Issues and solutions of general practice education for international medical students in China / 中华医学教育探索杂志

Under the background of internationalization of medical education in China, the general medical education for foreign students started relatively late. At present, there are still some problems in it, such as imperfect curriculum system, lack of unified and standardized textbooks, inadequate language skills of community teachers, difficulties in carrying out practical courses, and cultural differences. Based on the current situation of general practice education for international students in China, this article proposes the following solutions: to insist on standardizing quality management and construct scientific training schemes; to understand the present situation of primary medical and health services in their country of origin, promote cultural integration, and actively explore the fit between training and demand; to write bilingual textbooks suitable for practical needs; to overcome language barriers and build a team of community teachers that speak English; to adopt flexible and diversified teaching modes and comprehensively improve the quality of general practice teaching for international students, so as to promote the communication and dissemination of basic medical and health concepts in China.

Fortalecimiento de la autoeficacia en estudiantes de enfermería como preparación para el ingreso a prácticas clínicas en una universidad de Boyacá (Colombia) / Strengthening Self-Efficacy in Nursing Students as Preparation for Admission to Clinical Practices at a university in Boyacá ­ Colombia / Reforçar a auto-eficácia dos estudantes de enfermagem em preparação para a entrada na prática clínica numa universidade em Boyacá (Colômbia)

Introducción: Los estudiantes de enfermería, al ingresar a prácticas clínicas, usan todos sus recursos personales y emocionales para adaptarse a un contexto desafiante, y en este escenario el concepto de autoeficacia les es fundamental para asumir asertivamente este proceso. Objetivo: Describir la implementación de estrategias didácticas para el fortalecimiento de la autoeficacia en estudiantes de enfermería como preparación para el ingreso a prácticas clínicas en una universidad del departamento de Boyacá (Colombia). Métodos: Artículo de reflexión derivado de investigación, donde se documentan cinco talleres con 44 estudiantes de cuarto semestre de Enfermería, en los cuales se aplicaron el juego de roles, el monólogo, la actividad de toma de decisiones, la galería de emociones y la carrera de obstáculos; esto en el contexto del desarrollo de un estudio de investigación-acción participativa. Resultados: La autoeficacia es una habilidad que involucra diferentes aspectos que deben fortalecerse: auto percepción de competencias, autonomía, toma de decisiones, conexión social y trabajo en equipo. Estos se ven claramente influenciados por la familia, los pares académicos y los docentes, pues ellos son facilitadores, guías y motivadores en el desarrollo de la autoeficacia personal y académica. Conclusiones: Implementar actividades didácticas como preparación para el inicio de las prácticas clínicas permite el fortalecimiento de la autoeficacia y contribuye al logro de resultados académicos favorables. Así, la formación debe enfocarse tanto en aspectos técnico-científicos como en competencias relacionadas con la toma de decisiones y el afrontamiento de dificultades académicas, laborales y personales.

Introduction: Nursing students when entering clinical practices are faced with making use of all their personal and emotional resources to adapt to a challenging context. In this scenario, the concept of self-efficacy is essential to assertively assume this process. Objective: To describe the implementation of didactic strategies to strengthen self-efficacy in nursing students as preparation for entering clinical practices at a university in the department of Boyacá (Colombia). Methods: Reflection article derived from research, where five workshops with 44 fourth-semester Nursing students are documented, creating spaces for self-reflection and awareness in strengthening self-efficacy in the context of the development of an Action Participation Research study. Results: Self-efficacy is a skill that involves different internal and external characteristics and tools in its development; This is clearly influenced by the way in which students develop their autonomy, com- municate, make decisions and apply them in daily life. The family, academic peers, and teachers are facilitators, guides and motivators in the development of personal and academic self-efficacy. Conclusions: Developing didactic activities as preparation for the beginning of clinical practices allows the strengthening of self-efficacy and contributes to the achievement of favorable academic results; thus, training must focus on both technical-scientific aspects and competencies related to decision-making and coping with academic, work and personal difficulties.

Introdução: Os estudantes de enfermagem, quando entram na prática clínica, utilizam todos os seus recursos pessoais e emocionais para se adaptarem a um contexto desafiante, e neste cenário o con- ceito de auto-eficácia é fundamental para que assumam assertivamente este processo. Objetivo: Descrever a implementação de estratégias didáticas para reforçar a auto-eficácia dos estudantes de enfermagem em preparação para a entrada na prática clínica numa universidade do depar- tamento de Boyacá (Colômbia). Métodos: Artigo de reflexão derivado da investigação, documentando cinco workshops com 44 estudantes de enfermagem do quarto semestre, nos quais foram aplicadas role-playing, monólogos, atividade decisória, galeria de emoções e percurso de obstáculos no contexto do desenvolvimento de uma pesquisa de ação participativa. Resultados: A auto-eficácia é uma habilidade que envolve diferentes aspectos que precisam ser reforçados: auto percepção de competências, autonomia, tomada de decisões, ligação social e trabalho em equipe. Estes são claramente influenciados pela família, pares académicos e professores, uma vez que são facilitadores, guias e motivadores no desenvolvimento da auto-eficácia pessoal e académica. Conclusões: A implementação de atividades didáticas em preparação para o início da prática clínica permite o reforço da auto-eficácia e contribui para a obtenção de resultados académicos favoráveis. Assim, a formação deve centrar-se tanto nos aspectos técnico-científicos como nas competências relacionadas com a tomada de decisões e a resolução de dificuldades académicas, laborais e pessoais.

Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology / Retos y reflexiones sobre la formación del profesorado en tiempos del Covid-19: un análisis desde la psicología educativa

Objective: to analyze the pedagogical practice experiences of teachers in training during the COVID-19 contingency, making visible the challenges, conditions, and emerging reflections of the pedagogical practice in pandemic and social isolation and characterize the teaching-learning strategies that favor skills in teachers' professional practices consistent with the need for mental health care and maintenance of the quality of life of students. Materials and methods: this research was developed from the constructivist paradigm and through the methodology of systematization of experiences. The study sample consisted of 231 students from strata 1, 2, and 3, and 11 practice advisers from a professional teacher training program. Results: professional practices in teacher training are a crucial moment for the development and strengthening of competencies associated with teaching-learning from the discipline. Before 2020, most of the professional practices were developed in-person, a situation that changed in the health contingency of COVID-19, causing a demand for sudden adaptation on the part of trainers and teachers in training for the development of practices professionals in virtual environments. Conclusions: at the end of the study, the different emerging challenges are evidenced, such as a weak command of information and communication technologies, empathy as a cognitive-emotional teacher competence, the constant maintenance of student motivation and the application of curricular flexibility strategies. Likewise, prevention and support actions developed based on an adaptive educational environment are identified, which favors successful training in times of social distancing, quarantine and isolation..(Au)

Objetivo: analizar las experiencias de práctica pedagógica de maestros en formación durante la contingencia del COVID-19, visibilizando los desafíos, condiciones y reflexiones emergentes de la práctica pedagógica en pandemia y aislamiento social y caracterizar las estrategias de enseñanza-aprendizaje que favorecieran las competencias en prácticas profesionales de maestros en coherencia con la necesidad de atención de la salud mental y de mantenimiento de la calidad de vida de los educandos. Materiales y métodos: la presente investigación fue desarrollada desde el paradigma constructivista y a través de la metodología de sistematización de experiencias. La muestra del estudio fueron 231 estudiantes de estratos 1, 2 y 3, y 11 docentes asesores de práctica de un programa profesional de formación de maestros. Resultados: las prácticas profesionales en la formación de maestros son un momento crucial para el desarrollo y fortalecimiento de competencias asociadas con la enseñanza aprendizaje desde la disciplina. Antes del 2020 la mayoría de las prácticas profesionales se desarrollaban en modalidad presencial, situación que en la contingencia sanitaria del COVID-19 cambió, ocasionando una demanda de adaptación repentina de parte de los formadores y de los maestros en formación para el desarrollo de las prácticas profesionales en ambientes virtuales. Conclusiones: al final del estudio se evidencian los diferentes desafíos emergentes como, el débil dominio en tecnologías de la información y la comunicación, la empatía como competencia cognitivo-emocional docente, el mantenimiento constante de la motivación estudiantil y la aplicación de estrategias de flexibilización curricular. Así mismo, se rescatan las acciones de prevención y acompañamiento desarrolladas en función de un entorno educativo adaptativo, favorecedor de una formación exitosa en época de distanciamiento social, cuarentena y aislamiento..(Au)

Practice of collaborative development model of pediatrics′s medical practice, education and research at Beijing municipal hospitals / 中华医院管理杂志

Collaborative development among medical practice, education and research is a strategic decision of the country in disciplinary development guided by the innovation-driven strategy. In October 2017, Beijing Hospitals Authority organized 18 tertiary hospitals with pediatrics discipline and founded a collaborative development center for pediatrics. This center operated in a model featuring both leadership of due authorities and autonomous administration. Two of the specialized pediatrics hospitals work as leading units, and existing high quality pediatrics resources of the member hospitals were pooled to establish an academics committee and an executive committee. A development system was established with disciplinary construction as the focus, collaborative development as the goal and horizontal collaboration as the means. It was designed to explore a new model featuring overall planning and standardized management of the discipline, building of a shared platform for clinical capacity development, joint development of continued medical education and talent cultivation, as well as diversified and multi-centered research and platform resources sharing. This model can effectively promote the overall development level of pediatrics in Beijing municipal hospitals.

Recomendações para a qualidade dos Programas de Residência de Medicina de Família e Comunidade no Brasil / Recomendaciones para la calidad de los programas de residencia en medicina familiar y comunitaria en Brasil / Recommendations for the quality of Family Medicine Residency Programs in Brazil

Diante de mudanças recentes no panorama nacional de programas de incentivos para provimento e formação médica em Atenção Primária à Saúde (APS), o Grupo de Trabalho de Ensinagem da SBMFC organizou um Encontro Nacional entre os dias 29 de novembro e 1º de dezembro de 2019, na cidade do Rio de Janeiro/RJ. O evento reuniu professores, supervisores, preceptores e residentes de Medicina de Família e Comunidade de diferentes regiões do país, e teve como objetivos discutir o atual cenário, além de elencar recomendações para qualidade dos PRMFC e caminhos para o fortalecimento da formação de médicas e médicos de família e comunidade via Residência Médica. Essas recomendações buscaram considerar a diversidade dos PRMFC em um país tão vasto quanto o Brasil e, principalmente, a necessidade de se estabelecer parâmetros mínimos de organização para os programas das mais variadas configurações, como PRMFC vinculados a Instituições de Ensino Superior (IES), secretarias estaduais ou municipais de saúde. As recomendações foram então organizadas em três eixos: 1) recomendações para supervisores e coordenadores de PRMFC e modelos possíveis de preceptoria; 2) recomendações para formuladores e executores de políticas públicas; e 3) recomendações para lideranças da medicina de família e comunidade.

Facing recent changes in the national panorama of incentive programs for provision and medical training in Primary Health Care, the Education Work Group of the SBMFC organized a National Meeting between November 29th and December 1st, 2019, in the city of Rio de Janeiro-RJ. The event brought together professors, supervisors, tutors and residents of Family and Community Medicine from different regions of the country, to discuss the current scenario, in addition to listing both benchmark recommendations for the quality of Residency Programs in Family and Community Medicine (RPFCM) and paths for strengthening the training of family and community doctors through Medical Residency. These recommendations sought to consider the diversity of RPFCM in a country as vast as Brazil and, mainly, the urge to establish the minimum organizational parameters for programs of the most varied configurations, such as: RPFCMs linked to higher education institutions (HEIs), state or municipal health departments. The recommendations were then organized into three axes: 1) recommendations for supervisors and coordinators and possible models of preceptorship; 2) recommendations for public policy makers and executors; and 3) recommendations for family medicine community leaders.

Primaria de Salud, el Grupo de Trabajo Docente de la SBMFC organizó una Reunión Nacional entre el 29 de noviembre y el 1 de diciembre de 2019, en la ciudad de Río de Janeiro - RJ. El evento reunió a profesores, supervisores, preceptores y residentes de medicina familiar y comunitaria de diferentes regiones del país, y tuvo como objetivo discutir el escenario actual, además de enumerar recomendaciones para la calidad de los programas de residencia médica en medicina familiar y comunitaria (PRMFC) y formas de fortalecer la formación de médicas y médicos de familia y comunidad través de residencia médica. Estas recomendaciones buscaron considerar la diversidad de PRMFC en un país tan vasto como Brasil y, principalmente, la necesidad de establecer parámetros organizacionales mínimos para programas de las más variadas configuraciones, tales como PRMFC vinculados a instituciones de educación superior (IES), departamentos de salud estatales o municipales. Las recomendaciones se organizaron en tres ejes: 1) recomendaciones para supervisores y coordinadores de PRMFC y posibles modelos de preceptoría; 2) recomendaciones para encargados de la formulación de políticas públicas y ejecutores; y 3) recomendaciones para los líderes de la medicina familiar y comunitaria.

Do saber ao ser: reflexões sobre a formação do médico de família e comunidade em serviço territorial de base comunitária / From knowing to being: reflections on the training of family and community physician in territorial community based service / Del saber al ser: reflexiones sobre la formación del médico de familia y comunidad en servicio territorial de base comunitaria

Objetivos: O presente estudo buscou a partir das reflexões sobre o processo de execução e manutenção de um grupo para a promoção de saúde em uma unidade de atenção primária em saúde no município de Fortaleza, CE, sistematizar a experiência de organização, execução e manutenção de um grupo para a promoção da saúde em uma unidade de atenção primária em saúde no município de Fortaleza, CE correlacionando a experiência do processo grupal com os referenciais teóricos da Atenção Primária em Saúde (APS) e da Abordagem Sistêmica Comunitária (ASC), apontar desafios e potencialidades dessa abordagem no contexto da APS e seu potencial impacto sobre a saúde das comunidades e sobre a formação de especialistas em Medicina de Família e Comunidade. Métodos: Utilizou-se uma metodologia de sistematização de experiências em diálogo com as narrativas autobiográficas e o círculo de cultura. Resultados: A recuperação do processo vivido evidenciou o potencial da integração entre ferramentas da ASC, da Educação Popular e do Processo Grupal, ancorados no conhecimento e na aplicação dos princípios norteadores da Medicina de Família e Comunidade para a produção de mudanças no processo de trabalho do profissional médico e no seu contexto de atuação. Conclusão: Ao sistematizar o processo vivido e confrontá-lo com a teoria da implicação do sujeito vieram à tona aspectos do fazer médico na APS que de outra forma permaneceriam restritos e implícitos no modo de Ser Médico de Família e Comunidade. A narrativa propõe questionamentos quanto ao impacto do desse fazer médico sobre a saúde das populações, individual e coletivamente e sobre o próprio profissional enquanto ser humano passível de adoecimento e dotado de infinitas potencialidades. Caminhos possíveis e as possibilidades de mudança e superação do modelo médico-assistencialista hegemônico e vigente foram propostos a partir desta narrativa plena de signos e significados.

Objectives: The present study sought from the reflections on the process of execution and maintenance of a group for health promotion in a primary health care unit in the city of Fortaleza, CE, to systematize the experience of organization, execution and maintenance of a group for the promotion of health in a primary health care unit in the city of Fortaleza, CE, correlating the experience of the group process with the theoretical frameworks of Primary Health Care (PHC) and the Community Systemic Approach (CSA), pointing out challenges and potentialities of this approach in the context of PHC and its potential impact on the health of communities and on the training of specialists in Family and Community Medicine. Methods: A methodology of experience systematization was used in dialogue with the autobiographical narratives and the circle of culture. Results: The recovery of the experienced process evidenced the potential of the integration between ASC, Popular Education and Group Process tools, anchored in the knowledge and application of the guiding principles of Family and Community Medicine for producing changes in the work process of the medical professional and in its context of action. Conclusion: By systematizing the experienced process and confronting it with the theory of subject implication, aspects of medical practice in APS that would otherwise remain restricted and implicit in the mode of Family and Community Medical Being emerged. The narrative proposes questions about the impact of this medical practice on the health of populations, individually and collectively, and about the professional himself as a human being that can be endured and endowed with infinite potentialities. Possible paths and the possibilities of change and overcoming of the hegemonic and current medical model were proposed from this narrative full of signs and meanings.

Objetivos: El presente estudio buscó a partir de las reflexiones sobre el proceso de ejecución y mantenimiento de un grupo para la promoción de salud en una unidad de atención primaria en salud en el municipio de Fortaleza, CE, sistematizar la experiencia de organización, ejecución y mantenimiento de un grupo para la promoción de la salud en una unidad de atención primaria en salud en el municipio de Fortaleza, CE, correlacionando la experiencia del proceso grupal con los referentes teóricos de la Atención Primaria en Salud (APS) y del Enfoque Sistémico Comunitario (ASC), señalar desafíos y potencialidades de este enfoque en el contexto de la APS y su potencial impacto sobre la salud de las comunidades y sobre la formación de especialistas en Medicina de Familia y Comunidad. Métodos: Se utilizó una metodología de sistematización de experiencias en diálogo con las narrativas autobiográficas y el círculo de cultura. Resultados: La recuperación del proceso vivido evidenció el potencial de la integración entre herramientas de la ASC, de la Educación Popular y del Proceso Grupal, anclados en el conocimiento y en la aplicación de los principios orientadores de la Medicina de Familia y Comunidad para la producción de cambios en el proceso de trabajo del profesional médico y en su contexto de actuación. Conclusión: Al sistematizar el proceso vivido y confrontarlo con la teoría de la implicación del sujeto surgieron aspectos del hacer médico en la APS que de otra forma permanecerían restringidos e implícitos en el modo de Ser Médico de Familia y Comunidad. La narrativa propone cuestionamientos en cuanto al impacto del de hacer médico sobre la salud de las poblaciones, individual y colectivamente y sobre el propio profesional como ser humano pasible de enfermedad y dotado de infinitas potencialidades. Se propusieron caminos posibles y las posibilidades de cambio y superación del modelo médico-asistencialista hegemónico y vigente a partir de esta narrativa llena de signos y significados.

Head Nurses' Experiences in Clinical Practice Education of Nursing Students: A Qualitative Research / 한국간호교육학회지

PURPOSE: The aim of this study was to understand and describe difficulties and needs experienced by head nurses in the clinical practice education of nursing students. METHODS: A qualitative descriptive method was employed. A convenience sampling method was used to recruit participants from four hospitals in South Korea. Twenty-one head nurses participated in the first interview and 17 of them participated in the second interview. Data were collected through two in-depth interviews and field notes were written. Qualitative content analysis method was utilized for data analysis using ATLAS.ti 6.2 software. RESULTS: Thirty-one codes and twelve categories were identified. Four themes emerged from data analysis, which included ‘too many tasks’, ‘limitations of student education’, ‘many differences’, and ‘lack of support and resources.’ CONCLUSION: This qualitative study described head nurses' many difficulties and needs in the clinical practice education of nursing students. The results of this study provide valuable understanding and knowledge of head nurses' experiences in students' clinical education, which leads to improvement of the quality of clinical education for nursing students.

Discussion on Dilemma and Countermeasures of Ethical Clinical Practice Education for Imaging Medical Students / 中国医学伦理学

This paper expounded the problems and dilemma existing in the ethical practice education of ima-ging medical students, which was the separation between professional education and ethical education, and the sep-aration between medical ethics and medical education, and formed "two layers of skin". This paper analyzed the reason was that the education department and education manager neglected management;the quality of teachers was not high and the ability was weak;students had no enthusiasm and interest in ethical education and lack of medical ethics practice education platform. This paper put forward the strategy of integration of professional and ethical edu-cation, the objective of integration, integration content and the six paths and methods of integration. Namely: the scientific design and organization implementation of education manager;improving teachers' quality ability;paying attention to teachers ' words and deeds to influence students; reforming traditional teaching mode and innovating teaching methods;constructing ethical clinical practice education platform using medical imaging, and constructing education platform of consultation and case discussion.

Estratégias utilizadas para o ensino de urgência/emergência em um Curso de Graduação em Enfermagem / Estrategias utilizadas para la enseñanza de la urgencia/emergencia en un Curso de Graduación en Enfermería / Strategies used for teaching urgency/emergency in a Nursing Undergraduate Course

RESUMO Objetivo: identificar estratégias de ensino e avaliação utilizadas para os conteúdos relativos à urgência e emergência em um curso de graduação de emfermagem. Método: estudo de caso único, analítico, com abordagem qualitativa, que se constituiu em um curso de graduação em enfermagem do estado do Rio Grande do Norte, Brasil. A coleta de dados ocorreu de agosto a dezembro de 2014. Entrevistou-se 13 professores, observaram-se 18 aulas práticas de laboratório e analisaram-se 13 planos de disciplinas, além do Projeto Pedagógico do Curso. A análise dos dados foi ancorada na estrutura do estudo de caso e na Análise de Conteúdo. Resultados: a partir da análise dos dados, emergiram duas categorias: Estratégias utilizadas nas aulas teóricas e práticas em laboratório e serviços e Avaliação de alunos no ensino de urgência e emergência. Foi possível identificar que, apesar da intencionalidade, ainda estava presente a concepção de transmissão de conteúdos, além da dificuldade para sua seleção. A avaliação dos alunos foi igualmente uma dificuldade, não apenas para a construção de instrumentos, mas também, de como o professor desenvolveu esse processo. Conclusão: há múltiplas possibilidades a serem exploradas para a qualificação do ensino na enfermagem, desde a adoção de novas posturas condizentes com as políticas educacionais e suas intenções, até a utilização das mais variadas formas de ensinar e avaliar.

RESUMEN Objetivo: identificar estrategias de enseñanza y evaluación utilizadas para los contenidos relativos a la urgencia y emergencia. Método: estudio de caso único, analítico y con abordaje cualitativo que se constituyó en un curso de graduación en enfermería del Estado de Rio Grande do Norte. La recolección de datos se realizó de Agosto a Diciembre del 2014. Se entrevistaron 13 profesores, se observaron 18 clases prácticas de laboratorio y se analizaron 13 planes de materias, además del Proyecto Pedagógico del Curso. El análisis de los datos se fundamentó en la estructura del estudio de caso y en el Análisis del Contenido. Resultados: a partir del análisis de los datos emergieron dos categorías: Estrategias utilizadas en las clases teóricas y prácticas en laboratorio y servicios, y Evaluación de alumnos en la enseñanza de urgencia y emergencia. Fue posible identificar que, a pesar de la intencionalidad, todavía estaba presente la concepción de transmisión de contenidos además de la dificultad para su selección. La evaluación de los alumnos fue igualmente una dificultad no solo para la construcción de instrumentos sino también sobre cómo el profesor desarrolló ese proceso. Conclusión: hay múltiples posibilidades para ser explotadas sobre la cualificación de la enseñanza en la enfermería, desde la adopción de nuevas posturas condecentes con las políticas educacionales y sus intenciones hasta la utilización de las más variadas formas de enseñanza y evaluación.

ABSTRACT Objective: to identify teaching and assessment strategies used for the contents concerning the urgency and emergency in an undergraduate nursing course. Method: single case study with a qualitative approach, which is part of an undergraduate nursing course in the state of Rio Grande do Norte. The data collection was carried out from August to December 2014. We interviewed 13 professors, Brazil, observed 18 practical laboratory classes, and analyzed 13 course plans, in addition to the Pedagogical Project of the Course. The data analysis was anchored in the case study structure and Content Analysis. Results: from the analysis of the data, two categories have emerged: Strategies used in theoretical and practical classes in laboratory and services and Assessment of students in the teaching of urgency and emergency. It was possible to identify that, despite the intentionality, the concept of content transmission was still present, besides the difficulty for its selection. The assessment of the students was also a difficulty, not only for the construction of the instruments, but also due to the way that the teacher has developed this process. Conclusion: there are many possibilities to be explored for the qualification of teaching in nursing, from the adoption of new positions consistent with the educational policies and their intentions, to the use of the most varied ways of teaching and evaluating.

Discussion on the Training Mode of General Practice Education in Contemporary Medical Colleges and Universities / 中国医学伦理学

At present,the training mode of general practice education in medical colleges and universities in China has the characteristics of common and personality.Although there is a great change in the form of “classroom instruction”,it is still one of the main modes of training of general medical education in medical colleges and universities.In addition,many colleges and universities explore the mentor type,team type,humanistic type,practice type and other general medical education training mode.A variety of training mode has accumulated a lot of valuable experience and achievements,but there are many problems.Currently,the overall quality of general practitioners in our country has yet to be improved and the training mode of general medical education needs further exploration and innovation.

The significance and prospects of clinical practice teaching in the influence of clinical skills competition / 中华医学教育探索杂志

Since participating in the clinical skills competition, the hospital has made consid-erable progress in the clinical practice teaching equipment, teachers, atmosphere and standards. This paper aims to explore the significance of competition to promote clinical practice teaching and sug-gests that under the existing conditions, we should improve the clinical skills curriculum and assess-ment, establish training standards, improve the level of clinical practice teaching, to give comprehen-sive support for cultivating excellent medical talents.

Comparison and enlightenment on the general practice education between Britain and Aus-tralia / 中华医学教育探索杂志

General practice education at higher medical university is the foundation of the general practice educational system. It has close relationship with the cultivation quality of the general practitioners. By taking British and Australian medical colleges as examples, the paper introduced the current situation of British and Australian general practice education for undergraduate medical stu-dents and elaborated their theory learning content, their practice learning content ,their education re-form and research progress and their education target and effect. General practice education in Britain and Australia sheds light on how to set theory course, arrange practice part and improve educational research, which general practice education in China can draw lessons from.

Formação Acadêmica e a prática profissional de enfermagem: interfaces para reflexão / Educación y práctica profesional de enfermería: interfaces para la reflexión / Education and professional nursing practice: interfaces for reflection

Este artigo traz uma reflexão sobre a formação acadêmica e as exigências do mercado de trabalho para a Enfermagem. As questões econômicas, políticas e sociais interferem diretamente na formação e na contratação do enfermeiro. O Conselho Internacional de Enfermagem (CIE) aponta que formar enfermeiros para a realidade da prática é um desafio para as instituições de ensino, pois requer investimento tanto em estrutura física quanto em recursos humanos, a fim de maximizar as oportunidades de aprendizagem dos acadêmicos, tendo como resultado maior segurança ao paciente. Para enfrentar o hiato existente entre ensino e realidade profissional, é necessário o envolvimento de financiadores públicos e privados, empregadores, docentes, estudantes e pacientes. O esforço em conjunto teria como finalidade aprimorar a qualidade da prática do profissional de enfermagem, de forma interdisciplinar e baseada nas relações sociais, humanas e políticas.

This article presents a reflection on academic education and the demands of the nursing major. Economic, political and social issues interfere directly on training and recruitment of nurses. The International Council of Nursing asserts that to educate nurses for the practice reality is a challenge for educational institutions, as it requires both investments in infrastructure and in human resources, what it is important to maximize opportunities for academic learning, resulting in greater patient safety. To address the gap between education and professional reality, it is necessary to involve public and private funders, employers, teachers, students and patients. The collaborative effort would improve the quality of the professional nursing practice interdisciplinary and based on social, human and political relationships.

En este artículo se presenta una reflexión sobre el mundo académico y las demandas del mercado de trabajo para la Enfermería. Las circunstancias económicas, políticas y sociales interfieren directamente en la formación y contratación del enfermero. El Consejo Internacional de Enfermería afirma que formar enfermeros para la realidad de la práctica es un desafío para las instituciones educativas, ya que requiere tanto la inversión en infraestructura física como en recursos humanos, con el fin de maximizar las oportunidades de aprendizaje de los académicos, lo que resulta mayor seguridad del paciente. Para hacer frente a la brecha entre la educación y la realidad profesional, es necesaria la participación de patrocinadores públicos y privados, empleadores, profesores, estudiantes y pacientes. El esfuerzo conjunto tendrá como objetivo mejorar la calidad de la práctica del profesional de enfermería, de forma interdisciplinar y basada en las relaciones sociales, humanas y políticas.

General Practice in the United Kingdom ­ A training evolution / A evolução do treinamento em Medicina de Família no Reino Unido / La evolución del entrenamiento en medicina familiar en el Reino Unido

This article will outline the current state of training for UK General Practice, specifying some of the steps that must be taken in order to qualify, the challenges that trainees often face, and the career opportunities that may await them once completed. A historical perspective will be used to demonstrate the extent to which General Practice has evolved during the last sixty years. A few of the examples and explanations used in this article are by necessity simplistic, designed to highlight key areas of UK general practice in a bid to encourage readers to explore further if they wish to do so

Este artigo descreve o contexto atual da formação do Médico de Família no Reino Unido, especificando os desafios que muitas vezes os residentes enfrentam, as oportunidades de carreira que os esperam, uma vez concluído seu treinamento, bem como, alguns dos passos que devem ser seguidos para que possam se qualificar como Médicos de Família. Será utilizada uma perspectiva histórica para demonstrar em que medida a prática da Medicina de Família evoluiu ao longo dos últimos 60 anos. Alguns dos exemplos e explicações usados neste artigo são necessariamente simplistas, a fim de destacar as principais áreas de medicina de família no Reino Unido em uma tentativa de incentivar os leitores a explorarem ainda mais o tema, caso desejem fazê-lo.

Este artículo describe el contexto actual en la formación del médico de familia en el Reino Unido, detallando los retos que a menudo enfrentan los residentes, las oportunidades de carrera que ellos esperan una vez completado su entrenamiento, así como algunos de los pasos que ellos deben seguir para lograren habilitación como médicos de familia. Una perspectiva histórica será utilizada para demostrar de qué modo la práctica de la medicina familiar ha evolucionado en los últimos 60 años. Algunas de las explicaciones y ejemplos utilizados en este artículo son necesariamente simplistas con el fin de destacar las principales áreas de la medicina familiar en el Reino Unido en un intento de animar a los lectores a explorar el tema más a fondo, si desean hacerlo.

Training and Practice of Teachers for Occupation Therapy / 中国康复理论与实践

There was no subspecialties differentiation such as physical therapy and occupational therapy of the rehabilitation therapy in most of institutions in China. The outstanding issues included teacher shortage, technological backwardness and imperfect practice educa-tion conditions of occupational therapy. The experience of cooperation was also introduced.

Nivel de conocimientos sobre VIH-SIDA en una Institución Educativa de José Leonardo Ortiz-Chiclayo. Marzo-Mayo 2011 / Level of knowledge about HIV-AIDS in an Educational Institution of José Leonardo Ortiz-Chiclayo. March-May 2011

Introducción: Los adolescentes, de comportamiento vulnerable, impredecible, falta de discernimiento, no dan énfasis a las consecuencias de sus actos; y la deficiente o errónea información que tienen sobre el VIH-SIDA acentúa aun más la gravedad de dicha enfermedad. Es por esto que nuestro estudio quiere medir el nivel de conocimientos que tienen los adolescentes del colegio nacional mixto más poblado de la provincia de Chiclayo. Problema: ¿Cuál es el nivel de conocimientos sobre el VIH-SIDA en un colegio de José Leonardo Ortiz. Marzo-Mayo 2011? Objetivo: Determinar el nivel de conocimientos sobre el VIH-SIDA que existe en un Colegio de José Leonardo Ortiz. Marzo-Mayo 2011, y relacionarlos según género, edad, fuente de información, ingreso económico y percepción aparente de conocimiento. Materiales y Métodos: Estudio descriptivo, transversal y observacional. Con el programa Epidat v3.1, se seleccionó de manera no probabilística una muestra de 348, con una proporción de estudios previos 59,1%, nivel de confianza de 95,0%, con una precisión del 4,2% y un tamaño poblacional de 1122. Criterios de inclusión: Alumnos de los tres últimos años de la educación secundaria regular, ambos sexos. Y como criterios de exclusión: la no aceptación del desarrollo del cuestionario, y los alumnos que hayan desarrollado de forma parcial o con más de dos respuestas por cada pregunta. Muestreo de manera probabilístico sistemático. Resultados: Se halló según el nivel de conocimientos: La mayor parte de la población de nivel Bajo (58,3%), seguido de nivel Medio (22,7%) y por ultimo un nivel de conocimientos Alto (19,0%). Conclusiones: Existe un bajo nivel de conocimientos acerca del VIH-SIDA y está asociado a edad y año académico, pero no a sexo e ingreso económico; fuente de información y percepción aparente de conocimiento. (AU)

Introduction: TAdolescents with vulnerable, unpredictable behavior, lack of discernment, do not emphasize the consequences of their actions, and inadequate or misleading information they have about HIV /AIDS increases even more the seriousness of the disease. That is why our study seeks to measure the knowledge level of the adolescents of the most populated co-educational national school of the province of Chiclayo. Problem: What is the level of knowledge about HIV - AIDS in Jose Leonardo Ortiz's school, March - May 2011? Target: To determine the level of knowledge about HIV-AIDS that exists in a Jose Leonardo Ortiz's school, March - May 2011, and to relate them according to genre, age, source of information, economic revenue and apparent perception of knowledge. Materials and Methods: Descriptive, cross-sectional and observational study. Using the program Epidat v3.1 it was selected a non-probability sample of 348, with a ratio of 59.1% with previous studies, confidence level of 95.0%, with an accuracy of 4.2% and a size population of 1122. The inclusion criterion was students of the last three years of regular secondary education from both sexes. And as exclusion criteria: non-acceptance of the development of the questionnaire, and students who had partially filled the questionnaire or had written more than two responses for each question. Sampling was random and systematic. Results: We found a level of knowledge: Low (58.3%), middle (22.7%) and high (19.0%). Conclusions: There is a low level of knowledge about HIV / AIDS and is associated with age and academic year. (AU)

Current Status of Community Health Nursing Practicum in Bachelor Program in Korea

PURPOSE: This study was to investigate the current situation of community health nursing practicum in bachelor programs. METHOD: Data were collected using a questionnaire consisting of questions on education goals, teaching items, teaching methods, and evaluation methods and items. Forty five nursing departments/colleges or 84.9% of four-year nursing schools in Korea responded to the survey. RESULT: Nursing process application and understanding about the role and function of community health nurses were major goals of practice education. Community health centers were the most significant practice fields because all nursing schools mentioned them as places for practice. All nursing schools used a specific evaluation tool to measure students outcomes and utilized guidebooks to help students. CONCLUSION: The results of this study suggest that the goals of practice education should be standardized to improve the quality of education. Besides, evaluation tools that can be used commonly at all nursing schools should be developed to measure the effectiveness of practice education of community health nursing.

Thinking of General Practice Education in Higher Medical School / 中华医学教育探索杂志

The author reviewed the development of general practice education in our country,deliberated and summarized the problems about the construction of curriculum system,the ranks of teachers and practice base in general practice education in higher medicine colleges.