An educational proposal to face the challenges of the european higher education area: international service learning experience in medicine and education of the University of Malaga, Spain

Higher Education need to be paced to world and society evolution and to technology and scientific advances. Specifically in Europe, in the last years, we had to adapt the curricula to the European Higher Education Area (EHEA). We have reached a high level of scientific and technycal competences but we detect, some lacks of time and tools to developed all the transversal competences and skills of the professionals profile that are demand by the present society in which exists glaring gaps and inequities, in particular in health, that need a responsable answer/action. Actually a “redesign of professional health education is necessary and timely, in view of the opportunities for mutual learning and joint solutions offered by global interdependence due to acceleration of flows of knowledge, techologies, and financing across borders and the migration of both professionals and patients” (Frenk et al 2010, Lancet). In the educational panorama, it has been possible to expand the training of future teachers in one year, the reduction of the number of students for groups to provide a more individualized teaching and the slight increase of the time of practicum. It is required to implemented an sostainable innovation in medical education to evolve a high quality medicine in all the areas and competences needed. Likewise, it seems necessary that student-teachers known spaces that are not properly school-based and have experiences in contexts of either informal education or with marginal groups outside of the standardized schooling. International Service Learning (ISL) has provided health professional students and tearches-students the opportunity to provide healthcare and education under the direction of trained faculty, to underserved populations in developing countries (Seifer SD et al1998. Acad Med). Objective: To verify the usefulness of SL experience as an educational methodology in higher education in order to support or not the modification of the current contents of the medical and education curricula and design new subjects based on SL in Malaga University. Methods We designed a cooperation project with The NGO’s ACOES-Honduras and Fe y Alegría-Perú to develop a training experience for students of Medicine and Education. This study is based on the qualitative analysis of the final reports of 16 participants, in which they described their personal and professional experiences. To verify the academic results, the competences of the curriculum have been checked in the sections of the practicum in Education, or the specific ones for Pharmacology in Medicine. In this summary appeared some of them as an example. There are no specifications of names or places of any of the countries or names or references of adults or children. Results In Education six competences (between sixteen) have been pointed out that are enhanced by the context variables in both the organizational and the cultural aspects. In one hand, school functioning may be very similar throughout the world, but the connections between family and the education centre, relationships with students, the influence of the family and the family home, etc., are very different between the experience of the Students with an European lifestyle linked to the "welfare state", consumption, street safety, etc., and rural life and the economic and cultural situation of destinations. Related to the analysis of the medical curricula, it was focused on 27 transversal and 19 specific competences that covered areas of practice and others related to Pharmacology. In the case of transversal competences, around 70% were covered in the activities carried out. Specific competences were covered up to 75%. Volunteer narratives provided an image of the experience that shows the effectiveness of this type of program, both in increasing sensitivity and attention to diversity and in the implementation of "theoretical" training, and the original response to unforeseen situations. Conclusions SL was found to be an effective method to acquire personal and professional competences and skills in the area of pharmacology demand by our present society. Hence we will suggest this methodology in the design of a new subject: “Pharmacotherapeutics in disadvantaged environments”. Most, if not all, of the general views on experience valued those working months with people and marginal contexts very positively. Personal and professional learning is valued as meaningful and profound, affecting the way of understanding the world and its profession: As I tell all my relatives, friends and colleagues "This experience can not be tell you can only live it." (Student)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Emotional intelligence and hot and cool cognitive control ability

Emotional intelligence (EI) is the ability to perceive, use, understand, and regulate emotions. The EI construct has been organized following three main approaches: performance-based ability model, a self-report mixed model, and a self-report ability model. EI appears to be beneficial to the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models but not when using self-report EI models. The aim of the present study is to analyze the relationship between the three models of EI and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. 187 undergraduate students participated in the experimental design. They completed the three EI tests of interest as well as go/no-go tasks; the stimuli used for the hot and cool cognitive task were faces and geometric figures, respectively. Results show that individuals with higher EI, measured through the performance-based ability test, perform better on a hot cognitive control task. Specifically, we provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task; when using the self-report EI instruments, no consistent findings were achieved. The study found no such results with the cool task. Findings in terms of the validity and different implications of the different EI models are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The effects of the quality of social relationships and emotion regulation ability on the happiness of introvert individuals

Previous research has shown that extraverts are happier than introverts and, although happy introverts exist, it is unclear under what conditions they can achieve happiness. The aim of the present study is to analyze the quality of social relationships and emotion regulation ability as a possible factor for happiness in introvert individuals. 1006 adults (42% males) completed measures of extraversion, neuroticism, quality of social relationships, emotion regulation ability and happiness. Results shows that introverts have significantly lower happiness, quality of life, quality of social relationship and emotion regulation ability scores than extraverts. Besides, those individuals with high quality social relationships or high emotion regulation ability were happier. Introverts were happier when they had high scores for quality of social relationships and emotion regulation ability, however the effect size was small. These results suggest that emotion regulation and social relationships are important to understand the relationships between introversion and happiness.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

INTEMO+ program: A Socio-Emotional Learning Intervention to improve adolescent psychosocial functioning

The INTEMO+ program is a Socio-Emotional Learning (SEL) Intervention designed by the Emotion Lab of University of Malaga to develop and improve adolescent psychosocial functioning. INTEMO+ has been designed based on Mayer and Salovey's ability model: (1) accurate perception, appraisal, and expression of emotions; (2) awareness of feelings and ability to generate emotions to facilitate thought; (3) understanding of emotions, including the ability to label them with a rich emotional vocabulary; and (4) regulation of emotions to promote emotional and intellectual growth. INTEMO+ consists of 12 sessions distributed in four phases, corresponding to the four branches of the theoretical model of Mayer and Salovey (1997. In addition, the INTEMO+ program includes two more cross-cutting sessions. Specifically, the development of an "Emotional Newspaper" and a "Film Script," which try to exercise most of the EI abilities. The complexity of the INTEMO+ activities change every year and adapts to students’ maturation, which allows the gradual introduction of more complex emotional contents, skills, and situations every academic year. The empirical results show that when students have received an adequate EI education and well-implemented programs such as INTEMO+, they can have higher quality and well-being in socio-family and academic life.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Salud, desigualdad y compromiso social

Conferencia sobre derecho a la salud, desigualdad y compromiso social. Objetivos de Desarrollo Sostenible y determinantes sociales de salud. Los organismos internacionales de la salud. Introducción a la cooperación internacional y al voluntariado sanitario.En el año 1946, la OMS definió salud como aquel estado de completo bienestar físico, psíquico y social. Definición que no ha sido actualizada en los últimos 70 años, a pesar de las numerosas críticas que solicitan la inclusión de otras dimensiones de salud (medioambiental, laboral, etc.) y definiciones más adaptadas a la capacidad de sentirse saludable teniendo alguna de las predominantes enfermedades crónicas en la actualidad. La inclusión del concepto social en salud fue un aspecto revolucionario que dio impulso a las primeras investigaciones sobre los determinantes sociales de la salud (DSS). Las condiciones donde una persona nace, crece, vive, trabaja y envejecen, determinan su salud, afectando no solo a su esperanza de vida, sino a la incidencia de un amplio espectro de enfermedades. La Comisión sobre los Determinantes Sociales de la Salud de la OMS, creada por la OMS, con Michel Marmot a la cabeza de las investigaciones, ha generado una gran evidencia científica sobre la importancia de los DSS en la salud de las personas y las desigualdades que generan cuando no todas las personas se ven afectadas de la misma manera. Los profesionales sanitarios debemos sentirnos responsables del conocimiento e identificación de los aquéllos factores sociales que determinan la salud, como decía Hipócrates, “médico es aquél que a veces cura, a menudo alivia y siempre debe cuidar de sus pacientes”. Una de las ramas de nuestro compromiso social puede ser implementada, en nuestro medio, a través del voluntariado socio-sanitario, y a nivel exterior, por medio de la ayuda humanitaria o de emergencias, o de la cooperación internacional. Sería interesante en nuestra formación como futuros profesionales sanitarios desarrollar nuestro compromiso social luchando contra los efectos de las desigualdades en salud y sensibilizando con nuestra investigación social, sobre la necesidad de la lucha contra la desigualdad

The relationship between the three models of emotional intelligence and psychopathy: a systematic review

Psychopaths are usually characterized as having numerous troubles with social and emotional facets in their daily. In addition, these individuals generate a series of harmful situations to society, such as violence and crime. Due to this, it is very important to find those variables that can reduce these behaviors. In this regard, Emotional Intelligence (EI) or the ability to perceive, use, understand and regulate emotions is a potentially useful variable. EI has been categorized according to three main approaches: performance-based ability, self-report ability and self-report mixed models. Several studies have analyzed the relationship between EI and psychopathy, however inconsistent results have been found. These inconsistencies may be due to the EI model employed to measure it. The objective of our study is to systematically review the previous literature about the relationship between the three models of EI and psychopathy, both in the clinical and total population.Scopus and Medline were searched for finding relevant articles. 29 eligible studies were identified. The results were divided according to the EI model and the population used.The results for both the total and clinical population differ according to the measure of EI employed. Specifically, through performance-based ability models, the majority of studies find a negative relationship between EI and psychopathy, and when EI is measured using self-reports, the results are inconsistent. In conclusion, the results suggest that higher EI abilities measured through performance-based ability models - but not through self-reports - are related to lower psychopathy deficits. Limitations and clinical implications are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Influence of emotional intelligence on performance in an emotionally Laden Cognitive Task: an ERP Study.

A higher level of emotional intelligence (EI), understood as a greater ability to perceive, use, understand, and manage emotions, is associated with an increase in performance on emotionally laden cognitive tasks. The main objective of this research was to study the neural basis underlying the execution of an emotional cognitive control task (GoNogo) as a function of ability EI. Forty-four participants were divided into two groups depending on EI level (High EI vs. Low EI). The participants’ task consisted of an emotional face GoNogo task, in which happy, fear and neutral facial expressions were the go and no go stimulus. Results showed a larger N170 and smaller N2 amplitude for the low EI group than for the high EI one. Greater levels of cognitive control were associated to participants with high EI. Our findings show the importance of studying emotion and cognition interaction to explain our behavior and performance. This work was partially supported by the project Innovation and Development Agency of Andalusia, Spain (SEJ-07325) to Pablo Fernández-Berrocal. Alberto Megías is supported by a Juan de la Cierva postdoctoral fellowship from the Spanish MINECO (FJCI-2015-25600).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The medical curriculum and the humanistic education: a pilot international service learning experience

Esperiencia pionera de la metodología de innovación educativa "Aprendizaje Servicio Internacional" en una Facultad de Medicina EspañolaIntroducción Las últimas décadas las facultades de medicina españolas han conseguido un alto nivel de formación ciéntifica y tecnológica de los estudiantes. Ésta gran dedicación a la transmisión de conocimientos y avances científicos ha llevado a una merma en la formación humanística y en valores, fundamental en la formación de un buen profesional médico. Para solventar esta carencia realizamos una experiencia piloto de practicas voluntarias de cooperación internacional para valorar la posibilidad de complementar el curriculum de los estudios de medicina. Diseñamos un proyecto de cooperación internacional en colaboración con la ONG hondureña ACOES. Objetivo Analizar la experiencia de los estudiantes participantes en dicho proyecto para valorar la necesidad de introducir una modificación en los planes de estudio que consistiría en la realización de practicas o trabajo fin de grado como valor añadido al curriculum de medicina. Metodología Análisis textual cualitativo de los informes finales de los alumnos que han participado en la convocatoria oficial de la UMA. Resultados Valoración positiva de la experiencia. Aportación de sugerencias para la mejora de los resultados en un futuro. Han comprobado que el ejercicio de la medicina se puede realizar de manera mas integral y global, existiendo otras enfoques, salidas y posibilidades profesionales. Conclusión Experiencia muy positiva. Han adquirido herramientas nuevas, percibiendo a la medicina como algo mas que una resolución de problemas de salud, reforzando su motivación para trabajar de forma generosa y gratuita para la mejora del bienestar socio-sanitario.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Emotional intelligence and hot and cool working memory capacity

Emotional Intelligence (EI) is the ability to perceive, use, understand and manage our emotions and the emotions of others. EI, measured through performance-based ability models, seems to favour performance on hot tasks. The aim of the present study is to analyse the relationship between EI, measured through its three main models, and performance on a hot (emotional) and cool (non-emotional) working memory task. 203 undergraduate students of psychology took part in the experiment. They completed an EI test for each of its three main models (performance-based ability model, self-report ability model and self-report mixed model) and a hot and cool working memory task. We found a better performance for higher EI participants, measured through the performance-based ability model instrument (but not with self-report instruments), in the hot working memory task. This result was obtained for the managing branch of the EI instrument. Similar evidence was not found when using the cool working memory task. Our study takes a step forward in the conceptualization of the EI construct within the domain of cognitive processes. They show that, at least when using hot stimuli, the managing branch of the performance-based ability model of EI is a better determinant measure for the working memory capacity than the self-report models.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Innovación de la metodología docente en Farmacología a través del cine como recurso formativo.

Estudio interuniversitario del uso de las películas comerciales, como recurso educativo innovador, en la enseñanza de la Farmacología de manera sistemática en los alumnos de dicha asignatura de las universidades de Cádiz y Málaga. Cabello MR, Medina I, Moreno R. Innovación de la metodología docente en Farmacología a través del cine como recurso formativo.FEMVol. 20 (S2) Suplemento 2, Octubre 2017 ISSN: 2014-9832Objetivo Analizar la adquisición de competencias transversales, el grado de satisfacción y motivación de los alumnos de Farmacología con la utilización de las películas comerciales como recurso docente. MATERIAL Y METODOS Se realizó: 1- Preevaluación. Presentación y visualización de la película. 2- Resolución de las cuestiones planteadas con el trabajo personal y de grupo. 3- Debate. Realización de un postest, encuesta de satisfacción y valoración de la actividad por los estudiantes participantes. Valoración y análisis de los cuestionarios y análisis textual qualitativo de las observaciones de las encuestas de satisfacción. Resultados En todas las cuestiones de satisfacción de la actividad han considerado estar satisfechos/muy satisfechos el 70% de los estudiantes participantes. Confirmación de adquisición de competencias transversales y específicas de farmacología. Conclusión El recurso visual aumenta la motivación y el grado de satisfacción de los estudiantes. Se facilita el debate y discusión de puntos propuestos por el docente y los estudiantes, con un mayor aprovechamiento de la actividad. Consideramos una metodología muy útil y eficaz en el aprendizaje activo de los estudiantes.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech