Humanismo, como valor esencial en la formación del estudiante de las ciencias médicas

Las carreras de las ciencias médicas, requieren que sus educandos en primer lugar tengan vocación de servir, de ayudar al enfermo, del que requiere cuidados, de quien necesite amor, en el contexto globalizado de un mundo que se va deteriorando en lo espiritual, donde los valores se van destruyendo, y donde la tecnología del primer mundo va sustituyendo el pensamiento médico, el análisis particularizado de cada paciente, con el objetivo de lograr curación, alivio o comprensión de su enfermedad. Se reflexiona sobre la necesidad de la formación humanística en la Universidad Médica, como el eje fundamental espiritual para lograr el profesional que necesita la sociedad. El humanizar el actuar médico requiere de enseñar ética y bioética en pre, post grado y educación continua, pero sin olvidar el ejemplo personal, ese que no está en los libros ni revistas para cosechar una alta sensibilidad humana del médico y en sentido general de los profesionales y trabajadores de la salud.

Medical science careers require that their students first of all have a vocation to serve, to help the sick, those who require care, those who need love, in the globalized context of a world that is deteriorating spiritually, where values ​​are being destroyed, and where the technology of the first world is replacing medical thinking, the individualized analysis of each patient, with the aim of achieving a cure, relief or understanding of their illness. It reflects on the need for humanistic training in the Medical University, as the fundamental spiritual axis to achieve the professional that society needs. Humanizing medical action requires teaching ethics and bioethics in undergraduate, postgraduate and continuing education, but without forgetting the personal example, the one that is not in books or magazines to harvest a high human sensitivity of the doctor and in general sense of the health professionals and workers.

As carreiras de ciências médicas exigem que seos alunes tensan, antes de tudo, uma vocação para servir, ajudar os doentes, Aquiles que precisas de cuidados, aqueles que precisam de amor, no contexto globalizado de um mundo que está se deteriorando espiritualmente, onde os valores esta sendo destruídos, e onde a tecnología do primeiro mundo está substituindo o pensamento médico, a análise individualizada de cada paciente, como objetivo de alcançar a cura, alívio ou compreensão de sua doença. Reflete sobre a necesidad da formação humanística na Faculdade de Medicina, como eixo espiritual fundamental para alcançar o profissional que a sociedad e necessita. Humanizar a cabo médica roqueraensinar ética e bioética na graduação, pós-graduação e formação continuada, mas semescuece o exemplo pessoal, aquele que não está em livrosou revistas para colher uma alta sensibilidade humana do médico e em geral dos profissionais de saúde e trabalhadores.

Introduction of SDL in Department of Anatomy: Evaluation of Learning and SDL Readiness

Background: Self-directed learning (SDL) is a process in which individuals assume the responsibility of identifying their learning needs, setting goals, locating sources, developing and implementing proper strategies, and evaluating the outcomes of learning both individually and collectively. The advantages of SDL include, but not limited to, gaining more autonomy in learning, having higher motivation for it, acquiring lifelong learning skills, and developing greater self-control, self-confidence, and self-management. SDL has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. Aim and Objectives: To introduce self directed learning in the Department of Anatomy, to encourage faculty members to accept SDL as a Teaching Learning method and encouraging students to develop an attitude of self directed learning & to become lifelong learners. Methodology: After proper sensitization of the faculty & students regarding SDL, two sessions were conducted during the Anatomy Dissection Hall timings of the First Year students. The performance of the students, in the SDL topics was assessed using the MCQ & SAQ tests. Feedback regarding the SDL methodology was taken both from the students as well as the faculty. Also the Questionnaires were given to students applying Fischer’s Self Directed Learning Readiness Scale (SDLRS) & Jefferson Scale of Life Long learning –Health Profession Version (JeffSLL-HSP) & the results were statistically analyzed. Results: A total of 126 MBBS students of the first semester participated in SDL session and most students scored more than mean score in the tests after SDL sessions, there was a fourfold increase in the number of students scoring more than 80% in the two SDL tests. Also participating students showed high readiness towards SDL and were oriented to become Life Long Learners. Conclusions: SDL can be effectively implemented in the Department of Anatomy and it motivates students to become life long learners.

Embracing Online Learning: The Readiness and Perceived Challenges among Health Sciences Distance Learners

@#Introduction: The shifting of conventional to online learning is prominent in our millennial era. The online pedagogy is dynamic in creating knowledge and simultaneously engaging learners with experts beyond boundaries. Our study aims to determine the readiness of distance learners in embracing online learning and their perceived challenge in accomplishing their academic journey. Methods: We employed the quantitative study design with a cross-sectional survey and this study was conducted in a public university. The health sciences learners who are currently undertaking their distance learning program were recruited by convenience sampling (N=128). The Online Learning Readiness Scale (OLRS) was adopted with its internal consistency ranging from 0.77 to 0.95 for five dimensions of measure. Results: Our results indicate a high level of online learning readiness. In addition, the highest level of readiness in the dimension of computer/internet self-efficacy whereas the least level was the learners’ control. Sixty-eight percent of learners reported poor internet connectivity as the main challenge in online learning. Moreover, we found that gender, age, and the learners’ program were not the significant factors affecting learners’ online learning readiness (p>.05). Conclusion: Our study revealed a high extent of online learning readiness among distance learners that display constructive embracing of current educational technology. Nevertheless, considering the poor internet connection, communication infrastructure needs to be further developed to bridge the gap between millennial learners and the Internet of Things (IoT).

1. Rethinking the Angle of Approaching Learners in Difficulties / 医学教育

Supporting learners in difficulties is difficult. It is the responsibility of hospitals, universities and other medical education institutions to respond effectively. Traditionally, there has been a bias against focusing on the learner and a tendency to be persuaded by teachers’ beliefs. However, the factors that can lead to learners having difficulties in education include not only the learners but also the educators and the environment. There are also pedagogical, psychological, and cultural approaches to analyzing each factor. In the future, we would like to suggest that a single supporter have more than one perspective. However, because of the context in which supporters are placed, there is a limit to the number of perspectives that can be taken. Therefore, it is hoped that medical education institutions will be able to provide a support system in which multiple supporters, from multiple positions and with multiple perspectives, can ensure a broad perspective.

A PATH TO EFFECTIVE E-LEARNING IN MEDICAL EDUCATION: BARRIERS AND THEIR SOLUTION

Online learning in medical education is a relatively new concept and one which is rapidly expanding. Recently, due to the global widespread of COVID-19 pandemic, e-learning became the mainstreaming mode of teaching all over the world. Thus, it is critical to assess and work upon the potential challenges, drawbacks and barriers of effective implementation of successful e-learning. The general barriers to e- learning are often encountered as institutional or teaching method norms and technological drawbacks and behavior change in both the learner and the instructor is essential for successful implementation of e- learning in medical education. Although online course delivery has probably eliminated certain barriers that exist in face-to-face classrooms, such as geographic location, transportation issues, architectural and physical impediments, and social contexts which lead to inaccessible learning environments. Thus, it is the responsibility of the medical educators and administrators to look into these challenges and incorporate the solutions which can make begin a new era of better teaching-learning mode of education in medical education in the future This review article analyzes the prominent barriers to e-learning and solutions amongst medical educators to the implementation of online learning in medical education.

Educational Practice Based on Hypothesis-Driven Physical Examination / 医学教育

During the coronavirus pandemic, we focused on Hypothesis-Driven Physical Examination (HDPE), which is performed while considering physical examination and differential diagnosis as issues that can be learned without directly having contact with patients. We created HDPE scenarios with students who elected general medicine in Clinical Clerkship 2, and we implemented HDPE using that scenario on the last day of the clerkship. The scenario was created online and HDPE was conducted face-to-face. Students could learn correct medical examination techniques and manners through mutual learning. In addition, they could acquire communication and lifelong learning abilities through cooperative learning. We were able to enhance the learning effect through mutual learning that works on the students’ own intrinsic motivation in terms of both creating scenarios for the framework of cognitive apprenticeship and implementing HDPE.

Factors Influencing Physical Activity Participation among Secondary School Learners in Hlanganani Rural Area of Limpopo Province, South Africa

ABSTRACT Objective: To determine the factors that influence physical activity (PA) participation among secondary school learners in the Hlanganani rural area of Limpopo Province, South Africa. Methods: A quantitative approach was used to examine factors that influence PA involvement among 151 students (mean age: 18.14 ± 1.81 years) attending three rural public secondary schools in the Hlanganani rural area of Limpopo Province, South Africa, who volunteered to participate in the study. Data were collected using validated structured questionnaires. Results: Overall, the results indicated that preferring to do other things with their time, exercise is too hard, unsafe environment, and the lack of facilities and time to exercise were cited as major factors that deterred the students from participating in PA. Conclusion: The findings of this study provide practical implications for promoting students' participation in PA in rural schools. It is recommended that schools should be provided with sport facilities that are proximal and safe for students. Additionally, PA programmes should be promoted through campaigns that would motivate more students to participate in view of its potential health benefits.

Study Of Learning Style Preferences In Students Of Different Phases Of Medical Undergraduate Course In Relation To Gender And Academic Performance

Background: To become effective faculty, he should understand a learner’s characteristics and their learningstyle. Matching students’ learning styles with a learning framework has resulted in improved test scores. Thisstudy was initiated to identify the learning styles of MBBS students and explored the relationship betweenlearning style preferences and students’ gender and academic achievement.Methods: We conducted cross-sectional study on students from the medical college studying in MBBS second,final prof (part-I) and final prof (part-II). The VARK questionnaire was used to identify the learning style preference. Based on the instructions given for the VARK inventory, scores were calculated to determine the predominant learning modality used by each individual.Results: The students of MBBS showed multiple learning preferences (52%) only slightly more than unimodalstyle (48 %). None of the students showed quadrimodal learning preference.In 2nd professional students, readwrite was preferred mode followed by auditory while in final prof (both part 1 & 2) kinesthetic /read-writelearning style was preferred in unimodal types.Female students scored higher in all four components as compared to male students.There was no relationship between learning style preference and academic achievement.Conclusion: This study demonstrated that many medical students at this single medical institution prefer to learnusing all VARK modalities. There can be different type of learners in a single batch of medical students, soeducators’ awareness of various learning styles of students is a must. Identifying differences in learning stylescould potentially be used in medical curriculum.

Learning styles of resident doctors / Шинэ санаа Шинэ нээлт

BACKGROUNDThe term ‘‘learning styles’’ refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Assessment of learning styles has significant importance in a sense that trainers can update their curriculum and teaching methods by taking learning styles of learners into account.The main goal of our study isto determine learning styles of resident doctors.METHODSWe used descriptive methods and quantitative analysis for our study. Honey and Mumford learning style questionnaire was used to determinelearning styles of residents. 144resident doctorsout of 475 agreed to participate in the study and completed questionnaires.RESULTSAnalysis of learning styles revealed that most common styles for residents are reflector (63.9%) and theorist (16.7%) followed bypragmatist (10.4%) and activist (9.0%). CONCLUSIONSBased on our results, we must consider increasing the mutual study and behaviour changing activities in our curriculum to helpresidents to be more independent and productive by promoting their skills of self-expression, critical and creative thinking.

Las emociones del estudiante adulto dentro del aula / The emotions of the adult student inside the classroom / As emoções do aluno adulto dentro da sala de aula

Introducción. La educación es un proceso continuo durante toda la vida y debe ser desarrollada de forma participativa. Esto quiere decir que la formación, no sólo se recibe en la escuela, sino a lo largo de la vida, incluso como parte del trabajo. En las aulas, profesores y alumnos experimentan una amplia gama de emociones, su regulación puede mejorar las relaciones interpersonales y los procesos de enseñanza aprendizaje. Objetivo. Identificar las emociones que experimentan los estudiantes adultos dentro del aula desde su propia vivencia. Metodología. A través de la investigación cualitativa, con enfoque fenomenológico, las informantes fueron estudiantes del curso postécnico en enfermería pediátrica con sede en el Centro Médico Siglo XXI, durante el ciclo 2009-2010, la técnica de recolección de datos fue a través de entrevista semiestructurada para ello se elaboró una guía de preguntas tema, las entrevistas fueron transcritas textualmente de acuerdo a los lineamientos cualitativos, el análisis de los datos fue abordado a través de la propuesta de Krueger (1998). Resultados. Sé identificaron 3 categorías 1) identificación de emociones, 2) Tipo de emociones identificadas en relación a sus compañeros de clase y en relación a sus profesores. Cada categoría se describió en forma textual y estructural posteriormente se llevó a cabo el análisis de los textos. Conclusiones. La expresión de emociones, si se viven dentro del aula, siempre y cuando los profesores y alumnos lo permitan, es fundamental para ello crear entorno a los estudiantes ambientes que les facilite auto motivarse a fin de que generen estados emocionales positivos y de confianza, que los lleve a cumplir con sus metas establecidas y que la carga académica y las exigencias propias de estos cursos les parezca menos pesada en el desarrollo de la educación continua dentro de sus centros de trabajo.

Introduction. Education is a continuous process throughout life and must be developed in a participatory manner. This means that training is not only received at school, but throughout life, even as part of the job. In classrooms, teachers and students experience a wide range of emotions, their regulation can improve interpersonal relationships and teaching-learning processes. Objective. Identify the emotions experienced by adult students in the classroom from their own experience. Methodology. Through qualitative research, with a phenomenological approach, the informants were students of the post-technical course in pediatric nursing based at the Siglo XXI Medical Center, during the 2009-2010 cycle, the data collection technique was through a semi-structured interview to This was a guide to topic questions, the interviews were transcribed verbatim according to qualitative guidelines, the analysis of the data was addressed through the proposal of Krueger (1998). Results 3 categories were identified 1) emotion identification, 2) Type of emotions identified in relation to their classmates and in relation to their teachers. Each category was described in textual and structural form, afterwards the analysis of the texts was carried out. Conclusions The expression of emotions, if they live in the classroom, as long as teachers and students allow it, it is essential to create environments for students to provide self-motivated environments so that they generate positive and trustworthy emotional states, which It leads them to meet their established goals and that the academic load and the demands of these courses seem less heavy in the development of continuing education within their work centers.

Introdução A educação é um processo contínuo ao longo da vida e deve ser desenvolvida de maneira participativa. Isso significa que o treinamento não é recebido apenas na escola, mas ao longo da vida, mesmo como parte do trabalho. Nas salas de aula, professores e alunos experimentam uma ampla gama de emoções, sua regulamentação pode melhorar as relações interpessoais e os processos de ensino-aprendizagem. Objetivo. Identifique as emoções experimentadas por estudantes adultos na sala de aula a partir de sua própria experiência. Metodologia Por meio de pesquisa qualitativa, com abordagem fenomenológica, os informantes eram estudantes do curso pós-técnico em enfermagem pediátrica do Centro Médico do Século XXI. Durante o ciclo 2009-2010, a técnica de coleta de dados foi realizada por meio de entrevista semiestruturada para Este foi um guia para as questões temáticas, as entrevistas foram transcritas literalmente, de acordo com as diretrizes qualitativas, a análise dos dados foi abordada através da proposta de Krueger (1998). Resultados 3 categorias foram identificadas 1) identificação das emoções, 2) Tipo de emoções identificadas em relação aos colegas de classe e aos professores. Cada categoria foi descrita em forma textual e estrutural e, posteriormente, foi realizada a análise dos textos. Conclusões A expressão de emoções, se elas moram na sala de aula, desde que professores e alunos o permitam, é essencial criar ambientes para que os alunos forneçam ambientes motivados para que gerem estados emocionais positivos e confiáveis, que Isso os leva a atingir suas metas estabelecidas e que a carga acadêmica e as demandas desses cursos parecem menos pesadas no desenvolvimento da educação continuada em seus centros de trabalho.

Transtornos psicológicos em adolescentes socioeducandos / Psychological disorders in adolescents socio-learners / Trastornos psicológicos en adolescentes socio educandos

O presente trabalho aborda dois estudos de caso e teve como objetivo fazer a descrição da personalidade de um adolescente que cometeu furto e de uma adolescente que cometeu um homicídio. No momento da avaliação psicológica ambos cumpriam medidas socioeducativas de internação. Foram utilizados como instrumentos de coleta de dados uma entrevista semiestruturada, o Teste das Matrizes Progressivas Raven e o Método de Rorschach (Sistema Compreensivo). O adolescente que cometeu furto revelou indícios de ansiedade, sentimentos de culpa e remorso, e outras características que facilitariam seu engajamento em um processo terapêutico. Já a adolescente que cometeu homicídio demonstrou traços de constrição afetiva, ausência de ansiedade e remorso. Este estudo conferiu diferentes transtornos psíquicos nos participantes, bem como a necessidade de serviços psicológicos mais pertinentes à demanda particular de cada um deles, especialmente no caso de socioeducandos que apresentam algum transtorno mental e acabam isolados de qualquer tratamento ou atendimento específico.

This paper discusses two case studies that aimed to describe the personality of a teenager who committed theft and a teenager who committed a murder. At the time of psychological assessment met both educational measures hospitalization. Were used as instruments to collect data a semi-structured interview, the Raven Progressive Matrices Test and the Rorschach method (Comprehensive System). The teenager who committed theft revealed signs of anxiety, feelings of guilt and remorse, and other features that facilitate their engagement in a therapeutic process. Already the teenager who committed murder showed traces of affective constriction, anxiety and lack of remorse. This study has given various psychological disorders in the participants, as well as the need for psychological services more relevant to the particular demands of each, especially for socio-learners who have some mental disorder and end isolated from any specific treatment or care.

El presente trabajo plantea dos estudios de caso y tubo como objetivo hacer la descripción de la personalidad de un adolescente que cometió hurto y de una adolescente que cometió un homicidio. En el momento de la evaluación psicológica, ambos cumplían medidas socio educativas de ingreso. Fueron utilizados como instrumentos de recolecta de datos una entrevista semiestructurada, el Test de Matrices Progresivas Raven y el Método de Rorschach (Sistema Comprensivo). El adolescente que cometió hurto reveló indicios de ansiedad, sentimientos de culpa y remordimiento, y otras características que facilitarían su encuadramiento en un proceso terapéutico. La adolescente que cometió homicidio demostró trazos de constricción afectiva, ausencia de ansiedad y remordimiento. Este estudio confirió diferentes trastornos psíquicos a los participantes, así como la necesidad de servicios psicológicos más concernientes a la demanda particular de cada un de ellos, especialmente en el caso de socio educandos que presentan algún trastorno mental y acaban apartados de cualquier tratamiento o atendimiento específico.

An Investigation Into The Learning Styles, English Proficiency And Assessment Performance Of Medical Students

Appreciation of learning styles can be of use to help both educators and students to enhance the effectiveness of an educational experience. It has been noticed that some students at this College are not very good at expressing themselves in either written or spoken English. Our study aimed to identify the student’s learning styles; assess whether there is any correlation between learning style, baseline demographic data and self rated proficiency in English language; and assess their associations with the assessment performance. A group of third year medical students voluntarily participated in a questionnaire study to provide us with their learning styles, demographic information and self-rated proficiency in English language. This data was compared to the students’ performance in the assessment at the end of their junior clinical rotations. This cohort of students (60% Malay, 35% Chinese and 5% Indian) who were mostly visual learners, considered themselves proficient in English. Students with predominantly Visual learning styles and those with poorer English, score significantly lower during their clinical long case examinations. These two predictors appear to be independent of each other. These results may suggest that our current teaching modalities may disadvantage students with predominant visual learning styles. It also suggests that the long case clinical examination may favour those with more verbal learning styles.

Auditory cerebral activation patterns of Chinese English learners by fMRI / 重庆医科大学学报

Objective:To identify the cerebral activation patterns associated with the processes that occur during viewing Chinese and English words in native Chinese English learners.Methods:12 right-handed Chinese English hamers were divided into two groups equally,namely English majors and non-English majors,and took semantic judgement tasks of both English and Chinese words,for whom the fMRI images were coUected.Results:To various degrees,all subjects demonstrated activation of associated cerebral regions in both hemispheres and the left hemisphere activation was more significant for most subjects.Except for elassieal regions involved in language processing,such as Wemicke areas and Broca areas,there were other activated cerebral regions,including cerebellum,limbic system and basal ganglia nucleus,etc.To sum up,there were apparent overlap for cerebral activation distribution and no specific processing areas for both tasks.The analysis of ROI(region of interest)suggested that subjects in specialized group were more dependent on right hemisphere to perform English words task.Conclus/on:Language cognition is dominated by left hemisphere,which is also shared by the right hemisphere to various degrees and thus two hemispheres work by ways of both dissociation and coordination.It is possible that working strategy of the right hemisphere in English task is related to proficiency of the second language.A variety of distinctions are shared by each subject for language cognitive patterns.

A dêixis como um "complicador/facilitador" no contexto cognitivo e lingüístico em ambiente educacional face aos alunos com deficiência visual / Deixis as a \"complicator/facilitator\" in the cognitive and linguistic context in educational environment concerning students with visual disability

Chama-se dêixis a expressão de referenciação lingüística que tem por função relacionar, no ato de enunciação, certas unidades gramaticais às coordenadas espaço-temporais. O uso de dêiticos ao longo de uma exposição oral é um recurso bastante freqüente e, na maioria das vezes, indispensável. Nesse artigo, tomamos como ponto de observação, falas de professores em sala de aula, de uma forma genérica. Nelas temos verificado que o uso do dêitico, principalmente o espacial que necessita da articulação visual/auditiva, quando não trabalhado com cuidado e atenção pelo professor, constitui um problema sério. Desenvolvemos, a partir daí, uma discussão teórica, preliminar, a respeito da dêixis, bem como o impacto que a dêixis surte sobre um público muito particular de estudantes com deficiência visual (DVs). Um resgate teórico sobre as categorias e os objetos de discurso pelos quais os sujeitos compreendem o mundo é feito aqui.

Deixis means the linguistic referencing expression the function of which is to relate, during the act of enunciation, certain grammatical units to space-time coordinates. The use of deictics throughout oral exposition is a very frequent and usually essential device. In this article, the starting point for the observation are teachers' enunciations in the classroom, considered generically. In these speeches, we have identified that the use of deictics, especially spatial ones, constitutes a serious problem when not carefully and attentively dealt with by the teacher. Based on this phenomenon, we have carried out a theoretical discussion, still in preliminary stages, on deixis and on its impact on a very particular audience, made up of students with visual disability. This paper presents a theoretical review of the categories and objects of discourse by means of which the subjects understand the world.

The Effectiveness of Online Continuing Medical Education and Learners' Opinion about It / 대한의료정보학회지

The purpose of this study was to investigate learners' opinion about the experience of online continuing medical education, and the effectiveness of it. The study was conducted on online continuing medical education courses conducted as a model case by Konggi-do Medical Association and VirtualMD Co., Ltd with the approval of Korean Medical Association, from July through December, 2002. Fifteen online multimedia courses, supported by learning management system and e-test(electronic assessment) system, were opened. Learners' internet log data, and answers to a questionnaire were collected. And a pre-test post-test design experiment was implemented to measure the effectiveness of learning. The results showed that doctors are already technically and environmentally ready to take online continuing medical education and have correct understanding about the necessity and benefits of online continuing medical education. The difference between the pre-test score and the post-test score was statistically significant(t=3.24, p<.01), and practically significant(Effect Size=.89).