ABSTRACT
Adrien Fournier; un joven teniente francés de ingenieros es herido por uno de los primeros obuses de la Primera Guerra Mundial. Aunque sobrevive, presenta unas importantes lesiones en cara y cavidad oral por lo que es trasladado a un hospital de Paris. En el pabellón de oficiales del hospital, hay otros soldados con importantes heridas faciales. En la película se refleja el miedo al rechazo social, los intentos de suicidio, la labor de las enfermeras y del cirujano, así como la camaradería y el apoyo entre pacientes. (AU)
Adrien Fournier; A young French lieutenant of engineers, is wounded by one of the first bombs of the First World War. Although he survives, he has important injuries to his face and oral cavity for which he is transferred to a hospital in Paris. In the officers' ward of the hospital, there are other soldiers with significant facial injuries. The film reflects the fear of social rejection, suicide attempts, the work of the nurses and the surgeon, as well as the camaraderie and support among patients. (AU)
Subject(s)
Humans , Surgery, Oral , Medicine in the Arts , Facial Masks , World War I , Motion PicturesABSTRACT
En la Inglaterra del siglo XI, un huérfano de 8 años llegará a ser el aprendiz de un cirujano-barbero. Aprende las habilidades básicas de este oficio (sacar dientes, hacer sangrías y pequeñas cirugías) pero no es suficiente. Así que decidirá llegar a ser un médico. Para ello, viajará a Oriente Medio donde se encuentra la más famosa escuela de Medicina. En Persia, logrará entrar como alumno en la madrasa de Ibn Sina (Avicena) donde recibirá una formación teórica y práctica de la medicina, así como de otras disciplinas para lograr ser un médico. (AU)
England, XI century, an 8-year-old orphan becomes a surgeon-barber apprentice. Learning basic skills of this trade (pulling teeth, bloodletting and minor surgeries) but this is not enough. So he decides to become a physician travelling to Middle East, where the most famous medical school of the world was. In Persia, he will be able to enroll as student at Ibn Sina´s madrasa (Avicenna) where he will receive theoretical and practical training in medicine as well as other disciplines to become a physician. (AU)
Subject(s)
Humans , History, Medieval , Barber Surgeons/history , History of Medicine , Plague/history , Motion PicturesABSTRACT
Antoine y Benjamin son dos jóvenes franceses que, tras haber terminado sus estudios de bachillerato en ciencias, coindicen en el curso preparatorio para elegir su futura carrera universitaria. Solo aquellos que consigan las mejores notas y por tanto los mejores puestos al final del curso podrán elegir medicina. Mientras que para Antoine; que no tiene una mente especialmente brillante, pero si una capacidad de sufrimiento y de estudio ilimitado, el conseguir una plaza para estudiar medicina es lo más importante en su vida, para Benjamin; cuyo padre es cirujano digestivo, y le resulta relativamente fácil sacar buenas notas, no tiene clara su vocación. La película plantea una crítica sobre cuáles son los parámetros que determinan quienes deben ser aceptados para estudiar medicina así como la creciente competitividad entre los posibles candidatos, donde a la hora de la verdad, tus amigos pasan a ser competidores y por tanto enemigos. (AU)
Antoine and Benjamin are two french teenagers, after having finished their high school studies in science, who met in the preparatory course for their future university career. Only those who get the best grades and therefore the best positions at the end of the course will be able to choose medicine. While for Antoine; that he does not have an especially brilliant mind, but if an unlimited capacity for suffering and study, getting a place to study medicine is the most important thing in his life, for Benjamin; whose father is a digestive surgeon, and it is relatively easy for him to get good grades, his vocation is unclear. The film raises a criticism about what are the parameters that determine who should be accepted to study medicine as well as the increasing competitiveness among potential candidates, where at the end, your friends become competitors and therefore enemies. (AU)
Subject(s)
Humans , Students, Medical/statistics & numerical data , Personnel Staffing and Scheduling , Motion PicturesABSTRACT
No disponible
Subject(s)
Humans , Games, Experimental , Teaching , Education, Medical, Undergraduate/methods , Educational Measurement/methods , Educational Technology , Students, Medical/psychologyABSTRACT
BACKGROUND: Society demands a university education grounded on ethical principles. Education in ethics values is responsibility of universities but will not be viable unless also adopted by directly responsible agents, the teachers who work with the students. For this reason, our primary research objective was to conduct an in-depth analysis of how Health Sciences students self-perceive the ethical dimension. METHODS: A mixed research methodology with two phases, qualitative and quantitative, allowed us to address our research question from two complementary viewpoints. Conversational interviews were conducted in an intentional and purposive sample to identify a wide range of discursive representations. A questionnaire was designed based on previous studies and the topics of qualitative research. The response format for the questionnaire followed a Likert scale and modulators such as sex, age, degree and the score of a social desirability test were examined. RESULTS: After 24 conversational interviews, three main thematic blocks (coinciding with the three subscales of the questionnaire) were identified: "attitudes for harmony in human relations", "construction of the self" and "rules and regulations". A total of 246 students completed a questionnaire with 39 items. The total scores ranged from 93 to 152 points, with an average score of 122.72 ± 10.64 points. Responsibility, the basic rules of education and respect were perceived as the two most important values, whereas solidarity and social participation as the least important. Results showed a significant positive linear correlation between total score on the questionnaire and age and social desirability. Age was also a significant predictor for the total score and the subscale score "rules and regulations". The students´ responses seemed to be conditioned by the degree of social desirability that they present. CONCLUSIONS: The ad-hoc questionnaire captured the maintenance of high ethical values in our college undergraduate students, which may be directly related to enhanced social desirability. The scores obtained on the questionnaire were correlated with the students' age, which may indicate that values might tend to acquire progressively more importance as students grow older. Further research is warranted to delve deeper on the determinants of professionalism and ethical decision-making in college students.
