ABSTRACT
The conventional definition and classifications of breast cancer delay are based on arbitrary empirical time cut-offs. In general, studies of cancer delay are based on these traditional definitions of patient and provider delay and are essentially atheoretical. If we aim to better understand delay, a reconsideration of its traditional conceptualisation and study methods is warranted. We propose a multidimensional model of breast cancer delay grounded in data from in-depth interviews with symptomatic patients and nested in the theory of illness behaviour. Our results show that delay prior to the first encounter with health services has to do with more than simply the patient as an individual, and delay posterior to this encounter is not due only to the health care providers. In fact, delay is a result of the interplay between the patient's socio-cultural context, individual characteristics that influence symptom interpretation and decision-making, interaction with the social network and types of support obtained, and aspects of the local health services. Future research on cancer delay should approach the problem integrally, taking into account the diverse dimensions involved.
Subject(s)
Breast Neoplasms/psychology , Breast Neoplasms/therapy , Patient Acceptance of Health Care/psychology , Adult , Aged , Aged, 80 and over , Culture , Decision Making , Female , Health Behavior , Health Knowledge, Attitudes, Practice , Health Services Accessibility , Humans , Mexico , Middle Aged , Social Support , Sociology, Medical , Time FactorsABSTRACT
This paper analyzes the limitations of dominant paradigms in education and identifies the necessity of research-situated learning in real environments and how medical education must be involved with knowledge management in real, complex, adaptive systems, and concludes with the need for constructing novel educative paradigms with regard to new educational paradigms.
Subject(s)
Education, Medical/standards , Learning , Teaching/standards , Education, Medical/methods , Humans , Teaching/methodsABSTRACT
El presente trabajo cuestiona los paradigmas dominantes en la educación médica y establece la necesidad de participar en la investigación del aprendizaje in situ, para incorporar a la educación médica como elemento indispensable del proceso de gestión del conocimiento, analiza el sistema de salud considerado como sistema complejo adaptativo y concluye en la necesidad de construir nuevos paradigmas educativos.
This paper analyzes the limitations of dominant paradigms in education and identifies the necessity of research-situated learning in real environments and how medical education must be involved with knowledge management in real, complex, adaptive systems, and concludes with the need for constructing novel educative paradigms with regard to new educational paradigms.