A cinenurducation activity using Call the Midwife to teach about sexually transmitted infections and preeclampsia: design, implementation, and assessment.

BACKGROUND: Nursing students need to learn about sexually transmitted infections and preeclampsia. Cinenureducation is a rigorous method that uses materials from commercial movies or television series to teach health sciences students. OBJECTIVES: Using content analysis of the television series Call the Midwife, design a cinenureducation activity teaching nursing students about sexually transmitted infections and preeclampsia. Evaluate its effectiveness in knowledge acquisition. DESIGN, IMPLEMENTATION, AND PRE-POST ASSESSMENT OF KNOWLEDGE GAIN FOR TEACHING ACTIVITIES: The study comprised three main steps: designing the teaching activity, implementing it, and analyzing its pedagogical effectiveness through a pre-and-post study to assess knowledge acquisition resulting from the teaching activity. PARTICIPANTS: A six-member panel assessed the suitability of materials for the teaching goals. All second-year undergraduate nursing students in the course "Nursing management and leadership" at a nursing school in the 2022-2023 academic year were invited to participate (N = 160). METHODS: The panel conducted a content analysis of the first two seasons of the series to determine the usefulness of each episode for teaching the chosen topics. Students were randomly assigned to groups watching episodes emphasizing either sexually transmitted infections or preeclampsia, followed by discussion. Learning was gauged through a pre-post viewing 20-question multiple-choice test. Additionally, students' satisfaction was evaluated. RESULTS: A total of 142 nursing students participated. Significant differences between mean scores before and after intervention were found [6.90 vs. 6.42 on the preintervention assessment, p < 0.05; mean gain, 0.49 (95 % CI: 0.22-0.76)]. Most students were satisfied with the activity. CONCLUSIONS: The activity was useful for teaching about sexually transmitted infections and preeclampsia. The use of a television series portraying nurses enables the exploration of these critical topics. This has potential implications for integrating similar methods into nurse education curricula, emphasizing the broader impact of the research on pedagogical practices in healthcare education.

Telling the story of the opioid crisis: A narrative analysis of the TV series Dopesick.

Dopesick (2021) is the first TV series whose plot deals exclusively with the opioid crisis in the United States. The current study uses narrative analysis and framing theory to explore this series, discussing its portrayal of the people and themes involved in the opioid crisis. Our analysis found that although Dopesick attempts to portray multiple dimensions of the opioid crisis, its narrative oversimplifies the story in attributing the cause of the problem almost exclusively to Purdue Pharma and its director Richard Sackler, while downplaying other factors that contributed to the opioid crisis. Thus, the narrative in this TV series tends to offer simple explanations to a complex problem for which simple solutions are likely to be inadequate.

Change in demand for health-related undergraduate studies in Spain during 2015-2021: a temporal series study.

Introduction: The expansion of higher education is a worldwide phenomenon. To our knowledge, there are no studies analyzing the trends in demands of enrollment in health-related studies in Spain. Therefore, the objective was to analyze the change in demand (the number of requests for enrollment divided by the number of offered places) for undergraduate health-related studies in Spain during the period 2015-2021 as well as compare the change by region in the pre (2015-2019) and pandemic (2020-2021) period. Methods: This is an observational (ecological type) study with temporal series analyses using data from public (non-for-profit) higher education institutions from the Integrated University Information System. For the analysis by region, we calculated the demand of all twelve undergraduate health-related degrees and the percentages of change between both periods using the Wilcoxon test. The Joinpoint Regression program was used to analyze the trends in demand for each degree during the 7-year period. Results: Significant (p < 0.001) increases in demand during the pandemic period were observed in all regions. During the pandemic, medicine, biomedicine, nursing, odontology and pharmacy presented a higher demand in comparison with data collected before the pandemic started. In contrast, this pattern was not confirmed in the following cases: physiotherapy, occupational therapy, podiatry, psychology, social work, human nutrition and dietetics. By regions, Navarra, Asturias, and La Rioja presented the most drastic changes. In regions with the biggest number of universities, such as Catalonia, Andalusia and Madrid, the change observed was smaller.

The impact of the COVID-19 pandemic on enrollment in undergraduate health-related studies in Spain.

The aim of this study was to determine whether the pandemic has reinforced the choice of pursuing health-related bachelor's degrees, and to identify underlying factors that could contribute to that impact. This is a cross-sectional study using an online survey of 2,344 students of nursing, physiotherapy, medicine, psychology and podiatry who started health-related bachelor's degrees after the COVID-19 outbreak in Spanish higher education institutions. The pandemic influenced the choice of these studies by increasing the desire to help others (33.2%), by increasing citizenship values (28.4%), and by increasing the desire to contribute to improving the situation of the country (27.5%). Women had a significantly greater influence on the increase in social values related to the practice of the profession produced by the pandemic, whereas men and the bachelor's degree in podiatry were more influenced by salary prospects. An increased desire to help others was significantly higher among women and nursing and medical students. Podiatry and psychology were the degrees were most influenced by the pandemic, as more students decided to pursue them, something they had previously doubted, while in nursing, psychology, and medicine the pandemic reinforced their interest in pursuing the degree the most. Students personally affected by COVID-19 reported being more influenced in reconsidering their professional path and in reinforcing their desire to pursue the health-related studies.

Psychological Distress, Burnout, and Academic Performance in First Year College Students.

BACKGROUND: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. METHODS: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students' grades for the first semester were collected. RESULTS: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. CONCLUSIONS: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

TV medical dramas: health sciences students' viewing habits and potential for teaching issues related to bioethics and professionalism.

BACKGROUND: Medical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students' viewing habits as well as the representation of bioethical conflicts and health professionals. METHODS: We invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series. RESULTS: Of the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey's Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent. CONCLUSIONS: Medical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.

Frankenstein; or, the modern Prometheus: a classic novel to stimulate the analysis of complex contemporary issues in biomedical sciences.

BACKGROUND: Advances in biomedicine can substantially change human life. However, progress is not always followed by ethical reflection on its consequences or scientists' responsibility for their creations. The humanities can help health sciences students learn to critically analyse these issues; in particular, literature can aid discussions about ethical principles in biomedical research. Mary Shelley's Frankenstein; or, the modern Prometheus (1818) is an example of a classic novel presenting complex scenarios that could be used to stimulate discussion. MAIN TEXT: Within the framework of the 200th anniversary of the novel, we searched PubMed to identify works that explore and discuss its value in teaching health sciences. Our search yielded 56 articles, but only two of these reported empirical findings. Our analysis of these articles identified three main approaches to using Frankenstein in teaching health sciences: discussing the relationship between literature and science, analysing ethical issues in biomedical research, and examining the importance of empathy and compassion in healthcare and research. After a critical discussion of the articles, we propose using Frankenstein as a teaching tool to prompt students to critically analyse ethical aspects of scientific and technological progress, the need for compassion and empathy in medical research, and scientists' responsibility for their discoveries. CONCLUSION: Frankenstein can help students reflect on the personal and social limits of science, the connection between curiosity and scientific progress, and scientists' responsibilities. Its potential usefulness in teaching derives from the interconnectedness of science, ethics, and compassion. Frankenstein can be a useful tool for analysing bioethical issues related to scientific and technological advances, such as artificial intelligence, genetic engineering, and cloning. Empirical studies measuring learning outcomes are necessary to confirm the usefulness of this approach.

Cinemeducation in clinical pharmacology: using cinema to help students learn about pharmacovigilance and adverse drug reactions.

PURPOSE: Feature films are increasingly being used in teaching health sciences. However, few publications address the effectiveness of this approach. We hypothesized that using feature films could help students learn. We aimed to assess the effectiveness of using a feature film to teach students about adverse drug reactions and pharmacovigilance. METHODS: The study population comprised third-, fifth-, and sixth-year undergraduate students of medicine, third-year undergraduate students of human biology, and graduate students in a master's degree program about the pharmaceutical and biotechnology industry. Students watched clips from the film 150 Miligrams (La fille de Brest) and discussed them afterward. To measure learning, we administered a 10-question multiple-choice test about pharmacovigilance concepts. We assessed students' satisfaction with the activity through a questionnaire. An exploratory comparative analysis was performed. RESULTS: A total of 237 students participated. Postintervention assessment scores were significantly higher than preintervention scores for the entire population and for all subgroups. The mean number of correct answers was 4.41 on the preintervention assessment and 5.78 on the postintervention assessment (mean gain: 1.37; 95% CI: 1.10-1.65). Similar results were found when analyzing groups of students from each group. Student satisfaction with this teaching activity was high in all groups. CONCLUSIONS: Cinemeducation is a useful tool for teaching about adverse drug reactions and pharmacovigilance processes. Most students were highly satisfied.

The Ethical Interest of Frankenstein; Or, the Modern Prometheus: A Literature Review 200 Years After Its Publication.

Two hundred years after it was first published, Mary Shelley's Frankenstein; or, the modern Prometheus remains relevant. This novel has endured because of its literary merits and because its themes lend themselves to analysis from multiple viewpoints. Scholars from many disciplines have examined this work in relation to controversial scientific research. In this paper, we review the academic literature where Frankenstein is used to discuss ethics, bioethics, science, technology and medicine. We searched the academic literature and carried out a content analysis of articles discussing the novel and films derived from it, analyzing the findings qualitatively and quantitatively. We recorded the following variables: year and language of publication, whether it referred to the novel or to a film, the academic discipline in which it was published, and the topics addressed in the analysis. Our findings indicate that the scientific literature on Frankenstein focuses mainly on science and the personality of the scientist rather than on the creature the scientist created or ethical aspects of his research. The scientist's responsibility is central to the ethical interest of Frankenstein; this issue entails both the motivation underlying the scientist's acts and the consequences of these acts.

Ética en la universidad: una experiencia formativa a partir de la serie Merlí / Ethics in the university: an educational experience with the TV series Merlí / Ética na universidade: uma experiência formativa da série Merlí

Propósito/Contexto. Este artículo tiene como propósito indagar sobre la enseñanza universitaria de la ética, en ciencias de la salud, a través de una serie televisiva. Las experiencias formativas en esta área suelen enfocarse en la práctica profesional futura a través de casos clínicos breves, dejando relegado el ámbito educativo. Metodología/Enfoque. La metodología utilizada es mixta. Se toma como antecedente la herramienta REST para la evaluación de la sensibilidad ética a partir de la detección de elementos dilemáticos en un audiovisual y se realiza una experiencia de innovación docente con un fragmento de la serie Merlí donde se relata un caso de deshonestidad académica. Los estudiantes debían delimitar las situaciones dilemáticas del fragmento y articularlas con el código de ética universitario. El estudio incluye elementos cuantitativos de la detección de situaciones y principios éticos, y elementos cualitativos de análisis de contenido. Resultados/Hallazgos. Los resultados son, por un lado, la identificación de todas las situaciones del fragmento, focalizándose en mayor medida en aquellas que tienen como protagonistas a los docentes y, además, en las que implican una transgresión explícita de las normas. Los estudiantes pueden identificar situaciones dilemáticas pero les resulta más complejo vincularlas a los principios éticos. Discusión/Conclusiones/Contribuciones. La contribución principal del artículo es la advertencia sobre la relevancia de la aplicación y la reflexión sobre la ética en el ámbito universitario, a la vez que se destaca la utilidad del cine y las series televisivas en experiencias de innovación pedagógica en ética y bioética.

Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the uni-versity environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.

Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the university environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.

Perspectiva bioética sobre el aborto en Argentina a través del aporte del cine / Perspectiva bioética sobre o aborto na Argentina através das contribuições do cinema / Bioethical perspective on abortion in Argentina through the contribution of cinema

Resumen: A partir de las campañas por el Aborto Legal, Seguro y Gratuito, en marzo de 2018 se debate en el Congreso argentino una propuesta sobre la Interrupción Voluntaria del Embarazo, que luego no es aprobada en el Senado. El tema adquiere una notable difusión en los medios y una participación masiva de los ciudadanos, manifestándose a favor y en contra de dicho proyecto de ley. Resulta pertinente abordar el tema del aborto en Argentina desde una perspectiva bioética que trascienda cuestiones ideológicas y morales. El presente artículo se propone analizar una película argentina contemporánea, cuyo argumento gira en torno al aborto que intenta practicar una joven de diecisiete años en un contexto donde es ilegal. La metodología empleada tiene un enfoque cualitativo y propone un análisis de contenido de la narrativa del film para responder dos preguntas de investigación: cómo se expone el tema del aborto en la película, desde una perspectiva bioética, y cómo se describe el contacto de la persona gestante con los profesionales de la salud. Entre los resultados encontrados se puede observar cómo la ilegalidad repercute en la decisión de la protagonista y cómo se articula con los principios bioéticos.

Resumo: A partir das campanhas pelo Aborto Legal, Seguro e Gratuito, em março de 2018 se debate no Congresso argentino uma proposta sobre a Interrupção Voluntaria da Gravidez, que não foi aprovada no Senado. O tema adquiri uma notável difusão na mídia e uma participação maciça dos cidadãos, manifestando-se a favor e contra tal projeto de lei. Disto resulta pertinente abordar o tema do aborto na Argentina desde uma perspectiva bioética que transcenda questões ideológicas e morais. O presente artigo se propõe a analisar uma película argentina contemporânea, cujo argumento gira em torno do aborto que uma jovem de dezessete anos tenta realizar em um contexto onde é ilegal. A metodologia empregada tem um enfoque qualitativo e propõe uma análise de conteúdo da narrativa do filme para responder duas perguntas de investigação: como se expõe o tema do aborto na película, desde uma perspectiva bioética, e como se descreve o contato da gestante com os professionais da saúde. Entre os resultados encontrados se pode observar como a ilegalidade repercute na decisão da protagonista e como se articula com os princípios bioéticos.

Abstract: Campaigns for Legal, Safe and Free abortion have led to the discussion in March of 2018 of a proposal on voluntary termination of pregnancy at the Argentine Congress, which was not approved afterwards at the Senate. The subject acquired remarkable diffusion in the media and massive participation of citizens in the streets, standing for and against the draft legislation. In this context, it is relevant to address the issue of abortion in Argentina from the bioethical perspective aiming to transcend ideological and moral issues. This article intends to analyse a contemporary Argentine film in which the plot revolves around the attempts of a seventeen-year-old girl who tries to have an abortion in a context where it is illegal. The methodology chosen is qualitative, and proposes content analysis to answers two research questions: how is the issue of abortion exposed in the film, from a bioethical perspective, and how is the contact between the pregnant person and health professionals described. Amongst the results found, considering the basic principles of bioethical principlism, such context of illegality affects the decision of the protagonist.

Crocodile. Cocodrilo: la tecnología como excusa en la pregunta por la responsabilidad subjetiva / Crocodile Technology as an excuse in the question of subjective responsibility

El cuarto episodio de la tercera temporada ha sido calificado como uno de los más despiadados en la historia de la serie Black Mirror. Resulta llamativo, sin embargo, que la tecnología no juega un papel predominante en el thriller nórdico que propone el relato: es apenas la excusa para traer al centro de la escena a la responsabilidad subjetiva. ¿Hasta dónde estamos dispuestos a llegar para mantener intacto lo que creemos que somos, nuestras condiciones de vida, nuestros proyectos a futuro, nuestra seguridad yoica? Si bien esta pregunta puede sonar fútil y superficial, el episodio se desenvuelve más allá: en el pasado, para dar cuentas de una decisión de la juventud, pero por sobre todo en el presente, en cada uno de los pasos del derrotero de la protagonista en su caída a los infiernos

The fourth episode of the third season has been described as one of the most ruthless in the history of the Black Mirror series. It is striking, however, that technology does not play a predominant role in the Nordic thriller that the story proposes: it is just the excuse to bring to the center of the scene subjective responsibility. How far are we willing to go to keep intact our beliefs in what we are, our living conditions, our future projects, our ego security? While this question may sound futile and superficial, the episode unfolds further: in the past, to give an account of a decision of youth, but above all in the present, in each of the steps of the course of the protagonist in his fall to the underworld

Ovodonación y revelación del origen: representaciones sobre la importancia de comunicar el modo de concepción en psicólogos, médicos y legos / Egg donation and disclosure: social representations of the general public, psychologists and medical doctors concerning the importance of informing the mode of conception

¿Por qué cambia la disposición de los sujetos respecto de comunicar que han recurrido a un tratamiento de ovodonación luego de haber realizado dicho procedimiento? El presente trabajo forma parte de una investigación en curso del Proyecto UBACyT "(Bio)Ética y Derechos Humanos: cuestiones clínico-analíticas" donde se ha propuesto indagar las actitudes y representaciones de los sujetos en general (legos) y de los profesionales de la Salud en particular (psicólogos y médicos), acerca de la importancia de comunicar dicha información. En esta ocasión, se presenta un abordaje descriptivo longitudinal donde se consideran los argumentos y justificaciones que ofrecen los distintos agentes para examinar cuáles son los motivos que priman al momento de sostener la revelación o el ocultamiento del dato. Se considera que dicha circunstancia compromete una situación novedosa, que excede el campo de significaciones disponibles y supone acceder a una dimensión singular mediante un abordaje ético-clínico que contemple la complejidad situacional.

Why do oocyte donation users who were in favor of disclosure change their attitude once they have been through a successful treatment? This study, carried out within the UBACyT "(Bio)Ethics and Human Rights: clinical and analytical issues" research project, aims at examining the attitudes and representations of the general public and health practitioners (psychologists and medical doctors) concerning the importance of the disclosure of such information. The current descriptive longitudinal study analyzes the arguments put forward by the three groups when asked whether this information should be disclosed or remain a secret. We posit that the scenario we present to the subjects cannot be examined solely by drawing on the significations and representations linked to the matter that are already available in the social discourse. Rather, this task begs for an ethical and clinical approach that takes into account the complexity that stems from the situation and the singularity involved in each case.

Ovodonación y subjetividad: aportes clínicos a partir de un estudio teórico empírico / Egg donation and subjectivity: clinical contributions from a theoretical empirical study

Es deseable comunicarle a un niño concebido por ovodonación el procedimiento utilizado para su gestación? ¿Tiene el nacido por esta técnica derecho a conocer a quien ha aportado los gametos? ¿Qué efectos puede tener el modo de revelación de esta información en la estructuración psíquica del niño y en el contexto familiar y social? El nuevo Código Civil y Comercial de la Nación Argentina de entrada a estas cuestiones respecto de la paternidad y la maternidad, en los casos de TRHA con técnicas heterólogas. Este artículo propone una aproximación teórico-empírica al problema. En una primera instancia se analizan las respuestas de usuarios de la técnica de ovodonación, aportadas por una investigación realizada en un centro de reproducción humana asistida. En segundo lugar, se contrastan estos datos con las respuestas de profesionales y legos en materia de temas médicos y/o psicológicos, a quienes se les plantea la situación hipotética de transmitir la información al nacido. Finalmente, se extraen conclusiones, a partir de sistematizar cuatro variantes centrales: derecho a la identidad, edad del niño, fantasías inconscientes, relatos ficcionales. Se busca así suplementar la categoría jurídica de la "voluntad procreacional" a la luz de los aportes del campo de la subjetividad, contribuyendo a su mayor conocimiento y aplicación.

Is it advisable to communicate to a child, conceived by egg donation, the procedure used for its gestation? Does the child born by this technique have the right to know who has provided the gametes? What effects may the information disclosure have on the psychic structuring of the child, the family and the social context? The new Civil and Commercial Code of the Argentine Nation introduced these questions regarding paternity and maternity in cases of Human Reproductive Technology with heterologous techniques. This article proposes a theoretical-empirical approach to the problem. In the first place, the responses of the egg donation technique users, which were obtained through a research who was carried out in an Assisted Human Reproductive Technology Center, are analyzed. Secondly, these data are contrasted with the responses of professionals and laymen in matters of medic and/or psychological issues, to whom the hypothetical situation of communicating the information to the child is raised. Finally, conclusions are drawn systematized by four variants: right to identity, child's age, unconscious fantasies and fictional stories. It seeks to supplement the legal category of "procreational will" from the contributions of the subjectivity field, to promote its greater knowledge and practice.

PSICOLOGÍA, BIOÉTICA Y NARRATIVA CINEMATOGRÁFICA: UN ANÁLISIS CUALITATIVO DE PRODUCCIONES DE ESTUDIANTES SOBRE CONFLICTOS BIOÉTICOS RELACIONADOS CON LA IDENTIDAD / PSYCHOLOGY, BIOETHICS AND CINEMATOGRAPHIC NARRATIVE: A QUALITATIVE ANALYSIS OF STUDENT'S ESSAYS ABOUT BIOETHICAL CONFLICTS OF IDENTITY MATTERS / PSICOLOGIA, BIOÉTICA E NARRATIVA CINEMATOGRÁFICA: UMA ANÁLISE QUALITATIVA DAS PRODUÇÕES DOS ALUNOS SOBRE OS CONFLITOS BIOÉTICOS RELACIONADOS À IDENTIDADE

En la actualidad, llegan a un público masivo series televisivas en las que se despliegan dilemas bioéticos de la práctica de los profesionales de la salud. En este artículo se analiza cómo ven estudiantes de grado distintas situaciones dilemáticas, sin conocimientos previos; además, se interrogan en las elaboraciones de los estudiantes la cuestión de la identidad en relación con la dimensión genética y simbólica. A través de un enfoque cualitativo y siguiendo la Grounded Theory para el análisis discursivo, realizamos dos etapas de trabajo: , primero, los estudiantes elaboraron escritos sobre la totalidad de los episodios de la serie House; segundo, un grupo focal trabajó con un episodio a fines de indagar si reconocían una situación de ocultamiento filiatorio, y qué proponían que debía hacer el profesional. Todos los escritos de los estudiantes coinciden en su profundidad con base a un material concreto de pocos minutos de duración, aun sin contar con conocimientos previos. En cuanto a la cuestión filiatoria, el trabajo fue complejo ya que la perspectiva psicológica y biomédica entran en conflicto. Así pues, la narrativa cinematográfica incluye la dimensión subjetiva y nos permite abordar situaciones de modo complejo; actúa no solo como estrategia didáctica, sino también como productora de aprendizajes nuevos.

These days, TV series reach a massive audience in which bioethical dilemmas of practicing health professionals are displayed. This article analyzes how undergraduate students view different dilemmatic situations without previous knowledge; moreover, interrogate the work of these students about the question of identity regarding genetic and symbolic issues. Through a qualitative approach and following the Grounded Theory for discourse analysis, we conducted two phases of work: first, the students wrote about all the episodes of TV series House MD; second, a focus group worked with an episode in the pursuit of querying if they were able to recognize any situation of filiation concealment, and what they believed the professional should do.All of the student's writings agree in the depth of the developments based on a particular material of few minutes of duration, even without prior knowledge. As for the filiatory issue, the task was complex given the conflict between the psychological and biomedical perspectives. Thus, the narrative of films includes a subjective dimension and allows us to address situations in complex ways; it acts not only as a teaching strategy but as a producer of new learning.

Atualmente, atingem a um público de massa séries de televisão nas quais se revelam dilemas bioéticos da prática dos profissionais da saúde. Neste artigo se analisa como enxergam os estudantes diferentes situações do dilema, sem conhecimentos prévios; Além disso, interroga-se nos relatórios dos estudantes a questão da identidade em relação à dimensão genética e simbólica. Através de uma abordagem qualitativa e seguindo a Grounded Theory para à análise do discurso, realizamos duas etapas de trabalho: em primeiro lugar, os estudantes criaram escritas sobre a totalidade dos episódios da série House; segundo, um grupo de foco trabalhou com um episódio com o fim de pesquisar se eles reconheceram uma situação de ocultação de filiação, e qual que é a proposta do que deveria fazer o profissional. Todos os escritos dos estudantes concordam em sua profundidade com base em um material determinado de poucos minutos de duração, mesmo sem ter conhecimentos prévios. Quanto à questão de filiação, o trabalho foi complexo já que as perspectivas psicológicas e biomédicas ficam em conflito. Assim, então, a narrativa cinematográfica inclui a dimensão subjetiva e nos permite atingir situações de maneira complexa; atua não apenas como uma estratégia de ensino, mas também como produtor de nova aprendizagem.

Psicología, bioética y narrativa cinematográfica: un análisis cualitativo de producciones de estudiantes sobre conflictos bioéticos relacionados con la identidad / Psychology, bioethics, and cinematographic narrative: a qualitative analysis of students essays about bioethical conflicts of identity matters

En la actualidad, llegan a un público masivo series televisivas en las que se despliegan dilemas bioéticos de la práctica de los profesionales de la salud. En este artículo se analiza cómo ven estudiantes de grado distintas situaciones dilemáticas, sin conocimientos previos; además, se interrogan en las elaboraciones de los estudiantes la cuestión de la identidad en relación con la dimensión genética y simbólica. A través de un enfoque cualitativo y siguiendo la Grounded Theory para el análisis discursivo, realizamos dos etapas de trabajo: primero, los estudiantes elaboraron escritos sobre la totalidad de los episodios de la serie House; segundo, un grupo focal trabajó con un episodio a fines de indagar si reconocían una situación de ocultamiento filiatorio, y qué proponían que debía hacer el profesional. Todos los escritos de los estudiantes coinciden en su profundidad con base a un material concreto de pocos minutos de duración, aun sin contar con conocimientos previos. En cuanto a la cuestión filiatoria, el trabajo fue complejo ya que la perspectiva psicológica y biomédica entran en conflicto. Así pues, la narrativa cinematográfica incluye la dimensión subjetiva y nos permite abordar situaciones de modo complejo; actúa no solo como estrategia didáctica, sino también como productora de aprendizajes nuevos.(AU)

These days, TV series reach a massive audience in which bioethical dilemmas of practicing health professionals are displayed. This article analyzes how undergraduate students view different dilemmatic situations without previous knowledge; moreover, interrogate the work of these students about the question of identity regarding genetic and symbolic issues. Through a qualitative approach and following the Grounded Theory for discourse analysis, we conducted two phases of work: first, the students wrote about all the episodes of TV series House MD; second, a focus group worked with an episode in the pursuit of querying if they were able to recognize any situation of filiation concealment, and what they believed the professional should do.All of the student's writings agree in the depth of the developments based on a particular material of few minutes of duration, even without prior knowledge. As for the filiatory issue, the task was complex given the conflict between the psychological and biomedical perspectives. Thus, the narrative of films includes a subjective dimension and allows us to address situations in complex ways; it acts not only as a teaching strategy but as a producer of new learning.(AU)

Atualmente, atingem a um público de massa séries de televisão nas quais se revelam dilemas bioéticos da prática dos profissionais da saúde. Neste artigo se analisa como enxergam os estudantes diferentes situações do dilema, sem conhecimentos prévios; Além disso, interroga-se nos relatórios dos estudantes a questão da identidade em relação à dimensão genética e simbólica. Através de uma abordagem qualitativa e seguindo a Grounded Theory para à análise do discurso, realizamos duas etapas de trabalho: em primeiro lugar, os estudantes criaram escritas sobre a totalidade dos episódios da série House; segundo, um grupo de foco trabalhou com um episódio com o fim de pesquisar se eles reconheceram uma situação de ocultação de filiação, e qual que é a proposta do que deveria fazer o profissional. Todos os escritos dos estudantes concordam em sua profundidade com base em um material determinado de poucos minutos de duração, mesmo sem ter conhecimentos prévios. Quanto à questão de filiação, o trabalho foi complexo já que as perspectivas psicológicas e biomédicas ficam em conflito. Assim, então, a narrativa cinematográfica inclui a dimensão subjetiva e nos permite atingir situações de maneira complexa; atua não apenas como uma estratégia de ensino, mas também como produtor de nova aprendizagem.(AU)

El testigo en el entramado discursivo de la escena judicial en casos de crímenes de lesa humanidad / The whitness at the judicial scene discursive framework in cases of crimes against humanity

El presente trabajo expone los resultados de una investigación que indagó los efectos subjetivos que produce el acto de testimoniar en las causas judiciales por violaciones a los Derechos Humanos durante última dictadura cívico militar argentina. Se partió del supuesto de que el modo en que se les dirige la palabra a los testigos tiene efectos que producen un tipo de testigo y ello acarrea consecuencias en el testimonio. Se realizó un análisis de las voces que les hablan a los testigos. Se analizaron entrevistas a jueces, fiscales, abogados querellantes y defensores, y a psicólogos que acompañan a los testigos. Del análisis de las entrevistas se desprende que el testigo es la figura central en las causas por violaciones a DD.HH. y por lo tanto será tanto agredido como defendido según los intereses en juego...

El origen narrativo de la bioética. Estética y subjetividad en las primeras obras de Fritz Jahr / The narrative roots of bioethics. aesthethics and subjectivity in Fritz Jahr’s early works

El presente artículo se inscribe en el marco de la investigación UBACyT “Ética y Derechos Humanos: Su Articulación en la Declaración Universal (Unesco 2005) Frente a los Nuevos Dilemas de la Práctica Profesional (II Parte)” dirigido por el Prof. Juan Jorge Michel Fariña. Se propone indagar el origen de la Bioética desde la perspectiva de la hermenéutica narrativa. Para tal fin se realizará una primera aproximación al aporte de las obras de Fritz Jahr en el período de 1926 a 1933. Este recorte no es azaroso, sino que adelanta una preocupación ética circunscripta a un período histórico particular. Momento donde ubicamos el nacimiento de una disciplina, embebida del pensamiento de influyentes pensadores, lo que nos permite retomar de modo retroactivo, ciertas ideas que suplementan nuestra reflexión sobre la práctica. Trabajaremos a su vez el aporte artístico a través de referencias a la música, la poesía y la literatura, para dar cuenta de una cosmovisión del mundo que suplementa nuestro modo de abordar la complejidad presente en todo accionar bioético.