Factores internos, externos y bilaterales asociados con la deserción en estudiantes universitarios / Internal, External and Bilateral factors associated with desertion in university students

Tomando en cuenta doce índices de factores asociados con la deserción en estudiantes universitarios, fue sometido a prueba un modelo hipotético de factores internos, externos y bilaterales, con base en datos de una muestra conformada por 359 estudiantes de una universidad pública en el noroeste de México. El análisis factorial confirmatorio derivó la estructuración de tres factores principales asociados con la deserción, la cual concuerda con el modelo teórico planteado por los autores: 1. Factores Internos al Alumnos (FIA), 2. Factores Externos al alumno (FEA), y 3. Factores Bilaterales (FB). Se obtuvo validez convergente y divergente de constructos, con parámetros significativos para p < 0.001, asimismo, se consiguió un modelo confirmatorio con aceptable bondad de ajuste (X2 = 151.94; p = .00001; CFI = .91; RMSEA = .089; intervalo de confianza al 90% de RMSEA= .07, .10 y coeficiente de confiabilidad Rho = .86). Sin embargo, la estructuración factorial tiene ligeras variaciones en cuanto a sus componentes especificados previamente en el modelo teórico, aspecto que será comentado en la discusión.

Taking into account twelve indices of factors associated with desertion in university students, a hypothetical model of internal, external and bilateral factors was tested, based on data from a sample consisting of 359 students from a public university in northwestern Mexico. Exploratory and confirmatory factorial analyzes suggested the structuring of three main factors associated with dropout, which agrees with the theoretical model proposed by the authors: 1. Internal Student Factors (ISF), 2. External Student Factors (ESF), and 3. Bilateral Factors (BF). A good divergent and convergent validity of constructs were obtained, with significant parameters for p <0.001, likewise, a confirmatory model with good goodness of fit was obtained (X2 = = 151.94; p = .00001; CFI = .91; RMSEA = .089). However, the factorial structure has slight variations in terms of its components previously specified in the theoretical model, an aspect that will be analyzed in the discussion.

Formation of Medical Education in North Korea: 1945-1948 / 의사학

This study focuses on the formation of medical education in North Korea from 1945 to 1948 in terms of the centralization of medical education, and on the process and significance of the systemization of medical education. Doctors of the past trained under the Japanese colonial system lived and worked as liberalists. More than half of these doctors who were in North Korea defected to South Korea after the country was liberated. Thus the North Korean regime faced the urgent task of cultivating new doctors who would 'serve the state and people.' Since the autumn of 1945, right after national liberation, Local People's Committees organized and implemented medical education autonomously. Following the establishment of the Provisional People's Committee of North Korea, democratic reform was launched, leading to the centralized administration of education. Consequently, medical educational institutions were realigned, with some elevated to medical colleges and others shut down. The North Korean state criticised the liberalistic attitude of doctors and the bureaucratic style of health administration, and tried to reform their political consciousness through political inculcation programs. The state also grant doctors living and housing privileges, which show its endeavor to build 'state medicine'. By 1947, a medical education system was established in which the education administration was put in charge of training new doctors while the health administration was put in charge of nurturing and retraining health workers. In this way, the state was the principal agent that actively established a centralized administrative system in the process of the formation of medical education in North Korea following national liberation. Another agent was deeply involved in this process - the faculty that was directly in charge of educating the new doctors. Studying the medical faculty remains another research task for the future. By exploring how the knowledge, generational experience, socio-political consciousness and world views adopted by these teachers during the colonial era were manifested in their pedagogy after national liberation will shed more light on the 'prototype' of North Korean medical education.

The Creation of a European Area of Higher Education / 中华医学教育探索杂志

The existing higher educational systems in different countries of Europe are so complicated and diversified that they cause a lot of trouble when the economic process of integration is underway.Thus, the trend is towards reformation of the national educational systems.The main purpose of the reformation is to pursue convergence as well as internationalization. Three important conferences on the reformation have been held since 1998. The conclusions of the conferences are presented, and both analysis and synthesis of the reformation extending all over Europe are given. It is hoped that the European idea and practice of reformation will be an inspiration to and used for reference by the higher education in China as it will also move towards internationalization after the joining of WTO.