cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.5281/zenodo.6515972
title: GitTables 1M - CSV files

description: <strong>This dataset contains &gt;800K CSV files behind the GitTables 1M corpus.</strong> For more information about the GitTables corpus, visit: - our website for GitTables, or - the main GitTables download page on Zenodo.
DOI: 10.6084/m9.figshare.20005142
title: Reflections about quarantine: a strategy for undergraduate medical student reception in a mentoring group

description: Abstract: Introduction: The constant stream of news about the Covid-19 pandemic in the media has contributed to information overload and daily insecurities. For medical students, these changes can have an even more significant effect, as they already suffer a certain degree of illness and their quality of life is impaired by academic stress. In these situations, strategies for reflection, speech and active listening can be useful for mental health. Experience report: This report presents, in a descriptive way, the reflective analysis of the student’s perception of the facilities and adversities experienced during the social distancing measures enforced by the Covid-19 pandemic and how participation in mentoring interfered in this process. The students answered a questionnaire of six open-ended questions about their experiences and mental health, to reflect and better understand the current situation and thus enhance the mentoring program meetings, supporting and minimizing any negative impact on the students’ mental health. After informed consent was agreed by the participants and approval given by the Ethics Committee, thematic content analysis of the answers was performed anonymously and collectively by the students themselves. The core meanings were sought from reading the textual corpus, thus identifying the units of analysis. Discussion: There were twelve respondents, representing a response rate of 92.3% of the students to whom the questionnaire was sent, reporting the impact on their mental health, their inner reflections and adaptive mechanisms and mentoring as a safe environment of support. Conclusion: The analysis revealed that many students are facing difficulties in adapting, especially regarding mental health, reporting issues such as emotional instability, revolt and frustration. However, positivity, development of hobbies, increased self-knowledge and communication with family members were reported. Despite the limitations presented by the remote meetings, there were no adverse effects of using the program and achieving its objectives.
DOI: 10.6084/m9.figshare.20005142.v1
title: Reflections about quarantine: a strategy for undergraduate medical student reception in a mentoring group

description: Abstract: Introduction: The constant stream of news about the Covid-19 pandemic in the media has contributed to information overload and daily insecurities. For medical students, these changes can have an even more significant effect, as they already suffer a certain degree of illness and their quality of life is impaired by academic stress. In these situations, strategies for reflection, speech and active listening can be useful for mental health. Experience report: This report presents, in a descriptive way, the reflective analysis of the student’s perception of the facilities and adversities experienced during the social distancing measures enforced by the Covid-19 pandemic and how participation in mentoring interfered in this process. The students answered a questionnaire of six open-ended questions about their experiences and mental health, to reflect and better understand the current situation and thus enhance the mentoring program meetings, supporting and minimizing any negative impact on the students’ mental health. After informed consent was agreed by the participants and approval given by the Ethics Committee, thematic content analysis of the answers was performed anonymously and collectively by the students themselves. The core meanings were sought from reading the textual corpus, thus identifying the units of analysis. Discussion: There were twelve respondents, representing a response rate of 92.3% of the students to whom the questionnaire was sent, reporting the impact on their mental health, their inner reflections and adaptive mechanisms and mentoring as a safe environment of support. Conclusion: The analysis revealed that many students are facing difficulties in adapting, especially regarding mental health, reporting issues such as emotional instability, revolt and frustration. However, positivity, development of hobbies, increased self-knowledge and communication with family members were reported. Despite the limitations presented by the remote meetings, there were no adverse effects of using the program and achieving its objectives.
DOI: 10.6084/m9.figshare.20005146
title: Active teaching and learning methodologies: use, difficulties and training among medical course teachers

description: Abstract: Introduction: In Brazil, the National Curriculum Guidelines for Medicine courses state that medical training should use methodologies that favor the active participation of the student in the construction of knowledge, in addition to providing for the existence of teacher development and improvement programs within Medical courses. Objective: To evaluate the use, difficulty and training related to Active Teaching and Learning Methodologies (MAP) in teachers of the Medicine course in two campuses of the Federal University of Santa Catarina. Method: Cross-sectional study with data collection through a questionnaire in an online format, researching demographic, academic education, teaching and MAP variables, including its use in pedagogical practice, difficulties and training on the subject. Statistical analyses were performed in order to verify differences among the analyzed variables. Results: 63 teachers participated, with a mean age of 48.2 years, mostly female (57.1%), who worked exclusively for the university (61.9%) and half of the sample population was composed of physicians. Only one in ten teachers reported that they do not use and/or never used MAP in their work as a teacher, and half reported having difficulty in using it. As for the pedagogical training, 54% reported having performed it, and among these, 67.7% reported that it was not enough to give theoretical density to the teaching-learning process with MAP. Case study and problem-based learning were the best-known MAPs and used within the university. Conclusion: The use of MAP was high and just over half of the teachers reported some training in the subject. Considering that most teachers pointed out difficulties in its use with students, it is necessary to plan the methodology, workload or themes of the training that are offered.
DOI: 10.6084/m9.figshare.20005146.v1
title: Active teaching and learning methodologies: use, difficulties and training among medical course teachers

description: Abstract: Introduction: In Brazil, the National Curriculum Guidelines for Medicine courses state that medical training should use methodologies that favor the active participation of the student in the construction of knowledge, in addition to providing for the existence of teacher development and improvement programs within Medical courses. Objective: To evaluate the use, difficulty and training related to Active Teaching and Learning Methodologies (MAP) in teachers of the Medicine course in two campuses of the Federal University of Santa Catarina. Method: Cross-sectional study with data collection through a questionnaire in an online format, researching demographic, academic education, teaching and MAP variables, including its use in pedagogical practice, difficulties and training on the subject. Statistical analyses were performed in order to verify differences among the analyzed variables. Results: 63 teachers participated, with a mean age of 48.2 years, mostly female (57.1%), who worked exclusively for the university (61.9%) and half of the sample population was composed of physicians. Only one in ten teachers reported that they do not use and/or never used MAP in their work as a teacher, and half reported having difficulty in using it. As for the pedagogical training, 54% reported having performed it, and among these, 67.7% reported that it was not enough to give theoretical density to the teaching-learning process with MAP. Case study and problem-based learning were the best-known MAPs and used within the university. Conclusion: The use of MAP was high and just over half of the teachers reported some training in the subject. Considering that most teachers pointed out difficulties in its use with students, it is necessary to plan the methodology, workload or themes of the training that are offered.
DOI: 10.6084/m9.figshare.20005149.v1
title: Video recording and videofeedback in teaching-learning of physical examination skills

description: Abstract: Introduction: Physical examination skills, an integral and mandatory part of medical school curricula, are traditionally taught through an approach based on “demonstration and practice”, and although other models exist, there is, to date, no evidence that one is superior to the other. Innovations in this area are pointed out as a way to supply deficiencies in teaching and learning. Objectives: To describe the incorporation of video recording and video feedback in the teaching-learning of physical examination skills and to evaluate the effectiveness of such approach. Method: A historically controlled study was carried out before and after the intervention with students in the first year of a medical course. The intervention group, in which video recording and video feedback was applied, consisted of 91 students from semester 2019.2 and the control group had 72 students from semester 2018.1. Both classes underwent two summative theoretical (T1 and T2) and two practical assessments, in the format of an objective structured clinical examination (OSCE). In the comparative statistical analysis of the grades of both classes, the non-parametric Wilcoxon and Mann Whitney rank test was used. Results: The median of the marks of the practical evaluations (1st and 2nd OSCE) of the 2019 class were higher than those of 2018. It was also found that the class of 2019 showed a positive evolution in its practical marks, with the median score increasing from 11.6 in the 1st OSCE to 13.85 in the 2nd OSCE, which also happened with the theoretical tests (p &lt;0.05). In the class of 2018, there was a drop in the median mark from T1 to T2 and from the 1st OSCE to the 2nd OSCE, but without statistical significance. Conclusion: The incorporation of video recording and video feedback in teaching-learning physical examination skills among first-year medical students, in simulated environments, proved to be effective in improving student performance in both theoretical and practical assessments. This approach is also shown as a means of developing and applying observational, reflective, experiential and metacognition motor learning in the teaching-learning of physical examination skills among medical students.
DOI: 10.6084/m9.figshare.20005148
title: Remote education at Brazilian university medical school during the pandemic

description: Abstract: Introduction: Introduction: The teaching-learning process has undergone major technological changes over the decades, with a significant impact on medical courses. One of these changes has been the use of virtual learning environments (VLEs). Objective: to evaluate the quality of the remote teaching-learning process in the medical course during the COVID-19 pandemic. Method: This is a descriptive study with a quantitative and qualitative approach. Its development was divided into 4 phases: literature review, development of the assessment protocol, data collection and analysis. Data collection was through an online form and data analysis was by statistical analysis on three axes: assessment of the technological profile, assessment of the acceptance of the technology and the user experience. Result: It was found that most students (65%) and teachers (88.2%) had the infrastructure to participate in the supplementary semester. Most students reported feeling safe in using technological tools and were satisfied with the remote teaching, however, 53% of students reported underachievement in relation to their performance in an ordinary classroom period and reported difficulties in adapting to remote learning, and 40.2% reported a high rate of psychological problems. Most teachers felt secure in teaching online and had a very positive overall evaluation of the remote semester, with only a few disagreements regarding the time to prepare classes and create teaching materials for their students. Conclusion: The various factors related to technology, organization and mental health of students and teachers must be taken into account in the planning of the next semesters, because until the health situation returns to normal, the forthcoming academic semesters will provide all the theoretical components of the medical course remotely, or at least the majority provided in a hybrid modality. It is likely that students and teachers will develop a learning curve and consequent adaptation, which may alleviate some of the difficulties observed. The adaptation process needs to be catalyzed by standards, guidelines and innovations from the university.
DOI: 10.6084/m9.figshare.20005148.v1
title: Remote education at Brazilian university medical school during the pandemic

description: Abstract: Introduction: Introduction: The teaching-learning process has undergone major technological changes over the decades, with a significant impact on medical courses. One of these changes has been the use of virtual learning environments (VLEs). Objective: to evaluate the quality of the remote teaching-learning process in the medical course during the COVID-19 pandemic. Method: This is a descriptive study with a quantitative and qualitative approach. Its development was divided into 4 phases: literature review, development of the assessment protocol, data collection and analysis. Data collection was through an online form and data analysis was by statistical analysis on three axes: assessment of the technological profile, assessment of the acceptance of the technology and the user experience. Result: It was found that most students (65%) and teachers (88.2%) had the infrastructure to participate in the supplementary semester. Most students reported feeling safe in using technological tools and were satisfied with the remote teaching, however, 53% of students reported underachievement in relation to their performance in an ordinary classroom period and reported difficulties in adapting to remote learning, and 40.2% reported a high rate of psychological problems. Most teachers felt secure in teaching online and had a very positive overall evaluation of the remote semester, with only a few disagreements regarding the time to prepare classes and create teaching materials for their students. Conclusion: The various factors related to technology, organization and mental health of students and teachers must be taken into account in the planning of the next semesters, because until the health situation returns to normal, the forthcoming academic semesters will provide all the theoretical components of the medical course remotely, or at least the majority provided in a hybrid modality. It is likely that students and teachers will develop a learning curve and consequent adaptation, which may alleviate some of the difficulties observed. The adaptation process needs to be catalyzed by standards, guidelines and innovations from the university.
DOI: 10.6084/m9.figshare.20005149
title: Video recording and videofeedback in teaching-learning of physical examination skills

description: Abstract: Introduction: Physical examination skills, an integral and mandatory part of medical school curricula, are traditionally taught through an approach based on “demonstration and practice”, and although other models exist, there is, to date, no evidence that one is superior to the other. Innovations in this area are pointed out as a way to supply deficiencies in teaching and learning. Objectives: To describe the incorporation of video recording and video feedback in the teaching-learning of physical examination skills and to evaluate the effectiveness of such approach. Method: A historically controlled study was carried out before and after the intervention with students in the first year of a medical course. The intervention group, in which video recording and video feedback was applied, consisted of 91 students from semester 2019.2 and the control group had 72 students from semester 2018.1. Both classes underwent two summative theoretical (T1 and T2) and two practical assessments, in the format of an objective structured clinical examination (OSCE). In the comparative statistical analysis of the grades of both classes, the non-parametric Wilcoxon and Mann Whitney rank test was used. Results: The median of the marks of the practical evaluations (1st and 2nd OSCE) of the 2019 class were higher than those of 2018. It was also found that the class of 2019 showed a positive evolution in its practical marks, with the median score increasing from 11.6 in the 1st OSCE to 13.85 in the 2nd OSCE, which also happened with the theoretical tests (p &lt;0.05). In the class of 2018, there was a drop in the median mark from T1 to T2 and from the 1st OSCE to the 2nd OSCE, but without statistical significance. Conclusion: The incorporation of video recording and video feedback in teaching-learning physical examination skills among first-year medical students, in simulated environments, proved to be effective in improving student performance in both theoretical and practical assessments. This approach is also shown as a means of developing and applying observational, reflective, experiential and metacognition motor learning in the teaching-learning of physical examination skills among medical students.
DOI: 10.5281/zenodo.6615388
title: Pseudoxyrhopus heterurus decontaminated gx

description: .
DOI: 10.5281/zenodo.6615387
title: Pseudoxyrhopus heterurus decontaminated gx

description: .
DOI: 10.6084/m9.figshare.20005152.v1
title: Pedagogical needs from the perspective of curriculum internship supervision in occupational therapy

description: Abstract: Introduction: Curricular internship supervised by professors and professionals from services linked to the Unified Health System. Objective: To understand the pedagogical needs of internship supervisors in the occupational therapy course and the desirable characteristics of an internship supervisor, from the student perspective. Method: Cross-sectional and exploratory study of a qualitative nature, using thematic content analysis, comprising three stages: pre-analysis, exploration of material with treatment of results. Twenty-four internship supervisors and fifteen students from the occupational therapy course participated in the study, using two online semi-structured forms, one for supervisors and one for students. Results and Discussion: For the supervisors, the presence of the student in the service contributes to exchanges in the daily work, and instigates the preceptor to seek more knowledge, but they expect greater recognition of the supervisor’s performance and considered it important to have a continuous flow for training in teaching service professionals, in particular on performance evaluation and innovative practices. Students expect to find supervisors who make significant contributions to their learning in a safe way, through professional experience. Conclusion: The study revealed the pedagogical needs of internship supervision, the importance of training for teaching in services, and the importance of welcoming and monitoring students with guidance throughout the learning process. Based on these assumptions, a course design was developed for remote pedagogical training for internship supervisors
DOI: 10.6084/m9.figshare.20005154
title: Generalist training and the professional practice option according to the student’s perception

description: Abstract: Introduction: Since the National Curricular Guidelines for the Medicine course were implemented, with emphasis on the training of professionals with a generalist profile, the factors that may contribute to the interest in professional practice are unknown. Objective: This study aimed to analyze the perception of medical students regarding their generalist training and the factors that influence the desire for professional practice. Methodology: Descriptive and analytical cross-sectional study of qualitative and explanatory character with 523 students from different medical courses in the city of Salvador-Bahia, who answered an online survey after signing the informed consent form. The sample was categorized into interest in Immediate Specialization (IS) and among those who intend to Act as a Generalist (AG). The age and period of the course were also categorized into groups. Results: The age of the sample was 18 to 25 years in 83.7% (n = 438), with 72.5% (n = 380) being female, attending 69% of the 4º to 9º semesters (n = 363). The Immediate Specialization group represented 27.2% (95% CI: 35% -73%) and the group that intends to Act as a Generalist, 72.8% (95% CI: 68% -76%). General training did not influence the option for professional practice with RR = 0.81 (95% CI: 0.55-1.20) p = 0.308. The factors associated with AG were believing in the generalist’s resolution capacity and SUS guidelines (p &lt;0.001), the desire to contribute to society (p = 0.005) and society’s credibility (p = 0.044). Conclusion: Students perceive that the curriculum includes general training, however it did not influence the interest in professional practice. The desire to act as a generalist is present in a significant number among them, driven by altruism and the desire to contribute to society, supported by the organic laws that underlie the SUS Guidelines, while not feeling valued and having its credibility, questioned by society, only stimulates professional practice on a temporary basis.