scholarly journals Apuntes para la historia de la Unidad Académica de Medicina de la Universidad Autónoma de Nayarit

2021 ◽  
Vol 2 (4) ◽  
pp. 5646-5679
Author(s):  
Bernabe Rios Nava

Los pasados 20 al 23 de Mayo de 2013 evaluadores del Consejo Mexicano para la Acreditación de la Educación Médica (COMAEM), realizaron su proceso de evaluación para la re-acreditación del programa de estudios de la Unidad Académica de Medicina (UAM) de la Universidad Autónoma de Nayarit (UAN). El 8 de noviembre de 2013 en ceremonia oficial, le fue entregada al rector la placa de reconocimiento. Este hecho coloca a la institución como la más importante en la formación médica de pregrado en el estado. El presente trabajo vuelve al pasado y recupera algunas de sus etapas históricas más importantes.   The past 20 al May 23, 2013 evaluators of the Mexican Council for Accreditation of Medical Education (COMAEM) conducted their evaluation process for re-accreditation of the curriculum of the Academic Unit of Medicine (UAM), Autonomus University of Nayarit (UAN). On November 8, 2013 in an official ceremony, the rector was given recognition plaque. This fact puts the institution as the most important in undergraduate medical education in the state. This paper returns to the past and recovers some of its most important historical stages.

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Frances M. Russell ◽  
Bita Zakeri ◽  
Audrey Herbert ◽  
Robinson M. Ferre ◽  
Abraham Leiser ◽  
...  

2007 ◽  
Vol 7 (2) ◽  
pp. 25-30 ◽  
Author(s):  
Mona Fjellström

The increasingly ritualized and instrumental evaluation of higher education, initiated mainly from above, has resulted in little consideration of what is needed if evaluation is truly to support the development of higher education. Strategies for quality enhancement and accountability rarely consider the distinctive features of higher education development. This article describes the influence of an evaluation strategy that was locally initiated and deliberately involved stakeholders in the process. The evaluation was designed to support the development of an undergraduate medical education programme in Sweden. Based on experiences from the case, I argue that evaluations should, in the context of higher education, be made the responsibility of the teachers. Making the teachers responsible should develop both their ability to work with educational development and to a greater extent enable definitions of educational quality specific to education. The case describes an evaluation strategy that distinctly emanated from the need for knowledge by those who were responsible for the development of an undergraduate medical education programme in Sweden. The programme board established a dialogue with 10 of the stakeholders. The core aim was to learn more about the stakeholders’ expectations and views about the programme, but also to identify important areas for programme development. The dialogue with the stakeholders contributed to the creation of a qualified and nuanced development process and illuminated an evaluation process more associated with learning than quality enhancement. The commitment to cooperation, dialogue and enlightenment was, however, constantly threatened by a higher education culture that is increasingly characterized by productivity and efficiency.


Author(s):  
Valérie Désilets ◽  
Ann Graillon ◽  
Kathleen Ouellet ◽  
Marianne Xhignesse ◽  
Christina St-Onge

Abstract Background Today’s healthcare professionals face numerous challenges. Improving reflection skills has the potential to contribute to the better management of complex patients and healthcare systems, as well as to improve professional practice. However, the question of how reflection skills can inform professional identity development at the undergraduate medical education level remains unanswered. Approach The authors developed and implemented a 4-year course that aims to engage students in a reflective process to increase their awareness of their professional identity development. The course is structured around three types of pedagogical activities: workshops, reflections deposited in an electronic portfolio, and individual discussions with mentors. Evaluation Sixty-four 1st year students (33%) and 17 mentors (50%) from the 2017–2018 cohort completed evaluation questionnaires. For the 2018–2019 academic year, 73 1st year students (34%) and 27 2nd year students (14%), as well as 20 1st year (59%) and 19 2nd year mentors (57%) replied. Students and mentors considered that the pedagogical activities contributed to the development of students’ professional identity through the acquisition of reflection skills, but some elements were perceived as challenging, notably, completing the portfolio, finding a subject to reflect about and the timing of the proposed activities. Reflection An important preoccupation when wanting to foster the development of professional identity through the acquisition of reflection skills is the authenticity of students’ reflection. We tried to favor authentic reflection, by having a mentee-mentor pair throughout the entire 4‑year course. A rigorous evaluation process helped us identify and promptly correct issues as they surfaced.


2000 ◽  
Vol 34 (12) ◽  
pp. 1016-1018 ◽  
Author(s):  
Harri Hyppola ◽  
Esko Kumpusalo ◽  
Irma Virjo ◽  
Kari Mattila ◽  
Liisa Neittaanmaki ◽  
...  

Author(s):  
VICTOR BURLACHUK

At the end of the twentieth century, questions of a secondary nature suddenly became topical: what do we remember and who owns the memory? Memory as one of the mental characteristics of an individual’s activity is complemented by the concept of collective memory, which requires a different method of analysis than the activity of a separate individual. In the 1970s, a situation arose that gave rise to the so-called "historical politics" or "memory politics." If philosophical studies of memory problems of the 30’s and 40’s of the twentieth century were focused mainly on the peculiarities of perception of the past in the individual and collective consciousness and did not go beyond scientific discussions, then half a century later the situation has changed dramatically. The problem of memory has found its political sound: historians and sociologists, politicians and representatives of the media have entered the discourse on memory. Modern society, including all social, ethnic and family groups, has undergone a profound change in the traditional attitude towards the past, which has been associated with changes in the structure of government. In connection with the discrediting of the Soviet Union, the rapid decline of the Communist Party and its ideology, there was a collapse of Marxism, which provided for a certain model of time and history. The end of the revolutionary idea, a powerful vector that indicated the direction of historical time into the future, inevitably led to a rapid change in perception of the past. Three models of the future, which, according to Pierre Nora, defined the face of the past (the future as a restoration of the past, the future as progress and the future as a revolution) that existed until recently, have now lost their relevance. Today, absolute uncertainty hangs over the future. The inability to predict the future poses certain challenges to the present. The end of any teleology of history imposes on the present a debt of memory. Features of the life of memory, the specifics of its state and functioning directly affect the state of identity, both personal and collective. Distortion of memory, its incorrect work, and its ideological manipulation can give rise to an identity crisis. The memorial phenomenon is a certain political resource in a situation of severe socio-political breaks and changes. In the conditions of the economic crisis and in the absence of a real and clear program for future development, the state often seeks to turn memory into the main element of national consolidation.


Author(s):  
Walter Lowrie ◽  
Alastair Hannay

A small, insignificant-looking intellectual with absurdly long legs, Søren Kierkegaard (1813–1855) was a veritable Hans Christian Andersen caricature of a man. A strange combination of witty cosmopolite and melancholy introvert, he spent years writing under a series of fantastical pseudonyms, lavishing all the splendor of his mind on a seldom-appreciative world. He had a tragic love affair with a young girl, was dominated by an unforgettable Old Testament father, fought a sensational literary duel with a popular satiric magazine, and died in the midst of a violent quarrel with the state church for which he had once studied theology. Yet this iconoclast produced a number of brilliant books that have profoundly influenced modern thought. This classic biography presents a charming and warmly appreciative introduction to the life and work of the great Danish writer. It tells the story of Kierkegaard's emotionally turbulent life with a keen sense of drama and an acute understanding of how his life shaped his thought. The result is a wonderfully informative and entertaining portrait of one of the most important thinkers of the past two centuries.


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