¿Universidad para quién? la expropiación neoliberal del sentido de la Universidad: el caso de las instituciones privadas en Colombia / University for whom? the neoliberal expropriation of the meaning of university: the case of private institutions in Colombia?

Resumen La transformación reciente de la Universidad latinoamericana ha sido definida por las necesidades y premisas del modelo neoliberal. En este artículo tratamos algunos de sus impactos sociales en Colombia por medio del análisis de las lógicas que tales transformaciones han implicado para las universidades privadas; en particular, la gestión académica, la contratación y evaluación docente, así como la producción de conocimiento. Puesto que se trata de un modelo universitario en función del mercado, las estrategias de control epistemológico en las instituciones privadas delimitan no solo las posibilidades de vincular la investigación a sectores sociales subalternos, sino también la promoción de conocimientos considerados improductivos. Como límites corporativos al conocimiento crítico del país, tales impactos no solo dan cuenta de los efectos del modelo neoliberal, sino que han sido una de las estrategias para su profundización.

Abstract The recent transformation of the Latin American university has been defined by the needs and premises of the neoliberal model. In this article, we discuss some of its social impacts in Colombia through the analysis of the logics that such transformations have implied for private universities; in particular, academic management, teacher recruitment, and teacher evaluation, as well as knowledge production. Since it is a market-driven university model, the strategies of epistemological control, in private institutions, limit not only the possibilities of linking research to subaltern social sectors, but also the promotion of knowledge considered unproductive. As corporate limits to critical knowledge in the country, such impacts not only account for the effects of the neoliberal model, but also have been one of the strategies for its deepening.

Effect of Curricular Reforms of Physical Medicine and Rehabilitation in Medical Engineering Interdisciplinary Crossing on Eight-year Medical Students / 中国康复理论与实践

Objective:To observe the effect of curricular reforms of physical medicine and rehabilitation in medical engineering interdisciplinary on learning of eight-year medical students. Methods:The eight-year medical students studying Physical Medicine and Rehabilitation in Tsinghua University in 2018 and 2019 were enrolled into control group (n = 20) and observation group (n = 18), respectively. The control group used routine courses and studied with teachers of rehabilitation medicine; while the observation group added neuroscience theory and new advances, the development of functional magnetic resonance and application in rehabilitation medicine, new technology and progress in medical engineering in the course, and studied with teachers of electronic engineering, mechanical engineering and medicine. Their performances were compared. The observation group was surveyed with self-designed questionaire. Results:The performance of paper test, general test and total test were higher in the observation group than in the control group (t > 2.694, P < 0.01). The questionnaire showed that the observation group could better understand the course of Physical Medicine and Rehabilitation and the development of medical engineering interdisciplinary crossing and translational research within physical medicine and rehabilitation, and they thought it was more necessary to study the new course after the curriculum finished (|Z| > 2.304, P < 0.05). The proportion of students who were interested and very interested in medical engineering interdisciplinary crossing and translational research within physical medicine and rehabilitation increased from 77.78% to 94.44% (P = 0.222), and the the proportion of students who were probably and very probably engaged in physical medicine and rehabilitation increased from 61.11% to 83.33% (P =0.043). Conclusion:The curricular reforms in medical engineering interdisciplinary crossing could raise the interest and improve the test performance of eight-year students with physical medicine and rehabilitation.

O lugar da pesquisa na reorganização curricular em odontologia: desafios de origem para um debate atual / Research and curricular reform in dentistry undergraduate courses: origin challenges to current problems

O presente estudo tem por objeto a caracterização do lugar da pesquisa na organização curricular em instituições de ensino superior de Odontologia na cidade de São Paulo, com vistas à identificação de tendências de reformulações no contexto imediato à aprovação das Diretrizes Curriculares Nacionais. A partir da análise de documentos e entrevistas com os responsáveis pelos respectivos cursos, a investigação focaliza a institucionalização da pesquisa no desenvolvimento da estrutura curricular, referenciadas às perspectivas de mudanças no ensino. As instituições contemplam a instrução científica na graduação e os alunos são estimulados a se envolver em projetos de pesquisa no âmbito do programa de iniciação científica, no espaço extracurricular. Ao lado dos limites institucionais relacionados à prática da pesquisa nas instituições (públicas e privadas), estas disposições atestam movimentos de revisão curricular em atenção às recomendações legais, sem alcançar, entretanto, a estruturação de um currículo fundamentado no ensino pela pesquisa.

"Vivendo o SUS": uma experiência prática no cenário da atenção básica / "Experiencing the Single Health System ": a practical experience in primary health care in Brazil

O projeto "Vivendo o SUS", realizado com a participação dos alunos do primeiro ano do curso de Medicina da PUC/SP, visou introduzir os estudantes no contexto das ações do sistema público de saúde e suas relações com a população local, no município de Sorocaba. Posteriormente, com a reforma curricular do curso de Medicina, foi construído o Módulo de Prática em Atenção à Saúde (PAS), com desenvolvimento nos seis anos do curso. A realização desse projeto foi importante para estimular e nortear o processo de mudança curricular, por meio da execução de uma atividade que propiciou exercícios de reflexão sobre a experiência vivenciada pelo estudante de Medicina, estimulando a percepção de situações como o cuidado e a organização do processo de trabalho na atenção básica, as relações na equipe de saúde e as informações como ferramentas para o planejamento. Atualmente, o ensino médico, inserido no espaço da Atenção Básica, contribui na produção de conhecimentos para o aprimoramento do sistema de saúde local e, intervindo na realidade, forma um profissional mais habilitado e comprometido com a comunidade.

The project "Vivendo o SUS" (Experiencing the Single Health System ), including participation by first-year medical students at the Catholic University in São Paulo, aimed to introduce undergraduates to activities in the public health system and its relationship to the local population in the city of Sorocaba. Following a curricular reform in the medical school, a Healthcare Practice Module was developed for the full six years of undergraduate medical training. The project has been important for stimulating and orienting the curricular change, implementing an activity than encourages students to reflect on their experience. It fosters the perception of situations like patient care and organization of the work flow in primary care, teamwork in health, and information as a planning tool. Medical education, now part of the Primary Care context, contributes to the production of knowledge for improving the local health system while impacting reality and training health professionals that are better prepared and committed to the community.

Evaluation of Clinical Courses at Teaching Hospitals Outside of Osaka City University Hospital / 医学教育

To evaluate clinical courses at teaching hospitals outside of Osaka City University Hospital, we used a questionnaire to ask instructors and sixth-year students about practical problems immediately after the end of the semester. This course was conducted for 7 weeks during the first semester at 24 hospitals and for 5 weeks during the second semester at 23 hospitals. In each semester about 40% of clinical practice at teaching hospitals was done in the style of clinical clerkships. About 90% of students were mostly or completely satisfied with their instructors and hospitals. Furthermore, about 70% of instructors felt more or less fulfilled by working with students and about 60% of them felt working with students was rewarding. More than 95% of instructors would be willing to teach medical students again. In conclusion, most instructors and students felt that clinical courses at teaching hospitals outside of Osaka City University Hospital were conducted without problems.

Seminário de Avaliação do Curso de Medicina da Universidade Estadual de Londrina (regime seriado)

Resumo: Considerando-se a necessidade de aprimorar a qualidade do ensino, discutem-se duas questões: a avaliação, enquanto instância de acompanhamento do processo e de identificação das mudanças necessárias, e a reforma curricular. Nesse contexto, foi realizado, em agosto de 1996, o I Seminário de Avaliação do Curso de Medicina - sistema seriado, da Universidade Estadual de Londrina, para avaliação do curso e reflexão sobre a necessidade de reforma curricular. A partir das discussões ocorridas no seminário, foi projetado o perfil do profissional de saúde a ser formado, inserido criticamente na realidade, numa perspectiva humanista. Concluiu-se que, para gestar a organização de uma nova escola, capaz de formar um profissional com perfil projetado, é necessário um posicionamento crítico dos educadores frente às mudanças sócio-econômicas da realidade, bem como o comprometimento de toda a comunidade envolvida na elaboração de seu projeto pedagógico.

Summary: Taking into consideration the need for teaching quality improvement, two questions are now posed: the evaluation, as a follow-up process and an identification of required changes, and the curricular reform. Within this context, the Ist Seminar for Evaluation of the Medical Teaching - Credit System, State University of Londrina was held in the period of 26-28 august 1996 for an evaluation of the course and a reflection on the need for a curricular reform. From discussions taken during the Seminar; a profile for the health professional was designed and planned to be critically involved with the reality from a humanistic perspective. lt was then concluded that in order to manage the organisation of a new school, which is able to have a professional with said profile, it is necessary to have a critical altitude of educators toward social and economical changes in the reality, as well as a commitment of the community in the involvement with the pedagogical project.

Curricular Reform of Clinical Medical Education at Osaka City University Medical School / 医学教育

Osaka City University Medical School is now radically reforming its undergraduate curriculum for clinical medical education. Over the next 2 years, lecture will gradually be decreased from 773 to 433 sessions (each session lasting 105 minutes) by introducing organ-based integrated lectures, while practical clinical training will be increased to 15 months and classical bedside teaching will be replaced by clinical clerkships. A new teaching building to be completed by April 1998 will contain many rooms and facilities for students to study alone or in groups. Such innovations became possible only after continuous cooperation and planning by the newly organized curriculum committee and its subcommittees.