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Biomedical subjects

C A Vidal

Publications and source records attributed to C A Vidal.

8 recordsLinked to original sources
PubMed1986

Phorbol ester induces c-sis gene transcription in stem cell line K-562.

The phorbol ester 12-O-tetradecanoylphorbol-13-acetate (TPA) induced megakaryoblastic differentiation and c-sis expression in the human hematopoietic stem cell line K-562. This induction occurred at the transcriptional level, as determined by a nuclear runoff transcriptional assay, and was not a generalized effect of TPA, since the treatment of other hematopoietic cell lines and normal peripheral blood lymphocytes with TPA did not result in the appearance of c-sis mRNA.

Cell Differentiation↗
PubMed1986

[Education-service integration].

The article broadly reviews the conceptual basis of the integration of service and education and the history of the process and of the programs in progress in the countries of the Americas. A study of the different definitions given and uses made of the concept and practice yields a definition of the integration of services and education as "a process of progressive articulation between institutions providing health services and those imparting instruction in the health field in order to improve health care and guide the generation of knowledge and the training of personnel on the basis of the epidemiological profile of a given region and population. This ongoing education process takes place in the course of work, which it is capable of changing by virtue of its own momentum." This definition embodies the features common to all those used: The process itself, articulation between teaching and service establishments, and objectives. The story of the process in the Old World is briefly reviewed; its stages in the New World are considered at greater length, and the positions taken by the Pan American Health Organization since 1963 are stated. The emphasis today is on the technical cooperation provided in the different aspects of the process: institutional and program development, program supervision, the setting of standards and priorities for research, personnel utilization, etc. The article closes with an account of the mechanisms for interaction (formal, informal, operational, and policy-making) and a discussion of the different fields, practices and coverage that have been affected by this process, and comes to the conclusion that the integration of service and education has been essential to the student's training in exposing him to the practical realities of the local and general situation of his country.

Health Occupations↗
PubMed1986

[Continuing education in health in Latin America].

The article considers continuing education as instruction to update knowledge and provide personal training. The first part defines concepts, terms, education, learning, socialization, critical awareness, and personal training. The underlying principles of continuing education are spelled out: Education is a continuing process; every social group is educational; continuing education is comprehensive; education is a dynamic process; education is an orderly process of thought; the education system is integrative in character; and education is an innovative process. The second section examines the relationship between work and continuing education, and views work as a social institution that completes the education process. A consideration of continuing education, health services, and the purposes of continuing education completes this part. The third part compares the new continuing education with the traditional variety. The former centers on the student, learning, and work, and the latter on the teacher and verbalization. The fourth part discusses methods, research, and evaluation and the existing kinds of continuing education in relation to their objectives. Continuing education in Latin America is the subject of the fifth part, which summarizes the disparate purposes, methods, and concepts of 155 continuing education program in the region. It is concluded that continuing education is a means, not an end, the end being to meet the public's health needs.

Canada↗
PubMed1981

[Training in supervision: an attempt at a theoretical guide].

The author says that, in the health field, training in supervision should be based on research. This approach would make it possible to draw up a scheme for supervision with a scientific basis as a guide to the training of the required personnel. He points out that the negative image of the supervisor as one who conspires against individual creativity and cowers the subordinate, has to be overcome. Supervision must be accompanied by counseling, and give the subordinate an opportunity to contribute to the solutions of problems. The basic principles of the proposed supervision for education are, summarily, safeguarding the integrity of the worker, support to his talent, participation of the subordinate in his own evaluation, and the avoidance of threats, insecurity and punishment as a consequence of supervision. Finally, he proposes that all supervision must have a continuing education program as a response.

Education↗
PubMed1977

[The teaching of internal medicine in the forming of the physician].

This paper was presented as a working document to the Second Meeting of the PAHO/WHO Program of Textbooks for the Integrated Teaching of Internal Medicine and its Specialties (Washington, D.C., 13-18 December 1976). The need to place the medical student in his environment from the first as an active member of the health team is stressed, and several considerations about the usual obstacles to this proposal are advanced. Reference is made to the subject of curricular integration as related to the length of medical studies and to the traditional use of the hospital in the teaching of internal medicine. The second part of the document reports on the results of the PAHO survey on how internal medicine is taught in Latin America, in which 84 faculties and schools in 15 countries of the Region participated.

Education, Medical↗