Value Pursuit in Medical Ethics Education: A Dewey Style Understanding / 中国医学伦理学

In medical ethics education, there are two different research and education paths: medical ethics and medical anthropology. The former focuses on using theories and methods such as utilitarianism and contract theory, while the latter focuses on using theories and methods such as narrative medicine and emotion theory. The two paths are not closely related, resulting in the weak ecological structure of medical ethics education. Drawing on Dewey’s value education theory and based on his theory of human nature, this paper integrated the values of life and human nature into a coordinated and consistent goal of medical ethics education, used the two paths of "medicine-life value-life value education" and "medicine-human nature value-human nature value education" to conduct detailed argumentation, further grasped the concept of value philosophy, so as to provide an opportunity for future exploration of the integration of medical moral education and medical aesthetic education.

Discussion on the practice of integrated teaching method based on Dewey’s educational theory in the teaching of standardized training of electrocardiogram / 中华医学教育探索杂志

Objective:To explore the application effect of comprehensive teaching based on Dewey's educational theory in the teaching of standardized training of electrocardiogram (ECG).Methods:A total of 60 residents who were accepted by the ECG Room of Linyi Central Hospital from January 2019 to December 2019 were randomly divided into control group and study group. The control group received regular teaching, and the research group received comprehensive teaching based on Dewey's educational theory, both of which received the standardized training for 3 months. The results of the two groups of ECG theoretical knowledge assessment, the diagnostic accuracy of various types of heart disease ECG performance, the clinical thinking ability before and after the training, the classroom participation after the training, the teamwork ability, the teacher-student communication ability, and the degree of recognition of teaching methods were observed as indexes. SPSS 22.0 was used for t test and chi-square test. Results:The basic knowledge, picture analysis, expanded questions and answers scores and total scores of the theoretical knowledge of ECG in the study group were higher than those in control group ( P<0.05), and the correct rates of diagnosis of ischemic cardiomyopathy, arrhythmia, atrioventricular hypertrophy and congenital heart disease were 96.67%, 100.00%, 96.67% and 100.00% respectively, which were higher than 73.33%, 80.00%, 70.00% and 66.67% respectively in the control group ( P<0.05). The systematic thinking ability, logical thinking ability, critical thinking ability, evidence-based thinking ability, network thinking ability, imaginative thinking ability, horizontal thinking ability and vertical thinking ability scores were increased in both groups after the training, of which the study group were higher than the control group ( P<0.05). After the training, the study group scored higher in class participation, teamwork ability, teacher-student communication ability, and teaching method recognition than the control group ( P<0.05). Conclusion:The application of comprehensive teaching based on Dewey's educational theory in the teaching of ECG standardized training can help residents master the knowledge of ECG theory and ECG performance of various types of heart diseases, and enhance their clinical thinking ability.

Materiales didácticos para enseñar a resumir y clasificar en Bibliotecología / Educational materials to teach to summarize and classify in Library Science

RESUMEN Artículo científico que busca identificar la percepción de estudiantes de bibliotecología con respecto a la utilidad de la aplicación de materiales didácticos en la elaboración de resúmenes y clasificación documental. Se evidencia la falta de generación de material didáctico para la enseñanza práctica de la bibliotecología. Para lograr el objetivo, se realiza una investigación descriptiva con enfoque cuantitativo, en la que se aplicó un cuestionario a 24 estudiantes de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica, en los cursos de Indización y Clasificación, durante el año 2018. Los resultados evidencian que los materiales didácticos elaborados sí fueron percibidos como útiles por el estudiantado, la estructura para resúmenes le facilitó su elaboración al 70,8% del estudiantado; no obstante éstos recomiendan que se brinde una estructura más flexible que permita adaptarla a diferentes tipos de documentos y de resumen. Además, la aplicación del Código Junior en Colores le facilitó la comprensión del proceso de clasificación documental al 91,7%. Por su parte, la aplicación de la estructura de tablas le facilitó la realización del proceso de clasificación documental al 87,5% del estudiantado. Se recomienda utilizar los materiales didácticos para resumir y clasificar sólo al inicio del proceso, mientras se adquieren las bases prácticas.

ABSTRACT Article that seeks to identify the perception of library science students, regarding the usefulness of the application of teaching materials in the elaboration of summaries and classification documentaries. The lack of generation of teaching material for the practical teaching of library science is evident. To achieve the goal, a descriptive investigation with quantitative approach is carried out, in which a questionnaire was applied to 24 students of the School of Library and Information Sciences of the University of Costa Rica, enrolled in the Indexing and Classification courses during the year 2018. The results show that the teaching materials were perceived as useful by the students, the structure for abstracts facilitated its preparation to 70,8% of the students; however, they recommend that a more flexible structure be provided to adapt it to different types of documents and summaries. In addition, the application of the "Junior Color Code" provided 91,7% of students with an understanding of the document classification process. The application of the table structure facilitated the application of the document classification process to 87,5% of the students. It is recommended to use the teaching resources to summarize and classify only at the beginning of the process, while the practical bases are acquired.

A presença de Aristóteles no livro Como pensamos, de John Dewey / The presence of Aristotle in the book How we think by John Dewey

Este artigo integra um projeto de pesquisa que tem por objetivo discutir eventuais relações entre as teses de John Dewey e a filosofia grega clássica, especialmente em torno da noção de conhecimento ou ciência, no intuito de compreender os mecanismos de "apropriação" e "recontextualização" presentes na elaboração de discursos pedagógicos. Para isso, analisamos o livro Como pensamos, em que se encontram os fundamentos da teoria lógica deweyana, procedendo a uma interpretação das idéias do autor à luz do pensamento de Aristóteles. As conclusões indicam haver certas aproximações e diferenças entre as concepções dos dois filósofos, o que permite formular algumas hipóteses para novos estudos acerca das relações entre Dewey e Aristóteles.

This article is part of a research project whose goal is discussing occasional relations between John Dewey's thesis and the classical Greek philosophy, especially concerning the notion of knowledge or science. We intend to understand the mechanisms behind the "appropriation" and "re-contextualization" in Pedagogical discourses. In order to do so, we analyzed the book How we think, in which the fundamentals of Dewey's logical theory can be seen, proceeding to an interpretation of his ideas based on Aristotle's. Our conclusion points to some similarities and distinctions between the two philosophers' conceptions, allowing us to raise some new hypothesis for further studies about relations between Dewey and Aristotle.