[Contribution to Pharmacy/pharmacist Education through Writing].

The Education Award of the Pharmaceutical Society of Japan (PSJ) was conferred for "Contribution to pharmacy/pharmacist education through writing on organic chemistry." The award-winning activities were described in three parts section 1-3. Section 1 Importance of Research and Education in Organic Chemistry: In this section, it is explained that organic chemistry serves as the fundamental basis for a wide range of natural science disciplines studied in pharmaceutical departments. It emphasizes that having a solid foundation in organic chemistry is essential for pharmacists to understand pharmaceuticals. This knowledge contributes significantly in healthcare settings such as team-based medical care (interprofessional cooperation) with physicians and nurses, as well as in interactions with patients, providing a unique contribution that other professions cannot achieve. Section 2 Two Serial Articles Written on Organic Chemistry: This part mentions two serial articles that are beneficial for pharmacists and pharmaceutical researchers. These articles aimed to broaden specialized knowledge and provide practical information, contributing to pharmaceutical education and professional training for pharmacists. Section 3 Publication of New Organic Chemistry Textbooks: In this section, the introduction of textbooks and reference books in the field of organic chemistry for pharmaceutical education is highlighted. These educational materials were published to offer valuable information to pharmaceutical students and aspiring pharmacists, enhancing their expertise. These three writing activities significantly contributed to pharmaceutical education and the improvement of the professional work of pharmacists.

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals.

BACKGROUND: Healthcare professionals traditional education reflects constraints to face the complex needs of people with chronic diseases in primary care settings. Since more innovative and practical solutions are required, Virtual Community of Practices (vCoP) seem to better respond to learning updates, improving professional and organizational knowledge. However, little is known about the value created in vCoPs as social learning environments. The objective of this project was to explore the value creation process of a gamified vCoP ("e-mpodera vCoP") aimed at improving the knowledge and attitudes of primary healthcare professionals (PCPs) (nurses and general practitioners) to the empowerment of people with chronic conditions. METHODS: A framework analysis assessed the value creation process using a mixed methods approach. The framework provided awareness about knowledge and usefulness in a learning community through five cycles: (1) immediate value, (2) potential value, (3) applied value, (4) realized value, and (5) reframing value. Quantitative data included vCoP analytics such as logins, contributions, points, badges, and performance metrics. Qualitative data consisted of PCPs' forum contributions from Madrid, Catalonia, and Canary Islands over 14 months. RESULTS: A total of 185 PCPs had access to the e-mpodera vCoPs. The vCoP showed the dynamic participation of 146 PCPs, along 63 content activities posted, including a total of 3,571 contributions (including text, images, links to webpages, and other files). Regarding the value creation process, the e-mpodera vCoP seems to encompass a broad spectrum of value cycles, with indicators mostly related to cycle 1 (immediate value - activities and interactions) and cycle 2 (potential value - knowledge capital); and to a lesser extent for cycle 3 (applied value - changes in practice) and for cycle 4 (realized value - performance improvement). The presence of indicators related to cycle 5 (reframing value), was minimal, due to few individual redefinitions of success. CONCLUSION: To reach a wider range of value possibilities, a combination of learning objectives, competence framework, challenged-based gamified platform, and pathway model of skill development seems crucial. However, additional research is required to gain clearer insights into organizational values, professionals' lifelong educational needs in healthcare, and the long-term sustainability of performance improvement. TRIAL REGISTRATION: ClinicalTrials.gov, NCT02757781. Registered on 02/05/2016.

Educação permanente para farmacêuticos preceptores que atuam na atenção primária no Sistema Único de Saúde: um estudo qualitativo / Lifelong learning for pharmacist preceptors in primary healthcare in the Brazilian health system: a qualitative study

Resumo O bom exercício da preceptoria exige educação permanente dos profissionais de saúde. Nesse contexto, foi desenvolvido curso para preceptores farmacêuticos em um município do leste de Minas Gerais, visando promover o desenvolvimento de competências clínicas. O objetivo do estudo é descrever a experiência educacional desenvolvida e a perspectiva dos participantes sobre a mesma. Trata-se de estudo qualitativo, com coleta de dados por observação participante, entrevistas semiestruturadas e análise documental. Os dados transcritos foram submetidos a análise temática. O planejamento da atividade educacional, realizado a partir de diagnóstico com os farmacêuticos, resultou em satisfação por parte dos mesmos, que ressaltaram a relevância dos temas abordados para sua prática cotidiana. O curso teórico-prático com estudos de casos que objetivava desenvolver competências clínicas iniciais demonstrou-se satisfatório na perspectiva dos participantes. Problemas na gestão do sistema de saúde local dificultaram a realização da fase de apoio in loco, prevista inicialmente. Além disso, evidenciaram-se fatores que influenciam na possibilidade de aplicação de tais competências no cotidiano profissional. Os conhecimentos gerados podem ser subsidiar outras experiências de integração universidade-serviço de saúde para educação permanente de farmacêuticos, com aproveitamento dos aspectos positivos e desenvolvimento de estratégias de prevenção dos problemas identificados.

Abstract A good preceptorship practice requires lifelong education. In this context, a course was developed for pharmacist preceptors aiming to promote the development of clinical skills. This study aims to describe the educational experience developed and the participants' perspective on it. This is a qualitative study, with data collection through participant observation, semi-structured interviews and document analysis. The transcribed data were submitted to thematic analysis. The planning of the educational activity, carried out based on a diagnosis with the pharmacists, resulted in satisfaction on the part of the pharmacists, who stressed the relevance of the topics addressed for their daily practice. The theoretical-practical course with case studies that aimed to develop initial clinical skills proved to be satisfactory from the perspective of the participants. Problems in the management of the local health system made it difficult to carry out the on-site support phase, initially planned. In addition, factors that influence the possibility of applying such competences in professional daily life were evidenced. The knowledge generated can be used to support other university-health service integration experiences for the lifelong education of pharmacists, taking advantage of the positive aspects and developing strategies to prevent the identified problems.

Positive Adult Education, Learned Helplessness and the Pygmalion Effect.

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers' perceptions of the students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense.

The promise of refugee lifelong education: A critical review of the field.

The increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education. Recognition of the role of lifelong learning for refugees has been much slower, only recently entering into prominence in global documents and policies. For refugees, the hope and desire for education that will enable them to achieve sustainable and dignified livelihoods has always been a core part of their realities. Lifelong learning has the potential to provide the bridge between disrupted schooling and future aspirations of self-reliance and participation in society. This article situates the emerging agenda for refugee lifelong learning in a postcolonial and global context. The author begins with a critical examination of the postcolonial "logics" which continue to construct and frame the study of refugees, before problematising how lifelong learning is incorporated and conceptualised in global policy. She draws the conclusion that despite global commitments, the realisation of lifelong learning for refugee youth and adults is likely remain frustrated for some time by normative assumptions firmly embedded in the conceptualisation of lifelong learning and the education frameworks of nation states. However, she argues that the recent global disruption to education and the inequalities that have been exposed by the COVID-19 pandemic provide an opportunity to rethink how education is conceptualised and the importance of providing lifelong learning opportunities to enable young people and adults to fulfil their aspirations.

La promesse de l'éducation tout au long de la vie pour les réfugiés : un examen critique de ce secteur ­ Le nombre croissant de réfugiés ajouté à la durée prolongée de leur situation dans le monde entier souligne l'importance décisive de l'éducation des réfugiés. Depuis 2010, l'éducation est une des priorités stratégiques mondiales de l'Agence des Nations Unies pour les réfugiés (UNHCR). Toutefois l'attention et les ressources ont majoritairement été dévolues à l'éducation primaire et, dans une moindre mesure, à l'éducation secondaire. Reconnaître le rôle de l'apprentissage tout au long de la vie s'est fait beaucoup plus lentement, et ce n'est que récemment que ce secteur a gagné en importance dans les documents et politiques internationaux. L'espoir et le souhait que l'éducation permette aux réfugiés de gagner leur vie durablement et dignement a toujours fait partie intégrante de la réalité qu'ils vivent. L'apprentissage tout au long de la vie pourrait être le pont entre une scolarité perturbée et de futures aspirations à devenir autonomes et à prendre part à la vie de la société. Cet article situe l'agenda naissant de l'apprentissage tout au long de la vie dans un contexte postcolonial et mondial. L'autrice part d'un examen critique de la « logique ¼ postcoloniale qui continue de constituer et de définir l'étude des réfugiés, et pose ensuite le problème de la façon d'intégrer et de conceptualiser l'apprentissage tout au long de la vie dans la politique mondiale. Elle conclut que malgré les engagements pris dans le monde, la réalisation de l'apprentissage tout au long de la vie pour les jeunes et les adultes réfugiés risque d'être encore contrariée pendant un certain temps par les théories normatives fermement ancrées dans la conceptualisation de l'apprentissage tout au long de la vie et les cadres des États-nations en matière d'éducation. Cependant, elle affirme que la récente perturbation mondiale de l'éducation due à la pandémie de COVID-19 et les inégalités que cette dernière a mises en évidence sont pour nous l'occasion de repenser la façon dont l'éducation est conceptualisée et l'importance d'offrir des possibilités d'apprentissage tout au long de la vie aux jeunes et aux adultes pour leur permettre de réaliser ce qu'ils ambitionnent.

O papel do gerontólogo nas universidades da terceira idade durante a pandemia de covid-19: estudo de caso / Gerontologist's role in the universities of the third age during covid-19 pandemic: case study

As Universidades da Terceira Idade (U3As) geralmente visam promover o envelhecimento saudável com atividades educacionais e sociais, mas desde 2020, o isolamento social da pandemia de Covid-19 tem exigido uma reorganização desses programas. Este artigo discute as possibilidades de intervenções e praxes em uma U3A para o enfrentamento das estratégias de mitigação da pandemia, na perspectiva de estagiários de Gerontologia que atuam em uma U3A, comparando os momentos antes e durante a pandemia. Para tanto, este relato de experiência descreve dois estudos de caso, sendo um relacionado ao estágio profissional anterior e outro durante a pandemia de Covid-19. Os dados foram coletados por meio de diagnóstico organizacional observacional e análise de documentos. Para a interpretação do material, foram realizadas análises documentais e de conteúdo, efetuando a comparação e discussão dos dados. Este projeto foi aprovado pelo Comitê de Ética em Pesquisa (CEP) e seguiu todos os preceitos éticos. Os resultados demonstram que o cenário de atuação do gerontólogo é amplo, mas o letramento digital, as informações sobre políticas de inclusão digital, profissionais capacitados para trabalhar com esse público e o fortalecimento de vínculos tornaram-se mais urgentes na pandemia de Covid-19.(AU)

Universities of the Third Age (U3As) generally aim to promote healthy ageing through educational and social activities, but since 2020, the social isolation of the Covid-19 pandemic has required a reorganization of these programs. This article discusses the possibilities of interventions and practices in a U3A to face the new reality of pandemic mitigation strategies, from the perspective of Gerontology interns who work in a U3A, comparing the moments before and during the pandemic. To this end, this experience report describes two case studies, being one related to internship before and the other during the Covid-19 pandemic. Data were collected through observational organizational diagnosis and document analysis. For the interpretation of the material, documentary and content analyzes were performed, making the comparison and discussion of the data. The Research Ethics Committee (CEP) approved this study. The results demonstrate that the gerontologist's role is broad, but digital literacy, information on digital inclusion policies, professionals trained to work with this audience, and strengthening professional bonds are more urgent in the Covid-19 pandemic.(AU)

The "good" physician: Oslerian aphorisms in the 21st century.

On February 2, 1899, William Osler gave a lecture before the students and faculty of Albany Medical College. As a founding member of the Johns Hopkins School of Medicine, Osler had already established himself as a prominent physician and educator and would spend the rest of his career bolstering his reputation as a public speaker. This brief essay looks at four of the more salient points of this lesser-known address, discussing the ways in which he practiced his own advice and finally asserting that his contributions to medical education are still broadly relevant in the 21st century.

De seniores para seniores, Proalfa: um projeto de alfabetização com dinâmicas de animação / From seniors to seniors Proalfa: a literacy project with socio-educational animation dynamics

Num contexto de transformações demográficas, de incentivo à educação ao longo da vida, de necessidade de valorizar o papel dos seniores na sociedade e de promover a convivência entre gerações, foi criado o projeto ProAlfa, para utentes de uma estrutura residencial para pessoas idosas de Leiria ­ Portugal. O objetivo é potenciar a aprendizagem da leitura e da escrita, a partir de estratégias de animação socioeducativa, e promover a interação social. As oficinas decorrem uma vez por semana, no espaço da instituição, sendo dinamizadas, voluntariamente, por quatro estudantes seniores do Programa 60+ do Politécnico de Leiria. O presente artigo apresenta parte da investigação realizada no âmbito do ProAlfa, com os seguintes objetivos: conhecer os motivos que levam os seniores a participar no projeto, identificar as atividades que realizam e as que mais valorizam, além de conhecer as expetativas dos participantes sobre o mesmo. Em nível metodológico, a pesquisa é um estudo de caso, de abordagem mista concretizado a partir de um inquérito por entrevista, de cariz estruturado, aplicado a dezesseis participantes no ProAlfa. Estes são maioritariamente mulheres, têm idades compreendidas entre os 58 e os 102 anos, e são pouco escolarizados. Os resultados evidenciam que a oportunidade para a realização de aprendizagens valiosas e para conviver são os motivos apontados para a participação no projeto. Realizam semanalmente atividades de leitura, escrita e pintura, sendo esta última a mais valorizada. Apre- sentam expectativas reduzidas quanto à sua participação no projeto, nomeadamente em relação à aquisição de competências de leitura.(AU)

In a context of demographic changes, of encouraging lifelong education, of valuing the role of seniors in society and of promoting coexistence between generations, the ProAlfa project was created for users of a residential structure for elderly people in Leiria ­ Portugal. The objective is to enhance the learning of reading and writing, based on socio-educational animation strategies, and to promote social interaction. The workshops take place once a week, in the institution's space, being voluntarily promoted by four senior students of the Programa 60+ of the Polytechnic of Leiria. This article presents part of the research carried out within the scope of ProAlfa, with the following objectives: know the reasons that lead seniors to participate in the project, identify the activities they carry out and those that they value most, and to know the expectations of the participants about the project. At a methodological level, the research is a case study, with a mixed approach, obtained through an interview survey, of a structured nature, applied to 16 participants in ProAlfa. These are mostly women, ages between 58 and 102 years old, and with low level of education. The results show that the opportunity to learn valuable skills and to enjoy their time together are the reasons given for participating in the project. They carry out weekly reading, writing and painting sessions, the latter being the most valued. They have low expectations regarding their participation in the project, namely in relation to the acquisition of reading skills.(AU)

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence.

Health care professionals' adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005-2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals.

Analysis of Factors Affecting the Need for Health Education Programs in Middle-aged Women

BACKGROUND: This study aimed to analyze the factors affecting health education program needs as defined by the World Health Organization (WHO) for promoting health in middle-aged women. METHODS: Study subjects included 203 middle-aged women ranging in ages between 40 and 59 years, living in S-city. Data were collected from September 10 to 24, 2011. Descriptive statistics, independent t-test, and one-way ANOVA were used to analyze general characteristics and the need for health education programs related to the general characteristics. Hierarchical multiple regression was used to access the factors influencing the need for health education programs. All data were analyzed by SPSS/WIN 17.0 program. RESULTS: The average score of the health promotion behaviors was 3.46 (+/-0.74). The average score of the need for health education programs (including physical, psychological, and social health education programs) was 3.88 (+/-0.13); and this was affected by age (psychological health education programs beta=-0.21), self-actualization (physical, psychological, social health education programs beta=0.28, beta=0.30, beta=0.30), health responsibility (social health education programs beta=0.21), interpersonal support (physical health education programs beta=0.18), and stress management (social health education programs beta=0.18). CONCLUSIONS: Based on the study results, health education for middle-aged women should be impacted less by monthly income and educational background, and should have more specialized, accessible contents considering not only programs that middle-aged women prefer but also the factors influencing the needs of health education.