Una educación para la vida: resignificación de proyectos educativos integrales / integralesAn Education for Life: Re-meaning of Integral Education ProjectsUma / Uma educação para a vida: ressignificação de projetos educativos complementares

El proyecto de resignificación educativa busca la forma-ción permanente del docente que piensa en la educación como proceso, para transformar el espacio educativo tradicional en un espacio democrático y participativo, con proyectos cooperativos e interdisciplinarios. Duran-te seis meses se trabajó desde la Investigación Acción Educativa (iae) (Elliot, 1998), por lo que los temas del programa se establecieron de acuerdo con los intereses y necesidades de los profesores y directores de la escuela. La implementación se realizó con la comunidad edu-cativa de una institución rural de São Paulo, en la cual se desarrollaron talleres semanales alrededor de las preguntas: ¿Cuáles serían las propuestas de trabajo di-recto con los estudiantes?, ¿qué cambios afectarían las concepciones y prácticas pedagógicas de los maestros y las relaciones entre todos los miembros de la comuni-dad escolar (estudiantes, maestros, empleados, familia, etc.)? Con los 217 estudiantes, de 4 a 11 años de esta institución, se trabajaron guiones de estudio basados en sus intereses. Los resultados preliminares de estos proyectos han demostrado que es posible construir la educación para la ciudadanía y la conciencia ambiental a través de acciones que tengan sentido para la comu-nidad escolar

The Educational Resignification Project seeks the per-manent training of the teacher who thinks of education as a process, to transform the traditional educational space into a democratic and participatory space, with cooperative and interdisciplinary projects. Work was carried out for six months using the Educational Action Research-iae (Elliot, 1998); therefore, the topics of the program were established according to the interests and needs of the teachers and school directors. The implemen-tation was conducted with the educational community of a rural institution in São Paulo, where weekly workshops were developed around the questions: What would be the proposals for direct work with students? and What changes would affect pedagogical conceptions and practices of teachers and the relationships between all members of the school community (students, teachers, employees, family, etc.)? With the 217 students from 04 to 11 years old at this school, study scripts were developed based on their interests. The preliminary projects' results showed it is possible to build education for citizenship and environmental awareness through actions that make sense for the school community.

O Projeto de Ressignificação Educacional busca a for-mação permanente do professor que pensa a educação como um processo, para transformar o espaço educa-cional tradicional em um espaço democrático e partici-pativo, com projetos cooperativos e interdisciplinares. Trabalhamos por seis meses a partir da Pesquisa-Ação Educacional (pae) (Elliot, 1998), de modo que os te-mas do programa foram estabelecidos de acordo com os interesses e necessidades dos professores e direto-res escolares. A implementação foi realizada com a comunidade educativa de uma instituição rural de São Paulo, onde foram desenvolvidas oficinas semanais em torno das questões: "Quais seriam as propostas de tra-balho direto com os alunos?"; "Que mudanças afetariam as concepções e práticas pedagógicas dos professores e as relações entre todos os membros da comunidade escolar (alunos, professores, funcionários, família, etc.)?". Com os 217 alunos de 04 a 11 anos desta escola, foram trabalhados roteiros de estudo baseados em seus in-teresses. Os resultados preliminares desses projetos mostraram que é possível construir educação para a cidadania e consciência ambiental por meio de ações que façam sentido para a comunidade escolar.

Cuidado peri-operatorio integral centrado en el paciente: un paso más hacia la ampliación de los horizontes de la anestesiología / Comprehensive patient-centered perioperative care: another step towards expanding horizons in anesthesiology

Abstract We must change the current perioperative care model and expand the horizons of our specialty, as the results are unsatisfactory, health systems are unviable, and an imminent crisis is predicted. Although the contributions made by anesthetists have improved the safety of care and have contributed to increase the life expectancy and the quality of life of the population, it is necessary to adopt a comprehensive, patient-centered care model. This involves adapting to new settings of clinical practice, extending anesthetist intervention times, and rethinking the professional competencies that must be demonstrated by those who will practice in the near future. Therefore, we must identify our training deficiencies and start working immediately on overcoming them. The objective of this article is to reflect on the problems of the current model, the solutions proposed by the new models and the successes, difficulties, and opportunities that have been observed during its implementation.

Resumen Debemos cambiar el modelo de atención perioperatoria actual y ampliar los horizontes de nuestra especialidad, porque los resultados son insatisfactorios, los sistemas sanitarios son inviables y se predice una crisis inminente. A pesar de que los aportes hechos por los anestesiólogos han mejorado la seguridad de la atención y han contribuido a incrementar la calidad y la duración de la vida de la población, se hace necesario adoptar un modelo integral, centrado en el paciente, que implica adaptarse a nuevos escenarios de práctica clínica, ampliar los tiempos de intervención del anestesiólogo y replantear las competencias profesionales que deben demostrar quienes ejercerán en un futuro próximo. Por ello, debemos identificar nuestras deficiencias formativas y empezar de inmediato a superarlas. El objetivo de este artículo es hacer una reflexión sobre los problemas del modelo actual, las soluciones propuestas por los nuevos modelos y los aciertos, dificultades y oportunidades que se han observado durante su implementación.

A preliminary study on the permeation of scientific aesthetics in medical biochemistry teaching / 中华医学教育探索杂志

Scientific aesthetic is an important part of humanistic quality education. The penetration of scientific aesthetic education in medical biochemistry teaching can enable students to understand the medical knowledge from the aesthetic perspective, which not only can improve the humanistic quality stu-dents, but also can arouse the interest of students in learning and enhance the teaching effect. Aesthetics of science in biochemistry mainly includes the beauty of molecular structure, the beauty of balance, the beauty of coordination and the beauty of simplicity. When we penetrate the scientific aesthetic education in bio-chemistry teaching, we need to think about characteristics of biochemistry and follow the principle of mod-eration, and we need appropriate forms and comply with students' emotional experience.

Discussion on the Cultivation of Medical Students′Consciousness of Responsibility / 中国医学伦理学

This article discussed the importance and current dilemmas of the cultivation of medical students′consciousness of responsibility based on the special relationship between professionality and responsibility. The di-lemmas mainly included the followings:the motivation to select the Medicine specialty was impure, the humanistic quality was lacking, and the workplace showed reverse guidance. In addition, it expounded the methods to strengthen the cultivation of medical students′ responsibility consciousness from three aspects, which included the cultivation of social responsibility, the practical training teaching of humanities quality and the clinical teaching practice.

Ambulatory blood pressure monitoring effect with health education in children with orthostatic hyper-tension / 中国小儿急救医学

Objective To analyse the 24 h ambulatory blood pressure monitoring(ABPM)character-istics and effect of health education in children with orthostatic hypertension (OHT)retrospectively.Methods A total of 19 children[1 1 males and 8 females with mean age of (1 1.26 ±2.16)years]who were outpa-tients or had been hospitalized in the Second Xiangya Hospital of Central South University due to unexplained syncope,presyncope,and finally diagnosed as OHT after head up tilt test(HUTT).HUTT and ABPM were reexamined at 12 ~190(47 ±48 )days after receiving health education (including psychological guidance, avoiding sudden changes in posture,increasing the amount of water,avoiding syncope inducement,etc). Results (1 )ABPM parameters:there were no significant differences of ABPM parameters before and after health education respectively(P ﹥0.05,respectively).(2)After the health education,HUTT 3 min diastolic pressure[(71.89 ±1.60)mmHg vs.(76.47 ±8.49)mmHg,1 mmHg =0.133 kPa,t =2.785,P ﹤0.05]and diastolic blood pressure change[(7.37 ±4.98)mmHg vs.(12.42 ±3.27)mmHg,t =3.560,P ﹤0.05]de-creased than those before health education.(3 )Blood pressure pattern changes:after the health education,“dipper blood pressure”increased and “non-dipper blood pressure”decreased[42.1 %(8 /19)vs.31.6%(6 /19)and 57.9%(1 1 /19)vs.68.4%(13 /19),χ2 =0.452,P ﹥0.05,respectively].(4)OHT cure rate:after health education,to review the HUTT,within 3 minutes in HUTT,blood pressure changes of 14 cases were normal range.The cure rate was 73.7%.Conclusion OHT children's blood type is given priority to with “non-dipper blood pressure”,and the ratio of“dipper blood pressure”increase and the HUTT 3 min di-astolic pressure and diastolic blood pressure change decrease after health education.It suggests that the health education of OHT children has a certain clinical effect.

Application of surgery experience teaching in early clinical contact education / 中华医学教育探索杂志

To discover medical teaching method which is more funny and effective in early clinical contact education, Eye optical hospital affiliated to Wenzhou Medical University set up oph-thalmic microsurgery experience teaching course for junior medical students and set a variety of eye surgery simulation experience content, such as conjunctival suture surgery, corneal suture surgery, cataract surgery, eye surgery simulation and so on, which can effectively arouse students' professional interest in learning and promote students' thinking and exploration to their profession.

Establishment of multi-dimension teaching model for basis of clinical laboratory course / 中华医学教育探索杂志

According to the constructivism approach, instructors have to adapt to the role of fa-cilitators but not teachers. Whereas a teacher gives a didactic lecture that covers the subject matter , a fa-cilitator helps the learner to get to his or her own understanding of the content. In the former scenario the learner plays a passive role and in the latter scenario the learner plays an active role in the learning pro-cess. Under the guidance of this theory, a multi-dimension teaching model based on classroom teaching, network platform and innovate experiments has been established in the course of basis of clinical labora-tory. It has been found that this model is conducive to raising students' interests in learning and to culti-vating student's comprehensive quality.

On Arguments about General Education among Chinese Researchers / 中华医学教育探索杂志

During the reform of higher education, Chinese researchers began to do more and more research on generaleducation. But there are still some arguments that need clarifying on the issues of general education among Chineseresearchers, In this article, the author analyzes and points out the different opinions on general education in Chinathrough the following aspects: the different translation of general education from English into Chinese; the definition ofgeneral education; the relationship between general education and humanities education, specialized education, andquality-oriented education; the way of general education practice; and the time limitation of general education in under-graduate education.[