Competencia digital en docentes de Ciencias de la Salud de una universidad privada de Lima / Digital competence in teachers of health sciences in a private university in Lima

Introducción: El presente trabajo obedece a la necesidad de desarrollar competencias digitales en los docentes, quienes pueden aprovechar las distintas potencialidades de los recursos tecnológicos con la finalidad de lograr mejoras en el proceso de aprendizaje de sus estudiantes. Objetivo: Determinar las diferencias entre las dimensiones de la competencia digital de docentes de la facultad de Ciencias de la Salud de una universidad privada en Lima, Perú, según variables sociodemográficas. Métodos: Se empleó un diseño descriptivo comparativo. Cabe señalar, además, que se consideró una población total compuesta por 40 docentes, de la cual 34 accedieron a colaborar en la investigación. El instrumento usado para la recolección de información fue una adaptación del Cuestionario de Competencia Digital Docente (CCDD), el cual se elaboró por Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas y Victoria Íñigo en 2018. Además, se empleó una ficha sociodemográfica dirigida a los docentes. Posteriormente, se realizó el análisis estadístico mediante el software SPSS 25. Resultados: Se halló que no existían diferencias significativas entre las dimensiones de la competencia digital, según las variables sociodemográficas sexo, edad, máximo nivel de estudio alcanzado y años de experiencia docente. Aun así, las diferencias evidenciadas en algunas de tales variables podrían resultar objeto de futuros estudios. Conclusiones: La dimensión en la que los docentes presentan mayores problemas es seguridad, mientras que aquella en la que poseen menores dificultades resulta resolución de problemas(AU)

Introduction: This work responds to the need of developing digital skills in teachers, who can take advantage of the different potentialities of technological resources in order to achieve better learning in their students. Objective: To determine the differences between the dimensions of the digital competence of teachers of the School of Health Sciences of a private university in Lima, Peru, according to sociodemographic variables. Methods: A comparative descriptive design was used. It should also be noted that a total population composed of 40 teachers was considered, of which 34 agreed to collaborate in the research. The instrument used to collect information was an adaptation of the Teaching Digital Competence Questionnaire, prepared by Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas and Victoria Íñigo in 2018. In addition, a sociodemographic record was addressed to teachers. Subsequently, statistical analysis was performed using the SPSS 25 software. Results: It was found that there were no significant differences between the dimensions of digital competence, according to the sociodemographic variables of sex, age, maximum level of study reached, and years of teaching experience. Even so, the differences evidenced in some of these variables could be subject of future studies. Conclusions: The dimension in which teachers have the greatest problems is security, while the one in which they have the least difficulties is problem solving(AU)

A comunidade como local de protagonismo na integração ensino-serviço e atuação multiprofissional / The community as a place of leadership in education-service integration and multi-professional performance / La comunidad como local de protagonismo en la integración enseñanza-servicio y actuación multiprofesional

Resumo A discussão atual sobre educação e saúde tem mostrado a necessidade de maior integração entre os serviços de saúde e a academia. A Política Nacional de Educação Permanente em Saúde propõe a disseminação de capacidade pedagógica no Sistema Único de Saúde, de modo que a rede pública de saúde passe a constituir-se num espaço de ensino-aprendizagem no exercício do trabalho. O objetivo que se estabeleceu foi o de conhecer o processo de integração entre o ensino e o serviço de saúde na Atenção Básica em Saúde, a partir da atuação dos preceptores no processo de formação dos estudantes dos cursos de graduação da área da saúde na Universidade Federal do Rio Grande do Norte. A entrevista semiestruturada e a observação direta foram as técnicas escolhidas, e a análise dos dados, feita com base na abordagem hermenêutica-dialética, mostrou que a atuação dos preceptores se constitui em uma importante estratégia para viabilizar a integração ensino-serviço. A conclusão indica para a compreensão de que os profissionais envolvidos na preceptoria se educam enquanto educam, bem como de que o processo educativo é permeado por saberes e experiências heterogêneas, fator altamente favorável à formação dos estudantes e profissionais.

Abstract The current discussion on education and health has shown the need for greater integration between health services and the academy. The National Policy of Permanent Health Education proposed the dissemination of pedagogical capacity in the National Health System, so that the public health system would become a teaching and learning space while one performs his or her work. The goal was to get to know the process of integration between education and health services in Primary Health Care, from the actions of professors in the training process of students in the undergraduate courses in health care at the Federal University Rio Grande do Norte. Semi-structured interviews and direct observation were the techniques chosen, and data analysis, based on the hermeneutic-dialectic approach, showed that the professor's performance is an important strategy to facilitate integration between teaching and service. The conclusion points to the realization that the professionals involved in teaching are educated while they educate, and that the educational process is permeated by heterogeneous knowledge and experience, a highly favorable factor for the training of students and professionals.

Resumen La discusión actual sobre educación y salud viene mostrando la necesidad de mayor integración entre los servicios de salud y la academia. La Política Nacional de Educación Permanente en Salud propone la diseminación de capacidad pedagógica en el Sistema Único de Salud, de modo que la red pública de salud pase a constituir un espacio de enseñanza-aprendizaje en el ejercicio del trabajo. El objetivo que se estableció fue el de conocer el proceso de integración entre la enseñanza y el servicio de salud en la Atención Básica en Salud, a partir de la actuación de los preceptores en el proceso de formación de los estudiantes de los cursos de graduación del área de la salud en la Universidad Federal de Río Grande do Norte. La entrevista semiestructurada y la observación directa fueron las técnicas seleccionadas, y el análisis de los datos, realizado en base al abordaje hermenéutico y dialéctico, mostró que la actuación de los preceptores constituye una importante estrategia para permitir la integración enseñanza-servicio. La conclusión señala hacia la comprensión de que los profesionales involucrados en la preceptoría se educan mientras educan, así como el proceso educativo está permeado por saberes y experiencias heterogéneas, factor altamente favorable a la formación de los estudiantes y profesionales.

Female Professors in Japanese Medical Schools: The Present Situation and an Analysis of Questionnaires / 医学教育

A questionnaire study was carried out from September through December 1998 to clarify the sex distribution of professorships at Japanese medical schools. Sixty-four (1.7%) professors in 32 medical schools were women. Thirty-five female professors had graduated from national and prefectural medical schools, and 29 had graduated from private medical schools. Twenty professors had careers in basic medical research, 8 in public health, and 36 in clinical medicine. Forty-seven (73.4%) of 64 female professors responded to the mailed questionnaires, and 18 had been promoted in the last 5 years. Although more than half of the female professors faced disadvantages because of their gender, many were fully supported by their supervisors or their families or both. The number of female professors reflects the status of female medical doctors.

Medical education system. Report of the Working Group on the Medical Education System / 医学教育

The working group on the medical education system in the Japan Society for Medical Education had 2 meetings in 1997. In those meetings, members of the working group discussed on the following 4 problems related to the medical education;<BR>1) System to accept the graduates of other departments (Gakushi) into medical school<BR>2) Clinical professorship<BR>3) Post-graduate universities<BR>4) Education in the department of general medicine (Sogo-shinryo-bu)<BR>The results of the discussions are reported.