Charting the course of Physiology within the post-Bologna European higher education area: Insights from Portugal.

The future of physiology has been a recurrent concern for physiologists and Physiological Societies within post-Bologna Europe and the European Higher Education Area (EHEA). Our paper provides an overview of Physiology teaching and research in Portugal, an EU member state and part of the EHEA. A descriptive study was designed to analyze data publicly available from the National Higher Education Directorate agency (DGES) from September to November 2022 to find all Portuguese syllabi containing at least one discipline related to human Physiology. A detailed database was established, including teaching staff, with a total of 365 courses/degrees and 764 Physiology disciplines. A bibliometric analysis of the identifiable lecturers' scientific production between 2017 and 2022 was made using Web of Science and PUBMED databases. Physiology is part of all health-related professions. However, universities and technical colleges differ greatly in programs, staff backgrounds, and scientific profiles. Medical schools were found to provide the most complete formation. Noteworthy, the profession of Physiologist has practically no expression within the EHEA, compared with the USA-UK realities. A better knowledge and understanding of these Physiology modalities in teaching and research within the EHEA will be instrumental to defining a stronger identity for European Physiology in the near future.

Nursing Education in Some European Higher Education Area (EHEA) Member Countries: A Comparative Analysis.

Background: The European Higher Education Area (EHEA) has aimed at unifying, harmonizing, and ensuring consistency of higher education systems in Europe for over two decades. The objective of this study was to investigate the similarities and differences in the training programs of nurses in selected EHEA member countries. Methods: Comparative analysis was used. Based on three sources: research articles, internet databases, and emails sent to nursing education institutions. Three databases, namely Science Direct, PubMed, and ERIC, were utilized. Results: Regarding educational institutions, the majority of countries' nurses graduated with a Bachelor's degree, except for Estonia, Russia, and North Macedonia. Russia had the shortest education duration (2 years and 10 months), while other member countries had programs lasting between 3-4 years. In countries where colleges were still active, diploma or certificate programs were offered, such as in Estonia and Russia. Only North Macedonia did not offer any continuing education for nurses, and Estonia, Latvia, and France did not have PhD programs in nursing. Conclusion: Nurses constitute the largest occupational group in healthcare, and the quality of medical care relies on their theoretical and practical training. Despite efforts to unify nursing curricula through the Bologna Process, significant differences still exist.

A Delphi study to identify and assess professional competencies in the education of optometrists

Purpose: The aim of this study was to identify, assess, and reach a consensus on the professional competencies that optometrists must acquire during their undergraduate training at the University of Valladolid. The results obtained may be useful in the revision of the current curriculum.MethodsA three round Delphi study was carried out with the participation of 116 participants grouped in 7 panels. In the first round, competencies were identified through an open-ended question and their frequency calculated. In the successive 2nd and 3rd rounds, the consensus and stability of each competency was established.ResultsA total of 56 professional competencies were identified, with 43 of them (77%) achieving a consensus among participants, of which the highest scores were obtained by the competencies that correspond to health functions of primary visual care. Out of the 13 competencies without consensus, for 11 of them this was due to the significant differences in assessment among the consulted participants; for 8 competencies (14%) response stability was found, while neither consensus nor stability were reached in 5 (9%) of the identified competencies.ConclusionsThe results obtained with this Delphi study provide a set of relevant competencies for updating the curriculum of the university Degree in Optics and Optometry at the University of Valladolid, improving its suitability to current and future professional reality. (AU)

A Delphi study to identify and assess professional competencies in the education of optometrists.

PURPOSE: The aim of this study was to identify, assess, and reach a consensus on the professional competencies that optometrists must acquire during their undergraduate training at the University of Valladolid. The results obtained may be useful in the revision of the current curriculum. METHODS: A three round Delphi study was carried out with the participation of 116 participants grouped in 7 panels. In the first round, competencies were identified through an open-ended question and their frequency calculated. In the successive 2nd and 3rd rounds, the consensus and stability of each competency was established. RESULTS: A total of 56 professional competencies were identified, with 43 of them (77%) achieving a consensus among participants, of which the highest scores were obtained by the competencies that correspond to health functions of primary visual care. Out of the 13 competencies without consensus, for 11 of them this was due to the significant differences in assessment among the consulted participants; for 8 competencies (14%) response stability was found, while neither consensus nor stability were reached in 5 (9%) of the identified competencies. CONCLUSIONS: The results obtained with this Delphi study provide a set of relevant competencies for updating the curriculum of the university Degree in Optics and Optometry at the University of Valladolid, improving its suitability to current and future professional reality.

Main challenges to international student mobility in the European arena.

This study analyses international student mobility (ISM) in Europe since the 1999 Bologna Declaration. International mobility of higher education students is both a driver and a consequence of the Bologna Process and emerges as a relevant issue in a wide range of research areas. This literature review develops a qualitative content analysis of the set of high-performance articles published between 2000 and 2018 and identified through a wide range of bibliometric tools: direct (first generation) citation counts; indirect or accumulated impact; early influence; adjusted impact with respect to year of publication, type of document, and discipline; and alternative metrics that measure interactions in the internet and social media. The content analysis focuses on the pending achievements and main challenges to ISM, among them: attracting non-European students to whole degree programs, the need for actual and further convergence in programs and systems to ensure real compatibility, the impact of HE ISM on the promotion of the European citizenship and consciousness, the sharp imbalance between credit and degree mobility, the need to strengthen the link between ISM and employability, the existing social selectivity in European ISM, the frequent social segregation problems faced by international students.

Interprofessional education at the meso level: taking the next step in IPE.

The downstream demand for professionals with competence in Interprofessional Collaboration (IPC) has contributed to the substantial growth in the upstream demand for interprofessional education (IPE). The majority of IPE programs focuses exclusively on direct care practitioners and seldom include those responsible for the administration and management of care. Unfortunately, complex reimbursement mechanisms along with the multiple agencies and departments regulating the delivery, evaluation, and reimbursement of care can result in unintended barriers to IPC and eventually IPE. The Healthcare Services Planning and Management Program (HSPMP) is an innovative model of IPE that was designed to improve system wide collaboration among those responsible for the reimbursement, management and administration of the delivery of care. Although HSPMP was not developed in the US, this innovative model has the potential to develop the systemic integration needed to break down the barriers to the delivery and evaluation of IPE and IPC.  The aim of this article is to introduce HSPMP to the US as a model of IPE that could help facilitate better integration of the US health care system and help to reduce some of the consequences resulting from the current fragmented system of care.

Self-assessment, reflection on practice and critical thinking in nursing students.

UNLABELLED: In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. RESULTS AND DISCUSSION: The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. CONCLUSIONS: The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously.

Estrategias de aprendizaje en alumnado universitario para la formación presencial y semipresencial / Learning strategies for university students in the classroom and blended learning / Estratégias de aprendizagem para os estudantes universitários para a formação presencial e semipresencial

Introducción: Con este estudio pretendo conocer las estrategias de aprendizaje del alumnado universitario para la formación presencial o semipresencial. Metodología: Utilicé un diseño descriptivo (n=80), llevando a cabo la recogida de datos mediante el "Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios". Resultados: El alumnado dispone de suficientes estrategias de aprendizaje para superar sus estudios con éxito. Además, existen diferencias significativas a nivel estadístico en cuanto a las estrategias de planificación -más favorables para el alumnado de la modalidad semipresencial- y almacenamiento de la información -más favorables para el alumnado de la modalidad presencial-. Conclusiones: Dado el proceso de convergencia europea en el ámbito de la Educación Superior, deben crearse ambientes de aprendizaje que faciliten la innovación y participación del alumnado en el proceso de enseñanza-aprendizaje, considerando tanto el componente académico de la enseñanza como la dimensión humana.

Introduction: This study aims to determine the learning strategies of university students for classroom or blended learning. Methodology: A descriptive design was used (n=80), carrying out data collection using the "Learning Strategies Assessment Questionnaire for University Students" instrument. Results: Students have enough learning strategies for achieving success their studies. In addition, there are statistically significant differences in terms of planning strategies (more favorable for students in blended learning) and information storage (more favorable for students in face to face learning). Conclusions: Due to the European convergence process in higher education, learning environments that facilitate innovation and participation of students in the teaching-learning process should be created that consider both the academic component of teaching as the human dimension of learning.

Introdução: O presente estudo tem como objetivo conhecer as estratégias de aprendizagem de estudantes universitários para a formação presencial e semipresencial. Metodologia: Foi utilizada a pesquisa descritiva (n = 80), realizando a coleta de dados por meio do "Questionário de Avaliação das Estratégias de Aprendizagem de Estudantes Universitários". Resultados: Os estudantes possuem estratégias de aprendizagem suficientes para obter sucesso em seus estudos. Além disso, existem diferenças estatisticamente significativas em relação às estratégias de planificação (mais favoráveis para os alunos da modalidade semipresencial) e de armazenamento de informações (mais favorável para os alunos da modalidade presencial). Conclusões: Dado o processo de convergência europeia no âmbito do ensino superior, é necessário que sejam criados ambientes de aprendizagem que facilitem a inovação e a participação dos alunos no processo de ensino-aprendizagem, considerando tanto o componente académico do ensino como a dimensão humana.

[Teaching infectious diseases in the Medical Degree within the European higher education area]. / La enseñanza de las enfermedades infecciosas en el grado de Medicina en el marco del espacio europeo de educación superior.

During their medical studies, students must acquire basic competencies in different areas of knowledge, one of which is infectious diseases. Training in infectious diseases is essential for general medical practice and for academic or professional expertise in many areas of medicine, both medical and surgical. The vast amount of knowledge that is continuously generated about infectious diseases requires a well-structured undergraduate medical education program and framed in a setting dominated by globalization. The incorporation of Spain to the European higher education area has forced medical schools to adapt their curriculum and to establish the content and learning objectives of all courses of study. In this paper, we discuss the implications of the integration of the Spanish university system in the European higher education area («Bologna Process¼) in the teaching of infectious diseases in the Degree of Medicine, and describe the learning program in infectious diseases of the University Miguel Hernández of Elche (Alicante, Spain) based on learning outcomes and competencies.

Inovação na formação médica no Brasil e Espanha: estudo de caso na Universidade Federal da Fronteira Sul e na Universidade de Valladolid

A tese analisa mudanças que estão ocorrendo nos cursos de medicina no Brasil, a partir do Programa Mais Médicos e dos Novos Parâmetros Curriculares, e na Espanha, a partir da criação do Espaço Europeu de Educação Superior (EEES), visando desenvolver um novo perfil médico. No Brasil, visa-se uma formação geral, humanista, que qualifique médicos para atuar principalmente na Atenção Básica do Sistema Único de Saúde (SUS). Na Espanha, investe-se na formação de um médico que associe a pesquisa àsua prática, criando um profissional mais competitivo. Do currículo de dois cursos foram selecionadas asdisciplinas de Saúde Coletiva eSeminário Integrador, na Universidade Federal da Fronteira Sul, e Inovação Biomédica e Novas Tecnologias, na Universidade de Valladolid. Foram realizadas observações em aula, entrevistas com professores e aplicadosquestionários com alunos dos dois cursos. Utilizou-se a metodologia de Estudo de Caso (YIN, 2005; STAKE, 2010), com apoio no estudo comparado (BADIE; HERMET, 1993). A concepção de inovação nesta tese se sustenta em autores como Santos, Lucarelli, Leite, Cunha, dentre outros. Considera-se inovação em educação: um movimento de ruptura com o modelo de conhecimento hegemônico da ciência; que seja promotora de participação e protagonismo dos sujeitos; de relações sustentadas na cooperaçãoe solidariedade; de partilha de saberes e de poderes; integração de teoria e prática e de ensino e trabalho; que pode ocorrer em diferentes cenários de aprendizagem. A inovação pedagógica também foi considerada em relação ao grau de distanciamento com o padrão tradicional de formação médica. Acredita-se que o que está em jogo, em especial no cenário brasileiro, é a disputa entre dois modelos de atenção e formação médica...

The thesis analyzes the changes taking place in Medicine courses in Brazil through the “More Doctors” Program and the New Curricular Parameters; and in Spain, through the creation of the European Higher Education Area (EHEA), aiming to develop a new medical profile. In Brazil, it aims a general, humanist education that qualifies doctors to act mainly in Basic Health Care from Brazilian Unified Health System (SUS). In Spain, they invest in the education of a physician who associates research to his or her practice, creating a more competitive professional. From the curriculum of two courses, the subjects of Collective Health and Integrator Seminar, at the Federal University of Fronteira Sul, and Biomedical Innovation and New Technologies, at the University of Valladolid, were selected. Class observations, interview with professors were made and questionnaires with students from the two courses were applied. Case Study Method was used (YIN, 2005; STAKE, 2010), through a comparative approach (BADIE; HERMET, 1993). The conception of innovation in this thesis is supported by authors such as Lucarelli, Leite, Cunha, among others. It is considered innovation in education: a rupture movement with the hegemonic Science knowledge model; that promotes participation; of relations based on cooperation and solidarity; of knowledge and power sharing; integration of theory and practice and of teaching and working. It may occur in different learning scenarios. The pedagogical innovation was also considered in relation to the degree of detachment with the traditional pattern of medical education. It is believed that what is at stake, especially in Brazilian scenario, is the dispute between two models of care and medical education...

Esta tesis analiza los cambios que están ocurriendo en los cursos de medicina en Brasil, a partir del Programa Más Médicos y los Nuevos Parámetros Curriculares; y en España, a partir de la creación del Espacio Europeo de la Educación Superior (EEES), con el objetivo de desarrollar um nuevo perfil médico. En Brasil, se objetiva una formación general, humanista, que cualifique médicos para actuar principalmente en la Atención Básica del Sistema Único de Salud (SUS). En España, se objetiva la formación de un médico que asocie la investigación a su práctica, creando un profesional más competitivo. Del currículo de los dos cursos, fueron seleccionadas las asignaturas de Salud Colectiva y Seminario Integrador en la Universidad Federal da Fronteira Sul, e Innovación Biomédica y Nuevas Tecnologías en la Universidad de Valladolid. Fueron realizadas observaciones en clase, entrevistas con profesores y se aplicaron cuestionarios con alumnos de los dos cursos. Fue utilizada la metodología Estudio de Caso (YIN, 2005; STAKE, 2010), con apoyo en el estudio comparado (BADIE; HERMET, 1993). La concepción de innovación en esta tesis, está sustentada en autores como Santos, Lucarelli, Leite, Cunha, entre otros. Se considera innovación en educación: un movimiento de ruptura con el modelo de conocimiento hegemónico de la ciencia; que promueva la participación y la protagonización de los sujetos; de relaciones sustentadas en la cooperación y la solidaridad; de compartir saberes y poderes; integración de teoría y práctica, y de enseñanza y trabajo; y, pudiendo ocurrir en diferentes escenarios del aprendizaje. La innovación pedagógica también fue considerada en relación al grado de distanciamiento con el modelo tradicional de la formación médica. Se cree que lo que está en juego, en especial en el escenario brasileño, es la disputa entre dos modelos de atención y formación médica.

Nursing education in the European higher education area - variations in implementation.

BACKGROUND: The European Higher Education Area (EHEA) aims to ensure comparable, compatible and coherent systems of higher education. OBJECTIVES: The purpose of this study was to statistically analyze nursing education in Europe. Analysis was based on the quantitative determinants essential in describing the implementation of nursing education. First, nursing education in the 45 member countries of the EHEA was analyzed. Second, nursing education in the 29 original member countries was analyzed in more detail. Both analyses focused on the similarities and differences between nations. METHODS: A systematic literary review design was used. Data collection was conducted based on key quantitative determinants used to describe the implementation of nursing education. These determinants were based on the European Union standards and recommendations by the EHEA. Data were collected from three sources: research articles, internet databases and emails. The literature was analyzed using deductive content analysis. The data were quantified, studied and compared and the results were described based on frequencies and percentages and presented in tables. RESULTS: More similarities than differences in nursing education were noted between the different EHEA member countries. A full academic pathway of studying for a bachelor's degree, a master's degree and a doctorate in nursing was offered in 60% of the countries. Nevertheless, there are still countries offering education only on the diploma level, demonstrating that the differences between countries are at points rather significant. CONCLUSIONS: Based on the analyses, it is evident that there are still rather significant differences between countries and that support for aligning national practices and mobility is needed. A common ground in terminology and evidence-based recommendations published in English would be beneficial for countries currently developing nursing education programs. We also suggest creating an online database containing information on nursing education for all 45 member countries to support the mobility of nursing students, nurses and researchers.

Programa de formación en competencias transversales o genéricas para el empleo y desarrollo de la profesión enfermera / Training programme on generic or transversal competencies for employment and development of the nursing profession

Resumen:

Las competencias transversales serían aquellas que rebasan los límites de una disciplina para desarrollarse potencialmente en todas ellas: habilidades necesarias para ejercer eficazmente cualquier profesión que no se consideran de forma explícita en una asignatura determinada, al menos en Ciencias de la Salud. Así ocurre en Enfermería, en la que por otra parte adquirir dichas competencias incide de una forma sustancial en la formación de profesionales para las demandas de la sociedad y del mercado de trabajo.

Nos planteamos la necesidad de establecer algún tipo de actuación que propicie la adquisición de competencias en este sentido, que no están cubiertas en las materias curriculares, y por ello se propone un programa piloto de formación en competencias básicas para el empleo, integrado por una serie de talleres que podrían ser desarrollados en uno de los dos últimos cursos del Grado en Enfermería.

Abstract:

Transversal competencies are those that exceed the limits of a discipline to develop potential in all of them: skills necessary to effectively exercise any profession that are not considered explicitly in a given subject, at least in Health Sciences. This is true in Nursing, which otherwise acquire such skills in a substantial impact on the training of professionals for the demands of society and labor market. We propose the need of some type of action that encourages the acquisition of skills in this regard, which are not covered in the curriculum materials, and therefore proposes a pilot training program in basic skills for employment and work, composed of a series of workshops that could be developed into one of the last two years of graduate programs in Nursing.

Competências transversales são aqueles que excedem os limites de uma disciplina para desenvolver o potencial em todos eles: habilidades necessárias para efetivamente exercer qualquer profissão que não são considerados explicitamente em um determinado assunto, pelo menos em Ciências da Saúde. Isto é verdade em Enfermagem, que de outra forma adquirir tais conhecimentos em um impacto substancial na formação de profissionais para as demandas da sociedade e do mercado de trabalho. Propomos a necessidade de algum tipo de ação que incentiva a aquisição de competências nesta matéria, que não são abrangidos no material curricular e, portanto, propõe um programa de treinamento de pilotos em competências básicas para o emprego eo trabalho, composto por uma série de workshops, que poderão ser desenvolvidas em um dos dois últimos anos de cursos de graduação em Enfermagem.

Students' Factors Affecting Undergraduates' Perceptions of their Teaching and Learning Process within ECTS Experience.

INTRODUCTION: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. METHOD: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. RESULTS: The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. DISCUSSION AND CONCLUSION: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.