Dr. Francisco Valdés Lazo: un médico excepcional / Dr. Francisco Valdés Lazo: an exceptional physician

José Martí sentenció: "Saberse sacrificar es el precio del éxito durable en todo", y con grandes sacrificios y éxitos en su vida laboral se resume la obra del Dr. Francisco Valdés Lazo, un médico excepcional que supo vincular sus responsabilidades administrativas con la docencia y la investigación. Incansable luchador por los avances de la Medicina, gestor de la Escuela Cubana de Pediatría, representa un gran ejemplo para los médicos cubanos y de Latinoamérica. Durante su vida estudiantil colaboró de forma destacada en las actividades que se desarrollaron, siendo fundador de las milicias revolucionarias. Una vez graduado es ubicado en el hospital pediátrico de Santa Clara, además atendía a los milicianos que se encontraban movilizados en la lucha contra bandidos en El Escambray. Al cumplir el servicio social, ya había demostrado sus condiciones de liderazgo, siendo ubicado como subdirector del Hospital Pediátrico "Pedro Borrás"; sus cualidades como revolucionario, inteligencia y entrega total al trabajo, le permitieron ser promovido a diferentes cargos de dirección hasta ser ubicado en el nivel central. Brindó asesoría científica a diferentes países del mundo, entre ellos, Guinea Bissau, Nicaragua, Bolivia, México y Guatemala; impartió numerosos cursos de postgrado nacionales e internacionales y recibió diferentes condecoraciones como médico e investigador. Unido a su humanismo, sus métodos de dirección, su carácter afable y su sentido del humor aun en situaciones difíciles, hacen de este profesional de la Medicina cubana un ejemplo a seguir para todas las generaciones de médicos(AU)

José Martí declared: "Knowing how to sacrifice is the price of lasting success at everything." The work of Dr. Francisco Valdés Lazo can be summed up in great sacrifices and successes during all his working life. He was an exceptional physician who knew how to link his administrative responsibilities to teaching and research. He was a tireless fighter for the advances in Medicine, the founder of the Cuban School of Pediatrics and a great example for Cuban and Latin American doctors. During his student life, he collaborated prominently with different activities, being the founder of the revolutionary militias. As soon as he graduated, he started to work in the pediatric hospital of Santa Clara. He also cared for the militiamen who were mobilized in the fight against bandits in El Escambray. After he finished his social service, he had already demonstrated his leadership condition; therefore, he was designed as deputy director of the Pedro Borrás Pediatric Hospital. His qualities as revolutionary as well as his intelligence and total dedication to work allowed him to be promoted to different management positions until he was positioned at the central level. He provided scientific advice to different countries in the world such as Guinea Bissau, Nicaragua, Bolivia, Mexico, and Guatemala. He taught numerous national and international postgraduate courses and received different awards as physician and researcher. His humanism, management methods, affable character and his sense of humor, even in difficult situations, make this Cuban medical professional an example to be followed for all generations of doctors(AU)

Role model education in improving professional identity and positive psychological capital for male nursing students: a pre- and post-intervention study / 中国实用护理杂志

Objective:To develop a role model education intervention model for male nursing students, and to explore the effect of role model education on male nursing students′ professional identity and positive psychological capital.Methods:A total of 60 male nursing freshmen were recruited and randomly assigned to the control group (n=30) and the experimental group (n=30) according to a 1:1 ratio. The control group only accepted the school′s routine teaching tasks and other campus activities. The experimental group received 6-week model education intervention on the basis of the control group once a week. Nursing students′ Professional Identity Questionnaire and Positive Psychological Capital Questionnaire were used for assessment at the time of enrollment and after intervention.Results:Male nursing students' professional identity (50.25±11.19) and positive psychological capital (114.68±29.08) were generally not high. After intervention, the scores of occupational self-concept, retention benefits and resignation risks, social persuasiveness and total score in the experimental group were 22.64±5.19,14.29±2.69,8.00±1.89,64.18±12.15, higher than those of the control group (20.07±3.16, 12.93±1.76, 6.86±1.24, 57.68±6.66), and the difference was statistically significant ( t value was 2.23-2.68, P<0.05). Conclusions:Role model education intervention has a good effect in promoting professional identity and positive psychological capital of male nursing students.

A concept analysis of role modeling

@#Role modeling is a strategy used to teach attitudes and behaviors. It is a modality that may be consciously and unconsciously executed by the role model. This concept is used interchangeably with mentoring. Thus, requires further clarification and understanding. The Walker and Avant method was adopted as the main tool of analysis in understanding this concept. The identified antecedents of role modeling are the role of aspirants’ ideals and perspectives and the role models' experiences. The attributes that have emerged are facilitating learning, embodiment, inspiring, transforming, reinforcing, connecting, and caring. The consequences are transforming, reinforcing motivation and goals, and the conception of new role models. This implies that role modeling is a cyclical and interactive process. It is continuously constructed both by the role aspirants and role models. Nurse educators, staff nurses, and managers act as the primary role model of neophyte nurses. Thus, they should remain cognizant in their practice. The way they interact with their subordinates greatly influences their role aspirants' motives and ideals, who will later assume the responsibilities of a future role model.

Report on the First 5 Years of the "Generalist 80 Universities Angya Project" / 日本プライマリ・ケア連合学会誌

The Young Primary Care Doctors' Organization of the Japan Primary Care Association (JPCA) launched the "Generalist 80 Universities Angya Project" in 2011 to increase contact between generalists and medical students or residents interested in general hospital medicine, family medicine and primary care. The project targeted students interested in family medicine, primary care and hospital general medicine who do not participate in nationwide seminars. The project helps medical students and residents hold voluntary seminars at their university campus about family medicine, primary care and hospital general medicine. From 2011 to 2016, the project supported 129 seminars attended by 3,569 people at 63 universities. A questionnaire survey on 11 seminars between September 2013 and February 2014 revealed that 66% of medical students had never participated in JPCA family medicine summer seminars for students and residents. By holding seminars at university campuses, we targeted different participants from those at the nationwide seminar.

3.1 Career education in medical school in the 21st century: / 医学教育

<p>　Beginning in 2009, Akita University introduced a mandatory coursework curriculum to promote career development for physicians. For first-year students, the seminar focused on activities to promote self-awareness, based on the use of worksheets and group discussions. For third-year students, an active-participation course based on the use of scenarios, group discussions, and role model demonstrations was initiated. At Akita University, we firmly believe in the importance of equally supporting the career development of male and female physicians, and are striving to create an environment in which all physicians can work together with full cooperation and mutual respect. This paper discusses the ways in which these considerations were incorporated into the career development curriculum, in line with our work environment philosophy, and addresses necessary changes for the future.</p>

A fragilidade da classificação das competências / The weakness of competence classifications

O objetivo do presente estudo é reavaliar o conceito de competências sob o ponto de vista das teorias que o explicam e propor um novo modelo de competências. Partindo de uma revisão histórica do conceito, foi constatada significativa diversidade de nomes e dos conteúdos que representam além de uma ampla diversidade de classificação das competências. Neste campo há uma situação semelhante à “Torre de Babel” tanto na definição de competência quanto em suas categorizações. Os discursos não são decodificados da mesma forma pelo locutor e pelo ouvinte. Para suportar esta análise, foi realizado um estudo de caso com o objetivo avaliar se os modelos teóricos de classificação de competências dão o suporte adequado aos perfis de competências de 19 cargos de uma mesma empresa. O estudo empírico demonstra uma grande amplitude de competências que são exigidas dos trabalhadores atuais corroborando com a ideia de que o conceito de competência é socialmente construído a partir das necessidades especificas de um grupo.

The aim of the present study is to reassess the concept of competences based on the theories that explain it, and to propose a new role model. Starting from a historical concept review, a significant diversity of names and contents representing a wide diversity of competence classifications has been observed. In this field there is a situation similar to the “Tower of Babel,” both in the definition of competences and their categorizations. The speeches are not decoded in the same way by the speaker and the listener. To support this analysis, a case study was carried out in order to assess whether the theoretical models of competence classifications provide proper support to the skill profiles of 19 positions of the same company. The empirical study demonstrates a wide range of skills required from workers, thus supporting the idea that the concept of competence is socially built from the specific needs of a group.

Essential things for being an "ideal physician" in medical education / 医学教育

1)For 3 years, we have asked fifth–year medical students what they consider an ideal physician to be and what they think is required to become one.<br>2)They considered an ideal physician to be holistic, honest, mindful, and caring. Some students also wanted to themselves be role models for other physicians and students.<br>3)To be an ideal physician, many students wanted to learn from role models.However, some students wanted to avoid being influenced by "bad physicians," suggesting the impact of a hidden curriculum. On the whole, students sought experiences for personal growth and for improving practical skills in communication and interviewing. Such knowledge may help in medical education.

Three essential conditions to cultivate physician scientists / 医学教育

1) We conducted a workshop to discuss the definition of the term "physician scientist", what thought processes and competencies are expected, and how to better help physician scientists develop through medical schools.2) The definition of a physician-scientist is a physician who both provides patient care and approaches unsolved questions in understanding the mechanisms of diseases and developing new treatments.3) Essential conditions for a medical school to cultivate physician scientists include providing good role models for physician scientists, making efforts to stimulate students' motivation, and supporting collaboration among physicians and scientists on the faculty.

On the Medical Ethics of Meticulosity of Modern Medical Masters / 中国医学伦理学

This paper introduces the medical ethics of meticulosity of modern medical masters with a series of vivid real examples and cases,in order to provide medical staff with role models for learning and improving.