3.3.

1 Con mi equipo de trabajo completo la siguiente matriz sobre seguridad del paciente, tomo como
referencia la página del ministerio de salud, relacionada con la política de seguridad del paciente y
me preparo para la socialización en el ambiente de aprendizaje.

SEGURIDAD DEL PACIENTE

DEFINICIÓN

CARACTERÍSTICAS

EVENTO ADVERSO

ACCIONES REFERENTES A
SEGURIDAD DEL PACIENTE
BUENAS PRÁCTICAS PARA LA
SEGURIDAD DEL PACIENTE
HERRAMIENTAS Y PAQUETES
INSTRUCCIONALES SOBRE LAS
BUENAS PRÁCTICAS
RECOMENDADAS EN LA GUÍA

3.3.2 Según la lectura del documento

http://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/CA/Guia-buenas-practicas-
seguridad-paciente.pdf con mi equipo de trabajo realizo una presentación en el organizador de
conocimiento de mi preferencia y me preparo para la socialización en el ambiente de aprendizaje.
3.3.3 Realizo una presentación en PREZI relacionada con las herramientas administrativas gerenciales,
describo su definición, uso, indicaciones, ventajas y desventajas, metodología, cito un ejemplo para
su aplicación y me preparo para la socialización en el ambiente de aprendizaje.

 CUADRO DE MANDO INTEGRAL (CMI)

 DESDOBLAMIENTO DE LA CALIDAD
 CICLO PHVA
 LEAN SIX SIGMA
 DIAGRAMA DE PARETTO
 CUSTOMER RELATIONSHIP MANAGEMENT
 BPM, BUSINESS PROCESS MANAGEMENT

1 Actividades de Transferencia del conocimiento

Por medio de estas actividades lograré aplicar en contextos reales los conocimientos y habilidades
adquiridas durante la construcción del aprendizaje.

1.1 Basado en las presentaciones que encuentro en los siguientes links (http://es.slideshare.net/630506/1-
indicadores http://es.slideshare.net/CarlosEcheverria3/clase-4-control-de-gestin-indicadores-de-
gestion-hospital-padre-hurtado?next_slideshow=1 ) elaboro con mi equipo de trabajo 1 indicador de
estructura, 1 indicador de proceso, 1 indicador de resultado, indico sus objetivos, fichas técnicas , tipo
de indicador, análisis e interpretación y me preparo para la socialización en el ambiente de aprendizaje.
1.2 Identifico con mi equipo de trabajo las condiciones de habilitación en una institución prestadora de
servicios de salud, por medio de una lista de chequeo lo comparo con lo solicitado en el estándar de la
Resolución 3100 de 2019 y me preparo para la socialización en el ambiente de aprendizaje.
1.3 Hago una exploración de la página del observatorio de la calidad en salud y con mi equipo de trabajo
identifico las 2 EPS e IPS ubicadas en el mejor ranking, explico por qué quedaron en este lugar y me
preparo para la socialización en el ambiente de aprendizaje.
1.4 Investigo e interpreto con mi equipo de trabajo un programa de auditoría para el mejoramiento de la
Calidad de la atención de salud, para las IPS, las entidades departamentales, distritales y municipales,
identifico cuáles son los procesos que comprende y me preparo para la socialización en el ambiente de
aprendizaje.
1.5 A continuación encontrara la biografía de Arthur Bloomfield, realice la lectura del texto y enuncie desde
su punto de vista ¿que lo hizo diferente a los demás médicos? y me preparo para la socialización en el
ambiente de aprendizaje.

MEMORIAL RESOLUTION
ARTHUR L. BLOOMFIELD
(1888 – 1962)
Dr. Arthur L. Bloomfield, outstanding Professor of Medicine, Emeritus, at Stanford University School of
Medicine, died in his home of a coronary thrombosis at the age of 74, on July 5, 1962. An only son of a
Professor of Comparative Philology at Johns Hopkins University, Dr. Bloomfield was born in Baltimore on
May 30, 1888. His early education at Boys Latin School was an indication of what was to become his total
immersion in the academic life. He received the A. B. degree from Johns Hopkins in 1907, the M. D. from its
Medical School in 1911 just a few years after William Osler departed and during Abraham Flexner's critical
study of medical education. Eleven years of a superior learning experience elapsed at Johns Hopkins Hospital
before Dr. Bloomfield emerged as Associate Professor of Medicine, and from that post he came to Stanford
as Professor of Medicine and Executive Head of the Department of Medicine in 1926, upon the death of
Professor A. W. Hewlett. After his retirement in 1954, he served actively as Consultant in Medicine at Fort
Miley, the San Francisco Veterans Administration Hospital.

His contributions to medical science were manifold. An early interest in influenza, from
the 1918 epidemic, directed him toward long-continued studies in infectious diseases; in this field he became
a Consultant to the Secretary of War, was selected by the government as a pioneer expert in this country on
penicillin, and was one of the first to use this agent in the cure of patients with bacterial endocarditis, a
previously fatal disease. He also studied influenza and the common cold.
Another chief, continuing interest had to do with peptic ulcer of the stomach and
duodenum; he wrote repeatedly on the cause of pain in this disorder, and with Dr. W. S. Polland published a
monograph on gastric secretion.

Important as were his scientific investigations, he will be remembered by many primarily

for his extraordinary abilities as a physician and as a teacher of medicine. One of the earliest and greatest
diagnosticians in the West, he had an almost uncanny way of coming to the heart of a patient's problems
even in the most complex situations, while ignoring unimportant aspects which he recognized as
"peripheral." The patient's welfare and comfort were of great concern to him; his goal was not merely to
make a diagnosis but to use his knowledge in a practical way in order to help the patient, in relieving
symptoms and prolonging useful and happy life in the best traditions of medicine. In the most sincere
recognition of his clinical success, innumerable physicians selected Dr. Bloomfield as consultant for
themselves or for members of their families.

His best teaching, and it was superb, came at the bedside where it was a memorable
privilege and real pleasure to observe Dr. Bloomfield intent at his daily work. Small groups of students,
interns and resident physicians accompanied him on punctual and regular rounds in the medical wards.
Weekly he demonstrated a few selected patients before a group of his colleagues and practicing physicians;
drawn by his profound knowledge of medicine and by his free use of quotations to the point from anyone
from 0. Henry to Shakespeare, this group became one of the largest of such exercises in San Francisco or the
Pacific Coast. In more formal classroom exercises, few, if any, could equal Dr. Bloomfield's ability to prepare
his material with deep logic and present it with interest and authority. He enjoyed open and friendly
discussions with his colleagues, and often agreed to disagree with them for the sake of listening students.

A perpetual scholar himself, he took care to provide his students with glimpses of relevant historical
background as he discussed current clinical problems. Fortunately, some of this aspect of his work remains in
the form of "A Bibliography of Internal Medicine", in two volumes prepared largely after Dr. Bloomfield's
retirement from active teaching. "Here is an example of the scholarship, interest, and kind of charm and
excitement which can be found in medical history when illuminated by the hand of a scholar, especially when
that hand is guided and restrained by the mature expertness of an outstanding clinician", as Professor
William Bean wrote in his glowing tribute of his book review.

Dr. Bloomfield's interest in medical bibliography was but a part of his love for books in general. He had a fine
library of first and rare editions, and was a member of the California Book Club, the Organization of
Bibliophiles, and of the Roxburghe Club; he was "Master of the Press" of the latter in 1961. He was director
of the splendid historical collection of Stanford's Lane Medical Library, and through his efforts gifts of more
than $50,000 came to the Library for the preservation and binding of rare and valuable books and
periodicals.

Although few had less interest than he did in medical politics, Dr. Bloomfield's stature was such that he
became president of the American Society for Clinical Investigation, the California Academy of Medicine, and
the Pacific Interurban Club. He was chosen as physicianin- chief pro tem at the Peter Bent Brigham Hospital
of Boston in 1951, was selected as one of the few to deliver Georgetown University's Kober Lecture in 1952,
and received the honorary degree of Doctor of Science from the University of Southern California in 1953. He
was a Master of the American College of Physicians, and also was a member of the Association of American
Physicians, the Society for Experimental Biology and Medicine, the American Society for Pharmacology and
Experimental Therapeutics, the American Society for Experimental Pathology, and for a time was Chairman
of the Section of Medicine of the American Medical Association. He was a member of Phi Beta Kappa, Sigma
Xi, and Alpha Omega Alpha honorary Societies, and was on the editorial boards of the Archives of Internal
Medicine, the American Journal of Medicine, and the Journal of Chronic Diseases.

He was honored at Stanford by an annual birthday party given by the medical interns and residents for "The
Professor", by an "Arthur L. Bloomfield Day" sponsored by the medical alumni upon his retirement as well as
by the Festschrift number of their Stanford Medical Bulletin dedicated to him a few months later, and by the
establishment of the Arthur. L. Bloomfield Professor ship of Medicine.

Dr. Bloomfield is survived by his wife, Julia Mayer Bloomfield, and three children: Julia Bloomfield, Anna
Bloomfield Saltonstall, and Arthur John Bloomfield; six grandchildren also survive.

David A. Rytand, Chairman

Alvin J. Cox, Ernest R. Hilgard