[The educational context to train health care professionals. A qualitative approach]. / Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud. Un enfoque cualitativo.

BACKGROUND: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. AIM: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. MATERIAL AND METHODS: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. RESULTS: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. CONCLUSIONS: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.

Condiciones del contexto educativo para ejercer el rol docente en Ciencias de la Salud: un enfoque cualitativo / The educational context to train health care professionals: a qualitative approach

Background: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. Aim: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. Material and Methods: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. Results: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. Conclusions: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.

Validation of automated systems--system definition.

A Parenteral Drug Association (PDA) Committee on Software Validation was formed about three years ago to address some of the issues associated with validating automated systems, particularly where all, or part, of the automated system is supplied by outside vendors. A Technical Report that describes a process which emphasizes system definition, a comprehensive system specification, system qualification and ongoing evaluation will issue later this year. The concepts described in this document will be consistent with the PMA's System Development Life Cycle approach which is commonly used for computer system validation. The following article has been developed from the System Definition section of this PDA Technical Report.

The iliac crest region: donor site for vascularized bone periosteal and soft tissue flaps.

A review is presented of the classic vascularized iliac crest transfer and to show useful variations on this technique. A technical variation to reconstruct mandibular defects, the semisegmented iliac crest graft, is described. Another variation, the half iliac crest graft, is presented for use in the neovascularization of avascular necrosis of the femoral head. When such a flap is raised with a large periosteal flap and overlying muscle or skin, or both, as a composite flap, a primary osteoperiosteal tube can be created to reconstruct segmental defects in long bones. This primary osteoperiosteal tube is secondarily transformed into a completely osseous tube.

[Intestinal pseudo-obstruction in primary amyloidosis of the intestinal tract]. / Intestinale Pseudoobstruktion bei primärer Amyloidose des Intestinaltraktes.

In an 80-year-old patient who had recurrent attacks of subileus over three years, a complete large bowel ileus finally developed. At laparotomy, massive dilatation and extreme fragility of the large bowel was found. Subtotal colectomy was performed, within 24 h of which the patient died. The surgical specimen and autopsy revealed primary amyloidosis (A light chain type) confined nearly exclusively to the intestinal tract. Pseudoobstructive ileus in amyloidosis can be chiefly accounted for by the heavy amyloid infiltration of the tunica muscularis of the bowel wall. Amyloidosis of the arteries and nerve plexus may be contributory factors.

The medical record review and resident education.

The purpose of this paper is to consider the medical record review in resident education. With data obtained from mother-infant pairs during the puerperium as an example, three possibilities for using this method are discussed: (a) as a means by which faculty and trainees, working together, could specify objectives relating to patient care and trainee competence; (b) as a tool in assessing both the clinical progress of trainees over time and the effectiveness of a teaching program; and (c) as a way of helping both faculty and trainees become more than expert "doers," that is knowledgeable physicians critically assessing the effects of medical science applied to the care of their patients.