Assessment of advanced paediatric dentistry education programmes in Egypt: a survey of programme directors.

BACKGROUND: Advanced paediatric dentistry education programmes (APDEPs) should follow specific standards to produce competent specialists. The current study assessed APDEPs in Egypt via an online questionnaire to programme directors. SUBJECTS AND METHODS: An online questionnaire was distributed to the directors of fully operational degree-granting APDEPs in Egypt in June 2023. The survey instrument was based on the Accreditation Standards for Advanced Dental Education Programmes in Paediatric Dentistry developed by the Commission on Dental Accreditation (CODA). RESULTS: Directors of the sixteen fully operational APDEPs answered the questionnaire giving a 100% response rate. APDEPs, in Egypt, varied regarding the adequacy of teaching staff, facilities and resources, didactic instruction, clinical requirements, and research activities. CONCLUSION: The current survey provides information about the strengths and weaknesses of fully operational degree-granting APDEPs in Egypt. This information can help maintain and improve the quality of these programmes.

Documenting Latino Representation In The US Health Workforce.

We compared the representation of the four largest Latino subpopulation groups in the health workforce with that group's representation in the US workforce, using 2016-20 data. Mexican Americans were the most underrepresented subpopulation in professions requiring advanced degrees. All groups were overrepresented in occupations requiring less than a bachelor's degree. Among recent health professions graduates, overall Latino representation has been increasing over time.

["Allgemeinmedizin Kompakt" - branding the concept of success for education in family medicine]. / Allgemeinmedizin Kompakt : Das (Erfolgs-)konzept in der hausärztlichen Weiterbildung bekommt ein Markenzeichen.

During the preparation period for the examination to become a specialist in general medicine, physicians in advanced training are often left alone. Since 2016, "Allgemeinmedizin Kompakt" has taken on the task of imparting exam-relevant knowledge to young family doctors. The course concept is characterized by independent pharma-free knowledge transfer and is tailored both to doctors in advanced training for exam preparation and to experienced doctors as a repetitorium. In order to increase the level of awareness and to give the course an identity-forming feature, a word/image brand was developed. This is intended to integrate the goals and features as well as create a recognition value. Overall, according to current evaluation, the course concept is appreciated by physicians in advanced training for exam preparation, as the degree of recommendation is 97%. But also experienced physicians are to be addressed by the DMP certifications, so that the course concept is in constant development.

La cultura en el escenario docente para la formación interdisciplinar, integral y culta de los profesionales de la salud

Introducción: El mundo actual necesita de un profesional altamente competente, con una sólida cultura humanista y una clara comprensión de los procesos culturales enmarcados en su contexto histórico, que les permita apropiarse del conocimiento y transformarse de conjunto con la sociedad. Esto se vincula con la teoría de la educación avanzada, que se articula en los fundamentos de la cultura. Objetivo: Sistematizar la importancia de la integración de las ciencias en los procesos sustantivos del escenario docente para la formación integral y culta de los profesionales cubanos. Métodos: Se realizó una búsqueda de artículos originales y de revisión en SciELO, Redalyc, Medigraphic y Medline, publicados entre el 2015 y el 2019. La estrategia de búsqueda se basó en las palabras clave cultura; interdisciplinariedad; integralidad en el profesional de la salud, identificadas en DeCS. El análisis, la síntesis y la sistematización del contenido, permitió interpretar los referentes teóricos para la organización del conocimiento. Se seleccionaron en la investigación 30 fuentes bibliográficas. Resultados: Los resultados evidenciaron la necesidad de la universidad cubana actual del enfoque interdisciplinario como parte del proceso pedagógico y formativo. Conclusiones: La integración de la historia, el arte y la medicina en el proceso formativo de las especialidades involucradas en las ciencias médicas contribuye a la formación de un profesional de la salud más integral y culto.

Introduction: Today's world needs a highly competent professional, with a solid humanistic culture and a clear understanding of cultural processes according to their historical context, which allows them to appropriate knowledge and transform themselves as a whole within society. This is linked to the theory of advanced education, which is articulated in the foundations of culture. Objective: To systematize the importance of the integration of sciences in the intrinsic processes of the teaching scenario for the comprehensive and cultured formation of Cuban professionals. Methods: A search for original and review articles was conducted in SciELO, Redalyc, Medigraphic and Medline, published between 2015 and 2019. The search strategy was based on the keywords culture; interdisciplinarity; comprehensiveness in the health professional. The analysis, synthesis and systematization of the content, allowed the interpretation of the theoretical references for the organization of knowledge. Thirty bibliographic sources were selected for the research. Results: The results evidenced the need of the current Cuban university to implement an interdisciplinary approach as part of the pedagogical and formative process. Conclusions: The integration of history, art and medicine in the formative process of the specialties involved in medical sciences contributes to the formation of a more comprehensive and cultured health professional.

Virtual Interview Day: An AEGD's approach and assessment of interviewing during a pandemic.

PURPOSE: A novel approach to interviewing for Advanced Education in General Dentistry residency positions became necessary during the COVID-19 pandemic. An efficient, virtual interview schedule, including video faculty introductions and clinic tour, was devised and executed to replace in-person interviews. The purpose of this study was to describe and assess this new way of managing virtual interviews. METHODS: Forty virtual interviews were conducted via a web-based videoconferencing platform. Interviewers and applicants received surveys to be anonymously completed after interviews. The applicant survey gauged how helpful each component of the interview process was in their program ranking decision. The interviewer survey assessed time and knowledge needed for interviewing, clarity of instructions, and if they felt valued. RESULTS: The response rate was 79% for applicants and 75% for interviewers. There was a high level of satisfaction from both applicants and interviewers. All interviewers reported that the team worked well together, instructions were clear, there was enough collective knowledge to answer questions, and they felt valued. There was a majority of positive responses for clarity of instructions and time with applicants. All applicants responded positively to correspondence with the Admissions Office, interview day instructions, informational PowerPoint, and sessions with the chief resident and program director. Regarding videos of faculty and clinic tour, there was a majority of positive responses. There were varying responses regarding the interview team being fair and nonthreatening. Lessons learned include reviewing on-camera behavior with interviewers, detailing the interview format in applicants' correspondence, requesting applicants photos in advance, allowing interviewers more time to study applicant material, and hosting a virtual happy hour for applicants and residents before the interview day. CONCLUSION: Overall, the Virtual Interview Day successfully achieved the goals of applicant and program rank selection. Virtual interviews can be considered an alternative to in-person interviews.

Pertinencia de los laboratorios de simulación como herramienta de educación avanzada en salud / Relevance of simulation laboratories as a tool for advanced health education

RESUMEN El constante perfeccionamiento del proceso educativo del hombre demanda el enriquecimiento de las prácticas de la educación avanzada. Es preciso efectuar transformaciones en el trabajo educativo, por lo que resulta indispensable que se oriente de forma tal que permita potenciar en cada estudiante aquellos aspectos que le faciliten conocer, de una manera más significativa, el momento histórico en que viven. Los simuladores virtuales, como método de aprendizaje en ciencias médicas, son potenciadores del aprendizaje y ayudan a evadir el obstáculo de horas limitadas en la práctica clínica, grupos numerosos, inconsistencias en la observación de enfermedades de alto riesgo o inusuales. En Cuba, la utilización de estos no ha sido explotada al máximo. Los estudios que han evaluado la efectividad de estos simuladores en la mejoría del desempeño de los profesionales de la salud, han arrojado resultados muy positivos, pero el elevado precio de los simuladores ha constituido la mayor barrera para su completa introducción en Cuba. Este trabajo expresa la posición de los autores sobre la pertinencia de los laboratorios de simulación como herramienta de educación avanzada en salud. El uso de los laboratorios de simulación en la educación médica, es una práctica positiva en el perfeccionamiento de las competencias profesionales y ofrece la seguridad de la atención sanitaria; no es un sustituto de la práctica supervisada en entorno real, sino un complemento deseable para una pericia segura y efectiva que permite desarrollar habilidades, conocimientos y actitudes, es decir, capacidades para su óptimo desempeño.

ABSTRACT The constant improvement of the educational process of man demands the enrichment of the practices of advanced education. It is necessary to carry out transformations in the educational work, so it is essential that it be oriented in such a way that it allows each student to enhance those aspects that make it easier for them to know, in a more significant way, the historical moment in which they live. Virtual simulators, as a learning method in medical sciences, are learning enhancers and help to avoid the obstacle of limited hours in clinical practice, large groups, inconsistencies in the observation of high-risk or unusual diseases. In Cuba, the use of these has not been exploited to the maximum. The studies that have evaluated the effectiveness of these simulators in improving the performance of health professionals have yielded very positive results, but the high price of the simulators has constituted the greatest barrier to their full introduction in Cuba. This work expresses the position of the authors on the relevance of simulation laboratories as a tool for advanced health education. The use of simulation laboratories in medical education is a positive practice in the improvement of professional skills and offers the security of health care, it is not a substitute for supervised practice in a real environment, but a desirable complement to an expertise safe and effective, which allows developing skills, knowledge and attitudes, that is, capacities for optimal performance.

[Minimum case volume regulations in surgery from the perspective of the specialist society (DGCH) : Balancing act between science, politics, treatment reality and a range of other aspects]. / Mindestmengenregelungen in der Chirurgie aus Sicht der Fachgesellschaft (DGCH) : Spagat zwischen Wissenschaft, Politik, Versorgungsrealität und einer Reihe weiterer Aspekte.

The scientifically founded surgical specialist discussion regarding the legal requirements for minimum volume numbers for diverse organ systems and selected surgical procedures as the basis of quality assurance and optimization of treatment is not new. Comprehensive and also reliable data from national and international studies are available for colorectal surgery, pancreatic surgery, esophageal surgery, liver surgery and gastric surgery. Recently, the raising of the minimum volume for complex esophageal interventions by the Federal Joint Committee (G-BA) in Germany from 10 up to 26 procedures per hospital and year, reignited the debate on this topic as well as the debate on centralization in the healthcare system in general. This decision seems to be scientifically well-justified from the perspective of political bodies and realizable in the practical implementation; however, from the perspective of physicians routinely involved in the corresponding highly complex procedures, there is a very much broader basis for discussion, which is only partially covered by a report of the Institute for Quality and Efficiency in the Healthcare System (IQWiG) as the foundation of the decision of the G­BA. For the scientifically oriented surgical specialist society, in the first instance priority is given to the scientific evidence as the guiding principle. Nevertheless, aspects of the treatment reality cannot and should not be ignored. Therefore, the recommendations of the specialist society must be oriented not only to the quality of results but also to the realistic options for successful implementation in practice. Furthermore, questions of further education, the right of the patient to freedom of choice of the physician and preservation of the attractiveness of the occupational profile of surgeons are immanent topics for the surgical specialist society.

Context matters: Integration of social determinants of health in AEGD and GPR curricula.

PURPOSE: To examine the integration of social determinants of health (SDH) in the US Advanced Education in General Dentistry (AEGD) and General Practice Residency (GPR) programs. METHODS: This study used an explanatory sequential mixed-methods approach. A 46-question survey was sent to all 265 AEGD and GPR programs in February 2019. Descriptive statistics and multivariate analyses were conducted to identify factors influencing SDH curricular inclusion. A convenience sample of program directors (PDs) was interviewed between June and December 2019. Through content analysis, themes and subthemes were identified. RESULTS: Of the 265 AEGD and GPR PDs, 111 completed the survey (42% response rate). Almost three-quarters of PDs (72%) agreed that it was important for residents to understand basic SDH concepts. However, programs lacked eight of the 10 surveyed SDH subtopics. The odds of teaching five or more SDH subtopics were 0.09 (95% CI: 0.02-0.41) for programs with none-to-minimal levels of SDH integration in their clinical settings compared to close-to-fully integrated ones. Coding of PD interviews (N = 13) identified five major themes: 1. influences to integrate SDH, 2. training strategies, outcomes, and outputs, 3. reasons for training strategies, 4. barriers and solutions, and 5. future integration goals. Most PDs cited delivering SDH content during patient care and reported time and organizational culture being barriers to more curricular inclusion. CONCLUSIONS: AEGD and GPR curricula are deficient in SDH content and risk underpreparing residents for caring for the underserved. PDs and organizational leaders must prioritize SDH inclusion in order to train dentists for integrated person-centered care.

[Core curriculum Medical intensive care medicine of the German Society of Medical Intensive Care and Emergency Medicine (DGIIN)]. / Curriculum Internistische Intensivmedizin.

Medical intensive care medicine treats patients with severe, potentially life-threatening diseases covering the complete spectrum of internal medicine. The qualification in medical intensive care medicine requires a broad spectrum of knowledge and skills in medical intensive care medicine, but also in the general field of internal medicine. Both sides of the coin must be taken into account, the treatment with life-sustaining strategies of the acute illness of the patient and also the treatment of patient's underlying chronic diseases. The indispensable foundation of medical intensive care medicine as described in this curriculum includes basic knowledge and skills (level of competence I-III) as well as of behavior and attitudes. This curriculum is primarily dedicated to the internist in advanced training in medical intensive care medicine. However, this curriculum also intends to reach trainers in intensive care medicine and also the German physician chambers with their examiners, showing them which knowledge, skills as well as behavior and attitudes should be taught to trainees according to the education criteria of the German Society of Medical Intensive Care and Emergency Medicine (DGIIN).

The Proportion of Female Physician Links With Advanced Educational Opportunity for Female and by Female.

BACKGROUND: The overall proportion of female physician is increasing worldwide. However, its ratio exhibits a substantial diversity among each member country of Organisation for Economic Co-operation and Development (OECD). This study aimed to reveal the social factors of countries associated with the percentage of female physicians. METHODS: We retrieved the percentage of female physicians and social characteristic which may affect the ratio of female physicians of 36 OECD countries in 2016 or nearest year from the World Bank Open Data. Multivariate regression analysis was performed after univariate evaluations with Spearman's coefficient to explore correlation of social variables with the proportion of female physicians. RESULTS: The percentages of female adolescents who dropped out of school before lower secondary school, female population that attained or completed Master's or equivalent degree, female labour force, and female academic staff in tertiary education showed statistically significant correlation with proportion of female physicians (Spearman coefficient = -0.527, 0.585, 0.501, and 0.499; P=.01, .001, .002, and .008). Female's educational attainment at least Master's or equivalent and that of female academic staff at tertiary education were selected after multivariate analysis. CONCLUSION: Our study revealed the relationships between advanced education opportunity and female participation in academic positions with the percentage of female physicians. Our research is limited in the difficulty to evaluate physicians' working hours in spite of its possible effect. Further studies with qualitative assessment are warranted to explore the detail reasons to cause gender gap in physician.

Genetic counselors with advanced skills: II. A new career trajectory framework.

Career development frameworks help professionals better understand career decision-making, but the genetic counseling field lacks a comprehensive framework to describe career development. The purpose of this qualitative study was to explore commonalities across participants' career trajectories and identify factors which influence decision-making throughout genetic counseling careers. Using purposive sampling, 17 genetic counselors with advanced skills were interviewed about their career trajectories, factors which influenced career decisions, and the process and outcomes of those decisions. Content analysis was both inductive and deductive, employing triangulation techniques to enhance analytic rigor. Results highlighted common experiences and critical processes of interviewees' career trajectories and contributed to the development of the Genetic Counselor Career Trajectory Framework (GCCTF), which depicts an iterative process of considering change in one's career. Each iteration is prompted by predisposing influences (past experiences, personal attributes, and contextual factors), characterized by self-assessment and flexible planning, and completed when a decision about making a change is reached. Multiple iterations collectively create evolution of a career trajectory. The GCCTF adds to existing theories of career development by emphasizing dynamic processes of considering change and applies established concepts to a specialized healthcare profession. Individual genetic counselors can utilize the GCCTF to expand awareness of factors influencing a specific career decision and gain insight into experiences of change across their careers.

[Survey of rheumatologists in Saxony, Saxony-Anhalt and Thuringia regarding the occupational situation and activities in further education: no way out of the undersupply of rheumatological care]. / Befragung von Rheumatologen in Sachsen, Sachsen-Anhalt und Thüringen zu Weiterbildungstätigkeit und beruflicher Situation: Kein Ausweg aus der rheumatologischen Unterversorgung.

INTRODUCTION: Many regions in the middle of Germany have a deficit in specialized rheumatological care. A survey was undertaken to investigate whether the regional capacities for rheumatological advanced training are sufficient to provide an adequate number of rheumatologists in the future. METHODS: All 91 rheumatologists registered in Saxony, Saxony-Anhalt and Thuringia received a questionnaire that was sent back by 66% of the recipients (23 responses from Saxony, 19 from Saxony-Anhalt, 18 from Thuringia). Of the rheumatologists 41 were in private practice, 19 worked in an inpatient department and the mean duration of professional activity was 18 years. RESULTS: Over the last decade the number of patients treated by rheumatologists in private practices increased from 1200 to 1500 per quarter year (p < 0.001), whereas the number of first consultations rose from 100 to 130 per quarter year (p = 0.06). The waiting time for a first consultation rose from 8 to 11 weeks (p = 0.01), 32% of the responders indicated that the conditions for outpatient treatment had either improved or had remained constant during the last 10 years, whereas 60% reported a mild or marked deterioration and 48% stated that the number of rheumatologists had decreased within the same time frame. Only 20% indicated that they had a definite successor in the practice after retirement. All inpatient departments also had an outpatient office. During the last 10 years, the number of consultations per quarter year decreased from 1100 to 700 (not significant), while the waiting time doubled from 6 to 12 weeks (rounded mean). Of the rheumatologists in private practice eight are currently entitled to provide advanced education in rheumatology, with a median training period of 18 months; however, none of the responding physicians had actually brought assistant doctors to the final examination during the last decade and only one prospective rheumatologist was currently completing training in a private practice setting. Only 6 out of 12 inpatient rheumatological facilities are entitled to educate rheumatologists over the whole training period, 5 facilities were not involved in training at all and 7 indicated that they lacked applications for rheumatology training. During the last 10 years, 37 rheumatologists completed the training of which 18 went into private practice, 8 worked as general practitioners and 29 remained in the region of their initial training. CONCLUSION: Given the increase in the number of outpatients served, the volume of training activities in rheumatology is hardly sufficient to improve the deficit of rheumatological care in the middle of Germany.

[Child protection in the medical field - e-learning curriculum for acquiring basic knowledge and competence to act]. / Kinderschutz in der Medizin : E-Learning Curriculum zum Erwerb von Grundwissen und Handlungskompetenz.

BACKGROUND: Physicians are important actors in the field of child protection, which is a continuing societal challenge. In practice, however, there are often still uncertainties regarding the procedure to be taken in the event of (suspected) child abuse. Further training can help to counter these uncertainties and eliminate them. Therefore, the online course "Child protection in the medical field - a basic course for all health professionals" is currently being developed and evaluated in a project funded by the German Ministry of Health. METHOD: The online course has a modular structure and imparts knowledge and competences in child protection using theoretical and practice-oriented methods. The accompanying research evaluates the course contents, the transfer of the contents into professional practice and the change of knowledge and competences in the field of child protection by taking part in the course. RESULTS AND CONCLUSIONS: A total of 280 (76.5%) of the 366 participating physicians have completed the course so far. The graduates showed a great satisfaction with the course and its contents. Self-assessment showed an increase in knowledge (Cohen's d = 1.4; p < 0.001), competence to act (Cohen's d = 1.1; p < 0.001) and self-efficacy (Cohen's d = 0.7; p < 0.001). 77% of the graduates have already changed their approach to (suspected) child abuse and 97% would recommend the course to colleagues. The online course therefore is a high-quality and scientifically evaluated possibility for health professionals to acquire competences in the field of child protection in medicine.

Knowledge transfer: a worldwide challenge in child mental health: a recommendation to the readership of CAPMH concerning the revised version of the IACAPAP Textbook of Child and Adolescent Mental Health.

BACKGROUND: Transfer of knowledge is an important issue throughout all scientific disciplines, especially in the medical and psycho-social field. The issue of worldwide knowledge transfer in child mental health is one of the aims and goals of the journal Child and Adolescent Psychiatry and Mental Health (CAPMH). The demand for mental health training is high worldwide, and especially in low- to lower-middle income countries, where inadequate access to knowledge resources in the field of child and adolescent mental health (CAMH) is prevalent. At the same time, many of these countries are showing an increased risk for mental health issues in children and adolescents. The International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP) Textbook of Child and Adolescent Mental Health counters this problem. It is an open-access e-textbook aiming to provide an overview of current and established treatment and practical approaches for child and adolescent psychiatrists, psychotherapists and allied (mental health) professionals worldwide. First published in 2012, the updated and revised version was launched in 2015. The aim of this commentary is to review and disseminate the usefulness and practicability of content and further material included in the new version of the textbook. REVIEW: Overall, the textbook contains ten sections divided into 59 chapters, with a total of 1435 pages. The original version of the textbook was written in English. The revised version contains translations of 49 chapters into different languages (to date French, Spanish, Hebrew, Arabic, Portuguese, Russian, Norwegian and/or Japanese), with additional material for knowledge dissemination and self-directed learning (e.g. videos and quizzes) for several chapters. The textbook and the add-on materials for dissemination are of high quality and convey a great introduction to important topics concerning mental health. Apart from knowledge transfer, there is a pragmatic focus on clinical practice and on regional and cultural differences. CONCLUSION: The textbook is a new and unique opportunity for professionals all over the world to improve their knowledge, skills and expertise in CAMH. High-quality, up-to-date and freely accessible materials in the field of CAMH are combined with the opportunity to share insights with colleagues.

The teaching exploration of the "precise" learning model for visiting physicians in emergency department / 中华医学教育探索杂志

Now the visiting physicians are usually trained without effective supervision and guidance mechanism.Since 2017,the Emergency Department of Peking University Third Hospital has adopted the training model under tutor system for visiting physicians.Tutors and visiting physicians are matched 1∶1.Personalized training program is made by tutors and visiting physicians depending on the level of the hospital where visiting physicians practice in,educational background,clinical experience,length and the goal of study.The training plan is refined according to the timeline in order to facilitate the tutor and training physician's own precise management.Since implementation of this training model,the visiting physicians say they are more efficient to complete the training program and learned more than before.The teaching ability of tutors has further been enhanced.

A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

BACKGROUND: Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. OBJECTIVE: To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. METHODS: A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. RESULTS: Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. CONCLUSIONS: The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists.

La REPROPED de la Educación Avanzada y su comunidad virtual para la profesionalización pedagógica

La riqueza de resultados científicos de la Educación Avanzada como teoría educativa cubana es notoria, cientos son los profesionales que se dedican a su estudio para el mejoramiento profesional y humano de los recursos laborales, en los últimos años estas cifras han crecido haciendo necesaria la creación de una Red Virtual del Proyecto Interactivo Redes de Profesionalización Pedagógica (REPROPED) , que ha devenido en una comunidad virtual "Educación Avanzada", de ahí que se haga necesaria su caracterización, objetivo hacia el cual se orienta este trabajo. El aprovechamiento de las tecnologías a partir de este proyecto ha contribuido a la profesionalización pedagógica de los docentes a través de la ampliación y el fortalecimiento del sitio Web educativo de la Educación Avanzada y la creación de un sistema de redes: la red mixta, que aglutina a integrantes de diversas áreas, la red de Ciencias Médicas que como su nombre lo indica engloba a profesionales de la salud y la red Varona, integrada por profesores de dicha Universidad. La novedad se expresa en la posibilidad que ofrece el Proyecto REPROPED a los recursos laborales de diferentes entidades e instituciones de consultar e interactuar en un entorno de Educación Avanzada para su mejoramiento profesional y humano

The wealth of scientific results of the Advanced Education as theory educational in Cuban is notorious, hundreds are professionals dedicated to the study of Advanced Education for professional development and human labor resources, in recent years the numbers have grown, under the influence of the Virtual Network for Pedagogical Professionalization (REPROPED) Interactive Project which has given birth to a Virtual Community, which calls for its characterization, that is the aim of this article. The use of the technologies from this project has contributed to the pedagogic professionalization of the teachers through enlargement and the strengthening of Advanced Education educational web site and the creation of a network: The mixed net, that unites members of various areas, the net of Medical Sciences, that as its name suggests, encompasses health-care professionals and the Varona net, integrated by professors of the aforementioned University. The novelty is expressed in the possibility offered by REPROPED Project to human resources from different organizations and institutions for interacting in an Advanced Education environment for their professional and human improvement

Instrumento para la evaluación del desempeño pedagógico de los tutores en especialidades médicas / Instrument for evaluating educational performance of tutors in medical specialties

INTRODUCCIÓN: los cambios acelerados que se producen en todas las esferas de la vida humana imponen nuevos retos y desafíos a la educación redimensionando la profesionalización pedagógica. El tutor de especialidades médicas es un docente que desempeña sus funciones tanto para el pregrado como en el posgrado, por lo que la evaluación de su desempeño en la actividad del posgrado académico ofrece oportunidades para los gestores de los procesos de superación de los docentes de diseñar acciones que lleven su actividad a la mejoría integral. OBJETIVO: elaborar un instrumento de evaluación del desempeño pedagógico del tutor de especialidades médicas que mediante el diagnóstico permita direccionar las acciones educativas y de superación de forma individual, departamental e institucional. MÉTODOS: desde los referentes teóricos de la Educación Avanzada se aplicaron métodos teóricos como el análisis documental e histórico lógico, el enfoque sistémico, la sistematización y la modelación; métodos empíricos tales como encuestas a expertos, actividad grupal nominal con residentes de las áreas en estudio, y se aplicaron encuestas a tutores y residentes además de entrevistas a directivos docentes. RESULTADOS: se obtuvo el modelo del tutor de posgrado académico, el mapa de competencias pedagógicas y su estructura en dimensiones e indicadores; se diseñó un instrumento estructurado en las dimensiones didáctica, comunicativa y científico investigativa, desglosadas derivativamente en indicadores con escala de evaluación desde el excelente al nulo desempeño que permitió la evaluación del desempeño pedagógico de los tutores de Medicina, Pediatría, Ginecoobstetricia y Cirugía en un ensayo piloto. CONCLUSIONES: los resultados del ensayo piloto evidenciaron que el instrumento diseñado es válido pues permitió caracterizar la situación del trabajo tutelar en la Institución y puede ser incluido en estrategias para los procesos de mejoramiento de la actividad tutelar.

INTRODUCTION: the rapid changes that occur in all spheres of human life impose new challenges to education, resizing pedagogical professionalism. The tutor of medical specialties is a professor who carries out his/her functions for both undergraduate and graduate programs, so that the assessment of their performance in academic activities provides opportunities for professors improvement process managers to design actions leading to the overall improvement. OBJECTIVE: develop a tool for assessing the performance of educational tutor of medical specialties by diagnosing allowing to lead educational actions towards individually, departmental, and institutional improvement. METHODS: from the theoretical framework of Advanced Education theoretical methods as the documentary and historical analysis logical, systemic approach, systematization and modeling were applied. Empirical methods such as expert surveys, nominal group activity with residents of the areas under study, and surveys were applied to tutors and residents in addition to interviews with school officers. RESULTS: the model of graduate academic tutor, the map of teaching skills and its structure dimensions and indicators were obtained. A structured research instrument in educational, communication and scientific dimensions, broken down by indicators evaluation scale from excellent to zero performance was designed, which allowed the evaluation of teaching performance tutors of Medicine, Pediatrics, Obstetrics-Gynecology, and Surgery in a pilot trial. CONCLUSIONS: the results of this pilot study show that the designed instrument is valid since it made possible to characterize the status of work in the tutor work at the institution and it may be included in strategies for improving processes tutelary activity.

Instrumento para la evaluación del desempeño pedagógico de los tutores en especialidades médicas / Instrument for evaluating educational performance of tutors in medical specialties

Introducción: los cambios acelerados que se producen en todas las esferas de la vida humana imponen nuevos retos y desafíos a la educación redimensionando la profesionalización pedagógica. El tutor de especialidades médicas es un docente que desempeña sus funciones tanto para el pregrado como en el posgrado, por lo que la evaluación de su desempeño en la actividad del posgrado académico ofrece oportunidades para los gestores de los procesos de superación de los docentes de diseñar acciones que lleven su actividad a la mejoría integral. Objetivo: elaborar un instrumento de evaluación del desempeño pedagógico del tutor de especialidades médicas que mediante el diagnóstico permita direccionar las acciones educativas y de superación de forma individual, departamental e institucional. Métodos: desde los referentes teóricos de la Educación Avanzada se aplicaron métodos teóricos como el análisis documental e histórico lógico, el enfoque sistémico, la sistematización y la modelación; métodos empíricos tales como encuestas a expertos, actividad grupal nominal con residentes de las áreas en estudio, y se aplicaron encuestas a tutores y residentes además de entrevistas a directivos docentes. Resultados: se obtuvo el modelo del tutor de posgrado académico, el mapa de competencias pedagógicas y su estructura en dimensiones e indicadores; se diseñó un instrumento estructurado en las dimensiones didáctica, comunicativa y científico investigativa, desglosadas derivativamente en indicadores con escala de evaluación desde el excelente al nulo desempeño que permitió la evaluación del desempeño pedagógico de los tutores de Medicina, Pediatría, Ginecoobstetricia y Cirugía en un ensayo piloto. Conclusiones: los resultados del ensayo piloto evidenciaron que el instrumento diseñado es válido pues permitió caracterizar la situación del trabajo tutelar en la Institución y puede ser incluido en estrategias para los procesos de mejoramiento de la actividad tutelar(AU)

Introduction: the rapid changes that occur in all spheres of human life impose new challenges to education, resizing pedagogical professionalism. The tutor of medical specialties is a professor who carries out his/her functions for both undergraduate and graduate programs, so that the assessment of their performance in academic activities provides opportunities for professors improvement process managers to design actions leading to the overall improvement. Objective: develop a tool for assessing the performance of educational tutor of medical specialties by diagnosing allowing to lead educational actions towards individually, departmental, and institutional improvement. Methods: from the theoretical framework of Advanced Education theoretical methods as the documentary and historical analysis logical, systemic approach, systematization and modeling were applied. Empirical methods such as expert surveys, nominal group activity with residents of the areas under study, and surveys were applied to tutors and residents in addition to interviews with school officers.Results: the model of graduate academic tutor, the map of teaching skills and its structure dimensions and indicators were obtained. A structured research instrument in educational, communication and scientific dimensions, broken down by indicators evaluation scale from excellent to zero performance was designed, which allowed the evaluation of teaching performance tutors of Medicine, Pediatrics, Obstetrics-Gynecology, and Surgery in a pilot trial. Conclusions: the results of this pilot study show that the designed instrument is valid since it made possible to characterize the status of work in the tutor work at the institution and it may be included in strategies for improving processes tutelary activity(AU)