Predictores del consumo semanal de alcohol y sus consecuencias asociadas en universitarios consumidores intensivos de alcohol / Predictors of weekly alcohol drinking and alcohol-related problems in binge-drinking undergraduates

Las importantes implicaciones que genera el consumo intensivo de alcohol entre los jóvenes justifican el interés por determinar qué factores predicen su aparición. Concretamente, en este estudio se analiza el papel de la personalidad y edad de inicio en el consumo de alcohol en la predicción del consumo semanal de alcohol, y de todas estas variables en la predicción del número de consecuencias asociadas al consumo en jóvenes universitarios.Se evalúan 213 consumidores intensivos de primer curso de la Universidad Complutense de Madrid. Todos ellos cumplimentaron un autoregistro de consumo, el BIS-11, el NEO-FFI y el IECI de consecuencias asociadas a la ingesta. Los análisis de regresión de orden jerárquico muestran que la edad de inicio resulta ser una variable predictora relevante tanto en la explicación del consumo semanal como del número de consecuencias. Lo mismo puede decirse de la variable consumo semanal respecto a la del número de consecuencias.En líneas generales, el influjo de las variables de personalidad es bastante limitado. Tan sólo mencionar la responsabilidad e impulsividad, que junto con la edad, llegan a explicar gran parte de la conducta de consumo semanal entre varones. En lo que respecta a las consecuencias derivadas del consumo, sólo resultan explicativas, aunque en menor medida que la edad y el consumo semanal, la impulsividad y el neuroticismo. Esto justifica la necesidad de planificar intervenciones más ajustadas y de analizar nuevos predictores en el caso de las mujeres que permitan explicar en mayor medida su conducta de consumo semanal

The important implications generated by binge drinking among university students justify the interest to determine which factors predict its occurrence. Specifically, this study aims to assess the role of personality and drinking onset in predicting weekly alcohol consumption, and the impact of the whole set of variables in predicting the number of consequences associated with consumption in undergraduates. Two hundred and thirteen freshmen who were intensive consumers (binge drinkers) from the University Complutense of Madrid were evaluated. All of them filled in a self-registration of consumption, the BIS-11, the NEO-FFI and the IECI consequences associated with intake. The hierarchical regression analysis shows that the drinking onset appears to be a relevant predictor variable in explaining weekly consumption and the number of consequences. The same can be said of the weekly consumption variable with regard to the number of consequences. In general, the influence of personality is quite limited. It is interesting to point out that responsibility and impulsivity, along with age, explain most of the weekly consumption behavior among males. With respect to the consequences of consumption, only impulsivity and neuroticism contribute to explain them, but with less strength than age and weekly consumption. Our results justify the need to plan tighter interventions and consider new predictors that help to explain further weekly consumption in women

Seven rules to live by: accommodations in social work education and the field.

Students with disabilities are a growing population in higher education (National Center for Education Statistics, 2009 ). Providing accommodations for students with disabilities can raise ethical and social justice questions and pose challenges for social work faculty, administrators, and field instructors. Social work educators must balance the legal mandates for nondiscrimination and reasonable accommodation against ethical obligations around protection of clients and preparation for practice. This article presents case examples in the context of legal analysis to help social work educators make difficult decisions about student academic performance.

When is differential treatment discriminatory? Legal, ethical, and professional considerations for psychology trainees with disabilities.

PURPOSE: A supervisor may tell graduate trainees with obvious disabilities to disclose the disability to potential clients. Legal and ethical guidelines only partially address whether this requirement is permissible. Here we examine such disclosures from several vantage points. BACKGROUND: Professional judgments guide supervisors in deciding whether to request that a trainee disclose a disability. The law provides little guidance to supervisors in making this decision. Instead, professional ethics and beliefs about disability drive decisions, and these beliefs may be prejudicial. METHOD: In this article, we examine whether it is good practice for a supervisor in a practicum or internship to require a trainee with an obvious disability to disclose the disability to potential clients before the first meeting so that the client has freedom to request a different therapist. We use this situation to examine the pertinent legal standards; ethical guidelines; and clinical, professional, and social justice issues. CONCLUSION: The requirement of disclosure may not be in the best interests of the client and has deleterious repercussions for trainees with disabilities, their peers, and the profession. Unless addressed without prejudice, differential treatment becomes discriminatory and is an obstacle to successful completion of professional education by trainees with obvious disabilities.

Pregnant students in the gross anatomy laboratory: policies and practices at chiropractic colleges.

Chiropractic and medical colleges have experienced a significant increase in the number of female applicants in recent years, a percentage of whom are pregnant or become pregnant following admission. It is therefore important to ask the question: How do institutions that educate future health care providers address the issue of pregnancy and the gross anatomy laboratory? A survey instrument was developed and pretested. IRB approval was obtained. The administrators charged with overseeing the policies and practices for the gross anatomy laboratory at each of the 16 chiropractic colleges in the USA were identified and contacted. An email containing a link to the Web based survey was sent to each, using SurveyMonkey. The survey response rate was 100%. A majority of colleges (69%) have a written policy regarding pregnancy and the gross laboratory. Of these, 36% allow pregnant students to take the laboratory if a waiver is signed, 18% do not allow them to take the laboratory, 18% allow them to take it without a waiver, and 27% have other policies. In cases where students do not take the gross laboratory while pregnant, 64% of colleges require them to take the laboratory after completion of their pregnancy, 27% require them to complete an alternative (dry) laboratory, and 9% have other policies. Considerable diversity exists in the way colleges address this issue. It is at present unknown whether pregnant students or their fetuses are at any risk from laboratory chemicals. Risk assessment research is needed before consistent policies can be developed.

HIPAA and FERPA: competing or collaborating?

The Family Educational Rights and Privacy Act (FERPA) was established in 1974 to protect the privacy of student educational records. The Health Insurance Portability and Accountability Act (HIPAA) had its first part implemented in 2002 with the goal of protecting the privacy of patient health information. But what happens when the student is a patient? Does one follow FERPA or HIPAA or both? This article examines that question and guides schools through the HIPAA/FERPA intersection. Schools need to consider their individual situations, as there is not a "one size fits all." In addition, one word in the HIPAA or FERPA law can make a difference. What also has to be taken into account is individual state law where the school or patient is located. It is hoped that in the future the language of the laws will be ameliorated such that the focus can be on the students and patients and not deciphering what law to follow.

Dental hygiene students' part-time jobs in dental practices in the Netherlands.

OBJECTIVE: Many students have paid employment while studying. In the Netherlands, the Individual Health Care Professions Act (IHCP Act) allows dental hygiene students to work under certain conditions in a dental practice. The aim of the study was to determine how many dental hygiene students have part-time job employment in dental practice and which professional tasks they carry out. We also asked the dental hygiene students their opinion of the IHCP Act. METHODS: All the enrolled dental hygiene students (n = 341) at a School of Health in the Netherlands received a questionnaire by email. RESULTS: The response was 52% (176 students). Of the responding students, 75% had paid employment in addition to their study. A proportion of the students (35%) worked in a dental practice. The median number of hours worked per week was eight. Study year, age and prior education were positively related to working part-time in dental practice. Activities frequently performed were giving oral hygiene instruction, fluoride applications, scaling and root planning, providing chair side assistance and giving local anaesthesia. Although the self-reported knowledge about the IHCP Act was high, almost half of the students expressed the need for more detailed legal information. CONCLUSIONS: Many dental hygiene students work in a dental practice, taking over a number of tasks usually performed by the dentist. More information in the dental hygiene curriculum about the requirements of the IHCP Act seems desirable.

Can professionalism be measured?: evidence from the pharmacy literature / ¿Puede medirse la profesionalidad?: evidencia de la literatura farmacéutica

The need to ensure the future pharmacy workforce demonstrates professionalism has become important to both pharmacy educators and professional bodies. Objective: To determine the extent to which Schools of Pharmacy have taught or measured student professionalism. Methods: Review of the healthcare literature on teaching of professionalism at an undergraduate level. Results: Two-hundred and thirty one papers were retrieved but only 45 papers related specifically to pharmacy. Of these a further 25 were narrative in nature and did not report any findings. Nineteen papers were reviewed (one was excluded as it reported the same data). Papers could be broadly categorised in to those that have tried to create a tool to measure professionalism, those that are in effect pedagogical evaluations of new initiatives or longitudinal studies on student perceptions toward aspects of professionalism. Conclusion: A growing body of literature exists on pharmacy and professionalism. However, to date, very few Schools of Pharmacy appear to formally teach it let alone assess students' acquisition of professionalism (AU)

La necesidad de asegurar el futuro de los trabajadores de la farmacia demuestra que la profesionalidad se ha convertido en importante tanto para educadores de farmacia como para entidades profesionales. Objetivo: Determinar el grado en que las Facultades de Farmacia han enseñado o medido la profesionalidad de los estudiantes. Métodos: Revisión de la literatura sanitaria sobre enseñanza de profesionalidad a nivel de pregrado. Resultados: Se encontraron 230 artículos pero sólo 44 trataban específicamente de farmacia. De estos, 25 eran narrativos por naturaleza y no comunicaban ningún resultado. Se revisaron 18 artículos (uno fue excluido porque comunicaba los mismos datos). Podría clasificarse los artículos en los que habían intentado crear un instrumento para medir la profesionalidad, los que son realmente evaluaciones pedagógicas de nuevas iniciativas y los de estudios longitudinales sobre las percepciones de los estudiantes hacia aspectos de la profesionalidad. Conclusión: Existe un cuerpo de publicaciones creciente sobre farmacia y profesionalidad. Sin embargo, hasta la fecha muy pocas Facultades de Farmacia parecen enseñarla formalmente y dejan que los alumnos evalúen su adquisición de profesionalidad (AU)

Estilos de aprendizaje en estudiantes universitarios y médicos residentes / Learning styles in university students and medical residents

Objetivos. Describir los estilos de aprendizaje a los que recurren los estudiantes de medicina al ingresar en la universidad, compararlos con los estilos al finalizar la carrera y en el posgrado inmediato, analizar la relación entre estilo de aprendizaje y desempeño académico, y estudiar la asociación entre estilos y la tendencia a elegir una especialidad al finalizar la carrera. Sujetos y métodos. Durante2006 se incluyeron de forma prospectiva 102 estudiantes de medicina de segundo año (grupo pregrado inicio), 52estudiantes del último año (grupo pregrado final) y 45médicos de segundo año de residencia (grupo posgrado).Se determinó el estilo de aprendizaje con el cuestionario de Honey-Alonso. En la muestra pregrado final se incluyó la preferencia por una especialidad clínica o quirúrgica al finalizar la carrera, datos que fueron relacionados con los estilos preponderantes. Resultados. En pregrado inicio, la preferencia para adquirir información fue teórica en el77% y el uso fue fundamentalmente reflexivo en el 86%. En posgrado, la adquisición de información fue predominantemente teórica en el 67% y el uso reflexivo en el 70%. La comparación demostró la disminución del modo reflexivo y el aumento del activo cuando se empleó la información al acercarse al posgrado (p = 0,069). En pregrado inicio hubo una tendencia al estilo ‘asimilador’ (70,6%), mientras que el ‘convergente’ fue el más raro (6,9%). Al comparar pregrado final y posgrado se demuestra en este último una reducción del estilo ‘asimilador’(p = 0,040), a expensas del crecimiento ‘convergente’ (p = 0,034). Conclusiones. Los estudiantes tuvieron un estilo preponderantemente teórico y reflexivo (asimilador) al comenzar la carrera. Al finalizarla y en el posgrado disminuyó el estilo ‘asimilador’, en especial a expensas del crecimiento ‘convergente’. No se pudo demostrar una relación entre los estilos de aprendizaje y el desempeño académico en anatomía. Al evaluar la presunta asociación entre estilo de aprendizaje y preferencia por una especialidad, se encontró que esta relación estaba más vinculada al efecto ‘confundidor’ del género; así, en las mujeres preponderó el estilo ‘divergente’ y la especialidad clínica, mientras que en los varones se observó un perfil ‘asimilador’ y la opción por una especialidad quirúrgica (AU)

Aims. To identify the prevalent learning styles among students beginning Medical School and to compare these preferences with those found at the end of the carrier and during the residency program. The relationship between learning style and academic performance, as well as the association between learning preferences and postgraduate specialty selection were additionally studied. Subjects and methods. The Honey-Alonso learning style questionnaire was administered to 102second-year students (pregraduate initial group), 52 last year students (pregraduate final group) and 45 physiciansat a cardiology residency program (postgraduate group).Learning styles were compared within and between groups. The relationship between learning styles and academic performance in anatomy was assessed in the pregraduateinitial group). The association between learning preferences and postgraduate specialty selection was studied in the pregraduate final group. Results. Learning preferences in the pregraduate initial group was theoretic (70%) for acquiring information and reflexive (86%) for using information respectively. In postgraduate group, preferences were theoretic(67%) and reflexive (70%), showing a marked decrease of the last style with respect to pregraduate initial (p = 0.069),at expense of an increase in active style. pregraduate initial showed a tendency towards ‘assimilator’ style (70.6%), while ‘convergent’ one was the rarest (6.9%). When comparing pregraduate final to postgraduate group, a reduction of ‘assimilator’ style (p = 0.040) and an increase of ‘convergent’ one (p = 0.034) was observed. Conclusions. Students’ learning preferences for acquiring and using information were theoretic and reflexive (assimilator) predominantly at the beginning of the carrier. At the end and at the postgraduate period, ‘assimilator’ style decreased at expense of an increase of the rest, especially at ‘convergent’ (theoretic and active)one. Although the ‘assimilator’ was the commoner, increase of ‘convergent’ style showed that at residency, individuals learn by solving problems and using knowledge in practice; this increase was done at expense of the active over the reflexive style. On the other hand, no relationship between learning style and academic performance in anatomy was found. Finally, an association between learning styles and postgraduate specialty selection showed that the last was more related to genre than to learning preferences (AU)

Los estudios universitarios de psicología en España (1). Evolución de centros, alumnos y relación oferta-demanda / No disponible

El presente artículo presenta algunos datos básicos sobre los estudios universitarios de Psicología en España, para que el lector pueda hacerse una idea de dónde se estudia Psicología -especificando Universidades, Provincias y Comunidades Autónomas-, cuántos estudian, y cuál es la relación oferta-demanda de plazas (AU)

This article presents some basic data about the Psychological university studies in Spain, so that the reader can have an idea about places where it’s possible to study it, specifying Universities, Countries and Regions, how many people studies Psychology and which is the relationship between the supply and demand of the places (AU)

La enseñanza de la psicología en Europa. Un proyecto de titulación europea (1) / No disponible

En el presente trabajo se analizan los principales cambios que se vienen produciendo en el contexto de la Psicología como ciencia, disciplina académica y profesión en Europa. Se presta especial atención a los cambios que están planteándose en el marco de la convergencia hacia un Espacio Europeo de Educación Superior y a la problemática y oportunidades que suscita el objetivo de la UE al perseguir la libre circulación de los profesionales en Europa. Todo ello, tiene importantes repercusiones sobre la enseñanza de la Psicología y sobre su ejercicio profesional. Además, se ofrece la información básica y los principales resultados y propuestas formulados en dos proyectos financiados por el programa Leonardo de la Unión Europea. El primero, el proyecto "EuropsyT: A European Framework for Psychologists’ Training" ha tenido como objetivo principal formular un marco general para orientar el diseño y desarrollo de los curricula para la formación de los psicólogos profesionales en Europa. El segundo, el proyecto "EuroPsy: Developing an European Diploma of Psychology" persigue el establecimiento de un Diploma Europeo que acredite las competencias de los profesionales con el fin de hacer más transparente su cualificación en el ejercicio profesional, contribuyendo así a que la libre circulación y la garantía de calidad sean factores que se refuercen uno al otro. Por último se ofrecen algunas reflexiones sobre la situación de nuestro país y los retos que tiene planteados la Psicología en sus vertientes académica y profesional (AU)

In this article the main changes taking place in the context of the science, academic discipline and the profession of Psychology in Europe are analysed. Special attention is paid to the changes taking place within the initiatives toward the creation of a common European Space for Higher Education and towards the promotion of the free circulation of professionals in Europe. These changes have clear implications on the teaching of Psychology and on its professional practice. Furthermore, updated and detailed information is provided on the results and proposals formulated in the results of the two Research projects carried out under the financial support of the EU Leonardo Program. The first project "EuropsyT: A European Framework for Psychologists’ Training" aims to formulate a general framework to guide the design and the development of the curricula for the training and education of psychologists across Europe. The second, the project: EuroPsy: Developing an European Diploma of Psychology" aims to establish a European Diploma ion Psychology to certify the qualification and competences for professional practice of Psychology in Europe. In this way these competences are more transparent and this is the way to facilitate the free circulation of the professional and of guaranteeing the quality of the services across countries. Finally, some considerations are made about the current situation on these issues and the challenges that academic and professional Psychology will have to face in a near future in Spain (AU)

¿Por qué los alumnos no construyen un conocimiento psicológico académico y profesional integrado? Reflexiones para una investigación necesaria / No disponible

Este trabajo aporta un análisis centrado en el fenómeno del desfase habitual entre el conocimiento académico que la formación universitaria promueve y el conocimiento práctico que el ejercicio de la profesión psicológica requiere. A la luz de aportaciones epistemológicas de la Psicología de la Educación, analiza el origen y la naturaleza de este problema. También se establecen las características diferenciales del conocimiento académico, profesional e integrado. Finalmente, se proponen estrategias de cambio para dar respuesta y superar este fenómeno, ya clásico, que sigue teniendo una gran actualidad (AU)

This study offers an analysis focused on the recurring phenomenon of the gap between academic knowledge as promoted by university preparation, and practical knowledge as required in the practice of psychology as a profession. It analyzes the origin and nature of this problem in light of epistemological contributions from Educational Psychology. Differentiating characteristics of academic, professional and integrated knowledge are also established. Finally, change strategies are proposed in order to address and overcome this phenomenon, already a classic one, and still a pressing issue (AU)

Retos actuales de la formación en psicología: análisis de las temáticas abordadas en los congresos nacionales sobre enseñanza de la psicología / No disponible

El presente trabajo pretende analizar los temas que se han abordado en los dos Congresos Nacionales sobre enseñanza de la Psicología, hasta el momento. La comparación entre los principales debates suscitados en cada uno de ellos permitirá conocer cómo han evolucionado las preocupaciones sobre la formación psicológica en los cinco años transcurridos entre ambos congresos. Ello permitirá conocer cuáles han son los aspectos que mantienen su vigencia y que centrarán los esfuerzos de los psicólogos y de las Universidades españolas para mejorar la calidad de la formación en Psicología en el futuro más inmediato (AU)

This article aims to analyze topics treated in the two Spanish Congresses on Training in Psychology. Comparisons of debates developed at those events will allow to know the evolution of concerns about training in Psychology in this period. So, we will know what topics maintain their relevance and what questions will focus the efforts of psychologists and universities for improving the quality of training in the near future (AU)

Estado actual de la formación PIR: actividad clínica y docente de residentes y tutores / No disponible

Esta investigación proporciona nuevos datos sobre la actividad clínica y docente que desarrollan en el Sistema Público de Salud los Psicólogos Internos Residentes y los psicólogos clínicos con competencias docentes sobre el proceso de formación de especialistas PIR. Se construyó un cuestionario, el C-PIR, en el que se integraron variables asociadas a las siguientes áreas temáticas: 1) características del proceso de acceso a la formación especializada; 2) actividad clínica de los especialistas en formación; 3) recepción de docencia y actividad investigadora de los especialistas en formación; 4) actividad clínica de los supervisores de los especialistas en formación; 5) presencia relativa de modelos psicoterapéuticos y actividad clínica característica; y 6) dificultades percibidas asociadas al proceso de formación especializada. Se obtuvo colaboración del 20,19% de residentes (incorporados entre 1999-2001). Las áreas temáticas antedichas fueron evaluadas en 165 dispositivos de Salud Mental diferentes, lo cual corresponde al 61,76% de áreas docentes acreditadas. Se discuten los resultados en el contexto de los recientes avances de la Psicología Clínica en el ámbito sanitario (AU)

Current situation of clinical psychology residence in spain: data for a comprehensive evaluation. this study pretends to offer new data on psychologist’s clinical and teaching activity in the public health system. equal emphasis is paid to psychology residents as clinical psychology supervisors. the c-pir questionnaire was developed to accomplish variables related with the following topics: 1) process of access to the specialized teaching period; 2) clinical activity carried out by clinical psychology residents; 3) training and research activities received by clinical psychology residents; 4) clinical activity showed by supervisors; 5) relative presence of psychotherapeutic models and kind of clinical activity associated; and 6) troubles perceived by the residents regarding the specialized teaching process. 20,19% of residents (incorporation: 1999-2001) participated. the mentioned topics were assessed in 165 different mental health units concerning 61,76% of teaching areas accredited. results are discussed in the context of recent clinical psychology advances in public health settings (AU)

Legal aspects of documenting clinical failure: a case study.

This article presents a fictitious case study to demonstrate a model of problem solving. In the case study, a student threatens legal action when she is dismissed from the radiography program due to her failing grade in a clinical education course. The theoretical framework of the classical model of decision making is reviewed and applied to the problem. Legal precedents are examined, a solution is proposed, and recommendations are provided to reduce the likelihood of future legal actions.

Medical trainee can sue hospital for HIV exposure.

AIDS: Reversing a trial judge's ruling, the Louisiana Court of Appeals ruled that medical trainee [name removed], who contracted HIV while on the job, could pursue a tort claim. [Name removed] was a student, not a hospital employee, and therefore was not eligible to receive workers' compensation. As part of a medical support personnel training program at DHCI Home Health Services Inc., [name removed] participated in a clinical program at the [name removed]. While working in the emergency room, [name removed] was exposed to the blood of an AIDS patient and soon after the exposure he tested positive for HIV antibodies. [Name removed] sued the training program administrator and the medical center, alleging that both were negligent because they had not warned him that the patient had AIDS.^ieng

Reglamento disciplinario para residentes de los cursos de post-grado

Documento que da a conocer las disposiciones geenrales asi como los deberes, derechos y prohibiciones que se estipulan en el Reglamento disciplinario para los residentes de los cursos de postgrado. Adem s se establecen las faltas, medidas disciplinarias para cada una de ellas, lo relativo a la representación estudiantil y las Dispociones Finales

Legal aspects associated with dismissal from clinical laboratory education programs.

OBJECTIVE: To review academic dismissals, students' rights in dismissal cases, and several key cases involving academic and disciplinary dismissals. DATA SOURCES: Recent academic literature and legal precedents. STUDY SELECTION: Not applicable. DATA EXTRACTION: Not applicable. DATA SYNTHESIS: Students involved in dismissals are protected under the principles of constitutional law and/or contract law, depending on whether the institution is public or private. The basis for dismissal from educational programs is either academic or disciplinary in nature. In academic dismissals, a student has failed to meet either the cognitive or the noncognitive academic standards of the program. In disciplinary dismissals, a student has violated the institutional rules governing conduct. Policies that affect progress in the program and the dismissal process should be published and distributed to students, as well as reviewed for consistency with institutional policies. CONCLUSION: The amount of documentation needed in the defense of a dismissal decision has not been specified, but, in general, more is better. Procedures are suggested as a guide to dismissals in clinical laboratory programs.