Licentîa hypomnema: reflections and perceptions in teacher education / Licentîa hypomnema: reflexões e percepções na formação de educadoras(es) / Licentîa hypomnema: reflexiones y percepciones en la formación del profesorado

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)

O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)

El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)

Identidade profissional do psicólogo judiciário: um estudo sobre configurações identitárias / Forensic psychologist´s professional identity: a study about identity configurations / Identidad profesional del psicólogo forense: un estudio sobre configuraciones de identidad

Este estudo objetivou descrever a identidade profissional de psicólogos judiciários, partindo do cenário contemporâneo da Psicologia Jurídica brasileira, contexto que envolve crises e conflitos sobre a forma de responder a atribuições e demandas do campo legal. Pela perspectiva da sociologia das identidades profissionais de Claude Dubar, sustenta-se a hipótese de que a identidade profissional do psicólogo judiciário depende de estratégias de compatibilização entre o pertencimento à categoria e as atribuições legais e institucionais. Participaram 95 psicólogos do quadro ativo do Tribunal de Justiça de São Paulo, que responderam a um formulário online sobre a percepção de si e do campo de atuação. Os dados foram submetidos à análise de conteúdo. Os resultados indicam a saliência da avaliação psicológica e da interdisciplinaridade na identidade profissional, e as rupturas identitárias diante de práticas verificatórias. Tais achados apontam a necessidade de participação da categoria na construção de suas atribuições; e dificuldades para o exercício das funções por limitações à autonomia profissional.(AU)

This study aimed to describe the professional identity of forensic psychologists, considering Brazil's Legal Psychology contemporary scenario which relates to a critical issues on how practitioners respond the demands of the legal system. Based on Claude Dubar's sociology of professional identities, we support the hypothesis that forensic psychologists' professional identity depends on strategies of compatibilization between belonging their reference group and the institutional attributions. There were 95 participants, all from the current staff of the Court of Justice of the state of São Paulo, who answered an online form. The data were subjected to content analysis. The results indicate a professional identity with noted salience on psychological assessment and interdisciplinarity, and the identity crises regarding verification practices. Such findings highlight the importance of practitioners taking part on the construction of their own tasks.(AU)

Este estudio tuvo como objetivo describir la identidad profesional de los psicólogos forenses, considerando el escenario de la Psicología Jurídica brasileña, que se relaciona con una crisis sobre si estos profesionales responden a las demandas del sistema legal. Teniendo en cuenta la sociología de las identidades profesionales de Claude Dubar, sostenemos la hipótesis de que la identidad profesional de los psicólogos forenses depende de estrategias de compatibilización entre la pertenencia a su grupo profesional y a instituciones. Participaron 95 psicólogos, quienes actuaban en el Tribunal de Justicia del Estado de São Paulo, a los cuales se aplicó un formulario en línea. Los datos se sometieron a análisis de contenido. Los resultados indican una identidad profesional saliente en cuanto a la evaluación psicológica y la interdisciplinariedad, pero también crisis de identidad en relación con las prácticas de verificación. Tales resultados señalan la importancia de que la categoría participe en la construcción de sus propias atribuciones.(AU)

The bandwidth knowledge of results regarding the task of the overhand serve in volleyball

Abstract Aim: Motor learning is considered a complex process, providing numerous investigations. Knowledge of Results (KR), a kind of extrinsic feedback, is one of the variables that are used for investigations on motor learning. There are different ways to provide KR to optimize motor learning. The bandwidth KR is one of these forms, being a factor that affects motor learning, however, the specificity of the task needs to be considered in the investigation of this theme. Thus, the objective of the study is to analyze the bandwidth of KR in the acquisition of motor skills of the overhand serve in volleyball. Methods: The sample consisted of 24 volunteers of both sexes (12 men and 12 women), 18 to 35 years of age (M = 27, SD = 3.46) and inexperienced in the task. The effect of the bandwidth was analyzed in two groups (with range and without range), in which the volunteers had to learn to control their force by performing the volleyball tennis type service in order to hit a target line. Performance was inferred by the mean and standard deviation of absolute, constant and variable errors. Results: There was no statistically significant difference between the groups and the volunteers improved both the precision (absolute error and constant error) and in the consistency (variable error) during the acquisition. There was an improvement in the groups also in the transfer test in the precision measures. Conclusion: The variable bandwidth is similar to a control condition in which the volunteers have information at each attempt, causing dependence on external information.

COVID-19 Health Knowledge and Practices among Nigerian Residents during the Second Wave of the Pandemic: A quick online cross-sectional survey

The COVID-19 pandemic has redefined life as a whole. The lack of knowledge about the safe practices needed to manage the spread of the global pandemic could be detrimental to public health. This dearth of knowledge and inappropriate practices could increase the spread of the coronavirus and lead to high mortality rates in a country like Nigeria where access to healthcare services is limited. The study's objective was to assess the health knowledge and practices of Nigerian residents in the face of the second wave of the COVID-19 pandemic. MATERIALS AND METHODS The study adopted a cross-sectional online survey which was conducted from January 2 to February 1, 2021. A self-administered questionnaire was used to collect data on the socio-demographics characteristics of respondents, the knowledge of COVID-19 and health management practices related to the virus. The reliability of the instrument yielded 0.72 internal consistency and the data were analyzed using descriptive and logistic regression at p<0.05. RESULTS A total of 1,988 respondents participated in the study; 49.3% of this number were urban residents, 63.0% were males, 58.1% were married, and 67.4% had tertiary education. Overall, the mean score was 9.44±1.8 (72.6%) for knowledge and 6.72±3.1 (56%) for appropriate practices. Rural residence (OR = 0.552, 95% CI 0.351­0.868), female gender (OR = 4.494, 95% CI 3.264­6.187), aged 50 years and above (OR = 0.137, 95% CI 0.071-0.261), married status (OR = 5.004, 95% CI 3.242­7.724), tertiary education (OR = 7.049, 95% CI 4.362­ 11.391), Yoruba ethnicity (OR = 2.828, 95% CI 1.292­6.187), and good knowledge of COVID-19 (OR = 1.905, 95% CI 1.376­2.637) significantly predict appropriate practices. CONCLUSION A substantial number of our respondents had good knowledge but lacked appropriate practices towards COVID-19. The beliefs of the people influenced inappropriate practices just as adequate practice was associated with good African Journal of Health Sciences Volume 34, Issue No.4, July- August 2021 483 knowledge. There is a need for adequate sensitization programmes which might require the use of local languages/dialects and Nigerian Pidgin English to reduce the misinformation surrounding the virus.

Factores asociados con la satisfacción del conocimiento, puntualidad y evaluaciones que realizan los docentes de diecisiete facultades de medicina peruanas / Factors associated with satisfaction knowledge, punctuality and assessments made by teachers seventeen faculties of Peruvian medicine

Introducción: La correcta enseñanza es un aspecto académico sumamente importante, sin embargo, en nuestro medio no ha sido evaluado, a diferencia de otros países que si poseen registros. Objetivo: Determinar los factores asociados con la satisfacción del conocimiento, puntualidad y evaluaciones que realizan los docentes de diecisiete facultades de medicina peruanas. Métodos: Estudio transversal analítico de datos secundarios, se usó los datos de las encuestas realizadas a estudiantes de medicina, se consideró satisfacción a los que respondieron satisfecho o muy satisfecho ante las preguntas del conocimiento, la puntualidad y las evaluaciones que realizan sus docentes, esto fue asociado a variables socio-educativas mediante estadística bivariada y multivariada. Resultados: El 62 por ciento (1789), 46 por ciento (1324) y 49 por ciento (1431) estuvieron satisfechos con el conocimiento, la puntualidad y las evaluaciones, respectivamente. La mayor satisfacción en el conocimiento (p<0,01), la puntualidad (p<0,001) y las evaluaciones (p<0,01) estuvo relacionado con aquellos alumnos que más pagan mensualmente, por el contrario, la menor satisfacción se encontró a medida que aumenta la edad (conocimiento (p<0,05) y las evaluaciones (p<0,01)), los años de estudios (puntualidad, p<0,05), entre los alumnos de las universidades nacionales (conocimiento, p<0,05) y en los alumnos de las universidades que tienen acreditación internacional (evaluaciones, p<0,05). Conclusiones: El estudiante de medicina se encuentra regularmente satisfecho con el desempeño de sus docentes, variando según el año de estudios y las características propias de la universidad. Siendo necesario que cada institución evalúe su realidad, para que pueda implementar actividades para mejorar la calidad educativa de los futuros médicos del país(AU)

Introduction: The correct teaching is an extremely important academic aspect, however in our media it has not been evaluated, unlike other countries that do have records. Objective: To determine the factors associated with dissatisfaction of the research carried out sixteen faculties of Peruvian medicine. Methodology: Analytical cross-sectional study of secondary data analysis, a survey self-applied was applied and was taken as dependent variable which respondents manifest that they were very dissatisfied and / or unhappy with the research done in its power, this was contrasted with other variables; It was obtained statistical association with generalized linear models. Results: 46.4 percent (1369) said they were dissatisfied with their faculty research. They increased the frequency of dissatisfaction the greatest year of study (RPCs: 1.06; 95 percent CI: 1.00 to 1.13: p value: 0.049), dissatisfaction with the university virtual library (RPCs: 1,12: IC95: 1.01 to 1.25, p value: 0.025), with support for search (RPCs: 1.16; 95 percent CI: 1.04 to 1.30; p-value: 0.008), the agreements that have university (RPCs: 2.25; 95 percent CI: 1.47 to 3.46; p value <0.001) and receiving instruction in general (RPC: 1.30; 95 percent CI: 1.08 to 1.57; p value: 0.007), adjusted for sex, age, incentives for research, if your university has a research and dissatisfaction with the knowledge of teachers and computer lab. Conclusion: The medical student is regularly satisfied with the performance of his teachers, varying according to the year of studies and the characteristics of the university. It is necessary for each institution to evaluate its reality, so that it can implement activities to improve the educational quality of future doctors in the country(AU)

The Death of Expertise: The Campaign Against Established Knowledge and Why It Matters

No abstract available.

Personalidad y conocimientos de aspirantes al posgrado de medicina interna, Universidad Nacional Autónoma de Honduras / Personality and knowledge of candidates to the post degree of internal medicine, National Autonomous University of Honduras

La Facultad de Ciencias Médicas realiza evaluaciones a los médicos que aspiran a ingresar a las especialidades clínicas, con el fin de seleccionar los candidatos idóneos a los programas de especialidades. Objetivo: describir los rasgos de personalidad, asertividad y conocimientos médicos en el área básica y clínica de los aspirantes al posgrado de Medicina Interna de la Universidad Nacional Autónoma de Honduras. Material y Métodos: estudio descriptivo transversal, la población de estudio fue 39 aspirantes a la especialidad de Medicina Interna en el año 2015. Se obtuvo los resultados de las pruebas de conocimientos médicos de las áreas básicas y clínicas de los aspirantes; se les aplicó el Inventario Multifásico de la Personalidad de Minnesota y la Escala Multidimensional de Asertividad para elaborar un perfil básico de rasgos de personalidad. Resultados: la población incluyó 21(53.8%) hombres y 18(46.2%) mujeres, la edad promedio de los aspirantes fue de 28 años; el perfil de personalidad de los 39 aspirantes se encuentra dentro de los parámetros de normalidad; 19(48.7%) presentaron características favorables: Sensible, responsable, afable, amistoso, perceptivo y social; expresan sentimientos sin dificultad, autoconfianza, habilidad social y buena comunicación; 18(46.2%) mostraron características menos favorables como ser: intolerancia, falta de comprensión a sus propios problemas, dificultad para aceptar las normas sociales, actitud defensiva, testarudez, egoísmo, represión de emociones y pobre capacidad de entendimiento. Dos aspirantes mostraron características de personalidad no favorables: timidez, pesimismo y depresión leve. No hubo diferencia significativa en los resultados de los aspirantes en las pruebas de conocimientos. Conclusión: La mayoría de aspirantes al posgrado poseen rasgos de estabilidad emocional, dos mostraron rasgos depresivos. No se demostró diferencia en los resultados de las pruebas de conocimientos en las áreas clínica y básica...(AU)

Comprensión de la responsabilidad política de los actores armados en el conflicto interno colombiano: la masacre de El Salado 2000 / Understanding the political responsibility of armed actors in the Colombian armed conflict: The El Salado Massacre (2000)

El presente artículo da cuenta del proceso metodológico, los hallazgos y los resultados obtenidos en la investigación, de carácter comprensivo, acerca de la responsabilidad política de los actores del conflicto interno colombiano, particularmente en los hechos acontecidos en la masacre de El Salado, en febrero del año 2000. En un diálogo ininterrumpido entre los hechos, los actores y sus testimonios y a partir del aporte significativo de la teoría arendtiana, se indaga por las responsabilidades -sea por acción o por omisión de manera directa o indirecta- de los actores en los sucesos que tuvieron lugar, y sus correspondientes atribuciones. Después de ello se busca llegar a distintas conclusiones que develan y des-ocultan lo ocurrido a través de diversas aristas: destacar que el objeto de la comprensión de la responsabilidad es, en especial, la actuación del victimario; levantar la conciencia desde la esfera privada a la pública; enfrentar la realidad histórica de la masacre apelando a un juicio holgado y abierto; ofrecer un equilibrio entre lo ocurrido, sus determinadores y las repercusiones suscitadas.

This article highlights the methodology, findings and results of a study carried out to understand the responsibility of the actors from the Colombian internal armed conflict in the events that led to the El Salado massacre, which occurred in February 2000. In an ongoing dialogue between the facts, the actors and their testimonies and based on the significant contribution of Arendt’s theory, this study analyzes the responsibilities of actors – through either direct or indirect actions or omissions – in the events that took place in El Salado and the corresponding criminal attributions. As a result, this article seeks to provide different conclusions that reveal and make visible what happened through a variety of areas; that the object of understanding responsibility specifically lies in the actions of the victimizer; raising awareness from the private to the public sphere; facing the historical reality of the massacre through a flexible and open trial; and providing a balance between what happened, its determinants and the repercussions that followed

Concepciones sobre la crianza: el pensamiento de madres y padres de familia / Conceptions regarding upbringing: the thoughts of parents

Al ser la familia una de las principales instituciones de desarrollo del ser humano, se convierte en uno de los pilares responsables sobre los que se sostiene el bienestar personal y social, además de constituirse en el espacio en donde se construye una visión particular del mundo. Esto hace relevante el estudio del pensamiento de madres/padres de familia (expresado a través de creencias), quienes se convierten en los principales actores de la crianza y por ende del bienestar y desarrollo familiar. El presente trabajo tiene como objeto evaluar las concepciones que madres/padres de familia mantienen acerca de la crianza. Participaron 40 familias, quienes respondieron un Cuestionario Atribucional de Modelos Parentales (Martínez, Salazar e Infante, 2013) y una entrevista semiestructurada en la cual se indagó sobre la dinámica familiar y las prácticas de crianza. Los resultados señalan que el modelo parental se traduce en una pauta de crianza negociadora, un vínculo de apego cercano y un patrón de éxito promotor. En el análisis de las entrevistas se encontraron cuatro categorías que muestran los aspectos de la crianza que los participantes perciben como fáciles y difíciles, la propia autopercepción en el rol de madres/padres que desempeña y los retos más comunes a los que se enfrentan las familias de hoy. Se concluye que el pensamiento de madres/padres sobre la crianza se conforma a partir de sus conocimientos, creencias y actitudes claramente influenciados por el contexto social cercano, la cultura dominante y la cultura heredada sobre la familia arraigada en las experiencias previas de crianza...

Being the family one of the main institutions of human development, it becomes one of the responsible pillars upon which the personal and social well-being is sustained, in addition to constituting the space where a particular vision of the world is built. This makes the study of parentÆs thoughts relevant (expressed through beliefs), who become the main actors of upbringing and therefore of the welfare and family development. The present work has as its aim to assess the concepts that parents maintain about parenting. Participants included 40 families who answered a designated questionnaire of parental models (Martinez, Salazar & Infante, 2013), and a semi-structured interview which inquired about the family dynamics and child-rearing practices. The results indicate that the parental model translates into a negotiated upbringing pattern; a link of close attachment and a pattern of success promoter. In the interview analysis they found four categories that show the aspects of upbringing that participants perceive as easy and difficult; the personal perceptions on the role of parents being carried out, and the most common challenges facing families today. It is concluded that parental thoughts regarding upbringing is produced from their knowledge, beliefs and attitudes clearly influenced by the nearby social context, the dominant culture, and the inherited culture on the rooted family in the previous upbringing experiences...

Possibilidades de inserção da psicologia no trabalho com os cuidadores de crianças com deficiência / Psychology insertion possibilities in working with caregivers of children with disabilities

Este artigo fala sobre o trabalho realizado com o grupo de cuidadores das pessoas com deficiência beneficiadas com o Programa de Natação Adaptada, oferecido em parceria com o Departamento de Educação Física da Universidade Federal Fluminense entre 2013 e 2015. A partir do que Vinciane Despret (2011) chama de mal-entendido, procuramos pensar a inserção do profissional de psicologia neste espaço. Durante nosso trabalho foi preciso modificar nossa proposta de intervenção algumas vezes, dentre as mudanças, destacamos a proposta de desvincular a figura do cuidador da pessoa que é cuidada. Em seguida, pensamos no trabalho de intervenção em conjunto com a equipe da Educação Física, numa tentativa de ampliar as possibilidades de cuidado. Quando pensamos em cuidado como um processo, como proposto por Annemarie Mol (2008), foi possível aceitar um espaço de intervenção que fugisse do ambiente asséptico normalmente utilizado pela Psicologia. Esta mudança possibilitou o surgimento de afetos e articulações que não eram possíveis anteriormente.

This article is about the work with the caregivers of the people with disability who attend the Adapted Swimming Program, offered in partnership with Federal Fluminense University's Physical Education Department between 2013 and 2015. From what Vinciane Despret calls a misunderstanding, we try to formulate the insertion of the psychology professional in this space. During our work we had to modify our intervention proposition a few times, initially thinking about separating the caregiver's figure from the person who is 'receiving' care. Then, we thought about an intervention made with the P.E. team. When we took care as an ongoing process, as proposed by Annemarie Mol, we could accept an intervention space that escaped the aseptic environment normally used by Psychology. This change allowed the unfold of affections and articulations that were not possible before.

Este artículo habla sobre el trabajo realizado con el grupo de cuidadores de personas con discapacidad beneficiadas con el Programa de Natación Adaptada, que se ofrece en asociación con el Departamento de Educación Física de la Universidad Federal Fluminense entre 2013 y 2015. A partir de lo que Vinciane Despret llama malentendido, procuramos pensar en la inserción del profesional de psicología en este espacio. Durante el trabajo se tuvo que modificar nuestra propuesta de intervención algunas veces, reflejando en primer lugar sobre separar la figura del cuidador a la de la persona que es cuidada. Por último, pensamos en un trabajo de intervención en conjunto con el equipo de Educación Física. Cuando tomamos el cuidado como un proceso, tal como es propuesto por Annemarie Mol, podemos aceptar un espacio de intervención que se aleja del ambiente aséptico normalmente utilizado por la Psicología. Este cambio hizo posible el surgimiento de afecciones y articulaciones que no eran posibles anteriormente.

Pensamiento sistémico y psicología: un cambio de paradigma para la comprensión de realidades complejas / Systemic thinking and psychology: a paradigm shift for the understanding of complex realities

El creciente interés por el modelo de pensamiento sistémico en la última década y de las ciencias de la complejidad o paradigma de la complejidad, cuyo exponente más reconocido en la actualidad es Edgar Morín, tiene un desarrollo histórico de más de 40 años, que se viene nutriendo de varias corrientes del pensamiento filosófico y científico. En este ejercicio de escritura revisaremos la necesidad que emerge en la época actual de revolucionar el pensar científico y para ello se retomarán los aportes de Thomas Kuhn, defensor del desarrollo y cambio de la ciencia, a la luz de la evolución y del análisis epistemológico de los constructos científicos. Se parte de reconocer dicho cambio como necesario y como producto de un desarrollo histórico, que atraviesa las formas de conocer y producir conocimientos de los seres humanos. De igual manera se hace una breve descripción de los aportes de algunos teóricos en la consolidación del marco epistemológico de las ciencias de la complejidad como marco referencial del pensamiento sistémico y de ellos se rescatan los aportes de la Teoría General de Sistemas y la Cibernética de Segundo orden, evidenciando que en la actualidad a las diversas disciplinas de las ciencias sociales y humanas, se les exige el estudio y la comprensión de una importante cantidad de variables de mayores niveles de complejidad, que reclaman a la academia, a los teóricos y profesionales, ampliar sus marcos de comprensión epistemológica hacia metateorías que faciliten la multireferencialidad. Este ejercicio de escritura se configura, entonces, como una invitación para los profesionales de la psicología, a leer y comprender el momento histórico del cual somos participes como grupo disciplinar.

The growing interest in the systemic thinking model in the last decade and the complexity sciences or paradigm of complexity, whose most recognized exponent is Edgar Morín, has a historical development of more than 40 years, which is coming nourishing various currents of philosophical and scientific thought. In this writing exercise we will review the need that emerges in the current era to revolutionize scientific thinking and for this we will return to the contributions of Thomas Kuhn, defender of the development and change of science, in the light of evolution and the epistemological analysis of the scientific constructs. It starts from recognizing this change as necessary and as a product of a historical development, which goes through the ways of knowing and producing knowledge of human beings. Likewise, a brief description of the contributions of some theorists in the consolidation of the epistemological framework of the complexity sciences is made as a referential frame of systemic thinking and from them the contributions of the General Theory of Systems and the Second Cybernetics are rescued. order, evidencing that currently the various disciplines of the social and human sciences are required to study and understand a large number of variables of higher levels of complexity, which demand the academy, the theorists and professionals, expand their frameworks of epistemological understanding towards metateorías that facilitate multireferenciality. This writing exercise is configured, then, as an invitation for professionals in psychology, to read and understand the historical moment of which we are participants as a disciplinary group.

Subjetividade e objetividade na psicologia contemporânea: apontamentos históricos, epistemológicos e filosóficos / Subjectivity and objectivity in the contemporary psychology: historical, epistemological and philosophical notes

Retomamos a análise filosófica e metodológica de autores da primeira metade do século XX sobre o conhecimento psicológico e estabelecemos um diálogo com aqueles do primeiro decênio do século XXI que, historicamente, epistemológica e filosoficamente, discutem o caminho tomado pela psicologia para se estabelecer como ciência, em consonância com as discussões sobre a história da criação da noção de objetividade científica e sobre os elementos subjetivos dessa construção. Evidenciamos que o foco particular está na definição do método de pesquisa, na consideração da subjetividade e na discussão sobre a consciência. Apontamos um consenso ao longo do tempo: a demanda de uma análise crítica e reflexiva da produção do conhecimento psicológico e a afinidade dessa produção com a prática de pesquisa e a prática profissional. Dialogando com diferentes autores, concluímos que a análise histórica, epistemológica e filosófica sobre o conhecimento psicológico tem permitido a elaboração de um modo inovador de se conceber a prática da pesquisa e a prática profissional que, ao contrário de negar os viéses culturais e políticos, passou à busca metodológica que permita considerá-los

We resume the philosophical and methodological analysis on psychological knowledge by authors from the first half of the twentieth century in order to establish a dialogue with those authors from the first decade of the twenty-first century who, historically, epistemologically and philosophically, discuss the path taken by the psychology to establish itself as a science, in line with the discussions on the history of the creation of the scientific objectivity notion and on the subjective elements of that construction. We highlight that the particular focus is on the definition of the research method, on considering subjectivity and on the discussion about consciousness. We point out a consensus over time: the demand for a critical and reflexive analysis on the production of the psychological knowledge and the affinity of this production with the research practice and the professional practice. Dialoguing with different authors, we conclude that the epistemological, philosophical and historical analysis of the psychological knowledge has allowed the development of an innovative way of conceiving the research practice and the professional practice which, rather than denying the cultural and political biases, started the methodological search that allows considering them.

Evaluación para el aprendizaje: experiencia en un curso teórico de pregrado en medicina / Assessment for learning: experience in an undergraduate medical theoretical course

Background: Assessment for learning is a paradigm that is taking shape in the field of medical education. This approach aims to embed the assessment process within the educational and learning process. Aim: To evaluate the impact of curricular changes, from a focus of assessment of learning to one of assessment for learning, in the perception of undergraduate students of medicine and their final grades obtained in a theoretical course (TCG). Material and Methods: In the year 2011 lectures were reduced and intermediate assessments followed by a feedback session were introduced. The activities of each program course, surveys about student perceptions of the course and the final grades of students (assessments with multiple choice questions) were compared between the periods prior and after curricular changes (2005-2010 and 2011-2013). Results: As a consequence of curricular changes, time for lectures was reduced by 19.5%, time for summative assessments was increased by 8.5%, and feedback activity, occupying 7.3% of the course time was added. There were significant improvements in student is perceptions in all areas assessed by surveys, emphasizing feedback and assessments. The overall grade assigned to the course dictated after implementing the changes increased from 6.18 to 6.59 (p < 0.001, 1-7 scale). The grades of students also improved from an average of 5.78 to 6.43 (p < 0.001, 1-7 scale). Conclusions: Assessment for learning achieved the desired educational impact without increasing the assigned curricular time. Programmatic assessment is favorably perceived by students.

Avaliação formativa e feedback como ferramenta de aprendizado na formação de profissionais da saúde / Formative assessment and feedback as learning tools in health professions education

As diferentes formas de avaliação são elementos centrais do processo de ensino-aprendizagem de qualquer programa educacional, e devem ser bem planejadas e implementadas em todas as propostas curriculares,especialmente na formação de profissionais na área da saúde. Uma avaliação do estudante adequada e de qualidade guarda estreita relação com a competência e capacitação do profissional que será entregue à sociedade. Neste contexto, a avaliação formativa e a capacitação dos professores para prover feedback efetivo, frequente, e de qualidade são fundamentais na formação dos futuros profissionais da saúde. Este artigo faz uma revisão sobre avaliação formativa, feedback e debriefing.

The different assessment forms are major elements of any teaching and learning process in educational programs, and should be considered as a core component to be planned and implemented in all curriculums, especially in the health professions education. A regular and qualified students’ assessment is closely related to competence and skills of the professionals that will be delivered to society. In this context, formative assessment and well-trained staff to provide effective and regular feedback are essentials in the formation of the future generation of health professionals. This article focuses primarily on formative assessment, feedback and debriefing.

Meta, mega e retroanálises correlacionais: comparando dados primários em Psicologia / Correlational meta, mega and retroanalyses: comparing primary data in Psychology / Meta, mega y retroanálisis correlacionales: comparando datos primarios en Psicología

Na tentativa de promover a transformação de informações em conhecimento, este artigo compara as meta-análises com duas de suas variantes, as mega-análises e as retroanálises, técnicas desenvolvidas para a síntese e a equiparação de resultados pouco precisos ou contraditórios. Enquanto as meta-análises referem-se à síntese dos resultados de diferentes pesquisas primárias, as mega-análises referem-se à síntese dos dados coletados por pesquisas primárias e as retroanálises à recriação e posterior síntese desses mesmos dados. Por meio de uma simulação, o Estudo 1 pareia o viés médio de meta, mega e retroanálises em função de nove diferentes configurações que variam conforme a quantidade de estudos empregados e do tamanho da amostra individual de cada um desses estudos, nas modalidades de dados completos, leve e severa ausência de dados. No Estudo 2, os mesmos dados utilizados na simulação de ausência severa foram empregados para testar a precisão de mega e retroanálises quando se realiza a imputação de dados. Os resultados apontam para uma leve superioridade geral das mega-análises, diferença essa que diminui, até desaparecer, em situações ideais...

In an attempt to promote the transformation of information into knowledge, this article compares meta-analyses with two of its variants, mega-analyses and retro-analyses, techniques developed to summarize and compare results that are not very accurate or contradictory. While meta-analyses refer to the synthesis of results of different primary researches. mega-analyses refer to the synthesis of results collected by primary researches and retroanalyses, to the recreation and posterior synthesis of that data. Using a simulation, Study 1 pairs the average trends from meta, mega and retroanalyses regarding nine different configurations that vary according to the number of studies used and the size of the individual sample of each of those studies, in the full data, light data and severe lack of data modes. In Study 2, the same data used in the simulation of severe lack of data were used to test the accuracy of mega and retroanalyses when performing data imputation. The results show a slight general superiority of mega-analyses, a difference that fades away in ideal situations.

En la tentativa de fomentar la transformación de informaciones en conocimiento, este artículo compara los meta-análisis con dos de sus variantes, los mega-análisis y los retro-análisis, técnicas desarrolladas para la síntesis y la equiparación de resultados poco precisos o contradictorios. Mientras los meta-análisis se refieren a la síntesis de los resultados de distintas investigaciones primarias, los mega-análisis se refieren a la síntesis de los datos recolectados por investigaciones primarias, y los retro-análisis, a una nueva creación y posterior síntesis de esos mismos datos. Por medio de una simulación, el Estudio 01 parea el sesgo medio de meta-, mega- y retro-análisis en función de nueve distintas configuraciones que varían según la cantidad de estudios llevados a cabo y el tamaño de la muestra individual de cada uno de esos estudios, en las modalidades de datos completos, leve y severa ausencia de datos. En el estudio 02, los mismos datos utilizados en la simulación de ausencia severa han sido empleados para testar la precisión de mega- y retro-análisis cuando se lleva a cabo la imputación de datos. Los resultados señalan hacia una leve superioridad general de los mega-análisis. Esa diferencia disminuye, hasta desaparecer, en situaciones ideales...

Interpretation of Papanicolaou Smear Test and Gram Stain Results for the Diagnosis of Infectious Vaginitis is Affected by Knowledge of Additional Related Test Results

BACKGROUND: Infectious vaginitis is a common gynecologic disease that is primarily caused by three pathogens (Trichomonas vaginalis, Gardnerella vaginalis, and Candida species). The aim of this study was to confirm the effects of other infectious vaginitis-related test results on the interpretation of Gram stain and Papanicolaou (Pap) smear test results for disease diagnosis. METHODS: A total of 300 vaginal samples were collected from women presenting symptoms of vaginitis. The presence of the three previously mentioned pathogens was evaluated using both a Gram stain and Pap smear test, and interpreted twice by 4 different observers. The first interpretation was performed without any information, and a second interpretation was performed with knowledge of results of an Affirm VPIII test that was used to diagnose infectious vaginitis. The results from the two interpretations were compared and the sensitivity and specificity of both tests were evaluated. RESULTS: For the Gram stain samples, the detection rates of G. vaginalis were increased in the second interpretation by 6.2%, while the detection rates of Candida spp. were decreased by 0.3%. For the Pap smear test samples, the detection rates of G. vaginalis were increased in the second interpretation by 7.0%, and the detection rates of Candida spp. were increased by 2.0%. The sensitivity of both tests was increased in the second interpretation by 5.5% to 66.7%. There was no difference in the specificity between the two interpretations. CONCLUSIONS: We demonstrated that there is significant inter-observer variation when using Gram stain and Pap smear test results to diagnose infectious vaginitis. The detection rates and sensitivity of both tests changed when the results from an additional test were incorporated into the interpretation. Additional studies are needed to develop objective criteria and a standardized interpretation system for the evaluation of results from these diagnostic tests.

Efeitos do intervalo pós-conhecimento de resultados CR na aquisição de habilidades motoras / Effects of post­-knowledge of results (KR) interval in motor skill acquisition: pilot study

O momento em que se fornece conhecimento de resultados (CR) envolve três intervalos de tempo, sendo um deles o pós­ CR, intervalo entre a apresentação do CR e a próxima tentativa. Este estudo investigou a influência deste intervalo na aquisi­ção de habilidades motoras. Utilizou­-se um aparelho composto por seis recipientes em que se realizou transporte de bolas manipulando­-se a sequência e tempo alvo. O estudo foi constituído de fase de aquisição e testes com três grupos: sem intervalopós­ CR e com intervalos de 5 e 10 segundos. O teste de Kruskal­-Wallis nãoregistrou diferenças significantes (p>0,05) entre grupos no teste. Concluiu-­se que o intervalo pós ­CR não influenciou a aprendizagem motora, o que pode ser explicado pela ausência do intervalo pré ­CR, o que sugere certa relação entre esses intervalos no processo de aquisição de habilidades motoras...

Temporal locus of knowledge of results (KR) involves three time intervals. Among them, post­KR interval is the time between KR presentation and the next trial. This study investigated the effect of pos-t­KR interval in motor skill acquisition. It was used a device consisting of six containers where balls should be transported. It was manipulated the sequence and target time. The study presented acquisition phase and tests with three groups: no pos-t­KR interval and intervals of 5 and 10 seconds of post­KR. Kruskal­-Wallis test did not register significant differences (p >0.05)among groups in testes. It was concluded that pos-t­KR interval did not influence motor learning, what could be explained for pre-­KR interval absence, suggesting acertain relation between intervals in motor skills acquisition process...

El momento en el que aporta el conocimiento de los resultados (CR) implica tres intervalos de tiempo, siendo uno de ellos el post­-CR, intervalo de tiempo entre la presentación de los CR y el siguiente intento. Este estudio investigó la influencia de este intervalo en la adquisición de las habilidades motoras. Utilizamos una herramienta formada por seis contenedores en los que se celebraron las pelotas portransporte de manipular la secuencia y tiempo meta. El estudio se compone de fase de adquisición y exámenes con tres grupos: sin intervalos post-­CR y con intervalos de 5 y 10 segundos. La prueba de Kruskal-­Wallis no se observaron diferencias significativas (p>0,05) entre los dos grupos en la prueba. Se llegó a la conclusión que el intervalo después de CR no influyó en el aprendizaje motor, que puede explicar-se por la ausencia de rango pre-­CR, que denota una cierta relación entre estos intervalosen el proceso de adquisición de las habilidades motoras...

El empobrecimiento de la investigación cualitativa en psicología / The impoverishment of qualitative research in Psychology

Resumen El texto presenta una reflexión sobre el sentido de la investigación cualitativa en psicología. Para ello se examina su definición tradicional, su relación con el conocimiento psicológico y la instrumentalización de sus técnicas. Se defiende la investigación cualitativa como una actividad científica, caracterizada por el rigor, la sistematicidad y la argumentación. Se proponen opciones para su auto fortalecimiento.

Abstract The text presents a reflection on the meaning of qualitative research in psychology. This examines its traditional definition, its relationship to psychological knowledge and the manipulation of their techniques. Qualitative research is advocated as a scientific activity, characterized by rigor, systematicity and argumentation. Options are proposed for self-empowerment.