Construction and effect evaluation of simulation teaching system based on the competency of resident pharmacists / 中国药房

OBJECTIVE To build a standardized simulation teaching system for resident pharmacists and evaluate its effects， and to provide reference for improving the competency of resident pharmacists. METHODS The established simulation teaching system for pharmacy residents’ standardized training in the study included revising the simulation teaching syllabus， setting up simulation teaching courses， implementing the teaching method through “six types of simulations”， applying objective structured clinical examination （OSCE） for assessment， building a simulation teaching team and strengthening the simulation teaching management. The effect evaluation was perfermed with mixed research method， and qualitative and quantitative research methods were used to collect and analyze data and information. RESULTS ＆＆CONCLUSIONS Compared with the traditional teaching system， the passing rate of graduation examination （71.4% vs. 100%） and the score of after-department examination （[ 76.2±7.8） vs. （90.4±4.9）] under the simulation teaching mode were higher； through questionnaire surveys and qualitative interviews， we found that resident pharmacists who went through simulation teaching gave positive feedback on the role and impact of this system. The simulation teaching system can be used with good generalizability for the standardized training of resident pharmacists， and can provide strong basis and support for the high-quality development of hospital pharmacy.

Práctica Basada en Evidencia en Adicciones: Conocimientos y Habilidades de Psicoterapeutas del Noroeste de México / Evidence-Based Practice in Addictions Area: Knowledge and Skills of Therapists from Northwestern Mexico

Resumen La Práctica Basada en Evidencia (PBE) es un proceso que inicia con el conocimiento de las evidencias disponibles y concluye con la selección de la mejor intervención para su implementación en escenarios clínicos lo cual impacta la efectividad de las intervenciones. Objetivo. Caracterizar el perfil de los terapeutas que laboran en 17 centros de tratamiento ambulatorio en adicciones del noroeste de México, además de sus conocimientos y habilidades en el uso de la PBE (fuentes de consulta, uso de manuales) y percepción de su autoeficacia. Método. Participaron 102 terapeutas, se contemplaron dos etapas: cuantitativa basada en la aplicación del CUTEA y cualitativa con aplicación de entrevista semi-estructurada, buscando contrastar las respuestas. Resultados. La mayoría de los participantes tuvo dificultad para describir el concepto de PBE, solo el 37.25% logró una adecuada definición sin embargo, reportaron altos niveles (95.91%) de autoeficacia para implementarla. En relación a las fuentes de consulta el 50% reportó utilizar cualquier buscador comercial en internet, mientras que el 46.08% referían usar los manuales de la institución. Al ingreso a su trabajo, no contaban con capacitación en adicciones ni en el área clínica. Discusión. Se aborda la necesidad del entrenamiento en la PBE y no solo en la implementación de tratamientos específicos.

Abstract Introduction. Evidence-Based Practice (EBP) is a process which starts with the knowledge of available evidence and concludes with the evaluation and selection of the best intervention for the implementation in clinical settings, this process impact the efficacy of the interventions. The variables which can impact on the EBP could be: personal and institutional variables and therapist skills and variables of the interventions. However, to make decisions in the clinical context, it has prevailed a position based on the risks and needs of the clients, which would justify using any treatment, regardless of its effectiveness, which makes the professional psychologist a passive subject who is dedicated only to implementing interventions that institutions request. Therefore, EBP demands that the psychologist be critical of the research and this allows the identification of the best evidence available and also must have the skills to adapt that evidence to their particular context. The objective is to characterize the profile of therapists working in 17 outpatient treatment centers in Mexico, as well as the skills related to the use of EBP (sources of consultation and use of manuals, transfer of knowledge to the population and other therapists) and perception of their self-efficacy. Method. This is a cross-sectional research in which 102 therapists participated. Two stages were considered: quantitative, based on the application of a questionnaire, and the second was qualitative, seeking to contrast the responses. Results. Most of the participants had difficulties in explaining EBP, but reported high levels of self-efficacy to implement it. At the beginning of their work, they had no training in addictions or in the clinical area. Discussion. The need for training in EBP from undergraduate studies is addressed so that future therapists will find it more natural to implement it in clinical settings, through the analysis of scientific articles and, if possible, its application.

Introdução e condução dos métodos mistos de pesquisa em educação física / Introduction and conduct of mixed research methods in physical education / Introducción y conducta de métodos de investigación mixta en educación física

Os métodos mistos de pesquisa são definidos como um processo de recolhimento, análise e "mistura" de dados quantitativos e qualitativos durante determinado estágio da pesquisa em um único estudo. Na área da Educação Física, esse método de pesquisa é uma combinação de abordagens relativamente nova. Assim, o presente ensaio teve como objetivo construir orientações fundamentais para o desenvolvimento de estudos de métodos mistos na área da Educação Física. Conclui-se, pois, que a busca pelo entendimento de como se dá o desenvolvimento de um estudo de métodos mistos pode auxiliar o pesquisador diante das construções de pesquisas, além de trazer contribuições para os avanços científicos.

Mixed research methods are defined as a process of collecting, analyzing and "mixing" quantitative and qualitative data during a given stage of research and in a single study. In the area of Physical Education, this research method is a relatively new combination of approaches. Thus, this essay aimed to build fundamental orientations for the development of mixed methods studies in the Physical Education area. It is concluded, therefore, that the search for the understanding of how the development of a mixed methods study takes place can help the researcher in the face of the research constructions, besides bringing contributions to the scientific advances.

Los métodos de investigación mixtos se definen como un proceso de recopilación, análisis y "mezcla" de datos cuantitativos y cualitativos durante una etapa dada de investigación y en un solo estudio. En el área de Educación Física, este método de investigación es una combinación relativamente nueva de enfoques. Por lo tanto, este ensayo tuvo como objetivo construir orientaciones fundamentales para el desarrollo de estudios de métodos mixtos en el área de Educación Física. Se concluye, por lo tanto, que la búsqueda de la comprensión de cómo tiene lugar el desarrollo de un estudio de métodos mixtos puede ayudar al investigador frente a las construcciones de investigación, además de aportar contribuciones a los avances científicos.

Determinação social do uso de álcool e outras drogas na visão dos adolescentes / Social determination of the use of alcohol and other drugs in the view of adolescents

The use of Psychoactive Substances (PAS) is a reality among Brazilian adolescents, who may use alcohol or other illicit drugs as a form of social adaptation or even to be able to live in a fluid and hedonistic society. PASs can be considered commodities in postmodernity, being freely traded, as in the case of alcohol, or sold clandestinely, generating profits for the few. When studying the consumption of these psychoactive substances, generalizations or just blaming the individual for their use should be avoided. The phenomenon must be observed from the perspective of social determination, considering the general, particular and singular dimensions. The aim of this research was to understand the social determination of psychoactive substance use by adolescents enrolled in the 9th grade of Elementary School in Divinópolis, Minas Gerais. For this purpose, we used the sequential transformative mixed method, which was conducted with 9th grade adolescents from public and private elementary schools. In the quantitative axis (n = 303), the modules of general information, use of alcohol and illicit drugs of the 2015 National School Health Survey (PeNSE) were applied. The qualitative axis was preponderant and followed the quantitative, in which semi-structured interviews were conducted with 18 adolescents who had participated in the quantitative axis. As for the analyzes, a descriptive and multivariate analysis was performed for all quantitative variables. In the qualitative axis, the discourses based on dialectical hermeneutics were analyzed and the results of both axes were integrated in the discussion of the results, as recommended by the sequential transformative method. In the analysis of quantitative variables, there was an association in the multivariate analysis between making use of alcohol and intending to study only until high school or technical (p = 0.007), continuing to study and work (p = 0.003), not living with parents (p = 0.010) and have friends who use alcohol (p = 0.009). The quantitative results discuss, complement and agree with the discourses of adolescents on the qualitative axis, demonstrating the importance of a mixed approach on the subject. The use of PASs by adolescents is related to the social imaginary about the phenomenon, in which media, policies and market dictate norms of conduct, as noted in the lack of supervision of the sale of beverages for adolescents, in the relationship between having a job that generates income and have friends who use alcohol. All these factors are related, so that the social space of this adolescent, the place occupied socially by him and his social class will largely dictate the consequences of using PAS. It is concluded that adolescents relate all dimensions of the phenomenon to the choice of whether or not to use PAS, but the overall dimension stands out, mainly due to the economic factor that guides the others, influencing the media, products considered desirable and places. of individuals. By recognizing the main points of social obstacle and risk determinants, the community can debate and propose actions aimed at changes in both the physical space and the psychological field. In the latter case, in the field of subjectivity, actions can be developed that empower young people of their rights and duties to cover improvements of rulers and initiate changes at a singular level, with transformations in their interpersonal relationships. These steps are simultaneous and require time to be realized, because any change occurs with changes in both the behavioral level and the social imaginary. Such changes will awaken opposing forces, mainly at the political and economic levels, however, only through the clash of ideas and paradigms that new forms of organization can emerge.

Configuraciones Categoriales Respecto a Fuentes de Estrés en los Profesores

En correspondencia al artículo el estrés en el profesorado presentado en la revista Investigación Psicológica N.- 15, por el autor. Se configura el presente reporte resumido de investigación, en el continuum de entender la dinámica del estrés en los educadores. La pregunta de investigación a la que pretende responder este articulo es ¿Cuales son los factores generadores de estrés en educadores de escuelas públicas, privadas y rurales? Con este propósito la investigación se fundamentada en el paradigma cualitativo, con un carácter mixto en la presentación de resultados y entendiendo el estudio como una aproximación a la vivencia y percepción que tiene el educador de establecimientos públicos, privados o rurales, respecto a las fuentes de estrés en los contextos socio-laborales donde ejercen la docencia. La investigación se desarrolla a partir de la participación activa de los propios profesores como observadores, en sus contextos laborales. La información se obtiene mediante el llenado de un cuestionario anónimo de pregunta abierta, que fue respondido luego de un periodo de observación por parte de los informantes. La data cruda obtenida fue transcrita y a la vez se identificaron categorías y sub categorías, asociadas con actitudes, situaciones y percepciones identificadas como fuentes generadoras de estrés docente en los tres contextos de estudio. De este proceso de análisis categorial emergen y se configuran las familias categoriales, que se presentan en esquemas explicativos para responder a la pregunta de investigación. Criterios que se desarrollan en la discusión de los resultados y se enfocan en las conclusiones de manera pertinente a las preguntas de investigación que guiaron y delimitaron el estudio. Algunos datos interesantes comprenden la presencia de las categorías padres de familia y director del colegio identificadas como fuentes de estrés tanto en escuelas pública y privadas y de manera específica en las escuelas fiscales se observan categorías como la asociación de padres o junta escolar y la saturación laboral. En las escuelas rurales destacan categorías como el viajar, la infraestructura educativa y el idioma. Resulta también interesante observar los patrones de referencia que tienen las categorias identificadas en cada contexto, que si bien pueden expresar elementos comunes, en las diferencias y particularidades se encuentra importante información para el análisis y desarrollo teórico. Se integran en este reporte un conjunto de recomendaciones referentes a los resultados obtenidos.

In correspondence to the article stress in the professor presented inthe journal Psy-chological Investigation No.-15, by the author. This summary report of research is configured, in the continuum of understanding the dynamics of stress in educators. The research question that this article aims to answer is: What are the stress-gene-rating factors in public, private and rural school educators? For this purpose, the research is based on the qualitative paradigm, with a mixed character in the presentation of results and understanding the study as an approxi-mation to the experience and perception that has the educator of public, private or rural establishments, regarding the sources of Stress in the socio-labor contexts where he teaches. The research is developed fromthe active participation of the teachers themselves as observers, in theirwork contexts. The information is obtained through the filling of an anonymous open questionnaire, which was answered after a period of ob-servation by the informants. The crude data obtained were transcribed and at the same time, categories and sub categories were identified, associated with attitudes, situations and perceptions identified as sources of teacher stress in all three study contexts. Fromthis process of categorial analysis emerges and configures the cate-gorial families, which are presented in explanatory schemes to answer the research question. Criteria that are developed in the discussion of the results and focus on the conclusions pertinently to the research questions that guided and delimited the study. Some interesting data include the presence of the categories of parents and school principal identified as sources of stress in both public and private schools and specifically in the tax schools are categories such as the association of parents or school board and saturation . Rural schools highlight categories such as travel, educational infrastructure and language. It is also interesting to observe the reference patterns that have the categories identified in each context, that although they can express common elements, in the differences and particularities important information is found for the theoretical analysis and development. A set of recom-mendations regarding the results obtained are included in this report.

Artigo estresse correspondentemente sobre os professores apresentado na revista Psychological Research N.- 15, pelo autor. esta pesquisa resumida no continuum de compreender a dinâmica do estresse sobre relatório educadores está configurado. A questão de pesquisa ao qual este artigo procura responder é o que são os estressores educadores de escolas públicas, particulares e rurais? Para este efeito, a pesquisa foi baseada no paradigma qualitativo, com um caráter misto na apresentação dos resultados e compreender o estudo como uma aborda-gem para a experiência e educador percepção pública, acordos privados ou rurais, em relação a fontes estresse em contextos sócio-laborais, onde ele ensina. A pesquisa é realizada a partir da participação ativa dos próprios professores como observadores nos seus contextos de trabalho. A informação é obtida através do preenchimento de um questionário com perguntas abertas anônimas, que foi, em seguida, responderam a um período de observação por informantes. Os dados em bruto obtidos foram transcritos e ambas as categorias e sub-categorias foram identificados, associado com atitudes, situações e percepções identificadas como fontes geradoras de stress professor nos três contextos de estudo. Este proces-so categorial análise categórica emergir e famílias, apresentadas em diagramas explicativos para responder à questão de pesquisa são configurados. Critérios desenvolvidos na discussão dos resultados e focar os resultados em uma série de perguntas de investigação relevantes que orientaram o estudo e delineados. Alguns fatos interessantes incluem a presença de pais e diretor da escola identificadas como fontes de estresse em ambas as escolas públicas e privadas e, especificamente, em escolas públicas Categorias categorias, tais como o PTA ou conselho escolar e saturação de trabalho observada . Nas escolas rurais incluem categorias tais como viagens, infra-estrutura de educação e linguagem. Também é interessante observar os padrões de referência com as categorias identificadas em cada contexto, que embora possam expressar elementos comuns, em especial diferenças e informações importantes para análise e desenvolvimento teórico é. Eles integram neste relatório um conjunto de recomendações para os resultados.

Desenvolvimento de um método para as pesquisas em políticas públicas de esporte no Brasil: uma abordagem de pesquisa mista / Development of a method for research in sports policy in Brazil: an approach to method of mixed research / Desarrollo de un método para las investigaciones en políticas públicas de deporte en Brasil: un abordaje de investigación mixta

O presente artigo expõe um método de pesquisa misto para o estudo das políticas públicas de esporte no Brasil. Para atender a este fim, o texto é divido em dois momentos. No primeiro, apresenta-se um modelo conceitual para a análise qualitativa das políticas públicas brasileiras direcionadas ao esporte. Esta fase também é dividida em outras duas, sendo que uma delas versa sobre a construção de um referencial teórico para a interpretação do estudo sobre as políticas públicas; e a outra demonstra um aporte conceitual metodológico baseado na sociologia de Pierre Bourdieu. Na segunda fase, desenvolve-se uma análise da parte quantitativa que visa à interpretação dos dados coletados na parte empírica da pesquisa. Feitas essas etapas será possível numa fase posterior produzir um modelo de avaliação, monitoramento e, principalmente, aprimoramento das políticas públicas para o esporte brasileiro.

This article presents a method of mixed research for the study of Sport public policy in Brazil. To reach the result, the text was divided into two phases. In the first, it presents a conceptual model for the qualitative analysis of Brazilian public policies directed to the sport. This phase will still be divided into two stages. The first is the construction of a theoretical framework for the interpretation of the study on public policies and the other one demonstrates a conceptual methodological contribution based on the sociology of Pierre Bourdieu. In the second phase it is developed an analysis of the quantitative part which aims to interpret the data that were collected in the empirical part of the research. Later, it will be possible to produce a model of assessment, monitoring, and, especially, the improvement of public policies for Brazilian sport.

El artículo que se presenta expone um método de investigación mixta para el estudio de las políticas públicas de deporte en Brasil. Para atender a este fin, el texto se divide en dos etapas. En un primer momento se presenta un modelo conceptual para el análisis cualitativo de las polítcas públicas brasileñas dirigidas al deporte. Esta etapa aun se divide en otras dos. Una de ellas trata de la construcción de un referencial teórico para la interpretación del estudio sobre las políticas públicas y la otra demuestra un aporte conceptual metodológico basado en la sociología de Pierre Bourdieu. En la segunda etapa, se desarrolla un análisis de la parte cuantitativa que tiene por objetivo la interpretación de los datos recogidos en la parte empírica de la investigación. Después de estos pasos será posible, en una etapa posterior, producir un modelo de evaluación, monitorización y, principalmente, mejoras en las políticas públicas para el deporte brasileño.

Una revisión de la metodología en las investigaciones en psicoanálisis de pareja y familia / A review of the research methodology psychoanalytic couple and family

El trabajo tiene el propósito de contribuir al intercambio entre clínicos e investigadores, con el fin de resaltar las contribuciones que desde cada uno de esos ámbitos de trabajo es posible realizar la investigación en familia y pareja. Se presenta un panorama abarcativo de la diversidad de métodos de investigación en psicoanálisis de pareja y familia, en los terrenos clínico y psicosocial, a partir de un relevamiento realizado sobre las investigaciones realizadas por autores de la Asociación Internacional de Psicoanálisis de Pareja y Familia (AIPPF). Se describen los principales aspectos metodológicos detectados en relación con los tipos de investigación, las muestras, los instrumentos y los procedimientos, así como los rasgos de las investigaciones empíricas y conceptuales y los problemas de confiabilidad y validez. Entre los resultados del trabajo se destaca que los integrantes de la AIPPF parecen mostrar preferencia por una metodología mixta, que combina el análisis de entrevistas y el empleo de instrumentos que incluyen tests psicológicos, técnicas proyectivas y/o el análisis sistemático de ciertos rasgos en el discurso. Este resultado sugiere la posibilidad de emprender estudios que incluyan equipos de los miembros de la Asociación, por medio de la estandarización de instrumentos comunes.

The work aims to contribute to the exchange between clinicians and researchers , in order to high light the contributions that are possible research in family and couples from each of these areas of work. A comprehensive overview of the diversity of research methods incouple and family psychoanalysis in clinical and psychosocial land, from a survey conducted on research by authors of the International Association of Couple and Family Psychoanalysis (IACFP is presented ). The main methodological issues identified in relation to the types of research , samples , instruments and procedures as well as the features of the empirical and conceptual research and issues of reliability and validity are described. Among the results of the work emphasizes that the members of the IACFP seem to show preference for a mixed methodology , combining the analysis of interviews and the use of instruments which include psychological tests, projective techniques and / or systematic analysis of certain features in the speech. This result suggests the possibility of research teams that include members of the Association, through the standardization of common tools.

Interacción didáctica y procesos cognitivos. Una aproximación desde la práctica y discurso del docente / Didactic Interaction and Cognitive Processes. An approach from the Practice and Teaching Speech

Se analiza el discurso y práctica de docentes en la interacción didáctica de sala de clase asociada a tipos de exigencia cognitiva. Se utilizan técnicas cualitativas de análisis de contenido y análisis estadístico descriptivo de estructuras dialogales profesor-alumnos de 32 clases de ocho docentes con prácticas de enseñanza que promueven aprendizajes. Los resultados indican que los docentes eficaces en contextos sociales vulnerables: 1) explican reiteradamente los contenidos, 2) ordenan la presentación de contenidos en un proceso gradual de complejidad, 3) tienen dos objetivos: lograr aprendizajes y formar a los estudiantes en valores ciudadanos y 4) las estructuras dialogales de baja exigencia cognitiva son porcentualmente mayoritarias. Se discuten los resultados.

This article analyze the discourse and practice of teachers in the didactics interaction associated with cognitive types at classroom. It's used qualitative analysis of interviews - Content Analysis of discourse-, and quantitative analysis of teacher-students dialogic structures, from 32 classes of 8 teachers with practices to promote learning. The results indicate effective teachers in vulnerable social contexts:1) Repeatedly explains the class content; 2) The content is orders in a gradual process of complexity, 3) They have two goals in the classroom: making learning, and train students in civic values, and 4) The percentage of dialogic structures of low cognitive demand, are majority in these teachers. These results are discussed.

Caracterización de estudiantes desde sus potencialidades y talentos académicos en la región de Antofagasta, Chile / Students Characterization from their Potential and Academic Talent in Antofagasta, Chile

La coyuntura actual de políticas educativas de cobertura, calidad, equidad y diversidad imponen desafíos a los establecimientos educacionales, especialmente a los municipales, los cuales deben desarrollar estrategias orientadas a satisfacer las necesidades de los estudiantes que se encuentran en sus aulas, capitalizando sus fortalezas. Esta investigación es de naturaleza exploratoria con una metodología mixta explicativa. Se presentan los resultados de la primera fase del estudio que corresponde al análisis de proyectos educativos y a la caracterización de estudiantes sobresalientes. Se analizaron los resultados obtenidos de 1.536 estudiantes provenientes de 18 establecimientos educacionales de las comunas de Antofagasta y Calama (Chile). A partir del análisis y de acuerdo a indicadores de talento académico, la muestra fue caracterizada en cuatro grupos de estudiantes: estudiantes sobresalientes, sub-nominados, sobre-exigidos y promedio. La categoría de estudiantes sub-nominados plantea cuestionamientos referentes a la metodología de identificación de estudiantes con talento en los programas chilenos, fuertemente cimentada en la nominación docente. Se advierte la necesidad de generar rutas alternativas, como la autonominación. Para concluir, se hacen algunas sugerencias alrededor de las políticas públicas en relación con la educación para estudiantes sobresalientes en particular para Chile, pero pueden ser en buena medida transferidas a otros casos a través de Iberoamérica.

The current situation of coverage, quality, equity and diversity in educational policies pose new challenges to educational institutions, especially the public ones, which must develop strategies to meet the needs of students who are in their classrooms capitalizing their strengths. With an exploratory research and a mixed explicative research methodology, we present the results the first phase of this study, corresponding to institutional educational projects analysis and characterization of outstanding students. We analyzed the results of 1,536 students from 18 educational institutions from Antofagasta and Calama (Chile). From the analysis and according to indicators of academic talent, the sample was characterized in four groups of students: outstanding, sub-nominated, over-constrained, and average. The sub-nominated student category raises questions concerning to the methodology for identifying talented and gifted students in Chilean programs, strongly grounded in teacher nomination. These findings note the need to generate alternative routes, such as self-nomination. To conclude, we give some suggestions on public policy regarding education for outstanding students in Chile. However these can be largely transferred to other cases throughout Ibero-America.

Inferencias sobre un texto narrativo en contextos de interacción en la educación inicial / Inferences over a narrative text in contexts of interaction in early childhood education

La investigación que da lugar al presente artículo se enmarca en la Psicología Educativa de corte cultural. Explora las relaciones entre las características de las interacciones establecidas para propiciar la interpretación de un texto narrativo y las inferencias que los niños hacen sobre él. Un total de 44 niños repartidos en cuatro grupos de preescolar participó en el estudio. El diseño es de tipo descriptivo-exploratorio, con dos clases de análisis: cualitativo -análisis del discurso- y cuantitativo -análisis de redes sociales-, para procesar los datos. Se encontró que los niños cuyas maestras propician más interacciones cognitivas de alta demanda, proponiendo el análisis de los aspectos implícitos en el texto, logran mayor elaboración inferencial, mientras que los niños cuyas docentes proponen menos interacciones con discusiones principalmente sobre información explícita en el texto, hacen pocas inferencias y con nivel de menor elaboración.

This research explores the relationship between the characteristics of interactions established to favor the narrative text interpretation and the inferences that children make on it. This is marked in the educative, cognitive and cultural psychologist. In this research participated four groups of kinder garden with a total of forty four children. This was a descriptive and explorative design. Was realized a discursive analysis and a social nets analysis to process information. It was find that children which teachers favor more interactions and better interactions raised a textual analyses got a high inferencial elaboration, and children which teachers proposed low interaction raised discussions about explicit information in the text, realized a few inferences and with a low level of elaboration.