<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0138-6557</journal-id>
<journal-title><![CDATA[Revista Cubana de Medicina Militar]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cuban. med. mil.]]></abbrev-journal-title>
<issn>0138-6557</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0138-65572023000300002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Salud mental de los docentes de educación básica durante el retorno a la educación presencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Mental health of basic education teachers during the return to face-to-face education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrada-Araoz]]></surname>
<given-names><![CDATA[Edwin Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallegos-Ramos]]></surname>
<given-names><![CDATA[Néstor Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velásquez-Giersch]]></surname>
<given-names><![CDATA[Libertad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Amazónica de Madre de Dios  ]]></institution>
<addr-line><![CDATA[ Puerto Maldonado]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andina del Cusco  ]]></institution>
<addr-line><![CDATA[ Puerto Maldonado]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>52</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0138-65572023000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0138-65572023000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0138-65572023000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  El retorno a la presencialidad luego de la emergencia sanitaria por la COVID-19 está provocando mucha preocupación en el ámbito laboral a los docentes, por ello, es necesario evaluar su salud mental.  Objetivo: Describir la presencia de depresión, ansiedad y estrés de los docentes de educación básica al retorno a la educación presencial.  Método: Estudio observacional, descriptivo, de corte transversal. La muestra estuvo conformada por 233 docentes a quienes se les aplicó la Escala de Depresión, Ansiedad y Estrés (DASS-21). Se utilizó la aplicación de mensajería Whatsapp para invitar a los docentes a participar. Se aplicaron métodos estadísticos descriptivos para categorizar las variables según los puntos de corte (leve, moderado y alto) y se utilizó la prueba no paramétrica ji cuadrado con el propósito de determinar si se asociaban con las variables sociodemográficas y laborales propuestas.  Resultados: El 56,2 % del total de docentes tenían niveles leves de depresión, el 45,1 % tenían niveles moderados de ansiedad y el 42,9 % también tenían niveles moderados de estrés. Asimismo, se determinó que el sexo se asociaba de manera significativa a las variables de estudio (p&lt; 0,05).  Conclusiones:  Los docentes de educación básica presentan niveles leves de depresión y niveles moderados de ansiedad y estrés al retorno a la presencialidad. Por otro lado, las mujeres son las que presentan más síntomas de depresión, ansiedad y estrés que los hombres.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The return to face-to-face attendance after the health emergency caused by COVID-19 is causing a lot of concern in the workplace for teachers, therefore, it is necessary to evaluate their mental health.  Objective:  To describe the levels of depression, anxiety and stress of basic education teachers upon return to face-to-face education.  Method:  Observational, descriptive, cross-sectional study. The sample consisted of 233 teachers who were administered the Depression, Anxiety, and Stress Scale (DASS-21). The messaging application Whatsapp was used to invite teachers to participate. Descriptive statistical methods were applied to categorize the variables according to cutoff points (mild, moderate, and high), and the non-parametric Chi-square test was used to determine if they were associated with the proposed sociodemographic and work-related variables.  Results:  56.2% of all teachers had mild levels of depression, 45.1% had moderate levels of anxiety and 42.9% also had moderate levels of stress. Likewise, it was determined that gender was significantly associated with the study variables (p&lt; 0.05).  Conclusions:  Basic education teachers experience mild levels of depression and moderate levels of anxiety and stress upon returning to in-person instruction. On the other hand, women show more symptoms of depression, anxiety, and stress than men.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[depresión]]></kwd>
<kwd lng="es"><![CDATA[ansiedad]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[depression]]></kwd>
<kwd lng="en"><![CDATA[anxiety]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
</kwd-group>
</article-meta>
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