cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.5980231
title: Formation of Medical Acting as Leaders of the Teams of Primary Health in Paraná

description: ABSTRACT Historically speaking, Brazilian medical school curricula have not provided training aimed at working in the Brazilian Unified Health System (SUS) and Primary Care. This has been identified as one of the factors that hinders the work of medical graduates. Several curricular transformations have been taking place, but they have failed to cater for many health professionals. This research was an integral part of a master's thesis and was carried out through a descriptive, cross-sectional field study that aimed to analyze the training of the medical professional who responded to Module II of the National Program for Improving Access and Quality of Primary Care (PMAQ-AB), cycle I and / or II, in the state of Paraná. The data were obtained through a semi-structured questionnaire made available online via the Qualtrics program. Of the 183 physicians who formed the universe, 32 (17.48%) participated in the study. Among the respondent professionals, 16 (50%) were graduates from public universities, 11 (34%) from private institutions; 17 (53%) graduated before 2006; 15 (46.9%) considered the theoretical learning about the Unified Health System and the theoretical and practical learning about Primary Health Care (PHC) obtained during undergraduate training as lacking or insufficient; 13 (59.1%) underwent up to one year of practical training as undergraduates; 14 (43.75%) reported that they were adequately trained in the undergraduate program, but required updating training to work at this level of care; 12 (37%) were resident doctors, 6 (50%) in Family and Community Medicine; 21 (66%) reported having a specialization, 2 (9%) in family health, 3 (14%) in collective health and 7 (32%) in Family and Community Medicine; 23 physicians (71.8%) chose to work in PHC for personal/professional fulfillment. It was concluded that the physicians participating in the field research consider their training on the SUS and the PHC work process as insufficient, and required complementary training for their professional performance. This fact shows that there is indeed a need for changes in the training process.
DOI: 10.6084/m9.figshare.5980231.v1
title: Formation of Medical Acting as Leaders of the Teams of Primary Health in Paraná

description: ABSTRACT Historically speaking, Brazilian medical school curricula have not provided training aimed at working in the Brazilian Unified Health System (SUS) and Primary Care. This has been identified as one of the factors that hinders the work of medical graduates. Several curricular transformations have been taking place, but they have failed to cater for many health professionals. This research was an integral part of a master's thesis and was carried out through a descriptive, cross-sectional field study that aimed to analyze the training of the medical professional who responded to Module II of the National Program for Improving Access and Quality of Primary Care (PMAQ-AB), cycle I and / or II, in the state of Paraná. The data were obtained through a semi-structured questionnaire made available online via the Qualtrics program. Of the 183 physicians who formed the universe, 32 (17.48%) participated in the study. Among the respondent professionals, 16 (50%) were graduates from public universities, 11 (34%) from private institutions; 17 (53%) graduated before 2006; 15 (46.9%) considered the theoretical learning about the Unified Health System and the theoretical and practical learning about Primary Health Care (PHC) obtained during undergraduate training as lacking or insufficient; 13 (59.1%) underwent up to one year of practical training as undergraduates; 14 (43.75%) reported that they were adequately trained in the undergraduate program, but required updating training to work at this level of care; 12 (37%) were resident doctors, 6 (50%) in Family and Community Medicine; 21 (66%) reported having a specialization, 2 (9%) in family health, 3 (14%) in collective health and 7 (32%) in Family and Community Medicine; 23 physicians (71.8%) chose to work in PHC for personal/professional fulfillment. It was concluded that the physicians participating in the field research consider their training on the SUS and the PHC work process as insufficient, and required complementary training for their professional performance. This fact shows that there is indeed a need for changes in the training process.
DOI: 10.6084/m9.figshare.5979835
title: Tutors’ Perception of their Assessment by Students of a Medical Course

description: ABSTRACT Among the active pedagogical methodologies, Problem-Based Learning provides new roles to the agents of the teaching-learning processes. The teacher passes from the role of single knowledge holder to facilitator of the learning process. On the other hand the student's role also changes from passive subject to active participant in this knowledge construction. This study aimed at analyzing the meaning given by tutors to assessments made by medicine students at Montes Claros State University on their professional performance. It is a qualitative, descriptive and exploratory study, the subjects of which were 11 tutors of the Content Specific Module of first and fourth year students in the second semester of 2009. We used structured interviews to collect data, the results of which were analyzed and interpreted according to thematic content analysis. The tutors were mostly female who held a specialization qualification and master's degree; the predominant working week was 40 hours. The following thematic categories were derived from the interviews: aspects that influenced the decision to work as a tutor: invitations from and needs of the institution; tutor training: only some teachers received training, some became tutors through observing other tutors at work; awareness of the student assessment at the end of each module: the student assessment is not performed in a committed manner; teachers and managers do not engage in the results; and finally the categories of how the tutors conceive the assessment and perceive it via the Intranet: it was observed that all the subjects are aware of the importance of such a process, but some teachers are not interested in the student assessments. It is expected that the results will contribute to improving teachers’ view of their role in building and organizing the curriculum and, consequently, in the training of new medical professionals, as set out in the Pedagogical Political Project for this course.
DOI: 10.6084/m9.figshare.5979958
title: Analysis of Bibliographic Production on Problem-Based Learning (PBL) in Four Selected Journals

description: ABSTRACT The present study is an integrative review. The aim was to analyze the bibliometric characteristics of empirical scientific literature on PBL in reference medical education journals in Brazil and in the world from 2005 to 2014, and recommend directions for future research. The following data were extracted: year of publication, study setting, study goals, study type, key findings and directions for future research indicated by the authors. The settings in the articles published in the three international journals were Medical Schools in all continents, where n = 6 studies were multicentric. When we analyze the data for the distribution of national studies among states, we can see that they are concentrated in the South and Southeast of Brazil. As regards the objectives of the studies analyzed, we observed that a predominance of attempts to verify the effectiveness of PBL, that is, looking at results in terms of student performance, whether in training or medical practice, and by comparing such results to those obtained via traditional methods. As regards the trend in the number of articles on PBL published in the last 10 years, we observed a significant reduction in the number of articles published in the three international journals from 2005 to 2010. In the case of the national periodical, our data suggest that scientific literature on PBL in Brazil remains at an incipient stage. As regards the research methods used in the studies published in the four selected journals, we noted the predominance of quantitative methods, primarily through the use of surveys (n = 26). The main conclusions of the studies follow the same line of goals. They show the positive results of both PBL in medical education and their implications for professional practice. In terms of guidelines for future research, we see that there is an inclination to carry out further studies to investigate the effectiveness of PBL, as well as more comparative studies. In conclusion we can say that research on PBL is still in its infancy, we still need to move forward in further studies that seek to answer more theoretical and methodological issues and employ epistemological methods. The quality of research carried out also requires attention, because the higher the quality the better the research will support decision-making. A very promising finding is that PBL hás aroused the interest of researchers all over the world. This shows that the method, despite its rigorous steps, can adapt to different cultures and different educational contexts. However, we cannot fail to mention the limitations of this study. To enable the research, the search was reduced to a limited number of journals, and a timeframe of 10 years. Thus it is recommended that further research be conducted, encompassing more publications and a longer period of time, in order to draw a more complete picture of scientific literature on PBL.
DOI: 10.6084/m9.figshare.5979958.v1
title: Analysis of Bibliographic Production on Problem-Based Learning (PBL) in Four Selected Journals

description: ABSTRACT The present study is an integrative review. The aim was to analyze the bibliometric characteristics of empirical scientific literature on PBL in reference medical education journals in Brazil and in the world from 2005 to 2014, and recommend directions for future research. The following data were extracted: year of publication, study setting, study goals, study type, key findings and directions for future research indicated by the authors. The settings in the articles published in the three international journals were Medical Schools in all continents, where n = 6 studies were multicentric. When we analyze the data for the distribution of national studies among states, we can see that they are concentrated in the South and Southeast of Brazil. As regards the objectives of the studies analyzed, we observed that a predominance of attempts to verify the effectiveness of PBL, that is, looking at results in terms of student performance, whether in training or medical practice, and by comparing such results to those obtained via traditional methods. As regards the trend in the number of articles on PBL published in the last 10 years, we observed a significant reduction in the number of articles published in the three international journals from 2005 to 2010. In the case of the national periodical, our data suggest that scientific literature on PBL in Brazil remains at an incipient stage. As regards the research methods used in the studies published in the four selected journals, we noted the predominance of quantitative methods, primarily through the use of surveys (n = 26). The main conclusions of the studies follow the same line of goals. They show the positive results of both PBL in medical education and their implications for professional practice. In terms of guidelines for future research, we see that there is an inclination to carry out further studies to investigate the effectiveness of PBL, as well as more comparative studies. In conclusion we can say that research on PBL is still in its infancy, we still need to move forward in further studies that seek to answer more theoretical and methodological issues and employ epistemological methods. The quality of research carried out also requires attention, because the higher the quality the better the research will support decision-making. A very promising finding is that PBL hás aroused the interest of researchers all over the world. This shows that the method, despite its rigorous steps, can adapt to different cultures and different educational contexts. However, we cannot fail to mention the limitations of this study. To enable the research, the search was reduced to a limited number of journals, and a timeframe of 10 years. Thus it is recommended that further research be conducted, encompassing more publications and a longer period of time, in order to draw a more complete picture of scientific literature on PBL.
DOI: 10.6084/m9.figshare.5980147.v1
title: Mental Health Educational Program for Primary Health Care Physicians

description: ABSTRACT Introduction: Brazilian primary health care and mental health policies have contributed significantly to improving health care in the country. Both defend the basic principles of the Unified Health System (SUS) and propose a change in the health care model, focusing on a decentralized, community/family-oriented approach, rather than the traditional centralized, hospital-oriented model. Objective: This article aims to provide practical elements, which may serve as a model for the implementation of mental health education programs for primary health care physicians who work in Brazil. Methods: Learning needs in mental health were identified using data triangulation methodology that drew on literature review, questionnaires and focus groups. The study was conducted in the town of Sobral, Ceará, with the participation of 26 family physicians from 28 Basic Health Units and three psychiatry professors from Brazilian medical schools. Results: Most of the family doctors felt unprepared to solve mental health problems and identified major gaps in their medical training. They reported that the focus on mental health issues was insufficient, and centered on the hospital setting and healing, rather than in the context of community care. The educational program developed provides health teams and health education institutions with the conceptual, practical and methodological framework for primary-level mental health education initiatives. Conclusion: The tools to identify health learning needs proved useful in the development of continuing education programs together with primary health professionals. For the purposes of validation, it is suggested that this program be tested in different Brazilian cities followed by thorough evaluation.
DOI: 10.6084/m9.figshare.5980357
title: Characteristics of the effective tutor in pbl: a literature review

description: ABSTRACT In general, students have few opportunities to address their emotions under the guidance of an experienced physician, which can undermine their self-confidence to deal with real patients in stressful situations. Emotional detachment and cynicism are defense mechanisms, which can emerge as a consequence. The consolidation of a professional identity committed to patients' interests can become a challenge when medical students are not comfortable in their role as caregivers. In general, we consider that the undergraduate medical curriculum has been insufficient in providing appropriate environments for students to reflect on professional identity formation and on the future challenges of their profession. Objective: To develop an in-depth debriefing to address students' emotions and professional identity formation in the context of a simulation activity with simulated patients at a medical school in Brazil. Methods: The authors conducted a simulated medical consultation activity using standardized patients (SPs) with an in-depth debriefing based on the feelings of the patient and the student. During each encounter the formation and consolidation of professional identity was discussed. Fourth- and sixth-year medical students (n=551) participated and answered a questionnaire about the activity and the learning outcome. Results: The students felt comfortable during the activity, due to “openness to dialogue”, “proximity with colleagues and teachers” and the “judgment-free environment”. More than 90% reported that what they had learned would be useful in their professional and personal lives, providing a greater “understanding of emotions”, “empathy”, “ability to listen” and “ability to deal with conflicts”. More than half of them were motivated to study, especially “doctor-patient relationship”, “treatment”, “common diseases” and “medicine in general”. Students considered the activity important for retrieving the initial reasons that had led them to embarking on the medical profession in the first place. Conclusions: Reflecting on disease and its impact on patients' daily life may motivate learning in medicine, allowing for the recovery of the personal and social meaning of its practice. In-depth debriefing was important to nurture professional identity committed to empathy and patients' interests. Activities planned to discuss the influence and importance of emotions in medical practice can help students to reconcile personal and professional identities.
DOI: 10.6084/m9.figshare.5979835.v1
title: Tutors’ Perception of their Assessment by Students of a Medical Course

description: ABSTRACT Among the active pedagogical methodologies, Problem-Based Learning provides new roles to the agents of the teaching-learning processes. The teacher passes from the role of single knowledge holder to facilitator of the learning process. On the other hand the student's role also changes from passive subject to active participant in this knowledge construction. This study aimed at analyzing the meaning given by tutors to assessments made by medicine students at Montes Claros State University on their professional performance. It is a qualitative, descriptive and exploratory study, the subjects of which were 11 tutors of the Content Specific Module of first and fourth year students in the second semester of 2009. We used structured interviews to collect data, the results of which were analyzed and interpreted according to thematic content analysis. The tutors were mostly female who held a specialization qualification and master's degree; the predominant working week was 40 hours. The following thematic categories were derived from the interviews: aspects that influenced the decision to work as a tutor: invitations from and needs of the institution; tutor training: only some teachers received training, some became tutors through observing other tutors at work; awareness of the student assessment at the end of each module: the student assessment is not performed in a committed manner; teachers and managers do not engage in the results; and finally the categories of how the tutors conceive the assessment and perceive it via the Intranet: it was observed that all the subjects are aware of the importance of such a process, but some teachers are not interested in the student assessments. It is expected that the results will contribute to improving teachers’ view of their role in building and organizing the curriculum and, consequently, in the training of new medical professionals, as set out in the Pedagogical Political Project for this course.
DOI: 10.6084/m9.figshare.5980144
title: Homeopathy in Medical Schools: Trajectory of the Universidade Federal Fluminense

description: ABSTRACT Homeopathic medicine was recognized by the Federal Council of Medicine as a medical specialty in 1980, and since then its teaching as part of medical training has grown in Brazil. Homeopathic medicine was first taight in Brazil in 1994 in the undergraduate medicine program of the Universidade Federal Fluminense (UFF). The history of teaching Homeopathy in the UFF medical course was analyzed in a qualitative-approach case study using documental analysis, direct observation, individual interviews with coordinators and students, and focus groups with alumni from five disciplines that address Homeopathy. The path identified involved resistance and progress, triggered by the curricular reform process in context of the implementation of the Brazilian Unified Health System (SUS) and the expansion of primary care. The teaching of Homeopathy in the UFF medical course was supported by the collaboration of external professionals. The major challenges included consolidating the discipline on the compulsory curriculum, acheiving integration with other clinics, hiring qualified teachers and recreating an outpatient Homeopathy school environment for supervised practice. From the perspective of integration and complementarity of the biomedical approach, humanized medical practice and comprehensive care were the most mentioned contributions. In the compulsory subjects it is argued that students can develop skills and abilities to: (a) guide and refer patients to Homeopathy whenever they might benefit from this medical practice; and (b) hold dialogues with homeopathy colleagues concerning the monitoring of common patients. The optional subjects are important for students who want to broaden their theoretical and practical training in Homeopathy, aimed at offering a professional practice that includes this specialty and permits the integration of the vitalist and biomedical paradigms in health care. The teaching of Homeopathy in the UFF undergraduate medical program is supported by its academic community's commitment to a plural health education that enables future professionals to use different paradigms for dealing with the disease process, the body and people in a contemporary society. This, in turn, contributes to improving relationships with patients, promotes autonomy, reduces invasive and insensitive approaches and expands comprehensive health care and resolute health work. This critical study of the trajectory of Homeopathy education in the UFF undergraduate medical course adds support to reflections on its teaching in other medical schools, including schools that already contemplate Homeopathy in their schedule or schools that are planning to include it in their curriculum in response to student and teacher demand.