2. How can We Establish Mindfulness Education for Future Healthcare Professions? / 医学教育

Mindfulness can be defined as awareness of physical and psychological processes in a nonjudgmental way. The purpose of adapting the ideas of mindfulness in health professions education is twofold. First, mindfulness education can develop stress management skills and self-care ability. Consequently, it can promote personal and professional identity formation. Second, mindfulness education can urge future healthcare professionals to improve the quality of patient care. Thus, this article will present practical reports from three medical schools that introduced mindfulness education for developing stress management skills and improving patient care and then discuss how universities can establish mindfulness education for future healthcare professions.

O Teatro como estratégia de engajamento de jovens no enfrentamento da Aids / El teatro como estrategia de compromiso de jóvenes en el enfrentamiento del Sida / Theater as a strategy for youth engagement in the fight against Aids

Apesar dos avanços no enfrentamento à Aids, registra-se, na última década, o aumento de infecções por HIV entre jovens. Isso motivou o Museu da Vida a produzir uma peça sobre HIV/Aids voltada a esse público. Neste artigo, apresentamos resultados de estudo conduzido com o público do espetáculo, com idades de 11 a 19 anos, baseado na observação de nove apresentações, cinco debates pós-peça e 220 questionários. Além de recepção positiva e forte adesão dos espectadores, verificamos que a peça foi capaz de engajá-los no debate sobre HIV/Aids. Contudo, observamos que faltam espaços de diálogo sobre o assunto, o que pode estar associado à manutenção de estigma e discriminação. Concluímos que a estratégia de unir Saúde e Teatro em uma atividade de divulgação científica foi bem-sucedida, mas ainda há muitos desafios relacionados ao enfrentamento do HIV/Aids, sobretudo entre os jovens. (AU)

A pesar de los avances en el enfrentamiento del Sida, en la última década se registra un aumento de infecciones por VIH entre los jóvenes. Esto motivó al Museo de la Vida a producir una obra de teatro sobre VIH/Sida dirigida a ese público. En este artículo presentamos resultados del estudio realizado con el público de 11 a 19 años del espectáculo, basado en la observación de nueve presentaciones, cinco debates posfunción y 220 cuestionarios. Además de la recepción positiva y de la fuerte adhesión de los espectadores, verificamos que la obra teatral fue capaz de hacerlos participar en el debate sobre VIH/Sida. No obstante, observamos que faltan espacios de diálogo sobre la cuestión, lo que puede estar asociado al mantenimiento del estigma y de la discriminación. Concluimos que la estrategia de unir salud y teatro en una actividad de divulgación científica fue exitosa, pero que hay todavía muchos desafíos relacionados al enfrentamiento de VIH/Sida entre los jóvenes. Palabras clave: Salud Mental. Covid-19. Brasil. (AU)

Despite advances in the fight against Aids, there has been an increase in HIV infections among youngsters in the last decade. This motivated the Museu da Vida to produce a play about HIV/Aids aimed at this audience. We present results of a study conducted with the public of 11 to 19 years based on the observation of nine presentations, five post-play debates and 220 questionnaires. Besides the positive reception and strong adherence from viewers, we observed the play was able to engage them in the debate on HIV/Aids. However, there is a lack of dialogue on the issue, which may be associated with the maintenance of stigma and discrimination. We conclude that the strategy of uniting health and theater in a science communication activity was successful, but there are still many challenges in terms of coping with HIV/Aids, especially among youngsters. (AU)

Sentir com a inteligência, pensar com a emoção: ciência e tecnologia em canções de Humberto Gessinger / Feeling with intelligence, thinking with emotion: science and technology in the songs of Humberto Gessinger

Este trabalho mapeia as unidades temáticas de ciência e tecnologia nas canções de Humberto Gessinger. Observando a incorporação de palavras e expressões da ciência nessa produção poética, realizamos uma análise de três canções, conforme os estudos do Círculo de Bakhtin. Decorre dessa análise que Gessinger, trazendo tais palavras para a canção popular, faz ressoar nesse gênero ecos dos textos científicos, prosificando sua poesia ao acrescentar-lhe um elemento de “não acabamento”. Como para Bakhtin a prosa é mais dialógica e está em maior contato com seu contexto sócio-histórico – comparada com a poesia –, concluímos que Gessinger, ao dispor de palavras e temáticas científico-tecnológicas em suas composições, torna-se participante ativo dos discursos sobre a pós-modernidade.

This paper traces the thematic units of science and technology in the songs of Humberto Gessinger. We conducted an analysis of three songs, according to the studies of the Bakhtin Circle, by observing the inclusion of words and expressions of science in this poetic production. It transpires from this analysis that by including these words into popular song, Gessinger brings echoes of scientific texts into this genre, prosifying his poetry by adding an “unfinished” element. Since for Bakhtin prose is more dialogical and is in closer contact with its socio-historical context – compared to poetry – we conclude that by including scientific-technological words and themes in his compositions, Gessinger becomes an active participant of the discussions about postmodernity.

Learn a Prospective Way of Medical Education from the Progressing Theory of Higher Education and Create a Practice based on It / 医学教育

Medical education had begun in the 1970s as a pedagogical science and art by the establishment of the Japan Society for Medical Education and its activity thereafter. WHO had played an important role in the backbone of the Society by introducing a new concept of medical teacher training as the shortest way in order to realize "Health for All by the Year of 2000". In 1973 the founder and first president Prof. Ushiba attended the WHO Workshop for Deans held in Sydney and was influenced with a shockingly effective experience.<br>The WHO's principle of teacher training (faculty development) came from pedagogy professor Bloom's theory of the taxonomy of educational objectives, strategy and evaluation and its practice.<br>After 40 years since then, the theory and practice of higher education have changed and improved. Of course, medical education is not an exception of higher education. Therefore, we apply its progress in medical education and it does the same each other. They say ten years make an age–old epoch; therefore accordingly, 40 years are four times.<br>A life expectancy of the theory of medical education will be 40 years. Now we have to reform medical education by change of our mind and by introducing new theory and practice.<br>Problems facing medical education such as shortage of physicians and medical and health care expenditure, national policy, education of physician scientists and successor medical educators are also discussed.

Personal reflections on Jackson Pollock's fractal paintings

The art world changed forever when Jackson Pollock picked up a can and poured paint onto a vast canvas rolled across the floor of his windswept barn. Fifty years on, art theorists recognize his patterns as being a revolutionary approach to aesthetics. A significant step forward in understanding Pollock's aesthetics occurred in 1999 when my scientific analysis showed that his paintings are fractal. Fractals consist of patterns that recur at finer and finer magnifications, building up shapes of immense complexity. Significantly, many natural patterns (for example, lightning, clouds, mountains, and trees) are also fractal. In this essay, I will present some personal reflections on this relationship between the fractal patterns of Pollock and those of nature, and also on the interactions between art and science as the project evolved.

O mundo da arte mudou para sempre quando Jackson Pollock apanhou uma lata e despejou tinta em uma enorme tela esticada sobre o chão de seu celeiro castigado pelo vento. Cinqüenta anos depois, os teóricos da arte reconhecem que seu estilo constitui uma abordagem estética revolucionária. Um passo importante na compreensão da estética de Pollock se deu em 1999, quando, de acordo com a minha análise científica, suas pinturas eram fractais. Fractais são padrões que recorrem em sucessivos desdobramentos, construindo formas de imensa complexidade. Sugestivamente, muitos padrões naturais (como raios, nuvens, montanhas e árvores) também são fractais. No presente trabalho, apresento algumas reflexões pessoais sobre essa relação entre os padrões fractais de Pollock e os da natureza, assim como sobre as interações entre arte e ciência.