The objective of this work was to collect information on the curative use of plants in the municipality of Teziutlán, Puebla through semi-structured interviews. Thus, 78 plants used for medicinal purposes were identified, of which 40 are native to Mexico and 38 introduced; The value of use (UV) of each one and the Informant's Consensus Factor (FCI) of 10 categories of diseases were calculated. The five most frequently used plants are Ruta chalepensisL., Rosmarinus officinalis, Arnica montana, Loeselia mexicana(Lam.) Brandegee and Sambucus ceruleavar., Neomexicana, which underwent a chemical and pharmacological review. On the other hand, the most frequent preparations are infusion and decoction, using mainly leaves (49.34%) and flowers (19.51%). It is concluded that the inhabitants of Teziutlán have a fairly homogeneous ethnomedical knowledge, setting the standard for research on its pharmacological properties.

Este estudio presenta los resultados de una investigación cuantitativa de alcance exploratorio que tuvo por objetivo recuperar y explorar las experiencias de los estudiantes de nivel licenciatura, que tuvieron que concluir el semestre de primavera 2020 por medio de clases no presenciales con los medios que disponían durante la etapa de mayor incertidumbre sobre la pandemia generada por Covid-19. Se aplicó un cuestionario con preguntas cerradas y abiertas a 124 estudiantes de las licenciaturas de Estomatología, Medicina General y Comunitaria, Nutrición Clínica y de Psicología de una unidad académica regional en la zona nororiental del Estado de Puebla. Entre los resultados se destaca que, aunque la mayoría de los estudiantes cuenta con un servicio de internet para realizar sus tareas y acceder a sus clases, se señala como problema constante para cubrir objetivos de aprendizaje la baja calidad en conexión a internet. Además, se identifica que aunque en la mayoría de los casos se revisaron los temas de los programas de estudio, los estudiantes consideraron que no se cubrieron los objetivos de aprendizaje, lo que relacionaron principalmente a la aplicación de técnicas y actividades no adecuadas para las clases no presenciales por parte de los docentes. Finalmente la falta de práctica clínica fue un elemento que presentó diferencia significativa en la licenciatura en estomatología respecto a las otras licenciaturas en el logro de objetivos de aprendizaje.

Neuromyths are understood as false concepts and beliefs about the brain and that have an application or impact, generally negative, in the educational field and, specifically, in the teaching and learning processes. We start from previous studies in which it has been analyzed how neuromyths persist in society and in educational personnel, both at the level of basic education, upper secondary education, university education and even in postgraduate studies, and from there we arrive at our own results. In this work, a survey was conducted among 290 participants (N = 290) to determine to what extent neuromyths prevail among the university student community (M = 42.8%), the general public (M = 27.5%) and teachers in Mexico (M = 29.7%). It was possible to integrate students and teachers from 20 states of the Mexican Republic, between 18 and 70 years of age. We found that there is basically a group of four neuromyths that capture the attention and belief of the participants (M = 91.05%) and that are related to the so-called “learning styles” (visual, auditory and kinesthetic) (M = 96.6%), as per the speculative anatomy of the brain: “the rational hemisphere and the creative hemisphere” (M = 90.7%) or the “triune brain” (M = 89%). Other neuromyths analyzed in this work were, for example, the belief in the effect of certain elements on neural performance: “the Mozart effect” (M = 74.5%); “sugar and hyperactivity” (M = 80.7%); “video games and violence” (M = 63.8%). Neuromyths prevail in Mexico not only among students, but also among the teaching community, regardless of educational level. Some neuromyths, such as that of differentiated learning pathways, or three brains in one, have already been “naturalized”, that is, “normal” is to consider them true by repetition, but without having been adequately analyzed.

En este trabajo, resultado de un acopio prolongado de experiencias y relatos desde la tradición oral de los pobladores de la Sierra Nororiental de Puebla y regiones vecinas del estado de Veracruz, se hace una recopilación de platillos que constituyen la usanza y costumbres culinarias en la región y que más allá de la práctica nutrimental de los mismos, se pone en evidencia el elemento sociocultural del entorno alimentario de las comunidades que la conforman. Se realizaron entrevistas en profundidad semiestructuradas con personas dispuestas a compartir su conocimiento y vivencias en torno a la atmósfera del platillo, desde su ámbito cotidiano hasta el festivo y ceremonial. El propósito de este trabajo ha sido el de compartir no sólo la gastronomía de la región, sino y, sobre todo, conocer la voz de aquellos que se involucran en la experiencia social y cultural de alimentarse, desde la preparación hasta la degustación, desde el ingrediente secreto hasta su carga simbólica, desde la obtención de los ingredientes hasta el entorno ritual que les hace únicos.

Aims: To analyse how psychology students perceive and narrate the construction and reconfiguration of their vocational identity throughout their university education, identifying the factors that account for the diverse trajectories of vocational interest reported retrospectively, including stability, expansion, and shifts away from an initial interest in the clinical area. Study Design: Qualitative study with a descriptive-interpretive design and a cross-sectional approach. Place and Duration of Study: Complejo Regional Nororiental of the Benemérita Universidad Autónoma de Puebla (BUAP), Mexico, during the autumn semester of 2025. Methodology: Five focus groups were conducted with a total of 32 seventh-semester undergraduate psychology students. The information was analysed through thematic analysis, based on an open coding process followed by selective coding, organised into three categories: motivation for entering the programme, reconfiguration of vocational interest and professional projection, and criteria for choosing a specialisation. Results: Curiosity about understanding human behaviour emerged as the most consistent motivation for entering the programme, present across all five groups. Most participants entered with a limited perception of psychology, centred almost exclusively on the clinical area, which was progressively reconfigured through formative experiences, faculty influence, and self-perceived abilities. When choosing a specialisation, vocation was presented as the most important criterion in principle, although in practice it coexisted with—and was in several cases subordinated to—employability and income-related considerations. Conclusion: Vocational identity among psychology students develops gradually and non-linearly, mediated by direct formative experience, perceived self-efficacy, and the economic conditions of the context, thereby generating a persistent tension between the vocational ideal and the material conditions perceived as necessary to practise the profession. These findings underscore the need for psychology training programmes to actively support students' vocational exploration and to provide clearer guidance on the employability conditions of each area of specialisation.