cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.11609328.v1
title: Problem-Based Learning: Contribution to Pediatric Practice

description: ABSTRACT Introduction Problem-Based Learning (PBL) has been highlighted in medical education because it is a proposal based on constructivism, with the purpose of developing students’ autonomy and critical thinking for decision-making. Objective In view of the difficulties experienced by undergraduate students and the scarce information regarding the contribution of PBL to the clinical practice of pediatric physicians, we aimed to evaluate the contribution of PBL to the training of pediatricians. Methods This is a series of descriptive cases, developed with pediatricians from two public educational institutions. This study used an intentional, non-probabilistic sampling technique, in which the attributes of the participants are defined according to the object of study, aiming to select which individuals are more suitable to be included in the sample, consisting of ten pediatricians, with five graduated from each institution. Pediatricians were selected to answer the questionnaire. Data collection was performed by the main researcher, through three semi-structured questions answered via e-mail. The interviewees’ answers to the open questions were analyzed using the method of reflection-synthesis analysis, which presupposes content analysis and synthesis mediated by sensitivity and reason. Results The results indicated that 28% of the pediatricians had a Board Certification degree, and 72% did not, between the years 2003 and 2012. The participants’ discourses allowed us to identify that the PBL contributed to the training and performance of pediatricians in different aspects, providing the search for knowledge; ability to work as a team; and capacity to conduct clinical management in an interdisciplinary and holistic way. However, the discourses also demonstrated that this method might not favor the developing of the basic subjects. Conclusion The PBL contributed to the training and performance of the pediatrician, but it might not have favored the developing of the basic subjects.
DOI: 10.6084/m9.figshare.19945680
title: MiniCex as an Assessment Tool of a Medical Course Internship Program

description: Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.
DOI: 10.6084/m9.figshare.19945680.v1
title: MiniCex as an Assessment Tool of a Medical Course Internship Program

description: Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.
DOI: 10.6084/m9.figshare.12056964.v1
title: Consumption of Brain Stimulants by Students in Montes Claros/MG

description: Abstract: Introduction: When young people enter the university, it generates a change of environment and customs, thus becoming a period of great vulnerability for the use of psychoactive substances. The objective of this study was to analyze the use of psychoactive substances in undergraduate and pre-college students, in Montes Claros-MG, associating the epidemiological profile, the frequency of use among the groups and describe the main benefits and side effects of the used substances. Methods: A quantitative cross-sectional study was carried out, which evaluated 348 students in pre-college (52 students) and higher education institutions (98 Civil Engineering, 68 Medical and 130 Law students), in the city of Montes Claros, state of Minas Gerais, analyzing factors associated with the use of psychostimulants. To obtain the data, a standardized and validated self-filling questionnaire was used. Information on the use of Methylphenidate (Ritalin®), Caffeine, Guarana Powder, Modafinil, Piracetam, Energy drinks, Amphetamine and Ecstasy were obtained. Results: Of the 348 students interviewed, about 53.7% used some type of psychostimulant. There was a greater use of psychoactive substances among the participants of the pre-college group (75%) in relation to those of the higher education group (50%). There was a higher prevalence of current use of caffeine (63.5%) and guarana powder (11.5%) among pre-university students, Ecstasy (1.7%) and Ritalin (1.9%) among students of higher education institutions. The reduction of sleep (64.9%) was the most perceived effect by the users of brain stimulants in higher education, followed by improvement in concentration (48%), wellness (45.3%), reasoning (38.5%), fatigue reduction (33.1%), memory improvement (23.6%) and stress reduction (23%). However, among the pre-college students only the improvement in reasoning (43.6%) and stress reduction (23%) obtained significant relevance. Conclusion: It was possible to observe a higher prevalence of the use of psychostimulants among the pre-college students in relation to the group of university students. Among the areas of higher education, no differences were found regarding the use of the assessed brain stimulants. It is necessary to highlight the harmful effects of the use of psychostimulants in the long term, especially dependence and chemical tolerance. As a result, family and psycho-pedagogical support are indispensable to prevent and treat the consequences of the excessive use of psychostimulants.
DOI: 10.6084/m9.figshare.12056964
title: Consumption of Brain Stimulants by Students in Montes Claros/MG

description: Abstract: Introduction: When young people enter the university, it generates a change of environment and customs, thus becoming a period of great vulnerability for the use of psychoactive substances. The objective of this study was to analyze the use of psychoactive substances in undergraduate and pre-college students, in Montes Claros-MG, associating the epidemiological profile, the frequency of use among the groups and describe the main benefits and side effects of the used substances. Methods: A quantitative cross-sectional study was carried out, which evaluated 348 students in pre-college (52 students) and higher education institutions (98 Civil Engineering, 68 Medical and 130 Law students), in the city of Montes Claros, state of Minas Gerais, analyzing factors associated with the use of psychostimulants. To obtain the data, a standardized and validated self-filling questionnaire was used. Information on the use of Methylphenidate (Ritalin®), Caffeine, Guarana Powder, Modafinil, Piracetam, Energy drinks, Amphetamine and Ecstasy were obtained. Results: Of the 348 students interviewed, about 53.7% used some type of psychostimulant. There was a greater use of psychoactive substances among the participants of the pre-college group (75%) in relation to those of the higher education group (50%). There was a higher prevalence of current use of caffeine (63.5%) and guarana powder (11.5%) among pre-university students, Ecstasy (1.7%) and Ritalin (1.9%) among students of higher education institutions. The reduction of sleep (64.9%) was the most perceived effect by the users of brain stimulants in higher education, followed by improvement in concentration (48%), wellness (45.3%), reasoning (38.5%), fatigue reduction (33.1%), memory improvement (23.6%) and stress reduction (23%). However, among the pre-college students only the improvement in reasoning (43.6%) and stress reduction (23%) obtained significant relevance. Conclusion: It was possible to observe a higher prevalence of the use of psychostimulants among the pre-college students in relation to the group of university students. Among the areas of higher education, no differences were found regarding the use of the assessed brain stimulants. It is necessary to highlight the harmful effects of the use of psychostimulants in the long term, especially dependence and chemical tolerance. As a result, family and psycho-pedagogical support are indispensable to prevent and treat the consequences of the excessive use of psychostimulants.
DOI: 10.6084/m9.figshare.12056970
title: Analysis of Empathy Levels of Teachers and Medical Preceptors of a Medical Course

description: Abstract: Introduction: To assess the level of empathy, as well as sociodemographic and personal aspects related to teachers/preceptors of a medical graduation course, who are also clinicians. Methods: This is a cross-sectional analytical study with a quantitative approach. The research was carried out through questionnaires applied to teachers and medical preceptors linked to the medical course of the Pontifical Catholic University of Goiás (PUC Goiás), from module I to module XII, who had direct contact with the students, as well as with patients. The data collection period ranged from August to November 2018 and was developed by means of a convenience sampling. Two different questionnaires were applied, the first one being about sociodemographic and personal aspects, and the second one the Interpersonal Reactivity Index (IRI), which multidimensionally measures empathy. Results: The participants included 101 doctors who are teachers and/or preceptors in a medical graduation course. The mean age was 45.2 (±8.4) years old. As for gender, 45.5% of the sample consisted of women, and 54.4% of men. Most participants are married (80.2%) and declared having a religion. This research showed higher scores of empathy in the female gender in Fantasy (FS) (p=0.0468), Empathic Concern (EC) (p=0.0219) and Personal Distress (PD) (p=0.0230) dimensions, as well as in general average (p=0.0057). Higher levels of empathy were also identified in those participants with a religion, in the PD dimension (p=0.0074). The personal aspects that most influenced the empathy levels were: teachers/preceptors that cared about stimulating their students regarding empathy - in the FS (p=0.0341), EC (p=0.0398), Perspective Taking (PT) (p=0.0464) dimensions and general average (p=0.0442); those who affirmed to be empathetic themselves - FS (p=0.0327), EC (p=0.0061), PT (p=0.0008) dimensions and general average (p=0.0067); and those who are satisfied about their teaching practice - PT dimension (p=0.0289). Conclusion: The collected data showed that sociodemographic and personal aspects have a direct influence on empathy levels. Such evidence is relevant since the education of medical students suffer the influence of the teachers/preceptors’ approach and behavior.
DOI: 10.6084/m9.figshare.12056970.v1
title: Analysis of Empathy Levels of Teachers and Medical Preceptors of a Medical Course

description: Abstract: Introduction: To assess the level of empathy, as well as sociodemographic and personal aspects related to teachers/preceptors of a medical graduation course, who are also clinicians. Methods: This is a cross-sectional analytical study with a quantitative approach. The research was carried out through questionnaires applied to teachers and medical preceptors linked to the medical course of the Pontifical Catholic University of Goiás (PUC Goiás), from module I to module XII, who had direct contact with the students, as well as with patients. The data collection period ranged from August to November 2018 and was developed by means of a convenience sampling. Two different questionnaires were applied, the first one being about sociodemographic and personal aspects, and the second one the Interpersonal Reactivity Index (IRI), which multidimensionally measures empathy. Results: The participants included 101 doctors who are teachers and/or preceptors in a medical graduation course. The mean age was 45.2 (±8.4) years old. As for gender, 45.5% of the sample consisted of women, and 54.4% of men. Most participants are married (80.2%) and declared having a religion. This research showed higher scores of empathy in the female gender in Fantasy (FS) (p=0.0468), Empathic Concern (EC) (p=0.0219) and Personal Distress (PD) (p=0.0230) dimensions, as well as in general average (p=0.0057). Higher levels of empathy were also identified in those participants with a religion, in the PD dimension (p=0.0074). The personal aspects that most influenced the empathy levels were: teachers/preceptors that cared about stimulating their students regarding empathy - in the FS (p=0.0341), EC (p=0.0398), Perspective Taking (PT) (p=0.0464) dimensions and general average (p=0.0442); those who affirmed to be empathetic themselves - FS (p=0.0327), EC (p=0.0061), PT (p=0.0008) dimensions and general average (p=0.0067); and those who are satisfied about their teaching practice - PT dimension (p=0.0289). Conclusion: The collected data showed that sociodemographic and personal aspects have a direct influence on empathy levels. Such evidence is relevant since the education of medical students suffer the influence of the teachers/preceptors’ approach and behavior.
DOI: 10.6084/m9.figshare.12056994
title: The Professional Ideal in Medical Formation

description: Abstract Introduction: In medical school, students receive not only technical knowledge and skills in the classroom and fields of practice, but also learn values, attitudes, and professional behaviors. In this process, the social construction of the physician takes place, in which the professional ideal will be developed. The aim of this research was to understand the process of professional identity formation based on: the identification of the ideals of the profession and professionals on the personal and professional qualities of the medical course teachers; professional image; and the factors contributing to the entry into the profession. Methods: For this purpose, a qualitative exploratory methodology was used through a semi-structured interview with 20 students from the first to the seventh semesters of the medical course of a medical school in João Pessoa. The collected information was studied from the discourse analysis. The categories used for analysis were: the “good doctor”; the “good teacher”; and the idealization of the “successful” professional. Results: The subjects were 22.2 years of age; 13 were females and 7 were males. More than half of the students self-declared their ethnicity as white and 45% reported a family income greater than twenty minimum wages. Exploring the categories, it was observed that the professional image merges the idea of status, through the recognition of society and financial stability, and the intention to take care of people. Conclusion: It was observed that the “good doctor” must be a “humane” professional; “studious,” “updated,” and “resolutive”; “committed professional” and “responsible”. In addition, the students expect to develop these aspects during their undergraduate education, but often encounter what they “do not want to be.” Another important element was the perception of the conflict between the ideas of a “competent technician” and a “humane doctor”. These characteristics are transferred to the “good teacher”, thus recognizing the educator that holds the most characteristics of the professional ideal.
DOI: 10.6084/m9.figshare.12056994.v1
title: The Professional Ideal in Medical Formation

description: Abstract Introduction: In medical school, students receive not only technical knowledge and skills in the classroom and fields of practice, but also learn values, attitudes, and professional behaviors. In this process, the social construction of the physician takes place, in which the professional ideal will be developed. The aim of this research was to understand the process of professional identity formation based on: the identification of the ideals of the profession and professionals on the personal and professional qualities of the medical course teachers; professional image; and the factors contributing to the entry into the profession. Methods: For this purpose, a qualitative exploratory methodology was used through a semi-structured interview with 20 students from the first to the seventh semesters of the medical course of a medical school in João Pessoa. The collected information was studied from the discourse analysis. The categories used for analysis were: the “good doctor”; the “good teacher”; and the idealization of the “successful” professional. Results: The subjects were 22.2 years of age; 13 were females and 7 were males. More than half of the students self-declared their ethnicity as white and 45% reported a family income greater than twenty minimum wages. Exploring the categories, it was observed that the professional image merges the idea of status, through the recognition of society and financial stability, and the intention to take care of people. Conclusion: It was observed that the “good doctor” must be a “humane” professional; “studious,” “updated,” and “resolutive”; “committed professional” and “responsible”. In addition, the students expect to develop these aspects during their undergraduate education, but often encounter what they “do not want to be.” Another important element was the perception of the conflict between the ideas of a “competent technician” and a “humane doctor”. These characteristics are transferred to the “good teacher”, thus recognizing the educator that holds the most characteristics of the professional ideal.