<?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>0034-7507</journal-id>
<journal-title><![CDATA[Revista Cubana de Estomatología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Estomatol]]></abbrev-journal-title>
<issn>0034-7507</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0034-75072023000200006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación Meditativa, una metodología para el autocuidado de académicos universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Meditative Education, a Methodology for Self-care of University Scholars]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Botto Beytía]]></surname>
<given-names><![CDATA[Anna M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zepeda Pérez]]></surname>
<given-names><![CDATA[Andrea B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Aguilar]]></surname>
<given-names><![CDATA[Paulina F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Campo]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Hernández]]></surname>
<given-names><![CDATA[Mayra C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chile Facultad de Ciencias de la Salud Grupo de Investigación en Docencia y Gestión Odontológica (GIDGO)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundación Isha Educando para la Paz  ]]></institution>
<addr-line><![CDATA[ La Floresta]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,EMANAR Research Center  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>60</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0034-75072023000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0034-75072023000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0034-75072023000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Dentro de la cultura organizacional, el profesor universitario es un agente clave para el logro de los aprendizajes, coordinando diariamente las solicitudes de las asignaturas y carrera, junto a las necesidades estudiantiles. Por esto, la docencia es una de las profesiones con mayor riesgo de padecer estrés, así como ansiedad y depresión. Con el objetivo de disminuir dichos factores se han creado programas para docentes con diversas actividades que promueven el autocuidado.  Objetivo:  Demostrar la efectividad del Programa de Educación Meditativa del Sistema Isha Judd en la disminución de los niveles de estrés, depresión y ansiedad de docentes de la Facultad de Ciencias de la Salud de la Universidad Autónoma de Chile.  Métodos:  Se desarrollaron 10 talleres presenciales dirigidos por facilitadores del Sistema ISHA Judd. Los inscritos se dividieron en tres grupos que sesionaron los lunes, en horarios diferidos (n = 22). Las reuniones fueron cada 15 días, cada sesión se dividió en seis momentos. En la primera y última sesión se realizaron Test Depresión y Ansiedad de Beck, Escala de Autoestima de Rossemberg, Escala de Estrés Percibido y encuesta de bienestar del Sistema Isha Judd.  Resultados:  El nivel de estrés del grupo bajó en 7,2 puntos pasando de moderado a bajo, el nivel de depresión bajó significativamente, al igual que los valores de ansiedad, llegando a leve y mínimo. El nivel de autoestima inicialmente estaba en el rango alto y al finalizar se mantuvo en el mismo rango, pero mejorando el puntaje promedio en 1,88.  Conclusión:  En aquellos docentes que cumplieron con los requerimientos mínimos del programa, esta metodología impactó positivamente en su satisfacción, mejorando en promedio sus niveles de estrés, ansiedad, depresión y autoestima. Este estudio presenta limitaciones por el número y tipo de muestra por lo que se sugiere realizar una segunda etapa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Within the organizational culture, the university professor is a key agent for the achievement of learning, coordinating daily the requests of the subjects and majors, together with the students' needs. For this reason, teaching is one of the professions with the highest risk of experiencing stress, as well as anxiety and depression. In order to reduce these factors, programs have been created for teachers with various activities that promote self-care.  Objective:  To demonstrate the effectiveness of the Meditative Education Program of the Isha Judd System in reducing the levels of stress, depression and anxiety in teachers of the School of Health Sciences of the Universidad Autónoma de Chile.  Methods:  Ten face-to-face workshops were conducted by facilitators of the Isha Judd System. The participants were divided into three groups that met on Mondays, at different times (n = 22). The meetings were held every 15 days, each session was divided into six moments. In the first and last session, Beck's Depression and Anxiety Test, Rossemberg's Self-Esteem Scale, Perceived Stress Scale and the Isha Judd System wellbeing survey were applied.  Results:  The stress level of the group decreased by 7.2 points, going from moderate to low, the depression level decreased significantly, as did the anxiety values, reaching mild and minimal. The level of self-esteem was initially in the high range and at the end it remained in the same range, but the average score improved by 1.88 points.  Conclusion:  In those teachers who met the minimum requirements of the program, this methodology had a positive impact on their satisfaction, improving on average their levels of stress, anxiety, depression and self-esteem. This study has limitations due to the number and type of sample, so a second stage is suggested.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesor universitario]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[depresión]]></kwd>
<kwd lng="es"><![CDATA[ansiedad]]></kwd>
<kwd lng="es"><![CDATA[meditación]]></kwd>
<kwd lng="es"><![CDATA[sistema Isha Judd]]></kwd>
<kwd lng="en"><![CDATA[university professor]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[depression]]></kwd>
<kwd lng="en"><![CDATA[anxiety]]></kwd>
<kwd lng="en"><![CDATA[meditation]]></kwd>
<kwd lng="en"><![CDATA[Isha Judd system]]></kwd>
</kwd-group>
</article-meta>
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