El paradigma educativo transcomplejo en la especialidad de Medicina Física y Rehabilitación / The transcomplex educational paradigm in the specialty of Physical Medicine and Rehabilitation

Se plantea el problema educativo en el marco del currículo de la educación superior, cuestionando la relación que existe entre la descripción de los elementos curriculares, con la conceptuación propuestas en las teorías educativas. Objetivo: analizar el diseño curricular de la especialidad de Medicina Física y Rehabilitación para mejorar el modelo curricular como base para la creación de la Subespecialidad en Medicina de Rehabilitación Pediátrica. Método: el presente estudio desarrolla un enfoque cualicuantitativo de tipo observacional, descriptivo, transversal y documental. Busca analizar los elementos curriculares del Programa Académico de la Especialidad en Medicina Física y Rehabilitación y su fundamentación filosófica. Se realizó entrevistas estructuradas a 11 docentes instructores, 3 docentes responsables, 20 especialistas egresados y 4 expertos de la especialidad reconocidos en Bolivia. Análisis y revisión de la literatura, como de diferentes programas de la especialidad. De tipo propositivo porque plantea el rediseño curricular de la especialidad mediante un análisis socio-educativo y filosofía transcompleja. Resultados: los elementos curriculares de la especialidad de Medicina Física y Rehabilitación se encuentran fragmentados. La metodología curricular no muestra una relación clara entre la fundamentación, perfil profesional, organización y evaluación. Existe la necesidad de apertura de nuevos posgrados. Conclusiones: En base a los resultados obtenidos en la investigación se plantea un rediseño curricular bajo el paradigma educativo transcomplejo que propone las bases teóricas para la reforma del desarrollo curricular de la especialidad en estudio

The educational problem is raised within the framework of the higher education curriculum, questioning the relationship that exists between the description of the curricular elements with the conceptualization proposed in educational theories. Objective: to analyze the curricular design of the specialty of Physical Medicine and Rehabilitation to improve the curricular model as a basis for the creation of the Subspecialty in Pediatric Rehabilitation Medicine. Method: the present study develops a qualitative-quantitative approach of an observational, descriptive, cross-sectional and documentary type. It seeks to analyze the curricular elements of the Academic Program of the Specialty in Physical Medicine and Rehabilitation and its philosophical foundation. Structured interviews were conducted with 11 instructor teachers, 3 responsible teachers, 20 graduate specialists and 4 experts in the specialty recognized in Bolivia. Analysis and review of the literature, as well as of different specialty programs. Propositive because it proposes the curricular redesign of the specialty through a socioeducational analysis and transcomplex philosophy. Results: the curricular elements of the specialty of Physical Medicine and Rehabilitation are fragmented. The curricular methodology does not show a clear relationship between the foundation, professional profile, organization and evaluation. There is a need to open new postgraduate courses. Conclusions: Based on the results obtained in the research, a curricular redesign is proposed under the transcomplex educational paradigm that proposes the theoretical bases for the reform of the curricular development of the specialty under study

The Postgraduate Careers of the Graduates of the School of Medicine, University of Tsukuba, and Evaluation of the School Curriculum by the Graduates / 医学教育

The School of Medicine, University of Tsukuba, was founded in 1974 and had graduated 1, 561 students by 1994. From 1980 through 1987, 44% to 73% of graduates became hospital staff, 16% to 40% became university staff, and 0% to 8% became general practitioners. More than 80% of graduates did a 2-year residency (sotsugo-kenshu) at our university hospital and 40% completed a 6-year residency. Almost 10 years of postgraduate training was required to become an established medical practitioner. This length of time indicates that postgraduate training is the most important part of the medical career. About 80% of graduates earned doctor of philosophy (Ph. D.) degrees, whereas 93% became registered specialists, indicating that graduates tended to become specialists rather than to pursue Ph. D. degrees. This difference is more evident among female graduates: 85% became specialists whereas only 53% received a Ph. D. Most graduates considered the School of Medicine to have a good curriculum, but some younger graduates had complaints. The graduates chose their career specialties on the basis of their own interests and aptitudes. We should take these data into account to prepare a system of life-long education and learning.