ABSTRACT
INTRODUCTION: Currently there is a need for specific training and special dedication to pediatric urology (PU). Nevertheless, we lack of a continuous education program, which must be specific and multidisciplinary. OBJECTIVES: To create a complementary training program in PU with the following differential characteristics: 1) University postgraduate, 2) internationally accredited, 3) multidisciplinary, 4) theoretical and practical, 5) through virtual teaching, 6) with on-site support, 7) academically directed and mentored, 8) based on individual and group self learning, 9) with international faculty and alumni 10) objectively evaluable. METHODS: We developed two original projects of virtual training courses with practices in PU, Master and Expert following the International University of Andalucía (UNIA) regulations and with the support of the Medical College of Malaga. The Master has a general content one year duration and will be repeated yearly. The Expert course has monographic character, half-year duration and will be repeated yearly with different topics. They are credited 60 and 30 ECTS credits respectively. The course has 3 parts well differentiated in objectives and development: 1. Virtual training 2. On-site hospital practices and, 3. Final work. The alumni answered a questionnaire to evaluate the master at the midpoint. RESULTS: The UNIA has considered viable and approved all 3 projects presented: I PU MASTER (2014-2015), II PU MASTER (2015-2016) and Expert Course on pediatric incontinence (2015-2016)First PU MASTER data.- Registration applications: 60 alumni. Admitted alumni 40; mean age 37 years; 8 nationalities, 57% Spanish, 43% Foreigners. Specialities: Urology 14(35%), Pediatric Surgery 24 (60%), Pediatrics (Pediatric nephrology 1), General Medicine 1. Mid term Master evaluation by the alumni (0-100). Difficulty 60. Quality of the topics 92; complementary materials 90; faculty 90; UNIA virtual Campus 89. CONCLUSIONS: The demand of registrations demonstrates the need and interest of a pediatric Urology training program, through Master and Expert Courses. Virtual Training, e-learning, within the Virtual Campus of the UNIA is viable. This self-learning model is being highly valued by the international alumni. We offer an interesting supplement for continuous education in PU.
Subject(s)
Computer-Assisted Instruction , Education, Distance , Education, Medical, Graduate , Pediatrics/education , Urology/education , Adult , Aged , Female , Humans , Male , Middle AgedABSTRACT
El contexto médico legal en el que se desarrolla la Medicina Evaluadora, permitiendo el acceso a prestaciones económicas, obliga a considerar la validez -firmeza, consistencia y valor legal- en las consultas de valoración médica de incapacidad. Por otra parte, en el ámbito médico asistencial son habituales los casos biomédicamente inexplicables que, además, se acompañan de elevados niveles subjetivos de sufrimiento, para los que se ha propuesto el término MUPS. Lógicamente, para proteger el principio deontológico de Justicia, en un contexto de recursos limitados, resulta necesario considerar una posible distorsión clínica -discrepancias marcadas entre la afectación o las limitaciones funcionales mostradas y los elementos clínicos objetivos- y sus principales causas; desde trastornos conversivos o somatomorfos en el extremo de lo involuntario, hasta el fraude de la simulación pura. Adicionalmente, dado que la enfermedad y la discapacidad son conductas sujetas al aprendizaje y condicionamiento operante, el mismo análisis de validez nos permitirá actuar conforme a los principios de Beneficiencia y No Maleficencia, evitando reforzar las conductas injustificadas de enfermedad que pueden cristalizar en un Síndrome de Invalidez Aprendida
The forensic context in which dissability assessment medicine is practised, allowing access to workers' compensation benefits, requires consideration of the validity -firmness, consistency and legal acceptability- of medical disability assessment interviews. On the other hand, in assistential medicine biomedically unexplained cases -for which the term MUPS is proposed- are common, often accompanied by high levels of subjective suffering. Logically, to protect the ethic principle of Justice in a context of limited resources, to consider any clinical distortion -marked discrepancy between the person's claimed stress or disability and the objective clinical findings- and their root causes, from somatoform or conversion disorders at the end of the involuntary, to pure malingering is mandatory. Additionally, since disease and disability are subject to learning and operant conditioning behaviors, the same validity analysis will allow us to act according to the principles of Beneficence and Non-maleficence, avoiding reinforce abnormal illness behaviors that can crystallize in the Learned Disability Syndrome
