Implementation Status of Organ-System-Based Curriculum in Japanese Medical Schools / 医学教育

Introduction: The organ-system-based curriculum was developed in response to the demand for integrating basic sciences. It is an integrated curriculum with interdepartmental collaboration as an essential feature. We investigated its implementation in medical schools in Japan. Methods: The basic science/clinical medicine curricula of 80 medical schools were classified as either discipline-based or organ-system-based according to the self-report for the accreditation for medical education and the description in the latest version of “the Status Quo of the Medical School Curricula.” Results: According to the self-report, 12 schools introduced organ-system-based curricula in basic sciences and 52 in clinical medicine. Of the other medical schools, three in basic sciences and 16 in clinical medicine were classified as having an organ-system curriculum based on the “Status Quo of the Medical School Curricula.” Discussion: The concepts toward organ-system-based curricula differ between basic sciences and clinical medicine. The integration level of the organ system curricula is expected to increase in the future as subject committees and cross-departmental collaboration progress.

Práticas Integrativas e Complementares em saúde na formação em Educação Física: avanços, desafios, velhos e novos embates / Complementary and integrative medicine in the higher education of physical education: advances, challenges, old and new debates

Resumo A entrada das Práticas Integrativas e Complementares (PICS) nos currículos da área de saúde tem se dado de maneira insatisfatória, e na Educação Física não é diferente. Esse estudo se propõe a analisar a presença dessa temática atualmente na formação superior em Educação Física das universidades públicas federais e estaduais brasileiras, na perspectiva de elucidar quais os desafios, lacunas e avanços que a área enfrenta. Para isso, foi realizada a análise de 172 grades curriculares de graduações na área, os programas de 52 disciplinas em PICS encontradas e as linhas de pesquisa em Programas de Pós-Graduação e Grupos de Pesquisa liderados por profissionais da área. Os resultados evidenciam pouca inserção do tema nos currículos de graduação e, quando presente, se dão através de ofertas majoritariamente optativas, tecnicista e sem diálogos com o Sistema Único de Saúde. Ainda foi encontrada uma pouca participação da área na produção científica e pós-graduação em PICS.

Abstract The introduction of Complementary and Alternative Medicine (CAM) into undergraduate health programs has been unsatisfactory and this is not different in Physical Education. This study proposes an analysis of the presence of this theme in higher education in Physical Education at Brazilian federal and state public universities, aiming to elucidating the challenges, gaps and advances that the area faces. Thus, an analysis of 172 curriculum grades for undergraduate courses in the area was conducted. The programs of 52 disciplines in CAM and the research lines of Postgraduate Programs and Research Groups led by professionals in the area were also analyzed. The results show little insertion of the theme in the graduation curricula, and when present, they occur in elective and technical subjects, without dialogues with the Brazilian Unified Health System (SUS). There was still a small participation of the area in scientific production and post-graduation in CAM.

Prevención de infecciones quirúrgica en la formación de estudiantes de medicina y residentes de cirugía general / Prevention of surgical infections in the training of medical students and general surgery residents

Introducción: Las infecciones del sitio quirúrgico pueden prevenirse con la aplicación de las mejores evidencias científicas, que incluyen como elemento clave la educación de los profesionales de la salud. Objetivo: Evaluar en qué medida se incluyen los aspectos relacionados con la prevención de las infecciones del sitio quirúrgico en los currículos de los estudiantes de la carrera de medicina y los residentes de cirugía general, y se abordan los conocimientos y las habilidades por parte de los profesores. Métodos: Estudio descriptivo y transversal, que contó con la revisión documental de los programas de formación de estudiantes y residentes. Además, se aplicó un cuestionario a 9 profesores de la asignatura Cirugía General de los hospitales clínico quirúrgicos "Joaquín Albarrán" y "Manuel Fajardo", durante mayo-junio de 2018. Resultados: En la rotación por cirugía general y en el internado médico se dejó explícito el objetivo de prevenir las infecciones del sitio quirúrgico, mientras en la residencia se hizo menos énfasis en el tema. La enseñanza de la higiene de las manos, la profilaxis antibiótica y la notificación de infecciones resultaron prioritarias. Se observaron diferencias en el abordaje de temas en estudiantes y residentes, y las prácticas de prevención seleccionadas no fueron abordadas sistemáticamente en ambos grupos de educandos. Las habilidades requeridas para la prevención de las infecciones del sitio quirúrgico se consideraron sistemáticamente por la mayoría de los docentes. Conclusiones: Se ha demostrado la existencia de brechas en los currículos formativos, y en el desarrollo de los conocimientos y las habilidades relacionados con la prevención de las infecciones del sitio quirúrgico en estudiantes de medicina y residentes de cirugía general(AU)

Introduction: Surgical site infections can be prevented with the application of the best scientific evidence, which includes, as a key element, the education of health professionals. Objective: To assess the extent to which aspects related to the prevention of surgical site infections are included into the curricula of medical students and of general surgery residents, and the extent to which knowledge and skills are addressed by professors. Methods: Descriptive and cross-sectional study, which included documentary review of the training programs for students and residents. In addition, a questionnaire was applied to nine professors of the subject General Surgery from Joaquín Albarrán Clinical-Surgical Hospital and Manuel Fajardo Clinical-Surgical Hospital, in the period from May to June 2018. Results: In the General Surgery rotation and in the medical internship, the objective of preventing surgical site infections was made explicit, while less emphasis on the subject was made in the residence. Teaching hand hygiene, antibiotic prophylaxis, and notification of infections were a priority. Differences were observed among students and residents regarding the way they address topics, while the prevention practices chosen were not systematically addressed in both groups of learners. The skills required for the prevention of surgical site infections were systematically considered by the majority of professors. Conclusions: The existence of gaps in training curricula was shown, as well as regarding the development of knowledge and skills related to the prevention of surgical site infections in medical students and General Surgery residents(AU)

Construction of System of Specialty and Development of Curricula of Physical Therapy for Undergraduate Based on ICF / 中国康复理论与实践

Objective:This paper reviewed the current development of education of physical therapy and discussed the growing demand for physical therapists and gaps of their professional education. It is crucial to reconstruct a framework and system of sciences and specialty in physical therapy at the undergraduate level using WHO International Classification of Functioning, Disability and Health (ICF) to meet the requirement of core competency of physiotherapist developed by World Confederation of Physical Therapy. The core curricula should be integrated into the conceptual framework and approaches of functioning and rehabilitation. Methods:Using ICF, the construction framework, system of specialty and development of curricula of physical therapy at undergraduate education had been proposed and reconstructed. Results:With the theories and approaches of modern pedology and curriculum theory and ICF, referenced by competency requirements for physical therapists from World Confederation of Physical Therapy, three core courses had been proposed and their content had been reconstructed, involving the theories, methods and practical skills in the fields of physical therapy. These courses include functional diagnosis, intervention and evaluation based on ICF. Conclusion:It is implicated from the theory and approaches of ICF that the education and professional training of physical therapy should be tailored to the needs of health-related services.

Estudo Comparativo Luso-Brasileiro sobre a Formação Inicial de Professores em Altas Habilidades/Superdotação com Enfoque nos Conteúdos Curriculares / Luso-Brazilian Comparative Study on Initial Education of Teachers in High Abilities/Giftedness With Focus on Curricular Contents

RESUMO: Alunos com altas habilidades/superdotação (AH/SD) fazem parte do público-alvo da Educação Especial. Assim, suas particularidades requerem medidas educacionais apropriadas ao desenvolvimento máximo de suas potencialidades, envolvendo planejamento e implementação de estratégias pedagógicas condizentes com as necessidades dos estudantes, o que perpassa pela necessidade de formação de professores. Nessa perspectiva, julga-se imprescindível que o educador possua conhecimentos sobre a temática das AH/SD para que possa desenvolver práticas que favoreçam o crescimento dos potenciais e das habilidades dos alunos. Desse modo, este artigo teve por objetivo analisar os currículos da formação de professores que atuarão junto a crianças dos três aos 10 anos de idade, em duas universidades públicas, uma brasileira (Universidade Estadual Paulista "Júlio de Mesquita Filho"; UNESP, Campus de Marília) e outra portuguesa (Universidade do Minho; UMinho, Campus de Gualtar). O intuito é verificar se as AH/SD constituem, ou não, um conteúdo disciplinar presente na formação inicial oferecida. A partir da análise dos planos de ensino das disciplinas, encontraram-se indícios de que tal temática é abordada no curso de Pedagogia da UNESP e nos Mestrados em Ensino da UMinho. Pretende-se, dessa maneira, dar continuidade a essa investigação a fim de confirmar esses resultados a partir de entrevistas com os docentes e estudantes dessas universidades.

ABSTRACT: Students with high abilities/giftedness are part of the target public of Special Education. Thus, their particularities require educational measures appropriate to the maximum development of their potential, involving planning and implementation of pedagogical strategies consistent with the needs of students, pointing to the need for teacher education. From this perspective, it is considered essential that the educator has knowledge about the subject with high abilities/giftedness so that he/she can develop practices that favor the growth of students' potentials and abilities. Thus, this paper aimed to analyze the curricula of teacher education that will work with children from three to 10 years of age in two public universities, one Brazilian (Universidade Estadual Paulista 'Júlio de Mesquita Filho', UNESP, Marília Campus) and another, Portuguese (Universidade do Minho, UMinho, Gualtar Campus). The purpose is to verify whether or not high abilities/giftedness constitute a disciplinary content in the initial education offered. From the analysis of the teaching plans of the disciplines, there were indications that this theme is addressed in the course of Pedagogy of UNESP and in the Masters' in Teaching of UMinho. In view of this, the intention is to continue this investigation in order to confirm these results through interviews with the professors and students of these universities.

Iniciação científica na formação em psicologia: uma revisão de literatura / Undergraduate scientific research in psychology training: a literature review / Iniciación científica en la formación en psicología: una revisión de literatura

Este artigo teve por objetivo realizar revisão de literatura acerca da iniciação científica (IC) na formação de psicólogos. Pesquisamos trabalhos nas bases de dados da Biblioteca Virtual de Psicologia Brasil (BVS-Psi Brasil), Periódicos Capes e Banco de Teses Capes. Foram encontrados poucos materiais que associam ensino de Psicologia e a IC. Assim, reunimos trabalhos de outras áreas a fim de expor os aspectos analisados em outros cursos de graduação e discutir os alcances dessa ferramenta de ensino. Apresentamos o PIBICCNPq em seus objetivos, maior programa institucional de bolsas de IC do país e referência enquanto modelo de organização desta modalidade. A reunião do material indicou potencialidades na formação de pesquisadores e no desenvolvimento de competências e habilidades globais, podendo atingir aquelas indicadas pelas DCN para Psicologia. Ademais, ressaltamos a necessidade de que esta temática continue sendo pesquisada, dado o número ainda pequeno de investigações na área da Psicologia.

The aim of this article was to carry out a literature review about undergraduate scientific research (USR) in the training of psychologists. We searched the databases of the Biblioteca Virtual de Psicologia Brasil (BVS-Psi Brasil), Periódicos Capes and Banco de Teses Capes. Few materials associate Psychology training and USR. Thus, we gathered papers from other areas in order to present the aspects analyzed in other undergraduate courses and to discuss the scope of this teaching tool. We present the PIBIC-CNPq in its objectives, the largest institutional scholarship program of USR in the country and reference as a model of organization of this modality. The material gathered indicated potentialities in the training of researchers and in the development of global skills and abilities, being able to reach those indicated by the NCG for Psychology. In addition, we emphasize the need for this theme further researched, given the small number of investigations in the area of Psychology.

Este artículo tuvo como objetivo llevar a cabo una revisión de la literatura sobre la iniciación científica (IC) en la formación de los psicólogos. Investigamos trabajos en las bases de datos de la Biblioteca Virtual de Psicología Brasil (BVS-Psi Brasil), Periódicos Capes y Banco de Tesis Capes. Encontramos pocos materiales que asociaran la enseñanza de la Psicología y la IC. Así pues, reunimos trabajos de otras áreas con la finalidad de exponer los aspectos analizados en otros cursos de graduación y discutir el alcance de esta herramienta de enseñanza. Presentamos el PIBIC-CNPq y sus objetivos, el mayor programa institucional de becas de IC del país y referencia como modelo de organización de esta modalidad. La reunión del material indicó potencialidades en la formación de investigadores y en el desarrollo de competencias y habilidades globales que pueden alcanzar las indicadas por las DCN para Psicología. Además, señalamos la necesidad de que esta temática siga siendo investigada, yaque aúnes pequeño el número de investigaciones en el área de la Psicología.

Evaluación de la pertinencia social del programa de maestría Humanidades Médicas / Evaluation of the social relevance of the Master 's of Science in Medical Humanities

Un requisito para demostrar la vigencia de un programa de posgrado es la evaluación de su pertinencia social. El presente trabajo tiene como objetivo describir los resultados de la evaluación de la pertinencia social del programa de maestría Humanidades Médicas. Se muestran sus características esenciales derivadas de los procesos realizados en el Centro para el Desarrollo de las Ciencias Sociales y Humanísticas en Salud; se define la pertinencia social y sus indicadores como conceptos esenciales para la evaluación de los procesos del posgrado; por último, se presenta la metodología y su aplicación en el proceso de evaluación. Se realizó triangulación metodológica de fuentes de datos provenientes de encuestas y entrevistas a profesores, maestrantes de la edición actual y de egresados; además, datos de los informes de autoevaluación y de la comisión técnica en el proceso de evaluación externa para la acreditación acaecida en marzo de 2016.

A requisite for demonstrating the validity of a postgraduate program is the assessment of its social relevance. This work aims to describe evaluative results related to the social relevance of the Masters of Science in Medical Humanities degree. The evaluation process was carried out in the Health Humanities and Social Sciences Development Centre of Camaguey. Social relevance and related indicators were defined and considered for this specific master's degree level evaluation. The methodology and its application in the evaluation process are presented. Data triangulation between surveys collected and interviews granted from faculty, current students of the Medical Humanities program, and graduates of the department was utilized. Additionally, data from self-evaluation reports and from the external evaluation technical commission for accreditation in March 2016 were considered in the data triangulation.

Alfabetización académica: leer y escribir desde las disciplinas y la investigación

En este artículo de reflexión resultado de investigación se plantean algunas consideraciones sobre la escritura en el ámbito universitario con base en el concepto de alfabetización académica, y nociones tales como: la escritura a través del currículo y las disciplinas, y los géneros discursivos. El contexto de las reflexiones son las dificultades de escritura expresadas por estudiantes de posgrado e investigadores durante la realización, entre 2011-2016, de un seminario-taller sobre escritura académico-investigativa, propuesta derivada de las actividades de investigación de carácter aplicado del Doctorado en Lingüística del cual se deriva el presente texto

This is an article to reflect, and it comes from a research work in which some considerations about writing in the university environment using academic literacy and notions such as writing throughout the curricula and the disciplines and the speech genres as bases. The context of the reflections are the difficulties to write expressed by graduate students and researchers during a workshop-seminar developed between 2011 and 2016 about academic research writing, a proposal that came from the research activities applied in the Linguistics PhD program

Neste artigo de reflexão resultado de investigação se planteiam algumas considerações sobre a escritura no âmbito universitário com base no conceito de alfabetização acadêmica, e noções tais como: a escritura através do currículo e as disciplinas, e os gêneros discursivos. O contexto das reflexões são as dificuldades de escritura expressadas por estudantes de pós-graduação e investigadores durante a realização, entre 2011-2016, de um seminário-workshop sobre escritura acadêmico investigativa, proposta derivada das atividades de investigação de carácter aplicado do Doutorado em Linguística da qual se deriva o presente texto

Corpos resistentes produtores de culturas corporais. Haverá lugar na Base Nacional Comum? / Corpos resistentes produtores de culturas corporais. Haverá lugar na Base Nacional Comum? / Resilient bodies as developers of body culture. Is there a place in the National Curricula Base?

Como aproximar-nos da Base Nacional Comum Curricular? Opto por vê-la como uma oportunidade para repensar os currículos na prática da educação básica, uma oportunidade para repensar cada área do conhecimento, a formação dos docentes e a própria docência. A outorga do Alto da Base Nacional Comum Curricular, como do PNE, mexeu com concepções e escolhas de conhecimentos, de docência. Mexeu com o lugar de cada área-disciplina e de cada coletivo docente. Mexeu com o trabalho docente. Mexer no currículo é mexer na espinha dorsal do sistema escolar: o trabalho docente, as autorias docentes com os direitos dos educandos e dos docentes-educadores/as.

El texto reflexiona acerca de la Base Nacional Comum Curricular, teniendo como objetivo profundizar sobre el análisis de los significados éticos-políticos de sus presupuestos. En ese sentido, trata el lugar de los cuerpos reales, de educadores y educandos, productores de culturas corporales, en la definición dentro documento del componente de la Educación Física. Para ello, el texto propone una pregunta más directa: ¿qué embates provoca la BNCC en la Educación Física, en los conocimientos y el trabajo de sus profesionales?

This text discusses the National Curricula Base, aiming at further investigating the analysis of its ethical-political meanings. Bearing this in mind, the text discusses the place of actual bodies, of teachers and students, producers of body culture, as of the definition specified by the document concerning Physical Education. For this purpose, the text aims at answering the following question: Which confrontation the National Curricula Base entails on the Physical Education filed, its contents and on the daily work of its professionals?

La violencia. Cómo la asumen y enfrentan un grupo de jóvenes universitarios mexicanos. Estudio cualitativo / Violence: how a group of young mexican university students face and assume it. A qualitative study

Resumen A raíz de la problemática derivada de la violencia social vivida en México, surge una línea de investigación en la Facultad de Psicología Xalapa (Universidad Veracruzana, México) con la finalidad de examinar los requerimientos de atención psicosocial que demanda la población afectada por este fenómeno social; para ser contemplados en el currículo de los futuros psicólogos. En este artículo, se presentan resultados parciales de la investigación, usando una metodología cualitativa. Donde se privilegió el uso de grupos focales con estudiantes de pregrado de psicología, se coleccionaron sus vivencias respecto de la violencia social que padecieron en su región. La muestra fue intencional, conformada por 16 jóvenes de entre los 19 y 24 años de edad, ocho mujeres y ocho hombres. Se realizó análisis del discurso, creando categorías derivadas de la información colectada. Dentro de los resultados destaca que: el 100 % de los estudiantes tuvo al menos una experiencia de violencia social, la tercera parte de los participantes, vivió dos o tres situaciones que involucran entre otras: intento de secuestro, robo a mano armada, ser testigo de asesinato y/o balaceras e intimidación por parte de cuerpos policiacos. Adicionalmente se identificaron dos formas básicas de reaccionar ante estas circunstancias: la evasión y la organización social. Discusión: Frente a estos hallazgos, se discute la pertinencia de utilizar el concepto de sobreviviente sobre el de víctima, comúnmente utilizado por la literatura; dado que este último, está asociado a la vivencia pasiva de una situación de violencia.

Abstract Due to the multiple problems generated by social violence in Mexico, a new research topic was originated in the Faculty of Psychology in Xalapa (Universidad Veracruzana, Mexico) with the main goal of examining the requirements of psychosocial care wanted and needed by the persons who are affected by this social phenomenon; in order to include these requirements in the curricula of future psychologists. Partial results of the research are presented in this paper, using a qualitative approach. Focus groups with undergraduate psychology students where the applied research method to collect the students experience regarding social violence in Mexico. The sample was intentional, consisting of 16 young people between 19 and 24 years old, eight women and eight men. The discourse analysis of the Focus Groups allowed to classify the collected information. It stands out that 100% of the students had experienced social violence at least once; one third had experienced 2 or 3 events that involved kidnap attempt, armed robbery, witnessing a homicide and/or a shooting and being intimidated by police force. Additionally have been identified two basic ways of response to these violent events: evasion and social organization. Discussion: based on the findings, the pertinence of using the term survivor instead of victim (commonly used in literature) is discussed; since the last one is associated more with a passive response to a violent event.

Planes de estudio de Medicina en Cuba de 1959 a 2010 / Medicine work study program in Cuba from 1959 to 2010

Cuba es un país de referencia internacional por sus indicadores sanitarios y la preparación integral del personal que trabaja en el sistema nacional de salud. Uno de los pilares de la calidad formativa consiste en los planes de estudio. El objetivo de este estudio es describir las principales características de los planes de estudio de 1959 hasta el 2010. Los planes de estudio han ido perfeccionándose en medida que han cambiado las demandas del sistema nacional de salud y los compromisos internacionalistas. La formación integral de los estudiantes, la integración docente­asistencial­investigativa, la educación en el trabajo, aumento de horas lectivas en atención primaria de salud y en disciplinas de salud pública, formación científica, vinculación básico-clínica y clínico-epidemiológica-social ha prevalecido. Los graduados han dado respuesta a las tareas nacionales e internacionalistas convocadas por la Revolución. No ha estado exento de dificultades.

Cuba is a country of international reference for their health indicators and the comprehensive training of staff working in the National Health System. One of the pillars of quality training medical doctors is the curriculum. We describe main features of the curriculum from 1959 to 2010.The curricula has improved in the same degree that demands have changed in the Cuban national health system and internationalist commitments The comprehensive formation of students, the teaching-health care-research integration, education at work, increased teaching time in primary health care and public health disciplines, scientific education of students, linking basic-clinical and clinical-epidemiological-social has prevailed in the curriculum. Graduates have responded to national and international tasks convened by the Revolution. It has not been without difficulties.

Autopercepción de competencias específicas del pasante de enfermería en instituciones de segundo nivel / Self-perception of specific competencies of the nursing intern in second-level institutions

El avance del conocimiento y el acelerado desarrollo tecnológico han generado modificaciones importantes en la profesión de Enfermería para dar respuesta a las necesidades, expectativas y exigencias de la sociedad actual, la formación por competencias en Enfermería en la Universidad Autónoma de Sinaloa, responde a un cambio continuo y global profesional; ya que las competencias son unidades básicas de aprendizaje en los planes de estudio, su importancia radica en que se prepara al estudiante para la vida profesional y es fundamental conocer cómo las autoperciben los pasantes de Enfermería que han concluido su formación básica de pregrado, por lo que se requiere que la formación sea congruente con el perfil de egreso del estudiante ya que durante esta etapa tan importante de servicio social, el pasante de Enfermería alcance un muy buen nivel de competencia específica, que le permita ser capaz de proporcionar una atención integral y al mismo tiempo mantener el aspecto humanístico a través de su relación con el paciente. Objetivo. Analizar el nivel de autopercepción de competencias específicas del pasante de Enfermería, desarrolladas durante el servicio social en instituciones de salud de segundo nivel de atención, según las propuestas en el perfil de egreso del plan de estudios de la Escuela Superior de Enfermería de Culiacán. Metodología. Estudio de modalidad cuantitativa, no experimental, de tipo descriptivo y transversal, la muestra estuvo conformada por 123 pasantes de Enfermería en servicio social. Se utilizó un instrumento para evaluación de competencias del pasante de enfermería el cual contiene 30 ítems en tres dimensiones (conocimientos, habilidades y destrezas, actitudes y valores); además de un caso clínico con 6 preguntas con respuestas de correcto e incorrecto, de tipo autoadministrado, con validez interna de un Alpha de Cronbach de 0.8997. Para la asociación entre variables cualitativas se utilizó Ji-cuadrado de Pearson. Un valor de p <0.05 fue considerado estadísticamente significativo. Los análisis fueron procesados en el paquete estadístico Statistical Packege for the Social Sciences (SPSS), Versión 21. Resultados. El nivel de autopercepción de competencias específicas del pasante de Enfermería, fue de muy competente en un 86.2%, competente en un 13.8%. Al comparar el nivel de autopercepción de competencias específicas con sus dimensiones, se encontraron diferencias estadísticamente significativas entre el nivel de competencias específicas y la dimensión de conocimiento donde el 57.5% se autoperciben muy competentes y son clasificados con conocimientos muy suficientes con una (x2 30.059 gl=2 p=0.000). Así mismo, entre el nivel de autopercepción de competencias específicas con la dimensión de habilidades y destrezas, se obtuvo que el 98.1% se autoperciben como muy competentes y son clasificados con muy buen desarrollo de habilidades y destrezas con una (x2 14.789 gl=1 p=0.000). De igual manera, entre el nivel de autopercepción de competencias específicas y la dimensión de actitudes y valores, el 70.8% de los que se autoperciben como muy competentes son clasificados con muy buen desarrollo de actitudes y valores con una (x2 30.823 gl=1 p=0.000). Al comparar el nivel de autopercepción de competencias específicas con el caso clínico, se obtuvo que el 57.5% se autoperciben como muy competentes y resolvió asertivamente el caso clínico; sin embargo, no se encontraron diferencias estadísticamente significativas con una (X2 2.500 gl=3 p=0.475). Conclusiones. Tras la medición del nivel de autopercepción de competencias específicas en los pasantes de Enfermería y con los resultados obtenidos al comparar el nivel de autopercepción de competencias específicas con cada una de sus dimensiones y el caso clínico, se pudo observar que el resultado obtenido en la relación de competencias específicas y la dimensión de conocimientos, poco más de la mitad de los pasantes, se autoperciben como muy competentes y con conocimientos muy suficientes, coincidiendo con el mismo porcentaje de pasantes que se autopercibe como muy competente y que resolvió asertivamente el caso clínico, demostrando que su nivel de autopercepción en cuanto a competencias específicas y conocimientos, es equiparable en el desempeño de la práctica clínica. De acuerdo a los resultados obtenidos en la presente investigación, sí existe relación entre las competencias específicas que desarrolla el pasante de Enfermería en instituciones de segundo nivel, según su percepción con las competencias propuestas en el perfil de egreso del plan de estudios.

The advancement of knowledge and the accelerated technological development have generated important modifications in the Nursing profession to respond to the needs, expectations and demands of today's society, the training for nursing competencies at the Autonomous University of Sinaloa, responds to a change continuous and global professional; Since the competences are basic units of learning in the curricula, their importance lies in the fact that the student is prepared for professional life and it is essential to know how the nursing interns who have completed their basic undergraduate training perceive them, so that the training is required to be consistent with the student's exit profile since during this very important stage of social service, the Nursing intern reaches a very good level of specific competence, which allows him to be able to provide comprehensive care and at the same time maintain the humanistic aspect through its relationship with the patient. Objective. Analyze the level of self-perception of specific competencies of the Nursing intern, developed during the social service in health institutions of second level of care, according to the proposals in the graduate profile of the curriculum of the Culiacán Higher School of Nursing. Methodology. Quantitative, non-experimental, descriptive and cross-sectional study, the sample consisted of 123 Nursing interns in social service. An instrument was used to assess the nursing intern's competencies which contains 30 items in three dimensions (knowledge, skills and abilities, attitudes and values); In addition to a clinical case with 6 questions with correct and incorrect answers, self-administered, with internal validity of a Cronbach Alpha of 0.8997. For the association between qualitative variables Pearson's chi-square was used. A value of p <0.05 was considered statistically significant. The analyzes were processed in the Statistical Packege for the Social Sciences statistical package (SPSS), Version 21. Results The level of self-perception of specific competencies of the Nursing intern was very competent in 86.2%, competent in 13.8%. When comparing the level of self-perception of specific competences with their dimensions, statistically significant differences were found between the level of specific competencies and the knowledge dimension where 57.5% are highly competent and perceive themselves with very sufficient knowledge with one (x2 30.059 gl = 2 p = 0.000). Likewise, among the level of self-perception of specific competencies with the dimension of skills and abilities, it was obtained that 98.1% perceive themselves as very competent and are classified with very good development of skills and abilities with a (x2 14,789 gl = 1 p = 0.000). Similarly, between the level of self-perception of specific competencies and the dimension of attitudes and values, 70.8% of those who perceive themselves as very competent are classified with very good development of attitudes and values ​​with a (x2 30,823 gl = 1 p = 0.000). When comparing the level of self-perception of specific competences with the clinical case, it was obtained that 57.5% perceived themselves as very competent and assertively resolved the clinical case; however, no statistically significant differences were found with one (X2 2,500 gl = 3 p = 0.475). Conclusions After measuring the level of self-perception of specific competencies in Nursing interns and with the results obtained when comparing the level of self-perception of specific competences with each of its dimensions and the clinical case, it was observed that the result obtained in the relationship of specific competences and the knowledge dimension, just over half of the interns, perceive themselves as very competent and with very sufficient knowledge, coinciding with the same percentage of interns who perceive themselves as very competent and who assertively resolved the clinical case, demonstrating that their level of self-perception in terms of specific skills and knowledge is comparable in the performance of clinical practice. According to the results obtained in this research, there is a relationship between the specific competences developed by the Nursing intern in second level institutions, according to their perception with the competencies proposed in the graduate profile of the curriculum.

Demand analysis on TCM foreign short-term training program / 国际中医中药杂志

With great theoretical and practical significance,training demand analysis is the prerequisite and basis for other training activities.This paper gives a brief introduction and analysis to modern training demand which featuring with diversity and multi-hierarchy.This paper analyzes the participants' needs and identifies the influence factors by using chi-square test and other methods to meet the needs of training programs.And we provide the detailed solutions for addressing those problems.

Study on the construction of public health master curricula system based on the professional competencies / 中华医学教育探索杂志

This article analyzed the current problems existing in the public health master cur-ricula system, such as educational ideas being backward, tralning objectives not explicit, curricula teaching unsatisfactory and effects of practical curriculum needing to be improved. Based on the pro-fessional competencies, we discussed the ideas and principles of the new curricula system of master of public health, and proposed making sure of a refined professional competencies, making strict traln-ing standards, confirming tralning objectives, embodying advantages, setting up reasonable curricula, fostering practical abilities, strengthening cooperation and carrying on professional identification.

5. Enhancing Behavioral and Social Sciences in Medical School Curricula / 医学教育

<p>　As psychological, behavioral, and social factors have a significant impact on health and illness, approaches to these factors are important in medical practice. From the perspectives of global standards of medical education, medical curricula with emphasis on behavioral and social sciences are necessary. The behavioral and social science contents of medical education in the U.S. include six domains: mind-body interactions in health and disease, patients' behavior, physicians' role and behavior, physician-patient interactions, social and cultural issues in health care, and health policy and economics. We need to develop educational outcomes, strategies, assessment, and faculty development to incorporate behavioral and social sciences into medical curricula in Japan.</p>

Evaluación de competencias en medicina familiar: sistema filomena / Competency evaluation in family medicine: filomena system

La evaluación es una de las instancias más importantes del proceso deenseñanza-aprendizaje. En una curricula basada en competencias losinstrumentos deben adecuarse a la medición objetiva de estas. Losinstrumentos que se utilizan deben poseer características que leotorguen utilidad en el marco de la planificación curricular.El objetivo de este trabajo es presentar un sistema de evaluación enMedicina Familiar (FILOMENA) en una curricula innovadora en la carrerade Medicina de la Universidad Nacional del Sur durante los años 2014-2015.El sistema de evaluación requiere de una construcción especial querespete las competencias a medir, los contenidos que componen elCORE de la Medicina Familiar y la mayor aproximación al contexto real.La confiabilidad del Filomena fue de 0.78 y la validez de constructo segarantizó por técnica Delphi con expertos externos. Las consultas a losestudiantes y a los docentes de satisfacción fueron muy buenas. Losresultados fueron muy útiles para evaluar a los estudiantes del últimoaño de la carrera, y para analizar la curricula en acción y la curriculaoculta de la carrera.

Evaluation is one of the most important stages of the teaching andlearning process. In a competency-based curricula, evaluationinstruments must be adecuated to the objective measurement of thecompetences. The instruments used should have characteristics thatgive utility as part of curriculum planning.The aim of this paper is to present an evaluation system in Family Medicine(FILOMENA) in an innovative curriculum in the School of Medicine ofthe Universidad Nacional del Sur during the years 2014-2015.The evaluation system requires a special construction to be sure what itmeasured, considering the elements that make up the CORE of FamilyMedicine and the closest approximation to the real context.Filomena reliability was 0.78 and construct validity was guaranteed byDelphi technique with external experts. Consultations about satisfactionto students and teachers were very good. The results were very useful inassessing the students of the latest year of the career, and to analyzethe curriculum in action and the hidden curriculum of the caree.

Representaciones y discursos de la educación física escolar en uruguay: una visión desde los programas oficiales / Representações e discursos da educação física escolar no uruguai: uma visão a partir dos programas oficiais / Representations and speeches of primary school physical education in uruguay: an analysis of the official programmes

Este trabajo tiene como intención identificar cómo se han ido construyendo y validando los saberes de la Educación Física en la escuela. El punto de partida es el análisis de programas escolares de Educación Física en Uruguay (1923, 1986, 2005 y 2008). En ellos se rastrea la concepción de Educación Física escolar subyacente y su posible relación con un saber específico del campo. Este primer análisis se combina con una profundización en dos contenidos, el deporte y las actividades expresivas, contemplando su recorrido histórico desde un análisis disciplinar. Se parte del supuesto inicial de que el primero es un contenido escolar indiscutido, y el segundo una innovación del último programa oficial. La metodología utilizada es el análisis de documentos y la realización de entrevistas a los docentes que participaron en la elaboración de los programas de 2005 y 2008.

Este trabalho tem como intenção identificar como têm sido construídos e validados os saberes da Educação Física na escola. El ponto de partida é a análise de programas escolares de Educação Física no Uruguai (1923, 1986, 2005 e 2008). Neles rastreia-se a concepção de Educação Física escolar subjacente e sua possível relação com um saber específico do campo. Esta primeira análise combina-se com um aprofundamento em dois conteúdos, o esporte e as atividades expressivas, contemplando seu percurso histórico a partir de uma análise disciplinar. Parte-se do suposto inicial de que o primeiro é um conteúdo escolar indiscutido, e o segundo uma inovação do último programa oficial. A metodologia utilizada é a análise de documentos e a realização de entrevistas aos docentes que participaram na elaboração dos programas de 2005 e 2008.

The purpose of this investigation is to identify how has been built and validated the knowledge in Physical Education in the school. The starting point is the analysis of school Physical Education programs in Uruguay (1923, 1986, 2005 y 2008). The conception underlying Physical Education and the possible relation with a specific knowledge of the field is tracked. This first analysis is combined with a profundization in two contents: sports and expressive activities, taking into account its historical development from a disciplinary analysis. Based on the initial assumption that the first one is an indisputable school content, and the second one is an innovation of the last official program. The methodology used was the analysis of documents, as well as interviews with teachers who participated in the preparation of the 2005 and 2008 programs.

Nivel de información sobre farmacovigilancia en los estudiantes de las carreras de medicina y de farmacia de la Universidad Central de Venezuela en el año 2011 / Level of Information on pharmacovigilance in Students from the medicine and pharmacy schools at Central University of Venezuela in the year 2011

Se realizó un estudio de tipo descriptivo transversal cuyo objetivo fue evaluar el nivel de información sobre Farmacovigilancia de los alumnos cursantes de 4º y 5º año de las carreras de Medicina y Farmacia de la Universidad Central de Venezuela durante el año 2011. Se utilizó como instrumento una encuesta dividida en 3 secciones: la primera de 3 preguntas de opinión, la segunda de 8 preguntas de conocimiento general y la tercera de 2 preguntas de interés particular. La encuesta previamente validada, se aplicó a 73 estudiantes de la Facultad de Farmacia de la UCV, comprendidos entre 38 estudiantes de 4to año y 35 de 5to año, y a 212 estudiantes de la Facultad de Medicina de la UCV, comprendidos entre 101 estudiantes de 4to año y 111 de 5to año. El análisis fue descriptivo. Los resultados obtenidos mostraron que el mayor porcentaje que obtuvo un nivel de información alto (16 - 20 puntos) estuvo representado por los estudiantes de 4to año de la Facultad de Medicina con un 43,56%, el mayor porcentaje que obtuvo un nivel de información medio (11-15 puntos) estuvo representado por los estudiantes de 4º año de Farmacia con un 63,15% y el mayor porcentaje que obtuvo un nivel de información bajo (6-10 puntos) estuvo representado por los estudiantes de 5º año de Medicina con un 36,04%. Dado los resultados obtenidos se recomendó la elaboración de una propuesta de Temario de Farmacovigilancia, para incluirla como asignatura dentro de los programas de estudio del último año de las carreras de Medicina y Farmacia, con el fin de suplir los conocimientos necesarios para la práctica profesional futura.

A cross-sectional descriptive research was performed to assess the degree of information on Pharmacovigilance in the 4th and 5th year students from Pharmacy and Medicine Schools of Central University of Venezuela during the June-July 2011 period.The utilized instrument was a questionnaire divided in three sections: the first section containing 3 questions of opinion, the second one had eight general knowledge questions and the third section with two questions of particular interest. We applied a previously validated Test to 73 students from Pharmacy School of UCV, (including 38 and 35 students studying at 4th and 5th year respectively), and to 212 students from the Medicine School of UCV, (101 studiyng at the 4th year and 111 studying at the 5th year). The analysis was descriptive. The results showed that the 4th year students of the Medicine School, adquired the highest percentage of information level (16 - 20 pts), equivalent to a 43.56%. The 4th year students of Pharmacy School, with a 63,15%, the highest in percentage, obtained an average information level (11 -15 pts) and the highest percentage who earned a low level of information (6 - 10 pts) was represented by students of 5th year with 36,04 % , which resulted in recommendations for the development of a proposed agenda for pharmacovigilance, to be included as a subject in the curriculum of the last year of racing surveyed, in order to supply the knowledge necessary for future professional practice.

Os currículos que formam professores de Educação física e a síndrome de Estocolmo: explicações para o choque com a realidade / Los curriculos de formación de profesores de Educación Fisica y el sindrome de Estocolmo: Explicaciones para el choque con la realidad / The curricula that make Physical Education teachers and Stockholm syndrome: explanations for the reality shock

Este artigo analisa os curr¡culos da forma‡Æo inicial em Educa‡Æo F¡sica com o objetivo de obter explica‡ães com respeito ao chamado “choque de realidade”. Os dados obtidos atrav‚s de observa‡ães, an lise de docu- mentos e entrevistas com docentes e discentes, foram confrontados com as referˆncias te¢ricas dos Estudos Culturais. As interpreta‡ães realizadas indicam que as experiˆncias de forma‡Æo durante os cursos de Educa‡Æo F¡sica podem ser responsabilizadas pelas dificuldades enfrentadas pelos egressos assim que esses come‡am sua carreira. Os jovens professores tendem a culpar os alunos sem questionar sua forma‡Æo, e experimentam uma rela‡Æo que se assemelha … S¡ndrome de Estocolmo.

Este art¡culo analiza los curr¡culos de la formaci¢n inicial en Educaci¢n F¡sica con el objetivo de obtener aclaraciones con respeto al llamado “choque de realidad”. Los datos obtenidos a trav‚s de observaciones, an lisis de documentos y entrevistas con docentes y discentes, han sido confrontados con las referencias te¢ricas de los Estudios Culturales. Las interpretaciones realizadas indican que las experiencias de formaci¢n durante los cursos de Educaci¢n F¡sica pueden ser responsabilizadas por las dificultades enfrentadas por los egresos as¡ que esos empiezan sus carreras. Los j¢venes profesores tienden a culpabilizar los alumnos sin cuestionar su formaci¢n, y experimentan una relaci¢n que se asemeja a la S¡ndrome de Estocolmo.

The study analyses the curricula of initial training in Physical Education seeking explanations for the so-called “reality shock”. The data was obtained through observations, analysis of documents, and interviews to professors and students; the data was triangulated with the theoretical background of cultural studies. The data interpretation indicates, that the formative experiences during the physical education courses are related to the form that graduate face their majors. The young professors have the tendency to blame learners without questioning their education, and experiment a relationship that is similar to the Stockholm syndrome.