ABSTRACT
Objetivo: Identificar a percepção de egressos de um curso de Fonoaudiologia sobre modelos profissionais (role model) importantes durante a prática profissionalizante na graduação. Método:Estudo transversal aprovado pelo Comitê de Ética e Pesquisa (parecer nº 4.188.795). Foram incluídos como voluntários 106 egressos de Fonoaudiologia de uma instituição pública do interior do estado de São Paulo que receberam um instrumento (Google Forms) composto por afirmativas relacionadas ao modelo profissional em escala de resposta psicométrica do tipo Likert (1-5). Os dados foram tabulados e analisados por estatística não paramétrica. Resultados: Os participantes identificaram docentes e preceptores como sendo os seus principais modelos profissionais. Os atributos referentes às habilidades clínicas obtiveram um maior grau de importância, enquanto as habilidades de pesquisa foram consideradas menos representativas de um modelo profissional. Conclusão: Os atributos relacionados a um bom modelo profissional encontrados neste estudo poderão contribuir no desenvolvimento profissional dos docentes e preceptores e na formação de um ambiente de aprendizagem favorável ao aluno. (AU)
Purpose: To identify the perception of graduates of a Speech, Language and Hearing Sciences course at a public university about important professional models (role models) during their professional practice in undergraduate courses. Methods: A questionnaire with a Likert scale (1-5) was completed by 106 graduates and analyzed quantitatively. Results: Participants identified professors and preceptors as their main professional models. Attributes referring to clinical skills had a higher degree of importance, while research skills were considered less representative of a professional model. Conclusion: The attributes related to a good professional model found in this study may contribute to the professional development of teachers and preceptors and to the formation of a favorable learning environment for the student. (AU)
Objetivo: Identificar la percepción de los egresados de un curso de logopedia sobre modelos profesionales importantes (role model) durante la práctica profesional en la graduación. Método:Estudio transversal aprobado por el Comité de Ética e Investigación (Dictamen nº 4.188.795). Los voluntarios incluyeron 106 graduados de Logopedia de una institución pública del interior del estado de São Paulo que recibieron un instrumento (Google Forms) compuesto por declaraciones relacionadas con el modelo profesional en una escala de respuesta psicométrica del tipo Likert (1-5) . Los datos fueron tabulados y analizados utilizando estadísticas no paramétricas. Resultados: Los participantes identificaron a los profesores y preceptores como sus principales referentes profesionales. Los atributos referidos a habilidades clínicas obtuvieron un mayor grado de importancia, mientras que las habilidades investigativas se consideraron menos representativas de un modelo profesional. Conclusión: Los atributos relacionados con un buen modelo profesional encontrados en este estudio pueden contribuir para el desarrollo profesional de profesores y preceptores y para la creación de un ambiente de aprendizaje favorable para el estudiante. (AU)
Subject(s)
Humans , Male , Female , Adolescent , Adult , Young Adult , Perception , Professional Competence , Students, Health Occupations , Professionalism , Universities , Mentors , Cross-Sectional Studies , Surveys and Questionnaires , Faculty , Speech, Language and Hearing SciencesABSTRACT
Objetivo Avaliar as práticas de aleitamento materno em crianças com Síndrome de Down. O aleitamento materno é uma prática es-sencial para o desenvolvimento do hábito alimentar dos lactentes. O público que possui Síndrome de Down precisa de um auxílio nesse momento devido às características decorrentes da alteração genética que podem influenciar negativamente a prática. Métodos Estudo transversal, com questionário direcionado a mães de crianças com Síndrome de Down participantes de grupos fe-chados de Síndrome de Down na rede social Facebook®, onde foram coletadas características socioeconômicas destas mulheres, além de características de sua gestação e informações pertinentes a crianças. Resultados Observou-se que 44,0% tiveram dificuldade no aleitamento materno, e quase a metade das mães não conseguiram realizar o aleitamento materno exclusivo e a introdução alimentar de forma oportuna. Destaca-se, ainda, que 33,3% crianças receberam fórmula infantil e 30,5crianças leite de vaca. Conclusão Diante deste cenário, é necessário que exista um acompanhamento dos profissionais da saúde durante a infância de indivíduos com Síndrome de Down, para que o desmame não ocorra precocemente.
Objective To evaluate breastfeeding practices in children with Down syndrome. Breastfeeding is an essential practice for the development of infants eating habits. The public that has Down Syndrome needs help at this time due to the characteristics resulting from the genetic alteration that can negatively influence the practice. Methods Cross-sectional study, questionnaire directed to mothers of children with Down Syndrome participating in closed groups of Down Syndrome on the social network Facebook®, where socioeconomic characteristics of these women were collected, as well as characteristics of their pregnancy and information relevant to the children. Results It was observed that 44,0% had difficulties in breastfeeding, and almost half of the mothers were unable to perform exclusive breastfeeding and the introduction of food in a timely manner. It is also noteworthy that 33,3% children received an infant family and 30,5 children received cow's milk. Conclusion Given this scenario, it is necessary that there is a monitoring of health professionals during childhood of obligation with Down Syndrome, so that weaning does not occur early.
Subject(s)
Humans , Infant, Newborn , Infant , Breast Feeding , Child , Down Syndrome , Mentors , Maternal Age , Milk , Muscle HypotoniaABSTRACT
Se realiza una revisión narrativa sobre la relación entre el proceso de mentoría (o mentorazgo) y la personalidad de mentores y mentoreados. Se encontró que las condiciones que favorecen un desarrollo satisfactorio del proceso son bajo nivel de neuroticismo, conciencia elevada, alta extraversión, agradabilidad intermedia, apertura intermedia, locus de control interno, bajo narcisismo y concordancia entre los niveles de neuroticismo del mentor y del mentoreado. En el caso de la autovigilancia los resultados son contradictorios. En vista de la escasez de estudios sobre la relación entre personalidad y mentoría, se recomienda investigaciones específicas en torno a este tema, particularmente en el ámbito de la educación médica.
A narrative review about the relationship between the mentoring (mentorship) process and the personality of mentors and mentees was made. It was found that the conditions that favor a successful mentoring process are low neuroticism levels, high consciousness, high extraversion, intermediate agreeableness, intermediate openness, internal locus of control, low narcissism, and concordance between neuroticism levels of mentor and mentee. In the case of self-monitoring, the results are contradictory. In view of the scarcity of studies about the relationship between personality and mentoring, it is recommended to carry out specific research on this topic, particularly in the medical education field.
Subject(s)
Humans , Personality , Mentors , Education, Medical , Review Literature as TopicABSTRACT
O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)
This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)
Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)
Subject(s)
Humans , Male , Female , Psychology, Educational , Schools , Education, Primary and Secondary , Pathology , Aptitude , Play and Playthings , Play Therapy , Prejudice , Psychology , Psychology, Applied , Psychology, Clinical , Psychomotor Performance , Public Policy , Quality of Life , Remedial Teaching , Attention Deficit Disorder with Hyperactivity , School Health Services , Autistic Disorder , Social Adjustment , Social Change , Social Environment , Social Isolation , Social Values , Socialization , Student Dropouts , Students , Pathological Conditions, Signs and Symptoms , Task Performance and Analysis , Thinking , Underachievement , Behavior , Mainstreaming, Education , Mentors , Adaptation, Psychological , Family , Child Advocacy , Developmental Disabilities , Child Guidance , Child Rearing , Mental Health , Child Health , Mental Competency , Public Sector , Practice Guidelines as Topic , Disabled Persons , Interview , Cognition , Communication , Communication Disorders , Problem-Based Learning , Community Participation , Behavioral Disciplines and Activities , Counseling , Creativity , Growth and Development , Dyslexia , Education of Intellectually Disabled , Education, Special , Educational Measurement , Educational Status , Projects , Ethics, Institutional , Information Technology , Faculty , Resilience, Psychological , Musculoskeletal and Neural Physiological Phenomena , Bullying , Medicalization , Neurodevelopmental Disorders , Academic Failure , School Mental Health Services , Psychosocial Functioning , Social Vulnerability , Health Services Needs and Demand , Holistic Health , Human Development , Human Rights , Individuality , Intelligence , Interpersonal Relations , Learning , Learning Disabilities , Medical History Taking , Memory , Mental Disorders , MotivationABSTRACT
O objetivo deste estudo foi conhecer a experiência de alguns professores ao lecionar projeto de vida durante a implementação do componente curricular Projeto de Vida no estado de São Paulo. Realizou-se uma pesquisa qualitativa, de caráter exploratório. Participaram do estudo sete professoras que lecionavam o componente curricular Projeto de Vida em duas escolas públicas, de uma cidade do interior do estado de São Paulo, escolhidas por conveniência. Foram utilizados o Questionário de Dados Sociodemográficos e o Protocolo de Entrevista Semiestruturada para Projeto de Vida de Professores, elaborados para este estudo. As professoras foram entrevistadas individualmente, on-line, e as entrevistas foram gravadas em áudio e vídeo. Os dados foram analisados por meio de análise temática. Os resultados indicaram possibilidades e desafios em relação à implementação do componente curricular Projeto de Vida. Constatou- se que a maioria das docentes afirmou que escolheu esse componente curricular devido à necessidade de atingir a carga horária exigida na rede estadual. As professoras criticaram a proposta, os conteúdos e os materiais desse componente curricular. As críticas apresentadas pelas professoras estão em consonância com aquelas presentes na literatura em relação à reforma do Ensino Médio e ao Inova Educação. Esses resultados sugerem a necessidade de formação tanto nos cursos de licenciatura quanto em ações de formação continuada, para que os professores se sintam mais seguros e preparados para lecionar o componente curricular Projeto de Vida na Educação Básica. Propõe-se uma perspectiva de formação pautada na reflexão e na troca entre os pares para a construção de um projeto coletivo da escola para o componente Projeto de Vida.(AU)
This study aimed to know the experience of some teachers when teaching life purpose during the implementation of the curricular component "Life Purpose" (Projeto de Vida) in the state of São Paulo. A qualitative, exploratory research was carried out. Seven teachers who taught the curricular component "Life Purpose" (Projeto de Vida) in two public schools in a city in the inland state of São Paulo, chosen for convenience, participated in the study. The Sociodemographic Data Questionnaire and the Semi-structured Interview Protocol for Teachers' Life Purposes, developed for this study, were used. The teachers were interviewed individually, online, and the interviews were recorded in audio and video. Data were analyzed using thematic analysis. The results indicated possibilities and challenges regarding the implementation of the Life Purpose curricular component. It was found that most teachers chose this curricular component due to the need to reach the required workload in the state network. The teachers criticized the proposal, the contents and the materials of this curricular component. Teacher's critics are in line with the criticisms present in the literature regarding the reform of High School and Inova Educação. Therefore, training is essential, both in undergraduate courses and in continuing education actions, so that teachers can teach the curricular component Life Purpose in Basic Education. A training perspective based on reflection and exchange between peers is proposed for the construction of a collective school project for the Life Purpose component.(AU)
El objetivo de este estudio fue conocer la experiencia de algunos profesores al enseñar proyecto de vida durante la implementación del componente curricular Proyecto de Vida en el estado de São Paulo. Se realizó una investigación cualitativa, exploratoria. Participaron en el estudio siete profesores que impartían el componente curricular Proyecto de Vida en dos escuelas públicas en un municipio del estado de São Paulo, elegidos por conveniencia. Los instrumentos utilizados fueron el cuestionario de datos sociodemográficos y el protocolo de entrevista semiestructurada para proyectos de vida de profesores, desarrollados para este estudio. Las entrevistas a los profesores fueron en línea, de manera individual, y fueron grabadas en audio y video. Los datos se sometieron a un análisis temático. Los resultados indicaron posibilidades y desafíos en relación a la implementación del componente curricular Proyecto de Vida. La mayoría de los profesores declararon elegir este componente curricular por la necesidad de alcanzar la carga horaria requerida en la red estatal. Los profesionales criticaron la propuesta, los contenidos y los materiales de este componente curricular. Las críticas presentadas están en línea con las críticas presentes en la literatura respecto a la reforma de la educación básica e Inova Educação. Por lo tanto, la formación es fundamental, tanto en los cursos de grado como en las acciones de educación permanente, para que los profesores puedan impartir el componente curricular Proyecto de Vida en la educación básica. Se propone una formación basada en la reflexión y el intercambio entre pares para la construcción de un proyecto escolar colectivo en el componente Proyecto de Vida.(AU)
Subject(s)
Humans , Female , Adult , Middle Aged , Work , Life , Education, Primary and Secondary , Projects , Faculty , Organization and Administration , Organizational Innovation , Orientation , Perception , Politics , Problem Solving , Professional Competence , Psychology , Psychology, Social , Public Policy , Aspirations, Psychological , Salaries and Fringe Benefits , Self Concept , Self-Evaluation Programs , Social Change , Social Conditions , Social Responsibility , Social Values , Socioeconomic Factors , Sociology , Technology , Thinking , Behavior , Behavior and Behavior Mechanisms , Population Characteristics , Mentors , Adaptation, Psychological , Organizational Culture , Family , Schools, Public Health , Adolescent , Employment, Supported , Workplace , Interview , Time Management , Cognition , Concept Formation , Congresses as Topic , Creativity , Disaster Vulnerability , Cultural Characteristics , Culture , Moral Obligations , Decision Making , Education , Education, Professional , Educational Measurement , Employee Incentive Plans , Methodology as a Subject , Ethics, Professional , Professional Training , Planning , Process Optimization , Pandemics , Remuneration , Hope , Mindfulness , Social Skills , Social Capital , Optimism , Teacher Training , Academic Performance , Freedom , Mentalization , Respect , Teleworking , Interprofessional Education , Social Interaction , COVID-19 , Sociodemographic Factors , Citizenship , Human Development , Interpersonal Relations , Learning , MethodsABSTRACT
Los factores cuantitativos asociados a la publicación de tesis médicas en el pregrado no han sido lo suficientemente estudiados. Por ello, la investigación describió las tasas de publicación, así como la asociación con las características de las tesis, del asesor y del tesista. Se accedió, de manera virtual, a las tesis médicas de pregrado de la Universidad Nacional de San Agustín de Arequipa, Perú, durante el período 2011-2020. Mediante el análisis de regresión logística múltiple, se evaluó la asociación entre la publicación de la tesis en revistas indizadas (Scopus) y la experiencia previa en publicación en revistas indizadas en Scopus del asesor y del tesista, la unidad de análisis, el tamaño de muestra, diseño de estudio, número de páginas, aprobación por el comité de ética de investigación y el sexo del tesista. De 884 tesis solo 12 (1,5 por ciento) se publicaron; lo que constituye el 1,23 por ciento de las tesis publicadas anualmente, con tendencia constante. La experiencia previa en publicación del asesor se asoció con la colocación de las tesis en revistas indizadas (OR = 8,97 [1,70-42,98]; p = 0,005) y en revistas indizadas a Scopus (OR = 14,64 [1,24-336,11]; p = 0,037). Presentar la aprobación del comité de ética de la institución se asoció con publicar la tesis en revistas indizadas a Scopus (OR = 12,45 [1,06-285,94]; p = 0,050). La publicación de tesis médicas de pregrado en esta universidad es baja y constante. Se asoció con tener un asesor de tesis con experiencia previa en publicaciones en revistas indizadas a Scopus y a tener aprobación por comité de ética. Urge implementar estrategias para aumentar la publicación de tesis(AU)
Quantitative factors associated with the publication of undergraduate medical theses have not been sufficiently studied. Therefore, the research described publication rates, as well as the association with thesis, advisor, and thesis writer characteristics. Undergraduate medical theses from the Universidad Nacional de San Agustín de Arequipa, Peru, during the period 2011-2020 were accessed virtually. Multiple logistic regression analysis was used to evaluate the association between thesis publication in indexed journals (Scopus) and the previous publication experience in indexed journals in Scopus of the advisor and the thesis author, the unit of analysis, sample size, study design, number of pages, approval by the research ethics committee and the gender of the thesis author. Out of 884 theses only 12 (1.5percent) were published; this constitutes 1.23percent of the theses published annually, with a constant trend. The previous publication experience of the advisor was associated with the placement of theses in indexed journals (OR = 8.97 [1.70-42.98]; p = 0.005) and in journals indexed to Scopus (OR = 14.64 [1.24-336.11]; p = 0.037). Presenting the approval of the institution's ethics committee was associated with publishing the thesis in journals indexed to Scopus (OR = 12.45 [1.06-285.94]; p = 0.050). Publication of undergraduate medical theses at this university is low and consistent. It was associated with having a thesis advisor with previous experience in publishing in Scopus-indexed journals and having approval by an ethics committee. There is an urgent need to implement strategies to increase thesis publication(AU)
Subject(s)
Humans , Male , Female , Students, Premedical , Mentors , Academic Dissertation , Ethics Committees, Research , Education, Medical, Undergraduate/methods , Scientific and Technical Publications , PeruABSTRACT
Com a pandemia da covid-19, o contexto universitário, que já vinha sendo palco de discussões em relação à saúde mental, tem vivenciado crises mais severas pelos estudantes. Diante deste cenário, foi desenvolvido o projeto Escuta Solidária, voltado à saúde mental dos discentes de graduação e de pós-graduação. Neste artigo, temos como objetivo discutir o atendimento psicológico online com estudantes do curso de psicologia durante o período de isolamento social rígido (maio a junho de 2020). Fizemos, com os psicólogos voluntários, um grupo focal direcionado para a experiência de atendimento psicológico online de curta duração no contexto pandêmico. Trata-se de um estudo qualitativo, realizado com os 11 psicólogos clínicos participantes do referido projeto. A partir de uma análise fenomenológica crítica, os resultados foram divididos em cinco categorias: a) limitações e contribuições do projeto; b) a importância da capacitação e supervisão clínica para a qualidade do projeto; c) atendimento psicológico online; d) ser psicólogo clínico durante a crise da covid-19; e e) demandas emergentes nos atendimentos psicológicos na quarentena. Por fim, discutimos a importância da desmistificação do atendimento psicológico em situações de crise, especialmente na modalidade online, fomentando questionamentos à formação e atuação dos profissionais, no sentido de estarmos atentos às demandas psicológicas que o contexto de crise acarreta na sociedade.(AU)
With the COVID-19 pandemic, the university context, which had already been the stage for discussions regarding mental health, has experienced more severe crises by students. In view of this scenario, the Solidarity Listening project was developed, aimed at the mental health of undergraduate and graduate students. In this article, we aim to discuss online psychological care with psychology students during the period of strict social isolation (May to June 2020). We carried out, with volunteer psychologists, a focus group aimed at the experience of short-termonline psychological care in the pandemic context. This is a qualitative study, carried out with 11 clinical psychologists participating in the aforementioned project. From a critical phenomenological analysis, the results were divided into five categories: a) limitations and contributions of the project; b) the importance of training and clinical supervision for the quality of the project; c) online psychological care; d) being a clinical psychologist during the COVID-19 crisis; and e) emerging demands in psychological care in quarantine. Finally, we discuss the importance of demystifying psychological care in crisis situations, especially in the online modality, promoting questions regarding the training and performance of professionals, to be aware of the psychological demands that the context of crisis entails in society.(AU)
La pandemia del covid-19 provocó que las universidades, que ya habían sido escenario de discusiones sobre la salud mental, experimentaran crisis más severas entre los estudiantes. Ante este escenario, se desarrolló el proyecto Escucha Solidaria, dirigido a la salud mental de estudiantes de grado y posgrado. Este artículo pretende discutir la atención psicológica en línea con estudiantes de Psicología durante el período de aislamiento social más estricto (mayo/junio de 2020). Se conformó un grupo focal con los psicólogos voluntarios orientado a la práctica de la atención psicológica en línea, a corto plazo, en el contexto de una pandemia. Se trata de un estudio cualitativo, realizado con 11 psicólogos clínicos que participaron en el mencionado proyecto. A partir del análisis fenomenológico crítico, los resultados se dividieron en cinco categorías: a) limitaciones y aportes del proyecto; b) importancia de la capacitación y la supervisión clínica para la calidad del proyecto; c) atención psicológica en línea; d) ser psicólogo clínico durante la crisis del covid-19; y e) demandas emergentes en atención psicológica en la cuarentena. Se concluye que es importante desmitificar la atención psicológica en situaciones de crisis, especialmente en la modalidad en línea, al promover principalmente preguntas sobre la formación y el desempeño de los profesionales con el fin de ser conscientes de las demandas psicológicas que el contexto de crisis conlleva la sociedad.(AU)
Subject(s)
Humans , Male , Female , Psychology, Clinical , Student Health Services , Mental Health Assistance , Pandemics , Internet-Based Intervention , COVID-19 , Anxiety , Anxiety Disorders , Politics , Professional Practice Location , Psychology , Psychotherapy , Self Care , Sleep Wake Disorders , Social Change , Social Control, Formal , Social Support , Teaching , Violence , Wounds and Injuries , Shyness , Mentors , Cognitive Behavioral Therapy , Health Education , Panic Disorder , Pliability , Conflict, Psychological , Cultural Diversity , Life , Counseling , Crisis Intervention , Democracy , After-Hours Care , Depression , Videoconferencing , Economics , Emergencies , Emotions , Empathy , Process Optimization , Information Technology , Fear , Social Skills , Psychosocial Support Systems , Mentoring , 60452 , Psychological Distress , Health Promotion , Health Services Accessibility , Human Development , Learning , Learning Disabilities , Life Change Events , Medicine, TraditionalABSTRACT
The Ghana College of Physicians and Surgeons (GCPS) has established an annual leadership symposium celebrating innovative leadership in the health sector. The 2022 symposium under the theme "Health Sector Development in Ghana; The Power of Good Leadership" was held in honour of Professor Samuel Ofosu-Amaah (the laureate), an Emeritus Professor of Public Health at the University of Ghana, about his leadership legacy. This article reflects on the leadership challenges in the health sector, the lessons learnt from the symposium, and the way forward. Leadership challenges identified in the health sector included the need for mentorship and coaching, the importance of teamwork and networking for delivering high-quality healthcare, and the role of leadership and governance in the health system. Key lessons from the symposium focused on skills in leading an event organisation, effective collaboration and teamwork, and learning from recognising prominent leaders' contributions to the health sector while these leaders are still alive. Key lessons from the personal and professional life of the laureate included a focus on giving back to the community, building mentorship of health leaders, being a catalyst of change, leadership and governance in public health institutions and publication of research findings. Suggestions were made to name the School of Public Health of the University of Ghana after Professor OfosuAmaah, to include a leadership and management module in all training modules at the GCPS and to establish a health leadership "Observatory" to focus on research on how leadership influences
Subject(s)
Humans , Mentors , Delivery of Health Care , Leadership , Health Care Sector , Education, MedicalABSTRACT
Históricamente, las médicas han sido asociadas a especialidades determinadas. En los últimos años, estos estereotipos han sido lentamente revertidos con mayor participación de la mujer en especialidades quirúrgicas. En el proceso de aprendizaje se sabe la importancia que tienen los modelos y mentores. Buscamos evaluar el grado de satisfacción y el éxito profesional de las mujeres en Traumatología, y qué factores cumplieron un rol positivo en la decisión de optar por ella.Se encuestó a 108 mujeres dedicadas a la Traumatología, y se evaluaron las influencias positivas y los mentores como modelo en la toma de decisión por la especialidad y los grados de satisfacción personal y profesional.Pese a una mayor percepción de dificultades en lograr el objetivo, destacan los altos grados de satisfacción profesional y personal de las mujeres en Traumatología: 95% refirió haber elegido la especialidad correcta, 100% afirmó que las dificultades se compensan con los resultados obtenidos, y 96% volvería a elegir la misma especialidad. En relación con la percepción de éxito, 73% se considera exitosa en su vida profesional, y en la vida personal, 85%.Muy relevante en la toma de decisión por la especialidad es el rol que cumplen docentes, mentores, y el gusto por la cirugía y los deportes. Un 84% recibió alguna influencia positiva, 61% tuvo como modelo en su formación una traumatóloga, y un 98% recomendaría a otras mujeres en período de formación que se dedicaran a la Traumatología.Las estrategias de incremento de la participación femenina en la especialidad pudiesen orientarse a fomentar modelos femeninos durante el aprendizaje.
Historically, female doctors have been associated with certain specialties. In recent years, these stereotypes have been slowly reversed with an increased participation of women in surgical specialties. The importance of models and mentors in the learning process is known. We seek to evaluate the level of professional satisfaction and success of women in Traumatology, as well as the factors that may have played a positive role in the decision to pursue this specialty. We surveyed 108 women working in Traumatology and evaluated the positive influences and mentors as models in the decision-making regarding the specialty and the degrees of personal and professional satisfaction. Despite a greater perception of difficulties in achieving the purpose, the high degrees of professional and personal satisfaction of women in Traumatology stands out: 95% reported having chosen the correct specialty, 100% stated that the difficulties are offset by the results obtained, and 96% would choose the same specialty again. Regarding the perception of success, 73% consider themselves successful in their occupation, and 85% consider themselves successful in their personal lives. The role played by teachers, mentors, as well as an interest in surgery and sports are very relevant in choosing the specialty. In total, 84% of the sample received some positive influence 61% had a female traumatologist as a model during their training, and 98% would recommend other women in training to dedicate themselves to Traumatology. The strategies to increase female participation in the specialty could be aimed at promoting female role models during learning.
Subject(s)
Humans , Female , Personal Satisfaction , Physicians, Women/psychology , Orthopedic Surgeons/psychology , Orthopedics , Perception , Traumatology , Mentors , Career Choice , Chile , Epidemiology, Descriptive , Surveys and Questionnaires , Job SatisfactionABSTRACT
A relação coparental envolve interações entre os pais, ou outras figuras parentais, para educar uma criança. Essa relação emerge na transição para a parentalidade, uma janela crítica para o desenvolvimento humano por afetar tanto o bem-estar dos pais quanto o desenvolvimento socioemocional do bebê. O objetivo do presente estudo foi reportar e avaliar o processo sistemático de escolha e adaptação (cultural e de formato) do programa Family Foundations, que tem como foco aprimorar a qualidade da relação coparental de casais durante a transição para a parentalidade. As avaliações positivas dos pais evidenciam alta aceitabilidade do programa. Em estudos futuros, será importante aumentar o número de participantes e analisar a eficácia e efetividade do programa.
The coparenting relationship involves interactions between parents, or other parental figures, to raise a child. This relationship emerges during the transition to parenthood, a critical period in human development that affects parents well-being and the childs social-emotional development. The objective of this paper was to report and evaluate the systematic process of selecting and adapting (considering culture and format) the Family Foundations program, which focuses on improving the quality of the coparental relationship of couples during the transition to parenthood. Positive parent evaluations indicate high acceptability of the program. In future studies, the efficacy and effectiveness of the program should be evaluated.
La relación coparental envuelve interacciones entre los padres u otras figuras parentales, para la crianza de un niño. Esta relación surge en la transición para la parentalidad, etapa crítica para el desarrollo humano por afectar el bienestar de los padres y el desarrollo socioemocional del bebé. El objetivo de este artículo fue relatar e evaluar el proceso sistemático de elección y adaptación (cultural y del formato) del programa Family Foundations, que tiene como objetivo mejorar la calidad de la relación coparental de las parejas en transición a la paternidad. Los resultados positivos muestran la alta aceptabilidad del programa. En estudios futuros, será importante analizar la eficacia y efectividad del programa.
Subject(s)
Humans , Adolescent , Mentors , Career Choice , Child, GiftedABSTRACT
A orientação profissional aos adolescentes com altas habilidades/superdotação é importante para a compreensão de suas habilidades e competências que irão facilitar a inserção no mercado de trabalho. O estudo teve como objetivo comparar os efeitos da intervenção em orientação profissional para adolescentes com e sem superdotação em relação à maturidade para escolha profissional, indecisão vocacional, autoeficácia e sintomas de depressão, ansiedade e estresse. Utilizou-se um questionário de dados sociodemográficos, critério de Classificação Brasil, Escala de Maturidade para Escolha Profissional, Escala de Indecisão Vocacional, Depression, Anxiety and Stress Scale e a Escala de Autoeficácia Geral Percebida. Participaram 31 adolescentes. Observou-se que a intervenção em orientação profissional reduziu a indecisão vocacional e sintomas de estresse. Os superdotados apresentaram aumento de determinação, autoconhecimento e maturidade para escolha profissional.
The professional guidance for adolescents with high abilities/giftedness is important for understanding their skills and competences that will facilitate their entry into the labor market. Objective to compare the effects of intervention in professional guidance for adolescents with and without giftedness in relation to the maturity for professional choice, vocational indecision, self-efficacy and symptoms of depression, anxiety and stress. We used a questionnaire of sociodemographic data, Brazil Classification criteria, Maturity Scale for Professional Choice, Vocational Indecision Scale, Depression, Anxiety and Stress Scale and the Perceived General Self-efficacy Scale. 31 adolescents participated. It was observed that the intervention in professional guidance reduced vocational indecision and symptoms of stress. The gifted showed an increase in determination, self-knowledge and maturity for professional choice.
La orientación profesional para adolescentes con altas capacidades / superdotación es importante para la comprensión de sus habilidades y competencias que facilitarán su inserción en el mercado laboral. Objetivo de comparar los efectos de la intervención en la orientación profesional para adolescentes con y sin superdotación en relación con la madurez para la elección profesional, la indecisión vocacional, la autoeficacia y los síntomas de depresión, ansiedad y estrés. Utilizamos un cuestionario de datos sociodemográficos, criterios de clasificación de Brasil, escala de madurez para la elección profesional, escala de indecisión vocacional, escala de depresión, ansiedad y estrés y la escala de autoeficacia general percibida. Participaron 31 adolescentes. Se observó que la intervención en orientación profesional redujo la indecisión vocacional y los síntomas de estrés. Los superdotados mostraron un aumento en la determinación, el autoconocimiento y la madurez para la elección profesional.
Subject(s)
Humans , Adolescent , Mentors , Career Choice , Child, GiftedABSTRACT
En el artículo se analiza la importancia de la tutoría universitaria en la definición del proyecto formativo-profesional del alumnado. Empleando cuestionarios y entrevistas se registran y analizan las opiniones que 410 estudiantes de 4 promociones hicieron de los Planes de Orientación y Acción Tutorial. Los resultados confirman que los/as tutores/as son un referente importante para el alumnado y la tutoría una estrategia relevante de acompañamiento desde el momento en que inicia sus estudios y a lo largo de su trayectoria formativa. Se concluye que es necesario reforzar la institucionalización de la tutoría, promoviendo modelos activos, integrales e inclusivos de aprendizaje. Estos datos son relevantes para la práctica educativa y para la puesta en práctica de programas de orientación al alumnado.
O artigo analisa a importância da tutoria universitária na definição do projeto formativo-profissional do aluno. Por meio de questionários e entrevistas, foram registradas e analisadas as opiniões de 410 alunos de 4 promoções realizadas nos Planos de Orientação e Ação Tutorial. Os resultados confirmam que os tutores são uma importante referência para os alunos e a tutoria uma estratégia de apoio relevante desde o início dos estudos e ao longo da sua carreira escolar. Conclui-se que é necessário reforçar a institucionalização da tutoria, promovendo modelos de aprendizagem ativos, integrais e inclusivos. Esses dados são relevantes para a prática educacional e para a implementação de programas de orientação estudantil.
The article analyzes the importance of university tutoring in the definition of the student's training-professional project. Using questionnaires and interviews, the opinions that 410 students from 4 promotions made of the Orientation Plans and Tutorial Action were recorded and analyzed. The results confirm that tutors are an important reference for students and tutoring is a relevant support strategy from the moment they start their studies and throughout their educational career. It is concluded that it is necessary to reinforce the institutionalization of tutoring, promoting active, comprehensive and inclusive learning models. These data are relevant for educational practice and for the implementation of student orientation programs.
Subject(s)
Universities , Mentors , Career Mobility , MentoringABSTRACT
Abstract Objective To demonstrate the degree of recommendation of mentors and mentees regarding a mentorship program, to assess the degree of satisfaction of the participants, and to describes the main characteristics of the meetings in pairs. Materials and Methods A primary, retrospective, analytical study based on answers to the annual evaluation questionnaires of the institutional mentorship program in pairs of the Orthopedics and Traumatology residency from December 2017 to February 2021. Results We compiled 52 responses from 26 mentorship preceptors and 26 mentored residents. The mentees and mentors had average ages of 27 (±1.5) years and 45 (±8.2) years respectively. A total of 96% of the participants recommend the program, and 89% of the mentees reported that the mentors contributed to their personal and professional decision-making process. Conclusion The mentorship program proved to be a highly recommended strategy in medical residency in Orthopedics. Data show that mentors contributed to the mentees' personal and professional decision-making process.
Resumo Objetivo Demonstrar o grau de recomendação de mentores e mentorados quanto à participação em um programa de mentoria, avaliar o grau de satisfação dos participantes, e descrever as principais características das reuniões em dupla. Materiais e Métodos Estudo primário, retrospectivo, analítico, com análise das respostas dos questionários de avaliação anual do programa de mentoria em dupla da residência de Ortopedia e Traumatologia da instituição de dezembro de 2017 a fevereiro de 2021. Resultados Foram obtidas 52 respostas de 26 preceptores mentores e 26 residentes mentorados. A média de idade dos mentorados foi de 27 anos (±1,5 ano), ao passo que a média de idade dos mentores foi de 45 anos (±8,2 anos). O grau de recomendação do programa pelos participantes foi de 96%, e 89% dos mentorados consideraram que os mentores contribuíram para a tomada de decisões pessoais e profissionais. Conclusão O programa de mentoria se mostrou uma estratégia com alto grau de recomendação na residência médica em Ortopedia. Os dados mostram que os mentores contribuíram para a tomada de decisões pessoais e profissionais dos mentorados.
Subject(s)
Humans , Adult , Orthopedics/education , Traumatology/education , Mentors , Internship and ResidencyABSTRACT
Introducción: La evaluación del desempeño pedagógico del tutor es vital para elevar la calidad del proceso educativo. Objetivo: Definir la evaluación del desempeño pedagógico del tutor en la especialidad de Medicina General Integral. Material y Métodos: Se realizó una revisión documental de enero a diciembre de 2020. Se utilizaron la base de datos Pubmed y la biblioteca científica electrónica SciELO, así como el buscador de información científica Google Académico. Se evaluaron artículos de revisión, de investigación y páginas Web que tenían menos de 10 años de publicados, en idioma español, portugués e inglés, y que hicieran referencia al tema de estudio a través del título. Desarrollo: Se identificaron regularidades entre los autores de la comunidad científica de la Educación Avanzada: proceso vinculado con los objetos de la pedagogía desde la actuación y el comportamiento de los especialistas con funciones docentes como tutores; se realiza a partir del cumplimiento de los objetivos y métodos propios de su contenido de trabajo; se refiere a ejercer las actividades con cuidado, precisión, exactitud, profundidad, originalidad y rapidez, y está asociado con el proceso de profesionalización. Conclusiones: Se definió la evaluación del desempeño pedagógico del tutor de la especialidad de Medicina General Integral como un proceso sistemático, continuo y flexible que permite comprobar, medir y valorar el cumplimiento de las funciones, acciones y tareas que se expresan en el modo de actuación profesional del tutor desde lo relacionado con el saber, saber hacer y saber ser, en correspondencia con las exigencias actuales en el contexto de la educación en el trabajo(AU)
Introduction: The evaluation of the pedagogical performance of the tutor is vital to raise the quality of the educational process. Objective: To define the evaluation of the pedagogical performance of the tutor in the formation of the specialist in Comprehensive General Medicine. Material and Methods: A literature review was carried out from January to December 2020. Database Pubmed, the scientific electronic library SciELO, and Google Scholar were used. Review articles, research articles, and Web sites published less than 10 years ago in both Spanish and English that made reference to the topic through the title were evaluated. Development: Regularities among authors from the scientific community in Advanced Education were identified: process related to the objects of pedagogy from the action and behavior of specialists with the teaching roles of tutors, which starts from the fulfillment of the objectives and own methods of the work content, and refers to undertake the activities carefully to ensure precision, accuracy, depth, originality, and speed all of which is associated with the professionalization process. Conclusions: The evaluation of the pedagogical professional performance of the tutor in the formation of the specialist in Comprehensive General Medicine is defined as a systematic, continuous, and flexible process that allows to check, measure, and evaluate the fulfillment of the functions, actions, and tasks expressed in the professional performance of the tutor from knowing, knowing how to do, and knowing how to be in accordance with the current requirements within the context of in-service training(AU)
Subject(s)
Humans , Mentors , Education, Medical , General Practice/education , Work PerformanceABSTRACT
Introducción: El desarrollo de grupos científicos estudiantiles en las universidades es una necesidad en función de nuevos conocimientos y una formación más integral. Objetivo: Describir los principales resultados del grupo científico estudiantil Formación e investigación en apoyo vital en emergencias y desastres en sus primeros tres años de trabajo. Métodos: Investigación descriptiva, prospectiva, desarrollada en la Universidad de Ciencias Médicas de Cienfuegos entre 2017 y 2019. El universo estuvo conformado por todos los estudiantes (25) y profesores tutores (6) que integraban el grupo. Como técnicas se emplearon la revisión documental, la tormenta de ideas y el grupo focal. Resultados: El plan de formación investigativa anual fue diferenciado por año académico y necesidades. Se impartieron temas escalonadamente complejos sobre metodología de la investigación y otros afines a la carrera. En cada año se cumplieron las tareas propuestas. Los estudiantes desarrollaron 29 investigaciones (13,8 por ciento publicadas y 48,3 por ciento premiadas), que se presentaron en tres fórums estudiantiles y otros 12 eventos. La producción científica creció progresivamente tanto en cantidad como en calidad. Conclusiones: Los resultados del grupo científico estudiantil fueron positivos. El diseño de un programa de capacitación extracurricular, modular y de participación colectiva sobre metodología de la investigación y temas médicos afines al proyecto de los tutores facilitaron la adquisición de habilidades investigativas de los estudiantes, y la obtención de buenos indicadores de actividad científica, con excepción del número de publicaciones(AU)
Introduction: The development of student scientific groups in universities is a need in terms of new knowledge and a more comprehensive training. Objective: To describe the main results of a student scientific group for training and research in vital support for emergencies and disasters in its first three years of work. Methods: Descriptive and prospective research carried out at the University of Medical Sciences of Cienfuegos between 2017 and 2019. The universe consisted of all students (25) and tutor teachers (6) who were part of the group. Documental review, brainstorming and focus group were used as techniques. Results: The annual research training plan was differentiated by academic year and needs. Complex topics on research methodology and others related to the major were taught in stages. In each year, the proposed tasks were completed. The students developed 29 research projects (13.8 percent were published and 48.3 percent received awards), presented during three student scientific meetings and twelve other events. Scientific production grew progressively both in quantity and quality. Conclusions: The results of the student scientific group are positive. The design of an extracurricular, modular and collective participation training program on research methodology and medical topics related to the tutors' project facilitated the acquisition of students' research skills and the achievement of good indicators of scientific activity, with the exception of the number of publications(AU)
Subject(s)
Humans , Research , Research Design , Disasters , Students , Mentors/education , Epidemiology, Descriptive , Prospective Studies , Education, Medical, UndergraduateABSTRACT
Introducción: La figura del tutor tiene vital importancia en la formación del especialista de Medicina General Integral. Objetivo: Valorar los antecedentes de la función del tutor en la formación del especialista de MGI en Cuba. Métodos: Se realizó un análisis documental, a partir de una búsqueda de literatura relevante sobre el tema de enero de 2019 a enero de 2020. Se utilizaron los buscadores de información científica Pubmed, Scielo y Google Académico. Se evaluaron artículos de revisión, de investigación y páginas web que tenían menos de 10 años de publicados, en idioma español, portugués e inglés, y que hicieran referencia al tema de estudio a través del título. Fueron excluidos los artículos que no cumplieron con estas condiciones. Esto permitió el estudio de 83 referencias bibliográficas, de las cuales 34 se citaron en el presente artículo. Conclusiones: La labor del tutor en la formación del especialista de Medicina General Integral constituye un eje primordial para la formación de los residentes como regulador de la estrategia y ritmo del sistema de enseñanza y aprendizaje, acorde al contexto histórico en el que se han desarrollado y evolucionado los diferentes planes de estudio de la especialidad(AU)
Introduction: The tutor's role is of vital importance in the training of the specialist in family and community medicine. Objective: To assess the background about the tutor's role in the training of the specialist in family and community medicine in Cuba. Method: A document analysis was carried out, based on a search of relevant literature about the subject from January 2019 to January 2020. The scientific information search engines Pubmed, Scielo and Google Scholar were used. Review articles, research articles and web pages were assessed, of the were published within the last ten years old, in Spanish, Portuguese and English, and that made reference to the topic of study through the title. Articles that did not meet these conditions were excluded. These criteria allowed the study of 83 bibliographic references, of which 34 were cited in the present article. Conclusions: The tutor's work is a cornerstone in the training of the specialist in family and community medicine, as far as it is a regulator of the strategy and rhythm of the teaching and learning system, according to the historical context in which the different programs of studies for the specialty have been developed and evolved(AU)
Subject(s)
Humans , Male , Female , Teaching/education , Mentors , Family Practice/educationABSTRACT
Introduction: intestinal parasitic infections are common major problem closely related to poverty, inadequate sanitation, insufficient health care and overcrowding. They cause significant morbidity among institutionalized patients, however, there are few studies that analyze the frequency of intestinal parasites in disabled patients that are not institutionalized. Objective: the aim of the present study was to determine the prevalence of intestinal parasitic infection in disabled patients and their guardians. Methodology: a total of 336 fecal samples were collected from 53 disabled patients and history of diarrhea during the study period and 31 guardians, parents and professional staff of Institution. Parasite research was carried out using zinc sulphate centrifugal-flotation technique, Lutz/Hoffman Pons and Janer method, Rugai method and Gram-Chromotrope, Leishman, Kinyoun, Kato-Katz and Trichrome stains were used. Results: we found 15.5% of positive sample for enteroparasites in all analyzed individuals (13/84), with 11.3% (6/53) of prevalence in disabled patients and 22.5% (7/31) for guardians, with significant difference. There was no difference between gender, but there was a higher number of positives in patients between 6 and 11 years of age. Monoparasitism and the presence of protozoa, especially Blastocystis hominis, were the most prevalent conditions. Conclusions: despite the aforementioned intrinsic susceptibility of patients with special needs, the prevalence of intestinal parasites was low. In guardians, the prevalence was higher, suggesting extreme attention to the care process, which may have prevented the transmission to their disabled patients contact.
Introdução: as infecções parasitárias intestinais são um problema comum, intimamente relacionado à pobreza, saneamento inadequado, assistência médica insuficiente e superpopulação. Essas infecções causam morbidade significativa em pacientes institucionalizados, no entanto, existem poucos estudos que analisam a frequência de parasitas intestinais em pacientes com necessidades especiais não institucionalizados. Objetivo: o presente estudo teve como propósito determinar a prevalência de infecção parasitária intestinal em pacientes com necessidades especiais e seus responsáveis/tutores. Metodologia: foram coletadas 336 amostras fecais de 53 pacientes com necessidades especiais e histórico de diarréia durante o período do estudo e 31 responsáveis/ tutores, pais e equipe profissional relacionada. As técnicas de centrífugo-flutuação em sulfato de zinco, método Lutz/Hoffman Pons e Janer, método Rugai e Gram-Cromotrópico, Leishman, Kinyoun, Kato-Katz e Tricrômica foram utilizadas para a pesquisa de helmintos e protozoários. Resultados: foi encontrado 15,5% (13/84) de prevalência de enteroparasitos em todos os indivíduos analisados, sendo 11,3% (6/53) de prevalência em pacientes com necessidades especiais e 22,5% (7/31) de responsáveis/tutores, com diferença significativa. Não houve diferença entre os sexos, mas encontrou-se maior número de positivos em pacientes com 6 a 11 anos de idade. O monoparasitismo e a presença de protozoários, especialmente Blastocystis hominis, foram as condições mais prevalentes. Conclusões: apesar da suscetibilidade intrínseca dos pacientes com necessidades especiais, a prevalência de parasitas intestinais foi baixa. Nos responsáveis, a prevalência foi maior, sugerindo extrema atenção ao processo de cuidar, o que pode ter evitado a transmissão para os seus pacientes com necessidades especiais contactantes.
Subject(s)
Humans , Male , Female , Child , Parasitic Diseases , Patients , Protozoan Infections , Mentors , HelminthsABSTRACT
Minimally invasive surgery represented a significant milestone in modern surgery; however, continuous innovation and the emergence of new technologies pose new challenges in terms of surgical learning curves since new interventions are associated with increased surgical complexity and a higher risk of complications. For this reason, surgeons are aware of the beneficial effects of "learning before doing" and the importance of safely implementing new surgical procedures in order to obtain better patient outcomes. Considered the largest Latin American training center in minimally invasive surgery, IRCAD Barretos, São Paulo, Brazil, makes it possible to acquire surgical skills through training in different and the most complex areas of medicine, providing the experience of real and simulated situations, with focus on innovation. The center possesses state-of-the-art infrastructure and technology, with a very high-level teaching staff and an affectionate and hospitable reception. Since its inauguration, in 2011, the center has already qualified numerous professionals and has placed the country in a privileged position in terms of surgical knowledge. The present article describes the activities developed over these ten years of the institute in Brazil as the largest training center for surgeons of the continent in order to address the importance of surgical skills training.
Subject(s)
Surgicenters/history , Mentors , Minimally Invasive Surgical Procedures/education , Minimally Invasive Surgical Procedures/methods , Education, Medical, Continuing/history , BrazilABSTRACT
Introducción. Es relevante contar con un cuestionario breve y auto-administrado para evaluar la calidad de los procesos de mentoría en investigación en la comunidad científica hispanohablante. Objetivos. Validar una versión abreviada, auto-administrada y en español del cuestionario multidimensional Evaluación de las competencias de mentoría. Métodos.1) Traducción y adaptación transcultural; 2) Reducción de la versión traducida; 3) Validación de la versión abreviada en una muestra local de 159 participantes respecto de su validez de constructo (análisis factorial confirmatorio) y de criterio (correlación de su puntaje total con el de una pregunta agregada y con la versión extensa del cuestionario). Resultados. Obtuvimos un cuestionario abreviado, en español y auto-aministrado de 17 ítems divididos en cinco dimensiones: 1) Mantenimiento de una comunicación efectiva, 2) Alineación de expectativas, 3) Evaluación del conocimiento,4) Promoción de la independencia, 5) Promoción del desarrollo profesional. El modelo hipotetizado ajustó de manera aceptable a los datos de nuestra muestra de validación (RMSEA=0,045; CFI=0,992; TLI=0,99 y WRMR=0,564). Todos los parámetros estimados para los ítems individuales tuvieron significancia estadística, oscilando las cargas factoriales estandarizadas entre 0,571 y 0,936. La fiabilidad compuesta de los diferentes dominios estuvo comprendida entre 0,764 y0,865, y la varianza media extractada, entre 0,522 y 0,644, en concordancia con lo recomendado. La validez convergente fue adecuada ya que las cargas factoriales estandarizadas de 94 % de los ítems del modelo final fueron mayores a 0,6 y con significancia estadística (valor t>1,96). La correlación entre los cinco factores fue alta (0,740 a 0,944). En la mayoría de las comparaciones, el cuadrado de dichas correlaciones fue superior a la varianza media extractada, lo que refleja una validez divergente o discriminante baja. El puntaje de la versión abreviada tuvo una correlación positiva y alta (Coeficiente de Pearson 0,847; p<0,001) con la pregunta agregada como criterio externo concurrente de validación y muy alta correlación (coeficiente de Pearson: 0,988;p<0,001) con el puntaje de la versión original traducida de 26 ítems. Conclusiones. La versión abreviada en español del cuestionario Evaluación de las competencias de mentoría tiene adecuadas propiedades psicométricas y puede ser aplicada en forma auto-administrada, lo que la vuelve la primera herramienta en español para evaluar procesos de mentoría en investigación. (AU)
Introduction. It is relevant to have a short and self-administered questionnaire to assess research mentoring processquality in the Spanish-speaking scientific community. Objectives. To validate a short and self-administered version in Spanish of the multidimensional questionnaire Mentoring Competency Assessment. Methods.1) Translation and cross-cultural adaptation; 2) Reduction of the translated version; 3) Validation of the shortenedversion in a local sample of 159 participants regarding its construct validity (confirmatory factor analysis) and its criterion validity (correlation of its total score with that of an additional question and with the long version of the questionnaire). Results. We obtained an abbreviated (17 items) and self-administered questionnaire in Spanish, divided into five constructs: 1) Maintaining effective communication, 2) Aligning expectations, 3) Addressing knowledge, 4) Promoting independence, 5) Promoting professional development. The hypothesized model fit acceptably to the data from our validation sample (RMSEA=0.045; CFI=0.992; TLI=0.99 and WRMR=0.564).All the parameters estimated for the individual items were statistically significant, with their standardized factor loads ranging from 0.571 to 0.936. The composite reliability of the different domains ranged between 0.764 and 0.865, and the mean extracted variance, between 0.522 and 0.644, in accordance with the recommended range. Convergent validity was adequate since the standardized factor loads of 94 % of the items in the final model were greater than 0.6 and with statistical significance (t-value >1,96). The correlation between the five factors was high (0.740 to 0.944) and in most of the comparisons, the square of these correlations was higher than the average variance extracted, reflecting low divergent or discriminant validity. The score of the shortened version had a positive and high correlation (Pearson coefficient 0.847;p <0.001) with the additional question as a concurrent external validation criterion and a very high correlation (Pearson coefficient: 0.988; p <0.001) with the score of the original 26-item translated version. Conclusions. The shortened Spanish version of the Mentoring Competency Assessment questionnaire has adequate psychometric properties and can be applied in a self-administered way, which makes it the first tool in Spanish to assessresearch mentoring processes. (AU)
Subject(s)
Humans , Research Personnel/standards , Translating , Mentors , Cross-Cultural Comparison , Surveys and Questionnaires , Mentoring/standards , Argentina , Psychometrics , Reproducibility of Results , Factor Analysis, Statistical , Communication , Health Sciences/educationABSTRACT
En este artículo especial, el tercero de una serie publicada en EVIDENCIA, el autor resume cuatro marcos teóricos adicionales que ayudan a comprender los procesos de la mentoría en investigación: la teoría ecológica de los sistemas, la teoría del intercambio social, la teoría de las redes sociales y la pedagogía de la formación doctoral. Para finalizar, integra los contenidos realizando una comparación de los todos los marcos teóricos comentados en esta serie, en términos de sus diferencias y sus puntos de intersección. (AU)
In this special issue, the third in a series published in EVIDENCIA, the author summarises four additional theoretical frameworks that help to understand the processes of mentoring in research: the ecological systems theory, the social exchange theory, the social network theory and the doctoral training pedagogy. Finally, a comparison of all the theoretical frameworks discussed in this series is integrated in terms of their differences and points of intersection. (AU)