Processos de reflexividade dos psicólogos do esporte e coaches: um estudo fenomenológico / Reflexivity processes of sport psychologists and coaches: a phenomenological study / Procesos de reflexividad de psicólogos del deporte y coaches: un estudio fenomenológico

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

Working in the time of COVID-19: Rehabilitation clinicians' reflections of working in Gauteng's public healthcare during the pandemic

Background: When the coronavirus disease 2019 (COVID-19) pandemic manifested in South Africa, rehabilitation services were seriously affected. The consequences of these were wide-ranging: affecting service users, their families and caregivers, rehabilitation practices and practitioners as well as the integrity and sustainability of rehabilitation systems. Objectives: This study aimed to explore the nature and consequences of disruption caused by the pandemic, based on the experience of rehabilitation clinicians who were working in public healthcare facilities in Gauteng. Methods: This was a phenomenology study that used critical reflection method. Trained and experienced in reflecting on barriers and enablers that affect their practices, a multidisciplinary group of rehabilitation clinicians captured their experience of working during the time of COVID-19. Data construction extended over 6 months during 2020. An inductive thematic analysis was performed using Taguette: an open-source qualitative data analysis tool. Results: The main themes captured the disorder and confusion with its resultant impact on rehabilitation services and those offering these services that came about at the beginning of the pandemic. The importance of teamwork and leadership in rehabilitation also emerged as themes. Other themes related to having to approach work differently, working beyond professional scopes of practice and pandemic fatigue. Conclusion: The COVID-19 pandemic disrupted the way rehabilitation was being performed, creating an opportunity to reconceptualise, strengthen and improve rehabilitation services offered at public healthcare. The presence of effective leadership with clear communication, dependable multidisciplinary teams and clinicians with robust personal resources were strategies that supported rehabilitation clinicians whilst working during COVID-19.

Quality Improvement and Reflection on Inter-professional Moral Case Deliberation Using the REFLECT Rubric, and Promotion of Reflection Skills / 日本プライマリ・ケア連合学会誌

This study examined and improved the quality of inter-professional moral case deliberation (MCD) in a home-based medical care clinic by altering the MCD process and evaluating it using the REFLECT rubric. After altering the MCD process, four of the five main evaluation items in the questionnaire were shifted to a higher evaluation level employing a scaled evaluation. The free-entry field revealed future tasks. This report suggested that improving the quality and assessment of MCD using REFLECT promotes the reflection skills of clinical teams.

Research progress on reflective practice of clinical nurses / 中国实用护理杂志

The reflective ability of nursing staff has been paid more and more attention, nurses' reflection can promote professional competence development, which also can improve clinical practice ability, knowledge expansion ability and innovation ability. Therefore this article reviews the current situation on nurses′ reflection, the assessment tools, the modes, forms, methods and types, future prospects of clinical nurses reflective practice, in order to provide reference and basis for the relevant research on the reflection practice of clinical nursing staff in China.

Practice of Significant Event Analysis as a Vehicle of Remediation for Learners with Recognized Misconducts / 医学教育

Significant event analysis (SEA) is a method of reflecting on the cause of things in a semi-structural manner and utilizing the analysis in the planning of subsequent improvement measures. SEA can be applied to a wide variety of events. In the field of medicine, it is widely used as a tool for promoting patient safety by medical teams in nations such as the United Kingdom. In Japan, the subjects of SEA mainly reflect on their own behavior (reflection) to learn from their experience. Unlike the results of observations done by third parties, the results of self-reflection cannot be denie by the subjects. Therefore, this method is particularly suitable for events in which the actor has been greatly moved emotionally.　The first paper presents an individual SEA method that utilizes individual reflection to improve behavior, the second paper introduces a group SEA method to share lessons learned from individual reflections.

A prática reflexiva docente e a metodologia ativa no ensino superior em saúde / Reflexive teaching practice and active methodology in health higher educationPalavras-chave em inglêsActive methodologies

A presente tese defende que as metodologias ativas no ensino superior em saúde exercem influências para a construção da prática reflexiva do professor, beneficiando a formação de cidadão e de profissionais da saúde. O objetivo foi analisar o contexto da prática reflexiva, a partir da vivência dos professores que atuam com as metodologias ativas, no ensino superior em saúde. Trata-se de um estudo de abordagem qualitativa. Os dados foram construídos mediante fontes primária e secundária, de forma a ampliar a compreensão do objeto de estudo. Na fonte primária, foram realizadas entrevistas semiestruturadas com 15 professores, selecionados de forma intencional, com experiência docente acima de 1 ano com metodologia ativa, nos cursos de graduação em Enfermagem, Farmácia, Medicina e Nutrição de duas instituições de ensino superior (IES), no município de Foz do Iguaçu. Na fonte secundária, foram consultados os projetos pedagógicos dos cursos (PPCs), assim como os planos de ensino dos respectivos professores entrevistados. Os resultados das entrevistas foram avaliados por meio da análise de conteúdo temática, com a identificação de três temas: A trajetória do professor em saúde; A prática reflexiva e a metodologia ativa; O papel institucional. O cenário de estudo mostrou-se complexo e multidimensional, influenciado pela limitação de formação pedagógica, as condições de trabalho, as experiências profissionais e de vida que se refletem na prática docente e no processo de transição para a metodologia ativa. A construção da prática reflexiva se mostrou implícita em alguns professores, os quais parecem ter mudado paradigmas, o que fez rever o modo de pensar, agir, se relacionar e ressignificar a sua prática. Há, em outros professores, uma tendência do saber "escolar" que pode dificultar o desenvolvimento das estratégias ativas de ensino. A metodologia ativa foi descrita pela maioria dos entrevistados como um método de aprendizagem onde o aluno é protagonista e o professor, o mediador desse processo. Em relação aos PPCs, percebe-se tímida expressão dos professores sobre os saberes pedagógicos. As IESs buscam oferecer a formação docente, porém os docentes apontam a necessidade de trocar experiências com outras realidades que atuam com modelos educacionais similares. A sobrecarga de trabalho no planejamento docente, a carga horária alocada e a demanda de trabalho extraclasse foram fragilidades apontadas. Já as potencialidades observadas pelos docentes foram: alunos mais questionadores, críticos e reflexivos, durante as discussões de casos clínicos; atuando com maior integração no trabalho em equipe, autonomia e humanização em cenários reais. Embora ciente das limitações do estudo, espera-se oferecer elementos de reflexão para as IESs e professores, pois permitirá analisar lacunas, fragilidades e potencialidades, para a consolidação dessas propostas metodológicas inovadoras; bem como contribuir para o aprimoramento epistemológico da prática reflexiva, entendendo o conhecimento como inacabado e ilimitado

The present thesis advocates that active methodologies in college health education exert influences for the construction of the reflexive practice of the professor, benefiting the formation of citizens and health professionals. The objective was to analyze the context of reflexive practice based on the experience of professors whoseapproach was active methodologies in health education in higher education institutions. The present study is a qualitative approach. The data were constructed using primary and secondary sources, in order to broaden the understanding of the object of study. In the primary source, semistructured interviews were conducted with 15 intentionally selected professors.All of them had more than one year teaching experience using active methodology as their approach in the undergraduate courses of Nursing, Pharmacy, Medicine and Nutrition of two higher education institutions (HEI) in the city of Foz do Iguaçu, Brazil. In the secondary source, the political educational projects (PEP) of the courses were consulted, as well as the teaching plans of the respective professors interviewed. The results of the interviews were evaluated through thematic content analysis, with the identification of three themes: The trajectory of the professor in health education; Reflective practice and active methodology; The institutional role. The study scenario was complex and multidimensional, influenced by the limitations of pedagogical training, working conditions, professional and life experiences that are reflected in the teaching practice and in the process of transition to the active methodology. The construction of reflective practice presented itself implicit in some professors, who seemed to have changed paradigms andreconsidered the ir own way of thinking, acting, relating and remeaning practice.Yet, there is, in other professors, a tendency for"scholarly" knowledge which may hinder the development of active teaching strategies. Active methodology was defined by most of the participants as a learning method in which the student is the leading figure and the educator, the facilitator of such process. Regarding PEPs, it is noticed the educators' sluggish expression when it comes to pedagogical knowledge. The HEIs seek to offer teacher training, nevertheless the teachers point out the need for exchanging experiences with other realities which work with similar educational models. The overload of work in teaching planning, giving lectures and teaching, besides the demand for extra class work were weaknesses highlighted. On the other hand, the capabilities observed by the participants were: more questioning, critical and thoughtful students during the discussions of clinical cases; working with greater integration in teamwork, autonomy and humanization in real scenarios. Despite the awarenessof the limitations of the study, it is hoped to provide elements of reflection to HEIs and professors, since it will allow educational agents to analyze gaps, weaknesses and capabilities, for the consolidation of these innovative methodological proposals; as well as contribute to the epistemological improvement of reflexive practice, understanding knowledge as undone and unlimited

Reflection-related Research in Korean Nursing: A Literature Review / 간호행정학회지

PURPOSE: This study was conducted to analyze research on reflection in Korean nursing, and suggest future directions for effective application of reflective practice in Korean nursing education and practice. METHODS: A review was performed using domestic databases including RISS, KISS, DBpia, and NDSL. Twenty-three papers were analyzed according to general characteristics, key variables regarding reflection, and findings regarding reflection. RESULTS: Reflection in nursing research has received attention since 2005, generating almost half the publications in the last 3 years. Key variables regarding reflection were classified into reflection-related general term (34.7%), reflective action (8.6%), and reflection writing method (56.7%). Findings regarding reflection were categorized into correlation of reflection with other variables (26.1%), learning evaluation using a reflective journal (22.2%), effects of applying reflection as an intervention (47.4%), and Korean Self-Reflection and Insight Scale validation (4.3%). CONCLUSION: Results indicate that reflection or reflective practice is an important component in integrating theories to practice, and that reflective practice is a prerequisite to becoming a professional nurse as well as a crucial tool for ideal changes in nursing. Considerable effort should be made to define the concept of reflective practice and effectively apply it to nursing education and practice in Korea.

Razonamiento clínico inductivo o deductivo: una propuesta cualitativa en kinesiología / nductive or deductive clinical reasoning: a proposal qualitative in kinesiology

Introducción: a través del proceso de razonamiento clínico, los profesionales de la salud evalúan críticamente sus intervenciones, siendo esta habilidad necesaria para reconocer qué factores son relevantes para el usuario, a fin de realizar juicios clínicos apropiados que contribuyan a la condición de salud óptima del paciente. La literatura indica que el proceso en un estudiante puede no ser lineal, siendo necesario retroceder y buscar nuevas soluciones y patrones para determinar una elección terapéutica. Objetivo: describir el proceso de razonamiento clínico realizado en estudiantes de ciclo intermedio de Kinesiología en la Universidad de Concepción. Método: investigación cualitativa y descriptiva. 7 estudiantes de tercer y cuarto año de la Universidad de Concepción participaron en la recolección de datos, siguiendo un proceso de consentimiento informado. Se aplicó un cuestionario sociodemográfico y se analizaron los problemas kinesiológicos de un caso clínico mediante asociación libre. Los registros se obtuvieron con una grabadora y luego se realizó un análisis de contenido utilizando CAQDAS Atlas-ti 7.5.2. Resultados: a partir de la lectura de los documentos grabados, surgieron 335 unidades asociadas al razonamiento clínico de los estudiantes de Kinesiología. Estas unidades se agruparon en 58 códigos y estos a su vez, en 2 categorías: razonamiento deductivo y razonamiento inductivo. Discusión: el análisis del proceso es esencial para identificar qué estrategias buscan los estudiantes para resolver en un caso clínico, qué diferencias y particularidades existen entre los estudiantes, y qué metodologías de enseñanza son las más adecuadas para guiar apropiadamente las decisiones terapéuticas que enfrentarán los profesionales de la salud en forma diaria.(AU)

Introduction: Through the clinical reasoning process, health professionals critically evaluate their interventions, being these skills required to recognize which factors are relevant to the user, in order to make appropriate clinical judgments that contribute to the optimal health condition of the user. The literature shows that the student´s process may not be linear, needing to go back and look for new solutions and patterns to determine a therapeutic choice. Objective: Describe the process of clinical reasoning carried out in Physiotherapy students who study in the intermediate cycle at the University of Concepción. Method: Qualitative and descriptive research. 7 students from third and fourth year at the Universidad de Concepción started the sample collection, following an informed consent process. A socio-demographic questionnaire was applied, and kinesthetic problems of a clinical case were analyzed by free association. Records were obtained with a tape recorder and then a content analysis was performed using CAQDAS Atlas-ti 7.5.2. Results: From the listening of the recorded documents, 335 units emerged associated with the clinical reasoning of the Physiotherapy students. These units were grouped into 58 codes and these in turn, in 2 categories: deductive reasoning and inductive reasoning. Discussion: Analysis of the process is essential to identify which strategies students seek to resolve a case, what differences and particularities exist among students, and which teaching strategies are best suited to adequately guide the therapeutic decisions they will face as health professionals on a daily basis.(AU)

A prática reflexiva na formação de professores de Educação Física na modalidade EAD T / The reflective practice in the training of Physical Education teachers through the distance education modality

A pesquisa teve por objetivo analisar como a prática reflexiva é contemplada na proposta pedagógica de um curso de Educação Física na modalidade de Educação a Distância. A pesquisa caracterizou-se como estudo de caso de caráter descritivo documental de uma Instituição de Ensino Superior, localizada na região dos Campos Gerais do Paraná. Os documentos foram organizados por meio de uma matriz analítica, tratados com base na análise de conteúdo, com o auxílio do software de análise qualitativa NVivo 10. Os resultados foram categorizados, apresentados e discutidos em quatro eixos temáticos inter-relacionados: Caracterização do caso - apresentação do contexto da pesquisa; Promoção da prática reflexiva nos Ambientes Virtuais de Aprendizagem; Valorização das práticas presenciais como estratégia de fomento à ação reflexiva no processo de ensino aprendizagem e; Acompanhamento e reflexão sobre a ação interventiva durante os estágios curriculares supervisionados/ práticas educativas integradas. A partir da análise deste caso, a pesquisa indica que a prática reflexiva pode ser oportunizada na formação inicial de professores em Educação Física na Educação a Distância, sobretudo nos momentos de discussões e trocas de experiências, durante o estágio curricular supervisionado e por meio dos momentos presenciais. Entretanto, é necessário considerar o objeto de estudo da área, bem como as limitações e estratégias de ensino-prendizagem, a fim de amenizar os reflexos do distanciamento físico, espacial e temporal entre os atores envolvidos. Ressalta-se que a pesquisa se limitou à realidade de um único curso e seus respectivos documentos oficiais. Não foram acompanhadas as aulas ou entrevistados os sujeitos envolvidos nesse processo formativo, de forma a certificar a relação entre os documentos e o vivenciado....(AU)

The aim of the current study is to analyze the way the reflective practice is approached in the pedagogical proposal of a Physical Education course attended through the Distance Education Modality. The research was featured as a document-descriptive case study comprising a higher education institution located in the region of general fields of Paraná. The documents were organized through an analytical matrix and treated through content analysis using the NVivo 10 qualitative analysis software. The results were categorized, presented and discussed in four interrelated themes: Featuring the case - presentation of the research context; Promoting the reflective practice in Virtual Learning Environments; Valuing classroom practices as strategy to encourage reflective actions in the teaching and learning process and; Monitoring and reflecting on the interventional action during supervised internships / integrated educational practices. The analysis of the current case indicated that the reflective practice may be nurtured in the initial training of Physical Education teachers through the distance education modality, especially in times to debate and exchange experiences, as well as in classroom moments. However, the object of study in the field, as well as the limitations and the teaching-learning strategies, must be taken into consideration in order to mitigate the consequences of the physical, spatial and temporal distance between the actors involved in such education modality. It is worth emphasizing that the current study was focused on the reality of a single course and on its official documents. The lessons were not monitored and the subjects involved in the educational process were not interviewed in order to prove the relation between the documents and what was experienced....(AU)

Pensamiento crítico en enfermería: de la racionalidad técnica a la práctica reflexiva / Critical Thinking in Nursing: From Technical Rationality to Reflective Practice / Pensamento crítico em enfermagem: da racionalidade técnica à prática reflexiva

Objetivos: identificar la evolución de la enfermería española desde la racionalidad técnica a la práctica reflexiva. Mostrar evidencia respecto al pensamiento crítico y la práctica reflexiva identificando sus paralelismos con la enfermería sociocrítica. Clarificar la influencia histórica de los paradigmas imperantes en España durante la segunda mitad del siglo XX. Materiales y métodos: se realizó una revisión temática descriptiva. Se utilizaron fuentes primarias: Compte, Hume, Bacon, Habermas, Foucault y Horkheimer, y fuentes secundarias relacionadas con la profesión como: Index, SciELO. Resultado: la evolución de la racionalidad técnica a la práctica reflexiva se produjo con los cambios de pensamiento dominantes en cada época. La práctica reflexiva y el pensamiento crítico se muestran necesarios para entender la enfermería sociocrítica. La situación histórica española determinó los cambios en la enfermería de este país. Conclusiones: la evolución del pensamiento enfermero en España siguió la evolución de los paradigmas de pensamiento dominantes. La práctica reflexiva y el pensamiento crítico descrito por Habermas permiten la emancipación y, por extensión, la autonomía del paciente por la vía de la participación activa en la solución de sus problemas de salud. Este proceso se origina con la toma de conciencia del papel que deben desempeñar el profesional y el ciudadano/paciente en la planificación de los cuidados de salud. Tanto el perfil de la mujer fraguado por el franquismo, como la llegada de la democracia a España, fueron determinantes para la evolución estudiada, el primero actuando como asfixiante y la segunda como motor.

Purpose: This is a multi-purpose study intended to identify how Spanish nursing evolved from technical rationality to reflective practice and to show evidence of critical thinking and reflective practice by identifying their parallels with socio-critical nursing. Another objective was to explain the historical influence of the paradigms prevailing in Spain during the second half of the twentieth century. Study Materials and Methods: A descriptive thematic review was conducted. Compte, Hume, Bacon, Habermas, Foucault and Horkheimer were the primary sources used, along with secondary sources related to the profession; namely, Index and SciELO. Results: The evolution from technical rationality to reflective practice occurred with the changes in prevailing thought during each period. Reflective practice and critical thinking are shown as being necessary to understanding socio-critical nursing. Spain's history determined the changes in nursing in that country. Conclusions: The evolution of nursing thought in Spain followed the changes in the dominant paradigms in Spanish society. Reflective practice and critical thinking, as described by Habermas, allow for emancipation and, by extension, the patient's autonomy, through active participation in solving their health problems. This process begins with an awareness of the role to be played by the nursing professional and the citizen/patient in planning health care. The profile of women set by the Franco regime and the arrival of democracy in Spain were decisive to this evolution. The former was stifling, while the latter was a driving force.

Objetivos: identificar a evolução da enfermagem espanhola desde a racionalidade técnica à prática reflexiva. Mostrar evidência a respeito do pensamento crítico e da prática reflexiva identificando seus paralelismos com a enfermagem sociocrítica. Esclarecer a influência histórica dos paradigmas imperantes na Espanha durante a segunda metade do século XX. Materiais e métodos: realizou-se uma revisão temática descritiva. Utilizaram-se fontes primárias: Compte, Hume, Bacon, Habermas, Foucault e Horkheimer, além de fontes secundárias relacionadas com a profissão como: Index, SciELO. Resultado: a evolução da racionalidade técnica à prática reflexiva foi produzida com as mudanças de pensamento dominantes em cada época. A prática reflexiva e o pensamento crítico se mostram necessários para entender a enfermagem sociocrítica. A situação histórica espanhola determinou as mudanças na enfermagem desse país. Conclusões: a evolução do pensamento enfermeiro na Espanha segue a evolução dos paradigmas de pensamento dominantes. A prática reflexiva e o pensamento crítico descrito por Habermas permitem a emancipação e, por extensão, a autonomia do paciente pela via da participação ativa na solução de seus problemas de saúde. Esse processo se origina com a conscientização do papel que o profissional e o cidadão/paciente devem desempenhar no planejamento dos cuidados de saúde. Tanto o perfil da mulher, forjado pelo franquismo, quanto a chegada da democracia à Espanha foram determinantes para a evolução estudada; o primeiro atuando como asfixiante e a segunda, como motor.

Imagining Future Internship in Professional Psychology: A Study on University Students' Representations / Imaginando el futuro en la práctica de la psicología profesional: un estudio de las representaciones de estudiantes universitarios

This paper presents a case study of 213 university students of Clinical Psychology that explores affective symbolizations, which structure their relationship with hosting bodies in internship experience. This is in order to detect students' main representations about their role as interns, professional activities and functions they have to comply with and the perceived integra' tion between university education and real work contexts. A questionnaire was administered for the analysis of students' motivational dynamics and expectations activated by imagining their future internship. Four clusters of students have been identified, through multivariate statistical techniques, multiple correspondence analysis (MCA) and cluster analysis (CA). Re' sults were as follows: a general powerlessness, distrust and disinvestment toward internship (17.7%); affiliation with hosting bodies in order to gain increasing acceptance and power (33.8%); high pragmatism, task-orientation and compliance with what the hosting bodies propose (30.8%) and a demand for recognition without any negotiation (17.7%). No relationship is detected between clusters and some illustrative variables related to sex and indicators of academic success, problems and participation. These clusters are conceived along three latent dimensions, which explain 57.9% of the total variance and refer to: disengagement/involvement toward internship experience; powerlessness/omnipotence about using competences and de' valuation/idealization of the hosting body in relation to university training. Overall, two critical issues emerge: the first refers to a gap between university training and internship, the second one deals with discontinuity between the internship and the labor market. Some reflections and implications for practice are discussed.

El estudio explora simbolizaciones afectivas que estructuran las relaciones de los estudiantes en la experiencia de prácticas. Con el fin de detectar las principales representaciones de 213 estudiantes universitarios de Psicología Clínica sobre su papel como pasantes, las actividades profesionales, las funciones que tienen que cumplir y la integración entre la educación universitaria y los contextos reales de trabajo, se aplicó un cuestionario para el análisis de la dinámica y las expectativas generadas por la imaginación de su futuro. A través de técnicas estadísticas multivariantes, análisis de correspondencia múltiple (ACM) y análisis de conglomerados (AC), se identificaron cuatro grupos. Los resultados fueron los siguientes: falta de poder en general, desconfianza y desmotivación hacia prácticas (17.7%); afiliación a organismos de alojamiento con el fin de obtener el aumento de la aceptación y poder (33.8%); alto pragmatismo, orientación a la tarea y el cumplimiento de lo que los cuerpos de alojamiento proponen (30.8%) y demanda de reconocimiento sin ninguna negociación (17.7%). No se detectó ninguna relación entre los clústeres y algunas variables ilustrativas relacionadas con el sexo y los indicadores de éxito académico, los problemas y la participación. Estas agrupaciones se conciben como dimensiones latentes que explican el 57.9% de la varianza total y se refieren a: la desconexión/implicación hacia la experiencia de prácticas; impotencia/omnipotencia sobre el uso de las competencias y la devaluación/idealización del cuerpo de alojamiento en relación con la formación universitaria. Surgen dos cuestiones fundamentales: la brecha entre la formación universitaria y las prácticas, la segunda se ocupa de la discontinuidad entre las prácticas y el mercado laboral. Se discuten algunas reflexiones e implicaciones para la práctica.

“Campo” en la educación médica: un escenario para poner en perspectiva prácticas de Salud y Educación / “Field” in medical education: a scenario for putting healthcare and education practices into perspective / “Campo” na educação médica: um cenário para colocar em perspectiva práticas de Saúde e Educação

En el año 2012 el Departamento de Ciencias de la Salud de la Universidad de la Matanza, Argentina, implementó la carrera de medicina. Sobre la base de un diseño curricular que integra conocimientos y prácticas, los estudiantes, desde el primer año de la carrera, desarrollan actividades en la comunidad junto a equipos de salud. Con este fin se generó un escenario de aprendizaje denominado “Campo”. Este trabajo describe la experiencia del primer año de la primera cohorte de estudiantes de la carrera, específicamente en relación a la inserción en este escenario, y discute alrededor de este modo de enseñanza y aprendizaje innovador, que consiste en incorporar a los estudiantes a observar y participar junto a los equipos de salud de los centros del primer nivel de atención...

In 2012, the Department of Health Sciences of the University of La Matanza, Argentina, implemented an undergraduate medical course. Based on a curriculum that integrates knowledge and practice, first-year students on the course develop activities with healthcare teams in the community. For this purpose, a learning scenario called “Field” was generated. This paper describes the experience of the first year of the first group of students, specifically in relation to their inclusion in this scenario, and discusses this innovative teaching and learning process, in which students observe and participate in health teams at primary care units...

Em 2012, o Departamento de Ciências da Saúde da Universidade de La Matanza, Argentina, implementa o curso de graduação em Medicina. Com base em um currículo que integra conhecimento e prática, os alunos do primeiro ano do curso fazem atividades com as equipes de saúde na comunidade. Para este fim, foi gerado um cenário de aprendizagem denominado “Campo”. Este artigo descreve a experiência do primeiro ano do primeiro grupo de estudantes, especificamente em relação à inclusão nesse cenário, e discute sobre o processo inovador de ensino e aprendizagem em que alunos observam e participam, com as equipes de saúde, das unidades de atenção primária...

Humanizando as evidências com Cinema: da atualização científica ao conhecimento da pessoa / Humanizing evidences through Movies: from the scientific knowledge to the understanding of the human being

A Medicina Baseada em Evidências proporciona qualidade na informação, atualização científica eficaz e relevante. Existe, porém, o desafio de fazer chegar esta qualidade técnica até o paciente, em linguagem inteligível. Torna-se necessário dissolver a técnica em humanismo para que o paciente possa assimilá-la. É função do médico entender a doença e entender o doente, saber integrar os conhecimentos objetivos com os aspectos que caem no âmbito da subjetividade. Conhecer a pessoa que tem a doença é tão importante como conhecer a doença que aquela pessoa padece. Humanizar as evidências se traduz em humanizar o relacionamento médico-paciente, saber entrar no mundo do enfermo com metodologia adequada, ampliando as perspectivas do cuidar. As humanidades em geral e o Cinema em particular são recursos educacionais que ajudam a humanizar o conhecimento científico, fazendo-o chegar até o paciente de modo acertado. Relata-se aqui uma experiência pedagógica em que cenas de filmes são utilizadas para provocar a reflexão que permite o exercício filosófico da profissão médica. Abdicar da reflexão é a causa principal da assim denominada desumanização da medicina.

Towards the development of a reflective radiographer: challenges and constraints

Currently there is overwhelming support from the health professions for universities to devise curricular approaches that lead to the development of undergraduate reflective skills, and over time, reflective practice. However, in the case of radiography, irrespective of the degree to which radiographers might engage in reflective practice they constantly struggle to shed the perception they are little more than technical operatives. The four-year Bachelor of Radiography and Medical Imaging was introduced by Monash University in 1998 with an overt commitment to the development of a reflective radiographer. Findings from student and supervisor surveys generally support the program and its aims. However, as the findings and student feedback will attest, many challenges and constraints continue to face educators who seek to situate their curriculum within the reflective practice paradigm.