Changes in health-related rehabilitation trajectories following a major Norwegian welfare reform.

BACKGROUND: In this study we investigated the health-related rehabilitation trajectories of young Norwegian adults between 2004-2019. The study period is interesting because it overlaps with an extensive welfare system reform that occurred in Norway between 2006-2011. In parallel with the reform there was a substantial increase in health-related welfare dependency among young people due to mental health conditions. To better understand this group, we addressed three questions: 1) what were the most typical health-related rehabilitation trajectories for young Norwegians aged 23-27 between 2004-2019, 2) did the trajectories and composition of health-related benefit recipients change overtime and 3) in parallel with the welfare reform, do we see improved labour market outcomes in our study population? METHODS: Using high-quality Norwegian registry data, we established four cohorts of Norwegian health-related rehabilitation benefit recipients aged 23-27 in either 2004 (cohort 1), 2008 (cohort 2), 2011 (cohort 3) or 2014 (cohort 4). The follow-up period for each cohort was six years. We used sequence and cluster analyses to identify typical health-related rehabilitation trajectories. In addition, descriptive statistics and multinomial logistic regression were used to scrutinise the relationship between trajectory types, sociodemographic characteristics and cohort membership. RESULTS: The majority follow trajectories consisting of welfare dependency, unemployment and unstable, low-income work. Both the trajectories and composition of the study population changed across cohorts. Over the observation period there was a 1) three-fold increase in the proportion following a trajectory ending in permanent disability benefits, 2) nine-fold increase in the proportion following trajectories characterised by long periods of health-related rehabilitation, 3) five-fold decrease in the share following unemployment occupational handicap trajectories 4) 6.9% increase in the proportion of early school leavers and 5) 8.9% decrease in the share with disabled parents. CONCLUSION: Our study population is a vulnerable group with suboptimal mental health, functioning and employment outcomes. In conjunction with the welfare reform, we witnessed a significant drop in use of work-related benefits, accompanied by a substantial increase in uptake of health-related rehabilitation- and disability benefits. Thus, it appears that rather than improving employment outcomes, welfare policy changes have created a new problem by steering a greater proportion into disability benefits.

Doctor Giuseppe Moscati: un modelo para el trabajo educativo

Introducción: La importancia de los valores para la formación del personal médico demanda la búsqueda de modelos que contribuyan al trabajo educativo, la formación cultural integral y promuevan valores. La presencia de profesionales de la salud cubanos en países de Europa para ayudar a enfrentar la pandemia por el nuevo coronavirus, que en algunos como Italia causó verdaderas tragedias sanitarias, motivó a indagar en la historia médica del país mediterráneo y conocer sus modelos para el trabajo educativo. Material y Métodos: Se empleó el método historiográfico, el analítico-sintético y la revisión bibliográfica con las novedosas técnicas de la informática y las comunicaciones. Objetivo: Presentar al médico italiano Giussepe Moscati y su obra como un modelo para el trabajo educativo dirigido a promover valores humanísticos y éticos en el ámbito de la práctica médica y en la labor educativa dirigida a la formación del personal de la salud. Desarrollo: Se identificó al doctor Giussepe Moscati como un médico consagrado a su profesión, reconocido por su labor asistencial, docente y científica, con valiosos trabajos de investigación. Se caracterizó por atender a los pacientes con esmerada dedicación profesional y asistencia espiritual, sostenida por convicciones en las virtudes teologales, ayudó a los pobres, los asistió gratuitamente y realizó obras de caridad para ayudarlos. Conclusiones: Una personalidad emblemática en la medicina italiana, con elevados valores humanos, éticos y morales, que caracterizaron su ejemplar desempeño profesional que lo convierten en un paradigma para los profesionales de la salud.

Introduction: The importance of values ​​in the training of health personnel demands the search for models that contribute to educational work, comprehensive cultural training, and promote values. The presence of Cuban health professionals in European countries to help face the pandemic caused by the new coronavirus, which in regions of Italy caused real health tragedies, motivated them to look into the history of Medicine in this Mediterranean country to become acquainted with appropriate models for educational work. Objective: To present the work of the Italian doctor Giussepe Moscati as an educational model intended to promote human and ethical values in the field of medical practice and educational work aimed at the training of health personnel. Material and Methods: The bibliographic analysis and the analytic and synthetic method were used; a bibliographic review was carried out using novel information and communication techniques. Development: Doctor Giussepe Moscati was identified as a distinguished doctor for his care, teaching and scientific work, as well as his valuable research works. He was characterized by caring for patients with careful professional dedication and spiritual assistance, sustained by convictions based on theological virtues. He helped the poor, assisted them freely, and performed great works of charity to help them. Conclusions: A family doctor in the Italian medicine is presented. His emblematic personality and highly human, ethical and moral values, which characterized his exemplary professional performance, make him a true paradigm for health professionals.

Trabajo educativo con los estudiantes de Ciencias Médicas en la pesquisa activa durante la pandemia COVID-19 / Educational work with Medical Sciences students in active research during the COVID-19 pandemic

RESUMEN Introducción: La pesquisa activa en la comunidad fue uno de los retos del trabajo educativo durante la pandemia por coronavirus del 2019 en Cuba. El objetivo consistió en Caracterizar el trabajo educativo con los estudiantes de ciencias médicas en la pesquisa activa durante la pandemia COVID-19. Material y Métodos: es un estudio descriptivo realizado de enero a diciembre de 2021que emplea el enfoque cualitativo, y utiliza la observación científica y una entrevista aplicada a 25 profesores que incluía preguntas referidas al trabajo educativo en sus dimensiones curricular, sociopolítica y extensionista. Resultados: La pesquisa se realizó vivienda por vivienda, con asesoramiento de los profesores. Los estudiantes adquirieron conocimientos sobre relación médico-paciente-familia-comunidad. En los escenarios educativos se efectuaron matutinos, mantenían información nacional e internacional adecuada sobre la situación actual y las medidas higiénico sanitarias. Llevaban solución clorada para desinfección frecuente de manos, portaban mascarilla de forma permanente, pero no siempre cumplían con el distanciamiento social. La responsabilidad y laboriosidad fueron valores que los caracterizaron. La mayoría mantuvieron un porte y aspecto apropiado con un adecuado uso del uniforme, correcta disciplina. Discusión: Los estudiantes demostraron la capacidad comunicativa para establecer relaciones sobre la base del respeto mutuo y la comprensión.

ABSTRACT Introduction: Active research in the community was one of the challenges of educational work during the 2019 coronavirus pandemic in Cuba. The objective was to characterize the educational work with medical sciences students in active research during the COVID-19 pandemic. Material and Methods: it is a descriptive study carried out from January to December 2021 that uses the qualitative approach, and uses scientific observation and an interview applied to 25 teachers that included questions referring to educational work in its curricular, sociopolitical and extension dimensions. Results: The research was carried out house by house, with advice from the teachers. The students acquired knowledge about the doctor-patient-family-community relationship. In the educational scenarios, morning sessions were held, they maintained adequate national and international information on the current situation and hygienic-sanitary measures. They carried a chlorinated solution for frequent hand disinfection, they wore a mask permanently, but they did not always comply with social distancing. Responsibility and industriousness were values that characterized them. Most maintained an appropriate appearance and bearing with proper use of the uniform, correct discipline. Discussion: Students demonstrated the communicative ability to establish relationships based on mutual respect and understanding.

Working in a 'community-engaged' university during an era of reconciliation.

This duoethnography, informed by the new materialist turn, explores how educational work is materially reconfigured within university-community collaborations. Through our co-facilitation of two community-based Master of Education programs we, as White settlers, endeavoured to journey with Indigenous colleagues, community members, and students to respond to calls for transformative reconciliation. It is within these complex relational fields that we explore the shifting nature of our work as educators within a Canadian university. When educational work resides within community, it becomes a living relationship among people and place, requiring a new type of faculty expertise that disrupts the usual boundaries between disciplinary knowledge and the academic triad, and exceeds professional responsibilities. Through our MEd programs, we are coming to understand our work as educators as always a collaborative act in the making, and as a form of scholarly activism.

Disability pension dynamics in early adulthood: A two-decade longitudinal study of educational, work and welfare-state trajectories in Norway.

Background: Since the 1990's, structural transformations in the Norwegian economy have decreased employment opportunities for low-skilled young people lacking formal education credentials. In parallel with these economic changes, there has been a strong increase in the proportion of young disability pensioners. Preventing labour market exit requires a thorough understanding of the disability process. We aim to 1) identify the most typical trajectories into disability pension for young Norwegian inhabitants between 1993 and 2014 and 2) investigate if the trajectories and composition of young disability pensioners changed over time. Methods: Using high-quality Norwegian registry data, we established two population-based cohorts of Norwegian inhabitants aged 29-39 years in either 2003 (cohort 1) or 2014 (cohort 2) who were not disability pensioners during the first month of their cohort period but had been granted a disability pension by the cohort end-date. Cohort 1 was followed from the beginning of 1993 through 2003, cohort 2 from 2004 through 2014. We used sequence and cluster analyses to identify typical disability pension trajectories and investigate how they changed overtime. Results: The majority follow trajectories characterised by little or no previous work participation. Both the trajectories and composition of young disability pensioners changed overtime. Between the two cohorts there was 1) a doubling in the probability of following 'precarious income trajectories', 2) a decrease in the probability of following 'work and/or education trajectories' and 3) an increase in the proportion of early school leavers. Conclusion: Current initiatives such as the Norwegian Inclusive Workplace Agreement (IA) focus on preventing transitions from employment to disability benefits. However, such initiatives have little relevance for young disability pensioners as the majority have weak labour market attachment. Policymakers should therefore consider placing more emphasis on non-workplace interventions.

Supporting Team Reflexivity During the COVID-19 Lockdown: A Qualitative Study of Multi-Vision Groups In-person and Online.

Introduction: The professional self is often hindered by a lack of self-care and poor work-life balance, and cannot be considered an unlimited resource. Given this, the reflexive team is an important organizational tool for protecting workers' well-being. The non-profit organization Maestri di Strada (MdS) ("Street Teachers") conducts action research (AR) in the area of socio-education. The main tool used by the group to protect the well-being of its members is a guided reflexivity group, inspired by the Balint Group and termed the Multi-Vision Group (MG). In March 2020, because of the COVID-19 lockdown, the MdS team had to quickly revamp its working model, and MGs were held online for the first time. Aim: Through qualitative research that takes a longitudinal approach, the aim of this study is to evaluate the efficacy of the MG in supporting the team's reflexivity in this new online format. Methods: This article considers MGs during two different time periods: pre-pandemic (T1) and early pandemic (T2). During T1, the MdS team met 18 times in person, while during T2 the team met 12 times through an online platform (always under the guidance of a psychotherapist). During all sessions in both time periods, a silent observer was present in the meetings, and they subsequently compiled narrative reports. The textual corpora of the reports were submitted for a Thematic Analysis of Elementary Contexts through T-Lab Plus, in order to examine the main content of the groups' discourse. Results: The results (five clusters in T1; and five in T2) show that, during T2, the group devoted considerable time to experiences tied to the pandemic (T21: schools facing the pandemic crisis; T2.2: the pandemic: death, inner worlds, and thought resistance; T2.3: kids' stories involving physical distancing and emotional proximity). The group also came up with innovative educational initiatives that defied the lockdown (T2.4: fieldwork: the delivery of "packages of food for thought"; T2.5: the MdS group: identity and separation). Based on these findings, the MG most likely contributed to the emergence of MdS as a "resilient community," capable of absorbing the shock of the pandemic and realizing a fast recovery response.

PesquisarCOM jovens: pistas metodológicas para narrativas ético-políticas / PesquisarCON jóvenes: pistas metodológicas para narrativas ético-políticas / ResearchWITH youngs: methodological clues to ethical policy narratives

Este artigo tem como proposta discutir pistas metodológicas para construções coletivas de pesquisas com jovens, afirmando as juventudes como coautoras e pesquisadoras desse processo. A partir de uma experiência de PesquisarCOM Jovens no Trabalho Educativo (TEd) - uma modalidade do Serviço de Convivência e Fortalecimento de Vínculos (SCFV) destinada a jovens de 14 a 18 anos incompletos -, emergiram as seguintes problematizações: como pesquisar junto com as jovens do Trabalho Educativo? Como expressar as intensidades e modos de experimentar as juventudes no Trabalho Educativo por meio de narrativas? Tendo como premissa sugestões dos jovens, foram confeccionados cadernos nos quais são narrados com ilustrações e textos as experiências coletivas e singulares das juventudes do TEd. Depois da produção dos cadernos e das narrativas, notou-se a importância de escutar e valorizar as experiências e os saberes dos jovens na construção das oficinas do TEd, principalmente o módulo de cidadania, para que o serviço não reproduza lógicas colonizadoras, racistas, epistemicidas e violentas.

This article aims to discuss methodological clues for collective construction of research with young people, affirming the youths as co-authors and researches of this process. From an experience of SearchingCOM young people in Educational Work - a modality of the Service of Living and Bonding (SCFV) aimed at young people from 14 to 18 years old incomplete - the following issues emerged: how to research together with young people in Educational Work? How to express the intensities and ways of experiencing youth in educational work through narratives? From the suggestions of the young, notebooks were made in which narratives with illustrations and texts are narrated the collective and singular experiences of the youth of TEd. After the production of notebooks and narratives, it was noted the importance of listening and valuing the experiences and knowledge of young people in the construction of TEd workshops, especially the citizenship module, so that the service does not reproduce colonizing, racist, epistemicidal logics and violent.

Este artículo tiene como objetivo discutir pistas metodológicas para la construcción colectiva de la investigación con los jóvenes, afirmando las juventudes como coautoras e investigadoras de este proceso. A partir de una experiencia de PesquisarCON jóvenes en el Trabajo Educativo - una modalidad del Servicio de Convivencia y Fortalecimiento de Lazos (SCFV) dirigida a jóvenes de 14 a 18 años - surgieron los siguientes problematizaciones: ¿cómo investigar junto con los jóvenes en el Trabajo Educativo? ¿Cómo expresar las intensidades y formas de experimentar la juventud en el trabajo educativo en narrativas? A partir de las sugerencias de los jóvenes, se hicieron cuadernos en los que se narran con ilustraciones y textos sobre las experiencias colectivas y singulares de los jóvenes de TEd. Después de la producción de cuadernos y narrativas, se señaló la importancia de escuchar y valorar las experiencias y el conocimiento de los jóvenes en la construcción de talleres de TEd, especialmente el módulo de ciudadanía, para que el servicio no reproduzca lógicas colonizadoras, racistas, epistemicidas y violentas.

Tempos de colapso, tempos de lutas: contribuições do trabalho educativo no serviço social / Collapse times, fight times: contributions of educational work in social work

Este artigo reflete sobre as possibilidades do trabalho educativo no campo profissional do Serviço Social e suas implicações ideopolíticas no cotidiano de vida dos sujeitos atendidos pelos assistentes sociais em seus diferentes espaços de atuação. A conjuntura brasileira, marcada por enormes desafios decorrentes da ofensiva neoliberal em pleno vapor, do avanço da extrema direita e do irracionalismo que tomou conta do país, sobretudo nos últimos dois anos (pré e pós-eleição Bolsonaro), tem exigido dos profissionais intervenções que recuperem e/ou privilegiem o trabalho educativo junto à população usuária, valendo-se de mediações político-pedagógicas que contribuam com a formação de sua consciência crítica, tendo em vista a construção de ideias e de práticas contra-hegemônicas, bem como o reconhecimento dos processos de espoliação que vivenciam para que busquem o atendimento de suas necessidades. Nessa direção, aponta-se a contribuição do pensamento de Gramsci e de Paulo Freire para viabilizar o trabalho educativo no Serviço Social sob as bases do projeto ético-político profissional, de modo que seja possível ampliar percepções, sentidos e ações, além de ousar e resistir frente ao colapso instalado na sociedade brasileira.(AU)

This article reflects on the possibilities of educational work in the professional field of Social Work and its ideo-political implications in the daily life of the subjects attended by social workers intheir different performance spaces. The Brazilian conjuncture, marked by enormous challenges arising from the neoliberal offensive in full swing, the advance of the extreme right and the irrationalism that has taken over the country, especially in the last two years (pre and post Bolsonaro election), has demanded from professionals interventions that recover and / or emphasize educational work with the user population, taking advantage of political-pedagogical mediations that contribute to the formation of critical awareness, aiming at the construction of counter-hegemonic ideas and practices as well as the recognition of the spoliation processes that they experience so that they seek to meet their needs. In this sense, the contribution of Gramsci and Paulo Freire's thoughts is pointed out to enable the educational work in the Social Work under the professional ethical-political project, so that it is possible to broaden perceptions, meanings and actions, as well as to dare and resist the collapse installed in Brazilian society.(AU)

Desempeño docente en el posgrado, de los profesores de pediatría. Facultad Salvador Allende. Enero-julio 2016 / Teaching performance of the professors of pediatrics in postgraduate education in "Salvador Allende" Faculty. January-July 2016

Introducción: El desempeño docente es el comportamiento del profesor durante la conducción del proceso formativo, con un carácter consciente e individual que demuestra su desarrollo personal, profesional y social. La caracterización del desempeño permite identificar los problemas y potencialidades para desarrollar actividades que propicien su mejoramiento. Objetivo: Caracterizar el desempeño docente en la formación académica de posgrado, de los profesores de pediatría de la Facultad de Ciencias Médicas "Salvador Allende" en el período de enero-julio de 2016. Material y métodos: La muestra estuvo constituida por 21 de 32 profesores, dos directivos y 7 de 13 residentes. La caracterización del desempeño docente se realizó a partir del proceso de parametrización. Se estableció como variable fundamental el desempeño docente con enfoque de competencias con cinco dimensiones, 16 subdimensiones y 55 indicadores. Las indagaciones empíricas fueron entrevistas, encuestas, observación del desempeño y revisiones documentales. Se utilizó la estadística descriptiva y la moda como medida de tendencia central. Resultados: La triangulación metodológica permitió identificar como problemas: insuficiente planificación del trabajo autónomo, deficiente aprovechamiento de las TICs y el idioma extranjero, limitada producción científica, insuficiente superación profesional y autosuperación en la especialidad y la educación médica. Como potencialidades se identificaron: el trabajo educativo del profesor, dedicación demostrada y contribución a la formación de los residentes como ciudadanos y profesionales. Conclusiones: La caracterización del desempeño docente de los profesores en la formación académica de posgrado identificó problemas en las dimensiones de Trabajo Metodológico, Trabajo de Investigación e innovación y en la Superación. En desarrollo se encuentra el Trabajo Docente educativo y como potencialidad el Trabajo Político Ideológico(AU)

Introduction: Teaching performance is the behavior of the professor during the teaching process with a conscious and individual character, which demonstrates the professional, personal, and social development of this specialist. The characterization of performance allows to identify the problems and potentialities in order to develop activities that favor their improvement. Objective: To characterize the teaching performance of the Professors of Pediatrics in Postgraduate Education in Salvador Allende Medical Faculty from January to July 2016. Material and methods: The research sample consisted of 21 of 32 professors, 2 directors, and 7 of 13 residents. Characterization of teaching performance started with the parametrization process. Teaching performance focused on competence was selected as the main variable. Five dimensions, 16 subdimensions, and 55 indicators were defined. Empirical inquiries consisted of interviews, surveys, performance observation, and document reviews. Descriptive statistics and the mode were used as the measures of central tendency. Results: Methodological triangulation allowed to identify the following problems: insufficient planning of the autonomous work; deficient use of the information and communication technologies (ICTs) and foreign language; limited scientific production; insufficient professional and self-improvement in the specialty and in medical education. The following potentialities were identified: educational work carried out by the professors, proven dedication; and contribution to the formation of residents as citizens and professionals. Conclusions: The characterization of the teaching performance of the professors in postgraduate education allowed to identify problems in the following dimensions: methodological work, research and innovation work, and professional improvement. The teaching-learning process is being developed and the political-ideological work is considered a potentiality(AU)

The Changing Educators' Work Environment in Contemporary Society.

In this paper, we are going to address job satisfaction and perceived self-efficacy withinthe context of residential child-care. A joint report from the European Foundation for the Improvement on Living and Working Conditions and the European Agency for Safety and Health at Work revealed that managers in the field of health and education were the most concerned about the psychosocial risk of their employees, although concern is not automatically translated into tools to face the risk and to manage it. So, measuring and improving employees' job satisfaction and self-efficacy can be an important means for organizations to prevent the outcomes of psychosocial risk, and supporting high quality performance of workers. But profound changes are affecting the nature of work at large, and specifically social educator's in the field of residential care with minors. Globalization, radical technological and communication developments, as well as the pressure to frame care as a commodity, are quickly changing procedures and praxis at work, and even the meaning of job itself. All these changes are highly demanding for this category of professionals, as much as the fact that the organizational setting is vanishing as a resource to sustain their professional attitudes and behaviors. Under these circumstances, job satisfaction and self-efficacy can be hard to experience, and isolating their precursors is essential to develop healthy and effective work environments. This paper means to highlight the process of supporting self-efficacy and job satisfaction in the educational work in residential youth care that is still underrepresented in research. It presents data emerging from two studies, study 1 involving 268 educators and study 2 involving 472 educators belonging to different Italian residential child-care services. Study 1 consists of a quantitative study including the following measures: attachment style, job satisfaction, work-related self-efficacy, and length of service. Study 2 consist of a qualitative exploration deepening the sources of educators' work-satisfaction. Quantitative data support the identification of attachment style and length of service as antecedents of work-related self-efficacy and job satisfaction. Qualitative data show the importance of relational issues in shaping the educators' satisfaction at work.

Influence of Gender and Age on the Willingness to Reduce Nicotine Consumption-Results of a Survey in Urological Cancer Patients (KRAUT Study).

PURPOSE: Our objective was to investigate whether patients with urologic tumors were aware of smoking as a risk factor for the development and progression of several urologic cancers and the extent of the medical education they had received. Another aim was to investigate whether gender or age influenced patients' willingness to change their smoking habits. MATERIALS AND METHODS: Patients with histologically malignant urologic tumors were enrolled in our questionnaire-based study from September 2013 to December 2014 in 2 urology departments. Patients were asked about their smoking habits and their general understanding of the relationship between smoking and the onset of cancer (urologic cancer and lung cancer). Also, the extent of information they had acquired from a physician was assessed. The descriptive and oncologic data of the patients were recorded. RESULTS: Of 258 enrolled patients, 186 (72.1%) had never had an informational discussion with a doctor about smoking and their urologic tumor disease. Of the 160 active and former smokers, only 45 (28.1%) were planning to stop or reduce smoking because of their tumor disease. The willingness to change smoking habits was greater for women, with a statistically significant difference (odds ratio, 5.59; P = .002). Younger patients aged <58 years were also more willing to reduce or stop smoking. CONCLUSION: In our study, most patients with urologic cancer were unaware of smoking as the most probable cause of tumor development. The patients had not received proper counseling from doctors on smoking and the risk it poses for tumor progression. Efforts to balance compliance among the genders and age groups through risk-adapted counseling should be undertaken.

Comentarios en torno al plan de estudio en la educación superior cubana y el programa analítico de una asignatura / Comments about the curriculum in the Cuban higher education and the analytic program of a subject

La Resolución No 210 de 2007 del Ministerio de Educación Superior establece el Reglamento para el trabajo docente metodológico en las instituciones universitarias cubanas, cuyo conocimiento es indispensable para sus profesores y, en particular, para los miembros de los tribunales de promoción de las categorías docentes, así como para los que optan por las categorías principales de titular, auxiliar y asistente, a tenor de lo dispuesto en la Resolución No 88 de 2016. En este artículo se identifican diferentes aspectos concernientes al plan de estudios de las carreras universitarias, según lo establecido en la legislación vigente, y se comenta la realización de la exposición crítica o disertación sobre el programa de una asignatura, lo que puede ser de utilidad en estos procesos de promoción de categorías docentes.

The Resolution No 210 of 2007 of the Ministry of Higher Education establishes the Regulation for the methodological educational work in the Cuban university institutions which knowledge is essential for its professors and, in particular, for the promotion boards members of teaching categories, as well as for those that apply for the main categories of associate, instructor and assistant professor, in accordance with the Resolution No 88 of 2016. In this work different aspects concerning the curriculum of the university careers are identified, according to what is established in the existing legislation, and the implementation of the critical exhibition or dissertation on the subject program is commented, what can be useful in these promotion processes of teaching categories

Lo básico, lo clínico y lo histórico para el trabajo educativo con los epónimos médicos / The basic, the clinical and the historic for the educational work with medical eponyms

Introducción: el vínculo básico clínica amplía la visión para adquirir habilidades mediadoras de los procesos lógicos del pensamiento que conducirán desde los conocimientos básicos al diagnóstico clínico. El trabajo educativo desarrollado a partir del diseño de las asignaturas debe incorporar elementos de la historia de la medicina con un acento interdisciplinar como fuente de inspiración para el mejoramiento humano de estudiantes y profesores y como un método para alcanzar el perfil ético humanista del modelo del profesional al que se aspira. Objetivos: relacionar las ciencias básicas con la clínica a través de las personalidades que dieron origen a epónimos médicos, exponiendo su utilidad para el trabajo educativo curricular. Desarrollo: el potencial educativo de cada asignatura determina las actividades pedagógicas que vincularán en la clase los conocimientos básicos con la práctica clínica desde la historia de su descubrimiento, las personalidades involucradas, su biografía y las consecuencias para las ciencias médicas y la humanidad en general. La vida y la obra de Camilo Golgi, Paul Langerhans, Wilhem His y Hans Adolf Krebs, entre otros ejemplos es una fuente de inspiración para la formación de valores en los estudiantes de medicina y punto de unión entre lo básico y lo clínico en la práctica médica. Conclusiones: la obra de personalidades que dieron origen a epónimos utilizados en ciencias básicas permite relacionar estas con la aplicación clínica de los conocimientos por ellos descubiertos, sirviendo además de modelos para el trabajo educativo desde lo curricular por su dedicación a la profesión y las extraordinarias circunstancias de sus vidas(AU)

Introduction: The association between the basic and the clinical aspects broadens the vision in order to acquire mediating skills in the logical processes of thought that will lead from basic knowledge to clinical diagnosis. The educational work developed upon the design of the subjects must include elements of history of medicine with an interdisciplinary focus as a source of inspiration for the human improvement of students and teachers and as a method to achieve the humanist- ethical profile of the professional model that is the aspiration. Objectives: To relate the basic sciences with the clinical aspect through the personalities that gave rise to medical eponyms, exposing their usefulness for curricular educational work. Development: The educational potential of each subject determines the pedagogical activities which, in the class, shall link the basic knowledge with the clinical practice upon the history of its discovery, the personalities involved, its biography, and the consequences for the medical sciences and the humanity in general. The life and work of Camilo Golgi, Paul Langerhans, Wilhem His and Hans Adolf Krebs, among other examples, are sources of inspiration for the formation of values in medical students and a crossing point between the basic and the clinical in the medical practice. Conclusions: The work of personalities that gave rise to eponyms used in basic sciences makes it possible to relate these to the clinical application of the knowledge discovered by them, also serving as models for educational work upon the curriculum, for their dedication to the profession and the extraordinary circumstances of their lives(AU)

Lo básico, lo clínico y lo histórico para el trabajo educativo con los epónimos médicos / The basic, the clinical and the historic for the educational work with medical eponyms

Introducción: el vínculo básico clínica amplía la visión para adquirir habilidades mediadoras de los procesos lógicos del pensamiento que conducirán desde los conocimientos básicos al diagnóstico clínico. El trabajo educativo desarrollado a partir del diseño de las asignaturas debe incorporar elementos de la historia de la medicina con un acento interdisciplinar como fuente de inspiración para el mejoramiento humano de estudiantes y profesores y como un método para alcanzar el perfil ético humanista del modelo del profesional al que se aspira. Objetivos: relacionar las ciencias básicas con la clínica a través de las personalidades que dieron origen a epónimos médicos, exponiendo su utilidad para el trabajo educativo curricular. Desarrollo: el potencial educativo de cada asignatura determina las actividades pedagógicas que vincularán en la clase los conocimientos básicos con la práctica clínica desde la historia de su descubrimiento, las personalidades involucradas, su biografía y las consecuencias para las ciencias médicas y la humanidad en general. La vida y la obra de Camilo Golgi, Paul Langerhans, Wilhem His y Hans Adolf Krebs, entre otros ejemplos es una fuente de inspiración para la formación de valores en los estudiantes de medicina y punto de unión entre lo básico y lo clínico en la práctica médica. Conclusiones: la obra de personalidades que dieron origen a epónimos utilizados en ciencias básicas permite relacionar estas con la aplicación clínica de los conocimientos por ellos descubiertos, sirviendo además de modelos para el trabajo educativo desde lo curricular por su dedicación a la profesión y las extraordinarias circunstancias de sus vidas(AU)

Introduction: The association between the basic and the clinical aspects broadens the vision in order to acquire mediating skills in the logical processes of thought that will lead from basic knowledge to clinical diagnosis. The educational work developed upon the design of the subjects must include elements of history of medicine with an interdisciplinary focus as a source of inspiration for the human improvement of students and teachers and as a method to achieve the humanist- ethical profile of the professional model that is the aspiration. Objectives: To relate the basic sciences with the clinical aspect through the personalities that gave rise to medical eponyms, exposing their usefulness for curricular educational work. Development: The educational potential of each subject determines the pedagogical activities which, in the class, shall link the basic knowledge with the clinical practice upon the history of its discovery, the personalities involved, its biography, and the consequences for the medical sciences and the humanity in general. The life and work of Camilo Golgi, Paul Langerhans, Wilhem His and Hans Adolf Krebs, among other examples, are sources of inspiration for the formation of values in medical students and a crossing point between the basic and the clinical in the medical practice. Conclusions: The work of personalities that gave rise to eponyms used in basic sciences makes it possible to relate these to the clinical application of the knowledge discovered by them, also serving as models for educational work upon the curriculum, for their dedication to the profession and the extraordinary circumstances of their lives(AU)

Sistema de talleres de trabajo educativo para la capacitación del profesor guía de la carrera de Medicina / Educational work workshops system for the Medicine degree guiding teacher training

Se presentan los resultados obtenidos en la tesis de maestría Sistema de talleres de trabajo educativo para la capacitación del profesor guía de Medicina en Nuevitas con el objetivo de demostrar el impacto a partir de su implementación en la brigada estudiantil. Se exponen las definiciones elaboradas y las contextualizaciones. Se concluye que el sistema contribuyó al adecuado desempeño del profesor guía y al desarrollo del modo de actuación de los estudiantes. La rapidez y la calidad que implicó en la praxis educativa constituyó el resultado más importante en el contexto de la carrera de Medicina en la Filial.

Results achieved through the master's thesis "Educational work workshops system for the Medicine degree guiding teacher training" in Nuevitas are presented, aimed at demonstrating its impact starting from its implementation on a class. Elaborate definitions and contexts are exposed. The conclusionreached through it was that the system contributed to the adequate guiding teacher's performance and to the development of students' behavior. The speed and quality it involved in educational praxis constituted the most important result in the context of the Medicine degree in La Filial town.

Valor ético de la incorporación del estudiante de Medicina al sistema de garantía de la calidad hospitalaria / Ethical value of incorporating medical student system of hospital quality assurance

Se realizó una propuesta metodológica en el Hospital Militar Clínico Quirúrgico Docente Doctor Octavio de la Concepción y la Pedraja de Camagüey durante el año 2014 con el objetivo de argumentar el valor ético que tiene para el estudiante de Medicina ser insertado al sistema de garantía de la calidad hospitalaria. Se emplearon métodos de nivel teórico como análisis y síntesis, histórico-lógico, inducción-deducción. La vinculación del estudiante universitario al sistema de garantía de calidad en un centro asistencial docente permite elevar la utilización correcta del método clínico y provee al discente de conocimiento para que al egresar desempeñe un servicio de excelencia y alcance a reducir los errores e insatisfacciones de la población y con ello los costos innecesarios.

In order to increase the ethical value integrating medical students into a hospital quality guarantee system has, a methodological proposal was put forward in the Doctor Octavio de la Concepcion y la Pedraja Teaching Clinical-Surgical Military Hospital of Camaguey during 2014. Theoretical methods such as analysis and synthesis, historical-logical methods and induction-deduction were used. Linking college students to the quality guarantee system allows increasing the proper use of the clinician and it provides the learner with the knowledge he needs to carry out an excellent service and to reduce errors making and people dissatisfactions, therefore cutting on unnecessary costs.

Reflexões sobre o trabalho socioeducativo no âmbito da política de assistência social / Reflections on the educational work in the context of the single system of social assistance / Reflexiones sobre el trabajo pedagógico en el contexto del sistema único de asistencia social

O presente artigo discute a importância do trabalho socioeducativo com famílias no âmbito da política de assistência social e as possíveis implicações desse trabalho no cotidiano dos sujeitos envolvidos, sobretudo no que toca às suas formas de pensar e de agir. Entende-se que as inovações trazidas pelo Sistema Único de Assistência Social (SUAS) apontam-no como referencial metodológico à intervenção dos profissionais. Nesse sentido, busca-se explicitar o trabalho socioeducativo como um dos caminhos para instigar processos emancipatórios junto às famílias e concretizar princípios que envolvem o SUAS, reconhecendo os avanços e os limites desse processo.(AU)

This article discusses the importance of educational work with families on social assistance policy and the implications of this work in the everyday life of the subjects involved, especially when it comes to their ways of thinking and acting. It is understood that the innovations brought by the Social Assistance System (Your) point as methodological referential to the intervention of professionals. Accordingly, we seek to clarify the educational work as one of the paths to instigate emancipative processes along families and realize that involve Their principles, acknowledging the advances and the limits of this process.(AU)

Este artículo discute la importancia del trabajo educativo con las familias sobre la política de asistencia social y las implicaciones de este trabajo en la vida cotidiana de los sujetos involucrados, especialmente cuando se trata de sus formas de pensar y actuar. Se entiende que las innovaciones trajeron por el sistema de Asistencia Social (su) punto metodológico referencial a la intervención de profesionales. Por consiguiente, tratamos de aclarar el trabajo educativo como uno de los caminos a instigar procesos emancipative junto con las familias y darse cuenta de que involucran a sus principios, reconociendo los avances y los límites de este proceso.(AU)

Reflexões sobre o trabalho socioeducativo no âmbito da política de assistência social / Reflections on the educational work in the context of the single system of social assistance / Reflexiones sobre el trabajo pedagógico en el contexto del sistema único de asistencia social

O presente artigo discute a importância do trabalho socioeducativo com famílias no âmbito da política de assistência social e as possíveis implicações desse trabalho no cotidiano dos sujeitos envolvidos, sobretudo no que toca às suas formas de pensar e de agir. Entende-se que as inovações trazidas pelo Sistema Único de Assistência Social (SUAS) apontam-no como referencial metodológico à intervenção dos profissionais. Nesse sentido, busca-se explicitar o trabalho socioeducativo como um dos caminhos para instigar processos emancipatórios junto às famílias e concretizar princípios que envolvem o SUAS, reconhecendo os avanços e os limites desse processo.

This article discusses the importance of educational work with families on social assistance policy and the implications of this work in the everyday life of the subjects involved, especially when it comes to their ways of thinking and acting. It is understood that the innovations brought by the Social Assistance System (Your) point as methodological referential to the intervention of professionals. Accordingly, we seek to clarify the educational work as one of the paths to instigate emancipative processes along families and realize that involve Their principles, acknowledging the advances and the limits of this process.

Este artículo discute la importancia del trabajo educativo con las familias sobre la política de asistencia social y las implicaciones de este trabajo en la vida cotidiana de los sujetos involucrados, especialmente cuando se trata de sus formas de pensar y actuar. Se entiende que las innovaciones trajeron por el sistema de Asistencia Social (su) punto metodológico referencial a la intervención de profesionales. Por consiguiente, tratamos de aclarar el trabajo educativo como uno de los caminos a instigar procesos emancipative junto con las familias y darse cuenta de que involucran a sus principios, reconociendo los avances y los límites de este proceso.

Estudiar el pensamiento de Julio Antonio Mella desde lo curricular / Studying Julio Antonio Mella´s thinking from a curricular approach

Fundamento: la educación en valores debe fortalecerse desde el trabajo educativo curricular con personalidades cubanas aportadoras a la cultura e identidad, como Julio Antonio Mella, reconocido pensador marxista de la tercera década del siglo XX. Objetivo: caracterizar el pensamiento marxista de Julio Antonio Mella para incorporarlo, como propuesta, al trabajo en las distintas formas de docencia de Filosofía y Sociedad I. Métodos: se realizó un estudio descriptivo cualitativo en el que se emplearon métodos teóricos: analítico-sintético y el inductivo-deductivo, para valorar la información relacionada con el objeto de estudio, y el histórico-lógico, de importancia para estudiar la progresión de su pensamiento, y depurar la información obtenida hasta su esencia. Como método empírico se utilizó el análisis documental de sus obras escritas. Resultados: el análisis documental permitió descubrir los puntos coincidentes entre el pensamiento filosófico de Mella con los fundamentos básicos del marxismo leninismo, y en correspondencia con ello, se seleccionaron un grupo de artículos con posibilidades de inserción a la docencia del programa de Filosofía y Sociedad I, los cuales conforman esta propuesta. Conclusiones: se demostró que es posible trabajar con fragmentos de la obra teórica de Mella en cinco de los siete temas de la asignatura Filosofía y Sociedad I, lo que hace posible una sistematización de sus ideas por la vía curricular, como complemento al trabajo educativo en las universidades.

Background: the education in values must be strengthened within the curricular educational work, with Cuban personalities who have contributed to our culture and identity, such as Julio Antonio Mella, a recognized Marxist thinker from the third decade of the 20th century. Objective: to characterize the Marxist thinking of Julio Antonio Mella, in order to include it, as a proposal, to the work in the different ways of teaching the subject Philosophy and Society 1. Methods: a descriptive and qualitative study was done, in which the analytic-synthetic and inductive-deductive theoretical methods were used, in order to value the information related with the objective of study, and also the historical-logical method, which is important in order to study the progression of his thinking, and to process the essential information obtained. As empirical method, the documentary analysis of Mella´s written works was used. Results: the documentary analysis allowed to find out the coincident points between Mella´s philosophical thinking and the basic foundations of Marxism-Leninism, and correspondingly, a group of articles was selected, that are possible to insert in the teaching of the subject Philosophy and Society 1, which are proposed here. Conclusions: it was shown that it is possible to work out with excerpts from Mella´s theoretical works in five out of the seven themes of the subject Philosophy and Society 1, what makes possible to systematize his ideas through a curricular approach, as a complement to the educational work in the universities.

Evolución histórica de las experiencias del trabajo educativo en la Educación Médica Superior en Cuba / Historical development of the educational work experience in Higher Medical Education in Cuba

El artículo ofrece una reflexión epistemológica sobre el trabajo educativo en la Universidad cubana, a partir de la sistematización de aspectos teóricos abordados por diferentes autores. Se presenta un estudio lógico e histórico apoyado en la selección de materiales, documentos, resoluciones, programas que rigen la política educacional del país, con el objetivo de reflexionar sobre las experiencias del trabajo educativo en la Educación Médica Superior en Cuba.

The article provides an epistemological reflection on the educational work in the Cuban University from the systematization of theoretical issues raised by different authors. A logical and historical study is presented supported by the selection of materials, documents, resolutions, programs governing the educational policy of the country in order to reflect on the educational work experiences developed in Higher Medical Education in Cuba.