cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19945631
title: Faculty View of the Implementation of a Problem-Based Learning (PBL) Curriculum in the Medical Course of University of Londrina

description: Abstract: Objective: To know the view of medical faculty in UEL regarding the process of implantation and the current status of the new PBL curriculum. Method: Application of a questionnaire to 268 teachers involved with the course and evaluation of their answers using the Likert scale. Results: 220 teachers have answered the questionnaire, 31.4% have a Doctoral degree and 40.5% have a Master´s degree. Only 31.6% of the faculty considered the previous curriculum for the 1st through 4th years as good; nevertheless, 83.3% considered is Internship good. 55% of the teachers consider themselves well informed about the curricular changes undertaken; however, only 28.9% consider those changes discusses thoroughly enough within the. Only 32.7% affirmed having had an intensive participation in the planning and implantation phase. Most teachers (63,6%) have been tutors. The PBL is considered an advance in relation to the previous method by 64,8% of the faculty; 69,8% believe that PBL fosters students´ learning process and 70.9% consider it as more motivating. Conclusion: Although most teachers have not been engaged since the earlier phases of discussion and curriculum implementation, they consider PBL advantageous in relation to the previous method and observe that the new curriculum has increased its acceptability among the academic community, in a consolidation of the proposed changes.
DOI: 10.6084/m9.figshare.19945631.v1
title: Faculty View of the Implementation of a Problem-Based Learning (PBL) Curriculum in the Medical Course of University of Londrina

description: Abstract: Objective: To know the view of medical faculty in UEL regarding the process of implantation and the current status of the new PBL curriculum. Method: Application of a questionnaire to 268 teachers involved with the course and evaluation of their answers using the Likert scale. Results: 220 teachers have answered the questionnaire, 31.4% have a Doctoral degree and 40.5% have a Master´s degree. Only 31.6% of the faculty considered the previous curriculum for the 1st through 4th years as good; nevertheless, 83.3% considered is Internship good. 55% of the teachers consider themselves well informed about the curricular changes undertaken; however, only 28.9% consider those changes discusses thoroughly enough within the. Only 32.7% affirmed having had an intensive participation in the planning and implantation phase. Most teachers (63,6%) have been tutors. The PBL is considered an advance in relation to the previous method by 64,8% of the faculty; 69,8% believe that PBL fosters students´ learning process and 70.9% consider it as more motivating. Conclusion: Although most teachers have not been engaged since the earlier phases of discussion and curriculum implementation, they consider PBL advantageous in relation to the previous method and observe that the new curriculum has increased its acceptability among the academic community, in a consolidation of the proposed changes.
DOI: 10.6084/m9.figshare.19945632
title: Development of a Scale for the Assessment of Medical Student Attitudes towards Relevant Aspects of Medical Practice

description: Abstract: This article describes the envelopment of a scale for measurement of medical student attitudes toward six relevant aspects of medical practice: 1) psychological and emotional issues involved in organic disease; 2) management of situations related to death: 3) primary care; 4) mental disease; 5) medical research; and 6) other aspects of medical work. A five-point Likert scale containing 52 items was developed and tested. Procedures employed for determination of both apparent and content validity as well as factorial analysis of data obtained in a preliminary test with 196 medical students permitted the exclusion of ineffective items and showed high internal consistency (Cronbach´s alpha = 0.86). The final version of the scale was therefore regarded as valid and reliable for the assessment of medical student attitudes, and it is believed that future research with this instrument may contribute to a better understanding of medical student education.
DOI: 10.6084/m9.figshare.19945632.v1
title: Development of a Scale for the Assessment of Medical Student Attitudes towards Relevant Aspects of Medical Practice

description: Abstract: This article describes the envelopment of a scale for measurement of medical student attitudes toward six relevant aspects of medical practice: 1) psychological and emotional issues involved in organic disease; 2) management of situations related to death: 3) primary care; 4) mental disease; 5) medical research; and 6) other aspects of medical work. A five-point Likert scale containing 52 items was developed and tested. Procedures employed for determination of both apparent and content validity as well as factorial analysis of data obtained in a preliminary test with 196 medical students permitted the exclusion of ineffective items and showed high internal consistency (Cronbach´s alpha = 0.86). The final version of the scale was therefore regarded as valid and reliable for the assessment of medical student attitudes, and it is believed that future research with this instrument may contribute to a better understanding of medical student education.
DOI: 10.6084/m9.figshare.19945637.v1
title: Evaluation of Knowledge among Physicians and Medical Students Concerning the Prevention of Neurocysticercosis

description: Abstract: Objective: to evaluate knowledge among medical students, residents, and physicians concerning the prevention of neurocysticercosis (NCC). Methods: in the first semester of 2001, 384 medical students were interviewed, with the following questions: “What is neurocysticercosis?” and “How is the disease prevented?”. In the second semester of 2001, the same questions were applied to 37 residents and 51 physicians, the latter having graduated more than four years previously. Results: most students (95.8%) could define NCC. but only 45% provided the correct answer concerning its prevention. Among medical residents, the proportions of correct answers ware 97% and 43%, respectively, compared to 88% and 41% among physicians. Conclusion: a high proportion of medical students (55%), residents (57%), and physicians (59%) were unable to correctly identify the prevention of NCC. This strongly suggests that the approach to the topic during medical school is inadequate.
DOI: 10.6084/m9.figshare.19945637
title: Evaluation of Knowledge among Physicians and Medical Students Concerning the Prevention of Neurocysticercosis

description: Abstract: Objective: to evaluate knowledge among medical students, residents, and physicians concerning the prevention of neurocysticercosis (NCC). Methods: in the first semester of 2001, 384 medical students were interviewed, with the following questions: “What is neurocysticercosis?” and “How is the disease prevented?”. In the second semester of 2001, the same questions were applied to 37 residents and 51 physicians, the latter having graduated more than four years previously. Results: most students (95.8%) could define NCC. but only 45% provided the correct answer concerning its prevention. Among medical residents, the proportions of correct answers ware 97% and 43%, respectively, compared to 88% and 41% among physicians. Conclusion: a high proportion of medical students (55%), residents (57%), and physicians (59%) were unable to correctly identify the prevention of NCC. This strongly suggests that the approach to the topic during medical school is inadequate.
DOI: 10.6084/m9.figshare.19945640
title: Identification of National Medical School Curricular Guidelines by University of São Paulo Undergraduate Students

description: Abstract: The Brazilian National Curriculum for Medical Education emphasizes the interaction between the fields of health and education. Based on a review of its medical education program in 1998, the University of São Paulo Medical School (FMUSP) defined principles that are similar to those of the National Curriculum: a generalist humanitarian, judicious and reflexive education, fostering the capacity to work under ethical principles in the health-disease process at its different levels, acting to prevent disease and promote and rehabilitate health, considering the comprehensive nature of health care with social responsibility and a commitment to citizens' rights as factors for integral human health. This report discusses opinions by undergraduate medical students from FMUSP concerning key innovations in the 1998 reform that share the orientation of the National Curriculum. FMUSP has a relatively greater focus on hospital-based activities. This hospital-centered contact generally leaves students unaware of the underlying principles in the Unified National Health System (SUS). The teaching methodology is traditional: teacher-centered, with lectures and laboratory activities. There is limited integration among courses. Students participation in ongoing science projects and as tutors for beginning students could help stimulate greater integration among courses.
DOI: 10.6084/m9.figshare.19945640.v1
title: Identification of National Medical School Curricular Guidelines by University of São Paulo Undergraduate Students

description: Abstract: The Brazilian National Curriculum for Medical Education emphasizes the interaction between the fields of health and education. Based on a review of its medical education program in 1998, the University of São Paulo Medical School (FMUSP) defined principles that are similar to those of the National Curriculum: a generalist humanitarian, judicious and reflexive education, fostering the capacity to work under ethical principles in the health-disease process at its different levels, acting to prevent disease and promote and rehabilitate health, considering the comprehensive nature of health care with social responsibility and a commitment to citizens' rights as factors for integral human health. This report discusses opinions by undergraduate medical students from FMUSP concerning key innovations in the 1998 reform that share the orientation of the National Curriculum. FMUSP has a relatively greater focus on hospital-based activities. This hospital-centered contact generally leaves students unaware of the underlying principles in the Unified National Health System (SUS). The teaching methodology is traditional: teacher-centered, with lectures and laboratory activities. There is limited integration among courses. Students participation in ongoing science projects and as tutors for beginning students could help stimulate greater integration among courses.
DOI: 10.6084/m9.figshare.19945641
title: The Teaching of Ethics in Medical Schools in Brazil

description: Abstract: The current study focused on an evaluation of the teaching of ethics in the 103 accredited medical schools in Brazil in 2001. The results were compared with those of an equivalent study conducted ten years previously. The survey was conducted using questionnaires and personal contact with subjects. The main results showed that ethics is taught in 93 schools ( of which tem are new).In 32,3% of the schools, ethics is a course in itself, while in 58% of these schools it is taught within another/other subject(s), mostly together with forensic medicine. In 5,4% of the medical schools it is both a course in itself and is taught within another/other discipline(s). In 4,3% of the cases, teaching of ethics is associated with interdisciplinar modules. In most medical schools it is only a lecture topic in the fourth year. In 63,4% of the schools, total ethics course time does not exceed 45 classroom hours, in 74,2% it corresponds to a maximum of 60 hours. The authors conclude that in the last 10 years no significant changes have taken place in the teaching of ethics in medical schools in Brazil, although there appears to be a trend towards improvement.
DOI: 10.6084/m9.figshare.19945641.v1
title: The Teaching of Ethics in Medical Schools in Brazil

description: Abstract: The current study focused on an evaluation of the teaching of ethics in the 103 accredited medical schools in Brazil in 2001. The results were compared with those of an equivalent study conducted ten years previously. The survey was conducted using questionnaires and personal contact with subjects. The main results showed that ethics is taught in 93 schools ( of which tem are new).In 32,3% of the schools, ethics is a course in itself, while in 58% of these schools it is taught within another/other subject(s), mostly together with forensic medicine. In 5,4% of the medical schools it is both a course in itself and is taught within another/other discipline(s). In 4,3% of the cases, teaching of ethics is associated with interdisciplinar modules. In most medical schools it is only a lecture topic in the fourth year. In 63,4% of the schools, total ethics course time does not exceed 45 classroom hours, in 74,2% it corresponds to a maximum of 60 hours. The authors conclude that in the last 10 years no significant changes have taken place in the teaching of ethics in medical schools in Brazil, although there appears to be a trend towards improvement.
DOI: 10.6084/m9.figshare.19945643
title: Medical Residency in Diagnostic Imaging in Brazil

description: Abstract: Medical residency in Radiology or Diagnostic Imaging is the best course for training specialists in this field. The authors analyzed 73 healthcare institutions in Brazil in which a residency in Imaging Diagnosis is already accredited or is currently under evaluation by the National Committee for Medical Residency. The analysis focused on the total number of residents and their distribution in the country, as well as the current requirements under such programs. Seventy-one programs are accredited, and only two presented problems. Southeast Brazil has 60,27% of these institutions and 73,50% of the residents. Since these institutions will be required to adjust their programs to new accreditation guidelines within two years, it is suggested that the National Committee for Medical Residency and the Brazilian College of Radiology launch a joint program to supervise these adjustments, create new programs, and define the desired qualifications for residents in order to contribute to the improvement of their training for accreditation.
DOI: 10.6084/m9.figshare.19945643.v1
title: Medical Residency in Diagnostic Imaging in Brazil

description: Abstract: Medical residency in Radiology or Diagnostic Imaging is the best course for training specialists in this field. The authors analyzed 73 healthcare institutions in Brazil in which a residency in Imaging Diagnosis is already accredited or is currently under evaluation by the National Committee for Medical Residency. The analysis focused on the total number of residents and their distribution in the country, as well as the current requirements under such programs. Seventy-one programs are accredited, and only two presented problems. Southeast Brazil has 60,27% of these institutions and 73,50% of the residents. Since these institutions will be required to adjust their programs to new accreditation guidelines within two years, it is suggested that the National Committee for Medical Residency and the Brazilian College of Radiology launch a joint program to supervise these adjustments, create new programs, and define the desired qualifications for residents in order to contribute to the improvement of their training for accreditation.
DOI: 10.6084/m9.figshare.19945649.v1
title: Factors Influencing the Choice of Selective Training during Medical Internship

description: Abstract: The purpose of this study was to examine the pattern of choice of selective training at the University of Brasilia Medical School by appraising factors antecedent to or derived from clinical experience. The target population consisted of 511 graduates (55.6% males) from nine years of consecutive classes (1994-2002). Data obtained at the end of the first and the sixth years were analyzed by several statistical procedures. The results showed striking differences among five areas of selective training choice: clinical surgery, internal medicine, pediatrics, obstetrics-gynecology, and community medicine. Significant associations were found between choice of selective training and gender, learning style, early career preference, academic achievement, and peer tutoring experience. Separate logistic regression analysis showed a peculiar explanatory pattern for each choice. In conclusion, the study revealed significant differences in the choice of selective training that were associated with distinct predictive factors. The differences may reflect aspects of the search for personal compatibility, including experiential features and expectations regarding later professional work.
DOI: 10.6084/m9.figshare.19945649
title: Factors Influencing the Choice of Selective Training during Medical Internship

description: Abstract: The purpose of this study was to examine the pattern of choice of selective training at the University of Brasilia Medical School by appraising factors antecedent to or derived from clinical experience. The target population consisted of 511 graduates (55.6% males) from nine years of consecutive classes (1994-2002). Data obtained at the end of the first and the sixth years were analyzed by several statistical procedures. The results showed striking differences among five areas of selective training choice: clinical surgery, internal medicine, pediatrics, obstetrics-gynecology, and community medicine. Significant associations were found between choice of selective training and gender, learning style, early career preference, academic achievement, and peer tutoring experience. Separate logistic regression analysis showed a peculiar explanatory pattern for each choice. In conclusion, the study revealed significant differences in the choice of selective training that were associated with distinct predictive factors. The differences may reflect aspects of the search for personal compatibility, including experiential features and expectations regarding later professional work.
DOI: 10.6084/m9.figshare.19945658
title: Medical Residency in General Practice and Community Medicine: a Proposal for a Program to Train General Practitioners

description: Abstract: This paper debates the creation and objectives of medical residency, the regulation of specialty areas, and its importance in medical education. The authors also present a proposal for a medical residency program in General and Community Medicine, created by the University Hospital at the Ribeirão Preto School of Medicine under the University of São Paulo, the principal aim of which is to train general practitioners to work in the Health Family Program created in 1994 by the Brazilian Ministry of Health.
DOI: 10.6084/m9.figshare.19945658.v1
title: Medical Residency in General Practice and Community Medicine: a Proposal for a Program to Train General Practitioners

description: Abstract: This paper debates the creation and objectives of medical residency, the regulation of specialty areas, and its importance in medical education. The authors also present a proposal for a medical residency program in General and Community Medicine, created by the University Hospital at the Ribeirão Preto School of Medicine under the University of São Paulo, the principal aim of which is to train general practitioners to work in the Health Family Program created in 1994 by the Brazilian Ministry of Health.
DOI: 10.6084/m9.figshare.19945659
title: What Is a Mentor? Social Representations about the Tutor's Role Among Medical Faculty During the Selection Process

description: Abstract: In the selection of medical professors for the Tutorial Program at the Medical School of the University of São Paulo (FMUSP), representation about the future role were explored in a subgroup. The social representation given were classified and analyzed through two aspects: 1) the symmetrical or asymmetrical characteristics of the tutor-student relationship and 2) the tutor's area of performance (broad or strictly academic). Asymmetrical relationships prevailed in the associations produced, especially those referring to professional roles (advisor and counselor) and affective-familiar roles (especially the father figure). Symmetrical relationships emphasized proximity support availability, and friendship between tutors and students. There was little mention of negative aspects of the tutor role (discipline, repression). No statistical difference was found between men and women in any of the categories. However, male teachers tended to emphasize professional roles (especially counselor and advisor), while women prioritized affective-familiar roles. In the symmetrical relationships, professors emphasized proximity, support and help. Negative aspects associated with the tutor's role were mentioned less frequently in the group as a whole. The tutor's performance was considered to be broad for most professors, i.e., focused on both academic and personal life.
DOI: 10.6084/m9.figshare.19945659.v1
title: What Is a Mentor? Social Representations about the Tutor's Role Among Medical Faculty During the Selection Process

description: Abstract: In the selection of medical professors for the Tutorial Program at the Medical School of the University of São Paulo (FMUSP), representation about the future role were explored in a subgroup. The social representation given were classified and analyzed through two aspects: 1) the symmetrical or asymmetrical characteristics of the tutor-student relationship and 2) the tutor's area of performance (broad or strictly academic). Asymmetrical relationships prevailed in the associations produced, especially those referring to professional roles (advisor and counselor) and affective-familiar roles (especially the father figure). Symmetrical relationships emphasized proximity support availability, and friendship between tutors and students. There was little mention of negative aspects of the tutor role (discipline, repression). No statistical difference was found between men and women in any of the categories. However, male teachers tended to emphasize professional roles (especially counselor and advisor), while women prioritized affective-familiar roles. In the symmetrical relationships, professors emphasized proximity, support and help. Negative aspects associated with the tutor's role were mentioned less frequently in the group as a whole. The tutor's performance was considered to be broad for most professors, i.e., focused on both academic and personal life.
DOI: 10.6084/m9.figshare.19945665
title: Conscientious Objection and Legal Abortion: Medical Students’ Attitudes

description: ABSTRACT Introduction In Brazil abortion is permitted when the woman’s life is at risk, the pregnancy resulted from rape or in the case of fetal anencephaly. Objective The aim of this study was to evaluate the attitudes of medical students towards conscientious objection to abortion. Methods Medical students from Piauí were asked to answer an anonymous electronic questionnaire with questions about sociodemographic characteristics, conscientious objection to abortion and ethical obligations in the case of objection. Results The answer rate was 66.7% (n = 1,174). Whereas 13.2% of the students would have presented conscientious objection in the case of any threat to the woman’s life, 31.6% would have objected in the case of fetal anencephaly, and 50.8% in the case of rape. Among the students who would object to abortion in the case of rape, 54% would not refer the woman to another professional and 72.5% would not explain the available treatment options. Religion was the only characteristic associated with refusal. Conclusions Conscientious objection to abortion in the case of rape was more frequent than other circumstances foreseen by Brazilian legislation. Students with religious affiliations were more associated with refusal.