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1.
Movimento (Porto Alegre) ; 25(1): e25019, jan.- dez. 2019.
Artigo em Português | LILACS | ID: biblio-1047919

RESUMO

Desde os anos 2000 ocorreram ampliações e intensificações da comunidade de pesquisadores(as) e dos aparatos científicos comprometidos com a Educação Física (EF). Esse processo aconteceu/acontece em meio a diversos tensionamentos que passaram a ser problematizados em estudos e debates. Instigados por esses fatos e problematizações, o objetivo desta pesquisa é compreender de que modo se faz ciência na EF brasileira. Para isso realizamos um estudo etnográfico em dois grupos de pesquisa da EF, em que seguimos humanos e não humanos, associações e controvérsias. Ao acompanhar o dia a dia desses grupos chegamos à conclusão de que há múltiplas ciências da EF. Diante dessa constatação, o principal encaminhamento e provocação desta pesquisa é que ao indagar sobre a ciência da EF (note-se, no singular) passa a ser indispensável indagar sobre os tipos de relações que foram e estão sendo estabelecidas entre as ciências da EF (note-se, múltiplas), e quais são as suas consequências


Since the 2000s, the research community and scientific apparatuses engaged with Physical Education (PE) have widened and intensified. Such process has happened and still happens amid several tensions that began to be discussed in studies and debates. Driven by these facts and questionings, this research looks into how science is done in Brazilian PE. An ethnographic study has been conducted within two PE research groups, where we followed humans and non-humans, associations and controversies. After following the everyday work of these groups, we found that there are multiple PE sciences. In view of these findings, the main conclusion and provocation of this study is that, to question PE science ­ in singular form ­ it is crucial to ask about the types of relations that have been established and still remain among PE sciences ­ in plural ­ and their consequences


Desde los años 2000 ocurrieron ampliaciones e intensificaciones de la comunidad de investigadores/as y de los aparatos científicos involucrados con la Educación Física (EF). Este proceso ocurrió y ocurre en medio a distintas tensiones que pasaron a ser problematizadas en estudios y debates. Motivados por estos hechos y problematizaciones, el objetivo de esta investigación es comprender de qué modo se hace ciencia en la EF brasileña. Con este fin, realizamos un estudio etnográfico en dos grupos de investigación de la EF, donde seguimos humanos y no humanos, asociaciones y controversias. Al acompañar la jornada de estos grupos, llegamos a la conclusión de que hay múltiples ciencias de la EF. Frente a esta constatación, el principal encaminamiento, y la provocación de esta investigación, es que, al indagar sobre la ciencia de la EF (destaque para el singular) se vuelve indispensable indagar sobre los tipos de relaciones que han sido establecidas y se establecen entre las ciencias de la EF (múltiples) y cuáles son sus consecuencias


Assuntos
Humanos , Educação Física e Treinamento , Ciência , Antropologia Cultural , Ciências Sociais , Disciplinas das Ciências Biológicas , Conhecimento , Ciências Humanas
4.
Med Humanit ; 45(2): 116-123, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31289217

RESUMO

Cultivating a speculative orientation to the medical humanities, the aim of this essay is to explore some dimensions of the recent calls for more participatory forms of medicine and healthcare under the sign of what, after Michel Foucault, I call the 'biopolitical problematic'. That is, the divergent encounter between techniques of biopower that seek to take hold of life and the body, and a plurality of living bodies that persistently respond, challenge and escape its grasp. If critics of 'participatory medicine' have warned that the turn to 'participation' in healthcare functions as a form of biopower that seeks to gain access to bodies, and in so doing take a better hold of life, in this essay, I propose we experiment with the question of what kinds of conceptual tools may be required to make perceptible the ways in which a plurality of participating bodies may become capable of responding, challenging and escaping 'participation's' grasp. After problematising the ontology of participation involved in contemporary debates around participatory medicine, I draw on the work of William James and Alfred North Whitehead, among others, to argue for the need to reclaim a pluralistic panpsychism-in short, the proposition that all things think-as a pragmatic tool to envisage the possibility of a plurality of thinking bodies capable of unruly forms of participation all the way down.


Assuntos
Diversidade Cultural , Ciências Humanas , Filosofia Médica , Política , Humanos
5.
J Dent Educ ; 83(10): 1174-1198, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31285365

RESUMO

Health humanities usually includes such disciplines as philosophy, ethics, history, literature, performing arts, and cultural anthropology. The aims of this scoping review were, first, to search the published literature for references to the humanities in predoctoral dental education and, second, to determine if any research studies found that introducing humanities in dental education improved the overall profile of dental graduates. Literature searches were run in Ovid MEDLINE, Embase, ERIC, CINAHL, and Dentistry and Oral Sciences Source. A total of 248 articles were included in the review, with inclusion criteria comprising the areas of the curriculum, the scope of humanities, and predoctoral dental education. Of those articles, 101 referred in a targeted way to ethics in predoctoral dental education, while others mainly referred to the humanities in general or pointed out the role and place of humanities topics in predoctoral dental curricula. Topics covered included professional ethics, music, narrative learning, theater, art, communication skills, empathy, emotional intelligence, and cultural competence in the context of general humanistic education. The review found limited evidence of a clear impact, either short-term or long-term, of humanities education in predoctoral dental education. Reflections on humanistic education in the practice of clinical dentistry were sparse, as mainly documented by development of the ideal dentist-patient relationship, enhancement of empathy for patients, and most importantly, construction of professional moral values.


Assuntos
Currículo , Educação em Odontologia , Ética Odontológica , Ciências Humanas , Arte , Comunicação , Competência Cultural , Relações Dentista-Paciente , Inteligência Emocional , Empatia , Humanos , Aprendizagem , Música
6.
J Korean Med Sci ; 34(22): e163, 2019 Jun 10.
Artigo em Inglês | MEDLINE | ID: mdl-31172696

RESUMO

BACKGROUND: Seoul National University College of Medicine has provided a new educational curriculum on basis of the competency-based curriculum since 2016. The new curriculum included the medical humanities course (MHC) to potentiate humanities of medical students. The present study applied the context, input, process and product (CIPP) evaluation model to the MHC in order to confirm the feasibility of the CIPP model and to improve the MHC by questionnaire survey and analysis of teaching materials. METHODS: This study analyzed the MHC provided to the freshmen in 2016 and to the freshmen and sophomores in 2017 by the CIPP model. Firstly, evaluation criteria and indicators were developed according to the CIPP classification. The materials collected from the course were analyzed by quantitative and qualitative analysis according to the evaluation criteria. In the quantitative analysis, an independent sample t-test was performed to verify the difference in the responses between the students (n = 522) and the professors (n = 22). In addition, content analysis was conducted for qualitative evaluation. RESULTS: There were significant differences in perceptions of MHC between students and professors about the results of almost all objective survey questions through the t-test, such as score 3.64 in students and 4.48 in professors in response to the item of 'provision of appropriate feedback.' As a result of the content analysis, 7 categories and 20 subcategories were derived. There were the most responses to various instructional methods (students, 20%; professors, 21.5%). CONCLUSION: The CIPP evaluation model was acceptable for the MHC analysis. The first task is to raise students' awareness of the MHC in order to improve the MHC quality.


Assuntos
Ciências Humanas/ética , Estudantes de Medicina/psicologia , Currículo , Educação Médica , Feminino , Humanos , Masculino , Universidades , Adulto Jovem
7.
J Korean Med Sci ; 34(22): e166, 2019 06 10.
Artigo em Inglês | MEDLINE | ID: mdl-31172698
8.
Saúde Soc ; 28(2): 11-24, abr.-jun. 2019.
Artigo em Português | LILACS | ID: biblio-1014587

RESUMO

Resumo A implantação, em 2009, do curso de graduação em saúde coletiva (GSC) no Brasil e sua progressiva disseminação trouxe à tona velhas questões de ordem epistemológica, prática ou político-institucional relacionadas ao ensino das ciências sociais e humanas (CSH) nesse contexto e fez emergir outras. Sobretudo, esse novo curso recoloca no centro do debate a questão da identidade do campo da saúde coletiva ou as especificidades de seus objetos, atores/agentes, conhecimentos e práticas. Afinal, tanto os projetos pedagógicos (perfil de egresso, estrutura curricular etc.) quanto seu modus operandi refletem uma dada concepção do campo. Propõe-se, neste artigo, discutir peculiaridades e desafios do ensino das CSH na GSC, considerando esses elementos a partir da análise da experiência de um curso em particular ou, melhor dito, do compartilhamento de vivências e impressões das autoras que integram seu corpo docente. Na primeira parte do texto, são esboçados argumentos em defesa da formação emancipatória e do conhecimento pluriuniversitário, apoiados no diálogo com Boaventura de Souza Santos. Entende-se que tais perspectivas são especialmente bem-vindas na GSC, a qual tem se revelado um espaço profícuo de experimentação de novas formas de agir na educação e na saúde.


Abstract The implementation, from 2009, of the undergraduate course on collective health (GSC) in Brazil and its progressively dissemination has brought to the surface old epistemological, practical or political-institutional issues, and led to the emergence of others. Above all, it should be noted that this new undergraduate course puts once again in the center of the debate the question of the collective health identity or, rather, the specificities of its objects, actors, knowledge and practices. After all, both the pedagogical projects (student's profile, curricular structure etc.) as its modus operandi reflect a given conception of the field. This article discusses the singularities and challenges of teaching social and human sciences in the undergraduate course in collective health, considering these elements through the analysis of a particular course or, better said, the sharing of experiences and impressions of the authors that integrate its academic staff. In the first part of the article, arguments are presented in defense of the emancipatory formation and multi-university knowledge, supported by the dialogue with Boaventura de Souza Santos. It is considered that such perspectives are especially welcome in undergraduate collective health, which has proved to be a useful space for experimenting new ways of acting in education and health.


Assuntos
Humanos , Masculino , Feminino , Ciências Sociais , Saúde Pública , Educação Superior , Práticas Interdisciplinares , Ciências Humanas
10.
12.
Biomedica ; 39(1): 55-64, 2019 03 31.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-31021547

RESUMO

Introduction: Learning about medicine from the humanities is a complex process that requires pedagogical strategies to avoid fragmentation and the paradox of transference. Instructional design in surgical education for these purposes is limited. Objective: To present the results of an educational strategy for the integration of surgery and the medical humanities based on the theoretical perspectives of the cognitive apprenticeship model and to assess its association with the students' perceptions of learning. Materials and methods: An instructional design was developed for the teaching of clinical conditions through the medical humanities. Students' perceptions of teachers' support and articulation for the integration of both disciplines, as well as students' self-perceptions of learning, were evaluated using validated questionnaires. Linear regression models were used to test the proposed association. Results: A total of 216 students was included in the analysis. High scores were obtained for each variable. The increase of one unit of teacher support and articulation for the integration of both disciplines was associated with an increase in student perception of learning (b) of 0.45 (CI 95% 0.30-0.60) and 0.40 (CI 95% 0.25 -0.55) (R2=0.64, p<0.001), respectively. Conclusions: Educational strategies focused on the techniques of support and articulation with the aim of integrating the medical humanities and surgery, demonstrated positive associations with students' perceptions of learning. Further studies are needed to evaluate the effects of these interventions on memory and long-term learning.


Assuntos
Educação de Pós-Graduação em Medicina/métodos , Cirurgia Geral/educação , Ciências Humanas , Comunicação Interdisciplinar , Medicina
15.
Estud. pesqui. psicol. (Impr.) ; 19(1): 223-237, jan.-abr. 2019.
Artigo em Português | LILACS, Index Psicologia - Periódicos técnico-científicos | ID: biblio-999362

RESUMO

A construção do conhecimento científico organiza-se numa multiplicidade, permanentemente desafiada a elaborar modos de leituras da realidade. Esse estudo apresenta o Relato de Experiência (RE) como produto científico próprio às ciências humanas e à pós-modernidade. Análise documental realizada entre 12/2017-01/2018, pesquisou periódicos da área da psicologia, classificados no quadriênio 2013-2016, na Plataforma Sucupira. Analisados 170 periódicos, identificou-se que apenas cinco aceitam o RE como um documento científico, esses de origem brasileira e vinculadas aos mais importantes programas de pós-graduação na psicologia brasileira e situados nas regiões Sudeste e Centro-Oeste. O Resultado reafirma a limitada força política do RE e a potência da perspectiva empirista cartesiana nos domínios da pesquisa em psicologia. Neste artigo, discute-se a importância do RE como narrativa que legitima a experiência enquanto fenômeno científico, e propõe-se seis passos de referência para sua construção.(AU)


The construction of scientific knowledge is organized in a multiplicity, permanently challenged to elaborate ways of reading reality. This study presents the Report of Experience (RE) as a scientific product specific to human sciences and postmodernity. The study is a documentary analysis carried out between 12/2017-01/2018, that has researched periodicals of the psychology area, classified in the quadrennium 2013-2016 in the Platform Sucupira. After analyzing 170 journals, it was identified that only five accepted the ER as a scientific document, those of Brazilian origin and linked to the most important post-graduate programs in Brazilian psychology and located in the Southeast and Center-West regions. This result reaffirms the limited political force of the RE and the power of the cartesian empiricist perspective in the fields of psychology research. We discuss the importance of RE as a narrative that legitimizes experience as a scientific phenomenon and proposes six reference steps for its construction.(AU)


La construcción del conocimiento científico se organiza en una multiplicidad, con el desafío permanente de elaborar formas de leer la realidad. Este estudio presenta el Informe de experiencia (ER) como un producto científico específico para las ciencias humanas y la posmodernidad. El estudio es un análisis documental realizado entre el 12/2017-01/2018, publicaciones periódicas investigadas del área de psicología, clasificadas en el cuadrienio 2013-2016 en la Plataforma Sucupira. Después de analizar 170 revistas, se identificó que solo cinco aceptaron la ER como documento científico, las de origen brasileño y vinculadas a los programas de posgrado más importantes de la psicología brasileña y ubicadas en las regiones sudeste y centro-oeste. Este resultado reafirma la fuerza política limitada de la ER y el poder de la perspectiva empesista cartesiana en los campos de la investigación en psicología. Discutimos la importancia de la ER como una narrativa que legitima la experiencia como un fenómeno científico y propone seis pasos de referencia para su construcción.(AU)


Assuntos
Humanos , Pós-Modernismo , Pesquisa Qualitativa , Ciências Humanas/psicologia
16.
Anat Sci Educ ; 12(4): 386-398, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30925012

RESUMO

While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students' empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students' empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.


Assuntos
Anatomia/educação , Recursos Audiovisuais , Educação de Graduação em Medicina/métodos , Estresse Psicológico/diagnóstico , Estudantes de Medicina/psicologia , Anatomia/ética , Ansiedade/diagnóstico , Ansiedade/psicologia , Cadáver , Dissecação/psicologia , Educação de Graduação em Medicina/ética , Empatia , Feminino , Alemanha , Ciências Humanas , Humanos , Estudos Longitudinais , Masculino , Avaliação de Programas e Projetos de Saúde , Estresse Psicológico/etiologia , Estresse Psicológico/psicologia , Doadores de Tecidos , Obtenção de Tecidos e Órgãos/ética , Gravação em Vídeo
18.
Med Humanit ; 45(1): 75-81, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30819922

RESUMO

Being well together, an inaugural Research Forum, will critically examine the myriad ways humans have formed partnerships with non-human species to improve health across time and place. Across the humanities and social sciences, a growing body of scholarship has begun to rethink the prominence of the 'human' in our accounts of the world by exploring the category less as an individualised essence and more as a temporal process of becoming. From this perspective, being human becomes a process of 'becoming with', performed through interactions with non-human others. This paper introduces a diverse collection of studies, originally presented at a workshop held at the University of Manchester in 2018, which explored how emergent approaches within animal studies might productively and playfully engage with the medical humanities. In each case, human health and well-being is shown to rest on the cultivation of relationships with other species. Being well is rethought and remapped as a more than human process of being well together. Collectively, this research forum invites reflection on what the medical humanities might look like from a more than human perspective.


Assuntos
Promoção da Saúde/métodos , Ciências Humanas , Colaboração Intersetorial , Ciências Sociais , Animais , Humanos
19.
Korean J Med Educ ; 31(1): 19-28, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30852858

RESUMO

PURPOSE: Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film. METHODS: Fifty-one 2nd year premedical students enrolled in a 'Critical Thinking for Premeds' course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students' performance and critical essay. Students' critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students' reaction after the course. RESULTS: On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students' tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores. CONCLUSION: The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.


Assuntos
Currículo , Educação Pré-Médica/métodos , Literatura , Filmes Cinematográficos , Aprendizagem Baseada em Problemas , Estudantes Pré-Médicos/psicologia , Pensamento , Comportamento do Consumidor , Avaliação Educacional , Ciências Humanas , Humanos , Inquéritos e Questionários
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