Aphorisms and short phrases as pieces of knowledge in the pedagogical framework of the andalusian school of public health

• Published in: International journal of preventive medicine Vol. 3; no. 3; pp. 197 - 210
• Main Authors: González-García, Lorena, Chemello, Clarice, García-Sánchez, Filomena, Serpa-Anaya, Delia C, Gómez-González, Carmen, Soriano-Carrascosa, Leticia, Muñoz-de Rueda, Paloma, Moya-Molina, Miguel, Sánchez-García, Fernando, Ortega-Calvo, Manuel
• Format: Journal Article
• Language: English
• Published: Iran Medknow Publications & Media Pvt. Ltd 01.03.2012; Medknow Publications & Media Pvt Ltd; Wolters Kluwer Medknow Publications
• Subjects: Aphorisms; Epidemiology; expert testimony; focus group; Knowledge; Metaphor; Original; Public health education; Qualitative research; Aphorisms; epidemiology; expert testimony; metaphor; focus group; qualitative research; knowledge
• ISSN: 2008-7802; 2008-8213

Bearing in mind the philosophical pedagogical significance of short phrases for the training of researchers in the health care ambit, we hence have studied the aphorisms and striking phrases expressed during the epidemiology course at the Andalusian School of Public Health. Belonging to the qualitative type and applied through the establishment of a multidisciplinary focus group made up of ten post-graduated students, where one of them acted as a moderator. The collection of information lasted four months. Information was classified in two ways: Firstly, aphorisms and short phrases with a pedagogical impact; and secondly, data with statistical, epidemiological, epistemological, pragmatic, or heuristic component, and for scientific diffusion. It was decided to perform a triangulation that included a descriptive presentation and a basic categorical analysis. The two teachers with a highest interpretative load have been identified . A total of 127 elements, regarded as of interest by the focus group, were collected. Forty-four of them (34.6%) were aphorisms, and 83 were short phrases with a pedagogical load (65.3%). Most of all them were classified as statistical elements (35.4%) followed by epistemological (21.3%) and epidemiological (15.7%) elements. There was no tendency towards aphorisms or short phrases (P > 0.05) among the teachers with more informative representation. There has been a tilt in the contents towards the statistical area to the detriment of the epidemiological one. Concept maps have visualized classifications. This sort of qualitative analysis helps the researcher review contents acquired during his/her training process.