Las normas técnicas para la formación en ingeniería biomédica, tecnología y administración en salud / Technical standards for the training in biomedical engineering, health technology and health management

Introducción: Los documentos normativos establecen el estado del arte relacionado con determinado campo del conocimiento. Existe una gran cantidad de normas relacionadas con los servicios de salud y su gestión, cuya aplicación es relevante en este sector. Objetivo: Exponer la importancia de las normas técnicas en la formación de los profesionales en ingeniería biomédica, tecnología y administración en salud. Desarrollo: Diferentes aspectos relacionados con el desempeño y las funciones de los profesionales en ingeniería biomédica, tecnología de la salud y administración en salud están recogidos en normas técnicas internacionales y en otras de carácter nacional, que resultan pertinentes y de gran utilidad para su formación en el nivel de grado y el posgrado. Conclusiones: Las profesiones abordadas requieren emplear los documentos normativos relacionados con sus funciones para contribuir con la calidad de los servicios de salud; de ahí la pertinencia de su incorporación en los planes de estudio de estas carreras(AU)

Introduction: Normative documents establish the state of the art related to a certain field of knowledge. There is a large number of standards related to health services and their management, whose application is relevant in this sector. Objective: To show the importance of technical standards in the training of professionals from the fields of biomedical engineering, health technology and health management. Development: Different aspects related to the performance and functions of professionals from the fields of biomedical engineering, health technology and health management are gathered in international and other national technical standards, relevant and useful for their training at the undergraduate and postgraduate levels. Conclusions: The addressed professions require the use of normative documents related to their functions in order to contribute to the quality of health services, hence the relevance of their incorporation into the curriculums of these major(AU)

Teaching reform and practice of bioengineering comprehensive experiment based on virtual simulation technology / 生物工程学报

Bioengineering majors require students to acquire excellent abilities of thinking and analyzing complex problems and have high requirements for students' comprehensive practical skills. Because of the professional characteristics, it is necessary to develop students' abilities to solve complex problems via the teaching of a series of experiments. Therefore, it is particularly important to reform the traditional experiment teaching for students majoring in bioengineering to improve the teaching quality, which have great significance for the cultivation of comprehensive talents. In this study, with the advantages of geographical location and resources to cultivate application-oriented innovative talents, the course group of Comprehensive Experiment of Bioengineering has designed the course based on virtual simulation technology in Binzhou University. Taking the experiment of extraction and bioactivity analysis of Suaeda salsa (growing in the Yellow River Delta) polysaccharide in fermentation as a case, we studied the course design idea, experimental process, teaching method and result analysis, and have improved the teaching performance. This case analysis provides new ideas and content reference for the teaching reform of similar courses.

Das técnicas tradicionais até a simulação realística com recursos de engenharia biomédica aplicado ao desenvolvimento de habilidades das ciências da saúde / Of traditional techniques to the realistic simulation with engineering resources biomedical applied to skills development of health sciences / De las técnicas tradicionales a la simulación realista com ingeniería biomédica recursos aplicados a desarrollo de competencias de ciencias de la salud

OBJETIVO: este trabalho aborda sobre materiais didáticos tradicionais à simulação humana aplicado aos cursos da área da saúde para o desenvolvimento de habilidades de modo transversal a segurança do paciente. MÉTODO: Realizada uma pesquisa bibliográfica em: órgão internacional, legislação educacional, segurança do paciente, materiais didáticos tradicionais e simulação humana na literatura científica. RESULTADO E DISCUSSÃO: Há uma tendência de utilizar simuladores humanos em instituições de ensino para os alunos adquirem habilidades profissionais com maior segurança e controle. RESULTADO: A utilização da simulação realística pode ser considerada um complemento ou substituição do método tradicional no século XXI, habilitando o profissional com um pensamento crítico-reflexivo, julgamento clínico,tomada de decisão e caráter ético.

OBJETIVE: this work addresses traditional teaching materials for human body simulation, which are employedby the health are a courses for skills development in a transverse mode for the patients safety. METHOD: A bibliography acre search was carried out concerning: international organizations, educational legislations, patients safety,traditional teaching material sand human body simulations in the scientific literature. RESULTS AND DISCUSSION: Thereis a tendency for human body simulators to be used in education al institutions for the students to acquire professionalskills within creased safety and control. RESULTS: The use of realistic simulation can be considered a complement or are placement to the traditional method in the XXI century, providing the professionals with critical-reflective thinking, clinical judgment, decision making and ethical character.

OBJETIVO: este artículo se centra en los materiales tradicionales de enseñanza a la simulación humana aplicada a los programas de cuidado de la salud para el desarrollo de habilidades transversales de seguridad para el paciente. MÉTODO: llevó a cabo una búsqueda bibliográfica en: organización internacional, la legislación educativa, la seguridad del paciente, materiales de enseñanza tradicionales y simulación humana en la literatura científica. RESULTADOS Y DISCUSIÓN: Hay una tendencia a utilizar simuladores humanos en las instituciones educativas para que los estudiantes adquieran conocimientos profesionales con mayor seguridad y control. RESULTADOS: El uso de la simulación realista puede considerarse como un complemento o reemplazar el método tradicional en el siglo XXI, lo que permite al profesional con un pensamiento crítico y reflexivo, el juicio clínico, toma de decisiones y ética.

La ingeniería biomédica en Colombia: una perspectiva desde la formación del pregrado / Biomedical engineering in colombia: an undergraduate studies approach

El presente artículo expone el estado de la formación en Ingeniería Biomédica en Colombia a nivel de pregrado. Se revisaron programas de la Unión Europea y los Estados Unidos. A nivel nacional, se revisaron, bajo la categoría de Ingeniería Biomédica y Bioingeniería, los planes de estudio de quince instituciones de educación superior a partir de tres fuentes de información: Páginas Web de Universidades, Sistema de Información de Educación Superior y Observatorio Laboral (Ministerio de Educación Nacional). Se encontró que la oferta de los programas nacionales de Ingeniería Biomédica y Bioingeniería en su conjunto en la ciudad de Bogotá D.C. representa el 30% de la totalidad de la oferta en el país, Antioquia (Medellín) representa el 27%, Valle del Cauca (Cali) el 13% y los demás departamentos representan el 30% restante. Los programas de educación superior en Ingeniería Biomédica muestran una uniformidad en cuanto a la duración y a las competencias a desarrollar con ligeras diferencias en los énfasis y los perfiles de egreso. Actualmente existen al menos 528 Ingenieros Biomédicos y Bioingenieros graduados en el país (0,27% del total de las ingenierías). La tasa de graduados por año, entre 2001 y 2007 es en promedio de 75 Ingenieros Biomédicos y Bioingenieros. Se puede concluir que a pesar de la oferta de programas activos de Ingeniería Biomédica a nivel nacional, la tasa de graduados es baja con relación a: la población colombiana que va en aumento, el incremento de personas con discapacidad y adultos mayores y el número de graduados de otras ingenierías. Se propone la reflexión, sobre el reto que imponen los avances científicos y tecnológicos mundiales que de alguna manera se convierten en directrices de formación.

This academic paper presents the state of Colombia`s undergraduate education in Biomedical Engineering. Programs of the European Union and of the United States were reviewed. In the national level, fifteen programs of different higher education institutions were reviewed under the category of Biomedical Engineering and Bioengineering, based on three information sources: University official Website, Information System on higher education and work observatory of the National Education Ministry. It was found that the total offer of national undergraduate programs in Biomedical Engineering and Bioengineering in Bogota D.C represents the 30% of the total offer in the country, Antioquia (Medellín) represents the 27%, Valle del Cauca (Cali) the 13% and the other departments represent the 30% left. The undergraduate programs in Biomedical Engineering show similar standards regarding length, and professional developing competences with slight differences in the graduation profiles and the emphasis. In the present, there are at least 528 graduated Biomedical Engineering and bioengineers in the country (0,27% of all engineering graduates). The rate of graduates per year, between 2001 and 2007, is close to 75 biomedical Engineers and bioengineers. It can be concluded, that despite the offer of active programs in the national level, the rate of graduates is low in relation to: the Colombian population which is growing, the growth of the number of people with disabilities and elders, and the number of graduates from other engineering fields. A reflection is proposed, regarding the challenges that worldwide scientific and technological advances present, which in some measure become formation directives.

A inserção da engenharia biomédica nos cursos de graduação de engenharia elétrica no Brasil / The insertion of biomedical engineering in electrical engineering undergraduate courses in Brazil

A inserção de temas específicos da Engenharia Biomédica (EB) nos cursos de graduação em Engenharia Elétrica (EE) foi examinada em levantamento da oferta de disciplinas nesta área, realizado nos 214 cursos de EE que possuem dados sobre as grades curriculares e disciplinas em seus sítios na internet. Foram levantadas informações sobre os cursos de pós-graduação (PG) em EB existentes no Brasil, relacionadas à oferta de disciplinas de EB na graduação. Nossos dados indicam que apenas 7,5% dos cursos de EE examinados possuem pelo menos uma disciplina de EB, concentrados nas escolas públicas (87,5%) e nas regiões sul e sudeste do país (75%). Nestes poucos cursos, foram identificadas 40 disciplinas de EB. Apenas 11 delas oferecem introdução geral aos diferentes aspectos da área; os 3/4 restantes restringem-se a aspectos específicos de subáreas da EB. Além disso, 87,5% destas disciplinas são de caráter eletivo (ou não-obrigatório), com abordagem exclusivamente teórica dos temas (14,0% do total de horas-aula nas disciplinas de EB). Dos 10 programasde PG em EB, 60,0% estão em IES cujos cursos de EE possuem disciplinas específicas EB; 62,5% das disciplinas de EB são oferecidas por IES que não têm programas de PG na área, indicando pouca correlação entre a existência de um programa de PG em EB e a oferta de conteúdos nesta área para a graduação em EE. Estes dados sugerem a necessidade de inserção mais substancial e estruturada de temas de EB nos cursos de graduação em EE, em especial nas instituições privadas de ensino, e de estímulo a uma maior contribuição dos programas de PG no ensino de graduação em EE.

The present study surveyed the disciplines on Biomedical Engineering (BE) offered in 214 Electrical Engineering (EE) undergraduate courses in Brazilian Universities. Data on discipline content and other characteristics, as well as their association with graduate courses, were gathered from Internet sites in August and September, 2007. Our data indicate that only 7.5% of the Brazilian EE courses present at least one discipline on EB themes, greatly concentrated in public institutions and in the more developed south/southeast states. In only 25% of these few courses there are introductory disciplines presenting most of the different EB areas. In the remaining courses, only specific aspects of particular EB areas are presented in a fragmentary, isolated and non contextualized way. Furthermore, 87.5% of these EB disciplines are optional in the curriculium, and practical classes or approaches were offered in only 14% of the total class schedule. While 62.5% of the EB disciplines are offered by institutions that have graduating courses in EB, only 60% of the Brazilian graduation courses are involved in undergraduate EB disciplines. These data point to the need of a more structured and intensive inclusion of EB themes in the undergraduate courses (particularly in private institutions), as well as to the importance of a closer involvement of graduate courses in undergraduate instruction.

Los estudios de ingenieria biomedica en Cuba / Biomedical engineering studies in Cuba

The present work values the importance of the studies in Biomedical Engineering for Cuba, starting from the necessities of the health national system, the industry of medical equipments, the research centers and others entities related with the biomedical technologies...

Computación evolutiva: una herramienta de modelamiento en ciencias de la salud / Evolutive computing: a modeling tool in health sciences

Este artículo presenta una revisión de la computación evolutiva como una alternativa en la generación de conocimiento, se exploran los conceptos básicos de la te´cnica y algunas aplicaciones en ciencias de la salud. Se presentan los aspectos más importantes en la modelación de sistemas y procesos biológicos. Estos modelos pueden ser utilizados para la toma de decisiones en la vida real.

A engenharia clínica na UFPB: quatro anos de trabalho / Clinical engineering in UFPB: 4 years of work

O Curso de Especialização em Engenharia Clínica é oferecido na UFPB, desde 1993, como resultado do trabalho conjunto entre o NETEB e o hospital universitário da UFPB, tendo já uma tradição no Nordeste do Brasil, com três turmas formadas e uma em curso.

Abstract - A Clinicai Engineering Specialization Course is offered in the UFPB. since 1993. as result of an integrated work between NETEB and UFPB universitary hospital, having a tradition in Brazilian Northeast, with three classes concluded and another rn course

Manutençäo de equipamentos médico-eletrônicos / Medical electronics equipaments maintenance

Este artigo descreve o planejamento para a consolidaçäo do Centro de Engenharia Biomédica do HSVP. Apresenta também os primeiros números, resultado de 24 meses de investimento da direçäo do hospital na implantaçäo do setor de eletrônica, marco inicial de toda a estrutura