ABSTRACT
Apesar de intensamente pesquisados nos últimos trinta anos, os processos cognitivos relacionados à atenção visual humana ainda apresentam várias lacunas e instigam investigações sobre os mecanismos de seleção e integração da informação relevante contida no ambiente. Basicamente, os esforços para a compreensão desta arquitetura cognitiva estão centrados em dois grandes modelos teóricos sobre a atenção visual: um baseado na localização espacial ocupada pelos objetos no campo visual e outro baseado nas características do objeto a ser atendido. A revisão realizada neste artigo busca sistematizar algumas contribuições experimentais importantes a respeito desses modelos bem como evidenciar algumas particularidades da natureza dos processos envolvidos na mobilização da atenção visual humana.
The study of visual attention has become an important topic in cognitive psychology research in the last 30 years. However, many questions about the nature of attention are not well understood. The efforts to understand this cognitive architecture are centered in two great theoretical models on the visual attention: the first model supports that visual attention is allocated on visual space (location-based visual attention) while a second model supports that attention could select the objects representations per se (object-based visual attention). In this review, we pooled important researches about these two seminal models and some questions concerning the human visual attention were examined.
Subject(s)
Attention , Cognition , Behavioral Sciences/education , Psychology , Psychology, Experimental , Visual PerceptionABSTRACT
OBJECTIVE: This study aimed to find the medical students' attitude to Behavioral Science after completing the course. METHOD: Second and third year Chiang Mai medical students were asked to complete a 25-item questionnaire regarding their attitude to Behavioral Science at the end of their final examination. RESULTS: Both mean scores of attitude were quite high. There was no difference in mean scores for both years, but some items were answered differently. CONCLUSION: Even though Behavioral Science was regarded as a crucial matter for medical application and the results were satisfactory, many factors involving this subject, such as the teaching system could be changed. The author suggested a possible way to make Behavioral Science more acceptable and understandable.
Subject(s)
Adolescent , Adult , Attitude of Health Personnel , Behavioral Sciences/education , Curriculum , Education, Medical, Undergraduate , Factor Analysis, Statistical , Female , Health Knowledge, Attitudes, Practice , Humans , Male , Needs Assessment , Surveys and Questionnaires , Students, Medical/psychology , ThailandSubject(s)
Adolescent , Behavioral Sciences/education , Child , Child, Preschool , Clinical Competence , Community Medicine/education , Curriculum , Delivery of Health Care , Developing Countries , Education, Medical, Undergraduate/classification , Educational Measurement , Humans , Infant , Learning , Nepal , Pediatrics/education , Problem-Based Learning , Teaching/methodsABSTRACT
Detalla, en el marco del planeamiento, implementación y evaluación de un sistema de educación permanente, los siguientes momentos: 1. Momento preliminar, 2. Momento de apertura, 3. Momento de avance, 4. Registro y evaluación permanente del proceso, 4. Evaluación permanente y retroalimentación del proceso, 5. Momento de consolidación, 6. El modelo pedagógico que sustenta la educación permanente, 7. Bibliografía
Subject(s)
Behavioral Sciences/education , Education, Continuing , Health Personnel , Maternal and Child HealthABSTRACT
El curso de gestión de redes, ha sido diseñado como un conjunto de actividades educativas y formadoras que intentan convertir en gerentes y agentes de cambio positivo a los equipos de gestión del grupo de hospitales de referencia. El presente documento contiene: 1. Guía general del curso; 2. Módulo I - Plan académico; 3. Guía de lectura; 4. Lecturas: La planificación de la ejecución, la evaluación interna, el análisis ambiental, la misión empresarial, el planeamiento estratégico, estructura de un sistema de información gerencial, estrategias para la determinación de los requerimientos de información, sistema de gestión hospitalaria, sistemas de información en salud, información para la atención de salud, el conflicto, la negociación y el comportamiento entre grupos, cultura organizacional, trabajo en equipo, transparencias
Subject(s)
Community Networks , Health Services , Quality Assurance, Health Care , Health Planning , Hospital Administration/education , Behavioral Sciences/education , Delivery of Health Care , Financial Audit , Information Systems , Management Audit , Organizational Culture , Problem-Based Learning , Strategic PlanningABSTRACT
El entrenamiento de los residentes de medicina familiar en ciencias de la conducta es parte fundamental de un programa de medicina familiar. Desde el inicio del programa de medicina familiar de CEMIC (Centro de Educación Médica e Investigaciones Clínicas), en 1984, hemos desarrollado nuestra actividad docente en base a dos ejes: formación teórica en ciencias de la conducta mediante clases y talleres, y supervisión de casos clínicos. Hemos sistematizado el material supervisado durante 1990 lo que constituye el contenido de este trabajo
Subject(s)
Behavioral Sciences/education , Family Practice/education , Internship and Residency , Teaching , Education , Physicians, Family/educationABSTRACT
In 1978, the Task Force on Pediatric Education identified the teaching of developmental and behavioral issues as being deficient in pediatric resident training. As subsequent attempts have been made to address these deficiencies in resident curriculum, there has often been conflict and confusion over what are the best teaching approaches and strategies. This Ambulatory Pediatric Association Workshop, therefore, attempted to identify how developmental and behavioral issues could be best taught. Results from a multicenter questionnaire identified the most useful educational technique as being direct resident involvement in the patient care of children with developmental and/or behavioral problems. This was best accomplished in the outpatient resident continuity clinic. Participants in the workshop concluded that both developmental and behavioral issues could be best taught by a general pediatrician who could function as a generalist, developmentalist and behavioralist while exemplifying high standards of patient care, teaching and research. There was considerably strong consensus among workshop participants that for any curriculum in developmental and behavioral pediatrics to succeed, there must be active support and commitment from the chairman of department of pediatrics.