cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14279453
title: Assessment of Medical Faculty Profile at a University in Minas Gerais, Brazil

description: Abstract: Introduction: Medical education has undergone a major overhaul over the last decades and one significant change is related to teaching performance. Research indicates that the medical faculty typically has little training in didactics, split their time between clinical practice and teaching, award less priority to the latter, privileging research to the detriment of teaching, and resist changing their ways. According to the literature, such traits and attitudes would directly affect educational quality. Method: This study assessed how traits and attitudes of the medical faculty at a university in Minas Gerais impact student assessment of the education they receive. For that purpose, teachers were profiled through semi-structured interviews and analysis of relevant documentation. Subsequently, students assessed their teachers’ performance through a self-applied questionnaire. Performance and profiles were then compared, and statistical tests were used to analyze the associations between teachers’ traits and performance assessment results. Overall, 57 faculty members (83.8% of those eligible) and 203 students (84.5% of those eligible) participated in this study. Results: A faculty profile similar to that found in the literature was identified, with a majority of teachers dedicating only part of their time to the university, and most of their income coming from another occupation and teacher training amounting to a small portion of their overall professional training. The analyses of relationships between groups of traits and teaching performance, however, contradicted the literature. The data showed, with statistical relevance, that younger teachers and those who graduated a shorter time ago, who are less experienced in teaching or have other occupations, who lack a master’s degree and whose motivation to teach comes from satisfaction and vocation are better evaluated. Longer didactical training, undergoing training courses, longer weekly dedication and greater identification with the teaching profession are not significantly associated with better evaluation. Conclusion: The worse evaluation of the most experienced faculty, associated with issues such as generational conflicts and difficulties adapting to new curricula, shows the importance of continuous faculty training and updating. Additionally, the better performance of more satisfied teachers, demonstrates the importance of valuing the teaching career and raising its status. Finally, it seems that more teacher training is not enough in itself and more attention must be paid to the training quality.
DOI: 10.6084/m9.figshare.14279453.v1
title: Assessment of Medical Faculty Profile at a University in Minas Gerais, Brazil

description: Abstract: Introduction: Medical education has undergone a major overhaul over the last decades and one significant change is related to teaching performance. Research indicates that the medical faculty typically has little training in didactics, split their time between clinical practice and teaching, award less priority to the latter, privileging research to the detriment of teaching, and resist changing their ways. According to the literature, such traits and attitudes would directly affect educational quality. Method: This study assessed how traits and attitudes of the medical faculty at a university in Minas Gerais impact student assessment of the education they receive. For that purpose, teachers were profiled through semi-structured interviews and analysis of relevant documentation. Subsequently, students assessed their teachers’ performance through a self-applied questionnaire. Performance and profiles were then compared, and statistical tests were used to analyze the associations between teachers’ traits and performance assessment results. Overall, 57 faculty members (83.8% of those eligible) and 203 students (84.5% of those eligible) participated in this study. Results: A faculty profile similar to that found in the literature was identified, with a majority of teachers dedicating only part of their time to the university, and most of their income coming from another occupation and teacher training amounting to a small portion of their overall professional training. The analyses of relationships between groups of traits and teaching performance, however, contradicted the literature. The data showed, with statistical relevance, that younger teachers and those who graduated a shorter time ago, who are less experienced in teaching or have other occupations, who lack a master’s degree and whose motivation to teach comes from satisfaction and vocation are better evaluated. Longer didactical training, undergoing training courses, longer weekly dedication and greater identification with the teaching profession are not significantly associated with better evaluation. Conclusion: The worse evaluation of the most experienced faculty, associated with issues such as generational conflicts and difficulties adapting to new curricula, shows the importance of continuous faculty training and updating. Additionally, the better performance of more satisfied teachers, demonstrates the importance of valuing the teaching career and raising its status. Finally, it seems that more teacher training is not enough in itself and more attention must be paid to the training quality.
DOI: 10.6084/m9.figshare.14279454
title: Teaching-Learning Strategies for Humanistic, Critical, Reflective and Ethical Undergraduate Medical Training: a Systematic Review

description: Abstract: Introduction: Medicine is an area of knowledge directly related to and influenced by human relationships. Medical practice requires not only technical knowledge but also skills that enable one to properly apply techniques for the recovery and promotion of an individual’s health. The current Brazilian National Curricular Guidelines (DCN) outline the essential skills for medical training, which extend beyond the technical field. According to the DCN, undergraduate medical training should be based on a generalist, humanistic, critical, reflective and ethical formation. In view of this, the aim of this review was to identify teaching-learning strategies used to achieve these psychosocial competences in undergraduate medical training. Method: A systematic review of articles that present pedagogical interventions and/or methods used to teach the necessary competences for a generalist, humanistic, critical, reflexive and ethical medical training at undergraduate level. The selected studies were synthesized and analysed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. Results: The research strategy initially resulted in 98 eligible articles, of which, after a second evaluation, 11 primary articles were selected. The articles were initially grouped by the competence in relation to which they were researched and reorganized according to the conceptual criterion by which they were framed. Thus, of the 11 articles selected with the search strategy, six articles were classified as addressing humanist formation, two critical formation, two reflective formation and one ethical formation. Conclusion: The studies reviewed show that important dimensions of medical education, often disregarded during undergraduate training, can be approached in a systematic way and with validated pedagogical methods. These effective teaching-learning methods provide the medical student with fundamental skills that may have previously been part of the hidden curriculum. Incorporating such competencies into a formal curriculum allows for their evaluation and for improvement in the quality of medical training, thus leading to the adoption of attitudes key to success in the medical profession.
DOI: 10.6084/m9.figshare.14279458
title: Medical Student Knowledge about Basic Life Support in the Attendance of Cardiorespiratory Arrest Care

description: Abstract: Introduction: Cardiorespiratory Arrest (CRA) is characterized as an interruption or reduction of mechanical activity of the heart and breath activity. As a result of reduction of oxygen and nutrients for the corporal tissue, there is risk of death, which makes the CRA a severe medical emergency. In this context, the correct performance of basic life support in prehospital treatment is of fundamental importance to diminish the mortality rate and complications in CRA victims. Considering the importance of the topic in medical teaching, the present study was aimed at identifying the knowledge of medical students about the subject, in a way to verify whether the students know how to identify the signals that indicate a cardiorespiratory arrest, the sequence of measures applied during the prehospital care of CRA victims, and the adequate techniques for the medical procedure. Method: The present study adopted an observational, exploratory, descriptive and quantitative approach, with a sample of 245 students of the medicine course at Universidade Estadual do Pará. To collect the samples, one quiz containing 18 questions was used and applied with Google Forms. Results: The knowledge of the students was satisfactory, with significant increase of performance at later periods of the course. The more limited knowledge included the management of compression techniques; the correct use of the automated external defibrillator (AED) and airway management. Conclusions: Although there was a high amount of hits, the necessity of a better approach on the topic was observed during medical training, to enable the correct prehospital treatment of CRA victims, due to the importance of such procedure in medical emergency.
DOI: 10.6084/m9.figshare.14279456
title: Prevalence of Depressive Symptoms in Medical Students Following a Problem-Based Learning Curriculum

description: Abstract: Introduction: Depression is a heterogenous disorder of diverse etiology, progression and therapeutic response. Increasing incidence of depression in young adulthood has been reported. The purpose of this paper was to evaluate the prevalence of depressive symptoms among medical students at a university which adopts an active learning method and to investigate possible associations to sociodemographic variables. Methods: Descriptive, cross-sectional study. An electronic questionnaire was applied to evaluate sociodemographic variables and depressive symptoms using the Beck Depression Inventory. Univariate and multivariate logistic regression analysis were performed. Results: A slight male predominance (n=93, 53.7%) was found among 173 students, along with an average median age of 24 [22-26]. Depressive symptoms were identified in 46.2% of the students (n=80): 33.5% (n=58) with mild symptoms, 9.2% (n=16) moderate, and 3.4% (n=6) severe. Female gender (p=0.032) and dissatisfaction with the active learning method (p&lt;0.001) were independently associated with depressive symptoms in a multivariate logistic regression analysis with the chance of suffering from depressive symptoms increasing 2 and 3.5 fold, respectively. Living with one’s parents, additional psychiatric diagnosis, and lack of regular physical exercise were associated with depressive symptoms only in univariate analysis. Conclusion: The medical students presented a high prevalence rate of depressive symptons. Association between dissatisfaction with the active learning method and depressive symptoms may offer some insight regarding the pedagogical practices and deficiencies in the application of this method at the university in question. It is important to implement strategies that incorporate physical exercise into the pedagogical and curricular project to promote the mental and physical health of the students.
DOI: 10.6084/m9.figshare.14279456.v1
title: Prevalence of Depressive Symptoms in Medical Students Following a Problem-Based Learning Curriculum

description: Abstract: Introduction: Depression is a heterogenous disorder of diverse etiology, progression and therapeutic response. Increasing incidence of depression in young adulthood has been reported. The purpose of this paper was to evaluate the prevalence of depressive symptoms among medical students at a university which adopts an active learning method and to investigate possible associations to sociodemographic variables. Methods: Descriptive, cross-sectional study. An electronic questionnaire was applied to evaluate sociodemographic variables and depressive symptoms using the Beck Depression Inventory. Univariate and multivariate logistic regression analysis were performed. Results: A slight male predominance (n=93, 53.7%) was found among 173 students, along with an average median age of 24 [22-26]. Depressive symptoms were identified in 46.2% of the students (n=80): 33.5% (n=58) with mild symptoms, 9.2% (n=16) moderate, and 3.4% (n=6) severe. Female gender (p=0.032) and dissatisfaction with the active learning method (p&lt;0.001) were independently associated with depressive symptoms in a multivariate logistic regression analysis with the chance of suffering from depressive symptoms increasing 2 and 3.5 fold, respectively. Living with one’s parents, additional psychiatric diagnosis, and lack of regular physical exercise were associated with depressive symptoms only in univariate analysis. Conclusion: The medical students presented a high prevalence rate of depressive symptons. Association between dissatisfaction with the active learning method and depressive symptoms may offer some insight regarding the pedagogical practices and deficiencies in the application of this method at the university in question. It is important to implement strategies that incorporate physical exercise into the pedagogical and curricular project to promote the mental and physical health of the students.
DOI: 10.6084/m9.figshare.14279458.v1
title: Medical Student Knowledge about Basic Life Support in the Attendance of Cardiorespiratory Arrest Care

description: Abstract: Introduction: Cardiorespiratory Arrest (CRA) is characterized as an interruption or reduction of mechanical activity of the heart and breath activity. As a result of reduction of oxygen and nutrients for the corporal tissue, there is risk of death, which makes the CRA a severe medical emergency. In this context, the correct performance of basic life support in prehospital treatment is of fundamental importance to diminish the mortality rate and complications in CRA victims. Considering the importance of the topic in medical teaching, the present study was aimed at identifying the knowledge of medical students about the subject, in a way to verify whether the students know how to identify the signals that indicate a cardiorespiratory arrest, the sequence of measures applied during the prehospital care of CRA victims, and the adequate techniques for the medical procedure. Method: The present study adopted an observational, exploratory, descriptive and quantitative approach, with a sample of 245 students of the medicine course at Universidade Estadual do Pará. To collect the samples, one quiz containing 18 questions was used and applied with Google Forms. Results: The knowledge of the students was satisfactory, with significant increase of performance at later periods of the course. The more limited knowledge included the management of compression techniques; the correct use of the automated external defibrillator (AED) and airway management. Conclusions: Although there was a high amount of hits, the necessity of a better approach on the topic was observed during medical training, to enable the correct prehospital treatment of CRA victims, due to the importance of such procedure in medical emergency.
DOI: 10.6084/m9.figshare.14279461
title: Evaluation of the Effectiveness of a Training Program on Violence against Children and Adolescents

description: Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.
DOI: 10.6084/m9.figshare.14279454.v1
title: Teaching-Learning Strategies for Humanistic, Critical, Reflective and Ethical Undergraduate Medical Training: a Systematic Review

description: Abstract: Introduction: Medicine is an area of knowledge directly related to and influenced by human relationships. Medical practice requires not only technical knowledge but also skills that enable one to properly apply techniques for the recovery and promotion of an individual’s health. The current Brazilian National Curricular Guidelines (DCN) outline the essential skills for medical training, which extend beyond the technical field. According to the DCN, undergraduate medical training should be based on a generalist, humanistic, critical, reflective and ethical formation. In view of this, the aim of this review was to identify teaching-learning strategies used to achieve these psychosocial competences in undergraduate medical training. Method: A systematic review of articles that present pedagogical interventions and/or methods used to teach the necessary competences for a generalist, humanistic, critical, reflexive and ethical medical training at undergraduate level. The selected studies were synthesized and analysed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. Results: The research strategy initially resulted in 98 eligible articles, of which, after a second evaluation, 11 primary articles were selected. The articles were initially grouped by the competence in relation to which they were researched and reorganized according to the conceptual criterion by which they were framed. Thus, of the 11 articles selected with the search strategy, six articles were classified as addressing humanist formation, two critical formation, two reflective formation and one ethical formation. Conclusion: The studies reviewed show that important dimensions of medical education, often disregarded during undergraduate training, can be approached in a systematic way and with validated pedagogical methods. These effective teaching-learning methods provide the medical student with fundamental skills that may have previously been part of the hidden curriculum. Incorporating such competencies into a formal curriculum allows for their evaluation and for improvement in the quality of medical training, thus leading to the adoption of attitudes key to success in the medical profession.
DOI: 10.6084/m9.figshare.14279464
title: “My Dream Is To Be Understood”: an Analysis of the Doctor-Deaf Patient Interaction during Health Care

description: Abstract: Introduction: The deaf community represents a significant portion of the Brazilian population that faces numerous barriers in access to health care. Communication failures increase the chances of misdiagnosis, errors in medical records, embarrassment, non-adherence to treatment, suffering and user dissatisfaction. The study aimed to characterize health care for deaf people from the perspective of medical professionals, medical interns and the patients themselves, discussing the strategies developed in the dialogue and physician-patient interaction, and the tools for the improvement of medical practice. Method: An observational, descriptive study based on integrated content analysis. A sample of 181 participants divided into three groups: medical professionals (n=46), medical students from the fifth and sixth year (n=54) and deaf individuals (n=81). Two semi-structured instruments were used, one for doctors and interns and one for the deaf. Descriptive analysis of the quantitative variables was performed with percentage distributions for categorical variables and measure of central tendency and dispersion for numerical variables. The answers to the essay questions were organized into three groups of texts and the material was submitted to lexicographic analysis with the support of IRaMuTeQ software. Results: 76% of doctors and academics said they had already treated a patient with severe or partial deafness. Although 49% reported discomfort, but also feeling secure when treating deaf patients, 55.5% of the deaf said they had already stopped going to the doctor, or reporting any problems, such as pain, discomfort or anguish, for fear of not being understood. The participation of caregivers as mediators of the doctor-patient relationship was the most frequent communicational strategy pointed out by all participants. Other frequent strategies identified by the deaf interviewees were lip reading and LIBRAS; by the doctors, mime and writing; and by the interns, lip reading and writing; all of which are non-resolving strategies. Conclusions: The perceptions of the different actors of the doctor-patient interaction analyzed showed differences in satisfaction with the service and health risks for the deaf, lacking multimodal planning with effective communication strategies.