Construction of special music educational objectives based on ICF and Hauenstein taxonomy of educational objectives / 中国康复理论与实践

ObjectiveTo construct a special music education goal framework with functional orientation and behavioral integration. MethodsUtilizing the International Classification of Functioning, Disability, and Health (ICF) theory and the Hauenstein educational objectives taxnomony, and by analyzing the core content of the China Special Education School Compulsory Education Curriculum Standards (2016 edition), objectives for special music education were constructed. A method is established based on the ICF and the functional characteristics of special-needs children to adjust the objectives of special music education. ResultsThe framework system of special music education goals should follow the principles of functional orientation, adaptability and inclusiveness. The framework mainly composed of the goals of cognitive domain, psycho-motor domain, emotional domain and behavioral field, and the goals of each domain could be divided into five levels according to the level of development and achievement. The cognitive domain mainly focused on feeling and appreciation, which made a foundation for music learning. The psychomotor domain developed the movements, skills and related abilities of musical performance. The emotional domain focused on the impact of special music education on behaviors in terms of emotions, values, and beliefs. The behavioral domain was the synthesization of the cognitive, emotional and psychomotor domains, to enable students to use musical elements and skills to create musical works and performance. The music education objectives should be adjusted according to students' functional and developmental levels and special music learning needs. For the cognitive domain, visual support, simplification and repetition might be useful. For the psychomotor domain, visual aids, multisensory experiences and supportive technological equipment might be needed. For the emotional domain, scenario simulation, role play and music environment setting could be used to promote the connection among music and the individual and the world. For the behavioral domain, creating an inclusive environment, affirming and encouraging, and providing opportunities for creative expression might help the students apply the musical elements and techniques. ConclusionBased on the ICF theory and the Hauenstein educational objectives taxnomony theory, and referencing the China Special Education School Compulsory Education Curriculum Standards (2016 edition), this study constructed an educational objectives framework for special music. Principles for building functionally oriented, adaptive, and inclusive music education were proposed, as well as a systematic method for adjusting the objectives of special music education.

Motivational Profiles in High School Students: Generation and Use of Volitional Strategies / Perfis Motivacionais em Estudantes do Ensino Médio: Geração e Uso de Estratégias Volitivas / Perfiles Motivacionales en Estudiantes de Bachillerato: Generación y Uso de Estrategias Volitivas

Abstract This research had as its main purpose to analyze the generation and use of volitional strategies - motivational and emotional control -, based on the motivational profile of the students, through a mixed methodology. Two standardized instruments (CMA and AVSI) were applied to 204 Mexican high school students, between 16 and 18, to identify their motivational profile. Semi-structured interviews were carried out to understand how they generate the volitional strategies they use. Results show that most students adopted a profile oriented to multiple goals, characterized by more volitional strategies use. They also stated that they used volitional strategies to concentrate on studying and have time to perform other tasks. It is considered necessary to design programs that promote volitional strategies, strengthening the commitment and sustained effort required to achieve academic goals in high school.

Resumo Este estudo teve por objetivo analisar a geração e o uso de estratégias volitivas - controle motivacional e emocional -, com base no perfil motivacional dos alunos, utilizando uma metodologia mista. Dois instrumentos padronizados (CMA y AVSI) foram aplicados em 204 estudantes mexicanos do ensino médio, entre 16 e 18 anos, a fim de identificar seu perfil motivacional e o uso de estratégias volitivas. Foram realizadas entrevistas semiestruturadas para entender como geram as estratégias volitivas por eles utilizadas. Os resultados mostram que a maioria dos alunos adotou um perfil orientado para objetivos múltiplos, caracterizado por uma maior utilização de estratégias volitivas. Eles também afirmaram que usavam estratégias volitivas principalmente para se concentrar no estudo e ter tempo para realizar outras tarefas. Considera-se necessário desenhar programas que promovam estratégias volitivas e que fortaleçam o comprometimento e esforço sustentado, condições necessárias para atingir os objetivos acadêmicos no ensino médio.

Resumen Este estudio tuvo como propósito principal analizar la generación y uso de estrategias volitivas - de control motivacional y emocional -, en función del perfil motivacional de los estudiantes, mediante una metodología mixta. Se aplicaron dos instrumentos estandarizados (CMA y AVSI) a 204 estudiantes de Bachillerato mexicanos, entre 16 y 18 años, para identificar su perfil motivacional. Asimismo, se realizaron entrevistas semi-estructuradas para comprender cómo generan las estrategias volitivas que utilizan. Los resultados muestran que los alumnos en su mayoría adoptaron un perfil orientado a metas múltiples, caracterizado por un mayor uso de estrategias volitivas. Además, manifestaron usar estrategias volitivas principalmente para concentrarse en el estudio y tener tiempo para realizar otras tareas. Se considera necesario diseñar programas que promuevan el uso de estrategias volitivas, que fortalezcan el compromiso y esfuerzo sostenido necesarios para el logro de las metas académicas en el bachillerato.

Analysis of Knowledge in Nursing Management Educational Objectives based on Anderson's Revision of Bloom's Taxonomy / 간호행정학회지

PURPOSE: The purpose of this study was to analyze the Nursing management educational objectives and nurse duties required to be achieved in the nursing management curriculum in nursing job analysis. METHODS: Nursing management educational objectives and knowledge to be achieved in a nursing management curriculum in nursing job analysis were analyzed using Anderson's Revision of Bloom's taxonomy of Educational Objectives. RESULTS: The analysis showed that 172 (59.3%) of the 290 educational objectives of the nursing management corresponded to ‘conceptual knowledge’ and 167 (57.6%) of the ‘cognitive process dimension’ were ‘understanding’. In the job analysis, 29 out of 57 (50.9%) were procedural knowledge. The finding indicates that ‘health promotion and maintenance’ duty was excluded from the job analysis, but included in the nursing management curriculum and objectives. CONCLUSION: The results of this study contribute to the foundation of nursing management as a practical study by analyzing the goal of nursing management learning in connection with the job analysis required in the field.

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives / 한국의학교육

PURPOSE: The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes. METHODS: In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed. RESULTS: The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable. CONCLUSION: The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

Suggestion of Learning Objectives in Social Dental Hygiene: Oral Health Administration Area / 치위생과학회지

The purpose of this study is to propose learning objectives in social dental hygiene by analyzing and reviewing learning objectives in oral health administration area of the existing public oral health. This study is a cross-sectional study. The subjects of the study selected with convenience extraction were 15 members of the social dental hygiene subcommittee of the Korean Society of Dental Hygiene Science. Data collection was conducted by self-filling questionnaire. The research tool is from 48 items of A division in the book of learning objectives in the dental hygienist national examination, and this study classified each of them into ‘dental hygiene job relevance’, ‘dental hygiene competency relevance’, ‘timeliness’, and ‘value discrimination of educational goal setting’ to comprise 192 items. Also, to collect expert opinions, this study conducted Delphi survey on 7 academic experts. Statistical analysis was performed using the IBM SPSS Statistics ver. 23.0 program (IBM Co., Armonk, NY, USA). Recoding was performed according to the degree of relevance of each learning objective and frequency analysis was performed. This study removed 18 items from the whole learning objectives in the dental hygienist national examination in the oral health administration area of public oral health. Fifteen revisions were made and 15 existing learning objectives were maintained. Forty-five learning objectives were proposed as new social dental hygiene learning objectives. The topics of learning objectives are divided into social security and medical assistance, oral health care system, oral health administration, and oral health policy. As a result of this study, it was necessary to construct the learning objectives of social dental hygiene in response to changing situation at the time. The contents of education should be revised in order of revision of learning objectives, development of competency, development of learning materials, and national examination.

The Motivation of High School Students by Achievement Goals / A Motivação de Estudantes do Ensino Médio pelas Metas de Realização / La Motivación de los Estudiantes de la Escuela Secundaria por las Metas de Realización

Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.

Resumo O presente estudo buscou identificar, descrever e analisar as metas de realização de 207 estudantes do Ensino Médio de uma cidade paulista. Os instrumentos utilizados foram o Questionário de Caracterização e o Questionário de Metas de Realização. Como resultados foi observada maior tendência à adoção da meta aprender-aproximação, caracterizada por alunos que se engajam na atividade com o intuito de desenvolver suas próprias habilidades. A segunda meta mais adotada foi a performance-evitação, cujas características estão presentes no aluno que tende a querer mostrar suas habilidades a terceiros com o objetivo de não se apresentar como incompetente para outros. Estes resultados supracitados podem estar relacionados pela forte intenção dos alunos em concluírem o Ensino Médio e ingressarem no Ensino Superior, resultados também encontrados no presente estudo. Compreender as Metas de Realização pode colaborar para o entendimento da qualidade da motivação que os estudantes empregam nas atividades.

Resumen El presente estudio busco identificar, describir e analizar las metas de realización de 207 estudiantes de escuela secundaria en una ciudad de la provincia de São Paulo. Los instrumentos eran el Cuestionario de Caracterización y el Cuestionario de Metas de Realización. Los resultados indican una mayor tendencia a adoptar la meta enfoque de aprendizaje, donde el estudiante se involucra en la actividad con el propósito de desarrollar sus propias habilidades. La segunda meta más adoptada fue rendimiento-evitación, cuyos estudiantes tienden a querer demonstrar sus habilidades a los demás a fin de no mostrarse como incompetente para otros. Estos resultados arriba pueden estar relacionados con la fuerte intensión de los estudiantes concluyen la escuela secundaria y ingresaren en la educación superior, resultados también encontrados en este estudio. Entender las metas de realización puede contribuir para la comprensión de la calidad de la motivación que el estudiante emplea en sus actividades.

Modelo de taxonomia baseada nas competências profissionais de cirurgiões-dentistas que atuam na estratégia da saúde da família: uma ferramenta para planejamento instrucional / Taxonomy model based on professional skills of dentists working in the family health strategy: a tool for instructional planning

A pesquisa visa desenvolver solução para facilitar o planejamento e elaboração de ações educacionais por meio de uma taxonomia das competências profissionais em saúde que tem como base dois conceitos-chave: competências profissionais para a saúde e objetivos educacionais. Esses conceitos são explorados na perspectiva do desenvolvimento de uma taxonomia para ser utilizada como referencial de planejamento e elaboração dos cursos por professores e profissionais de educação em geral, no âmbito de Instituições de Ensino Superior (IES). Na multiplicidade de profissionais de saúde que atuam na estratégia de Saúde da Família no âmbito da Atenção Primária, foi necessário escolher uma das profissões para a construção do modelo, sendo assim, foi escolhida a Odontologia. Entretanto, o modelo poderá ser aplicado para o desenvolvimento de taxonomias que contemplem as competências de outros profissionais, entre os quais os enfermeiros e os médicos. A questão no centro da pesquisa é: será que nas práticas das equipes multiprofissionais envolvidas no desenvolvimento de ações educacionais, limitadas pelos exíguos prazos que geralmente lhes são impostos, é possível potencializar a integração entre o estado da arte dos conhecimentos desenvolvidos no mundo acadêmico com as necessidades de aprendizagem dos profissionais de saúde? O resultado que se espera da pesquisa é uma taxonomia relacionando as competências profissionais dos cirurgiões dentistas com a Taxonomia dos objetivos educacionais de Bloom, (1)...

The research aims to develop a solution to facilitate planning and development of educational activities through a taxonomy of professional competencies in health. It is based on two key concepts: professional skills for health and educational goals. These concepts are explored from the perspective of the development of a taxonomy to be used as a planning framework and development of courses for teachers and education professionals in general, by Higher Education Institutions. Considering the multiplicity of health professionals working in the Family Health Strategy in the context of primary health care, it was necessary to choose one of the professions to build up the model, and for that, we choose Dentistry. However, the model can be applied to the development of taxonomies that address the skills of other professionals, including nurses and physicians. The main issue of the research is: taking the practice of multidisciplinary teams involved in developing educational activities, limited by the tight deadlines that often are imposed on them, is it possible to enhance the integration of state of the art knowledge developed in the academic world with the health professionals' learning needs The expected result of the research is a taxonomy relating the dentists professional skills with the Bloom's Taxonomy of educational objectives(1)...

Comparative study of ethical problems on national board exams in Japan for healthcare professions - specific examples of physicians, pharmacists, and speech therapists.

Background: In medical practice, a team approach becomes more important, so a shared awareness of the ethical viewpoint is demanded. Aims & Objective: The present study was conducted to clarify problem points in the evaluation of ethical awareness of medical specialists via the national exams. Material and Methods: This study focused on national board exams for physicians, pharmacists, and speech therapists (STs), specifically targeting the problems posed to exam takers by the 2007 national exams in Japan. Seven researchers first extracted from the exams what were referred to as “ethical problems,” and then they categorized these problems by forms and contents. Results: The percentages of ethical problems were 5.8% for the physicians’ exam, 3.8% for the pharmacists’ exam, and 1.0% for the STs’ exam. The results showed that the exams for physicians, compared to other specialists, contained a greater number of ethical problems and the proportion of ethical problems is also relatively large for the physicians’ exam. Moreover, in terms of taxonomy, problems posed to physicians not only elicited acquired knowledge but also required the exam taker to make decisions about specific cases. These ethical problems vary in forms and contents among the three exams. Conclusion: The results suggest that standardized criteria are necessary for national exams to raise a shared awareness of the ethical viewpoint among medical specialists.

Predicción de las razones del alumnado para ser disciplinado en educación física / Predicting student's reasons to be disciplined in physical education classes

El objetivo de este trabajo ha sido determinar si las estrategias disciplinadas empleadas por el docente en el aula influyen en el clima motivacional y las orientaciones disposicionales y éstas, a su vez, influyen en las razones de los alumnos para ser disciplinados. La muestra estuvo compuesta por 1126 estudiantes de educación física. Para la recolección de los datos se utilizaron las escalas SSDS, LAPOPECQ, POSQ y RDS. Los resultados mostraron que las estrategias basadas en razones de responsabilidad e intrínsecas del docente para mantener la disciplina se relacionaban con la percepción de un clima motivacional a la tarea y con la disposición del discente a la tarea. Ambos predijeron las razones identificadas e intrínsecas del estudiante para ser disciplinado. Futuros estudios deberán corroborar los resultados encontrados desde un punto de vista experimental con el objeto de comprender de forma más precisa los mecanismos que permitan disminuir los comportamientos indisciplinados en las aulas.

The aim of this study was to determine relationships between the discipline strategies used by teachers in the classroom: perception of motivational climate, and goal orientations as well as the student's reasons have influence on them to be disciplined. A sample of 1126 physical education students participated in the study. They completed the SSDS, LAPOPECQ, POSQ and CPIDEF to measure these variables. Results showed that the intrinsic and responsibility strategies used by teachers to maintain discipline, were positively related with the perception of a task-involving motivational climate and task orientation. Task-involving motivational climate and goal orientation, predicted the intrinsic and indentified reasons of students to be disciplined. Future research should corroborate the results found in experimental designs to understand the process which uphold undisciplined behaviours in school.

Educação inclusiva: análise e intervenção em uma sala de recursos / Inclusive education: analysis and intervention in a special classroom / Educación inclusiva: un análisis y intervención en un aula de recursos

Este artigo se fundamenta no Paradigma de Suportes que norteia a educação inclusiva, a qual prevê ajustes educacionais para que todos os alunos participem da escola comum. O estudo teve por objetivo analisar o funcionamento de uma sala de recursos e descrever a intervenção realizada com uma professora especialista. A coleta de dados consistiu das fases: (a) descrição da sala de recursos; (b) análise do plano de ensino da professora; (c) aplicação de entrevistas e discussões sobre teoria e prática na educação inclusiva com a professora especialista; (d) preenchimento do documento de adaptações curriculares individuais para os alunos. A análise contou com os procedimentos: caracterização da realidade investigada, análise das entrevistas e análise comparativa das adaptações curriculares. Como resultados, o estudo aponta a existência de divergências entre políticas educacionais e realidade escolar investigada. A intervenção permitiu que a professora refletisse sobre a sua atuação com base em novos procedimentos de ensino.

This paper is based on the Support Paradigm, which establishes the principles to the inclusive education, which indicates educational adjustments participating in the regular school to all students. This study aimed to analyze a special classroom working arrangements and to describe an intervention implemented having a special classroom teacher as participant. Data collection comprised the following phases: (a) special classroom description; (b) analysis of the teacher's teaching plan; (c) application of survey and discussion comprising theory and practice on inclusive education; (d) curricular adaptation fulfilling. Data analysis comprised: special classroom characterization, survey analysis, comparative analysis of curricular adaptation. As results, the study shows divergences between public educational policies and school reality. The intervention provided the teacher with a reflection about her on-work performance based on new teaching procedures.

Este artículo se fundamenta en el Paradigma de Soportesque nortea la educación inclusiva, que preve unos ajustes educacionales para los alumnos participan en la escuela común. Objectivó analizar el funcionamiento de un aula de recursos y describir la intervención realizada con una profesora especialista. La recolección de datos consistió de las fases: (a) descripción del aula de recursos; (b) análisis del plan de estudios de la profesora; (c) aplicación de entrevistas y discusión sobre teoría y práctica y enseñanza inclusiva; d) cumplimiento de adaptaciones curriculares. Para el análisis de los datos, fueron adoptados los procedimientos: la caracterización de la realidad investigada, el análisis de las entrevistas y comparación de las adaptaciones curriculares. Como resultados, el estudio apunta la existencia de divergencias entre políticas educacionales y la realidad escolar. La intervención permitió que la profesora reflexionara sobre su actuación bajo nuevos procedimientos de enseñanza.

Sigmund Freud, da psicoprofilaxia à educação psicanaliticamente esclarecida: um percurso / Sigmund Freud, from psychoprophylaxy to psychoanalytically clarified education: one path / Sigmund Freud, desde la psicoprofilaxis hasta la educación psicoanaliticamente esclarecida: un recurrido

Não foram poucas as oportunidades nas quais Freud fez comentários sobre a educação, cuja diversidade alimenta idas e vindas sobre seus textos, no intuito de elucidar aquilo que teria sido sua suposta "tese" sobre o assunto. Neste trabalho tentamos descrever e analisar os pressupostos e as contribuições deste psicanalista no campo da educação a partir de suas elaborações acerca da sexualidade infantil e da organização pulsional. Pretendemos mostrar que Freud abandona, ao longo de sua obra, o ideal de uma educação psicoprofilática, não obstante mantenha sempre presente a esperança de uma "outra educação", menos repressora e mais sublimadora.

There were not few opportunities that Freud made comments on education and this diversity, which still supplies gone and comings about his texts, with the intension of elucidating the one that may have been his supposed "thesis" about the subject. By the present work we try to describe and analyze the assumptions and the contributions by this psychoanalyst in the field of education, from his elaborations about infantile sexuality and the pulsional organization. We intend to demonstrate that Freud abandons, throughout his work, the ideal of a psychoprophylactic education even remains expecting "another education", less repressive and more sublimed.

No fueran pocas las oportunidades en las que Freud realizó comentários sobre la educación, cuya diversidad alimenta idas y venidas sobre sus textos en el intento de dilucidar aquello que sería su supuesta "tesis" sobre el asunto. El presente trabajo es una propuesta de describir y analisar los presupuestos y las contribuciones del psicoanalista en el campo de la educación partiendo de sus elaboraciones acerca de la sexualidad infantil y de la organización pulsional. Pretendemos mostrar que Freud abandona la idea de una educación psicoprofiláctica, sin embargo conserva siempre presente la esperanza de "otra educación", menos represora y más sublimadota.

Setting School-Level Educational Goal and Objectives with the Modified Delphi Method / 한국의학교육

PURPOSE: The aim of this study was to set the school-level educational goals and objectives, based on the needs analysis, by modified Delphi method. METHODS: A needs analysis and workshops were performed to establish educational goals and objectives. The needs analysis comprised 3 rounds of questionnaires and a panel and reference group that compared the results. Various workshops were held to set, outline, develop, and promote the educational goals and objectives and perform a satisfaction survey. RESULTS: In the needs analysis, we identified 8 keywords for 'ends' and 12 for 'means' with regard to educational goals and 25 keywords for educational objectives, which were summarized in 5 factors (categories). There were significant differences between the panel and reference groups. Through the workshops, we established new educational goal and objectives that met with high satisfaction among members. CONCLUSION: The developmental process with which the educational goals and objectives were established through a needs analysis and workshops was effective, efficient, and supportive in medical education.

Instruction of Rehabilitation Medicine with / 中国康复理论与实践

@#Objective Rehabilitation medicine has made much progress with a late start, and it requires a lot of knowledge and high operatingskills. The research about teaching and evaluation of the rehabilitation theory and practice is still in lack at present. This research reviewsthe development of taxonomy of educational objectives, and discusses the effect in rehabilitation curriculum applying the newthree-dimension objective model in China. Methods Aiming the rehabilitation students enrolled in college in 2005, this research analyzingquestionnaires and test scores in the end of one term to evaluate the Rehabilitation medicine teaching effect using three-dimension objectivemodel. Results The result of questionnaires and test scores in the end of the term shows most of the students' learning interest, self-learningability and clinical practice skills enhanced by the three-dimension objective model. Conclusion The three-dimension objective model issuitable for rehabilitation teaching, which helps choosing the teaching strategies with the teachers and the learning efficiency with the students.

Cumplimiento de los objetivos educativos de la asignatura Psiquiatría / Achievement of educational objectives of the subject Psychiatry

Desarrollar en los estudiantes el respeto al paciente psiquiátrico está entre los objetivos formativos del proyecto educativo de la asignatura Psiquiatría. Para evaluar el cumplimiento de estos objetivos, se realizó un estudio descriptivo, transversal, y cuanti-cualitativo con 65 estudiantes del quinto año de Medicina, a quienes se les aplicó una encuesta al concluir la estancia en Psiquiatría. Los resultados mostraron que los estudiantes consideran al alcohólico como un paciente digno de respeto, atención y con iguales derechos que otros enfermos. El mayor porciento de los estudiantes consideró a la comunidad como el mejor ambiente para el manejo de esta afección mental y expresaron que, en algunos casos, el médico de familia debe ser quien la atienda. Al concluir la estancia, se consideró satisfactoria la preparación para educar a la población en la aceptación y respeto al enfermo mental. Finalmente, se recogieron las dificultades que, según los estudiantes, interfieren en la atención del paciente psiquiátrico en la comunidad. De manera general, se logran los objetivos educativos propuestos para la asignatura.

To develop the students' respect to psychiatric patients is among the formative objectives of the educational project for the subject Psychiatry. We carried out a descriptive, cross-sectional, quantitative-qualitative study with 65 fifth-year- Medicine students, who were surveyed at the end of the Psychiatry rotation to assess the achievement of objectives. Results showed that students consider alcoholic patients worthy of respect, consideration, and rights. Most students stated that communities are the best environment for managing mental conditions and family doctors should be the ones to assist some of these cases. At the end of the rotation, the preparation for educating communities in order to accept and respect mentally ill persons was satisfactory. Finally, students provided the difficulties interfering with the assistance of psychiatric patients within the community. In general, objectives are achieved.

Análisis Histórico-Comparativo del Currículum Médico en dos Facultades Mexicanas de Medicina / Historical Comparative Analysis of the Medical Curriculum in Two Mexican Schools of Medicine

Introducción. La Facultad de Medicina de la Universidad Autónoma del Estado de México (FM-UAEM), ha desarrollado siete planes de estudio en sus 50 años de vida, en respuesta a las exigencias educativas y de salud de las pasadas décadas, por lo que el presente estudio se centra en el análisis del currículo 1985 de la Licenciatura de Médico Cirujano de la FM-UAEM y los curricula 1985 y 1995 de la Facultad de Medicina de la Universidad Nacional Autónoma de México (FM-UNAM). Material y métodos. Se realizó un estudio analítico, documental, histórico, transversal y comparativo. Las categorías de análisis fueron: objetivo de la carrera, modelo curricular y plan de estudios. En este último, se analiza la distribución de los créditos académicos así como de horas/semana. Resultados. Los resultados muestran que no existen diferencias en términos del objetivo de la carrera. El modelo curricular es rígido y con predominancia del enfoque flexneriano. No se observa diferencia importante en el total de créditos, sin embargo, la diferencia en el total de horas/semana entre ambas instituciones es significativa. Independientemente de las asignaturas, el estudio hace evidente que el currículo de la FM-UAEM se encuentra proporcionalmente distribuido en torno a créditos académicos y horas/semana por grado escolar. Conclusión. El plan de estudios de 1985 de la FM-UAEM carece de una carga académica eficiente, ofreciendo al alumno múltiples actividades académicas escolarizadas, lo que no responde a las tendencias actuales de la enseñanza de la medicina.

Introduction. The Faculty of Medicine of the Mexico State Autonomous University (FM-UAEM) has developed seven syllabuses along its 50 years of existence to face the educational and health demands of past decades. The present study focuses on analyzing the 1985 curriculum of the Undergraduate Course of Medical Surgeon of the FM-UAEM and the 1985 and 1995 curricula of the Faculty of Medicine of the National Autonomous University of Mexico (FM-UNAM). Material and methods. A historical comparative study was carried out to analyze the following categories: objective of the career, curricular model, and syllabus, in which the distribution of academic credits and hours / week is as well examined. Results. Results showed similarities concerning the objective of the career, a rigid curricular pattern, and a predominance of Flexner view. There are no important differences in the total of credits; however, there is a significant difference in the total of hours / week between institutions. Regardless of the subjects, the study showed that the curriculum of FM-UAEM is proportionally distributed concerning the academic credits and hours / week per school grade. Conclusion. The 1985 syllabus of the FM-UAEM lacks of an efficiently academic significance, offering the student multiple academic activities and ignoring the current trends of medical teaching.

The Educational Objectives-Oriented Requirements of Medical Students' Core Competence / 中华医学教育探索杂志

Based on B.S. Bloom's taxonomy of educational objectives, development of medical students' core competence requirements is paid great attention to meet the needs of society within worldwide medical education community. The Institute for International Medical Education has developed the “Global Minimum Essential Requirements in Medical Education” of medical students' core competence oriented in the educational objectives of physicians.

New Century Educational Objectives of Medical Specialty in the Field of International Vision and Reference / 中华医学教育探索杂志

In recent years, many countries in the world has established the projects of medical education objectives. The goals for the projects are to develop a consensus within the medical education community on the attributes that medical students should possess at the time of graduation, and to set several learning objectives that can guide each medical school as it establishes its own program.Chinese medical schools should feel a sense of urgency in responding to the intent of these actives.

Educational and Learning Objectives of Schools of Public Health / 한국의학교육

Schools of public health are graduate level higher educational institutions training students who will be engaging in educational, research and service activities in the field of public health after completing the educational programs. To meet this institutional goal, the schools of public health should provide diverse academic and professional courses and programs to the students based on their educational objectives. Educational objectives of schools of public health, of course, should well reflect the working definition of public health : public health is the science and art of preventing disease, prolonging life, and promoting physical health and efficiency through organized community efforts. There are 13 schools of public health in Korea an of 1999 including occupational and environmental schools. However, most of them were opened in 1980s and 90s, and therefore, do not have properly described educational and learning objectives. This paper proposes that Korean schools of public health should review their institutional goals and have clearly stated educational objectives. This also proposes development of standardized learning objectives of core subjects such as epidemiology, statistics, environmental health, health education and public health administration. Important units of these core subjects are also provided.

Survey on Behavioral Science Education in Korean Medical Schools and Development of a Standard Syllabus / 한국의학교육

OBJECTIVES: To survey the behavioral science education in Korean medical schools and to develop a standard syllabus for behavioral science course. SUBJECTS: Professors who are in charge of behavioral science course in 32 medical schools in 1996. METHODS: To develop a standard syllabus of behavioral science course for medical school Delphi technique was used. A questionnaire was mailed to each professor who was in charge of the behavioral science course in 32 medical schools to ask about the course objectives and contents and educational method in January 1996 and 27 questionnaires were completed and returned. The course objectives and syllabi of 27 medical schools were listed and mailed to the same professors to check his/her opinion on the necessity of each item for the behavioral science course. Twenty-three questionnaires were returned and analyzed. The opinion of 23 respondents on each objective and syllabus were listed again and mailed back to the respondents and asked to check if he/she agree with the other respondents' opinion. Nineteen questionnaires were collected. From this results a standard syllabus was developed. RESULTS: We recommend that educational objectives of behavioral science course for medical students include understanding of human behavior in biologic, psychologic and sociocultural contexts, understanding of the relationship between body and mind (stress and diseases), acquiring techniques for establishing doctor-patient relationship, and acquiring knowledge and skill for holistic approach to patient care. Recommendable syllabi for behavioral science course are medicine and behavioral science (basic principles of human behavior), body and mind, growth and development, family and health, medical care and society and culture, illness behavior, physician's identity, doctor-patient relationship, communication (clinical interview), and psychologic aspects of human behavior. We recommend that the behavioral science course be offered in the first and second grades of medical students, be integrated into the medical curriculum to link better with clinical courses. Duration of course needs to be expanded from 25.2 hours on the average at present to at least 48 hours. To improve the effectiveness of behavioral science education, it is necessary to develop various teaching methods such as small group discussion, panel discussion, case study, role play and clinical practicum. It is recommended that behavioral science be taught by a team consisted of behavioral scientists and physicians with behavioral science background including psychiatrists instead of by psychiatrist alone.

The Changes in the Educational Goals and Objectives of Medical Schools in Korea / 한국의학교육

We reviewed the educational goals and objectives of the 32 medical schools in Korea, which is based on the 1992's, 1994's, and 1996's edition of the Directory of Korea Medical Education. The purpose of this study is to find trend of their changes and to help revise them. Among the 32 medical schools in Korea, 31(96.9%) described goals and objectives separately on 1996's edition, while 26(81.3%), 19(59.4%) on 1994's, 1992's, respectively. The medical ethics and morality was becoming more important; 30(93.8%) medical schools on 1996's and 1994's edition, while 26(81.3%) on 1992's. There were more emphases on the promotion of the ability of community services in health and of self study. For the promotion of the ability of community services in health; 26(81.3%) medical schools on 1996's edition, while 23(71.9%), 19(59.4%) on 1994's, 1992's, respectively. For the promotion of the ability of self study; 25(78.1%) medical schools on 1996's edition, while 21(65.6%), 15(46.9%) on 1994's, 1992's, respectively. The cultivation of primary care physician was becoming the primary goal of medical schools; 23(71.9%) medical schools on 1996's edition, while 12(37.5%), 9(28.1%) on 1994's, 1992's respectively. Teaching medical knowledge and clinical skills were still regarded as important; 21(65.6%) medical schools on 1996's edition, while 20(62.5%), 23(71.9%) on 1994's, 1992's, respectively. The inclusion of medical scientists in the possible job lists was also eminent; 14(43.8%) medical schools on 1996's edition, while 11(34.4%), 6(18.8%) on 1994's, 1992's, respectively. The ultimate educational goal of university was becoming prominent; 21(65.6%) medical schools on 1996's edition, while 15(46.9%), 11(34.4%) on 1994's, 1992's, respectively.