Dinámica interactiva del autodesarrollo personal-profesional en la formación socio-humanista del estudiante de medicina / Interactive dynamics of personal and profesional self-development in the socio-humanistic formation of the medical student

Introducción: Los médicos tienen un rol trascendental en la sociedad en tanto se constituyen en gestores de uno de los principales tesoros del ser humano: la salud. El presente estudio hace énfasis en el proceso formativo de estos profesionales, al considerar el comportamiento del estudiante de medicina, y la importancia de sus relaciones sociales e interpersonales, para una adecuada proyección humana en el contexto socio-profesional. Objetivo: Elaborar el modelo de la dinámica interactiva de autodesarrollo personal-profesional en la formación socio-humanista del estudiante de medicina. Métodos: Se realizó un estudio longitudinal, con enfoque cualitativo, desde el paradigma socio-crítico, a través del método de estudio de casos múltiples. Para la recolección de la información se empleó la entrevista a profundidad, el cuestionario y los grupos focales, que se constituyeron en la base empírica del modelo propuesto, el cual fue construido con el método holístico-dialéctico. Resultados: La novedad científica del estudio se constata en la lógica de la formación socio-humanista del estudiante de medicina, configurada desde el autodesarrollo personal profesional, que con carácter social-interactivo se expresa en la construcción formativa de nuevos autorreferentes personales en y para la profesión médica. Conclusiones: El modelo de la dinámica interactiva del autodesarrollo personal-profesional en la formación socio-humanista del estudiante de medicina expresa la unidad dialéctica entre la dimensión formativa humana-profesional y la dimensión trascendente socio-humanista profesional, donde se revela como regularidad esencial la sistematización formativa de autorreferentes personales en y para la profesión(AU)

Introduction: Doctors have a transcendental role in society as they become managers of one of the main treasures of the human being: health. This study emphasizes the training process of these professionals, considering the medical students' behavioras well as the importance of their social and interpersonal relationships, for an adequate human projection in the socio-professional context. Objective: To elaborate the model of the interactive dynamics of personal-professional self-development in the socio-humanistic training of the medical student. Methods: A longitudinal study was carried out, with a qualitative approach and using the socio-critical paradigm through the method of multiple case study. To collect the information, in-depth interview, questionnaire and focus groups were used, which became the empirical basis of the proposed model, which was built with the holistic-dialectical method. Results: The scientific novelty of the study is found in the logic of the socio-humanist training of medical students, shaped from professional personal self-development, which, with a social-interactive character, is expressed in the formative construction of new personal self-referents in and for the medical profession. Conclusions: The model of the interactive dynamics of personal-professional self-development in the socio-humanist training of the medical student expresses the dialectical unity between the human-professional formative dimension and the transcendent professional socio-humanist dimension, where the essential regularity revealed is the formative systematization of personal self-referents in and for the profession(AU)

Autonomia-Relacionada como Tendência do Desenvolvimento do Self: Novas Evidências em um Contexto Brasileiro / Related Autonomy as a Tendency in Development of the Self: New Evidence from a Brazilian Context

RESUMO Estudos brasileiros sobre as trajetórias de desenvolvimento do self, em sua maioria com mães de crianças pequenas, indicam predominância do modelo de autonomia-relacionada (AR). Visando ampliar a investigação dessa tendência, foram realizados dois estudos: (a) com avós(ôs), mães, pais e filhos (16-25 anos) e (b) quatro grupos de cuidadoras de crianças com até um ano, com níveis de escolaridade diversos, selecionados não aleatoriamente. Observamos predomínio de características de self AR para todos os participantes. O efeito da escolaridade sobre autonomia foi confirmado para os pais, a AR de pais e filhos (estudo 1), e de mães (estudo 2). Mães criadas no Rio de Janeiro (capital) apresentaram maiores escores de autonomia. A consistência familiar de modelo de self autônomo-relacionado foi evidenciada.

ABSTRACT Studies in Brazil on developmental trajectories of the self , mostly with mothers of young children, indicate a prevalence of the related autonomy model (RA). Aiming to broaden the investigation of this trend, two studies were realized: (a) with grandparents, mothers, fathers and their sons and daughters (16-25 years old), and (b) with four groups of caretakers of children up to one year old, with diverse educational levels, non-randomly selected. We observed predominance of RA self for all participants. The effect of school level over autonomy was confirmed for fathers, RA of fathers and sons and daughters (study 1), and of mothers (study 2). Mothers who were raised in Rio de Janeiro (state capital) had higher autonomy scores. The results support the family consistency of the related-autonomy model of development of the self.

Similarity Evaluation of Dissolution Profiles of Self-development and Original Preparation of Solifenacin Suc-cinate Tablet / 中国药房

OBJECTIVE:To explore the similarity of dissolution profiles of self-development and original preparation of Solife-nacin succinate tablet,and provide reference for the prescription and process screening of the former one and the quality similarity evaluation of the latter one. METHODS:The paddle method was adopted with rotational speed of 50 r/min,using water,pH1.2 hy-drochloric acid solution,pH4.0 acetate buffer solution and pH6.8 phosphate buffer solution as dissolution media,HPLC was used to determine the cumulative dissolution of main components of self-development and original preparation of Solifenacin succinate tablet at different time points,dissolution profile was drew,then f2 was used to evaluate its similarity. RESULTS:In the 4 dissolu-tion media,the f2 of both self-development and original preparation of Solifenacin succinate tablet was higher than 50,which indi-cated that the dissolution profiles showed similarity. CONCLUSIONS:The established HPLC is suitable for the dissolution determi-nation of Solifenacin succinate tablet;the dissolution profiles of the self-development and original preparations are basically simi-lar,which indicates the prescription and technology of self-development preparation are feasible.

7. Encouragement of medical behavioral science / 医学教育

<p>　Since the statement made by the ECMFG, WFME Global Standards have been focused on by medical departments, and pre-graduate behavioral science education which is one of the requirements included in these standards has gained prominent attention in Japan. In Japan's society, where the birthrate is decreasing and the population is growing older, physicians are required to have a patient-centered viewpoint instead of focusing on specialized treatment and hospital-oriented medical care. It has been 10 years since early clinical training became mandatory, and there is a need to develop medical education that allows physicians to nurture their professionalism and clarify their types of competence. In addition, using materials and strategies necessary for medical practice, medical departments need to provide education in practical medical behavioral science that facilitates the comprehensive learning of professionalism, medical ethics, NBE, and medical safety.</p>

Desenvolvimento das significações de si em crianças na perspectiva dialógico-cultural / The development of self meaning-making in children from a dialogic cultural perspective / Desarrollo de las significaciones de sí en niños en la perspectiva dialógico-cultural

A partir da abordagem da Psicologia Cultural e da Teoria do Self Dialógico, o objetivo da pesquisa consistiu em caracterizar e analisar as significações de uma criança em fase de transição da Educação Infantil (EI) para o Ensino Fundamental (EF) relativas às suas percepções e avaliações de si. Utilizando uma metodologia qualitativa de caráter idiográfico, acompanhamos um grupo de crianças durante seu último semestre na EI e os primeiros seis meses no EF, realizando observações diretas e sessões semiestruturadas diversas, devidamente filmadas, e entrevistas com pais e professores. Neste artigo analisamos o estudo de caso de Gisele, identificando três campos afetivo-semióticos (CAS) que configuram seu sistema de Self: ser versus não ser bonita, ser versus não ser inteligente e ser versus não ser amada. Estes três campos afetivo-semióticos evidenciam as fortes tensões no Self de Gisele. Com base nos dados obtidos, verificamos que a transição da EI para o EF permitiu a configuração e reconfiguração de diversos campos afetivo-semióticos no sentido da transformação e equilíbrio (desenvolvimento) do sistema de Self de Gisele. Isto ocorreu mediante a emergência de novas significações de si no contexto da dinâmica no interior dos referidos campos. Evidenciamos situações de conflito e a configuração de opostos capazes de levar à síntese de novos sentidos do Self dialógico em desenvolvimento.

Based on Cultural Psychology and the Dialogical Self Theory, the main goal of this study was to analyze the meaning making processes of a child in her transition from Preschool to Elementary School, regarding her Self-perceptions and Self-evaluations. Using a qualitative methodology with an idiographic focus, we followed a group of children during their last semester at Preschool and first semester at an Elementary School. We carried out direct observations, and semi-structured sessions, properly filmed, and interviews with the selected kids' parents and teachers. This article analyzes Gisele's case study. As a result of the empirical research, we identified three affective-semiotic fields that configure Gisele Self system: to be versus not be pretty, to be versus not be smart and to be versus not be loved. These four affective-semiotic fields highlight the tensions in Gisele self system. According to the results, the transition from Preschool to Elementary School configured and reconfigured several affective-semiotic fields towards the balance as well as the transformation (development) of Gisele Self system. The emergence of new Self-meanings provided for the dynamics inside the fields. We demonstrate how some conflicts and the emergence of opposites may eventually lead to the synthesis of new directions in dialogical Self development.

A partir del enfoque de la psicología cultural y de la Teoría del Self Dialógico, el objetivo de la presente investigación consistió en caracterizar y analizar las significaciones de un niño en fase de transición de la Educación Infantil-EI para la Educación Básica-EB, relacionadas a sus percepciones y evaluaciones de sí. Con el uso de una metodología cualitativa de carácter ideográfico, acompañamos a un grupo de niños durante su último semestre en la EI y los primeros seis meses en la EB, realizando observaciones directas y sesiones semiestructuradas diversas, debidamente filmadas, y entrevistas con padres de familia y profesores. En este artículo, analizamos el estudio de caso de Giselle, identificando tres campos afectivo-semióticos (CAS) que configuran su sistema de self: ser versus no ser bonita; ser versus no ser inteligente y ser versus no ser amada. Estos tres campos afectivo-semióticos evidencian las fuertes tensiones en el self de Giselle. Con base en los datos obtenidos, verificamos que la transición de la EI para la EB permitió la configuración y reconfiguración de diversos campos afectivo-semióticos en el sentido de la transformación y el equilibrio - o sea, desarrollo - del sistema de self de Giselle. Esto ocurrió mediante la urgencia de nuevas significaciones de sí en el contexto de la dinámica en el interior de los referidos campos. Evidenciamos situaciones de conflicto y la configuración de opuestos, capaces de llevar a la síntesis de nuevos sentidos del self dialógico en desarrollo.

Values as a Mediational System for self-construction: contributions from Cultural Constructivism / Los valores como sistemas mediacionales en la construccion del Self: Contribuciones desde una perspectiva Cultural-constructivista

The text provides the reader with some theoretical reflections on human values in their relationship to self development from a cultural-constructivist perspective. We emphasize that the concept of self has theoretical aspects that need to be explored to advance alternative explanations about values. Our perspective emphasizes the dynamics of duality and inclusive separation of psychological processes taking place between subject and culture, as well as the role of semiotic systems in the emergence, organization, and development of values. We will address the development of self, here conceived as dialogical self, as well as how constructive and non-constructive values can enable us to better understand the emergence and role of emotions in human development. Finally, the analysis of certain biographical aspects of a former Colombian guerrilla illustrates and highlights the main concepts discussed throughout the text.

El texto presenta algunas reflexiones teoricas sobre los valores hu-manos en relation con el desarrollo del Self desde una perspectiva cultural-constructivista. El concepto de Self tiene aspectos teoricos a ser explorados para avanzar en explicaciones alternativas acerca de los valores. Enfatizamos en las dinamicas de dualidad y en la separation inclusiva de los procesos psicologicos en la relacion sujeto y cultura, y en el papel de los sistemas semioticos en el surgimiento, organization y desarrollo de valores. Vamos a abordar el desarrollo del Self, concebido como Self dialogico. Igualmente, los conceptos de valores constructivos y no-constructivos permiten comprender la emergencia, y el papel de las emociones en el desarrollo humano. Finalmente, presentamos el analisis de algunos aspectos biograficos de un ex guerrillero colombiano que ilustran y destacan los principales conceptos tratados en el texto.

Negritude e infância: relações étnico-raciais em situação lúdica estruturada / Black identity and childhood: ethnic-racial relations within a structured play context / Negritud y infancia: relaciones étnico-raciales en una situación lúdica estructurada

As relações étnico-raciais no Brasil são permeadas pelo preconceito, que se torna visível nas desigualdades socioeconômicas, porém velado nas interações sociais. A partir do referencial sociocultural e da concepção dialógica do self, este trabalho objetiva investigar interações sociais entre meninas negras e brancas em contexto lúdico estruturado. O trabalho foi realizado com oito meninas de 09 a 11 anos, em uma escola pública de Brasília. Em sessões estruturadas, as interações de quatro meninas em dois grupos do quinto ano fundamental, duas “negras” e duas “brancas”, foram filmadas durante 30 minutos, utilizando brinquedos que poderiam evocar a questão racial. Três sessões foram realizadas para cada grupo, e um episódio de cada foi selecionado para análise microgenética. Os resultados apontam para a internalização precoce de padrões de beleza que desvalorizam traços fenotípicos da negritude, criando dificuldades para as meninas negras em sua constituição positiva de si...

Ethnic-racial relations in Brazil are instilled with prejudice, which is visible in socio-economic inequalities, and sort of invisible in daily social interactions. From a sociocultural and dialogical self perspective, the goal of this study was to identify aspects related to the topic during social interactions among black and white girls within a structured play context. Nine to 11 years-old girls from a public school in Brasilia participated of the study. Eight girls, four black and four white, were observed in two mixed-raced groups, of four girls each, during 30 minutes sessions, with objects selected to maximize race-related interactions. Each group participated of three filmed play sessions, and one episode was selected for presentation here. Results show the occurrence of early internalization of beauty standards that devaluated black phenotypic characteristics, therefore posing serious problems for black girls’ constitution ofself...

Las relaciones étnicas y raciales en Brasil están permeadas por el prejuicio, que es visible en las desigualdades sociales y económicas, pero velado en las interacciones sociales. Partiendo de un referencial teórico sociocultural y de una visión dialógica de self, el trabajo tuvo como objetivo investigar interacciones sociales entre niñas negras y blancas en un contexto de juego estructurado. Ocho niñas de 9 a 11 años, en una escuela pública de Brasilia, fueran observadas en sesiones estructuradas. Cuatro niñas de dos grupos distintos, dos “negras” e dos “blancas”, fueron filmadas durante30 minutos, utilizando juguetes que podrían sugerir cuestiones raciales. Tres sesiones fueron realizadas por cada grupo, y un episodio interactivo de cada sesión es presentado en esto artículo. Los resultados apuntan para la internalización precoz de padrones de belleza que desvalorizan trazos fenotípicos de la negritud, colocando serias dificultades para la constitución de si en las niñas negras...

Avaliação da auto-percepção de competência: adaptação da PSPCSA numa população portuguesa / Evaluation of self-perceived competence: A Portuguese adaptation of the PSPCSA

A Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, é talvez dos instrumentos que mais têm sido utilizados na investigação sobre a auto-percepção da criança de idade pré-escolar, bem como pelos psicólogos que, na sua prática profissional, lidam com este tipo de questão. O presente estudo teve como objectivo proceder à adaptação da PSPCSA às características de uma amostra portuguesa de crianças de idade pré-escolar. Serão descritos os participantes, o processo de tradução/adaptação da escala, o procedimento e os resultados, bem como serão discutidas as implicações dos resultados obtidos na utilização desta escala com crianças portuguesas de idade pré-escolar. A versão portuguesa da PSPCSA apresenta algumas diferenças relativamente à escala original americana, nomeadamente no que diz respeito à estrutura factorial. As qualidades psicométricas da EAPCASC portuguesa foram consideradas muito satisfatórias, e as mudanças incluídas na sequência do processo de adaptação revelaram-se indispensáveis.

The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children has been used widely by researchers and practicians interested in young children’ self-perception. Considering both the advantages of a reliable and valid instrument of young children self-perception assessment, and that a sound use of this scale with children different from the original sample requires a diligent work of adaptation, the present study was designed to adapt the PSPCSA to the cultural features of a Portuguese population. Participants, instrument development, procedures and results will be presented as well as the discussion of the implications of the results obtained in the utilization of this instrument with Portuguese preschool children. The Portuguese version of the PSPCSA shows some differences from the original American, especially in what concerns factorial structure: the pattern found being quite different. The psychometrics qualities of the Portuguese version are considered very acceptable and the included changes appear indispensable.

The Effects of Self Development Training on the Human Relationship and Intrinsic Motivation of the First-Line Nurse Managers / 간호학회지

PURPOSE: The purpose of this study was to examine the effects of Self-Development training on the Human Relationship and Intrinsic Motivation for first-line nurse managers. METHOD: This was an empirical study on the Human Relationship and Intrinsic Motivation of Self Development Training. The researcher developed a new Self-Development Training Program, and the two-hour long training session was performed twice a week for each group. The program was performed for 4 session in two weeks. The subjects consisted with 24 nurse managers from C University Hospital in Seoul, Korea. The subjects were divided into two groups for the training. Two weeks before and 4 weeks after the training, subjects completed questionnaires that measured Human Relationship and Intrinsic Motivation. Analysis was completed by using SPSS PC 10.0 for percentile, mean, standard deviation and paired t-test. RESULT: The results of this study showed that Self-Development Training Program resulted in a significant effects on the Human Relationship. But the Intrinsic Motivation was not significantly affected by the program. CONCLUSION: This Self-Development training program had a positive effect on the Human Relationship and Intrinsic Motivation.