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1.1.1. ORIGINS OF HOSPITAL CLASSROOMS, image, image, image, image, image,…
1.1.1. ORIGINS OF HOSPITAL CLASSROOMS
"HISTORICAL EVIDENCE FOR THE ORIGINS OF TEACHING HOSPITAL"
The Dark Ages period in Europe
meant:
A period of renaissance for the progress of science and medicine during the Sasanian Empire.
there were:
Innovative medical practice and teaching hospitals.
this marked the beginning of:
Current teaching hospitals, medical schools, and the rise of academic medicine.
The writing of medical texts.
These civilizations and cultures are recognized for building the foundation for the development of medical knowledge:
Ancient Egyptians
Mesopotamians
Indians
Chinese
Greeks
Romans
Persians
Gondi-Shapur Academy
This academy was key to the formation of academic medicine
It transformed medicine from magic and myth to scientific thoughts.
Hospitals represented
future advances in:
Medical Care
Hospital organization and structure
Medical record keeping
Medical education
where Zakariya Razi:
Initiated the first residency system for teaching medical students.
Wrote the first treatise on pediatrics, initiating medical experimentation and basic research.
Licensing of pharmacists and doctors
The academy had a:
A university
It was an intellectual center with knowledge from thousands of books.
Great scientists from different civilizations gathered together here.
A library
A teaching hospital
It offered training in:
Medicine
Philosophy
Theology
Science
The traditional master-apprentice model was transformed
Now students would work in the hospital under direct supervision.
And graduates had to pass an exam to practice their profession.
All developments were transferred to Baghdad and Spain
initiating the:
"Golden Age of Islamic Medicine",
whose pillars where:
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There were also physician-philosophers who made significant contributions to medicine.
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"The House of Wisdom"
was established to:
Translate all medical texts from Greek, Persian, Syriac, and other languages to Arabic, emulating the methods of Gondi-Shapur.
With the establishment of this in Bagdad, and the collection/translation of texts from Byzantium to Arabic, this language became the one used in scientific writings for physicians living and working in the Islamic Empire.
Avicenna is recognized as:
One of the brightest figures in the history of medicine.
"APUNTES SOBRE LOS ANTECEDENTES DE LA PEDAGOGÍA HOSPITALARIA"
Non-Formal Education Model
is destined to help hospitalized patients
who are
susceptible to experiencing negative feelings
towards
themselves and their environment.
This education model supports formal education programs
it provides
Hospital treatment and educational services
it helps develop
Cognitive abilities
It enables them to adapt to the national education system and the hospital environment, also helps them express their needs and emotions.
Social abilities
Emotional abilities
It wasn't until 2006 that the first syllabus was developed for this educational model
This service is provided to
Individuals aged from 3 to 18.
And the school service hours are from:
8am to 2 pm.
In terms of educational material and the didactic method, these are the same for all patients
also:
the content is adaptable to all levels.
The educational focuses include:
3) Mathematical process structuring
4) Health promotion
2) Self-awareness and society
5) Environmental conservation and preservation
1) Development of communication skills,
Instituto Nacional de Pediatría (INP)
offers
3 educational programs:
SIGAMOS
Which identifies educational needs in hospitalized children and in young people
aiming to:
continue their schooling and prevent school delays.
The one coordinated by the National Institute for Adult Education (INEA)
provides primary and secondary education to:
Hospitalized patients receiving outpatient treatment
it's objective is to:
Continue the education of individuals older than 15 years and prevent school delays.
Hospital staff
Family members
Non-Formal Education Program
intended for patients with longer hospital stay
interdisciplinary treatment
aiming to develop cognitive, social, emotional and affective skills
Educational challenges within hospital classrooms
Problems in the selection of content and learning objectives,
Depends on
main goals of the hospital pedagogy :smiley:
avoid academic lag
normalize the kid's life
mitigating the negative effects of hospitalization.
reduce negative feelings
age and grade
The training of education professionals
teachers
pedagogues
curricular adaptation
Choosing the didactic method
considering:
clinical condition
educational level and age
length of hospitalization
health status
Selection of didactic materials
[TICS)
alternatives or solutions
Digital educational resources
current official study plans
new ways of learning
videogames as an educational resource
helping to develop social, emotional, phisical and cognitive skills
3D visits and site seeing
complemented with
Training and correct preparation for the educational professional
2 types of classrooms
mobile classroom
personalized attention
fixed classroom
physical spaces
group classes
Hospital Pedagogy Functions
Pedagogical Function
Provide educational care to hospitalized students.
Maintain a link with the school of origin
Work for insertion or reintegration with the school of origin
Therapeutic Function
Integrate children through a climate of participation and interaction and to avoid processes of distress and isolation
To help the child to connect symbolically with his known environment, promoting his autonomy, identity as a learner and desire to learn
Hospital Pedagogy in Mexico
SIGAMOS, 2005
Started in
Hospital
Infantil de México “Dr. Federico Gómez”
Hospital General “Dr. Manuel Gea González”,
Instituto Nacional de Rehabilitación
Hospital General de México
Instituto Nacional de Pediatría (INP)
Has 172 hospital classrooms distributed in the 32 states
Children and young people in basic education
People over 15 years of age
