cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14279524.v1
title: Competency matrix for undergraduate medical education in homeopathy

description: Abstract: Introduction: Undergraduate medical curricula are overloaded with content, making the need to optimize essential skills and knowledge paramount. The National Curricular Guidelines for the medical course (DCNs) put focus on patient treatment, which involves several interfaces with homeopathy. However, despite it being recognized as a medical specialty in Brazil since 1980, homeopathy is rarely present in undergraduate medical education. Objective: To develop a collection of essential skills and knowledge for teaching homeopathy as part of the undergraduate medical curriculum. Methods: Quanti-qualitative study performed using the standard Delphi technique in two rounds with specialized homeopathy teachers from Brazil. An anonymous online questionnaire was conducted to identify the learning competences needed in homeopathy for undergraduate medical students. Following content analysis, the themes and sub-themes were grouped into the two main categories of knowledge and skills, which were returned to the specialists who rated their importance for each item using the “Four-Point Likert Scale” from not at all important to very important. For the purpose of generating a general consensus, two criteria were adopted: the “De Loe index” and a importance score. Results: There was a high degree of consensus regarding eleven of the fourteen themes/sub-themes, five of which were considered essential, with an importance score above 9.0 (three related to the general theme, Homeopathic Clinic, one to Homeopathic Theory and Method and another to Homeopathic Research). There was also a high level of consensus regarding eight of the eleven skills, but only two gained a score of above 9.0, both related to Homeopathic Clinic. Conclusion: The teaching of Homeopathy can contribute to a paradigmatic change in medicine, particularly in the sense of prioritizing the patient and promoting health, as well as allowing for a more humanized and patient-centered medical engagement. These factors would justify the adoption of its teaching, so much so it could be made mandatory across all medical study. The establishment of a “competency matrix” for homeopathy study, which ought to be taught to students of the medical field, meets the DCNs and would be instrumental in future syllabuses.
DOI: 10.6084/m9.figshare.14279525
title: Teaching non-technical skills for emergency care: perceptions of professors of Medicine

description: Abstract: Introduction: Emergency situations require rapid response and decisions by the physician, who must articulate technical skills, such as knowledge and clinical skills for the diagnosis, and non-technical skills, such as leadership and teamwork, to provide safe care. Objective: To know the medical faculty’s perceptions on the teaching of non-technical skills for emergency care in the context of an undergraduate medical course. Method: Qualitative, exploratory and descriptive study developed with 24 medical teachers of a medical course in the implementation phase. Data collection was performed through interviews, using a semi-structured script, recorded in audio, with the participants’ consent. Thematic analysis was used for the data analysis. Results: the analysis of the interviews allowed the construction of two themes: “Teaching urgency and emergency: a reproduction of procedures” and “The transition of rationalities in teaching non-technical skills for emergency care”, with the subthemes, “Non-technical skills: however much I teach you, you will not learn” and “It is possible to develop non-technical skills”. Conclusions: In the studied group, a technicist vision stands out, emphasizing technical and procedural teaching to assist emergency situations. However, different conceptions of teaching and learning coexist, indicating a transition of rationalities that permeates the teachers’ understanding. The need for proposals for the continuing development of the faculty is emphasized, allowing critically rethinking the conceptions of learning in the field of emergencies, especially in the context of new undergraduate medical courses.
DOI: 10.6084/m9.figshare.14279527
title: Analysis of the teaching-service integration for training residents in family and community medicine

description: Abstract: Introduction: Integration between educational institutions and health services in the training of medical residents requires changes on both sides, especially in the care setting, making it necessary to remodel the culture of the social actors that make up the SUS. Objective: The objective of this study was to performa situational diagnosis of the teaching-service integration in a Residency Program in Family and Community Medicine (PRMFC) by mapping the reported strengths, weaknesses, opportunities and threats. Method: Intervention research with preceptors and health managers in a municipality in the state of Ceará, Brazil. Data were collected through semi-structured interviews, submitted to the Descending Hierarchical Classification (DHC) with the aid of the IRaMuTeQ software, analyzed according to the axes of the SWOT matrix (strengths, weaknesses, opportunities, threats) and discussed with the support of literature. Results: Each DHC class generated the factors of each axis of the SWOT matrix, outlining as strong points: partnership between the agents of integration and inclusion of the resident in the daily routines of the teams; weaknesses: distance between preceptor and educational institution and absence of strategies for valuing preceptorship; opportunities: perspective of the Program to serve as a health management tool; and threats: problems in the management of health equipment, reflecting on the structure of services, Program management and quality of training. Conclusions: The analysis of the SWOT matrix enabled the identification of strengths and weaknesses in the PRMFC, supporting the development of strategies to strengthen teaching-service integration, with a view to improving health care management, training and execution.
DOI: 10.6084/m9.figshare.14268485
title: Semiology and radiology integration: a new trend in the teaching-learning process

description: Abstract: Introduction: The development of clinical reasoning to diagnose diseases and order ancillary tests, such as radiology imaging, is based on history-taking and physical examination skills, which are developed during the semiology course. Objective: We aimed to evaluate the results of the innovative integration of two courses in the medical curriculum at our institution: Medical Semiology and Clinical Radiology. Methods: The sample consisted of 184 fifth-semester medical students attending the two courses simultaneously. Extra-class semiology-radiology sessions based on theoretical and practical topics integrating radiological images and semiological signs were conducted, and the results were assessed by applying a semi-structured questionnaire to the participants, in which all 18 items were rated on a scale from 0 (worst) to 10 (best). The normality hypothesis in score distribution was verified by the Kolmogorov-Smirnov test and the Shapiro-Wilk test. The distribution of the 18 scores were summarized by descriptive statistics and compared by Friedman’s test, with post-hoc test in pairwise comparisons adjusted by Bonferroni test. Correlations between the scores were determined by Spearman’s Rank Correlation Coefficients. Results: The overall mean score for the semiology-radiology sessions was high (8.55). Students were satisfied with the selection of clinical cases (8.46) and found that the semiology-radiology sessions contributed to the development of their clinical reasoning (8.58). Conclusion: Medical schools are facing new challenges in medical education. The innovative concept of Radiology-Semiology integrated teaching modality affects the students’ self-perception ability to interpret radiological images and might be an educational strategy trend.
DOI: 10.6084/m9.figshare.14279527.v1
title: Analysis of the teaching-service integration for training residents in family and community medicine

description: Abstract: Introduction: Integration between educational institutions and health services in the training of medical residents requires changes on both sides, especially in the care setting, making it necessary to remodel the culture of the social actors that make up the SUS. Objective: The objective of this study was to performa situational diagnosis of the teaching-service integration in a Residency Program in Family and Community Medicine (PRMFC) by mapping the reported strengths, weaknesses, opportunities and threats. Method: Intervention research with preceptors and health managers in a municipality in the state of Ceará, Brazil. Data were collected through semi-structured interviews, submitted to the Descending Hierarchical Classification (DHC) with the aid of the IRaMuTeQ software, analyzed according to the axes of the SWOT matrix (strengths, weaknesses, opportunities, threats) and discussed with the support of literature. Results: Each DHC class generated the factors of each axis of the SWOT matrix, outlining as strong points: partnership between the agents of integration and inclusion of the resident in the daily routines of the teams; weaknesses: distance between preceptor and educational institution and absence of strategies for valuing preceptorship; opportunities: perspective of the Program to serve as a health management tool; and threats: problems in the management of health equipment, reflecting on the structure of services, Program management and quality of training. Conclusions: The analysis of the SWOT matrix enabled the identification of strengths and weaknesses in the PRMFC, supporting the development of strategies to strengthen teaching-service integration, with a view to improving health care management, training and execution.
DOI: 10.6084/m9.figshare.14279530
title: How suicide is addressed in medical education: analysis from the students’ perspective

description: Abstract: Introduction: Brazil has one of the highest suicide rates in the world, however there remains a stigma related to this issue and this is reflected in a lack of its critical questioning in medical training. Objective: To understand the perceptions and attitudes of medical students about issues related to suicide and to identify how the issue is included in undergraduate training. Method: A descriptive, exploratory, and cross-sectional study, using quantitative methodology. The study commenced following approval by the Research Ethics Committee and involved the participation of 188 medical students at a public university in Pará. The survey consisted of a semi-structured questionnaire presented to the participants in person after they had signed the Informed Consent Form (ICF). Result: Most of the participants attributed importance to suicide as a topic to be studied, but the researchers noted that there is little content related to the theme throughout medical education, seeing as most the participants did not know of any intervention manual or protocol for suicide situations. Furthermore, the majority of the students reported difficulties in relation to compulsory reporting. Conclusion: Despite themes related to mental health being included in academic training, the matter of suicide still needs to be tackled more intensely in medical education. This would represent an important step towards achieving more effective and qualified medical interventions, especially due to the heightened relevance of this issue in recent times.
DOI: 10.6084/m9.figshare.14268485.v1
title: Semiology and radiology integration: a new trend in the teaching-learning process

description: Abstract: Introduction: The development of clinical reasoning to diagnose diseases and order ancillary tests, such as radiology imaging, is based on history-taking and physical examination skills, which are developed during the semiology course. Objective: We aimed to evaluate the results of the innovative integration of two courses in the medical curriculum at our institution: Medical Semiology and Clinical Radiology. Methods: The sample consisted of 184 fifth-semester medical students attending the two courses simultaneously. Extra-class semiology-radiology sessions based on theoretical and practical topics integrating radiological images and semiological signs were conducted, and the results were assessed by applying a semi-structured questionnaire to the participants, in which all 18 items were rated on a scale from 0 (worst) to 10 (best). The normality hypothesis in score distribution was verified by the Kolmogorov-Smirnov test and the Shapiro-Wilk test. The distribution of the 18 scores were summarized by descriptive statistics and compared by Friedman’s test, with post-hoc test in pairwise comparisons adjusted by Bonferroni test. Correlations between the scores were determined by Spearman’s Rank Correlation Coefficients. Results: The overall mean score for the semiology-radiology sessions was high (8.55). Students were satisfied with the selection of clinical cases (8.46) and found that the semiology-radiology sessions contributed to the development of their clinical reasoning (8.58). Conclusion: Medical schools are facing new challenges in medical education. The innovative concept of Radiology-Semiology integrated teaching modality affects the students’ self-perception ability to interpret radiological images and might be an educational strategy trend.
DOI: 10.6084/m9.figshare.14279530.v1
title: How suicide is addressed in medical education: analysis from the students’ perspective

description: Abstract: Introduction: Brazil has one of the highest suicide rates in the world, however there remains a stigma related to this issue and this is reflected in a lack of its critical questioning in medical training. Objective: To understand the perceptions and attitudes of medical students about issues related to suicide and to identify how the issue is included in undergraduate training. Method: A descriptive, exploratory, and cross-sectional study, using quantitative methodology. The study commenced following approval by the Research Ethics Committee and involved the participation of 188 medical students at a public university in Pará. The survey consisted of a semi-structured questionnaire presented to the participants in person after they had signed the Informed Consent Form (ICF). Result: Most of the participants attributed importance to suicide as a topic to be studied, but the researchers noted that there is little content related to the theme throughout medical education, seeing as most the participants did not know of any intervention manual or protocol for suicide situations. Furthermore, the majority of the students reported difficulties in relation to compulsory reporting. Conclusion: Despite themes related to mental health being included in academic training, the matter of suicide still needs to be tackled more intensely in medical education. This would represent an important step towards achieving more effective and qualified medical interventions, especially due to the heightened relevance of this issue in recent times.
DOI: 10.6084/m9.figshare.14279531
title: Chronotype change in university students in the health area with excessive daytime sleepiness

description: Abstract: Introduction: Excessive daytime sleepiness (EDS) is characterized by an increased likelihood of initiating sleep at inappropriate times through involuntary naps and it negatively impacts performance in studies, work, family, and social relationships and increases the risk of accidents. Objective: This study evaluated the schedule and prevalence of EDS and its associated factors in medical students (using the PBL method), comparing it with students from other health courses (using the Traditional method). Methods: A cross-sectional study was carried out with 1152 university students who were attending courses in the health area. The presence of EDS was defined when scores &gt;10 in the Epworth Sleepiness Scale (ESS) and the chronotype was assessed by means of the Morningness-Eveningness Questionnaire (MEQ). Using Stata 13.0 software, descriptive statistics, bivariate and multivariate analyses were performed, including interactions to fit the model. Results: The prevalence of EDS was 56.5% (95% CI, 53.6-59.4), and the mean ESS score was 11.1 (95% CI, 10.8-11.3). This value was lower among those who had morning chronotypes and was higher among medical students. 10.3% (n=119) of the students had a chronotype that was incompatible with the period of the course. The associated and independent factors for EDS were: female gender (PR, 1.14, 95% CI, 1.01-1.29), age between 16 and 19 years (PR, 1.20, 95% CI, 1.04-1.39), studying late at night and using cell phones before falling asleep (PR, 1.56, 95% CI, 1.02-2.38), not doing weekly physical activity (PR, 1.13, 95% CI, 1.02-1.25), and morning chronotype (PR, 0.87, 95% CI, 0.76-0.99). Not using cell phones before bedtime reduced the prevalence of EDS by 14%. Conclusions: This study demonstrated that the morning chronotype behaved as an independent protective factor for disorders of the circadian cycle. Performing weekly physical activity reduces EDS among students with intermediate and evening chronotypes.
DOI: 10.6084/m9.figshare.14279531.v1
title: Chronotype change in university students in the health area with excessive daytime sleepiness

description: Abstract: Introduction: Excessive daytime sleepiness (EDS) is characterized by an increased likelihood of initiating sleep at inappropriate times through involuntary naps and it negatively impacts performance in studies, work, family, and social relationships and increases the risk of accidents. Objective: This study evaluated the schedule and prevalence of EDS and its associated factors in medical students (using the PBL method), comparing it with students from other health courses (using the Traditional method). Methods: A cross-sectional study was carried out with 1152 university students who were attending courses in the health area. The presence of EDS was defined when scores &gt;10 in the Epworth Sleepiness Scale (ESS) and the chronotype was assessed by means of the Morningness-Eveningness Questionnaire (MEQ). Using Stata 13.0 software, descriptive statistics, bivariate and multivariate analyses were performed, including interactions to fit the model. Results: The prevalence of EDS was 56.5% (95% CI, 53.6-59.4), and the mean ESS score was 11.1 (95% CI, 10.8-11.3). This value was lower among those who had morning chronotypes and was higher among medical students. 10.3% (n=119) of the students had a chronotype that was incompatible with the period of the course. The associated and independent factors for EDS were: female gender (PR, 1.14, 95% CI, 1.01-1.29), age between 16 and 19 years (PR, 1.20, 95% CI, 1.04-1.39), studying late at night and using cell phones before falling asleep (PR, 1.56, 95% CI, 1.02-2.38), not doing weekly physical activity (PR, 1.13, 95% CI, 1.02-1.25), and morning chronotype (PR, 0.87, 95% CI, 0.76-0.99). Not using cell phones before bedtime reduced the prevalence of EDS by 14%. Conclusions: This study demonstrated that the morning chronotype behaved as an independent protective factor for disorders of the circadian cycle. Performing weekly physical activity reduces EDS among students with intermediate and evening chronotypes.
DOI: 10.6084/m9.figshare.14268440
title: Mapping of medical schools: the distribution of undergraduate courses and annual vacancies in Brazilian cities in 2020

description: Abstract: Introduction: The number of medical schools in Brazil, as well as the number of vacancies offered at these schools, has grown considerably in the last few years. Since 2013, this increasehas aimedat reaching especially the rural and underserved areas of the country. Objective: Considering that there are many different interests concerning this debate and that this reality directly influences the education and health policies of the country, the aim of this study was to evaluate the number and the distribution of the medical courses,as well as vacancies in these schools in 2020, presenting an updated overview of the Brazilian medical schools. Methods: This was a cross-sectional study, based on data gathered from the Brazilian Ministry ofEducation and Institute of Geography and Statistics (IBGE) website. The utilized variables were the number of courses, number of vacancies offered in each course, characteristics of the cities where the medical schools are located, such as population size, Human Development Index (HDI) and distance to the capital city of each state. Results: Among the institutions that have already initiated their activities, there are 328 active courses, offering 35.480 vacancies for Medical School applicants. There is a difference when analyzing public or private institutions and paid or tuition-free institutions. There is a greater offer of paid courses (74,1%) and of courses located in the countryside (69,8%). Among the courses in the countryside, 27,8% of the vacancies are offered within 100 km of the capital city. Only 7,9% of the annual vacancies are offered in cities with a medium HDI, and the remainder are offered in cities with high or very high HDI. The increase in HDI is related to the higher proportion of private courses offering medical vacancies. It was observed that there is no correspondence between the absolute number of vacancies and the population of the North region, differentfrom what occurs in the other regions of the country. Conclusions: Medical training is under many influences, such as economic and political trends. This discussion needs to consider the regionalization and democratization of access. It was observed that public institutions tend to be located in municipalities that are farther away from the capitals. Even though there is now greater homogeneity between the regions, the Southeast still concentrates almost half of the vacancies in medical courses. Also, the increase in the number of vacancies in private courses brings up the reflection about the socioeconomic profile of medical students who have the opportunity to gain access to this level of education.
DOI: 10.6084/m9.figshare.14279533
title: Reality or simulation? Performance analysis of medical students through different practical assessments

description: Abstract: Introduction: Assessing clinical skills represents a challenge in medical training. The heterogeneity in the selection of patients associated to a lack of objective criteria has resulted in a methodological shift toward using the objective structured clinical examination (OSCE). Objective: This study aimed to identify whether the OSCE results in a Gaussian frequency distribution of performance assessment marks compared to the traditional model. Method: 239 students from the Semiotics module of the medicine course between 2016 (traditional model) and 2017 (OSCE) were analyzed using the two-dimensional Kolmogorov-Smirnov test and Student’s t-test for correlation with the performance coefficient (PC). Results: The test scores in the traditional model (p&lt;0.0001; KS = 0.1881) are more discrepant in relation to the normal distribution than the OSCE test scores (p=0.0010; KS=0.1134) and show more correlation with the PC (p &lt;0.0001; r = 0.45) than the OSCE model (p = 0.31; r=0.06). Conclusion: OSCE might provide a more accurate assessment of a student’s performance during medical internship.