Las variables sociales y la conciencia meta-cognitiva de los jóvenes adultos colombianos / Social variables and metacognitive awareness of Colombian young adults / Variáveis sociais e consciência metacognitiva de jovens adultos colombianos

Resumen (analítico) La metacognición se define como un proceso reflexivo que permite a las personas monitorear, controlar y autorregular su comportamiento. Sin embargo, la metacognición rara vez se ha estudiado con variables más allá del contexto educativo, como variables sociales, conductuales o clínicas. Así, el propósito del presente estudio fue explorar la relación entre las variables sociales y la conciencia metacognitiva subjetiva y si estas mismas variables sociales predicen componentes de la conciencia metacognitiva (conocimiento y regulación de la cognición). Con una muestra de estudiantes universitarios (N = 246), los resultados revelaron que no solo existen correlaciones significativas entre algunas variables sociales y ambos componentes de la conciencia metacognitiva, sino que esas mismas variables sociales predijeron la conciencia metacognitiva. Se discuten las implicaciones de estos resultados en contextos educativos y clínicos.

Abstract (analytical) Metacognition is defined as a higher-order reflective process that allows individuals to monitor, control, and self-regulate their behavior. However, metacognition has rarely been studied with variables beyond the educational context such as social, behavioral and clinical variables. The purpose of this study was to explore the relationship between social variables and subjective metacognitive aware-ness and whether these same social variables can predict components of metacognitive awareness (knowledge and regulation of cognition). Working with a sample of university students (N = 246), the results of this study identified that there were not only significant correlations between some social variables and both components of metacognitive awareness, but that those same social variables could predict metacognitive awareness. Implications for these outcomes in educational and clinical contexts are discussed.

Resumo (analítico) A metacognição é definida como um processo reflexivo de ordem superior que permite às pessoas monitorar, controlar e autorregular seu comportamento. No entanto, a metacognição raramente foi estudada com variáveis fora do contexto educacional, como variáveis sociais, comportamentais ou clínicas. Assim, o objetivo do presente estudo foi explorar a relação entre as variáveis sociais e a consciência metacognitiva subjetiva e se essas mesmas variáveis sociais predizem os componentes da consciência metacognitiva (conhecimento e regulação da cognição). Com uma amostra de estudantes universitários (N = 246), os resultados revelaram que não apenas existem correlações significativas entre algumas variáveis sociais e ambos os componentes da consciência metacognitiva, mas que essas mesmas variáveis sociais predizem a consciência metacognitiva. As implicações desses resultados em contextos educacionais e clínicos são discutidas.

Posicionamiento conceptual metodológico para el examen estatal en anatomía humana / A conceptual-methodological stance for the state examination of human anatomy

Introducción: El examen estatal en las especialidades médicas cubanas es un garante de calidad en las competencias y el desempeño profesional. Su calidad técnica y metodológica debe ser objeto de perfeccionamiento permanente como acción responsable hacia la excelencia académica. Objetivo: Promover un posicionamiento conceptual metodológico para el perfeccionamiento del examen teórico práctico de la especialidad anatomía humana. Métodos: Se emplearon el analítico sintético, la observación participativa y la revisión documental. Resultados: Se obtuvo una propuesta valorativa en el contexto de la especialización en anatomía humana, con acciones específicas para el perfeccionamiento del examen práctico y teórico de esta especialidad. Conclusiones: Los fundamentos teóricos y prácticos presentados son pertinentes para superar debilidades en los exámenes estatales anteriores, y favorecer en el residente de anatomía humana el desarrollo de un pensamiento holístico durante su proceso de formación, con beneficio de mayores competencias y mejor desempeño docente e investigativo(AU)

Introduction: The state examination in Cuban medical specialties ensure quality in competences and professional performance. Its technical and methodological quality should be subjected to permanent improvement as a responsible action towards academic excellence. Objective: To promote a conceptual-methodological stance for the improvement of the practical-theoretical examination of the Human Anatomy specialty. Methods: The methods of analysis-synthesis, participative observation and documental review were used. Results: An assessment proposal was obtained in the context of the specialization in Human Anatomy, with specific actions for the improvement of the practical and theoretical examination of this specialty. Conclusions: The theoretical and practical foundations presented are pertinent to overcome weaknesses of previous state examinations, as well as to favor, in the Human Anatomy resident, the development of a holistic thinking during her or his training process, with the benefit of greater competences and better teaching and research performance(AU)

Does physical activity improve adaptive behaviour, fitness, and quality of life of adults with intellectual disability? / A atividade física promove o comportamento adaptativo, aptidão física e qualidade de vida de adultos com dificuldade intelectual e desenvolvimental? / ¿La actividad física promueve el comportamiento adaptativo, la aptitud física y los qualidad de vida de los adultos con dificultades intelectuales y de desarrollo?

ABSTRACT The effects of a physical activity program on adaptive behaviour, motor proficiency, fitness, and quality of life of 16 adults with intellectual disability (ID) were analysed. Portuguese versions of Adaptive Behavior Scale, Personal Outcomes Scale, Bruininsky-Oseretsky Motor Proficiency Test, and Fullerton scale were applied twice before, after, and one month after the program. Mann-Whitney and Wilcoxon tests were used and Bonferroni manual correction was performed to establish a new p-value. The control group stabilized performance over time, the experimental group improved in most domains, such as socialization (p <0.005), responsibility (p <0.005), and arm curl (p <0.01). Our findings call for tailor-made interventions to improve PA levels among adults with ID.

RESUMO Os efeitos de um programa de atividade física no comportamento adaptativo, proficiência motora, aptidão física e qualidade de vida de 16 adultos com dificuldade intelectual foram analisados. As versões Portuguesas das Escalas de Comportamento Adaptativo, Pessoal de Resultados, Teste de Proficiência Motora Bruininsky-Oseretsky e Fullerton foram aplicada antes, após e um mês após o programa. Os testes de Mann-Whitney e Wilcoxon foram aplicados, com correção manual de Bonferroni. O grupo de controlo estabilizou o desempenho, o grupo experimental melhorou na maioria dos domínios, como a socialização (p<0.005), a responsabilidade (p<0.005) e a flexão do antebraço (p<0.01). Resultados pedem intervenções personalizadas para melhorar os níveis de AF dos adultos com DI.

RESUMEN Se analizaron los efectos de un programa de actividad física sobre la conducta adaptativa, competencia motora, aptitud física y calidad de vida en 16 adultos con discapacidad intelectual (DI). Se aplicaron versiones portuguesas de las Escalas de conducta adaptativa, Resultados Personales, Prueba de Competencia Motora Bruininsky-Oseretsky y Fullerton antes, después y un mes después del programa. Se utilizó la prueba de Mann-Whitney y Wilcoxon, com corrección Bonferroni. El grupo de control estabilizó el desempeño con el tiempo, el grupo experimental mejoró en la mayoría de los dominios como socialización (p<0.005), responsabilidad (p <0.005) y flexión del antebrazo (p <0.01). Los resultados exigen intervenciones personalizadas para mejorar los niveles de AF en adultos con DI.

Processos de aprendizagem de adultos na educação profissional em saúde / Learning processes of adults in professional training in health / Procesos de aprendizaje de adultos en la educación profesional en salud

Resumo O estudo tem por objetivo problematizar os processos de aprendizagem de adultos trabalhadores na educação profissional em saúde. Considerando-se que a formação do trabalhador da saúde deve ampliar o horizonte dos alunos para além da biomedicina, tomam-se como referência os estudos de Kastrup sobre cognição inventiva. Estes estudos nos ajudam a pensar uma formação distinta daquela centrada em conteúdos e técnicas. A pesquisa foi desenvolvida com base em análise de documentos produzidos por alunos e professores do Curso de Técnico de Agente Comunitário de Saúde no Rio de Janeiro em 2017. Também são analisadas entrevistas com alunos. As análises mostraram como diferentes estratégias pedagógicas favoreceram a formação de sujeitos-trabalhadores sensíveis e comprometidos com a construção de práticas de saúde que não se constituem apenas no saber biomédico. Percebeu-se que o trabalho realizado possibilitou que os alunos problematizassem as relações entre educação, cultura e saúde, e, com isso, colocassem em questão suas práticas de saúde já naturalizadas. Estas experiências criaram a possibilidade de os alunos 'não serem mais os mesmos' e se fortalecerem na construção de um Sistema Único de Saúde e uma sociedade diversos.

Abstract The present study has the goal of questio-ning the learning processes of adult workers in professional training in health. Considering that the training of health workers should expand the horizons of the students beyond biomedicine, we take as reference the studies by Kastrup on inventive cognition. These studies help us conceive a training that is different from the training focused on content and techniques. The research was developed based on an analysis of documents written by students and teachers of the Community Health Worker Technical Course in Rio de Janeiro, Brazil, in 2017. The interviews performed with the students were also analyzed. The analyses show how different pedagogical strategies favor the training of individuals-workers who are sensible of and engaged with the development of health practices that are not only established within biomedical knowledge. We noticed that the work performed made it possible for the students to question the relationships among education, culture and health, and, therefore, question their already ingrained health practices. These experiences opened the possibility for the students "to no longer be who they were" and strengthen themselves in the development of a diverse Unified Health System (Sistema Único de Saúde, in Portuguese) and a diverse society.

Resumen El estudio tiene como objetivo problematizar los procesos de aprendizaje de adultos trabajadores en la educación profesional en salud. Considerando que la formación del trabajador de la salud debe ampliar el horizonte de los alumnos más allá de la biomedicina, se toman como referencia los estudios de Kastrup sobre cognición inventiva. Estos estudios nos ayudan a pensar en una formación distinta de aquella centrada en contenidos y técnicas. La investigación se desarrolló con base en análisis de documentos elaborados por alumnos y profesores de la Carrera de Técnico de Agente Comunitario de Salud en Rio de Janeiro, Brasil, en el 2017. También se analizan entrevistas con alumnos. Los análisis mostraron cómo diferentes estrategias pedagógicas favorecieron la formación de sujetos-trabajadores sensibles y comprometidos con la construcción de prácticas de salud que no sólo se constituyen por el saber biomédico. Se observó que el trabajo realizado posibilitó que los alumnos problematizasen las relaciones entre educación, cultura y salud, y, de esta manera, cuestionasen sus prácticas de salud ya naturalizadas. Estas experiencias hicieron posible que los alumnos 'nunca más fuesen los mismos' y que se fortalecieran en la construcción de un Sistema Único de Salud y una sociedad diversos.

Procesos de aprendizaje adulto en contextos de educación no formal / Adult Learning Processes in Non-Formal Education Contexts

Resumen La compresión de los procesos de aprendizaje durante la adultez requiere considerar tanto el contexto de aprendizaje como las características personales de los aprendices. En este marco, el estudio que se describe en este artículo explora los procesos de aprendizaje adulto en contextos no formales siguiendo el modelo de Kolb (1984), a la vez que se analiza su variabilidad en función de diferentes características personales de los participantes. Los resultados obtenidos confirmaron la existencia de una importante variabilidad en las formas de aprender de los adultos participantes en la investigación, y mostraron que algunas características personales como las condiciones socio-laborales y la trayectoria personal de riesgo guardaban relación con las diferencias observadas. El papel de estas características personales, así como de otras variables relacionadas con los adultos como aprendices, es discutido, a la vez que se destacan importantes implicaciones metodológicas a tener en cuenta cuando se planifican experiencias educativas no formales con personas adultas.

Abstract It is necessary to evaluate the learning context and individual characteristics of learners to understand the adult learning process. In this study, adult learning processes at non-formal situations according to Kolb´s model (1984) are described, considering its variability according to individual characteristics. Variability in adult learning processes was found, with socio-laboral conditions and risk trajectories playing a relevant role. These results are discussed, and methodological implications for planning adult learning experiences are highlighted.

Aprendizagem e metacognição do adulto: panorama de estudos e pesquisas / Adult learning and metacogniti on: overview of studies and researches

Os processos de cognição e aprendizagem apresentam diversidade conceitual. Entende-se aqui por aprendizagem o processo por meio do qual a pessoa adquire um conjunto de informações, habilidades e crenças processado no contato com o ambiente no qual se encontra. A cognição é o processo que permite que essas informações sejam organizadas e armazenadas na memória, possibilitando sua emergência ou subtração à consciência. As particularidades da cognição e da aprendizagem presentes na fase adulta da vida remetem esses fenômenos a diversos campos de estudos. Para conhecer a produção científica sobre esse tema na biblioteca Scientific Eletronic Library Online (SCIELO), realizou-se uma revisão integrativa dos artigos indexados nos últimos cinco anos, resultantes da busca feita por meio das palavras-chave "aprendizagem do adulto" e"metacognição". Como resultado, identificou-se o total de 152 artigos científicos, entre os quais 75 atenderam aos critérios de inclusão previamente estabelecidos. Considera-se que essa produção ainda é quantitativamente pouco expressiva e que vem ocorrendo a partir da contribuição de múltiplas disciplinas, o que revela a complexidade das questões associadas à aprendizagem e à cognição do adulto e favorece a construção de um olhar mais amplo sobre a temática

The cognition and learning processes have conceptual diversity. The learning is understood here by the process through a person acquires a set of information, skills and beliefs, renderedin contact with the environment. Cognition is the process that allows this information to be organized and stored in memory, enabling its emergence into consciousness or its subtraction. The cognition and learning articularities present in the adult stage of life refer these phenomena to different study fields. Intending to know the scientific literature on this topic in the Scientific Electronic Library Online (SCIELO), an integrative review of the past five years indexed articles was produced, resulting from the search made by the keywords "adult learning" and "metacognition ". As a result, we identified a total of 152 scientific papers, among which 75 met the inclusion criteria previously established. It is considered that this production is still quantitative lylittle expressiveand has been happening from the contribution of multiple disciplines, which reveals the complexity of issues associated with learning and cognitionin adults and favors the construction of a broader perspective on the subject

Aprendizado de adultos / Adult learning

Gradativamente, o aprendizado de adultos tem se diferenciado da pedagogia. Isso começou com a psicologia cognitiva e atualmente já se dispõe de evidências de neuroimagem que justifiquem essas diferenças e permitam o melhor conhecimento do processo de aprendizagem e memória para embasar o desenvolvimento de novas técnicas de ensino.

Gradually, adult learning has been differentiated pedagogy. This began with the cognitive psychology and currently already have neuroimaging evidence to justify these differences and allow a better understanding of the learning and memory process to support the development of new teaching techniques.

Ⅰ An overview of theories about interprofessional education and work / 医学教育

　The theoretical framework for interprofessional education is drawn from a number of academic disciplines. To put theory into practice, it is necessary to analyze major theories and use metacognitive frameworks focusing on the micro, meso, and macro levels.<br>　As major theories, social constructivism and social capital were introduced. Social constructivism emphasizes the necessity of interaction with the social environment and proposes that persons play a large role in cognitive development. In social capital, people tend to share a common idea as “the social network has value.”<br>　On the basis of social welfare theory, we have described several theories focusing on the micro, meso, and macro levels. In micro-level analysis, successful application of adult learning theory, or andragogy, is a key mechanism for well-received interprofessional education. In addition, contact theory provides appropriate ways to reduce prejudice between members of a group, and social identity theory provides a concept for explaining intergroup behavior. In meso-level analysis, team learning, the theory of cooperation, activity theory, and Tuckman’s team development model were introduced. In macro-level analysis, we explained that healthcare professionals are socialized in complex systems focusing on organizational learning or practice.<br>　Finally, the literature for interprofessional education focusing on a metacognitive framework was introduced. We expect that, through multifaceted reflection over time, a theoretical framework for multidisciplinary cooperation will be developed.

Determination of Satisfaction Index as a tool in evaluation of CME Program.

Continuing Medical Education is an indispensable part of physician's learning. Well designed program based on andragogy principles can enhance learning by motivating the learner and providing platform to encourage self directed learning. The present study aimed to explore the impact of program “NAMS-AIIMS Regional Symposium on Sleep Medicine” in changing the behavior and attitude of participants using “Satisfaction Index” and descriptive analysis of responses as evaluation tools for program effectiveness. This descriptive cross sectional study captured the response of participants through a pre-tested and validated questionnaire administered at the end of symposium. The result showed almost equal sex distribution (M: F- 27: 34) with majority being UG students (86%). Reliability of data showed Cronbach's Alpha of 0.98 indicating high reliability. Satisfaction index (SI) calculated as per WHO Educational Handbook for Health Personnel showed highest satisfaction for conducive environment of symposium (87.87 %) followed by provision for time to seek clarifications (87.21%), provision of appropriate Learning Resource material (85.90 %) and handling of critical comments by organizers (85.57%). Descriptive analysis showed majority responses as highly positive to our questionnaire with suggestions for more such activity, inclusion of clinical cases and other aspects of practical relevance.

Communication, technology and ageing: elderly, senior citizen groups and interaction process in the information age / Comunicação, tecnologia e envelhecimento: idosos, grupos de terceira idade e processo de interação na era da informação

Um ambiente computacional mudará a natureza da atividade interacionista se contemplar as mudanças que estão ocorrendo nos métodos de comunicação, pois deve favorecer o trabalho cooperativo. Para desenvolver ferramentas que viabilizem a construção do conhecimento por meio da interação é preciso conhecer os aspectos biopsicossociais e entender o potencial libertador dos processos comunicativos que se estabelecem quando os sujeitos interagem mediados pela tecnologia. Partindo de uma concepção sócio-histórica de interação social, procuramos preencher um espaço de pesquisa em relação à ação comunicativa e à significação das representações sociais sobre as tecnologias de comunicação e informação. Analisamos a tríade comunicação, tecnologia e envelhecimento, objetos de natureza distinta que advêm quando se ponderam questões que envolvem pessoas idosas num contexto biopsicossocial. Buscamos conhecer as representações simbólicas em relação às tecnologias e analisar os sentimentos desencadeados e o significado das experiências vividas com o uso desses dispositivos. Analisamos os processos de apropriação e significação das tecnologias com um grupo de idosos matriculados em oficias de informática do município de Passo Fundo - RS. A pesquisa é um estudo transversal de cunho analítico e populacional. Para analisar os dados utilizamos análise de variância, teste qui-quadrado, análise fatorial e análise de conglomerado em um nível de significância de 5 por cento (p ≤ 0,05). Os resultados revelam que os idosos participam das oficinas com a finalidade de maximizar os processos de convívio, resultado que ratifica a importância dos programas de educação permanentes oferecidos pelas universidades abertas.

Increasing motivation of medical students through a participatory style of learning / 医学教育

In "osmotic learning" a student passively observes and presumably absorbs clinical knowledge. Unfortunately, clinical teaching based on this style tends to result in low student motivation to study, which leads to low faculty motivation to teach. Here we consider how to improve medical education in Japan based on a case study of a Japanese student's (H.I.) participatory experience with the adult learning model in the United States. 1) A Japanese medical student analyzed the weekly evolution of her responsibilities and contributions to patient care during a 1 month clinical rotation at the University of Michigan. 2) She participated through direct contact with 235 patients during the 1 month rotation. Starting with simple contributions to patient care, over time she became an active member of the treatment team. Due to the ever-increasing relationship of trust built during the rotation, the faculty member could give the student tasks requiring more responsibility. This led to a relative reduction in the faculty member's workload and, in turn, increased teaching efficiency.3) From this case study, we conclude that clinical education based on the adult learning model can be applied in Japan, where "osmotic learning" has been prevalent, and that it can increase the motivation of medical students to learn and faculty to teach.

A teoria da aprendizagem experiencial como alicerce de estudos sobre desenvolvimento profissional / The experiential learning theory as the basis for the research about professional development

A teoria da aprendizagem experiencial consiste em uma abordagem sobre o desenvolvimento do adulto, em especial, do profissional. Segundo seu fundador, o americano David Kolb, a profissionalidade é um percurso permanente de aprendizagem, desde que o indivíduo possa se apropriar de suas experiências de atuação profissional. São discutidos os princípios e conceitos básicos dessa perspectiva, fundamentados na relação entre determinados tipos de aprendizagem, denominados modalidades de aprendizagem, e o desenvolvimento dos processos afetivos, perceptivos, cognitivos e comportamentais, presentes ao longo do percurso profissional ou em situações específicas de aprendizagem, como é o caso de projetos de formação em serviço. A perspectiva holística e integrativa da aprendizagem experiencial se aproxima das tendências contemporâneas que destacam o papel do pensamento reflexivo para melhoria da qualificação profissional. Contudo, a acepção kolbiana segue um caminho próprio, original, com grande potencial de aplicação para estudos e propostas formativas no campo do desenvolvimento profissional.

The theory of the experiential learning consists of a perspective about the development of the adult, in special, of the professional. According to its founder, the American David Kolb, the profissionality is a permanent process of learning, provided the individual can assume appropriate the experiences of professional performance. The principles and basic concepts of this approach are presented, based on the relation between certain types of learning and the development of the affectivity, perception, cognition and behavior belonging to the professional life track or in specific situations as it is the case of projects of formation in service. The holistic and integrative perspective of the experiential learning has some proximity with contemporary approaches which emphasize the role of the reflective thought for improvement of the professional qualification. However, Kolb's theory follows a proper and original way, with great potential for studies and formative proposals for the professional development.

Curriculum of Medical Schools in North America Offering Various Education Programs: A Report of the Inspection Tour Organized by Dr. Hinohara in July, 2005 / 医学教育

1) The study tour was organized by Dr. Hinohara to learn about the medical education in North America and its philosophy to support the method.<BR>2) The McMaster University, which started PBL curriculum in 1969, began COMPASS curriculum which focuses on conceptual thinking and e-learning in which tutorial groups still remain as the key to the learning process.<BR>3) The Duke University, which values the researcher promotion, began a new curriculum including at further integration of basic and clinical medicine and structural clinical training (Intersession).<BR>4) The Washington University, which constructed WWAMI Program that cooperated with the medical institutions in four states surrounding Washington, started College System to support the students and to strengthen their clinical competencies.<BR>5) Common aspects of the innovation of medical education in North America are (1) further integration of the basic and clinical medicine, (2) early exposure to the principle of clinical medicine and (3) promotion of professionalism by Clinical Preceptorship.

The Changes of the Adults' Memory and Their Impacts to the Adults' Learning——The analyses from psychology / 中华医学教育探索杂志

The ability of memory will wear away as human beings become old.These changes are different due to different memory processes and different memory tasks.Researches of the memory changes will help us master the rules of adults' learning and improve the quality of the adult education.

Model Core Curriculum and Student Evaluation System for Entering to a Clinical Clerkship. Signs, Symptoms and Pathophysiology as the Learning Objectives for the PBL / 医学教育

Problem-based learning (PBL) tutorial follows the learning attitude of adult characterized as a self-directed learner. PBL may be applied to facilitate learning of signs, symptoms and pathophysiology that are defined in the Japanese Model Core Curriculum for the undergraduate medical education. When signs, symptoms and pathophysiology are the learning objectives in the PBL, the learners may integrate the related problems to understand the basic mechanisms of the diseases. Whereas didactic lecture-based learning facilitates systematic understanding. Thus, construction of curriculum to accommodate the Model Core Curriculum with learning objectives of signs, symptoms and pathophysiology require through consideration for the characteristics of PBL as one educational modality in the medical education.

La andragogía aplicada en la capacitación de la Norma Oficial Mexicana 087-ECOL-95 / The andragogy applied in the training of the Norma Oficial Mexicana 087-ECOL-95

Introducción: los establecimientos de atención médica generan residuos con riesgos potenciales a la salud, situación que desde 1977 la Organización Internacional del Trabajo hace hincapié y recomienda los procesos para la clasificación de los desechos hospitalarios; en México a través de la NOM 087-ECOL-95 se establecen los procesos para los Residuos Peligrosos Biológico Infecciosos (RPBI). En el IMSS desde 1997 a pesar de la difusión de esta norma, no se han obtenido los resultados deseados, por lo cual se identificará el impacto de la capacitación con los principios de la andragogía sobre la separación de los RPBI. Material y métodos: estudio cuasi-experimental que consistió en una estrategia educativa interactiva. El universo de trabajo fue siete enfermeras y ocho contenedores, retomando al grupo como su propio control. Resultados: en la medición basal se observó que 75% de los contenedores de residuos municipales estaban contaminados; posterior a la capacitación, 37.5% mejoró, quedando en 50% una semana posterior a la intervención. Discusión: los principios de la andragogía son de gran importancia para la transmisión y aceptación de los conocimientos. Concordamos que la reintegración continúa cognitiva y afectiva es esencial para el aprendizaje del adulto como ser social.

Introduction: the establishments of medical attention generate residuals with potential risks to the health, situation that from 1977 the International Organization of the Work makes stress and it recommends the processes for those undone hospital; in México through the NOM 087-ECOL-95 the processes settle down for the Infectious Biological Dangerous Residuals (RPBI). In the IMSS from 1997 in spite of diffusing the NOM-087-ECOL-95, the wanted results have not been obtained, reason why the impact of the training will be identified with the principles of the adult learning on the separation of the RPBI. Material and methods: a study quasi-experimentaI that consisted in an interactive educationaI strategy. The work universe was of seven nurses and eigth containers, recapturing to the group like its own control. Results: in the basal mensuration 75% of containers of polluted municipal residuals were observed, later tothetraining37.5% of improvement, prevailing in 12.5% a later week to the intervention. Conclusions: the principles of the adult learning are of great importance for the transmission and acceptance of knowledge. We agree that the reinstatement continuous cognitive and affective it is essential for the adult's learning as social being.