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Identidad médica humanizadora
(Universidad Panamericana, 2025-06-20)
Arbea-Moreno, Leire
Las profesiones vocacionales de la salud comportan un riesgo en la estabilidad emocional de sus tra-bajadores. La interacción en el día a día con personas con problemas de salud física y mental entraña una serie de exigencias añadidas que no se dan en otras profesiones. En este sentido, la práctica médica puede ser especialmente vulnerable por su estrecho y permanente contacto con el drama exis-tencial del paciente, que abre las puertas a la incertidumbre, a la culpabilidad, a dilemas éticos, y otros desestabilizadores emocionales. Sin embargo, desarrollar una identidad profesional humana y centra-da en el paciente, además de aportar una excelente intervención clínica, nos puede ayudar a prevenir muchos de estos riesgos. La identidad médica comprometida debe optimizar el bien del paciente ante el progresivo proceso de deshumanización. La relación médico-paciente, core de la actuación médica, es una relación personal(el médico como referente cuidador) que está en deriva peligrosa hacia unarelación contractual(el médico como mero dispensador de servicios). La identidad médica debe añadir un plus de humanidad a esa especial relación de ayuda y dependencia característica de la relación médico-paciente. Una relación basada en la comprensión y la aceptación de la vulnerabilidad del pa-ciente, la mutua confianza y el compromiso personal del profesional con el bien del enfermo, además, puede mejorarnos como personas, y favorecer el desarrollo íntimo de los valores más humanos. La reflexión es clave para desarrollar estos valores y adquirir herramientas que nos permitan conseguir la identidad médica más humana
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Schelling contra Fichte: The Thesis on Being before and after 1806
(Universidad Panamericana, 2025-03-18)
Rodríguez, Juan José
Schelling’s 1806 essay against Fichte is important for two reasons: it discusses (1) the impossibility of idealism to grasp the real and objective status of Being and, therefore, the need for a metaphysical grounding of reflection situated outside of consciousness itself; (2) the discovery of the irreversibility of nature in God, which sheds new light on Schelling’s speculations about the relation between the ideal and the real ground of philosophy. Schelling changed the stance first presented in the System of Transcendental Idealism of 1800 to one according to which there is a non-derivative relation between nature and God: both are independent beings; at the same time, he makes God, as in classical metaphysics, a being that transcends nature. This allows Schelling to overcome the problem of the idealist distinction between logical and real movement, although it destroys the possibility of a single system of philosophy in the years after 1806.
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Formar profesionales a partir de la experiencia
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Cappelletti, Gachy
;
Sajón, Mariana
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article reflects on the processes of professional training within the framework of the reflective practice paradigm. Vocational training is understood as a construction framed in a daily activity and implies analyzing and reflecting on that activity with the help of a mediator or tutor. In addition, it is considered that in professional training it is necessary to integrate conceptual learning with experiential learning. This article presents the analysis of a case in which reflections of the students of a first-year course of the Bachelor in Education Degree at a private university in Buenos Aires, Argentina, are systematized. The analyzed course, Introduction to Education, presents a teaching proposal that seeks to bring the world of work closer to students based on the concern that students usually express about the future.
1 63
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Necesidades de formación docente hacia una profesionalización bajo el enfoque de la práctica reflexiva en una escuela de enfermería
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Medrano, Paula
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article aims to diagnose Spanish Hospital Nursing School (SHNS) teachers ́ training necessities toward professionalization model, on the basis of the reflective practice in order to carry out in a future work. To reach the objective, questionnaires were applied to teachers and students regarding teaching at school, together with an extensive interview with tea-chers, with a qualitative approach expressing the meaning they give to their teaching prac-tice through their experience. It was posible to identify the teaching needs, demonstrating that it is important to develop a training program, obtaining relevant information: most of the teachers teach lectures despite of the fact that they motivate reflection and research; they would like to learn there flective practice model. With the perception that teachers have of themselves, their practice and their students, the implementation of the program will be favored since they have passion for teaching and demand, with great interest to train students in a comprehensive way not just academically
21 124
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Las consignas escritas como instrumentos didácticos de aprendizaje y reflexión
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Jiménez, Ana Lucía
;
Torres, Andrés Fernando
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The objective of this research paper is to analyze the written tasks used on the B-Learning modality in a first year course and the cognitive demands that they pose for students based on the Biggs theoretical proposal. The study is being developed at la Universidad Autónoma de Occidente, Santiago de Cali, Colombia, with a sample of thirtynine (39) tasks of the subject of Oral and Written Expression (EOYE), which is taught at the faculties of Engineering, Economic Sciences and Administrative Sciences, Communication and Social Sciences and Basic Sciences, to first semester students The partial results show the need to support reflective practice among teachers, especially around the written tasks that foster the development of meaningful and deep learning and the stimulation of cognitive operations according to the taxonomy SOLO.
5 202
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Documentos narrativos y práctica reflexiva en la formación de profesores
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Anijovich, Rebeca
;
Cappelletti, Graciela
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research has attempted to relieve, organize, analyze and formulate specific theoretical categories in the framework of the conceptualization of teaching as reflective practice. It focuses on the use of narrative devices: autobiographies and training journals. It has started from the collection of school autobiographies and training journals carried out by the lawyers of the Faculty of Law of the University of Buenos Aires who have studied the Faculty of Legal Sciences. These productions suppose an evaluation of the teaching practice, as a space for the production of knowledge and the recognition of professors as professionals who have implicit theories and experiences that can contribute to the constitution of a systematized base of knowledge about teaching
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