Anxiety, emotions and threat perception in COVID-19 context: differences between Spanish teachers and students

Introduction: Our study compares the emotional impact of the first month of the lockdown on teachers and students due to the COVID-19 pandemic in Spain, focusing on the variables of generalized anxiety, emotions, and perceived threat. Method: A non experimental design was applied, the sample consists of 452 participants (teachers = 188, young adult students = 264. Correlation analyses, a between-group design and effect size were carried out. Results: The results indicated that in crises or emergencies such as COVID-19, teachers and students have different emotional reactions. Students showed more generalized anxiety symptoms, more negative emotions, and fewer positive emotions. Teachers showed a higher degree of existential anxiety. Conclusion: Specific action plans should be developed for teachers and students. In addition, educational policies and teacher training programs should take the gender perspective into account when studying and planning a resilient educational system.

Introducción: Nuestro estudio compara el impacto emocional, entre profesores y estudiantes, durante el primer mes de cuarentena en España debido a la COVID-19, centrándonos en la ansiedad generalizada, emociones y percepción de amenaza. Método: Se aplicó un diseño no experimental, donde participaron 452 personas (profesores = 188, estudiantes adultos jóvenes = 264). Se realizaron análisis de correlación, diseños entre-grupos y tamaño del efecto. Resultados: Los resultados indican que durante crisis o emergencias como la COVID-19, los profesores y estudiantes tienen diferentes reacciones emocionales. Los estudiantes mostraron mayores síntomas de ansiedad generalizada, más emociones negativas y menos emociones positivas. Los profesores mostraron tener un alto grado de ansiedad existencial. Conclusión: Planes de acción específica deberían desarrollarse por separado para profesores y estudiantes. Además, las políticas educativas y los programas de formación de profesorado, deberían tener una perspectiva de género al estudiar y planificar un sistema educativo resiliente.

Application of WHO rehabilitation competency framework in development of rehabilitation science education system and curriculum / 中国康复理论与实践

ObjectiveTo systematically analyze the application of World Health Organization rehabilitation competency framework (RCF) and its supporting guidelines in education system of rehabilitation science and curriculum development. MethodsBased on the conceptual framework of RCF and its supporting guidelines, the application of its areas and the modes were analyzed to construct the education system of rehabilitation science with reference to the framework of competency-based clinical medical education. ResultsThe education system of rehabilitation science was developed based on RCF. The competences for specific scenarios in rehabilitation were defined and investigated. A structured system of vocational qualification accreditation and occupational competency standards was constructed, as well as core education system and rehabilitation curricula in rehabilitation science, which helped to train competent rehabilitation workers. ConclusionThe construction of rehabilitation subspecialties, its education system and the development of a curriculum content system based on the RCF is an important way for the development of modern rehabilitation education. RCF theoretical framework and supporting tools provide a standardized and unified method and way for China's rehabilitation science higher education system and professional certification, career access and professional standards for rehabilitation personnel. The quality of rehabilitation science education and the professional development of rehabilitation personnel will also be improved in future.

Inculcating Values in School Students : A Recommended Programme

School Education Systems are charged with the daunting task of preparing the next generation of citizens. However, the research shows that School Education Systems, both government aided and government unaided, have struggled to effectively inculcate human and social values to meet the needs of our fast-changing Environment and Society. The affective development of a child is focused very less compared to cognitive development. Moral science as a subject is not focused as much as it deserves. Inculcating human and social values in students aims at sensitizing them in their life and making them responsible towards different components of the Society and Environment. To this end, this article recommends the human and social values inculcating programme for School Education Systems. In this article, advantages of inculcating human and social values in school students are discussed. Furthermore, this article presents a conceptual programme for inculcating human and social values in school students. This article is a conceptual paper that builds upon the hallmarks of human and social values inculcating programme, absence of which is reflected and manifested at every level in the society and the environment. A conceptual programme for inculcating human and social values in school students is presented. A school education system that does not inculcate human and social values may not have socially and environmentally conscious alumni and alumnae. A deliberate action to inculcate human and social values in school students is urgently required. It is recommended that United Nations Educational, Scientific and Cultural Organization (UNESCO) start an activity based Global School Students' Values Inculcation Programme (GSSVIP) across the world to achieve its overarching objectives. The knowledge partnerships and the programme execution partnerships can be done with bodies having a proven track record like Massachusetts Institute of Technology, University of Oxford Jesuit Institutions, Stanford University etc. The other terms and conditions may be set as per the, feasibility of different stakeholders. A pilot study can be conducted before the actual programme. Running programmes for inculcating human and social values in school students is imperative to support a sustainable society and environment.

Overview of Medical Education in Ukraine / 医学教育

Also, the majority of doctors trained in Ukraine provide medical assistance worldwide, which is evidence of an outstanding level of medical education in Ukraine. Quite a few students from Asia, the Middle East, and Africa entered medical schools in Ukraine due to inexpensive tuition. The fact that those graduates served in various countries assures the global standard of medical education in Ukraine.

Formação e atuação profissional do psicopedagogo nos municípios da região sul do Brasil / Training and professional performance of psychopedagogist in municipalities in the Southern of Brazil

O presente estudo traz um recorte da tese de doutorado intitulada "O psicopedagogo na rede pública municipal em sete estados brasileiros: cenários e desafios". Neste artigo, apresentam-se dados referentes aos psicopedagogos atuantes na rede pública municipal em três estados da Região Sul do Brasil. Objetivou-se mapear o serviço psicopedagógico oferecido nas redes públicas municipais de educação do sul do Brasil e investigar a formação dos profissionais psicopedagogos. A metodologia utilizada foi a pesquisa qualitativa, com abordagem descritiva. Para a coleta de dados, foi encaminhado um questionário para 1.191 municípios que compõem os três estados. Constatou-se que 386 municípios possuem psicopedagogos atuando na área da educação, variando de 1 a 10 profissionais por município, totalizando 559 psicopedagogos atuantes no cargo. A pesquisa revelou que 464 profissionais atuantes no cargo possuem graduação em Pedagogia. Com relação à formação em nível de pós-graduação, constatou-se que 240 psicopedagogos cursaram especialização em Psicopedagogia, atendendo os requisitos propostos pela Associação Brasileira de Psicopedagogia para atuar no cargo. Outros 183 psicopedagogos têm formação em Psicopedagogia no âmbito institucional e um no âmbito clínico; sendo assim, uma parcela significativa de psicopedagogos possui formação fragmentada na área da Psicopedagogia. E um total de 97 profissionais que atuam no cargo de psicopedagogo possui formações distintas, as quais não têm reconhecimento nacional como campo de formação do psicopedagogo. Conclui-se também que existe a necessidade de novos concursos e contratação de psicopedagogos para atender as demandas locais de cada município, bem como há a necessidade da regulamentação da profissão no país.

This study displays a part of the doctoral thesis named "O psicopedagogo na rede pública municipal em sete estados brasileiros: cenários e desafios" (Psychopedagogists in the municipal education system in seven Brazilian states: settings and possibilities). In this article we present data referring to psychopedagogists working at the municipal education system in three states in the south region of Brazil. The aim was to map out the psychopedagogical service offered in municipal education networks in the south of Brazil, as well as to investigate the psychopedagogists' professional education. The methodology used was qualitative research, with a descriptive approach. For the data collection we sent a questionnaire to 1,191 towns belonging to the three states. It has been shown that in 386 towns there are psychopedagogists working in educational areas, in a variation of 1 to 10 professionals in each town, which makes up a total of 559 psychopedagogists acting in the field. The research revealed that 464 of these professionals have majored in Pedagogy. Regarding education at a post-graduation level, it was noted that 240 psychopedagogists graduated in a Psychopedagogy specialization course, thus fulfilling the requirements proposed by the ABPp - Associação Brasileira de Psicopedagogia (Brazilian Association of Psychopedagogy). Another 183 psychopedagogists learned it at an institutional level, and one at the clinical level; this shows that a significant part of the psychopedagogists have a fragmented education in the area. Furthermore, 97 professionals working as psychopedagogists have had different educational experiences, which are not nationally recognized as a psychopedagogist's field of education. It was also concluded that there is a need for new competitions and hiring of psychopedagogists, as well as a need for the regulation of the profession nationwide.

Thinking and practice on establishing a high-quality university education system of laboratory medicine / 中华检验医学杂志

It is an urgent need for the development of medical and health undertakings in the new era to build a high-quality university education system and cultivate high-quality personnel for laboratory medicine. In the process of building a national first-class specialty, the medical laboratory technology specialty of Southern Medical University adheres to the concept of high-quality university education and improves the training level of laboratory medicine personnel through the teaching reform practice of constructing the whole-process moral education system, systematical training mode, internationalized teaching team, and intelligent teaching technology. In this paper, we analyzed the connotation and construction experience of a high-quality university education system of laboratory medicine, in order to increase the exchange and communication between different colleges and universities, and make contributions to the national strategic goal of building a powerful country in education before 2035.

Analysis of the Continuing Education System for Licensed Pharmacists in the UK and Its Enlightenment to China / 中国药房

OBJECTIVE：To provide reference for improving the continuing education system for licensed pharmacists in China by learning from the mature experience of the continuing education system of licensed pharmacists in the UK. METHODS ： Literature research method was adopted to summarize and analyze the organizational structure ，specific contents and implementation methods of the continuing education system for licensed pharmacists in the UK by combing the English and Chinese literatures ， official policies and reports of the continuing education system for licensed pharmacists in the UK. The suggestions and reflections were put forward to improve the continuing education system of licensed pharmacists in China. RESULTS & CONCLUSIONS ：The management organization of continuing education system for licensed pharmacists in the UK is mainly UK Association of Boards of Pharmacy，the organizations of which provide continuing education include pharmacy associations ，pharmaceutical education institutions，pharmaceutical colleges and universities. Continuing education system of licensed pharmacists in the UK is relatively perfect，including personal needs analysis ，systematic continuing education courses ，self-education and evaluation reflection of licensed pharmacists ，forming a systematic circulation system ；continuing education is carried out for pharmacists in different practicing fields ，with equal emphasis on theory and practice. In terms of continuing education ，the UK focuses on face-to-face ， one-to-one training ，and provides many free continuing education courses. Compared with the UK ，the continuing education system of licensed pharmacists in China still has some gaps. For example ，the self-education and self-evaluation awareness of licensed pharmacists is not strong ，the content and form of continuing education lack of pertinence and practicality ，and the re-registration management of pharmacists ’practicing qualifications is more formalistic. It is recommended that licensed pharmacists in China establish the concept of self-education ，strengthen the practicality of continuing education for pharmacists ，carry out refined continuing education for pharmacists in different fields of practice ，and strengthen the management of re-registration of licensed pharmacists，so as to form a systematic and effective circulation system for continuing education of licensed pharmacists in China.

As políticas de não repetência nos sistemas estaduais de ensino do brasil / Las políticas de no repitencia en los sistemas estaduales de educación en brasil / Les politiques de non redoublement dans systèmes d'enseignement publique du brésil / Non-repetition policies on state education systems in brazil

Resumo Este artigo tem como objetivo identificar quais sistemas estaduais de ensino preveem a organização do ensino em ciclos escolares e o regime de progressão continuada dos alunos. Pretende-se, ainda, investigar em que medida essas previsões têm sido implantadas nas escolas. Para tanto, além de consulta direta às secretarias de educação e da análise da legislação estadual, recorre-se a dados do Censo Escolar. Os resultados nos permitem concluir que, na educação básica das redes estaduais brasileiras, há predomínio da organização seriada e dos regimes de progressão regular ou parcial dos alunos. Não obstante, há sistemas de ensino que apresentaram maior adesão às políticas de não repetência de forma consistente ao longo do tempo, como os dos estados de Minas Gerais, São Paulo e Mato Grosso.

Resumen Este artículo tiene el propósito de identificar qué sistemas estaduales de educación prevén la organización de la enseñanza en ciclos escolares y el régimen de progresión continuada de los estudiantes. Asimismo, se pretende investigar en qué medida tales pronósticos han sido implantados en las escuelas. Para ello, además de consultar directamente las secretarías de educación y de análisis de la legislación estadual se recurre a datos del Censo Escolar. Los resultados nos permiten concluir que, en la educación básica de las redes estaduales brasileñas, predomina la organización en serie y los regímenes de progresión regular o parcial de los alumnos. No obstante, hay sistemas de enseñanza que presentaron una mayor adhesión a las políticas de no repitencia de forma consistente a lo largo del tiempo, como aquellos de los estados de Minas Gerais, São Paulo y Mato Grosso.

Résumé Cet article a pour but identifier quels systèmes d'enseignement publique1 prevoient l'organisation de l'enseignement en cycles scolaires et le régime de progression continue des élèves. On souhaite encore examiner dans quelle mesure ces prévisions sont mises en place dans les écoles. Pour le faire, en plus de la consultation directe des sécrétariats d'éducation et de l'analyse de la législation de l'État, on s'appuie sur les données du Recensement Scolaire. Les résultats nous permettent de conclure que dans l'éducation de base des réseaux publiques au Brésil, domine l'organisation par séries et les régimes de progression régulière ou partielle des élèves. Cependant, certains systèmes d'enseignement ont présenté une plus grande adhésion aux politiques de non redoublement régulièrement au long des années, comme les États de Minas Gerais, São Paulo et Mato Grosso.

Abstract This paper aims to identify the state education systems whose regulation establishes non-repetition as a rule and emphasizes educational cycles (units longer than a grade) as the main subdivisions of basic education. It also investigates the extent to which those regulations have been implemented. To that end, we analyzed Brazilian states' legislation on education and data from the School Census. We found that repetition and an emphasis on grades over cycles are characteristics of state education systems in most Brazilian states. However, non-repetition policies were found to be adopted to a greater extent in the states of Minas Gerais, São Paulo, and Mato Grosso.1

Práticas das universidades federais no combate à COVID-19: a relação entre investimento público e capacidade de implementação / Prácticas de las universidades federales en la lucha contra la COVID-19: la relación entre inversión pública y capacidad de implementación / Federal university practices to combat COVID-19: the relationship between public investment and implementation capacity

Resumo Esse artigo busca analisar a relação entre os recursos públicos investidos nas universidades federais e sua capacidade de implementação de respostas à COVID-19. O artigo contribui, inicialmente, com um método de categorização para avaliação do direcionamento das práticas de combate à COVID-19 pelas universidades federais. A análise dos dados sinaliza uma tendência de relação positiva entre o nível de gastos executados e a capacidade de implementação de respostas por meio de projetos de pesquisa e de extensão, principalmente, para o desenvolvimento de tecnologias. Essa reorientação enseja uma discussão sobre desdobramentos para as políticas públicas de Ciência, Tecnologia e Inovação e para o fortalecimento do Sistema Federal de Educação Superior, de modo a garantir a infraestrutura necessária para a resolução de problemas complexos, como os gerados pela pandemia da COVID-19.

Resumen Este artículo busca analizar la relación entre los recursos públicos invertidos en universidades federales y su capacidad para implementar respuestas a la COVID-19. Por lo tanto, el artículo inicialmente contribuye con un método y una forma de categorización para evaluar la aplicación de prácticas para combatir la COVID-19 por parte de las universidades federales. El análisis de los datos señala una tendencia de relación positiva entre el nivel de gastos ejecutados y la capacidad de implementar respuestas a través de proyectos de investigación y extensión, principalmente para el desarrollo de tecnologías. Esta reorientación da lugar a una discusión sobre los desdoblamientos de las políticas públicas de Ciencia, Tecnología e Innovación y para el fortalecimiento del sistema federal de educación superior, a fin de garantizar la infraestructura necesaria para resolver problemas complejos como los generados por la COVID-19.

Abstract This article aims to analyze the relationship between public resources invested in federal universities and their capability to respond to COVID-19. The article presents a categorization method to evaluate the practices of combating COVID-19 organized by federal universities. Data analysis indicates a positive relationship between the level of expenditures and the ability to implement research and extension projects, mainly for the development of technologies. The discussion presents consequences for the public policies of Science, Technology, and Innovation to strengthen the Federal System of Higher Education, to guarantee the necessary infrastructure to solve complex problems such as those generated by COVID-19.

Compared analysis of the school day in european union countries / Analyse comparée de la journée scolaire des pays de lunion européenne / Análisis comparado de la jornada escolar en países de la unión europea / Análise comparada da jornada escolar em países da união europeia

Abstract This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education.

Résumé Cet article vise à analyser la durée de la journée scolaire des pays de l'Union européenne et systematiser les similitudes et les différences entre les systèmes éducatifs. L'analyse comparée a porté sur quinze pays membres et s'est concentrée sur les phases descriptive et comparative de la méthode comparative classique. Les journées scolaires sont des constructions socio-historiques et culturelles, qui entrainent des politiques tantot convergentes, tantot divergentes dans la région. En général, la journée scolaire obligatoire dans les pays européens est de 5 à 6 heures par jour. Cependant, il existe de nombreuses spécificités, notamment l'investissement dans des politiques intégrant les programmes d'études, les activités parascolaires et les périodes socio-éducatives supervisées. Grâce à une analyse comparative, il a été possible d'identifier des perspectives et des alternatives à la configuration de la journée scolaire afin de mieux répondre aux demandes et aux besoins des sujets de l'éducation.

Resumen Este artículo tiene como objetivo analizar las jornadas escolares de países de la Unión Europea, sistematizando similitudes y diferencias entre los sistemas educativos. El análisis comparado involucró a quince países miembros y se centró en las fases descriptiva y comparativa del método comparativo clásico. Las jornadas escolares son construcciones sociohistóricas y culturales, que resultan en políticas a veces convergentes y otras veces divergentes en la región. En general, la jornada escolar obligatoria en los países europeos es de 5 a 6 horas al día. Sin embargo, hay muchas especificidades, entre ellas la inversión en políticas que integran actividades curriculares, extracurriculares y tiempos socioeducativos supervisados. A través del análisis comparado fue posible identificar perspectivas y alternativas a la configuración de la jornada escolar para responder mejor a las demandas y necesidades de los sujetos de la educación.

Resumo O presente artigo tem como objetivo analisar as jornadas escolares de países da União Europeia, sistematizando semelhanças e diferenças entre os sistemas educativos. A análise comparada envolveu quinze países-membros e focalizou as fases descritiva e comparativa do método comparativo clássico. As jornadas escolares são construções sócio-históricas e culturais, o que resulta em políticas ora convergentes, ora divergentes na região. De forma geral, a jornada escolar compulsória dos países europeus é de 5 a 6 horas diárias. No entanto existem muitas especificidades, entre as quais o investimento em políticas que integram atividades curriculares, extracurriculares e tempos socioeducativos supervisionados. Por meio da análise comparada foi possível identificar perspectivas e alternativas à configuração da jornada escolar para melhor responder às demandas e necessidades dos sujeitos da educação.

Demographic Profile of India – Opportunity or Threat (Qualitative Systemic Review Literature)

The demographic dividend is an important aspect for any country to raise its gross domestic product and per capita income. Thisreview mainly focuses on exploring the current scenario of Indian population in terms of its dividend, skill set of population andinfluence of the various factors on the demographic dividend of India which is the deciding factor and plays an important role forthe country on in terms of its dividend, skill Skill sets the areas of improvement to make Indian demographic dividend productive

A study on the Korean dental education system / 대한구강보건학회지

OBJECTIVES: This study aimed to propose criteria for evaluating the validity of dental education systems in Korea and suggest future directions for their improvement. METHODS: We looked into dental educational institutions and derived criteria for analysis and comparison of dental education systems in Korea. Using analytical methods, we compared the strengths and weaknesses of each education system, and suggested core areas of improvement. RESULTS: Considering the demands placed on the Korean dental education sector, it is desirable to have an integrated education system that includes the preliminary and main courses, comprehensive training linking the basic medicine and clinical practice, and complete career guidance. CONCLUSIONS: A good dental education system is one that meets the educational goals set by a dental school. If the goal is to train a student to be a good dental practitioner, a 2+4 or 4+4 system is recommended, while a 3+4 model is more suitable when the objective is to train students to be researchers.

Comparison of stomatology education systems between two medical universities in China and Russia / 中华医学教育探索杂志

By comparing the similarities and differences in the higher education system and degree levels of stomatology,especially in the undergraduate-level courses,between I.M.Sechenov First Moscow State Medical University and Harbin Medical University,we found that:the class hours for undergraduates majoring in stomatology in Russia are three times as many as those in China,and the former's class hours for PBL accounts for 80％ of its total class hours,which can greatly develop the medical students' competence of life-long learning and innovation.Russia focuses more on the early exposure to oral medical and clinical education.Moreover,they make stomatology penetrate the whole education process.The system of combing postgraduate medical education with residency training in Russia has been developed early and relatively mature,which can provide example for Chinese standardized training of oral residents.The study for the current education system of stomatology in Russia is of great significance in strengthening the cooperation between China and Russia on stomatology education and promoting the reform of Chinese stomatology education.

Discussion on Japanese Nursing Contributions for Quality Improvement of Nursing in the ASEAN Region: Meeting Report / 国際保健医療

  One of the characteristics of nursing in Southeast Asia is the ASEAN Mutual Recognition Arrangements on Nursing Services, which strengthens professional capabilities through four objectives include facilitating mobility of nursing professionals within ASEAN.  The Japanese government supports human resources for health in the ASEAN region, as a member country of ASEAN+3. A meeting was held at the Annual Meeting of the Japan Association for International Health 2017. The meeting objectives were as follows: (1) to share three nursing research findings regarding nursing migration, regulatory framework, and in-service training that may affect quality of nursing and (2) to discuss Japan’s role in improving the quality of nursing in the ASEAN region. This report aims to summarize the presentations and points of that meeting.   The academic level of nursing education and nursing regulations have improved in ASEAN member countries. All member countries have university nursing education, and some have master’s and doctoral degree nursing programs. In lower middle income ASEAN countries, such as Cambodia, Laos, and Vietnam, the nursing education system is in the process of transition, from the technical to professional level of nursing. The next step for these countries is to strengthen the capabilities of nursing teachers who are responsible for professional nursing education at universities. The ASEAN University Network and universities in neighboring Thailand could also contribute to this end. In-service training is also needed because the guidance of more experienced nurses is crucial in nursing service as well as nursing practicums. Japan’s experience of developing an in-service training system could be useful for some ASEAN countries.   The objective of mobility among nursing professionals within the ASEAN has yet to be accomplished. However, there are pull and push factors of nurse migration due to economic conditions within the ASEAN. It is predicted that nurse migration will occur with mixed-skill caregivers to high income countries out of the ASEAN countries, because of the lack of caregivers for the aging population. In order to ensure quality nursing in the ASEAN region, it is not only necessary to share country-level experiences to improve nursing education and regulations but also crucial to develop systems that promote the circulation of nursing professionals through wide regional cooperation.

Characteristics of Chinese Medicine Education Under British Education System in New Zealand / 中国结合医学杂志

With the globalisation of Chinese medicine (CM), the local CM education institutions were established in many other countries outside of China. These CM education institutions have formed a new mode in CM education after integrating with local culture, law and national conditions. This article takes New Zealand CM education institutions as an example to discuss the characteristics of CM education under the British education system, aiming to provide ideas on CM education in China and other countries.

Some thoughts on deepening the classification training of postgraduates of clinical medicine under the background of collaboration of health system and education system / 中华医学教育探索杂志

Under the collaborative background of health system and education system,the classified cultivation of clinical medicine master of professional degree and academic degree is facing some problems and challenges,including different ideas,lacking awareness,unequal policies and unbalanced development of two degrees.Therefore,we recommended clarifying the cultivation goal and target;actively reforming the medical education,systematically tracing and evaluating the reform effectiveness,and completing the policy;learning the advanced foreign knowledge,focusing on China's condition and accelerating the reform of medical degree system.

PISA 2012: Inmigración y etapa de llegada al Sistema Educativo Español / PISA 2012: Age at Immigration and the Spanish Education System

Resumen Introducción. Las evidencias empíricas muestran que hay diferencias en el rendimiento entre es colares inmigrantes que puede ser atribuido a diferentes variables, entre ellas la etapa de llegada al Sistema Educativo Español. Objetivo. Analizar el riesgo y/o probabilidad que escolares inmi grantes de la muestra española tienen de tener bajo rendimiento en las competencias evaluadas en PISA 2012, considerando la etapa de llegada al Sistema Educativo como variable predictora del riesgo. Metodología. No experimental o ex-post facto, diseño comparativo - causal. Análisis de datos. Análisis de regresión logística binaria. Resultados. En relación a la etapa de llegada al Sistema Educativo Español, es en la etapa de Educación Infantil donde se registra mayor riesgo de bajo de rendimiento en comparación con Educación Infantil: Lectura, Matemáticas y Ciencias. Respecto a las competencias, es en la competencia matemática donde se registra mayor riesgo en comparación con el resto de competencias evaluadas (Lectura y Ciencias). Conclusiones. El riesgo de tener bajo rendimiento varía según la etapa de llegada al Sistema Educativo. La llega da de escolares inmigrantes en Educación Infantil es un factor de riesgo. Es necesario desarro llar políticas educativas (programas lingüísticos, programas de acogida, por ejemplo) que mini micen el impacto y reduzcan el riesgo con el abandono y fracaso escolar en etapas posteriores.

Abstract Introduction. Immigrants arriving at school at younger ages have lower educational achievement than those who arrive at adolescence. Aims. Analyze risk and / or probability of immigrant students having low performance in skills assessed in PISA 2012, considering their age of arrival into the Education System. Methodology. Non- experimental or ex post facto, comparative design - cau sal. Data Analysis: Binary logistic regression analysis. Outcomes. In relation to the age at entrance into the Spanish Education System, the stage of Early Childhood Education increases the risk of a diminished performance in Reading, Mathematics and Science. With respect to PISA 2012 skills as sessment, it varies in stages: Kindergarten, Primary Education y Secondary Education. Conclusions. The risk of low performance varies with the educational stage at arrival. The arrival of immigrant students at Primary Education is a risk factor. We need to develop educational policies (e.g., language programs, host programs) that minimize the impact and reduce the risk of subsequent abandonment.

Opportunities and Challenges Facing by Current Medical Ethics Cultivation in Medical Colleges and Universities / 中国医学伦理学

Medical students' medical ethics education is an important mission of medical college moral education.The current medical ethics cultivation is facing the profound reform of humanistic medical education,the gradual exploration and improvement of medical ethics education system,the development and application of online information platform,the establishment and development of china medical self-media alliance and other opportunities.Meanwhile,it is facing the differences in the motivations of students to study medicine,the diversified values,the sharp decline of professional teams,the deterioration of occupational environment and other challenges.In order to actively deal with opportunities and challenges,medical colleges and universities should establish the longitudinal three-dimensional medical ethics cultivation mode,form the horizontal collaborative pattern of medical ethics education,perfect the dynamic and long-term medical ethics cultivation safeguard mechanism,and improve the evaluation system that combined qualitative and quantitative.

Survey and Practice on the Construction of Medical Ethics Emotion Education Model for Clinical Trainees / 中国医学伦理学

Objective:To analyze the sympathy,responsibility and rational emotion of clinical trainees and to construct the medical ethics emotion education system.Methods:A questionnaire survey was conducted among undergraduate clinical medical students.Of the 307 selected students,302 returned valid questionnaire.After eight months in the field trip,the educational outcome was assessed using questionnaire survey again,and the data was analyzed with descriptive statistics analysis.Result:According to the results of questionnaire survey,we came up with effective countermeasures to improve the medical ethics emotion of clinical medical students,and then strengthened students' sympathy,responsibility and rational emotion quality education.Conclusions:It suggests that cultivating the students' learning interests and motivating the subjective initiative of trainees on ethics learning with various teaching methods promoted the transformation from medical ethics emotion to behaviors and customs,and thus constructed a medical ethics emotion education model and improved quality medical ethics education.

Comparisons and reference of dental education between the United Kingdom and China / 中华医学教育探索杂志

Dental education in United Kingdom has been amongst the best in the world with years of experience.General Dental Council (GDC) is the sole competent authority for dentistry in the UK.GDC produces guidance on dental education and lead the inspections and monitoring for dental schools.Postgraduate Dental Deans are responsible for the provision and quality management of the education and training of dental graduates during 2 years' foundation training and 3-5 years' specialty training.There are similarities between UK dental education system and Chinese system in school education and continuing education.It is worthy of reference for the dental education in China in terms of the training system of dental residents and specialists in the United kingdom.