to “give away the secret.” This danger, despite nondisclosure agreements, inhibits efforts to market TI. (iii) To prove its value, TI is often bundled into complete products, such as a computer chip or pharmaceutical product. Efficient exchange, by contrast, would involve merely the raw information. (iv) Sellers’ superior knowledge about TI’s value make buyers wary of overpaying. (v) Inefficient contracts are often designed to secure rents from TI. For example, licensing agreements charge more than marginal cost. These contracting difficulties affect the way TI is produced, encouraging self-reliance. This should be an advantage to large firms. However, small research and development firms spend more per employee than large firms, and nonprofit universities are major producers. Networks of organizational relationships, particularly between universities and industry, are critical in transmitting TI. Implicit barter—money for guidance—is common. Property rights for TI are hard to establish. Patents, quite suitable for better mousetraps, are inadequate for an era when we design better mice. Much TI is not patented, and what is patented sets fuzzy demarcations. New organizational forms are a promising approach to contracting difficulties for TI. Webs of relationships, formal and informal, involving universities, start-up firms, corporate giants, and venture capitalists play a major role in facilitating the production and spread of TI.

Song selectivity and sensorimotor signals in vocal learning and production

Bird song, like human speech, is a learned vocal behavior that requires auditory feedback. Both as juveniles, while they learn to sing, and as adults, songbirds use auditory feedback to compare their own vocalizations with an internal model of a target song. Here we describe experiments that explore a role for the songbird anterior forebrain pathway (AFP), a basal ganglia-forebrain circuit, in evaluating song feedback and modifying vocal output. First, neural recordings in anesthetized, juvenile birds show that single AFP neurons are specialized to process the song stimuli that are compared during sensorimotor learning. AFP neurons are tuned to both the bird's own song and the tutor song, even when these stimuli are manipulated to be very different from each other. Second, behavioral experiments in adult birds demonstrate that lesions to the AFP block the deterioration of song that normally follows deafening. This observation suggests that deafening results in an instructive signal, indicating a mismatch between feedback and the internal song model, and that the AFP is involved in generating or transmitting this instructive signal. Finally, neural recordings from behaving birds reveal robust singing-related activity in the AFP. This activity is likely to originate from premotor areas and could be modulated by auditory feedback of the bird's own voice. One possibility is that this activity represents an efference copy, predicting the sensory consequences of motor commands. Overall, these studies illustrate that sensory and motor processes are highly interrelated in this circuit devoted to vocal learning, as is true for brain areas involved in speech.

Through the Eyes of Visitors: Understanding the Contexts of the Visitor Photo Study at the Denver Museum of Nature & Science

This case study describes the analysis of the Visitor Photo Study, a study in which visitors to the Denver Museum of Nature & Science documented their visit through pictures. The origins, implementation, and findings of the Visitor Photo Study are considered within the contexts of the fields of Community-Based Research (Strand, Marullo, Cutforth, Stoecker, & Donohue, 2003b), Visual Studies (Marshall & Rossman, 2011; Pink, 2007), and Visitor Studies (Visitor Studies Association, 2012). This study considers the extent to which the principles and elements of each of these fields were present in the Visitor Photo Study, which elements were not fully realized or were missing from the study, and ways in which the Visitor Photo Study extends each of these fields. The value of this type of analysis and implications for museums, faculty, and students are also discussed.

Multiple Perspectives on Academic Service-Learning Partnerships at the American University in Cairo: A Mixed Method Study

This mixed method study aimed to redress the gap in the literature on academic service-learning partnerships, especially in Eastern settings. It utilized Enos and Morton's (2003) theoretical framework to explore these partnerships at the American University in Cairo (AUC). Seventy-nine community partners, administrators, faculty members, and students from a diverse range of age, citizenship, racial, educational, and professional backgrounds participated in the study. Qualitative interviews were conducted with members of these four groups, and a survey with both close-ended and open-ended questions administered to students yielded 61 responses. Qualitative analyses revealed that the primary motivators for partners' engagement in service-learning partnerships included contributing to the community, enhancing students' learning and growth, and achieving the civic mission of the University. These partnerships were characterized by short-term relationships with partners' aspiring to progress toward long-term commitments. The challenges to these partnerships included issues pertaining to the institution, partnering organizations, culture, politics, pedagogy, students, and faculty members. Key strategies for improving these partnerships included institutionalizing service-learning in the University and cultivating an institutional culture supportive of community engagement. Quantitative analyses showed statistically significant relationships between students' scores on the Community Awareness and Interpersonal Effectiveness scales and their overall participation in community service activities inside and outside the classroom, as well as a statistically significant difference between their scores on the Community Awareness scale and department offering service-learning courses. The study's outcomes underscore the role of the local culture in shaping service-learning partnerships, as well as the role of both curricular and extracurricular activities in boosting students' awareness of their community and interpersonal effectiveness. Cultivating a culture of community engagement and building support mechanisms for engaged scholarship are among the critical steps required by public policy-makers in Egypt to promote service-learning in Egyptian higher education. Institutionalizing service-learning partnerships at AUC and enhancing the visibility of these partnerships on campus and in the community are essential to the future growth of these collaborations. Future studies should explore factors affecting community partners' satisfaction with these partnerships, top-down and bottom-up support to service-learning, the value of reflection to faculty members, and the influence of students' economic backgrounds on their involvement in service-learning partnerships.

Estudos comparativos sobre a elaboração de mapas conceituais durante processo de avaliação da aprendizagem: identificando a importância das demandas e do efeito de preparação

Os mapas conceituais são ferramentas gráficas que possibilitam a representação dos modelos mentais do aluno. Devido a essa capacidade, o mapa conceitual pode ser utilizado como ferramenta avaliativa de conhecimento. O uso dessa ferramenta em sala de aula gera cargas na memória de trabalho que podem ser referentes ao conteúdo (carga intrínseca) ou à forma como esse recurso está sendo trabalhado na sala de aula (carga extrínseca). Este trabalho tem por objetivo investigar como os mapas conceituais auxiliam na avaliação da aprendizagem da disciplina Ciências da Natureza: Ciência, Cultura e Sociedade ofertada na Universidade de São Paulo para alunos ingressantes de diversos cursos de graduação (n = 64) durante o período de 2013.1 sobre o conteúdo de Mudanças Climáticas. Nas turmas avaliadas o mapa conceitual poderia ser utilizado como ferramenta de preparação para prova (MCPREP) como também era utilizado como parte da avaliação formal da disciplina (MC-AVAL). Essa pesquisa se constitui de três Estudos que investigam: 1. As diferenças de perfis de mapas conceituais obtidos na condição de MC-PREP x MCAVAL; 2. Se o grupo de alunos que fizeram MC-PREP tiveram MC-AVAL com perfil diferente daqueles que não fizeram; 3. A existência de uma correlação entre as características do MC-AVAL com o conhecimento declarativo dos estudantes. Os mapas conceituais foram avaliados considerando aspectos estruturais e semânticos. As metodologias das análises realizadas foram retiradas de trabalhos presente na literatura. Entre os aspectos semânticos estavam o uso de materiais instrucionais, a natureza das proposições, a presença de erros e a aderência a pergunta focal. Além dessas análises, foi verificada a presença de agrupamentos naturais que pudessem ser explicados com uso das categorias teóricas. A análise dos resultados indica que os mapas conceituais das condições MC-PREP e MC-AVAL são bastante distintas entre si, pois atendiam a objetivos educacionais diferentes. No Estudo 2 verificou-se que o MC-PREP não influenciou fortemente a elaboração do MC-AVAL, pois a diminuição da carga extrínseca provocada pela elaboração de MC-PREP não foi suficiente para mostrar diferenças entre os grupos, já que ambos estavam altamente treinados na técnica de mapeamento conceitual. Por fim, no Estudo 3, o principal fator correlacionando o conhecimento declarativo com a complexidade dos mapas conceituais foi o percentual de proposições apropriadas. As conclusões do trabalho são que a demanda de elaboração do mapa conceitual é realmente orientadora de produto, a elaboração de um mapa conceitual a mais em um grupo bem treinado na técnica não altera seu desempenho e o principal meio de avaliar os mapas conceituais deve ser a leitura de suas proposições constituintes.

Relación entre el número de horas de cuidado informal y el estado de salud mental de las personas cuidadoras

Fundamento: La salud mental de las personas cuidadoras se ve perjudicada por las tareas de cuidado. Son necesarios estudios que especifiquen la influencia de diversas variables en la asociación entre cuidado informal y salud mental. El objetivo del trabajo es analizar los efectos del tiempo dedicado al cuidado informal en la salud mental por sexo según el tipo de personas dependientes. Métodos: Los datos que se utilizaron fueron los de la Encuesta Nacional de Salud 2006, cuya muestra estaba compuesta por 29.478 participantes. Variables: salud mental (GHQ-12), tiempo de cuidado, edad, clase social y apoyo funcional (Duke-UNC). Se realizó análisis de regresión logística para determinar la probabilidad de contar con mala salud mental según horas de cuidado, ajustado por edad, clase social y apoyo funcional. Resultados: Las mujeres presentan peor salud mental a partir de 97 horas semanales en el cuidado a menores (OR=1,372), de 25 horas en el cuidado a personas mayores de 74 años (OR=1,602 entre 25 y 48 horas; OR=1,467 49-96h; OR=1,874 97-168h) y cuando dedican alguna hora al cuidado de personas adultas con discapacidad (OR=1,996 0-24h; OR=2,507 25-48h; OR=3,016 49-96h; OR=1,651 97-168h). Los varones muestran deterioro de la salud psicológica cuando dedican un elevado número de horas al cuidado de personas mayores de 74 años (OR=2,810 97168h.) y personas con discapacidad (OR=3,411 97-168h.) y cuando dedican de 0 a 24h al cuidado de menores (OR=1,595). Conclusiones: El efecto del número de horas de cuidado en la salud mental de las personas cuidadoras está influido por el tipo de persona dependiente y por el sexo de la persona cuidadora.