O arquétipo do mestre-aprendiz - Considerações sobre a vivência / The master-apprentice archetype ­ Considerations about the experience / El arquetipo del maestro-aprendiz ­ Consideraciones sobre la vivencia

A partir de sua experiência como professora e como aluna, a autora tece reflexões sobre o campo de interação constelado pelo arquétipo do mestre-aprendiz. O "Teatro Arquetípico", ou "Mitodrama", é apresentado tal como é formulado por sua autora, tal como tem sido realizado numa disciplina do curso de graduação em Psicologia, e tal como pode ser enriquecido em alguns aspectos por contribuições de Erich Neumann sobre a fase do self corporal e de Juana Elbein dos Santos sobre o sistema Nagô. O artigo faz ainda algumas considerações sobre as relações e as diferenças entre a psicoterapia e a pedagogia, e termina por ressaltar a importância da palavra que "rasga a fantasia", permitindo o fluir da elaboração simbólica embasada no vivido.

Drawing from her experience as both a professor and a student, the author reflects upon the field of interaction constellated by the master-apprentice archetype. The "Archetypal Theater", or "Mythodrama", is presented as it is formulated by its author, as it is implemented in a course within the undergraduate Psychology program at the University of Sao Paulo, and as it can be enriched in certain aspects by contributions from Erich Neumann regarding the phase of the body-self and from Juana Elbein dos Santos regarding the Nagô system. The article also offers some considerations on the relationships and differences between psychotherapy and pedagogy and concludes by emphasizing the importance of the words, which allow the flow of symbolic elaboration grounded on experience.

A partir de su experiencia como profesora y como alumna, la autora teje reflexiones sobre el campo de interacción constelado por el arquetipo del maestro-aprendiz. El "Teatro Arquetípico", o "Mitodrama", se presenta tal como es formulado por su autora, tal como ha sido realizado en una disciplina del curso de graduación en Psicología, y tal como puede ser enriquecido en algunos aspectos por contribuciones de Erich Neumann sobre la fase del self corporal y de Juana Elbein dos Santos sobre el sistema Nagô. El artículo hace aún algunas consideraciones sobre las relaciones y diferencias entre la psicoterapia y la pedagogía, y termina por resaltar la importancia de la palabra que "rasga la fantasia", permitiendo el fluir de la elaboración simb6lica basada en lo vivido.

Practice and consideration of the "Master-Apprentice" training model in Shanghai medical group assistance to Tibet / 中华医学教育探索杂志

In order to deal with the shortage of medical talents in Tibet, medical group assistance to Tibet is started as an innovative move in a new era, not only providing high-quality medical resources to Tibet, but also training local medical personnel by drawing on the "Master-Apprentice" model in traditional Chinese medicine. During the past three-year, the Shanghai Medical Team took advantage of medical group assistance to Tibet, enriched the types, methods and contents of teaching and mentoring tasks, and highlighted the role of "experts leading the backbone" and "team leading the team" in the "Master-Apprentice" model. The total amount and quality of local medical talents have thus been significantly improved. On the basis of summarizing experience, this study proposes a number of measures to optimize the current "Master-Apprentice" training model, evaluate the implementation process, and improve the feedback and quality management, so as to speed up the construction of the Tibetan medical talent team.

Modelo sintético e de baixo custo para o treinamento e simulação de rinoplastia aberta e semiaberta / Low-cost, synthetic model for training and simulation of open and semi-open rhinoplasty

■ RESUMO Introdução: A rinoplastia é indicada para a realização de reparos estéticos no nariz, sendo designada funcional quando também objetiva melhorar a função respiratória. Os resultados do procedimento são baseados na melhora da qualidade de vida e na satisfação do paciente. Trata-se de uma cirurgia complexa, que requer adequado treinamento. Nesse sentido, várias estratégias foram introduzidas, como vídeos educacionais, simulações, estudos em cadáveres e em laboratórios de habilidades clínicas; no entanto, a base do treinamento continua sendo a relação mestre-aprendiz em cirurgias. Métodos: Os materiais-base utilizados na construção do modelo foram: cola quente, bacia, água, detergente, massa epóxi, espátulas para artesanato, molde nasal, fios de sutura, silicone acético branco, copo e colher descartáveis e corantes. Resultados: O modelo resultante, de baixo custo, apresenta grande similaridade com o aspecto externo e com as cartilagens do nariz, permitindo fácil identificação e manuseio de cada estrutura. Permite boa simulação de algumas etapas das técnicas aberta e semiaberta da rinoplastia. Conclusão: O modelo sintético inédito desenvolvido evita questionamentos éticos e legais que métodos alternativos como o uso de animais e cadáveres frescos suscitam. Apesar de requerer habilidade para sua confecção, tem características como o baixo custo, que favorecem a sua disseminação entre as escolas médicas. O modelo exposto tem o potencial de impactar positivamente o processo de aprendizagem da rinoplastia, revelando-se uma ferramenta acessível e útil para o treinamento de várias etapas da técnica dessa complexa cirurgia.

■ ABSTRACT Introduction: Rhinoplasty is indicated for performing aesthetic repairs in the nose, being functional when it also seeks to improve respiratory function. Procedure results are based on improved quality of life and patient satisfaction. It is a complex surgery that requires adequate training. In this sense, several strategies were introduced, such as educational videos, simulations, studies on cadavers and in clinical skills laboratories; however, the basis of training remains the master-apprentice relationship in surgery. Methods: The base materials used in the construction of the model were: hot glue, basin, water, detergent, epoxy putty, spatulas for crafts, nose mold, suture threads, white acetic silicone, disposable cup and spoon and coloring agents. Results: The resulting low-cost model has remarkable similarity with the external appearance and with the cartilages of the nose, allowing easy identification and handling of each structure. Allows good simulation of some steps of the open and semi-open techniques of rhinoplasty. Conclusion: The new synthetic model developed avoids ethical and legal questions that alternative methods such as animals and fresh cadavers raise. Although it requires skill for its manufacture, it has characteristics such as low cost, which favor its dissemination among medical schools. The exposed model can positively impact the learning process of rhinoplasty, revealing itself as an accessible and helpful tool for training in various stages of the technique of this complex surgery.

Validação de um instrumento de avaliação de habilidades de manejo de cadeira de rodas / Validation of a skill assessment instrument wheelchair management

Habilidades de manejo em cadeira de rodas são fundamentais para independência funcional de pessoas usuárias de cadeira de rodas. Ensiná-las, requer dos profissionais instrumentos que possam aferir a condição inicial do aprendiz permitindo verificar sua evolução durante o processo de intervenção. Objetivo: Validar um protocolo de avaliação de HMCR, com critérios dentro de conceitos e conhecimentos científicos existentes da psicometria. Método: Para construção e validação do instrumento, utilizamos o método Delphi de Survey e validade de conteúdo. Os participantes da pesquisa foram seis especialistas na área de atividades em cadeira de rodas com titulação de mestres ou doutores, usamos para medir a consistência interna do instrumento o alfa de Cronbach (α), índice de validade de conteúdo (IVC), Coeficiente de correlação intraclasse (CCI) e teste T de uma amostra com nível de 5% de significância. Resultados: Nos 17 itens obtivemos os critérios de clareza (CVI= 0,865±0,059; α= 0,834; CCI= 0,828; P<0,05), pertinência (CVI= 0,902±0,071; α= 0,774; CCI= 0,779; P<0,05), simplicidade (CVI= 0,918±0,054; α= 0,705; CCI= 0,694; P<0,05), objetividade (CVI= 0,888±0,067; α= 0,856; CCI= 0,850; P<0,05) e precisão (CVI= 0,922±0,060; α= 0,742; CCI= 0,721; P<0,05). Conclusão: Os itens na construção do instrumento de avaliação demonstram por meio da psicometria ser válido e garante medir aquilo que se propõe medir. A consistência interna dos itens garante que o desenvolvimento de uma escala se faz necessária para avaliação de pessoas com LM que utilizam CR, o que propõe novos estudos de aplicação do teste para concluirmos o processo de validação

Wheelchair management skills are essential for the functional independence of people using wheelchairs. Teaching them requires professionals to assess the initial condition of the apprentice, allowing them to verify their evolution during the intervention process. Objective: Validate an HMCR evaluation protocol, with criteria within existing concepts and scientific knowledge of psychometry. Method: For construction and validation of the instrument, we used the Delphi Survey method and content validity. The research participants were six specialists in the area of wheelchair activities with a master's or doctor's degree. We used Cronbach's alpha (α), content validity index (CVI), correlation coefficient to measure the internal consistency of the instrument intraclass (ICC) and T test of a sample with a 5% significance level. Results: 17 items we obtained for the criteria of clarity (CVI= 0.865 ± 0.059; α= 0.834; ICC= 0.828; P <0.05), relevance (CVI= 0.902 ± 0.071; α= 0.774; CCI= 0.779; P <0 , 05), simplicity (CVI= 0.918 ± 0.054; α= 0.705; CCI= 0.694; P <0.05), objectivity (CVI= 0.888 ± 0.067; α= 0.856; CCI= 0.850; P <0.05) and accuracy (CVI= 0.922 ± 0.060; α= 0.742; CCI= 0.721; P <0.05). Conclusion: Items in the construction of the assessment instrument demonstrate, by means of psychometry, to be valid and guarantee to measure what it is proposed to measure. Internal consistency of the items ensures that the development of a scale is necessary for the evaluation of people with SCI who use CR, which proposes new studies of application of the test to conclude the validation process

Can Robots Accelerate the Learning Curve for Surgical Training? An Analysis of Residents and Medical Students

Surgical traineeship has traditionally been based on a master apprentice model where learning takes place in the operating theatre. This approach has changed over the past few years with greater emphasis on surgical training taking place within the surgical skills laboratory. We developed a high fidelity simulator, the Image-guided Robotic Assisted Surgical simulator (IRAS) with an incorporated robotic guidance feature. The robot system is developed to mimic the process of an experienced surgeon physically holding a trainee's hands to demonstrate maneuvering of the laparoscopic instruments. We aimed to assess the efficacy of incorporating robotic guidance into this high fidelity surgical simulator. Forty-two participants (13 surgical residents and 29 medical students) were recruited. Participants had one practice run for familiarisation and subsequently performed the virtual laparoscopic cholecystectomy (LC) once. Among the medical students, they were ransomised to either a control or intervention group. They were tasked to perform a second- and third-timed LC assessment. Participants were asked to rate the simulator using a 5-point Likert scale Questionnaire. IRAS rated favourably in hand-eye coordination and training bimanual dexterity (mean score: 4.1 and 4.0 among students, 3.4 and 3.4 among residents) though it faired suboptimally in realism. At baseline, residents were statistically faster compared to students (overall time: 418.9 vs 586.8 seconds,= 0.001). Participants randomised to the intervention group consistently scored better. However, their overall time were not statistically significant from the control group. The robotic guidance capability of the IRAS is a key advantage of this simulator platform over the conventional platform.

Modelo de simulación inanimado para experiencia física de entrenamiento (S. I. M. P. L. E.) En nefrectomia parcial asistida por robot usando tecnología de impresión 3d / Inanimate simulation model for physical training experience (S. I. M. P. L. E.) in robot-assisted partial nephrectomy using 3D printing technology

INTRODUCCIÓN: Pese a que la exposición a pacientes reales sigue estando a la vanguardia de la educación médica, la implementación de simuladores en el entrenamiento y docencia está en uso creciente a nivel global. Muchos de ellos, sin embargo, no entregan una experiencia quirúrgica completa. En este video presentamos un modelo de simulación inanimado de alta fidelidad y bajo costo para el entrenamiento en Nefrectomía parcial asistida por Robot (RAPN). MATERIAL Y MÉTODOS: Utilizando tecnología de impresión 3D se crearon modelos anatómicamente correctos del riñón humano y estructuras relevantes. Estos se consiguieron a través de polimerización gradual de un hidrogel, mediante ciclos de congelación/descongelación, dando distintas características de consistencia y apariencia a los órganos y estructuras, similares a las esperadas durante la cirugía en vivo. Se simularon todas las etapas de RAPN. 3 expertos con >250 casos robóticos fueron asignados al grupo 1; 3 novatos con <50 casos fueron asignados al grupo 2; y 3 estudiantes de medicina que completaron un programa básico de simulación robótica fueron asignados al grupo 3. Se midió validez por expertos, de contenido y de constructo, mediante encuestas y la comparación de las métricas de procedimiento (tiempo de isquemia, la pérdida de sangre, márgenes positivos y la pérdida de sangre estimada) entre los tres grupos. RESULTADOS: El modelo mostró una excelente validación de expertos y de contenido con una puntuación media de 3/5 y 4/5, respectivamente. El tiempo de isquemia medio fue de <15 minutos, entre 20 a 30 minutos y >40 minutos en los grupos 1, 2 y 3, respectivamente. Hubo diferencia estadísticamente significativa en el tiempo operatorio, tiempo de isquemia, márgenes quirúrgicos positivos y la pérdida de sangre estimada (p <0,01), obteniendo una buena validez de constructo. CONCLUSIONES: Este modelo proporciona un modelo realista, de bajo costo y alta fidelidad que ofrece un entrenamiento exhaustivo para RAPN. Esta forma de simulación puede ser una herramienta de enseñanza quirúrgica útil, permitiendo la evaluación objetiva del aprendiz, y entregando a los alumnos una exposición adecuada a un entorno real simulado, para así dominar las habilidades necesarias antes de una experiencia quirúrgica en vivo.(AU)

INTRODUCTION: Although exposure to real patients continues to be at the forefront of medical education, the implementation of simulators in training and teaching is in increasing use, globally. Many of them, however, do not deliver a complete surgical experience. In this video, we present an inanimate simulation model of high fidelity and low cost for training in Robotic-assisted partial nephrectomy (RAPN). MATERIAL AND METHODS: Using 3D printing technology, anatomically correct models of the human kidney and relevant structures were created. These were achieved through the gradual polymerization of a hydrogel, by means of freezing / thawing cycles, giving different characteristics of consistency and appearance to organs and structures, similar to those expected during real surgery. All RAPN stages were simulated. Three experts with> 250 robotic cases were assigned to group 1; three beginners with <50 cases were assigned to group 2; and three medical students who had completed a basic robotic simulation program were assigned to group 3. Validity was measured by experts, content and construct, by means of surveys and comparison of the procedure metrics (ischemia time, blood loss, positive margins and estimated blood loss) among the three groups. RESULTS: The model showed excellent expert and content validation with an average score of 3/5 and 4/5 respectively. The mean ischemia time was <15 minutes, between 20 to 30 minutes and > 40 minutes in groups 1, 2 and 3, respectively. There was statistically significant difference in surgery time, ischemia time, positive surgical margins and estimated blood loss (p <0.01), obtaining good construct validity. CONCLUSIONS: This model provides a realistic, low cost and high fidelity model that offers comprehensive training for RAPN. This type of simulation can be a useful surgical teaching tool, allowing objective evaluation of the apprentice, and giving the students an adequate exposure to a simulated real environment, in order to master the necessary skills before a live surgical experience.(AU)

A relação professor-aluno o arquétipo puer-senex: the puer-senex archetype / The teacher-student relationship: el arquétipo puer-senex / La relación profesor-alumno

Este artigo objetivou realizar uma revisão de literatura junguiana sobre a relação professor-aluno e as suas interfaces com o arquétipo puer-senex. O estudo se faz relevante na medida em que a qualidade da relação professor-aluno interfere no processo de ensino-aprendizagem. Percebe-se uma modificação na figura do professor como central, assim como na do aluno, para a ênfase na relação que ocorre entre ambos no processo educacional. Observou-se que, quando ocorre uma polarização do arquétipo em que o senex está associado ao mestre-instruído e o puer ao aprendiz-ignorante, existe uma cisão do arquétipo implicando em um professor que cessou o aprender e está livre de imperfeições e um aluno que depende totalmente do mestre para obter conhecimento. Por fim, sugere-se um aumento no número de estudos neste campo, tendo em vista que as pesquisas que estabelecem uma interlocução entre a psicologia analítica e a educação são escassas, e quando existentes, são pouco sistematizadas e consistentes.

This article aimed to perform a review of Jungian literature on the teacher-student relationship and its interfaces with the puer-senex archetype. The study becomes relevant as the quality of the teacher-student relationship interferes in the teaching-learning process. We noticed a change in the figure of the teacher as central, as well as in that of the student, towards greater emphasis of the relationship that occurs between them in the educational process. We observed that when a polarization of the archetype occurs, in which the senex is associated with the learned teacher and the puer is associated with the apprentice-ignorant, there is a split of the archetype implying in a teacher who has ceased learning and is free from imperfections, and a student who depends entirely on the master to gain knowledge. Finally, we suggest an increase in the number of studies in this field, since research that establishes an interlocution between analytical psychology and education is scarce, and when it exists, it is poorly systematized and consistent.

Este artículo objetivó realizar una revisión de literatura Junguiana sobre la relación profesor-alumno y sus interfaces con el arquetipo puer-senex. El estudio se hace relevante a medida que la calidad de la relación profesor-alumno interfiere en el proceso de enseñanza-aprendizaje. Se percibe una modificación en la figura del profesor como central, así como en la del alumno, para el énfasis de la relación que ocurre entre ambos en el proceso educativo. Se observó que cuando ocurre una polarización del arquetipo, en que el senex está asociado al maestro-instruido y el puer al aprendiz-ignorante, existe una escisión del arquetipo implicando en un profesor que cesó el aprender y está libre de imperfecciones y un alumno, que depende totalmente del maestro para obtener conocimiento. Por último, se sugiere un aumento en el número de estudios en este campo, teniendo en cuenta que las investigaciones que establecen una interlocución entre la psicología analítica y la educación son escasas, y cuando existen, son poco sistematizadas y consistentes.

Estilo motivacional de professores de música: propriedades psicométricas de uma escala / Music teachers' motivational style: psychometric properties of a scale

O ensino de instrumento musical é uma prática educativa que mantém vínculos com a tradição de transmissão de conhecimento entre mestre e aprendiz. Contudo, as mudanças ocorridas na sociedade nas últimas décadas trouxeram novas demandas ao ensino de música, implicando na necessidade de um contexto mais flexível de ensino. Neste cenário, o estilo motivacional do professor é um conceito teórico que possibilita uma discussão atualizada sobre o tema. O objetivo deste estudo foi levantar as propriedades psicométricas de uma escala adaptada para a aula individual de música. A escala foi inserida em um website de pesquisa survey e respondida por 358 professores de instrumento musical, após foram realizadas análises fatoriais confirmatória e exploratória. Os resultados indicam que, no contexto da aula individual de música, a escala possui dois fatores ortogonais, denominados Controle e Promoção de Autonomia. Apesar da análise fatorial apontar para uma interpretação conceitualmente diferente da proposta teórica, conclui-se que o conceito de estilo motivacional é válido para a pesquisa com o ensino de música. Este conceito, porém, deve ser amadurecido por meio de novos estudos que contemplem diferentes aspectos sobre um grupo diversificado e disperso, como são os professores de música

Instrumental music teaching is an educational approach that refers to the master and apprentice tradition of knowledge transfer. However, the changes occurred in the societyover the last decades have brought new demands to the music instruction, involving thenecessity for a more flexible teaching context. In this scenery, the teacher's motivational style is a theoretical concept that enables an updated discussion about the topic. The aim of this study was to report the psychometric properties from an adapted scale for individual music lessons. The scale was inserted into a research website and answered by 358 instrumental music teachers, after were performed exploratory and confirmatory factor analyzes. The results highlights that, in one-to-one music lesson context, the scale has two orthogonal factors, named Controlling and Autonomy Supportive. Although factor analysis points to a conceptually different interpretation of the theory, it is concluded that motivational style concept is valid to research music teaching. This concept, however, must be improved through new studies that contemplate different aspects about a diverse and dispersed group, such as music teachers

Quando "rola a bola": reflexões sobre as práticas futebolísticas e a forma escolar nas aulas de Educação Física / When "the ball rolls": reflections about soccer and school form in Physical Education classes / Cuando "roda la pelota": reflexiones sobre las prácticas futbolísticas y la forma escolar en las clases de Educación Física

Este ensaio aborda aprendizagens do e no futebol nas aulas de Educação Física. Elaborado a partir de uma etnografia das práticas futebolísticas de jovens em um bairro de Belo Horizonte (estudo que desvelou que a aprendizagem do futebol se dá por meio do engajamento dos praticantes na prática cotidiana e que ela independe das relações pedagógicas mestre/aprendiz), o texto aborda pontualmente a penetração da "forma escolar" (VINCENT; LAHIRE; THIN, 2001) nas práticas futebolísticas na escola. A escassez de intervenções pedagógicas nas práticas futebolísticas nas aulas não impede o diálogo entre diferentes modos de aprender no cotidiano escolar. No futebol em diálogo com forma escolar, mais do que aprender o jogo, o que está em questão é a "educação" dos jovens a partir do esporte.

This essay focuses on learning soccer in physical education classes. Elaborated from an ethnographic study of football practice of young people in a neighborhood of Belo Horizonte (study unveiled that soccer's learning is through the engagement of practitioners in everyday practice and that it is independent of the pedagogical relations master / apprentice) the text approaches penetration of "school form" (VINCENT, LAHIRE, THIN, 2001) in soccer in school. The scarcity of educational interventions in football practices in the classroom does not hinder the dialogue between different modes of learning in school environments. In soccer in dialogue with school form, more than learning the game, what is at issue is the "education" of young people in the sport.

Este ensayo aborda aprendizajes del y en el fútbol en las clases de Educación Física. Elaborado a partir de una etnografía de las prácticas futbolísticas de jóvenes en un barrio de Belo Horizonte (estudio que desveló que el aprendizaje del fútbol se da por medio del encajamiento de los practicantes en la práctica cotidiana y que ella independe de las relaciones pedagógicas maestre/aprendiz) el texto aborda puntualmente la penetración de la "forma escolar" (VINCENT, LAHIRE, THIN, 2001) en las prácticas futbolísticas en la escuela. La escasez de intervenciones pedagógicas en las prácticas futbolísticas en las clases no impide el diálogo entre diferentes modos de aprender en el cotidiano escolar. En el fútbol en diálogo con forma escolar, más de que aprender o juego lo que está en cuestión es la "educación" de los jóvenes a partir del deporte.

A perspective on characteristics and modern value of the apprentice system of ancient Chinese medicine / 国际中医中药杂志

The apprentice system is the principal succession method of ancient Chinese medicine. Masters pass down knowledge via verbal instructions as well as personal deeds, and apprentices are unconsciously influenced deeply within by what they see and hear from masters. That is where the strong point of the system. However, at the same time, apprentices are confined by their master’s instructions and learn only a part of the knowledge. It is the profound meaning rather than the form, that truly represents the modern value of the system. Traditional Chinese medicine stresses the cultivation of medical ethics, purification of learning motivation, study of classic works, solid foundation of basic skills and clinical practice. It also advocates that apprentices should be led and taught in accordance to his aptitude.

Ser mentor em medicina: uma visão arquetípica das motivações e transformações na jornada / Being a mentor in medicine: an archetypal view on motivations and changes in the journey / Ser mentor en medicina: una visión arquetípica sobre las motivaciones y las transformaciones en la jornada

A tutoria, na modalidade mentoring, tem sido adotada nas escolas médicas como estratégia para oferecer suporte pessoal e estimular o desenvolvimento profissional do futuro médico. O tutor, com papel de mentor, elemento crucial desta relação arquetípica, é pouco estudado em seu desenvolvimento pessoal. Este estudo buscou compreender as motivações de um grupo de tutores e identificar as possíveis transformações ocorridas ao longo do tempo. A investigação consistiu em um estudo qualitativo em que foram entrevistados 14 tutores de um Programa de Tutoria de uma Faculdade de Medicina. Há, entre os tutores, um desejo de restabelecer a antiga, significativa e próxima relação do mestre com o seu discípulo. Simbolicamente, buscam estar em contato com o seu "aluno interno ferido", e dele cuidar. Nessa jornada, podem - mas não necessariamente isso acontece a todos - transformar e ser transformados pelo outro.

Mentoring has been adopted in medical schools as a strategy to support and stimulate the professional development of medical students. However, the literature has seldom focused on the mentor, a crucial element of this archetypal relationship. The purpose of this paper was to understand the motivations of a group of mentors and to identify possible changes that take place over time. It is a qualitative study wherein 14 mentors involved in a Mentoring Program of a Medical School were interviewed. Mentors reveal the desire to recover the old, meaningful and close master-apprentice relationship. Symbolically, they seek to stay in touch and take care of their "internal wounded student". Along the journey, mentors may - but not necessarily will - transform and be transformed by others.

Las Escuelas de Medicina han adoptado la tutoria, en la modalidad mentoring, como una estrategia de apoyo y estímulo para el desarrollo profesional del futuro médico. Hay poca investigación sobre el tutor, que es un elemento crucial en esta relación arquetípica. Este estudio trata de comprender las motivaciones de un grupo de tutores e identificar los posibles cambios que ocurren en el transcurso del tiempo. Se trata de un estudio cualitativo en que se entrevistó a 14 tutores del Programa de Tutoría de una Faculdad de Medicina. Los tutores desean restablecer la antigua relación, significativa y cercana, entre el maestro y su discípulo. Simbólicamente, buscan estar en contacto y cuidar a su "estudiante interno herido". En este camino, los tutores pueden, pero no necesariamente les pasa a todos, transformar y ser transformados por el otro.

A Capoeira como Escola de Ofício / The Capoeira as Ocupation School

Este estudo teve por objetivo aprofundar os conhecimentos acerca da origem da capoeira, bem como das escolas de ofício, buscando estruturar um trabalho na perspectiva histórico-bibliográfico que permitisse elucidar a sua relação com a escola de ofício, desde o seu início até os dias atuais. Trata-se deum estudo descritivo, tendo na fonte documental a sua coleta de dados. Entre os resultados obtidos observou-se que a capoeira não era considerada um ofício (ao contrário era proibida), mas um “sistema de subsistência”, sendo transmitida de geração a geração oralmente. Os rumos que a própria capoeira trilhou, e de certa forma traçou para si, a tornam uma escola de ofício, como na relação mestre-aprendiz que perdura até o momento. Podemos concluir que a capoeira como corporação e escola de ofício são realidades vividas devido a sua estruturação e funcionamento, presentes no mundo contemporâneo.

The purpose of this paper is to provide an in-depth look at the origins of the capoeira, as well as the occupation school, aiming to structure a work in the historic-bibliographic perspective which allows elucidating this relation with the occupation school, since this beging its origins until nowadays. It is a descriptive study, using the source documentary collection of data. Among the results it was observed that the capoeira it was not considered a ocupation (it was rather forbidden) but a “subsistence system”, being transmitted from one generation to the other orally. The paths that the capoeira has walked through and, under certain circumstance, has draw for itself, make it a occupation school, such as in the relationship master-apprentice which lasts until the present moment. We are able to conclude that the capoeira as corporation and occupation school are realities lived due to its structure and function, both present in the contemporary world.

Modelo de enseñanza de las habilidades psicomotoras básicas en anestesia para estudiantes de ciencias de la salud: sistematización de una experiencia / Teaching model of basic psychomotor skills in anesthesia for students of health sciences: systematization of an experience

Esta investigación, de tipo cualitativo, propone un modelo pedagógico orientado a facilitar los procesos de enseñanza y aprendizaje de las siguientes habilidades psicomotoras básicas en anestesia: intubación oro-traqueal, colocación de máscara laríngea y canalización venosa en niños y adultos. El modelo se elaboró mediante la adopción de algunas teorías y diseños propuestos en la literatura, la recuperación de la experiencia docente y pruebas piloto de los modelos de instrucción con estudiantes que realizan prácticas hospitalarias. Los objetivos generales fueron: primero, sistematizar la experiencia de construcción de un modelo pedagógico orientado a facilitar los procesos de enseñanza y aprendizaje de las habilidades psicomotoras básicas en anestesia; segundo, aportar a la cualificación de la práctica del anestesiólogo y del educador en anestesia, a partir del reconocimiento del saber de un equipo de expertos anestesiólogos y docentes en el área. resultados de la sistematización fueron: primero, la descripción de los supuestos teóricos más relevantes para el diseño de un modelo de instrucción de enseñanza de las competencias psicomotoras; segundo, la propuesta de un método para la enseñanza de estas competencias y la elaboración de un instrumento de evaluación de las competencias psicomotoras del estudiante. Las conclusiones de la sistematización fueron: primero, que la enseñanza de las competencias psicomotoras se puede fundamentar en supuestos, teorías y modelos definidos en la literatura en forma sinérgica; segundo, que la enseñanza de las competencias psicomotoras exige planificación y estructuración coherentes y pertinentes, dado que estas competencias se consideran como "capacidades productoras"; y tercero, que los modelos de instrucción de evaluación deben considerar tanto el proceso como los resultados, para lograr una mayor retroalimentación de los procesos de aprendizaje y una mejor interacción entre el aprendiz y el maestro.

This type of qualitative research, proposes a pedagogical model designed to facilitate teaching and lear-ning processes of the following basic psychomotor skills in anesthesia: orotracheal intubation, placement of laryngeal mask and channeling vein in children and adults. The model was designed through the adoption of some theories and designs proposed in the literature, the systematization of teaching experience, and leading tests of the instructions to students who perform hospital practices. The general objectives set for the systematization were: first, systematize the experience of building a pe-dagogical model aimed at facilitating the process of teaching and learning of psychomotor skills in basic anesthesia. Second, help improve the qualifcation of the practice of anesthesiologists and educators in anes-thesia, upon recognition of knowledge of an expert team of anesthesiologists and teachers in the area. The results of the systematization were: first, the description of the more relevant assumptions used for the design of an instructive teaching tool of psychomotor skills. Second, proposing a method for teaching these skills and developing a tool for evaluating the students’ psychomotor skills. The conclusion of the systematization was: first, the teaching of psychomotor skills can be based on as-sumptions, theories and models defned in the literature in a synergistic manner. Second, the teaching of psychomotor skills requires coherent planning and structuring, given that these competencies are considered as "producing capabilities." And third, instructional evaluation should consider both the processes and results, to achieve greater input from the processes of learning and better interaction between master and apprentice.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education / 医学教育

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .<BR>2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .<BR>3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .<BR>4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .<BR>5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

The characteristics of undergraduate talents training program of Traditional Chinese Medicine in military medical university / 中华医学教育探索杂志

To establish the talent training mode of the combination of college education and master-apprentice education,strengthen basic education,consolidate practical ability,inspire innovative spirit and promote individual development.The main features of training program are emphasizing military,highlighting master-apprentice and practice,and giving attention to the academic character of TCM and practical technology of western medicine.