Profile of Medical Education in Latin America

1971 ◽  
Vol 1 (1) ◽  
pp. 37-59 ◽  
Author(s):  
J. C. García
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Latin America ◽  
Human Resources ◽  
Latin American ◽  
Human Resources Development ◽  
Health Manpower ◽  
American Schools ◽  
Pan American ◽  
Health Organization

Preliminary results of a study on medical education in Latin America carried out by the Department of Human Resources Development of the Pan American Health Organization are given in this article. Each of the Latin American schools of medicine existing at the end of 1967 and at the beginning of 1968 was visited by a researcher for approximately seven days. During this period specially prepared questionnaires were completed. An analysis of the data reveals the presence of three types of imbalances: (1) imbalance between the system of secondary education and that of medical education, (2) internal imbalance between the system of higher education and medical education, and (3) imbalance between the system of health services and that of medical education. The study of the data compiled may serve as a basis for the proposal of activities leading to harmonious development of the health manpower sector.

2019 LIMA DECLARATION

2021 ◽  
Vol 9 (4) ◽  
pp. 87-90
Author(s):  
James Appleyard
Keyword(s):  
Latin American ◽  
National University ◽  
San Marcos ◽  
International College ◽  
Pan American ◽  
Health Organization

This Declaration has emanated from the Latin American Conference on Person-Centered Medicine, held in Lima-Peru on December 13 and 14, 2019, organized by the Peruvian Association of Person Centered Medicine (APEMCP), the Latin American Network of Person Centered Medicine (RLMCP), and the International College of Person Centered Medicine (ICPCM); under the auspices of the Peruvian Association of Faculties of Medicine (ASPEFAM), the Pan American Health Organization (PAHO / WHO), and the San Marcos National University (UNMSM).

Imperial routes, national networks and regional projects in the Pan-American Highway, 1884–1977

2016 ◽  
Vol 37 (2) ◽  
pp. 129-154 ◽  
Author(s):  
Rosa E. Ficek
Keyword(s):  
United States ◽  
Latin America ◽  
Latin American ◽  
Cultural Difference ◽  
The United States ◽  
Government Officials ◽  
Pan American ◽  
National Networks ◽  
Planning And Construction ◽  
Regional Projects

This article discusses the planning and construction of the Pan-American Highway by focusing on interactions among engineers, government officials, manufacturers, auto enthusiasts, and road promoters from the United States and Latin America. It considers how the Pan-American Highway was made by projects to extend U.S. influence in Latin America but also by Latin American nationalist and regionalist projects that put forward alternative ideas about social and cultural difference—and cooperation—across the Americas. The transnational negotiations that shaped the Pan-American Highway show how roads, as they bring people and places into contact with each other, mobilize diverse actors and projects that can transform the geography and meaning of these technologies.

scholarly journals Latin American Universities: Stuck in the Twentieth Century

2017 ◽  
pp. 26-28 ◽  
Author(s):  
Marcelo Knobel ◽  
Andrés Bernasconi
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Latin America ◽  
Latin American ◽  
Education Sector ◽  
American Universities ◽  
Economic Progress ◽  
Flagship Universities ◽  
Latin American Universities

The higher education sector in Latin America has fallen short of its promise of spearheading cultural, social, and economic progress for the region. As higher education changes to meet the challenges on the new century, the few flagship universities of Latin America are called upon to lead. However, these universities face both internal and external obstacles that hinder their full modernization, threatening their leadership.

scholarly journals Latin America: Reduced S&T Investment Puts Sustainable Development at Risk

2020 ◽  
Author(s):  
Pablo Bolaños-Villegas ◽  
Pablo Bolaños-Villegas ◽  
Pablo Bolaños-Villegas ◽  
Pablo Bolaños-Villegas ◽  
Pablo Bolaños-Villegas ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Latin America ◽  
Human Resources ◽  
Latin American ◽  
Extreme Case ◽  
Developed Countries ◽  
Science Technology ◽  
The Face ◽  
Social Turmoil

Latin America is home to more than 600 million people and has considerable natural and human resources. However, investment in science and technology (S&T) lags far behind that in developed countries. This gap represents a barrier to the development of economies based on knowledge and hampers the region's ability to tackle environmental and social problems. This lack of investment is evident in the extreme case of Venezuela, where much of the science workforce has fled economic chaos, but also in every Latin American country, including science powers such as Brazil and Argentina, where federal budgets in science, technology and education have been drastically reduced in recent years. Investments in S&T foster cooperation, commerce and good will and enhance resilience in the face of environmental and social turmoil. Therefore, scientists must start to actively engage governments and encourage long-term spending in S&T to support the development of Latin American societies.

scholarly journals La violencia homicida en América Latina

2009 ◽  
Vol 50 ◽  
Author(s):  
Roberto Briceño-León
Keyword(s):  
Latin America ◽  
Latin American ◽  
World Health ◽  
Data Bases ◽  
Homicide Rates ◽  
Social Classification ◽  
America Latina ◽  
Health Organization ◽  
Latin American Countries

RESUMEN: El artículo analiza la situación de la violencia homicida en América Latina, cuál es su ubicación en la situación mundial de violencia y cuáles serían las posibles explicaciones para el lugar que ocupa. Utilizando la base de datos de la Organización Mundial de la Salud se clasifican las regiones por su tasa de homicidios y se ubica a América Latina como la región más violenta. Los países de América Latina son clasificados en cuatro grupos de acuerdo a la relación de su tasa de homicidios con la tasa media mundial y se caracterizan socialmente las víctimas.Para interpretar esa situación se relacionan con los niveles de urbanización y pobreza y se presentan los factores que pueden originar, fomentar y facilitar el incremento o disminución de los homicidios y su potencial utilidad en las políticas públicas.ABSTRACT: This article explores the situation of homicide violence in Latin America, its position within the worlds violence situation and the possible explanations for that position. Using the data bases of the World Health Organization, regions are classified by their homicide rates, which puts Latin America as the most violent region. Latin American countries are set in four groups according to the relation of their homicide rates with the world’s rate, and a social classification of victims is built. For interpreting this situation, those factors are put in relation with the levels of urbanization and poverty, and the possible causes of the increase or decrease of homicides are presented, as well as their potential utility for public policy making.

scholarly journals Influencia supranacional de la UNESCO en la educación superior Latinoamericana

2020 ◽  
pp. 63
Author(s):  
Ricardo Gaete Quezada
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Social Responsibility ◽  
Latin American ◽  
Common Good ◽  
Tertiary Education ◽  
Comparative Method ◽  
International Institute ◽  
American Higher Education ◽  
The Caribbean

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region. 

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

2018 LIMA DECLARATION TOWARDS THE LATIN AMERICAN CONSTRUCTION OF PERSONS-CENTERED INTEGRAL HEALTH CARE

2020 ◽  
Author(s):  
Juan E. Mezzich
Keyword(s):  
Health Care ◽  
Latin American ◽  
American Association ◽  
Regional Council ◽  
Medical College ◽  
National University ◽  
San Marcos ◽  
International College ◽  
Pan American ◽  
Health Organization

Resulting from the First Peruvian Encounter of Person Centered Medicine with multidisciplinary participation, held in Lima, Peru on December 14 and 15, 2018, organized by the Peruvian Association of Person Centered Medicine and under the auspices of the Latin American Network of Person-Centered Medicine, the Latin American Association of National Academies of Medicine (ALANAM), the Peruvian Association of Faculties of Medicine (ASPEFAM), the Representation in Peru of the Pan American Health Organization (PAHO/WHO), San Marcos National University (Peru), the Regional Council III – Lima of the Medical College of Peru, and the International College of Person Centered Medicine.

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