Perspectiva holística en salud: la contribución de la Homeopatía / Holistic Perspective in Health: The Contribution of Homeopathy

En el panorama de la salud, el cuerpo humano, en su estado natural, se revela como una intrincada unidad que opera en armonía para mantener el equilibrio dinámico. Sin embargo, esta homeostasis puede verse afectada, dando lugar a la dualidad y a trastornos que comprometen la estabilidad vital. Este artículo propone una reflexión sobre la perspectiva homeopática, destacando su enfoque único en comparación con la medicina convencional. Diferenciándose al tratar al individuo como un todo integrado, la Homeopatía reconoce la transitoriedad de la dualidad representada por las enfermedades y enfatiza la importancia de la armonía entre el cuerpo y la mente en la búsqueda de la homeostasis. Inspirada en las ideas de Hahnemann, la Homeopatía se destaca por su visión holística, rechazando el dualismo estricto y proponiendo intervenciones que van más allá de la supresión de los síntomas. Anclada en la ley de los similares, busca sustancias que reproduzcan los síntomas del paciente en un estado saludable, buscando una cura profunda y la restauración de la unidad dinámica del organismo. A pesar de los desafíos, como la resistencia y la falta de métodos de investigación universalmente aceptados, la Homeopatía persiste a nivel mundial, sugiriendo un valor único. Este artículo promueve una reflexión sobre el enfoque homeopático, enfatizando su contribución a la comprensión de la salud y su papel en el panorama terapéutico.

n the landscape of health, the human body, in its natural state, reveals itself as an intricate unity, operating harmoniously to maintain dynamic balance. However, this homeostasis can be disrupted, leading to duality and disturbances that compromise vital stability. This article reflects on the homeopathic perspective, highlighting its unique approach compared to conventional medicine. Distinguishing itself by treating the individual as an integrated whole, homeopathy recognizes the transience of duality represented by diseases and emphasizes the importance of harmony between body and mind in the pursuit of homeostasis.Inspired by Hahnemann's ideas, homeopathy stands out for its holistic view, rejecting strict dualism and proposing interventions that go beyond symptom suppression. Anchored in the Law of Similars, it seeks substances that would reproduce the patient's symptoms in a healthy state, aiming for a profound cure and the restoration of the dynamic unity of the organism. Despite challenges, such as resistance and a lack of universally accepted research methods, homeopathy persists globally, suggesting unique value. This article encourages reflection on the homeopathic approach, emphasizing

Cross-cultural adaptation of the Mind-Wandering Questionnaire (MWQ) for Brazilian Portuguese and evidence of its validity

Objective: To adapt the Mind-Wandering Questionnaire (MWQ) for the Brazilian context and present evidence of validity based on its internal structure. Methods: A total of 2,682 Brazilian adults from different regions of the country took part in this study. Confirmatory factor analyses and multigroup confirmatory factor analyses (MGCFA) were performed to assess the factor structure of the MWQ. McDonald's omega (ω) was generated to provide reliability indexes. Results: The analyses demonstrated an adequate factor structure for the MWQ adapted to the Brazilian context, corroborating the original article's single-factor model and other adaptation studies. Furthermore, the results demonstrated the instrument's reliability in a Brazilian population (ω = 0.88). Conclusion: The MWQ is thus an adequate, reliable, and quickly administered instrument for those whose aim is to measure deliberate and spontaneous MW in Brazil.

Teoria da mente e empatia em adultos típicos: uma revisão de escopo / Theory of mind and empathy in typical adults: a scoping review / Teoría de la mente y empatía en adultos típicos: una revisión panorámica

Teoria da mente e empatia são habilidades sociocognitivas implicadas na compreensão do mundo social e elaboração de respostas em contextos sociais. Entretanto, é preciso ainda avançar na precisão como as pesquisas apresentam esses constructos e as relações entre eles. O objetivo deste estudo foi realizar uma revisão de escopo a respeito das relações conceituais apontadas entre teoria da mente e empatia em pesquisas que investigam diferenças socioindividuais em adultos típicos, bem como organizar essas produções em função de categorias temáticas. Foram analisados 62 artigos, sendo observados cinco diferentes modelos de articulações conceituais entre teoria da mente e empatia e três núcleos de produção temática, ligados ao comportamento social, às variações fisiológicas na vida cotidiana, e, às variações cognitivas, afetivas e sociais. Discutem-se também avanços e limitações nessa área, apontando-se tanto para uma profícua produção como para a necessidade de se avançar na construção de parâmetros mais precisos nessa área. (AU)

Theory of mind and empathy constitute sociocognitive skills central to understanding the social world and formulating responses within social contexts. However, studies continue to face the challenge of clarifying their boundaries and unraveling the presumed connections between them. This study aimed to conduct a scoping review of the conceptual interplay between theory of mind and empathy in research exploring socio-individual differences in typical adults, while also organizing these findings according to thematic categories. A total of 62 articles were analyzed, revealing five different models of relations between theory of mind and empathy, as well as three thematic production nuclei linked to social behavior, physiological variations in daily life, and cognitive, affective, and social variations. The study also discusses advancements and limitations in this field, pointing out both a fruitful production and the need to advance in the construction of more precise parameters in this area. (AU)

La teoría de la mente y la empatía son habilidades sociocognitivas implicadas en la comprensión del mundo social y la elaboración de respuestas en contextos sociales. Sin embargo, todavía es necesario avanzar en la precisión con la que las investigaciones presentan estos constructos y las relaciones entre ellos. El objetivo de este estudio fue realizar una revisión de alcance de las relaciones conceptuales entre la teoría de la mente y la empatía en las investigaciones sobre las diferencias socio-individuales en los adultos típicos, así como organizar estas producciones según categorías temáticas. Se analizaron 62 artículos y fueron identificados cinco modelos diferentes de relación entre la teoría de la mente y la empatía y tres núcleos de producción temática: comportamiento social, variaciones fisiológicas y variaciones cognitivas, afectivas y sociales. También se discuten los avances y las limitaciones en esta área, señalando tanto una producción fructífera como la necesidad de avanzar en la construcción de parámetros más precisos en este campo. (AU)

Relación entre modelos operantes internos y nivel educacional materno, con la teoría de la mente en niños chilenos de 3 y 4 años: rol mediador del lenguaje mentalizante materno / Relationship between Internal Working Models and Maternal Educational Level, with the Theory of Mind of Chilean Children Aged 3 and 4: Mediating Role of Maternal Mentalizing Language

Resumen La teoría de la mente (ToM) es la capacidad de reconocer los propios estados mentales y predecir los de otros, habilidad fundamental en el desarrollo socioemocional/cognitivo en preescolares. El presente estudio buscó describir la ToM de niños chilenos de 3 y 4 años, analizar las diferencias en su desarrollo según la edad y el rol mediador del lenguaje mentalizante (LM) materno, considerando el sexo de los niños, los modelos operantes internos (MOI) y el nivel educacional materno. La muestra fueron 110 niños con sus madres. Se aplicó un cuestionario sociodemográfico, pruebas para evaluar la ToM, el LM y los MOI de las madres. Un 50.9% de los niños se ubicó en el quintil 1 de la ToM y ninguno logró llegar al quinto. Las habilidades de la ToM con un mayor nivel de logro diferenciaron entre pretender y realidad (60.0%) y la de diferenciar la perspectiva visual propia y de otro (50.9%). Un 59.1 % de los niños no logró inferir deseos a través de la mirada, un 83.6% no logró la habilidad de acceso al conocimiento, y un 100% no logró la falsa creencia. Los resultados muestran diferencias significativas entre niños de distintos rangos etarios en el desarrollo de la ToM, sugiriendo una creciente dificultad de adquisición de sus habilidades. Además, un mayor LM de las madres se relacionó con mayor desarrollo de la ToM en los niños, con un rol mediador en la influencia de los MOI y nivel educacional materno sobre la ToM.

Abstract The theory of mind (ToM) is the ability to recognize one's own mental states and infer them in others, fundamental in socio-emotional/cognitive development in preschoolers. This study sought to describe the ToM of 3- and 4-year-old Chilean children, to analyze the differences in their development according to age, and the mediating role of maternal mentalizing language (ML) considering the sex of the children, the internal working models (IWM) and maternal educational level. The sample considered 110 children with their mothers. A sociodemographic questionnaire, tests to evaluate the ToM, the ML and the IWM of the mothers were applied. 50.9% of the children were in quintile 1 of the ToM and none managed to reach the fifth. The ToM skills with a higher level of achievement were differentiating between pretending and reality (60.0%) and differentiating one's own visual perspective and another's (50.9%). 59.1 % of the children did not manage to infer wishes through the gaze, 83.6% did not achieve the ability to access knowledge, and 100% did not achieve the false belief. The results show significant differences between children of different age ranges in the development of ToM, suggesting a growing difficulty in acquiring their skills. In addition, a higher ML in mothers was related to a greater development of ToM in children, with a mediating role in the influence of IWM and maternal educational level on ToM.

IMPACT OF TIME USAGE IN PRODUCTION SYSTEM

One can use time to make an economic good which transferable but it cannot be sold or oven to somebody. It cannot be stealing. Time goes with each individual. It includes time used for personal are, eating, sleep and rest, medical care and related activities like cooking and shopping etc, these activities are needed for more subsistence. It includes time required to make a living or to keep a house. It is important, because, a substantial part of our lives is spent in working, whether we enjoy it or not “work is life and life is work” says Batten. Time used for work is not available for other activities. Work related time includes time used for such activities as travelling daily to and from work and growing one does for work. The researcher takes survey in the OMEGA ZIPS Company and impact of time usage in the production system.

Multiple mediating effects of social participation and social support on the physical and mental health of the community-dwelling elderly / 中华全科医师杂志

Objective:To investigate the status and influencing factors of activities of daily living (ADL), anxiety and depression of the community-dwelling elderly, and to explore the mediating effect of social support and social participation on ADL, anxiety and depression.Methods:A questionnaire survey was conducted from July to October 2022, among 637 residents over 60 years old registered in the Community Health Service Center of Taiyuan Economic and Technological Development Zone selected by simple random sampling method. The general information questionnaire, Activities of Daily Living (ADL) scale, Anxiety Self-assessment Scale, Depression Self-assessment Scale, Social Support Scale, and Social Participation Scale were used in the survey. The dichotomous logistic regression model was used to analyze the influencing factors of disability, anxiety, and depression of the elderly. Structural equation modeling was used to verify the mediating effects of social participation and social support on the ADL and mental health status in the elderly.Results:The disability rate of the elderly in the community was 42.9%(258/602). Age( OR=2.87-4.91), acute disease attack in the last three months( OR=2.03),poor economic status( OR=2.39), impaired social participation ability( OR=4.07, 11.75) and low level of social support( OR=2.37) were risk factors for disability of the elderly in the community. The incidence of anxiety symptoms was 22.7%(137/602). The risk factors of anxiety were having more than one chronic disease ( OR=2.24), poor economic status ( OR=2.27), mild and intermediate impairment of social participation ability( OR=6.97, 180.43)and low level of social support( OR=2.04). The incidence of depressive symptoms was 19.4%(117/602). The risk factors of depression were acute disease attack in the past three months ( OR=1.90), loneliness in the past three months ( OR=2.17), impaired social participation ( OR=4.17) and low level of social support ( OR=3.90). The direct effect of ADL on mental health was 0.204 (Bootstrap 95% CI:0.081-0.330), accounting for 34.58% of the total effect. The mediating effects of social participation and social support on ADL and mental health were 0.343 (Bootstrap 95% CI:0.274-0.418) and 0.042 (Bootstrap 95% CI:0.015-0.075) respectively, accounting for 58.13% and 7.12% of the total effect. Conclusions:Social support and social participation are not only the common influencing factors of ADL, anxiety and depression of the community-dwelling elderly, but also have a mediating effect on ADL and mental health. Promoting the social participation of the community-dwelling elderly and increasing social support can improve both ADL and mental health for them.

Advances in social cognition of obsessive-compulsive disorder / 中华行为医学与脑科学杂志

The main clinical features of obsessive-compulsive disorder (OCD) are obsessions and/or compulsions. Due to its symptoms are heterogeneous and have a wide range of influences, OCD usually causes different degrees of damage to patients' social functions. Social cognition is the process of perceiving and judging the psychology and behavior of others or oneself. Its core is to understand the information processing process and the underlying mechanism of social psychological phenomena. Studies have shown that social cognitive deficits can affect an individual's social function. Therefore, many scholars believe that the social cognitive function of OCD patients are impaired. Through collecting and sorting out relevant literature, we find that OCD patients can’t perceive social cues accurately, and they have trouble recognizing their own emotions and those of others. In general, they are not prone to emotional response, that is, their ability of emotional experience is impaired, while because of their own emotional regulation dysfunction, they overreact to special events that can induce the obsession and/or compulsion.The patients have poor insight into the mental states of others.The researches on attributions of life events are dificient, so their characteristics of attribution styles are not yet clear.These findings provide a preliminary theoretical basis and reference for the specificity of social cognitive impairment in patients with OCD and for guiding clinical effective and precise intervention.

Application of typical tasks-based mind mapping in nursing teaching for children with autism spectrum disorder / 中华医学教育探索杂志

Objective:To explore the application of typical tasks-based mind mapping in nursing teaching for children with autism spectrum disorder (ASD).Methods:A total of 102 nursing students who were involved in the nursing of children with ASD in Hunan Children's Hospital were selected and divided into control group and observation group according to the teaching methods. Fifty-one students in the control group were provided with conventional teaching, while 51 students in the observation group were provided with typical tasks-based mind mapping teaching. The students in the two groups were assessed for performance, self-directed learning ability score, and overall literacy at completion of the nursing course. SPSS 22.0 was used for the t test. Results:The scores of theoretical examination[(92.34±4.07) vs. (89.92±3.61)], nursing note writing[(91.07±3.84) vs. (88.60±3.59)], and operational examination[(90.47±2.98) vs. (88.52±2.73)] were significantly higher among students in the observation group than among those in the control group ( P<0.05); after the internship, students in the two groups had significantly increased scores in interpersonal relationships, learning awareness, learning strategies, learning behaviors, and learning evaluation, and the observation group had better performance than the control group in the above indices ( P<0.05); after the internship, students in the two groups had significantly increased scores in problem solving, interpersonal communication, critical thinking, and self-leadership, and the observation group had better performance than the control group in the above indices ( P<0.05). Conclusion:The application of typical tasks-based mind mapping in nursing teaching for children with ASD can improve nursing students' academic performance, enhance their self-directed learning, and improve their overall literacy.

Application of mind map combined with daily mini-clinical evaluation exercise in standardized residency training of gynecology / 中华医学教育探索杂志

Objective:To investigate the application of mind map combined with daily mini-clinical evaluation exercise in standardized training of gynecological residents.Methods:A total of 100 trainees who received standardized training in Department of Gynecology, Women and Children's Hospital of Chongqing Medical University, were selected as subjects, and they were divided into control group (traditional teaching) and observation group (mind map combined with daily mini-clinical evaluation exercise) according to the order by which they entered the department for training, with 50 trainees in each group. After teaching, the two groups were compared in terms of assessment results of clinical practice exercise and degree of satisfaction with teaching. SPSS 22.0 statistical software was used for the t-test. Results:After the application of mind map combined with daily mini-clinical evaluation exercise in the standardized training of gynecological residents, compared with the control group, the observation group had significantly higher assessment results of inquiry ability, specialized physical examination, clinical diagnosis, diagnosis and treatment regimen, clinical practice ability, communication ability, clinical thinking ability, decision-making ability for clinical issues, and overall performance ( P<0.05). Compared with the control group, the observation group had significantly higher levels of mastery of clinical inquiry ability, specialized physical examination, development of diagnosis and treatment regimen, doctor-patient communication ability, and clinical practice ability, as well as a significantly higher overall teaching satisfaction score ( P<0.05). Conclusion:Mind map combined with daily mini-clinical evaluation exercise is a simple and feasible teaching method and can help to improve the comprehensive clinical practice ability of trainees receiving standardized residency training, and therefore, it holds promise for application in teaching.

Application of mind map combined with blended teaching in the teaching of medicinal botany / 中华医学教育探索杂志

Objective:To investigate the value of mind map combined with blended teaching in improving the teaching quality of medicinal botany. Methods:A total of 102 students studying the course of medicinal botany were enrolled as subjects. The 51 students in the class of 2020 were enrolled as control group and received conventional teaching, and the 51 students in the class of 2021 were enrolled as observation group and received mind map combined with blended teaching. The two groups were assessed in terms of examination scores, critical thinking ability scores, self-learning ability scores, and student feedback on teaching quality. SPSS 22.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher examination scores ( t=3.01 and 3.14, P=0.003 and 0.002). After practice, both groups had increases in the scores of critical thinking ability and self-learning ability, and the observation group had significantly higher scores than the control group ( t=11.22 and 2.69, P<0.001 and P=0.008). Compared with the control group, the observation group had a better student feedback on teaching quality than the control group ( t=6.79, 7.83, 7.26, 7.43, and 8.54, P=0.009, 0.005, 0.007, 0.006, and 0.003). Conclusion:The combination of mind map and blended teaching can improve the examination scores of students and their critical thinking ability and self-learning ability, and students believe that this teaching model can help to improve teaching quality.

Application of CBL teaching based on mind mapping combined with know-want-learned chart in standardized nursing training for neonatal infection / 中华医学教育探索杂志

Objective:To investigate the application effect of CBL teaching based on mind mapping combined with know-want-learned (KWL) chart in standardized nursing training for neonatal infection.Methods:A total of 58 students who participated in standardized training in Department of Neonatology, Children's Hospital, Capital Institute of Pediatrics, were included in the study and were divided into control group and observation group using a simple random number table, with 29 students in each group. The students in the control group were given traditional teaching, and those in the observation group were given CBL teaching based on mind mapping combined with KWL chart. Assessment score was compared between the two groups, and the two groups were compared in terms of self-directed learning ability, critical thinking ability, and evaluation of teaching effectiveness. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:Both groups had significant increases in the scores of theoretical knowledge (91.65±5.17 vs. 84.58±9.14), clinical skills (89.16±6.24 vs. 83.34±7.40), Self-Rating Scale of Self-Directed Learning (257.23±25.79 vs. 241.56±22.74), and Critical Thinking Disposition Inventory-Chinese Version (317.14±38.50 vs. 285.78±34.71) after training, and the observation group had significantly higher scores than the control group ( P<0.05). The observation group had a significantly higher evaluation of teaching effectiveness than the control group ( P<0.05). Conclusion:CBL teaching based on mind mapping combined with KWL chart can improve the assessment scores of students and improve their self-directed learning ability and critical thinking ability, and students have a high evaluation of teaching effectiveness.

Application of mind mapping combined with interactive communication mode in clinical teaching of Neurosurgery / 中华医学教育探索杂志

Objective:To observe the application effect of mind mapping combined with interactive communication mode in clinical teaching of neurosurgery.Methods:A total of 40 students who practiced in the Department of Neurosurgery in the Affiliated Hospital of Guizhou Medical University from September 2019 to September 2020 were included in the control group, and traditional teaching was adopted; another 40 students who practiced from October 2020 to October 2021 were included in the observation group, and mind mapping combined with interactive communication mode was adopted for teaching. The two groups of students were taught for 2 weeks, and after the teaching, the teaching effect was compared between the two groups. SPSS 25.0 software was used to conduct t-test and Chi-square test. Results:After 2 weeks of teaching, the scores of theoretical knowledge (90.38±4.03) and practical operation skills (93.37±3.48) in the two groups were higher than those before teaching [(85.52±5.26) and (87.25±4.48)], with statistically significant differences ( t=4.63, 6.83, P<0.001). The case analysis score of the two groups was higher than that before teaching, and that of the observation group (86.03±6.07) was higher than that of the control group (79.13±5.57), with statistically significant differences ( t=5.30, P<0.001). The scores of interpersonal communication ability and cooperation ability of the two groups were higher than those before teaching. The scores of interpersonal communication ability (82.53±4.74), cooperation ability (169.73±7.55) of the observation group were higher than those of the control group [(77.93±4.45) and (158.42±8.01)], with statistically significant differences ( t=4.48, 6.49, P<0.001). Conclusion:Mind mapping combined with interactive communication mode can effectively improve the clinical basic knowledge and clinical practice ability of interns in the Department of Neurosurgery, and improve their communication and cooperation ability.

Observation on the teaching effect of mind mapping on interns in nephrology department / 中华医学教育探索杂志

Objective:To improve the critical thinking ability of interns in nephrology department based on electronic "Spot" mind mapping teaching method.Methods:In the control group, the traditional clinical teaching method was adopted. Each kidney disease unit was divided into 3 courses. ①The clinical practice teacher dictated or demonstrated his/her experience to the student in the first class. ②Students could exchange questions and answers in the second class. ③In the third class, according to the homework situation, the teacher presided over the discussion, guided the students to express their difficulties and help them solve the problems. The research group adopted the electronic "Spot" mind mapping teaching method: ①Grouping: the students were divided into groups, 6 to 8 people in each group, a total of 16 groups. ②Preparation: each group established a WeChat group, and teachers guided them download the Mindmanager software and learn its mapping method. ③In class: each kidney disease unit was divided into 3 sessions. In the first class, based on what the instructor taught, the students summarized the contents and drew a mind map, and then explain their understanding according to the map. In the second class, "Spot" in the group was conducted based on standards, reading each other in the group, actively discussing with each other, further improving and reconstructing the core knowledge points of the chapter, and encouraging each student to actively participate in enhancing their subjective initiative in learning. In the third class, teachers evaluated students according to their learning situation, and students filled in the gaps according to their opinions, perfected their mind maps, and finally posted to the WeChat group. ④Review: the final versions were sent to the WeChat groups as review materials, which was convenient for learning together. SPSS 24.0 was used for Chi-square test.Results:There was no significant difference between the two groups before study ( P>0.005). After the research, the scores of theory test ( t=2.52, P=0.015), clinical skill test ( t=2.22, P=0.034) and total score ( t=3.53, P=0.003) in the experimental group were significantly higher than those in the control group ( P<0.05). There was no significant difference in the scores of critical thinking ability between the two groups before research ( P>0.05). Six months after research, the total scores of critical thinking ability in the experimental group were significantly higher than those in the control group ( P<0.05). Conclusion:The introduction of electronic "Spot" mind mapping teaching method into clinical practice teaching can realize the cross-linking of related knowledge points and systematize the knowledge. At the same time, it is interesting and can stimulate students' learning interest, and is helpful to cultivate the clinical critical thinking ability of students.

Application of mind mapping teaching of gastroenterology in the standardized training for general practitioners / 中华医学教育探索杂志

Objective:To explore the effect of mind mapping teaching of gastroenterology in the standardized training for general practitioners, and provide new ideas for general practice education.Methods:A total of 65 physicians who were enrolled in the standardized training of general practice from January to December 2017 were collected as the control group, and the traditional teaching method was adopted; another 58 physicians from January to December 2018 were selected as the experimental group, and the mind mapping was adopted based on the traditional teaching method. The learning effect (theoretical and operational results) and the satisfaction questionnaire of trainees and teachers were used as evaluation indicators. SPSS 21.0 was used for t test and chi-square test. Results:The theory exam and clinical skills examination results of experimental group (80.80±5.30, 82.66±5.90) were significantly higher than those of the control group (71.60±5.20, 75.72±4.57), and the difference was statistically significant ( P<0.05). Compared with the control group, the experimental group had better understanding of knowledge points of this discipline, clinical thinking ability, higher learning interest, teamwork ability, innovation ability and teacher satisfaction, with statistical significance ( P<0.05). Conclusion:The mind mapping has more advantages than traditional teaching methods in the standardized training for general practitioners, which can be further extended.

Case-based learning method combined with mind mapping in pathophysiology teaching / 中华医学教育探索杂志

Objective:To explore the effect of case-based learning (CBL) combined with mind mapping on pathophysiology teaching.Methods:Totally 124 undergraduate students from Batch 2017 of Yanjing Medical College of Capital Medical University were selected as research subjects, and they were divided into experimental group ( n=60) and control group ( n=64). The traditional teaching method was used in the control group, while the experimental group adopted CBL combined with mind mapping teaching method. At the end of the course, the teaching effectiveness was evaluated by the usual grades from Mosoteach online teaching platform and test performances. SPSS 17.0 was used to perform Wilcoxon rank sum test and the Welch's correction t test. Results:The initiative of students in the experimental group was significantly improved than that in the control group ( P<0.001), and the understanding ability was also better in the experimental group than the control group ( P=0.020). The average theoretical scores of the experimental group were significantly better than those of the control group ( P=0.036), with the main manifestations that the scores of objective questions were higher than those of the control group ( P<0.001), and the scores of short answer and discussion questions were higher than those of the control group ( P=0.006). There was no significant difference in noun interpretation scores between the two groups ( P=0.302). Conclusion:The CBL combined with mind mapping can significantly improve the teaching quality of pathophysiology.

Application of active learning mode based on mind mapping in the teaching of major disaster rescue and medical service support / 中华医学教育探索杂志

Objective:To explore the effect and value of the active learning mode based on mind mapping in the teaching of medical service support for major disasters.Methods:A total of 90 undergraduate students of 2016 Clinical Medicine of Naval Medical University were randomly selected as research objects, and they were randomly divided into observation group and control group. The 45 students in the control group used the traditional teaching mode, and the 45 students in the observation group used the mind mapping-based active learning mode for major disaster rescue and medical survice. The teaching time of the two groups was 12 h. The theoretical examination of knowledge and practical skills of the two groups of students were compared after teaching, and the students' satisfaction with the application of mind mapping-based teaching model in the teaching of medical service support for major disaster rescue was investigated. EmpowerStats and R softwares were used for t test and Chi-square test. Results:There were 24 males and 21 females in the observation group, with an average age of (21.40±0.69) years old. There were 22 males and 23 females, with an average age of (21.71±0.55) years old. The theoretical performance of the observation group (91.38±4.37) was significantly higher than that of the control group (84.91±3.98) ( P<0.001), and the practical skill performance of the observation group (92.98±3.24) was significantly higher than that of the control group (87.38±3.80) ( P<0.001). At the same time, the students' satisfaction with teaching effect in the observation group was 82.2% (37/45), which was significantly higher than that in the control group (37.8%, 17/45). Conclusion:The active learning mode based on mind mapping focuses on cultivating students' independent learning, interactive exploration and clinical thinking ability, and has a broad application prospect in the teaching of medical service support for major disasters.

Cultural stress: The undiagnosed epidemic of our time / 中西医结合学报

Global technologies that have made the world more interconnected have also, inadvertently, amplified the forces of stress that are now with us 24 hours a day, 7 days a week. The accumulated impact of this stress I call cultural stress anxiety syndrome and call on integrative medicine practitioners to recognize that it is exacerbating whatever acute stressors are also present in our patients' lives. In this Commentary, I outline seven major components of cultural stress (time pressure, digital intrusion, digital dependency, isolation, sedentary lifestyle, poor sleep and uncertainty), describe their health consequences, and finally, offer cultural stress-specific remedies I have utilized in my own practice, along with studies that affirm their efficacy. My hope is that we, as integrative medicine practitioners who are cognizant of the role that stress plays in disease development, will more fully appreciate the added impact of cultural stress, and advise our patients on the importance of proactive stress management. Please cite this article as: Murad H. Cultural stress: the undiagnosed epidemic of our time. J Integr Med. 2023; 21(3): 221-225.

The effects of reading and watching fiction on the development of social cognition: a systematic review / Os efeitos da leitura e filmes de ficção no desenvolvimento da cognição social: uma revisão sistemática

ABSTRACT Social cognition is an umbrella term used to address the set of neurocognitive processes involved in effective social interaction, such as Theory of Mind and empathy, and is important for understanding of others' intentions and actions and decision making. Narratives can serve as tools for learning social norms and understanding other people, as they involve mental simulations of social interactions. This review aimed to gather the results of current studies on the effects of reading and watching fiction movies on the development of social cognition. We included 16 publications, all of which were empirical studies. The results showed that, depending on individual factors, as well as on the specifics of the intervention, both reading and watching movies seem to influence the processes of development of social cognition, especially if associated with concomitant or subsequent activities, such as discussions. More research is needed to understand the specific details of this relationship.

RESUMO Cognição Social é um termo usado para se referir a uma coleção de processos neurocognitivos, como Teoria da Mente e Empatia, envolvidos em interações sociais, e é fundamental para a compreensão das ações e intenções de outros indivíduos e para a tomada de decisões. Narrativas podem servir como ferramentas para o aprendizado de normas sociais e para a compreensão de outras pessoas, pois envolvem a simulação mental de interações sociais. Esta revisão teve como objetivo reunir os resultados de estudos atuais sobre os efeitos da leitura e dos filmes de ficção no desenvolvimento da Cognição Social. Foram incluídas 16 publicações, sendo todas estudos empíricos. Os resultados demonstraram que, dependendo de fatores individuais e de aspectos específicos das intervenções, a leitura e os filmes parecem influenciar processos de desenvolvimento da Cognição Social, especialmente se forem associados a atividades como discussões. Mais pesquisas são necessárias para esclarecer os detalhes dessa relação.

Validation and clinical application of the Metacognitions Questionnaire in a sample of Brazilian generalized anxiety disorder patients: the effects of different treatment interventions

Abstract Introduction Metacognitive beliefs about worry may trigger anxiety. However, the effect of generalized anxiety disorder (GAD) treatment on metacognition has not yet been investigated. Objectives To validate the Metacognitions Questionnaire (MCQ-30) in a Brazilian GAD sample and verify whether different interventions reduce metacognitive beliefs. Method We recruited 180 GAD individuals and randomized them to Body in Mind Training (BMT), Fluoxetine (FLX), or an active control group (Quality of Life [QoL]) for 8 weeks. The MCQ-30 was assessed for internal consistency, was evaluated with confirmatory and exploratory factor analyses, and was tested for convergent validity with the Penn State Worry Questionnaire (PSWQ). Generalized estimating equations (GEE) were employed to analyze differences after the interventions. Results The MCQ-30 demonstrated good internal consistency and acceptability; the original five-factor model was supported. There was a positive moderate correlation between MCQ-30 scores and worry. GEE showed a significant group x time interaction (p < 0.001). Both BMT (mean difference [MD] = -6.04, standard error [SE] = -2.39, p = 0.034) and FLX (MD = -5.78, SE = 1.91, p = 0.007) reduced MCQ-30 scores. FLX was superior to QoL, but not BMT, at weeks 5 and 8. There were no differences between BMT and QoL. Conclusion The Brazilian-Portuguese version of MCQ-30 showed good psychometric properties. Furthermore, the positive effect of FLX and BMT on metacognition suggests it may represent a potential therapeutic target.

Espíritos, afetos e biologia: o cuidado em saúde mental à luz do emergentismo de Terrence Deacon / Spirits, affects and biology: mental health care in the light of Terrence Deacon's emergentism / Esprits, affects et biologie: les soins de santé mentale à la lumière l'émergentisme de Terrence Deacon / Espíritus, afectos y biologia: el cuidado en la salud mental a la luz del emergentismo de Terrence Deacon

Apesar de carregar "mental" em seu nome, no que concerne aos profissionais inseridos em serviços de atenção diária a portadores de transtornos mentais, não há tanto questionamento sobre os pressupostos teóricos que implicam a caracterização que qualifica e delimita o campo da saúde mental. O que é o "mental" da saúde mental? Com vistas a contribuir para a interdisciplinaridade dessa área de atuação, faremos uma análise da teoria de Terrence Deacon, biólogo evolutivo contemporâneo que estuda a emergência da vida e da mente, propondo essa discussão como um aspecto formativo essencial e pouco consolidado nas práticas em saúde mental Como conclusão, veremos como a visão do autor implica, para a saúde mental, uma abordagem na qual esta não pode ser pensada como ausente de aspectos normativos, subjetivos e ambientais.

Resumos Despite having "mental" in its name, as far as professionals engaged in daily services for persons with mental disorders are concerned, there is not much scrutiny about the theoretical assumptions involved in characterizing and delimiting the field of mental health. What is "mental" in mental health? In order to strengthen the interdisciplinary aspects of this field, we will carry out an analysis of the theory by Terrence Deacon, a contemporary evolutionary biologist who studies the emergence of life and mind, and will offer this discussion as an essential formative aspect as yet neglected in mental health practice. In conclusion, we will consider how Deacon's view entails an approach to mental health in which cannot be conceived devoid of normative, subjective and environmental aspects..

Bien que son nom contienne le mot « mental ¼, les professionnels qui travaillent dans les services de soins quotidiens pour les patients atteintes de troubles mentaux ne s'interrogent pas tellement sur les présupposés théoriques qui impliquent la caractérisation qui qualifie et délimite le domaine de la santé mentale. Qu'est-ce que le « mental ¼ de la santé mentale ? Afin de contribuer à l'interdisciplinarité de ce champ d'expertise, nous analyserons la théorie de Terrence Deacon, biologiste évolutionniste contemporain qui étudie l'émergence de la vie et de l'esprit, en proposant cette discussion comme un aspect formatif essentiel et peu consolidé dans les pratiques de santé mentale. Nous verrons comment la vision de l'auteur implique, pour la santé mentale, une approche dans laquelle elle ne peut être pensée comme absente des aspects normatifs, subjectifs et environnementaux.

A pesar de llevar "mental" en su nombre respecto de los profesionales que realizan servicios de atención diaria a las personas con trastornos mentales, no se cuestiona tanto los supuestos teóricos que implican la caracterización que califica y delimita el campo de la salud mental. ¿Qué es lo "mental" de la salud mental? Para contribuir a la interdisciplinariedad de esta área de especialización, haremos un anàlisis de la teoría de Terrence Deacon, biólogo evolutivo contemporáneo que estudia el surgimiento de la vida y de la mente, proponiendo esta discusión como un aspecto formativo esencial y poco consolidado en las prácticas de salud mental. En la conclusión, veremos cómo el autor da a la salud mental un enfoque en el que no se puede pensarlo sin tener en cuenta los aspectos normativos, subjetivos y ambientales..