Understanding and Explaining Psychological Distress inInternational Students

Research indicates that international students report more psychological distress than domestic students. The aim of our research was to investigate levels of stress, depression, and anxiety, and in particular, psychological predictors for these symptoms among international students. International students (N= 103) from the University of Jyväskylä (Finland) completed questionnaires assessing their stress (PSS-10), depression (PHQ-9), anxiety (GAD-7), psychological inflexibility (AFQ-Y), mindfulness (FFMQ), and engaged living (ELS). A significant proportion of students experienced high levels of psychological distress, and those with elevated symptoms reported higher levels of psychological inflexibility, lower levels of mindfulness skills and value-based actions. Regression analyses suggested that living according to one’s values and value-based actions was the strongest predictor of stress and depression (approx. 25% of variance explained). On the other hand, the strongest predictor for symptoms of anxiety was acting with awareness (approx. 20% of variance explained). This study suggests that students with different types of distress might benefit from training in distinct psychological flexibility skills, and these skills could be embedded into the university counselling services (AU)

Currículo opcional: diversidad y desafíos a la formación pregraduada / 'Elective': enhancing heterogeneity and challenges to pregraduate curriculum

Introducción: La unidad curricular opcional proporciona al estudiante la oportunidad de profundizar en un área clínica de libre elección o en una realidad asistencial diferente, promoviendo un currículo personalizado. Sujetos y métodos: Estudio descriptivo de los intercambios clínicos en el período 2012-2017 del último año de licenciatura y comparativa entre nacionales e internacionales. Al finalizar el intercambio, el estudiante responde a un formulario onlineque incluye múltiples variables: demográficas, de proceso y de resultados, cuyo análisis es el objetivo de este estudio. Resultados: Un total de 253 intercambios realizados por 154 estudiantes, siendo un 55% mujeres, con una edad media de 28 años. Más de la mitad (59%) optaron por destinos internacionales, destacando Reino Unido (8,3%) y Brasil (7,5%), y apenas un 11% permaneció en la región. Los centros de destino fueron mayoritariamente hospitales terciarios, desarrollando actividades clínico-observacionales (66%), y hasta un 47% en áreas no abordadas en el currículo oficial. Las especialidades más solicitadas globalmente fueron salud internacional y medicina tropical (15%), anestesia (8,3%) y pediatría (8%). La planificación y los costes son asumidos por el estudiante, con apoyos externos prácticamente inexistentes. La autoevaluación final fue de 4,46 puntos (sobre 5) y el 99% lo recomendaba a sus colegas. Conclusiones: Individualmente, la unidad curricular opcionalpermite al estudiante probar sus competencias y su capacidad de adaptación a otras realidades asistenciales y sociales, confrontándolo con potenciales elecciones profesionales

Introduction: 'Elective' is an opportunity to deepen clinical competences and/or work in a different assistance reality and promotes personal curriculum. Subjects and methods: A descriptive analysis of the elective internships carried from 2012 to 2017 at the last year of course and compare international and national ones. The students complete an online survey regarding the activities which include demographic, development and outcomes variables. Results: 253 clinical internships carried out by 154 medical students with a mean age of 28 years and 55% were women. The majority (59%) chosen to carry out international internship, particularly United Kingdom (8.3%) and Brazil (7.5%), and only 11% stayed in Algarve region. Half of the internships were carried out in tertiary hospitals being observational-practical (66%). Until half of students (47%) chose medical specialties not included in official curriculum being preference areas: international health (15%) and anesthesiology (8.3%). The majority of internships (66%) were observational-practical. The students are responsible for all the necessary arrangements, being external financial support practically no existent). The final internship rank student was 4.46, on a scale of 0-5, and 99% would recommend the experience to their colleagues. Conclusions: The 'elective' aims to promote students ability to adapt a new professional and social realities, test their competences and sometimes confront themselves with their potential future professional choice

Fortalezas y oportunidades de mejora para la movilidad internacional en la formación de Enfermería / Strengths and improvement opportunities for international mobility in nursing education

En los últimos tiempos la apuesta por la internacionalización se ha convertido en un punto clave en las agendas de las universidades a nivel mundial, que han desarrollado para ello programas que fomentan la experiencia internacional del alumnado. En el caso concreto de los estudios de Enfermería, compartir experiencias en diferentes contextos de salud y enfermedad unido a las grandes diferencias entre sistemas sanitarios y el enfoque distintivo de la profesión en cada país aporta una visión global a los estudiantes que finalmente repercutirá en el desarrollo de mejores profesionales con capacidad creativa para aportar mejoras en sus contextos habituales, así como para ejercer profesionalmente en otros lugares. La internacionalización y el contacto del estudiante con un modelo diferente de enseñanza y práctica de enfermería implican el intercambio de conocimientos, la adquisición de nuevos valores profesionales y la agregación de nuevas habilidades para el futuro de la profesión en ambos países involucrados. Sin embargo, a pesar de las fortalezas de la movilidad internacional, también es necesario que las instituciones de educación superior se concentren en oportunidades de mejora todavía no resueltas, como la necesidad de examinar los diferentes mecanismos reguladores que existen en cuanto a prácticas externas curriculares de estudiantes de Ciencias de la Salud en la legislación nacional y europea, los cuales en general son poco específicos y con pocos criterios con los que poder objetivar la calidad de los centros que reciben estudiantes en formación universitaria. A consecuencia de esta necesidad creciente ha surgido el Proyecto Europeo HEALINT (Assuring Quality in International Healthcare Traineeships), financiado por la Comisión Europea dentro de la línea de acción KA2 «Cooperation for innovation and the exchange of good practices» y también en la línea KA2O2 «Strategic partnerships for vocational education and training», cuyo objetivo se centra en desarrollar una herramienta para evaluar y acreditar los estándares de calidad de los centros de prácticas que acogen estudiantes internacionales de Enfermería y asegurar así la calidad de su formación

The internationalization commitment has become a key agenda point for universities worldwide. They develop programs that foster students' international experience. Regarding specifically nursing education, sharing experiences in different health and disease contexts will ultimately result in the development of better and more creative professionals. Getting acquainted with differences between health systems and the distinctive nursing approach professed in each country, provides students with a global vision, enabling them to improve nursing in their countries, and practice professionally in other places. Internationalization and student contact with different models of nursing education and practice involve the exchange of knowledge, the acquisition of new professional values and the aggregation of new skills in both countries involved. However, despite the strengths of international mobility, it is also necessary for higher education institutions to concentrate on opportunities for improvement, such as the need to examine at European level the different regulatory mechanisms that exist regarding external curricular practices of health sciences students in national and European legislation. These are generally not specific enough and have few criteria to objectively assess the quality of institutions receiving university students. As a result, the HEALINT Project (Assuring Quality in International Healthcare Traineeships), funded by the European Commission within KA2 action line «Cooperation for innovation and the exchange of good practices» together with the KA2O2 line «Strategic partnerships for vocational education and training», is aiming to develop a tool to evaluate and certify the quality standards of practice centers hosting international nursing students, ensuring the quality of their training

Importancia de los intercambios internacionales en la formación científica de estudiantes de medicina / Importance of international exchanges in the scientific training of medical students

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Rotación en la OMS, el sueño cumplido de un especialista / WHO internship: a specialist's dream come true

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Rotación en una farmacia de hospital alemana: un mismo objetivo... distinto enfoque / Clinical rotation in a German Hospital Pharmacy: the same goal... different approach

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Del lado de allá y del lado de acá. ¿Qué pueden aprender mutuamente los países emergentes latinoamericanos y España para mejorar sus perfiles del médico de familia? / From one side of the ocean to the other. What can emerging latinamerican countries and Spain learn from each other to improve their family physician profile?

Objetivo: Se realizó un estudio cualitativo con el objetivo de encontrar factores estratégicos en medicina de familia que impliquen oportunidades de aprendizaje que los países del Norte desarrollado puedan utilizar de los países del Sur emergentes, y viceversa. Diseño, emplazamiento y participantes: A partir de un muestreo no aleatorio, intencionado, seguido de muestra en bola de nieve, hasta la saturación de los datos, se realizaron por parte médicos de familia de atención primaria de Toledo y Tenerife en España, y Paraguay, México, y Perú, diarios de campo de un día habitual y su contexto socio-sanitario, y se evaluaron mediante análisis del contenido y un estudio DAFO (Debilidades, Amenazas, Fortalezas y Oportunidades). Mediciones principales y resultados: Se obtuvieron 24 diarios de un día normal (9 médicos en España, 7 en México, 4 en Paraguay, y 4 en Perú). Se encontraron "fortalezas" del Sur en la coexistencia de trabajo ambulatorio y hospitalario, en el amplio rango de tareas asistenciales, en el mayor peso de actividades de promoción y educación para la salud dirigidas a la población, en la presencia de actividades comunitarias de campo, en la integración de la medicina tradicional, en la mejor relación médico-paciente, y percepción más positiva de la carga de trabajo. Y "fortalezas" del Norte en las actividades de prevención, promoción y educación para la salud integradas en la asistencia por enfermedades en el centro de salud, y en la mayor existencia de recursos materiales. Conclusiones: Hay áreas donde podría aprender el médico de familia español del latinoamericano y viceversa (AU)

Objective: A qualitative study was carried out with the aim to find strategic factors involving learning opportunities that northern developed countries could use from emerging countries in the South and vice versa. Design, setting and participants: A non-random intentional sampling, followed by a snowball sampling until data saturation were carried out by a group of primary health care family physicians in Toledo and Tenerife in Spain and Paraguay, Mexico and Peru. Field diaries of a normal day and its health and social care context were kept and analyzed, and a SWOT study (strengths weaknesses, opportunities and threats) was performed. Main measures and results: Twenty-four diaries of a normal day were obtained (9 physicians in Spain, 7 in Mexico, 4 in Paraguay and 4 in Peru). Some strengths were found in the South in the coexistence of ambulatory care and hospital work, in the wide range of care tasks, in the greater weight of health promotion and educational activities targeted to the population, in the presence of community field activities, in the integration of traditional medicine, in the better patient-doctor relationship and a more positive perception of the workload. And the strengths in northern countries were: more prevention, health promotion and educational actions integrated in visits to the family physician in primary care settings and more material resources available. Conclusions: There are some areas in which the Spanish family physician could learn from the latinamerican physician and vice versa (AU)

Las redes de la ciencia: la JAE en el exilio / Networks in science: the JAE in the exile

Las relaciones e intercambios académicos con el extranjero, impulsados por los distintos centrosy laboratorios creados por Junta para Ampliación de Estudios, dieron lugar al forjamiento deunas redes intelectuales que propiciaron no sólo el intercambio, el debate y la modernización de laciencia y la cultura españolas deseadas, sino que también generaron unas plataformas que actuaronde puentes en los años siguientes a la Guerra Civil española. Las redes intelectuales ayudaron a quelos hombres y mujeres, los científicos y pensadores republicanos, encontraran trabajo en otraslatitudes cuando tuvieron que exiliarse

Junta para Ampliación de Estudios created different academic centers and laboratories in Spain.In this way, JAE helped to create a intellectual network. These centers not only blessed interchanges,debates and the modernization of Spanish science and culture, but also contributed to establisha platform that worked as a bridge in the aftermath of the Spanish Civil War. This network madepossible for republican scientists and intellectuels, to find new positions abroad, when the time forexile came

Towards a European programme in human morphology - A masters degree in anatomy?

Human morphological sciences are facing an "identity crisis" and, in Europe, there is an urgent need for a dedicated programme of training for teachers and researchers in anatomy. The "Bologna process" (which in 1999 proposed harmonization of academic curriculum in order to favour exchange of students and researchers inside the European Union) provides a unique opportunity to organise a common curriculum in anatomy. The first step could be the creation of modules for a European Master 2 course in anatomy/biomorphology. At the present time, in the University of Paris Descartes, there is no Master's course in Anatomy (except in the osteo-articular part of the Master 2 Health and Life Science programme or in the neurobiology Master's programme). Anatomists at the University of Paris Descartes are endeavouring to find other European universities to help organise a programme of training for future teachers of anatomy in France (and perhaps elsewhere in Europe) (AU)

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Supporting modern postgraduate surgical training programmes in the United Kingdom through greater use of cadaveric material

A new Intercollegiate Surgical Curriculum Project (ISCP) has established a new modular framework for postgraduate surgical training. The curriculum has defined the surgical standards that are required before a trainee can progress from module to module. The core conditions within each specialty module have been defined, and the required operative and other skills needed for competent management of these conditions have been agreed. Full implementation of the new ISCP will commence in Autumn 2007. The Raven Department of Education at the Royal College of Surgeons of England (RCSE) views implementation as a major opportunity to extend the use of cadaveric material to support the new training programmes. To this end, a Core Specialty Skills Project has been launched to build on the Department's experience of practical skills courses based on cadaveric material, by improving access to appropriate facilities in regional departments of anatomy. The aims of this project are to support each module within the 9 surgical specialties by producing a range of educational materials for participants and faculty, in association with the major specialty stakeholders. Use of cadaveric material, supported by step-by-step dissection guides and integrated assessment, will be a crucial component of this programme. Nine university departments of anatomy have been visited in England, Wales and Northern Ireland to establish the current use of these facilities and the potential for extending their use to provide Surgical Skills courses. Levels of staffing, supply of cadaveric material, current involvement in postgraduate education and the degree of interest in the extended use of services were investigated. Many of these facilities have the capacity to support the ISCP by providing regional access to cadaveric material (AU)

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