cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14279513.v1
title: Medical Education during the Covid-19 Pandemic: a Scoping Review

description: Abstract: Introduction: The challenges for medical education due to the COVID-19 pandemic require new pedagogical strategies to train ethical, humanistic, critical and reflective professionals. Objective: To identify the pedagogical strategies used for medical education during the COVID-19 pandemic around the world. Method: A review of the academic literature indexed in international databases was conducted according to the scoping review methodology. The information was collected in the PubMed, LILACS, SciELO, Virtual Health Library, Web of Science and Scopus databases. The keywords used were “Education, Medical” AND “Pandemics” OR “Coronavirus Infections”. We found 1,350 articles and 27 met the inclusion criteria. Results: Pedagogical strategies for medical education during the COVID-19 pandemic are centered on remote education, with the use of digital distance learning platforms through the internet and technology. The literature pointed out the need for teachers to be involved in the pedagogical process, planning activities and identifying appropriate digital platforms. There is no consensus on the inclusion of students in practical activities. Studies point to the existence of technology-mediated education even before the pandemic and its link with telemedicine. The need to incorporate disciplines to help manage pandemics with a focus on public health was identified. Conclusion: The experiences found were concentrated in high-income and developed countries. In addition, they are dependent on the internet and information and communication technologies. Omissions were identified regarding the limitations and weaknesses of this new pedagogical strategy, especially the lack of universal and equal access to digital media, the disregard of minority and underdeveloped realities and the devaluation of interpersonal relationships essential to medical training.
DOI: 10.6084/m9.figshare.14279514
title: The Universidade Federal do Rio Grande do Norte Medicine Course Mentoring Program: Integrative Activities in Focus

description: Abstract: Introduction: Upon starting their medical course, students are faced with challenges inherent to training, which can generate stress and anxiety, compromising their well-being and academic performance. In view of this, in 2015 the Medicine course at the Federal University of Rio Grande do Norte (UFRN) implemented a Mentoring Program, which aims to contribute to students’ professional and personal development, focusing on integrative activities to strengthen bonds between the participants. Method: This program involves the participation of 25 professors from the UFRN Medicine course, who act as mentors, 25 monitors or mentors, who have the role of mediating communication between participants and assisting in the planning and development of activities; and about 317 students and various academic periods of the medical course. In addition to the regular monthly meetings, at the end of each semester, mentors and junior mentors organize the integrative activity that brings together all the students and teachers of the program and have stimulated a closer relationship between mentors and mentees, as well as contributing toward the structuring of a more welcoming and equitable university environment. Result: In an online assessment of the program, students highlighted the “exchange of experiences, suggestions and help with the course on various topics” and “acquiring experience from an experienced professional” as the main motivations for participating in the activity. On the other hand, they emphasized the lack of time to reconcile meetings with other academic activities as the main obstacle to participating in the program. With the onset of the Covid-19 pandemic, the program activities continued online and important engagement was achieved among the participants, thus constituting a strategy to face social isolation and promote the mental health of undergraduate medical students. Conclusion: From the engagement and the feedback received, it was observed that the program, despite presenting some challenges, represents an initiative capable of transforming interpersonal relationships between students and mentors, promoting integration between students from different academic periods of the course and creating a favourable environment for dialogue and knowledge construction.
DOI: 10.6084/m9.figshare.14268446
title: Associations between teacher self-efficacy and the use of Objective Structured Clinical Examination in medical education

description: Abstract: Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers’ perception of their own ability to use them adequately. Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. Method: The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study. Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants’ beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude. Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.
DOI: 10.6084/m9.figshare.14279514.v1
title: The Universidade Federal do Rio Grande do Norte Medicine Course Mentoring Program: Integrative Activities in Focus

description: Abstract: Introduction: Upon starting their medical course, students are faced with challenges inherent to training, which can generate stress and anxiety, compromising their well-being and academic performance. In view of this, in 2015 the Medicine course at the Federal University of Rio Grande do Norte (UFRN) implemented a Mentoring Program, which aims to contribute to students’ professional and personal development, focusing on integrative activities to strengthen bonds between the participants. Method: This program involves the participation of 25 professors from the UFRN Medicine course, who act as mentors, 25 monitors or mentors, who have the role of mediating communication between participants and assisting in the planning and development of activities; and about 317 students and various academic periods of the medical course. In addition to the regular monthly meetings, at the end of each semester, mentors and junior mentors organize the integrative activity that brings together all the students and teachers of the program and have stimulated a closer relationship between mentors and mentees, as well as contributing toward the structuring of a more welcoming and equitable university environment. Result: In an online assessment of the program, students highlighted the “exchange of experiences, suggestions and help with the course on various topics” and “acquiring experience from an experienced professional” as the main motivations for participating in the activity. On the other hand, they emphasized the lack of time to reconcile meetings with other academic activities as the main obstacle to participating in the program. With the onset of the Covid-19 pandemic, the program activities continued online and important engagement was achieved among the participants, thus constituting a strategy to face social isolation and promote the mental health of undergraduate medical students. Conclusion: From the engagement and the feedback received, it was observed that the program, despite presenting some challenges, represents an initiative capable of transforming interpersonal relationships between students and mentors, promoting integration between students from different academic periods of the course and creating a favourable environment for dialogue and knowledge construction.
DOI: 10.6084/m9.figshare.14279521
title: Critical Analysis of the National Curriculum Guidelines in the Light of Diversities: Medical Training and the Covid-19 Pandemic

description: Abstract: Introduction: Social movements for Public Health Reform in Brazil have contributed toward the institutionalization of the health training process, to bring it in line with real public health needs, thus promoting inclusion, equality and an approach based on social accountability. With the onset of the Covid-19 pandemic this change has become even more important, as a new health priority has emerged. However, throughout the pandemic there has been an evident lack of professional preparation to provide comprehensive health care for people and communities who have historically been disregarded. Objective: Critically analyze the issues of diversities in relation to the National Curriculum Guidelines (DCNs) for the undergraduate medicine courses. Development: The critical and reflexive debate on Medical Education is developed from a perspective of diversity in three parts: 1: Comparative analysis of the DCNs from 2001 to 2014 in relation to the perspective of diversity; 2: How the issues of diversity can be critically questioned based on the 2014 DCNs; 3: The 2014 DCNs and what needs to be demonstrated in the search for diversity in medical education. Furthermore, the need for a connection between training and care was made explicit through the other public health policies, especially those related to marginalized groups. Conclusion: The Covid-19 pandemic has proven to be an opportunity for the media and society as a whole to recognize social inequalities in health care and the relevance of the Unified Health System (SUS), and to highlight the multiple indications that the pedagogical projects and curricular components of Medicine courses need updating and to commit to building an educational and health care proposal that values diversity and reduces inequalities in health.
DOI: 10.6084/m9.figshare.14279521.v1
title: Critical Analysis of the National Curriculum Guidelines in the Light of Diversities: Medical Training and the Covid-19 Pandemic

description: Abstract: Introduction: Social movements for Public Health Reform in Brazil have contributed toward the institutionalization of the health training process, to bring it in line with real public health needs, thus promoting inclusion, equality and an approach based on social accountability. With the onset of the Covid-19 pandemic this change has become even more important, as a new health priority has emerged. However, throughout the pandemic there has been an evident lack of professional preparation to provide comprehensive health care for people and communities who have historically been disregarded. Objective: Critically analyze the issues of diversities in relation to the National Curriculum Guidelines (DCNs) for the undergraduate medicine courses. Development: The critical and reflexive debate on Medical Education is developed from a perspective of diversity in three parts: 1: Comparative analysis of the DCNs from 2001 to 2014 in relation to the perspective of diversity; 2: How the issues of diversity can be critically questioned based on the 2014 DCNs; 3: The 2014 DCNs and what needs to be demonstrated in the search for diversity in medical education. Furthermore, the need for a connection between training and care was made explicit through the other public health policies, especially those related to marginalized groups. Conclusion: The Covid-19 pandemic has proven to be an opportunity for the media and society as a whole to recognize social inequalities in health care and the relevance of the Unified Health System (SUS), and to highlight the multiple indications that the pedagogical projects and curricular components of Medicine courses need updating and to commit to building an educational and health care proposal that values diversity and reduces inequalities in health.
DOI: 10.6084/m9.figshare.14268446.v1
title: Associations between teacher self-efficacy and the use of Objective Structured Clinical Examination in medical education

description: Abstract: Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers’ perception of their own ability to use them adequately. Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. Method: The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study. Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants’ beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude. Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.
DOI: 10.6084/m9.figshare.14279523
title: Art as a Coping Strategy During the Pandemic

description: Abstract: Introduction: The Covid-19 pandemic has had a direct impact on medical student training, through the sudden change from face-to-face to remote learning and the stress and anxiety caused. Students need coping strategies for the sake of their mental health and to deal with situations of extreme anxiety. Experience Report: during the pandemic the ELAM (Study of Literature and Art in Medicine) group has sought to help students in lockdown deal with their mental struggles by promoting discussions on literature through texts it has produced, debates on social media and, primarily, through art activities such as watercolor painting and visual arts. Twenty-four watercolor paintings, videos, collages, chronicles and poems were produced. The main themes addressed were: love (N=2), ageing (N=2), sin and religion (N=4), life cycle (N=6), cancer, chaos, wisdom, mortality (N=3), time, looking and seeing (N=2) and regionalism (N=2). Discussion: Essential measures to tackle Covid-19 include social isolation, physical distancing and restrictions on people’s movements to prevent the rapid spread of the virus. When youngsters lack the mechanisms to cope with the resulting stressful situation, a series of mental disorders can be triggered, such as depression, anxiety and mood swings. Reflecting a broader trend in medical training, medical schools are increasingly investing in curricular content involving arts, and at this particular moment in time this represents an important coping strategy for students trying to deal with the pandemic. Conclusion: Getting through this difficult period of the Covid-19 pandemic has demanded a coping strategy to help students experience and vent their fears, where art has been the best form of expression, and the ELAM group has achieved such a strategy.
DOI: 10.6084/m9.figshare.14279523.v1
title: Art as a Coping Strategy During the Pandemic

description: Abstract: Introduction: The Covid-19 pandemic has had a direct impact on medical student training, through the sudden change from face-to-face to remote learning and the stress and anxiety caused. Students need coping strategies for the sake of their mental health and to deal with situations of extreme anxiety. Experience Report: during the pandemic the ELAM (Study of Literature and Art in Medicine) group has sought to help students in lockdown deal with their mental struggles by promoting discussions on literature through texts it has produced, debates on social media and, primarily, through art activities such as watercolor painting and visual arts. Twenty-four watercolor paintings, videos, collages, chronicles and poems were produced. The main themes addressed were: love (N=2), ageing (N=2), sin and religion (N=4), life cycle (N=6), cancer, chaos, wisdom, mortality (N=3), time, looking and seeing (N=2) and regionalism (N=2). Discussion: Essential measures to tackle Covid-19 include social isolation, physical distancing and restrictions on people’s movements to prevent the rapid spread of the virus. When youngsters lack the mechanisms to cope with the resulting stressful situation, a series of mental disorders can be triggered, such as depression, anxiety and mood swings. Reflecting a broader trend in medical training, medical schools are increasingly investing in curricular content involving arts, and at this particular moment in time this represents an important coping strategy for students trying to deal with the pandemic. Conclusion: Getting through this difficult period of the Covid-19 pandemic has demanded a coping strategy to help students experience and vent their fears, where art has been the best form of expression, and the ELAM group has achieved such a strategy.
DOI: 10.6084/m9.figshare.14279524
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.v1
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.