Politólogos. Subcampos y criterios para una propuesta de educación profesional / Political Scientists, Subfields, and Criteria for a Professional Education Proposal

Resumen Este artículo realiza un análisis de las tendencias de educación de politólogos, sus fundamentos, orientaciones, subcampos y líneas centrales de desarrollo. A partir de este análisis se propone los fundamentos y criterios que pueden ser considerados en el diseño de una propuesta curricular para el pregrado en ciencia política. El argumento central es que en cualquier disciplina los nuevos miembros son educados a partir de ciertos estándares sobre teorías y conceptos, metodologías y técnicas, que le los diferencias de otras disciplinas y profesiones. Aunque hay diferencias en los énfasis formativos, en las preferencias teóricas, en las concepciones y valores, y la disciplina supone el pluralismo teórico y metodológico, existen componentes mínimos básicos comunes a todos los politólogos que deben hacer parte de los diseños curriculares.

Abstract This article performs an analysis of the education trends of political scientists, their fundamentals, orientations, subfields, and central lines of development. From this analysis, the fundamentals and criteria, which can be considered in the design of a curricular proposal for the undergraduate program in political science, are proposed. The central argument is that in any discipline, new members are educated from certain standards on theories and concepts, methodologies, and techniques, which differentiates them from other disciplines and professions. Although there are differences in formative emphasis, theoretical preferences, conceptions and values, and discipline, involves theoretical and methodological pluralism, there are minimum basic components common to all political scientists, who must be part of the curriculum designs.

Undergraduate public health degree courses in India: selected overview

Background: Building the public health workforce in India along with strengthening the public health systems across the Nation are essential components necessary to achieve the sustainable development goals for India. In the Indian context, there is limited information available for undergraduate public health education. The central aim of this brief study is to elucidate the undergraduate public health education landscape at selected institutions in India.Methods: A mixed methods approach was used in this brief study. First, cross-sectional, scoping review was used. Then, to describe student perceptions and attitude towards undergraduate public health curriculum, primary data were collected by using a questionnaire. A self-administered questionnaire was developed after extensive literature search. Descriptive statistics were used to summarize questionnaire results. Chi-square tests were used to help identify factors that may influence student perceptions and attitudes.Results: Through scoping rapid review and internet search, eight institutions were identified that are offering undergraduate public health courses in India. Most institutes in India have 3 years duration for the undergraduate public health degree courses. Most of students (89%) believed that the undergraduate public health course increased their knowledge in the field of public health. We found an association between student perceptions about community benefits from trained undergraduate public health workforce.Conclusions: The undergraduate public health education initiatives should be promoted and envisioned as a new strategy for public health capacity-building in public health in India.

Comprehensive analysis of theory exam question papers of 2nd MBBS Pharmacology subject in Rajiv Gandhi University of Health Sciences, Karnataka, India

Background: Assessment is the backbone of curriculum development and an important component of medical education. Written exams are frequently used in medical education and question papers are important instruments of assessment of medical education. The present study is summative question paper based analysis study where the content validity, level of cognition, cognitive domains, marks distribution and time weightage in theory question papers were analyzed.Methods: Retrospective analysis of II MBBS pharmacology question papers (n=18) of RGUHS, Bengaluru from the year 2010 to 2018 was done. The data was analyzed according to modified Blooms levels of taxonomy, cognitive domains, areas of importance and weightage given to different topics in Paper 1 and 2 in comparison to university syllabus and with regard to time allotted in university syllabus.Results: Analysis of question papers revealed that topics like GIT, respiratory system, uterine drugs, antiseptics and disinfectants, immunosuppressant were consistently underrepresented in question papers. Also, majority of questions (68.06%) did not have any verbs associated with Blooms level of taxonomy and hence did not meet criteria of standard question paper. Comparison of time allocation to weightage of topics in syllabus revealed no significant variations in percentage distribution.Conclusions: Assessment in medical education should not be used merely for classification, grading and certification rather it should become an instrument for promoting growth of knowledge. For this the university should frame standard blueprint for question paper setters and the question paper setters should follow those guidelines strictly and ensure that weightage given for different topics is maintained.

Comparison of impact of undergraduate teaching program to assess the knowledge and attitude towards pharmacovigilance and adverse drug reporting among undergraduate medical students at a teaching medical institute in South India

Background: Pharmacovigilance has become an important tool to ensure the safety of patient in recent years. To ensure right practice of pharmacovigilance, proper understanding is very essential and the medical colleges with the undergraduate teaching program become a vital platform to educate and train the medical students towards pharmacovigilance. This study compares the impact of teaching program of the undergraduate curriculum in assessing the knowledge and attitude of the undergraduate medical students towards pharmacovigilance.Methods: The study includes 158 undergraduate medical students of second year being trained in pharmacology at Mysore Medical College. A validated and standardized questionnaire was distributed to all the students twice, once during their 3rd term (pre-sensitization) and the second time during their 5th term (post sensitization). Willingness to answer and complete the questionnaire was considered as consent.Results: The pre and post sensitization questionnaires were analyzed individually. A decrease from 114 to 90 students (15.19 % decrease) willing to complete the questionnaire was seen. The mean total knowledge score was 6.37±1.90 during the pre-test as compared to 6.35±1.78 in the post test analysis. An overall increase was seen with the knowledge of ADRs and pharmacovigilance. Only 18.4% knew of the presence of an ADR monitoring center in the institute pre-test which increased to 64.4% post sensitization. 81.6% answered rightly the type of ADRs that needs to be reported as compared to the 67.3% pre-sensitization. The overall attitude towards ADR reporting was seen to be in the right direction, with 71% saying that pharmacovigilance covered adequately in the curriculum. Voluntary reporting attitude increased from 74.6% to 88%. 70% of the students feel ADR reporting as a professional obligation, while only 54% felt so pre-sensitization.Conclusions: Pharmacovigilance should be included in the curriculum with more hours dedicated to teaching. Various interesting methods should be implemented to train and made aware of its importance to ensure patient safety on a global scale.

Ece as A Novel Teaching-Learning Method in Curriculum Of Anatomy.

Introduction: Anatomy is one of the basic science disciplines in the medical undergraduate curriculum and forms the foundation for the training of future doctors. It not only involves a vast curriculum but for some students it is a complex and dry subject. To make it interesting, a lot of educators are of the opinion that knowledge of Anatomy should be acquired in a situation resembling those in which it will be applied. MCI (Medical Council of India) in its ‘VISION 2015’, has introduced a restructured curriculum and training program for undergraduate teaching with emphasis on early clinical exposure, integration of basic and clinical sciences, clinical competence and skills and new teaching learning methodologies. This according to MCI, will lead to a new generation of medical graduates of global standards. In the present setup, in the undergraduate curriculum, students are exposed to clinical subjects only during the second year. However, it has been observed that students find it difficult to recollect essential basic concepts during clinical postings. To improve this scenario, it has become necessary to introduce the students to clinical problems within the first undergraduate year itself, as advocated by the MCI. As medical education continues to advance, it is the endeavour of educators as well as MCI, to attempt to prepare students for their professional lives. ECE will help students to develop a professional identity, increase motivation to learn, ensure well integrated knowledge of the basic sciences so as to retain knowledge better and even consider career options earlier. ECE also promotes selfdirected learning and analytical skills in students. Conclusion: ECE is a useful method for a basic science like anatomy if it is taken up with the traditional teaching method. Anatomy will be better understood, retained and later practically applied, if learned in a clinically significant set-up.

Morfología, los nuevos desafíos para el 2015 / Morphology, the new challenges for 2015

En los últimos decenios hemos asistido a proceso continuo de cambios en el ámbito de los ramos básicos de las carreras del área médica: 1) El progreso notable de algunas áreas del conocimiento científico como la biología molecular y la genética. 2) La inclusión en el currículo de cursos de ética y bioética. 3) La consecuente disminución del creditaje de los cursos de anatomía, histología y embriología. 4) Las dificultades para el acceso a financiamiento privado y público para investigaciones en temas morfológicos. 5) La escasa oferta de cursos de postgrado en el área morfológica. Irónicamente, estas condiciones desventajosas para la ciencia morfológica están ocurriendo en paralelo con los avances en las técnicas de imaginología médica, procedimientos que demandan un elevado conocimiento anatómico. Por otro lado, la creciente dificultad para acceder a material cadavérico, el incremento inorgánico de la matrícula en las carreras de la salud, las presiones desde el mundo político para reducir la duración de éstas, la irrupción desde el mundo social de los tema de inclusión y equidad, están colocando en un pié forzado a los anatomistas ya que ahora contamos con: más alumnos ­con diferente capital cultural-, menos docentes, un menor acceso a material cadavérico y una gran demanda para realizar cursos de morfología aplicada. Para enfrentar esta situación adversa proponemos: 1) Desplazar el inicio de los cursos de morfología hacia al segundo o al tercer semestre del currículo de pregrado, accediendo de esta manera a alumnos más maduros, que afrontan de una manera más responsable su formación. 2) Plantear cursos o capítulos de anatomía regional aplicada en niveles superiores, de manera de acercar los conocimientos anatómicos al momento de su requerimiento en la clínica. 3) En los temas de neuroanatomía dejar las materias de configuración interna del sistema nervioso, núcleos, vías nerviosas y conectividad neuronal, para tratarlos en niveles superiores, más en relación con las rotaciones de neurología y neurocirugía. 4) Tecnificar los procesos evaluativos de nuestros cursos, utilizando las distintas plataformas de soporte y gestión docente que ofrecen las universidades, recursos que permiten una optimización del tiempo académico dedicado a la evaluación. 5) Diseñar programas remediales para aquellos alumnos que acceden, por mecanismos de admisión especial, a las carreras del área médica.

In recent decades we assisted in continuous changes which affect the teaching process of basic sciences in the medical curriculum: 1) The remarkable progress of some scientific fields such as molecular biology and genetics. 2) The inclusion of ethics and bioethics courses. 3) The consequent decrease in the of credits of our courses (anatomy, histology and embryology). 4) The difficulties of access to public and private funding for research on morphological issues. 5) The scarcity of postgraduate courses in the morphological area. Ironically, these disadvantageous conditions for morphological science occurs in parallel with advances in medical imaging techniques, procedures that require a high anatomical knowledge. On the other hand, the difficulty in the access to human corpses, the inorganic increase enrollment in health careers, the pressure from the political world to reduce their duration and the emergence -from the social world- of themes like inclusion and equity, forced anatomists and now we have: more students -with different cultural capital-, fewer teachers, less access to cadavers and a high demand for courses of applied morphology. To address this adverse situation, we propose: 1) Move morphological courses to the second or third semester of the undergraduate curriculum, thereby accessing to mature students, who face in a responsible way their training. 2) Create chapters of regional morphology at higher levels of the curriculum, so to bring the anatomical knowledge at the time of the clinical request. 3) In relation to neuroanatomical topics, leave matters such as internal configuration, nuclei, nerve pathways and neuronal connectivity, to treat them at higher levels, closer to the rotations in neurology and neurosurgery. 4) Technify evaluation processes of our courses, using different platforms and teaching management support offered by universities, resources that enable an optimization of time devoted to academic evaluation. 5) Develop remedial programs for students who enter by special admission mechanisms to health careers.

Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology.

Objective: To explore students’ and faculty members’ perspectives regarding LBL sessions-the gaps/pitfalls- to explore possibilities for improvement. Method: Two sets of questionnaires, one each for students and faculty members were developed and administered to the students of first year MBBS (n=113) and Faculty members of physiology department (n=13) of MMMC, Manipal. Both questionnaires had closed-ended questions (no negative statements) inviting responses in the form of Likert scale. Open-ended questions were included in the questionnaire distributed to faculty members. Quantitative analysis was done using SPSS version 16. Results: Students agreed to all items, with a median score of 4. Students’ responses clearly indicated that, in general, they were satisfied with conduction of LBL sessions in physiology, while, faculty members concurred with them with a median score of 4 for items other than student related and expressed that current LBL sessions were adequate for MBBS curriculum. Faculty members were of the opinion that students need to practice more in LBL sessions. They also suggested inclusion of additional teaching aids in LBL sessions. Conclusion: Majority of students and faculty members were satisfied with the content and methodology employed in the current laboratory based sessions in physiology. Some of the suggestions given by students and faculty members could be easily implemented for improving the process, while others require additional infrastructure and logistic support.

Impact of note-taking on cognition during lectures.

Background: At Melaka Manipal Medical College (MMMC) (Manipal Campus), Manipal University, India, lectures form an important part of the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. The faculty of the Department of Physiology at MMMC uses both blackboard and PowerPoint for delivering lectures. Students are given the freedom to note down from the PowerPoint slides the content taught during a lecture. The present study was undertaken to explore the impact of note taking on students’ learning and also to determine students’ perceptions regarding the advantages and disadvantages of note taking. Methods: During a respiratory physiology lecture (Lecture 1) using PowerPoint, students were allowed to take down notes. Lecture 1 was followed by an examination (Test 1). During another lecture (Lecture 2), students were not allowed to take down notes, but were asked to listen only. This was followed by an examination (Test 2). Scores of Test 1 and Test 2 were compared using paired t test. Results and Conclusion: The mean score for Test 1 was found to be significantly higher (p <0.001) compared to that of Test 2. The present study revealed that note-taking during the lecture facilitated student learning by helping them to recall better. The conscious management of the note-taking activity is more than just taking down notes, but involves concentration during the lecture and understanding the concepts.

Tendências de mudanças em um grupo de escolas médicas brasileiras / Change trends in a group of Brazilian medical schools

Realizado com um grupo de 28 escolas médicas brasileiras, este estudo mostra as tendências de mudanças para atender às Diretrizes Curriculares Nacionais (DCN) com perspectiva de consolidação do Sistema Único de Saúde (SUS). Faz parte do primeiro momento do projeto de avaliação de tendências de mudanças nos cursos de graduação das escolas médicas brasileiras, da Comissão de Avaliação das Escolas Médicas da Associação Brasileira de Educação Médica (Caem/Abem). As escolas responderam ao instrumento de pesquisa oferecido para sua auto-avaliação segundo a metodologia proposta, com resultados que mostram a percepção do curso como um todo na inter-relação de cinco eixos: Mundo do Trabalho, Projeto Pedagógico, Abordagem Pedagógica, Cenários da Prática e Desenvolvimento Docente. A maioria das escolas deste grupo (75%), na percepção de seus atores sociais, apresenta tipologia avançada e inovadora com tendência avançada para as transformações preconizadas no setor saúde. O eixo Desenvolvimento Docente mostra avanços menores em relação aos demais, o que sinaliza, neste momento do processo, um descompasso na dinâmica das ações para consolidar as mudanças. Demonstra a necessidade de aprofundar o estudo com o desenvolvimento dos processos avaliativos, que requer a construção de indicadores qualitativos e quantitativos capazes de auxiliar a identificação, o acompanhamento e a efetivação das mudanças.

The purpose of this study of Caem/Abem conducted in a group of twenty-eight Brazilian medical schools was to show the trends in the changes made for meeting the National Curricular Guidelines and consolidating the Brazilian Health System and represents the first stage of the Project for evaluating the change trends in the undergraduate courses of the Brazilian medical schools. The schools answered the self-evaluation instrument according to the proposed methodology. The results show that the course is perceived as inter-relation of five main axes: the world of work, the pedagogical project, the pedagogical approach, sceneries of practice and qualification of teachers. In the perception of their social actors, the greater part of the schools of this group (75%) can be classified as advanced and innovative, strongly tending to the transformations commended for the health sector. The item Qualification of Teachers shows minor advances than the others, indicating in this moment of the process a disproportion in the dynamics of actions for consolidating the changes. It shows the need for deepening the study by developing evaluation processes and constructing qualitative and quantitative indicators that allow identifying and monitoring the changes.

The development and reform of an undergraduate curriculum in orthopaedic surgery at the Chinese University of Hong Kong / 中华创伤骨科杂志

The development and reform of teaching curriculum is an esse ntial part of various specialties in modern academic medicine at various levels. The curriculum for undergraduate orthopaedic teaching has been neglected before and resulted in teaching shortcomings at some medical schools. Since musculoske letal problems account for 6.5% to 27% of patients attending non-specialist physicians in general practices, orthopaedics should remain an important subjec t in undergraduate medical education. This paper outlines the development and re form, educational objectives, and the framework of the orthopaedic curriculum an d its contents. We also discuss methods of curricular delivery, including integr ation of new technology and assessment of the impact of the curriculum. Curricul ar development in orthopaedics is relevant to the general practice community in Hong Kong, and future developments with respect to an Integrated Medical Curricu lum and Hong Kong society are envisaged.