Cognitive enhancers: consumption of psychostimulants in medicine
Psychostimulants are drugs that can be used to improve cognitive performance by students and health care professionals. This trend might establish a public health issue. The purpose of this study is to describe the prevalence of psychostimulant use in medical students and resident doctors, and to id...
- Autores:
-
Latella, Andres
Sanchez de Paz, María Pilar
Mata-Suarez, Santiago Miguel
Bignone, Inés
Lerman, Damián
Rojas, Galeno
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10141
- Acceso en línea:
- https://hdl.handle.net/11323/10141
https://repositorio.cuc.edu.co/
- Palabra clave:
- Psychostimulants
Drugs
Pharmacoepidemiology
Modafinil
Medical students
Psicoestimulantes
Fármacos
Farmacoepidemiología
Modafinilo
Estudiantes de medicina
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Cognitive enhancers: consumption of psychostimulants in medicine |
| dc.title.translated.none.fl_str_mv |
Potenciadores cognitivos: uso de psicoestimulantes en el ámbito de la medicina |
| title |
Cognitive enhancers: consumption of psychostimulants in medicine |
| spellingShingle |
Cognitive enhancers: consumption of psychostimulants in medicine Psychostimulants Drugs Pharmacoepidemiology Modafinil Medical students Psicoestimulantes Fármacos Farmacoepidemiología Modafinilo Estudiantes de medicina |
| title_short |
Cognitive enhancers: consumption of psychostimulants in medicine |
| title_full |
Cognitive enhancers: consumption of psychostimulants in medicine |
| title_fullStr |
Cognitive enhancers: consumption of psychostimulants in medicine |
| title_full_unstemmed |
Cognitive enhancers: consumption of psychostimulants in medicine |
| title_sort |
Cognitive enhancers: consumption of psychostimulants in medicine |
| dc.creator.fl_str_mv |
Latella, Andres Sanchez de Paz, María Pilar Mata-Suarez, Santiago Miguel Bignone, Inés Lerman, Damián Rojas, Galeno |
| dc.contributor.author.none.fl_str_mv |
Latella, Andres Sanchez de Paz, María Pilar Mata-Suarez, Santiago Miguel Bignone, Inés Lerman, Damián Rojas, Galeno |
| dc.subject.proposal.eng.fl_str_mv |
Psychostimulants Drugs Pharmacoepidemiology Modafinil Medical students |
| topic |
Psychostimulants Drugs Pharmacoepidemiology Modafinil Medical students Psicoestimulantes Fármacos Farmacoepidemiología Modafinilo Estudiantes de medicina |
| dc.subject.proposal.spa.fl_str_mv |
Psicoestimulantes Fármacos Farmacoepidemiología Modafinilo Estudiantes de medicina |
| description |
Psychostimulants are drugs that can be used to improve cognitive performance by students and health care professionals. This trend might establish a public health issue. The purpose of this study is to describe the prevalence of psychostimulant use in medical students and resident doctors, and to identify consumption related risk factors. The study was conducted through a self-administered, anonymous online survey. 355 respondents were included, 27% (n = 96) were resident doctors, 70.4% (n = 250) students and 2.5% (n = 9) specialists. 17.4% (n = 62) opted for psychostimulant drugs of which modafinil was the most chosen. The most desired effect was to improve wakefulness 83.6% (n = 51). The average age for consumers was 27.31±3.08 (p = 0.033). The multivariate analysis revealed that the predictive variables with highest risk of consumption were: having read the package insert (OR = 5.2; p = 0.0001), previous use of benzodiazepines (OR = 3.75; p = 0.045) and having considered ethical its use (OR=1.03; p = 0.0001). According to literature, the prevalent use of psychostimulants by doctors under training in our population might be higher than other countries. This study is an important source of information for health authorities as it highlights unrestricted access and inappropriate use of psychostimulants. |
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2022 |
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2022-01-20 |
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2023-05-17T23:30:25Z |
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2023-05-17T23:30:25Z |
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Artículo de revista |
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Latella, A.-N., Sanchez-de-Paz, M.-P., Mata-Suarez, S., Bignone, I., Lerman, D., & Rojas, G. (2022). Cognitive enhancers: Consumption of psychostimulants in medicine. Journal of Applied Cognitive Neuroscience, 2(2), e00233724. https://doi.org/10.17981/JACN.2.2.2021.05 |
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10.17981/JACN.2.2.2021.05 |
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2745-0031 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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Latella, A.-N., Sanchez-de-Paz, M.-P., Mata-Suarez, S., Bignone, I., Lerman, D., & Rojas, G. (2022). Cognitive enhancers: Consumption of psychostimulants in medicine. Journal of Applied Cognitive Neuroscience, 2(2), e00233724. https://doi.org/10.17981/JACN.2.2.2021.05 10.17981/JACN.2.2.2021.05 2745-0031 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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Barón, L.; Botero-Henao, K.; Castaño Castrillón, J. J.; Castillo-Chang, K.; Díaz-Corrales, J.; Echeverri-Uribe, J. S.; Parra, G. A.; Yepes, J. S.; & Yurgaky-Jordán, H. Y. (2011). Prevalencia y factores asociados al consumo de anfetaminas en estudiantes del Programa de Medicina de la Universidad de Manizales. Revista de la Facultad de Medicina, 59, 201–214. Disponible en https://revistas.unal.edu.co/index.php/revfacmed/article/view/26455 Cakic, V. (2009). Smart drugs for cognitive enhancement: ethical and pragmatic considerations in the era of cosmetic neurology. Journal of Medical Ethics, 35(10), 611–615. https://doi.org/10.1136/jme.2009.030882 Dietz, P.; Striegel, H.; Franke, A. G.; Klaus Lieb, K.; Simon, P. & Ulrich, R. (2013). Randomized response estimates for the 12-month prevalence of cognitive-enhancing drug use in university students. Pharmacotherapy, 33(1), 44–50. https://doi.org/10.1002/phar.1166 Eickenhorst, P.; Vitzthum, K.; Klapp, B. F.; Groneberg, D. & Mache, S. (2012). Neuroenhancement Among German University Students: Motives, Expectations, and Relationship with Psychoactive Lifestyle Drugs. Journal of Psychoactive Drugs, 44(5), 418–427. https://doi.org/10.1080/02791072.2012.736845 Fallah, G.; Moudi, S.; Hamidia, A. & Bijani, A. (2018). Stimulant use in medical students and residents requires more careful attention. Caspian Journal of Internal Medicine, 9(1), 87–91. https://doi.org/10.22088/cjim.9.1.87 Franke, A. G.; Bagusat, C.; Rust, S.; Engel, A. & Lieb, K. (2014). Substances used and prevalence rates of pharmacological cognitive enhancement among healthy subjects. European Archives of Psychiatry and Clinical Neuroscience, 264(Suppl 1), 83–90. https://doi.org/10.1007/s00406-014-0537-1 Franke, A. G.; Bonertz, C.; Christmann, M.; Huss, M.; Fellgiebel, A.; Hildt, E. & Lieb, K. (2011). Non-medical use of prescription stimulants and illicit use of stimulants for cognitive enhancement in pupils and students in Germany. Pharmacopsychiatry, 44(2), 60–66. https://doi.org/10.1055/s-0030-1268417 Froestl, W.; Muhs, A. & Pfeifer, A. (2014a). Cognitive Enhancers (Nootropics). Part 1: drugs interacting with receptors. Update 2014. Journal of Alzheimers Disease, 41(4), 961–1019. https://doi.org/10.3233/jad-2012-121186 Froestl, W.; Muhs, A. & Pfeifer, A. (2014b). Cognitive Enhancers (Nootropics). Part 2: Drugs Interacting with Enzymes. Update 22014. Journal of Alzheimers Disease, 42(1), 1–68. https://doi.org/10.3233/jad-140402 Froestl, W.; Muhs, A. & Pfeifer, A. (2014c). Cognitive Enhancers (Nootropics). Part 3: drugs interacting with targets other than receptors or enzymes. Disease-modifying drugs. Update 2014. Journal of Alzheimers Disease, 42(4), 1079–1149. https://doi.org/10.3233/jad-141206 Handel, D. A.; Raja, A. & Lindsell, C. J. (2006). The Use of Sleep Aids among Emergency Medicine Residents: A Web Based Survey. BMC Health Services Research, 6, 1–8. https://doi.org/10.1186/1472-6963-6-136 IBM SPSS Statistics. (version 23.0). Statistical Package for the Social Sciences. [Software]. New York: International Business Machines Corporation. Available: https://www.ibm.com/products/spss-statistics Mache, S.; Eickenhorst, P.; Vitzthum, K.; Klapp, B. F. & Groneberg, D. A. (2012). Cognitive-enhancing substance use at German universities: frequency, reasons and gender differences. Wiener Medizinische Wochenschrift, 162(11-12), 262–271. https://doi.org/10.1007/s10354-012-0115-y Maher, B. (2008). Poll results: look who’s doping. Nature, 452(7188), 674–675. Avaiable: https://www.nature.com/articles/452674a Mazzoglio, M. J.; Algieri, R. D.; Dogliotti, C. B.; Gazzotti, A. M.; Jiménez-Villarruel, H. N. y Rey, L. M. (2011). Utilización de sustancias psicoactivas en alumnos de anatomía y su implicación en el aprendizaje. Educación Médica, 14(2), 129–132. http://dx.doi.org/10.4321/S1575-18132011000200009 McBeth, B. D.; McNamara, R. M.; Ankel, F. K.; Mason, E. J.; Ling, L. J.; Flottemesch, T. J. & Asplin, B. R. (2009). Modafinil and Zolpidem Use by Emergency Medicine Residents. Academic Emergency Medicine, 16(12), 1311–1317. https://doi.org/10.1111/j.1553-2712.2009.00586.x Moore, D. R.; Burgard, D. A.; Larson, R. G. & Ferm, M. (2014). Psychostimulant use among college students during periods of high and low stress: an interdisciplinary approach utilizing both self-report and unobtrusive chemical sample data. Addictive Behaviors, 39(5), 987–993. https://doi.org/10.1016/j.addbeh.2014.01.021 Rojas, G.; Demey, I. & Arizaga, R. L. (2013). Drugs used for cognitive impairment. Analysis of 1.5 million prescriptions in Argentina. Medicina (B Aires), 73(3), 213–223. Available from https://medicinabuenosaires.com/demo/revistas/vol73-13/3/213-223-med%205968-A.pdf Sánchez, M. P.; Latella, A. N.; Falero, A.; Lerman, D.; Bignone, I. M. I. y Rojas, G. (2021). Análisis de publicidades sobre medicamentos neurológicos recibidos durante la consulta médica. Medicina (B Aires), 81(4), 559–564. Recuperado de https://www.medicinabuenosaires.com/revistas/vol81-21/n4/559.pdf Shy, B. D.; Portelli, I. & Nelson, L. S. (2011). Emergency medicine residents’ use of psychostimulants and sedatives to aid in shift work. The American Journal of Emergency Medicine, 29(9), 1034–1036. https://doi.org/10.1016/j.ajem.2010.06.004 VNM. (s.f.). Vademecum nacional de medicamento. Disponible en http://anmatvademecum.servicios.pami.org.ar/index.html (consultado el 07/10/19). Wolff, W.; Brand, R.; Baumgarten, F.; Lösel, J. & Ziegler, M. (2014). Modeling students’ instrumental (mis-) use of substances to enhance cognitive performance: Neuroenhancement in the light of job demands-resources theory. Biopsychosocial Medicine, 8, 1–11. https://doi.org/10.1186/1751-0759-8-1 Zaami, S.; Rinaldi, R.; Bersani, G.; Del Rio, A.; Ciallella, C. & Marinelli, E. (2020). Nootropics use in the workplace: psychiatric and ethical aftermath towards the new frontier of bioengineering. European Review for Medical and Pharmacological Sciences, 24(4), 2129–2139. https://doi.org/10.26355/eurrev_202002_20393 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Copyright (c) 2021 Andres Norberto Latella, María Pilar Sanchez de Paz, Dr., Santiago Mata Suarez, Inés Bignone, Dami´an Lerman, Galeno Rojashttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Latella, AndresSanchez de Paz, María PilarMata-Suarez, Santiago MiguelBignone, InésLerman, DamiánRojas, Galeno 2023-05-17T23:30:25Z2023-05-17T23:30:25Z2022-01-20Latella, A.-N., Sanchez-de-Paz, M.-P., Mata-Suarez, S., Bignone, I., Lerman, D., & Rojas, G. (2022). Cognitive enhancers: Consumption of psychostimulants in medicine. Journal of Applied Cognitive Neuroscience, 2(2), e00233724. https://doi.org/10.17981/JACN.2.2.2021.05https://hdl.handle.net/11323/1014110.17981/JACN.2.2.2021.052745-0031Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Psychostimulants are drugs that can be used to improve cognitive performance by students and health care professionals. This trend might establish a public health issue. The purpose of this study is to describe the prevalence of psychostimulant use in medical students and resident doctors, and to identify consumption related risk factors. The study was conducted through a self-administered, anonymous online survey. 355 respondents were included, 27% (n = 96) were resident doctors, 70.4% (n = 250) students and 2.5% (n = 9) specialists. 17.4% (n = 62) opted for psychostimulant drugs of which modafinil was the most chosen. The most desired effect was to improve wakefulness 83.6% (n = 51). The average age for consumers was 27.31±3.08 (p = 0.033). The multivariate analysis revealed that the predictive variables with highest risk of consumption were: having read the package insert (OR = 5.2; p = 0.0001), previous use of benzodiazepines (OR = 3.75; p = 0.045) and having considered ethical its use (OR=1.03; p = 0.0001). According to literature, the prevalent use of psychostimulants by doctors under training in our population might be higher than other countries. This study is an important source of information for health authorities as it highlights unrestricted access and inappropriate use of psychostimulants.Los psicoestimulantes son fármacos que pueden ser utilizados para mejorar el rendimiento cognitivo por los médicos en formación. Esta tendencia representaría un problema de salud pública del cual existe escasa información disponible. Describir la prevalencia del uso de psicoestimulantes en alumnos de medicina y médicos residentes e identificar factores de riesgo asociados al consumo. Encuesta online anónima y autoadministrada. Se analizaron 355 encuestas, 27% (n = 96) fueron médicos residentes, 70.4% (n = 250) estudiantes y 2.5% (n = 9) médicos especialistas. El 17.2% (n = 62) recurrió a drogas psicoestimulantes, de las cuales la más elegida fue el modafinilo (n = 39). El objetivo más buscado fue mejorar la vigilia 83.6% (n = 51). La edad media para los consumidores fue 27.31 ± 3.08 (p = 0.033). En el análisis multivariado se observó que las variables predictoras de mayor riesgo de consumo fueron: haber leído el prospecto (OR = 5.2; p = 0,0001), haber consumido benzodiacepinas previamente (OR = 3.75; p = 0.045) y haber considerado ético su uso (OR = 1.03; p = 0.0001). La prevalencia de uso de psicoestimulantes por médicos en formación en nuestra población podría ser mayor a la de otros países. El presente trabajo representa una importante fuente de información para las autoridades sanitarias dado que destaca el libre acceso y el uso inapropiado de psicoestimulantes.9 páginasapplication/pdfengCorporación Universidad de la CostaColombiahttps://revistascientificas.cuc.edu.co/JACN/article/view/3724Cognitive enhancers: consumption of psychostimulants in medicinePotenciadores cognitivos: uso de psicoestimulantes en el ámbito de la medicinaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Journal of Applied Cognitive NeuroscienceBarón, L.; Botero-Henao, K.; Castaño Castrillón, J. J.; Castillo-Chang, K.; Díaz-Corrales, J.; Echeverri-Uribe, J. S.; Parra, G. A.; Yepes, J. S.; & Yurgaky-Jordán, H. Y. (2011). Prevalencia y factores asociados al consumo de anfetaminas en estudiantes del Programa de Medicina de la Universidad de Manizales. Revista de la Facultad de Medicina, 59, 201–214. Disponible en https://revistas.unal.edu.co/index.php/revfacmed/article/view/26455Cakic, V. (2009). Smart drugs for cognitive enhancement: ethical and pragmatic considerations in the era of cosmetic neurology. Journal of Medical Ethics, 35(10), 611–615. https://doi.org/10.1136/jme.2009.030882Dietz, P.; Striegel, H.; Franke, A. G.; Klaus Lieb, K.; Simon, P. & Ulrich, R. (2013). Randomized response estimates for the 12-month prevalence of cognitive-enhancing drug use in university students. Pharmacotherapy, 33(1), 44–50. https://doi.org/10.1002/phar.1166Eickenhorst, P.; Vitzthum, K.; Klapp, B. F.; Groneberg, D. & Mache, S. (2012). Neuroenhancement Among German University Students: Motives, Expectations, and Relationship with Psychoactive Lifestyle Drugs. Journal of Psychoactive Drugs, 44(5), 418–427. https://doi.org/10.1080/02791072.2012.736845Fallah, G.; Moudi, S.; Hamidia, A. & Bijani, A. (2018). Stimulant use in medical students and residents requires more careful attention. Caspian Journal of Internal Medicine, 9(1), 87–91. https://doi.org/10.22088/cjim.9.1.87Franke, A. G.; Bagusat, C.; Rust, S.; Engel, A. & Lieb, K. (2014). Substances used and prevalence rates of pharmacological cognitive enhancement among healthy subjects. European Archives of Psychiatry and Clinical Neuroscience, 264(Suppl 1), 83–90. https://doi.org/10.1007/s00406-014-0537-1Franke, A. G.; Bonertz, C.; Christmann, M.; Huss, M.; Fellgiebel, A.; Hildt, E. & Lieb, K. (2011). Non-medical use of prescription stimulants and illicit use of stimulants for cognitive enhancement in pupils and students in Germany. Pharmacopsychiatry, 44(2), 60–66. https://doi.org/10.1055/s-0030-1268417Froestl, W.; Muhs, A. & Pfeifer, A. (2014a). Cognitive Enhancers (Nootropics). Part 1: drugs interacting with receptors. Update 2014. Journal of Alzheimers Disease, 41(4), 961–1019. https://doi.org/10.3233/jad-2012-121186Froestl, W.; Muhs, A. & Pfeifer, A. (2014b). Cognitive Enhancers (Nootropics). Part 2: Drugs Interacting with Enzymes. Update 22014. Journal of Alzheimers Disease, 42(1), 1–68. https://doi.org/10.3233/jad-140402Froestl, W.; Muhs, A. & Pfeifer, A. (2014c). Cognitive Enhancers (Nootropics). Part 3: drugs interacting with targets other than receptors or enzymes. Disease-modifying drugs. Update 2014. Journal of Alzheimers Disease, 42(4), 1079–1149. https://doi.org/10.3233/jad-141206Handel, D. A.; Raja, A. & Lindsell, C. J. (2006). The Use of Sleep Aids among Emergency Medicine Residents: A Web Based Survey. BMC Health Services Research, 6, 1–8. https://doi.org/10.1186/1472-6963-6-136IBM SPSS Statistics. (version 23.0). Statistical Package for the Social Sciences. [Software]. New York: International Business Machines Corporation. Available: https://www.ibm.com/products/spss-statisticsMache, S.; Eickenhorst, P.; Vitzthum, K.; Klapp, B. F. & Groneberg, D. A. (2012). Cognitive-enhancing substance use at German universities: frequency, reasons and gender differences. Wiener Medizinische Wochenschrift, 162(11-12), 262–271. https://doi.org/10.1007/s10354-012-0115-yMaher, B. (2008). Poll results: look who’s doping. Nature, 452(7188), 674–675. Avaiable: https://www.nature.com/articles/452674aMazzoglio, M. J.; Algieri, R. D.; Dogliotti, C. B.; Gazzotti, A. M.; Jiménez-Villarruel, H. N. y Rey, L. M. (2011). Utilización de sustancias psicoactivas en alumnos de anatomía y su implicación en el aprendizaje. Educación Médica, 14(2), 129–132. http://dx.doi.org/10.4321/S1575-18132011000200009McBeth, B. D.; McNamara, R. M.; Ankel, F. K.; Mason, E. J.; Ling, L. J.; Flottemesch, T. J. & Asplin, B. R. (2009). Modafinil and Zolpidem Use by Emergency Medicine Residents. 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European Review for Medical and Pharmacological Sciences, 24(4), 2129–2139. https://doi.org/10.26355/eurrev_202002_203939122PsychostimulantsDrugsPharmacoepidemiologyModafinilMedical studentsPsicoestimulantesFármacosFarmacoepidemiologíaModafiniloEstudiantes de medicinaPublicationORIGINALCognitive enhancers. Consumption of psychostimulants in medicine.pdfCognitive enhancers. Consumption of psychostimulants in medicine.pdfArtículoapplication/pdf439209https://repositorio.cuc.edu.co/bitstreams/7c00d51d-6b23-4816-9d83-a5209890970d/download4ce17268e8fb4fdb3b1fcedba004c017MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/e4583f7b-55e3-4205-9f3c-b4b3afe8d454/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTCognitive enhancers. Consumption of psychostimulants in medicine.pdf.txtCognitive enhancers. 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Consumption of psychostimulants in medicine.pdf.jpgGenerated Thumbnailimage/jpeg13240https://repositorio.cuc.edu.co/bitstreams/a45c18ef-4942-4391-b367-d34fe3ffbbae/downloadad4811ecfe089c2dcd70e9ebe2baf6ccMD5411323/10141oai:repositorio.cuc.edu.co:11323/101412024-09-16 16:41:25.546https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright (c) 2021 Andres Norberto Latella, María Pilar Sanchez de Paz, Dr., Santiago Mata Suarez, Inés Bignone, Dami´an Lerman, Galeno Rojasopen.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa 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ada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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