Investigation on present status and problem analysis of standardized patients and standardized patient educators in China / 中华医学教育探索杂志

Objective:To investigate the current situation of standardized patient programs and standardized patient educators in China, and to analyze the existing problems in the implementation.Methods:Questionnaire survey was used in this study. The questionnaire was made by Delphi method, and distributed via E-mails or through the internet to medical colleges, affiliated hospitals and general hospitals across the country. Microsoft Office Excel 2016 was used for data reduction and analysis and cartography.Results:A total of 94 medical colleges and hospitals of 27 provinces and municipalities participated in the survey, of which 43.62% had carried out standardized patient programs. The primary factor affecting the program implementation was the lack of standardized patient educators. The existing trainers were mainly clinicians or nurses, and the main way of training the educators was to send them to other universities for learning. A majority of respondents (94.68%) think it is necessary to establish and formulate a unified national certification system for standardized patient educators.Conclusion:The development of standardized patient program is unbalanced in China, and the lack of standardized patient educators has become the primary factor restricting the development. In order to make standardized patients a greater role in medical education, we should encourage different types of personnel to join in the standardized patient training team, to clarify the responsibilities of standardized patient educators, to standardize the process of trainers training, and to establish the certification system of standardized patient educators.

Quality of Intra-Hospital Nutritional Counseling in Patients with STEMI in the Public and Private Health Networks of Sergipe: The VICTIM Register / Qualidade da Orientação Nutricional Intra-hospitalar em Pacientes com IAMcSST das Redes Pública e Privada de Saúde em Sergipe: Registro (VICTIM)

Abstract Background: Having appropriate dietary habits is part of the recommendations after ST-Elevation Myocardial Infarction (STEMI), however, the quality of intra-hospital nutritional counselling in the different health services has been minimally explored. Objective: To evaluate the quality of intra-hospital nutritional counselling among patients with STEMI in the public and private health systems in Sergipe. Methods: A cross-sectional, with data from the Via Crucis for the Treatment of Myocardial Infarction (VICTIM) Register, conducted from April to November of 2017, with individuals aged ≥ 18 years diagnosed with STEMI, in one public health service hospital and three private hospitals. The occurrence and quality of nutritional counselling were analyzed based on current guidelines and the administration of questionnaires. A significance level of 0.05 was adopted. Results: A total of 188 patients were analyzed; 80.3% were from the public health service facility. Among the interviewees, 57.6% of the public health service, and 70.3% of the private hospital patients received intra-hospital nutritional counselling (p = 0.191). The documentation of this practice, in medical records, was lower in the public service (2.6% vs. 37.8%, p < 0.001). A predominance of restrictive orientations was found in the public and private sectors, mainly regarding salt and fat, 52.3% and 70.3% respectively (p = 0.064). Patients from the private service were more counselling to introduce of cardioprotective foods, mainly fruit, vegetable/legume consumption (48.6% vs. 13.2%, p < 0.001). Among those who received counselling, nutritional knowledge was higher in the private sector (68.2% vs. 26.3%, p < 0.001). Conclusion: The intra-hospital nutritional counselling provided to patients with STEMI, in Sergipe, still presents poor quality in both services, especially in the public health system.

Resumo Fundamento: A adequação dos hábitos alimentares faz parte das recomendações pós-infarto agudo do miocárdio com supradesnivelamento do segmento ST (IAMcSST); contudo, tem sido pouco explorada a qualidade da orientação nutricional intra-hospitalar nos diferentes serviços de saúde. Objetivo: Avaliar a qualidade da orientação nutricional intra-hospitalar entre pacientes com IAMcSST nas redes de saúde pública e privada em Sergipe. Métodos: Estudo transversal, com dados do Registro Via Crucis para o Tratamento do Infarto do Miocárdio (VICTIM), realizado de abril a novembro de 2017 com indivíduos com idade ≥ 18 anos, diagnosticados com IAMcSST em um hospital público e três privados. Analisaram-se a ocorrência de orientação nutricional e a sua qualidade com base nas diretrizes atuais e por meio de aplicação de questionários, sendo adotado nível de significância de 0,05. Resultados: Foram avaliados 188 voluntários, sendo 80,3% do serviço público. Dentre os entrevistados, 57,6% da rede pública e 70,3% da privada receberam orientação nutricional intra-hospitalar (p = 0,191). O registro dessa prática em prontuário foi menor no serviço público (2,6% versus 37,8%; p < 0,001). Verificou-se o predomínio das orientações restritivas, sobretudo de sal e gorduras, 52,3% e 70,3% no público e no privado, respectivamente (p = 0,064). Quanto à inserção de alimentos cardioprotetores, pacientes da rede privada foram mais beneficiados, principalmente quanto ao consumo de frutas e verduras/legumes (48,6% versus 13,2%, p < 0,001). Entre aqueles que receberam orientação, o conhecimento nutricional foi maior no sistema privado (68,2% versus 26,3%, p < 0,001). Conclusão: A orientação nutricional intra-hospitalar para o IAMcSST em Sergipe apresenta baixa qualidade em ambos os serviços de saúde, sobretudo no público.

La influencia del pensamiento de Simón Bolívar sobre la educación y la creación de la Universidad Central de Quito y la Escuela de Medicina en el año 1826 / The influence of Simón Bolívar's thought on education and the creation of the Central University of Quito and the School of Medicine in the year 1826

Contexto: el pensamiento de Bolívar sobre la educación fue decisivo en la creación de las nuevas universidades nacidas luego de la independencia de América. Bolívar impulsaba el método lancasteriano. Discusión: la enseñanza mutua fue practicada por algunos maestros particulares y en las escuelas gratuitas de algunos conventos. La compañía lancasteriana fue la que ganó el apoyo gubernamental y público, e impulsó el establecimiento de escuelas de enseñanza mutua en toda la nación. El sistema lancasteriano fue de suma relevancia por sus características, ya que como no existían gran número de maestros, se capacitaba y orientaba a niños con capacidades sobresalientes, para enseñar al resto del grupo y esto reducía costos y mejoraba el acceso a la educación. Conclusión: las reformas que se dieron en 1827, basadas en las ideas de Bolívar que promulgaba el método lanacasteriano, en el campo de la enseñanza de la medicina en Quito fueron vitales, ya que incluso se creó una facultad médica propia en la Universidad Central de Quito. Esto se dio gracias a la gestión de José Miguel Carrión y Valdivieso, Rector de la Universidad, cuyo legado es de gran importancia para el funcionamiento y existencia de la actual Facultad de Ciencias Médicas. (AU)

Context: Bolivar's thought on education was decisive in the creation of new universities born after the independence of America. Bolivar drove the Lancasterian method. Discussion: in response to medical paternalism, four basic principles have been proposed concerning the position of themutual teaching was practiced by some private teachers and in the free schools of some convents. The Lancasterian company was the one that won the support of government and the public, and encouraged the establishment of mutual teaching schools nationwide. The Lancasterian system was of great importance due to its characteristics, since as there were not a large number of teachers, children with outstanding abilities were trained and oriented to teach the rest of the group and these reduced costs and improved access to education. Conclusion: the reforms that took place in 1827, based on the ideas of Bolívar that promulgated the lancasterian method, in the field of medical education in Quito were vital, since even a medical faculty of its own was created at the Central University of Quito. This was thanks to the management of José Miguel Carrión and Valdivieso, rector of the university, whose legacy is of great importance for the functioning and existence of the current Faculty of Medical Sciences.(AU)

Effect of family education methods and parental rearing or not on the psychological problem tendency of primary school students / 中华行为医学与脑科学杂志

Objective To explore the impact of family education methods and parental rearing or not on the psychological problem tendency of primary school students.Methods The mental health test (MHT) was used on getting mental health data of the 2 838 primary school students from Dongguan city.Results (1) The results of MHT showed that 94.28％ of primary school students had no psychological problems,the tendency rate of psychological problems was 4.29％,and 1.43％ of them were suffering from serious psychological problems.Learning anxiety,physical symptoms and allergy tendency were more prominent.(2) The total MHT scores of primary school students with authoritarian,democratic,permissive and neglected family education methods were (34.84±14.58),(31.04±13.60),(35.19±12.82) and (41.19±13.10)respectively.There was no statistically significant difference in the terrorist tendency dimension scores of primary school students with different education methods (F=2.33,P=0.054),and the differences in the MHT total score and other dimensions were statistically significant (F=4.35-16.88,P＜0.01).(3) There were statistically significant differences in the scores of the total score of psychological problem tendency,dimensions of learning anxiety,anxiety to people,allergy tendency and impulse tendency of primary school students who were parental rearing or not (t=2.09-3.67,P＜0.05).However,there was no statistically significant difference in the dimensions of loneliness tendency,self-accusation tendency,physical symptoms and terrorist tendency (P＞0.05).Conclusion Family education methods and parenting styles has a impact on the mental health of primary school students.

Multidisciplinary approach in the teaching of dental sculpture and anatomy / Enfoque multidisciplinario para la enseñanza de escultura y anatomía dental

The purpose of the Dental Sculpture and Anatomy discipline is to introduce undergraduate students to the study of the anatomic and morphological characteristics of permanent and primary human dentition, through classes, books and cognitive and psychomotor activities. This discipline supports the teaching of specific knowledge necessary for a more extensive education, involving interdisciplinarity as a means of knowledge exchange among several areas of dentistry, to achieve comprehensive professional education. Students must recognize the dental morphology from samples of preserved teeth, and reproduce the morphology through three-dimensional models made of stone or wax blocks. In this article, the authors describe the process for producing teeth collars and macro dental models made of stone, their importance and benefits of utilization. The purpose of the study was to encourage the teaching of Dental Sculpture and Anatomy toundergraduate students of the Bauru School of Dentistry, University of São Paulo, through activities that would associate theory, practice and the development of manual skills.

El propósito de la disciplina sobre escultura y anatomía de dientes es introducir a los estudiantes de pregrado para el estudio de las características anatómicas y morfológicas de la dentición humana permanente y primaria, a través de clases, libros y actividades cognitivas y psicomotoras. Esta disciplina se fundamenta en la enseñanza de conocimientos específicos necesarios para una educación más amplia, que implica la interdisciplinariedad como medio de intercambio de conocimientos entre diferentes áreas en odontología, y de esa forma, lograr una enseñanza profesional integral. Los estudiantes deben identificar la morfología dental a partir de dientes conservados, además de reproducir la morfología a través de modelos tridimensionales elaborados con bloques de yeso tipo piedra o cera. En este estudio, los autores describen el proceso para la producción de collares de dientes y macro modelos dentales hechos de yeso tipo piedra, su importancia y los beneficios de su utilización. El propósito del estudio fue incentivar la enseñanza de la escultura y anatomía dental a los estudiantes de pregrado de la Facultad de Odontología de Bauru, Universidad de São Paulo, a través de actividades que asocian la teoría, práctica y desarrollo de habilidades manuales.

Análise crítica da aplicação das normas de biossegurança em diferentes cenários / A critical analysis of biosafety regulation implementation in various settings

Introdução: biossegurança é o conjunto de estudos e procedimentos que visam evitar ou controlar riscos provocados pelo uso de agentes químicos, físicos e biológicos, o que torna fundamental o seu ensinamento aos estudantes de Medicina. Objetivos: avaliar se o trabalho prático de biossegurança oferecido na disciplina Laboratório Aplicado à Clínica I foi uma estratégia de ensino favorável e, ainda, se na visão dos alunos foi uma ferramenta positiva. Métodos: 53 alunos de Medicina da UFV matriculados na disciplina Laboratório Aplicado a Clínica I foram divididos em quatro grupos (G) para visitar e analisar a aplicação da biossegurança em diferentes locais na cidade de Viçosa/MG: G1 - Laboratório Clínico do Hospital São Sebastião; G2 - Laboratório de Análises Clínicas da Divisão de Saúde da UFV; G3 - Pronto-Socorro do Hospital São João Batista; G4 - Divisão de Saúde. Cada grupo deveria apresentar um relatório e umseminário com suas observações e responder o questionário de avaliação do trabalho prático. Resultados: os grupos cumpriram as tarefas de maneira satisfatória, o G3 se destacou por ser convidado a realizar uma palestra sobre a temática. As respostas do questionário foram positivas em relação à estratégia de ensino adotada. Conclusão:este trabalho prático foi fundamental para complementar o conhecimento sobre biossegurança, pois parece ter sido ferramenta de ensino motivadora para os alunos.

Introduction: Biosafety is the study and procedures that aim to avoid or control the risks created by the use of chemical, physical, and biological agents, which makes it a core teaching component for medical students. Objective: to evaluate whether the practical component on biosafetytaught in the Laboratory Applied to Clinical Practice I course was an effective teaching strategy and whether it was considered so by students. Methods: 53 Medicine students at the Universidade Federal de Viçosa enrolled in the Laboratory Applied to Clinical Practice I course were split into fours groups (G). They visited and analyzed the use of biosafety in different settings in the city of Viçosa/MG: G1 as assingned to the Clinical Laboratory at the Hospital São Sebastião, G2 to the Clinical Analyses Laboratory at the UFV Health Department, G3 to the Emergency Department at the Hospital São João Batista, and G4 to the Health Division. Each group had to present a report and a seminar with their observations and answer an assessment questionnaire about the work. Results: groups performed the tasks appropriately and G3 stood out because theywere invited to lecture on the theme. Questionnaire responses were positive in relation to the chosen teaching strategy. Conclusion: this work was crucial in complementing students' knowledge on biosafety and seems to have been a motivating learning tool for them.

Oftalmologia e realidade virtual / Virtual Reality and ophthalmology

OBJETIVO: Identificar como os simuladores estão sendo usados para ensino, treinamento, terapia e exames na medicina, com destaque para oftalmologia. A realidade virtual surgiu como uma ferramenta auxiliar no ensino e treinamento médico. Na oftalmologia, o progresso dessa técnica tem sido publicado em algumas revistas de saúde. Baseado nessas fontes, investigamos como a Oftalmologia tem interagido com a Realidade Virtual, essa ferramenta que veio para auxiliar o ensino da Medicina. MÉTODOS: Revisão sistemática de artigos das principais revistas, além de livros sobre o assunto entre 1995 e 2010. Revisamos a literatura publicada dos últimos quinze anos baseados em referências mencionadas em várias revistas, como exemplo podemos citar a Medical Education, Journal of the American College of Surgeon, Computers & Graphics, New England Journal of Medicine, Proceedingof the IEEE no período de 1990 a 2010. RESULTADOS: Após a revisão de 200 artigos encontrados sobre o tema educação médica e realidade virtual publicados em revistas nacionais e internacionais entre os anos de 1995 e 2010, percebemos as diferenças entre as áreas da medicina, no que se refere ao uso da realidade virtual (RV). Apenas 10 artigos explicitam com algum aprofundamento os simuladores oftalmológicos. CONCLUSÃO: A oftalmologia é uma das áreas que menos interagem com a realidade virtual, devido a dificuldades de montagem de imagens para serem aplicadas no simulador. Mas é uma das áreas que mais precisa, devido à delicadeza da estrutura de trabalho, olho humano. Assim, a Realidade Virtual (RV) tem aparecido na otoscopia virtual e na formação dos atlas virtuais. Na cirurgia, os simuladores ainda são poucos, mas provavelmente será a área mais promissora, devido as vantagens do treinamento virtual. Assim, a RV tem surgido junto aos serious games, ensino e treinamento de oftalmologia, além de terapia de fobias.

OBJECTIVE: To identify how the simulators are being used for education, training, therapy and tests in medicine, particularly ophthalmology. Virtual reality has emerged as an auxiliary tool in education and medical training. In ophthalmology, the progress of this technique has been published in some health magazines. Based on these sources, we investigated the ophthalmology have interacted with virtual reality, this tool that came to support the teaching of medicine. METHODS: A systematic review of articles in leading journals on the subject between 1995 and 2010 as well as books on the subject. RESULTS: After reviewing 200 articles on medical education and virtual reality published in national and international journals between 1995 and 2010 we see the differences between the areas of medicine with regard to the use of VR. Only 10 articles with explicit deepening ophthalmic simulators. CONCLUSION: Ophthalmology is one of the areas least interact with virtual reality, due to difficulties of assembling images for application in the simulator. But it is one of the areas most in need, because the delicacy of the work structure, the human eye. Thus, the Virtual Reality (VR) has asparecido in virtual otoscopy and formation of virtual atals. At surgery, the simulators are still few, but will probably be the most promising area because of the advantages of virtual training. Thus, RV has appeared next to serious games, education and training of ophthalmology, and treatment of phobias.

Exploration on teaching reform of clinical neurology in seven-year program / 中华医学教育探索杂志

The teaching reform of education methods and course contents was carried out for seven-year program medical students in clinical neurology courses.Case-based instruction method,evidencebased medicine and standardized patient were flexibly applied,case discussion mode and multimedia teaching were added,and humanistic education was merged into teaching process.The enthusiasm and creativity of students were fully activated through the comprehensive application of various teaching meth ods,and the teaching quality of neurology course was improved,and the purpose of comprehensive quality education for the culture of long-year program medical students was better achieved.

Competencia profesoral de metodólogos en reglamento que norma el proceso docente en educación superior / Professorial competition of methodologists for establishing the teaching process in high education

RESUMEN Con el objetivo de analizar el grado de competencia de los metodólogos en cuanto a la regulación 210, la cual norma el desarrollo del Proceso Docente Educativo, se realizó un estudio descriptivo transversal en la Facultad de Ciencias Médicas de Pinar del Río. El universo estuvo constituido por los 162 Metodólogos que se desempeñan actualmente en los distintos territorios incluidos la sede central. Se tomó como muestra a los 147 evaluados en la primera convocatoria a dicho examen, distribuidos en todos los territorios y abarcando por igual todos los escenarios formativos, lo que representó el 87,5% de evaluados. Se aplicó un instrumento evaluativo, constituido por 5 preguntas de respuestas breves y ensayo corto, explorando contenidos de la Resolución 210, muestreando los conocimientos sobre la dinámica de colectivos de año, planificación docente, control del proceso docente, trabajo metodológico y evaluación. Los datos obtenidos fueron procesados a través del método porcentual aritmético relacionando los resultados con carreras, categoría docente y escenario donde se desempeñan los Metodólogos. Se demostró que el grado de preparación de los asesores de las carreras en cuanto a reglamentos evaluadas no es satisfactorio, aspecto en el cual la Sede Central, no mostrándose diferencias significativas con relación a los territorios, resultando las temáticas evaluadas de mayor grado de dificultad las correspondientes a la dinámica de los colectivos de año y planificación docente con comportamiento similar por carrera y categoría docente.

ABSTRACT A descriptive cross sectional study was carried out at Pinar del Rio medical school aimed at studying the grade of competition of methodologists according to the regulation 210 which establishes the development of the teaching process. The universe was comprised of 162 methodologists working in the different territories including the central venue. The first 147 evaluated in the first examination were taken as the sample, being present in every territory and including similarly all the formative sceneries; it represented 87,5% of those who were evaluated. A five - question questionnaire for giving brief answers and a short trial was conducted trying to explore the contents of Resolution 210, sampling the knowledge on an annual collective dinamic, the teaching planning, the control of teaching process, methodological work and evaluation. Data were processed using the arithmetical percentual method relating the results to the teaching category and the scenery where methodologists work. It was found that the level of knowledge of the advisers on the regulations evaluated is not satisfactory. It was not found any significative difference among the central venue and the territories being the dinamic of the Group and the teaching planning the most difficult aspects having a similar behaviour by major and teaching category.

Estructura, logros y desafíos del Grupo de Estudios Didácticos de la Educación Superior en Salud / Structure, achievements and challenges of the Didactic Study Group in the High Education in Health

RESUMEN La Universidad Médica Pinareña, inmersa en dar respuesta a las demandas que el proceso formativo requiere, ha precisado lograr un clima institucional Didáctico - Pedagógico que diera respuesta a la formación de su claustro profesoral para enfrentar los retos que las condiciones actuales demandan, lo que hizo necesario proponer una estrategia de desarrollo que permitiese una estructura funcional de un Grupo de Estudios Didáctico para la Educación Médica, determinando su misión, visión y funciones. Para ello se tomaron en consideración los métodos teóricos y empíricos, que permitieron dar sustento a partir de la detección de los problemas didácticos que se presentaban en la Universidad de Ciencias Médicas Dr. Ernesto Che Guevara de la Serna de Pinar del Río. El trabajo demostró los logros alcanzados por el Grupo durante la etapa que se analiza, estableciendo los desafíos, que como retos, culminarán en paso de Grupo a Centro de Estudios Didácticos de la Educación Médica Superior para las Carreras de la Salud.

ABSTRACT Pinar del Rio Medical University is concerned about those demands that the educative process requires and it has created a didactic- pedagogical method for the professorial staff in order to face those challenges demanded by the current conditions, so it was necessary to propose an strategy being able to create a functional structure by a didactic study group in the medical education for determining its purpose, its objective and functions. With this purpose, those theoretical and empirical methods capable of allowing the detection of the didactic problems present in Pinar del Rio "Ernesto Che Guevara de la Serna" Medical School were considered. It was demonstrated the achievements obtained by this group of professors and it was established the challenges that will permit the change from a group to a centre of high medica education for health majors.

Repensando a realidade pedagógica na Escola de Enfermagem da Universidade Federal de Minas Gerais / Rethinking the pedagogical reality at the school of nursing of the Federal University of Minas Gerais / Repensando la realidad pedagógica en la escuela de enfermeria de la Universidad Federal de Minas Gerais

O novo momento vivenciado pelos cursos de graduação em enfermagem tem implicado um repensar a realidade didático-pedagógica da Escola de Enfermagem da Universidade Federal de Minas Gerais (EEUFMG). Nessa perspectiva, realizamos um estudo descritivo e exploratório, com o objetivo de conhecer as abordagens didático-pedagógicas ora utilizadas nas disciplinas, como e onde têm sido desenvolvidas as atividades teóricopráticas. A investigação foi realizada a partir da aplicação de questionário aos coordenadores das disciplinas do curso da graduação em enfermagem. Como resultados, pode-se verificar que há um desconhecimento por parte de alguns docentes sobre as diferentes concepções pedagógicas por eles utilizadas, o que evidenciou contradições entre as concepções metodológicas descritas e a prática didática desenvolvida. Constatou-se, também, diversificação dos cenários de práticas e que algumas experiências implementadas mostram que se está caminhando para a construção de metodologias inovadoras

The undergraduate nursing courses live a new moment which has brought about the need to rethink the didactic-pedagogical reality of the S.chool of Nursing of the Federal University of Minas Gerais. We carried out a descriptive-exploratory study with the objective of getting to know the current didactic-pedagogical approaches used in the subjects, as well as where and when the theoretical and practical activities have been carried out. A questionnaire was filled out by the coordinators of the courses of the undergraduate nursing program. As a result one can see there is a lack of knowledge of some teachers of the different pedagogical concepts used by them, which showed contradictions between the described methodological concepts and the existing teaching practice. We also found a wide range of practical settings and that some experiences implemented showed they are working towards building innovative methodologies

El nuevo momento que atraviesan los cursos de graduación en enfermería ha llevado a repensar la realidad didáctico -pedagógica de Escuela de Enfermería de la Universidad Federal de Minas Gerais. Desde esta perspectiva realizamos un estudio descriptivo y exploratorio para conocer los enfoques didáctico/pedagógicos empleados en las materias y dónde y cómo se llevaron a cabo las actividades teórico - prácticas. La investigación comenzó con una encuesta a los coordinadores de las disciplinas del curso. Los resultados señalaron que algunos profesores no conocen las diferentes concepciones pedagógicas y que hay contradicciones entre las concepciones metodológicas descritas y la práctica didáctica desarrollada. También se constató que hay varios escenarios para las prácticas y que hay experiencias que indican que se está caminando hacia la construcción de metodologías innovadoras

Educação Médica: Responsabilidade de Quem? Em Busca dos Sujeitos da Educação do Novo Século / Medical Education: Whose Responsibility? ln Search of the Subjects of 21 st Century Education

RESUMO A educação encontra-se num processo de mudança, mas ainda é mais evidente a manutenção dos status quo do que as inovações, reformas ou transformações. Sujeitos da educação somos todos nós, educadores e educandos, e ser professor e estudante sujeito da educação é estar permanentemente comprometido com a educação: a dos outros (professores, estudantes, comunidade) e a própria. São, então , os educadores e educandos os maiores responsáveis pela educação médica , pois ninguém melhores que os docentes e discentes para conhecerem a realidade especifica de cada escola médica , suas fragilidades e fortalezas , vantagens e desvantagens, seus passos e lugar na comunidade, sua gente , e inexiste conhecimento profissional rigoroso, baseado na racionalidade técnica , que desconta da atuação no terreno pantanoso das relações interpessoais da educação ou das profissões da saúde . Por tanto, há que se resgatar o humano na nossa prática cotidiana, buscando o desenvolvimento de atitudes e competências favoráveis ao (RE) estabelecimento da confiança mútua e empatia nas relações educador- educando e profissional de saúde-paciente. Resgatar a dignidade na educação e na saúde envolve respeitar limites, mas avançando sempre no sentido das novas possibilidades.

ABSTRACT Education is now in a process of change, but maintenance of the status quo is more evident than the innovations, reforms, or transformations. We are all the subjects of education as teachers and learners, and as such are permanently committed to the education of both others (teachers, students, community) and ourselves. Faculty and students are the main responsibility of medical education, since they more than anyone else are familiar with the specified reality of each given medical school, its weaknesses and strengths, its advantages and disadvantages, its place in the community, and its people . There is no rigorous professional knowledge based on technical rationality that can fully deal, on its own, with the complex field of interpersonal relationship in education or the health professions. Therefore, it behooves us to restore the human side of our daily practice by seeking to develop attitudes and competencies favoring mutual trust and empathy in the teacher-learner and health professional-patient relationship. To restore dignity in education and health care involves respecting limits, but also advancing towards new possibilities.