TEACHI NG RESEARCH: THE EXPERI ENCE I N THE COLLECTI VE HEALTH MASTER
PROGRAM.AT THE UNI VERSI TY OF ANTI OQUI A, COLOMBI A
María Mercedes Arias V1 María Vict oria López L2 Diva Est ela Jaram illo V3
Ar ias V MM, López L MV, Jaram illo V DE. Teach in g r esear ch : t h e ex per ien ce in t h e collect iv e h ealt h m ast er program .at t he Universit y of Ant ioquia, Colom bia. Rev Lat ino- am Enferm agem 2007 m aio- j unho; 15( 3) : 487- 92.
The idea that one learns to do research only by taking m ethodological courses is false, as it is false the idea t hat one lear ns how t o do r esear ch only t hr ough inv est igat iv e pr act ice. We consider bot h st r at egies per t inent and necessar y and t hat is t he r eason w e believe gr aduat ed cour ses based on invest igat ion m ust cont em plat e bot h. This st udy aim s t o shar e w it h t he academ ic com m unit y t he concept , t he int ent ion, t he context, and how the Sem inar on Lines of Research in the Collective Health Master’s Program at the University of Ant ioquia, Colom bia has been developed. This st udy em phasizes t he developm ent and t he result s of such experience in t he educat ion of researchers, describes it s onset , t he curriculum st ruct ure and t he relat ionship wit h t he research groups, t he t ransform at ion of st udent s and t he professor’s role.
DESCRI PTORS: educat ion, higher; public healt h
FORMACI ÓN DE I NVESTI GADORES: LA EXPERI ENCI A DE LA MAESTRÍ A EN SALUD
COLECTI VA DE LA UNI VERSI DAD DE ANTI OQUI A, COLOMBI A
Una falsa disyuntiva se centra en si se aprende a investigar con cursos de investigación o, si se aprende h acien do in v est igación . Cr eem os qu e am bas est r at egias son per t in en t es y n ecesar ias, r azón por la cu al consideram os que, la pos- graduación fundam entada en la investigación debe incidir pedagógicam ente en am bas. El obj etivo de este artículo es com partir con la com unidad académ ica la concepción, la intención, el contexto y la form a com o se viene desarrollando el Sem inario de Línea de I nvestigación, en la Maestría en Salud Colectiva de la Universidad de Antioquia, Colom bia. Este artículo enfatiza el desarrollo y los resultados de esta experiencia en la form ación de investigadores, presentando el surgim iento, la estructura del plan de estudios en general, su relación con los grupos de invest igación, los cam bios observados en los alum nos y el rol de profesor.
DESCRI PTORES: educación superior; salud pública
FORMAÇÃO DE PESQUI SADORES: A EXPERI ÊNCI A NO MESTRADO EM SAÚDE COLECTI VA
DA UNI VERSI DADE DE ANTI OQUI A, COLÔMBI A
É falsa a idéia de que, o ensino da investigação se dá exclusivam ente nas m atérias de m etodologia ou que só se apr ende a fazer pesquisa com a pr át ica inv est igat iv a. Acr edit am os que as duas est r at égias são pert inent es e necessárias, razão pela qual consideram os que os cursos de pós- graduação fundam ent ados na investigação devem incidir pedagogicam ente sobre am bas. O obj etivo deste artigo é socializar com a com unidade acadêm ica a concepção, a pretensão, o contexto, a form a com o vem sendo desenvolvido o Sem inário de Linha de Pesquisa, no Mest rado em Saúde Colet iva da Universidade de Ant ioquia, Colôm bia. O present e docum ent o enfat iza especialm ent e o desenvolvim ent o e os result ados dest a experiência na form ação de pesquisadores, apr esent ando o sur gim ent o, a est r ut ur a do cur r ículo em ger al e a r elação com os gr upos de pesquisa, as t ransform ações nos alunos e o papel do professor.
DESCRI TORES: educação superior; saúde pública
1
RN, PhD in Sciences, Public Healt h, Professor, M.Sc in Collect ive Healt h, e- m ail: m ariam av@t one.udea.edu.co; 2 Sociologist , Professor, M.Sc. in Collect ive Healt h, e- m ail: m vlopez@cat ios.udea.edu.co; 3 RN, Magíst er en Salud Pública, Professor M.Sc. in Collect ive Healt h, e- m ail: divaj ara@cat ios.udea.edu.co. Universit y of Ant ioquia College of Nursing
I NTRODUCTI ON
T
r aining r esear cher s is t he pr im ar y goal of gr aduat e cour se sy st em , w hich is w hy m ast er ’s and doct oral program s are guided by research. I n research t raining, bot h knowledge acquisit ion and it s applicat ion t o r esear ch ar e n ecessar y in or d er t o in cr easin g ly m a s t e r t h e s c i e n t i f i c m e t h o d o l o g y( 1 ). S c i e n t i f i c r e s e a r c h i s i m p o r t a n t i n t h e t r a n s f o r m a t i o n o f pr of ession al pr act ice, in w h ich k n ow ledge gap t u r n int o challenges t hat priorit ize research act ivit ies, wit h a v i e w t o a t t e n d i n g t o t h e p o l i t i ca l a n d e t h i ca l c o m m i t m e n t t o k n o w l e d g e p r o d u c t i o n a n d a p p r o p r i a t i o n( 2 ). I n t h i s a r t i cl e, w e r ef l ect o n t h e ex per ience of r esear ch line sem inar s in t he Mast er ’s Pr o g r a m i n Co l l ect i v e Hea l t h a t t h e Un i v er si t y o f Ant ioquia School of Nur sing, dur ing t he t en y ear s of it s funct ioning, em phasizing how it has cont ribut ed t o r e s e a r c h t r a i n i n g , t o t r a n s f o r m a t i o n s i n t h e or g an izat ion of acad em ic w or k an d t o t h eor et ical, m et h odological an d pedagogical ach iev em en t s.The Mast er’s Program in Collect ive Healt h was cr eat ed in 1992, as a r esult of a discussion pr ocess a b o u t t h e n e e d f o r e x p l a n a t o r y p a r a d i g m s t h a t confr ont t r adit ional concept ions on healt h and r epor t on t he relat ions bet ween healt h and polit ical and social con j u n ct u r es. Th e cr eat ion of t h e pr ogr am r ev ealed t h e n e e d t o u n d e r st a n d t h e so ci a l a n d e co n o m i c processes affect ing societ y’s healt h. Serious problem s were evident in t he count ry’s healt h condit ions, large f ailu r es in cov er ag e an d ad m in ist r at iv e in ef f icien cy in ser v ice deliv er y.
Th e cr eat i o n o f t h i s p r o g r am i s p ar t o f a br oader m ov em ent in Lat in Am er ica, w it h im por t ant dev elopm en t s in Br azil, Mex ico an d Ecu ador, w h er e different aut hors have addressed t he collect ive healt h concept , considered as a social, polit ical, academ ic and r esear ch pr act ice t hat is const it ut ed in “ a m ov em ent at t he level of knowledge product ion t hat reform ulat es t he basic inquiries t hat allow ed for t he em ergence of t he biologist ic paradigm and t ries t o define an obj ect of st u dy t h at r epor t s on t h e r elat ion s bet w een t h e biological, t he psychological and t he social”( 3).
THE CONTEXT OF THE MASTER’S PROGRAM
I N COLLECTI VE HEALTH
Th r o u g h i t s g r a d u a t e p r o g r a m s , t h e Un i v er si t y o f An t i o q u i a i n t en d s t o b e a m ean s o f
in t er act ion b et w een t h e acad em y an d societ y. Th e aim is for st udent s finishing t he Mast er ’s Pr ogr am in Collect iv e Healt h t o be able t o int er pr et t he healt h-disease pr oblem s of gr oups, in t he cont ex t of social p r i o r i t i e s, a n d t o p a r t i ci p a t e , w i t h a cr i t i ca l a n d pr oposit iv e at t it ude, in t he const r uct ion of pr oposals t o im pr ov e liv in g an d h ealt h con dit ion s an d h u m an d ev elop m en t .
I n t his sense, one of it s fundam ent al goals is t o cont ribut e t o t he t raining of researchers in order t o obt ain a solid preparat ion in research, a com m it m ent t o so ci et y, p r o f o u n d k n o w l ed g e a b o u t t h e h ea l t h p r ob lem s an d ab ilit y t o con t r ib u t e w it h alt er n at iv e solu t ion s in com plex social sit u at ion s in t h e h ealt h a r ea .
Th e Ma s t e r ’ s p r o g r a m d e p a r t s f r o m t h e r esear ch adv ances m ade at t he School of Nur sing in t he 1980’s and m anages t o j oin researchers t o shape an academ ic gr oup t hat is concer ned w it h pr oblem s and com m on obj ect iv es in healt h.
The pr ogr am ’s cur r iculum st r uct ur e is based o n t w o a x e s : r e s e a r c h a n d s o c i a l s c i e n c e s . A s suggest ed abov e, t he r esear ch t r aining is guided by r e s e a r c h m e t h o d o l o g y s e m i n a r s , r e s e a r c h l i n e s e m i n a r s a n d r e s e a r c h t o o l s f r o m t h e a r e a s o f dem ography, epidem iology and st at ist ics. The social sciences ar e com plem ent ed w it h sem inar s on healt h prom ot ion and healt h service m anagem ent . These t wo cen t r al ax es cr oss t h e cu r r icu lu m , u n t il t er m in at in g t he research work as a requisit e t o obt ain t he Mast er’s Degr ee in Collect iv e Healt h.
I n o r d e r t o o r g a n i ze r e se a r ch a ct i v i t i e s, r esear ch g r ou p s an d lin es ex ist . Th e g r ou p s f ollow t he guidelines by t he Nat ional Science and Technology Syst em( 4), are considered as t he basic unit s of research a ct i v i t y a n d a r e co n so l i d a t e d a s p r o t a g o n i st s o f scient ific act ivit y. I n t he research groups, as a priorit y, facult y and st udent s are st im ulat ed and support ed t o f o r m u l a t e sp e ci f i c p r o j e ct s a s t h e b a si c u n i t s o f dev elopm ent of t he r esear ch lines( 5).
of t he r esear ch and st im ulat es t he socializat ion and c r e a t i o n o f i n f o r m a t i o n e x c h a n g e , c o n s u l t a t i o n , cooper at ion and int er - inst it ut ional suppor t net w or k s.
THE RESEARCH LI N E SEMI N ARS, THEI R
D YN AM I CS AN D RELATI ON W I TH TH E
RESEARCH GROUPS
The research line sem inars are t he curricular pr act ice of r esear cher s’ and st udent s’ j oint w or k on t he pr oblem ar ea t he r esear ch gr oup st udies. These sem inars are part of t he Mast er’s Program ’s research ax is an d occu r in p ar allel an d ar t icu lat ed w it h t h e research m et hodology sem inars. I n t he lat t er, st udent s get fam iliar wit h epist em ological principles; em pirical-analyt ic and qualit at ive research foci and t he m et hods, t ech n iq u es an d p r oced u r es p er t in en t t o each . Th e co n ce p t i o n o f t h e l i n e se m i n a r s r e sp o n d s t o t h e con cer n w it h in n ov at in g act iv e pedagogies in or der t o educat e t he inquisit ive I( 6), as t he cent er of graduat e – m ast er ’s and doct or al – pr ogr am s’ concer ns.
According t o t he above, t he line sem inars are one of t he t raining com ponent s of t he m ast er’s program . St udent s have cont act wit h nat ural and social science par adigm s and w it h m et hods t hat ent ail possibilit ies a n d l i m i t a t i o n s t o r e p o r t o n so ci a l l y p e r t i n e n t p h en om en a. Th ey al so d i al og u e w i t h f acu l t y f r om d i f f er en t su b j ect a r ea s, g r a d u a t es a n d r en o w n ed au t h or s on t h e t h em es, em ploy ees an d colleagu es, benefit ing a broad t heoret ical discussion in which new r e l e v a n t r e se a r ch p r o b l e m s e m e r g e . Gi v e n t h e i r com plexit y, t he part icipat ion of different subj ect areas is needed, as well as t he use of diverse t heoret ical and m et hodological appr oaches and ev er y one’s cr eat iv it y in order t o achieve new readings of realit y and solut ions t hat lead t o social t r ansfor m at ions. St udent s r ecov er knowledge from t heir basic t raining and adds knowledge from ot her areas t he group has been consolidat ing over t im e t o st udy it s research problem .
I t sh o u l d b e h i g h l i g h t e d t h a t t h e r e i s a per m an en t ly on goin g r ef lect ion abou t t h e m et h ods, t heir pr em ises, r ange and lim it at ions and about t he pr ocedur es, inst r um ent s and w ay s of inv est igat ing a problem and facilit at ing it s underst anding, wit h a view t o l e a r n i n g h o w t o t h e o r i z e , w h i c h i m p l i e s “ const ruct ing, expanding and underst anding t heory”( 7). As t h ey ar e t ools, m et h ods an d pr ocedu r es n eit h er appear as a t rut h nor as a goal in t hem selves, but as a m eans t o fav or t he appr ehension of r ealit y.
The com plex t hem es, problem s and quest ions o f co l l e ct i v e h e a l t h a r e t h e m o st i m p o r t a n t a n d , t herefore, exceed t he m et hods and procedures. These pr oblem s r efer t o v it al pr ocesses t hat t r anscend t he unidisciplinary perspect ive and t hey cannot be st udied in a fragm ent ed w ay. Likew ise, t he collect iv e healt h per spect iv e ack n ow ledges obj ect iv e, su bj ect iv e an d in t er su b j ect iv e d im en sion s an d n ot on ly in t en d s t o get t o know and diagnose t he r ealit y of t he com plex processes t hat rest bet ween healt h- disease- deat h, but also t o st im ulat e and creat e condit ions t hat cont ribut e t o t h e i r t r a n sf o r m a t i o n . He n ce , t h i s r e q u i r e s t h e elaborat ion of proposals t hat do not rem ain lim it ed t o t he descr ipt ion of pr oblem s, or t o t he applicat ion of t h eor et ical f r am ew or k s, b u t also m ov e b ey on d b y ex plaining t he m ult iple for m s t his r ealit y t ak es.
I N T ERACT I O N W I T H T H E RESEARCH
GROUPS
Th e i n t e r a c t i o n s b e t w e e n t h e m a s t e r ’ s pr ogr am and t he r esear ch gr oups has br ought gains for bot h, as t he gr oups suppor t r esear ch at m ast er ’s level which, in t urn, dynam izes t heir developm ent and con solid at ion . Th e g r ou p s’ w or k is con sid er ed as a w ay of or ganizing t he academ ic w or k, t hr ough w hich k n ow ledge is con st r u ct ed on gu idin g pr oblem s. Th e aim is t o find em piric evidence and put it at t he service of t heory and vice- versa; it is of fundam ent al int erest t o clar if y t h e r elat ion b et w een t h eor y an d p r act ice and t o find w ays t o cont r ibut e t o t he const r uct ion of social know ledge, of use t o ot her r esear cher s and t o t he public in general, which is m eaningful t o t he act ors t h e pr oblem em er ged f r om , seek in g n ew m ean in gs for t he st udy obj ect s.
A w i d e r an g e o f p r o b l em s ap p ear s i n t h e g r o u p s’ d e v e l o p m e n t . As m e n t i o n e d a b o v e , t h e syst em at ic and persist ent research work around t hese gives rise t o t he research lines. I t is in t his cont ext t hat t he line sem inar t urns int o a laborat ory for t heoret ical const ruct ion, int egrat ion, research and act ion.
At different t im es in t he proj ect , t he st udent s are followed by a prom ot er who advises and assesses t he work t hey develop. I n t urn, st udent s and prom ot ers act ively part icipat e in t he research group’s perm anent w or k . I n ex pan ded sem in ar session s, adv an ces an d t heoret ical discussions are exchanged and part icipant s h a v e c o n t a c t w i t h c o l l e c t i v e p r o b l e m s a n d m et hodological t ools, t hat is, t he learning of research is con solidat ed.
Alt hough t he collect iv e healt h pr oblem goes beyond t he possibilit ies of research groups’ work, t hey at t em pt t o look at t he large collect ive healt h problem s. I n par allel, on t h e basis of t h e r esear ch w or k , n ew pr oblem s em er ge, w hich offer st udent s a w ide r ange of possibilit ies t o select t he t hem e t hat is m ost suit able t o t h e i r t h e o r e t i c a l , p r o f e s s i o n a l a n d p e r s o n a l e x p e c t a t i o n s i n t h e f r a m e w o r k o f t h e g r o u p s ’ int ent ions. These can be independent st udies, but also part of larger proj ect s or j oint st udies wit h researchers f r o m o t h e r g r o u p s, u n i v e r si t i e s o r co u n t r i e s. I n det erm ining what problem s t he st udent s will address, t he pert inence of t he t hem e, t he focus and coherence wit h t he out lines of t he Mast er’s Program in Collect ive Healt h are considered, as well as t he dem ands posed by t he social and healt h cont ext and t he possibilit ies for follow - u p by facu lt y m em ber s- r esear ch er s.
The r esear ch lines at t em pt t o const r uct and deconst r uct t he obj ect s of st udy, so as t o com bine dist in ct appr oach es, t h eor ies an d m et h ods in or der t o co n st r u ct e x p l a n a t o r y f r a m e w o r k s f o r sp e ci f i c problem s( 8). I n t he academ ic sphere, t he research lines ar e a key inst r um ent t o get t o k now r ealit y, as it is not enough t o develop knowledge about it s fragm ent s as isolat ed spher es, but t her e is a need t o int egr at e k n ow led g e an d ap p r oach es in t h e on t olog ical, t h e epist em ological and in pr ax is.
TRANSFORMATI ONS I N THE STUDENT
The st udent s’ t r aining const it ut es a t w o- w ay ch allen ge t h at m obilizes in div idu als an d gr ou ps; on t he one hand, t here is t he m ovem ent from professional t o r esear ch er an d, on t h e ot h er, t h e st ep f r om t h e ob j ect iv es of t h e w or k t o t h ose of k n ow led g e an d t r an sf o r m at i o n ; f r o m a cu l t u r e o f o r al o r g r ap h i c com m u n icat ion - in f or m at ion t o a cu lt u r e of w r it t en com m unicat ion and academ ic int erlocut ion t hat allows t h e s t u d e n t t o a c q u i r e t h e k n o w l e d g e a n d pr ogr essiv ely m ast er a specific k n ow ledge ar ea.
Th e ch an g es t o m ov e f r om p r of ession al t o r esear cher hav e t o be under st ood not as t he denial of t he professional condit ion, but , on t he opposit e, as t h e e x p a n s i o n o f e x p l a n a t o r y f r a m e w o r k s a n d p r o f e ssi o n a l w o r k . I n t h i s f i e l d , v e r y i m p o r t a n t ont ological and epist em ological changes are produces, by incr easingly com plex quest ions and t he out lining o f w a y s t o u n d e r st a n d a n d t r a n sf o r m t h e st u d y o b j e ct s. Th i s su p p o se s a m e t a m o r p h o si s o f t h e p r o f e ssi o n a l s’ co n d i t i o n , t o t h e e x t e n t t h a t t h e y r econ sider t h eir pr act ice, con t r ibu t es t o t h e su bj ect ar ea and obt ains int er disciplinar y t r aining.
Bey ond t he lear ning of r esear ch t echniques, t he challenge of t eaching is t o act iv at e t he abilit y t o t h i n k . “ I n a d v a n c e d m e t h o d o l o g y c o u r s e s , t h e st udent s oft en m ake up for t he sophist icat ed handling of t ools as a w ay of f acin g r ealit y in an in t elligen t way. I n t his perspect ive, knowledge is not som et hing g iv en , b u t som et h in g con st r u ct ed ; it is n ot on ly a product , but a process in w hich realit y is considered, r ecr eat ed and r econ st r uct ed cr eat iv ely ”( 9 ).
I n t his sense, besides t eaching t he st eps of t h e r esear ch p r ocess ( t h em e, p r ob lem , t h eor et ical fr am ew or k , m et h ods, r esu lt s) , in t h e lin e sem in ar s, a t t em p t s a r e m a d e t o i n t eg r a t e t h i s p r o cess a n d c o n s t r u c t t h i n k i n g , t h r o u g h t h e f o r m u l a t i o n o f quest ions, t he design of ways t o read and t hink about realit y, t o relat e knowing and t hinking, exam ining and t each in g .
Th e st u dy m ean s passin g f r om pr act ical t o t h e o r e t i ca l p r o b l e m s, f r o m o p i n i o n a r g u m e n t s t o academ ic ar gum ent s, fr om conv incing about ideas t o sust aining t heor ies. Ther efor e, t he st udent s giv e up t h e i r p r e s c r i p t i v e r o l e a n d m o v e o n t o a c o m p r e h e n s i v e o n e , f r o m a c u l t u r e o f f a c t u a l , im m ediat e an d sh or t or m ediu m - t er m an sw er s t o a cu lt u r e of pr oblem at izin g an d lon g- r an ge qu est ion s an d an sw er s.
S t u d e n t t r a i n i n g a t t e m p t s t o a c h i e v e t r an sf or m at ion s t h r ou g h t h e p r act ice of r ef lex iv it y, self- or ganizat ion and et hics.
it self. I n t his sense, “ k now ing is an act in w hich t he w orld ent ers and is conceived; know ing is configured in an act of int eriorit y and, in t urn, t he int ernal world opens up and det aches from it s concent rat ion, m oves on fr om being int er nal and get s int egr at es w it h t he ext er nal w hole”( 10 ).
Self- or ganizat ion is par t of t he specificit y of w hat is aliv e. Liv e or ganism s ar e aut opoiet ic, in t he sense of self- or ganized sy st em s and, t o t his ex t ent , w h en a sy st em is n o lon g er of u se, an ot h er m or e sophist icat ed and cr eat iv e sy st em is const r uct ed( 11). The m ast er ’s pr ogr am pr om ot es t he st udent s’ abilit y t o sel f - o r g a n i ze a n d b e a u t o n o m o u s a n d , t o t h i s ext ent , adopt t heir com m it m ent t o t he product ion and ex p an si o n o f t h e b o d y o f k n o w l ed g e i n co l l ect i v e h ealt h .
I n et hical t raining, t he aim is for st udent s t o advance in t he reflect ion on t he et hics- knowledge pair, wit h a view t o int egral research t raining. The m ast er’s program favors t he advancem ent and t akes up t hree levels, which are: t he first is t he m orals of indignat ion, w hich leads t o sy m pat hy for people w ho suffer ; t he second is t he reflexive level of et hics, it is t he st rat egy of post poning t he own good t o fit in t he ot her’s right , whet her at individual or collect ive level, which im print s a n or m at iv e ch ar act er ; an d t h e t h ir d lev el is m or al r elat iv ism , or t h e ab sen ce of an ab solu t e cr it er ion and t he exist ence of different m oral j udgm ent crit eria ea ch cu l t u r e t r a n sm i t s. Th i s t h i r d l ev el ca n ex i st t hr ough t he hesit ant and pr ogr essiv e const r uct ion of d i a l o g u e a m o n g d i f f e r e n t so ci o cu l t u r a l sy st e m s. Accor din g t o t h e au t h or, t h e on ly goal t h at can be allowed for in t his search for a com m on denom inat or of m or als is, t her efor e, t he suppr ession of suffer ing and t he sear ch for happiness( 12).
The changes t he program int ends t o favor in t he st udent s dem ands solid t r aining fr om t he facult y m em b er s, in acad em ic as w ell as r esear ch t er m s, and pedagogical skills t o support what t hey t each and what t hey do.
This r equir es t hat t he st udent s get t hr ough t he cr ises of insufficiency in t heir educat ion t o cope w it h t h e d eb at es, p ap er s an d essay s, in lin e w it h academ ic dem ands and t he pressure exert ed by t heir in st it u t ion s t o deal w it h t h e r espon sibilit ies at w or k and under st and and over com e t heir fam ily m em ber s’ incom prehension. Besides, t hey need t o have a good dose of hum ilit y and allow t heir colleagues t o pract ice t he academ ic dialogue, w hich is par t of t he base of t heir t r aining.
THE RANGE OF RESEARCH GROUP W ORK
Th e r e s e a r c h g r o u p s a i m f o r a n d r e a c h im por t ant obj ect iv es, w hich ar e:
- To st r en gt h en solid an d st able academ ic r elat ion s w it h r esear cher s fr om r elat ed ar eas;
- To c o n t r i b u t e t o t h e c o n s t r u c t i o n o f r e s e a r c h n et w o r k s t h at o f f er t h e p o ssi b i l i t y o f g r o w t h a n d con t r ib u t e t o t h e con st r u ct ion of a com m u n icat ion cu lt u r e;
- To cont r ibut e t o t he gr ow t h of t he academ ic unit ’s p r o g r am s;
- To con t r ibu t e t o t h e in t egrat ion bet w een t each in g an d r esear ch ;
- To s t r e n g t h e n u n d e r g r a d u a t e e d u c a t i o n . Th e research line sem inars are considered as open spaces, w hich under gr aduat e st udent s fr om differ ent schools a t t h e u n i v e r si t y i n cr e a si n g l y l i n k u p w i t h . Th i s affiliat ion fit s int o t he concept ion of learning t o research by r esear ching, w hich m ak es st udent s v alue and be e n t h u si a st i c a b o u t r e se a r ch . To t h e e x t e n t t h a t u n d er g r ad u at e f acu lt y m em b er s p ar t icip at e in t h e r esear ch gr oups, t his allow s r esear ch t o m ov e on t o t eaching at bot h under gr aduat e and gr aduat e lev el.
RESEARCH GROUPS, MASTER’S PROGRAM I N
COLLECTI VE HEALTH
As m ent ioned, t he research groups and lines art iculat e around broad t hem es. At t his m om ent , t he f o l l o w i n g f o u r g r o u p s p a r t i ci p a t e i n t h e Ma st e r ’ s Pr ogr am in Collect iv e Healt h:
“ Social policies and healt h ser vices”, aim s t o d e e p e n t h e c r i t i c a l a n a l y s i s o f t h e o r i e s a n d m et hodological pr oposals t hat ex plain and cont r ibut e t o t h e i m p r o v em en t o f so ci a l p o l i ci es a n d h ea l t h ser v ices. Now aday s, t he gr oup includes t he follow ing r esea r ch l i n es: l i v i n g co n d i t i o n s, h ea l t h ser v i ces, m or t alit y an d dem ogr aph ic an t h r opology.
“ Wo m en ’s h ea l t h ”, w h i ch i n v est i g a t es t h e sociocult ur al dim ension of t he m ain w om en’s healt h p r o b l e m s, i n t e n d s t o co n st r u ct t h e o r y a n d w o r k m et hodologies and t o develop proposals t hat t ransform t heir liv ing and healt h condit ions.
“ Healt h pr om ot ion ”, w h ich aim s t o posit ion healt h pr om ot ion as a t ransdisciplinar y, m ult isect oral an d in t er - in st it u t ion al f ield of k n ow ledge an d social practice. For this field, the group has defined a qualitative em phasis in it s research proj ect s, wit h t he final aim of t ur ning lear ning oper at ional by const r uct ing effect iv e m et hodologies for social and healt h int ervent ions.
CONCLUSI ON
I n co n cl u si o n , t h e r esear ch l i n e sem i n ar s t h at em er g ed t h r ou g h t h e cr eat ion of t h e Mast er ’s
Pr o g r am i n Co l l ect i v e Heal t h ar e co n cei v ed as an a l t e r n a t i v e f o r r e se a r ch t e a ch i n g a n d f a v o r t h e s t u d e n t s ’ t r a n s f o r m a t i o n f r o m p r o f e s s i o n a l s t o r esear ch er s. Th e ach iev em en t s ar e obser v ed in t h e st udent s, in t he m ast er ’s pr ogr am and in k now ledge. The st udent s acquir e a lear ning t hat allow s t hem t o t a k e p a r t i n n a t i o n a l a n d i n t e r n a t i o n a l e v e n t s , com pet e for funding and publish under t he adv ice of t h e i r t u t o r s a n d t h e f o l l o w - u p o f r e se a r ch g r o u p m e m b e r s.
The m ast er ’s pr ogr am ’s act ual efficacy is t o m ove on w it h t he gr aduat e r esear ch, decr ease dr op-o u t a n d k e e p u p h i g h g r a d u a t i op-o n r a t e s . Th e ach iev em en t s in k n ow ledge ar e m at er ialized in t h e incr eased num ber of publicat ions t hat gr ant v isibilit y t o t he groups’ work, t he rising quant it y and qualit y of p r o j e c t s , t h e t r a i n i n g o f f a c u l t y m e m b e r s a s r esear cher s and t he consolidat ion of r esear ch.
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