Conocimiento disciplinar en el currículo: mirada crítica desde la formación actual de enfermería / Disciplinary knowledge in the curriculum: critical view from current nursing training

En las últimas cinco décadas, las investigadoras de enfermería han trabajado arduamente en el ámbito teórico-conceptual proporcionando los cimientos sobre los que se ha venido construyendo el conocimiento de enfermería, cumpliendo estrictamente con procesos mentales y fundamentándose en aspectos éticos, morales y de valores. Este artículo de reflexión, expresa el análisis del desarrollo de la disciplina de enfermería abordado desde el inicio de la propia profesión hasta el desarrollo actual, reconociendo en primer lugar la importancia de los conceptos emanados y la aplicación de los mismos en el desarrollo científico de la disciplina a nivel nacional e internacional, en segundo lugar, se brinda información de la disciplina de enfermería en relación a otras disciplinas como en el caso de medicina. Se considera además de gran relevancia realizar un análisis curricular, ya que con el paso del tiempo ha existido escaso vinculo teórico-práctico en las instituciones de educación superior, lo que puede acaecer en un futuro para los nuevos profesionales en poseer escaso sustento en los cuidados generados debido a la falta de integración del conocimiento en base a las teorías de Enfermería, provocando de esta manera un escaso desarrollo disciplinar al no poder ser vinculables en la praxis profesional. Palabras clave: enfermería; educación en enfermería; currículum; enseñanza superior

In the last five decades, nursing researchers have worked hard in the theoretical-conceptual field, providing the foundations on which nursing knowledge has been built, strictly complying with mental processes and based on ethical, moral and value aspects. This reflection article expresses the analysis of the development of the nursing discipline addressed from the beginning of the profession itself to thecurrent development, recognizing first of all the importance of the concepts emanated and their application in the scientific development of nursing. discipline at a national and international level, secondly, information on the nursing discipline is provided in relation to other disciplines, such as in the case of medicine. It is also considered of great relevance to carry out a curricular analysis, since with the passage of time there has been little theoretical-practical link in higher education institutions, which may happen in the future for new professionals to have little support in care. generated due to the lack of integration of knowledge based on Nursing theories, thus causing little disciplinary development as they cannot be linked in professional praxis. Key words:nursing; nursing education; resume; higher education

Perceptions of clinical clerks and interns of the University of the Philippines College of Medicine towards physical and rehabilitation medicine as a medical specialty

Objectives@#Perception about Physical and Rehabilitation Medicine provides information about awareness on identifying disabilities and managing their impact on activities of daily living; however, misconceptions about the field continue to exist among both students and physicians. This study aims to describe the perceptions of clinical clerks and interns towards the practice and role of Rehabilitation Medicine in management of patients. @*Methods@#This is a descriptive cross-sectional study. Students from the Learning Unit 6 and 7 of UP College of Medicine answered adapted online survey forms from a previous study and participated in online focus group discussions. Qualitative data were used to infer the perception of medical students towards the specialty. The effect of the respondent’s profile, background and affiliation on their knowledge, attitudes and perceptions were analyzed using One-Way ANOVA (α = 0.05). Qualitative data were analyzed using thematic analysis. @*Results@#Learning Unit 6 and 7 students were found to have a perceived broad level of knowledge with regards the specialty. The students associated the specialty with focus on holistic care, quality of life, interdisciplinary collaboration, and diversity of cases managed. No statistically significant differences were found between the perception among: 1) Learning Unit 6 and 7, 2) those with or without a previous encounter with the specialty, 3) allied medical and non-allied medical undergraduate courses in terms of: a) confidence in the knowledge (p = 0.489), b) familiarity with conditions managed (p = 0.93) and c) interest towards the specialty (p = 0.693). The Organ System Integrated (OSI) curriculum, which promotes horizontal and vertical integration of concepts, provided a wide understanding of the basic concepts related to physiatry. The students’ responses suggest a positive attitude towards Physical and Rehabilitation Medicine, as measured in their level of interest about knowing more regarding the specialty. Most common perceptions were that the specialty was multidisciplinary and holistic. However, the respondents’ perceptions regarding the roles of the Rehabilitation team were limited. @*Conclusion@#Learning unit level 6 and 7 students had a broad understanding of the practice and scope of the Physical and Rehabilitation Medicine specialty. Future researches can include other medical students in all year levels, including Learning Units 3, 4 and 5 of UPCM, to observe the development of their perceptions about the specialty throughout medical school.

La educación inclusiva ante los desafíos contemporáneos / Inclusive education in front of contemporary challenges

Introducción: la educación inclusiva constituye actualmente una preocupación para investigadores, docentes, organizaciones internacionales, regionales y nacionales, aunque la toma de conciencia sobre la necesidad de concretar escenarios escolares y sociales inclusivos, ha sido un proceso lento; a pesar de los ingentes esfuerzos de autores reconocidos, instituciones comprometidas y experiencias exitosas, no se generalizan sus resultados, de ahí las motivaciones para la realización de este estudio. Objetivo: actualizar concepciones teóricas sobre la educación inclusiva y su incidencia en un modelo educativo inclusivo contemporáneo. Métodos: se realizó una revisión sistemática de la literatura disponible en sitios web y revistas especializadas, así como artículos compartidos en redes sociales académicas y públicas durante los últimos cinco años, en español e inglés. Se realizó la revisión detallada de autores y la actualización de las referencias bibliográficas utilizadas. Resultados: la educación inclusiva necesita una relación con la propia familia, con una escuela que integre e incluya para lograr una sociedad, un estado y gobierno que no solo vean a su población por lo que les separa y diferencia, sino por lo que les une en la diversidad, mediante aulas inclusivas y un currículo moderno. Conclusiones: ante los retos que se le imponen a la educación frente al panorama mundial, caracterizado por la exclusión social de índole diversa, entre ellos, la desmotivación con los currículos que se ofrecen a los estudiantes, los sistemas educativos se enfrentan a una urgencia: ofrecer una educación de calidad e inclusiva, en atención a la diversidad.

Introduction: inclusive education is currently a concern for researchers, teachers, international, regional, and national organizations, although raising awareness about the need to create inclusive school and social scenarios has been a slow process; despite the enormous efforts of recognized authors, committed institutions and successful experiences, their results are not generalized, hence the motivations for carrying out this study. Objective: update theoretical conceptions about inclusive education and its impact on a contemporary inclusive educational model. Methods: a systematic review of the literature available on websites and specialized journals, as well as articles shared on academic and public social networks over the last five years, in Spanish and English, was carried out. A detailed review of authors and updating of the bibliographic references used was carried out. Results: inclusive education needs a relationship with one's own family, with a school that integrates and includes to achieve a society, a state and government that not only see its population, so it separates and differentiates them, but even though it unites them in diversity, through inclusive classrooms and a modern curriculum. Conclusions: according to the challenges imposed on education in front of the global panorama, characterized by social exclusion of various kinds, including demotivation with the curricula offered to students, educational systems face an urgency: offer quality and inclusive education, in attention to diversity.

La integración en el proceso de enseñanza aprendizaje de las ciencias básicas biomédicas / Integration into the teaching-learning process of basic biomedical sciences

Introducción: estudiar la realidad educativa en el campo de la integración de los contenidos permite diseñar acciones para perfeccionar el proceso enseñanza aprendizaje en las universidades. Objetivo: fundamentar las bases teóricas que sustentan la integración en el proceso de enseñanza aprendizaje de las ciencias básicas biomédicas, así como aspectos relativos a su concepción. Métodos: se realizó una revisión bibliográfica sobre la integración de los contenidos, se consideraron artículos originales y de revisión publicados entre 2017 y 2022 en español, portugués e inglés, en revistas nacionales e internacionales indexadas y en bases de datos reconocidas: Scopus, Scielo y Google Académico. Fueron revisados 59 artículos y se seleccionaron 23. Las palabras claves utilizadas fueron: integración, enseñanza aprendizaje y ciencias básicas biomédicas. Desarrollo: la integración de los contenidos potencia el dominio de estos, unido al desarrollo de métodos investigativos y los impactos de la ciencia, la tecnología, la sociedad y el ambiente. El logro de un profesional preparado para desempeñarse con éxito depende del proceso de enseñanza aprendizaje desarrollado por todas las asignaturas integralmente, desde lo académico, lo laboral y lo investigativo. La integración de las dimensiones esenciales: instructiva, educativa y desarrolladora promueve la motivación por el estudio y asegura la formación integral del estudiante. Conclusiones: la integración de las ciencias básicas biomédicas constituye una tarea de primer orden, el estudio y determinación de los referentes y fundamentos teórico-metodológicos que la sustentan requiere redimensionar su definición y la caracterización de integración en el proceso enseñanza aprendizaje.

Introduction: studying the educational reality in the field of content integration allows us to designer actions to improve the teaching-learning process in universities. Objective: to support the theoretical bases that allows the integration in the teaching-learning process of basic biomedical sciences, as well as aspects related to its conception. Methods: a bibliographic review was carried out on the integration of the contents, original and review articles published from 2017 to 2022 in Spanish, Portuguese, and English in indexed national and international journals and in recognized databases were considered: Scopus, Scielo and Academic google. 59 articles were reviewed and 23 were selected. The key words used were integration, teaching-learning and basic biomedical sciences. Development: the integration of content enhances their mastery, together with the development of researching methods and the impacts of science, technology, society, and the environment. The achievement of a professional prepared to perform successfully depends on the teaching-learning process developed by all subjects comprehensively, from academic, work and research. The integration of the essential dimensions: instructional, educational, and developmental promotes motivation for study and ensures the comprehensive training of the student. Conclusions: the integration of basic biomedical sciences constitutes a first-order task, the study and determination of the theoretical-methodological references and foundations that support it requires resizing its definition and the characterization of integration in the teaching-learning process.

La educación basada en la comunidad desde las percepciones de estudiantes: un estudio cualitativo / Community-Based Education from the students' perceptions: a qualitative study

Introducción. La Universidad del Norte Santo Tomás de Aquino (UNSTA) presenta como nueva oferta de grado la carrera de medicina, que enfatiza un enfoque orientado a la familia y la comunidad. El programa de estudio incorpora la educación basada en la comunidad (EBC), desde el primer al último ciclo de la carrera. Objetivos. Indagar acerca de las percepciones que los estudiantes que cursaron el primer año de medicina en la UNSTA tienen acerca de sus experiencias en EBC y caracterizar la valoración que le otorgan al contacto precoz con la comunidad. Material y métodos. Estudio cualitativo, paradigma hermenéutico. Modo de generación conceptual, método de análisis de la teoría fundamentada a partir de entrevistas en profundidad. Resultados. Según la percepción de estudiantes, la EBC permite abrir la cabeza (descubrir otras realidades, chocarse con otros contextos, construir otra idea de médico); significa nutrirse de la práctica temprana (tener una marca para toda la carrera, salirse del libro, aprender de la salud pública local, conocer a un esencial invisible, valorar los diagnósticos de situación locales, sentirse parte y ponerse el delantal); posibilita aprender más allá de la medicina (generar un estudio más reflexivo, vivir el trabajo en equipo, mejorar las habilidades comunicacionales, entender a la persona como un todo e iniciar un compromiso social). Conclusiones. Los hallazgos subrayan los numerosos beneficios de un plan de estudio que integre la EBC desde el principio. No solo fomenta el aprendizaje reflexivo, sino que también facilita un proceso clínico centrado en la persona y su contexto, iniciando así un compromiso social. (AU)

Background. Universidad del Norte Santo Tomás de Aquino (UNSTA) introduces a new medicine degree program. The graduate profile will be that of a general practitioner with family and community orientation. The study program incorporates community-based education (CBE) from the first to the last cycle of the program. Objectives. To investigate the perceptions that students who completed the first year of medicine at UNSTA have about their experiences at CBE and to characterize the value they give to early contact with the community. Material and methods. Qualitative study, hermeneutic paradigm, conceptual generation mode, grounded theory analysis based on in-depth interviews. Results. According to the perception of students, CBE allows us to open our minds (to discover other realities, encounter other contexts, and build another idea of a medical doctor); it means being nourished by early practice (having a mark for the entire career, going outside the book, learning from local public health, getting to know an invisible essential, valuing local situation diagnoses, feeling a part and putting on the apron); it makes it possible to learn beyond medicine (to generate a more reflective study, to experience teamwork, to improve communication skills, to understand the person as a who leand to initiate a social commitment). Conclusions. Our findings underscore the numerous benefits of a study plan that integrates CBE from the outset. It not only fosters reflective learning but also facilitates a clinical process that is centered on the individual and their environment, thereby initiating a social commitment. (AU)

Relato de experiência na criação de um manual eletrônico para o ensino da avaliação cognitiva pré-escolar em terapia ocupacional / Experience report on the creation of an electronic manual for teaching preschool cognitive assessment in occupational therapy / Relato de experiencia en la creación de un manual electrónico para la enseñanza de la evaluación cognitiva preescolar en terapia ocupacional

Objetivo: Descrever o processo de criação e as etapas de elaboração de um produto educacional do tipo manual eletrônico visando contribuir com a construção de conhecimento de graduandos de terapia ocupacional e áreas afins sobre avaliação cognitiva de pré-escolares. Relato da Experiência: Trata-se de estudo do tipo relato de experiência, onde são descritas as experiências vivenciadas no período de outubro de 2021 a março de 2023 para a construção do produto educacional elaborado a partir da dissertação de Mestrado do Programa de Mestrado Profissional em Ensino em Saúde na Amazônia. Discussão: A proposta deste relato de experiência atende a uma necessidade de expor dos desafios da construção do manual para favorecer a aquisição de conhecimento dos graduandos de terapia ocupacional sobre avaliação cognitiva pré-escolar. Foram utilizadas estratégias de criação de conteúdo através de templates que culminou com uma maior uniformidade na construção dos capítulos. Conclusão: A experiência criou um manual com grande potencial para uso na aquisição de conhecimento dos graduandos, visto que, as estratégias de ensino em saúde visam a prática pedagógica direcionada e informações claras.

Objective: To describe the process of creation and the stages of elaboration of an educational product aiming to contribute to the construction of knowledge of graduates of occupational therapy and related areas on cognitive assessment of preschoolers. Experience Report: This is a descriptive study of the experience report type, where the experiences lived from October 2021 to December 2022 were described for the construction of the educational product elaborated from the Master's dissertation of the Professional Master's Program in Health Education in the Amazon. The purpose of this experience report responds to a need to expose the challenges of building the manual to favor the acquisition of knowledge by occupational therapy graduates about preschool cognitive assessment. A creation strategy was used using the inductive method through templates, which culminated in greater uniformity in the formation of chapters. Final Considerations: The experiences played an essential role in the acquisition of skills in creating content for an educational product, since health teaching strategies aim at targeted pedagogical practice and clear information.

Objetivo: Describir el proceso de creación y las etapas de elaboración de un producto educativo tipo manual electrónico con el fin de contribuir a la construcción del conocimiento de estudiantes de terapia ocupacional y áreas relacionadas sobre la evaluación cognitiva de preescolares. Relato de la Experiencia: Se trata de un estudio tipo relato de experiencia, donde se describen las vivencias durante el período de octubre de 2021 a marzo de 2023 para la creación del producto educativo, el cual se elaboró a partir de la disertación de maestría del Programa de Maestría Profesional en Enseñanza en Salud en la Amazonía. Discusión: La propuesta de este relato de experiencia responde a la necesidad de exponer los desafíos en la creación del manual para facilitar la adquisición de conocimiento de los estudiantes de terapia ocupacional sobre la evaluación cognitiva preescolar. Se utilizaron estrategias de creación de contenido mediante plantillas, lo que resultó en una mayor uniformidad en la elaboración de los capítulos. Conclusión: La experiencia ha generado un manual con un gran potencial para ser utilizado en la adquisición de conocimientos por parte de los estudiantes, ya que las estrategias de enseñanza en salud promueven la práctica pedagógica dirigida y la claridad en la información.

Gênero e sexualidade no currículo dos cursos de graduação em saúde coletiva / Gender and sexuality in the collective health courses curriculum

Resumo A graduação em saúde coletiva (GSC) é recente no país e tem buscado construir sua identidade. Gênero e sexualidade interferem nas condições de saúde, devendo ser contemplados na formação dos(as) sanitaristas. Assim, buscou-se analisar neste estudo a inserção das questões de gênero e sexualidade no currículo da GSC no Brasil. Por meio da análise de conteúdo das fichas de disciplina de quase todos os cursos, observou-se que: as principais categorias de objetivos e conteúdo programático apontaram o tratamento das temáticas de forma interseccional; as metodologias de ensino e avaliação privilegiaram a participação do(a) aluno(a), sua autonomia e reflexividade; e nas referências, destacam-se os estudos em saúde da mulher. Conclui-se que, apesar do espaço já conquistado, é necessário ampliar o debate, principalmente em relação à sexualidade humana e à saúde do homem, temas que têm ficado à margem do currículo.

Abstract The graduation in collective health (GCH) is recent in the country and has sought to build its identity. Gender and sexuality interfere with health conditions and should be considered in the training of health workers. Thus, we sought to analyze in this study the inclusion of gender and sexuality issues in the GSC curriculum in Brazil. By analyzing the content of the course sheets of almost all courses, it was observed that: the main categories of objectives and programmatic content pointed to the treatment of the themes in an intersectional way; the teaching and assessment methodologies favored student participation, autonomy, and reflexivity; and in the references, studies on women's health stand out. It is concluded that despite the space already conquered, it is necessary to broaden this debate, mainly regarding human sexuality and the health of men, which have remained on the margins of the curriculum.

Participação, recomendação, produção e socialização dos participantes de ligas acadêmicas na graduação em medicina: um estudo exploratório / Participation, recommendation, production and socialization of academic league participants in medical graduation: an exploratory study

Objetivos: Avaliar as características das ligas acadêmicas e seus participantes em uma escola médica, descrevendo e associando suas atividades com diversos aspectos da formação. Métodos: Estudo exploratório, através de questionário online com estudantes do internato, com uma parte descritiva e outra quantitativa com cálculo de correlações. Também, com pesquisa sobre área de atuação, número de alunos e professores das ligas da instituição. Resultados: Participaram do estudo 71 estudantes, que possuem alto índice de participação em ligas, com taxas de satisfação e recomendação também altas. A instituição possui 52 ligas, com 21,6±10,4 alunos e, em geral, um professor. Conclusões: Alunos de medicina entram precocemente em ligas, atuam em várias e tomam parte em outras atividades complementares. A participação em ligas está associada com atividades complementares e com publicação de artigos. Elas podem funcionar como suporte para socialização e, também, como grupos de mentoria por pares

Aims: To evaluate the characteristics of academic leagues and their participants in a medical school, describing and associating their activities with different aspects of their training. Methods: It is an exploratory study, through an online questionnaire with 5thand 6th-year students, with a descriptive part and a quantitative part. Also, with investigation of the area of activity, number of students and teachers in the institution's leagues. Results: The study included 71 students, who have a high level of participation in leagues, with high satisfaction and recommendation rates. The university have 52 leagues, with 21,6±10,4 students each, and onde professor. Conclusions: Students enter leagues early, enter in several leagues and take part in other complementary activities. Participation in leagues is associated with complementary activities and publication of articles. They can function as support for socialization and also as peer mentoring groups

Cambios en el currículum de la educación física chilena: voces desde el territorio / Changes in the chilean physical education curriculum: voices from the territory / Mudanças no currículo da educação física chilena: vozes do território

El objetivo de la investigación fue analizar el desarrollo del currículum en los últimos años y la didáctica que utilizan profesores de Educación Física en una región del centro sur de Chile. La metodología del estudio es de tipo cualitativa, a través de entrevistas a docentes con al menos cinco años de permanencia en el sistema educacional. Los resultados dan cuenta de que los profesores abordan el proceso de enseñanza-aprendizaje analizando el contexto en que están inmersos. Al momento de planificar sus clases se apoyan en las bases curriculares dispuestas por el Ministerio de Educación y las características de los estudiantes. Se concluye que, respecto a los desafíos actuales, buscan llevar a la práctica un modelo constructivista, procurando que el estudiante sea parte del proceso educativo, tomando en cuenta su integridad y bienestar. Asimismo, se espera que el currículum incorpore las problemáticas actuales que emergen en la sociedad.

The objective was to analyze the curriculum development and the didactics used by Physical Education teachers in recent years in a region of south-central Chile. The methodology of the study is qualitative, in which interviews were conducted with teachers with at least 5 years of permanence in the educational system. The results show that teachers approach the teaching-learning process by analyzing the context in which they are immersed. When planning their classes, they rely on the curricular bases established by the Ministry of Education and the characteristics of the students. Regarding current challenges, they seek to implement a constructivist model, making the student part of the educational process, taking into account their integrity and well-being. It is also hoped that the curriculum can incorporate the current problems emerging in society.

O objetivo foi analisar o desenvolvimento do currículo nos últimos anos e a didática utilizada pelos professores de Educação Física em uma região do centro-sul do Chile. A metodologia do estudo é qualitativa, em que foram realizadas entrevistas com professores com no mínimo 5 anos de permanência no sistema educacional. Os resultados mostram que os professores abordam o processo de ensino-aprendizagem analisando o contexto em que estão inseridos. Ao planejar suas aulas, eles se baseiam nas bases curriculares estabelecidas pelo Ministério da Educação e nas características dos alunos. Conclui-se que, face aos desafios atuais, procuram implementar um modelo construtivista, tornando o aluno parte do processo educativo, tendo em conta a sua integridade e bem-estar. Da mesma forma, espera-se que o currículo incorpore os problemas atuais que surgem na sociedade.

Processo de morte e morrer e cuidados paliativos: um pleito necessário para graduação em enfermagem / Death and dying process and palliative care: a necessary claim for nursing undergraduation / Proceso de muerte y el morir y cuidados paliativos: un reclamo necesario para la carrera de enfermería

Objetivo: analisar a percepção dos estudantes de graduação em enfermagem sobre a temática "o processo de morte e morrer" e sua abordagem durante sua formação. Método: estudo descritivo, exploratório, com abordagem qualitativa, desenvolvido com alunos do último ano de graduação em Enfermagem de uma universidade pública do Rio de Janeiro. Resultados: Participaram do estudo 57 estudantes e, após a organização dos dados emergiram as classes: "Sentimentos frente à morte"; "A necessidade da abordagem do conteúdo de morte na graduação"; "A vivência da morte do paciente" e "Atitude de cuidado diante do processo de morte". Considerações finais: uma formação que contemple o estudo da tanatologia e a filosofia dos cuidados paliativos é de suma importância, dado ao fato de que a morte é consequência inexorável da vida. O estudo reafirma a necessidade constante desta discussão durante a formação e o exercício da enfermagem(AU)

Objective: to analyze the perception of undergraduate nursing students about the theme, "the process of death and dying" and its approach during their training. Method: descriptive, exploratory study, with a qualitative approach developed with students of the last year of undergraduate nursing in a public university in Rio de Janeiro. Results: 57 students participated in the study and, after organizing the data, the following classes emerged: "Feelings about death"; "The need to approach the content of death in training education"; "The patient's death experience" and "Care attitude towards the process of death. Final considerations: nursing undergraduation education must have included the study of thanatology and the philosophy of palliative care, due to the importance given that death is an inexorable consequence of life. The study reaffirms the importance of this discussion happening during the nursing education training and over nursing work(AU)

Objetivo: analizar la percepción de los estudiantes de enfermería sobre el tema "El proceso de la muerte y el morir" y su enfoque durante los estudios de formación. Método: Investigación descriptiva, exploratoria, con enfoque cualitativo desarrollado junto a estudiantes del último año de pregrado en enfermería en una universidad pública de Rio de Janeiro. Resultados: En el estudio participaron 57 alumnos y, tras organizar los datos, surgieron las siguientes clases:"Sentimientos ante la muerte"; "La necesidad de abordar el contenido de muerte en el pregrado"; "La experiencia de la muerte del paciente" y "Actitud de cuidado ante el proceso de muerte". Consideraciones finales: una formación que incluya el estudio de la tanatología y la filosofía de los cuidados paliativos es de suma importancia dado que la muerte es una consecuencia inexorable de la vida. El estudio reafirma la necesidad de que esta discusión sea constante durante la formación y el ejercicio de la enfermería(AU)

Panorama dos cursos de especialização em enfermagem dermatológica no Brasil / Overview of specialization courses in dermatological nursing in Brazil / Panorama de los cursos de especialización en enfermería dermatológica en Brasil

Objetivo: analisar a correlação entre os objetivos, conteúdos programáticos e as metodologias utilizadas nos cursos de especialização em enfermagem dermatológica existentes no Brasil, comparando com a legislação vigente e literatura pertinente à temática. Método: estudo documental, realizado no período de maio a julho de 2022 em sites de instituições de ensino superior que ofereceram estes cursos. Resultados: foram acessadas 46 instituições privadas, 56,6% localizadas na região Sudeste e 43,5% na modalidade de ensino à distância. O conteúdo programático foi disponibilizado por 41 instituições; 41,5% das disciplinas eram generalistas, inespecíficas da área; 26,8% sobre feridas e 17,1% dermatologia. Atividade prática apareceu em 26,8% dos cursos. Conclusão: os cursos atendem parcialmente à legislação e oferecem uma formação que não contempla a abrangência da especialidade e demandas atuais da população(AU)

Objective: to analyze the correlation between objectives, syllabus and methodologies used in Nursing Specialization courses Dermatological practices existing in Brazil, comparing with current legislation and literature relevant to the theme. Method: documentary study, carried out from May to July 2022, on websites of higher education institutions that offered these courses. Results: 46 private institutions were accessed, 56,6% located in the Southeast region and 43,5% in the distance learning modality. The programmatic content was made available by 41 institutions; 41,5% of the disciplines were generalist, not specific to the area; 26,8% about wounds and 17,1% dermatology. Practical activity appeared in 26,8% of the courses. Conclusion: the courses partially comply with the legislation and offer training that does not cover the scope of the specialty and current demands of the population(AU)

Objetivo: analizar la correlación entre los objetivos, el programa y las metodologías utilizadas en los cursos de Especialización en Enfermería Dermatológica existentes en Brasil, comparando con la legislación vigente y bibliografía relacionada con el tema. Método: estudio documental, realizado de mayo a julio de 2022, en páginas web de instituciones de educación superior que ofrecieron estos cursos. Resultados: se constató un acceso a 46 instituciones privadas, 56,6% ubicadas en la región Sudeste y 43,5% en la modalidad de enseñanza a distancia. 41 instituciones pusieron a disposición el contenido programático; el 41,5% de las disciplinas era generalista, no siendo específicas del área; 26,8% sobre heridas y 17,1% dermatología. La actividad práctica apareció en el 26,8% de los cursos. Conclusión: los cursos cumplen parcialmente con la legislación y ofrecen una formación que no cubre el ámbito de la especialidad y las demandas actuales de la población(AU)

Anatomical and Clinical Education in Physical and Occupational Therapy: Influence of Integration and Soft Preservation / Educación Anatómica y Clínica en Terapia Física y Ocupacional: Influencia de la Integración y la Preservación Blanda

SUMMARY: Anatomy and clinical skills are taught separately to physical and occupational therapy students. Formaldehyde is the primary chemical used to embalm donors which creates a challenge in integrating clinical skills into the anatomy curriculum. This study aimed to evaluate the integration of clinical skills into anatomical education using Imperial College London- Soft Preservation (ICL-SP) and formaldehyde embalming through the evaluation of student perceived learning and confidence. Students were invited to complete a survey after dissecting an ICL-SP and formaldehyde embalmed donors and perform clinical tests. It was easier to dissect and identify neurovascular structures on ICL-SP donors compared to formaldehyde. Clinical tests, like measuring range of motion and ligament tests were also more realistic on ICL-SP donors. The integration of clinical skills in the anatomical curriculum increased student perceived understanding of associated anatomy (p < 0.001), gave better understanding of how anatomy is important to their professions (p < 0.001) and increased motivation to learn anatomy (p < 0.001). The integration of clinical skills into anatomical education can facilitate student learning with higher confidence performing clinical skills and is complemented by the utilization of the new ICL-SP methodology instead of the traditional formaldehyde preservation.

Las habilidades anatómicas y clínicas se enseñan por separado a los estudiantes de terapia física y ocupacional. El formaldehído es el químico principal que se usa para embalsamar a los donantes, lo que crea un desafío para integrar las habilidades clínicas en el plan de estudios de anatomía. Este estudio tuvo como objetivo evaluar la integración de habilidades clínicas en la educación anatómica utilizando Imperial College London-Soft Preservation (ICL-SP) y embalsamamiento de formaldehído a través de la evaluación del aprendizaje y la confianza percibidos por los estudiantes. Se invitó a los estudiantes a completar una encuesta después de diseccionar un ICL-SP y donantes embalsamados formolizados y realizar pruebas clínicas. Fue más fácil diseccionar e identificar estructuras neurovasculares en donantes ICL-SP en comparación con los fijados en formaldehído. Las pruebas clínicas, como la medición del rango de movimiento y las pruebas de ligamentos, también fueron más realistas en los donantes de ICL-SP. La integración de habilidades clínicas en el plan de estudios anatómico aumentó la comprensión percibida por los estudiantes de anatomía asociada (p < 0,001), dio una mejor comprensión de cómo la anatomía es importante para sus profesiones (p < 0,001) y aumentó la motivación para aprender anatomía (p < 0,001). La integración de las habilidades clínicas en la educación anatómica puede facilitar el aprendizaje de los estudiantes con mayor confianza en el desempeño de las habilidades clínicas y se complementa con la utilización de la nueva metodología ICL-SP en lugar de la conservación tradicional con formaldehído.

Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF) na graduação em Fonoaudiologia no Brasil / International Classification of Functioning, Disability and Health (ICF) in undergraduate Speech, Language and Hearing Sciences programs in Brazil / Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud (CIF) en cursos de pregrado en logopedia en Brasil

Introdução: A formação em saúde, especialmente no Brasil, tem incorporado a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF) de modo a desenvolver capacidades para lidar com a vida humana no modelo biopsicossocial. Objetivo: Descrever e analisar a inserção da CIF nos currículos de graduação em Fonoaudiologia no Brasil. Método: Estudo descritivo e transversal, aprovado pelo Comitê de Ética em Pesquisa, conduzido entre novembro de 2021 e julho de 2022. Um questionário, composto por 24 questões, abertas e de múltipla escolha, com aspectos referentes à presença da CIF na matriz curricular, foi disponibilizado via Google Forms. Foram incluídos os cursos de graduação em Fonoaudiologia do Brasil, e excluídos os cursos com educação à distância. Foi realizada análise quantitativa no programa SPSS. Resultados: Dos 78 cursos de Fonoaudiologia contactados, 28,2% responderam ao questionário. Dos respondentes, 50% estavam localizados na região sudeste, e 59,1% vinculados a instituições públicas. Nos cursos participantes, 27,3% incluíram a CIF no projeto pedagógico. Dentre os cursos em que a CIF está presente, 50% se concentram em disciplinas teóricas, 33,3% em disciplinas teóricas e práticas e 16,7% em disciplinas teóricas, práticas e atividades complementares. Conclusão: A CIF está de modo incipiente nos cursos de graduação em Fonoaudiologia brasileiros, predominantemente em componentes curriculares teóricos. Evidencia-se a necessidade de ampliação do debate acerca da formação do fonoaudiólogo no que tange a preceitos que são oportunizados pela CIF, visto que sua inclusão em unidades curriculares, teóricas e práticas, pode favorecer o desenvolvimento de competências, habilidades e atitudes focadas no modelo biopsicossocial. (AU)

Introduction: Health training, especially in Brazil, has incorporated the International Classification of Functioning, Disability and Health (ICF) in order to develop capacities to deal with human life in the biopsychosocial model. Purpose: Describe and analyze the inclusion of the ICF in undergraduate Speech, Language and Hearing Sciences curricula in Brazil. Methods: A descriptive, cross-sectional study, approved by the Research Ethics Committee, conducted between November 2021 and July 2022. A questionnaire comprising 24 open-ended, multiple-choice questions on aspects relating to the presence of the ICF in the curriculum was made available via Google Forms. Brazilian undergraduate courses in Speech, Language and Hearing Sciences were included, and distance learning courses were excluded. Quantitative analysis was carried out using the SPSS program. Results: Of the 78 Speech, Language and Hearing Sciences undergraduate courses contacted, 28.2% answered the questionnaire. Of the respondents, 50% were in the southeast region and 59.1% were linked to public institutions. Of the participating courses, 27.3% included the ICF in their pedagogical project. Among the courses in which the ICF is present, 50% focus on theoretical subjects, 33.3% on theoretical and practical subjects and 16.7% on theoretical, practical, and complementary activities. Conclusion: The ICF is incipient in Brazilian undergraduate courses in Speech, Language and Hearing Sciences, predominantly in theoretical curricular components. There is a need to broaden the debate about the training of speech therapists about the precepts provided by the ICF, since its inclusion in curricular units, both theoretical and practical, can favor the development of competencies, skills and attitudes focused on the biopsychosocial model. (AU)

Introducción: La formación sanitaria, especialmente en Brasil, ha incorporado la Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud (CIF) con el fin de desarrollar capacidades para abordar la vida humana en el modelo biopsicosocial. Objetivo: Describir y analizar la inclusión de la CIF en los planes de estudio de pregrado de logopedia en Brasil. Método: Se trató de un estudio descriptivo, transversal, aprobado por el Comité de Ética de la Investigación y realizado entre noviembre de 2021 y julio de 2022. A través de Google Forms se puso a disposición un cuestionario compuesto por 24 preguntas abiertas de opción múltiple sobre aspectos relacionados con la presencia de la CIF en el plan de estudios. Se incluyeron los cursos de pregrado en Fonoaudiología en Brasil y se excluyeron los cursos a distancia. El análisis cuantitativo se realizó con el programa SPSS. Resultados:De los 78 cursos de logopedia contactados, el 28,2% respondió al cuestionario. De los encuestados, el 50% estaban situados en el sureste y el 59,1% estaban vinculados a instituciones públicas. De los cursos participantes, el 27,3% incluía el ICF en su proyecto pedagógico. Entre los cursos en los que el ICF está presente, el 50% se concentra en asignaturas teóricas, el 33,3% en asignaturas teóricas y prácticas y el 16,7% en asignaturas teóricas, prácticas y actividades complementarias. Conclusión: La CIF es incipiente en los cursos de logopedia de pregrado brasileños, predominantemente en los componentes curriculares teóricos. Es necesario ampliar el debate sobre la formación de logopedas en relación con los preceptos proporcionados por la CIF, ya que su inclusión en unidades curriculares teóricas y prácticas puede favorecer el desarrollo de competencias, habilidades y actitudes centradas en el modelo biopsicosocial. (AU)

Análisis curricular de la carrera de medicina de la universidad de buenos aires / Curricular analysis of the medicine career at the university of buenos aires

El currículum es un conjunto de experiencias formales e informales que se integran en el plan de estudios de una profesión universitaria. En las instituciones educativas coexisten dos tipos de currículum: el planificado, en el que se expresa la intencionalidad de los objetivos propuestos y el oculto, que no figura en el plan de estudios y se estructura en el conjunto de actitudes y normas que se transmiten a través de los modelos de identificación. El currículum debe bridar al estudiante una metodología que le permita seguir aprendiendo, y debe expresar una concepción acerca de la evaluación, estableciendo los grandes lineamientos sobre el sistema de promoción de los alumnos y cuáles son los requisitos y condiciones para avanzar en el estudio. En el presente trabajo se analiza el plan de estudios desde la visión curricular de la composición y extensión de la carrera de Medicina de la Facultad de Ciencias Médicas de la Universidad de Buenos Aires. Se concluye en que debe actualizarse el plan de estudios contemplando el modelo de profesional médico que la sociedad requiera y deberá replantearse la extensión total de la carrera

The curriculum is a set of formal and informal experiences that are integrated into the curriculum of a university profession. In educational institutions, two types of curriculum coexist: the planned one, in which the intention of the proposed objectives is expressed, and the hidden one, which does not appear in the study plan and is structured in the set of attitudes and norms that are transmitted to through identification models. The curriculum must provide the student with a methodology that allows them to continue learning, and must express a conception about the evaluation, establishing the main guidelines on the system of promotion of students and what are the requirements and conditions to advance in the study. In the present work the study plan is analyzed from the curricular vision of the composition and extension of the Medicine career of the Faculty of Medical Sciences of the University of Buenos Aires. It is concluded that the study plan must be updated contemplating the medical professional model that society requires and the total extension of the career must be reconsidered

Estrategias para el desarrollo de habilidades en práctica basada en la evidencia a través del currículo de enfermería / Strategies for developing evidence-based practice skills across the nursing curriculum

Introducción: Mundialmente, se reconoce la enseñanza de la práctica basada en evidencia como una estrategia que contribuye a mejorar la calidad de la atención en salud. Objetivo: Identificar el nivel de competencias para la práctica basada en evidencia en estudiantes de enfermería de acuerdo con las características del currículo cursado en una universidad colombiana. Materiales y Métodos: Estudio de corte transversal, con mediciones a estudiantes de enfermería en tres periodos (N=125): currículo-1 sin formación en investigación (n=24); currículo-2 con formación en investigación (n=55); currículo-3 con formación en práctica basada en evidencia (n=46). El desenlace principal fue competencias para la práctica basada en evidencia medido por actitudes, conocimientos y habilidades. Resultados: El puntaje global de competencias fue 4,08 (Rango intercuartílico=3,84- 4,32), no se observaron diferencias estadísticamente significativas entre los puntajes obtenidos por estudiantes de los tres currículos, sin embargo, las competencias de conocimientos para la práctica basada en evidencia fueron significativamente mayores en el grupo del currículo 3. Discusión: Algunos autores han descrito la relación entre el tiempo de las transformaciones curriculares y el desarrollo de competencias progresivas, como un proceso escalonado cuyos resultados se reflejan al menos un ciclo curricular completo después de su implementación. Conclusiones: Los ajustes curriculares realizados en esta institución han permitido mejorar la percepción de los conocimientos para la práctica basada en evidencia en estudiantes de enfermería, sin embargo, es necesario seguir trabajando en estrategias pedagógicas eficaces que mejoren las habilidades para su implementación. Esta información provee orientación para planeación curricular.

Introduction: Teaching evidence-based practice is a recognized worldwide strategy for improving health care quality. Objective: To identify the level of evidence-based practice competencies of nursing students according to the characteristics of the curriculum followed in a Colombian university. Materials and Methods: Cross-sectional study measuring nursing students in three periods (N=125): Curriculum-1 without research training (n=24); Curriculum-2 with research training (n=55); Curriculum-3 with evidence-based practice training (n=46). The primary outcome was evidence-based practice competencies measured by attitude, knowledge, and skills. Results: The global competence score was 4.08 (interquartile range = 3.84­4.32), and no statistically significant differences were observed between the scores obtained by students in the three curricula. However, knowledge competencies for evidence-based practice were significantly higher in the Curriculum 3 group. Discussion: Some authors have described the relationship between the timing of curricular transformations and the development of progressive competencies as a staggered process whose results are reflected in at least one complete curricular cycle after its implementation. Conclusions: The curricular adjustments made at this institution have improved the perception of knowledge in evidence-based practice among nursing students; however, it is necessary to continue working on effective pedagogical strategies that enhance the skills for its implementation. This information provides guidance for curriculum planning.

Introdução: Mundialmente, o ensino da prática baseada em evidências é reconhecido como uma estratégia que contribui para a melhoria da qualidade dos cuidados de saúde. Objetivo: Identificar o nível de competências para a prática baseada em evidências em estudantes de enfermagem segundo as características do currículo estudado em uma universidade colombiana. Materiais e Métodos: Estudo transversal, com mensurações de estudantes de enfermagem em três períodos (N=125): currículo-1 sem formação em pesquisa (n=24); currículo-2 com formação em pesquisa (n=55); currículo-3 com formação em prática baseada em evidências (n=46). O resultado primário foram competências para a prática baseada em evidências medidas por atitudes, conhecimentos e habilidades. Resultados: A pontuação geral de competência foi de 4,08 (intervalo interquartil=3,84-4,32), não foram observadas diferenças estatisticamente significativas entre as pontuações obtidas pelos alunos dos três currículos, porém, as competências de conhecimento para a prática baseada em evidências foram significativamente maiores no grupo curricular 3. Discussão: Alguns autores descreveram a relação entre o momento das transformações curriculares e o desenvolvimento de competências progressivas, como um processo gradual cujos resultados se refletem pelo menos um ciclo curricular completo após a sua implementação. Conclusões: As adequações curriculares realizadas nesta instituição melhoraram a percepção do conhecimento para a prática baseada em evidências nos estudantes de enfermagem, porém é necessário continuar trabalhando em estratégias pedagógicas eficazes que melhorem as competências para sua implementação. Estas informações fornecem orientação para o planejamento curricular.

Identificación de contenidos de pertinencia intercultural para la atención de salud para el plan de estudios de odontología / Intercultural Competences in Chilean Dental Education for Inclusive Healthcare

INTRODUCCIÓN: La diversidad cultural en Chile y las inequidades en el acceso y calidad de la atención requiere del desarrollo de competencias culturales en los profesionales de la salud debido a las inequidades en el acceso y calidad de la atención. A nivel internacional, se ha integrado la competencia cultural en los planes de estudio de las carreras de salud, pero en Chile está en sus etapas iniciales. MÉTODOS: Se utilizó una metodología mixta que incluyó: revisión documental (búsquedas y análisis en bases de datos y documentos oficiales), entrevistas a informantes clave y consenso de expertos. Las entrevistas se transcribieron textuales y se realizó un análisis temático utilizando el software ATLAS.ti. RESULTADOS: La revisión documental identificó dominios, objetivos e instrumentos utilizados para medir la competencia cultural en odontología. Las entrevistas revelaron cuatro categorías principales: concepciones de salud, facilitadores y barreras, y características de los profesionales de la salud. Se elaboró un listado de contenidos y resultados de aprendizaje, evaluados y consensuados por expertos. Conclusiones: La inclusión de la competencia cultural en los planes de estudio de odontología es esencial para una atención de salud más inclusiva y culturalmente segura. Se recomienda su integración longitudinal en diversos cursos, empleando metodologías efectivas de enseñanza y evaluación. Los resultados de este estudio ofrecen una guía para identificar los conocimientos, habilidades y actitudes necesarios para formar a los profesionales de salud que finalmente deben entregar una apropiada atención de salud con pertinencia intercultural.

INTRODUCTION: Cultural diversity in Chile and inequities in access and quality of care require the development of cultural competencies in health professionals. Internationally, cultural competence has been integrated into the curricula of health professional programs; however, in Chile it is still in its early stages. METHODS: A mixed methodology included documentary review (searches and analysis in databases and official documents), key informant interviews and expert consensus. The interviews were transcribed verbatim, and thematic analysis was carried out using ATLAS.ti software. RESULTS: The documentary review identified domains, objectives and instruments used to measure cultural competence in dentistry. The interviews revealed four main categories: conceptions of health, facilitators and barriers, and characteristics of health professionals. Experts developed, evaluated and agreed upon content and learning outcomes. Conclusion: Including cultural competence in dental curricula is essential for more inclusive and culturally safe health care. Its longitudinal integration into various courses, employing effective teaching and assessment methodologies, is recommended. The results of this study provide a guide to identifying the knowledge, skills, and attitudes needed to train health professionals who ultimately deliver appropriate health care with cultural pertinence.

La formación y especialización médica en medicina transfusional / Medical training and specialization in transfusion medicine

Introducción: Para una práctica transfusional segura se requiere una formación en medicina transfusional. Objetivo: Determinar la manera en que se integran los contenidos y las habilidades de medicina transfusional en la formación y la especialización médica en Cuba. Métodos: Se hizo un estudio educacional, analítico, de corte transversal en la Universidad de Ciencias Médicas de Camagüey, desde marzo de 2020 hasta julio de 2021. Se realizó un análisis documental para precisar cómo se integraban los contenidos y las habilidades de medicina transfusional al currículo para la formación de médicos, a los programas de estudio del internado vertical en 26 especialidades médicas, y a 29 planes de estudio y programas de especialización en Cuba. Resultados: El currículo para la formación de médicos en Cuba no incluye medicina transfusional. La asignatura que más contribuye a la formación en esta área del saber es Sangre y Sistema inmune. Los contenidos y las habilidades de medicina transfusional solo se incluyen expresamente en nueve programas de estudio del internado vertical y en 12 planes de estudio y programas de especialización. Conclusiones: Existe una insuficiente integración de los contenidos y las habilidades de medicina transfusional en el currículo de la carrera de medicina en Cuba, situación que se manifiesta también en los programas de estudios de los internados verticales y en la mayoría de los programas de las especialidades médicas.

Introduction: Safe transfusion practice requires training in transfusion medicine. Objective: To determine the way in which transfusion medicine contents and skills are integrated into medical training and specialization in Cuba. Methods: An educational, analytical and cross-sectional study was carried out at Universidad de Ciencias Médicas de Camagüey, from March 2020 to July 2021. A documentary analysis was conducted to determine how transfusion medicine contents and skills were integrated into the curriculum for the training of physicians, into the study programs of the vertical internship in 26 medical specialties, as well as into 29 study plans and specialization programs in Cuba. Results: The curriculum for the training of physicians in Cuba does not include transfusion medicine. The subject that most contributes to training in this area of knowledge is Blood and Immune System. Transfusion medicine contents and skills are only expressly included in nine vertical internship study programs and in twelve study plans and specialization programs. Conclusions: There is insufficient integration of transfusion medicine contents and skills in the Cuban medical major curriculum, a situation that is also manifested in the study programs of vertical internships and in most of the medical specialties programs.

Quality assurance of Nursing Education in the Philippines

@#The Philippines continues to produce globally competitive nursing graduates. However, it performs poorly in international standards for quality education in nursing. This paper investigates the objective parameters of quality assurance: Commission on Higher Education (CHED) accreditation, Philippine Regulation Commission (PRC) licensure examinations, and other international and local standards to measure the quality of nursing education inputs and outputs. Results showed an accreditation rate of 3% for nursing programs, less than the national average of 10% for all programs across all professions (CHED 2018; CHED n.d. -a; CHED n.d. -b). Some highly regarded programs have advanced to Level IV (seven baccalaureate programs and two master's programs). Although there is a link between graduates' performance and effective instruction and sound evaluation in university procedures (Amanonce & Maramag, 2020), written board exams cannot assess some performance indicators to determine if a student has met program objectives. Although the country has produced globally competitive nursing graduates, steps must be taken to improve the program's compatibility with the concept of globalization. Strategies should be aimed at performance indicators in a global nursing education and profession landscape.

Development and reform of the curriculum of engineering ethics education in biology and medicine under the background of "new engineering" / 生物工程学报

The "new engineering" concept requires that in addition to laying a solid professional foundation, engineering colleges and universities in China should also pay attention to improving the humanistic quality and developing a professional ethics education in training the engineering and technical talents. One important way is to carry out the engineering ethics education. By referring to the mature case-teaching ideas around the world and combining the practical experience accumulated in recent years, this paper focuses on the curriculum development and teaching reform of engineering ethics for students studying biological and medical engineering, from the perspectives of case selection and teaching method innovation. It also introduces some typical case studies, and summarizes the teaching effect analyzed from questionnaire.