ABSTRACT
El objetivo del presente trabajo es contribuir con un acercamiento inicial al estudio de los turning points en cuanto temática relevante en la formación de los estudiantes de medicina. Hasta ahora los turning points se han estudiado poco dentro del campo de la educación médica. Se trata de un concepto que pone el acento en una variedad de situaciones y experiencias que tienen impacto significativo en las trayectorias vitales de los estudiantes, pero que no son fácilmente visibles. Los turning points son eventos que cambian la vida de los estudiantes. Sin embargo, muchas veces pasan desapercibidos y sólo se reconocen sus efectos años después del paso por la facultad. En esta colaboración se intenta una aproximación a su delimitación conceptual y a los mecanismos o metodología para identificarlos. De esta forma, surgen nuevos desafíos para el campo de la educación médica tanto desde la captación y la comprensión de un fenómeno difícil de identificar como desde las exigencias que implican su reconocimiento y promoción en el interior de las facultades de Ciencias de la Salud.(AU)
The aim of this paper is to contribute with an initial approach to the study of turning points in medical students training. Until now, there has been few research regarding turning points in the field of medical education. This concept highlights a variety of events and experiences that have a significant impact in life paths. Turning points in education are not easily visible, they often go unnoticed and they are only recognized years after graduation. It is relevant to study turning points in student's life paths in the field of medical education, both in terms of capturing and understanding a phenomenon that is difficult to identify, as well as from the demands that imply its recognition and promotion within the medical school.(AU)
Subject(s)
Humans , Students, Medical , Education, Medical , Health Sciences/education , Medicine , EducationABSTRACT
BACKGROUND: Cognitive impairment in schizophrenia-spectrum disorders is highly prevalent and notably influences functional outcomes. AIMS: To characterise the cognitive effectiveness of second-generation antipsychotic drugs. METHOD: One hundred consecutive and previously unmedicated patients with first-episode schizophrenia-spectrum disorders were admitted. Seventy-seven completed baseline, 1-month and 6-month psychopathological and neuropsychological assessments. Patients were randomised to risperidone or olanzapine treatment. Four final treatment allocation groups were defined since patients continued treatment in their normal setting: risperidone, olanzapine, mixed and no-antipsychotic groups. RESULTS: There were no differences in cognitive effectiveness between the four treatment groups. Reliable change index methods demonstrated that nearly a half of patients showed an improvement in Global Cognitive Score at the 6-month assessment. Improvement on the neuropsychological tests ranged from 17 to 54%. A strong predictor of cognitive response was poor performance on baseline neuropsychological tests; response was moderately influenced by a low premorbid scholastic performance and IQ. CONCLUSIONS: Cognitive improvement related to second-generation antipsychotic drugs appeared within the first 4 weeks of treatment and persisted at 6 months irrespective of treatment group. Greater cognitive dysfunction at baseline and lower premorbid cognitive background predicted cognitive improvement in our sample.
