Pinal Hispanic Council

A educação em direitos humanos é a formação pautada na condução dos discentes para um aprendizado contínuo e dialogado, levando ao processo de discussão das desigualdades sociais e de reflexão para o uso da experiência profissional para a reconstrução das realidades fragilizadas. Nesse contexto, a formação médica não se distancia dessa realidade e se apresenta como protagonista para a promoção dos direitos humanos, em especial, o direito à saúde, tendo em vista que as vulnerabilidades sociais são reproduzidas no sistema de saúde. Destaca-se, dentre os povos vulnerabilizados, a comunidade LGBTQIA+, que vivencia o processo de silenciamento social e marginalização em razão de sua identidade de gênero ou de sua orientação sexual. Nesse ínterim, o acesso à saúde da população LGBTQIA+ é fragilizado e enfrenta dificuldades para o efetivo atendimento humanizado e especializado, que lhe é de direito, em razão da cultura heteronormativa que ainda prevalece nos atendimentos à saúde. Por esse aspecto, o presente estudo tem por objetivo analisar a relevância do Projeto de Pesquisa Gênero, Identidade de Gênero, Saúde e Sexualidade da Faculdade Santo Agostinho para a promoção da formação médica humanizada e seus contributos para a concretização do direito humano à felicidade para a população LGBTQIA+. Ademais, a presente pesquisa tem por escopo secundário investigar a importância do Programa Permanente de Formação em Direitos Humanos como prática pedagógica de educação em direitos humanos na formação médica da Faculdade Santo Agostinho de Itabuna. Para delinear a construção da presente pesquisa utilizamos como escopo metodológico uma abordagem dialética sobre o percurso histórico de formação da educação em direitos humanos, a partir dos instrumentos normativos educacionais do direito brasileiro e os tratados internacionais que versam sobre a temática. Ademais, o estudo fez uma análise documental dos projetos de extensão e pesquisa fomentados como práticas pedagógicas abalizadas pelos direitos humanos. Conclui-se que a educação médica pautada na concretização dos direitos permite a humanização da prática profissional.

Background: In 2010, the American Diabetes Association adopted the use of the Glycosylated hemoglobin (A1C) test to diagnose diabetes, with a threshold of ≥6.5%. Objective: The aims of this study was to evaluate physicians’ knowledge regarding A1C as a diagnostic and monitoring test for type 2 diabetes mellitus (T2D) in primary health care (PHC) centers in Kuwait. Methods: This study was a cross-sectional survey that was conducted in Capital PHC centers in Kuwait using a selfadministered questionnaire that was distributed to all currently working physicians in the selected centers. Beside personal characteristics and working conditions, the questionnaire included 10 questions that were related to monitoring value of A1C and 10 questions related to its diagnostic value. Results : The response rate in this survey was 69.9%. The median of the overall knowledge score related to diagnostic value of Hb AC1 was three out of ten while this for monitoring value was 6 out of ten. Higher median knowledge scores of diagnostic value of A1C were significantly encountered among those who had any certificate in diabetes, specialized course or lectures in diabetes, those who were aware of general diabetes management and ADA 2010 guidelines and those who requesting A1C to diagnose new diabetic patients . Conclusions: The results showed that physicians’ knowledge and awareness about A1C as a diagnostic test were much lower than that about its monitoring value of T2D.

It is hard to focus during small group exercises. We are always rushed. Puts the work on us instead of on you. It is over the same material I didn't understand in the reading. We can form study groups outside of class on our own; we would rather hear someone who understands the material explain it. We are all confused, so getting in groups merely compounds the confusion. I don't like the people in my small group. Where is Morgan? Where is Chris? (Names changed to protect the guilty). We would cover more material if you lectured. I cannot sleep during a small group exercise. Some of these reasons are exactly why I use small group work in class—it does put the work on the students (Complaint 3) and it is hard to sleep during a small group exercise (Complaint 10). Furthermore, their concerns can be categorized into three main areas: group dynamics, learning process, and preparation and participation. And in a way, what they dislike shows that working in small groups is doing exactly what it is supposed to. Working in small groups is hard. For a group to work effectively, they must cooperate, communicate, delegate, and trust each other. For introverts or dominating personalities, this is often a challenging task. Consequently, group assignment is important, and numerous publications have supported instructor-selected groups, with the goal of forming teams of three to four students that are diverse in both academic skills and demographic properties [1, 2]. As a result, students are often grouped with peers other than their usual cohort, leading to Complaint 7. However, after graduation, they will not necessarily always be working with their best friend or fraternity brother. They can always form out of class study groups with their friends (Complaint 5). To ensure students neither shirk their responsibilities nor dominate the discussion, specific roles such as manager, technician, reporter, and recorder are assigned on a rotating basis [1] and students are given the opportunity to grade their small group members. It is true that it is hard for a group to work well when students are missing (Complaint 8). This can be addressed in course grading by assigning a portion of the course points to group work and peer evaluations [1]. The second challenge in small group work is the learning process itself. As knowledge is constructed, not transferred [3, 4], learning is like any building project, and it is a messy process that requires work. Lectures are much “neater” and can cover more material (Complaints 5 and 9), but do the students learn more? The learning literature says no [5, 6]. By struggling with the material (Complaints 4 and 6), students not only grasp its complexity but also learn how to learn [7]. Biochemistry is a big field; there is no way I can cover all there is to know about the field in a semester (or even two), so it is even more important that they learn to learn for themselves. This process does take time (Complaint 2), and it forces them to come to class prepared and ready to work (Complaint 1). “Sign posting” (providing reasons for the mode of learning), acknowledging that it is hard work, assisting with time management and praising both effort and accomplishment are ways that we can help students to cope with the messiness of learning [8]. So, why do I continue to use small groups in my classroom? Because it works. By the end of the semester, there are improvements in their performance, teamwork, and ability to solve problems [9, 10]. And this is what education is about: students' growth and learning. Our role as educators is not as a performer or entertainer, but as a facilitator who guides students through the challenges of the learning process, whether they like it or not.