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Статті в журналах з теми "Pedagogia clinica"

Автор: Grafiati

Опубліковано: 10 березня 2023

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1

Cipolli, Carlo, and Pio Enrico Ricci Bitti. "La nascita e lo sviluppo della Psicologia nell'Università di Bologna dal 1950." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 61–84. http://dx.doi.org/10.3280/rip2021oa12597.

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Renzo Canestrari (1924-2017) è stato uno dei più prestigiosi psicologi italiani del XX secolo. È stato professore ordinario di Psicologia (poi Psicologia generale) nella Facoltà di Medicina e Chirurgia dal 1960 al 1999. Laureato in Pedagogia nel 1946 e in Medicina e Chirurgia nel 1951, ha effettuato un'attività di ricerca in vari ambiti della psicologia sperimentale ed evolutiva, ovvero la percezione visiva (utilizzando paradigmi della psicologia della Gestalt e del funzionalismo) e il funzionamento dei processi cognitivi ed emozionali nei bambini e negli adolescenti. Ha esercitato anche un ruolo importante nella promozione di studi collaborativi (condotti con metodiche diagnostiche, psicometriche e strumentali) tra psicologi e clinici medici sulle relazioni tra stress e sintomi di varie patologie psicosomatiche, favorendo in tal modo la crescita della Psicologia Clinica nelle Facoltà italiane di Medicina e Chirurgia. Fin dagli ultimi anni '60 ha fornito a molti giovani ricercatori collaboratori l'opportunità di fare ricerca nel suo Istituto di Psicologia, nel quale vi era un numero rilevante di laboratori per la ricerca sperimentale e di ambulatori per attività diagnostiche e psicoterapiche su bambini e adolescenti. Il risultato più importante della sua lunga attività didattica è stato l'inserimento della Psicologia generale e della Psicologia clinica nel core curriculum della laurea magistrale in Medicina e Chirurgia e nelle lauree delle professioni sanitarie.

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2

De Farias, Teresa Mara Pontes, and Regina Marques De Souza Oliveira. "Les émotions n’ont pas de frontière: la compétence culturelle dans les soins solidaires." Odeere (UESB), no. 4 (December 31, 2017): 179. http://dx.doi.org/10.22481/odeere.v0i4.2360.

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Trata-se de relato de experiência sobre a rede de atençao psicossocial com populaçoes vulneraveis, populaçoes de imigrantes africanos e estrangeiros em geral que vivem no contexto francês através do Centro de Acolhimento a Refugiados. A reflexao busca estabelecer um eixo de consideraçao sobre a realidade do nordeste brasileiro (populaçao de favelas) com as perspectivas da epistemologia da Terapia Comunitaria criada pelo professor e médico psiquiatra Adalberto Barreto (UFC-Universidade Federal do Ceara), e consideraçoes da pedagogia de Paulo Freire a fim de exercer o cuidado em saude mental para pessoas expostas a extremas violências de ordem étnica, cultural, psiquica, econômica, social e moral. O relato revela que os conhecimentos e experiência brasileira estao sendo aprofundados e desenvolvidos por profissionais da saude mental no contexto francês através da clinica da antropologia médica, junto ao Polo de Pesquisa Médica Psicologica Associaçao Minkoviska em Paris com apoio do Ministerio da Saude da França.

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3

Cipolli, Carlo, Vincenzo Natale, Pio Enrico Ricci Bitti, and Nicolino Rossi. "Le radici del Dipartimento di Psicologia "Renzo Canestrari": documenti per una memoria collettiva." RICERCHE DI PSICOLOGIA, no. 2 (October 2021): 9–13. http://dx.doi.org/10.3280/rip2021oa12568.

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Анотація:

Renzo Canestrari (1924-2017) è stato uno dei più illustri psicologi italiani ed ha dato un contributo decisivo alla rinascita della psicologia in Italia nel secondo dopoguerra. Laureato in Pedagogia e in Medicina e Chirurgia, è stato professore ordinario di Psicologia nella Facoltà di Medicina e Chirurgia dell'Università di Bologna dal 1960 al 1999. Ha fondato l'Istituto (poi Dipartimento) di Psicologia negli anni '60, all'interno del quale ha promosso lo sviluppo di molteplici aree di ricerca di psicologia sperimentale, clinica e applicata. Queste linee sono state successivamente sviluppate dagli allievi, molti dei quali hanno raggiunto posizioni importanti in numerose università italiane. In occasione dell'intitolazione del Dipartimento di Psicologia a suo nome, numerosi allievi hanno progettato di ricordare gli esordi e i successivi sviluppi dei suoi contributi in molteplici aree di ricerca. Questo numero di Ricerche di Psicologia intende essere sia un segno di gratitudine sia uno stimolo per la raccolta di ulteriori documentazioni e per approfondimenti storiografici sulla diffusione e affermazione della psicologia in ambito universitario e in altri ambiti della società italiana nella seconda metà del XX secolo.

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4

Putra, Kuswantoro Rusca, Alfrina Hany, and Rustiana Tasya Ariningpraja. "The Effect of Clinical Learning Environment on Nursing Student Satisfaction in East Java Province." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 6, no. 1 (September 23, 2020): 64. http://dx.doi.org/10.24990/injec.v6i1.393.

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Анотація:

Introduction: The clinical learning environment is a situation for the implementation of student practical learning. Satisfaction with the clinical learning environment is very important to foster a positive learning experience. This study aims to analyze the influence of the clinical learning environment on nursing student satisfaction. Methods: The study design used was an observational analysis with a cross-sectional approach to clinical nursing students in East Java Province with 451 student respondents. A consecutive sampling method was conducted. The Clinical Learning Environment Supervision Teacher (CLES T) instrument was used to assess learning environment variables and Clinical Learning Environment Inventory (CLEI), in particular, the satisfaction dimension was used to assess the satisfaction variable. Data analysis used the Spearman rank test and multiple linear regression. Results: There is a relationship between the clinical learning environment (pedagogic learning, leadership style, nursing care in the ward, the relationship of supervision, the role of nurse teacher) and the satisfaction of nursing clinic students (p = 0.000). Multiple linear regression analysis showed that the dimensions of pedagogic learning (t = 3.261; p = 0.001) and the role of the nurse teacher (t = 2.693; p = 0.007) had an effect on nursing student satisfaction. Conclusion: Student satisfaction is an important factor in the implementation of student clinical learning, so it is necessary to carry out good management by educational institutions and practice fields regarding the learning environment and improving the pedagogic atmosphere and the role of nurse teachers in clinical learning.

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5

Vatskel, Elizaveta A., and Veronica A. Denishenko. "Peculiarities of forming pedagogic position in resident physicians." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 276–83. http://dx.doi.org/10.34216/2073-1426-2021-27-4-276-283.

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Анотація:

The article describes the peculiarities of the formation of the pedagogic position of resident physicians (young medical personnel who receive medical specialty after graduating from the specialist programme). The role of the Pedagogy course in the resident physicians' training programme and the process of formation pedagogic position is grounded. The pedagogic position is necessary for implementing the activities in the spheres of health literacy promotion, patient education, adherence to treatment development; broadly speaking for forming health-protecting behaviour in patients in all its forms. The peculiarities of the trainees (resident physicians) and typical pedagogic problems they face while starting a clinical practice are described. Pedagogic tasks set in the process of formation of pedagogic position and ways of its solving are outlined. Relying on the principles of andragogical approach, system and activity approach and reflective approach as well as raising personal agency, reflective analyses of one’s professional activities, and pedagogic tryouts within the clinical practice are considered to be the most effective ways of forming the pedagogic position of young resident physicians.

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6

Maimunah, Ariani, and Rohiat Rohiat. "HUBUNGAN SUPERVISI KLINIS DAN KOMPETENSI PEDAGOGIK GURU DENGAN KINERJA GURU." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 2 (November 27, 2019): 133–40. http://dx.doi.org/10.33369/mapen.v13i2.9666.

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This research determined and analyzed the relationship of clinical supervision, pedagogic competence of teachers with the performance of teachers in the learning process at junior high school in Pinang Raya subdistrict, North Bengkulu Regency. This research is a correlational research with quantitative approach, by using questionnaire which is distributed to 53 sample of teachers at SMPN se Pinang Raya Sub-district, North Bengkulu Regency. Data analyzed with correlation method to determine relationship between variables. The results showed that 1) there was a positive significant correlation on clinical supervision with teacher performance; 2) there was a positive significant correlation on pedagogic competence with teacher performance; 3) there was positive significant correlation on clinical supervision, pedagogic competence together with teacher performance. The conclusion states there is very strong relationship on clinical supervision, pedagogic competence with teacher performance at junior high school on Pinang Raya Subdistrict North Bengkulu Regency.

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7

Surdo, E. S., V. G. Galonsky, N. V. Tarasova, and A. V. Gradoboev. "The “Brainstorming” method in teaching the “Prevention and public dental health” discipline at a medical school exemplified by development of “dental health” lessons for children with sensory deprivation of vision." Stomatology for All / International Dental review, no. 2019 3 (88) (September 2019): 52–59. http://dx.doi.org/10.35556/idr-2019-3(88)52-59.

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Анотація:

The article presents experience of implementation of interactive teaching method “brainstorming” in teaching the “Prevention and Public Health” discipline to medical students. The goal and the step-by-step methodology of practical implementation of the aforesaid teaching method for the audience of future dentists are revealed. Advantages and disadvantages of the method from the point of pedagogic efficiency in teaching at a clinical department have been determined. Positive results of usage of this pedagogic technology, its creative potential exemplified by the learning process associated with development of correctional “Dental Health Lessons” for children with sensory deprivation of vision have been demonstrated. The direction and possibility of implementation in practical activity have been pointed out for dentistry students’ ideas acquired through brainstorming within the framework of work of the students’ scientific society at the Paediatric Dentistry and Orthodontics clinic-department at the KrasSMU.

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8

Stone, D. H. "The clinico-epidemiological conference: a proposed new pedagogic tool for the integration of epidemiology and clinical practice." Journal of Public Health 36, no. 1 (September 4, 2013): 178. http://dx.doi.org/10.1093/pubmed/fdt094.

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9

Gorbul', Yuliya Aleksandrovna, and Larisa Anatol'evna Yur'eva. "SERVICE-LEARNING AS A TECHNOLOGY OF PROFESSIONAL LEGAL TRAINING ON THE BASIS OF HIGHER SCHOOL JURIDICAL CLINICS." Pedagogy. Issues of Theory and Practice, no. 4 (December 2019): 145–51. http://dx.doi.org/10.30853/pedagogy.2019.4.26.

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10

Buoso, Giane de Souza, Ercília Maria Angeli Teixeira de Paula, Marcos Antonio dos Santos, and Lucas Tagliari da Silva. "A DISCUSSÃO SOBRE INCLUSÃO PARA PESSOAS COM DEFICIÊNCIAS NA PERSPECTIVA DA EDUCAÇÃO SOCIAL, PEDAGOGIA SOCIAL E EDUCAÇÃO NÃO FORMAL: UMA REVISÃO DE LITERATURA." Olhar de Professor 19, no. 1 (February 21, 2019): 107–21. http://dx.doi.org/10.5212/olharprofr.v.19.12098.

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Este estudo teve como objetivo principal analisar as produções acadêmicas sobre as práticas educativas de inclusão para pessoas com deficiências em projetos sociais que atendem crianças, adolescentes, jovens e adultos em condição de vulnerabilidade social. [1]Os referenciais teóricos de análise utilizados foram os fundamentos da Educação Social, da Pedagogia Social e da Educação Não Formal. As diferenças dessas áreas também serão aprofundadas neste estudo. Nos cursos de Pedagogia e Licenciaturas no Brasil, nas últimas décadas, têm sido inseridas discussões sobre atuação dos educadores sociais em contextos escolares e em ambientes considerados “não escolares”. Estes contextos são: o Terceiro Setor, as Organizações Não Governamentais, os Hospitais, os Assentamentos, os Presídios, as Instituições de Atendimento aos Adolescentes em Conflito com a lei, as Clinicas Psiquiátricas, as Casas de Acolhimento, os projetos de Contra Turno em escolas formais, dentre outros espaços. A metodologia desse projeto de pesquisa foi revisão de literatura sobre produções acadêmicas que abordam a questão da inclusão de pessoas com deficiências em projetos sociais na perspectiva da Educação Social, Pedagogia Social e Educação Não Formal. Espera-se que esse trabalho possa discutir as potencialidades da inclusão nos projetos sociais nessas diversas áreas.

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11

Majeed, Nasir, Fazli Dayan, and Mian Muhammad Sheraz. "TEACHING FACT-FINDING IN CLINICAL LEGAL EDUCATION: WIGMORE CHART AS A PEDAGOGICAL STRATEGY." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 865–73. http://dx.doi.org/10.52567/pjsr.v4i2.538.

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The present study argues that Wigmore chart should be used in clinical legal education as a pedagogical strategy to teach students how to analyze facts in judicial trials and think like professional attorneys. Clinical legal education is a university-based progressive educational pedagogy to accomplish two key goals. First, to aid the poor and disadvantaged, and second, to produce law graduates who are capable of practicing law. In this regard, several researchers have suggested the students to learn a set of practical skills that a law student should master at law clinics and fact-analysis is one of those. However, the past research is silent on how the students at law clinics can be taught fact-investigation. The present study, which is doctrinal in nature, intends to fill this gap and suggests using Wigmore chart to make the students learn facts-analysis. Keywords: Pedagogy, Clinical Legal Education, Fact Finding, Wigmore Chart, Evaluation of judicial evidence.

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12

Grazia Riva, Maria. "THE LOVE THAT FRIGHTENS. CLINICAL-PEDAGOGICAL REFLECTIONS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 213. http://dx.doi.org/10.17770/sie2013vol2.569.

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The experience of love is common to all human beings, of all ages, social classes and geographical origins (Bettetini, 2012; Passerini, 2008). Contemporary society has typically dragged love out of the intimate sphere, partly as a result of technological advances in the mass communication media, especially Internet. The media constantly dwell on the themes of love and sex, honing in on people’s love lives and making gossip about them a global affair, exposing the most intimate details of the love affairs of the famous and not so famous, and shamelessly flaunting nudity.

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13

Vanchakova, Nina Pavlovna, Andrey Anatoljevich Bogatyrev, Veronica Aleksandrovna Denishenko, Natalia Valerjevna Krasilnikova, Anton Mikhailovitch Shaporov, and Elizaveta Aleksandrovna Vatskel. "Pedagogic position of resident physicians as a factor contributing to forming a healthy-oriented lifestyle in patients." BIO Web of Conferences 29 (2021): 01023. http://dx.doi.org/10.1051/bioconf/20212901023.

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Анотація:

The paper describes the features and components of the academic course content and teaching techniques aimed at forming the pedagogic position (a set of pedagogical knowledges, skills, competences, values, and attitudes) of a doctor in young resident physicians. This position contributes to an effective health-oriented lifestyle dissemination and adoption, especially in patients with chronic diseases. It reflects a new perception of physician’s vocational duties, including care for patients’ life and their need for psychological support. Biopsychosocial approach to health and disease was chosen as a conceptual core of the academic course content and methodology design, specially elaborated to unite pedagogical aspects of the physician’s job with the clinical ones. The set of methods aimed at doctor’s pedagogical position formation and development of professional reflection, values and attitudes included lecturing, interviewing, case studies and clinical cases analysis, discussion, questionnaires, brainstorming, trainings and testing. Eighty-six resident physicians were observed within this study. Such components of the pedagogic position as knowledges, skills, attitudes and motivation showed more dynamics, whereas personal traits were seen as a more static and stable component of the pedagogic position in resident physicians. A remarkable divergence of progress was elicited between doctors of various specialties.

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14

Mcleod, P. J., T. Meagher, Y. Steinert, L. Schuwirth, and A. H. Mcleod. "The Clinical TeacherClinical teachers' tacit knowledge of basic pedagogic principles." Medical Teacher 26, no. 1 (February 2004): 23–27. http://dx.doi.org/10.1080/01421590310001643154.

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15

Oslopov, V. N., N. R. Khasanov, Yu V. Oslopova, E. V. Khazova, Yu S. Mishanina, and D. V. Oslopova. "Clinical and pedagogical school of Semen Semenovich Zimnitsky." Cardiovascular Therapy and Prevention 21, no. 5S (December 14, 2022): 3493. http://dx.doi.org/10.15829/1728-8800-2022-3493.

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The clinical and pedagogical school of Semyon Semyonovich Zimnitsky is described in close connection with the evolution of his academic status, changes in clinical bases and the social structure of society at the beginning of the 20th century. S. S. Zimnitsky took part in the creation of the Clinical Institute, opened the department of infectious diseases, founded the department of propaedeutics of internal diseases at Kazan State University. The outstanding talent of the lecturer and deep knowledge of clinical material won the love of affection and junior doctors. S. S. Zimnitsky creates methods for teaching therapy at the patient bedside in practical classes and in a lecture course, has an active professional position and is fighting with unreconstructed university professors.

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16

Naifeld, Edni, and Yonit Nissim. "From a Triangular to a Pentagonal Model in Teachers Training Practicum." Journal of Education and Learning 9, no. 5 (August 17, 2020): 89. http://dx.doi.org/10.5539/jel.v9n5p89.

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Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum. Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work. Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles. The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.

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17

Morozov, S. A., and T. I. Morozova. "Clinical polymorphism and variability in education of autistic children." Autism and Developmental Disorders 14, no. 4 (2016): 3–9. http://dx.doi.org/10.17759/autdd.2016140401.

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Children with autism spectrum disorders are considered a highly heterogeneous group by clinical signs, which makes it impossible to develop a common method of correctional and educational development for them. In this article, results of an analysis of clinical, psychological and pedagogic polymorphism in autism spectrum disorders are shown, emphasized are its main components and basic consequences necessary for organizing education. Results are viewed in the context of the principle of variability in education. A dual structure of variability in education of autistic children has been discovered. Shortly reviewed are some topical problems of correctional education process for autism spectrum disorders.

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18

Moreno-Doña, Alberto, Sergio Toro Arévalo, and Fernando Gómez Gonzalvo. "Crítica de la educación física crítica: eurocentrismo pedagógico y limitaciones epistemológicas." Psychology, Society, & Education 10, no. 3 (December 15, 2018): 349. http://dx.doi.org/10.25115/psye.v10i3.2104.

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Анотація:

Se presenta un análisis crítico del libro “Educación Física y pedagogía crítica, Propuestas para la transformación personal y social”. Este libro aborda la pedagogía crítica, desde la asignatura de Educación Física, con una visión eurocéntrica que limita los postulados críticos y la forma de entender la transformación social. El libro orienta la pedagogía crítica desde una lógica dominante que invisibiliza las perspectivas críticas construidas desde colectivos vulnerados. Además, se utilizan autores casi exclusivamente de los contextos europeos y norteamericanos para fundamentar sus postulados y, al mismo tiempo, se invisibilizan aportes que emergen desde el sur global, higienizándolos para hacerlos encajar en la perspectiva científica del llamado norte global. Si bien planteamos que la inclusión de esos ‘otros’ autores(as) no es indispensable, proponemos la necesaria comprensión de la complejidad del fenómeno fenómeno educativo a través de los sujetos situados en las zonas que presentan mayores índices de desigualdad. Por último, a través de ejemplificaciones y propuestas concretas, se propone la mejora de las prácticas educativas sin transformar el contexto capitalista en el que estas surgen y que determinan ciertas relaciones de poder y dominación que rigen el sistema mundo. Nuestra intención es crear un diálogo fructífero con los autores(as), permitiéndonos avanzar y repensar(nos) en y desde la pedagogía crítica.

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19

Levine, Amy, and Mariyln Ghezzi. "Pedagogical Strategies for Teaching the DSM." Advances in Social Work 22, no. 1 (June 14, 2022): 133–44. http://dx.doi.org/10.18060/25617.

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Анотація:

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition presents numerous ethical challenges for social workers. As social work educators, we are tasked with preparing students for clinical social work practice, which includes not only instructing students in the use of the DSM-5, but also emphasizing the importance of pursuing social justice and equity in clinical work. With the most recent revision, the DSM-5 Task Force attempted to improve cultural awareness and sensitivity – efforts that yielded mixed results. This article explores the changes, benefits, and shortcomings of these efforts to address cultural diversity and highlights pedagogical approaches for bringing this knowledge to the MSW classroom. We describe specific teaching strategies that underscore the importance of a strong cultural formulation of client problems and are designed to inspire critical thinking about the process of diagnosing. Social workers are encouraged to adopt these strategies for using the DSM-5 not only to better inform their clinical decision-making but also to better align their clinical practice with social work values and ethics.

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20

Pacciolla, Aureliano. "EMPATHY IN TODAYS CLINICAL PSYCHOLOGY AND IN EDITH STEIN." Studia Philosophica et Theologica 18, no. 2 (December 7, 2019): 138–60. http://dx.doi.org/10.35312/spet.v18i2.29.

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Анотація:

By Stein Edith: Zum problem der Einfühlung, Niemeyer, Halle 1917, Reprint der OriginalausgabeKaffke, München 1980, trad. it. Il problema dell’empatia, trad. di E. Costantini e E. Schulze Costantini, Studium, Roma 1985. Beiträge zur philosophischen Begründ der Psychologie und Geisteswissen schaften: a) Psychische Kausalität; b)Individuum und Gemeinschaft, «Jahrbuch für Philosophie und phänomenologische Forschung», vol. 5, Halle 1922, pp. 1-283, riedito da Max Niemeyer, Tübingen 1970, trad. it. Psicologia e scienze dello spirito. Contributi per una fondazione filosofica, trad. di A. M. Pezzella, pref. di A. Ales Bello, Città Nuova, Roma 1996. Was ist Phänomenologie?, in Wissenschaft/Volksbildung, supplemento scientifico al «Neuen Pfälzischen Landes Zeitung», n. 5, 15 maggio 1924; è stato pubblicato nella rivista «Teologie und Philosophie», 66 (1991), pp. 570-573; trad. it. Che cosa è la fenomenologia? in La ricerca della verità – dalla fenomenologia alla filosofia cristiana, a cura di A. Ales Bello, Città Nuova, Roma 1993, pp. 55-60. Endliches und ewiges Sein. VersucheinesAufstiegszum Sinn des Sein (ESW II), hrsg. von L. Gelber und R. Leuven, Nauwelaerts-Herder, Louvain-Freiburg 1950, trad. it. Essere finito e essere eterno. Per una elevazione al senso dell’essere, trad. it. di L. Vigone, rev. di A. Ales Bello, Città Nuova, Roma 1988. Welt und Person. BeträgezumchristlichenWahrheitstreben (ESW VI), hrsg. von L. Gelber und R. Leuven, Newelaerts – Herder, Louvain – Freiburg 1962, trad. it. Natura, persona, mistica. Per una ricerca cristiana della verità, trad. it. di T. Franzoni, M. D’Ambra e A. M. Pezzella, a cura di A. Ales Bello, Città Nuova, Roma 1999. AusdemLebeneinerjüdischenFamilie (ESW VII), Herder, Freiburg i. Br. 1987, trad. it. Storia di una famiglia ebrea. Lineamenti autobiografici: l’infanzia e gli anni giovanili, Città Nuova, Roma 1992. Einführung in die Philosophie (ESW XIII), hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1991, trad. it. Introduzione alla filosofia di A. M. Pezzela, pref. di A. Ales Bello, Città Nuova, Roma 1998. Briefean Roman Ingarden 1917-1938 (ESW XIV), Einleitung von H. B. Gerl-Falkovitz, Anmerkungen von M. A. Neyer, hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1991, trad. it. Lettere a Roman Ingarden, trad. it. di E. Costantini e E. Schulze Costantini, Libreria Editrice Vaticana, Città del Vaticano 2001. Potenz und Akt. StudienzueinerPhilosophie des Seins (ESW XVIII), bearbeitet und miteinerEinfürungversehen von H. R. Sepp, hrsg. von L. Gelber und M. Linssen, Herder, Freiburg i. Br. 1998, trad. it. Potenza e atto. Studi per una filosofia dell’essere, trad. di A. Caputo, pref. di A. Ales Bello, Città Nuova, Roma 2003. By others on Edith Stein and Empathy: Albiero, Paolo and Matricardi Giada, Che cos’è l’empatia, Carocci, Roma, 2006. Ales Bello, Angela, Empathy, a return to reason, in The self and the other. The irreducibile element in a man. Part I, ed. by A. T. Tymieniecka, Dordrecht-Boston, Reidel Publishing Company, in «Analecta Husserliana», 6 (1977), pp. 143-149. – Edith Stein: da Edmund Husserl a Tommaso D’Aquino. In Memorie Domenicane, n. 7, n.s., 1976. – Edmund Husserl e Edith Stein. La questione del metodo fenomenologico, in «Acta Philosophica», 1 (1992), pp. 167-175. – Fenomenologia dell’essere umano – Lineamenti di una filosofia al femminile, Città Nuova, Roma 1992. – Analisi fenomenologica della volontà. Edmund Husserl ed Edith Stein, in «Per la filosofia», 1994, n. 31, pp. 24-29. – Lo studio dell’anima fra psicologia e fenomenologia in Edith Stein, in Sogno e mondo, Edizioni Scientifiche Italiane, Napoli 1995, pp. 7-25. – Edith Stein. Invito alla lettura, Edizioni San Paolo, Milano 1999. – Edith Stein, Piemme, Casale Monferrato 2000. – Empatia e dialogo: un’analisi fenomenologica, in A. DENTONE (a cura di), Dialogo, silenzio, empatia, Bastoni Editrice Italiana, Foggia 2000, pp. 65-85. – L’universo nella coscienza. Introduzione alla fenomenologia di Edmund Husserl, Edith Stein, Hedwig Conrad-Martius, Edizioni ETS, Pisa 2003. – Persona e Stato in Edith Stein in D’Ambra, Michele(a cura di), Edith Stein. Una vita per la verità, «Quaderni dell’AIES», n. 1, Edizioni OCD, Roma 2005. – Edith Stein: lo spirito umano in cammino verso la santità in D’Ambra, Michele(a cura di), Edith Stein.Lo Spirito e la santità, «Quaderni dell’AIES», n. 2, Edizioni OCD, Roma 2007. Alfossi, Maura. et al., Guarire o curare? Comunicazione ed empatia in medicina, La Meridiana, Molfetta (BA), 2008. Balzer, Carmen, The Empathy Problem in Edith Stein, in Huusserlian Phenomenology in a New Key. Intersubjectivity, Ethos, the Social Sphere, Human Encouter, Pathos, ed. by A. T. Tymieniecka, Kluwe Academic Publisher, Dordrecht-Boston-London, in «AnalectaHusserliana», 35 (1991), pp. 271-278. Baron-Cohen, Simon., La scienza del male. L’empatia e le origini della crudeltà, Cortina, Milano, 2012. Bellingreri, Antonio, Per una pedagogia dell’empatia, Vita e Pensiero, Milano, 2005. Bettinelli, Carla,Il pensiero di Edith Stein. Dalla fenomenologia alla scienza della Croce, Vita e Pensiero, Milano 1976. – Il problema dell’Einfülung, in «Hermeneutica», 9 (1989), pp. 291-304. – La fenomenologia, uno sguardo sulla verità, in «Aquinas», 37 (1994), pp. 377-386. – L’itinerario di Edith Stein: dalla psicologia alla metafisica, alla mistica, in «Letture», 32 (1997), pp. 505-524. Boella, Laura and Buttarelli Annarosa,Per amore di altro. L’empatia a partire da Edith Stein, Raffaello Cortina Editore, Milano 2000. – Grammatica del sentire. Compassione, Simpatia, Empatia, CUEN, Milano, 2004. Bonino, Silvia, et al. (a cura di), Empatia. I processi di condivisione delle emozioni, Giunti, Firenze, 1998. Bronzino, Cristina, Sentire insieme. Le forme dell’empatia, ArchetipoLibri, Bologna, 2010. Challita, Marie, The empathic brain as the neural basis of moral behaviour Presented from interdisciplinary perspectives, Dissertatio ad Doctoratum in Facultate Bioethicæ Pontificii Athenæi Regina Apostolorum, Rome 2014. Cerri Musso, Renza,La pedagogia dell’Einfühlung. Saggio su Edith Stein, La Scuola, Brescia, 1955. Costantini, Elio,Einfühlung und Intersubjektivitätbei Edith Stein und bei Husserl, in The Great Chain of Being and Italian Phenomenology, in «AnalectaHusserliana»,, 11 (1981), pp. 335-339. – Edith Stein. Profilo di una vita vissuta alla ricerca della verità, Libreria Editrice Vaticana, Città del Vaticano 1987. – Note sull’empatia nell’approccio interpersonale, in «Aquinas», 30 (1987), pp. 135-140. – L’empatia, conoscenza dell’”Io” estraneo, in «Studium», 86 (1990), pp. 73-91. D’Ambra, Michele,Il mistero e la persona nell’opera di Edith Stein, in «Aquinas», 34 (1997), pp. 581-591. D’Ippolito, Maria Bianca,L’analisi fenomenologica dell’anima, in«Aquinas», 41 (1997), pp. 61-67. De Waal Frans., L’età dell’empatia. Lezioni della natura per una società più solidale, Garzanti, Milano, 2011. Di Muzio, Luigi Carlo,I giorni della verità. La vicenda di Edith Stein, La sorgente, Vicenza, 1974. Epis, Massimo,Io, anima, persona nella fenomenologia di Edith Stein, in «Teologia», 27 (2000), pp. 52-70. – Fenomenologia della soggettività, LED, Milano 2003. Fidalgo, Antonio,Edith Stein, Theodor Lipps und die Einfühlungsproblematik, in R. L. FETZ - M. RATH – P. SHULZ(hrsgg.), Studien zur Philosophie von Edith Stein – Internationales Edith-Stein-Symposion Eichstätt 1991, in «Phänomenologische Forschungen», 26/27, 1993, pp. 90-106. Fortuna Federico, Tiberio Antonio, Il mondo dell’empatia. Campi di applicazioni, Franco Angeli, Milano, 20012. Freedberg David and Gallese Vittorio, Movimento, emozione ed empatia nell’esperienza estetica. In Teorie dell’immagine. Il dibattito contemporaneo, a cura di Pinotti, Andrea and Somaini Antonio Cortina, Milano, 2009. Galeazzi, Umberto., La lezione di Husserl nell’itinerario di ricerca di Edith Stein, in «Hermeneutica», 1989, n. 9, pp. 363-384. Galofaro, Joseph,La tesi di laurea sull’empatia, in «Rivista di Vita Spirituale», 41 (1987), pp. 255-261. Gamarra, Daniel, Edith Stein: il problema dell’empatia, in «Divus Thomas», 91 (1988), pp. 181-189. Geiger, Mattis, Sul problema dell’empatia di stati d’animo, in Besoli, Stefano and Guidetti, Luca, (a cura di) Il realismo fenomenologico. Sulla filosofia dei circoli Monaco e Gottinga, Quodlibet, Macerata 2000. – Essenza e significato dell’empatia, in Pinotti, Andrea (a cura di) Estetica ed Empatia. Antologia, Guerini e associati, Milano. 1997. Ghigi, Nicoletta, L’orizzonte del sentire in Edith Stein, Nimesis, Milano-Udine, 2011. Giusti, Edoardo and Locatelli, Maura, L’empatia integrata. Analisi Umanistica del comportamento motivazionale nella clinica e nella formazione, Sovera, Roma 2000. Giordano, Maria, Ripensare il processo empatico, Franco Angeli, Milano, 2004. Herbstrith, Waltraud,Edith Stein: una donna per il nostro secolo, Vita e Pensiero, Milano 1971. Hoffman, Martin,Empatia e sviluppo morale, Il Mulino, Bologna, 2008. Hughes, John,Edith Stein’s Doctoral Thesis on Empathy and the Philosophical Climate from which emerged, in «Theresianum», 36 (1985), pp. 455-484. Kohut, Heinz,Introspezione ed empatia: raccolta di scritti (1959-1981) (a cura di) A. CARUSI, Boringhieri, Torino, 2003. Körner,Reinhard,L’ Empatia nel senso di Edith Stein. Un atto fondamentale della persona nel processo cristiano della fede, in SLEIMAN J. – L.BORRIELLO (edd.), Edith Stein. Testimone di oggi profeta per domani, atti del Simposio Internazionale, Teresianum (Roma) 7-9/10/1998, Libreria Editrice Vaticana, Città del Vaticano 1999, pp. 159-180. Lavigne,Jean François,Da Husserl a Tommaso D’Aquino: la nozione di anima in Edith Stein in BUCARELLI M. – D’Ambra, Michele (a cura di), Fenomenologia e personalismo, Edizioni Nuova Cultura, Roma 2008. Lombardo, Gaetano, Edith Stein, il problema della coscienza tra empatia e interiorità, tesi di Laurea (July 7, 2009), Università degli studi di Messina, Italy. Manganaro, Patrizia, L’Einfühlung nell’analisi fenomenologica di Edith Stein, in «Aquinas», 43 (2000), pp. 101-121. – Empatia, Messaggero di S. Antonio Editrice, Padova 2014. Pancaldo, Diego,L’amore come dono di sé. Antropologia filosofica e spiritualità in Edith Stein, Pontificia Università Lateranense, Roma 2003. Paolinelli, Marco,Antropologia e “metafisica cristiana” in Edith Stein, in «Rivista di Filosofia Neoscolastica», 93 (2001), pp. 580-615. – Natura, spirito, individualità in Edith Stein, in D’Ambra, Michele (a cura di), E. Stein. Lo Spirito e la santità, «Quaderni dell’AIES», n. 2, a cura di Miche le D’ambra, Edizioni OCD, Roma 2007. Pezzella, Anna Maria, Edith Stein fenomenologa, in «Aquinas», 37 (1994), pp. 359-365. – Edith Stein e la questione antropologica, in «Per la filosofia», 17 (2000), n. 49, pp. 39-45. – L’antropologia filosofica di Edith Stein – indagine fenomenologica della persona umana, Città Nuova, Roma 2003. Pinotti, Andrea, (a cura di) Estetica ed Empatia. Antologia, Guerini e associati, Milano. 1997. – Storia di un’idea da Platone al postumano, Laterza, Roma-Bari, 2011. Rainone, Antonella, La riscoperta dell’empatia. Attribuzioni intenzionali e comprensione della filosofia analitica. Bibliopis, Napoli, 2005. Rifkin,Jeremy, La Civiltà dell’empatia. La corsa verso la coscienza globale nel mondo in crisi. Mondadori, Milano, 2010. Scherini, Marisa,Le determinazioni del finito in Edith Stein. La natura, il vivente, l’uomo, Edizioni OCD, Roma 2008. Schulz, Peter,Il concetto di coscienza nella fenomenologia di E. Husserl e E. Stein, in «Aquinas», 39 (1996), pp. 291-305. Secretan,Philibert,Il problema della persona in Edith Stein, in MELCHIORRE V. (a cura di), L’idea di persona, Vita e Pensiero, Milano 1996, pp. 325-341. Sinagra, Rosa, Empatia: la chiave di Edith Stein. Soggetto femminile in bioetica, Falco editore, Cosenza, 2006. StuberKarsten, L’empatia, Il Mulino, Bologna, 2010. Tommasi, Francesco Valerio,Lo sviluppo del dibattito fenomenologico: idealismo e realismo nel pensiero di Edith Stein, in«Aquinas», 45 (2002), pp. 171-186. Trentini, Cristina, Rispecchiamenti. L’amore materno e le basi neurobiologiche dell’empatia, Il Pensiero Scientifico Editore, Roma, 2008. Trevarthen, Colwyn, Empatia e biologia. Psicologia, Cultura e Neuroscienze, Cortina, Milano, 1998. Vanni Rovighi, Sofia,La figura e l’opera di Edith Stein, in «Studium», 60 (1954), pp. 554-568. Vigone, Luciana,Introduzione al pensiero filosofico di Edith Stein, Città Nuova, Roma 19912. Worringer, Wilhelm, Astrazione e Empatia. Un contributo alla psicologia dello stile, nuova edizione (a cura di) Pinotti, Andrea, Einaudi, Torino, 2008..

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Robson, Rachel L., and Vaughn E. Huckfeldt. "Ethical and Practical Similarities Between Pedagogical and Clinical Research." Journal of Microbiology & Biology Education 13, no. 1 (May 3, 2012): 28–31. http://dx.doi.org/10.1128/jmbe.v13i1.360.

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MARIA FREIRE, HELIANE. "CLASSES HOSPITALARES: A IMPORTÂNCIA DA HUMANIZAÇÃO DO TRABALHO PEDAGÓGICO." Revista Territórios 03, no. 05 (May 31, 2021): 74–80. http://dx.doi.org/10.53782/190.

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O presente artigo parte do pressuposto que o pedagogo deva atuar nas classes hospitalares, em conjunto com a equipe médica, e a família, proporcionando ao internado momentos de atividades lúdicas, recreativas e pedagógicas, possibilitando, aos hospitalizados, dar continuidade à aprendizagem escolar, o que lhe trará benefícios à sua saúde física, mental e emocional. A pedagogia hospitalar tem a função de dar continuidade no desenvolvimento cognitivo, afetivo e social, preservando a identidade do internado e melhorando seu quadro clinico, desta forma, promovendo a inclusão dos alunos, mesmo internados, ao contexto cultural da sociedade.

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Rosenblum, Norman D. "The Pedagogic Characteristics of a Clinical Conference for Senior Residents and Faculty." Archives of Pediatrics & Adolescent Medicine 149, no. 9 (September 1, 1995): 1023. http://dx.doi.org/10.1001/archpedi.1995.02170220089012.

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McLeod, Peter, Yvonne Steinert, Colin Chalk, Richard Cruess, Sylvia Cruess, Sarkis Meterissian, Saleem Razack, and Linda Snell. "Which pedagogical principles should clinical teachers know? Teachers and education experts disagree Disagreement on important pedagogical principles." Medical Teacher 31, no. 4 (January 2009): e117-e124. http://dx.doi.org/10.1080/01421590802335900.

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Fikron, Fikron, Didin Wahidin, Waska Warta, and Adjat Sudrajat. "Clinical Supervision Management Of School Supervisor Tirta Model To Increase Pedagogic Competence Of Junior High School Teacher." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1473–79. http://dx.doi.org/10.51601/ijersc.v3i4.465.

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This research is motivated by the weak pedagogic competence of teacher due to the lack of optimal clinical supervision carried out by school supervisors. This study aims to obtain an overview of the planning, organization, implementation, evaluation and barriers to clinical supervision of the TIRTA model of school supervisors to improve the pedagogic competence of junior high school teachers. This research is based on management theory and supervision theory. This study uses a descriptive method with a qualitative approach through interview techniques, observation and documentation in data collection. The results of the study indicate that: (1) Planning has been in accordance with planning theory and programs but has not received maximum support from school principals and infrastructure resources. (2) The organization has been in accordance with the theory of organizing but does not yet have an understanding of their respective duties and responsibilities. (3) The implementation has been in accordance with the implementation theory through socialization, coordination and motivation, but has not been supported by the commitment and competence of teachers. (4) the evaluation has been carried out through an assessment according to the instrument and the results of direct observation, but it has not been maximal in providing solutions to teacher problems. (5) Barriers to the implementation of supervision include professionalism and competence of supervisors, support for understanding and commitment to a quality culture.

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Epp, Sheila, Manuela Reekie, Jacqueline Denison, Nicole de Bosch Kemper, Melanie Willson, and Patricia Marck. "An innovative leap: Embracing new pedagogical approaches for clinical education." Journal of Professional Nursing 42 (September 2022): 168–72. http://dx.doi.org/10.1016/j.profnurs.2022.07.005.

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Soffe, Burke, and Clark Dana. "Impact of Pedagogical Instructional Strategies Training to Improve Clinical Teaching." International Journal of Pedagogy and Curriculum 28, no. 2 (2021): 95–115. http://dx.doi.org/10.18848/2327-7963/cgp/v28i02/95-115.

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Cleghorn, John M. "Formulation: A pedagogic antidote to DSM-III." Comprehensive Psychiatry 26, no. 6 (November 1985): 504–12. http://dx.doi.org/10.1016/0010-440x(85)90017-3.

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Burns, Rebecca West, and Bernard J. Badiali. "Clinical Pedagogy and Pathways of Clinical Pedagogical Practice: A Conceptual Framework for Teaching About Teaching in Clinical Experiences." Action in Teacher Education 40, no. 4 (August 3, 2018): 428–46. http://dx.doi.org/10.1080/01626620.2018.1503978.

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Silva, Aretha Belize Mendes da, and Andréa Alessandra Da Rocha Lédo. "A Abordagem Reggio Emilia e suas Contribuições para a Psicopedagogia Clínica / The Reggio Emilia Approach and its Contributions to Clinical Psychopedagogy." ID on line REVISTA DE PSICOLOGIA 14, no. 50 (May 30, 2020): 1239–54. http://dx.doi.org/10.14295/idonline.v14i50.2532.

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O presente artigo propõe uma reflexão teórica e exploratória sobre como a abordagem Reggio Emillia, presente nas escolas da Itália, pode trazer impactos positivos na prática dos psicopedagogos durante a fase das intervenções clinícas. Utilizou-se como metodologia a pesquisa bibliográfica para reunir informações sobre a psicopedagogia e sua atuação assim como o surgimento de Reggio e sua ascensão como a melhor educação infantil do mundo. Constatou-se através dos dados obtidos, que a pedagogia da escuta utilizada por Reggio desenvolve a motivação, intermedia relações interpessoais e estimula o prazer em aprender nos cérebros aprendentes. Concluiu-se que essa abordagem surge para preencher lacunas deixadas pelas antigas teorias psicopedagógicas, pois contempla a necessidade de cada indivíduo, personalizando o ensino e respeitando a diversidade de valores, culturas e opiniões.

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Mohr, Lynn D., Jackeline Iseler, Patricia Friend, and Michelle Patch. "Pedagogical Techniques in Planning Educational Experiences for Clinical Nurse Specialist Students." Clinical Nurse Specialist 36, no. 1 (January 2022): 62–64. http://dx.doi.org/10.1097/nur.0000000000000648.

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BARROWS, H. S. "Inquiry: the pedagogical importance of a skill central to clinical practice." Medical Education 24, no. 1 (January 1990): 3–5. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02428.x.

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de Faria, Jose Weber Vieira, Manoel Jacobsen Teixeira, Leonardo de Moura Sousa Júnior, Jose Pinhata Otoch, and Eberval Gadelha Figueiredo. "Virtual and stereoscopic anatomy: when virtual reality meets medical education." Journal of Neurosurgery 125, no. 5 (November 2016): 1105–11. http://dx.doi.org/10.3171/2015.8.jns141563.

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OBJECTIVE The authors sought to construct, implement, and evaluate an interactive and stereoscopic resource for teaching neuroanatomy, accessible from personal computers. METHODS Forty fresh brains (80 hemispheres) were dissected. Images of areas of interest were captured using a manual turntable and processed and stored in a 5337-image database. Pedagogic evaluation was performed in 84 graduate medical students, divided into 3 groups: 1 (conventional method), 2 (interactive nonstereoscopic), and 3 (interactive and stereoscopic). The method was evaluated through a written theory test and a lab practicum. RESULTS Groups 2 and 3 showed the highest mean scores in pedagogic evaluations and differed significantly from Group 1 (p < 0.05). Group 2 did not differ statistically from Group 3 (p > 0.05). Size effects, measured as differences in scores before and after lectures, indicate the effectiveness of the method. ANOVA results showed significant difference (p < 0.05) between groups, and the Tukey test showed statistical differences between Group 1 and the other 2 groups (p < 0.05). No statistical differences between Groups 2 and 3 were found in the practicum. However, there were significant differences when Groups 2 and 3 were compared with Group 1 (p < 0.05). CONCLUSIONS The authors conclude that this method promoted further improvement in knowledge for students and fostered significantly higher learning when compared with traditional teaching resources.

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Ragawanti, Debora Tri, and Yustina Priska Kisnanto. "Perancangan Pembelajaran Bahasa Inggris Online Yang Efektif Untuk Mengembangkan Kemampuan Pedagogis Guru." Jurnal Pengabdian UntukMu NegeRI 6, no. 2 (November 10, 2022): 34–41. http://dx.doi.org/10.37859/jpumri.v6i2.3794.

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Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memfasilitasi para peserta guru dalam meningkatkan kemampuan pedagogis mereka untuk merancang pembelajaran Bahasa Inggris online yang efektif dan menarik. Peserta kegiatan ini adalah 25 guru bidang studi Bahasa Inggris di SD-SMP-SMA Terpadu Pahoa, Tangerang, Indonesia. Program ini terdiri dari empat fase, meliputi: analisis kebutuhan, perancangan materi pelatihan, lokakarya dan coaching clinic, dan evaluasi. Fase analisis kebutuhan dilakukan melalui interview dan survei; hasil analisis ini digunakan untuk merancang materi lokakarya dan coaching clinic di fase kedua. Pada fase ketiga, sesi lokakarya dan coaching clinic dilakukan secara daring menggunakan Google Meet; pada saat sesi diskusi kelompok, peserta dibagi ke dalam breakout rooms. Evaluasi melalui diskusi yang reflektif dengan penyelenggara program dilaksanakan pada fase keempat. Sebagai kesimpulan, program ini dapat menjawab kebutuhan para peserta guru dalam merancang pembelajaran Bahasa Inggris daring yang sesuai dengan tujuan pembelajaran, koheren, dan menarik. Selain itu, melalui program ini para peserta guru dapat merancang pembelajaran Bahasa Inggris daring berdasarkan prinsip pembelajaran efektif dan learning engagement dengan lebih baik. Dengan berdasarkan analisis kebutuhan guru, program pelatihan profesi guru semacam ini dapat terlaksana secara lebih efektif.

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Sangadji, Kapraja, Nurdin Ibrahim, Etin Solihatin, and Jarudin. "Development of Training Profession Practices for our Teachers to Increase Pedagogic Competence." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 1725–29. http://dx.doi.org/10.37200/ijpr/v24i3/pr200921.

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Galiana Lloret, Vicenta. "Arte en educación especial. Calidad educativa, cambio social e inclusión." Arteterapia. Papeles de arteterapia y educación artística para la inclusión social 17 (April 19, 2022): 161–70. http://dx.doi.org/10.5209/arte.76072.

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Este trabajo es una investigación sobre cómo se implementa la educación artística en el Colegio de Educación Especial Gargasindi. Estudiaremos el proyecto “T’estime”, el cual culmina con la representación de una obra de danza-teatro en la que participa alumnado con y sin discapacidad. Nuestro objetivo es reflexionar de qué forma las artes escénicas pueden facilitar experiencias inclusivas en educación y conocer su repercusión en el entorno. Para alcanzar esta finalidad describimos en qué consiste la pedagogía artística y definimos por qué es importante. La metodología utilizada es la revisión bibliográfica de especialistas y el análisis de tres ejemplos de proyectos artísticos en distintos centros educativos. Por otro lado, con el propósito de entender la repercusión social del proyecto “T’estime”, realizamos un recorrido histórico de la danza y de los paradigmas con que la sociedad ha respondido ante la discapacidad. Finalmente, contrastamos las ideas expuestas en el marco teórico con las prácticas artísticas del CPEE Gargasindi, recopiladas y analizadas según la investigación cualitativa y el método estudio de caso del proyecto “T’estime”. Las conclusiones muestran que la pedagogía artística implica un desarrollo integral de la persona, fomenta la cohesión social y la valoración positiva de la diversidad. Asimismo la obra “T’estime” muestra una visión activa y positiva de las personas con discapacidad, rompiendo los prejuicios del público que ve la obra. Comprobamos que el arte en la escuela es una pedagogía inclusiva que responde con estándares de calidad educativa y actúa también como motor de cambio social.

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Holmgren, Daniel, Helena Vallo Hult, and Per Wekell. "Integrating a pedagogic course in a CPD programme for paediatricians at out-patient clinics." Journal of European CME 10, no. 1 (January 1, 2021): 1862981. http://dx.doi.org/10.1080/21614083.2020.1862981.

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Erkin, Nurmatov. "Pedagogical Conditions for Forming Competence in Future Specialists." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1897–900. http://dx.doi.org/10.37200/ijpr/v24i1/pr200293.

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Supri, Ida Zuraida, Ilham Muammar Shidiq, and Jasmine Nadira Awwali. "Cartoons for Young Learners: Pedagogical and Cultural Views." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 13, 2020): 3389–95. http://dx.doi.org/10.37200/ijpr/v24i2/pr200653.

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Ellman, Matthew S., and Michael L. Schwartz. "Article Commentary: Online Learning Tools as Supplements for Basic and Clinical Science Education." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S18933. http://dx.doi.org/10.4137/jmecd.s18933.

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Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

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Duhaime, Bernard. "Clinical Education and International Human Rights Law: Retrospective on UQAM’s Pedagogical Methodology." Proceedings of the ASIL Annual Meeting 104 (2010): 88–92. http://dx.doi.org/10.5305/procannmeetasil.104.0088.

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Speicher, Timothy E., Alexandra Bell, Marijke Kehrhahn, and Douglas J. Casa. "Case-Based Analogical Reasoning: A Pedagogical Tool for Promotion of Clinical Reasoning." Athletic Training Education Journal 7, no. 3 (July 1, 2012): 129–36. http://dx.doi.org/10.4085/0703129.

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Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing. Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a multiple case-based analogical reasoning technique to improve students' learning transfer. Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners identify a common structural principle shared among multiple cases. Identification and transfer of the shared principle facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle to the problem is enhanced. Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of case-based analogical reasoning to improve athletic training students' clinical reasoning. It also provides the educator practical tips for implementing the technique in classroom and clinical settings. Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical environment, which should also improve the quality of patient care. Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel cases in the clinical environment.

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Mazerolle, Stephanie, and Susan Yeargin. "Pedagogical Tools to Address Clinical Anatomy and Athletic Training Student Learning Styles." Athletic Training Education Journal 5, no. 3 (July 1, 2010): 133–42. http://dx.doi.org/10.4085/1947-380x-5.3.133.

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Context: A thorough knowledge of anatomy is needed in four of the six domains of athletic training: prevention, injury/condition recognition, immediate care, and treatment/rehabilitation. Students with a solid foundation can achieve competency in these specific domains. Objective: To provide educators with pedagogical tools to promote a deeper understanding of the human body and its relationship with athletic injuries Background: Research demonstrates that there is no one dominant learning style among athletic training students, and therefore, educators are encouraged to utilize and expose students to a variety of teaching strategies. Throughout the athletic training literature, there are a host of pedagogic tools that can help encourage independent thinking, cognitive knowledge, and skill application. The same techniques can be tailored to increase human anatomy knowledge and application. Additionally, most curriculums do not have the ability to create a class solely dedicated to human anatomy. Therefore, it is important to incorporate as many learning opportunities within existing curriculums to help student learning. Description: Discourse, puzzles, open discussion, and simulations are teaching methods that can be utilized in existing curriculums to further facilitate anatomical knowledge. Clinical Advantages: Students who have a solid background in human anatomy will demonstrate a stronger understanding and apply their knowledge within four of the six domains of athletic training. Conclusions: Educators can use a variety of teaching techniques in order to develop a student's acquisition and retention of anatomical knowledge. The use of multiple educational techniques can not only address a student's strengths as a learner but also challenge them by impelling them to address their weaknesses as a learner. It will also encourage practical application of anatomy when evaluating and treating athletic injuries.

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Macale, Carlo. "SCIENCE AND HUMANITIES FOR A PEDAGOGICAL ANTHROPOLOGY ITALIAN EXPERIENCE OF CLINICAL PEDAGOGY." IJASOS- International E-journal of Advances in Social Sciences 1, no. 2 (August 31, 2015): 226. http://dx.doi.org/10.18769/ijasos.56648.

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Guo, Yadong, Zijia Cheng, Yanjun Ding, and Jifeng Cai. "Educating for practice: A new redesigned pedagogical model of clinical forensic medicine." Journal of Forensic and Legal Medicine 76 (November 2020): 102064. http://dx.doi.org/10.1016/j.jflm.2020.102064.

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Fawcett, Angela J., and Roderick I. Nicolson. "Dyslexia, learning, and pedagogical neuroscience." Developmental Medicine & Child Neurology 49, no. 4 (April 2007): 306–11. http://dx.doi.org/10.1111/j.1469-8749.2007.00306.x.

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Trovó de Marqui, Alessandra Bernadete, Mayra Da Silva, Sarah Cristina Sato Vaz Tanaka, and Virgínia Resende Silva Weffort. "Assistência multiprofissional em paciente com Atrofia Muscular Espinhal: relato de caso." Revista Neurociências 29 (November 29, 2021): 1–12. http://dx.doi.org/10.34024/rnc.2021.v29.12658.

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A Atrofia Muscular Espinhal (AME) é uma doença neuromuscular de origem genética, com herança autossômica recessiva, caracterizada pelo declínio progressivo dos neurônios motores e dividida em quatro subtipos: I, II, III e IV, sendo o tipo I o mais grave e corresponde a cerca de 60% dos casos. Nesse sentido, o objetivo deste estudo é descrever um paciente com AME tipo I com enfoque nos cuidados terapêuticos, relatando a assistência multiprofissional prestada. A paciente nasceu em novembro de 2012 e foi diagnosticada com AME em dezembro de 2013 por meio de exame genético. Desde sua internação no Hospital de Clínicas da Universidade Federal do Triângulo Mineiro, recebe cuidados multidisciplinares das seguintes áreas: Enfermagem, Fisioterapia, Medicina, Nutrição, Pedagogia, Psicologia, Serviço Social e Terapia Ocupacional. Em suma, a assistência multidisciplinar é fundamental e obrigatória para pacientes com essa condição genética, aumentando sua sobrevida e melhorando sua qualidade de vida.

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Costa, Isabella, Milena Custódio, Vanessa Coutinho, and Rafaela Liberali. "Terapia Nutricional em Doenças Neurológicas." Revista Neurociências 18, no. 4 (March 31, 2001): 555–60. http://dx.doi.org/10.34024/rnc.2010.v18.8440.

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Introdução. Doenças neurológicas são aquelas que acometem o sistema nervoso central e periférico. Envolvem desordens a nível cerebral, medular e nervos periféricos. No atendimento neurológico torna-se necessário a perfeita integração entre o neurologista e as especialidades envolvidas com o tratamento paliativo, tais como Nutrição, Fisioterapia, Terapia Ocupacional, Psicologia, Pedagogia e Fonoaudiologia. São em grande o número de doenças neurológicas nas quais o tratamento tradicional envolve apenas intervenção médica com uso de fármacos, porém para parte dessas doenças, a dietoterapia possui caráter relevante para a remissão de sintomas e/ou melhora do quadro clínico. Método. Revisão de literatura sobre as principais terapias nutricionais nas doenças neurológicas de caráter nutricional. Resultados. Pode-se constatar que a dietoterapia é eficaz na remissão dos sintomas da Síndrome de Wernick-Korsakoff e Epilepsia e melhora o prognóstico da Adrenoleucodistrofia. Conclusão. Assim, a intervenção dietética deve ser considerada no tratamento e recuperação dos pacientes portadores dessas patologias.

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Marosi, E., T. Harmony, J. Bernal, A. Reyes, T. Fernandez, and M. Rodriguez. "EEG coherences in children with different pedagogical evaluation." Electroencephalography and Clinical Neurophysiology 87, no. 2 (August 1993): S58—S59. http://dx.doi.org/10.1016/0013-4694(93)91107-c.

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Aliokhin, Anatoliy N., and Svetlana I. Belyaeva. "Interactive forms of teaching clinical psychology to extramural students of a pedagogical university." Izvestia: Herzen University Journal of Humanities & Sciences, no. 198 (2020): 155–60. http://dx.doi.org/10.33910/1992-6464-2020-198-155-160.

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