cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.11609079
title: Surgical Strategies and Results for Repair of Pulmonary Atresia with Ventricular Septal Defect and Major Aortopulmonary Collaterals: Experience of a Single Tertiary Center

description: Abstract Objective: To evaluate surgical management and results of patients with pulmonary atresia and ventricular septal defect with major aortopulmonary collateral arteries (PA/VSD/MAPCAs). Methods: We reviewed a consecutive series of patients with PA/VSD/MAPCAs between January 2012 and October 2018. Study patients were separated into Group A, efficient MAPCAs; Group B, hypoplastic MAPCAs; Group C, severe hypoplastic MAPCAs at all divisions; and Group D, distal stenosis at most MAPCAs divisions. Results: Thirty-six patients were included in the study. Median age at operation time was 5.5 months (2-110 months), median weight was 8 kg (2.5-21 kg), and median number of MAPCAs was three (1-6). In Group A, 14 patients underwent single-stage total correction (TC); in Group B, 18 patients underwent unifocalization and central shunting; and in Group C, four patients had aortopulmonary window creation and collateral ligation. No patient was placed in Group D. Seventy percent of patients (n=25) had the TC operation. Early mortality was not seen in Group A, but the other two groups had a 13.6% mortality rate. At the follow-up, three patients had reintervention, two had new conduit replacement, and one had right ventricular outflow tract reconstruction. Conclusion: Evaluating patients with PA/VSD/MAPCAs in detail and subdividing them is quite useful in determining the appropriate surgical approach. With this strategy, TC can be achieved in most patients. Single-stage TC is better than other surgical methods due to its lower mortality and reintervention rates. Care should be taken in terms of early postoperative intensive care complications and reintervention indications during follow-ups.
DOI: 10.6084/m9.figshare.11609082.v1
title: Development and Validation of a Mobile Application for the Teaching of Electrocardiogram

description: ABSTRACT Introduction The interpretation of the electrocardiogram (ECG) is fundamental for the identification of cardiovascular diseases, which are among the main causes of death in the world. The acquisition of this competence is essential in the training of the general practitioner and the use of new teaching tools, based on technology such as the use of mobile learning, can facilitate the acquisition of this knowledge. Objectives The objective of this study was to develop and evaluate the usability and the potentiality for the use in medical education of a mobile teaching application for ECG interpretation. Methods With the participation of two health professors and a computer scientist, a systems analyst, a programmer and a graphic designer, a mobile application was developed to teach ECG interpretation using the Java language. For validation analysis, a usability evaluation questionnaire based on the System Usability Scale (SUS) and a questionnaire used to evaluate the suitability of software for use in medical education, previously translated into Portuguese and applied in Brazil, were used. Results The “ECG Fácil” application was developed for off-line use and free access on iOS and Android platforms. In the validation phase of the application, a total of 109 students had free access to the mobile application for 6 weeks and then evaluated usability through a SUS-based questionnaire. The answers to the questionnaire showed good reliability, according to the validation analysis by Cronbach’s alpha coefficient (value: 0.74), and the application presented an excellent acceptance with a mean score on the SUS scale of 85.3. Meanwhile, fifteen faculty members evaluated the application through the questionnaire used to assess the suitability of software for use in medical education, with most agreeing with items indicating that it is suitable for use in medical education. Conclusion The “ECG Fácil” application was considered to be of good usability by students and suitable for educational purpose by teachers. Future studies with this application will be needed to assess the acquisition and retention of knowledge about ECG interpretation by students.
DOI: 10.6084/m9.figshare.11609076
title: Development and Validation of an Instrument to Evaluate General Competences in Health Area Courses

description: ABSTRACT The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and content based on the National Curricular Guidelines (NCG), and the search for a theoretical framework were performed, as well as statistical tests such as alpha Cronbach, t Test, p-value, Factorial Analysis, Pearson’s Correlation Coefficient and Akaike Information Criterion, which also ensured the reliability. The study was performed in a Higher Education Institution in Curitiba/PR, in the courses of Nursing, Biomedical Sciences, Pharmacy, Psychology and Medicine. The study population consisted of 50 evaluations of students and 50 of teachers, covering all the periods and courses during the second half of 2014. Results it was possible to create one model with three versions of instruments that evaluated the general competencies for the healthcare area courses. One of these was directed towards the general competencies of 10 courses in the healthcare area, subdivided in Health Care, Decision-making, Communication, Leadership, Administration and Management and Continuing Education, with one instrument directed at the student and another ‘mirror’ at the professor. The second and third versions had three dimensions: Health Care, Management in Healthcare and Education in Health, directed towards the general competencies of the new structure of the NCG of the medical course. The three versions also had an instrument for teachers and a mirror one for students. Conclusion To validate the instrument on General Competencies, directed to teachers and undergraduate students of health area courses, the theoretical search, the NCG and the experts’ evaluation were used for Content Validity; the t Test, Chi-square Test and Pearson’s correlation coefficient were used for Criterion Validation; statistical tests of exploratory and confirmatory factorial analysis and the AIC were used for Construct Validity; and Cronbach’s alpha and the AIC were used for Content validity, using the same steps described for the first goal, to ensure the reliability of the instruments. After this process three versions of the instrument were developed, the first two to be used with teachers and with teachers and students together; and the third version is adequate to be used with students or teachers; and also, for teachers and students together. However, it can be used by all health courses studied.
DOI: 10.6084/m9.figshare.11609079.v1
title: Surgical Strategies and Results for Repair of Pulmonary Atresia with Ventricular Septal Defect and Major Aortopulmonary Collaterals: Experience of a Single Tertiary Center

description: Abstract Objective: To evaluate surgical management and results of patients with pulmonary atresia and ventricular septal defect with major aortopulmonary collateral arteries (PA/VSD/MAPCAs). Methods: We reviewed a consecutive series of patients with PA/VSD/MAPCAs between January 2012 and October 2018. Study patients were separated into Group A, efficient MAPCAs; Group B, hypoplastic MAPCAs; Group C, severe hypoplastic MAPCAs at all divisions; and Group D, distal stenosis at most MAPCAs divisions. Results: Thirty-six patients were included in the study. Median age at operation time was 5.5 months (2-110 months), median weight was 8 kg (2.5-21 kg), and median number of MAPCAs was three (1-6). In Group A, 14 patients underwent single-stage total correction (TC); in Group B, 18 patients underwent unifocalization and central shunting; and in Group C, four patients had aortopulmonary window creation and collateral ligation. No patient was placed in Group D. Seventy percent of patients (n=25) had the TC operation. Early mortality was not seen in Group A, but the other two groups had a 13.6% mortality rate. At the follow-up, three patients had reintervention, two had new conduit replacement, and one had right ventricular outflow tract reconstruction. Conclusion: Evaluating patients with PA/VSD/MAPCAs in detail and subdividing them is quite useful in determining the appropriate surgical approach. With this strategy, TC can be achieved in most patients. Single-stage TC is better than other surgical methods due to its lower mortality and reintervention rates. Care should be taken in terms of early postoperative intensive care complications and reintervention indications during follow-ups.
DOI: 10.6084/m9.figshare.11609076.v1
title: Development and Validation of an Instrument to Evaluate General Competences in Health Area Courses

description: ABSTRACT The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and content based on the National Curricular Guidelines (NCG), and the search for a theoretical framework were performed, as well as statistical tests such as alpha Cronbach, t Test, p-value, Factorial Analysis, Pearson’s Correlation Coefficient and Akaike Information Criterion, which also ensured the reliability. The study was performed in a Higher Education Institution in Curitiba/PR, in the courses of Nursing, Biomedical Sciences, Pharmacy, Psychology and Medicine. The study population consisted of 50 evaluations of students and 50 of teachers, covering all the periods and courses during the second half of 2014. Results it was possible to create one model with three versions of instruments that evaluated the general competencies for the healthcare area courses. One of these was directed towards the general competencies of 10 courses in the healthcare area, subdivided in Health Care, Decision-making, Communication, Leadership, Administration and Management and Continuing Education, with one instrument directed at the student and another ‘mirror’ at the professor. The second and third versions had three dimensions: Health Care, Management in Healthcare and Education in Health, directed towards the general competencies of the new structure of the NCG of the medical course. The three versions also had an instrument for teachers and a mirror one for students. Conclusion To validate the instrument on General Competencies, directed to teachers and undergraduate students of health area courses, the theoretical search, the NCG and the experts’ evaluation were used for Content Validity; the t Test, Chi-square Test and Pearson’s correlation coefficient were used for Criterion Validation; statistical tests of exploratory and confirmatory factorial analysis and the AIC were used for Construct Validity; and Cronbach’s alpha and the AIC were used for Content validity, using the same steps described for the first goal, to ensure the reliability of the instruments. After this process three versions of the instrument were developed, the first two to be used with teachers and with teachers and students together; and the third version is adequate to be used with students or teachers; and also, for teachers and students together. However, it can be used by all health courses studied.
DOI: 10.6084/m9.figshare.11609070
title: Teaching of Sentence Reading: Contributions of Behavior Analysis

description: ABSTRACT The stimulus equivalence paradigm has been used infrequently in studies of sentence reading. Therefore, the present study evaluated the effect of a procedure involving teaching and testing conditional relations followed by the chaining of words upon sentence reading with comprehension and reading generalization. Eight students, 7 to 9 years old, participated in the study. The procedure included a pre- and post-test, three teaching phases and reading with comprehension tests, a connectivity test, and a sentence construction test. Words and sentences reading improved from pre- to post-test in all cases, showing that the procedure was effective in teaching sentence reading with comprehension.
DOI: 10.6084/m9.figshare.11609073
title: Evaluation of the Student’s Preliminary Request for Assistance to the School of Medicine Psychopedagogical Student Support Center (NAPEM) of the Federal University of Minas Gerais

description: ABSTRACT The psychological distress experienced by university students, particularly medical students, is well-known and has long been a cause for concern. In the School of Medicine of the Universidade Federal de Minas Gerais, the School of Medicine Psychopedagogical Student Support Center (Núcleo de Apoio Psicopedagógico ao Estudante da Faculdade de Medicina - NAPEM) provides care to students who spontaneously seek help. The purpose of this study was to analyze the reasons described when completing the Napem application form by students for their seeking the assistance. A total of 273 students enrolled in the two years studied, which were both in the last decade. To preserve the identity of the students, the years analyzed were not identified. Of this group, 235 were medical students, 28 students of Speech Therapy, four undergraduate students of Technology in Radiology and six were students of other courses. The methodology used for data analysis was qualitative, with content analysis and the frequency comparison was performed using the chi-square test. The reasons to seek care written by the students in the application form were placed in five categories established by the researchers – “mood disorders,” “personal problems,” “personality traits,” “academic issues” and others. The results showed that “mood disorders” were the most frequently reported (44.3%), followed by “personality traits” (26.4%) and “personal problems” (13.9%). The “academic questions” presented the lowest frequency (5.5%). The desire to die was described by 17 (6.2%) students. When the medical students were compared to the students of the other courses, there was no statistically significant difference among the frequencies of the five categories (p = 0.21) with motives allocated in the category “mood disorders” (41.7%) being predominantly observed. However, when considering two studied periods separately, the frequency of the category “mood disorders” for medical students was significantly higher (p = 0.0005) in the second year than in the first year of study. It should be emphasized that almost 50% of the students enrolled in the second year analyzed attended the centre for first two years, a significantly higher result (p = 0.002) when compared to those enrolled in the first year of the study. Even recognizing the limitations regarding the analysis of the student’s preliminary demand for care when seeking help, particularly when expressed in written form, it is believed that the results of this study can contribute to the organization of psychological support services. Due to the magnitude of the problem, there is a clear need to have welcome spaces for the students with activities that can receive them and listen to them when they enter college, such as mentoring programs.
DOI: 10.6084/m9.figshare.11609070.v1
title: Teaching of Sentence Reading: Contributions of Behavior Analysis

description: ABSTRACT The stimulus equivalence paradigm has been used infrequently in studies of sentence reading. Therefore, the present study evaluated the effect of a procedure involving teaching and testing conditional relations followed by the chaining of words upon sentence reading with comprehension and reading generalization. Eight students, 7 to 9 years old, participated in the study. The procedure included a pre- and post-test, three teaching phases and reading with comprehension tests, a connectivity test, and a sentence construction test. Words and sentences reading improved from pre- to post-test in all cases, showing that the procedure was effective in teaching sentence reading with comprehension.
DOI: 10.6084/m9.figshare.11609073.v1
title: Evaluation of the Student’s Preliminary Request for Assistance to the School of Medicine Psychopedagogical Student Support Center (NAPEM) of the Federal University of Minas Gerais

description: ABSTRACT The psychological distress experienced by university students, particularly medical students, is well-known and has long been a cause for concern. In the School of Medicine of the Universidade Federal de Minas Gerais, the School of Medicine Psychopedagogical Student Support Center (Núcleo de Apoio Psicopedagógico ao Estudante da Faculdade de Medicina - NAPEM) provides care to students who spontaneously seek help. The purpose of this study was to analyze the reasons described when completing the Napem application form by students for their seeking the assistance. A total of 273 students enrolled in the two years studied, which were both in the last decade. To preserve the identity of the students, the years analyzed were not identified. Of this group, 235 were medical students, 28 students of Speech Therapy, four undergraduate students of Technology in Radiology and six were students of other courses. The methodology used for data analysis was qualitative, with content analysis and the frequency comparison was performed using the chi-square test. The reasons to seek care written by the students in the application form were placed in five categories established by the researchers – “mood disorders,” “personal problems,” “personality traits,” “academic issues” and others. The results showed that “mood disorders” were the most frequently reported (44.3%), followed by “personality traits” (26.4%) and “personal problems” (13.9%). The “academic questions” presented the lowest frequency (5.5%). The desire to die was described by 17 (6.2%) students. When the medical students were compared to the students of the other courses, there was no statistically significant difference among the frequencies of the five categories (p = 0.21) with motives allocated in the category “mood disorders” (41.7%) being predominantly observed. However, when considering two studied periods separately, the frequency of the category “mood disorders” for medical students was significantly higher (p = 0.0005) in the second year than in the first year of study. It should be emphasized that almost 50% of the students enrolled in the second year analyzed attended the centre for first two years, a significantly higher result (p = 0.002) when compared to those enrolled in the first year of the study. Even recognizing the limitations regarding the analysis of the student’s preliminary demand for care when seeking help, particularly when expressed in written form, it is believed that the results of this study can contribute to the organization of psychological support services. Due to the magnitude of the problem, there is a clear need to have welcome spaces for the students with activities that can receive them and listen to them when they enter college, such as mentoring programs.
DOI: 10.6084/m9.figshare.11609067
title: Interactivity and policy cycle within Electronic Participatory Budgeting: a comparative analysis

description: Abstract Participatory initiatives have increasingly used Information and Communication Technology, such as the Electronic Participatory Budgeting (ePB) to expand and improve participation. This research analyzes ePB platforms emphasizing interactivity aspects, as well as evaluating - in political terms - their functions regarding the dissemination of political information, sharing opinions, agenda-setting, and decision-making. This analysis examined the platforms’ tools types of interactivity based on two variables: the level of the receiver’s control and communication direction. The research identified ePB models and how the platforms’ functions are connected to each of them. The study also recognized in which phases of the decision-making process and the policy cycle the electronic participation is more likely to occur. Case studies in a comparative perspective were used to understand the variety of experiences of ePB.
DOI: 10.6084/m9.figshare.11609064
title: Teaching Antimicrobial Stewardship at a Rio de Janeiro Medical School

description: ABSTRACT Introduction Antimicrobial stewardship programs (ASP) are important tools in the effort to reduce the global issue of antimicrobial resistance. Ideally, the foundations of ASP should start to be conveyed in undergraduate medical training. Aim To identify the presentation of ASP concepts in the curriculum of a medical school. Material and methods A cross-sectional study conducted among medical teachers from the Universidade Federal Fluminense (UFF). The inclusion criterion was teaching ASP-related content in the undergraduate medical course. We analyzed which key-concepts were presented, the number of hours dedicated to presentation, the teaching methodologies and the evaluation methods. Results The study was conducted between December 2017 and January 2018 and included six of the 329 (1.8%) teachers who taught on the Medicine course. The total hours dedicated to ASP teaching was 83; median of 3h/teacher, corresponding to 1.1% of the total class hours for the whole course. Five out of six (83.3%) teachers present at least one key component of ASP. The frequency of key ASP concepts presented was: specificity of treatment (5/6 - 83.3%), duration of treatment (4/6 - 66.7%), optimization of administration time (4/6 - 66.7%), possible switching of administration method (3/6 - 50%) and therapeutic drug level monitoring (2/6 - 33.3%). Four out of six (66.7%) teachers used combinations of teaching methodologies, which were reported in the following frequency: lectures (5/6 - 83.3%), clinical cases (4/6 - 66.7%) and problem-based learning (4/6 - 66.7%). Fifty percent of the teachers employed combined evaluations to measure the concepts presented and the most common used were: short dissertation questions (3/6), clinical cases (2/6), multiple choice questions (2/6), clinical summaries (1/6), seminars (1/6) and long dissertation questions (1/6). Conclusions We verified that key ASP-related concepts were presented in a Rio de Janeiro medical school, with a combination of different methodologies constituting the main strategy to convey the concepts. Combinations of evaluations were used by half of the teachers to measure the contents presented. A requirement is observed to improve the teaching of important aspects such as when it is possible to switch the administration method and monitoring of the therapeutic drug level.