XRF calibration with low-cost samples and implementation for quantification of inorganic elements in lipsticks.

In this paper, the preparation of low-cost samples, for the calibration of an energy-dispersive X-ray fluorescence system is presented. The entire procedure is proposed as an undergraduate or postgraduate student laboratory activity, which aims to familiarize students with the procedure of calibration of a spectroscopy-based analytical method through the XRF technique. Furthermore, the use of XRF for the determination of elemental concentrations in samples related to students' interests, was attempted.

[Development of a targeted educational activity in addictology: From design to use in specialized structures in the Normandy region]. / Élaboration d'une activité éducative ciblée en addictologie : de la conception à l'utilisation dans les structures spécialisées de la région Normandie.

OBJECTIVE: Risk and damage reduction is a public health issue and allows to consider addiction as a chronic pathology in which patients have the opportunity to become actors of their own care, a philosophy shared with Therapeutic Education. In this context, our objective is to develop a tool adapted to the populations of patients/users in specialized structures, meeting the criteria of a Targeted Educational Activity, to allow them a better understanding and management of their addiction to opiates on a daily basis. METHOD: In a multi-professional setting, involving pharmacists, doctors and nurses, an exploratory phase was conducted in order to identify the theme, the target population and the tool format. Then, the tool was built and validated with the ambition of responding pedagogically to the problems encountered daily by patients/users. RESULTS: The pedagogical tool, called "Le QUIZZ à moindre risque", contains 51 questions categorized in 2 structured parts on the reduction of risks related to opiate consumption and substitution drugs. Focused on the problems of patients/users, it helps them achieve greater autonomy in their health and a better quality of life, with and despite the illness. The proposed format makes it a tool that can be freely consulted by patients/users according to their practices and needs; it can also be used in group workshops conducted with the caregivers. CONCLUSION: The tool developed aims to (i) enable opiate users to acquire skills to improve the management of their consumption and the risks involved and (ii) strengthen communication between patients/users and caregivers by offering them the opportunity to be actors of their care. The tool is currently being tested and evaluated in many cities in Normandy and its optimization will allow for an improvement in care that meets the challenges and needs.

Including Medical Footage and Emotional Content in Organ Donation Educational Videos for Latinx Viewers.

We assessed whether videos with medical footage of organ preservation and transplantation plus sad, unresolved, or uplifting stories differentially affect deceased organ donor registration among clients in Latinx-owned barbershops and beauty salons. In a 2 × 3 randomized controlled trial, participants (N = 1,696, mean age 33 years, 67% female) viewed one of six videos. The control portrayed a mother who received a kidney (uplifting), excluding medical footage. Experimental videos included medical footage and/or showed a mother waiting (unresolved) or sisters mourning their brother's death (sad). Regression models assessed relative impact of medical footage and storylines on: (1) registry enrollment, (2) donation willingness stage of change, and (3) emotions. Randomization yielded approximately equal groups relative to age, sex, education, religion, nativity, baseline organ donation willingness, beliefs, and emotions. Overall, 14.8% of participants registered. Neither medical footage, sad, nor unresolved stories differentially affected registration and changes in organ donation willingness. Sad and unresolved stories increased sadness and decreased positive affect by ~0.1 logits compared with the uplifting story. Educational videos about organ donation which excluded or included medical footage and varying emotional valence of stories induced emotions marginally but did not affect viewers' registration decisions differently. Heterogeneity of responses within video groups might explain the attenuated impact of including medical footage and varying emotional content. In future work, we will report qualitative reasons for participants' registration decisions by analyzing the free text responses from the randomized trial and data from semistructured interviews that were conducted with a subset of participants.

The effects of a newly established online learning management system: the perspectives of Thai medical students in a public medical school.

BACKGROUND: There are obstacles for medical schools in low- and middle-income countries (LMIC) to implement an online learning management system (LMS) during the pandemic of coronavirus disease 2019. Our medical school has developed and implemented tailored LMS for medical students and examine the acceptance and effects of this LMS on the medical students' learning outcomes and identify factors influencing their adoption of online learning. METHODS: This was a mixed-methods study using an online questionnaire and online semi-structured interviews with first-year medical students at one medical school in Thailand. The platform's monitoring system and questionnaire data were analysed using descriptive statistics and binary logistic regression. RESULTS: The response rate was 55.5% (157/283). Most of the respondents agreed on the advantages and were very satisfied with their learning experience. The logistic regression showed that content quality (adjusted odds ratio (AOR) = 2.43; 95% CI = 1.11-5.31) and perceived usefulness (AOR = 2.75; 95% CI = 1.02-7.39) were significantly associated with the acceptance of online learning among medical students. There was no association between the test scores and time spent in the course. CONCLUSION: Despite limited evidence of LMS effectiveness in medical schools in LMIC, learning on a customised LMS appeared to be accepted, useful, user-friendly, and effective among medical students. The perceived usefulness and the content quality are associated with the acceptance of online learning. Medical schools in LMIC can develop their own LMS to ensure that it meets their learners' and faculties' needs. This study is a single-institution study, further large-scale studies are needed to ensure generalisability.

Microbial Model Construction Activity for Introducing Students to Microbiome and Metagenomic Fields.

Educational activities in biology teaching focused on model construction allow students to make the invisible evident. The development and integration of these pedagogical strategies in emerging sciences is essential and necessary in the classroom of noncollege academia. A two-component pedagogical activity was developed to expose high school students to the emerging disciplines of microbiomes and metagenomics. An introductory talk about microbiomes and host-microbe interactions was designed and presented to high school students at an educational center in the western region of Puerto Rico. After the talk, the students were organized into teams and required to choose one of the microbiome cases discussed to generate an oral presentation and a model describing the microbe's relationship with the host (microbiome interactions). A total of five models were generated by the students, which represented bacterial and yeast interaction with animals and plants. The teaching-learning process was assessed using pre/posttests and model evaluation instruments. The combination of the talk, model construction, and oral presentation increased the general knowledge of the participants by 43% from pre- to posttest. The students' knowledge of the concepts of metagenomics and microbiomes increased 30% and 49%, respectively. The data support that students were able to define and integrate the concepts successfully after the implementation of the educational strategies. This team-based educational model of exposing students to emerging disciplines is necessary to promote the active learning process in current topics in science in a nontraditional way.

Evaluation of Educational Workshops for Family Medicine Residents Using the Kirkpatrick Framework.

BACKGROUND/OBJECTIVES: Practicing independently in an ambulatory care setting demands mastering the knowledge and skills of commonly performed minor procedures. Educational hands-on activities are one way to ensure competent family medicine practitioners. This study aims to evaluate a minor procedure workshop for family medicine trainees using the Kirkpatrick model for short- and long-term workshop effectiveness and to identify facilitators and obstacles faced by the trainees during their practices to gain procedural skills. METHODS: A cross-sectional study was conducted in four-time intervals: during the workshop (pre- and post-workshop), 12 weeks after the workshop to evaluate the short-term effectiveness and change of behavior, and 12 months after the workshop to evaluate the long-term effectiveness of the workshop. Statistical Package for Social Sciences 22 was used for data analysis. RESULTS: Forty postgraduate trainees (R1-R4) attended the workshop and participated in the survey. Overall, the workshop was accepted and highly perceived by the trainees, and the pre-workshop confidence level was lower than the post-workshop confidence level. The workshop met the expectation of 100% in obstetric and gynecological procedures workshop with 97% satisfaction rate, followed by dermatology (97.5%, 90%), orthopedic (95%, 87%), general surgery (97.5%, 84%), combined ophthalmology and otorhinolaryngology workshop (82.5%, 74%). At 12 weeks, 24 postgraduate trainees (R2-R4) responded to the survey, and low competency occurred with uncommon procedures in practice. At 12 months only 16 trainees (R3-R4) responded to the survey. Learning effect was higher as post-workshop and varied with the passage of time. Changes in the competency level were noticed, with the number of procedures performed being not statistically significant (P> 0.05). CONCLUSION: Practicing family medicine in an ambulatory health-care setting safely needs the mastering of minor office procedure skills. Evaluating educational workshops is important to ensure effective outcomes and identify the factors of trainees, supervisors, institutions, and patients that influence or hinder the performance of minor procedures in a family medicine clinic.

Readying students for careers in industry: A guided inquiry activity to prepare students for success in biotechnology and pharmaceutical industry positions.

While science students are well prepared for careers in biotechnology and pharmaceutical sciences in terms of technical expertise and critical thinking, they rarely have an opportunity to practice the due diligence required for success in industry in their coursework. This includes framing their expertise as solutions to challenges a company may be experiencing, an important skill for the interview process. As most academics have not applied for positions in industry, they may feel ill equipped to help students practice the important skills of framing their expertise within company goals and to discuss the business and financial concepts relevant to careers in scientific industry. Here, we describe an educational activity first developed by a leader in the biotech/pharmaceutical industry that was modified and given educational context by an academic in a class of upper-level undergraduate and graduate students. In this guided inquiry activity, students were instructed to select a start-up company in their field-ideally one to which they intended to apply for a job. Students were empowered by scaffolded hands-on exercises to research the company's scientific focus and finances, and to frame how their expertise could help companies achieve stated goals. Students compiled and delivered their research as an in-class presentation.

Education of medical personnel optimizes filling volume of blood culture bottles without negatively affecting microbiology testing.

BACKGROUND: Anemia is a risk factor for adverse outcomes, which can be aggravated by unnecessary phlebotomies. In blood culture testing, up to 30 ml of blood can be withdrawn per sample, even though most manufacturers recommend blood volumes of 10 ml or less. After assessing the filling volume of blood culture bottles at our institution, we investigated whether an educational intervention could optimize filling volume of blood culture bottles without negatively affecting microbiology testing. METHODS: We weighed 10,147 blood cultures before and 11,806 blood cultures after a six-month educational intervention, during which employees were trained regarding correct filling volume via lectures, handouts, emails, and posters placed at strategic places. RESULTS: Before the educational intervention, only 31% of aerobic and 34% of anaerobic blood cultures were filled correctly with 5-10 ml of blood. The educational intervention increased the percentage of correctly filled bottles to 43% (P < 0.001) for both aerobic and anaerobic samples without negatively affecting results of microbiologic testing. In addition, sample volume was reduced from 11.0 ± 6.5 to 9.4 ± 5.1 ml (P < 0.001) in aerobic bottles and from 10.1 ± 5.6 to 8.8 ± 4.8 ml (P < 0.001) in anaerobic bottles. CONCLUSION: Education of medical personnel is a simple and effective way to reduce iatrogenic blood loss and possibly moderate the extent of phlebotomy-induced anemia.

Desenvolvimento e evidências de validade da Escala de Percepção das Práticas Docentes / Development and validity evidence of the Teaching Practice Perception Scale / Desarrollo y evidencias de validez de la Escala de Percepción de la Práctica Docente

Práticas docentes personalizadas podem melhorar o desempenho escolar de estudantes. No entanto, não encontramos instrumentos específicos para avaliar estas práticas no contexto brasileiro. O objetivo deste estudo foi construir e apresentar evidências de validade da Escala de Percepção das Práticas Docentes (EPPD). Foram elaborados 25 itens avaliados por 11 juízes. A escala resultante com 17 itens foi aplicada a 477 professores, via formulário online. As análises fatoriais identificaram duas dimensões: Grupo (α = 0,79) reflete as práticas docentes dirigidas à turma; Personalização (α = 0,88) refere-se as práticas docentes dirigidas ao estudante individualmente, que explicaram 48,6% da variância. Os docentes apresentaram mais práticas para o grupo do que personalizadas. A EPPD apresentou evidências de validade e confiabilidade de conteúdo, face e construto e é uma ferramenta potencialmente útil para avaliar as práticas docentes voltadas para o grupo e para estudantes individualmente.

Personalized teaching practices can improve students' school performance. However, specific instruments to evaluate these practices in the Brazilian context couldn't be found. The main goal of this study was to construct and present validity evidence for the Teaching Practice Perception Scale (TPPS). Twenty-five items were crated and evaluated by 11 judges. The resulting 17-item scale was applied to 477 teachers via online form. Factorial analyzes identified two dimensions: 'Group' (α = .0,79) reflects group-oriented teaching practices; 'Personalization' (α = 0,88) refers to individual-oriented teaching practices, which explained 48,6% of the total variance. Teachers presented more group than individual-oriented practices. The TPPS presented evidences of content, face and construct validity and reliability, and is a potentially useful tool for assessing group and individual-oriented teaching practices.

Prácticas docentes personalizadas pueden mejorar el rendimiento escolar estudiantil. Sin embargo, no existen instrumentos específicos para evaluar estas prácticas en el contexto brasileño. El objetivo en este estudio fue desarrollar la Escala de Percepción de la Práctica Docente (EPPD) y mostrar datos sobre su validez. Fueron construidos 25 ítems que después fueron evaluados por 11 jueces. La escala resultante de 17 ítems fue aplicada a 477 maestros a través de un formulario digital. El Análisis Factorial indicó dos dimensiones: 'Grupo' (α = .79) refleja las prácticas de enseñanza dirigidas a toda la clase; 'personalización' (α = .88) se refiere a las prácticas de enseñanza dirigidas al alumno individual, que explican el 48,6% de la varianza total. Los maestros mostraron más prácticas orientadas al grupo que al estudiante individual. La EPPD tiene confiabilidad y validez de contenido, aparente y de constructo, y es una herramienta potencialmente útil para evaluar las prácticas de enseñanza para grupos de estudiantes e individual.

Assessment of Educational Inhaler Technique Interventions Among Community Pharmacists: A Systematic Review.

OBJECTIVE: Community pharmacists are the last point of contact before patients are provided with an inhaled asthma device and are expected to adequately educate and train patients on its use. Evidence has shown that pharmacists lack the knowledge and skills required to appropriately counsel patients on these devices. The aim of this systematic review was to focus on evaluating the effects of educational interventions on community pharmacists knowledge of inhaler technique. METHODS: A literature search was conducted using the databases Pubmed and Embase with no applied time restrictions. The databases were searched from inception to December 2018. Articles were eligible for inclusion if they reported outcomes evaluating the improvement in pharmacists knowledge of inhaler technique after an educational intervention and provided details of the intervention. Pharmacists working in settings other than community pharmacies and inhaler devices used for conditions other than asthma were excluded. RESULTS: Five studies met the eligibility criteria. Workshops and one-on-one instruction were the main educational strategies used in these studies to augment the pharmacists knowledge of asthma inhaler devices. A checklist was utilized by all studies to evaluate the pharmacists improvement of inhaler technique after an educational intervention. All studies showed an improvement in inhaler technique of pharmacists post-intervention. CONCLUSION: Studies identified in this systematic review have shown that an educational intervention produced positive outcomes related to the pharmacists knowledge on the steps involved in using asthma inhaler devices. However, the study findings focused on short-term retention of knowledge of inhaler technique and did not address the application of these results in clinical practice.

FORMATION OF EDUCATIONAL AND COGNITIVE COMPETENCY OF JUNIOR SPECIALISTS IN THE PROCESS OF SELF-EDUCATIONAL ACTIVITY: EXPERIENCIAL ASPECT.

OBJECTIVE: The aim: The purpose is to elucidate the methodical system of formation of educational and cognitive competence of students of medical education institutions, the results of the research. PATIENTS AND METHODS: Materials and methods: The approbation of the proposed methodology is analyzed, the results of the experiment were clarified. Using the methods of Student's mathematical statistics, the effectiveness of the methodical system of formation of educational and cognitive competence of students of medical education institutions was determined, the results are reflected in tables and calculations. RESULTS: Results: With the purpose of solving educational and practical, scientific, educational and cognitive tasks, the types of activity of future junior specialists, which differ in the degree of obligatory fulfillment, are distinguished. It is shown that the realization of the cognitive principles of self-educational activity, which students perceive as their own internal need, is of great importance. CONCLUSION: Conclusions: After investigation of the impact of students' self-educational activities on the formation of their educational and cognitive competence, we argue that it is the main component of the educational process, which requires a willful effort to overcome difficulties and is implemented through goal-setting, planning and staged implementation.

Higher levels of self-efficacy and readiness for a future career of Spanish speaking physician assistant students after their volunteer work in a student-run free clinic in the United States.

Volunteering at a free clinic may influence career choice amongst health profession students. The purpose of this research is to explore knowledge, skill, attitudes, self-efficacy, interest in future work with the underserved, and interest in primary care amongst physician assistant (PA) students through the analysis of demographic characteristics of PA students at a student-run free clinic in the United States. Data were collected from 56 PA students with a quantitative survey collection in October 2018 after their participation at a student-run free clinic in Intermountain West, Salt Lake City, Utah, USA. Out of three sub-scales i. e. attitudes, effect, and readiness, students responded most positively to effect of experience of participating in free clinic. Students who spoke Spanish showed higher levels of self-efficacy and readiness for a future career in comparison to non-Spanish speakers.

[Psychological features of the motivation component in the training of doctors in the system of postgraduate education].

OBJECTIVE: Introduction: Тhe problem of motivating adult learning in postgraduate education has so far been the subject of study primarily in methodological and pedagogical studies. They focus on the analysis of the content side of the motivation of adult learning activities. As for the problem of the dynamics of motivation for adult learning activities, including for doctors in the system of postgraduate medical education with continuous professional development, it has not been sufficiently studied so far. The aim: This work is to analyze information and psychological features of the motivational sphere of doctors, which contribute to their successful training during continuous professional development in the system of postgraduate medical education. PATIENTS AND METHODS: Materials and methods: In the work is used a range of methods: content analysis, bibliosemantic, systematic approach, analysis of products of activity. RESULTS: Review: At the present stage of social and economic transformations in Ukraine, the development of the general abilities of a person, his professional self-awareness, motivation for postgraduate education and obtaining a new specialization (E.О. Klimov, N.S. Glukhanyuk, I.V. Dubrovin, D.N. Zabrodin, T.V. Kudryavtsev, V.D. Shadrikov, etc.) The existing system of professional retraining does not pay enough attention to the study of conscious motives in adult learning activity. The practical relevance of this problem is determined, on the one hand, by the dynamic processes in the system of vocational training and retraining, the requirements for high efficiency of the results of the work of trained specialists. On the other hand, there is need to create conditions in the system of continuing education, the result of which is the effectiveness of adult learning activities. CONCLUSION: Conclusions: The study of the dynamics of motivation of adult learning activities is, in our opinion, relevant and has great theoretical as well as practical interest. It will allow to expand the idea of dynamics as the most important characteristic of motivation of educational activity. In addition, the knowledge of the features of the dynamics of the motivation of the learning activity of the adult factors that determine it will become in the hands of the practical teachers the lever through which it will be possible to control the motivation of adults during the educational activity with continuous postgraduate education.

Sun protection in children: a behavioural study.

BACKGROUND: Incidence of skin cancer is increasing worldwide and UV exposure at a young age is an important risk factor. OBJECTIVES: To compare sun exposure-related knowledge and behaviour among children during school and holiday periods. MATERIAL & METHODS: A cross-sectional study was undertaken at 12 Oporto public primary schools. Educational sessions for educators were head by dermatologists every spring from 2004 to 2012. An educational activity book, Play and Learn with Jo Spots, was distributed to all primary school children and was explained by the educators every year. A questionnaire about sun exposure and behaviour was given to students in 2004 and 2012. RESULTS: In total, 2,114 students answered the questionnaire (1,233 in 2004 and 881 in 2012). Children practiced more outdoor sports in 2012 than in 2004 (86% vs 56%; p<0.001), but spent less time outside when the sun's rays were most dangerous. The use of hats (64% vs 59%; p = 0.028) and sunscreen (35% vs 15%; p<0.001) at school and the application of sunscreen before going to the beach improved over time (51% vs 26% in 2004; p<0.001). However, there was an increase in sunburn rate (43% vs 37%; p = 0.005). CONCLUSION: Sun exposure-related behaviour among primary school students in Oporto is improving but is still far from optimal. School would appear to be an adequate setting for effective and long-lasting sun protection interventions, and the introduction of educational books at schools, such as Play and Learn with Jo Spots, might be effective in bringing about positive behavioural changes.

Formação de gestoras escolares: contribuições teórico-práticas da psicologia histórico-cultural / Formation of school managers: theoretical-practical contributions of historical-cultural psychology / Informe de experiencia: Formación de gestoras escolares: contribuciones teórico-prácticas de la psicología histórico-cultural

Relata-se neste estudo a experiência de formação de gestoras escolares pautada nos pressupostos teóricos da psicologia histórico-cultural. A intervenção ocorreu como uma das ações do Projeto Educação Sem Fronteiras (PESF) ­parceriaentre a Secretaria Municipal da Educação e o departamento de psicologia de uma universidade estadual paulista no atendimento às escolas da rede que apresentam baixos índices de IDEB (Índice de Desenvolvimento da Educação Básica). Realizaram-se reuniões mensais de estudo com as gestoras das seis escolas participantes e com representantes do departamento pedagógico da Secretaria Municipal de Educação. As temáticas dos encontros foram estabelecidas a partir da demanda do grupo, o qual elegeu como objetivos dosestudos: 1. compreender a produção de motivos e interesses para a aprendizagem dos/as alunos/as e 2. compreender como se forma e se desenvolve a atividade de estudo como atividade principal na idade escolar. Adotou-se como estratégia de articulação teórico-prática a proposição de tarefas de estudo sobre os temas discutidos em cada encontro, tendo como referência o conceito de tarefa de estudo de Davydov e Markova (1987). Os resultados apontam que a aplicação dos pressupostos teóricos da psicologia histórico-cultural às demandas concretas de organização do ensino no cotidiano escolar possibilita a superação da tradicional dicotomia entre teoria e prática na formação docente e promove a construção de novas diretrizes para o fazer pedagógico.

This work reports the experience of training school managers based on the theoretical assumptions of historical-cultural psychology. The intervention took place as one of the actions of the Project Education Without Borders (PESF) -a partnership between the Municipal Secretary of Education and the psychology department of a state University of São Paulo in assisting schools that have low IDEB (Basic Education Development Index). Study meetings were held monthly with the managers of the six participating schools and with representatives of the pedagogical department of the Municipal Secretary of Education. The themes of the meetings were established based on the demand of the group, which chose as study goals: 1. understanding the production of motives and interests for the students' learning and 2. understanding how the study activity is formed and developed as a main activity at school age. As a strategy of theoretical-practical articulation, the proposition of study tasks on the themes discussed in each meeting was adopted. As a reference, the concept of study task of Davydov and Markova (1987) was used. The results point out that the application of the theoretical assumptions of historical-cultural psychology to the concrete demands of the organization of teaching in the daily school life makes it possible to overcome the traditional dichotomy between theory and practice in teacher education and promotes the construction of new guidelines for pedagogical practice.

Se informa la experiencia de formación de gestoras escolares guiada por los supuestos teóricos de la psicología histórico-cultural. La intervención se llevó a cabo como una de las acciones del Proyecto Educación sin Fronteras (PESF) -una asociación entre la Secretaria Municipal de Educación y el departamento de psicología de una universidad estatal de São Paulo en la asistencia a las escuelas que tienen bajas tasas de IDEB (Índice de Desarrollo de la Educación básica). Hubo reuniones de estudio mensuales con las gestoras de las seis escuelas participantes y representantes del departamento pedagógico de la Secretaría Municipal de Educación. Los temas de las reuniones se establecieron a partir de la demanda del grupo, que ha elegido como objetivos de los estudios: 1. Comprender la producción de motivos e intereses para el aprendizaje de los estudiantes; 2. entender cómo se forma y desarrolla la actividad de estudio como actividad principal en la edad escolar. Fue adoptado como estrategia de articulación teórica y práctica la proposición de tareas de estudio sobre los temas tratados en cada reunión. Se utilizó el concepto de tarea de estudio de Davydov y Markova (1987). Los resultados muestran que la aplicación de los principios teóricos de la psicología histórico-cultural a las demandas específicas de la organización de la enseñanza en la rutina escolar permite superar la tradicional dicotomía entre la teoría y la práctica en la formación del profesorado y promueve la construcción de nuevas directrices para la práctica docente.

Incidencia de algunos factores sociales en el incremento del cáncer de mama / Incidence of some social factors in breast cancer increase

Se realizó un estudio observacional, descriptivo y longitudinal de 95 pacientes (90 mujeres y 5 hombres), atendidos en la consulta de Mastología del Hospital Oncológico Provincial Docente Conrado Benítez de Santiago de Cuba, desde enero de 2014 hasta febrero de 2015, con vistas a determinar los factores sociales que inciden en el incremento del cáncer de mama y, a partir de entonces, elaborar una propuesta de acciones que permitan potenciar la promoción y educación para la salud. Fueron aplicados técnicas cualitativas que permitieron conocer las experiencias, las actitudes, los pensamientos y las reflexiones de los participantes expertos. Se observó que la mayoría de los pacientes (67,4 por ciento) desconocían lo relacionado con las actividades de promoción de salud desarrolladas por las organizaciones de masas, así como el pobre desempeño de los médicos de familia en este sentido

An observational, descriptive and longitudinal study of 95 patients (90 women and 5 men), assisted in the Breast Service of Conrado Benítez Teaching Provincial Cancer Hospital in Santiago de Cuba, was carried out from January, 2014 to February, 2015, aimed at determining the social factors that impact in the increase of breast cancer and, from that time on, elaborate a proposal of actions that allow the promotion and education for health. Some qualitative techniques were implemented that allowed to know the experiences, attitudes, thoughts and reflections of the expert participants. It was observed that most of the patients (67.4 percent) ignored everything related to the activities of health promotion developed by the masses organizations, as well as the poor performance of the family doctors in this sense

A questão do meio na pedologia e suas implicações pedagógicas / The problem of the environment in paedology and its pedagogical implications / La question de l'environnement dans la pédologie et ses implications pédagogiques / El tema del entorno en la pedologia y sus implicaciones pedagógicas

Este texto faz uma leitura da conferência de Vigotski sobre a questão do meio na pedologia buscando as implicações pedagógicas das ideias aí contempladas para a educação das crianças, especialmente das crianças pequenas. Destaca inicialmente a metodologia do autor que ensina seus ouvintes e leitores a pensar dialeticamente, desafio a ser enfrentado por aqueles leitores que, acostumados a pensar com a lógica formal, se propõem a compreender os estudos de Vigotski. Toma, especificamente, duas questões trazidas por Vigotski na referida conferência para refletir sobre seu significado para as práticas pedagógicas com as crianças pequenas: a linguagem oral como aspecto que condiciona a influência do meio sobre o desenvolvimento humano na infância e a especificidade do desenvolvimento cultural na infância que faz da forma ideal ou final das objetivações humanas um elemento essencial na formação e no desenvolvimento das qualidades humanas desde suas etapas mais elementares. Em ambos os casos, as reflexões desenvolvidas por Vigotski nessa conferência deflagram uma revolução no pensar e agir docentes, especialmente para a educação da pequena infância.

This paper searches the pedagogical implications for early childhood education presented in the lecture given by Vygotsky about the environment and its influence on child development. It points out the author's methodology as he brings up his arguments initiating the listeners and readers in the dialectical thinking, challenge to be faced by readers educated in the logical thinking but aiming to understand Vygotsky's studies. It elects two arguments brought by Vygotsky in the mentioned conference: the oral language and its meaning for the influence of the environment on human development in early childhood and the development singularities in childhood which consists on the following: that which it is possible to achieve at the end and as the result of the developmental process, is present in the environment from the very beginning and influences and guides the child's development. Both arguments brought by Vygotsky in this conference start off a revolution in the way teachers think and act in young children education.

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants.

Este texto es una lectura de la conferencia de Vigotski sobre el tema del entorno en la pedología buscando las implicaciones pedagógicas de las ideas ahí presentes para la educación de niños y niñas, especialmente los más pequeños. Inicialmente, pone de relieve la metodología utilizada por el autor que enseña a sus oyentes y lectores a pensar dialécticamente - desafío para los lectores acostumbrados a pensar con la lógica formal que se proponen a comprender los estudios de Vigotski. Aquí, en concreto, se toman dos cuestiones planteadas por Vigotski en esa conferencia para reflexionar sobre su significado para las prácticas pedagógicas con niños de corta edad: el lenguaje oral como aspecto que condiciona la influencia del entorno sobre el desarrollo humano en la infancia y la especificidad del desarrollo cultural en la niñez que hace de la forma ideal o final de las objetivaciones humanas una guía en la formación y desarrollo desde sus etapas más elementares. En ambos casos, la discusión planteada en esta conferencia por Vigotski desata una revolución en el pensamiento y en la actuación docente.

A questão do meio na pedologia e suas implicações pedagógicas / The problem of the environment in paedology and its pedagogical implications / La question de l'environnement dans la pédologie et ses implications pédagogiques / El tema del entorno en la pedologia y sus implicaciones pedagógicas

Este texto faz uma leitura da conferência de Vigotski sobre a questão do meio na pedologia buscando as implicações pedagógicas das ideias aí contempladas para a educação das crianças, especialmente das crianças pequenas. Destaca inicialmente a metodologia do autor que ensina seus ouvintes e leitores a pensar dialeticamente, desafio a ser enfrentado por aqueles leitores que, acostumados a pensar com a lógica formal, se propõem a compreender os estudos de Vigotski. Toma, especificamente, duas questões trazidas por Vigotski na referida conferência para refletir sobre seu significado para as práticas pedagógicas com as crianças pequenas: a linguagem oral como aspecto que condiciona a influência do meio sobre o desenvolvimento humano na infância e a especificidade do desenvolvimento cultural na infância que faz da forma ideal ou final das objetivações humanas um elemento essencial na formação e no desenvolvimento das qualidades humanas desde suas etapas mais elementares. Em ambos os casos, as reflexões desenvolvidas por Vigotski nessa conferência deflagram uma revolução no pensar e agir docentes, especialmente para a educação da pequena infância(AU)

This paper searches the pedagogical implications for early childhood education presented in the lecture given by Vygotsky about the environment and its influence on child development. It points out the author's methodology as he brings up his arguments initiating the listeners and readers in the dialectical thinking, challenge to be faced by readers educated in the logical thinking but aiming to understand Vygotsky's studies. It elects two arguments brought by Vygotsky in the mentioned conference: the oral language and its meaning for the influence of the environment on human development in early childhood and the development singularities in childhood which consists on the following: that which it is possible to achieve at the end and as the result of the developmental process, is present in the environment from the very beginning and influences and guides the child's development. Both arguments brought by Vygotsky in this conference start off a revolution in the way teachers think and act in young children education(AU)

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants(AU)

Este texto es una lectura de la conferencia de Vigotski sobre el tema del entorno en la pedología buscando las implicaciones pedagógicas de las ideas ahí presentes para la educación de niños y niñas, especialmente los más pequeños. Inicialmente, pone de relieve la metodología utilizada por el autor que enseña a sus oyentes y lectores a pensar dialécticamente - desafío para los lectores acostumbrados a pensar con la lógica formal que se proponen a comprender los estudios de Vigotski. Aquí, en concreto, se toman dos cuestiones planteadas por Vigotski en esa conferencia para reflexionar sobre su significado para las prácticas pedagógicas con niños de corta edad: el lenguaje oral como aspecto que condiciona la influencia del entorno sobre el desarrollo humano en la infancia y la especificidad del desarrollo cultural en la niñez que hace de la forma ideal o final de las objetivaciones humanas una guía en la formación y desarrollo desde sus etapas más elementares. En ambos casos, la discusión planteada en esta conferencia por Vigotski desata una revolución en el pensamiento y en la actuación docente(AU)