Planificación de actividades de enseñanza en un currículo integrado: el riesgo de la "desintegración" / Planning activities within an integrated curriculum: the risk of "disintegration"

Introducción: en 2014, tras más de 10 años de comenzada la Carrera de Medicina en el Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), en la comunidad educativa se comenzó a plantear la necesidad de realizar un cambio curricular con el objetivo de lograr la enseñanza de habilidades complejas en forma integrada para generar un aprendizaje significativo y un mayor desarrollo de competencias. El cambio curricular comenzó a implementarse en 2018. Propósitos: describir la experiencia de diseño de las actividades de enseñanza en un currículo integrado. Desarrollo: para el diseño de las actividades de cada módulo (de un cuatrimestre de duración) se conformaron grupos planificadores multidisciplinarios. El objetivo principal de la planificación fue que los estudiantes comenzaran a desarrollar las habilidades necesarias para poder llevar adelante las actividades profesionales (EPAs: Entrustable Professional Activities) al final de la carrera. Los escenarios donde transcurren las actividades del Ciclo Inicial son las sesiones de aprendizaje basado en problemas, los laboratorios para el desarrollo de habilidades, las charlas plenarias y la atención primaria orientada a la comunidad. Fueron definidas EPAs para desarrollarse en el Ciclo Inicial, que guiaron la planificación en diálogo con los contenidos seleccionados para el cuatrimestre. Para poder realizar un diseño integrado se estableció la relación de cada actividad con las de los módulos precedentes, retomando y complejizando los contenidos para que el diseño fuera espiralado. Conclusiones: el mayor desafío de esta experiencia radicó en que debimos sumergirnos en un nuevo paradigma. El principal logro como grupo planificador fue hacer propia esta nueva forma de enseñanza: basada en el alumno, en problemas, integrada, espiralada. Evaluaremos los resultados tras su implementación y rediseñaremos las actividades, de ser necesario. (AU)

Introduction: in 2014, after 10 years of the establishment of the School of Medicine at the Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), the educational community identified the need to make a curricular change to teach complex skills in an integrated way to generate meaningful learning and further development of skills. The new curriculum was implemented in 2018. Purposes: to describe our experience in designing teaching activities for an integrated curriculum. Development: multidisciplinary planning groups were formed to design the activities of each four-month module. The main objective was for students to develop the skills necessary to carry out professional activities (EPAs: Entrustable Professional Activities) by the time of graduation. The "Initial Cycle" activities took place in four scenarios: (i) problem-based learning; (ii) skills lab (iii) forum discussions; and (iv) communityoriented education. The EPAs that would be acquired in the Initial Cycle were selected. Those EPAs, together with the contents selected for the semester guided the planning groups. To ensure an integrated design, the relationships of each module with the preceding one were established. We adopted a spiral design where we returned to the same topics at a deeper level and with more complexity. Conclusions: the greatest challenge was that this experience involved a paradigm change. Our main achievement was to adopt a new form of teaching that was student and problem based, within an integrated and spiral curriculum. We plan to evaluate the results after implementation and redesign the activities, if necessary. (AU)

A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions.

In the past 50 years, the original McMaster PBL model has been implemented, experimented, revised, and modified, and is still evolving. Yet, the development of PBL is not a series of success stories, but rather a journey of experiments, failures and lessons learned. In this paper, we analyzed the meta-analyses and systematic reviews on PBL from 1992 to present as they provide a focused lens on the PBL research in the past 5 decades. We identified three major waves in the PBL research development, analyzed their impact on PBL research and practice, and offered suggestions of research gaps and future directions for the field. The first wave of PBL research (polarization: 1990-mid 2000) focused on answering the question "Does PBL work?" and the outcomes. The results were conflicting. The researchers took polarizing positions and debated over the merits of PBL throughout this wave. However, the contradictory results and the debates in fact pushed the researchers to look harder for new directions to solve the puzzle. These efforts resulted in the second wave (from outcomes to process: mid 2000-mid 2010) that focused on the question "How does PBL work?" The second wave of PBL research targeted at investigating the effects of implementation constituents, such as assessment formats or single versus curriculum wide implementations. The third wave (specialization: mid 2010 and onward) of PBL research focused on "How does PBL work in different specific contexts?" These research widened our perspectives by expanding our understanding of how PBL manifests itself in different contexts. Given the diversification of PBL and more hybrid PBL models, we suggest "Why does PBL with particular implementation characteristics for specific outcomes work or not work in the condition where it is implemented?" to be the question to answer in the next wave of PBL research.

Degree in Nursing: education through problem-based learning / El grado en enfermería: la enseñanza-aprendizaje con base en problemas / Graduação em enfermagem: ensino por aprendizagem baseada em problemas

ABSTRACT Objective: To describe how undergraduate courses in Nursing are using the problem-based learning (PBL). Method: Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed. Results: A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method. Final considerations: The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.

RESUMEN Objetivo: Describir cómo el grado en enfermería está utilizando el aprendizaje con base en problemas (ABP). Método: Revisión integrativa de literatura, desde búsquedas en las bases de datos Centro de Información de Recursos de Educación (ERIC), Literatura Latinoamericana y Caribe en Ciencias de la Salud (Lilacs) y PubMed, en el período entre 2010 y 2015. Se analizaron 36 estudios. Resultados: Utilizado en todos los continentes, el método de enseñanza ABP permite la mejora del pensamiento crítico, la autonomía, la motivación para el aprendizaje, la actitud activa para búsqueda, la capacidad de trabajar en equipo y la solución de problemas. Las dificultades y desafíos se refieren a la capacitación de los estudiantes y profesores en la comprensión de los principios del método. Consideraciones finales: Los beneficios del ABP se adaptan a las necesidades de formación de los enfermeros, pero la aplicación del método necesita constante revisión para que se desarrollen las habilidades necesarias para esta formación.

RESUMO Objetivo: Descrever como os cursos de graduação em enfermagem estão utilizando a aprendizagem baseada em problemas (ABP). Método: Revisão integrativa da literatura, a partir de buscas nas bases de dados Education Resources Information Center (ERIC), Literatura Latino-Americana e do Caribe em Ciências da Saúde (Lilacs) e PubMed, no período de 2010 a 2015. Foram analisados 36 artigos. Resultados: Método de ensino utilizado em todos os continentes, a ABP possibilita a melhoria do pensamento crítico, da autonomia, da motivação para a aprendizagem, da atitude de busca ativa, da capacidade de trabalhar em equipe e de resolver problemas. As dificuldades e desafios referem-se à capacitação de estudantes e professores para compreender os princípios do método. Considerações finais: Os benefícios da ABP coadunam as necessidades da formação do enfermeiro, mas sua aplicabilidade demanda revisão constante na busca de desenvolver a competência necessária a essa formação.

Active teaching model to promote critical thinking / Modelo de enseñanza activo en el desarrollo del pensamiento crítico / Modelo de ensino ativo para o desenvolvimento do pensamento crítico

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

RESUMEN Objetivo: Presentar la experiencia de elaboración e implementación del Modelo de Enseñanza Activo para el Desarrollo del Pensamiento Crítico (MEAPC) asociado al Problem-based Learning (PBL) a estudiantes de grado en Enfermería. Método: Reporte de experiencia en la intervención educativa (MEAPC + PBL) con estudiantes de grado en Enfermería, de una materia de 20 horas sobre Soporte Básico de Vida (SBV). El MEAPC fue validado por jueces con el objetivo de orientar el análisis de casos clínicos. Las habilidades de Pensamiento Crítico (PC) fueron evaluadas por el instrumento California Critical Thinking Skills Test. Resultado: La intervención educativa ocurrió en dos fases: la elaboración y la implementación, y permitió no sólo la producción de conocimiento sobre SBV, sino también el desarrollo del PC y el intercambio de experiencias para la enseñanza-aprendizaje. Conclusión: La asociación del MEAPC al PBL en la materia de SBV organizó el aprendizaje, posibilitó la adquisición de conocimientos y el estímulo a las habilidades del PC.

RESUMO Objetivo: Apresentar a experiência de elaboração e implementação do Modelo de Ensino Ativo para o Desenvolvimento do Pensamento Crítico (MEAPC), associado ao Problem-Based Learning (PBL), para estudantes de graduação em Enfermagem. Método: Relato de experiência da intervenção educativa (MEAPC + PBL) com estudantes de graduação em Enfermagem, em um curso de 20 horas sobre Suporte Básico de Vida (SBV). O MEAPC foi validado por juízes com objetivo de nortear a análise de casos clínicos. As habilidades de Pensamento Crítico (PC) foram avaliadas pelo instrumento California Critical Thinking Skills Test. Resultado: A intervenção educativa ocorreu em duas fases: elaboração e implementação, permitindo não apenas a produção de conhecimento sobre SBV, mas também o desenvolvimento do PC e troca de experiências para o ensino-aprendizado. Conclusão: A associação do MEAPC ao PBL em curso de SBV organizou o aprendizado, oportunizou aquisição de conhecimentos e o estímulo às habilidades do PC.

Not all operative experiences are created equal: a 19-year analysis of a single center's case logs.

BACKGROUND: Although national operative volumes have remained stable, surgical educators should appreciate the changing experience of today's surgical residents. We set out to evaluate operative volume trends at our institution and study the impact of resident learning styles on operative experience. MATERIALS AND METHODS: The Accreditation Council for Graduate Medical Education operative log data from 1999 to 2017 for a single general surgery residency program were examined. All residents completed the Kolb Learning Style Inventory. Statistical analyses were performed using linear regression analysis, Student's t-test, and Fischer's exact test. RESULTS: Over the study period, 106 general surgery residents graduated from our program. There were 87% action learners and 13% observation learners. Although there was no change in total major, total chief, or total non-chief cases, a decrease in teaching assistant cases was observed. Subcategory analysis revealed that there was an increase in operative volume on graduation in the following categories: skin, soft tissue, and breast; alimentary tract; abdomen; pancreas; operative trauma; pediatric; basic laparoscopy; complex laparoscopy; and endoscopy with a concurrent decrease in liver, vascular, and endocrine. Learning style analysis found that action learners completed significantly more cases than observation learners in most domains in which operative volume increased. CONCLUSIONS: While the operative volume at our center remained stable over the study period, the experience of general surgery residents has become narrowed toward a less subspecialized, general surgery experience. These shifts may disproportionally impact trainees as observation learners operate less than action learners. Residency programs should therefore incorporate methods such as learning style assessment to identify residents at risk of a suboptimal experience.

[Supporting an Academic Society with the Active Learning Tool Clica].

　Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

Experience from an optional dissection course in a clinically-orientated concept to complement system-based anatomy in a reformed curriculum.

Profound anatomical knowledge is the basis for modern demands in medicine and surgery, but many countries worldwide including Australia and New Zealand have discontinued offering dissection courses to medical and dental students during the past decades. This educational project done in Australia aimed at enhancing basic and advanced anatomy teaching by engaging a sub-group of second-year undergraduate students of a compulsory prosection- and model-based anatomy course (n = 54/170) in an optional multimodal course, which should easily articulate with a vertical curriculum. With topographical cadaver dissections as core, peer student-teams prepared and peer-assessed anatomy lectures based on clinical topics, which were rated highly by the peers and teachers. Anatomical knowledge was tested by quizzes and a multiple-choice examination. Individual dissection skills were self- and teacher-assessed. A final course grade was assigned based on these assessments. The grades in the system-based compulsory course achieved by the attendees of the paralleling dissection course were compared with their peers attending other optional courses. After beginning of the semester, the students in the dissection course performed similar, significantly (P < 0.005) improved during the semester (78.5% vs. 69.9%, 70.1% vs. 64.1%), but in the integrated (including anatomy, biochemistry, physiology) final examination at the end of the year only tended to higher scores. As assessed through interviews and a voluntary questionnaire, all students of the optional dissection course liked these activities, which enhanced their learning experience. Thus, this concept elegantly integrates anatomical dissection with modern teaching demands and is feasible for implementation in modernized curricula. Anat Sci Educ 11: 32-43. © 2017 American Association of Anatomists.

Metodologias ativas de ensino-aprendizagem no processo de ensino em saúde no Brasil: uma revisão narrativa / Active teaching-learning methodologies in the teaching health process in Brazil: a narrative review

Nas últimas décadas, a formação dos profissionais de saúde tornou-se um ponto importante a ser discutido. O novo profissional desejado pelas últimas reformas curriculares dos cursos da área da saúde tem perfil humanista, crítico e reflexivo, para atuar em todos os níveis de atenção à saúde. Apesar disso, a educação dos profissionais de saúde ainda é, na maioria das vezes, baseada em um modelo fragmentado do saber, desconsiderando as necessidades de atuação na prática. Neste contexto, surgem as metodologias ativas de ensino-aprendizagem (MAEA), que propõem desafios a serem superados pelos estudantes, possibilitando-lhes ocupar o lugar de sujeitos na construção do conhecimento. O objetivo deste estudo foi revisar artigos disponíveis em periódicos científicos que exemplificassem o uso de MAEA no processo de ensino nos cursos de graduação da área da saúde, com ênfase na realidade brasileira. A busca foi realizada através das bases de dados PubMed, SciELO e BVS, nas quais foram selecionados artigos científicos de relatos de experiência em português. Os resultados relatados nos artigos foram positivos em relação ao uso das MAEA no processo de ensino em saúde durante a graduação (AU)

In the last decades, the training of health professionals has become an important point to be discussed. The new professional required by the latest curricular reforms in health courses has a humanist, critical and reflective profile, to work at all levels of health care. In spite of this, the education of health professionals is still mostly based on a fragmented model of knowledge, disregarding the needs of action in practice. In this context, active teaching-learning methodologies (ATLM) propose challenges to be overcome by students, enabling them to act as subjects in the construction of knowledge. The aim of this study was to select and categorize articles available in scientific journals that exemplify the use of ATLM in the teaching process in undergraduate courses in the health area, with focus on the Brazilian reality. The search was carried out through PubMed, SciELO and BVS databases, from which scientific papers presenting experience reports in Portuguese were selected. The results reported in the articles were positive regarding the use of ATLM in the health teaching process during undergraduate studies (AU)

El aprendizaje basado en problemas en la enseñanza de la homeopatía / Problem-based teaching of homeopathy learning

El Aprendizaje Basado en Problemas (ABP) es una de las estrategias de enseñanza-aprendizaje que ha adquirido más arraigo en las instituciones de educación superior en los últimos años. De manera tradicional, en el aprendizaje convencional primero se expone la información y posteriormente se busca su aplicación en la resolución de un problema. En el caso del ABP primero se presenta el problema, luego se identifican las necesidades de aprendizaje, se busca la información necesaria y finalmente se regresa al problema. Los alumnos que viven esta experiencia realizan un recorrido que va desde el planteamiento del problema hasta su solución; para ello, trabajan de manera colaborativa en pequeños grupos compartiendo la posibilidad de practicar y desarrollar habilidades, al mismo tiempo que observan y reflexionan sobre actitudes y valores que en el método convencional expositivo difícilmente podrían ponerse en acción. . En Homeopatía, es tradicional que la enseñanza se planteé como un problema diagnóstico y que alrededor de éste se busquen los medicamentos que sean capaces de resolverlo, por lo que proponemos que las escuelas adopten esta estrategia para mejorar la calidad de la enseñanza...

Problem-based learning (PBL) is a learning-education strategy that has taken root in most institutions of higher education in recent years. Traditionally in conventional learning information is exposed first and then finds its application in solving a problem, in the case of PBL the problem arises first, learning needs are identified, the necessary information is sought and then finally we return to the problem. On this journey that students live from the problem statement until its solution, they work collaboratively in small groups, sharing in the learning experience the opportunity to practice and develop skills, to observe and reflect on attitudes and values that in the conventional method could hardly take action. In homeopathy, it is tradition that teaching is seen as a diagnostic problem, and a number of medicines are sought around it in attempt to solve it, for that we propose that medical schools adopt this strategy to improve the quality of education...

Importancia del módulo optativo de anatomía de superficie en elestudiantado de medicina / Importance of the optional module surface anatomy at the institute of medicine

El presente trabajo se persigue, a través la evaluación del Módulo optativo de Anatomía de superficie, se obtengan datos suficientes de valoración paradesde los conocimientos adquiridos de principios básicos y morfológicos del organismo humano por parte delos alumnos, las posteriores actuaciones docentes en este módulo y otras materias de la currícula en cualquierfase del proceso de aprendizaje, sean elementos basales de desarrollo para aquellos futuros profesionalesmédicos que deberán enfrentar situaciones en las quela Anatomía es determinante en el área clínica, diagnóstica y terapéutica. Para la evaluación del módulo se implementó una encuesta virtual enviada por correo electrónico con preguntas cerradas y decarácter anónimo para otorgar mayor libertad a los encuestados. Al finalizar el ciclo lectivo se solicitó a losalumnos un párrafo de valoración de materiales,profesionalidad docente y calidad del curso según sus apreciaciones personales. Se evaluaron tres años, seismódulos, aproximadamente 30 alumnos.

This paper seeks, through the evaluation of optional module Surface anatomy, sufficient data are obtained to valuationknowledge gained from basic and morphological principles of the human body bystudents, teachers subsequent actions in this module and other subjects of the curriculum at anyphase of the learning process, are baseline elements for professional development futurephysicians will face situations whereAnatomy is critical for the clinical, diagnostic and therapeutic area. For the evaluation of the module an online survey emailed with closed questions and was implementedanonymity to give more freedom to the respondents. At the end of the school year were asked tostudents a paragraph of assessment materialsteacher professionalism and quality of the course according to their personal assessments. Three years were evaluated sixmodules, about 30 students.

Novos tempos, novas práticas: os desafios na formação dos profissionais de terapia ocupacional / New times, new practices: challenges in the training of occupational therapy

A Aprendizagem baseada em problemas ABP é um método de ensino-aprendizagem que se baseia em problemas reais ou simulados, focalizando conhecimentos, habilidades, atitudes e valores. Embora várias universidades no mundo tenham experimentado essa metodologia, poucos estudos trazem resultados sobre a sua utilização. Objetivo: Esta pesquisa tem como objetivo descrever a experiência com a ABP no curso de Terapia Ocupacional da Escola Bahiana de Medicina e Saúde Pública (EBMSP) em Salvador/Bahia. Método: Trata-se de uma abordagem qualitativa, que envolveu dezessete alunas do sexto semestre do curso de Terapia Ocupacional. Um instrumento padrão foi elaborado previamente para a pesquisa contendo sete questões. Resultados: Os principais resultados indicaram o uso da metodologia como positivo para a formação do terapeuta ocupacional, mas também o aspecto desafiador que o método apresenta para o aluno iniciante, além da necessidade de melhoria na formação profissional dos docentes envolvidos em sua aplicação. Conclusão: A insegurança dos participantes em gerir o próprio conhecimento, ou seja, a qualidade e necessidade do que foi aprendido - o ?aprender a aprender, o aprender a ser e o aprender a fazer? ? também foi sinalizada.

Problem-based learning PBL is a method of teaching and learning that is based on real or simulated problems focusing on knowledge, skills, actions, and values. Although several universities around the world have experimented with this methodology only a few studies present results on its use. Objective: This research seeks to describe the experience of PBL in the course of Occupational Therapy of the School of Medicine and Public Health of Bahia (EBMSP) in Salvador, state of Bahia. Method: This is a qualitative approach, involving seventeen students from the sixth semester of Occupational Therapy. A standard instrument was developed prior to the survey with seven questions. Results: Indicated the use of the Methodology was helpful in the training of occupational therapists, as well as challenging for the beginning student, but revealed the need for improved training of the teachers involved in this methodology. Conclusion: The uncertainty of the participants in managing their own knowledge, that is, the quality and need for what was learned ? the ?learning to learn, the learning to be, and the learning to do? ? was also demonstrated.

From theater to the world wide web--a new online era for surgical education.

INTRODUCTION: Traditionally, surgical education has been confined to operating and lecture theaters. Access to the World Wide Web and services, such as YouTube and iTunes has expanded enormously. Each week throughout Ireland, nonconsultant hospital doctors work hard to create presentations for surgical teaching. Once presented, these valuable presentations are often never used again. AIMS: We aimed to compile surgical presentations online and establish a new online surgical education tool. We also sought to measure the effect of this educational tool on surgical presentation quality. METHODS: Surgical presentations from Cork University Hospital and Beaumont Hospital presented between January 2010 and April 2011 were uploaded to http://www.pilgrimshospital.com/presentations. A YouTube channel and iTunes application were created. Web site hits were monitored. Quality of presentations was assessed by 4 independent senior surgical judges using a validated PowerPoint assessment form. Judges were randomly given 6 presentations; 3 presentations were pre-web site setup and 3 were post-web site setup. Once uploading commenced, presenters were informed. RESULTS: A total of 89 presentations have been uploaded to date. This includes 55 cases, 17 journal club, and 17 short bullet presentations. This has been associated with 46,037 web site page views. Establishment of the web site was associated with a significant improvement in the quality of presentations. Mean scores for pre- and post-web site group were 6.2 vs 7.7 out of 9 respectively, p = 0.037. CONCLUSIONS: This novel educational tool provides a unique method to enable surgical education become more accessible to trainees, while also improving the overall quality of surgical teaching PowerPoint presentations.

The curriculum is dead! Long live the curriculum! Designing an undergraduate medicine and surgery curriculum for the future.

Where changing social circumstances demand reform of medicine, this in turn provokes new thinking in medical education. Curriculum changes, however, are often ill conceived, consisting of syllabus (content) modification, rather than careful consideration of fundamental principles and theory shaping a curriculum process initiative. The undergraduate medicine and surgery curriculum of the future must address some basic fault lines in current provision, such as medical culture's failure to democratise work practices ensuring patient safety. While acquiring a reputation as innovative and progressive, and after a decade of success with current provision, Peninsula Medical School (UK) has recognised the need to develop its curriculum for the future. Such a curriculum will be guided by best evidence from medical education to inform pedagogical practices and by sophisticated curriculum theory. Drawing on social learning pedagogies and curriculum reconceptualisation models for guidance, and incorporating evaluation of its current provision and published evaluations of other curricula (particularly Longitudinal Integrated models), fundamental principles were conceived to guide curriculum reform.

Editor de revistas científicas: relato de um interminável aprendizado / Editor of scientific journals: narrative of an unfinished learning / Éditeur de revues scientifiques: narrative d’un apprentissage permanent / Editor de revistas científicas: relato de un interminable proceso de aprendizaje

Este artigo apresenta um relato sobre o interminável aprendizado para ser editor de revista científica e narra a trajetória dessa formação. Procura, assim, colocar em palavras uma complexa e longa vivência, transformando-a numa experiência, ou seja, num conhecimento socialmente compartilhado. Conclui com a observação de que, nos próximos anos, os problemas éticos de pesquisa e publicação ocuparão boa parte do trabalho dos editores de revistas científicas e seria muito bom se estes se preparassem para esse grande debate.

This article presents a narrative about the interminable learning process to be an editor of scientific journals. It seeks to give a name to a complex and long activity, transforming it in an experience, i. e., in knowledge. It concludes that, in the near future, ethical problems will take the major part of the editorial work and proposes that it would be good if editors could prepare themselves for this great debate.

Cet article porte sur l'apprentissage permanent qu'entraîne la position de rédacteur en chef d'un journal scientifique et en décrit la trajectoire. Il cherche ainsi à mettre en mots une activité professionnelle longue et complexe, la transformant en expérience, soit en savoir socialement partagé. L'article conclut que dans les années à venir, les problèmes éthiques de la recherche et de la publication représenterons une grande partie du travail des éditeurs de revues scientifiques et qu'il serait avantageux de se préparer pour ce grand débat.

Este artículo presenta un relato sobre el interminable proceso de aprendizaje para ser editor de revista científica y narra la trayectoria de esa formación. Busca así colocar en palabras una compleja y larga vivencia, transformándola en experiencia, o sea, en un conocimiento socialmente compartido. Concluye con la observación de que, en los próximos años, los problemas éticos de investigación y publicación ocuparán gran parte del trabajo de los editores de revistas científicas y sería muy bueno si estos se prepararan para ese gran debate.