Contributions of African-centered (Africentric) psychology: A call for inclusion in APA-accredited graduate psychology program curriculum.

Over the past few years, there has been increased visibility of, and attention paid to, enduring issues such as racial discrimination toward Black Americans. Black psychologists have been called upon to explain various race-related mental health issues to the public, as well as their colleagues and students. Discussions about how to heal from persistent, intergenerational, oppressive attacks on the African psyche are important, but the theories and treatments in which most practitioners are trained and considered "best practices" are Eurocentric in nature. African-centered (or Africentric) psychology is a well-established school of thought, predating the philosophies often discussed in Western/American psychology's History and Systems curriculum, that provides an authentic understanding of the psychology of people of African descent from an African perspective. In this article, we present the historical contention about the lack of inclusion of an African perspective in conceptualizing and addressing the psychological needs of people of African descent, provide an overview of African-centered psychology including its underlying worldview and philosophy, development, and key contributors, and advocate for the inclusion of Africentric psychology in APA-accredited psychology graduate programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Barreiras e facilitadores da permanência em curso noturno de Odontologia de universidade pública do sul do Brasil / Barreras y facilitadores de la permanencia en un curso nocturno de Odontología en una universidad pública del sur de Brasil / Barriers to and facilitators of permanence in an evening Dentistry course at a public university in southern Brazil

Este estudo analisou as condições de permanência e o perfil sociodemográfico-familiar de estudantes do curso noturno de Odontologia, em Universidade Pública do sul do Brasil. Utilizou dados de pesquisa observacional transversal, realizada pelo autopreenchimento de instrumento online. Todos os 175 estudantes matriculados no curso noturno, primeiro semestre de 2019, foram convidados a participar do estudo. As questões fechadas foram analisadas pela estatística descritiva e as abertas pela análise temática de conteúdo. Participaram da pesquisa 55 estudantes. Em sua maioria, eram mulheres, de 25 a 35 anos, brancas, solteiras, sem filhos, residentes na cidadeem que se localiza a Instituição e cursaram ensino fundamental e médio em escola pública; 50,9% trabalham, mas dependem de apoio familiar para seu sustento e 63,6% possuem renda individual mensal de até 2 salários mínimos. As barreiras associadas à permanência do estudante no curso foram questões financeiras, aspectos organizacionais da Universidade/curso,a condição de ser estudante-trabalhador, conhecimento do corpo docente sobre o perfil dos estudantes do noturno, segurança em torno do campus e tempo de duração do curso. O auxílio financeiro para compra de materiais odontológicos foi reconhecido como estratégia facilitadora da permanência no curso. Estudantes recomendam como estratégias para fortalecer a permanência, a flexibilização de pré-requisitos e horários de chegada nas aulas, acompanhamento de disciplinas no turno diurno, disciplinas/atividades deeducação a distância, maior oferta de atividades extracurriculares em dias/horários considerando o estudante-trabalhador e acompanhamento psicológico. O curso noturno tem possibilitado o acesso do estudante trabalhador na educação superior em Odontologia.Barreiras e facilitadores da permanência foram identificados e devem ser permanentemente analisados (AU).

Este estudio analizó las condiciones de permanencia y el perfil sociodemográfico-familiar de estudiantes del curso nocturno de Odontología, en una Universidad Pública del sur de Brasil. Utilizó datos de una encuesta observacional transversal, realizada porautocompletado de un instrumento en línea. Todos los 175 estudiantes matriculados en el curso vespertino, primer semestre de 2019, fueron invitados a participar en el estudio. Las preguntas cerradas se analizaron mediante estadística descriptiva y las preguntas abiertas mediante análisis de contenido temático. Participaron en la investigación 55 estudiantes. En su mayoría eran mujeres, entre 25 y 35 años, blancas, solteras, sin hijos, residentes en la ciudad donde se encuentra la Institución y que habían cursado estudios primarios y secundarios en una escuela pública; 50,9% trabaja, pero depende del apoyo familiar para su sustento y el 63,6% tiene un ingreso mensual individual de hasta 2 salarios mínimos. Las barreras asociadas a la permanencia del estudiante en el curso fueron aspectos económicos, aspectos organizativos de la Universidad/curso, la condición de estudiante-trabajador, conocimiento de la facultad sobre el perfil de los estudiantes nocturnos, seguridad en los alrededores del campus y duración de la carrera. La ayuda financiera para la compra de materiales dentales fue reconocida como una estrategia facilitadora para la permanencia en el curso. Los estudiantes recomiendan, como estrategias para fortalecer la permanencia, la flexibilización de requisitos y horarios de llegada a clases, seguimiento de asignaturas en turno diurno, asignaturas/actividades de educación a distancia, mayor oferta de actividades extracurriculares en días/horarios considerando al estudiante-trabajador y seguimiento psicológico. El curso nocturno ha permitido a los estudiantes trabajadores acceder a la educación superior en Odontología. Se identificaron barreras y facilitadores de la permanencia y deben ser permanentemente analizados (AU).

This study analyzed the permanence conditions and the sociodemographic-family profile of students of the evening Dentistry course offered by a Public University in southern Brazil. It used data from a cross-sectional observational survey carried out through self-completion of an online instrument. All 175 students enrolled in the evening course in the first semester of 2019 were invited to participate in the study. Closed questions were analyzed using descriptive statistics and open questions were interpreted using thematic content analysis. A total of 55 students participated in the research. Most of them were women, aged between 25 and 35 years, white, single, without children, resident in the city where the Institution is located, and who attended primary and secondary education in public schools. In addition, 50.9% work but depend on family support for their livelihood, and 63.6% have an individual monthly income of up to 2 minimum salaries. The barriers associated with student's permanence in the course were financial issues, organizational aspects of the University/course, the condition of being a working student, teachers' familiarization with the profile of evening students, security around the campus, and course duration. Financial aid for the purchase of dental materials was recognized as a facilitating strategy for permanence in the course. Students recommend, as strategies to strengthen permanence, the flexibility of curriculum prerequisites and arrival times in classes, attending disciplines in the day period, distance education disciplines/activities, a greater offer of extracurricular activities on days/times that take into account the working student, and psychological follow-up. The evening course has enabled working students to access higher education in Dentistry. Barriers to and facilitators of permanence were identified and mustbe permanently analyzed (AU).

O perfil acadêmico dos coordenadores dos cursos de Odontologia brasileiros: uma interface com a Bioética / El perfil académico de los coordinadores de cursos de Odontología brasileños: una interfaz con la Bioética / The academic profile of BrazilianDentistry course coordinators: an interface with Bioethics

As Diretrizes Curriculares Nacionais para o Curso de Graduação em Odontologia orientam para uma formação humanista, crítica, reflexiva, e pautada em princípios éticos/bioéticos. Considerando que os coordenadores dos cursos de graduação são fundamentais no processo de formação, foi realizada uma pesquisa nacional, objetivando analisar o perfil acadêmico desses atores. Trata-se de pesquisa transversal, documental, exploratória e analítica. A coleta de dados ocorreu entre junho e julho de 2020, a partir da consulta aos currículos na Plataforma Lattes. Realizaram-se análises descritivas e univariada. Foram analisados os currículos dos coordenadores dos 446 cursos de Odontologia em atividade no Brasil. Destes, 53,0% eram do sexo masculino; 94,2% formados em Odontologia; 81,2% possuíam pelo menos uma especialização, 89,5% mestrado e 52,0% doutorado; 0,4% possuíam especialização em bioética e 0,7% em odontologia legal; 0,7% possuíam mestrado em odontologia legal; 11,7% já haviam lecionado disciplinas nas áreas de ética (deontológica e bioética); 3,8% participavam de projetos de pesquisa e 2,0% de projetos de extensão relacionados à ética; e 6,1% tinham publicações relacionadas à deontologia, ética e/ou bioética. Conclui-se que a maioria dos coordenadores possui cursos de especialização e mestrado, e pouco mais da metade possui doutorado. No entanto, poucos têm alguma formação nas áreas de ética e/ou bioética, ou apresentam projetos de extensão e pesquisa nesses campos do conhecimento (AU).

Las Directrices Curriculares Nacionales para los Cursos de Pregrado en Odontología prevén una formación humanística, crítica, y reflexiva basada en principios éticos/bioéticos. Considerando que los coordinadores de los cursos de pregrado son fundamentales en el proceso de formación, se realizó una pesquisa nacional para analizar el perfil académico de esos profesionales. Se trata de una investigación transversal, documental, exploratoria, y analítica. La colecta de datos se realizó entre junio y julio de 2020, a partir de la consulta de planes de estudio en la Plataforma Lattes. Se realizaron análisis descriptivos y univariados. Fueron analizados los currículos de los coordinadores de los 446 cursos de Odontología activos en Brasil. De los mismos, 53,0% eranhombres; 94,2% eran graduados en Odontología; 81,2% tenían por lo menos una especialización, 89,5% maestría y 52,0% doctorado; 0,4% tenían especialización en Bioética, y 0,7% en Odontología Legal; 11,7% ya había impartido asignaturas en las áreas de ética(deontológica y bioética); 3,8% participaba en proyectos de investigación, y 2,0% en proyectos de extensión relacionados con la ética; 6,1% tenía publicaciones relacionadas con la deontología, la ética y/o la bioética. Se concluye que la mayoría de los coordinadores tienen títulos de especialización y maestría, y poco más de la mitad tienen un doctorado. No obstante, pocos tienen formación en las áreas de ética y/o bioética, o presentan proyectos de extensión e investigación en estos campos del conocimiento (AU).

The National Curriculum Guidelines for the Undergraduate Course in Dentistry guide towards for humanistic, critical, and reflective education, with activities based on ethical/bioethical principles. Considering that undergraduate course coordinators are essential in conducting the education process, a nationwide study was carried out with the objective of evaluating the academic profile of these actors. This is a cross-sectional, documentary, exploratory, and analytical study. The data collection was carried out between June and July 2020, from the consultation of curricula on the Lattes Platform. Descriptive and univariate analyses were performed. The curricula of the coordinators from 446 Dentistry courses in activity in Brazil were analyzed. Of these, 53.0% were male; 94.2% graduated in Dentistry; 81.2% had at least one specialization, 89.5% had a master's degree, and 52.0% had a doctorate; 0.4% had a specialization in bioethics and 0.7% in legal dentistry; 11.7% had already lectured subjects in ethics (deontology and bioethics); 3.8% had participated in research projects, and 2.0% in extension projects related to ethics; while 6.1% had publications related to deontology, ethics, and/or bioethics. It is concluded that most coordinators have specialization and master's degrees, and just over half have a doctorate. However, few have some training in the areas of ethics and/or bioethics, or have extension and research projects in these fields of knowledge (AU).

Developing a standardized national undergraduate curriculum for future healthcare professionals on self-management support for chronic conditions.

This is a report on the development of the second part of a national undergraduate interprofessional standardized curriculum in chronic disease prevention for healthcare professionals in the Republic of Ireland; National Undergraduate Curriculum for Chronic Disease Prevention and Management Part 2: Self-management Support for Chronic Conditions. The development processes involved in Part 1, Making Every Contact Count for Health Behavior Change, were described earlier. This report presents an overview of the development of a national self-management support curriculum and barriers and enablers encountered. The curriculum was developed by a National Working Group, with interprofessional representation from each of the Higher Education Institutions (HEIs) in Ireland and the national health service, i.e. the Health Service Executive (HSE). All phases of the project were overseen by a Steering Group and supported in each HEI by a local working group. The aim of the curriculum is to introduce standardized self-management support education across all undergraduate and graduate entry healthcare programmes nationally to prepare future healthcare professionals with knowledge, skills and attitudes to support individuals to self-manage their chronic conditions.

Benchmarking in Academic Physical Therapy Using the PT-GQ Survey: Wave 2 Update With Application to Accreditation Reporting.

OBJECTIVE: The Benchmarking in Academic Physical Therapy study uses the Physical Therapist-Graduation Questionnaire (PT-GQ) survey to develop comprehensive performance benchmarks for physical therapist education. These benchmarks facilitate interprofessional comparisons and have application to accreditation self-study reporting. The purpose of this study is to report updated benchmarks from enrollment Wave 2 of the study, with an emphasis on curricular areas that align with accreditation standards. METHODS: Seventy doctor of physical therapy (DPT) programs (26.5% national sample) administered the survey to graduates during 2020-2021. Where possible, respondent data were contextualized by statistical comparison with published medical student data (Welch t test, Hedges g). RESULTS: There were 1894 respondents who participated in the study (response rate: 63.9%). The average survey duration was 32.9 minutes. White-only, non-Hispanic/Latino/a/x individuals (78.8%) exceeded the 2020 US Census prevalence (60.1%), and only one-half of respondents perceived a benefit to their training from the diversity present in their programs. Over 94% of respondents indicated that their curricula were characterized by "problem solving/critical thinking" and "clinical reasoning," but nearly one-half indicated "busywork" was prevalent. High curricular satisfaction ratings clustered in content areas relating to profession-specific technical skills and low ratings clustered in foundational sciences. DPT respondents reported significantly lower tolerance for ambiguity, significantly more exhaustion, and significantly less disengagement than medical students. Respondents endorsed higher levels of "adaptive" perfectionism (striving for high performance) than "maladaptive" perfectionism (concern over negative evaluations). Respondents with loans (27.7%) had debt exceeding $150,000, the benchmark above which the DPT degree loses economic power. CONCLUSION: PT-GQ benchmarks revealed strengths (eg, curricula emphasizing problem solving/critical thinking and clinical reasoning) and challenges (eg, low diversity, problematic student debt) in physical therapist education. IMPACT: Programs can use benchmarking for quality-improvement efforts and as a data source for accreditation self-study reports. The ongoing study will refine national benchmarks and pilot items to address new research questions.

Implementing and optimizing a communication curriculum in medical teaching: Stakeholders' perspectives.

OBJECTIVE: The relevance of communication in medical education is continuously increasing. At the Medical Faculty of Hamburg, the communication curriculum was further developed and optimized during this project. This article aims to describe the stakeholders' perceived challenges and supporting factors in the implementation and optimization processes. METHODS: The initial communication curriculum and its development after a one-year optimization process were assessed with a curricular mapping. A SWOT analysis and group discussions were carried out to provide information on the need for optimization and on challenges the different stakeholders faced. RESULTS: The curricular mapping showed that the communication curriculum is comprehensive, coherent, integrated and longitudinal. In both the implementation and the project-related optimization processes, support from the dean, cooperation among all stakeholders and structural prerequisites were deemed the most critical factors for successfully integrating communication content into the curriculum. CONCLUSION: The initiative and support of all stakeholders, including the dean, teachers and students, were crucial for the project's success. PRACTICE IMPLICATIONS: Although the implementation of a communication curriculum is recommended for all medical faculties, their actual implementation processes may differ. In a "top-down" and "bottom-up" approach, all stakeholders should be continuously involved in the process to ensure successful integration.

[Feedback on the first three years of application of the reform of the third cycle in oncology]. / La phase socle en oncologie : retour d'expérience sur les trois premières années d'application de la réforme du troisième cycle.

Since the establishment of the reform of medical studies' third cycle in 2017, the first two residency semesters define the "phase socle" whose objective is to provide the basic knowledge of the specialty. We have carried out a declarative survey, submitted in 2020 to all French residents in Oncology whose "phase socle" had taken place during the first 3 years of the reform. The main objectives of this survey were to evaluate the theoretical teaching of oncology as well as the practical hospital training provided during this phase. The response rate was 44% (among 355 residents, 155 answered). In terms of theoretical training, the level of satisfaction with the national teaching courses of the Collège National des Enseignants en Cancérologie and the distant learning courses on the SIDES-NG platform was considered satisfactory (average visual analog scale of 6.7/10 and 5.7/10, respectively). There was greater heterogeneity in the organization of local courses, of which only 50% of base phase residents benefited. In terms of practical training, the training value of the medical oncology and radiation oncology residencies was good (visual analogue scale 7.9/10 and 6.7/10, respectively), with educational objectives adapted to the base phase, but with a greater workload for medical oncology. This study provides feedback that shows the success of this reform in oncology. It also offers suggestions, which could be the basis to improve the formation of oncology residents.

Nutrition education incorporation into mainstream primary school curriculum in Ghana: Stakeholders' sources of nutrition information and perceived barriers.

INTRODUCTION: Nutrition literacy has been cited as a crucial life skill. Nutrition education as a primary school subject has been treated inconsequentially when compared to other subjects. We investigated an aspect of the current state of nutrition education in Ghana by engaging stakeholders about their sources of nutrition information and the perceived barriers in implementing nutrition education in mainstream primary schools. METHODS: Three hundred and fifty one (351) primary school children, 121 homebased caregivers, six schoolteachers, two headteachers, two Ghana Education Service (GES) officials, and six school cooks were involved in the study. Surveys were used to collect data on nutrition information acquisition behaviors and to record perceived barriers. Key Informant Interviews were conducted among GES officials, headteachers, schoolteachers and school cooks, while Focus Group Discussions were used among homebased caregivers and children to gather qualitative information. RESULTS: Only 36.3% of the primary school children had heard about nutrition, and 71% of those got nutrition information from their family members. About 70% of homebased caregivers had heard or seen nutrition messages, and their source of nutrition information was predominantly traditional media. Schoolteachers mostly received their nutrition information from non-governmental organizations and the Internet, while most of the school cooks stated their main source of nutrition information was hospital visits. Perceived barriers included schoolteachers' knowledge insufficiency, and lack of resources to adequately deliver nutrition education. Lack of a clear policy appeared to be an additional barrier. CONCLUSION: The barriers to the implementation of nutrition education in the mainstream curriculum at the primary school level that were identified in this study can be resolved by: providing schoolteachers with learning opportunities and adequate nutrition education resources for practical delivery, having specific national policy framework, and including family members and school cooks in the nutrition education knowledge and information dissemination process.

Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students.

PURPOSE: We aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia's Northern Territory. The questionnaires chosen were intended to measure psychological resilience and socio-cultural resilience as complementary dimensions of the capacity to cope in circumstances of significant life stress and risk of self-harm. METHODS: Confirmatory factor analysis (CFA) was conducted to assess construct validity of the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), a measure of psychological resilience, and the 12-item Child and Youth Resilience Measure (CYRM-12), a measure of socio-cultural resilience, with a sample of 520 students. Associations between resilience and psychological distress and emotional and behavioural difficulty were analysed in relation to life stressors to assess criterion validity of the scales. RESULTS: CFA provided support for the validity of the respective constructs. There was good fit for both scales. However, assessment of criterion validity of the scales suggested that the adapted measure of socio-cultural resilience (CYRM-12NT) showed higher reliability and a clearer indication of predictive validity than the measure of psychological resilience (CD-RISC-10). CONCLUSIONS: The CYRM-12NT appears to be a more useful measure of resilience among Aboriginal youth exposed to significant life stress and disadvantage. However, both measures may require further development to enhance their validity and utility among potentially at-risk adolescents in socially, culturally and linguistically diverse remote Aboriginal communities.

Odontologia do Esporte nas matrizes curricularesdos cursos de graduação em Odontologia / Sports Dentistry in the curricula of undergraduate dental schools

O objetivo deste estudo é apresentar um panorama da inserção de conteúdos sobreOdontologia do Esporte (OE) nos projetos pedagógicos dos cursos de Odontologia na Região Sudeste do Brasil.Para isso, foi realizado um estudo transversalde base documental, noqual foram analisadas as matrizes curriculares disponibilizadas nos sítios weboficiais das Instituições de Ensino Superior (IES)localizadas no sudeste brasileiro,cadastradas no portal e-MEC do Ministério da Educação.Osoftwareestatístico GraphPad Prism 8.1.2 foi utilizadona análise das variáveis. Os resultados desta pesquisa refletem a análise dos componentes curriculares de144 IES localizadas no sudeste do Brasil. Destas, apenas cinco (3,47%)informaramofertarem suas matrizes curriculares a disciplina de OE. IESpúblicas ofertam maisa disciplina que IES privadas. A carga horária média da disciplinaé de 47,5±8,66horas.Em conclusão, aabordagem da OE é incipiente nos cursos de Odontologiado sudeste brasileiro, especialmente nas IES privadas. Reformulações e atualizações dos projetos pedagógicospara a inclusão de tópicos destinados ao ensino dos princípios da área são necessárias, afim de despertar o interesse e o reconhecimento da especialidade no Brasil (AU).

This study aimed to present an overview of the insertion of Sports Dentistry (SD) content in the pedagogical projects of dental schools in southeastern Brazil. Therefore, a document-based cross-sectional study was performed, analyzing the available curricula on the official websites of higher education institutions (HEIs)of southeastern Brazil registered in the e-MEC portal of the Ministry of Education. GraphPad Prism 8.1.2 statistical software was used to analyze the variables. The results of this study reflect the analysis of curricular components of 144 HEIs in southeastern Brazil. Only five (3.47%) institutions reported offering SD in their curricula. Public HEIs offered the subject more than private ones. The mean course load is 47.5±8.66 hours. In conclusion, the SD approach is incipient in dental schools in southeastern Brazil, especially in private HEIs. Reformulations and updates in pedagogical projects, including topics to teach the principles of this field are required to raise interest and acknowledge this specialty in Brazil (AU)

Odontologia para Pacientes com Necessidades Especiais: uma análise das estruturas curriculares dos cursos de Odontologia da região Nordeste / Dentistry for Patients with Special Needs: an analysis of the curricular structures of Dentistry courses in the Northeast region

O estudo objetivou analisar as estruturas curriculares dos cursos de Odontologia da região Nordeste e investigar a presença do componente curricular Odontologia para Pacientes com Necessidades Especiais(OPNE). Trata-se de um estudo seccional, descritivo e quantitativo. Os dados foram coletados entre junho e dezembro de 2020 no sítio eletrônico do Ministério da Educação (e-MEC) e nos portaisdas instituições de ensino identificadas,comanálise das estruturas curriculares dos cursos. Havia138 cursos de Odontologia autorizados e cadastrados na plataformaedestes, seteforam excluídos por ausência de portal atualizado ou por ainda não ter formado pelo menos umaturma. Dos 131 cursos de graduação em Odontologia analisados, verificou-se que 62 IES (47,30%) ofertavam o componente OPNE, dentre as quais53 (40,50%) o ofertavam como componente obrigatório.O estado da Paraíba apresentou a maior frequência (n=13, 86,7%) de cursos que ofertam o componente curricular, enquanto o estado de Sergipe obteve a menor frequência (n=1, 16,7%).Conclui-se que o componente curricular OPNE é pouco ofertado nos cursos de graduação em Odontologia na região Nordeste,o que pode impactardiretamente na capacitação dos profissionais para prestar um melhor cuidado de saúde bucal para essa população (AU).

The study aimed to analyze the curricular structures of the Dentistry courses in the Northeast region and investigate the curricular component named DPSN (Dentistry for Patients with Special Needs). This is a sectional, descriptive and quantitative study. The data were collected between June and November 2020 on the Ministry of Education's (e-MEC) website and the educational institutions' portals identified by analyzing the curricular structures of the courses. There were 138 authorized Dentistry courses registered on the platform; and, of these, seven were excluded for lack of an updated portal or for not having at least one formed class. Of the 131 analyzed undergraduate courses in Dentistry, it was found that 62 HEI (47.30%) offered the DPSN component, among which 53 (40.50%) offered it as a compulsory component. The state of Paraíba showed the highest frequency (n=13, 86.7%) of the courses offering the curricular component, while the state of Sergipe obtained the lowest frequency (n=1, 16.7%). It is concluded that the DPSN curricular component islittle offered in the undergraduate courses in Dentistry in the Northeast region and directly impacts professionals' training to provide better oral health care for this population (AU).

Reconocimiento docente de los valores éticos y morales en la formación curricular de la carrera de odontología de la Universidad de Viña del Mar, Chile / Teaching recognition of ethical and moral values in the curriculum training of the dentistry career of the Universidad de Viña del Mar, Chile

El objetivo de esta investigación es determinar la coherencia entre lo declarado por los programas de estudios de pregrado en la carrera de Odontología de la Universidad de Viña del Mar, en relación a los valores éticos y morales y, cómo son reconocidos efectivamente por los docentes en los estudiantes. El diseño de investigación corresponde a un estudio descriptivo y transversal. Para esto se adaptaron dos instrumentos, el primero: "cuestionario sobre percepción en la categorización de valores" que busca determinar la importancia que le dan los docentes a los valores. Mientras que en el segundo: "Encuesta sobre valores en estudiantes de odontología" solicita que cada docente evalúe la frecuencia con que se manifiestan ciertos valores éticos y morales en sus estudiantes. Se consideraron los 28 académicos que constituyen la totalidad del universo de docentes clínicos de los cursos de 4to y 5to años de la carrera de odontología en el año 2019. Se discuten los resultados comparándolos con experiencias similares en otras instituciones. Los resultados muestran la percepción y el reconocimiento de los valores por parte del cuerpo docente en los estudiantes, donde se identificó que los valores incorporados de mejor manera son la dignidad, el trato humano y el dialogo; mientras que la autocrítica y el conocimiento fueron los menos incorporados, estos son clave para establecer reflexión y mejoras en los planes de estudio. Se marca el punto de inicio para la generación de futuras líneas de investigación que incorporen otros aspectos como la perspectiva de los pacientes, los estudiantes, así como también continuar recabando información para utilizar metodologías que puedan contribuir a la integración de valores y poner en debate la importancia de ellos en la formación de pregrado.

The aim of this article is to determine the coherence between what is declared by the undergraduate study programs in the Dentistry career at the University of Viña del Mar, in relation to ethical and moral values and how they are effectively recognized by teachers in the students. The research design corresponds to a descriptive and cross-sectional study. Two instruments were adapted for this, the first: "questionnaire on perception in the categorization of values" that seeks to determine the importance that teachers give to values. While in the second: "Survey on values in dentistry students" requests that each teacher evaluates the frequency of certain ethical and moral values which are manifested in their students. 28 academics constituting the entire universe of clinical teachers of the 4th and 5th year courses of dentistry career in 2019 were considered. The results were discussed, comparing them with similar experiences in other institutions. Results show the perception and recognition of the values by the teaching staff in the students. These values incorporated in the best way were dignity, humane treatment and dialogue; while self-criticism and knowledge were the least incorporated. These are key values to establish a reflection and subsequent improvements in the study plans. This article marks a starting point for the generation of future lines of research that incorporate other aspects such as the perspective of patients, students, as well as continuing to collect information to use methodologies that can contribute to the integration of values and put them into a debate about the importance of them in undergraduate training.

The Safe Discharge Checklist: A Standardized Discharge Planning Curriculum for Medicine Trainees.

OBJECTIVES: Hospital discharge is a challenging time for residents, requiring the completion of many tasks to ensure safe transitions for patients. Despite recognition of the importance of hospital discharge planning, formal curricula are lacking. We sought to improve medicine residents' comfort and skills with discharge planning and enhance the quality of care by introducing a standardized approach to discharge on the medicine wards. METHODS: The intervention included a didactic, a bedside rounds component, and a discharge checklist. Interns were surveyed at the end of rotations to measure confidence, attitudes, and frequency of completing discharge planning tasks. Results were compared with a control group of experienced interns from the previous academic year. Clinical outcomes included hospital readmission and emergency department return rates and patient satisfaction scores in discharge-related domains. RESULTS: Study interns reported similar confidence to control group interns with discharge planning and endorsed completing four of five discharge tasks more frequently than control interns. There were no differences in clinical outcomes. CONCLUSIONS: We did not identify changes in clinical outcomes, although this finding likely reflects the multifactorial nature of hospital readmissions. Interns exposed to the curriculum early in the academic year had a higher reported frequency of completing key discharge tasks and similar confidence around discharge, when compared with end-of-the-year interns. These improvements suggest that the curriculum led to a change in culture surrounding discharge planning and perhaps accelerated learning of skills associated with discharge best practices.

An Innovative Approach for Integrating Mandatory, Longitudinal Spirituality Training Into the Medical School Curriculum.

PROBLEM: Most Americans indicate they are religious and/or spiritual and wish to have their beliefs taken into account when engaging with health care providers, yet gaps in medical education and health care practice remain. To underscore the importance of spirituality as a significant social determinant of health, a team at the Icahn School of Medicine at Mount Sinai in New York developed mandatory spirituality and health training for students integrated into all 4 years of the undergraduate medical education curriculum. APPROACH: From 2014 to 2020, a small group of faculty took an innovative approach, launching the initiative and expanding the team by engaging interprofessional faculty and staff from across the institution. The team used an iterative process to integrate 4 distinct modules into 4 existing courses, spanning the 4 years of medical school. OUTCOMES: The majority of students found that the spirituality and health curriculum was valuable to training and professional development. They appreciated the importance of patients' spiritual needs, valued learning about the role chaplains play in patient care and how to initiate a consult, and indicated they intended to integrate spiritual history taking in their patient care. With respect to process, 3 key factors-establishing an interprofessional team, working through an iterative process, and integrating the curriculum into existing courses-were critical to designing and implementing the modules. NEXT STEPS: The team aims to expand and improve the curriculum by linking learning to specific standardized competencies as well as developing more specific performance assessments to demonstrate achievement of competencies. Professional development efforts will be enhanced so faculty can better model and reinforce the integration of spirituality into health care practices and expand the curriculum on spirituality and health into graduate medical education.

Ensino da segurança do paciente na graduação em enfermagem no estado da Bahia / Enseñanza sobre la seguridad del paciente en el pregrado en enfermería en el estado de Bahia-Brasil / Teaching patient safety in undergraduate nursing in the state of Bahia

RESUMO Objetivo: identificar o tema segurança do paciente nos componentes curriculares de cursos de graduação em enfermagem no estado da Bahia. Método: pesquisa quantitativa, descritiva, exploratória de base documental desenvolvida em fevereiro de 2019, com dados extraídos da Matriz Curricular, Projeto Pedagógico e Ementa, disponíveis nos websites de instituições de ensino superior com situação ativa no sistema e-MEC. Resultados: das 75 instituições cadastradas, nove eram públicas, e 66 privadas. O tema segurança do paciente não foi encontrado em nenhum website de universidades públicas e apenas em 8,06% das privadas. O contato inicial com a temática dava-se no 3º semestre, a carga horária média das disciplinas que abordavam o tema variava de 30 a 306 horas e o componente curricular era obrigatório para estas disciplinas. Apenas 1,71% dos websites das instituições públicas apresentavam todos os documentos pesquisados, enquanto as privadas apresentaram 33,33%, a matriz curricular foi o documento mais disponibilizado. Conclusão: a inserção do tema segurança do paciente nos componentes curriculares mostrou-se insuficiente, apontando necessidade de revisão dos processos formativos e inclusão de abordagem interdisciplinar e transdisciplinar, tendo em vista a complexidade do cuidado em saúde e a importância do desenvolvimento de competências específicas com foco na segurança do paciente.

RESUMEN Objetivo: identificar el tema seguridad del paciente en los componentes curriculares de cursos de pregrado en enfermería en el estado de Bahia-Brasil. Método: investigación cuantitativa, descriptiva, exploratoria de base documental desarrollada en febrero de 2019, con datos extraídos de la Matriz Curricular, Proyecto Pedagógico y Directrices, disponibles en los sitios electrónicos de instituciones de enseñanza superior con situación activa en el sistema e-MEC. Resultados: de las 75 instituciones registradas, nueve eran públicas y 66 privadas. El tema de la seguridad del paciente no se encontró en ningún website de universidades públicas y solo en el 8,06% de las privadas. El contacto inicial con la temática se trabajaba en el 3º semestre, el promedio de la carga horaria de las asignaturas que trataban el tema variaba de 30 a 306 horas y el componente curricular era obligatorio para estas asignaturas. Solo el 1,71% de los sitios electrónicos de las instituciones públicas presentaba todos los documentos investigados, mientras que los privados presentaron el 33,33%, la matriz curricular fue el documento más disponible. Conclusión: la inserción del tema seguridad del paciente en los componentes curriculares se mostró insuficiente, señalando necesidad de revisión de los procesos formativos e inclusión de abordaje interdisciplinario y transdisciplinario, teniendo en cuenta la complejidad del cuidado de la salud y la importancia del desarrollo de competencias específicas centradas en la seguridad del paciente.

ABSTRACT Objective: to identify the theme of patient safety in the curricular components of undergraduate nursing courses in the state of Bahia. Method: quantitative, descriptive, exploratory research of documentary basis developed in February 2019, with data extracted from the Curricular Matrix, Pedagogical Project and Menu, available on the websites of higher education institutions with active situation in the e-MEC system. Results: of the 75 registered institutions, nine were public, and 66 were private. The theme of patient safety was not found in any website of public universities and only in 8.06% of private universities. The initial contact with the theme took place in the 3rd semester, the average workload of the subjects that addressed the theme ranged from 30 to 306 hours and the curricular component was mandatory for these disciplines. Only 1.71% of the websites of public institutions had all the documents surveyed, while the private ones presented 33.33%, the curriculum matrix was the most available document. Conclusion: the insertion of the patient safety theme in the curricular components proved insufficient, pointing out the need for review of training processes and inclusion of an interdisciplinary and transdisciplinary approach, in view of the complexity of health care and the importance of developing specific competencies focused on patient safety.

Physical education in early childhood education in Maringá-pr: construction and implementation of an educational public policy / Educação física na educação infantil em Maringá-pr: construção e implementação de uma política pública educacional

ABSTRACT This research aimed to describe and analyze the process of structuring and implementing Law No. 8392/2009, of the Municipality of Maringá-PR, which includes Physical Education as a mandatory component in the Early Childhood Education curriculum. It is characterized as both a descriptive case and a documentary study, conducted through semi-structured interviews with the researcher in charge and with the parliamentary author of the Law; questionnaires, applied to 27 Physical Education teachers working at Municipal Child Education Centers; and consultation to the legislation and internal documents of the Municipal Department of Education. From the information obtained, it was concluded that the analyzed process took place in a satisfactory way, consolidating the educational public policy in focus.

RESUMO Esta pesquisa objetivou descrever e analisar o processo de estruturação e implementação da Lei nº 8392/2009, do Município de Maringá-PR, que inclui a Educação Física como componente obrigatório no currículo da Educação Infantil. Caracteriza-se como um estudo de caso descritivo e documental, por meio de realização de entrevistas semiestruturadas com o parlamentar responsável pelo projeto de lei e com a pesquisadora, cujo estudo subsidiou o referido projeto; aplicação de questionários a 27 professores de Educação Física atuantes nos Centros Municipais de Educação Infantil; e consulta à legislação e documentos internos da Secretaria Municipal de Educação. A partir das informações obtidas, concluiu-se que o processo analisado ocorreu de forma satisfatória, consolidando a política pública educacional em questão.

Trajetória de educação na pós-graduação e atuação profissional de egressos de Odontologia: uma análise de doze anos (2007 a 2019) / Patterns of further education and employment of dental graduates: a twelve-year analysis from 2007 to 2019

Avaliar a trajetória de graduados em Odontologia é importante para garantir o alinhamento adequado dos currículos odontológicos às necessidades da sociedade. Este estudo observacional transversal descritivo teve como objetivo caracterizar o perfil sociodemográfico-familiar e a trajetória de educação na pós-graduação e de atuação profissional de cirurgiões-dentistas egressos de universidade pública do Sul do Brasil. Foram convidados a participar do estudo todos os egressos que concluíram a graduação em Odontologia nesta universidade, entre 2007 e 2019. A coleta de dados aconteceupelo autopreenchimento de instrumento semiestruturado online, pré-testado, organizado em três dimensões (perfil sociodemográfico-familiar, educação na pós-graduação e atuação profissional). Aanálise das questões objetivas foi realizada por estatísticas descritivas e as abertas pela análise temática de conteúdo. Participaram do estudo 245 cirurgiões-dentistas (percentual de resposta: 25,7%). A maioria eram mulheres (68,6%), com 26 a 32 anos (73,9%), solteiros (71,4%), sem filhos (92,7%), naturais (51,4%) e residentes (59,2%) na cidade onde cursaram Odontologia e trabalham (67,5). A renda pessoal mensal foi de 5 a 10 saláriosmínimos (36,7%). Atuam na Odontologia (97,1%) e estão satisfeitos com a profissão (79,6%). Realizaram ou estão realizando cursos de pós-graduação (94,3%), concluídos em até três anos após a graduação (58%), principalmente especialização (62,8%), nas áreas de Saúde Coletiva, Ortodontia e Implantodontia. Setor privado mostrou-seo maior empregador dos cirurgiões-dentistas (60,8%), entretanto, a atuação no serviço público cresceu entre os egressos de 2010-2019 (2,4% para 20,7%). Estudos de acompanhamento destes egressos são recomendados para avaliação do curso e das demandas/desafios contextuais que caracterizam a profissão de cirurgião-dentista no Brasil (AU).

The assessment of dental graduates' trajectory over time is important to ensure a proper alignment of dental curricula with the needs of society. This cross-sectional, observational anddescriptivestudy aimed at characterizing the sociodemographic profile, the postgraduateeducation choices,and the employment pattern of dental graduates from a publicuniversity in the South region of Brazil. Dental graduates from 2007 to 2019 were invited to participate via e-mail. The survey was self-administered and hosted online. The content of the surveyencompassed three main spheres of interest-sociodemographic profile, postgraduateeducation choices, and employment pattern. Atotalof245 graduates participated in the study(response rate of 25.7%). The majority were women(68.6%), aged 26 to 32 years old (73.9%), single (71.4%), without children (92.7%), born (51.4%) and residing(59.2%) inPorto Alegre, the city in which the university is located and where they work (67.5%). Monthly income reported was 5 to 10 times the minimum wage (36.7%). Most participantswere activelyworkingin Dentistry (97.1%) and weresatisfied with the dental profession (79.6%). The majority attendedor is currently enrolled in postgraduatecourses (94.3%), completedwithin three years after graduation, mainlyspecialization courses (62.8%), in the areas of Public Health, Orthodontics and Implantology. Most reported to be working in the private sector (60.8%). However, there was an increase in employmentin the public sector among those who graduatedbetween2010and 2019compared to 2007-2008(from 2.4% to 20.7%). Fundamentally, the continuing assessment of dental graduates' path and perceptions is essential to better adjust and shape dental curricula in the future (AU).

Estrutura curricular dos cursos de graduação em Odontologia nos países constituintes do Mercosul / Curricular structure of Mercosur countries' Dentistry undergraduate programs

Este estudo objetivouanalisar a organização curricular dos cursos degraduação emOdontologia nos países membros doMercado Comum do Sul (Mercosul), tendo como base a estrutura de agrupamento de conteúdos essenciais estabelecida pela Resolução CNE/CES nº 3, de 19 de fevereiro de 2002e ratificada pela Resolução nº3, de 21 de junho de 2021. A seleção de cursos foirealizada a partir de dados existentes em órgãos governamentais dos diferentes países identificados como universo de estudo, assim como na base de dados Universia. A amostra foiconstituída pelos currículos desses cursosobtidos nos sitesde suas respectivas instituições, sendo 141 cursos incluídos no Brasil, 8 na Argentina, 2 no Paraguaie 2 no Uruguai.As cargas horárias das disciplinas constituintes das matrizes curriculares destes cursos foramsomadas, de acordo com o Artigo 6° das Diretrizes Curriculares Nacionais (DCN) Brasileiras, sendo este subdividido em Ciências Biológicas e da Saúde, Ciências Humanas e Sociais e Ciências Odontológicas. Os dados foram analisados por meio de estatística descritiva. A análise dos resultados permite concluir que hásimilaridade, atual, de estrutura curricular,com algumas características a serem salientadas como a maior carga-horária exigida no Paraguai e a menor, no Brasil. Outros estudos relacionados com a temática, utilizando outras formas de coleta de dados e percursos metodológicos,são imprescindíveis para que se possa avaliar possibilidades de aproximação e trânsito livre de egressos, visando um perfil profissiográfico regional,que favoreça apossibilidade de, no futuro, estabelecer uma estratégia de "formação para a integração"nos Estados Partesdo Mercosul (AU).

This study analyzes the curricular organization of the Dentistry Courses in Mercosur member countries, based on the essential contents'grouping structure, established by the Resolution CNE / CES n. 3 of February 19, 2002. The programs' selection was carried out from existing data of the government agencies of the different countries studied, and in the Universia database. The sample consisted of the curricula of these programs obtained in the websites of their respective institutions, comprising 141 Brazilian programs, 8 Argentinian, 2 Paraguayan, and 2Uruguayan. The hourly loads of the disciplines of the curricular matrices of these courses were added, according to the Article 6 of the "Diretrizes Curriculares Nacionais" (DCN -Brazilian National Curricular Guidelines), which is subdivided into Biological and Health Sciences, Human and Social Sciences, and Dental Sciences. Descriptive statistics were used to analyze the data. The software used for statistical analysis was SPSS version 22.0. The analysis of the results leads to the conclusion that there is currently a similarity inthe countries' curricular structure. Eventual adjustments should be made to achieve a regional professional profile, to establish in the future a strategy of "training for integration" that allows the free passage of Dentistry graduates in Mercosur Member States (AU).

Análise do componente curricular "Pacientes com Necessidades Especiais" nos cursos de Odontologia do estado do Rio Grande do Norte / Analysis of the curricular component "Patients with Special Needs" in Dentistry courses in the state of Rio Grande do Norte

Este estudo objetivou avaliar a inserção da disciplina de Pacientes com Necessidades Especiais (PNE)na estrutura curriculardos cursos de Odontologia em funcionamento no estado do Rio Grande do Norte (RN). Trata-se de estudo transversal, exploratório e descritivo com abordagem quantitativa. As informações foram coletadas nos sítios web dos cursos. Foram encontrados dez cursos em funcionamento e cinco deles ofertavam a disciplina, sendo apenas um em modo optativo. A nomenclatura da disciplina e o semestre de oferta variou entre as instituições. Dois cursos possuem uma abordagem teórico/prática, um deles clínica e o restante teórica. Conclui-se que apenas as quatro instituições privadas oferecem de forma obrigatória o componente curricular relacionados a PNE durante a graduação, enquanto entre as públicas apenas umaoferta a disciplina, porém, de maneira optativa. Assim, éevidente a necessidade da inserção de conteúdos relacionados à assistência de pacientes especiais nos cursos de graduação emOdontologia do RN, atendendo às DiretrizesCurriculares Nacionais no tangente à formação de um profissional generalista (AU).

This study aimed to evaluate the insertion of the Patients with Special Needs (PSN) discipline in the syllabus of Dentistry courses in operation in the state of Rio Grande do Norte (RN). This is a cross-sectional, exploratory and descriptive study with a quantitative approach. The information was collected from the courses' websites. There were ten courses in operation, with five of them offering the discipline, only one in optional mode. The nomenclature of the discipline and the semester of offer varied among the institutions. Two courses have a theoretical/practical approach, one of them clinical and the remaining theoretical. Only the four private institutions offer compulsorily the curricular component related to PSN during graduation, while the only one public institution offers the discipline, but in an optional way. Thus, it is evident the need for the insertionof contents related to the care of special patients in undergraduate Dentistry courses in RN, meeting the National Curriculum Guidelines concerning the training of a generalist professional (AU).