medigraphic.com

2012, Number 4

<< Back Next >>

Rev Latinoam Psiquiatría 2012; 11 (4)

Representación semántica del concepto “humanismo” en estudiantes de la Facultad de Medicina de la Universidad Nacional Autónoma de México

Petra- Micu I, Cortés- Morelos J, Talayero- Uriarte JA, Fouilloux- Morales M

Language: Spanish
References: 22
Page: 133-140
PDF size: 464.40 Kb.


ABSTRACT

Background: To know the way in which the student conceptualized Humanism enables the professor of Psychiatry to use strategies that foster humanistic attitudes in their students that will affect their job performance.
Objective: Analyze the process of restructuring the concept of humanism by students.
Method: It is a longitudinal qualitative study during five years, with annual cross-sections, with students of the Faculty of Medicine of the National Autonomous University of Mexico, in Mexico City of Applied natural semantic networks The analysis included: 1) The total words generated by the students on humanism, 2) The frequency with which these were used, 3) The semantic value of the words, 4) The percentage distance, and 5) The formation of groups based on their conceptual similarity.
Results: An average of 725 words was obtained during the five years of their career In first and second year, the words that stood out were ‘man’ and ‘help’; in the third year they were “male” and “understanding”; in fourth year, ‘man’ and ‘culture’; and in the fifth year, “man”, “understanding”, “help” and “person”. The words are grouped into five categories: 1) feelings, values and attitudes, 2) knowledge, 3) participants, 4) activities and 5) disciplines.
Conclusions: The seven defining words that are prevalent throughout the study were integrated to form the following definition: humanism as one that: “focuses on man as a supplier of help and understanding in a society based on ethics, culture, and love”. Results provide information for decision-making on education, organization of content, selection of texts and implementation of learning strategies.


REFERENCES

  1. Oseguera JF. El humanismo en la educación médica. Rev Educ 2006;30:5163.

  2. Alfonso MA, Fernández IM. El humanismo y la cultura en la carrera de Medicina. Odiseo, Revista Electrónica de Pedagogía [Internet]. 2010 JulDic [citado el 10 de agosto de 2011]; 8 (15). Disponible en: http://www.odiseo.com.mx/2010/8-15/ alfonso-fernandez-humanismomedicina.html

  3. De la Fuente R. Psicología Médica. 2ª ed. México: Fondo de Cultura Económica, 1992.

  4. Real Academia Española (RAE). Diccionario de la lengua española 2.0 [Internet]. 20082010 [citado el 05 de agosto de 2011]. Disponible en: http://drae2.es/humanismo

  5. Benítez L. Medicina y humanismo. Acta Médica Grupo Ángeles [Internet]. 2007 AbrJun, [citado el 08 de agosto de 2011]; 5:101104. Disponible en: http://www.medigraphic.com/pdfs/ actmed/am-2007/am072h.pdf

  6. De la Fuente JR, Heinze G. Salud mental y medicina psicológica. México: McGrawHill, 2012.

  7. Baldwin CM, Kroesen K, Trochim WM, Bell IR. Complementary and conventional medicine: a concept map. BioMed Central Complementary and Alternative Medicine 2004 Feb [Citado 19 de septiembre de 2011]; 4. Disponible en: http://www. biomedcentral.com/ 14726882/ 4/2

  8. Bordage G. Prototypes and semantic qualifiers: from past to present. Medical Education. 2007; 41:11171121.

  9. Borlawsky T, Friedman C, Lussier YA. Generating executable knowledge for evidencebased medicine using natural language and semantic processing. American Medical Informatics Association (AMIA), Annual Symposium Proceedings Archive 2006;5660.

  10. Escobar M. Redes semánticas en periódicos: propuestas técnicas para su representación. Revista Metodológica de Ciencias Sociales. 2009;17:1339.

  11. Fitzgerald GA, Doerfel ML. The use of semantic network analysis to manage customer complaints. Commun Res Reports 2004;21:231242.

  12. McCray A. An upper-level ontology for the biomedical domain. Comparat Funct Genomics 2003; 4:8084.

  13. Bossomaier T, Harré M, Knittel A, Snyder A. A semantic network approach to the creativity quotient (CQ). Creativity Res J 2009;21:6471.

  14. Blei DM, Griffiths TL, Jordan MI, Tenenbaum JB. Hierarchical topic models and the nested Chinese restaurant process. In Advances in neural information processing systems 16. Cambridge, MA: MIT Press, 2004.

  15. Navarro DJ, Griffiths TL, Steyvers M, Lee MD. Modeling individual differences using Dirichlet processes. J Mathemat Psychol 2006;50:101122.

  16. Steyvers M, Tenenbaum JB. The largescale structure of semantic networks: statistical analyses and a model of semantic growth. Cognit Science 2005;29:4178.

  17. San Martín R. El significado de las categorías “izquierda” y “derecha”: información, contraste y participación política juvenil. Última Década 2006;14:125149.

  18. Cabalín D, Navarro N. Conceptualización de los estudiantes sobre el buen profesor universitario en las carreras de la salud de la Universidad de La Frontera, Chile. Int J Morphology 2008;26:887892.

  19. Zermeño AI, Arellano AC, Ramírez VA. Redes semánticas naturales: técnica para representar los significados que los jóvenes tienen sobre televisión, internet y expectativas de vida. Estud Cult Contemp 2005;11:305334.

  20. Jiménez A, González C, Mora J, Gómez C. Acercamiento a la representación semántica del concepto “estrés” en adolescentes mexicanos. Salud Mental 1995;18:4549.

  21. Petra I, Cortés J, Talayero JA, Fouilloux M. Representación semántica del concepto “medicina” en estudiantes de la Facultad de Medicina, UNAM. Un estudio longitudinal. Inv Educación Méd 2012;1:4956.

  22. Vera JA, Pimentel CE, Batista de Albuquerque FJ. Redes semánticas: aspectos teóricos, técnicos, metodológicos y analíticos. Rev Ra Ximhai 2005;1:439451.




2020     |     www.medigraphic.com