Knowledge and awareness of hepatitis B amongst students of Pamo University of Medical Sciences (PUMS), Port Harcourt, Rivers State, Nigeria

Background: Globally, 296 million people were infected by hepatitis B in 2019, with 1.1 million deaths. Africa is one of the endemic regions. Good knowledge and awareness of hepatitis B remain pivotal to the biosafety of medical students. This study sought to determine the levels of knowledge and awareness of hepatitis B among students of Pamo University of Medical Sciences (PUMS), Port Harcourt, Nigeria, and the predicting factors associated with this knowledge and awareness. The is with the aim of providing recommendations for improving and sustaining biosafety levels for medical and other health-related students of the University. Methodology: The study was a descriptive cross-sectional design conducted amongst 528 randomly selected medical students of PUMS, Port Harcourt, Nigeria. Structured questionnaires were interviewer-administered to collect socio-demographic information and participants' responses to questions on knowledge and awareness of hepatitis B. Data were analysed using SPSS version 26.0 and relationships of socio-demographic characteristics and predictive factors with knowledge and awareness of hepatitis B were tested using binary logistic regression analysis with p value for statistical significance set at <0.05. Results: A total of 528 students participated in the study, 202 (38.3%) males and 326 (61.7%) females. Most participants (296, 56.1%) were between 15-19 years of age with mean age of 19 ±2.43 years. The mean (±SD) of participants responses with good knowledge of hepatitis B was 249±121.5 while for good awareness, it was 181±88.3. The percentage average for good knowledge and good awareness was 47.2% and 34.2% respectively, with positive correlation between knowledge and awareness of hepatitis B (r=0.720, p<0.0001). Age was significantly associated with participants percentage average knowledge (OR=0.77, 95% CI 0.70-0.84, p<0.0001) and awareness of hepatitis B (OR=0.84, 95%CI 0.78-0.90, p=0.004). No other factor was significantly associated with knowledge and awareness of hepatitis B except Ijaw tribe (OR=0.4, 95%CI 0.24-0.66, p=0.034) and attendance of Federal Government College (OR=0.4, 95% CI 0.24-0.68, p=0.046). Conclusion: The percentage average good knowledge of 47.2% and awareness of 34.2% for hepatitis B in this study are low, although most participants in the study were between the ages of 15-19 years and in their first and second year of study. This gives room for improvement in knowledge and awareness of hepatitis B with progression in age and year of training. Good knowledge and awareness of hepatitis B are central to the biosafety of medical students. It is recommended that the National Universities Commission (NUC) and the Medical and Dental Council of Nigeria (MDCN) review the current medical school curriculum to increase the teaching of medical and health-related students that will impact more on knowledge and awareness of infectious diseases and infection prevention and control.

ANALES de la Facultad de Ciencias Médicas: Evolución, pausas y proyección en el ámbito científico / ANALES of the Faculty of Medical Sciences: Evolution, pauses and projection in the scientific field

A casi cuatro décadas de la creación de la Facultad de Ciencias Médicas, FCM, aparece la revista ANALES como un órgano científico de la misma, en agosto de 1927. Surge con el objetivo de documentar el progreso de la producción académica y científica. Se enfatizaba un importante esfuerzo en la organización de los medios de investigación como también, el apoyo a la evolución de laboratorios y servicios técnico - clínicos. En ese tiempo, la Facultad incorporó a profesores franceses y en colaboración con diversas organizaciones se esforzó en ampliar sus investigaciones y mejorar sus servicios clínicos.

Almost four decades after the creation of the Faculty of Medical Sciences, FCM, the journal ANALES appeared as a scientific organ, in August 1927. It emerged intending to document the progress of academic and scientific production. An important effort was emphasized in the organization of research resources as well as support for the evolution of laboratories and technical-clinical services. At that time, the Faculty incorporated French professors and, in collaboration with various organizations, strove to expand its research and improve its clinical services.

La Escuela Finochietto. Una mirada personal retrospectiva y prospectiva / Finochietto School. A personal retrospective and prospective view

En este artículo el autor primero relata su ingreso y su formación como cirujano en la Escuela Finochietto; comparte sus sentires íntimos, las anécdotas y las experiencias vividas junto a discípulos directos de Ricardo Finochietto, en particular con su maestro, Delfín Luis Vilanova. Más adelante, el relato cuenta sobre su especialización como cirujano plástico junto al Dr. José Alberto Cerisola, también discípulo directo de Finochietto. Y por último, el autor habla sobre su proceso de «mutación¼ de cirujano a terapeuta y sobre cómo influyó la formación como cirujano en la Escuela en el desarrollo de la técnica terapéutica que emplea. (AU)

In this article, the author first relates his admission and training as a surgeon at the Finochietto School. He shares his intimate feelings, anecdotes and experiences with direct disciples of Ricardo Finochietto, particularly with his teacher, Delfín Luis Vilanova. Later on, he talks about his specialization as a plastic surgeon together with Dr. José Alberto Cerisola, also a direct disciple of Finochietto. Finally, he refers to the process of "mutation" from surgeon to therapist and how his training as a surgeon at the School influenced the development of the therapeutic technique that he uses. (AU)

El final del Hospital Rawson y la diáspora finochiettista. A 45 años de estos hechos / The end of the Rawson Hospital and the finochiettista diaspora. 45 years after these events

La Asociación Médica Argentina (AMA) reconoce el valor de la Escuela Quirúrgica de los hermanos Finochietto y por tal motivo efectúa un homenaje anual desde el año 2002. En este artículo se hace una breve reseña histórica del Hospital Rawson, donde se inició y desarrolló dicha escuela. Se resaltan dos hechos: por un lado, el término "diáspora finochiettista", porque la dispersión de los cirujanos fue obligada y tuvieron que abandonar su lugar de procedencia original, el Hospital Rawson y, por el otro, que dicho nosocomio nació y murió como consecuencia de movimientos políticos cívico-militares. (AU)

The Argentine Medical Association (AMA) recognizes the value of the Surgical School of the Finochietto brothers, and for this reason has paid an annual tribute since 2002. Tthis article provides a brief historical review of the Rawson Hospital, where the school was initiated and developed. Two facts are highlighted: on the one hand, the term "Finochiettista diaspora" because the dispersal of the surgeons was forced and they had to leave their original place of origin, the Rawson Hospital; and on the other hand, the fact that this hospital was born and died as a consequence of civil-military political movements. (AU)

Workshops of the Pedagogic Week 2021 of Centro Universitario FMABC / As oficinas da Semana Pedagógica de 2021 do curso de Medicina do Centro Universitário FMABC

INTRODUCTION: Delivering quality medical education is a hot topic. The current discussion essentially addresses content versus competencies. Extensive curricula and matrices, and traditional assessments are against go against the modern concepts of medical education. Remote education stimulated this discussion and brought the opportunity to review the academic load and assessment. REPORT: In January 2021, a pedagogic workshop of the Medicine course of Centro Universitário FMABC was held. It began with a lecture by a visiting professor and coordinator of the medical school accreditation system on remote activities during the pandemic. Next, the person responsible for the Progress Test made a history of the latest assessments, and a professor who is a member of the Accreditation Committee of the Medical Schools presented a summary of the main insufficient points of the last assessment. Afterward, the students presented the last internal evaluations. Finally, the matrices of the course, from the 1st to the 4th year, were presented and compared with those of three other medical schools, and each year coordinator prepared their suggestions for changes to the matrices. Lastly, students, professors, and the course coordination presented a report and proposals, encouraging the integration of the academic community, the reassessment of teaching plans, repetition of content, and recognition of matrices of each year, offering ideas and tools, to reflection on remote learning, and opportunities for change and improvement in teaching, and learning. CONCLUSION: The disciplines showed willingness for integrative activities, extension, and creation of elective disciplines, complementing failures caused by the Pandemic.

INTRODUÇÃO: A entrega da educação médica de qualidade é um tema em ebulição. A discussão atual aborda essencialmente conteúdos versus competências. Currículos e matrizes extensas, e avaliações tradicionais estão na contramão. O ensino remoto estimulou a discussão e a revisão da carga acadêmica e das avaliações. RELATO: Em janeiro de 2021 foi realizada uma oficina pedagógica do Curso de Medicina do Centro Universitário FMABC. Começou com a palestra de um professor convidado e coordenador do sistema de acreditação de escolas médicas, sobre atividades remotas durante a pandemia. A seguir, a responsável pelo Teste do Progresso fez um histórico das últimas avaliações, e um professor membro da comissão de acreditação de escolas médicas apresentaram uma síntese dos principais pontos insuficientes da última avaliação. Na sequência, os discentes apresentaram as últimas avaliações internas. Finalmente, foram apresentadas as matrizes do curso, do 1º ao 4º ano, comparadas com as de mais três escolas médicas, e cada coordenador de ano preparou suas sugestões para alterações de matrizes. Por último, discentes, docentes e a coordenação do curso apresentaram um relatório e propostas, estimulando a integração da comunidade acadêmica, a reavaliação dos planos de ensino, as repetições de conteúdo e o reconhecimento de matrizes de cada ano, oferecendo ideias e ferramentas, para a reflexão sobre o ensino remoto e as oportunidades de mudanças e aprimoramento do ensino e do aprendizado. CONCLUSÃO: As disciplinas mostraram disposição para as atividades integrativas, de extensão e de criação de disciplinas eletivas complementando falhas provocadas pela Pandemia.

O Desenvolvimento Docente na FMRP-USP: contexto histórico / Faculty Development at Ribeirão Preto School of Medicine at University of São Paulo (FMRP-USP): A contextualized historical review

O objetivo desse artigo é contextualizar historicamente as ações de desenvolvimento docente realizadas na Facul-dade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP) desde sua fundação até a criação do Centro de Desenvolvimento Docente para o Ensino (CDDE) para as Profissões da Saúde, que foi a primeira unidade formal da instituição para a educação para o ensino dos seus professores e preceptores. Apresentamos um pano-rama sobre o conceito atual de desenvolvimento docente, o papel de fundações internacionais de fomento e de regulamentações governamentais locais na consolidação dessas atividades no país, além de ações dos diretores e professores da Faculdade de Medicina, visando a capacitação profissional para o exercício da docência desde a sua fundação. Finalmente, abordamos o contexto de criação do CDDE, os profissionais participantes e dados da partici-pação docente nas cinco primeiras edições do "Módulo Básico" de ensino para as profissões da saúde na FMRP-USP, o primeiro e mais importante programa estruturado de capacitação docente oferecido pelo centro. (AU)

The objective of this article is to historically contextualize Faculty Development (FD) actions carried out at the Ribeirão Preto School of Medicine at University of São Paulo (FMRP-USP), since its foundation up until the creation of the Center for Faculty Development (CDDE) in Health Professions Education (HPE). CDDE is the first formal unit of the institution with the mission to support educators (Faculty Members and Preceptors) to improve their educa-tional practices: to teach, facilitate learning, assess, design curriculum, and evaluate programs. We present here an overview for the concept of Faculty Development, the role of international funding foundations and local govern-ment regulations in the consolidation of these activities in Brazil. We also describe the school administration actions and pioneer Faculty members that created the foundations for the first Faculty Development Center at FMRP-USP. Finally, we address the context of the creation of the CDDE and the describe participants characteristics of the first five editions of the Essentials Skills Module on HPE. (AU)

Luisa Francisca Acosta Ortega. Liderazgo con nombre de mujer / Luisa Francisca Acosta Ortega. Lidership with a woman´s name

En este artículo se resaltan las cualidades humanas y otros aspectos de la vida de quien fuera Vicedecana Académica de la Facultad de Estomatología y posteriormente Directora del Centro Provincial de Información de Ciencias Médicas de Santiago de Cuba, en el período de abril del 2014 hasta abril del 2022. Se destacan los logros alcanzados a lo largo de su quehacer, desde que inició en la Universidad Médica hasta nuestros días, así como su valioso aporte a la docencia y a la formación de diversos grupos de educandos, además, se realzan los avances alcanzados en la revista MEDISAN en su etapa de Directora del Centro de Información hasta el día de su feliz jubilación.

The human qualities and some other aspects of the life of the Academic Vice-dean of the Estomatological Faculty and then the Head of the Provincial Information Center of Medical Sciences from Santiago de Cuba are highlighted in this work, in the period from April, 2014 to the same month in 2022.The achievements reached during her working life, since she began in the Medical University up to the present, as well as her valuable dedication to the teaching and training of different groups of students are presented, besides compiling achievements in journal MEDISAN during her leadership as Director of the Provincial Information Center up to the day of her happy retirement.

La enseñanza de la bioética para el fortalecimiento de la práctica biomédica y la investigación en las escuelas de ciencias de la salud / The Teaching of Bioethics for the Strengthening of Biomedical Practice and Research in Healthcare Sciences Schools / O ensino da bioética para o fortalecimento da prática biomédica e de pesquisa nas escolas de ciências da saúde

Introducción. La UNESCO define la bioética como el estudio sistemático, pluralista e interdisciplinario, para resolver los problemas éticos planteados por la medicina, las ciencias sociales y de la vida, comprendiendo lo relativo a los adelantos científicos aplicados a seres humanos y su relación con la biósfera. La UNESCO, asistida por un comité internacional de expertos, presentó en el 2016 el plan de estudios básico de bioética "The Bioethics Core Curriculum", orientado a fortalecer su enseñanza en ambientes universitarios. El objetivoprincipal de este manuscrito fue identificar los referentes conceptuales y los esfuerzos multilaterales para la inclusión de la bioética en los currículos, señalando su pertinencia para el mejoramiento continuo, el fortalecimiento de la enseñanza y la investigación en las ciencias biomédicas. Temas de reflexión. Referentes conceptuales vigentes, esfuerzos multilaterales en la enseñanza de la bioética, política nacional de ética de la investigación, bioética e integridad científica. Conclusiones. La bioética, como ciencia de la supervivencia, es un pilar fundamental para la práctica de las ciencias biomédicas. Es evidente la necesidad de formar y preparar de manera adecuada a los futuros profesionales, líderes de opinión, académicos, investigadores, políticos y tomadores de decisiones en aspectos bioéticos, con el propósito de mejorar y fortalecer la formulación de referentes bioéticos en la práctica biomédica y la investigación en ciencias de la salud.

Introduction. UNESCO defines bioethics as the systematic, pluralist, and interdisciplinary study to resolve the ethical problems posed by medicine, social sciences, and life, understanding matters related to scientific progress applied to human beings and their relationship with the biosphere. In 2016, UNESCO, aided by an international committee of experts, presented "The Bioethics Core Curriculum", aimed at strengthening its teaching in universities environment. The main objective of this manuscript was to identify the conceptual references and multilateral efforts for the inclusion of bioethics in curricula, indicating their relevance for continuous improvement, strengthening of teaching, and research in biomedical sciences. Topics of reflection. Current conceptual references, multilateral efforts in bioethics teaching, national research ethics, bioethics, and scientific integrity policy. Conclusions. Bioethics, as a survival science, is a fundamental pillar for the practice of biomedical sciences. The need to educate and adequately prepare future professionals, opinion leaders, academics, researchers, politicians, and decision makers in aspects of bioethics is obvious, in order to improve and strengthen the formulation of bioethical references in biomedical practice and research in healthcare sciences

Introdução. A UNESCO define bioética como o estudo sistemático, pluralista e interdisciplinar para resolver os problemas éticos colocados pela medicina, ciências sociais e da vida, incluindo questões relacionadas aos avanços científicos aplicados ao ser humano e sua relação com a biosfera. A UNESCO, auxiliada por um comitê internacional de especialistas, apresentou em 2016 o currículo básico de bioética "The Bioethics Core Curriculum", visando fortalecer seu ensino em ambientes universitários. O objetivo principal deste manuscrito foi identificar as referências conceituais e os esforços multilaterais para a inclusão da bioética nos currículos, apontando sua relevância para a melhoria contínua, fortalecimento do ensino e da pesquisa em ciências biomédicas. Tópicos de reflexão. Referências conceituais atuais, esforços multilaterais no ensino de bioética, política nacional de ética em pesquisa, bioética e integridade científica. Conclusões. A bioética, como ciência da sobrevivência, é um pilar fundamental para a prática das ciências biomédicas. Fica evidente a necessidade de formar e preparar adequadamente futuros profissionais, formadores de opinião, acadêmicos, pesquisadores, políticos e tomadores de decisão em aspectos bioéticos, com o objetivo de melhorar e fortalecer a formulação de referências bioéticas na prática biomédica e na pesquisa em ciências da saúde.

Hampering behaviors in a pioneer argentinean PBL medical curricular change / Conductas obstaculizadoras en un cambio curricular médico PBL argentino pionero

This communication records a series of obstructive behaviors not specified bibliographically detected in planners and/or executors from 2002 in a pioneering Argentine PBL medical curricular change. The results obtained were extracted mainly from the author's experience during his participation as a teacher in this process and from some related experiences recorded later in other Argentine medical schools that also develop curricular changes. In addition, he points to other design and implementation caveats not considered in a timely manner that negatively influenced that transformation. To date, unfortunately, all of this has contributed to the failure to meet the great expectations placed on it. This report may be useful for planners and implementers who pursue a successful PBL curriculum change by showing that, beyond the best intentions in this regard, particular behaviors, some of them linked to the human condition, can hinder its design and implementation. practice.

Esta comunicación registra una serie de conductas obstaculizadoras no especificadas bibliográficamente detectadas en planificadores y/o ejecutores a partir de 2002 en un cambio curricular médico PBL argentino pionero. Los resultados obtenidos se extrajeron principalmente de la experiencia del autor durante su participación como docente en este proceso y de algunas experiencias relacionadas registradas posteriormente en otras facultades de medicina argentinas que también desarrollan cambios curriculares. Además, señala otras advertencias de diseño e implementación no consideradas de manera oportuna que influyeron negativamente en esa transformación. Hasta la fecha, lamentablemente todo ello ha contribuido a que no se alcancen las grandes expectativas puestas en él. Este informe puede resultar útil para los planificadores e implementadores que persiguen un cambio curricular exitoso del ABP al evidenciar que, más allá de las mejores intenciones al respecto, comportamientos particulares, algunos de ellos vinculados a la condición humana, pueden dificultar su diseño y puesta en práctica.

Implementación de la reforma curricular de la Escuela de Medicina de la Pontificia Universidad Católica de Chile: analizando la experiencia / Implementation of curricular changes at a medical school

The accelerated scientific, technological, and social advances in recent years have posed new challenges for professional training institutions, where universities play a leading role. Medical schools have not been oblivious to this process. This is how Pontificia Universidad Católica de Chile implemented in 2015 a curricular reform derived from the joint work of academics, students and graduates. For this purpose, a model consisting of stages was followed, including the identification of the problem, general assessment of needs, definition of purpose and learning objectives. We worked with surveys, focus groups and committees of academics and students to identify and map content within the mesh, review terminal learning objectives while creating and reviewing courses for the vertically and horizontally integrated delivery of content and competencies. The first cohort of the new curriculum entered in 2015, consisting of 126 students. The implementation required constant follow-up and monitoring, establishing changes and adjustments according to educational needs and unforeseen conditions such as the COVID-19 pandemic. The implementation process of the new curriculum has been positive, adjusting to the defined strategic planning and responding to unexpected events.

Integração ensino-serviço na implantação de um curso de medicina no Paraná / Implementation of mental health care with the CIHP approach in primary care

Integrar o ensino de medicina e a rede municipal de saúde, segundo inúmeros estudos, contribui para a melhoria da formação médica e da assistência à saúde da comunidade atendida. O presente estudo analisou a integração ensino-serviço na Atenção Primária à Saúde (APS) entre o curso de medicina do Campus Toledo da Universidade Federal do Paraná (UFPR) e a Secretaria Municipal de Saúde (SMS) de Toledo, também no Paraná. Foram realizadas doze entrevistas semiestruturadas com participantes da gestão municipal, coordenação do curso de medicina de Toledo, estudantes de medicina, professores que têm aulas práticas na APS e profissionais de saúde da APS que recebem alunos. A hermenêutica foi utilizada na análise dos dados. Entre as dificuldades apontadas observou-se: estrutura física inadequada das Unidades Básicas de Saúde (UBS), comunicação parcial entre a SMS e a universidade, falta de um Contrato Organizativo de Ação Pública de Ensino-Saúde (COAPES) pactuado etc. Como sugestões para a melhoria do processo de integração, destacaram-se a capacitação da equipe de saúde e o planejamento da infraestrutura física.

Integrating medical education and the municipal health network, according to numerous studies, contributes to improving medical training and health care in the community served. This study analyzed the teaching-service integration in primary health care (PHC) between the medical course at the Toledo Campus of the Federal University of Paraná (UFPR) and the Municipal Health Department (SMS) of Toledo, PR. Twelve semi-structured interviews were carried out with participants from the municipal administration, the coordination of the Toledo medicine course, medicine students, teachers who teach practical classes at PHC, and health professionals from PHC who receive students. Hermeneutics was used in the data analysis. Among the difficulties pointed out, it was observed: the inadequate physical structure of the Basic Health Units (UBS), partial communication between the SMS and the university, thelack of an Organizational Contract for Public Education-Health Action (COAPES) agreed upon, etc. As suggestions for improving the integration process, the training of the health team and the planning of the physical infrastructure were highlighted.

La docencia médica en Santiago de Cuba a 60 años de su fundación / Medical teaching in Santiago de Cuba after 60 years of its foundation

La formación integral de los profesionales con elevada preparación científico-técnica y humanística ha sido el principal objetivo de los centros de educación médica en Cuba. La Universidad de Ciencias Médicas de Santiago de Cuba ha trabajado para cumplir con este propósito a lo largo de todos estos años en correspondencia con el mo delo del profesional que precisa nuestra sociedad, donde la dimensión socio-humanista, la formación cultural y de valores constituyen pilares en este proceso formativo. La presente propuesta tiene el propósito de dirigir la mirada a diferentes aristas relacionadas con este tema a los 60 años de fundada la docencia médica en Santiago de Cuba.

The comprehensive training of professionals with a high scientific, technical and humanistic level has been the main objective of the medical education institutions in Cuba. The Medical University in Santiago de Cuba has been working to fulfil this purpose through all these years according to the professional model necessary for our society in which the social and humanistic feature, the cultural and values training are the key stone in this process. This proposal has the aim of taking a glance towards different topics related to this event, after 60 years of the medical teaching in Santiago de Cuba.

Medical education: the historical framing of the medical curriculum and the challenges of renewal in the 21st century / Educação médica: a construção histórica do currículo médico e os desafios de renovação no século XXI

The study proposes a critical and exploratory analysis of the historical formation of the medical curriculum, including the pedagogical models and contemporary challenges. Contemporary Medicine has faced challenging transformations in the 21st century, such as population aging, technological and scientific advances, epidemiological transition, wide access to informationby society. The knowledge society requires new generations of physicians to develop interdisciplinary professional skills and the technical-scientific domain. Given the ongoing transformations in contemporary medical practice, it is up to the academic community to deconstruct obsolete teaching paradigms, to foster the design of new pedagogical practices, congruent with the new medical profile desired in the 21st century.

O estudo propõe uma reflexão crítica e exploratória acerca da construção histórica do currículo médico, seus modelos pedagógicos e desafios contemporâneos. A Medicina contemporânea tem enfrentado transformações desafiadoras no século 21, como envelhecimento populacional, avanços tecnológicos e científicos, transição epidemiológica, facilidade de acesso e informação pela sociedade. A sociedade do conhecimento impõe às novas gerações de médicos o desenvolvimento de competências profissionais interdisciplinares, além do domínio técnico-científico. Diante das transformações em curso na prática médica contemporânea, cabe a comunidade acadêmica a desconstrução de paradigmas de ensino obsoletos, de maneira a propiciar a concepção de novas práticas pedagógicas, congruentes com novo perfil médico almejado no século XXI.

Prevalence of COVID-19 in medical school and residency in Porto Alegre, RS

SUMMARY OBJECTIVE: A multicentric, cross-sectional study was carried out to determine the prevalence and risk factors for Coronavirus disease 2019 in medical students and residents from four universities and affiliated hospitals in Brazil. METHODS: A survey about contamination risk and symptoms was sent to all participants through email and WhatsApp. Prevalence was measured by the self-report of positive polymerase chain reaction or serological test. Univariate and multivariate analyses were performed, and odds ratio and 95% confidence interval were calculated. RESULTS: Prevalence of infection by Sars-CoV-2 was 14.9% (151/1011). The disease was more prevalent in residents and interns than in undergraduate students. Contact with an infected relative outside the hospital or with colleagues without using personal protective equipment was associated with higher contamination. Contact with patients without wearing goggles and higher weekly frequency of contact were the two factors independently associated with the infection by Coronavirus disease 2019 in the multivariate analysis. CONCLUSIONS: Medical students, interns, and residents have a higher prevalence of Coronavirus disease 2019 than the general population, in which the last two groups are significantly at higher risk. Contacting patients at a higher weekly frequency increases the risk for infection. The use of goggles should be reinforced when contacting patients.

La lucha antimicrobiana: Desarrollo de competencias en 6 universidades ecuatorianas / The antimicrobial fight: Development of skills in 6 Ecuadorian universities

Los microorganismos son seres vivos, que han ido adaptándose y evolucionando permitiendo su supervivencia, evadiendo las respuesta innata de los hospedadores e incluso modificando sus estructuras biológicas antes moléculas farmacológicas, que se han, en los últimos años, empleado de manera inadecuadas, bien sea por abuso o por deficiencia en el cumplimiento del esquema del tratamiento, o desaciertos para tratar un germen en específico y, como consecuencia, la actual crisis mundial por la resistencia a los antimicrobianos; considerado un problema de salud pública, requiere de esfuerzos multisectoriales e integrales que aporten soluciones mediatas, a corto y mediano plazo, sostenibles en el tiempo. Para ellos, es clave la formación de los nuevos profesionales, en el área de microbiología, de las diferentes carreras biomédicas. Es por ello, el presente estudio identificó las competencias que deben desarrollar los estudiantes, de seis universidades ecuatorianas. Se aplicaron cuestionarios, inquiriendo la importancia atribuida y el grado de desarrollo percibido de cada competencia mediante escala tipo Likert, además de seis dimensiones distribuidas en 40 indicadores. Se identificó mayor desarrollo de competencias en la identificación del patógeno, diagnóstico y análisis e interpretación de los resultados; además las seis dimensiones educativas fueron clasificadas como relevantes. Sin embargo, los resultados sugieren falencia en el desarrollo de competencias en la temática de resistencia antimicrobiana, por lo que se sugiere la revisión de los contenidos programáticos y aplicar nuevas herramientas pedagógicas que permitan al estudiantado aprender a aprender, aplicando un modelo socio-critico, y como base la investigación y el conocimiento científico actualizado(AU)

Microorganisms are living beings, which have been adapting and evolving allowing their survival, evading the innate response of the hosts and even modifying their biological structures before pharmacological molecules, which have, in recent years, been used inappropriately, either by abuse or deficiency in compliance with the treatment scheme, or failure to treat a specific germ and, as a consequence, the current global crisis due to antimicrobial resistance; considered a public health problem, it requires multisectoral and comprehensive efforts that provide immediate, short- and medium-term solutions that are sustainable over time. For them, the training of new professionals in the area of microbiology, of the different biomedical careers, is key. For this reason, this study identified the skills that students from six Ecuadorian universities should develop. Questionnaires were applied, inquiring about the importance attributed and the perceived degree of development of each competency using a Likert-type scale, in addition to six dimensions distributed in 40 indicators. Greater development of skills in the identification of the pathogen, diagnosis and analysis and interpretation of the results was identified; In addition, the six educational dimensions were classified as relevant. However, the results suggest a lack in the development of skills in the subject of antimicrobial resistance, so it is suggested to review the program contents and apply new pedagogical tools that allow students to learn to learn, applying a socio-critical model, and as a basis research and updated scientific knowledge(AU)

A medicina contemporânea pode fazer mal para os pacientes? / Can contemporary medicine damage patients?

O equilíbrio que o senso comum permite pode ser a resposta para que a interferência da ciência não incorra em transformação da ação médica, processo semelhante ao que ocorre em uma linha de montagem de uma fábrica. É preciso combinar ciência e arte, objetividade e subjetividade, em que a compaixão constitua a essência de toda a relação humana, princípio da medicina e necessária para que a prática médica conspire em busca do bem-estar que todos almejam e merecem.

The balance that the common sense allows can be the answer so that the necessary interference of science does not incur in the transformation of the medical action in the same process that occurs in an assembly line of a factory. It is necessary to combine science and art, objectivity and subjectivity, in which compassion constitutes the essence of the whole human relationship, the principle of medicine and necessary for medical practice to conspire in search of the well-being that everyone desires and desires.

Financeirização e oligopolização das instituições privadas de ensino no Brasil: o caso das escolas médicas / Financialization and oligopolization of private teaching institutions in Brazil: the case of medical schools / Financiarización y oligopolización de las instituciones privadas de enseñanza en Brasil: el caso de las escuelas médicas

O contexto do artigo é a tendência global de aumento da participação do setor privado na formação de profissionais de saúde fortemente influenciada por políticas públicas. No Brasil, os cursos médicos privados se desenvolveram e expandiram com financiamentos governamentais e, recentemente, com o apoio do Programa Mais Médicos. O objetivo foi descrever e analisar os movimentos de reconfiguração empresarial do setor educacional com tendências de oligopolização e financeirização relacionadas à expansão recente do Ensino Médico no Brasil. Realizou-se abordagem qualiquantitativa, exploratória e descritiva associada a várias estratégias metodológicas, a fim de superar as limitações de acesso às informações, com coleta de dados em bases secundárias de acesso público. O setor privado é responsável pela oferta de 60% dos cursos e de 69% das vagas de medicina, das quais cerca de 31% são ofertadas por dez grupos educacionais. Nos grupos estudados destacam-se: dinamicidade do mercado educacional; mecanismos de financeirização e concentração; formação de oligopólio na oferta de Ensino Superior, em particular da formação médica. Tendência de concentração da oferta em instituições de Ensino Superior privadas desde os anos 2000. Similaridade dos maiores grupos nas estratégias de gestão, ampliação da participação no mercado, conformação do quadro de sócios, diversificação dos negócios e captação de investidores e capital financeiro. Programas governamentais, como o Programa Mais Médicos, contribuíram para a expansão e tendência de concentração do setor educacional privado com repasses de recursos públicos ou antecipação dos recursos. Tendência à oligopolização e à financeirização.

There is a global trend towards the private sector's growing participation in training healthcare professionals, influenced by public policies. In Brazil, private medical schools have developed and expanded with government financing, more recently with support from the More Doctors Program. The study aimed to describe and analyze movements in the corporate reconfiguration of the educational sector, with trends towards oligopolization and financialization related to the recent expansion of medical education in Brazil. An exploratory qualitative and quantitative approach was used, associated with various methodological strategies, to overcome the limitations in access to information, with data collection from open-access secondary databases. The private sector now accounts for 60% of the course supply and 69% of enrollment in medicine, 31% of which is supplied by ten educational groups. The groups studied here highlight the dynamic educational market, mechanisms of financialization and concentration, and formation of an oligopoly in the supply of higher education, particularly in medical training. There has been a trend towards concentration of the supply of institutions of higher learning since 2000. The largest groups employ similar management strategies, expansion of their market share, shareholder format, business diversification, and uptake of investors and financial capital. Government programs like the More Doctors Program helped expand and concentrate the private educational sector with government transfers or advance financing. The trend has been towards oligopolization and financialization.

Tendencia global de aumento de la participación del sector privado en la formación de profesionales de salud, fuertemente influenciada por políticas públicas. En Brasil, los cursos médicos privados se desarrollaron y expandieron con la financiación gubernamental y, recientemente, con el apoyo del Programa Más Médicos. El objetivo fue describir y analizar los movimientos de reconfiguración empresarial del sector educacional con tendencias de oligopolización y financiarización, relacionados con la expansión reciente de la enseñanza médica en Brasil. Abordaje cualicuantitativo, exploratorio y descriptivo, asociado a varias estrategias metodológicas, con el fin de superar las limitaciones de acceso a la información, con recogida de datos en bases secundarias de acceso público. El sector privado es responsable de la oferta de un 60% de los cursos y de un 69% de las plazas de medicina, de las cuales cerca de un 31% se ofertan por parte de diez grupos educacionales. En los grupos estudiados se destacan: dinamicidad del mercado educacional; mecanismos de financiarización y concentración; formación de oligopolio en la oferta de enseñanza superior, en particular de la formación médica. Tendencia de concentración de la oferta en instituciones de educación superior privados desde el año 2000. Similitud de los mayores grupos en las estrategias de gestión, ampliación de la participación en el mercado, conformación del esquema de socios, diversificación de los negocios, así como la captación de inversores y capital financiero. Programas gubernamentales, como el Programa Más Médicos, contribuyeron a la expansión y tendencia de concentración del sector educacional privado con la transferencia de recursos públicos o anticipación de los mismos. Tendencia a la oligopolización y la financiarización.