[Educational and health dimensions of health education at school: a participative total experience in 2 health regions of Murcia]. / Dímensiones educativas y sanitarias de la educación para la salud en la escuela: una experiencia participativa y global en dos zonas de salud de Murcia.

BACKGROUND: The results of and experience on School Health Education during two years and in two health areas, which intends to promote solid contacts between all people interested in carrying out activities included in daily work, and, this way, to improve the schoolchildren habits are shown. METHODS: The activity is situated in the Investigation Action paradigm. Quantitative and qualitative methods are used in the process and product evaluation. RESULTS: The programme has had an statistically significant effect on the habits considered to be of interest (dental hygiene and physical exercise) and no effects on those habits on which no work was done. There have been 13 Educational Centers, 2 Health Centers and the Faculty of Medicine Sociosanitary Sciences Department. Collaboration, among all interested people, has been increasing, although there have been found difficulties and giving up. CONCLUSIONS: Our opinion is that the role to be played by the Health Councils and the School Councils is essential to develop the recent ministerial dispositions on the matter, within the scope of health areas.

[Knowledge of the hygiene habits of schoolchildren: a course of urban collaboration in health]. / Conocer los hábitos higiénicos de los escolares: cauce de colaboración ciudadana en salud.

AIM: To study the hygiene habits of schoolchildren in Santa Maria de Gracia (an urban site) and La Nora (a rural site), both in Murcia. This stemmed from an initiative of the Health Councils of these places, with the aim of later developing an effective project of Health Education. The Community was conceived as the main player in the Health-Illness process: passive behaviour models were thus abandoned. DESIGN: This was a transversal study of the hygiene customs of school-children from Second and Seventh Grade E.G.B. (General Basic Education: from 8 to 13) in the rural area; from Second and Fifth Grade EGB, from Second Grade BUP (Baccalaureate: from 14 to 16) and from the Second Course of Second Grade FP (Professional Formation) in the urban area. Questionnaires covered the whole of the above population. Crosses according to age, sex and the rural or urban environment were made. PARTICIPANTS: Professionals from both the Primary Care Teams, from Educational Centres, from the Department of Socio-Health Sciences of the Faculty of Medicine and schoolchildren interviewed. INTERVENTIONS: Using a participatory methodology, a questionnaire was designed and answered by a total of 1,182 students, belonging to 13 Educational Centres. MAIN FINDINGS: There are shortcomings open to improvement in practically all areas of hygiene habits; with important differences, in particular customs, between boys and girls, between town and country and between younger and older students.

[MIR family medicine program: cross-professional interaction in a complex reality]. / Programa MIR de medicina familiar: una interacción transprofesional en una realidad compleja.

OBJECTIVE: To find the view of trainers (tutors and teaching assistants) of third-year family and community medicine (FCM) residents concerning their own teaching activity in areas such as training, the skills and qualities required to be a teacher and the inter-professional relationships that are current and that are needed in a primary care teaching team. DESIGN: Qualitative study developed between June 2000 and May 2002. Sample design with a volunteer population. SETTING: FCM teaching unit under the Primary Care Administration of Murcia. PARTICIPANTS AND/OR CONTEXTS: Tutors and teaching assistants in the FCM residents' programme. METHOD: Semi-structured interview for information gathering. Contents analysis to construct results on the basis of the semiological analysis of the textual discourse. Systematic return of the results. RESULTS: Belonging to the teaching team is the highest motivation for taking part in teaching. It gives the tutors more benefits (affective, care load) than difficulties (organisational adaptation). The tutor profile is sustained by his/her scientific-technical and personal qualities; that of the nurse, by his/her community qualities. Collaboration between nurse and tutor is informal and the teaching strategies most employed by tutors are guidance, guide-lines and encouragement of residents' autonomy. Nurses collaborate with teaching by transmitting a model of professional development and facilitating teamwork. CONCLUSIONS: The complexity of the training process stands out. Postgraduate FCM training is cross-professional, not exclusively circumscribed by the tutor-resident teaching relationship. The qualitative paradigm is shown to be useful for obtaining a vision of the teaching process from the perspective of different actors.

Programa MIR de medicina familiar: una interacción transprofesional en una realidad compleja / MIR family medicine programme: cross-profession interaction in a complex reality

Objetivo. Conocer la opinión de los formadores (tutores y colaboradores docentes) de los residentes de tercer año de medicina familiar y comunitaria (MFyC) sobre su propia actividad como docentes en aspectos relacionados con la formación, las habilidades y las cualidades necesarias para la docencia y las relaciones interprofesionales actuales y necesarias en un equipo de atención primaria con actividad docente. Diseño. Estudio cualitativo desarrollado entre junio de 2000 y mayo de 2002.Realización de un diseño muestral con población voluntaria. Emplazamiento. Unidad docente de MFyC de la Gerencia de Atención Primaria de Murcia. Participantes y/o contextos. Tutores y colaboradores docentes del programa de la residencia de MFyC. Método. Entrevista semiestructurada para la recogida de información. Análisis de contenido para la construcción de resultados a partir del análisis semiológico del discurso textual.Devolución sistemática de los resultados. Resultados. La pertenencia al equipo docente es la mayor motivación para participar en la docencia. Esta última aporta más ventajas para los tutores (afectivas, descarga asistencial) que dificultades (adaptación organizativa).El perfil del tutor se sustenta en las cualidades cientificotécnicas y personales, y el de las enfermeras, en las comunitarias. La colaboración entre enfermera y tutor es informal y las estrategias docentes más empleadas por el tutor son la orientación, la guía y el fomento de la autonomía del residente. La enfermera colabora con la docencia transmitiendo un modelo de desarrollo profesional y facilitando el trabajo en equipo. Conclusiones. Resalta la complejidad existente en el proceso formativo. La formación de posgrado de MFyC es transprofesional y no se circunscribe exclusivamente a la relación docente entre tutores y residentes. El paradigma cualitativo se manifiesta útil para obtener una visión del proceso docente desde la perspectiva de diferentes actores (AU)