Características y contenidos de los programas de maestría en salud pública en España / Characteristics and contents of the master's programs in public health in Spain

Objetivo: Comparar las principales características académicas y los contenidos de los distintos programas de máster en salud pública ofertados actualmente en España. Método: Se realizó una búsqueda sistemática en el Registro de Universidades, Centros y Títulos del Ministerio de Educación, Cultura y Deporte. Se analizaron las principales características académicas y los contenidos (obligatorios y optativos) de los programas de 11 másteres oficiales con la acreditación renovada en 2018 de acuerdo con los datos publicados en las páginas web de las universidades. Resultados: La mayoría de los programas son de 60 ECTS (European Credit Transfer and Accumulation System), presenciales, se imparten en español e incluyen en su plan de estudios la realización de un trabajo de fin de máster, pero no las prácticas profesionales. Los contenidos relacionados con estadística y epidemiología básica, y la actividad formativa del trabajo de fin de máster, son las únicas materias en las que coinciden todos los programas. Conclusiones: La mayoría de los programas de máster en salud pública muestran una cierta homogeneidad respecto a sus características académicas, pero una gran heterogeneidad en relación con sus contenidos. También existe mucha variabilidad en los créditos que se otorgan a las diferentes asignaturas, sobre todo a las optativas. Sería recomendable definir uncorecomún, especialmente en los contenidos obligatorios. (AU)

Objective: To compare the main academic characteristics and contents of the different master's programs in public health currently offered in Spain. Method: A systematic search has been carried out in the Register of Universities, Centers and Degrees of the Ministry of Education, Culture and Sports. The main academic characteristics and the contents (mandatory and optional) of the programs of 11 official master's degrees with the renewed accreditation in 2018 were analyzed based on the data published on the universities' web pages. Results: Most programs are 60 ECTS (European Credit Transfer and Accumulation System), face-to-face, taught in Spanish, include in their curriculum the completion of a master's thesis but not professional practices. Only contents related to statistics and basic epidemiology, and the training activity of master's thesis, are offers by all programs. Conclusions: The majority of public health master's programs in Spain shows a certain homogeneity regarding their academic characteristics, but a great heterogeneity in relation to their contents. There is also a great heterogeneity in the credits granted to the different subjects, especially optional subjects. It would be advisable to standardize a common core, especially in the mandatory contents. (AU)

[Characteristics and contents of the Master's programs in public health in Spain]. / Características y contenidos de los programas de maestría en salud pública en España.

OBJECTIVE: To compare the main academic characteristics and contents of the different master's programs in public health currently offered in Spain. METHOD: A systematic search has been carried out in the Register of Universities, Centers and Degrees of the Ministry of Education, Culture and Sports. The main academic characteristics and the contents (mandatory and optional) of the programs of 11 official master's degrees with the renewed accreditation in 2018 were analyzed based on the data published on the universities' web pages. RESULTS: Most programs are 60 ECTS (European Credit Transfer and Accumulation System), face-to-face, taught in Spanish, include in their curriculum the completion of a master's thesis but not professional practices. Only contents related to statistics and basic epidemiology, and the training activity of master's thesis, are offers by all programs. CONCLUSIONS: The majority of public health master's programs in Spain shows a certain homogeneity regarding their academic characteristics, but a great heterogeneity in relation to their contents. There is also a great heterogeneity in the credits granted to the different subjects, especially optional subjects. It would be advisable to standardize a common core, especially in the mandatory contents.

Implementation of the European School Fruit and Vegetables Scheme in Spain (2009-2017).

The School Fruit and Vegetables Scheme (SFVS) implemented by the European Union in 2009/2010 aims to improve the diet of students and to support agricultural markets and environmental sustainability. The objective of this study was to identify the characteristics of the School Fruit and Vegetables Scheme implementation from 2009 to 2017 in Spain and its autonomous communities. A descriptive, longitudinal, observational, and retrospective study was carried out on the basis of document analysis of SFVS reports. We studied the average budget for Spain and its autonomous communities (AC), the number of students enrolled, the cost of the SFVS by student and by day, the duration of the SFVS, the quantity of fruits and vegetables (FV) per student and day (g), the variety of FV, the recommendation to include local, seasonal, and organic foods, and the educational activities (EA). The results were studied by the AC which are territorial entities of Spain. The budget almost doubled during the study, thanks mainly to EU funds. However, the number of students increased only from 18% in 2009 to 20% in 2016. The quantity of FV increased from 2579 to 4000 tons, and the duration of the SFVS increased from 9.8 to 19.6 days. In the AC, there were variations in EA, in the number of enrolled students (7.4% to 45.6%), in the cost per student (from €2.3 to €28), and in the duration in days (5.6 to 70 days). The recommendation to include local, seasonal, and organic foods was implemented in five of the eight years studied. The development and scope of the SFVS in Spain are still insufficient to generate an equitable healthy dietary pattern in the school population. However, the SFVS has generated an economic market for agricultural production due to the amount of FV distributed in each academic course.

The effect of new purchase criteria on food procurement for the Brazilian school feeding program.

OBJECTIVE: To explore the effect of the school feeding program purchase criteria on the quantity, variety and origin of food products acquired for school meals in a municipality in Brazil. METHOD: Analysis of purchase lists for two years prior and two years after implementation of the purchase criteria (2010). The origin (family farms (FF)/other providers (OP)) and nutritional characteristics (recommended/controlled) of food products were studied, registering annual varieties (n) and daily quantities (kg/day); contrast of proportions was applied. RESULTS: The acquisition of recommended products increased, and the quantity of controlled products decreased (p = 0.005). Purchase of legumes and vegetables (p < 0.05) increased and high sugar foods decreased (p = 0.02). The majority of food products in 2010 and 2011 were acquired from OP (64% and 61%), although FF provided the greatest proportion of legumes and vegetables. Ten new varieties of recommended products were incorporated, 9 of which were acquired from FF. CONCLUSION: The criteria of direct purchase from family farms resulted in an increase in the variety and quantity of healthy foods in the schools in the municipality.

Discursos profesionales sobre la violencia del compañero íntimo: implicación en la atención de las mujeres inmigrantes en España / Professional discourses on intimate partner violence: implication for care of immigrant women in Spain

Objetivo: 1) Explorar los discursos de los/las profesionales implicados/as en la atención a las mujeres que sufren violencia del compañero íntimo en cuanto a cómo describen a las mujeres inmigrantes afectadas, los agresores y su propia responsabilidad en la atención a este problema, y 2) comparar estos discursos entre los diferentes grupos profesionales implicados en la atención a dichas mujeres (servicios sociales, asociaciones y policial judicial). Métodos: Estudio cualitativo basado en entrevistas semiestructuradas a 43 profesionales de servicios sociales, asociaciones y ámbitos policial y judicial. Se realizó un análisis del discurso para identificar repertorios interpretativos sobre la violencia del compañero íntimo, las mujeres inmigrantes y sus agresores, su cultura y las prácticas profesionales. Resultados: Emergieron cuatro repertorios interpretativos en los discursos profesionales: «Prototipos culturales de mujeres afectadas por violencia del compañero íntimo», «Los agresores son similares independientemente de su cultura de origen», «¿Son las víctimas creíbles y los agresores responsables?» y «Falta de sensibilidad cultural de los/las profesionales para ayudar a las mujeres inmigrantes en situación de maltrato». Estos repertorios corresponden a los prototipos que los/las profesionales construyen de las mujeres afectadas y de sus agresores, la credibilidad y la responsabilidad que les atribuyen, y la interpretación de su propio rol profesional. Conclusiones: La presencia de mediadores culturales con formación específica sobre violencia del compañero íntimo en los servicios implicados en la atención a las mujeres que la sufren, junto a la formación en competencias culturales de los/las profesionales, contribuirían a proporcionar una atención culturalmente sensible a las mujeres inmigrantes afectadas por violencia del compañero íntimo (AU)

Objective: 1) to examine the discourses of professionals involved in the care of female victims of intimate partner violence (IPV), with emphasis on how they describe the immigrant women, the perpetrators and their own responsibility of care; and 2) to compare these discourses with the other professions involved in caring for these women (social services, associations and police and justice). Methods: Qualitative study based on semi-structured interviews with 43 professionals from social services, associations and the police and judicial systems. A discourse analysis was carried out to identify interpretive repertoires about IPV, immigrant women and their aggressors, their culture and professional practices. Results: Four interpretive repertoires emerged from professional discourses: ‘Cultural prototypes of women affected by IPV’, ‘Perpetrators are similar regardless of their culture of origin’, ‘Are victims credible and the perpetrators responsible?’ and ‘Lack of cultural sensitivity of professionals in helping immigrant women in abusive situations’. These repertoires correspond to preconceptions that professionals construct about affected women and their perpetrators, the credibility and responsibility they attribute to them and the interpretation of their professional roles. Conclusions: The employment of IPV-trained cultural mediators in the services responsible for caring for the female victims, together with cultural training for the professionals, will facilitate the provision of culturally sensitive care to immigrant female victims of intimate partner violence (AU)

Competencias y contenidos comunes de salud pública del Grado en Medicina en las universidades españolas / Public health competencies and contents in Spanish undergraduate medical degrees

Objetivo: Consensuar las competencias profesionales de salud pública que deben adquirir los estudiantes en el Grado en Medicina y los contenidos fundamentales que debe incluir la materia de salud pública según el criterio de un grupo de docentes de salud pública del Grado en Medicina de distintas universidades españolas. Métodos: Se organizó una 2ª Reunión del Foro de Profesorado Universitario de Salud Pública en la Universidad Rey Juan Carlos (Madrid, 11-12 de diciembre de 2014), en la que participaron 24 docentes de 19 universidades españolas con Grado en Medicina que fueron distribuidos en tres grupos durante tres sesiones de trabajo. En la primera sesión, se identificaron y clasificaron las competencias propias del Grado; en la segunda, se propusieron contenidos de salud pública para las competencias identificadas; en la tercera, se organizaron los contenidos en bloques temáticos. Los resultados se discutieron hasta alcanzar acuerdos, en distintas sesiones plenarias. Resultados: El mayor número de competencias identificadas corresponde a actividades de las funciones «Valorar las necesidades de salud de la población» y «Desarrollar políticas de salud». El programa final incluye contenidos básicos organizados en cinco bloques: Concepto de salud, salud pública y sus condicionantes; Epidemiología e investigación en salud; Condicionantes y problemas de salud; Estrategias, intervenciones y políticas; y Sistemas de salud, gestión clínica y sanitaria. Conclusiones: Las competencias y los contenidos comunes consensuados en este Foro constituyen una base para actualizar y mejorar la formación en salud pública de los futuros profesionales de la medicina (AU)

Objective: To reach a consensus among public health faculty from various Spanish universities about the core public health competencies that should be integrated into undergraduate medical degrees. Methods: The 2nd Forum of University Teachers was held at the Rey Juan Carlos University (Madrid, 11-12 December 2014). Twenty-four university professors and lecturers from 19 Spanish universities imparting medical degrees participated in the forum. They were distributed in three working groups during three working sessions. In the first session, they were asked to identify and classify core public health competencies for medical degrees. In the second, they were asked to propose public health contents for the identified competencies. In the third session, the participants organized these contents in thematic blocks. The results were discussed in distinct plenary sessions. Results: The highest number of core competencies was identified in the activities related to the public health functions «Assessment of the population's health needs» and «Developing health policies». The final programme included basic contents organised into five units: Concept of health, public health and its determinants; Epidemiology and health research; Determinants and health problems; Strategies, interventions and policies; and health systems, clinical and healthcare management. Conclusions: The public health core competencies and contents identified in this Forum may be considered as a starting point to improve and update public health training programmes for future medical professionals (AU)

Educación para la salud en la escuela primaria: opinión del profesorado de la ciudad de Alicante / Health education in primary school: Alicante city (Spain) teachers' opinions

Objetivo: Explorar la opinión del profesorado de educación primaria de la ciudad de Alicante sobre las actividades de salud realizadas en la escuela. Método: Estudio exploratorio mediante análisis de contenido cualitativo. Se formaron tres grupos de discusión (8-9 participantes) con profesorado de educación primaria (14 mujeres y 11 hombres) procedentes de 14 escuelas públicas y 7 concertadas de la ciudad de Alicante. La información se obtuvo preguntando a los/las participantes sobre las actividades de salud realizadas en el aula o en el centro escolar. Resultados: El profesorado diferenció las actividades que forman parte de las programaciones escolares de educación para la salud de las que proceden de programas de otras instituciones públicas o privadas. Consideró que los programas externos son impuestos, no tienen continuidad y responden a modas pasajeras. Aunque mostró una actitud más favorable y comprometida con las actividades y programaciones escolares, identificó la educación para la salud como una tarea secundaria. En su opinión, incrementar su formación en salud, implicar a los padres y las madres, profesionales sanitarios y la administración educativa fomentaría la educación para la salud en la escuela. Conclusiones: El profesorado muestra una opinión más favorable y un mayor compromiso hacia las actividades de salud que complementan y facilitan su tarea educativa. Su programación docente y opinión deben tenerse en cuenta para maximizar la eficiencia de las actividades de promoción y educación para la salud promovidas por instituciones, compañías y fundaciones externas a la escuela (AU)

Objective: This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). Methods: An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. Results: Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. Conclusion Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organizations (AU)

[Health education in primary school: Alicante city (Spain) teachers' opinions]. / Educación para la salud en la escuela primaria: opinión del profesorado de la ciudad de Alicante.

OBJECTIVE: This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). METHODS: An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. RESULTS: Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. CONCLUSION: Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations.

[Public health competencies and contents in Spanish undergraduate medical degrees]. / Competencias y contenidos comunes de salud pública del Grado en Medicina en las universidades españolas.

OBJECTIVE: To reach a consensus among public health faculty from various Spanish universities about the core public health competencies that should be integrated into undergraduate medical degrees. METHODS: The 2nd Forum of University Teachers was held at the Rey Juan Carlos University (Madrid, 11-12 December 2014). Twenty-four university professors and lecturers from 19 Spanish universities imparting medical degrees participated in the forum. They were distributed in three working groups during three working sessions. In the first session, they were asked to identify and classify core public health competencies for medical degrees. In the second, they were asked to propose public health contents for the identified competencies. In the third session, the participants organized these contents in thematic blocks. The results were discussed in distinct plenary sessions. RESULTS: The highest number of core competencies was identified in the activities related to the public health functions «Assessment of the population's health needs¼ and «Developing health policies¼. The final programme included basic contents organised into five units: Concept of health, public health and its determinants; Epidemiology and health research; Determinants and health problems; Strategies, interventions and policies; and health systems, clinical and healthcare management. CONCLUSIONS: The public health core competencies and contents identified in this Forum may be considered as a starting point to improve and update public health training programmes for future medical professionals.

Competencias y contenidos comunes de salud pública en los programas universitarios de grado: fisioterapia, terapia ocupacional, ciencias ambientales, odontología y veterinaria / Public health competencies and contents in Spanish university degree programs of physical therapy, occupational therapy, environmental science, dentistry and veterinary science

Objetivo: Identificar competencias y contenidos básicos de salud pública para los programas de grado en fisioterapia, terapia ocupacional, ciencias ambientales, odontología y veterinaria, desde la perspectiva del profesorado de diversas universidades españolas.MétodoEn el contexto del II taller sobre contenidos de salud pública en los programas de grado(Mahón, 19-20 de septiembre de 2012), se organizaron cinco grupos de trabajo formados por 20 profesores/as de distintas universidades españolas, seleccionados de las guías docentes de salud pública y epidemiología publicadas en la página web de la Conferencia de Rectores de Universidades Españolas. Cada grupo trabajó sobre un grado y los resultados se discutieron en sesiones plenarias. Resultados Para todas las titulaciones se identificaron actividades y competencias para las tres funciones esenciales de la salud pública. La mayoría de las competencias profesionales identificadas en cada uno de los grados correspondieron a la función «Valorar las necesidades de salud de la población». Los grupos de trabajo propusieron contenidos de epidemiología, introducción y conceptos de salud pública, intervención en salud pública, gestión sanitaria y políticas en salud. Las principales coincidencias en los contenidos de las titulaciones se dieron en los tres primeros. Conclusiones Se han identificado competencias y contenidos de salud pública comunes a los distintos grados estudiados que pueden servir de punto de partida para iniciar una revisión más detallada de los programas de salud pública en los diferentes grados, y alcanzar un consenso sobre los contenidos comunes que debería incluir cada uno de ellos (AU)

Objective: To identify the basic competencies and contents related to public health to be included in degree programs according to the perspective of lecturers from various Spanish universities. Method In the context of the Second Workshop on Public Health Contents in Degree Programs (Mahon, 19 to 20 September 2012), 20 lecturers from different Spanish universities were distributed in five working groups. The lecturers had been selected from the instructional guides on public health and epidemiology published on the web sites of the Rectors’ Conference of Spanish Universities. Each group worked on a degree program and the results were discussed in plenary sessions. Results The activities and competencies related to the three basic functions of public health were identified in all degree programs. Most of the professional competencies identified were related to the function of «assessment of population health needs». The contents proposed by the working groups related to epidemiology, basic concepts in public health, public health intervention, health management, and health policy. The main common topics among the degrees concerned the first three contents. Conclusions Public health professional competencies and contents were identified in the degree programs examined. These results may serve as a starting point for a more detailed review of public health programs across degree levels and the search for a consensus on the common content that should be included in each of them (AU)

[The study of social inequalities in child and adolescent health in Spain]. / El estudio de las desigualdades sociales en la salud infantil y adolescente en España.

OBJECTIVE: To identify and describe studies on social inequalities in child and adolescent health conducted in Spain with special emphasis on social determinants. METHODS: In July 2012, we conducted a systematic review in the PubMed, MEDES, SCOPUS and COCHRANE databases. We included studies on social inequalities in child and adolescent health in Spain published between 2000 and 2012. A total of 2147 abstracts were reviewed by two researchers and 80 manuscripts were fully reviewed by three researchers. Risk of bias was assessed. Seventy-two articles were finally included. RESULTS: A total of 83% of the studies were cross-sectional and the most frequently studied age group consisted of 13-15-year-olds. More than 20 individual or group determinants were identified. The most frequently analyzed determinants were the most advantaged educational level and occupation of the mother or the father. In 38% of the studies analyzing education and occupation, there was no definition of the determinant. Social inequalities were detected in dental health with all determinants and in all age groups (9% of studies with a high risk of bias). Social inequalities were also detected in obesity, physical activity and mental health with some determinants. Specific data were missing for younger children. No social inequalities were found in the use of health services, excluding dental care. Few studies analyzed immigration and 42% of them had a high risk of bias. CONCLUSION: Wide diversity was found in the measurement of social determinants, with a lack of studies in preschoolers and of studies with longitudinal designs. The results of this study confirm social inequalities in some aspects of health.

[Public health competencies and contents in Spanish university degree programs of physical therapy, occupational therapy, environmental science, dentistry and veterinary science]. / Competencias y contenidos comunes de salud pública en los programas universitarios de grado: fisioterapia, terapia ocupacional, ciencias ambientales, odontología y veterinaria.

OBJECTIVE: To identify the basic competencies and contents related to public health to be included in degree programs according to the perspective of lecturers from various Spanish universities. METHOD: In the context of the Second Workshop on Public Health Contents in Degree Programs (Mahon, 19 to 20 September 2012), 20 lecturers from different Spanish universities were distributed in five working groups. The lecturers had been selected from the instructional guides on public health and epidemiology published on the web sites of the Rectors' Conference of Spanish Universities. Each group worked on a degree program and the results were discussed in plenary sessions. RESULTS: The activities and competencies related to the three basic functions of public health were identified in all degree programs. Most of the professional competencies identified were related to the function of «assessment of population health needs¼. The contents proposed by the working groups related to epidemiology, basic concepts in public health, public health intervention, health management, and health policy. The main common topics among the degrees concerned the first three contents. CONCLUSIONS: Public health professional competencies and contents were identified in the degree programs examined. These results may serve as a starting point for a more detailed review of public health programs across degree levels and the search for a consensus on the common content that should be included in each of them.

The impact of marketing practices and its regulation policies on childhood obesity. Opinions of stakeholders in Spain.

The aim of this study was to identify Spanish stakeholders' views on the relationship between childhood obesity and the marketing and advertising of food and beverages aimed at children in Spain, as well as on the corresponding of regulations. We performed a qualitative study based on semi-structured interviews with Stakeholders/Key Informants (KI) from 13 organisations: experts (2), consumer advocates (1), public health advocates (2), food manufacturers (2), advertising advocates (1), government representatives (1), child/family/school advocates (2) and media (1). The variables studied were Prevalence of childhood obesity and its relationship to marketing/advertising and Regulation of marketing. In order to identify the most relevant arguments (pearls) in the discourses, a blind independent analysis by four members of the research team was performed. We found that the prevalence of childhood obesity was perceived to be higher than the European average. Self-regulation was identified as the main form of marketing control. Only food manufacturers and advertising agencies considered voluntary action and supervisory procedures to be effective. The other stakeholders advocated state control through legislation and non-state actions such as external assessment and sanctions. Despite the divergence of opinion between stakeholders, there was agreement on the need to improve supervision and to ensure compliance with current self-regulatory codes in Spain.

[Appraisal of the Millennium Development Goals by means of a review of the scientific literature in 2008]. / Valoración de los Objetivos de Desarrollo del Milenio mediante la revisión de la literatura científica en 2008.

The Millennium Development Goals (MDGs) are now at the midterm of their target period, as 2015 is the date scheduled by the United Nations Organisation (UN) for their attainment. The purpose of this article is to review the current situation of the MDGs worldwide and to analyse the barriers which are preventing them from being attained in each of the MDG areas, as well as to assess a number of the indicators evaluated. In order to do so, a review has been made of the scientific literature published on the MDGs in the principal health sciences and social sciences databases, as well as the most significant reports on the issue drawn up by the United Nations. The scientific studies on the 8 MDGs and their 18 Targets make it possible to undertake a critical analysis of the situation in which each of these Goals are found at the present time, identifying the determinants that are preventing the attainment of the Goals and the actions considered necessary in order to achieve progress. Although there have been improvements in some of the goals on a world level, the research carried out to date reveals barriers to the attainment of the MDGs, as well as the insufficient weight of the developing countries in the economic and political decision-making processes, together with the incoherence between the economic policies and the social and health policies. Furthermore, Sub-Saharan Africa constitutes the most disadvantaged region, which means that it will not attain the majority of the MDGs. Spain and the developed countries, in addition to contributing resources, can also contribute to the MDGs by means of the identification and eradication of the barriers preventing attainment. This involves promoting international economic relations under conditions of social justice, by supporting a greater decision-making power for developing countries and denouncing actions that increase social inequalities and the impoverishment of the population.

Valoración de los objetivos de desarrolo del milenio mediante la revisión de la literatura científica en 2008 / Appraisal of the millennium development goals by means of a review of the scientific literature in 2008

Los Objetivos de Desarrollo del Milenio (ODM) se encuentran actualmente a mitad de su periodo de ejecución, siendo el año 2015 la fecha prevista por la Organización de Naciones Unidas (ONU) para su alcance. El objetivo de este artículo es revisar la situación actual en la que se encuentran los ODM a nivel mundial y analizar las barreras que estarían impidiendo su consecución para cada uno de los ámbitos de los ODM, así como valorar algunos de los indicadores evaluados. Para ello, se ha revisado la literatura científica publicada sobre los ODM en las principales bases de datos de ciencias de la salud y ciencias sociales, así como los principales informes elaborados sobre el tema por Naciones Unidas. Los estudios científicos en torno a los 8 ODM y sus 18 Metas permiten realizar un análisis crítico sobre la situación en la que se encuentra en la actualidad cada uno de ellos, identificando los determinantes que están impidiendo su consecución y las acciones que se consideran necesarias para impulsar el avance. Aunque a nivel global ha habido mejoras en algunas de las metas, la investigación realizada hasta la fecha muestra barreras a la consecución de los ODM, como el insuficiente peso de los estados de los países en desarrollo sobre las decisiones económicas y políticas, así como la incoherencia entre las políticas económicas y las políticas sociales y de salud. Por otra parte, África Subsahariana constituye la región con mayor desventaja, lo que supone que no alcanzará la mayoría de los ODM. España y los países desarrollados, además de aportar recursos, pueden contribuir a los ODM mediante la identificación y erradicación de las barreras que impiden su alcance. Esto significa promover unas relaciones económicas internacionales en condiciones de justicia social, apoyando un mayor poder de decisión para los países en desarrollo, y denunciando las actuaciones que incrementan las desigualdades sociales y el empobrecimiento de la población (AU)

The Millennium Development Goals (MDGs) are now at the midterm of their target period, as 2015 is the date scheduled by the United Nations Organisation (UN) for their attainment. The purpose of this article is to review the current situation of the MDGs worldwide and to analyse the barriers which are preventing them from being attained in each of the MDG areas, as well as to assess a number of the indicators evaluated. In order to do so, a review has been made of the scientific literature published on the MDGs in the principal health sciences and social sciences databases, as well as the most significant reports on the issue drawn up by the United Nations. The scientific studies on the 8 MDGs and their 18 Targets make it possible to undertake a critical analysis of the situation in which each of these Goals are found at the present time, identifying the determinants that are preventing the attainment of the Goals and the actions considered necessary in order to achieve progress. Although there have been improvements in some of the goals on a world level, the research carried out to date reveals barriers to the attainment of the MDGs, as well as the insufficient weight of the developing countries in the economic and political decision-making processes, together with the incoherence between the economic policies and the social and health policies. Furthermore, Sub-Saharan Africa constitutes the most disadvantaged region, which means that it will not attain the majority of the MDGs. Spain and the developed countries, in addition to contributing resources, can also contribute to the MDGs by means of the identification and eradication of the barriers preventing attainment. This involves promoting international economic relations under conditions of social justice, by supporting a greater decision-making power for developing countries and denouncing actions that increase social inequalities and the impoverishment of the population (AU)