Estadísticas

 array:19 [
  "pii" => "X1575181316539830"
  "issn" => "15751813"
  "estado" => "S300"
  "fechaPublicacion" => "2016-06-01"
  "documento" => "article"
  "licencia" => "http://www.elsevier.com/open-access/userlicense/1.0/"
  "subdocumento" => "fla"
  "cita" => "Educación Médica. 2016;17 Supl 1:33-8"
  "abierto" => array:3 [
    "ES" => false
    "ES2" => false
    "LATM" => false
  ]
  "gratuito" => false
  "lecturas" => array:2 [
    "total" => 776
    "formatos" => array:3 [
      "EPUB" => 53
      "HTML" => 464
      "PDF" => 259
    ]
  ]
  "itemSiguiente" => array:15 [
    "pii" => "X1575181316539849"
    "issn" => "15751813"
    "estado" => "S300"
    "fechaPublicacion" => "2016-06-01"
    "documento" => "article"
    "licencia" => "http://www.elsevier.com/open-access/userlicense/1.0/"
    "subdocumento" => "fla"
    "cita" => "Educación Médica. 2016;17 Supl 1:39-45"
    "abierto" => array:3 [
      "ES" => false
      "ES2" => false
      "LATM" => false
    ]
    "gratuito" => false
    "lecturas" => array:2 [
      "total" => 787
      "formatos" => array:3 [
        "EPUB" => 43
        "HTML" => 260
        "PDF" => 484
      ]
    ]
    "es" => array:10 [
      "idiomaDefecto" => true
      "titulo" => "H omenaje al P rofesor T eófilo H ernando O rtega. Ideas de don Teófilo Hernando sobre la educación médica en general y sobre la fármaco-terapéutica en particular"
      "tienePdf" => "es"
      "tieneTextoCompleto" => 0
      "tieneResumen" => array:2 [
        0 => "es"
        1 => "en"
      ]
      "paginas" => array:1 [
        0 => array:2 [
          "paginaInicial" => "39"
          "paginaFinal" => "45"
        ]
      ]
      "titulosAlternativos" => array:1 [
        "en" => array:1 [
          "titulo" => "A T ribute To P rofesSor T eófilo H ernando O rtega. The ideas of Don Teófilo Hernando on medical education in general and on pharmacological therapeutics in particular"
        ]
      ]
      "contieneResumen" => array:2 [
        "es" => true
        "en" => true
      ]
      "contienePdf" => array:1 [
        "es" => true
      ]
      "autores" => array:1 [
        0 => array:2 [
          "autoresLista" => "Antonio García García"
          "autores" => array:1 [
            0 => array:2 [
              "nombre" => "Antonio"
              "apellidos" => "García García"
            ]
          ]
        ]
      ]
    ]
    "idiomaDefecto" => "es"
    "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/X1575181316539849?idApp=UINPBA00004N"
    "url" => "/15751813/00000017000000S1/v0_201607011318/X1575181316539849/v0_201607011318/es/main.assets"
  ]
  "itemAnterior" => array:15 [
    "pii" => "X1575181316539822"
    "issn" => "15751813"
    "estado" => "S300"
    "fechaPublicacion" => "2016-06-01"
    "documento" => "article"
    "licencia" => "http://www.elsevier.com/open-access/userlicense/1.0/"
    "subdocumento" => "fla"
    "cita" => "Educación Médica. 2016;17 Supl 1:30-2"
    "abierto" => array:3 [
      "ES" => false
      "ES2" => false
      "LATM" => false
    ]
    "gratuito" => false
    "lecturas" => array:2 [
      "total" => 812
      "formatos" => array:3 [
        "EPUB" => 48
        "HTML" => 311
        "PDF" => 453
      ]
    ]
    "es" => array:10 [
      "idiomaDefecto" => true
      "titulo" => "Incorporación del alumno a la práctica clínica: cuándo y cómo"
      "tienePdf" => "es"
      "tieneTextoCompleto" => 0
      "tieneResumen" => array:2 [
        0 => "es"
        1 => "en"
      ]
      "paginas" => array:1 [
        0 => array:2 [
          "paginaInicial" => "30"
          "paginaFinal" => "32"
        ]
      ]
      "titulosAlternativos" => array:1 [
        "en" => array:1 [
          "titulo" => "Incorporating students into clinical practice: when and how"
        ]
      ]
      "contieneResumen" => array:2 [
        "es" => true
        "en" => true
      ]
      "contienePdf" => array:1 [
        "es" => true
      ]
      "autores" => array:1 [
        0 => array:2 [
          "autoresLista" => "Juan Antonio Vargas Núñez"
          "autores" => array:1 [
            0 => array:2 [
              "nombre" => "Juan Antonio"
              "apellidos" => "Vargas Núñez"
            ]
          ]
        ]
      ]
    ]
    "idiomaDefecto" => "es"
    "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/X1575181316539822?idApp=UINPBA00004N"
    "url" => "/15751813/00000017000000S1/v0_201607011318/X1575181316539822/v0_201607011318/es/main.assets"
  ]
  "es" => array:11 [
    "idiomaDefecto" => true
    "titulo" => "Papel de la troncalidad en la formación especializada"
    "tieneTextoCompleto" => 0
    "paginas" => array:1 [
      0 => array:2 [
        "paginaInicial" => "33"
        "paginaFinal" => "38"
      ]
    ]
    "autores" => array:1 [
      0 => array:3 [
        "autoresLista" => "Jacinto Fernández Pardo"
        "autores" => array:1 [
          0 => array:3 [
            "nombre" => "Jacinto"
            "apellidos" => "Fernández Pardo"
            "referencia" => array:1 [
              0 => array:2 [
                "etiqueta" => "<span class="elsevierStyleSup">a</span>"
                "identificador" => "affa"
              ]
            ]
          ]
        ]
        "afiliaciones" => array:1 [
          0 => array:3 [
            "entidad" => "Expresidente de la Asociación de Redes de Comisiones Docentes y Asesoras (AREDA) Jefe de Sección de Medicina Interna y Jefe de Estudios de Formación Especializada, Hospital General Universitario Reina Sofía, Murcia, España"
            "etiqueta" => "<span class="elsevierStyleSup">a</span>"
            "identificador" => "affa"
          ]
        ]
      ]
    ]
    "titulosAlternativos" => array:1 [
      "en" => array:1 [
        "titulo" => "Role of the core curriculum system &#40;troncalidad&#41; in the specialized training"
      ]
    ]
    "pdfFichero" => "71v17nSupl.1a90453983pdf001.pdf"
    "tienePdf" => true
    "PalabrasClave" => array:2 [
      "es" => array:1 [
        0 => array:4 [
          "clase" => "keyword"
          "titulo" => "Palabras clave"
          "identificador" => "xpalclavsec685243"
          "palabras" => array:5 [
            0 => "Formaci&#243;n sanitaria especializada"
            1 => "Internado y residencia"
            2 => "Especializaci&#243;n"
            3 => "Troncalidad"
            4 => "Reespecializaci&#243;n"
          ]
        ]
      ]
      "en" => array:1 [
        0 => array:4 [
          "clase" => "keyword"
          "titulo" => "Keywords"
          "identificador" => "xpalclavsec685244"
          "palabras" => array:5 [
            0 => "Specialized health training"
            1 => "Internship and residency"
            2 => "Fellowship"
            3 => "Core curriculum"
            4 => "Re-specialisation"
          ]
        ]
      ]
    ]
    "tieneResumen" => true
    "resumen" => array:2 [
      "es" => array:1 [
        "resumen" => "<p class="elsevierStylePara"> La implantaci&#243;n en 1978 del sistema de formaci&#243;n sanitaria especializada &#40;FSE&#41; mediante residencia supuso un gran avance en el terreno de la educaci&#243;n m&#233;dica en nuestro pa&#237;s&#46; A&#241;os despu&#233;s&#44; se inici&#243; su reforma con la Ley 44&#47;2003&#44; de Ordenaci&#243;n de las Profesiones Sanitarias&#44; y&#44; finalmente&#44; despu&#233;s de casi una d&#233;cada de debates y enfrentamientos en diferentes foros&#44; se ha publicado el Real Decreto 639&#47;2014&#44; que regula la troncalidad&#44; la reespecializaci&#243;n y otros aspectos de la formaci&#243;n especializada y representa el cambio m&#225;s importante desde que comenz&#243; el sistema de residencia&#46; El nuevo sistema distingue dos periodos en la formaci&#243;n especializada&#58; uno en el que los residentes desarrollan las competencias que son comunes a varias especialidades&#44; es decir&#44; aquellas que conforman el bloque de base &#40;o tronco&#41;&#44; y otro en el que se adquieren las competencias espec&#237;ficas de la propia especialidad&#46; En este nuevo modelo de troncalidad hay tres tipos bien definidos de competencias que debe lograr el futuro especialista&#58; transversales &#40;comunes a todos los profesionales de la salud&#41;&#44; nucleares o troncales &#40;comunes a un conjunto de especialidades de un bloque o tronco&#41; y espec&#237;ficas de cada especialidad&#46; Sin embargo&#44; toda esta extensa regulaci&#243;n contrasta con la falta de adaptaci&#243;n a la realidad y la ausencia de una estructura educativa m&#237;nimamente profesionalizada en el sistema de salud en que se basa&#46;</p>"
      ]
      "en" => array:1 [
        "resumen" => "<p class="elsevierStylePara"> The implementation in 1978 of the system of Specialized Healthcare Training &#40;SHT&#41; through residency in Spain has been a breakthrough in the field of medical education&#46; Many years later&#44; reform of the system of SHT came with the Law 44&#47;2003&#44; of planning of the health care professions&#44; and&#44; after a decade of debates and clashes in different forums&#44; has been finally enacted Royal Decree 639&#47;2014&#44; which regulates the common core curricula of the specialties&#44; the re-specialisation and other aspects of specialized training&#44; and represents the most significant change since the system of residency began&#46; The new system distinguishes two periods in specialised training&#58; one in which residents develop those competencies that are common across several specialties&#44; that is to say&#44; those that make up the core block &#40;or trunk&#41;&#44; and other one in which the competencies of the specialty itself are acquired&#46; In this new model of core subjects there are three clearly defined types of competencies that the future health care specialist must accomplish&#58; transversal &#40;common to health care professionals&#41;&#44; core &#40;common to a set of specialties of a core block&#41; and specific to each specialty&#46; However&#44; all this extensive regulation contrasts with the lack of adaptation to the reality and the lack of a minimally professionalized educational structure in the health care system on which it&#8217;s based&#46;</p>"
      ]
    ]
  ]
  "idiomaDefecto" => "es"
  "url" => "/15751813/00000017000000S1/v0_201607011318/X1575181316539830/v0_201607011318/es/main.assets"
  "Apartado" => array:4 [
    "identificador" => "54945"
    "tipo" => "SECCION"
    "es" => array:2 [
      "titulo" => "Innovaciones y desaf&#237;os en educaci&#243;n m&#233;dica"
      "idiomaDefecto" => true
    ]
    "idiomaDefecto" => "es"
  ]
  "PDF" => "https://static.elsevier.es/multimedia/15751813/00000017000000S1/v0_201607011318/X1575181316539830/v0_201607011318/es/71v17nSupl.1a90453983pdf001.pdf?idApp=UINPBA00004N&text.app=https://www.elsevier.es/"
  "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/X1575181316539830?idApp=UINPBA00004N"
]