Modelo de competencias del profesor de medicina / Competencies model of medical teacher

Objetivo. Generar el modelo de competencias del profesor para ejercer la docencia de alto nivel en Medicina. Materiales y métodos. Para generar el modelo se analízala bibliografía, el propósito del plan de estudio por competencias y se utilizó el método Developing a Curriculum (DACUM), con la participación de 35 expertos que integraron mediante consenso el trabajo que debe realizar un docente de medicina para cumplir con éxito el propósito del plan de estudio. Resultados. Se identificaron las funciones básicas de los profesores de medicina, así como las actividades para su cumplimiento. Se conformó el modelo con seis competencias: disciplinaria, de investigación, psicopedagógica, de comunicación, académico-administrativa y humanística. Conclusiones. El modelo pretende guiar las acciones de los profesores que actualmente participan en el programa y aquellos que aspiran a formar parte del proceso educativo; elaborar programas para la formación de profesores que favorezcan el desarrollo de competencias académicas; identificar elementos que se deben considerar para la evaluación del desempeño docente; orientar el diseño de indicadores útiles para otorgar reconocimientos y estímulos a los profesores cuyo desempeño académico sea excepcional; orientar al estudiante, en la relación profesor-alumno, sobre las funciones y actividades que puede esperar del profesor (AU)

Aim. To create a competency model for the medical professor in order to exert teaching at its highest level. Materials and methods. To create such model, we analyzed current literature on teaching, the aim of the curricula for competencies and we used the DACUM method whose letters stand for Developing a Curriculum. 35 experts who participated in this project reached a consensus regarding the duties that have to be carried out by a medical professor in order to successfully fulfill the aim of the curricula. Results. We identified the basic functions of medical professors as well as the related duties for its fulfillment. The model comprises six competencies: disciplinary, research, psico-pedagogy, communicative, academic-administrative and humanistic competencies. Conclusion. This model pretends to guide the actions of medical professors who are currently participating in this program and those who want to become part of the education process. It also pretends to create programs favoring the professors´ training benefiting the development of academic competencies; to identify the elements to be considered for the assessment of the professors´ development; to guide the design of useful indicators to grant awards and incentives to those professors whose academic development be exceptional; to guide the student within the professor-student relationship, on the duties and activities that they can expect from the professor (AU)

Evaluating the efficacy of a biofeedback intervention to reduce children's anxiety.

This study explored the reduction of anxiety with children using a combination of electromyograph and thermal biofeedback techniques. One hundred and fifty children (7th and 8th graders) were identified by teachers as anxious and randomly assigned to biofeedback intervention and no-intervention groups. Biofeedback intervention subjects received 6 sessions of thermal training and 6 sessions of electromyographic training over a 6 week period. A post-test anxiety scale demonstrated a significant reduction in both state and trait anxiety. This study suggested biofeedback as a viable intervention which might be coordinated and provided by psychologists to reduce anxiety in children.

[Acute myopia with increased intraocular pressure due to a decompensated juvenile diabetes mellitus (author's transl)]. / Akute Myopisierung mit intraokularer Drucksteigerung bei Entgleisung eines juvenilen Diabetes mellitus

We report on a 33-year-old woman, whose diabetes mellitus was kept under control with depot insulin and diet for 18 years. One evening she notices blurred vision in both eyes which markedly increased during the following days. We found flat anterior chambers, an increased ocular pressure up to 34 mm Hg, and a myopia up to-3,5 D. on both sides. Bloodsugar tests revealed varying results. After the diabetic metabolic state was normalized, the myopia and the raised intraocular pressure ceased to exist.

Animal experiments on an absorbable synthetic thread made of polyglycolic acid (PGA) in corneal surgery.

Monofilaments of the absorbable synthetic thread Dexon made from PGA have properties similar to nylon 10-0. Experiments with intra-lamellar implantation of the monofilament in rabbit corneas showed the same good material tolerance as nylon 10-0. Perforating corneal wounds were closed with interrupted and running sutures from PGA monofilaments, respectively. One week post-operatively, increased intraocular pressure caused a wound rupture but not a thread rupture. Two weeks post-operatively an increased intraocular pressure of more than 300 mm Hg could no longer rupture the wound. Slit lamp and histological examinations revealed symptoms of absorption after the second week. According to our findings, PGA monofilaments may be suitable for corneal surgery in patients.