<?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>2665-0150</journal-id>
<journal-title><![CDATA[Más Vita. Revista de Ciencias de la Salud]]></journal-title>
<abbrev-journal-title><![CDATA[MasVita]]></abbrev-journal-title>
<issn>2665-0150</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad. ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01502025000400073</article-id>
<article-id pub-id-type="doi">10.47606/acven/mv0298</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación ergonómica física y cognitiva de docentes universitarios: Análisis de riesgos musculoesqueléticos y psicosociales en su entorno laboral]]></article-title>
<article-title xml:lang="en"><![CDATA[Ergonomic Evaluation of Physical and Cognitive Factors in University Faculty: A Study of Musculoskeletal and Psychosocial Risks in the Academic Workplace]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Defranc-Balanzategui]]></surname>
<given-names><![CDATA[Pavel Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portilla-Castell]]></surname>
<given-names><![CDATA[Yoenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Universitario de Formación (UF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico Universitario de Formación (UF)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<numero>4</numero>
<fpage>73</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01502025000400073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01502025000400073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01502025000400073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La ergonomía es fundamental para promover entornos laborales saludables, especialmente en la docencia universitaria, donde el uso prolongado de equipos informáticos y la carga mental asociada al rol académico generan riesgos musculoesqueléticos y psicosociales. En contextos como el ecuatoriano, la escasa aplicación de evaluaciones ergonómicas sistemáticas ha contribuido al aumento de estas afectaciones en el profesorado.  Objetivos: Identificar los factores de riesgo ergonómicos físicos y cognitivos presentes en los puestos de trabajo de docentes universitarios, así como los riesgos psicosociales asociados, con el propósito de proponer estrategias de intervención orientadas a la mejora del bienestar y la salud ocupacional.  Materiales y método:  Estudio observacional, descriptivo y transversal. Se aplicaron tres instrumentos estandarizados y validados: el Cuestionario Nórdico para molestias musculoesqueléticas, el método ROSA para evaluación postural y el Cuestionario de Riesgos Psicosociales del Ministerio del Trabajo. La muestra estuvo conformada por seis docentes universitarios de tiempo completo. El análisis se realizó mediante estadística descriptiva y cruces de variables.  Resultados: El 100% de los docentes evaluados presentó molestias musculoesqueléticas, principalmente en la región lumbar (83.3%), cervical (66.7%) y muñecas (50%). Las puntuaciones del método ROSA oscilaron entre 7 y 8, indicando un alto nivel de riesgo ergonómico que requiere intervención inmediata. En la dimensión psicosocial, el 83.3 % evidenció riesgo medio, especialmente en carga de trabajo, desarrollo de competencias y liderazgo.  Conclusiones: Las condiciones ergonómicas y organizacionales de los puestos de trabajo docente no cumplen con los estándares adecuados, lo que afecta negativamente la salud física y mental de los profesores universitarios. Se recomienda implementar programas de intervención ergonómica, formación específica en ergonomía aplicada y acciones institucionales orientadas a la mejora del entorno laboral docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Ergonomics plays a fundamental role in promoting healthy work environments, particularly in university teaching, where prolonged use of computer equipment and the mental demands of academic roles generate musculoskeletal and psychosocial risks. In contexts such as Ecuador, the limited application of systematic ergonomic assessments has contributed to an increase in these conditions among faculty members.  Objectives: To identify and analyze the physical and cognitive ergonomic risk factors present in the workstations of university professors, as well as associated psychosocial risks, in order to propose intervention strategies aimed at improving occupational health and well-being.  Materials and Methods: An observational, descriptive, and cross-sectional study was conducted. Three standardized and validated instruments were applied: the Nordic Musculoskeletal Questionnaire, the Rapid Office Strain Assessment (ROSA) method for postural evaluation, and the Psychosocial Risk Questionnaire from the Ministry of Labor. The sample consisted of six full-time university professors. Data were analyzed using descriptive statistics and variable cross-tabulations.  Results: All evaluated professors (100%) reported musculoskeletal discomfort, mainly in the lumbar region (83.3%), cervical area (66.7%), and wrists (50%). ROSA scores ranged from 7 to 8, indicating a high level of ergonomic risk that requires immediate intervention. In the psychosocial dimension, 83.3% presented a medium level of risk, particularly in workload, skill development, and leadership domains.  Conclusions: The ergonomic and organizational conditions of university teaching workstations do not meet appropriate standards, negatively impacting the physical and mental health of academic staff. It is recommended to implement ergonomic intervention programs, provide specific training in applied ergonomics, and adopt institutional measures to improve the teaching work environment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ergonomía docente]]></kwd>
<kwd lng="es"><![CDATA[Riesgos musculoesqueléticos]]></kwd>
<kwd lng="es"><![CDATA[Riesgos psicosociales]]></kwd>
<kwd lng="en"><![CDATA[Academic ergonomics]]></kwd>
<kwd lng="en"><![CDATA[Musculoskeletal disorders]]></kwd>
<kwd lng="en"><![CDATA[Psychosocial risks]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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