Como aprender la anestesiología: Aprendizaje y enseñanza / How to learn anesthesiology: Teaching and learning

What is the main goal of education in what is commonly described as the era of information? One of my teachers, Gregorio Arañes, once taught me that "Anesthesiology, is the medical specialty which focuses on the attenuation of pain and reanimation, it also involves four main branches: Analgesia, Anaesthesia, Inhalation Therapy, Reanimation". I learned from him that Anaesthesiology is a clinical specialty which requires the anaesthesiologist to look at the patient from a very specific point of view. At first glance, if possible, a physiopathological diagnosis is ought to be made. Based on that diagnosis, we should then make a prognosis in order to adopt the adequate tools to treat the patient, evaluating the possible risks and benefits of the chosen criteria. Going into further detail about the education phenomena, it is necessary to conceptualize the magnitude of what education and learning really mean. The concept of education goes beyond the simple definition of just teaching and learning, it rather has a fundamental sense of morality and spirituality, with the purpose of training the individual in many aspects of their lives. The education system must be supported by institutions of a certain academic level and study programmers up to date, open to new developments and restructuring. Moreover, the impact of postgraduate courses should guarantee that the graduate can keep increasing and updating their knowledge on certain topics regarding his or her professional career. The end goal of the whole system is not only to make students capable of doing the same practices repeatedly but also train individuals so that they can adapt themselves to new conditions.

¿Cuál será el objetivo de la enseñanza en la que podríamos describir como la era de la información? Mi maestro el Profesor Gregoria Aranes nos enseñó que "La anestesiología, es la especialidad médica que se encarga de la atenuación del dolor y de la reanimación y comprende cuatro ramas, Analgesia, Anestesia, Inhaloterapía y Resurrección. Aprendí con él que la Anestesiología era una especialidad clínica, que obligaba al anestesiólogo a enfocar al paciente desde una óptica muy particular. Debíamos hacer primero diagnóstico en lo posible fisiopatológico. En base a ese diagnóstico deberíamos efectuar un pronóstico, para luego pasar a adoptar los medios más adecuados para tratar a ese enfermo, evaluando los riesgos y beneficios de la táctica y técnica elegida. Para adentrarnos en el fenómeno educativo, es necesario partir de la conceptualización de la magnitud de lo que es la educación, la enseñanza y el aprendizaje. El concepto de educación es más amplio que el de enseñanza y aprendizaje, y tiene fundamentalmente un sentido espiritual y moral, siendo su objeto la formación integral del individuo. El sistema debe funcionar apoyado por instituciones con determinado nivel académico y con planes de estudios integrales, actuales y abiertos al cambio. El impacto de las carreras de postgrado deberá permitir en el egresado la necesidad y capacidad de ampliar y actualizar sus conocimientos como hechos cotidianos de su vida profesional. Lo ideal es tender a formar personas capaces de cambiar, de adaptarse a situaciones nuevas, y no solo formar individuos que únicamente son capaces de hacer, de repetir siempre lo mismo.

Acciones estratégicas para favorecer la formación doctoral en la Universidad de Ciencias Médicas de Camagüey

RESUMEN Introducción: La constante preparación de los profesionales del sector de la salud es de vital importancia, por lo que siempre ha constituido una prioridad del máximo organismo de la salud en Cuba. De tal hecho, cada vez más existe un esfuerzo por elevar la calidad del proceso docente-educativo en los cursos de pregrado y posgrado con énfasis en la obtención de un grado científico. Objetivo: Elaborar un sistema de acciones concebido para el incremento del proceso de formación de doctores en ciencias en la Universidad de Ciencias Médicas de Camagüey. Desarrollo: Se utilizaron métodos teóricos y empíricos, con énfasis en la Matriz FODA. A partir de ello, se obtuvieron criterios favorables por las acciones ejecutadas hasta el momento; y a la vez se mostraron dificultades presentes que se enmarcan en la orientación de la actividad científica que se desarrolla y el tratamiento ofrecido a las prioridades del plan de ciencia y técnica, para que este se oriente en las problemáticas vitales del desarrollo en el ámbito de las ciencias médicas. Se diseñó un sistema de acciones que incluye medidas que involucran al potencial humano de la ciencia, así como a los directivos; que permitirá, en diversos plazos, que se incremente el número de docentes con este grado científico. Conclusiones: Se considera que las acciones propuestas, al tener en cuenta las directrices estratégicas, la población objeto de atención y los diferentes ámbitos temporales y espaciales identificados, permitirá el fortalecimiento del desarrollo de la formación doctoral en la Universidad de Ciencias Médicas de Camagüey.

ABSTRACT Introduction: The constant preparation of professionals in the health sector is of vital importance; therefore, it has always been a priority of the highest health organization in Cuba. As a result, there is increasingly an effort to raise the quality of the teaching-educational process in undergraduate and graduate courses with an emphasis on obtaining a scientific degree. Objective: To elaborate a system of actions conceived to increase the process of training doctors of science at the University of Medical Sciences of Camagüey. Development: Theoretical and empirical methods were used, with emphasis on the SWOT Matrix. From this, favorable criteria were obtained for the actions carried out; and at the same time, present difficulties that are framed in the orientation of the scientific activity that is developed, and the treatment offered to the priorities of the science and technique plan so that it is oriented on the vital problems of development in the field of science medical; among others. A system of actions was designed that includes measures that involve the human potential of science, as well as managers; which will allow, in various terms, to increase the number of teachers with this scientific degree. Conclusions: It is considered that the proposed actions, taking into account the strategic guidelines, the target population and the different temporal and spatial areas identified, will allow the strengthening of the development of doctoral training at the University of Medical Sciences of Camagüey.

Factors influencing speech language pathologists' and audiologists' decision to pursue postgraduate studies in South Africa.

BACKGROUND: Factors that influence various professionals to pursue postgraduate studies have been investigated. However, there is a dearth of evidence of factors that influence South African speech language pathologists (SLPs) and audiologists (As) to pursue their postgraduate studies. OBJECTIVE: Therefore, this study aimed to determine factors that influence the decision of South African SLPs and As to pursue postgraduate studies and potential barriers to this pursuit. METHOD: A quantitative survey research methodology with a cross-sectional research design was adopted, where a 21-item web-based survey was used to survey 127 speech therapists, As and speech therapists and As from across the country. All participants were qualified and registered with the Health Professionals Council of South Africa (HPCSA). Ethical clearance and permission from relevant stakeholders were obtained. Data were analysed descriptively. RESULTS: The findings suggested that over half of the participants pursued their postgraduate studies to fulfil a personal goal and improve their knowledge, whilst others did it to develop expertise and for job opportunities. Participants highlighted that a lack of time and funding, heavy workloads and bad experiences during their undergraduate studies were the main barriers to pursuing postgraduate studies. Whilst community service was not a barrier per se, participants felt that it delayed them from beginning their postgraduate studies immediately. CONCLUSION: The findings of this study highlighted the urgent need for institutions of higher learning, government and other stakeholders to provide the necessary support for SLPs and As in South Africa to pursue postgraduate studies.

Relationship of a Second Professional Degree to Research Productivity of General Surgery Residents.

OBJECTIVE: Many general surgery residents interrupt clinical training for research pursuits or advanced degrees during dedicated research time (DRT). We hypothesize that time required to obtain a second degree during DRT decreases resident publication productivity. DESIGN, SETTING, AND PARTICIPANTS: All consecutive categorical general surgery residents at the University of Virginia in Charlottesville, VA, graduating in 2007 to 2016 were evaluated. PubMed queries identified journal publications for residents during and after DRT, limited to 1 year postgraduation. DRT varied between 1 and 3 years and was standardized by dividing publication number by DRT plus remaining clinical years and 1 postgraduation year. Median publications were compared between residents by receipt of a second degree. RESULTS: Thirty-six residents were eligible for analysis. Of these, 8 obtained a Master's in Clinical Research, 3 received Master of Public Health, and 1 completed a Doctorate of Philosophy. Publications ranged from 2 to 76 for degree residents and 1 to 36 for nondegree residents. For the 12 degree residents, median publication number per year was 3.8 (interquartile range: 2.3, 5.2) compared to 2.6 (interquartile range: 1.6, 3.5) in residents not pursuing a postdoctoral degree (p = 0.04). There was no significant difference in median number of first and second author publications by degree status. CONCLUSION: More publications per year were seen among residents earning a second degree, with a statistically significant difference between residents obtaining postdoctoral degrees during DRT compared with their counterparts. Our study demonstrates that residents pursuing a second degree are not hindered in their publication productivity despite the time investment required by the degree program. Additional research is needed to determine whether formal research training through a second degree corresponds to sustained scholarly productivity beyond residency.

ORL residency in France: Satisfaction and training quality in 2013.

OBJECTIVES: To assess the quality of ORL training in France and hierarchical relationships, working conditions and quality of life, based on a questionnaire answered by ORL residents and fellows. MATERIAL AND METHODS: The anonymous questionnaire covered the following topics (106 questions): structure of training, supervision by superiors, involvement in teaching medical students, work for publication, working conditions, quality of life and practical and surgical skills. RESULTS: One hundred and seventeen questionnaires were included, with 56% female respondents and 78% resident respondents. A total of 80% of respondents would choose the same training again, with overall satisfaction of 70%. In total, 71% felt appreciated, with responsibilities matching their level of training (85%). Supervisors were supportive (85%) and showed good teaching ability (92%). Residents were mainly guided by fellows (70%), or consultants (60%). Providing good training was an important aim for the training structures (78%). Respondents worked 11 hours per day, with a median of 4 duties per month; the post-duty rest-day was fully respected in the case of 38% of respondents. Surgical procedures were taught and delegated step by step, shared fairly between residents, in a large majority of cases. Training progression was in line with seniority. CONCLUSIONS: Overall satisfaction, quality and supervision of ORL training were good in France. There remain geographical differences in terms of theoretical and surgical training.

Surveillance on the attitude to the postgraduate degree in the graduates of Jichi Medical University / 医学教育

1) Surveillance on the attitude to the postgraduate degree was performed by a questionnaire in the graduates of Jichi Medical University, who were engaged in community medicine soon after graduating and had not so many opportunities to conduct medical research.<BR>2) More than a half of the respondents had obtained the postgraduate degree after the 9-year mandatory period of engagement as clinical physicians in the local communities.Among the respondents not having the postgraduate degree, 50-60% of them felt the need for the degree.<BR>3) The remarks of the degree holders indicated that objective assessment ability and the scientific point of view acquired in the degree process had favorable effects on their performance as clinicians thereafter. The result suggested that the substantialization of research in the field of clinical medicine was demanded in the graduate school.