El cine como dispositivo de ensenanza de lo complejo en Salud Mental / [The cinema as a device for teaching complexity in mental health].

This article proposes the use of Cinema as an instrument for a complex approach to Teaching in the field of Clinical Psychiatry and Psychopathology in Mental Health. With this aim, intends a different look that pretends the approach not only to the conceptual structures on Psychopathology, but also to the complexity involved, choosing Cinema as a powerful way of "empathic recreation". Based on previous work by several authors, the theoretical framework that supports this modality is presented in the philosophical, cognitive, pedagogical-didactic aspects and their consequences into teaching within Mental Health. This task also implies addressing the historical evolution of the representation of subjectivity in fiction. In this way, a new perspective to those working in the field of mental health, as subjects involved in continuous learning processes, is presented. This perspective emphasizes the interactions underlying psychic problematical.

Acreditaciones demoradas. Proyecto de intervención en una cátedra de Clínica Psiquiátrica: PiACLiP / [Delayed accreditation. Intervention project in psychiatric clinic courses: PiACLiP].

This work follows from our auto-evaluation of teaching and learning processes, having in mind the development of overcoming strategies in the context of postgraduate education of Doctors specialized in Psychiatry. This intervention project (PiACLiP) is the first of its kind in our institution and has been designed and developed to increase the number of accredited students in the courses of Psychiatric Clinic. After completing the courses, students tend to disengage and may not complete all pending academic requisites. The PiACLiP acts upon this problem in an attempt to revert it, enabling a larger amount of accredited students within the courses. Consequently, stimulates institutional sense of belonging as well as access to graduation. PiACLiP planning has been organized in sequential stages: several pedagogic methodologies based in the constructivist theory have been implemented. Knowledge acquisition and clinic capacities under active roles are thus favored, relating students with questions arising from their own practice. Virtual and face-to-face tutorials with teachers and peers have been offered in order to facilitate both, study and in-process evaluation, besides the final exam.