The PSYCARE model: Its efficacy in mental health care during the fourth outbreak of COVID-19 in Vietnam.

Objective: Ho Chi Minh City (Vietnam) was seriously affected by the 4th COVID-19 outbreak. This study aimed to provide mental health care services for people through a psychological intervention model, called "PSYCARE." The model included five MHC services: active and passive education, propagation, 24-h hotline consultation, online interventions/counseling, and crisis intervention. Methods: The entire workflow was implemented in the three steps under the leadership of the Ho Chi Minh City government: (1) Preparation and mobilization, (2) Multidisciplinary team establishment, and (3) Feedback mechanism, and project completion. By statistical method on service usage data of people during the outbreak, we evaluated the results as well as discussed the model's effectiveness. Results: In 42 days of implementation, there were a total of 149 posts, 1660 shares in social networks with more than 4,000 interactions per week. A MHC handbook was published. Ten episodes of MHC radio and ten live TV programs were broadcast with more than 10,000 listening times. We successfully propagated 35 topics at 4 COVID-19 hospitals and 34 quarantine areas. A total of 2,069 hotline consultations were done. 1,382 cases were counseled online, and 145 one-on-one crisis interventions were done to three groups: COVID-19 infected/affected children and adults, vulnerable people, frontline medical, and military staff. Conclusion: The PSYCARE model has been proven to positively affect the general population's mental health during the COVID-19 outbreak. Our framework and model could be used as an expert reference guide in providing effective psychological intervention in the COVID-19 pandemic.

Colonialismo y educación médica: ¿educare o educere? / Colonialism and medical education: educare or educere?

Resumen En este trabajo se recuperan las raíces latinas de la educación, educare y educere, y se muestran sus respectivas equivalencias con la educación pasiva y la educación participativa. Se da cuenta del predomino histórico de la educación pasiva (educare) y su implantación en los países colonizados. Se plantea que el papel de la educación pasiva en la reproducción de los rasgos degradantes de las sociedades actuales (ethos), como el individualismo, la pasividad política y la competitividad, es la razón de su predominio, así como su contribución al control de conciencias que encubre el colapso civilizatorio en curso. Con respecto a la educación médica, los influjos colonizadores revestidos de modernidad han perpetuado la educación pasiva; desde el Informe Flexner hasta las competencias profesionales. Se afirma que las mentes colonizadas son el mayor obstáculo al progreso de la educación médica. La educación participativa (heredera de educere) se sustenta en la crítica profunda y creativa, potencia cognoscitiva capaz de elaborar un conocimiento penetrante y liberador. Se argumenta que la cima de este tipo conocimiento son formas superiores de ser en lo espiritual, intelectual, moral y convivencial, que cristaliza al emprender proyectos vitales orientados a una descolonización efectiva, que permita aproximarse a sociedades inclusivas, pluralistas, justas y solidarias basadas en la progresión de los derechos humanos y comunitarios, así como en la revaloración y la preservación de la diversidad biológica del planeta.

Abstract This work recovers the Latin roots of education-educare and educere-and shows their respective equivalences with passive and participatory education. Also, it gives an account of the historical predominance of passive education (educare) and its implantation in colonized countries. It is proposed that the role of passive education in reproducing degrading features of today's societies (ethos) such as individualism, political passivity, and competitiveness, is the reason for its dominance, as well as its contribution to consciences' control that conceals ongoing civilizational collapse. Regarding medical education, modern colonizing influences have perpetuated passive education, from Flexner Report to professional competencies. Colonized minds are the biggest obstacle to medical education progress. Participatory education (educere's heir) is based on deep and creative critique, a cognitive power capable of developing a penetrating and liberating knowledge. It is argued that the summit of this kind of knowledge are superior forms of being, regarding spiritual, intellectual, moral, and coexistence dimensions, crystallizing in vital projects aimed at effective decolonization, which allow approaching to inclusive, pluralistic, just, and solidary societies based on the progression of human and community rights, as well as on the re-evaluation and preservation of the planetary biological diversity.

La crítica y la educación médica: hacia un conocimiento liberador. Parte I / Critique and medical education: towards liberating knowledge. Part I

Resumen: Como marco intelectivo e interpretativo de este trabajo se propone y argumenta el diagnóstico del momento actual como colapso civilizatorio, provocado por la dominancia de los intereses de lucro sin límites, que ha sido posible por la insensibilidad y la permisividad mayoritarias de la población ante una degradación social y ecosistémica extrema. Detrás de tal «anestesia¼ está la dominación de conciencias y cuerpos basada en una educación que reproduce las ideas y las prácticas prevalentes en cada espacio social y perpetúa los rasgos degradantes: individualismo, especialización excluyente, pasividad, competitividad, consumismo y vulnerabilidad a la manipulación mediática. En esta primera parte, la crítica de la esfera educativa de la educación médica significó diferenciar y contrastar dos tipos de educación radicalmente distintos. El primero es la educación pasiva, de vigencia universal que subyace a la degradación, cuyo núcleo es la idea de conocimiento equiparable a un aprendizaje memorístico y acumulativo de información heterónoma y desvinculada, y por una pedagogía implícita centrada en estimular y facilitar el consumo y la asimilación acrítica de las verdades establecidas. El segundo es la educación participativa, una propuesta de superación de la pasiva, en la que el conocimiento es elaboración y reelaboración propia de los educandos con la mediación imprescindible de la crítica profunda, que construyen y reconstruyen versiones propias de sí mismos y su contexto; su pedagogía se resume en contagiar entusiasmo por entender quiénes somos y dónde estamos, y procurar ambientes propicios para la crítica y la elaboración de un conocimiento penetrante y liberador, que ha mostrado su factibilidad en situaciones concretas.

Abstract: This essay defines the current moment as a civilizatory collapse, consequence of the dominance of limitless profit interests, which has been possible due to the insensitivity and permissiveness of most of the population in the face of extreme social and ecosystemic degradations. In the background of such "anesthesia" there is the predominant education and its key role in the reproduction of prevalent social ideas and practices and in the perpetuation of degrading traits: individualism, exclusionary specialization, passivity, competitiveness, consumerism and vulnerability to media manipulation. With this intellective and interpretive framework, the concept of deep and creative critique was updated in order to deepen the critique of medical education, allowing for the differentiation and contrast of two radically different types of education. Firstly, the passive education, reproductive of the degrading traits of universal validity, whose core is the idea of knowledge comparable to a cumulative rote learning of heteronomous and unrelated information, and by an implicit pedagogy focused on facilitating the consumption and uncritical assimilation of established truths. Secondly, the participatory education (proposal to overcome the passive), where knowledge is the elaboration and re-elaboration of students with the essential mediation of critique. The students construct and reconstruct their own versions of themselves and their context; the implicit pedagogy is condensed in infecting enthusiasm to understand who we are and where we are, and procure conducive environments for critique and the elaboration of a progressively penetrating and liberating knowledge that has shown its feasibility in specific situations.

[La crítica y la educación médica: hacia un conocimiento liberador. Parte I]. / Critique and medical education: towards liberating knowledge. Part I.

This essay defines the current moment as a civilizatory collapse, consequence of the dominance of limitless profit interests, which has been possible due to the insensitivity and permissiveness of most of the population in the face of extreme social and ecosystemic degradations. In the background of such "anesthesia" there is the predominant education and its key role in the reproduction of prevalent social ideas and practices and in the perpetuation of degrading traits: individualism, exclusionary specialization, passivity, competitiveness, consumerism and vulnerability to media manipulation. With this intellective and interpretive framework, the concept of deep and creative critique was updated in order to deepen the critique of medical education, allowing for the differentiation and contrast of two radically different types of education. Firstly, the passive education, reproductive of the degrading traits of universal validity, whose core is the idea of knowledge comparable to a cumulative rote learning of heteronomous and unrelated information, and by an implicit pedagogy focused on facilitating the consumption and uncritical assimilation of established truths. Secondly, the participatory education (proposal to overcome the passive), where knowledge is the elaboration and re-elaboration of students with the essential mediation of critique. The students construct and reconstruct their own versions of themselves and their context; the implicit pedagogy is condensed in infecting enthusiasm to understand who we are and where we are, and procure conducive environments for critique and the elaboration of a progressively penetrating and liberating knowledge that has shown its feasibility in specific situations.

Como marco intelectivo e interpretativo de este trabajo se propone y argumenta el diagnóstico del momento actual como colapso civilizatorio, provocado por la dominancia de los intereses de lucro sin límites, que ha sido posible por la insensibilidad y la permisividad mayoritarias de la población ante una degradación social y ecosistémica extrema. Detrás de tal «anestesia¼ está la dominación de conciencias y cuerpos basada en una educación que reproduce las ideas y las prácticas prevalentes en cada espacio social y perpetúa los rasgos degradantes: individualismo, especialización excluyente, pasividad, competitividad, consumismo y vulnerabilidad a la manipulación mediática. En esta primera parte, la crítica de la esfera educativa de la educación médica significó diferenciar y contrastar dos tipos de educación radicalmente distintos. El primero es la educación pasiva, de vigencia universal que subyace a la degradación, cuyo núcleo es la idea de conocimiento equiparable a un aprendizaje memorístico y acumulativo de información heterónoma y desvinculada, y por una pedagogía implícita centrada en estimular y facilitar el consumo y la asimilación acrítica de las verdades establecidas. El segundo es la educación participativa, una propuesta de superación de la pasiva, en la que el conocimiento es elaboración y reelaboración propia de los educandos con la mediación imprescindible de la crítica profunda, que construyen y reconstruyen versiones propias de sí mismos y su contexto; su pedagogía se resume en contagiar entusiasmo por entender quiénes somos y dónde estamos, y procurar ambientes propicios para la crítica y la elaboración de un conocimiento penetrante y liberador, que ha mostrado su factibilidad en situaciones concretas.

La educación en nuestro tiempo: ¿competencia o aptitud? El caso de la medicina. Parte I / Education in our time: competency or aptitude? The case for medicine. Part I

Resumen: Este ensayo (en dos partes) acerca del papel que juega la educación en nuestro tiempo inicia con una afirmación: para captar lo medular de la educación en boga, es preciso caracterizar la sociedad respectiva. Así, se identifican los rasgos distintivos del mundo actual, que llevan a definirlo como ''el agotamiento y la ruina de una civilización basada en el lucro sin límites'', del cual se infiere el carácter pasivo de la educación ''realmente existente'' que mantiene el statu quo y preserva los atributos degradantes de las sociedades actuales: pasividad, individualismo, competitividad, consumismo y alta vulnerabilidad al control y la manipulación. En la disyuntiva: competencia o aptitud no son sinónimos, sino conceptos propios de enfoques radicalmente distintos de entender y practicar la educación. La competencia es lo actual de la educación pasiva basada en una idea de conocimiento como consumo, acumulación y retención de información. La aptitud es emblema de la educación participativa, motivo de la segunda parte. La educación pasiva, presente en el modelo educativo por competencias profesionales, se especifica en términos de programas, perfiles, niveles, actividades escolares, evaluación, idea de progreso y consecuencias sociales. Se argumenta que, lejos de ser palanca de progreso auténtico y primacía de los valores que sustentan la superación espiritual, intelectual y moral de la condición humana, es ''cómplice'' del colapso civilizatorio.

Abstract: This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education. Competency represents the actual tendencies of passive education, where knowledge is just about acquiring information. Aptitude refers to participatory education, described in the second part of this essay. The passive education is present in the professional competencies model, specified in terms of curricula, profiles, levels, school activities, evaluation, concept of progress and social consequences. This paradigm does not foster real progress—defined as the primacy of values sustaining spiritual, intellectual and moral development but as an ''accomplice'' of the civilization's collapse.

[Education in our time: competency or aptitude? The case for medicine. Part I]. / La educación en nuestro tiempo: ¿competencia o aptitud? El caso de la medicina. Parte I.

This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education. Competency represents the actual tendencies of passive education, where knowledge is just about acquiring information. Aptitude refers to participatory education, described in the second part of this essay. The passive education is present in the professional competencies model, specified in terms of curricula, profiles, levels, school activities, evaluation, concept of progress and social consequences. This paradigm does not foster real progress-defined as the primacy of values sustaining spiritual, intellectual and moral development but as an "accomplice" of the civilization's collapse.