RESUMO
In an academic semester, living in social isolation and under restrictions of the pandemic, we organized weekly multidisciplinary seminars from a postgraduate course program in Curitiba, Southern Brazil, integrating students from different regions of Brazil and South America. Outstanding researchers from Brazil, Germany, France, Argentina, Mexico, Portugal, England, and United States' institutions gave seminars on chronic and infectious diseases with immunological, pharmacological, biochemical, cellular, and molecular biology point of views. The meetings were longer than traditional seminars, containing a part with scientific debate and other with a humanization or deconstruction of the researcher including trajectory, hobbies, scientific, and social thoughts. To facilitate learning and conceptualization, the seminars were available through YouTube and we applied weekly questionnaires to be answered rescuing scientific and motivational topics to give companionship and support to the students in pandemic times. Here, we are defending the creation of permanent platforms for scientific diffusion, with higher accessibility, connecting centers of different levels and giving academic excellence and opportunities for young researchers. Feedback received from participants indicates that this seminar structure can increase confidence and improve their perception of scientific processes and inspire researchers with development trajectories. We have discussed multidisciplinarity, scientific excellence, regional isolation and economic inequality, integration, humanization, and the value of science in society.
Assuntos
Aprendizagem , Pandemias , Humanos , Estados Unidos , Currículo , Motivação , RetroalimentaçãoRESUMO
Neste artigo, a autora focaliza a transmissão da psicanálise através da formação das próximas gerações. Destaca a tensão entre a necessidade dos psicanalistas de trabalhar em conjunto em uma instituição e a de manter certa distância, que possibilite uma terceira perspectiva quanto à sua identificação com o Instituto. Nesse contexto, apresenta o novo mandato do Comitê de Educação Psicanalítica (pec) e o seu projeto Encontros de Sociedades sobre Educação. Discute a questão da participação de candidatos/analistas em formação dentro dos Institutos. Aborda especialmente o desafio da supervisão na formação e suas vicissitudes. Outro tópico considerado são os seminários teóricos e a exigência de que os professores não confundam a necessária transmissão da tradição com idealizações do passado psicanalítico, e aceitem a natureza finita da sua compreensão da psicanálise.
This paper focuses on the transmission of psychoanalysis in training to the next generation. The tension between the need for psychoanalysts to work together in an institution and still maintain a certain distance for a third perspective in their identification with their Institute is highlighted. In this context, the new mandate of the Psychoanalytic Education Committee and its project' Meetings of Societies on Education' is presented. The question of the participation of candidates/analysts in training in the Institutes is discussed. The particular challenge of supervision in training and its vicissitudes is a main focus. A further topic are the theoretical seminars and the need that teachers do not confuse the necessary transmission of tradition with dogmatic idealization of the psychoanalytical past and can accept the finite nature of their understanding of psychoanalysis.
Este artículo se centra en la transmisión del psicoanálisis a través de la formación las próximas generaciones. La tensión entre la necesidad de que los psicoanalistas tengan que trabajar juntos en una institución y la de mantener una cierta distancia que permita destacar una tercera perspectiva respecto a su identificación con su Instituto es relevante. En este contexto, se presenta el nuevo mandato del Comité de Educación Psicoanalítica y su proyecto Encuentros de Sociedades sobre Educación. Se discute la cuestión de la participación de candidatos/analistas en la capacitación dentro de los Institutos. Su enfoque principal es la supervisión en la formación y sus vicisitudes. Otro asunto son los seminarios teóricos y la necesidad de que los maestros no confundan la necesaria transmisión de la tradición con las idealizaciones del pasado psicoanalítico, y acepten la naturaleza finita de su comprensión del psicoanálisis.
Cet article a son focus sur la transmission de la psychanalyse par l'intermédiaire de la formation des prochaines générations. On met en relief la tension entre le besoin des psychanalystes de travailler ensemble dans une institution et de garder une certaine distance, de façon à permettre une troisième perspective concernant son identification à son Institut. Dans ce contexte, on présente le nouveau mandat du Comité d'Education Psychanalytique et son projet Rencontres de Sociétés à Propos de l'Education. On discute encore de la question de la participation de candidats/analystes en formation dans les Instituts. L'un des points principaux, en particulier, c'est le défi de la supervision dans la formation et ses vicissitudes. Un autre point concerne les séminaires théoriques et le besoin des professeurs ne pas confondre la transmission nécessaire de la tradition et les idéalisations du passé psychanalytique, pouvant ainsi accepter la nature finie de leur compréhension de la psychanalyse.
RESUMO
A partir de um depoimento pessoal introdutório, a autora faz um apanhado dos princípios que nortearam sua gestão como Diretora do Instituto de Psicanálise Durval Marcondes, particularmente a ênfase na responsabilidade do Instituto em propor mudanças que se fazem necessárias e em supervisionar o processo formativo dos filiados, incluindo a disposição de não negligenciar problemas que se anunciam de modo mais ou menos explícito. São listados os temas centrais da formação e as respectivas discussões na Diretoria e na Comissão de Ensino: a ideia de seminários complementares que pudessem preencher lacunas na formação, a formação continuada, avaliação e acompanhamento, análise pessoal, supervisão e seminários clínicos e teóricos, elitismo na formação e ética. Finaliza destacando a importância de se buscar modos de avaliar e seguir a qualidade e as características de nossa formação; uma opção, que pode e deve ser complementada por outras, foi uma pesquisa sobre o segundo relatório, que é a produção final dos membros filiados, realizada entre 2017 e 2020.
Parting from an introductory personal statement, the author gives an overview of the principles that guided her work as Director of the Institute of Psychoanalysis Durval Marcondes, stressing the Institute's responsibility in proposing changes that are necessary and in supervising the training process of the candidates. She also emphasizes the importance of facing problems that are announced more or less explicitly because there is always a risk of neglecting what is potentially disturbing. The most central themes of training are listed and the respective discussions in the Teaching Committee are highlighted, such as the idea of complementary seminars that could fill gaps in training, continuing training, evaluation, and monitoring, personal analysis, supervision, and clinical and theoretical seminars, elitism in training, and ethics. It ends by highlighting the importance of looking for ways to evaluate and follow the quality and characteristics of our training; one option, which can and should be complemented by others, was a qualitative investigation about the second case report by candidates finishing their training carried out between 2017 and 2020.
A partir de una declaración personal introductoria, la autora ofrece un panorama de los principios que guiaron su gestión como Directora del Instituto de Psicoanálisis Durval Marcondes, en particular el énfasis en la res- ponsabilidad del Instituto en proponer los cambios necesarios y en la supervisión del proceso de formación de los miembros, incluida la voluntad de no descuidar los problemas que se anuncian más o menos explícitamente. Se enumeran los temas centrales de la formación y las respectivas discusiones en el Patronato y el Comité de Docencia: la idea de seminarios complementarios que puedan llenar vacíos en la formación, formación continua, evaluación y seguimiento, análisis personal, supervisión y seminarios clínicos y teóricos, elitismo en formación y ética. Finaliza resaltando la importancia de buscar formas de evaluar y seguir la calidad y características de nuestra formación; una opción, que puede y debe ser complementada con otras, fue una encuesta sobre el segundo informe, que es la producción final de afiliados, realizada entre 2017 y 2020.
Sur la base d'un exposé personnel introductif, l'auteur donne un aperçu des principes qui ont guidé sa gestion en tant que Directrice de l'Institut de Psychanalyse Durval Marcondes, en particulier l'accent mis sur la responsabilité de l'Institut dans la proposition des changements nécessaires et dans l'encadrement du processus de formation des membres, y compris une volonté de ne pas négliger les problèmes annoncés plus ou moins explicitement. Les thèmes centraux de la formation et les discussions respectives au sein du Conseil d'Administration et du Comité Pédagogique sont listés : l'idée de séminaires complémentaires qui pourraient combler les lacunes de formation, formation continue, évaluation et suivi, analyse personnelle, supervision et séminaires cliniques et théoriques, élitisme dans la formation et éthique. Le texte termine en soulignant l'importance de rechercher des moyens d'évaluer et de suivre la qualité et les caractéristiques de notre formation; une option, qui peut et devrait être complétée par d'autres, était une enquête sur le deuxième rapport, qui est la production finale des membres affiliés, réalisée entre 2017 et 2020.
Assuntos
Psicanálise , Ensino , Educação Continuada , PesquisaRESUMO
El perfeccionamiento del proceso de enseñanza-aprendizaje del idioma inglés, ha sido objeto de varias investigaciones científicas y ha estado presente en las políticas del Ministerio de Salud Pública, por la importancia que tiene el dominio de este idioma para los profesionales de salud, tanto para su permanente actualización científica como para su inserción en programas de colaboración en países angloparlantes. En este artículo se propone una vía más para contribuir al aprendizaje autónomo a través de la utilización de las bases de datos disponibles en la Biblioteca Virtual de Salud, donde los estudiantes pueden obtener información actualizada para el desarrollo de los seminarios en esta asignatura.
The teaching-learning improvement process of the English language, has been object of several scientific investigations and it has been present in the Ministry of Public Health policies, due to the importance of the language learning skills for the health professionals, either for their permanent scientific upgrading or as for its insertion in collaboration programs in English-speaking countries. In this work, one more way to contribute to the autonomous learning through the use of the available databases in the Health Virtual Library is proposed, where the students can obtain updating information for the development of the seminars in this subject.
Assuntos
Humanos , Masculino , Feminino , Fala , Educação a Distância , Webcast , Autoaprendizagem como Assunto , Idioma , Estudantes , Comunicação , Congressos como Assunto/normas , Bibliotecas DigitaisRESUMO
INTRODUCTION: As teaching strategies, the seminar and fishbowl approaches promote active learning and shift the focus from the teacher to the learner. The aim of this study was to compare the self-reported perceptions of each student-centred teaching technique amongst a group of dental students as well as resultant quiz scores after each teaching technique. MATERIAL AND METHODS: During the first semester of 2017, all year-3 (N = 88) Semiology and year-5 (N = 71) Oral Surgery students participated in weekly seminars in which teams of students from both cohorts were given an actual clinical case to study; a diagnosis and treatment plan would be rendered, and an oral case presentation would be presented to the rest of the class. In the second semester, the same students tried to solve similar clinical cases using the fishbowl training format. A course coordinator provided final feedback, and the session culminated with a quiz. Students were invited to provide quantitative and qualitative perceptions whilst quiz scores obtained during seminar and fishbowl teaching formats were compared. RESULTS AND DISCUSSION: A total of 97 (61%) seminar and 92 (58%) fishbowl students provided insights regarding these teaching techniques. Both cohorts believed the fishbowl format allowed them to be actively involved. However, only year-3 students gave the fishbowl format a significantly higher score than the seminar format, considering it an attractive format that allowed them to learn. In contrast, year-5 students believed the seminars met their expectations better than the fishbowl format. Interesting clinical cases as well as the final round of feedback were qualitative themes reported by both cohorts. The mean seminar and fishbowl quiz scores were statistically significant different for year-3 students (P < 0.0001), but not for year-5 students (P = 0.09). CONCLUSIONS: These findings suggest that a more structured small-group learning-teaching format can be implemented for younger students whilst at the same time allowing more flexible organisation for senior students.
Assuntos
Educação em Odontologia/métodos , Processos Grupais , Aprendizagem , Percepção , Estudantes de Odontologia/psicologia , Cirurgia Bucal/educação , Ensino , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Inquéritos e QuestionáriosRESUMO
BACKGROUND AND PURPOSE: Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago. EDUCATIONAL ACTIVITY AND SETTING: Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified. FINDINGS: Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly. SUMMARY: BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health.
Assuntos
Educação em Farmácia/métodos , Estudantes de Farmácia/psicologia , Adulto , Atitude do Pessoal de Saúde , Competência Clínica/normas , Currículo , Feminino , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Percepção , Satisfação Pessoal , Ensino , Pensamento , Trinidad e Tobago , Adulto JovemRESUMO
Objetiva compreender como a Educação Física (EF) no Ensino Médio (EM) Politécnico doesta-do do RS está sendo desenvolvida nas escolas e de que maneira é contemplada nos Seminários Integrados (SI)1a partir de uma nova proposta pedagógica. Realizamos um estudo de caso em uma escola estadual durante dez meses. Os resultados foram organizados em três categorias ana-líticas e indicam a existência de uma real necessidade de compreensão da proposta por parte do corpo docente e a utilização da pesquisa como princípio pedagógico nos SI e nas aulas de EF2 (AU.
The present study aims at understanding how Physical Education (PE) in Polytechnic High Schools in the state of Rio Grande do Sul (Brazil) is being developed in schools and how it is contemplated in the Integrated Seminars (IS). A ten-month Case Study was conducted in a school. The results were organized in three analytical categories and indicate the existence of a real need for understanding of the proposal by the teaching staff and the use of research as a pedagogical principlein SI and PE classes (AU).
Su objetivo es entender cómo se está desarrollando la Educación Física (EF) en las escuelas de Educación Secundaria (ES) Politécnicas de RS y cómo se contempla en las Conferencias Integradas (CI) a partir de una nueva Propuesta Pedagógica. Hemos llevado a cabo un Estudio de Caso en una escuela estadual durante 10 meses. Los resultados se organizaron en tres cate-gorías analíticas e indican la existencia de la necesidad real de entender la propuesta por parte de los docentes y el uso de la investigación como un principio de enseñanza en la CI y en las clases de EF (AU).