RESUMEN
In the last decades, several studies have highlighted the significant impacts of the food sector. Therefore, enhancing sustainability within this sector has become of paramount importance. A crucial step towards achieving this goal involves the definition and implementation of effective sustainability metric and measurements. In this regard, the adoption of multi-criteria decision analysis (MCDA) methods can be seen as one of the most suitable and promising approach to comprehensively capture the complex and broad-ranging effects of agricultural practices and food supply chains. In such context, a systematic review of the scientific literature on multi-criteria approaches and tools for measuring the sustainability of food supply chains (harvest and post-harvest stages) has been carried out, resulting in the selection and analysis of 42 articles. To delve into the selected articles, three main areas of focus have been identified. The first about MCDA methods and their features, revealing the most adopted methods for sustainability assessments of food supply chains. The second, focusing on the participatory approach, led to the definition of a stakeholder's engagement map, highlighting the typology of stakeholders involved, the reasons of their involvement and engagement methods. Lastly, the third focus is related to the analysis and classification of indicators adopted in each study and the sustainability dimensions to which they refer to. The results of the present review study provide a comprehensive overview of the essential aspects to be considered when developing a MCDA for sustainability assessment in the food sector, serving as a valuable resource for both scholars and practitioners.
Asunto(s)
Agricultura , Conservación de los Recursos Naturales , Técnicas de Apoyo para la Decisión , Abastecimiento de Alimentos , Agricultura/métodos , Conservación de los Recursos Naturales/métodosRESUMEN
No disponible
Asunto(s)
Humanos , Foros de Discusión , Educación Médica/tendencias , Infecciones por Coronavirus/epidemiología , Neumonía Viral/epidemiología , PandemiasRESUMEN
No disponible
Asunto(s)
Humanos , Educación Médica/tendencias , Infecciones por Coronavirus/epidemiología , Neumonía Viral/epidemiología , Pandemias , Educación a Distancia/tendencias , América Latina , España , Ajuste Social , Competencia ClínicaRESUMEN
En la República Argentina existen 36 carreras de Medicina, 13 de ellas públicas, con autonomía y libertad de enseñanza pero que se ajustan a las exigencias de acreditación de la Comisión Nacional de Evaluación y Acreditación Universitaria, que garantiza la calidad de la educación a través de una carga mínima de formación y actividad práctica, que suele estar dividida en 3 ciclos: biomédico, clínico e internado anual rotatorio. Egresan anualmente entre 4.600 y 5.500 médicos. El título que otorgan las escuelas de medicina públicas y privadas habilita para el ejercicio de la profesión en todo el territorio nacional. La especialidad se alcanza bajo diferentes regímenes (residencia, concurrencia formal o informal, carrera de especialización, formación en sociedades científicas), siendo la residencia médica el mejor sistema de formación de posgrado, que en la República Argentina tiene su origen en 1946. En la última década hubo un incremento importante de plazas en el sistema, con cobertura parcial del mismo. Se recertifica la especialidad en forma voluntaria y con validez por 5 años. Diferentes leyes y resoluciones ministeriales aseguran el marco legal para la formación de pregrado, certificación y recertificación de la especialidad
In Argentina there are 36 schools of medicine, 13 of them public, with autonomy and freedom of teaching but that conform to the requirements of accreditation from the National Committee of Evaluation and Accreditation, that guarantees the quality of education through a minimum amount of training and practice. It is divided in 3 cycles: the biomedical cycle, the clinical cycle and the rotary annual boarding school. Around 4,600 and 5,500 medical students graduate annually. The degree from public and private schools of medicine enables graduates to work professionally in all the national territory. The specialty is obtained in different ways (internship, formal or informal supervised training practice, specialization degree, training in scientific societies) being internship the best system of medical training that was started in Argentina in 1946. In the last decade there has been an important increase in the number of vacancies for the internship system which were partially covered. Medical recertification is voluntary and require doctors to retest every 5 years. Different laws and ministry resolutions establish the legal framework for training undergraduates, certifying and recertifying specialists