A Educação de Jovens e Adultos para adolescentes em conflito com a lei: a educação escolar na socioeducação

O escopo do presente estudo é identificar as articulações realizadas no campo da socioeducação para a efetivação da educação escolar, especialmente, no que se refere ao tipo de modalidade de ensino adotada pelas instituições que executam as medidas socioeducativas. As discussões aqui propostas são geradas a partir da busca do entendimento de três fios articuladores: a Educação de Jovens e Adultos (EJA), a socioeducação e a interseção entre estes dois. Para tanto, abordaremos a educação na socioeducação, a escolarização dos adolescentes privados de liberdade ao nível de Brasil e, principalmente, em nível estadual, com enfoque no Amazonas, e a escolha da EJA nesses contextos. Ademais, ao longo da discussão observaremos a incompatibilidade entre as idades de atendimento no sistema socioeducativo e na EJA e, ainda, a inexistência de critérios de avaliação no processo de seleção de profissionais, que levem em consideração o perfil, a formação e qualificação específicos para atuarem diante das particularidades desse público e do espaço em questão. Afinal, a educação sistemática e assistemática, formal ou não formal, se constitui como fator preponderante no processo de socioeducação.Palavras-chave: Sistema socioeducativo; Educação escolar; Educação de Jovens e Adultos (EJA).Youth and Adult Education for adolescents in conflict with the law: school education in socioeducationABSTRACTThe scope of this study is to identify the articulations made in the field of socioeducation for the implementation of school education, especially regarding the type of education modality adopted by the institutions that carry out the socioeducational measures. The discussions proposed here are generated from the search for the understanding of three connecting threads: Youth and Adult Education (YAE), socioeducation, and the intersection between these two. To do so, we will address education in socioeducation, the schooling of adolescents deprived of their freedom in Brazil, and especially in the state of Amazonas, and the choice of Youth and Adult Education (EJA) in these contexts. Moreover, throughout the discussion, we will observe the incompatibility between the ages of attendance in the socioeducational system and in the EJA, also, the inexistence of evaluation criteria in the process of selection of professionals, that take into consideration the profile, the specific training and qualification to act before the particularities of this public, and of the space in question. After all, systematic and non-systematic education, formal or non-formal, constitutes a preponderant factor in the process of socio-education.Keywords: Socio-Educational system; School education; Youth and Adult Education (YAE).Educación de Jóvenes y Adultos para adolescentes en conflicto con la ley: la educación escolar en la socioeducaciónRESUMENEl objetivo de este estudio es identificar las articulaciones realizadas en el ámbito de la socioeducación para la eficacia de la educación escolar, especialmente en lo que respecta al tipo de modalidad educativa adoptada por las instituciones que llevan a cabo las medidas socioeducativas. Las discusiones aquí propuestas se generan a partir de la búsqueda de la comprensión de tres hilos conductores: la Educación de Jóvenes y Adultos (EPJA), la socioeducación y la intersección entre ambas. Para ello, se abordará la educación en la socioeducación, la escolarización de los adolescentes privados de libertad en Brasil, y especialmente a nivel estatal con un enfoque en Amazonas, y la elección de la EJA) en estos contextos. Además, a lo largo de la discusión, observaremos la incompatibilidad entre las edades de atención en el sistema socioeducativo y en la EJA y también la ausencia de criterios de evaluación en el proceso de selección de profesionales, que tengan en cuenta el perfil, la formación específica y la cualificación para actuar ante las particularidades de este público, y el espacio en cuestión. Al fin y al cabo, la educación sistemática y no sistemática, formal o no formal, se constituye como un factor preponderante en el proceso de socioeducación. Palabras clave: Sistema socioeducativo; Educación escolar. Educación de Jóvenes y Adultos (EPJA).

Perception and implementation status of enhanced recovery after surgery

Background: The enhanced recovery after surgery (ERAS) program that is being implemented in Korea is difficult to investigate because it is not a standardized protocol with a unified content, and it instead differs according to the details for each hospital. Herein, the author would like to introduce and analyze the results of a recently conducted large-scale survey on the current status and perception of the ERAS program in Korea among large domestic hospitals.Current Concepts: Surveys of domestic general surgeons in 2019 and hepatobiliary-pancreatic surgeons in 2020 both showed lower-than-expected response rates of less than 50% in questions related to perception and clinical implementation of the ERAS program. Thus, implementation of ERAS items related to the limited application of preoperative fasting and surgical drain insertion and active nutritional support before and after surgery remains low.Discussion and Conclusion: For surgeons in Korea, the implementation of ERAS programs and perception levels were low. In this regard, it is necessary to improve awareness through systematic education and promotion of the ERAS program, and supplementation of related multidisciplinary professional manpower and financial resources is essential to facilitate practical implementation of ERAS programs in clinical practice.

Education and labour migration in Solomon Islands: Policy interaction between the education system and the labour market

<p>Education is considered, in every sense, as one of the fundamental factors of development. No country can achieve sustainable development and economic growth without a systematic education system. Education raises people’s productivity and competency to build a strong economy and society. Many different development theories have influence and inform education systems in many countries in different ways. Solomon Islands’ education system has shifted from traditional knowledge to Western oriented style of learning influenced by different development ideas, modernisation, capitalism and globalisation. Traditional knowledge existed for many generations before the introduction of Western education system. The transition period encountered more policy setbacks, rejection of traditional knowledge and incoherent policy models. These transformations happened in the political spheres, social ideas and economic system, influenced by the modern education system. Today, Solomon Islands’ economy and population are largely diverse across the country. The recognition of alternative opportunities available through diverse economies model by Gibson-Graham will help national policymakers to see different education priorities and development needs. Even with the rapid change in the state’s modern machineries, political system and institutions, more responsibility and cooperation is required to tackle the relation between education, migration and development. Education must empower people of ages and market levels to realise their full potentials by becoming an effective instrument to provide an answer for linking education, migration and development. The policy dialogue and discussion must open despite many agreements and disagreements.</p>

Education and labour migration in Solomon Islands: Policy interaction between the education system and the labour market

<p>Education is considered, in every sense, as one of the fundamental factors of development. No country can achieve sustainable development and economic growth without a systematic education system. Education raises people’s productivity and competency to build a strong economy and society. Many different development theories have influence and inform education systems in many countries in different ways. Solomon Islands’ education system has shifted from traditional knowledge to Western oriented style of learning influenced by different development ideas, modernisation, capitalism and globalisation. Traditional knowledge existed for many generations before the introduction of Western education system. The transition period encountered more policy setbacks, rejection of traditional knowledge and incoherent policy models. These transformations happened in the political spheres, social ideas and economic system, influenced by the modern education system. Today, Solomon Islands’ economy and population are largely diverse across the country. The recognition of alternative opportunities available through diverse economies model by Gibson-Graham will help national policymakers to see different education priorities and development needs. Even with the rapid change in the state’s modern machineries, political system and institutions, more responsibility and cooperation is required to tackle the relation between education, migration and development. Education must empower people of ages and market levels to realise their full potentials by becoming an effective instrument to provide an answer for linking education, migration and development. The policy dialogue and discussion must open despite many agreements and disagreements.</p>

Implementation of the Arizona Pain and Addiction Curriculum: Findings and Implications From a Statewide Evaluation

Purpose: The U.S. is struggling with dual crises of chronic pain and opioid overdoses. To improve statewide pain and addiction care, the Arizona Department of Health Services and 18 health education programs collaboratively created the evidence-based, comprehensive Arizona Pain and Addiction Curriculum which includes a Toolbox for Operationalization with adult learning theory applications and an annual program survey to assess curriculum implementation. The purpose of this study is to analyze the first year's survey data to better understand the implementation of a novel curriculum across all programs in the state.Materials and Methods: Program surveys were sent 6 months after curriculum publication to all 18 health education programs in Arizona to assess the 6 Ds of curriculum implementation: Degree of implementation, Difficulty of implementation, Delivery methods, Faculty Development, Didactic dissonance and Discussion Opportunities.Results: Responses from all program types (14/18 programs) indicated that there was widespread implementation of the curriculum, with 71% reporting that all ten Core Components had been included in the past academic year. The majority of programs did not find the Components difficult to implement and had implemented them through lectures. Seventy-seven percent of programs did not have a process to ensure clinical rotation supervisors are teaching content consistent with the curriculum, 77% reported not addressing student's didactic dissonance, and 77% of programs did not report asking students about their interactions with industry representatives.Conclusion: In &lt; 1 year after creation of the Arizona Pain and Addiction Curriculum, all program types reported wide implementation with little difficulty. This may represent a first step toward the transformation of pain and addiction education, and occurred statewide, across program types. Further focus on didactic dissonance, problem solving and faculty development is indicated, along with systematic education on pharmaceutical and industry influence on learners. Other programs may benefit from adopting this curriculum and may not experience significant challenges in doing so.

Impact of a Multidisciplinary Long-Term Opioid Therapy Safety Program at a Military Tertiary Academic Medical Center

ABSTRACT Objective In light of the ongoing opioid crisis, Naval Medical Center Portsmouth (NMCP) created the Long-Term Opioid Therapy Safety (LOTS) program to reduce risks and improve long-term opioid therapy outcomes. Our primary outcome was change in compliance with the recommended safety metrics. Design This is a retrospective cohort study performed at NMCP, a large military academic medical center providing comprehensive medical care to DoD beneficiaries. The NMCP LOTS program provides both patient and provider narcotic education as well as medical record auditing. The NMCP LOTS program promotes adherence to published CDC, the DVA, and DoD guidelines. Methods Anonymized data were compiled each fiscal quarter and were analyzed retrospectively. Adult patients prescribed opioids for at least 90 days without a gap of 30 days between prescriptions were included in this study. The investigators recorded and reported provider compliance with LOTS metrics over the same period. Results Compliance with the recommended safety metrics improved. We noted a decrease in the number of long-term opioid patients, concurrent benzodiazepine prescriptions, and patients prescribed greater than 90 morphine equivalents per day during the observation period. The number of naloxone prescriptions for LOTS patients also increased, reflecting improved guideline adherence. Conclusion Systematic education and feedback to providers are effective in creating a system and culture of opioid reduction, safe opioid prescribing, and system accountability. This article presents a comprehensive approach to modifying prescribing patterns of long-term opioids in a large healthcare system.

Wearable cardioverter-defibrillator in patients with a transient risk of Sudden cardiac death: the WEARIT-France cohort study

Aims We aimed to provide contemporary real-world data on wearable cardioverter-defibrillator (WCD) use, not only in terms of effectiveness and safety but also compliance and acceptability. Methods and results Across 88 French centres, the WEARIT-France study enrolled retrospectively patients who used the WCD between May 2014 and December 2016, and prospectively all patients equipped for WCD therapy between January 2017 and March 2018. All patients received systematic education session through a standardized programme across France at the time of initiation of WCD therapy and were systematically enrolled in the LifeVest Network remote services. Overall, 1157 patients were included (mean age 60 ± 12 years, 16% women; 46% prospectively): 82.1% with ischaemic cardiomyopathy, 10.3% after implantable cardioverter-defibrillator explant, and 7.6% before heart transplantation. Median WCD usage period was 62 (37–97) days. Median daily wear time of WCD was 23.4 (22.2–23.8) h. In multivariate analysis, younger age was associated with lower compliance [adjusted odds ratio (OR) 0.97, 95% confidence interval (CI) 0.95–0.99, P &lt; 0.01]. A total of 18 participants (1.6%) received at least one appropriate shock, giving an incidence of appropriate therapy of 7.2 per 100 patient-years. Patient-response button allowed the shock to be aborted in 35.7% of well-tolerated sustained ventricular arrhythmias and in 95.4% of inappropriate ventricular arrhythmia detection, finally resulting in an inappropriate therapy in eight patients (0.7%). Conclusion Our real-life findings reinforce previous studies on the efficacy and safety of the WCD in the setting of transient high-risk group in selected patients. Moreover, they emphasize the fact that when prescribed appropriately, in concert with adequate patient education and dedicated follow-up using specific remote monitoring system, compliance with WCD is high and the device well-tolerated by the patient.

Patient's experience of asthma exacerbation and management: a qualitative study of severe asthma

BackgroundExacerbation is a defining feature of severe asthma, and oral corticosteroids (OCSs) are frequently prescribed to manage exacerbations. This qualitative study was conducted to examine the experience of patients with severe asthma, with a focus on asthma exacerbation and OCS treatment.MethodsAdults with severe asthma were recruited from three tertiary hospitals in South Korea. Data were collected through in-depth qualitative interviews. Verbatim transcripts were analysed using Colaizzi's phenomenological method to uncover the meaning of the participants’ experience. Recruitment of participants continued until thematic saturation.ResultsFourteen patients with severe asthma were recruited. Four theme clusters emerged: 1) experience of asthma exacerbation, 2) impact on life, 3) OCS treatments, and 4) disease perception. The patients experienced severe physical and psychosocial distress from asthma exacerbations, felt helpless due to failed efforts to prevent exacerbation, and were living a restricted life due to fear of exacerbation. They feared OCS side effects but had no other choice but to rely on OCS because other interventions were ineffective. Most had poor knowledge and understanding of severe asthma and the longterm health consequences.ConclusionAsthma exacerbation affects wide aspects of life in patients with severe asthma. Several components may underlie OCS reliance, including experience of distress during exacerbation, fear of future exacerbation, and lack of proper knowledge about long-term health consequences of severe asthma and OCS treatments. Multi-disciplinary approach is warranted to support the patients and to provide systematic education about long-term health implications of severe asthma.