[Notes of method to imagine an education tailored to the future]. / Appunti di contenuto-metodo per immaginareun percorso formativo a misura del futuro.

. Notes of method to imagine an education tailored to the future. Health and social inequalities represent a problem not only from an ethical point of view but also from the point of view of public and social health. Unfortunately, this issue remains confined to conferences and debates and is not yet the subject of a serious reflection on how to constructively and permanently incorporate it in the education of health professionals, to provide the skill to read and interpret data, and to make research. This contribution, in addition to providing some reflections, launches an initiative that aims at incorporating these contents in the basic education, to make the message of Florence Nightingale real: wounds, suffering, dying and the absurdity of disability can be taken care of, be part of the care, only if you learn to recognize the causes, which are not only in the medical domain.

Diretrizes curriculares nacionais do curso de graduação em enfermagem: implicações e desafios / National curriculum guidelines for the nursing graduation course: implications and challenges / Directrices curriculares nacionales del curso de graduaciónenfermería: implicaciones y desafíos

Objetivo: Descrever implicações e desafios das Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem (DNC/ENF), determinadas pelo Conselho Nacional de Educação do Brasil, ante a formação profissional em Enfermagem, que repercutem no desenvolvimento da proposta pedagógica das Instituições de Ensino Superior brasileiras. Método: Trata-se de uma reflexão teórica fundamentada em publicações científicas, a partir de 2001, ano de promulgação das diretrizes até 2017. Resultados: Identificou-se que conteúdos das DCN/ENF, como a formação generalista, humanista, crítica e reflexiva, a pedagogia das competências e do aprender a aprender estão reproduzidos nos manuscritos que versam sobre os projetos pedagógicos de cursos (PPC). Conclusão: As DCN/ENF estão representadas nos PPC, entretanto, ainda faz-se necessário converter suas potencialidades na formação profissional de enfermeiros, com ênfase nos princípios do Sistema Único de Saúde e nas necessidades sociais e de saúde da população

Objective: The study's main purpose has been to describe the implications and challenges of the National Curriculum Guidelines for the Nursing Graduation Course (NCG/NGC), as determined by the Brazilian National Council of Education, addressing professional training in Nursing, which have an impact on the development of the pedagogical proposal of Brazilian Higher Education Institutions. Methods: It is a theoretical contemplation based on scientific publications, from 2001, year of promulgation of the guidelines, until 2017. Results: It was identified that the contents of NCG/NGC, such as generalist, humanistic, critical and reflexive formation, the skills pedagogy and learning to learn, are all reproduced in the manuscripts addressing the Pedagogical Projects of Courses (PPC). Conclusion: The NCG/NGC are represented in the PPC, nonetheless, it is still necessary to transfer their potentialities into the professional training of nurses, targeting the principles of the Sistema Único de Saúde (SUS) [Brazilian Unified Health System] and the social and health needs of the population

Objetivo: Describir las implicaciones y desafíos de las Directrices Curriculares Nacionales del Curso de Graduación en Enfermería (DNC / ENF), determinadas por el Consejo Nacional de Educación de Brasil, ante la formación profesional en Enfermería, que repercuten en el desarrollo de la propuesta pedagógica de las Instituciones de Enseñanza Superior brasileño. Método: Se trata de una reflexión teórica fundamentada en publicaciones científicas, a partir de 2001, año de promulgación de las directrices hasta 2017. Resultados: Se identificó que contenidos de las DCN / ENF, como la formación generalista, humanista, crítica y reflexiva, la pedagogía de las competencias y del aprendizaje a aprender están reproducidos en los manuscritos que versan sobre los proyectos pedagógicos de cursos (PPC). Conclusión: Las DCN / ENF están representadas en los PPC, sin embargo, todavía se hace necesario convertir sus potencialidades en la formación profesional de enfermeros, con énfasis en los principios del Sistema Único de Salud y en las necesidades sociales y de salud de la población

Utility of science, technology and innovation governance for occupational discourses from the perspective of occupational therapy students.

BACKGROUND: Science, technology and innovation (STI) governance concerns itself with the societal impact of STI. Occupation, whether used with the meaning of paid, unpaid work or any activity that is considered meaningful to the individual on an everyday basis, is one area of societal impact of STI. Fields such as occupational therapy, occupational science and occupational health and safety concern themselves with the relationship between occupation and the health and well-being of human beings albeit all with different foci. OBJECTIVE: To ascertain the knowledge of students from two Occupational Therapy programs on STI governance, specific STI products and their views on the impact of STI governance and STI products on occupational therapy and its clients. METHODS: Online survey employing Yes/No' questions with comment boxes and open-ended textbox questions. Descriptive quantitative and thematic qualitative data was generated. RESULTS: Students were unfamiliar with STI governance discourses but felt that they should be aware of them. Students stated that how one governs STI impacts occupational therapy on all levels and that the occupational therapy community has expertise that would enrich STI governance discourses around occupation. CONCLUSION: Education actions seem to be warranted on the level of students and practitioners by the occupational therapy and STI governance communities.

Is the speech-language pathology profession prepared for an ageing population? An Australian survey.

PURPOSE: This study profiled the demographic characteristics and practice patterns of speech-language pathologists working with older Australians to inform future workforce planning and service development in response to an ageing population and aged care sector reform. METHOD: Data were collected through snowball distribution of an online survey comprising six sections: demographic details; caseload and service delivery practices, degree of inter-professional practice; engagement with professional development and support; and assessment and management of swallowing, mealtime and communication difficulties. All data were analysed using descriptive statistics and chi-square to determine the independence of key variables. RESULT: Data from 145 speech-language pathologists highlight the need for increased numbers of clinicians working outside of metropolitan areas and greater workforce diversity, along with increased incentive, supervision and inter-professional support for new graduate and early career clinicians considering working outside of hospital settings. To ensure evidence-based practice, further research into the validity of current assessment and intervention methods used across aged care settings is needed. CONCLUSION: The findings highlight the need for an extended scope of practice and improved models of support for speech-language pathologists working with older people to better respond to the needs of an ageing population and on-going aged care sector reform.

Holding a mirror to society? Progression towards achieving better sociodemographic representation among the University of Otago's health professional students.

AIM: 1) To describe the sociodemographic characteristics of students accepted into eight health professional programmes at the University of Otago in 2016. 2) To provide an update on an earlier (2012) paper to illustrate progress towards increasing diversity within the health professional student cohort. METHODS: Student data were obtained from the University of Otago's central student records system. Data were obtained in anonymous, summary form. New Zealand population data were obtained from Statistics New Zealand. Descriptive statistics were calculated. RESULTS: Between 2010 and 2016 there was: a marked increase in the proportion of Maori (124% increase) and Pacific students (121% increase) in health professional programmes, more pronounced in medicine and dentistry (increases of 179% and 133% respectively); an increase in the proportion of students from rural areas from 19.2% to 22.5%; an increase in the proportion of female students from 59.6% to 61.3%; and little overall change in the overall socioeconomic profile. CONCLUSION: Between 2010 and 2016 there was an overall increase in diversity in the health professional student body, with strong growth in Maori, Pacific and rural students. The recent introduction of new affirmative categories will hopefully result in an increase in socioeconomic diversity and in the number of refugee students.

Education vs. Training: Does it Matter?

The National Council on Radiation Protection and Measurements' (NCRP) "Where are the Radiation Professionals?" initiative brought renewed attention to the declining numbers of individuals in radiation protection fields. This paper is an expanded version of the oral presentation by the author at the 2016 NCRP Annual Meeting. Health physics (HP) as a discipline and vocation is at a critical juncture. Perhaps less well recognized is the extreme peril facing academic HP programs. Higher education today is vastly different from what it was even 20 y ago. Every academic program must now make a budget case to justify its existence. Consequently, HP programs, which are by anyone's measure minuscule, are in very real danger of closing. Given that the country will continue to need radiation protection expertise, we must take immediate steps to reinvigorate the profession and preserve academic programs. We simply cannot train or short-course our way out of this problem. Under routine conditions, individuals trained in basic HP can be expected to safely manage daily operations. But life is full of the unexpected. When the unexpected event involves radiation, we need someone well-versed in radiological fundamentals to understand, assess and safely deal with the problem. A three-pronged approach to bolster academic programs was offered: (1) increase academic cooperation and provide an infusion of cash, (2) more formally recognize the discipline of HP and increase respect for its role in safety, and (3) regulate who can be designated as a health physicist while increasing retention of individuals within the discipline.

From process management towards dynamic capability.

No abstract available.

[Facilitations for medical education should be taken into consideration when designing new hospitals]. / Der er behov for integration af uddannelsesfaciliteter i planlægningen af hospitalsbyggeri.

Based on trends in medical education and in patient management we discuss how new hospitals can be designed to focus on healthcare education. Hospitals have a major commitment and responsibility in the education of all kinds of undergraduate and postgraduate healthcare professionals, and this calls for dedicated environments. New hospitals must be designed not only for patient management, but also for healthcare education. This article is written by a multidisciplinary group and includes experiences within hospital management, medical education, implementation and architecture.

Content of non-pharmacological care for systemic sclerosis and educational needs of European health professionals: a EUSHNet survey.

OBJECTIVES: To describe the non-pharmacological care in systemic sclerosis (SSc) provided by European health professionals (HPs) including referrals, treatment targets, interventions, and educational needs. METHODS: In this observational study, European HPs working in SSc care were invited to complete an online survey through announcements by EUSTAR (European League Against Rheumatism (EULAR) Scleroderma Trials and Research) and FESCA (Federation of European Scleroderma Associations), the EULAR HPs' newsletter, websites of national patient and HP associations, and by personal invitation. RESULTS: In total, 56 HPs, from 14 different European countries and 7 different disciplines, responded to the survey. A total of 133 specific indications for referral were reported, 72% of which could be linked to the International Classification of Functioning, Disability and Health domain "body functions and structures". Of the 681 reported treatment targets 45% was related to "body functions and structures". In total, 105 different interventions were reported as being used to address these treatment targets. Almost all (98%) respondents reported having educational needs, with the topics of management of stiffness (67%), pain (60%), and impaired hand function (56%) being mentioned most frequently. CONCLUSIONS: Non-pharmacological care in SSc varies in Europe with respect to the content of interventions, reasons for referral, and treatment targets. Reasons for referral to HPs are not well-aligned to HPs subsequent treatment targets in SSc care suggesting suboptimal communication between physicians and HPs. The wide variations reported indicate a need to consolidate geographically disparate expertise within countries and to develop and improve standards of non-pharmacological care in SSc.

Leading the way: changing the focus from teaching to learning in large subjects with limited budgets.

To lead positive change in the teaching practice of teams that service large numbers of diverse students from multiple degree programs provides many challenges. The primary aim of this study was to provide a clear framework on which to plan the process of change that can be utilized by academic departments sector wide. Barriers to change were reduced by adapting and utilizing Kotter's principals of change specifically by creating a sense of urgency and defining a clear goal designed to address the problem. Changing attitudes involved training staff in new teaching and learning approaches and strategies, and creating a collaborative, supportive team-based teaching environment within which the planned changes could be implemented and evaluated. As a result senior academics are now directly involved in delivering sections of the face-to-face teaching in the new environment. Through promoting positive change we enabled deeper student engagement with the theoretical concepts delivered in lectures as evidenced by favorable student evaluations, feedback, and improved final exam results. A collaborative team-based approach that recognizes the importance of distributed leadership combined with a clearly articulated change management process were central to enabling academics to design, try, and evaluate the new teaching and learning practices. Our study demonstrates that a concerted focus on "change management" enabled teaching team members to adopt a major shift in the teaching and learning approach that resulted in measurable improvements in student learning.

Canadian demand for highly qualified personnel for therapeutic evaluation: an opportunity for academic institutions.

Achievement of optimal therapeutics requires individuals with analytic skills appropriate to the balancing of enterprise, innovation and the need for rigorous scientific validation. A synergistic convergence of discovery research, clinical investigation, evaluative, regulatory and implementation sciences will be essential. None of the needed research capacities are likely to prove obtainable on demand. On the contrary, they require accurate projection of future needs and careful planning of post-secondary training programs. A survey conducted for Health Canada in 2010 revealed significant shortfalls in research skills available outside government and industry. This commentary argues that such an environment represents an outstanding opportunity for the academic community to demonstrate that it is eager to meet the needs of the Canadian public. University leaders should be assertive about their commitment to the ideals of patient oriented research and all governments should be clear about deliverables anticipated in return for consistent post-secondary funding.

Beyond the genomics blueprint: the 4th Human Variome Project Meeting, UNESCO, Paris, 2012.

The 4th Biennial Meeting of the Human Variome Project Consortium was held at the headquarters of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Paris, 11-15 June 2012. The Human Variome Project, a nongovernmental organization and an official partner of UNESCO, enables the routine collection, curation, interpretation, and sharing of information on all human genetic variation. This meeting was attended by more than 180 delegates from 39 countries and continued the theme of addressing issues of implementation in this unique project. The meeting was structured around the four main themes of the Human Variome Project strategic plan, "Project Roadmap 2012-2016": setting normative function, behaving ethically, sharing knowledge, and building capacity. During the meeting, the members held extensive discussions to formulate an action plan in the key areas of the Human Variome Project. The actions agreed on were promulgated at the Project's two Advisory Council and Scientific Advisory Committee postconference meetings.

Educating for health equity: walking the walk.

"Transforming education to strengthen health systems in an interdependent world" is the subtitle to a report by a global commission on health professional education, Health Professionals for a New Century (HPNC). The report aspires to do for health professional education in this century what Flexner did for medical education in the last-spark a revolution.[1] And indeed a necessary one if we are to see global health equity in practice, not simply in print.

The Toxicology Education Summit: building the future of toxicology through education.

Toxicology and careers in toxicology, as well as many other scientific disciplines, are undergoing rapid and dramatic changes as new discoveries, technologies, and hazards advance at a blinding rate. There are new and ever increasing demands on toxicologists to keep pace with expanding global economies, highly fluid policy debates, and increasingly complex global threats to public health. These demands must be met with new paradigms for multidisciplinary, technologically complex, and collaborative approaches that require advanced and continuing education in toxicology and associated disciplines. This requires paradigm shifts in educational programs that support recruitment, development, and training of the modern toxicologist, as well as continued education and retraining of the midcareer professional to keep pace and sustain careers in industry, government, and academia. The Society of Toxicology convened the Toxicology Educational Summit to discuss the state of toxicology education and to strategically address educational needs and the sustained advancement of toxicology as a profession. The Summit focused on core issues of: building for the future of toxicology through educational programs; defining education and training needs; developing the "Total Toxicologist"; continued training and retraining toxicologists to sustain their careers; and, finally, supporting toxicology education and professional development. This report summarizes the outcomes of the Summit, presents examples of successful programs that advance toxicology education, and concludes with strategies that will insure the future of toxicology through advanced educational initiatives.