Orientação a pais por chamadas de áudio durante a pandemia de covid-19 / Support for parents via audio calls during the covid-19 pandemic / Orientación de los padres mediante llamadas de audio durante la pandemia de covid-19

O distanciamento social ocasionado pela pandemia de Covid-19 levou a profundas mudanças na rotina das famílias com crianças pequenas, aumentando o estresse no ambiente doméstico. Este estudo analisou a experiência de planejamento e implementação de um projeto de extensão universitária que ofereceu orientação a pais com filhos de 0 a 11 anos por meio de chamadas de áudio durante a pandemia. O protocolo de atendimento foi desenvolvido para atender às necessidades de famílias de baixa renda e listava problemas específicos relacionados ao confinamento em casa e ao fechamento das escolas seguidos por uma variedade de estratégias de enfrentamento. A análise de 223 queixas relatadas pelos usuários em 130 ligações revelou que 94% dos problemas referidos pelos pais foram contemplados pelo protocolo de atendimento e estavam relacionados aos problemas externalizantes (39%) ou internalizantes (26%) das crianças ou ao declínio do bem-estar subjetivo dos pais (29%). Serviços de apoio devem orientar os pais quanto ao uso de práticas responsivas e assertivas que promovam o bem-estar emocional da criança e estabeleçam expectativas comportamentais em contextos estressantes. A diminuição dos conflitos entre pais e filhos resultante do uso dessas estratégias tende a reduzir o sofrimento dos pais, aumentando sua sensação de bem-estar subjetivo. Recomenda-se ampla divulgação dessas iniciativas e seguimento dos casos.(AU)

The social distancing the COVID-19 pandemic entailed has led to profound changes in the routine of families with young children, increasing stress in the home environment. This study analyzed the experience of planning and implementing a university extension program that offered support to parents with children from 0 to 11 years old via audio calls during the COVID-19 pandemic. The service protocol was developed to meet the needs of low-income families and listed specific problems related to home confinement and school closure followed by a variety of coping strategies. The analysis of 223 complaints reported by users in 130 calls revealed that 94% of the problems reported by parents were addressed by the protocol and were related to children's externalizing (39%) or internalizing (26%) problems or to the decline in parents' subjective well-being (29%). Support services should guide parents on the use of responsive and assertive practices that promote the child's emotional well-being and set behavioral expectations in stressful contexts. The reduction in conflicts between parents and children resulting from the use of these strategies tends to reduce parents' suffering, increasing their sense of subjective well-being. Wide dissemination of these initiatives and case follow-up are recommended.(AU)

La distancia social causada por la pandemia de COVID-19 condujo a cambios profundos en la rutina de las familias con niños pequeños, aumentando el estrés en el entorno del hogar. Este estudio analizó la experiencia de planificar e implementar un proyecto de extensión universitaria que ofreció orientación a los padres con niños de cero a 11 años a través de llamadas de audio durante la pandemia COVID-19. El protocolo de atención se desarrolló para satisfacer las necesidades de las familias de bajos ingresos y enumeró problemas específicos relacionados con el confinamiento en el hogar y el cierre de la escuela, seguido de una variedad de estrategias de afrontamiento. El análisis de 223 quejas informadas por los usuarios en 130 llamadas reveló que el 94% de los problemas informados por los padres fueron abordados por el protocolo de atención y estaban relacionados con los problemas de externalización (39%) o internalización (26%) de los niños o la disminución del bienestar subjetivo de los padres (29%). Los servicios de apoyo deberían aconsejar a los padres sobre el uso de prácticas receptivas y asertivas que promuevan el bienestar emocional del niño y establezcan expectativas de comportamiento en contextos estresantes. La reducción de los conflictos entre padres e hijos como resultado del uso de estas estrategias tiende a reducir el sufrimiento de los padres, aumentando su sensación de bienestar subjetivo. Se recomienda una amplia difusión de estas iniciativas y seguimiento de casos.(AU)

Sistema de avaliação de testes psicológicos: histórias contadas e não contadas / Psychological test evaluation system: stories told and untold / Sistema de evaluación de tests psicológicos: historias contadas y no contadas

O Sistema de Avaliação de Testes Psicológicos (SATEPSI) recebeu notoriedade entre brasileiros e estrangeiros por oferecer um complexo sistema de qualificação dos testes psicológicos, pouco visto em âmbito mundial. Sua elaboração dependeu de uma autarquia, que o financiou, normatizou e o mantém, mas também de pesquisadores docentes de avaliação psicológica, que trouxeram a expertise da área para que houvesse o pleno estabelecimento de seus parâmetros. Passadas duas décadas de seu lançamento, o SATEPSI foi tema de artigos, capítulos, lives e diálogos digitais, nos quais foram destaque, de modo geral, as Resoluções do Conselho Federal de Psicologia, que o normatiza, e seus impactos para a área de avaliação psicológica - como, por exemplo, o aumento do número de pesquisas e de testes brasileiros qualificados. O que se pretende neste artigo é mencionar sua construção, à luz dos autores que vivenciaram o SATEPSI em funções e tempos distintos. Atenção especial será dada aos Métodos Projetivos, cuja história ainda é pouco revelada.(AU)

The system to evaluate psychological tests (Satepsi) received notoriety among Brazilians and foreigners for offering a complex system of qualification of psychological tests, which is rarely seen worldwide. Its development depended on an autarchy (which financed, standardized, and maintains it) and on researchers teaching psychological assessment, who brought their expertise to the area so its parameters could be fully established. After two decades of its launch, Satepsi was the subject of articles, chapters, lives, and digital dialogues, which usually highlighted the Resolutions of the Federal Council of Psychology that normatize psychological evaluation and their impacts, such as the increase in the number of qualified Brazilian tests. This study aims to mention its construction in the light of the authors who experienced Satepsi in different functions and times, giving special attention to Projective Methods, whose history remains to be shown.(AU)

El Sistema de Evaluación de Tests Psicológicos (SATEPSI) ganó notoriedad entre los brasileños y los extranjeros por ofrecer un complejo sistema de calificación de los tests psicológicos, poco frecuente a nivel mundial. Su elaboración dependió de una autarquía, que lo financió, lo estandarizó y lo mantiene, pero también de investigadores docentes de evaluación psicológica, que trajeron la experiencia del área para que hubiera el pleno establecimiento de sus parámetros. Tras dos décadas de su lanzamiento, SATEPSI fue tema de artículos, capítulos, en directo y diálogos digitales, en los cuales destacaron, de modo general, las Resoluciones del Consejo Federal de Psicología que lo normatiza y sus impactos para el área de evaluación psicológica, como el aumento del número de investigaciones y de pruebas brasileñas calificadas. Lo que se pretende en este artículo es mencionar su construcción, a la luz de los autores que vivieron el SATEPSI en funciones y tiempos distintos. Se prestará especial atención a los métodos proyectivos cuya historia aún no se ha revelado.(AU)

Clases invertidas: una opción para el desarrollo de la docencia en Enfermería / Flipped classes: an option for the development of nursing teaching / Aulas invertidas: uma opção para o desenvolvimento do ensino de Enfermagem

RESUMEN Introducción: El fenómeno de las redes sociales no está exento de los procesos educativos, las posibilidades comunicativas que ofrecen estos canales, el poder que otorga de compartir, crear, comunicarse, hace que se convierta en un elemento esencial fundamental en los estudiantes, que hoy demandan un nuevo tipo de enseñanza. El uso académico a través de ellas, debe ser considerado como una oportunidad por el docente, el que debe involucrarse y sabe identificar qué tipo de actividades pueden tener mejor acogida entre los estudiantes y qué herramientas de ellas podrían ser más útiles para estos propósitos. Objetivo: Analizar las clases invertidas como una opción para el desarrollo de la docencia en Enfermería. Método: Se realizó una revisión bibliográfica narrativa, a través de una búsqueda realizada entre los años 1994 al 2017, donde se consultaron bases de datos especializadas y se seleccionaron 18 publicaciones científicas sobre el tema. Conclusiones: Las clases invertidas en el desarrollo de la docencia en Enfermería posee resultados positivos en el orden pedagógico y tecnológico pues brinda posibilidades de egresar estudiantes mejores preparados con mayor independencia en el aprendizaje tanto para el estudio de las teorías necesarias de Enfermería, como un mejor actuar en las habilidades de las técnicas de Enfermería en la prestación de cuidados holísticos a la población.

ABSTRACT Introduction: The phenomenon of social networks is not exempt from educational processes. The communication possibilities offered by these channels; the power it grants to share, create and communicate, makes it an essential element in students, who demand a new type of teaching nowadays. The academic use of social networks must be considered as an opportunity by the teacher, who must get involved and get to know how to identify what type of activities can be received better by the students, and what tools could be more useful for these purposes. Objective: To analyze flipped classes as an option for the development of teaching of nursing. Method: A narrative bibliographic review was carried out through a search through the years 1994 to 2017, where specialized databases were consulted and 18 scientific publications on the subject were selected. Conclusions: The classes invested in the development of teaching of nursing have positive results in the pedagogical and technological aspects, since it offers possibilities of graduating better prepared students, with more independent learning skills in both the study of the necessary theories of nursing, as well as a better performance on the skills of nursing techniques to provide holistic care to the patients.

RESUMO Introdução: O fenômeno das redes sociais não está isento dos processos educativos, as possibilidades de comunicação oferecidas por esses canais, o poder que confere para compartilhar, criar, comunicar, torna-se um elemento essencial e fundamental nos alunos, que hoje exigem um novo tipo de ensino. A utilização acadêmica por meio delas deve ser considerada como uma oportunidade pelo professor, que deve se envolver e saber identificar quais tipos de atividades podem ser melhor recebidas pelos alunos e quais ferramentas delas poderiam ser mais úteis para esses fins. Objetivo: Analisar aulas invertidas como opção para o desenvolvimento do ensino de Enfermagem. Método: Foi realizada uma revisão bibliográfica narrativa, por meio de uma pesquisa realizada entre os anos de 1994 a 2017, onde foram consultadas bases de dados especializadas e foram selecionadas 18 publicações científicas sobre o assunto. Conclusões: As aulas invertidas no desenvolvimento do ensino em Enfermagem têm resultados positivos na ordem pedagógica e tecnológica porque oferece a possibilidade de formar alunos mais bem preparados e com maior independência na aprendizagem, tanto para o estudo das teorias de Enfermagem necessárias, como também de um melhor atuar nas competências das técnicas de Enfermagem na prestação de cuidados holísticos à população.

Status and Needs Assessment on Nutrition Management and Meal Service for Elementary · Middle · High School Athletes among Athlete's Parents / 대한지역사회영양학회지

OBJECTIVES: Young athletes require adequate nutrition to maintain their athletic performance, growth and health. This study examined the status and needs of nutrition management and meal services for student athletes among the athlete's parents. METHODS: The subjects were parents of elementary, middle, and high school athletes (n=323) from 18 schools participating mainly in the Sports Food Truck. The questionnaire included general characteristics, status and needs on nutrition management and meal service for student athletes, and satisfaction with the Food Truck. The survey was done during 2018. The data were analyzed according to the school groups using a χ2-test or ANOVA. RESULTS: Approximately 45% of subjects had difficulty in the nutrition management of athletes, and 87.1% had not received nutrition education. Approximately 74% wanted nutrition education held for athletes, and mainly wanted topics on nutrition management for health and eating for athletic performance. The preferred methods were lectures and cooking activity. The responses on the necessity of nutrition education for athletes, desired education topics, and desired times for education differed significantly according to the school groups (p < 0.05). Most subjects also wanted nutrition information mainly through SNS. In the athlete's meal, breakfast and snacks were highlighted as the meal to supplement. Approximately 90.3% responded that providing a meal service is necessary. The subjects preferred snacks before/after exercise and dinner if a meal service was provided. They preferred Korean food, followed by snacks, and a dish meal. As the meal type, the subjects wanted the Food Truck and packed meal. The responses on necessity of a meal service (p < 0.05), preferred food (p < 0.001), and meal type (p < 0.001) in the meal service differed significantly according to the school groups. Approximately 43% were satisfied with the Food Truck and 50.8% responded as average. They made suggestions for the Food Truck in terms of foods, operations and frequency. CONCLUSIONS: Based on the study results, nutrition education and meal service may support nutrition for student athletes considering the needs of the parents according to the school groups.

Status and Needs Assessment on Nutrition Management and Meal Service for Elementary · Middle · High School Athletes among Athlete's Parents / 대한지역사회영양학회지

OBJECTIVES: Young athletes require adequate nutrition to maintain their athletic performance, growth and health. This study examined the status and needs of nutrition management and meal services for student athletes among the athlete's parents. METHODS: The subjects were parents of elementary, middle, and high school athletes (n=323) from 18 schools participating mainly in the Sports Food Truck. The questionnaire included general characteristics, status and needs on nutrition management and meal service for student athletes, and satisfaction with the Food Truck. The survey was done during 2018. The data were analyzed according to the school groups using a χ2-test or ANOVA. RESULTS: Approximately 45% of subjects had difficulty in the nutrition management of athletes, and 87.1% had not received nutrition education. Approximately 74% wanted nutrition education held for athletes, and mainly wanted topics on nutrition management for health and eating for athletic performance. The preferred methods were lectures and cooking activity. The responses on the necessity of nutrition education for athletes, desired education topics, and desired times for education differed significantly according to the school groups (p < 0.05). Most subjects also wanted nutrition information mainly through SNS. In the athlete's meal, breakfast and snacks were highlighted as the meal to supplement. Approximately 90.3% responded that providing a meal service is necessary. The subjects preferred snacks before/after exercise and dinner if a meal service was provided. They preferred Korean food, followed by snacks, and a dish meal. As the meal type, the subjects wanted the Food Truck and packed meal. The responses on necessity of a meal service (p < 0.05), preferred food (p < 0.001), and meal type (p < 0.001) in the meal service differed significantly according to the school groups. Approximately 43% were satisfied with the Food Truck and 50.8% responded as average. They made suggestions for the Food Truck in terms of foods, operations and frequency. CONCLUSIONS: Based on the study results, nutrition education and meal service may support nutrition for student athletes considering the needs of the parents according to the school groups.

Evaluación de teóricos on-line en la Cátedra de Odontología Integral Niños / Evaluation of online theoreticals at the Department of Comprehensive Dentistry for Children

Los objetivos de este trabajo fueron conocer la percepción de estudiantes y docentes sobre la implementación de la modalidad de clases expositivas on-line, estimar la frecuencia y oportunidad de acceso por parte de los alumnos y comparar los resultados obtenidos en las calificaciones finales obtenidas con la modalidad teórico presencial y la on-line. El recurso resultó positivo para el 80,62% y 73,33% de alumnos y docentes respectivamente. Los primeros ingresaron cada uno un promedio de 2,75±1,45 veces a cada uno de los 15 módulos y el 60.45% lo hizo 15 días antes del examen. No hubo diferencias entre las calificaciones obtenidas entre dos cohortes que utilizaron las diferentes modalidades. Se concluyó que la modalidad on-line con clase de repaso presencial fue percibida como apropiada y con contenidos relevantes. Fue utilizada por los estudiantes como una herramienta de consulta, con amplia flexibilidad horaria y en reiteradas oportunidades, sin restarle horas a la atención de pacientes (AU)

Effect of Stepwise Communication Education Program using SBAR among Nursing Students: Focusing on Scenarios and Nursing Case-based Role Playing / 한국간호교육학회지

PURPOSE: This study intends to examine the effects of a stepwise communication education program among nursing college students, focusing on scenarios and nursing case-based role playing. METHODS: The study design was a one-group repeated measure ANOVA. Participants were 27 nursing students in practice. Students participated in 5-week stepwise communication education program using SBAR; including 1 week of lecture education, 4 weeks of scenarios and nursing case-based role playing. The data were collected at each level of the education process: pre-education, after 1 week of lectures, and after completion of scenarios and nursing case-based role playing. Repeated measures ANOVA was used to determine changes in SBAR technique knowledge and communication self-efficacy. RESULTS: The stepwise communication education program using SBAR was effective in increasing SBAR technique knowledge, and communication self-efficacy. The lecture-based education was effective only in the area of SBAR technique knowledge and its subscale, attitudes towards SBAR. However, scenarios and nursing case-based role playing was broadly effective across communication self-efficacy, SBAR technique knowledge, and its subscale, knowledge of the SBAR. CONCLUSION: Based on this study, we propose that it is necessary to confirm the effect of long-term SBAR communication education using scenarios and nursing case-based role playing in nursing students' practice.

Farmacovigilancia en el programa de Farmacología de la carrera de Medicina / Pharmacovigilance in the program of Pharmacology of Medicine pre-grade studies

Introducción: la Farmacología como ciencia es muy amplia, y comprende todos los aspectos relacionados con los fármacos o medicamentos. Constituye el sustento científico de la terapéutica que se imparte en todas las asignaturas clínicas. Objetivo: identificar los contenidos de farmacovigilancia en el programa de la asignatura de Farmacología en la carrera de Medicina. Materiales y Métodos: estudio descriptivo transversal que constató la presencia de la farmacovigilancia en el programa de Farmacología de la carrera de Medicina. Se aplicó una metodología propuesta para el análisis documental. Resultados: el análisis de los documentos arrojó que en los objetivos educativos de la Farmacología se encuentra: desarrollar una concepción, conducta y actuación que contribuyan a la educación en el uso racional y científico de los medicamentos, en todos los niveles de atención de la salud con énfasis en la primaria. Se incluyen los principales grupos de sustancias tendentes a ocasionar dependencia en el hombre, así como la aplicación de los conocimientos sobre las bases farmacológicas de la dependencia o adicción. Se constató la existencia de ejemplos de plantas medicinales y medicamentos herbarios que pueden producir reacciones adversas o interacciones con medicamentos. Conclusiones: los estudiantes de Medicina deben recibir formación sobre los principios de la prescripción racional antes de participar en la asistencia médica. Incorporar el estudio de la seguridad de los medicamentos desde la óptica del consumo, puede traducirse tanto en términos beneficiosos como perjudiciales, esta última condición se refleja en las reacciones adversas que pueden aparecer siempre que haya exposición a un fármaco (AU).

Introduction: Pharmacology is very wide as a science, and includes all the aspects related with the drugs or medications. It is the scientific support of the therapeutics that is taught in all the clinical subjects. Objective: to identify the pharmacovigilance contents in the program of the subject Pharmacology in the Medicine pre-grade studies. Materials and Methods: descriptive, cross-sectional study stating the presence of pharmacovigilance in the Pharmacology program of the Medicine pre-grade studies. A methodology proposed for the documental analysis was used. Results: the documental analysis showed that among the Pharmacology educative aims are: to develop a conception, behaviour and performance contributing to the training in the rational and scientific use of medications in all the levels of the health care, with emphasis in the primary one. There are included the main groups of substances tending to create dependence in people, and also the application of the knowledge on the pharmacological bases of dependence and addiction. It was stated the existence of medicinal plants and herbal medicines that could produce adverse reactions or interactions with medications. Conclusions: Medicine students should be trained on the principles of rational prescription before participating in medical care. Studying medications security from the point of view of their consumption may have both, beneficial and harmful effect. The last ones reveals in adverse reactions that may appear always when there is exposition to a medication (AU).

Farmacovigilancia en el programa de Farmacología de la carrera de Medicina / Pharmacovigilance in the program of Pharmacology of Medicine pre-grade studies

Introducción: la Farmacología como ciencia es muy amplia, y comprende todos los aspectos relacionados con los fármacos o medicamentos. Constituye el sustento científico de la terapéutica que se imparte en todas las asignaturas clínicas. Objetivo: identificar los contenidos de farmacovigilancia en el programa de la asignatura de Farmacología en la carrera de Medicina. Materiales y Métodos: estudio descriptivo transversal que constató la presencia de la farmacovigilancia en el programa de Farmacología de la carrera de Medicina. Se aplicó una metodología propuesta para el análisis documental. Resultados: el análisis de los documentos arrojó que en los objetivos educativos de la Farmacología se encuentra: desarrollar una concepción, conducta y actuación que contribuyan a la educación en el uso racional y científico de los medicamentos, en todos los niveles de atención de la salud con énfasis en la primaria. Se incluyen los principales grupos de sustancias tendentes a ocasionar dependencia en el hombre, así como la aplicación de los conocimientos sobre las bases farmacológicas de la dependencia o adicción. Se constató la existencia de ejemplos de plantas medicinales y medicamentos herbarios que pueden producir reacciones adversas o interacciones con medicamentos. Conclusiones: los estudiantes de Medicina deben recibir formación sobre los principios de la prescripción racional antes de participar en la asistencia médica. Incorporar el estudio de la seguridad de los medicamentos desde la óptica del consumo, puede traducirse tanto en términos beneficiosos como perjudiciales, esta última condición se refleja en las reacciones adversas que pueden aparecer siempre que haya exposición a un fármaco (AU).

Introduction: Pharmacology is very wide as a science, and includes all the aspects related with the drugs or medications. It is the scientific support of the therapeutics that is taught in all the clinical subjects. Objective: to identify the pharmacovigilance contents in the program of the subject Pharmacology in the Medicine pre-grade studies. Materials and Methods: descriptive, cross-sectional study stating the presence of pharmacovigilance in the Pharmacology program of the Medicine pre-grade studies. A methodology proposed for the documental analysis was used. Results: the documental analysis showed that among the Pharmacology educative aims are: to develop a conception, behaviour and performance contributing to the training in the rational and scientific use of medications in all the levels of the health care, with emphasis in the primary one. There are included the main groups of substances tending to create dependence in people, and also the application of the knowledge on the pharmacological bases of dependence and addiction. It was stated the existence of medicinal plants and herbal medicines that could produce adverse reactions or interactions with medications. Conclusions: Medicine students should be trained on the principles of rational prescription before participating in medical care. Studying medications security from the point of view of their consumption may have both, beneficial and harmful effect. The last ones reveals in adverse reactions that may appear always when there is exposition to a medication (AU).

Jeong Jongmyung, a Korean feminist and midwife of Japanese Colonial Period / 의사학

Jeong Jongmyung (1896-?) was born in Seoul and could have 4 years of formal education in a missionary girls' school. She learned Chinese writing, English, Korean, Japanese, History, Geography, and Science there, which was very rare and high education for Korean girls. But she had to quit it for poverty, and married when she was 17. Her marriage was unhappy and her husband died after 3 years. Jeong entered Severance Hospital Training School for Nurses in 1917 to have economic independence. During her training for 3 years, she studied western science and medicine and learned how to cooperate with other working girls. In 1919, Korean launched Samil Independence Movement. Jeong helped other independence activists as a nursing student and her mother had to be in prison for 3 years. After graduation, she entered the Midwifery School of General Hospital of Government General of Korea to have better position than nurse. As soon as she got midwifery license, she opened her own clinic which gave her social respect income, because there were only 25 Korean midwives in Korea. In 1922 Jeong established and became the leader of the Support Group for Working Girl Students. She continuously established and leaded social movement organizations, in 1924, the Korean Association of Nurses and the Women Comrades Society, in 1926 Jeongwoohoe, in 1927 Geunwoohoe and Shinganghoi. From 1923 Jeong got more fame by public speeches. The main contents of them were the women's problem in Korea. As the first Korean woman communist, she analyzed the Korean society and women's problem as a communist and insisted that the women's liberation movement should be gained in class struggle in cooperation with the proletariat. She was very active and aggressive in public lecture, and in everyday lives, Jeong was so warm hearted and eager to help other activists with her energy and income, so others called her their "sister, housemaid, lover, and mother". The Japanese rulers oppressed her by stopping or forbidding her lectures. In 1931 Jeong was prosecuted for the trial of reconstruction of communist party in Korea. She was sentenced to be guilty and had to be in prison until 1935. Even in prison, she helped other prisoners in labor and continued her job as a midwife after discharge. Jeong could not be active as before because of the worse ruling policy than before, but after the liberation in 1945 she went to North Korea and participated in the women's movement.

Professor Charles I. McLaren, MD (1) : His Life and Medical Philosophy / 신경정신의학

Professor Charles I. McLaren (1882-1957) was an Australian Christian missionary and a professor of psychiatry in Korea. As the first psychiatrist from a Western country, he accomplished tremendous achievements in clinical, teaching and writing activities as well as in his missionary work. He graduated from the University of Melbourne in 1906 and, after residency training under Professor Dr. Sir Richard Stawell at the Royal Melbourne Hospital, he and his wife came to Korea in 1911. He practised medicine at Margaret Whitecross Paton Memorial Hospital in Chinju, Korea and later was appointed as a professor of psychiatry at the Severance Union Medical School in Seoul, Korea. He left Korea for a while to participate in WWII as a military doctor and he also once traveled to Vienna to learn new skills, including fever therapy and psychoanalysis. Because of his love for the Korean people, Dr. McLaren not only introduced into Korean society modern Western psychiatry and a humanitarian approach to patients with mental disorders, but he also practised medicine according to his own unique medical philosophy drawn from Christian spirituality and he educated Korean native students in psychiatry and Christianity. He and his wife also made efforts to improve old customs in Korean society. Because he argued against Japan's enforcement of emperor-worship, he had to resign from the Severance Medical College in 1939, and he returned to Chinju. Immediately after the bombing of Pearl Harbour, he was arrested, imprisoned, interned, and subequently expelled to Australia in 1942. In Melbourne, received wide press coverage and great controversy. He lectured widely and contributed to various professional and other publications, covering not only subjects in Christianity and medicine/psychiatry, but also his opinions about the war and Japan, communism and the White Australia policy. As a Christian me-dical doctor and scientist, he was interested in the "nature of man", the relationship or interaction between body (brain and/or material) and mind/spirituality, the origin of human consciousness in relation to time-space energy, the healing of disease, and the etiology of mental illness and spiritual treatment. He was passionate in his stated belief that God's Word applied to the whole spec-trum of human relationships, from personal to international, as well as to the natural world. Dr. McLaren kept his conservative Christian beliefs, but he respected traditional Asian philosophies. His thoughts and experiences were publically expressed through lectures, journals and books, not only in Korea but also in China and Australia. He was a man of compassion, courage and ceaseless intellectual activity, a pioneer of psychiatry and a lifelong explorer of the Bible. Korean psych-iatrists, who may feel confused by the many complicated new medical theories and advanced technologies, still find Dr. McLaren's simple and clear teachings on science, medicine, and human nature and his practice of caring for mental patients with a compassionate, humanitarian and Christian attitude a challenging example to emulate.

The Effect of Nutrition Education Using Animations on the Nutrition Knowledge, Eating Habits and Food Preferences of Elementary School Students / 대한지역사회영양학회지

The purpose of this study was to conduct nutrition education using animations for the establishment of proper eating habits among elementary school students and to evaluate its effectiveness. The subjects of this study were two classes of fourth grade students in an elementary school located in Daegu-city. There were 29 students in each class. One class, the "nutrition-education" group, received nutrition education; the other class, the "no-education" group, did not receive the education. After completing the eight nutrition lessons, the effectiveness of the education was analyzed by measuring changes in the nutrition knowledge, eating habits and food preferences of the nutrition-education group vs. the no-education group. Before nutrition education, there was no significant difference between the two groups in terms of nutrition knowledge. However, after the nutrition education, the nutrition-education group's nutrition knowledge was significantly improved, compared to that of the no-education group (p < 0.001). Following education, the nutrition-education group's responses to the "eating habit" item, "I eat fruits every day," were significantly more positive, compared to the responses of the no-education group (p < 0.01). However, for the ten food groups listed as food preferences, except for fish and shellfish (p < 0.05), there was no significant difference in the responses of the two groups. Following the education, the nutrition-education group showed significantly increased preferences for 12 food items (red beans, mackerels, yellow corvinas, dried laver, kelps, radish, lettuce, pears, kiwi fruits, plums, grapes and sweet drinks made from fermented rice) out of 112 items, compared to the selected preferences of the no-education group. After education, 75.9% of the students in the nutrition-education group indicated changes in their eating habits, and 89.6% of them answered that the nutrition education helped them change their eating habits. The most helpful medium for changing their eating habits was animations (31.0%), followed by songs (20.7%) and lectures (17.2%). As a result of this study, after completing the nutrition education, students in the nutrition-education group showed significant changes in food preferences, and their level of nutrition knowledge was significantly increased. However, their eating habits did not actively change. Therefore, in order to establish proper eating habits, a longer period of consistent education is required, using various educational media and learning methods such as extracurricular activities and discretionary activity programs.

The Type and Importance of Oriental Health Promotion Services and Nursing: By Delphi Method / 성인간호학회지

PURPOSE: To identify the agreed opinion of experts on oriental health promotion services and nursing in Korea. METHOD: The study is based on the 3-round Delphi method. As a Delphi panel, a total of 28 people with at least three years of experience in the area of oriental medicine consisted of this. RESULTS: The experts suggested that Yangsaeng, lectures on prevention of CVA, correct understanding of the misuse/abuse of oriental medicine, daily health care, meridian/acupoints massage, and Kigong therapy should be included in the promoting oriental health nursing servies. CONCLUSION: The agreed opinions by the experts on the oriental health promotion services and nursing, can help enhance the understanding of oriental health promotion. The curriculum should be developed further and tested with the development of the Korean oriental nursing intervention methods which is appropriate to Korean culture.

Evaluation of Public Health Nutrition Education Program for High School Girls

Impact and process evaluations were performed in order to verify the effectiveness of a public health nutrition program developed for child-bearing aged women in Korea. Participants included 58 high school girls who were divided into two groups. Each group received four 50 - 60 minute nutrition education lectures regarding healthy eating, osteoporosis, constipation and nutrition labeling in every two weeks. Each session took 50 - 60 minutes. Regarding nutrition knowledge, there was a significant increase of degree of perception (p = 0.0004), but no change in degree of accuracy after implementation (p = 0.9522). Nutrition education was also effective in attitude change, showing more participants were ready to change their eating behaviors in terms of meal regularity (p = 0.0455) and less processed food intake (p = 0.0143). After implementing nutrition education, effective behavioral changes were observed in milk consumption (p = 0.0037) and meal regularity (p = 0.0882) as well as daily activity such as stair use (p = 0.0701). However, nutrition education had no effect on body mass index and perceived health status. In process evaluation conducted by a 9 item questionnaire, grand mean score was 4.17 +/- 0.72 out of 5. Proportion of items with scores higher than 4 ranged 68-91%. These results suggest that the nutrition education program used in this study was effective and useful. For a wider use of this program, more research was recommend for a strategy development of program diffuse.

Report of ADRG: A Study on Triggering Factors in Korean Adult Atopic Dermatitis Through Questionnaire / 대한피부과학회지

BACKGROUND: Atopic dermatitis (AD) has been known as one of the multifactorial diseases, which has the genetic background and environmental factors at the same time. Many triggering factors such as perspiration, irritants, aeroallergens, stress, and climatologic factors have been reported to influence the development of this disease. OBJECTIVES: The aim of the present study was to find the triggering factors and to compare these factors among Korean adult AD patients, high risk groups of AD and normal control subjects. METHODS: During open lectures on AD to the common people, we surveyed the questionnaire of nineteen well-known triggering factors to the audience and analyzed the data according to Korean adult AD patients (121), high risk groups of AD (65) and normal control subjects (34). We classified these triggering factors as four groups, such as endogenous triggering factors, exogenous irritants, aeroallergens and others. RESULTS: AD patients had allergic rhinitis, allergic conjunctivitis and allergic asthma at the same time in decreasing order of frequency. Over 50% of AD patients had other AD patients in their families. Among endogenous triggering factors, xerosis and emotional stress were very significant (both p<0.0005) in AD patients. Of exogenous irritants, warm temperature or perspiration, scratching, wool fiber, lipid solvent, and disinfectant showed significance in AD patients. Of these exogenous irritants, especially, warm temperature or perspiration, scratching, and wool fiber were very significant (all p<0.0005) in AD patients, and at the same time warm temperature or perspiration, and wool fiber were also significant (both p<0.05) in high risk groups. In aeroallergens, house dust or dust mites, and pollen had the statistical significance in AD patients. Pollen was very significant (p<0.0005) in AD patients and also significant (p<0.05) in high risk groups. Among other factors, sun light, spicy meals or alcoholic beverages, and insect bite were significant (all p<0.05) in AD patients. CONCLUSIONS: According to the questionnaire, we identified 12 aggravating factors of AD. These were xerosis, emotional stress, warm temperature or perspiration, scratching, wool fiber, lipid solvent, disinfectant, house dust or dust mites, pollen, sun light, spicy meals or alcoholic beverages, and insect bite. Six out of these factors, e.g., xerosis, emotional stress, warm temperature or perspiration, scratching, wool fiber, and pollen were very significant in AD patients. Three out of these six factors including warm temperature or perspiration, wool fiber, and pollen were also significant in high risk groups. We could not identify any significance among dwelling areas, academic backgrounds or occupations, and AD.