Contemporary Challenges for Veterinary Medical Education: Examining the State of Inter-Professional Education in Veterinary Medicine.

Educational training in professional programs forms the foundation for how a person problem-solves throughout their career. However, training focused on only one profession ignores the value realized through collaborations among multiple professions for solving health-related problems. This is at the core of inter-professional education (IPE). Effective IPE programs can result in inter-professional collaboration and translation science endeavors across the health sciences and beyond. Recent events such as the COVID-19 pandemic and the opioid crisis highlight the importance of veterinary medicine in advancing One Health through IPE. The prevalence of IPE programs in veterinary curricula, and the process by which these have been established, has not been widely described in the literature. Through an 18-question survey sent to associate deans (ADs) of 50 veterinary schools, we sought to determine the status of IPE in the veterinary curriculum. Thirty-nine schools agreed to participate, representing primarily United States Doctor of Veterinary Medicine public and private programs with some representation from Canadian, United Kingdom, and Australasian programs. Schools that provide IPE courses developed their programs in collaboration with other health sciences programs across the 4-year curriculum. The perceived barriers for IPE offerings were no different between schools with or without opportunities; however, a lack of faculty and student-perceived value and lack of adequate space in the academic schedule were common threads. Our findings provide a snapshot of the current state of IPE in veterinary medical curricula, with a particular emphasis on the United States, and point to areas of programmatic need for the field.

Impact of the COVID-19 Pandemic on Cardiovascular Science: Anticipating Problems and Potential Solutions: A Presidential Advisory From the American Heart Association.

The coronavirus disease 2019 (COVID-19) pandemic has had worldwide repercussions for health care and research. In spring 2020, most non-COVID-19 research was halted, hindering research across the spectrum from laboratory-based experimental science to clinical research. Through the second half of 2020 and the first half of 2021, biomedical research, including cardiovascular science, only gradually restarted, with many restrictions on onsite activities, limited clinical research participation, and the challenges associated with working from home and caregiver responsibilities. Compounding these impediments, much of the global biomedical research infrastructure was redirected toward vaccine testing and deployment. This redirection of supply chains, personnel, and equipment has additionally hampered restoration of normal research activity. Transition to virtual interactions offset some of these limitations but did not adequately replace the need for scientific exchange and collaboration. Here, we outline key steps to reinvigorate biomedical research, including a call for increased support from the National Institutes of Health. We also call on academic institutions, publishers, reviewers, and supervisors to consider the impact of COVID-19 when assessing productivity, recognizing that the pandemic did not affect all equally. We identify trainees and junior investigators, especially those with caregiving roles, as most at risk of being lost from the biomedical workforce and identify steps to reduce the loss of these key investigators. Although the global pandemic highlighted the power of biomedical science to define, treat, and protect against threats to human health, significant investment in the biomedical workforce is required to maintain and promote well-being.

eLearning in Physical Therapy: Lessons Learned From Transitioning a Professional Education Program to Full eLearning During the COVID-19 Pandemic.

OBJECTIVE: The objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic. METHODS: Seven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students' experiences of the transition from face-to-face to full eLearning approach and the students' recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis. RESULTS: The 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress. CONCLUSIONS: The transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills. IMPACT: As higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.

Informe de rotación electiva

Este documento presenta el informe de rotación externa de libre elección de la residente Susana Meza. La rotación se llevó a cabo durante el período comprendido entre el 12 de abril al 8 de julio de 2021, con una carga horaria semanal total de 45 horas. El lugar de rotación fue el Departamento de Educación del Instituto Universitario del Hospital Italiano ubicado en la calle Potosí 4265, Ciudad Autónoma de Buenos Aires. (AU)

Tendencias entre profesionales de salud sobre vacunación pediátrica. Impacto de su modificación. Bayamo. 2016-2019 / Trends among health professionals on pediatric vaccination. Impact of its modification. Bayamo 2016-2019

En Cuba, vacunarse es un acto seguro. Garantizar que siga siendo así, lograr que cada vacuna sea realmente inmunizante, evitar brotes de enfermedades infectocontagiosas y brindar seguridad para vacunarse depende de los conocimientos del profesional de salud. Para evaluar la efectividad de una estrategia educativa sobre vacunación pediátrica, dirigida a profesionales de atención primaria de salud de Bayamo entre 2016 y 2019, se realizó esta investigación. El estudio cuasi experimental incluyó diseño, aplicación en 181 profesionales y evaluación de la estrategia. La variable dependiente fue nivel de conocimiento y la independiente: estrategia educativa, que trató contraindicaciones, falsas contraindicaciones (catarro, concomitancia con antibióticos) y factores que modifican la inmunogenicidad de la vacunación (esteroides, inmunomoduladores, sangre y derivados). Se evaluó nivel de conocimiento sobre los temas antes y después de la intervención, la recuperación de niños no vacunados y de vacunación no inmunizante. Se empleó la prueba de rangos con signo de Wilcoxon con índice de confianza del 95 por ciento. Inicialmente predominó el nivel inadecuado de conocimiento alrededor de 70 por ciento que disminuyó significativamente. Se recuperaron 12 niños no vacunados y 60 vacunaciones no inmunizantes. Los problemas del conocimiento se detectaron en áreas que no implican peligro para la vida ni comprometen la seguridad o la cobertura vacunal numérica. La investigación tiene enfoque preventivo y aumenta la calidad y efectividad de la vacunación. Se modificó positivamente el nivel cognitivo de los profesionales y disminuyó el número de niños con atraso, contraindicación inadecuada o la vacunación no inmunizante. La estrategia educativa se consideró efectiva(AU)

In Cuba, getting vaccinated is a safe act. Ensuring that this remains the case, making each vaccine truly immunizing, preventing outbreaks of infectious diseases, and providing safety for vaccination depends on the knowledge of the health professional. In order to evaluate the effectiveness of an educational strategy on pediatric vaccination, aimed at primary health care professionals in Bayamo between 2016 and 2019, this research was carried out. The quasi-experimental study included design, application in 181 professionals and evaluation of the strategy. The dependent variable was level of knowledge and the independent variable was educational strategy, which dealt with contraindications, false contraindications (colds, concomitance with antibiotics) and factors that modify the immunogenicity of vaccination (steroids, immunomodulators, blood and derivatives). The level of knowledge about the topics before and after the intervention, the recovery of unvaccinated children and of non-immunizing vaccination was evaluated. The Wilcoxon signed rank test with a confidence index of 95 percent was used. Initially, the inadequate level of knowledge predominated around 70 percent, which decreased significantly. Twelve unvaccinated children and 60 non-immunizing vaccinations were recovered. The knowledge problems were detected in areas that do not imply danger to life or compromise safety or numerical vaccination coverage. Research has a preventive focus and increases the quality and effectiveness of vaccination. The cognitive level of the professionals was positively modified and the number of children with delay, inadequate contraindication or non-immunizing vaccination decreased. The educational strategy was considered effective(EU)

[Notes of method to imagine an education tailored to the future]. / Appunti di contenuto-metodo per immaginareun percorso formativo a misura del futuro.

. Notes of method to imagine an education tailored to the future. Health and social inequalities represent a problem not only from an ethical point of view but also from the point of view of public and social health. Unfortunately, this issue remains confined to conferences and debates and is not yet the subject of a serious reflection on how to constructively and permanently incorporate it in the education of health professionals, to provide the skill to read and interpret data, and to make research. This contribution, in addition to providing some reflections, launches an initiative that aims at incorporating these contents in the basic education, to make the message of Florence Nightingale real: wounds, suffering, dying and the absurdity of disability can be taken care of, be part of the care, only if you learn to recognize the causes, which are not only in the medical domain.

Philosophy of Science Series: Harnessing the Multidisciplinary Edge Effect by Exploring Paradigms, Ontologies, Epistemologies, Axiologies, and Methodologies.

Health professions education (HPE) researchers come from many different academic traditions, from psychology to engineering to rhetoric. Trained in these traditions, HPE researchers engage in science and the building of new knowledge from different paradigmatic orientations. Collaborating across these traditions is particularly generative, a phenomenon the authors call the multidisciplinary edge effect. However, to harness this productivity, scholars need to understand their own paradigms and those of others so that collaboration can flourish. This Invited Commentary introduces the Philosophy of Science series-a collection of articles that introduce readers to 7 different paradigms that are frequently used in HPE research or that the authors suggest will be increasingly common in future studies. Each article in the collection presents a concise and accessible description of the main principles of a paradigm so that researchers can quickly grasp how these traditions differ from each other. In this introductory article, the authors define and illustrate key terms that are essential to understanding these traditions (i.e., paradigm, ontology, epistemology, methodology, and axiology) and explain the structure that each article in this series follows.

Diretrizes curriculares nacionais do curso de graduação em enfermagem: implicações e desafios / National curriculum guidelines for the nursing graduation course: implications and challenges / Directrices curriculares nacionales del curso de graduaciónenfermería: implicaciones y desafíos

Objetivo: Descrever implicações e desafios das Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem (DNC/ENF), determinadas pelo Conselho Nacional de Educação do Brasil, ante a formação profissional em Enfermagem, que repercutem no desenvolvimento da proposta pedagógica das Instituições de Ensino Superior brasileiras. Método: Trata-se de uma reflexão teórica fundamentada em publicações científicas, a partir de 2001, ano de promulgação das diretrizes até 2017. Resultados: Identificou-se que conteúdos das DCN/ENF, como a formação generalista, humanista, crítica e reflexiva, a pedagogia das competências e do aprender a aprender estão reproduzidos nos manuscritos que versam sobre os projetos pedagógicos de cursos (PPC). Conclusão: As DCN/ENF estão representadas nos PPC, entretanto, ainda faz-se necessário converter suas potencialidades na formação profissional de enfermeiros, com ênfase nos princípios do Sistema Único de Saúde e nas necessidades sociais e de saúde da população

Objective: The study's main purpose has been to describe the implications and challenges of the National Curriculum Guidelines for the Nursing Graduation Course (NCG/NGC), as determined by the Brazilian National Council of Education, addressing professional training in Nursing, which have an impact on the development of the pedagogical proposal of Brazilian Higher Education Institutions. Methods: It is a theoretical contemplation based on scientific publications, from 2001, year of promulgation of the guidelines, until 2017. Results: It was identified that the contents of NCG/NGC, such as generalist, humanistic, critical and reflexive formation, the skills pedagogy and learning to learn, are all reproduced in the manuscripts addressing the Pedagogical Projects of Courses (PPC). Conclusion: The NCG/NGC are represented in the PPC, nonetheless, it is still necessary to transfer their potentialities into the professional training of nurses, targeting the principles of the Sistema Único de Saúde (SUS) [Brazilian Unified Health System] and the social and health needs of the population

Objetivo: Describir las implicaciones y desafíos de las Directrices Curriculares Nacionales del Curso de Graduación en Enfermería (DNC / ENF), determinadas por el Consejo Nacional de Educación de Brasil, ante la formación profesional en Enfermería, que repercuten en el desarrollo de la propuesta pedagógica de las Instituciones de Enseñanza Superior brasileño. Método: Se trata de una reflexión teórica fundamentada en publicaciones científicas, a partir de 2001, año de promulgación de las directrices hasta 2017. Resultados: Se identificó que contenidos de las DCN / ENF, como la formación generalista, humanista, crítica y reflexiva, la pedagogía de las competencias y del aprendizaje a aprender están reproducidos en los manuscritos que versan sobre los proyectos pedagógicos de cursos (PPC). Conclusión: Las DCN / ENF están representadas en los PPC, sin embargo, todavía se hace necesario convertir sus potencialidades en la formación profesional de enfermeros, con énfasis en los principios del Sistema Único de Salud y en las necesidades sociales y de salud de la población

Utility of science, technology and innovation governance for occupational discourses from the perspective of occupational therapy students.

BACKGROUND: Science, technology and innovation (STI) governance concerns itself with the societal impact of STI. Occupation, whether used with the meaning of paid, unpaid work or any activity that is considered meaningful to the individual on an everyday basis, is one area of societal impact of STI. Fields such as occupational therapy, occupational science and occupational health and safety concern themselves with the relationship between occupation and the health and well-being of human beings albeit all with different foci. OBJECTIVE: To ascertain the knowledge of students from two Occupational Therapy programs on STI governance, specific STI products and their views on the impact of STI governance and STI products on occupational therapy and its clients. METHODS: Online survey employing Yes/No' questions with comment boxes and open-ended textbox questions. Descriptive quantitative and thematic qualitative data was generated. RESULTS: Students were unfamiliar with STI governance discourses but felt that they should be aware of them. Students stated that how one governs STI impacts occupational therapy on all levels and that the occupational therapy community has expertise that would enrich STI governance discourses around occupation. CONCLUSION: Education actions seem to be warranted on the level of students and practitioners by the occupational therapy and STI governance communities.

Does the DSW Practice Doctorate Provide Opportunities for Closing Gaps in Gerontology?

The 2019 annual conference of the Group for the Advancement of Doctoral Education in Social Work (GADE) highlighted the increasing role that the Doctor of Social Work (DSW) degree is playing in social work education. Over the past 15 years, social work has followed suit with a number of other health and helping professions (PsyD, DNP, DPT, etc.) by expanding access to practice doctorate programs for professionals who are interested in doctoral-level training, but primarily have interest to remain working in the field as practitioners, rather than become researchers. As more DSW programs have emerged, questions and concerns persist about the DSW, with most questions pertaining to the meaning of the degree for the overall field and the value of having an additional advanced practice degree in social work beyond the MSW degree. However, I urge readers of the Journal of Gerontological Social Work to consider the opportunities that the DSW may present for advancing gerontological education, research, and practice.

Professional education on dementias in Primary Health Care: an integrative review.

OBJECTIVE: To investigate the most commonly used educational approaches in dementia training for primary health care professionals. METHOD: Integrative literature review, conducted between April and June of 2018, in PubMed, LILACS and IBECS databases. The descriptors used were: Training, Health Personnel, Dementia, Primary Health Care for PubMed; and the MeSH terms, Training Programs, Health Personnel, Dementia, and Primary Health Care for LILACS and IBECS. RESULTS: The sample consisted of 13 articles; eight were published in the last five years (62%); seven articles with a quantitative approach (54%); seven articles produced on the European continent (54%), followed by five published on the North American continent (38%). All journals were from the health area (100%). CONCLUSION: Educational strategies were combined and used for education. Significant improvements in knowledge, skills, and attitudes of the teams with regard to professional management of dementias were evidenced.

Professional education on dementias in Primary Health Care: an integrative review / Educación profesional sobre demencias en la atención primaria de salud: revisión integrativa / Educação profissional sobre demências na atenção primária à saúde: revisão integrativa

ABSTRACT Objective: To investigate the most commonly used educational approaches in dementia training for primary health care professionals. Method: Integrative literature review, conducted between April and June of 2018, in PubMed, LILACS and IBECS databases. The descriptors used were: Training, Health Personnel, Dementia, Primary Health Care for PubMed; and the MeSH terms, Training Programs, Health Personnel, Dementia, and Primary Health Care for LILACS and IBECS. Results: The sample consisted of 13 articles; eight were published in the last five years (62%); seven articles with a quantitative approach (54%); seven articles produced on the European continent (54%), followed by five published on the North American continent (38%). All journals were from the health area (100%). Conclusion: Educational strategies were combined and used for education. Significant improvements in knowledge, skills, and attitudes of the teams with regard to professional management of dementias were evidenced.

RESUMEN Objetivo: Investigar los enfoques educativos más utilizados en la educación sobre demencia para profesionales de atención primaria de salud. Método: Revisión integrativa de la literatura, realizada entre abril y junio de 2018, utilizando las bases de datos PubMed, LILACS e IBECS. Los descriptores, entrenamiento, personal de salud, demencia y atención primaria de salud se utilizaron en PubMed; los términos Mesh, Programas de capacitación, Personal de salud, Demencia y Atención primaria de salud se utilizaron en LILACS e IBECS. Resultados: La muestra constó de 13 artículos, ocho fueron publicados en los últimos cinco años (62%); siete artículos tuvieron un enfoque cuantitativo (54%); se produjeron siete artículos en el continente europeo (54%), seguidos de cinco publicados en el continente norteamericano (38%). Todas las revistas fueron del área de salud (100%). Conclusión: Las estrategias educativas se combinaron y se utilizaron para la enseñanza. Se evidenciaron mejoras significativas en el conocimiento, las habilidades y las actitudes de los equipos con respecto a la gestión profesional de las demencias.

RESUMO Objetivo: Investigar as abordagens educativas mais comumente utilizadas na capacitação em demência para profissionais da Atenção Primária à Saúde. Método: Revisão integrativa de literatura, realizada entre abril e junho de 2018, nas bases de dados: PubMed, LILACS e IBECS. Foram utilizados os descritores Training, Health Personnel, Dementia, Primary Health Care para PubMed e os termos Mesh Training Programs, Health Personnel, Dementia, Primary Health Care, para LILACS e IBECS. Resultados: A amostra foi composta por 13 artigos, sendo oito publicados nos últimos 5 anos (62%); sete artigos com abordagem quantitativa (54%); sete artigos produzidos no continente europeu (54%), seguidos de cinco publicados no continente norte-americano (38%). Quanto aos periódicos, todos eram da área da saúde (100%). Conclusão: Algumas estratégias educacionais foram combinadas e utilizadas para a capacitação. Melhorias significativas em conhecimento, habilidades e atitudes das equipes no acompanhamento às demências foram evidenciadas.

Is the speech-language pathology profession prepared for an ageing population? An Australian survey.

PURPOSE: This study profiled the demographic characteristics and practice patterns of speech-language pathologists working with older Australians to inform future workforce planning and service development in response to an ageing population and aged care sector reform. METHOD: Data were collected through snowball distribution of an online survey comprising six sections: demographic details; caseload and service delivery practices, degree of inter-professional practice; engagement with professional development and support; and assessment and management of swallowing, mealtime and communication difficulties. All data were analysed using descriptive statistics and chi-square to determine the independence of key variables. RESULT: Data from 145 speech-language pathologists highlight the need for increased numbers of clinicians working outside of metropolitan areas and greater workforce diversity, along with increased incentive, supervision and inter-professional support for new graduate and early career clinicians considering working outside of hospital settings. To ensure evidence-based practice, further research into the validity of current assessment and intervention methods used across aged care settings is needed. CONCLUSION: The findings highlight the need for an extended scope of practice and improved models of support for speech-language pathologists working with older people to better respond to the needs of an ageing population and on-going aged care sector reform.

Informe de Rotación Electiva

La rotación electiva que se informa a continuación cumple con los lineamientos del Programa General de la Residencia Interdisciplinaria de Educación y Promoción de la Salud. La misma se llevó a cabo entre el 1° de abril y el 31 de mayo de 2019 en el Departamento de Educación del Instituto Universitario del Hospital Italiano. Las actividades realizadas se traducen en experiencia de relevancia tanto para las futuras acciones de salud del CeSAC N°24 en particular, como dentro del Sistema de Salud de la Ciudad de Buenos Aires en general. (AU)

Características de ingresantes al Sistema de Residencias del Ministerio de Salud de la Ciudad Autónoma de Buenos Aires y sus modificaciones a lo largo de 20 años

En el marco del Convenio de Colaboración con la Organización Panamericana de la Salud para fortalecer la gestión del conocimiento en el ámbito del Ministerio de Salud de la CABA, la Dirección General de Docencia, Investigación, y Desarrollo Profesional lideró en 2018 un proyecto de investigación sobre la demografía de las residencias del subsector público de la Ciudad de Buenos Aires, cuyo informe se presenta a continuación. El objetivo general fue describir las características de profesionales ingresantes al sistema de residencias del Ministerio de Salud de la Ciudad de Buenos Aires entre 1997 y 2018 respecto de su edad, sexo, nacionalidad y formación. (AU)