cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14268484.v1
title: Medical Students Interest in Scientific Research

description: Abstract: Most Brazilian medical schools show limited scientific production. We performed the current study in order to assess this issue in our school. The research assessed 60 medical students at the Minas Gerais School of Medical Sciences. All subjects answered a questionnaire about interest in research, importance of research for medical education, and prior experience (if any) in scientific work or groups. Some 90% of the students stated interest in research, 97,3% said that scientific research is important in medical education, and 95% expressed a desire to be involved in scientific work (p &lt; 0,05). However, only 7% of them had presented papers in medical events or published in the scientific literature. Students justified their position by complaining of the limited number of professors able to orient them in research, a lack of institutional stimulus; and poor research infrastructure. Based on these data, we conclude that medical students would like to develop scientific research and recognize its importance for Medical training; however, they are unable to achieve their research goals due to Jack of institutional support.
DOI: 10.6084/m9.figshare.14279393
title: Undergraduate Education and Medical Practice: Expectations and Concepts in a Group of First to Sixth-Year Brzilian Medical Students

description: Abstract: This study focused on medical students' concepts and expectations concerning undergraduate training and future professional practice. Qualitative analysis was the method chosen to allow visualization of these concepts and expectations. Forty first to sixth-year medical students were interviewed, distributed equally among three groups: 1st-2nd year; 3rd-4th year, and 5th-6th year. The results revealed students' representations, signaling a process of personal maturity and progressive contact with the reality of the profession, mainly in relation to intemships.
DOI: 10.6084/m9.figshare.14279395
title: The Mentoring Program and Integration of First-year Students at the School of Medicine, University of São Paulo

description: Abstract: ln 2002, the Mentoring Program at the School of Medicine, University of São Paulo (FMUSP), participated actively in the integration of first-year students. In order to evaluate the experience, the students' and mentors' perceptions were compared. Most mentors' stated that first-year students established a positive rapport with them. There was positive integration between first-year and more advanced studenls through the exchange of experiences, including discussion of such themes as expectations in relation to the University, preclinical courses, and new faculty members' methodologies, among others. This first meeting was considered quite satisfactory by both tutors and first-year students. The main reason for dissatisfaction related to groups in which veteran students seldom attended or paticipated. The reports showed a positive rapport between the Tutoring Program and the first-year students' integration at FMUSP. For first-year students, the Tutoring Program proved to be an important ingredient in expanding the support network at the institution. For the Program, the first-year students breathed 'new life' into the groups, increasing their motivation and dynamics.
DOI: 10.6084/m9.figshare.14279396
title: Perception by Medical School Professors at the State University in Maringá, Paraná, Brazil, concerning Difficulties and Educational Needs for the Development of Medical Education

description: Abstract: Medical school faculty need to improve their skills as teachers in order to contnbute to the training of future physicians and encourage changes in medical education. Considering that most medical professors have no formal training in education, a study was performed using a structured questionnaire in order to evaluate perception by medical faculty at the State University in Maringá, Paraná, Brazil, concerning the difficulties and unmet needs in their educational activities. Most participants in the study lacked any formal training in education and based their teaching skills on role models they encountered during their own expenence as medical students. There was extensive disagreement (and sometimes even lack of explicit opinions) in relation to feeling competent in the various domains of educational activities, thus suggesting the need for support for medical faculty. Needs assessment is difficult and often requires various methods. Even so, evaluation of faculty members' perceptions through a structured questionnaire revealed key areas in which teachers expenence the greatest difficulties and need reinforcement.
DOI: 10.6084/m9.figshare.14279396.v1
title: Perception by Medical School Professors at the State University in Maringá, Paraná, Brazil, concerning Difficulties and Educational Needs for the Development of Medical Education

description: Abstract: Medical school faculty need to improve their skills as teachers in order to contnbute to the training of future physicians and encourage changes in medical education. Considering that most medical professors have no formal training in education, a study was performed using a structured questionnaire in order to evaluate perception by medical faculty at the State University in Maringá, Paraná, Brazil, concerning the difficulties and unmet needs in their educational activities. Most participants in the study lacked any formal training in education and based their teaching skills on role models they encountered during their own expenence as medical students. There was extensive disagreement (and sometimes even lack of explicit opinions) in relation to feeling competent in the various domains of educational activities, thus suggesting the need for support for medical faculty. Needs assessment is difficult and often requires various methods. Even so, evaluation of faculty members' perceptions through a structured questionnaire revealed key areas in which teachers expenence the greatest difficulties and need reinforcement.
DOI: 10.6084/m9.figshare.14279397.v1
title: Evaluation of a Curricular Reform at Ribeirão Preto School of Medicine: Influence on Performance of Graduating Students

description: Abstract: A new curriculm implemented at the Ribeirão Preto School of Medicine (University of São Paulo, Brasil) was evaluated on the basis of graduating student performance on tests of cognitive, affective and practical psychomotor skills. Over the course of six years, 222 (previous curriculum) and 261 (new curriculum) graduatingstudents were ezamined. All students underwent a tst with multiple choice questions (MCQs) on generel medical knowledge and filled in a scale for atitude assessment. Groups of 18-20 students were randomly assigned to objective, structured clinical examinations (OSCE) for either clinical skills (real and standardized patients) or procedural skills (manequins and anesthetized animals), and to a patient management problem (PMP) test more complex cognitive skills. Results showed that the new curriculum was associated with signicantly higher scores om MCQ tests and improved performance in physomotor skills. However, performance of new curriculum students were worse in many of the PMP steps. There were no significant differebces between the two curricula regarding student performance in clinical skills or in any aspects of attitutde assessmente.
DOI: 10.6084/m9.figshare.14279398
title: Problem-Based Learning (PBL): Developing Medical Training in Londrina, Brazil

description: Abstract: Objective: To record the activities conducted by the Teacher Qualification Committee (TQC) at the School of Medicine of the State University in Londrina, Paraná, Brazil (UEL), in order to sensitize and train professors during the implementation of problem-based learning (PBL). Method: Consult the Committee file, and analyze the activities conducted by it. Results: From 1997 to 2001, awareness raising courses were held on the in-depth use of PBL; elaboration of problems development of a thematic module; forums of tutors; and training courses for tutors with to different designs. Activities in the courses included: observing and experiencing tutor groups; elaborating problems planning thematic modules; discussing steps in tutorial dynamics and problems emerging in performing the tutor's role; training in skills and activities in course-community interaction; and the evaluation system. Conclusion: The teacher training program in Londrina was designed and implemented on the basis of demand emerging from the implementation of the new methodology, and according to the degree of the teacher participation (or resistance to) the process. The work received a positive assessment and identified the importance of a broader training program involving the management professional, and pedagogical tiers in the process.
DOI: 10.6084/m9.figshare.14279395.v1
title: The Mentoring Program and Integration of First-year Students at the School of Medicine, University of São Paulo

description: Abstract: ln 2002, the Mentoring Program at the School of Medicine, University of São Paulo (FMUSP), participated actively in the integration of first-year students. In order to evaluate the experience, the students' and mentors' perceptions were compared. Most mentors' stated that first-year students established a positive rapport with them. There was positive integration between first-year and more advanced studenls through the exchange of experiences, including discussion of such themes as expectations in relation to the University, preclinical courses, and new faculty members' methodologies, among others. This first meeting was considered quite satisfactory by both tutors and first-year students. The main reason for dissatisfaction related to groups in which veteran students seldom attended or paticipated. The reports showed a positive rapport between the Tutoring Program and the first-year students' integration at FMUSP. For first-year students, the Tutoring Program proved to be an important ingredient in expanding the support network at the institution. For the Program, the first-year students breathed 'new life' into the groups, increasing their motivation and dynamics.
DOI: 10.6084/m9.figshare.14279397
title: Evaluation of a Curricular Reform at Ribeirão Preto School of Medicine: Influence on Performance of Graduating Students

description: Abstract: A new curriculm implemented at the Ribeirão Preto School of Medicine (University of São Paulo, Brasil) was evaluated on the basis of graduating student performance on tests of cognitive, affective and practical psychomotor skills. Over the course of six years, 222 (previous curriculum) and 261 (new curriculum) graduatingstudents were ezamined. All students underwent a tst with multiple choice questions (MCQs) on generel medical knowledge and filled in a scale for atitude assessment. Groups of 18-20 students were randomly assigned to objective, structured clinical examinations (OSCE) for either clinical skills (real and standardized patients) or procedural skills (manequins and anesthetized animals), and to a patient management problem (PMP) test more complex cognitive skills. Results showed that the new curriculum was associated with signicantly higher scores om MCQ tests and improved performance in physomotor skills. However, performance of new curriculum students were worse in many of the PMP steps. There were no significant differebces between the two curricula regarding student performance in clinical skills or in any aspects of attitutde assessmente.
DOI: 10.6084/m9.figshare.14279398.v1
title: Problem-Based Learning (PBL): Developing Medical Training in Londrina, Brazil

description: Abstract: Objective: To record the activities conducted by the Teacher Qualification Committee (TQC) at the School of Medicine of the State University in Londrina, Paraná, Brazil (UEL), in order to sensitize and train professors during the implementation of problem-based learning (PBL). Method: Consult the Committee file, and analyze the activities conducted by it. Results: From 1997 to 2001, awareness raising courses were held on the in-depth use of PBL; elaboration of problems development of a thematic module; forums of tutors; and training courses for tutors with to different designs. Activities in the courses included: observing and experiencing tutor groups; elaborating problems planning thematic modules; discussing steps in tutorial dynamics and problems emerging in performing the tutor's role; training in skills and activities in course-community interaction; and the evaluation system. Conclusion: The teacher training program in Londrina was designed and implemented on the basis of demand emerging from the implementation of the new methodology, and according to the degree of the teacher participation (or resistance to) the process. The work received a positive assessment and identified the importance of a broader training program involving the management professional, and pedagogical tiers in the process.
DOI: 10.6084/m9.figshare.14279399
title: Development of Learning Skills: A Study on the Effects of an Experiment

description: Abstract: This study is based on data for medical graduates over a 5-year period (1994-98). Out of 255 graduates, 122 took an elective course promoting the educator's role and featuring the development of self-directed learning skills and cooperative learning. The academic achievement, student preceptorship in semiotics, and learners' descriptors. The results showed similarities of descriptors between the groups prior to the intervention. However the participant group had an overall grade point average significantly superior to the control group at graduation. The proportion of participants who performed the preceptorship was higher than that of controls. Among the participants, there were significant relationships between overall grade point average at graduation and both the score in teamwork performance and the level of learner autonomy attained at end-of-course. Likewise, the score in teamwork performance was significantly higher among participants who carried out the preceptorship. Participant ranking of the elective was closely related to finding personal meaning and understanding of self-directed and cooperative learning. In conclusion, the results expand previous findings and suggest the usefulness of learning skill development in the quest for meaningful and lasting learning
DOI: 10.6084/m9.figshare.14279399.v1
title: Development of Learning Skills: A Study on the Effects of an Experiment

description: Abstract: This study is based on data for medical graduates over a 5-year period (1994-98). Out of 255 graduates, 122 took an elective course promoting the educator's role and featuring the development of self-directed learning skills and cooperative learning. The academic achievement, student preceptorship in semiotics, and learners' descriptors. The results showed similarities of descriptors between the groups prior to the intervention. However the participant group had an overall grade point average significantly superior to the control group at graduation. The proportion of participants who performed the preceptorship was higher than that of controls. Among the participants, there were significant relationships between overall grade point average at graduation and both the score in teamwork performance and the level of learner autonomy attained at end-of-course. Likewise, the score in teamwork performance was significantly higher among participants who carried out the preceptorship. Participant ranking of the elective was closely related to finding personal meaning and understanding of self-directed and cooperative learning. In conclusion, the results expand previous findings and suggest the usefulness of learning skill development in the quest for meaningful and lasting learning
DOI: 10.6084/m9.figshare.14279404
title: Curriculum Integration in the Context of the Brazilian National Guidelines for Medical Education: the Case of the Estácio de Sá Medical School

description: Abstract: This paper focus on initiatives at the Medical School of Estácio de Sá University in Rio de Janeiro, aimed to integrate the school’s curriculum along horizontal and vertical lines, in compliance with the Brazilian National Guidelines for Medical Education (Ministry of Education, 2001). The authors also describe the strategies for faculty development via implementation of institutional partnership and the creation of forums for curriculum management, in wich professor with diverse backgrounds can participate, reflect and collectivity redefine their premises on the health-diease and theaching learning-process.
DOI: 10.6084/m9.figshare.14279404.v1
title: Curriculum Integration in the Context of the Brazilian National Guidelines for Medical Education: the Case of the Estácio de Sá Medical School

description: Abstract: This paper focus on initiatives at the Medical School of Estácio de Sá University in Rio de Janeiro, aimed to integrate the school’s curriculum along horizontal and vertical lines, in compliance with the Brazilian National Guidelines for Medical Education (Ministry of Education, 2001). The authors also describe the strategies for faculty development via implementation of institutional partnership and the creation of forums for curriculum management, in wich professor with diverse backgrounds can participate, reflect and collectivity redefine their premises on the health-diease and theaching learning-process.
DOI: 10.6084/m9.figshare.14279406
title: Educational Paradigms and Medical Training

description: Abstract: The educational paradigm follows the evolution of the scientific paradigm, thus, the importance of studying such evolution. This study seeks to portray the epistemological basis in the transition from the Traditional Educational Paradigm (TEP) to the lnnovative Educational Paradigm (IEP) and its impact on lnnovative Medical Training (IMT). A theoretical study was conducted on the process undergone by the scientific and educational paradigms. The TEP, resulting from the cartesian paradigm, is characterized by rote and subject-based learning, which hinders more global knowledge. ln medical education, this paradigm is expressed in the concept of man as a machine isolated from society and the biologic vision of hospital-based teaching. Changes in science beginning in the 19th century facilitated the emergence of complex conceptualization of processes and the holistic, progressive, and problem-based approaches. The holistic view transcends specialized knowledge and includes ethical knowledge in the curriculum. The essence of the progressive approach is dialogue between faculty, students, and the overall academic community as a source of collective, critical and reflexive learning. Problem-based learning reduces the proportion of theoretical classes as a function of knowledge output. These changes in IMT are expressed in reflexive, generalist, and preventive training reclaiming the individual’s ethical human, and social values.
DOI: 10.6084/m9.figshare.14279406.v1
title: Educational Paradigms and Medical Training

description: Abstract: The educational paradigm follows the evolution of the scientific paradigm, thus, the importance of studying such evolution. This study seeks to portray the epistemological basis in the transition from the Traditional Educational Paradigm (TEP) to the lnnovative Educational Paradigm (IEP) and its impact on lnnovative Medical Training (IMT). A theoretical study was conducted on the process undergone by the scientific and educational paradigms. The TEP, resulting from the cartesian paradigm, is characterized by rote and subject-based learning, which hinders more global knowledge. ln medical education, this paradigm is expressed in the concept of man as a machine isolated from society and the biologic vision of hospital-based teaching. Changes in science beginning in the 19th century facilitated the emergence of complex conceptualization of processes and the holistic, progressive, and problem-based approaches. The holistic view transcends specialized knowledge and includes ethical knowledge in the curriculum. The essence of the progressive approach is dialogue between faculty, students, and the overall academic community as a source of collective, critical and reflexive learning. Problem-based learning reduces the proportion of theoretical classes as a function of knowledge output. These changes in IMT are expressed in reflexive, generalist, and preventive training reclaiming the individual’s ethical human, and social values.
DOI: 10.6084/m9.figshare.14279409
title: Professors' Knowledge and the Teaching of Radiology at the Medical School of the Federal University in Rio de Janeiro (UFRJ): a Life Experiência, or Merely a Teaching Exercise?

description: Abstract: This study reports on the teaching experience of faculty member., at the Department of Radiology, Medical School, Federai University in Rio de janeiro and the Clementina Fraga Filho University Hospital. A semi-structured interview with 24 professors allowed dassifying the different forms of knowledge accumulated by the faculty at the UFRJ. The conclusion was that the professors' knowledge always involved a social relationship, whether with studens, peers, family, and all those who Work and have direct or indirect contact with them in their daily teaching practice.
DOI: 10.6084/m9.figshare.14279409.v1
title: Professors' Knowledge and the Teaching of Radiology at the Medical School of the Federal University in Rio de Janeiro (UFRJ): a Life Experiência, or Merely a Teaching Exercise?

description: Abstract: This study reports on the teaching experience of faculty member., at the Department of Radiology, Medical School, Federai University in Rio de janeiro and the Clementina Fraga Filho University Hospital. A semi-structured interview with 24 professors allowed dassifying the different forms of knowledge accumulated by the faculty at the UFRJ. The conclusion was that the professors' knowledge always involved a social relationship, whether with studens, peers, family, and all those who Work and have direct or indirect contact with them in their daily teaching practice.
DOI: 10.6084/m9.figshare.5980147
title: Mental Health Educational Program for Primary Health Care Physicians

description: ABSTRACT Introduction: Brazilian primary health care and mental health policies have contributed significantly to improving health care in the country. Both defend the basic principles of the Unified Health System (SUS) and propose a change in the health care model, focusing on a decentralized, community/family-oriented approach, rather than the traditional centralized, hospital-oriented model. Objective: This article aims to provide practical elements, which may serve as a model for the implementation of mental health education programs for primary health care physicians who work in Brazil. Methods: Learning needs in mental health were identified using data triangulation methodology that drew on literature review, questionnaires and focus groups. The study was conducted in the town of Sobral, Ceará, with the participation of 26 family physicians from 28 Basic Health Units and three psychiatry professors from Brazilian medical schools. Results: Most of the family doctors felt unprepared to solve mental health problems and identified major gaps in their medical training. They reported that the focus on mental health issues was insufficient, and centered on the hospital setting and healing, rather than in the context of community care. The educational program developed provides health teams and health education institutions with the conceptual, practical and methodological framework for primary-level mental health education initiatives. Conclusion: The tools to identify health learning needs proved useful in the development of continuing education programs together with primary health professionals. For the purposes of validation, it is suggested that this program be tested in different Brazilian cities followed by thorough evaluation.