Analysis of information labeling in instructions of antitussive and expectorant drugs in 34 children’s medical institutions / 中国药房

OBJECTIVE To understand the information labeling of children’s medication in the instructions of antitussive and expectorant drugs commonly used in children’s medical institutions， analyze the existing problems， and propose relevant suggestions. METHODS The instructions for 100 antitussive and expectorant drugs commonly used in 20 tertiary children’s hospitals （centers） and 14 maternal and child health hospitals （centers） with regional representativeness in China were collected， and the information labeling of children’s medication in the instructions was investigated and analyzed. RESULTS There were only 7 kinds of antitussive and expectorant drugs for children， and the others were non-specific drugs for children. Among antitussive and expectorant drugs， tablets accounted for 18.00%， injections for 18.00%， and capsules for 4.00%. Among 100 antitussive and expectorant drugs， 72 （72.00%） labeled the usage and dosage for children， 63 （63.00%） labeled the medication items for children， 59 （59.00%） indicated the information of children in the precautions， and pharmacokinetic parameters for children were absent. Compared with imported antitussive and expectorant drugs or the drugs manufactured by joint ventures， there were many missing labeling of medication information for children with Chinese drugs. Among 63 kinds of drug instructions labeled with medication items for children， various instructions information had little guiding significance. CONCLUSIONS There is a lack of labeling in the instructions of antitussive and expectorant drugs for children， and the proportion of special drugs for children remains low. Pediatric drug information in the instructions has little guiding significance for pediatric medication. Relevant departments should further promote the completeness of pediatric medication information in the instructions of antitussive and expectorant drugs to ensure the rational use of children’s medication.

Satisfaction levels of students toward online teaching and assessment in a medical college in North India during COVID-19 related lockdown

Background: Medical colleges had to adopt online teaching methods after the imposition of worldwide lockdown due to COVID related pandemic. It is important to understand satisfaction levels among medical students regarding online teaching, to improve online teaching methods in future. Aim and Objectives: The present study aimed to evaluate the satisfaction levels among medical students with regard to online teaching and assessment program and factors associated with low satisfaction levels. Materials and Methods: An observational cross-sectional survey was conducted on 600 MBBS students. Various online teaching methods were implemented April 2020 onward. This survey was sent to the students in July 2020. Satisfaction levels toward various online teaching and assessments were evaluated using a five point Likert scale. Results: A total of 446 MBBS students responded to our survey. We found 1st year of MBBS curriculum (adjusted odds ratio [AOR] = 2.55, P < 0.05), teachers’ inability to explain theory concepts (AOR = 2.47, P < 0.01), teachers not keeping the class interactive (AOR = 1.81, P < 0.01), student unable to hear the teacher adequately (AOR = 1.77, P < 0.01), student being inattentive in class (AOR = 2.06, P < 0.01), and non-availability of high speed internet connectivity (AOR = 1.85, P < 0.001) to be significantly associated with students not being overall satisfied with online teaching. Conclusion: Online platforms proved to be relevant for teaching theory but usefulness for clinical or practical education was not found to be adequate.

Trabalho, formação e política em debate na pesquisa-intervenção em uma Unidade Básica de Saúde (UBS) de Porto Alegre (RS) / Work, professional development, and politics in debate in an intervention-research in a Basic Health Unit in Porto Alegre (RS)

Este artigo coloca em debate a relação entre trabalho, formação e política a partir de uma experiência de pesquisa-intervenção realizada com trabalhadores de uma Unidade Básica de Saúde do município de Porto Alegre. Iniciamos posicionando a tríade "trabalho-formação-política" esboçando a compreensão que temos dessa relação. A seguir, apresentamos os principais operadores teórico-metodológicos utilizados na pesquisa, destacando o emprego da cartografia e o dispositivo da instrução ao sósia. Por fim, desenvolvemos trechos do material analisado por meio dos operadores conceituais e metodológicos propostos, indicando que a análise da atividade suscita a colocação de problemas aos saberes construídos no trabalho, constituindo outras maneiras de trabalhar em meio a debates que envolvem decisões relacionadas aos impactos do trabalho para os trabalhadores e o território onde atuam. Concluímos, com base na investigação feita, que a construção de saberes ao trabalhar não é somente uma tessitura de si ou de saberes, mas também, e necessariamente, da própria política, visto que viver o/no/pelo trabalho, renormatizando os processos, implica a tessitura dos modos de viver em conjunto

This article discusses the relationship between work, professional development, and politics based on an intervention-research experience conducted with workers of a Basic Health Unit in the city of Porto Alegre. We begin by positioning the "work-education-politics" triad, outlining our understanding of this relationship. Next, we present the main theoretical-methodological operators used in this research, highlighting the use of cartography and the device of the instruction to the double. Finally, we developed excerpts of the analyzed material with the proposed conceptual and methodological operators, indicating that the analysis of the activity leads to posing problems to the knowledge built at work, constituting other ways of working in the midst of debates that involve decisions related to the impacts of the work for the workers and the territory where they work. We conclude, based on the investigation carried out, that the construction of knowledge when working is not only a weaving of itself, or of knowledge, but also, and necessarily, of the policy itself, since living the/in/through work, normalizing the processes again, implies weaving the modes to live together

An Alternative Attempt at a Fully Online Practical Training in Physiology / 医学教育

Saitama Medical School offers practical training in physiology to second-year medical students. Due to the increase in COVID-19 infections, one of the courses, “Nerve Excitation and Conduction” was conducted as remote practical training in 2021. The remote practical training was conducted with the same content as face-to-face practical training. In this course, students watched experimental videos. then they used Zoom and Google Slides to analyze and discuss the reconstructed data which they had obtained the previous year. As a result, the remote practical training provided a uniform training opportunity unlike the face-to-face practical training. Thus, we believe that the learning effectiveness of remote practical training was sufficient, although some improvements are needed. Educational content for fully online practical training is highly useful.

Study of Contraceptive Duration Described in the Information Materials of Prescription Drugs Requiring Contraception / 医薬品情報学

Objective: In the instructions for package inserts (PI) of prescription drugs revised in June 2017, the section “persons with reproductive potential” was established under “precautions concerning patients with specific backgrounds.” The description rules associated with contraceptive duration were modified in these. In this study, we investigated descriptions of contraceptive duration in PI that were prepared based on the revised instructions, interview forms (IF), and other proper use materials (PM).Methods: We collected PI, IF, and PM of prescription drugs containing a new active ingredient approved from April 2017 to March 2022 for which the PI were prepared based on the revised instructions and investigated descriptions of PI, contraceptive duration, and its evidence in each information material.Results: Of the 181 drugs studied, 43.1 and 12.7% required females and males to use contraception during the period of drug consumption, respectively. Among these, the ratio of drugs that had descriptions of contraceptive duration were 15.4 and 0% for females and males at PI, respectively; 51.3 and 39.1% for female sand males at IF, respectively. Anticancer drugstended to describe contraceptive duration in the PM rather than PI or IF. For some drugs, there was no description of contraceptive duration in any of the materials. Contraceptive durations ranged from the period of administration of that drug to over a year for females and approximately one week to six months for males. The reasons for these contraceptive durations were diverse.Conclusion: Contraceptive information in the PI based on revised instructions were not sufficient for use by healthcare workers, even when the IF and PM were confirmed. These results suggest that there is a need for standardizing the descriptions, types of materials to be described, and choice of evidence for contraceptive duration.

Lectura académica: Revisión de estudios empíricos y reflexiones teóricas en contextos hispanohablantes / Academic reading: review of empirical studies and theoretical reflections in spanish-speaking contexts

La lectura en la universidad es un tema de creciente preocupación en contextos hispanohablantes. Por ello se planteó como objetivo indagar qué se ha dicho sobre la alfabetización académica y qué diagnósticos se han hecho sobre este tema. Se llevó a cabo una revisión narrativa dentro del paradigma cualitativo de investigación con técnica de análisis de contenido. Se hizo un rastreo de documentos publicados entre los años 2000 y 2020 en bases de datos de acceso abierto. Se encontraron 25 documentos sobre 21 estudios empíricos con diversidad de técnicas y población objetivo, donde se muestran las prácticas de lectura referidas por estudiantes y vistas en el aula, el abordaje de los docentes e instituciones y, evaluaciones diagnósticas de las habilidades de lectura. En cuanto a los estudios empíricos, se han realizado diferentes caracterizaciones donde se identifica que las prácticas de lectura de los estudiantes en el aula y por fuera de ella, no favorecen el desarrollo de un nivel lector experto. Además, las evaluaciones de comprensión de textos se alinean con la propuesta teórica de niveles ascendentes de lectura que sigue siendo muy usada. Como parte de las reflexiones teóricas, se encontró que desde el constructo de alfabetización académica se concibe la lectura como una habilidad que continúa desarrollándose y depende de la situación en la que se aplique

Reading in higher education is an issue of growing concern in Spanish-speaking contexts. Therefore, the aim was to find out what has been said about academic literacy and what diagnoses have been made on this subject. A narrative review was carried out within the qualitative research paradigm using the content analysis technique. A crawl of documents published between 2000 and 2020 in open access databases was carried out. Twenty-five documents were found on 21 empirical studies with a diversity of techniques and target population, showing the reading practices referred to by students and seen in the classroom, the approach of teachers and institutions, and diagnostic assessments of reading skills. As for empirical studies, different characterizations have been made where it is identified that students' reading practices in the classroom and outside it, do not favor the development of an expert reading level. In addition, text comprehension evaluations are aligned with the theoretical proposal of ascending reading levels, which is still widely used. As part of the theoretical reflections, it was found that from the academic literacy construct, reading is conceived as a skill that continues to develop and depends on the situation in which it is applied.

Desarrollo del discurso narrativo en niños ecuatorianos de 6 años / The development of narrative discourse in Ecuadorian 6-year-old children

Resumen Existe consenso en la literatura acerca de la importancia del andamiaje del adulto en el desarrollo de la cognición y, particularmente, de las habilidades lingüísticas de los niños (Bruner, 1986; Nelson, 1996; Vygotsky, 1978). En este sentido, el presente trabajo tuvo por objetivo examinar la incidencia de la intervención del adulto, según su metodología de enseñanza, en el desempeño narrativo de niños de primer grado. Para ello, se evaluó el rendimiento en una tarea de recuento de relatos de dos grupos de niños que concurrían a primer grado en escuelas del distrito de Quito que sostenían una metodología diferente: mientras que una de ellas se atenía exclusivamente a los lineamientos del diseño curricular planteado por el Ministerio de Educación, en la otra se incorporaban, además, estrategias de los libros Letras y sonidos I (Jara de Torres, 2001) y Aprendo y escribo (Jara de Torres, 2003) -adaptados de la propuesta integral de la editorial Abeka- y principalmente se recurría a la lectura dialógica y a la enseñanza explícita de habilidades de producción de relatos. Se analizaron las narrativas producidas por los niños a principio y a fin de año y se comparó el desempeño de ambos grupos atendiendo tanto a la cantidad de información recuperada como al tipo de información y los recursos lingüísticos puestos en juego. Se observaron diferencias significativas en las variables mencionadas, lo cual brinda evidencia acerca de la incidencia positiva de la lectura dialógica y la enseñanza de habilidades de producción de relatos en el desarrollo narrativo.

Abstract There is a consensus in the literature about the importance of adult scaffolding in the development of children's cognition and language skills (Bruner, 1986; Nelson, 1996; Vygotsky, 1978). This document analyzes first grade children's narrative development in order to verify the incidence of adult intervention and teaching methodology. For this purpose, the performance of two groups of children enrolled in first grade of school in the district of Quito was analyzed. Two different teaching methodologies were observed: while one of them exclusively adheres to the guidelines of the curriculum design proposed by the Ministry of Education, the other one incorporates strategies from the books Letters and Sounds I (Jara de Torres, 2001) and Learn and Write I (Jara de Torres, 2003) -adapted from the proposal by editorial Abeka. The narratives performed by the children at the beginning and at the end of the school year were analyzed and each performance of both groups was compared based on the amount of information retrieved and the type of information and linguistic resources used. The stories were presented to the children in audiovisual format (steady images and recorded voice). For task administration, the children were instructed to listen and look at the story very carefully because they had to recount it to a friend or family member. The children's remarks were recorded on audio for later analysis. Descriptive and inferential statistical methods were used in order to analyze and compare the linguistic and cognitive performance in the production of stories of the two groups of children in the different evaluation. Significant differences were observed in the variables analyzed, which provides evidence about the positive incidence of dialogic reading and the teaching of story production skills in narrative development. Differences in the performance of schools, especially in first graders, cannot be attributed to maturational factors since both groups are conformed by children of the same chronological age. Neither by the socioeconomic factors, since, in fact, group A was composed of children who attend a rural school and most of them happened to have low resources. Therefore, the significant improvement in the performance of the children of group A at the end of the school year could be attributed to the intervention of their teacher's work. It is thought that this advance in retell story skills is due to an improvement in the understanding of the basic story, however there are studies that observe that the level reached in this process does not directly affect the quality of children's narrative performance (Bustos Ibarra et al., 2014). In consequence, the improvement in the children's narrative performance of group A can be linked not only to the work carried out by the teachers with texts but also to the situations of story production involved. Many investigations have observed that adult scaffolding during story reading has a positive effect on children's linguistic and discursive development (Sénechal, Le Fevre, Hudson & Lawson, 1996; Trabasso & Nickels, 1992; Wasik & Bond, 2001; West et al., 2021). In fact, as Wells (1988) points out in a pioneering study, while reading stories contributes to children's linguistic development, the parallel text generated by teachers through their interventions to explain vocabulary, make inferences explicit, relate events and post-reading reconstruction has shown a greater effect than just reading any kind of story aloud. Thereupon, the results obtained in this work show the relevance not only of the teacher's texts daily reading but, mainly, of the intervention strategies and methodologies that they use to promote comprehension and textual production in the classroom.

MEDIA AND ITS ROLE IN TEACHING LEARNING PROCESS IN SCHOOLS

Media has turned into an indispensable a piece of our lives. It encompasses US and is utilized in almost every aspect of life. With the headways in innovation, media might be utilized for educating and learning capacities ever previously. Media helps instructors in introducing data to understudies by sharing them extra successfully than old ways though moreover giving a few edges to every understudies and educators. Nonetheless, a few detriments must be constrained to be considered once exploitation media also. This post can examine elective ways you'll have the option to utilize media along with your understudies, but it impacts their learning cycle, its advantages, and downsides, subsequently you'll have the option to fabricate a privy approach it or not this device is right for you

Effectiveness of combined flipped and classroom-based instruction in teaching pulmonary ultrasound to first-year medical students

Background and Objectives of the Study@#The study aimed to determine the effectiveness of combining flipped classroom on pulmonary ultrasound instruction in first-year medical students with traditional classroom-based instruction and compared it to traditional classroom-based instruction alone. The insights of the teachers and the students on the implementation of both interventions were also evaluated.@*Research Methodology@#This is a mixed qualitative (concurrent triangulated) and quantitative research. Baseline procedural knowledge and skills of a total of 282 students on the lung ultrasound scanning using pre-test 20-item summative test, multiple-choice question type of examination, and a pre-test narrative test on lung ultrasound were obtained. A postintervention summative assessment and narrative test were administered. Statistical analyses were done to compare the scores. A thematic analysis was done to evaluate the responses to the survey.@*Results@#138 students were randomly assigned to the classroom-based instruction group, while 144 students in the combined flipped and classroombased instruction group. The number of students who passed the summative (MCQ) test and were given flipped classroom and classroom-based instruction increased (6.3% to 79.9%; p<0.001) and the number of students given classroom-based instruction only, significantly increased (4.3% to 79.9%; p<0.001). The nu mber of students who passed the narrative test and were given flipped classroom and classroombased instructions increased (2.1% to 84.0%; p<0.001) and the number of students given the classroom-based instruction only, also significantly increased (3.6% to 84.2%; p<0.001). The students appreciated the classroom-based instruction because of the knowledgeable facilitators, the very concise approach, that is understandable and done in real-time. In addition, the flipped classroom was likewise helpful and a good introduction before the classroom-based instruction. The facilitators have noticed that the ease in instruction was influenced by the student’s enthusiasm and willingness to learn.@*Conclusion@#Flipped classroom in addition to classroom-based instruction, and classroom based instruction were effective in teaching pulmonary ultrasound to First-year medical students.

Application of anchored instruction combined with PBL in the clinical teaching of department of gynecology / 中华医学教育探索杂志

Objective:To analyze the application effects of anchored instruction combined with problem-based learning (PBL) in the clinical teaching of department of gynecology.Methods:Taking the implementation time (June 2020) of anchored instruction combined with PBL in the hospital, 86 clinical interns who entered the department of gynecology before the implementation (from April 2019 to May 2020) were included in control group, and this group adopted traditional teaching method; 82 interns enrolled after the implementation (between June 2020 and December 2020) were selected as observation group and were given new teaching method. The theoretical assessment results, practical operation results, independent learning ability and teaching satisfaction were compared between the two groups after 1 month of training. SPSS 22.0 was used for t test and rank sum test. Results:After 1 month of training, the scores of theoretical assessment results [(81.20±10.64) vs. (73.96±8.25)] and mini-clinical evaluation exercise (Mini-CEX) scale of observation group were significantly higher than those of control group, and the independent learning ability and teaching satisfaction evaluation were significantly better than those of control group ( P<0.05). Conclusion:Anchored instruction combined with PBL can effectively improve the independent learning ability and learning satisfaction of interns in department of obstetrics and gynecology, with good application effects.

Application of heuristic teaching combined with anchored instruction in emergency department nursing teaching / 中华医学教育探索杂志

Objective:To explore the application value of heuristic teaching combined with anchored instruction in nursing teaching in emergency department.Methods:A total of 80 nursing students assigned to the Emergency Department of The First Affiliated Hospital of Air Force Medical University from July 2019 to October 2020 were divided into control group and research group, with 40 cases in each group. The control group used traditional teaching, and the research group used heuristic teaching combined with anchored instruction. At the end of the practice, the teaching effect was evaluated through the examination results (theoretical examination and scenario simulation practice skills examination) and questionnaire survey of teaching quality and teaching satisfaction. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical examination scores [(93.20±2.88) vs. (90.53±3.06)] and the practical skill examination scores (basic operation examination, specialized operation examination and comprehensive quality) of the study group were higher than those of the control group, and the difference was statistically significant ( P<0.05). The overall situation of teaching quality and teaching satisfaction of nursing students in the study group was significantly higher than that in the control group, and the difference was statistically significant ( P<0.05). Conclusion:Heuristic teaching combined with anchored instruction is helpful to improve the theoretical knowledge, practical skills, operation level and comprehensive quality of nursing students, and has good popularization value in clinical nursing teaching.

Interpretation of Technical Specifications for Revision of Safety Information in Marketed Chinese Patent Medicine Instructions / 中国中药杂志

Technical Specifications for Revision of Safety Information in Marketed Chinese Patent Medicine Instructions,a series of group standards,were proposed by Professor ZHANG Bing from Research Center for Pharmacovigilance and Rational Use of Traditional Chinese Medicine,and underwent centralized management by Chinese Association of Chinese Medicine. They were officially released on July 23 and implemented on July 31,2021. The series of group standards consist of six sections,including general principles,adverse drug events,contraindications,precautions,application for special populations,and warnings. The section of general principles is comprised of holistic and programmatic expressions,which explain the general technical requirements for revising the marketed Chinese patent medicine instructions. The other five sections focus on information collection,screening,transformation,and illustration of specific items,forming a standardized revision technical process. This series of standards is the result of multiple rounds of research and the suggestions of more than 200 experts in different professional fields of " medicine-pharmacy-management-law-enterprise" have been gathered therein to reach a consensus. With the purposes of establishing standardized technical specifications for the revision of safety information in the marketed Chinese patent medicine instructions,guiding marketing authorization holders in revising the instructions,filling the gaps in the research of Chinese patent medicine instructions,promoting the deve-lopment of pharmaceutical care and academic research,and encouraging the rational and safe medication of Chinese patent medicine,the series of group standards is of great significance.

Series of group standards of Technical Specifications for Revision of Safety Information in Marketed Chinese Patent Medicine Instructions / 中国中药杂志

Drug instructions,the statutory and technical documents recording effectiveness and safety information,are an important basis for guiding doctors,pharmacists,and patients to use drugs rationally,and their scientificity,standardization,and accuracy directly affect the medication safety of the public. The sections of adverse drug events,contraindications,precautions,warnings,and application for specific populations in drug instructions directly express safety information and measures for rational use of drugs. In the drug life cycle,marketing authorization holders( MAHs) need to update safety information in the instructions promptly to ensure the safety and effectiveness of clinical drug medication. At present,revising instructions is an important measure to control drug risks. In the drug life cycle,in order to standardize the revision of safety information in the instructions by MAHs and eliminate inexact terms such as " unclear",the Technical Specifications for Revision of Safety Information in Marketed Chinese Patent Medicine Instructions,a series of group standards,have been established under the guidance of Standardization Department,China Association of Chinese Medicine. Therefore,on the basis of the existing rules and regulations,the standardized technical procedures for revising instructions came into being to help clinical safe and rational medication of drugs,and implement the strategy of " Healthy China".

Exploration of multi-faceted model in plant biology teaching / 生物工程学报

Plant biology is a basic course for students majoring in biological science. Under the guidance of developmental biology, we have constructed a comprehensive, systematic and dynamic new curriculum system for plant biology. There are still some problems existing in the current curriculum teaching mode, e.g. the students do not listen carefully to the lecture due to single classroom teaching mode, the mismatch between theoretical and experimental courses in terms of content and timing, the incomplete understanding on plants and the difficulty of integrating learning and practicing due to insufficient field practices. In view of these problems, a series of new teaching strategies for bioscience major of Harbin Institute of Technology were proposed and implemented. The combination of lectures and high quality massive open online courses (MOOC) were used for theoretical study, to which the flipped classroom was added. In addition, the theoretical study and the experiment work were combined. Moreover, the plant cognitive practices were carried out in the campus and the botanical garden in early spring, late spring and summer, respectively. Satisfactory results were achieved after two rounds of teaching practice, which fulfilled the education requirements and laid foundations for students to continue follow-up basic and professional courses.

Some Problems and Risk Analysis of Infusion Pump Instructions / 中国医疗器械杂志

OBJECTIVE@#10 instructions of infusion pumps were contrasted and analyzed in order to explore the problems of instructions, furthermore improve the product safety.@*METHODS@#Analyzed the scopes of application, requirements of infusion apparatus, maintenance methods and cycles, battery maintenance, and service life, etc.@*RESULTS@#There were 5 products in 10 which did not indicate contraindications. One product only provided the thickness range of the tube wall of the infusion apparatus instead of specific brands. The cleaning cycles of 9 products varied from 2 to 12 months. One product did not clarify the service life.@*CONCLUSIONS@#It is recommended that manufactures should improve the product instructions to ensure the safety of infusion pumps.

O processo de trabalho de um ambulatório de oncologia em análise / The work process of an oncology outpatient clinic under analysis

O alto índice do câncer é algo preocupante em todo o mundo. A modalidade de tratamento mais utilizada em oncologia são os quimioterápicos, que, por sua vez, trazem o desconforto por seus efeitos colaterais tão temidos, como náuseas, vômitos, alopecia, entre outros. Se, por um lado, lidar com a dor e o sofrimento faz parte do trabalho em saúde, por outro, isso não pode significar que o trabalhador tenha que carregar as consequências como uma carga de sofrimento individual inerente às suas escolhas profissionais. Afinal, lidar com a dor e o sofrimento é uma necessidade e um bem social inestimável, que precisa ser reconhecido e valorizado nas instituições. Os objetivos deste estudo consistem conhecer os processos de trabalho junto da equipe de enfermagem no ambulatório de oncologia; promover o diálogo e a reflexão da atividade desenvolvida pela equipe de enfermagem no ambulatório de oncologia a partir do método de Instrução ao Sósia; analisar os processos de trabalho da equipe de enfermagem do ambulatório de oncologia por meio do método de Instrução ao Sósia; propor a implantação de supervisão/de reuniões de equipe com o intuito de produção coletiva do trabalho. O cenário foi o ambulatório de oncologia de um hospital público federal do estado do Rio de Janeiro; os participantes foram os integrantes da equipe de enfermagem que atuam na sala de terapia na qual se administram os quimioterápicos. Nos resultados: a dificuldade de instruir o outro na terceira pessoa trata da complexidade que é falar de sua atividade como algo fora de si; o reconhecimento de que o trabalho na quimioterapia é muito focado na técnica, e que, muitas vezes, o trabalhador esquece o poder que existe a cada encontro com o usuário e suas singularidades, mostrando aí que, frequentemente, o trabalhador é capturado pelo "trabalho morto" em detrimento do "trabalho vivo"; a falta de espaço para discussões diárias para trocas e reflexões da prática, trazendo a necessidade de reuniões; e a falta de atendimento psicológico aos profissionais do ambulatório de oncologia. Esta pesquisa traz à luz assuntos que, de fato, precisam ser vistos pelos gestores, líderes que atuam no setor referido: do quanto investimentos com espaços de Educação Permanente em Saúde, para reflexões e resoluções sobre a prática do cuidado em saúde, são essenciais; a atenção à saúde do trabalhador do ambulatório em oncologia deve ser vista e, assim, considerar que se um profissional é bem assistido, o paciente também o será. Cuidando de quem cuida, certamente reverberará em seu cuidado ao usuário.

The high rate of cancer is something worrisome around the world. The most used treatment modality in oncology is chemotherapy, which in turn brings discomfort due to its feared side effects such as nausea, vomiting, alopecia, among others. If, on the one hand, dealing with pain and suffering is part of health workers, on the other hand, this cannot mean that workers have to bear the consequences as a burden of individual suffering inherent to their professional choices. After all, dealing with pain and suffering is an invaluable need and social good that needs to be recognized and valued in institutions. The objectives of this study are: to know the work processes with the nursing team in the oncology outpatient clinic from the use of the method of instruction to the double and thus expand the resources for the action of their activities; to identify the challenges encountered in practice for the care of people using chemotherapy; and to promote transformations in the work processes. This is a qualitative study, which used the method of instruction to the double, promoting dialogue and reflection among workers. The scenario was the oncology outpatient clinic of a federal public hospital in the state of Rio de Janeiro, the participants were the members of the nursing team working in the therapy room where chemotherapy is administered. Results: the difficulty of instructing the other in the 3rd person addresses the difficulty that is to speak of their activity as something outside of themselves; the recognition that the work in chemotherapy is very focused on the technique, and that often the worker forgets the power that exists at each meeting with the user and its singularities, showing that the worker is often captured by "dead work" to the detriment of "living work"; the lack of space for daily discussions for exchanges and reflections of practice, bringing the need for meetings; the lack of psychological care for the professionals of the oncology outpatient clinic. Final considerations: this research brings to light issues that need to be seen by managers, leaders working in the referred sector, of how much investment with spaces of Permanent Education in Health are essential for reflections and resolutions on the practice of health care, the health care of the outpatient worker in oncology should be seen and thus it should be considered that if the professional is well-attended, the patient will be, too. Taking care of those who care will certainly reverberate in their care towards the user.

Alfabetização e Letramento: Uma Discussão sobre Gêneros Textuais Digitais / Alphabetization and Literacy: A Discussion about Digital Textual Genres / Alfabetización y Literacia: Una Discusión sobre los Géneros Textuales Digitales

Este artigo tem o objetivo de discutir contribuições do uso de gêneros textuais digitais no processo de alfabetização e letramento. Em situações vivenciadas em sala de aula é notável que as novas tecnologias trazem grande motivação aos alunos. Tal observação assinala a possibilidade de empregar ferramentas tecnológicas como recursos didáticos que potencializem os processos de alfabetização e de letramento. Diante disso, questionamos: os gêneros textuais digitais podem fomentar a aprendizagem da linguagem escrita no início do processo de escolarização? Para responder a essa questão, buscamos embasamento na Teoria Histórico-Cultural e em princípios da teoria bakhtiniana. Inicialmente, analisamos o papel do professor diante do processo de ensino e aprendizagem da linguagem escrita. Na sequência, discorremos a respeito dos processos de alfabetização e letramento. Posteriormente, apresentamos algumas reflexões a respeito da possibilidade de gêneros discursivos digitais promoverem tais processos. Esperamos que tais reflexões auxiliem o leitor a pensar a organização do ensino da linguagem escrita, buscando assegurar a todos os alunos a apropriação desse conhecimento, condição para o pleno desenvolvimento. (AU)

This article aims to discuss contributions of the use of digital textual genres in the literacy and initial reading instruction process. In situations experienced in the classroom, it is remarkable that new technologies bring great motivation to students. Such observations show the possibility of using technological tools as didactic resources that enhance the initial reading instruction and literacy process. Therefore, we question: can digital text genres promote written language learning at the beginning of the schooling process? To answer this question, we look for a basis in Historical-Cultural Theory and in Bakthin´s theory principles. Initially, we analyze the role of the teacher in the process of teaching and learning written language. Next, we discuss the processes of initial reading instruction and literacy. Later, we present some reflections on the possibility of digital discursive genres promoting such processes. We hope that such reflections will help the reader to think about the organization of written language teaching, seeking to ensure to all students the appropriation of this knowledge, a condition for full development. (AU)

Este artículo tiene como objetivo discutir las contribuciones del uso de géneros textuales digitales en el proceso de alfabetización y letramiento. En situaciones vividas en el aula es destacable que las nuevas tecnologías aporten una gran motivación a los alumnos. Esta observación indica la posibilidad de utilizar herramientas tecnológicas como recursos didácticos que potencian los procesos de alfabetización y letramiento. Por lo tanto, nos preguntamos: ¿fomentan los géneros textuales digitales el aprendizaje del lenguaje escrito al inicio del proceso escolar? Para contestar a esta pregunta, buscamos nos basar la Teoría Histórico-Cultural y en los principios de la teoría bajtiniana. Inicialmente, se analizó el papel del maestro en el proceso de enseñanza y aprendizaje de la lengua escrita. A continuación, discutimos la alfabetización y los procesos de letramiento. Posteriormente, presentamos algunas reflexiones acerca de la posibilidad de que los géneros discursivos digitales promuevan este tipo de procesos. Esperamos que tales reflexiones ayuden al lector a pensar en la organización de la enseñanza de la lengua escrita, buscando asegurar a todos los estudiantes la apropiación de este conocimiento, condición para el pleno desarrollo. (AU)

De Elton Mayo a Ivar Oddone: redescobrir a instrução ao sósia / From Elton Mayo to Ivar Oddone: rediscovering the instruction to the double

O presente texto foi publicado originalmente como prefácio de uma obra de Yves Clot em homenagem a Ivar Oddone. Decidimos publicá-lo no formato de artigo, com a autorização do autor, por considerarmos que traz importantes e atuais contribuições para o campo do trabalho em intercruzamento com diversas teorias: Clínica da Atividade, Ergologia, Ergonomia, Saúde do Trabalhador, dentre outras. Neste texto, Yves Clot retoma aspectos significativos da obra de Ivar Oddone e tece reflexões sobre aspectos originais dessa, nem sempre considerados pelos estudiosos da área. Assim, faz uma análise comparativa com as propostas apresentadas por Elton Mayo, as quais se sagraram como importante ferramenta para o desenvolvimento do capitalismo industrial sob a suposta égide do enaltecimento do aspecto humano nas situações de trabalho. Ao contrário das concepções e práticas de Mayo, que foram efetivamente voltadas para o aumento da produtividade das empresas e, portanto, para a exploração dos trabalhadores, Oddone buscou reconhecer e valorizar o saber dos operários, com o intuito de que esse se configurasse como um contrapoder ao ampliar o seu poder de agir na situação de trabalho, aspectos que são amplamente discutidos por Clot no texto que ora apresentamos.¹

This text was initially published as a preface written by Yves Clot in honor of Ivar Oddone. We decided to publish it as an article, authorized by the author, as we believe that it brings important and current contributions to the field of work, in interseccion with several theories: Clinic of Activity, Ergology, Ergonomics, Worker's Health, among others. In this text, Yves Clot takes up highlights of Ivar Oddone's work and produces reflections about its original aspects, not always considered by experts in the field. Thus, he makes a comparative analysis with those aspects and the proposals presented by Elton Mayo, which have become an important tool for the development of industrial capitalism under the supposed appreciation of the human sides in work situations. Contrary to Mayo's conceptions and practices, which were aimed at increasing the productivity of companies and, therefore, at the exploitation of workers, Oddone sought to recognize and value the knowledge of workers, intending that this was used as a kind of counterpower, by expanding its power to act in the work situation, points that are widely discussed by Clot in the text that we present now.

Innovación emergente para la COVID-19: taller virtual sobre el uso educativo de la plataforma Moodle / COVID-19 Emergent Innovation: Virtual Workshop about Moodle Platform Educative Use

Introducción: se requiere el desarrollo de competencias docentes para programar soluciones significativas a los problemas educativos identificados. Objetivo: analizar una innovación para la capacitación profesoral en el uso educativo de la plataforma Moodle, como estrategia emergente durante el aislamiento social por la COVID-19. Metodología: se desarrolló una investigación descriptiva, con enfoque cualitativo, aplicando la metodología de la sistematización de experiencias. Resultados: en la determinación de la situación a mejorarse se reconoció la escasa experiencia de los docentes del departamento con el uso de la plataforma Moodle; la elección de los contenidos, tecnología y actividades estuvo en función de organizar un aprendizaje gradual que contemplara el tratamiento de las esencialidades de las innovaciones educativas con las TICs, haciendo uso de recursos educativos disponibles en la plataforma Moodle. Conclusiones: la innovación desarrollada durante el aislamiento social por la COVID-19, puso de manifiesto su eficacia y transferibilidad(AU)

Introduction: it is required to develop professor's competences to program significant responses to identified educational problems. Objective: to analyze an innovation for instructing professors in the educative use of platform Moodle developed as an emergent strategy during social isolation due to the COVID-19. Methodology: it was developed a descriptive and qualitative investigation, applying the experience systematizing methodology. Results: the learning situation to activate was the departmental professor's experience with the Moodle platform use; the contents, technology and activities selection procured the use of Moodle recourses to organize a planned learning of educative innovation inner essentialities; to evaluate the innovation results there were considered its efficacy and transferability. Conclusions: the virtual methodological workshop developed during social isolation due to the COVID-19 evidenced its efficacy and transferability(AU)

Thinking on PBL teaching for health inspection and quarantine undergraduate / 中华医学教育探索杂志

This paper discusses from two aspects of case writing and PBL implementation experience. PBL cases should be based on professional requirements and reflect professional characteristics. Health inspection and quarantine cases targeted at application-oriented talent cultivation can be integrated into relevant experimental skills items. At the same time, the forms of case writing are expanded according to the differences of theme forms, which are designed as parallel cases and serial cases, so as to be applicable to the curriculum integration in different areas. In the implementation of PBL teaching, students' learning status is the key to the efficiency of classroom discussion, which determines whether the implementation of PBL is completely autonomous learning or embedded instruction. Teachers should establish cooperative learning atmosphere to improve the efficiency of classroom discussion