Breve historia del Posgrado en Ciencias Médicas, Odontológicas y de la Salud / Brief history of the Postgraduate Program in Medical, Odontological and Health Sciences

Resumen La Universidad Nacional Autónoma de México (UNAM) es pionera en la creación de los estudios de posgrado, en específico la Facultad de Medicina tiene una extensa trayectoria en la creación y desarrollo en estos estudios. En un inicio, el objetivo se orientó propiamente a la formación de médicos especialistas, pero posteriormente enfocó su atención en el fortalecimiento académico con las actividades docentes y de investigación que proporcionan la maestría y el doctorado. Este trabajo tiene la finalidad de dar a conocer la evolución y modificaciones que los planes de estudio de maestría y doctorado han presentado a través del tiempo. Destacan las creaciones, reestructuras, adecuaciones y sobre todo la consolidación actual alcanzada con la participación multidisciplinaria de otras áreas.

Abstract The National Autonomous University of Mexico is a pioneer in the creation of postgraduate studies. Specifically, the Faculty of Medicine has an extensive trajectory in the creation and development of postgraduate studies. Initially, the objective of these studies was oriented to training of medical specialists, but later focused its attention on academic strengthening with the teaching and research activities that provided by the master's degree and doctorate. The purpose of this work is to show the evolution and modifications that the master's degree and doctorate curricula have undergone over time. It highlights the creation, restructuration, adaptations and, above all, the current consolidation achieved with the multidisciplinary participation of other areas.

Uphold the original intention and practice the mission： 2022 Fudan university public health doctorate academic forum / 上海预防医学

The 2022 Fudan university doctorate academic public health forum hosted by the graduate school of Fudan university， the graduate work department of the party committee of Fudan university， and the school of public health of Fudan university was successfully held on December 10， 2022 in the school of public health of Fudan university. In the early stage， a total of 53 manuscripts from nationwide universities and research institutes were received， and 10 were selected as excellent papers to participate in the forum report. More than 100 teachers and students attended the forum. Focusing on the theme of " Adhering to the original ambition of scientific research to serve the country and practicing the mission of public health youth"， the major contents of the forums included excellent paper reports in the morning and round-table discussion in the afternoon. Experts and students conducted discussions and communications on prevention， control and management of public health emergencies. It is of great benefit for students to uphold the original intention，practice the mission and further improve public health research.

Experiencia de autoevaluación del Doctorado en Salud Pública, Universidad San Carlos de Guatemala, 2015 / Experience of self-assessment of the Doctorate in Public Health at the University of San Carlos de Guatemala, 2015

Introducción: La Universidad de San Carlos de Guatemala inició en 2011 el programa de Doctorado en Salud Pública para formar profesionales de alto nivel investigativo. Con los primeros graduados en el 2015 se realizó una autoevaluación que concluyó con un plan de mejoras en busca de la acreditación externa. Objetivo: Describir el proceso de autoevaluación del Doctorado en Salud Pública, Universidad San Carlos de Guatemala, 2015. Métodos: Se realizó un estudio descriptivo en el que se consideraron los indicadores de la Agencia Centroamericana de Acreditación de Programas de Posgrado y se aplicó su guía de autoevaluación para programas de posgrado en las fases de: sensibilización, preparación, ejecución y síntesis evaluativa. Los indicadores ponderados agruparon ocho categorías con el porcentaje de cumplimiento del programa en forma global, que describen tres niveles de madurez. Resultados: Se identificaron 165 indicadores para un 65 por ciento de cumplimiento global. Por debajo de este valor se encontraron cinco categorías: graduados, estudiantes, investigación e innovación, vinculación, proyección e incidencia social y colaboración e intercambio académico, lo que indica un nivel de madurez inicial. Las categorías de profesores, proceso formativo y gestión académica y administrativa presentaron valores superiores al 75 por ciento, que los ubica en el nivel de madurez de gestionado. Conclusiones: La autoevaluación contribuyó a que los diferentes actores que participaron adquirieran experiencias en el mejoramiento del programa antes de iniciar una nueva cohorte(AU)

Introduction: The University of San Carlos de Guatemala started in 2011 the Doctoral Program in Public Health to train professionals of high research level. With the first graduates in 2015, it was conducted a self-assessment that concluded with an improvements plan in search of the external accreditation. Objective: To describe the process of self-assessment of the Doctorate in Public Health, University of San Carlos de Guatemala, 2015. Methods: A descriptive study was conducted in which there were considered the indicators of the Central American Agency for Accreditation of Graduate Programs and it was applied its self-assessment guide for graduate programs in the phases of: awareness, preparation, implementation and evaluative synthesis. The weighted indicators, that describe three levels of maturity, grouped eight categories with the percentage of the program´s compliance in an overall way. Results: There were identified 165 indicators for a 65 percent of overall compliance. Five categories were found below this value: graduates, students, research and innovation, links, projection, and social impact and collaboration and academic exchanges; which indicate a level of initial maturity. The categories of teachers, learning process and administrative and academic management showed values higher than 75 percent, which place them in the maturity managed level. Conclusions: The self-assessment contributed to the different actors involved to acquire experience in the improvement of the program before starting a new cohort(AU)

Experiencia de autoevaluación del Doctorado en Salud Pública, Universidad San Carlos de Guatemala, 2015 / Experience of self-assessment of the Doctorate in Public Health at the University of San Carlos de Guatemala, 2015

RESUMEN Introducción: La Universidad de San Carlos de Guatemala inició en 2011 el programa de Doctorado en Salud Pública para formar profesionales de alto nivel investigativo. Con los primeros graduados en el 2015 se realizó una autoevaluación que concluyó con un plan de mejoras en busca de la acreditación externa. Objetivo: Describir el proceso de autoevaluación del Doctorado en Salud Pública, Universidad San Carlos de Guatemala, 2015. Métodos: Se realizó un estudio descriptivo en el que se consideraron los indicadores de la Agencia Centroamericana de Acreditación de Programas de Posgrado y se aplicó su guía de autoevaluación para programas de posgrado en las fases de: sensibilización, preparación, ejecución y síntesis evaluativa. Los indicadores ponderados agruparon ocho categorías con el porcentaje de cumplimiento del programa en forma global, que describen tres niveles de madurez. Resultados: Se identificaron 165 indicadores para un 65 % de cumplimiento global. Por debajo de este valor se encontraron cinco categorías: graduados, estudiantes, investigación e innovación, vinculación, proyección e incidencia social y colaboración e intercambio académico, lo que indica un nivel de madurez inicial. Las categorías de profesores, proceso formativo y gestión académica y administrativa presentaron valores superiores al 75 %, que los ubica en el nivel de madurez de gestionado. Conclusiones: La autoevaluación contribuyó a que los diferentes actores que participaron adquirieran experiencias en el mejoramiento del programa antes de iniciar una nueva cohorte.

ABSTRACT Introduction: The University of San Carlos de Guatemala started in 2011 the Doctoral Program in Public Health to train professionals of high research level. With the first graduates in 2015, it was conducted a self-assessment that concluded with an improvements plan in search of the external accreditation. Objective: To describe the process of self-assessment of the Doctorate in Public Health, University of San Carlos de Guatemala, 2015. Methods: A descriptive study was conducted in which there were considered the indicators of the Central American Agency for Accreditation of Graduate Programs and it was applied its self-assessment guide for graduate programs in the phases of: awareness, preparation, implementation and evaluative synthesis. The weighted indicators, that describe three levels of maturity, grouped eight categories with the percentage of the program´s compliance in an overall way. Results: There were identified 165 indicators for a 65 % of overall compliance. Five categories were found below this value: graduates, students, research and innovation, links, projection, and social impact and collaboration and academic exchanges; which indicate a level of initial maturity. The categories of teachers, learning process and administrative and academic management showed values higher than 75%, which place them in the maturity managed level. Conclusions: The self-assessment contributed to the different actors involved to acquire experience in the improvement of the program before starting a new cohort.

Percepção de estudantes de doutorado em enfermagem sobre planejamento de carreira e prioridades de pesquisa / Percepción de estudiantes de doctorado en enfermería sobre planificación de carrera y prioridades de investigación / Nursing doctoral students views about career planning and research priorities

Resumo Objetivo: O objetivo deste estudo foi descrever os pontos de vista de estudantes de doutorado em enfermagem antes do início e durante o doutorado sobre mudanças no planejamento da carreira e prioridades de pesquisa. Métodos: O estudo foi de natureza qualitativa, tendo sido realizado com 16 entrevistas no Instituto de Ciências da Saúde, Faculdade de Enfermagem. Foram realizadas entrevistas individuais com 16 estudantes de doutorado matriculados em diferentes especialidades acadêmicas. Após as entrevistas, as gravações de áudio foram primeiramente transcritas e depois categorizadas. Os dados foram submetidos a análise de conteúdo. Resultados: Após análise de conteúdo, três temas principais ("mudanças no planejamento da carreira", "prioridades de pesquisa" e "desenvolvimento") e seis categorias foram formuladas a partir dos dados obtidos. Os participantes afirmaram ter consciência de ter feito várias mudanças nos planos de carreira ao iniciar seu projeto de doutorado, e o trabalho no projeto mudou o desenvolvimento profissional e melhorou as habilidades acadêmicas. Conclusão: Nossos resultados indicam que os estudantes de doutorado devem ser apoiados para serem eficazes na carreira, e a formação no período pós-doutoral também deve ser apoiada. Políticas efetivas em relação ao aperfeiçoamento de enfermeiros doutorandos também devem ser desenvolvidas e implementadas com base em evidências sólidas da utilidade desses suportes.

Resumen Objetivos: El objetivo de este estudio fue describir los puntos de vista de estudiantes de doctorado en enfermería sobre cambios en la planificación de la carrera y prioridades de investigación antes del inicio y durante el doctorado. Métodos: El estudio fue de naturaleza cualitativa, habiendo sido realizado con 16 entrevistas en el Instituto de Ciencias de la Salud, Facultad de Enfermería. Se realizaron entrevistas individuales con 16 estudiantes de doctorado matriculados en diferentes especialidades académicas. Después de las entrevistas, las grabaciones de audio fueron transcritas, en primer lugar, y luego categorizadas. Los datos fueron sometidos a análisis de contenido. Resultados: Después del análisis de contenido y, a partir de los datos obtenidos, se formularon tres temas principales ("cambios en la planificación de la carrera", "prioridades de investigación" y "desarrollo") y seis categorías. Los participantes afirmaron tener conciencia de haber hecho varios cambios en los planes de carrera al iniciar su proyecto de doctorado: el trabajo en el proyecto cambió el desarrollo profesional y mejoró las habilidades académicas. Conclusión: Nuestros resultados indican que los estudiantes de doctorado deben ser apoyados para ser eficaces en la carrera, igualmente, también es necesario apoyar la formación en el período postdoctoral. Las políticas efectivas en relación con el perfeccionamiento de enfermeros doctorandos también deben ser desarrolladas e implementadas con base en evidencias sólidas de la utilidad de esos soportes.

Abstract Objective: The aim of this study was to describe the views of nursing doctoral student before beginning and during training doctoral programs about career planning changes and research priorities. Methods: The study was of qualitative design. The study was carried out with 16 interviews with Health Sciences Institute Faculty of Nursing. Individual interviews were with 16 doctoral students enrolled in different academic specialties following the interviews, the audio recordings were first transcribed and then categorized. The data were analyzed by content analysis. Results: Data was analyzed by content analysis and then three main themes, namely "changes in career planning," "research priorities," and "development," and six categories were formulated from the data obtained. The participants stated that upon starting their doctoral program, they were aware that they had made various changes in their career plans also doctoral program had affected their professional development and improved their transferable skills. Conclusion: This study's results suggest that doctoral students should be supported so that they can be effective in their careers, and that post-doctoral education should also be supported. Effective policies concerning the improvement of doctoral nurses should also be developed and implemented based on evidence demonstrating the usefulness of these supports.

50 anos do Programa de Pós-graduação em Psicologia da PUC-Rio: uma história de pioneirismo, inovação e resiliência / 50 years of the Graduate Program in Psychology of PUC-Rio: a history of pioneering, innovation and resilience / 50 años del Programa de Posgrado en Psicología de PUC-Rio: una historia de pionerismo, innovación y resiliencia

Este texto narra um pouco da história dos 50 anos do Programa de Pós-graduação em Psicologia da PUC-Rio, ressaltando seu pioneirismo, suas iniciativas de inovação e sua grande capacidade de resiliência na formação e na produção do conhecimento. Em março de 1966, o Departamento de Psicologia da PUC-Rio implantou o primeiro Curso de Mestrado em Psicologia do país, sob a Coordenação do Pe. Antonius Bënko. O Curso de Doutorado foi iniciado em 1985. Com grande tradição na área da Psicologia Clínica e com incontestável liderança no cenário nacional, até o ano de 2016, quando comemorou seus 50 anos, o Programa de Pós-graduação em Psicologia da PUC-Rio titulou 793 mestres e 196 doutores15

This document retells part of the 50 years of history of the Graduate Pro-gram in Psychology of PUC-Rio, emphasizing its pioneering spirit, its innovation initiatives, and its considerable resilience in the formation and production of knowledge. In March 1966, the Department of Psychology of PUC-Rio established the first Masters in Psychology Program in Brazil, under the coordination of P. Antonius Bënko. In 1985, the Department established its PhD Program. The Graduate Program in Psychology of PUC-Rio, with its significant tradition in the field of Clinical Psychology and its undeniable leadership on the national scene, up until 2016, when it celebrated its 50-year anniversary, awarded 793 master’s degrees and 196 doctoral degrees.

Este texto narra un poco la historia de los 50 años del Programa de Posgrado en Psicología de PUC-Rio, destacando su pionerismo, sus iniciativas de innovación y su gran capacidad de resiliencia en la formación y producción de conocimiento. En marzo de 1966, el Departamento de Psicología de PUC-Rio implantó el primer Curso de Maestría en Psicología de Brasil, bajo la coordinación del P. Antonius Bënko. El Curso de Doctorado fue iniciado en 1985. Con gran tradición en el área de la Psicología Clínica y con incontestable liderazgo en el escenario nacional, hasta el año 2016, cuando celebró sus 50 años, el Programa de Posgrado en Psicología de PUC-Rio tituló 793 maestros y 196 doctores.

Survey on value factors influencing the quality of medical Joint-PhD education: from the angle of Baldrige Performance Excellence program / 中华医学教育探索杂志

Objective Joint-PhD program is an effective way to cultivate international creative talents.Survey on intrinsic value factors of this mode is significant to improve the quality of medical education.Methods According to the questionnaire results and reports of 104 medical doctorates who attended the Joint-PhD program in PUHSC,Baldrige Performance Excellence was taken as theoretical framework.Results It showed that index influencing the quality of Joint-PhD education include social responsibility;stakeholders' expectation and market requirements;information and knowledge management support and so on.Conclusion In the process of doctoral education,advocating value of social responsibility,paying attention to the expectations of stakeholders,and attaching importance to the validity of education management services help to understand the intrinsic value of the quality management from the top universities in the world,in order to fundamentally improve the quality of doctoral education.

Initial results of a doctorate in medical sciences program at a regional university / Resultados iniciales de un programa de doctorado en ciencias médicas de una universidad

The number of doctoral programs in the biomedical field has risen in recent decades, but with a concentration in Santiago and little expansion into the provinces. The aim of this article is to describe the initial results obtained by the Doctorate in Medical Sciences program of the Universidad de La Frontera, Chile. Observational study, conducted in the Department of Surgery at the Universidad de La Frontera, Chile. All cohorts in the program from 2008 to 2015 were included. The outcome variables were: Graduation rate and scientific productivity of the graduates (WoS and SciELO publications). Other variables of interest were: academic faculty productivity (WoS and SciELO publications), and characteristics of students who entered the program (age, sex, origin, profession, previous graduate training and number of years of formal university education). Descriptive statistics were applied. During the evaluation period, of a total of 17 qualified, 8 doctorates have been granted (1.6 per year), a graduation rate of 47.1 %. The research productivity for 2010-2015 was 14.1 publications per graduate (8.4 WoS and 5.7 SciELO) and 43.8 publications per academic (41.2 WoS and 2.6 SciELO). In the period, 55 professionals applied and 27 were accepted (49.1 % rate acceptance). Initial results of the Doctorate in Medical Sciences program of the Universidad de La Frontera, Chile are presented.

El número de programas de doctorado en el área biomédica ha crecido en las últimas décadas, aunque la mayoría se concentra en Santiago, con un escaso desarrollo en regiones. El objetivo de este artículo es describir los resultados iniciales obtenidos por el programa de Doctorado en Ciencias Médicas de la Universidad de La Frontera. Estudio observacional, descriptivo; realizado en el Departamento de Cirugía de la Universidad de La Frontera. Se incluyeron la totalidad de las cohortes que han ingresado al programa, desde 2008 a 2015. Las variables de los resultados fueron: Tasa de graduación y productividad de los graduados (publicaciones WoS y SciELO). Otras variables de interés fueron: productividad del Claustro (publicaciones WoS y SciELO); y características de los alumnos que ingresaron al programa (edad, sexo, origen, profesión, formación de postgrado previa y número de años de formación universitaria formal). Se aplicó estadística descriptiva. Durante el período evaluado, de un total de 17 habilitados, se graduaron 8 doctores (1,6 por año), tasa de graduación de 47,1 %. La productividad para el período 2010-2015 fue de 14,1 publicaciones por graduado (8,4 WoS y 5,7 SciELO); y 43,8 publicaciones por miembro del Claustro (41,2 WoS y 2,6 SciELO). En el período analizado postularon 55 profesionales, siendo aceptados un total de 27 (49,1 % de aceptación). Se presentan los resultados iniciales del programa de Doctorado en Ciencias Médicas de la Universidad de La Frontera.

Programa de Pós-Graduação em Educação Física da Universidade São Judas Tadeu-SP / Physical Education Post-Graduation Programme at Universidade São Judas Tadeu? SP

Este artigo tem como objetivo apresentar o Programa de Pós Graduação em Educação Física da Universidade São Judas Tadeu, relatando as circunstâncias da criação dos cursos de Mestrado em 2004 e de Doutorado em 2010. Para isso serão descritos o objetivo do programa, sua estrutura curricular, o corpo docente e a forma de ingresso discente, bem como as ações para implementar a produção científica docente e discente, as dificuldades enfrentadas no seu desenvolvimento, finalizando com uma visão prospectiva face à orientação da Capes para a Área 21.

The objective of this paper is to present the Physical Education Post-Graduation Programme from the University São Judas Tadeu, reporting the circumstances of the Master and Doctorate´s courses creation, in 2004 and 2010 respectively. In order to do this there will be a description of the objective of the programme; its curricular structure; the academic teaching staff and how the students are selected; as well as the actions to implement the scientific production both from the academic teaching staff and students; the major issues the Programme dealt with in its development, finishing off by looking ahead as regards to the orientation of Capes for Area21.

Las concepciones de curriculum y su importancia en la elaboración de un doctorado curricular en estomatología / The curriculum concepts and its significance in designing of a curricular doctorate in Stomatology

El diseño curricular es una etapa esencial del proceso de enseñanza-aprendizaje. En dependencia de la concepción teórica y epistemológica que se tenga del curriculum, así será la estructuración de los procesos educativos y del tipo de pedagogía a implementar. En Cuba la Facultad de Estomatología cuenta con una amplia experiencia de 110 años en la formación de recursos humanos; sin embargo, se considera que la preparación de posgrado en esta ciencia debe ser fortalecida. Es por ello que este trabajo tuvo como objetivo evaluar las concepciones curriculares aplicables a la formación doctoral de posgrado en estomatología y proponer un posicionamiento crítico respecto al concepto de curriculum, que siente bases teóricas para el diseño de un doctorado curricular colaborativo en la mencionada profesión. La posición conceptual de curriculum de este estudio fue totalmente coincidente con el concepto del Centro de Perfeccionamiento de la Educación Superior de la Universidad de La Habana, pues destaca el plano estructural-formal, donde se concreta el proyecto elaborado, que se expresa en documentos, normativas y reglamentos del curriculum oficial, y a la vez se destaca el plano procesual-práctico, o sea, el proceso de realización curricular que se identifica con las prácticas educativas de posgrado(AU)

The curricular design is an essential stage of teaching-learning process. Depending of the theoretical and epistemologic concept on curriculum, will be the structuring of teaching process and of the type of pedagogy to be applied. In Cuba, the Stomatology Faculty has a broad experience of 110 years in the training of human resources; however it is considered that the postgraduate training in this science must to be strengthened. That is aim of present paper was to assess the curricular concepts applicable to doctoral training of postgraduate in Stomatology and to propose a critical location regarding the concept of curriculum, creating theoretical bases for the design of a contributing curricular doctorate in this profession. The curriculum conceptual position of present study was totally coincidental with the concept of the Improvement of Higher Education Center of University of La Habana, since emphasize the structural-formal plane, where the worked out project is specified expressed in documents, regulations, rules of the official curriculum and at the same time the process-practical plane, that is, the curricular carrying out process identified with the postgraduate educational practice(AU)

Eligibility criteria of Doctorate in Medicine (Medical Gastroenterology) – Is the change justified.

Eligibility criteria of Doctorate in Medicine (DM) in Medical Gastroenterology had been changed recently by Medical Council of India fromMD/DNB in General Medicine and Pediatrics to only that of General Medicine. As DM (Pediatric Gastroenterology) has not come up in a big way in India, this will only lead to shortage of skilled manpower in near future in this emerging field. Enthusiastic pediatricians will also be reluctant to take the discipline, as DM degrees in other broad (adult) superspecialities are open to them.

Necesidad de implementación de un doctorado curricular colaborativo en ciencias estomatológicas / Need to implement a contribution curricular doctorate in stomatologic sciences

Introducción: Históricamente los doctorados en ciencias específicas de la salud han sido de tipo investigativo, donde una tesis doctoral que aporte novedad científica y algunos exámenes de mínimo candidato son los ejercicios suficientes para el otorgamiento de los mismos. Este método genera una formación científica lenta y mayormente autodidáctica y no es del todo óptimo cuando se pretende formar doctores en ciencias en un periodo corto de tiempo, o sea en unos cinco años promedio. Por ello la tendencia internacional es la de implementar doctorados curriculares, lo cual garantiza un proceso de formación científica más reflexiva, homogénea, individualizada y tutorial. Objetivos: evaluar el grado de necesidad de la implementación de un doctorado curricular colaborativo en la carrera de Estomatología. Métodos: se realizó un análisis estadístico de la producción de doctorados en ciencias estomatológicas y se describió los resultados de la fundación de la Comisión de Grados de Estomatología. Resultados: en los últimos 35 años se han formado 53 estomatólogos como doctores en ciencias médicas o estomatológicas. El por ciento de estomatólogos con grados científicos fuera de la Capital es muy escaso. Se consideró el ritmo de producción de doctores en ciencias de la Comisión Nacional de Grados de Estomatología como bajo. Conclusiones: los resultados obtenidos demostraron la necesidad y factibilidad de la elaboración e implementación de un doctorado curricular colaborativo para Estomatología(AU)

Introduction: Historically, the sciences doctorates health specific has been of investigative type, where a doctoral thesis providing a scientific novelty and some minimal examinations are the exercises enough to grant such doctorate. This method creates a slow scientific training and mostly self-taught and is not totally optimal when the aim is to train sciences doctors for a short period of time, that is, in a mean of 5 years. Here the international trend is the implementation of curricular doctorates guaranteeing a more effective, thoughtful, homogeneous, individualized and tutorial scientific training process. Objectives: To assess the degree need of implementation of contribution curricular doctorate en the career of Stomatology. Methods: A statistical analysis was carried out of the doctorate production in stomatologic sciences and a description of results achieved by the creation of Degrees Stomatology Commission. Results: In past 35 years 54 stomatologists has been trained as medical or stomatologic sciences. The percentage of stomatologists with scientific degree outside of the capital is very scant. The rhythm of sciences doctor's production of the National Commission of Stomatology degrees was qualified as low. Conclusions: The results achieved demonstrated the need and feasibility of elaboration and implementation of a cooperation curricular doctorate for Stomatology(AU)

Dos jóvenes de avanzada de la Enfermería cubana / Two young's of advanced of the Cuban Infirmary

Cada vez se hace más obligatorio que la formación de los recursos humanos del Sistema Nacional de Salud (SNS) alcance una sólida preparación científica y humanística, y con una mente justa y racional que permita a la sociedad alcanzar y mantener un desarrollo humano sostenible. Se ha tornado una necesidad que el desarrollo académico de los profesionales de la salud se dirija hacia la obtención del grado científico de doctor. La Enfermería Cubana ha echado a andar en tal sentido y ya cuenta en sus filas con cuatro Doctores en Ciencias. El autor de este trabajo entrevista a dos de estas jóvenes de avanzada de la Enfermería Cubana, y constituye su principal objetivo destacar tan importante acontecimiento para la Historia de la Enfermería Cubana.

Every time becomes more necessary than the formation of the human resources of the National System of Health (SNS) it reaches a solid scientific and humanistic preparation and with a fair and rational minds that allows to the society to reach and to maintain a sustainable human development. Tornado a necessity is had that the academic development of the professionals of the health goes toward the obtaining of doctor's scientific degree. The Cuban Infirmary has tossed to walk in such a sense and already bill in its lines with two Doctors in Sciences. The author of this work is been worth of the interview like method, to these two young's of advanced of the Cuban Infirmary, constituting the main objective of the same one, to highlight so important event for the history of the Cuban Infirmary constitutes the main objective of the author of this work.

Study on the Cultivation of Japanese Innovative Talents / 中华医学教育探索杂志

In Japan,postgraduate education has passed through three reforming and developing phases.At present,Lifelong education has been extended to the stage of master education.Facing the market demand for high-level talent,the Ph.D.graduates in Japan,and the individual educational needs,the conferring doctorate institutions continues to change the pattern of cultivation and it shows a few characteristics such as the serialization of training system,targeted process and combining research and learning,the diversification of educational institutions and their functions and the complete economic support system.