cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.5980144.v1
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.
DOI: 10.6084/m9.figshare.5980351
title: The Perception of Medical Students as well as Students from Other Health-Related Areas Regarding the Relations between Spirituality, Religiosity and Health

description: ABSTRACT Introduction: Some authors have found close and positive relationship between religiosity and spirituality and healthy behaviors that result in good health. Furthermore, data drawn from the literature suggest that, in general, people rely on their beliefs to face moments of personal and collective difficulties. Professionals whose practices are linked to health care, need to be trained to meet and observe the needs of patients, in terms of religiosity and spirituality. Objective: To investigate what medical students as well as students in the health area think about this topic, in addition to identifying the role and importance they attribute to religiosity and spirituality in their lives and future professional practices. Methodology: This was a quantitative and qualitative, descriptive, cross intentional sample study. We applied a questionnaire to first-year students of medicine, biomedicine, nursing, physiotherapy, occupational therapy, physical education, nutrition, psychology and social service, which assessed socio-demographic variables and concepts involving religiosity and spirituality and health. For the data analysis, we used the Chi-Square test developed in SPSS version 2.0, and P&lt;0.05 was considered significant. Results: We selected 270 students, aged between 18 and 43, however, only 183 completed the questionnaire. The majority of the respondents were female, who come from conventional Catholic and Christian families, and inherited their religion from their parents; 78.6% (144/183) report religious affiliation, 43.5% (87/183) practice it in a disciplined way. Most the individuals considered that R/S gives meaning to their lives, strengthens them in times of trouble and brings benefits to their health. They also consider religiosity and spirituality and issues related issues as very important to their academic background, whereas 31.4% (57/183) quoted that religiosity and spirituality have influenced their professional choice. Conclusion: Those who have become students at the Universidade Federal do Triângulo Mineiro have a positive attitude towards religiosity and spirituality and expect a more comprhensive and spiritual approach towards their curriculum.
DOI: 10.6084/m9.figshare.5980357.v1
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.5980051
title: Neurophobia in Brazil: Detecting and Preventing a Global Issue

description: ABSTRACT Neurophobia is a global issue known as a fear of Neurology and Neurosciences by medical students and physicians, and it may contribute to a reduced number of trained neurologists and a global misunderstanding of neurological diseases among physicians. To date, there are no studies that address the issue of Neurophobia in Brazil. The present study aimed to evaluate the perception of Neurology and Neurosciences among Brazilian medical students. Students from four medical schools in the state of Pará, in the second (pre-clinical phase), fourth (clinical phase) and sixth (internship) years of the course, were submitted to a self-administered and written questionnaire divided into two sections: the first section included questions assessing their perceived level of interest, level of knowledge, degree of difficulty, confidence in examining patients, quality of teaching in medical school and likelihood of pursuing the career, concerning different clinical specialties (Cardiology, Endocrinology, Gastroenterology, Nephrology, Neurology, Respiratory Medicine and Rheumatology). In the second section, there were questions about possible reasons why Neurology was perceived as a difficult subject and possible ways to improve neurological education. A total of 486 questionnaires were completed. Neurology was perceived as the most difficult clinical specialty (mean score 4.00; p &lt; 0.001), in which students feel least confident about conducting physical examinations (mean score 2.97; p &lt; 0.001), and with the worst quality of teaching (mean score 3.12; p &lt; 0.001). The main cause of Neurophobia was the need to know neuroanatomy and neurophysiology (very important reason for 39.4% of students), and the most frequently suggested method to improve neurological education was through more and better bedside tutorials (very important factor — 53.3%). Students developing extracurricular activities, women and older students had more unfavorable opinions about Neurology. Neurophobia is also present in Brazil, and new educational approaches must be proposed to improve the misperception of Neurology by medical students. The Medical Education Commission of the Brazilian Academy of Neurology should propose guidelines on Neurology teaching at undergraduate level.
DOI: 10.6084/m9.figshare.5980351.v1
title: The Perception of Medical Students as well as Students from Other Health-Related Areas Regarding the Relations between Spirituality, Religiosity and Health

description: ABSTRACT Introduction: Some authors have found close and positive relationship between religiosity and spirituality and healthy behaviors that result in good health. Furthermore, data drawn from the literature suggest that, in general, people rely on their beliefs to face moments of personal and collective difficulties. Professionals whose practices are linked to health care, need to be trained to meet and observe the needs of patients, in terms of religiosity and spirituality. Objective: To investigate what medical students as well as students in the health area think about this topic, in addition to identifying the role and importance they attribute to religiosity and spirituality in their lives and future professional practices. Methodology: This was a quantitative and qualitative, descriptive, cross intentional sample study. We applied a questionnaire to first-year students of medicine, biomedicine, nursing, physiotherapy, occupational therapy, physical education, nutrition, psychology and social service, which assessed socio-demographic variables and concepts involving religiosity and spirituality and health. For the data analysis, we used the Chi-Square test developed in SPSS version 2.0, and P&lt;0.05 was considered significant. Results: We selected 270 students, aged between 18 and 43, however, only 183 completed the questionnaire. The majority of the respondents were female, who come from conventional Catholic and Christian families, and inherited their religion from their parents; 78.6% (144/183) report religious affiliation, 43.5% (87/183) practice it in a disciplined way. Most the individuals considered that R/S gives meaning to their lives, strengthens them in times of trouble and brings benefits to their health. They also consider religiosity and spirituality and issues related issues as very important to their academic background, whereas 31.4% (57/183) quoted that religiosity and spirituality have influenced their professional choice. Conclusion: Those who have become students at the Universidade Federal do Triângulo Mineiro have a positive attitude towards religiosity and spirituality and expect a more comprhensive and spiritual approach towards their curriculum.
DOI: 10.6084/m9.figshare.5980051.v1
title: Neurophobia in Brazil: Detecting and Preventing a Global Issue

description: ABSTRACT Neurophobia is a global issue known as a fear of Neurology and Neurosciences by medical students and physicians, and it may contribute to a reduced number of trained neurologists and a global misunderstanding of neurological diseases among physicians. To date, there are no studies that address the issue of Neurophobia in Brazil. The present study aimed to evaluate the perception of Neurology and Neurosciences among Brazilian medical students. Students from four medical schools in the state of Pará, in the second (pre-clinical phase), fourth (clinical phase) and sixth (internship) years of the course, were submitted to a self-administered and written questionnaire divided into two sections: the first section included questions assessing their perceived level of interest, level of knowledge, degree of difficulty, confidence in examining patients, quality of teaching in medical school and likelihood of pursuing the career, concerning different clinical specialties (Cardiology, Endocrinology, Gastroenterology, Nephrology, Neurology, Respiratory Medicine and Rheumatology). In the second section, there were questions about possible reasons why Neurology was perceived as a difficult subject and possible ways to improve neurological education. A total of 486 questionnaires were completed. Neurology was perceived as the most difficult clinical specialty (mean score 4.00; p &lt; 0.001), in which students feel least confident about conducting physical examinations (mean score 2.97; p &lt; 0.001), and with the worst quality of teaching (mean score 3.12; p &lt; 0.001). The main cause of Neurophobia was the need to know neuroanatomy and neurophysiology (very important reason for 39.4% of students), and the most frequently suggested method to improve neurological education was through more and better bedside tutorials (very important factor — 53.3%). Students developing extracurricular activities, women and older students had more unfavorable opinions about Neurology. Neurophobia is also present in Brazil, and new educational approaches must be proposed to improve the misperception of Neurology by medical students. The Medical Education Commission of the Brazilian Academy of Neurology should propose guidelines on Neurology teaching at undergraduate level.
DOI: 10.6084/m9.figshare.5980054.v1
title: Medical Training at UFSB: III. Competency and Problem Based Learning

description: ABSTRACT Curricular reforms in medical education has been much debated in the specialized Brazilian literature. Some reforms have sought to introduce active learning strategies, but with few effective changes. In previous articles, we have introduced the general model of a medical course based on cycles, proposed by the Federal University of Southern Bahia. In this article, we submit to debate the set of pedagogical strategies structuring this project. First, we discuss the concept of “competence” articulated to the demands of a broad professional citizen formation, incorporating effective technologies to humanized care and to labor processes in health. Then, we present learning tools and methodologies that conform a matrix of active pedagogical strategies adopted by the course, based on four central devices: Significant Learning Commitments; Active Learning Teams; Integrated Shared Learning System; Competency and Problem-Based Learning. Such devices (and related strategies) promote the application of strategies and instruments of active and solidary learning in all stages of training, with intensive use of digital technologies and social media. We discuss the fundamentals and perspectives of this pedagogical organization format, which refers to the consistency with the curricular model, emphasizing the strategy of learning oriented by concrete problems as the central axis of training guided by health care practices. As a standardized and dynamic tool for patient follow-up, the patient's record oriented by problems and evidence (POPE) is used, in a computerized version, more adequate and efficient than the traditional template, adapted for use in the different contexts of UFSB clinical practice. This proposal is part of the effort to build a new pedagogical culture based on a sociocritical (inter-cultural, inter-personal, interprofessional and interdisciplinary) perspective of medical education, capable of articulating, in an integrated way, the education system in health to those of science, technology and innovation, aiming to promote integrality, humanization and resolution in health care practices. 300 words
DOI: 10.6084/m9.figshare.5979838
title: Health Promotion on Internship Fields for Medical Training

description: ABSTRACT The present study investigated the concepts and practices related to health promotion among professionals from nine Basic Health Units - BHU, that constitute the internship field of the Medical course of Rio Grande do Norte State University - UERN, in the town of Mossoró/RN. The findings are discussed from the perspective of new trends in Medical Education, Health and Care. This is an exploratory study with a qualitative approach, applying the thematic analysis technique for data analysis. The research subjects were twenty-five professionals who work in the Family Health Strategy - FHS. The results revealed three conceptual tendencies: Health Promotion assimilated as a form of disease prevention, a diffused concept of Health Promotion and, finally, an appropriate characterization. The practices included lectures with groups of patients, in the context of actions and programs, such as Hiperdia (addressing hypertension), health of the elderly and pregnant, and individual guidelines, provided both at the BHU and during home visits. The main challenges identified for health promotion included: the persistence of the biomedical model, the human resources deficit, the excess demand and absence of qualification mechanisms, which contribute toward team fragility and fragmentation. In conclusion, it is necessary to intensify efforts toward achieving a dialogical construction between Teaching, Services, Health Management and the Society, highlighting in the field of Medical Education the availability of instruments that support coordination between training institutions and the Health Services and offer mechanisms for integrated training and permanent education. The role of medical schools is reasserted: committed to consolidating the purposes of Health Promotion, aligned to the dialogical model of education for training medical professionals with a profile that society needs, and in favor of a healthier life and a better society.
DOI: 10.6084/m9.figshare.5979838.v1
title: Health Promotion on Internship Fields for Medical Training

description: ABSTRACT The present study investigated the concepts and practices related to health promotion among professionals from nine Basic Health Units - BHU, that constitute the internship field of the Medical course of Rio Grande do Norte State University - UERN, in the town of Mossoró/RN. The findings are discussed from the perspective of new trends in Medical Education, Health and Care. This is an exploratory study with a qualitative approach, applying the thematic analysis technique for data analysis. The research subjects were twenty-five professionals who work in the Family Health Strategy - FHS. The results revealed three conceptual tendencies: Health Promotion assimilated as a form of disease prevention, a diffused concept of Health Promotion and, finally, an appropriate characterization. The practices included lectures with groups of patients, in the context of actions and programs, such as Hiperdia (addressing hypertension), health of the elderly and pregnant, and individual guidelines, provided both at the BHU and during home visits. The main challenges identified for health promotion included: the persistence of the biomedical model, the human resources deficit, the excess demand and absence of qualification mechanisms, which contribute toward team fragility and fragmentation. In conclusion, it is necessary to intensify efforts toward achieving a dialogical construction between Teaching, Services, Health Management and the Society, highlighting in the field of Medical Education the availability of instruments that support coordination between training institutions and the Health Services and offer mechanisms for integrated training and permanent education. The role of medical schools is reasserted: committed to consolidating the purposes of Health Promotion, aligned to the dialogical model of education for training medical professionals with a profile that society needs, and in favor of a healthier life and a better society.
DOI: 10.6084/m9.figshare.5980033
title: Burnout and depression in residents of a Multi-professional Program in Oncology: a longitudinal prospective study

description: ABSTRACT The multi-professional residency is a modality of a lato sensu specialization course characterized by in-service training. The lack of previous professional experience, the extensive workload of the program and the dual role of the student-worker can lead the resident to illness. The aim of this study was to analyze the occurrence of burnout syndrome and depression among residents of a multi-professional program in oncology. This is a prospective longitudinal study with 46 residents of a multi-professional residency program in oncology. Three instruments of information collection were used: one to identify sociodemographic characteristics and absence for health reasons; Maslach Burnout Inventory; and Beck Depression Inventory. The data collection instruments were applied among the same participants of the study, in three instances over a two-year period: at the beginning, at the end of the first and of the second years of residence. The results regarding the sociodemographic characteristics, the intensity of the three dimensions of burnout, the frequency of burnout syndrome and the frequency and intensity of depression were analyzed by descriptive statistics. Fisher's exact test was applied to analyze the correlation between variables related to personal habits and leave of absence for health reasons with the presence of burnout syndrome or depression. The scores of the three aspects of burnout and depression in the three instances studied were compared using the Wilcoxon test. At the end of the study, it was identified that 75.0% of the participants presented burnout syndrome and 72.5% had some level of depression. As for the subscales of burnout, there was an increase in emotional exhaustion and in low personal accomplishment. There was also an increase in the frequency and intensity of depression. There was a positive correlation between leave of absence for health reasons and the presence of burnout and between the occurrence of burnout syndrome and cases of depression. Burnout syndrome was correlated to the occurrence of depression and both problems displayed significant increase throughout the residency program. The findings point to the severity of the problem, considering that both conditions appeared in the first year of the course. Strategies for prevention and control are necessary to minimize the consequences on learning, residents' quality of life and the care provided to cancer patients.